You are hereHome ›
Now showing results 1-10 of 12
This is an activity about the Moon's influence on Earth. Learners think like a scientist — with reasoning skills and a healthy amount of skepticism — to sort puzzle pieces containing statements about the Moon into two images. The "Far-out Far... (View More) Side" has incorrect statements about the Moon (urban myths), and "True-Blue Blue Moon" has true facts about the Moon’s influence on Earth and life. This activity is part of Explore! Marvel Moon. (View Less)
Learners use a Styrofoam ball, sunlight, and the motions of their bodies to model the Moon's phases outdoors. An extension is to have children predict future Moon phases. This activity is part of Explore! Marvel Moon.
This is an activity about the way the moon interacts with sunlight. Learners consider a ball, wrapped in aluminum foil, and experiment with a flashlight to make it appear bright. The children compare the foil-wrapped ball to a Moon globe and... (View More) discover that the Moon reflects very little of the light the falls on it, but still appears bright. The children construct their own globe of the Moon to take home with them by gluing a map template onto a tennis-ball. This activity is most effective when conducted in a dark area, such as outdoors at night or in a darkened room. This activity is part of Explore! Marvel Moon. (View Less)
Learners read or listen to a cultural story describing a shape identified in the Moon's surface features. Then, they consider how the features formed over the Moon's 4.5-billion-year history and investigate Earth rocks that are similar. Children may... (View More) examine the types of Earth rocks (named anorthosite, basalt, and breccia) that are also found on the Moon and that would have been shaped by the processes explored here. Finally, they draw their own object or character that they see when they look at the Moon. This activity is part of Explore! Marvel Moon. (View Less)
This is a mini comic book about cosmic rays. Learners will construct the comic book and then read about cosmic rays, their effect, and how the Lunar Reconnaissance Orbiter's Cosmic Ray Telescope for the Effects of Radiation (CRaTER) detects them.
In this activity, students engage in long-term systematic observation to learn about the apparent annual motion of the Sun caused by the Earth’s orbit around the Sun. Students put a dot on a window where sunlight enters the classroom (or any room... (View More) into which sunlight enters each day) and mark the position of the shadow cast by the dot day by day and throughout the school year. To make a personal connection to the activity, spots marked on a student’s birthday can be labeled with the student’s name. This activity can be done as a whole class or individual project. Part 1 of this activity involves establishing location, and casual observation over the course of a day. Part 2, involves “daily” (Monday, Wednesday, Friday is fine) marking of Sun-track at a specific time of day over the course of at least a month. This activity should be run for at least a month, but is best as a school-year-long project. The lesson includes a math extension activity to calculate the average daily motion at which the sunbeam shadow moves, as well as background information about the analemma. This activity is the fourth lesson in the Ancient Eyes Look to the Skies curriculum guide. (View Less)
In this activity, students learn about the motion of the Sun in relation to the Earth, and how geographic directions are defined. Students use a tetherball pole (or an alternative) as a gnomon and the shadow the Sun casts to determine the exact... (View More) directions of north, south, east and west. The best tetherball pole to use is one that is in full sunlight for most of the day, one that is vertical and unbent, and one that is built on asphalt or concrete. This activity can be done as a whole class or individual project. Part 1 of this activity involves the initial marking of the tetherball pole shadow using chalk (about 10 minutes) and subsequent markings by one or two students (less than 5 minutes) every half hour over a four-hour period. Students keep a record of the gnomon’s shadow by recording a sketch in their logs. Part 2 of this activity involves using a piece of string to connect the dots after the final observation, then bisecting this arc to determine north and south. The lesson includes discussion questions, background information about gnomons, and a math extension activity making and graphing the tetherball's shadow length at different times. This activity is the fifth lesson in the Ancient Eyes Look to the Skies curriculum guide. (View Less)
In this activity, students learn the basics of the horizon, direction and the rising and settings of the Sun and stars by making a schoolyard "medicine wheel" with sidewalk chalk on playground asphalt. Medicine wheels are stone rings constructed by... (View More) the Plains people of North America which may have been used as a calendar system based on observations of objects in the sky. This activity requires a flat area at least 6 meters across – preferably asphalt or concrete – that has a good view of the sky. It can be done as a whole class activity. Part 1 of this activity involves constructing the medicine wheel (about 10-15 minutes). Part 2 of this activity involves making ongoing observations throughout the year at noon (about 10-15 minutes for each observation). Part 3 involves making observations from the wheel during after-school hours to observe the rising or setting points of stars, the Sun and Moon. Discussion questions, background information and a math extension activity are included. This activity is the second lesson in the Ancient Eyes Look to the Skies curriculum guide. (View Less)
In this introductory activity, students are introduced to the fundamental tools of scientific inquiry: observing, identifying changes, perspectives and patterns. Materials needed include student journals, pencils, crayons, plastic sample bags,... (View More) microscopes, scales and rulers. This is the first of ten hands-on, minds-on investigations comprising "Threads of Inquiry: Observing the World Around Us" focusing on the changing seasons and other aspects of our everyday experience. Each lesson contains information on cognitive development, an introductory inquiry activity, and an inquiry investigation. An introduction to inquiry in education and related educational resources (especially connections to folklore) are provided for educators. (View Less)
In this inquiry investigation, students learn that while the Sun appears to move around the Earth, in fact it is the Earth spinning around on its axis while the Sun remains stationary. Materials suggested for this activity include an easel or wipe... (View More) board and markers, pencils, journals, crayons, and adhesive dots or bingo markers. This is the second of 10 inquiry investigations in Threads of Inquiry: Observing the World Around Us. Each lesson includes teacher background information, a narrative that models and describes the inquiry process applied in the lesson, and a hands-on inquiry investigation. Literacy extensions and a non-linguistic pre- and post-assessment are also included. (View Less)