Name: ____________________________ Date: _________
Phases of the Moon Project
Describe how the Moon’s appearance changes during a 4-week lunar cycle.
Describe the change in position and motion of the moon.
In order to describe the moon’s appearance and how it changes during a 4-week lunar cycle, you will create a final product that demonstrates the changes. Your final product must include: the name of each phase of the moon, a visual (picture or object) of each phase, and a description of each phase.
The choices for your final project include:
Title
|
Picture
|
Description
| |
New Moon
| |||
Waxing Crescent
| |||
First Quarter
| |||
Waxing Gibbous
| |||
Full Moon
| |||
Waning Gibbous
| |||
Third or last Quarter
| |||
Waning Crescent
|
Put a checklist in the box after you have completed each section.
Include labels for waxing and waning sides along with the earth and sun.
Rubric for Phases of the Moon Project
(For teacher to complete)
Exceeds (20 pts)
|
Meets (16 pts)
|
Approaches (14 pts)
|
Falls Far Below
| |
Describe how the Moon’s appearance changes during a 4-week lunar cycle.
Describe the change in position and motion of the moon.
|
- All 8 phases, earth, and sun are clearly named.
- All 8 phases, earth and sun are clearly and accurately described.
- All 8 phases, earth and sun are illustrated clearly and accurately with a visual.
|
- At least 6 phases are clearly named.
- At least 6 phases are accurately described.
- At least 6 phases are illustrated accurately with a visual.
|
- At least 5 phases are clearly named.
- At least 5 phases are accurately described.
- At least 5 phases are illustrated accurately with a visual.
|
- Less than 4 phases are clearly named.
- Less than 4 phases are accurately described.
- Less than 4 phases are illustrated accurately with a visual.
|
TOTAL= _____/20
Solar System Model Project
Hello
Bee Class! We have been learning about the solar system. In order to show what
you have learned, I would like for you to create your own solar system model to
display in the classroom or hall. There are no limits to the project; you can
use anything you like! This project will be a large part of your science grade,
so make sure to do your best.
I
encourage you to be creative and show what you have learned. There are some
basic rules for your project:
·
You
must have the Sun and all 8 planets! (You may include Pluto, Eris, and Ceres if
you wish. But remember to label them as dwarf planets!)
·
The
Sun needs to be the biggest object. Try to keep the planets in proportion. In
other words, Earth should not be larger than Jupiter.
·
All
objects must be labeled correctly and where it can be easily read.
·
The
planets should be colored as close to the actual color as possible. See
attached paper for coloring suggestions.
·
You
may use anything you like to do the project. A coat hanger, a box, dowel rods,
Styrofoam balls, food, whatever you would like! A poster is acceptable, but a
3-D display is more exciting. (Trash or recycled material is required!)
Do your own work! No help!
Do your own work! No help!
A
rubric is attached to help you.
Do your best! Other grades and parents
will be invited to view your project.
If
you need supplies or help with the project, be sure to ask me! I will help
however I can, but don’t wait until the last minute.
EXTRA
CREDIT:
These
optional activities that, if completed, will earn you some extra credit! You
may do any one of the following:
·
Write
a paper (at least 3 paragraphs of 4 sentences each) about the early astronomers
and how they thought the planets were arranged.
·
Pick
one planet and make a poster that includes: a drawing of the planet (yes, it
must be colored) and 10 facts about the planet. Include the number of moons for
that planet.
·
Write
a paper (at least 8 sentences) about why humans cannot live on any other
planet.
Solar System Distances from the Sun
|
||
Planet
|
Actual Distance from the Sun
|
Sized Down to sheets of toilet paper
|
Mercury
|
36,000,000 Miles
|
1
|
Venus
|
67,000,000 Miles
|
1.8
|
Earth
|
93,000,000 Miles
|
2.5
|
Mars
|
141,000,000 Miles
|
3.8
|
Jupiter
|
483,000,000 Miles
|
13.2
|
Saturn
|
886,000,000 Miles
|
24.2
|
Uranus
|
1,782,000,000 Miles
|
48.6
|
Neptune
|
2,794,000,000 Miles
|
76.3
|
Pluto (Dwarf Planet)
|
3,666,000,000 Miles
|
100
|
Possible
Colors
Solar System Project Rubric
Excellent
A
100%
|
Good
B
80%
|
Fair
C
70%
|
Poor
0-60%
|
Points Earned
|
|
Creativity
|
Student
showed large amounts of creativity. All planets are the correct color and
imagination has been used when designing the model.
|
Thought
has been put into the project. The planets are close to the correct color and
there is evidence of student effort.
|
Some
thought has been put into the project. There is some color and a few planets
are colored incorrectly.
|
Very
little or no creativity. No color is used or the planets are all colored
incorrectly.
|
|
All planets are found.
|
All
planets are accounted for.
|
One
planet is missing.
|
Two
planets are missing.
|
Three
or more planets are missing.
|
|
Proportion/Scale
|
All
of the planets are roughly proportional to each other.
|
Most
of the planets are proportional to each other.
|
There
are a couple of mistakes with the proportions of the planets.
|
Planets
are not correctly proportioned. (Pluto should not be larger than Jupiter.)
|
|
Labels
|
All
planets are correctly and clearly labeled.
|
All
planets are correctly labeled, but are difficult to read or find.
|
Planets
are incorrectly labeled or the labels are almost impossible to read.
|
Planets
are not labeled or the labels are impossible to read.
|
|
Planets are in the correct order.
|
All
the planets were in the correct order.
|
One
or two planets are out of order.
|
Three
or more planets are out of order.
|
Planets
are not in the correct order or many are out of place.
|
Name:
Date:
Sun, Moon and Planet Research
Answer the following questions about your planet
- The Planet's Name: What does its name mean? Many planets were named after mythological gods.
- Position in the Solar System: Where is your planet located (for example, Mars in the fourth planet from the Sun)? How far from the Sun does it orbit. Is its orbit unusual?
- Rotation on its Axis: How long does it take for your planet to rotate on its own axis? (This is one day on your planet.)
- Size: How big is your planet? How does it rate in terms of the other planets in terms of size (is it the biggest, the smallest)? What is your planet's mass?
- Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet?
- Orbit: How long does it take for your planet to orbit the Sun? (This is one year on your planet.)
- Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or a thin atmosphere?
- Temperature: What is the temperature range your planet? How does this compare to the temperature on Earth?
- Composition of Your Planet and its Appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like?
- Moons: If there are moons orbiting your planet, describe them and when they were discovered.
- Rings: If there are rings orbiting your planet, describe them and when they were discovered.
- How Would a Human Being Fare on Your Planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else?
- Something Special: Is there anything special about your planet? This can often be the best part of the report, taking you off on interesting topics. For example, are there 100-year-long storms on your planet? Are there giant volcanoes? Does your planet have a very tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Is your planet in an orbital resonance with another body?
- Discovery of Your Planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.
Weather Unit Extra Credit
YOU’RE HIRED!!
You have just been hired to report the weather at the local news
station. Your job is to come up with a 7 day forecast to help the viewers at
home prepare for the weather in the coming week. You have a very important job.
You must become meteorologist and study and collect data on the weather in
order to make a prediction about the weather. Will the week bring rain? Will it
be sunny on Saturday just in time for the soccer game? Is a severe storm coming
that viewers need to prepare for? You choose! However, the things you say in
your report must make sense.
When creating your weather
forecast for the week, be sure to use and explain our key vocabulary terms
we’ve been using in class.
· Air Pressure – High pressure, Low Pressure
· The types of clouds – Cumulus, Cumulonimbus,
Stratus, Cirrus
· Types of Fronts – Warm front, Cold front,
Stationary Front
· Temperature – Cold, Warm
· Precipitation – Rain, Sleet, Hail, Snow
· Wind – Wind Direction
· Severe Storms – Hurricanes, Tornadoes,
Thunderstorms
· Weather Instruments – Thermometer, Anemometer,
Barometer, Rain Gauge, Hygrometer, and Wind Vane
Use the information you’ve
learned throughout this entire weather unit to create a very detailed weather
report and 7 day forecast to report to viewers who watch your news channel.
1)
Create a
name for your news station
2)
Decide
what type of weather forecast you want to have for the week
3)
Consider
the daily temperatures, pressures, fronts, winds, precipitation, clouds
4)
Consider
the things viewers may need to watch out for while heading outside today
(examples - watch out for sleet, snow, hail, rain, strong winds, should stay in
doors, can head to the beach, etc.)
5)
Create a
script for how you will deliver your report to the viewers watching your show
6)
You can
include pictures, weather maps, weather symbols
Sunday
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Saturday
|
Marble Run
Partners:
________________________________________________________________________________________________
Challenge: Your challenge
is to create a marble run using a marble, gravity, rubber band, spoon, toilet
paper or paper towel rolls, tape, and Popsicle sticks. The goal of a marble run
is to design and build a series of tubes or tracks to carry a marble from a
high point of at least 12 inches to a low point that has a stop. Throughout the
course, you must add obstacles that change
the marble's direction at least twice. Somewhere within your marble run you
will need to have increased and
decreased speed. Also, on your course show and
label potential and kinetic energy. Time your marble as it navigates the
course and record it. Then add friction
to decrease the speed but not stop it.
Show a chart that clearly states the two different times:
Without Friction:
With Friction:
Items that can
be used are:
Cardboard
Rubber bands
Popsicle sticks Marble
Straws Spoon
Tape
Show and Label at
least one of Newton’s Laws of Motion:
First Law: Newton’s First Law of Motion:
An
object at rest will stay at
rest
until acted on by an
outside
force.
Second Law: Acceleration is produced when a force acts on a
mass. The greater the mass (of the object being accelerated) the greater the
amount of force needed (to accelerate the object).
Third Law: For every action there is an equal and opposite
re-action.
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