Science K-2 Moon Drop
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Florida Math and Science Day 2009 Lesson Plan Template Theme: Space Exploration Lesson Title Moon Drop Grade Span Kindergarten Content Emphasis Science Targeted Benchmark(s) SC.1.P.8.1 Author(s) Laurie Ann Fike School Melrose Park Elementary District Columbia Email address firstname.lastname@example.org Phone number 386 752-8462 Lesson Preparation Learning goals: What will students be able to do as the result of this lesson? The students will develop an understanding of craters on the moon. The students will be able to better understand how craters are formed on the moons surface. The students will discover how objects of different weights form different size craters. The students will discover how objects dropped from different heights cause craters to vary in size and depth of the crater. The students will discover that the weight and size of the crater affects the moon dust as it hits the moons surface. Estimated time: Please indicate whether this is a stand-alone lesson or a series of lessons. This lesson is a series of lessons. This lesson would be the cumulative lesson studying day and night sky with the focus on the moon. Materials/Resources: Please list any materials or resources related to this lesson. Book: “Moonwalkers: by David Getz Sandbox Sand, Baby Powder or Flour, Large Plastic Tub, Balls of different sizes and weights (golf ball, ping pong ball, pool ball, marble), Rocks, Yardstick, paper and pencil for recording information (data) Teacher Preparation: What do you need to do to prepare for this lesson? You will need to gather materials. The students will need to have background knowledge of the moon and its surface. Lesson Procedure and Evaluation Introduction: Describe how you will make connections to prior knowledge and experiences and how you will uncover misconceptions. Prior to the lesson the students will contribute information to be placed on a T- Chart about what they know about the moon. The chart will have “What we Know” and “What We Have Learned”. Reading books about the moon, fiction and non-fiction will lead to classroom discussions about myths as well as facts about the moon. Exploration: Describe in detail the activity or investigation the students will be engaged in and how you will facilitate the inquiry process to lead to student- developed conclusions. 1. The students will sort the balls by weight and size. The students will discover that a golf ball and a ping pong ball may be about the same size but their weight is not the same. Explain that the balls represent rocks and other materials that are in space and sometimes crash into other planets. 2. Sand will be placed into the large plastic container (fill about 1/3 full) 3. Pour flour on top of the sand so that the container is about ¾ full 4. Students will smooth the surface of the flour with a ruler (this represents the moons surface. 5. The students will take the yardstick and measure 12 inches 6. The students will take turns dropping the balls into different parts of the flour observing how much “Moon Dust” was created with each crater 7. The balls will carefully be lifted out of the flour one at a time so discovery will be made on the size of the crater, the imprint left, how deep the crater went. 8. Students will collect data on each crater and record the data on post it notes 9. The students will smooth the moons surface and repeat this process as they drop the balls from 24 inches. 10. Compare the data collected from each activity and lead to the discovery that the size and weight of the objects determines the size and depth of the crater as well as the amount of moon dust released Application: Describe how students will be able to apply what they have learned to other situations. Students will understand what might happen when objects hit the surface of earth or other planets. Students will be better able to understand why certain coverings are placed on playgrounds surfaces. Assessment: Describe how student knowledge is being assessed at the appropriate cognitive level for the targeted benchmarks. The students will revisit the T-Chart and through a class discussion complete the “What I Have Learned” section 1. Student will fold drawing paper into ½ and draw a line from top to bottom 2. Students will draw a picture of the object that made the largest crater on the right side of the paper 3. Students will draw a picture of the object that made the smallest crater Teacher Self-Reflection: Record your thoughts on the lesson and describe any modifications you would recommend based on the outcomes. The lesson was successful the students love to learn through exploration and discovery. I would like to have three of the large containers and have the students divided into groups to participate in this activity. The only problem would be the expense of the flour or powdered sugar. Grade Span 6-8 Grade 6 Body of Knowledge: Algebra Mathematics Benchmark: MA.6.A.3.1 Write and evaluate mathematical expressions that correspond to given situations. Grade 6 Body of Knowledge: Physical Science Standard: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces— pushes or pulls C. Some forces act through physical contact, while others act at a distance. Lessons should align with one or more of the following benchmarks in this standard: SC.6.P.13.1 Science Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Grade Span 9-12 Body of Knowledge: Algebra Mathematics Benchmark MA.912.A.2.2 Interpret a graph representing a real-world situation. Body of Knowledge: Physical Science Standard: Motion A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position Lessons should align with one or more of the Science following benchmarks in this standard: SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. SC.912.P.12.3 Interpret and apply Newton's three laws of motion. SC.912.P.12.4 Describe how the gravitational force between two objects depends on their masses and the distance between them. SC.912.P.12.6 Qualitatively apply the concept of angular momentum.