The Earth and Her Neighbors in the

Solar System

By:

Maria Mercado, Yves Antenor, Shiuli Arshad, Lisa Cruz, April Barabash, Melanie Ma, and Angela Nannetti

Summer 2013

Lesson # Responsible Party

Title of Lesson Blooms Taxonomy Gardner’s MI(s) Additive

Lesson 1a MariaMercado

The solar system Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

Visual-Spatial, Linguistic, Kinesthetic,

KWL Chart, Computer to watch a video

Lesson 1b Yves Antenor The Final Frontier Scavenger Hunt

Interpersonal,Visual

Knowledge, & Comprehension

Scavenger hunt,Filamentailty,Web 2.0 Tool

Lesson 2 Lisa Space Relations Remembering, Understanding, Applying, Analyzing, Evaluating & Creating

Visual and Spatial, Interpersonal, & Intrapersonal

GlobeKWL Chart,Internet access/ Computer to watch videos,Styrofoam balls,Chart paper, Graphing sheet

Lesson 3 April The Seasons & Climates of the North & South Hemispheres

Understand &Analyze

Spatial Intelligence, Linguistic Intelligence

Thermometer ,Bar graph,Smartboard,Internet resources,Web 2.0 tool

Lesson 4 Melanie How the Moon was created

Knowledge, Comprehension, Application and Analysis

Visual-Spatial, Interpersonal, and Logical-Mathematical

KWL chart,Internet access, Children’s Literature,National Geographic,Smart Board

Lesson 5 Angela Moon phases Comprehension, Synthesis Spatial, Bodily-Kinesthetic, Naturalistic

Children's Literature,Manipulative: Oreos

Lesson 6 Shiuli Arshad Earths Water Cycle Analysis, Application Visual-Spatial, Interpersonal, Graphic Organizer,SmartBoardChildren’s Literature

Introduction

Think about your environment, everything around you is affected by one main thing: The Sun

The Sun is the center of our solar system and affects everything around us.

To understand how we live, we must first understand our environment and this is why we choose Earth and Space as our unit topic

The solar systemNAEP Process Skills: Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques. S4.3 Identify patterns in data and/ or relate patterns in data to theoretical models.

Open ended questions:

What is gravity?Why is gravity important to earth?What is the solar system composed of?Which planets can be seen without a telescope?

Procedures Students will be encouraged to use technologies previously used in class.They may create a movie at (http://animoto.com). Create a power point presentation, or an art project depicting the solar system. Students answer 1 of the following questions; The earth orbits the sun in 365 days, how long does it take each planet to orbit the sun? Construct a chart or graph to analyze and interpret data.

Create a short film using www.animoto.com to illustrate a new planet. What would you name it, describe its structural components and identify its place in the solar system, and why. Compare and contrast your planet to other planets. Be creative! Create a science/art project explaining the solar system. Distinguish the following objects: star, planets, dwarf planets, moons, comets, asteroids, and meteors. After completion of the activities, students will present their final product. Lessons should be interactive and animated. Other students will be encouraged to ask questions.

Behavioral Target Satisfactory Unsatisfactory Student Objective(s) “3” “2” “1” Rating Behavioral Objective #1: Students are able to successfully incorporate technology to produce a complete explanation of the solar system.

Students in- formation are accurate and organized. Students are able to name 8 planets in the solar system, including dwarf planets.

Student’s content is accurate with minimal error.

Students are not able to properly conduct research on their own. Information is inaccurate.

Behavioral Objective#2: Students are able to categorize how long it takes each planet to orbit the sun.

Students are able to recognize that it takes Mercury , 88 earth days Venus, 225 days

Earth, 365 days Mars, 685 days Jupiter,12 earth years Saturn, 29 years

Uranus, 84 years Neptune ,165 years.

Students are able to recall some information with teacher’s assistance.

Students are not able to categorize any of the planets in the solar system.

Behavioral Objective#3: Students are able to name important facts pertaining to earth, the sun, and the moon

Students are able to recall 5 moon, earth, and sun facts.

Students are able to mane 3 or more, earth, sun, and moon facts.

Students are not able to name solar planet facts.

Utilize the following links to beam you into space to complete the scavenger hunt:www.nineplanets.org/overview.html ; www.planetsofthesolarsystem.net; www.kidzone.ws/planets/; http://solarsystem.nasa.gov/planets/ ; http://kids.nineplanets.org/earth.html

References: (n.d.). Retrieved from

www.Kidblog.org/home/ Harvey, S. (n.d.). Retrieved from

http://solarsystem.nasa.gov/planets/ (n.d.). Retrieved from

http://kids.nineplanets.org/earth.htm (n.d.). Retrieved from

www.nineplanets.org/overview.html (n.d.). Retrieved from

www.planetsofthesolarsystem.net (n.d.). Retrieved from

www.kidzone.ws/planets/To learn more about your planet Earth and its neighbors in the solar system, check out your 4th grade Filamentality page to continue your exploration:

http://www.kn.att.com/wired/fil/pages/http://www.kn.att.com/wired/fil/pages/listearth72.htmllistearth72.html

•With the help of our fourth grade Filamentality web page, learning about the solar system and planet Earth will not be confined in the classroom. Information through interactive websites, blogs, podcasts and videos are easily accessible by students at home. Their journey of learning about this unit can travel with them, wherever they go, using any net-enabled device.

•http://www.kn.att.com/wired/fil/pages/listearth72.html

• The Water CycleThe Water Cycle

• Lesson SummaryLesson SummaryMotivation

Q: “When it rains there are puddles on the ground. A few days later we don’t see the puddle. Where do you think rain came from? What happens to the puddle? Where did the water go?”

A: List answers on Smartboard.

Procedure1. Video of the Earths Water Cycle.

Visuals and a song are used to help students memorize the Water Cycle &

essential vocabulary terms.

2. Read aloud: Inside the Water Cycle: Earth and

Space by William B. Rice.The book reinforces new

and old vocabulary words.

Procedure

3. Students will work in groups of three and do research on concepts using the vocabulary words that make up the water cycle.

4. Students will create a graphic organizer (poster board) of the water cycle with their group and present to each other.

Follow Up

5. Students will do individual writing assignments to demonstrate what they learned about the water cycle.

 BehavioralObjectives

 Target

3

 Satisfactory

2

 Unsatisfacto

ry1

 StudentRating

BehavioralObjective #1Required ElementsOf Poster Board

Poster includes all requiredelements enrichedwith studentresearch fact

All but 1 of the required elements are included onthe poster.

Several required elements weremissing.

 

BehavioralObjective #2 Research

Student did aproficient researchthat demonstratestheir newknowledge.

Student didadequate researchWhich Demonstratespartial knowledge.

Student did minimalresearch whichdemonstrates theirlack ofUnderstandingof topic.

 

BehavioralObjective# 3Written paragraphon the Water Cycle

The twoparagraphs

includethorough researchof each topic, withCompleteexplanations ofthe suns’ role inthe Water Cycle.There is a conciseevaluations ofother groupsPresentations.Two or lessGrammaticaland/or sentencestructure errors.

The two paragraphsIncludedInadequateresearch of eachtopic, with lessThan completeexplanation of thesuns role in theWater Cycle. Briefand superficialevaluation of othergroup presentation.Two or moregrammatical and/orsentence structure errors.

Unclear paragraphswith no adequatefacts thatDemonstrate understanding of thetopic. Missing or offtopic evaluations ofother groupspresentations. Threeor more grammaticaland/or sentencestructure errors.

 

Student Performance based Product (Target rating) for Behavioral Objective #1

Student Performance based Product (Target rating) for Behavioral Objective #3

We have been doing research on the Water Cycle and learned how it works. The main three things that make up the Water Cycle are evaporation, condensation and precipitation. The sun is a big source of energy on Earth and plays and important role in the Water Cycle. When the sun heats up the water in rivers, lakes or oceans and turns it into water vapor or steam which then goes into the air. When the water vapor in the air gets cold it changes back into liquid and form a cloud. Precipitation is when the cloud gets heavy because of all the liquid so then the water falls back to the earth in the form of rain, snow, hail or sleet. I really liked watching the other groups present their poster board. I got to see the different way they made their Water Cycle project. I learned different things from each group and how they worked together. We all learned that the sun is a very important planet and we need it in order to survive. Without the sun we would have light or heat energy. Without any heat we wouldn’t have a water cycle because the liquids wouldn’t turn into vapor. We need liquid to fall back to earth so it can spread water to different places so it wouldn’t be dry.

Concept 3:The Seasons & Climates of the

Northern & Southern Hemispheres

• Motivation/Constructivist Activity:

For five days students record the daily temperature on a thermometer outside the classroom window. The daily temperature is recorded on poster board in a bar graph.After the week is over students will find the median, mode and mean of the temperatures.

LIST OF TEMPERATURES: October 14- 18, 2013, NY, NY

Mean

Mode

Median

Min

Max

Range

Concept 3:The Seasons & Climates of the

Northern & Southern HemispheresProceduresProcedures

• Teacher Talk: (Sample) Oral Q &A:I). Closed-Ended QuestionsQ: What season are we in?A: Fall

II). Open ended QuestionsQ: What are some signs of fall?Acceptable Answer: Cool weather, falling leavings, windy daysToday we will learn why our seasons change.

Time Duration: 2 periods 

2. Aim: – Why do the North and South Hemispheres have opposite seasons and climates?                        

3. Do Now  Distribute handouts with words on top. Students fill in the correct word with the sentence as teacher takes attendance. Every word should be a review from prior terms. Beware- One word is not used!!1. Climate      2. Revolves 3. Equator            

4. Season       5. Globe         6. Temperature1. Every day in class we use a thermometer to find the ______________ outside our window.2. The __________________is an imaginary line around the center of the earth.3. In the winter ___________ the air is usually cold.4. A ________ is a round image of our earth.5. The earth ____________around the sun.

Teacher Talk: Review answers with students.

4. Turn on Smart board. Go to website that shows picture of earth circling the sun and how the different tilt of the hemispheres creates climate/seasons ("Earth's tilt 1:" 2012)

http://www.youtube.com/watch?v=Pgq0LThW7QA

Concept 3:The Seasons & Climates of the

Northern & Southern Hemispheres

5. Read Round Robin- Hand Out to discuss video:

Why Does the Earth have different Seasons? (sample notes)1. The earth is separated into four quarters called hemispheres. The top quarter is called the Northern hemisphere. 2. When earth revolves around the sun the earth the southern hemisphere and the northern hemisphere take turns tilting away and toward the sun.  3. The north and south have opposite seasons and climate because of this tilt. 

6. Activity: Have volunteers use the globe to demonstrate the earth’s tilt.

Part 2: Group work in the computer lab

Country & WeatherGROUP WORK SHEET (SAMPLE QUESTIONS)

Names____________________      ___________________         _____________________

Choose a leader, a recorder, a time keeper. Materials - blank paper and some crayons to draw a map. This group work should take 12 – 15 minutes.1. Directions- Circle one city in the southern hemisphere.Sao Paulo, BrazilRio De Janeiro, BrazilSydney, Australia2. What season is it in the southern hemisphere right now? ____________________3. Make a prediction. Will it be warmer or colder than New York City?Why?_______________________________________________________4. Go to: weather.com on the Google bar 5. In the search box write your southern city. ____________________________6. The leader will read out loud the temperature predicted for the next four days._________________ sentences to tell what you learned from weather.com about the climate and seasons of both cities.

• Homework/Follow up Activity:

• For the next week each student will go online to weather.com and look up the weather for their city. They will go onto their blog and post the temperature. They will briefly compare their opinions about the weather in their city and New York. Students will be given ten minutes during lunch to do this work if they do not have a computer at home.

• Blogger.com is a free blog provided by Google which allows anyone to create, update and maintain an open forum of thoughts, discussion, photos and podcasts. It is the writers’ choice to host their own blog or create one with multiple contributors.

• http://www.blogger.com/home

Behavioral Objective Target 3 Satisfactory 2

Unsatisfactory 1

Behavioral Objective #1Understand how the tilt of the earth towards or

away from the sun causes climate/seasons by answering questions

1-7.

The written answers are all

correct. There are no mistakes in grammar or

sentence structure. 

Two to three answers are

wrong. Two to three mistakes

in grammar

Four or more answers are

incorrect. Incorrect

grammar and incomplete sentences.

Behavioral Objective #2Student will work with a Student will work with a

group to analyze the group to analyze the differences in season differences in season and climates between and climates between

the north and the south the north and the south hemisphere found in hemisphere found in question 8 through question 8 through

drawing and writing.drawing and writing.

The students cooperate

without too much assistance from teacher. The map has

precise lines to show the different

hemispheres.

Students stay organized and

their disagreements

are settled without

excessive teacher

intervention. The map is not drawn clearly.

Teacher intervention is

needed to organize the

sheet. Constant monitoring is

necessary for any work to proceed.

The map is incorrectly drawn.

•Rationale: This lesson is designed to make a challenging concept accessible to all students, by providing them with a hands-on experience. We hope that our students will be more engaged and retain more of what they learn this way.

After a read-aloud of The Moon Book by Gail Gibbons, students will be asked to

create a model of the 9 moon phases they learned about using Oreo cookies.

“The Moon Book” by Gail Gibbons28 Zip-Lock Bags, each containing 9 Oreos

28 Popsicle Sticks28 Paper Plates

Elmer’s Glue

CRITERIA for Behavioral Objectives

“3”Target

“2”Satisfactory

“1”Unsatisfactory

To construct one complete moon phase cycle using Oreo cookies

All 9 moon phases were present and correctly represented, placed in the correct sequence, and correctly labeled

7 or more moon phases were present and correctly represented, with no more than 1 sequencing or labeling error

Less than 7 moon phases were present and correctly represented, and there were more than 1 sequencing or labeling error

Spreadsheet and Spreadsheet and Congruent Mathematical Congruent Mathematical

RepresentationRepresentationEach student will be asked to translate the data in a Each student will be asked to translate the data in a SPREADSHEET to a BAR GRAPH using Microsoft Excel.SPREADSHEET to a BAR GRAPH using Microsoft Excel.

Question Answer in days

Number of days moon takes to disappear (or wane)

7

Number of days moon is dark

4

Number of days it takes to fill up (wax) to ½ moon

7

Number of days it takes moon to go from ½ to full

8

Number of days moon is full

4

Concept 1: The Solar System

• NAEP Process Skills: Scientific Inquiry:S4.2 Conduct scientific investigations using appropriate tools and techniques. S4.3 Identify patterns in data and/ or relate patterns in data to theoretical models.

• Technology: T4.3 Apply science principles or data to anticipate effects of technological design.

• NAEP Science Content StandardObjects in the Universe: Patterns in the skyE4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

• NCTM Math SkillsProcess Standards: Knowledge of Mathematical Connections.4.1 Recognize and use connections among mathematical ideas.4.2 Recognize and apply mathematics in contexts outside of mathematics.Content Standards: Knowledge of numbers and operations.9.2 Use properties involving numbers and operations, mental computation, and computation estimation.10.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems.

• ISTE NETs Standards for Literate StudentsStandards: 3D- Process data and report results.5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

Concept 1b: The Final Frontier Scavenger

Hunt • ISTE NETs Standards for Students:

Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:C. use models and simulations to explore complex systems and issues

Communication and Collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:A. interacts, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.D. Contribute to project teams to produce original works or solve problems.

Technology Operations and Concepts:Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:A. understands and uses technology systems.B. selects and uses applications effectively and productively.D. transfer current knowledge to learning of new technologies.

NAEP Science Standards:Earth & Space Sciences:E4.1 Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun,E4. 7 The sun warms the land, air, and over the seasons.

Concept 2: Space Relations

• NAEP Process Skills Scientific Inquiry: S4.1- Design and critique aspects of scientific investigationsS4.2- Conduct scientific investigations using appropriate tools and techniquesS4.3- Identify patterns in data and or relate patterns in data to theoretical modelsS4.4- Use empirical evidence to validate or criticize conclusions about explanations and predictionsE4.1- Objects in the sky have patterns of movementE4.2- the observable shapes of the moon changes are from day to day in a cycle that lasts about a month.E4.8- Weather changes from day to day and over the seasonsE4.9- Scientists use tools for observing, recording, and predicting weather changes from day to day and over the seasons.

• NAEP Science Content Standard: Earth in space & timeSun and Moon: Patterns of movement based on time of day or seasonObservable shape of moon changes day to day and last approximately one monthNCTM Math Skills Process Standards: 3.3 Organize mathematical thinking through communication.

• Content Standards: 9.2 Use properties involving number and operations, mental computation, and computational estimation.10.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems.14.1 Design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include vicariate data, conditional probability and geometric probability.15.1 Recognize the common representations and uses of measurement and choose tools and units for measuring.15.2 Apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts.

• ISTE NETs Standards for Literate Students:3D- Process data and report results5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity

Concept 3:The Seasons & Climates of the

Northern & Southern Hemispheres• NAEP

Process SkillsS4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of sample);S4.2 Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight, time interval, temperature—with the appropriate level of precision);S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;

NAEP Science Content StandardE4.1: Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun.

NCTM Math SkillsUnderstand measurable attributes of objects and the units, systems, and processes of measurement:

Grades 3–5 Expectations: - Understand that measurements are approximations and how differences in units affect precision.                                                                    - Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angle ("Measurement standard," )

ISTE NETs Standards for Literate Students:List Standard (s)6. Technology Operations and Concepts

A. Students demonstrate a sound understanding of technology concepts, systems, and operations. 

B, students: a... Students understand and use technology systems.C. selects and uses applications effectively and productively.D. transfer current knowledge to learning of new technologies. ("Nets for students 2007,")

Concept 4:How the moon was

created• NAEP Science Content Standard:

E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

• NCTM Math Skills:Process StandardsKnowledge of Mathematical Connections4.1 Recognize and use connections among mathematical ideas.4.2 Recognize and apply mathematics in contexts outside of mathematics.

• Content StandardsKnowledge of Numbers and Operations9.2 Use properties involving number and operations, mental computation, and computation estimation.

• ISTE Nets Standards for Literature Students:Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:a. Apply existing knowledge to generate ideas, products, or processesb. Create original works as a means of personal or group expression

• Communication and Collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to learning of others. Students:a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media formats.

• Research and Information Fluency:Students apply digital tools to gather, evaluate and use information. Students:b. Locate, organize, analyze, evaluate, synthesis, and ethically use information from a variety of sources and mediac. Evaluate and selection information sources and digital tools based on the appropriateness to specific tasks.

Concept 5: Moon Phases

• NAEP Process SkillsScientific Inquiry: S4.3 Identify patterns in data and/or relate patterns in data to theoretical modelsTechnology: T4.1 Propose or critique solutions to problems, given criteria and scientific constraints

• NAEP Science Content Standards E4.1: Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun.E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

• NCTM Math SkillsProcess Standards: Connections, RepresentationsContent Standards: Data Analysis & ProbabilityISTE NETs Standards for Literate StudentsStandard 3c: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.Standard 4b: Students plan and manage activities to develop a solution or complete a project.

Concept 6: Earths Water Cycle

• NAEP Process SkillsScientific InquiryS4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions(e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically from the evidence given).

• TechnologyT4.1 Propose or critique solutions to problems, given criteria and scientific constraints;

• NAEP Science Content StandardE4.3: The surface of Earth changes. Some changes are due to slow processes such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.

• NCTM Math SkillsNo math skills in this lesson

• ISTE NETs Standards for Literate Students:List Standard (s)3. Technology productivity toolsStudents use technology tools to enhance learning, increase productivity, and promote creativity.Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Multi-Media Elements• Lesson 1: Space Relations

• The video is a visual tool and introduces key terms to explain the reasons for day and night. YouTube. (2013). Day and Night and Earth's Rotation. Retrieved from http://www.youtube.com/watch?v=pLl8sDZRSYg

• This video defines and explains key ideas about both the earth’s rotation on its own axis and how its’ revolution and tilt around the sun cause the seasons to change. YouTube. (2012). What Causes Earth's Seasons. Retrieved from http://www.youtube.com/watch?v=DUIqvplwziq

• In this video children learn why we seem to see different phases of the moon. This video describes lunar eclipses. YouTube. (2013). The Moon for Kids 1-3. Retrieved from http://www.youtube.com/watch?v=gHlMReTpJXw

• Lesson 1.b: The Final Frontier Scavenger Hunt

• Kidblog – After the scavenger hunt each team updates their blog on this website. Pictures from the decorated bulletin boards will inspire the students to write a paragraph about what they learned after visiting the various sites. ("Kidblog," ). [Web log message]. Retrieved from http://kidblog.org/why-kidblo/

• The Planetary Society - This is a companion site containing blogs from scientists to reinforce knowledge about the planets. ("The Planetary Society ," )

[Web log message]. Retrieved from http://www.planetary.org/blogs

Multi-Media Elements• Lesson 3: The Seasons & Climates of the Northern and Southern

Hemispheres

• This blog has been created by students in the classroom.  They will log on daily to record the temperature of the weather outside the classroom. This purpose of this activity is to combine scientific research with computer technology. [Web log message]. Retrieved from http://www.blogger.com/home?pli=1

• This site lists ten cities in southern hemisphere. They will understand many countries are located in the southern hemisphere. Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from http://www.untwistedvortex.com/10-greatest-southern-

hemisphere-cities/.                

• Based on Gardner’s intelligences, this video will enhance the learning ability of students through listening and visual images. Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from http://www.youtube.com/watch?v=Pgq0LThW7QA               

• Weather.com is a common useful sight that will enable students to become familiar and competent on the internet. National and local weather forecast. The Weather channel, Retrieved from http://www.weather.com/

Multi- Media Elements

• Lesson 4: How the moon was created

• This video provides a guide for students through the process of organizing and presenting their research. Editing and sequencing skills are reinforced. http://animoto.com/.

• Lesson 5: N/A

References:

Animoto. (2013). Retrieved from http://animoto.com

Multi-Media Elements

• Lesson 6: Earth’s Water Cycle

• This 2.0 website has videos teachers have already evaluated and posted. One video provides a simple and easy to understand visual presentation. The site lists keys words with definitions that are easy to comprehend.The Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/php/watch.php?v=zX6b4b417903567172644259&t=Water-Cycle

• Vocabulary:Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/vocabulary/Water-Cycle-01.htm

References • Animoto. (2013). Retreived from http://animoto.com

• Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from http://www.untwistedvortex.com/10-greatest-southern-hemisphere-cities/

• Docstoc.2013.Types of Precipitation Retrieved from http://www.docstoc.com/docs/107213363/Types-of-Precipitation

• Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from http://www.youtube.com/watch?v=Pgq0LThW7QA                    

• Gibbons, G. (1997). The Moon Book. New York: Holiday House.

• Glogster.2007. Condensation Retrieved from http://www.glogster.com/jaaammm/condensation/g-6mdr2i1bfq35laf4s7rhaa0?old_view=True

• Gold ridge.n.a. Water Cycle Collection Retrieved from http://www.goldridge08.com/waterkid.htm

• Google.n.a. picture of evaporation Retrieved from http://ed101.bu.edu/StudentDoc/Archives/ED101sp08/jgostrov/Evaporation.html

• NSTA. (2012). NSTA standards. Retrieved from

• http://www.nsta.org/about/standardsupdate/standards.aspx

References

• Rice. W.B. (2007). Inside the Water Cycle: Earth and Space. Science Readers Series. Teacher Created Material.

• The Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/php/watch.php?v=zX6b4b417903567172644259&t=Water-Cycle

• The Weather channel, Retrieved from http://www.weather.com/

• Vocabulary: Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/vocabulary/Water-Cycle-01.htm

• [Web log message]. Retrieved from http://www.blogger.com/home?pli=1

• [Web log message]. Retrieved from http://kidblog.org/why-kidblog/

• [Web log message]. Retrieved from http://www.planetary.org/blogs/

• Youtube. (2013). The Solar System (Kids' book) 1/3. Retrieved from

• http://www.youtube.com/watch?v=QTKLi_k0GNQ