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Clarifying Objective

Suggested Activity

1.E.2.1 Summarize the physical properties of earth materials, including rocks, minerals, soils and water that make them useful in different ways.

1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants

Science Kit Activities:

Essential Standard:
1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth.
Clarifying Objective:
1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth.
1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day.
Recognize different stars in the sky and other observations of the night sky. Create the north star, big and small dipper and scatter the other stars all around. Students need to know there are more stars in the sky than anyone can count, but they are not scattered evenly, and they are not all the same in brightness or color. Talk as a whole class what the students see in the night sky and why there may be different color stars in the sky. Also that the Polaris (northern star) is the only star that does not move in the night sky. All the other stars do.
Glow in the dark assorted color stars
Big and Small dipper formation
Show students the globe, slowly rotating it counterclockwise. Once students see this rotation, give one student the flashlight and mention that the globe will model Earth and the flashlight will model the sun. Turn on the flashlights and off the classroom lights. Show that at any time, half of Earth receives light from the sun. That half experiences day. The other half does not receive light. That half experiences night. Ask students to tell which part of the globe is in day/night. Rotate the globe counterclockwise. Ask them several more times which part of the globe is experiencing day/night?
Sticky Note
Observe the movement of the sun by tracking it by drawing on the pavement with side walk chalk. Draw a center point on the sidewalk like the hand on a sundial. Then Have one student stand on the center point. Have another student mark his/her shadow on the sidewalk. Continue to go out and track the new shadow over the course of a day (ie: morning, lunch, afternoon) and label it. Talk about what happened to their shadows over the course of the day and why. Extension: have students create a sundial plate with a straw in the middle as shown to the right. Take the plate outside each time you go out to measure the student’s shadows. Compare their sundial to the clock.
Sidewalk Chalk
Paper plate (1 per child)
Straw (1 per child)
Cover a Styrofoam ball with tin foil. Place a skewer through the center and rotate the moon counter-clockwise to represent the different moon phases. Use a flashlight to shine on the surface of the moon. Have the students draw that they see where the light is shining.
Tin Foil
Black crayons
Use the moon phase card s and have students order them from new moon all the way to a last quarter moon.
Moon Phase cards
Students can create the different moon phases using black and white modeling clay.
Black Modeling Clay
White Modeling clay
Teacher will place 1 cm of cocoa powder in the bottom of a Styrofoam bowl. Students will then take a marble and drop it into the bowl from about 1 foot. Students will then pick the marble up and continue to create craters until the powder resembles the surface of the moon.
Styrofoam Bowls
Cocoa Powder

Technology Connections: