Students explore the tools and techniques of meteorologists, geologists, and astronomers in this unit. As meteorologists, they gather weather data and interpret weather maps. As geologists, they learn to read the story of a rock and then how to identify it. As astronomers, they experiment with lenses to understand simple telescopes and then go on to learn about the latest advances in astronomy.
Lesson 1: Tools of a Meteorologist I
Lesson 1 -Tools of a Meterologist
OBJECTIVE
Students will learn the history of the thermometer and use one to gather and interpret temperature data.
AAAS BENCHMARKS COVERED*
Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is because of unexpected differences in the things being investigated, sometimes because of unrealized differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. It is not always easy to tell which. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. Investigations can focus on physical, biological, and social questions. Results of scientific investigations are seldom exactly the same, but if the differences are large, it is important to try to figure out why. One reason for following directions carefully and for keeping records of one’s work is to provide information on what might have caused the differences. Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.
COMMON CORE ELA STANDARDS COVERED:
“Tools of a Meterologist-1A” (The students are asked to work with tools like thermometers and to record their findings daily in the student workbook and to discuss and compare their findings with other students)– 4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text; 4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears; 4.W.7: Conduct short research projects that build knowledge through investigation of differentaspects of a topic; 4.W.8: Recall relevant information from experiences or gather relevant information fromprint and digital sources; take notes and categorize information, and provide a list of sources.
“Tools of a Meterologist-1B” (Students are asked to read the text in the student workbook and to answer a series of questions) – 4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; 4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text; 4.RI.4: Determine the meaning of general academic and domain-specific words or phrases in a textrelevant to a grade 4 topic or subject area; 4.RI.10: By the end of year, read and comprehend informationaltexts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity bandproficiently, with scaffolding as needed at the high end of the range.
“Tools of a Meterologist-1C” (Students conduct an experimentand are asked to organize and record theirdata and then write about the results anc conclusions of their research) – 4.RI.3, 4.RI.4, 4.RI.5, 4.RI.7,4.RI.10: (see above); 4W.4: Produce clear and coherent writing in which the development and organizationare appropriate to task, purpose, and audience; 4.W.7: (see above); 4.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
“Tools of a Meterologist-1D” (Again, students are asked to continue with their experiment, mapping the classroom and recording their temperature findings. They are asked to interpret their data and discuss their findings. They are then asked to interpret their data and discuss their findings with the class) – 4.W.4, 4.W.7,4.W.8, 4.W.10: (see above); 4.SL.1: Engage effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly; 4.SL.1a: Come to discussions prepared, having read or studied required mate-rial; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; 4.SL.1b: Follow agreed-upon rules for discussions and carry out assigned roles; 4.SL.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others; 4.SL.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Vocabulary – 4.RF.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary; 4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies; 4.L.4a: Use context (e.g.,definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase; 4.L.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases; 4.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; 4.L.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
COMMON CORE MATH STANDARDS COVERED:
“Tools of a Meterologist-1A” – Mathematical Practices: 5, 6, 7 (see above).
“Tools of a Meterologist-1C & 1D” – Mathematical Practices: 1 thru 8 (see above).
Reading Thermometers worksheet – Mathematical Practices: 4, 5, 6 (see above).
NM Science Performance Standards Covered:
II-III-II 3. Know that local weather information describes patterns of change over aperiod of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/ direction).
I-I-I 2. Differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how the observation is interpreted.
Lesson Outline
Explain that they will be studying different areas of Earth Science over the next several weeks.
Introduce the word "Meteorology." Discuss that it comes from the Greek words for astronomical phenomenon and study of.
Discuss what students already know about the weather. List what the weather reporter mentions in a weather report.
Discuss each part of the weather report. Include the tool used and what it tells us about the weather.
Explain that they will be using and making some weather recording tools.
Read article on Student Booklet page 1.
Discuss thermometers and how they measure temperature.Allow time for exploration if students are not proficient in the use of thermometers.
If doing this lesson in two parts, break here.
Go outside and find the temperature in and out of the sun and wind, up high and near the ground. Record information on Student Booklet page 2.
Before leaving for the day, arrange the thermometers all over the room —near and far from the heater/ air conditioner/swamp cooler, near the ceiling, near the floor, near the door, and far from the door.. As soon as students arrive the next morning, read all the thermometers and map the temperature of the room. During the day the movement of students will tend to mix the air and that leads to more uniform temperatures. If the temperatures do not vary very much, consider reading the thermometers yourself as soon as you arrive.
The Next Day: After reading the temperatures and recording the data, allow students to work in small groups to make sense of the numbers. Are there trends? Does the data make sense? Are additional trials necessary? Discuss that the real work of scientists comes from the interpretation of the data.
Lesson 2: Tools of a Meteorologist II
Lesson 2 -Tools of a Meterologist II
OBJECTIVE
Students will use thermometers to measure the relative humidity and understand that it is a measurement of the relative rates of evaporation and condensation. Students will be introduced to the barometer as a measure of air pressure.
AAAS BENCHMARKS COVERED*
Numbers and shapes—and operations on them—help to describe and predict things about the world around us.When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water.Air is a substance that surrounds us, takes up space, and whose movement we feel as wind.
NGSS STANDARDS COVERED: 4-ESS2-2
COMMON CORE ELA STANDARDS COVERED:
“Air Pressure” text from p. 39 in Teacher’s Guide is included in Student workbook.Students are asked to read the text and answer questions — 4.RI.1, 4.RI.3, 4.RI.4, 4.RI.10: (see above).
COMMON CORE MATH STANDARDS COVERED:
Relative Humidity worksheet – 4.MD: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit; 4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm; Mathematical Practices: 4, 5, 6, 7, 8: (see above).
NM Science Performance Standards Covered:
II-III-II 3. Know that local weather information describes patterns of change over aperiod of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction).
Lesson Outline
As students enter the room at the beginning of the day, have them record the temperatures on the thermometers.
This data will be used during the science lesson.
Discuss the data obtained from the thermometers.
Use the predictive poster to make a statement that may explain the results. Discuss how to test that explanation. Discuss what the results of the test will be if the prediction is true.
Review Lesson 1.
Introduce the daily weather observations which will be recorded on the inside cover of the Student Booklet.
Introduce humidity.Using the Relative Humidity transparency and Student Booklet page 4, discuss how to find the relative humidity.
Find the relative humidity and temperature and record them on the inside front cover of the Student Booklet.
Discuss the barometer in the Science Corner.Assign the reading on the top of Student Booklet page 5.
Lesson 3: Tools of a Meteorologist III
Lesson 3 -Tools of a Meterologist III
OBJECTIVE
Students will measure the wind speed using an anemometer they have made, record the wind speed and direction, and find the dew point.
AAAS BENCHMARKS COVERED
*When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets of water. Air is a substance that surrounds us, takes up space, and whose movement we feel as wind. Keep records of their investigations and observations and not change the records later.
COMMON CORE ELA STANDARDS COVERED:
“ Humidity and Dew Point” (text from p.57 in Teacher’s Guide is included in the Student Workbook. Students are asked to read the text and answer questions) — 4.RI.1, 4.RI.3, 4.RI.4, 4.RI.10: (see above).
Vocabulary lessons 2 & 3: 4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies; 4.L.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms); 4.L.6: Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
COMMON CORE MATH STANDARDS COVERED:
Creating and using an anemometer: Mathematical Practices: 4, 5, 6: (see above).
NM Science Performance Standards Covered:
I-III-II2. Describe how weather patterns generally move from west to east in the United States.
II-III-II 3. Know that local weather information describes patterns of change over a period of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction).
Lesson Outline
Allow students to go outside and measure the temperature and relative humidity. Record the information on Student Booklet inside front cover.
Record barometric pressure and whether it is rising, falling, or steady.
Make wind flags to determine wind direction.
Distribute anemometer backs and discuss how to use the table to find the wind speed.
Distribute materials needed to make anemometers and allow students to follow the directions on Student Booklet page 5.
When students have made their anemometers and wind flags, allow them to go outside and measure the wind speed and direction.
If possible, allow students to find the dew point. In the desert southwest, the dew point is often below freezing so students are not able to measure it. (If it's close to freezing, adding some salt to the water will allow students to complete the activity.) If it is not possible to find the dew point, check out www. weather.com or your local television station's web site to find the dew point for your zip code. Be sure to do the dew point activity when possible.
Lesson 4: Weather Patterns
Lesson 4 -Weather Patterns
OBJECTIVE
Students learn how to read weather maps to determine weather patterns.
AAAS BENCHMARKS COVERED*
Scientists’ explanations about what happens in the world come partly from what they observe, partly from what they think. Sometimes scientists have different explanations for the same set of observations. That usually leads to their making more observations to resolve the differences. Science is an adventure that people everywhere can take part in, as they have for many centuries. Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. Mathematics is the study of many kinds of patterns, including numbers and shapes and operations on them. Sometimes patterns are studied because they help to explain how the world works or how to solve practical problems, sometimes because they are interesting in themselves.
NGSS STANDARDS COVERED: 4-ESS2-2; 3-ESS2-1
COMMON CORE ELA STANDARDS COVERED:
“Weather forecasting for Kids” text and questions: 4.RI.3, 4.RI.4, 4.RI.10: (see above); 4.RF.4: Read with sufficient accuracy and fluency to support comprehension; 4.RF.4a: Read on-level text with purpose and understanding.
“Weather Patterns 2” (Students are instructed to use the information they have learned to discuss which infrared image matches the weather map) — 4.SL.1: (see above).
“Weather Patterns 3” (Students discuss the movement of weather patterns and are asked to put weather maps in the correct order) — 4.SL.1, 4.SL.1b, 4.SL.1c, 4.SL.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Vocabulary: 4.RF.4c, 4.L.4, 4.L.4a, 4.L.4c, 4.L.5, 4.L.5c: (see above).
COMMON CORE MATH STANDARDS COVERED:
Weather Patterns 1: Mathematical Practices 4 thru 8 (see above).
Weather Patterns 3: Mathematical Practices 1, 2, 4, 5, 7 (see above).
NM Science Performance Standards Covered:
II-III-II 2. Describe how weather patterns generally move from west to east in the United States.
II-III-II 3. Know that local weather information describes patterns of change over aperiod of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction).
Lesson Outline
Allow students to go outside and measure the temperature, relative humidity, wind direction, wind speed, and, if possible, dew point. Ask students to look at the sky and determine what percentage (0%, 25%, 50%, 75%, or 100%) of the sky is covered by clouds. Record the information on the inside front cover of their Student Booklet.
Project the transparency on Surface Observation Symbols and direct students to follow along on Student Booklet page 6.
Discuss each of the elements of the symbol. Be sure to have students decode the wind speed barbs.
Have each student turn their observations into a Surface Observation Symbol on the inside front cover of their Student Booklet.
Instruct students to look at Student Booklet page 7 while you project the Surface Observations transparency. Explain that the pictures below the Surface Observation map are infrared satellite images. They have been converted from color to grayscale in the Student Booklet. The lighter colors indicate higher and colder clouds. That relates to severity of thunderstorms. Project each of the infrared images so students can see the colors. Have students work together to decide which infrared image goes with the Surface Observation Map. (The correct one is map #1.)
Project the transparency of the correct infrared image. Discuss the connections between the Surface Observations and the infrared image.
Project the transparency showing infrared images over a week in February.
Discuss the movement of the storm. Explain that the weather in the Northern Hemisphere generally goes from west to east.
Distribute color map pictures. Instruct students to cut them apart and then arrange them correctly. Have students check with you before they glue them in their Student Booklet.
Lesson 5: Tools of a Geologist
Lesson 5 -Tools of a Geologist
OBJECTIVE
Students will classify rocks as igneous, metamorphic, or sedimentary using a dichotomous key.
AAAS BENCHMARKS COVERED*
Waves, wind, water, and ice shape and reshape the earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains—and also contains many living organisms. Heating and cooling cause changes in the properties of materials. Many kinds of changes occur faster under hotter conditions. Materials may be composed of parts that are too small to be seen without magnification.
NGSS STANDARDS COVERED: 4-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
“Rock Cycle” in Student Booklet (Students are asked to read the text and answer questions) — 4.RF.4,4.RF.4a, 4.RI.3, 4.RI.4, 4.RI.10: (see above); 4.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research; 4.W.10: Write routinely over extended time frames (time for re-search, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
“Alien Dichotomous Key”— 4.RF.4, 4.RF.4a, 4.RI.10: (see above).
Rock Identification Cards: 4.RI.7, 4.RI.10: (see above).
Vocabulary: 4.RF.4c, 4.L.4, 4.L.4a, 4.L.4c, 4.L.5, 4.L.5c: (see above).
COMMON CORE MATH STANDARDS COVERED:
“Alien Dichotomous Key”: Mathematical Practices 1 & 2 (see above).
NM Science Performance Standards Covered:
II-III-II1. Know that the properties of rocks and minerals reflect the processes that shaped them (i.e., igneous, metamorphic, and sedimentary rocks).
Lesson Outline
Make weather observations.
Explain that they will be learning about another area of Earth Science, geology. Discuss the origin of the word (geo-Earth, logy-study of).
Discuss what students already know about the study of geology.
Assign Student Booklet pages 9 and 10. Students should read page 9 and complete page 10. When a group of students brings you the correctly completed page 10, give them a set of rocks and instruct them to identify the rocks as metamorphic, sedimentary, or igneous using the information on the top of page 11.
As students finish page 11, give each one a set of rock identification cards and a stirring stick. Instruct them to follow the directions on the bottom of page 11. When everyone is working on their cards, show them how to use the cards to identify rocks.
Lesson 6: How Rocks Form
Lesson 6 - How Rocks Form
OBJECTIVE
Students will model the formation of crystals in rocks to determine the effect of speed of crystallization and mineral concentration on crystal size.
AAAS BENCHMARKS COVERED*
Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains—and also contains many living organisms. Heating and cooling cause changes in the properties of materials. Many kinds of changes occur faster under hotter conditions. Materials may be composed of parts that are too small to be seen without magnification.
NGSS STANDARDS COVERED: 4-ESS1-1
COMMON CORE ELA STANDARDS COVERED:
How Rocks Form worksheet(Students are asked to conduct an experiment, record their findings and draw conclusions) — 4.W.7, 4.W.8, 4.W.10: (see above).Rock Cycle game (Students are instructed to participate in a rock cycle card game following specific rules and referencing text from p.92 & p.93 in the Teacher’s Guide included in their Student Workbooks) — 4.SL.1, 4.SL.1b,4.SL.1c: : (see above).
Vocabulary: 4.L.5c, 4.L.6: (see above).
COMMON CORE MATH STANDARDS COVERED:
How Rocks Form worksheet: Mathematical Practices 1 thru 8(see above).
Rock Cycle game: Mathematical Practices 2, 5, 6 (see above).
NM Science Performance Standards Covered:
II-III-II1. Know that the properties of rocks and minerals reflect the processes that shaped them (i.e., igneous, metamorphic, and sedimentary rocks).
Lesson Outline
Discuss igneous, metamorphic, and sedimentary rocks.
Use the vinegar on the rock sets to observe the fizzing that is characteristic of marble and limestone.
Discuss the first question on the identification cards. Explain that the size of the crystals in rocks tells a lot about how the rock was formed.I
Instruct students to dissolve as much salt as they can in about 5 cc of water.
Follow the directions on the salt experiment circles to make salt solutions of different strengths.
As students work on the salt circles, have groups come up and observe the speed of crystallization experiment. Allow each group to take a set of crystals back to observe them more closely and answer the questions on the bottom of Student Booklet page 12.
When the water has evaporated from the salt experiment circles, allow students to examine the crystals that were formed. Relate the crystal size to the formation of crystals in igneous rock and assign the top of Student Booklet page 12.
Introduce the Rock Cycle Game. Discuss the possible paths that a rock can take.
Allow students to play the game.
There is a quick tour of New Mexico geology in the Appendix. Use it in conjunction with your new Mexico studies or if questions arise about the geology of your area.
Lesson 7: Tools of an Astronomer
Lesson 7 -Tools of an Astronomer
OBJECTIVE
Students will explore the properties of lenses and combine lenses to create a telescope.
AAAS BENCHMARKS COVERED*
Throughout all of history, people everywhere have invented and used tools. Most tools of today are different from those of the past but many are modifications of very ancient tools. Technology enables scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving very rapidly or are hardly moving at all. Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye.
COMMON CORE ELA STANDARDS COVERED:
Tools of an Astronomer worksheet (Students are given concave and convex lenses and instructed to conduct different experiments with the lenses; discuss and record their findings) — 4.SL.1, 4.SL.1b, 4.SL.1c, 4.W.1, 4.W.7, 4.W.8,4.W.10: (see above).
“Lenses” article and questions — 4.RI.3, 4.RI.4, 4.RI.10: (see above).
COMMON CORE MATH STANDARDS COVERED:
Tools of an Astronomer worksheet: Mathematical Practices 1 thru 8 (see above). Lesson 8 -The Night Sky
NM Science Performance Standards Covered:
II-III-I 1. Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye.
II-III-I 2. Know that there are various types of telescopes that use different forms of light to observe distant objects in the sky.
Lesson Outline
Instruct students to look at the bottom of the back cover of their Student Booklet. Point out the very small writing.
Discuss how they could find out what it says if they didn't have a hand lens or other magnifying device.
Distribute cups of water, pipettes, and plastic pieces.
Instruct students to put a drop of water on the plastic piece, put the drop over the writing, and read it. Allow time for exploration. Collect materials.
Review the rules for using the lenses. Stress that students should only use the special lens cleaning cloths. DO NOT USE KLEENEX OR PAPER TOWELS TO CLEAN THE LENSES. Ask students to handle the lenses by the edges.
Discuss the properties of convex lenses.
Distribute 5 cm focal length (FL) convex lenses.
Distribute the 10 cm FL lenses. Allow time for exploration.
Distribute concave lenses. Compare and contrast concave and convex lenses.
Distribute the other lenses. Demonstrate how to tell the lenses apart.
Demonstrate how to put the lenses in the tubes. Distribute tubes and rulers.
Allow students to explore the combinations of lenses.
Tell students how to make a Galilean telescope using a convex and a concave lens.
Have students record their results on Student Booklet page 13. Students will discuss their findings at the beginning of the next lesson.
Lesson 8: The Night Sky
Lesson 8 -The Night Sky
OBJECTIVE
Students will learn that stars appear to rotate around Polaris and make a star finder that models the movement.
AAAS BENCHMARKS COVERED*
The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.
Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye. Planets change their positions against the background of stars. The earth is one of several planets that orbit the sun, and the moon orbits around the earth. Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. Things on or near the earth are pulled toward it by the earth’s gravity.
COMMON CORE ELA STANDARDS COVERED:
“Pictures in the Stars” story and questions — 4.RF.4c, 4.L.4, 4.L.4a, 4.L.4c: (see above).
Vocabulary Lessons 7 & 8: 4.L.4a, 4.L.5, 4.L.5c: (see above).
COMMON CORE MATH STANDARDS COVERED:
Star Finder (Students are instructed to create and use a star finder): Mathematical Practices 2, 4, 5(see above).
NM Science Performance Standards Covered:
II-III-11. Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye.
II-III-I 3. Know that the pattern of stars (e.g., constellations) stays the same as they appear to move across the sky nightly due to Earth's rotation.
Lesson Outline
Show students the Polaris Poster.
Discuss how the photograph was taken and why the stars made those lines.
Use the Constellation transparency to model how it appears that the stars move throughout the night. Distribute Star Finder holders and wheels and the brads.
Have students construct their Star Finder.
Instruct students to try their Star Clock tonight.
Lesson 9: Astronomy Today
Lesson 9 - Astronomy Today
OBJECTIVE
Students will learn that different kinds of telescopes are used to find out different information.
AAAS BENCHMARKS COVERED*
Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets.The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye.Like all planets and stars, the earth is approximately spherical in shape.The rotation of the earth on its axis every 24 hours produces the night-and-day cycle.To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day.
COMMON CORE ELA STANDARDS COVERED:
Astronomy Today worksheet (“Optical vs. Radio vs. Ultraviolet vs.X-Ray vs. Gamma Waves text from p. 126 & p.127 in the Teacher’s Guide is included in the Student Workbook. Students are asked to read the text and answer the questions) — 4.W.4, 4.W.9, 4.W.10: (see above).Vocabulary: 4.RF.4c, 4.L.4, 4.L.4a, 4.L.4c, 4.L.5, 4.L.5c: (see above).
NM Science Performance Standards Covered:
II-III-11. Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye.
II-III-12. Know that there are various types of telescopes that use different forms of light to observe distant objects in the sky.
Lesson Outline
Discuss some of the problems with Earth-based optical telescopes.
Show students the Crab Nebula. Discuss each of the images and their advantages.
Allow students computer time to complete Student Booklet page 14 OR duplicate pages in the Appendix.
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