Table of Contents: Excellent in the Classroom Article Page # Introduction 1 April 15, 2018 April Showers on Earth Day! Exceed the Standard Vol. 1(3) TEACHER’S BACKGROUND INFORMATION Kindergarten 3 First Grade 7 Second Grade 9 Third Grade 12 Fourth Grade 15 Fifth Grade 17 Free Resources NASA Solar System 20 Exploration

Each kit is designed to meet and exceed a specific science standard by addressing the underlying scientific concepts and utilizing experiential learning. Youth learn best by doing, and play is an important component for exploring. Spring Poem 4: Seasons ~ by Barbara R Johnson Wondrously February withdraws to Lessons include: identifying the warm March with a golden glow nature of science, how to meet from Spring’s shining sun sent Depth of Knowledge, ideas for down to lead the way expanding the lessons, ideas for for April’s soothing showers meeting additional standards, soon to bring fragrant flowers using these lessons as a theme to and dance on May’s blossoming bounty. present other standards, how the experiential learning lends itself to Happy April! Spring has arrived! Earth Day is upon us! The newsletter the scientific method, suggested themes celebrate these two events (that and standardized testing will vocabulary, and fascinating facts. soon be over…Hooray!)

Please call or email me if you have any questions about the activities. I love to share science and will help in any way I can to make you successful as you present science to your students.

Happy April! Dr. Barbara J. Shaw Colorado State University Extension 1001 N. N 2nd Street 360-513-7916 cell Montrose, CO 81401 970-249-7876 fax [email protected] Colorado State University Extension 4-H programs are available to all without discrimination. Supplemental Information Colorado State University Extension is part of the Land Grant University System. In Colorado, we strive to empower all Coloradans with dynamic, trusted University resources driven by important and emerging community issues. Our 4-H extension agents want to partner with you!

Please call your county extension office to find how we can partner with you!

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KINDERGARTEN: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS Kindergarten

Teachers’ Background Information Earth System Science travels in a straight line. If the light passes through an 1. The Sun provides heat and atmosphere, the light is scattered. Our sky is blue because the blue light to Earth. wavelengths of light scatter the most. a. Investigate, explain, and If an object is in the path of light, the object casts a shadow. If the describe that the Sun shadow is in an atmosphere, the diffuse light scatters, and it will allow provides heat and light to objects in the shadow to still be seen. For example, if we stand with our Earth. back to the sun, and our toes in the shadows, we can still see our toes. b. Analyze and interpret In space, however, the light is not scattered. Anything in the path of the temperature data between shadow will be in complete darkness and appear black. day (when the Sun shines All shadows are cast on 3 dimensional objects, but the shadows are on our area) and night only 2 dimensional. This lesson examines how shadows are 2 (when the Sun does not dimensional, how they are cast from light traveling in a straight line, and shine on our area). describe how to make a shadow. c. Investigate and communicate findings Objectives about what happens when Students will (use these observations for your assessment): the Sun’s light is blocked.  Identify and describe the shadows they see d. Investigate and  Compare and contrast the shadow with the object making the shadow communicate the effect of  Examine how the angle of light changes the shadow’s shape varying heat and light on Materials: the growth of plants  Sidewalk chalk through a scientific study.

 Datasheet (page 5) NEXT GENERATION OF  Pencil SCIENCE STANDARDS  Yardsticks or tape measurers K-PS3-1 Energy  Yarn or string Make observations to  Tape determine the effect of  Scissors (1 pair) sunlight on Earth’s surface.

[Clarification Statement: Examples DO: Opening Questions of Earth’s surface could include sand, soil, rocks, and water]  How do you make a [Assessment Boundary: shadow? What do you notice about shadows? Assessment of temperature is  How can you change a shadow? limited to relative measures such  What is a shadow? Do you need the sun to make a shadow? Can the as warmer/cooler.] moonlight make a shadow? (Yes, as well as artificial light.)  When do you think your shadow is the longest? The shortest? POWER WORDS  longer: comparative of a Directions measurement.  Show the students a yardstick. What does this tool do? Depending  shadow: a dark area or on the skill level of your students, you may need to spend time shape produced by a body instructing them on how to read the ruler. Use whole inches only. coming between rays of light  This activity is repeated at two different times of the day, for example and a surface. when your students first arrive, and 3 hours later. The analysis takes  shorter: comparative of a place the following day. measurement.  What does the sun do? (Guide students to respond that it provides light and heat.) What does the sun do for Earth? (Guide students to respond that it makes plants grow and allows organisms to live.) What 3

FASCINATING FACT does the sun do for you? How about plants? What about animals?  Children between 3-6 years What happens when the sun is hidden by clouds? What happens are ready for high-quality when the sun is hidden by a tree? graphing. Graphing is a  We are going to go outside and do an experiment with our shadows necessary and fundamental and the sun. You will help a partner, but everyone will get to make 21st Century Skill. their own shadows. Bring sidewalk chalk, the datasheet found on  On a moonless night under page 5, a pencil, and yardsticks. clear conditions, you can see  I want everyone to find their shadow. Is everyone facing the same your shadow by Venus light! direction? Use the sidewalk chalk to make an arrow in the direction each person is facing. Where is the sun? A shadow forms on the  You can make colored opposite side of the sun. The light is traveling from the sun, and your shadows! Start with a red, body blocks the light as it travels towards the sidewalk in front of you. blue, and green light. The  I would like the first partner to stand very still. The other partner is shadows will be magenta, going to trace your shadow on the sidewalk with sidewalk chalk. yellow and cyan! Two sites When your partner is done, I want you to put your name on your with simple directions are: outline. Now switch places, and you will trace your partner’s shadow ᵒ https:// as he/she stands very still. Don’t forget to put your name on your www.scientificamerican.com/ shadow. article/colored-shadows1/  Distribute the yardsticks. I want you to measure your shadow. After ᵒ https:// you measure your shadow with the yardstick, I want you to tell me www.exploratorium.edu/ how many inches long your shadow is. (Record the measurement on snacks/colored-shadows the datasheet.)  About 3 hours later, go back to each person’s shadow with sidewalk chalk, datasheet, pencil, and yardsticks. Have the students face in the same direction the arrow indicates from the first trial. What happened to your shadow? Is it bigger or smaller? Is it in the same direction as your morning shadow, or did it change directions from where it was pointing earlier? Where is the sun? Is it higher or lower in the sky than it was this morning?  We are going to trace this new shadow. Start at the same spot you were in the morning and stand still while your partner traces your CITATIONS shadow on the sidewalk. When you partner is done, I want you to Activity: https://hea- www.harvard.edu/ECT/ switch places so that both of you have this new shadow traced on the thrcontents.html sidewalk. Measure your shadows and record the results.. Shadow image: http:// www.scholastic.com/parents/ sites/default/files/ field_asset_image/1513/3285 /8798/Childs% 20Shadow_arms%20up.jpg Shadow tracing series: https:// rhythmsofplay.com/wp- content/uploads/2016/05/ REFLECT: Human-sundial-process-  Make a graph of the length of each shadow and the height of the collage.jpg student using string or yarn. You can use three different colors, for Colored Shadows: https:// example, blue for the actual height of the student, red for the earlier www.exploratorium.edu/ shadow, and green for the later shadow. (Example on page 6). snacks/colored-shadows Classroom wall: https:// APPLY: fabricmate.com/wp-content/  Looking at the graph, when was your shadow the longest? When was uploads/2015/04/Tackable- it the shortest? Was that the same as your guess? acoustic-fabric-wall-finishing-  Can you make shadow shapes? in-classroom-Custom.jpg

4 Supplemental Information Time Shadow Measurements Taken 1st 2nd Student’s Name Shadow in inches Shadow in inches

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Supplemental Information

Shadow Length atAM Shadow11:30 Length

My Height My

The string The length is actual the measurement inches. of

Our Classroom Our Wall Graphing

Shadow Length at 8:30 AM at Shadow8:30 Length Shadow lengths at 8:30 AM and 11:30 AM,compared height the to each of student. AM11:30 and Shadowlengths 8:30 at

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FIRST GRADE: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS First Grade

Teachers’ Background Information Earth System Science Our ancestors 40,000 years ago used pigments in soil to paint. The 1. The Earth’s materials can be red ochre used in the cave drawing below is still used by artists today. It compared and classified comes from iron-rich soils, which are abundant in Colorado’s mountains. based on their properties. a. Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth (DOK 1- 2). b. Sort, group, and classify Earth’s materials based on observations and explorations (DOK 1-2). c. Make predictions about how a material on Earth might be useful based on its properties (DOK 1-3). d. Communicate ideas about the differences between soils from different places (DOK 1-2). Objectives e. Use a variety of tools to Students will (use these observations for your assessment): observe, analyze, record,  Collect soil samples from their homes and compare Earth’s  Identify the different pigment colors found within the soils materials (DOK 1-2).  Prepare paints from the soil pigments f. Analyze the impact of  Create a painting using the soil pigments reducing, reusing, and recycling various materials Materials: (DOK 1-3).  Medium (milk, egg yolk, egg white, or white school glue)

 Recycled containers (to mix prepared soils with medium) NEXT GENERATION OF  Newspaper or butcher paper SCIENCE STANDARDS  Hammers, rolling pins, (break down the soils to powder) 2-PS1-1. Matter and Its  Paint brushes Interactions  Paper Plan and conduct an  , screen, and computer investigation to describe and classify different kinds of DO: materials by their observable Opening Questions properties. [Clarification  (Show the class a series of paintings listed below.) What colors do Statement: Observations could you see in these paintings? How did these artists find the colors to include color, texture, hardness, make their paintings? and flexibility. Patterns could ᵒ https://d32dm0rphc51dk.cloudfront.net/LlunZZm-6kAduOf5ykQjRQ/larger.jpg include the similar properties that ᵒ https://www.vangoghmuseum.nl/en/collection/s0031V1962 different materials share.] ᵒ https://www.metmuseum.org/art/collection/search/45434 ᵒ https://www.metmuseum.org/toah/works-of-art/1979.396.1/ POWER WORDS ᵒ https://www.vangoghstudio.com/Files/6/102000/102147/PageHomeSlideShows/ medium: a liquid (e.g., oil or w1170_900447_en.jpg water) with which pigments 7

are mixed to make paint. Directions pigment: the natural coloring  A few days before you do this lesson, assign each student to collect matter of animal or plant soil samples from their home by scraping the top soil and collecting tissue. their sample below the surface. Be aware of the impact on the soil: the upper layer of earth in immediate environment. Set out the soil samples to dry. which plants grow, a black or  Remove all organic matter like dead leaves and grass. Use the dark brown material typically hammers or rolling pins to crush the soil into a fine powder. consisting of a mixture of  Mix pigment powder with the desired medium (you can try milk, egg organic remains, clay, and yolk, egg white or white school glue). Use the recycled containers to mix the pigment with the medium. rock particles.  Discuss the colors present in the soils. If you have a chance to collect

samples from the mountains, you can get some beautiful red ochres! FASCINATING FACTS

 There are more micro- REFLECT: organisms in a handful of soil  What colors did you find just in your than people on earth. school’s boundary lines?  It takes 500 years to produce  Did the medium change the color of just under an inch of topsoil; the soils? How? this is the most productive  If you used a different medium on layer of soil. the same soil sample, did you end  Soil filters out pollutants for up with the same or different underground water. colors?  Soil consists of 45%  Discuss ideas before painting. Do minerals, 25% water, 25% these colors remind the students of air, and 5% organic matter. people, animals, or places? What  The amount of sand, clay are they? How about geometric and silt is what gives different shapes and patterns? Plan your soil types their various painting before you make it. textures. Most soils are a mix  How do you want to apply your of all three. paint? With paint brushes, fingers, leaves, etc.? CITATIONS  Using the paints that your class Activity: https:// made, each student makes their www.sabinebrosche.com/ own artwork.

making-paint-from-rocks- APPLY: soil/  Hold an art show with each student Youth’s picture: http:// explaining their art. www.ecomatters.org.nz/wp  Students write a story based on -content/uploads/2017/12/ their picture. For example, if the ed-IMG_4463.jpg and student saw those colors as a https:// landscape, they write a story that intim8ecology.files.wordpre uses the landscape as the place. ss.com/2015/04/finger-  Students look at artwork from painting-earth-pigments- around the world and through time and-natural-binders-on- to identify the pigments that were canvas-c2a9-f-owen-p- probably made from soils, minerals, ward-2015.jpg and https:// and rocks. static.independent.co.uk/ s3fs-public/thumbnails/ image/2014/10/09/09/v2- Borneo-cave-painting-hand -print.jpg 8

SECOND GRADE: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS Second Grade

Teachers’ Background Information Earth System Science 1. Weather and the changing This lesson explores two scientific concepts: meteorology—how air seasons impact the pressure and moisture in the air form different types of clouds, and environment and organisms physics—balance points. such as humans, plants, and Meteorology: Clouds are collections of tiny particles of water and/or other animals. ice that are large enough to be visible. The two required ingredients to a. Use evidence to develop a make a cloud are water vapor and aerosols. Water vapor enters the scientific explanation for how atmosphere through evaporation from open water, the soil, or the leaves the weather and changing of plants. Aerosols are a suspension of particles dispersed in air or gas, seasons impact the and come from natural sources such as volcanoes or forest fires, and organisms such as humans, from human activities that cause air pollution. plants, and other animals – As air rises it cools and spreads out, decreasing air pressure. Clouds and the environment. form when the air cools below the dew point (temperature at which dew b. Analyze and interpret data drops form), and the air can not hold as much water vapor. Clouds are such as temperatures in made of droplets or ice crystals so small and light they stay in the air. different locations (sun or Physics: The balance of an object has everything to do with the shade) at different times and distribution of its mass. In physics the center of mass of an object is the seasons as evidence of how point at which the distribution of mass is equal in all directions. organisms and the environment are influenced Objectives by the weather and changing Students will (use these observations for your assessment): seasons.  Recall the major types of clouds: cirrus, cumulus, and stratus, and the c. Analyze ways in which severe towering cumulonimbus weather contributes to  Demonstrate how to find the balance point of their mobiles catastrophic events such as  Practice tying knots floods and forest fires.

 Identify clouds outside to the three basic types of clouds NEXT GENERATION OF Materials for each student: SCIENCE STANDARDS 2-ESS1-1. Earth’s Place in the  Copy of clouds (pgs. 11) on white cardstock paper Universe Use information from several  6 pieces 15” and 1 piece 18” of white sources to provide evidence heavy-duty sewing thread that Earth events can occur  2 bamboo skewers (points cut off) quickly or slowly. [Clarification  Scissors Statement: Examples of events  4-8 cotton balls and timescales could include  White school glue volcanic explosions and  Mylar shred earthquakes, which happen  Scotch tape quickly and erosion of rocks,  Small nail which occurs slowly.]  Piece of corrugated cardboard [Assessment Boundary: Assessment does not include DO: quantitative measurements of Opening Questions timescales.]  What do clouds looks like? How are they different? What are the names of the clouds? (Cirrus, Cumulus, and Stratus.) Each word POWER WORDS means something: cirrus: cloud forming wispy ᵒ Cirro-: curl of hair, high filamentous tufted streaks ᵒ Cumulo-: heap (“mare's tails”) at high altitude, ᵒ Strato-: layer usually 16,500–45,000 feet. cumulus: a cloud forming 9

rounded masses heaped on Directions each other above a flat base at  This activity is based on a NASA lesson. Depending on the abilities of fairly low altitude. your students, you may need to cut out the cloud shapes before class nimbus: a rain cloud. and distribute to the students pre-cut. stratus: cloud forming a  Each student needs one long and one shorter skewer. Cut off about continuous horizontal gray 1/3 of the pointed end of skewer to make one shorter skewer. sheet, often with rain or snow. Dispose of the short piece. Cut off the sharp tip on the long skewer.  If a cloud is raining or snowing, we call that “actively precipitating.” If a FASCINATING FACTS cloud is actively precipitating, we add “nimbo” or ‘nimbus” to the cloud  A cloud is a large group of name. Example, cumulonimbus. tiny water droplets that we  We are going to make a cloud mobile to learn about the three types of can see in the air. clouds. Cut out cloud shapes. For each student’s mobile, there are 2  Clouds can contain millions of cumulus, 1 stratus, 1 cirrus, and 1 cumulonimbus clouds. The tons of water. cumulonimbus cloud will have Mylar shred to represent precipitation.  Stratus clouds are flat and  Tape Mylar shred to the bottom of the cumulonimbus cloud. Decorate featureless, appearing as both sides of all the clouds with fluffed cotton ball and glue to the layered sheets. paper. Optionally, add glitter to the cirrus cloud instead of cotton.  Fog is stratus type of cloud that appears very close to the  To find the balance point on each cloud, use two fingers and loosely ground. pinch one of the clouds at the top and center. Let the cloud dangle. It  Cumulus clouds are puffy, will probably tilt one way or the other. Shift your fingers a little to the like cotton floating in the sky. right or left, until the cloud is horizontal to the floor. Place the cloud  Cirrus clouds are thin and on the piece of corrugated cardboard, and push the nail through that wispy, appearing high in the point on the cloud. Repeat for each cloud. sky.  Using the 18” string for the stratus cloud, and 15” string for the other  Other planets in our Solar clouds, put a string through each cloud, and tie the ends into a loop. System have clouds. Venus There will be 2 extra loop strings. has thick clouds of sulfur-  Starting with the bottom clouds (see picture on page 9), hang the dioxide, while Jupiter and stratus cloud first on one end of the short skewer. Add a string loop Saturn have clouds of (to attach to the next skewer). Hang the two cumulus clouds on the ammonia . other side of the string loop that will be tied to the long skewer.  There are many variations of  Holding the string on the skewer, separate your clouds so that each these 3 main cloud types can rotate freely. Find the balance point of the string that will be tied including stratocumulus, to the long skewer. Hold the string and shift the skewer back and altostratus, altocumulus, forth until it is horizontal. Add a drop of glue to each string to hold it in cirrostratus and cirrocumulus. place, and allow it to dry.  Rain, snow, sleet and hail  Hang the cumulonimbus cloud on one side of the long skewer. Add falling from clouds is called the last loop (that will be attached to the ceiling). Add the cirrus cloud precipitation. next, and finally loop the short skewer string on the other end of the long skewer. Hold the ceiling string (between the cumulonimbus and CITATIONS cirrus clouds). Find the balance point by shifting the lower mobile or https://www.nasa.gov/ the large cumulonimbus cloud. Anchor each string to the skewer with pdf/135641main_clouds_tri a drop of glue and allow to dry. (See picture on page 9.) fold21.pdf https://scied.ucar.edu/short REFLECT: content/how-clouds-form  Cumulonimbus clouds can climb over 40,000 feet. Cirrus cloud base http://scienceprojectideasfor is over 23,000 feet. The cumulus cloud base is between 6,500 and kids.com/2010/center-of- 23,000 feet, while the stratus cloud base is below 6,500 feet. gravity-vs-center-of-mass/  Compare this information to the location of each cloud represented on Template from: http://space the mobiles. Do the clouds model the location in our atmosphere? place.nasa.gov/cloud- mobile/en/#/review/cloud- APPLY: mobile2/cloudmobile.html  Identify the clouds for a week. Can students find all 3 cloud types? If a cloud is actively precipitating, nimbo/nimbus is added to the name. 10 Supplemental Information

Cumulonimbus

Cumulus

Cirrus

Cumulus

Stratus

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THIRD GRADE: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS Third Grade Teachers’ Background Information Our ancestors 40,000 years ago used pigments in soil to paint. The Earth System Science red ochre used in the cave drawing below is still used by artists today. It 1.Earth’s materials can be comes from iron-rich soils, which are abundant in Colorado’s mountains. broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand – some of which are usable resources for human activity. a. Investigate and identify two or more ways that Earth’s materials can be broken down and/or combined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand (DOK 1-2).

b. Use evidence to develop a

scientific explanation about one or more processes that break down and/or combine Earth materials (DOK 1-3). Objectives c. Utilize a variety of media Students will (use these observations for your assessment): sources to collect and  Collect soil samples from their homes analyze data around  Identify the different pigment colors found within the soils Earth’s materials and the  Prepare paints from the soil pigments processes by which they  Analyze data on the different medium used to fix the soil pigments to are formed (DOK 1-2). compare and contrast  Create a painting using the soil pigments NEXT GENERATION OF SCIENCE STANDARDS Materials: 5-PS1-3. Structure and Properties  Projector, screen, and computer of Matter  Recycled containers (e.g. 1 lb cottage cheese container; 4/student) Make observations and  Newspaper measurements to identify  Masking tape and pencils materials based on their  Medium (milk, egg yolk, egg white, and white school glue) properties. [Clarification  Hammers and/or rolling pins Statement: Examples of materials  Craft sticks (4/student) to be identified could include  Copy of the Munsell Color Chart (page 14) - 1/student baking soda and other powders,  Paint brushes and paper metals, minerals, and liquids.  Google map of your school’s boundaries—1/student Examples of properties could include color, hardness, DO: reflectivity, electrical conductivity, Opening Questions thermal conductivity, response to magnetic forces, and solubility;  (Show class the series of cave paintings listed on the next page) What colors do you see in these paintings? How did these artists find density is not intended as an the colors to make their paintings? identifiable property.] 12

POWER WORDS ᵒ Nigeria: https://d32dm0rphc51dk.cloudfront.net/LlunZZm-6kAduOf5ykQjRQ/larger.jpg chroma: purity or intensity of ᵒ Borneo: https://static.independent.co.uk/s3fs-public/thumbnails/image/2014/10/09/09/v2- color. Borneo-cave-painting-hand-print.jpg hue: the attribute of a color by ᵒ Patagonia: https://www.heritagedaily.com/wp-content/uploads/2014/07/Cueva-de-las- virtue of which it is manos-950x712.jpg discernible as red, green, ᵒ Spain: https://archaeology-travel.com/wp-content/uploads/2014/01/altamira-cave.jpg etc. medium: a liquid (e.g., oil or Directions  A few days before you do this lesson, assign each student to collect a water) with which pigments large soil sample in one of the 1 lb. cottage cheese sized containers are mixed to make paint. from their home by scraping the top soil and collecting their sample pigment: the natural coloring below the surface. Bring the sample and 3 additional recycled matter of animal or plant containers (washed and dried). Set each student’s sample separately tissue. on the newspaper in a sunny window to dry. value: the relative degree of  Each student retrieves his/her sample and removes all organic matter lightness or darkness of a like dead leaves and grass. Use the hammers or rolling pins to crush particular color. the soil into a fine powder.  Use the Munsell Soil Color Chart to identify the closest color and FASCINATING FACTS record the letter column/number row.  The most common subject in  Divide the soil sample into 4 containers. Label each container with cave paintings are large the type of medium used (i.e. “yolk,” “white,” “milk,” and “glue”) on the animals that were found in masking tape with the student’s initials and attach it to the container. the area at that time.  Mix each medium into the soil pigment powder until it is the  The landscape is never part consistency of tempera paint, and stir will with the craft stick. of the cave painting.  Use the Munsell Soil Color Chart to identify the closest color for each  Human images are very rare, of the 4 samples identified by the medium, and record. Discuss however human hands are chroma, hue and value of color.

common. REFLECT:  The pigments were used to  Distribute the maps. Each student finds his/her home. Cut out the create the cave painting. Munsell color that was closest to the soil sample and glue by the They used the charcoal, student’s home. Post all the maps and discuss the differences in the manganese oxide, hematite soils samples. The colors represent different chemicals in the soil. yellow ochre and red ochre.  Did the medium change the color of the soils? How? Why? Cut out  Rock paintings have been the Munsell colors arrange from the darkest to the lightest colors. made since the Upper Does the class see a pattern? Paleolithic, 40,000 years ago. APPLY:  They have been found in  Discuss ideas for using the soil pigments in a painting. Do these Europe, Africa, Australia and colors remind the students of people, animals, or places? What are Southeast Asia. they? How about geometric shapes and patterns?  Plan your painting before you make it. How do you want to apply your CITATIONS paint? With paint brushes, fingers, leaves, etc.? Activity:  Each student makes their own artwork with the pigments available. https://www.sabine  Hold an art show with each student explaining their art. brosche.com/making-paint-  Students write a story based on their picture. For example, if the from-rocks-soil/ student saw those colors as a landscape, the story takes place there. http://zbecton.blogspot.com/  Present “Teaching Color to Elementary Students: http://munsell.com/color- 2011/02/munsell-soil-color- blog/teaching-color-elementary-students-third-grade-lesson/ chart.html  Amazing discovery in February 2018: Cave paintings found in Spain were made by Neanderthals almost 65,000 years ago! http:// www.latimes.com/science/sciencenow/la-sci-sn-neanderthals-were-artists-20180222- htmlstory.html 13 Supplemental Information

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Munsell Soil Color Chart Color Soil Munsell

A B C D E F G H I J K L M N O P Q R S T U U V T Q S R M P O N I B L K C J D H G F E A

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FOURTH GRADE: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS Fourth Grade Teachers’ Background Information The Earth/ system acts like a single body as it orbits the sun. Earth System Science The center of gravity of this system is shifted towards the moon, but still Earth is part of the solar is located within the Earth. The reason is simple: the Earth is enormous system, which includes the compared to the moon. The center of gravity of these two bodies is Sun, Moon, and other bodies called a barycenter. that orbit the Sun in When we went to the moon in the late 60s/early 70s, astronauts predictable patterns that lead brought back moon rocks to help us answer the question, where did our to observable paths of moon originate? The best explanation of our moon is that early in the objects in the sky as seen history of our solar system, a Mars-sized planet crashed into the Earth at from Earth. a glancing blow. This collision ejected only the top layers of the Earth a. Gather, analyze, and into space, and this debris coalesced into our Moon. interpret data about Our moon is tidally locked into Earth’s orbit. That means that the components of the solar moon orbits the Earth in the same amount of time that it rotates on its system (DOK 1-2). axis, and we only see one side always facing us. The orbit is still out of b. Utilize direct and indirect balance, so the moon is slowing moving away from the Earth, and the evidence to investigate the Earth is slowing its rotation (days are becoming a bit longer). components of the solar

system (DOK 1-2). Objectives Students will (use these observations for your assessment): c. Gather, analyze, and interpret data about the  Estimate the relative size of the Earth and Moon  Modify that estimate to the actual dimensions Sunrise and Sunset, and  Estimate the relative distance of the Earth and Moon Moon movements and  Modify that estimate to the actual distance phases (DOK 1-2).  Find the Earth/Moon barycenter d. Develop a scientific explanation regarding Materials: relationships of the  Clay or homemade playdoh (about 1/2 cup for every 2-4 students) components of the solar  Plastic knife (1 for every 2-4 students) system (DOK 1-3).  Wax paper  String about 15” long (1 for every 2-4 students) NEXT GENERATION OF  Ruler (1 for every 2-4 students) SCIENCE STANDARDS  Dowel about 6” long (1 for every 2-4 students) MS-ESS1-1 Earth’s Systems Develop and use a model of DO: the Earth-sun-moon system to Opening Questions describe the cyclic patterns of  What do you know about the Moon? lunar phases, eclipses of the sun and moon and seasons. Directions [Clarification Statement:  Divide your class into groups of 4. Distribute 1/2 cup of clay, a sheet of wax paper, string, ruler, calculator, and 1 plastic knife to each Examples of models can be group. physical, graphical, or  Divide your clay into 2 equal parts. Set one aside to use later. You conceptual.] will only be working with half of the clay right now.  We have about 1/4 cup of clay. If this were the Earth and Moon, how POWER WORDS big would each be? Do your work on the wax paper. Each team barycenter: The center of needs to estimate the relative sizes of the Earth and Moon and roll mass of two or more bodies, their clay into balls to represent the Earth and Moon. (Allow time for usually bodies orbiting the teams to complete task.) around each other, such as  Share your results. the Earth and the Moon.

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parallel: (of lines, planes,  Now, if this were the Earth and Moon, how far away would the moon surfaces, or objects) side by be? Use the wall as the starting point. Place the Earth at the wall, side, having the same and place the moon how far you think it is in relative distance. (Allow distance between them. time for the teams to complete task.) relative: considered in relation  Share your results. or in proportion to something else. REFLECT:  Use the other half of the clay for the next part of this project. We are FASCINATING FACTS going to find out the actual relative size of the Earth and Moon.  Roll your clay into a snake.  The Moon orbits the Earth  With the plastic knife, cut the snake into 50 equal pieces. If the every 27.3 days. students cut the snake in half, then each half into half, and so on, the  Mons is the tallest 50 pieces will be about the same size. mountain on the Moon, it is  Take one piece out, and roll the remaining 49 pieces into a ball. Roll 4700 meters tall, just over the 1 piece into a ball. That is the relative size of the Earth and Moon. half the height of Mt. Everest  The Moon’s distance is about 30 times the diameter of the Earth. (8848m). With the plastic knife, carefully cut the Earth in half. With the string,  The Moon rotates on its axis measure the diameter of the Earth. Write that number down, and in around the same length of times it by 30. For example, if the Earth sphere is 2.5” diameter, then time it takes to orbit the the model Moon would be 75” away from the Earth. Earth. This means that from  Put the 2 Earth halves back together, and place the Earth at the wall, Earth we only see around next to the groups estimated guess. Measure 75” and place the 60% of its surface (50% at Moon that distance from the Earth. any one time).  Discuss the difference between the students estimates and the actual distance in the model of the Earth and Moon.  The effect of gravity is only

about one fifth (17%) as APPLY: strong on the surface of the  Distribute a dowel to Moon compared to the each group. strength of gravity on the  Discussion: The Moon surface of the Earth. orbits the Earth, and  The Moon is very hot during the Earth and Moon the day but very cold at night. act like a single object The average surface as they orbit the sun. temperature of the Moon is The center of mass for 107 degrees Celsius during the Earth/Moon the day and -153 degrees system is called Celsius at night. barycenter.  To practice finding the center of mass, we will first find the dowel’s CITATIONS center of mass. Attach the string and dangle the dowel by the string. Image: https://www.quora.com/ Shift the string back and forth until the dowel hangs parallel to the Is-it-true-that-the-Earth-and floor, like a mobile. The point where the string attaches is the center -Moon-move-in-circular- of mass for the stick (and probably the center of the stick).  To find the barycenter of our Earth/Moon system, use the correct paths-about-a-common- relative size of the clay Earth and Moon. Attach the clay Earth to one Activity: Fraknoi, Andrew, et al. end of the dowel, and the clay Moon to the other end of the dowel. (2004) Sizing up the Moon. Try to find the point where the Earth/Moon/dowel are hanging parallel Project Astro, Astronomical to the floor. Unlike finding the mass of the dowel by shifting the string, Society of the Pacific. with the larger piece of clay representing the Earth, the barycenter will Activity ideas: http://science be inside the clay almost at the center. (You will need to pull the projectideasforkids.com/20 string through the clay of the Earth, just a bit off center towards the 10/barycenter-of-bodies-of- Moon.) Students need to reform the clay back into a sphere each unequal-mass/ time they try to find the barycenter. 16

FIFTH GRADE: EXCEED THE STANDARD COLORADO ACADEMIC “April Showers on Earth Day” STANDARDS Fifth Grade Earth System Science Do I have a deal for you, 5th Grade Teachers! 3. Weather conditions change FREE because of the uneven heating of Earth’s surface by CoCoRaHS Rain Gauge (and a snow swatter)! the Sun’s energy. Weather https://www.cocorahs.org/Content.aspx?page=CoCoRaHS_Schools changes are measured by differences in temperature, To 12 (twelve) 5th grade teachers (anywhere in Colorado) who join and air pressure, wind and water report their data to CoCoRaHS (Community Collaboration of Rain, Hail, in the atmosphere and type and Snow Network). This gift is valued at $35, and includes free training and lesson plans for your class. of precipitation. a. Develop and communicate CoCoRaHS is a citizen science program that only takes a few minutes an evidence-based each day. The data you submit are used by the National Weather scientific explanation for Service, National Weather Service River Forecast Centers, USDA, changes in weather National Drought Mitigation Center, scientists and others! conditions (DOK 1-3). b. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-3). c. Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2). d. Use data collection tools and measuring devices to gather, organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2).

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NEXT GENERATION OF SCIENCE STANDARDS 5-ESS2-1 Earth’s Systems Develop a model using an example to describe the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification statement: Examples could include the influence of the ocean ecosystems, landform shape, and climate, the influence of the atmosphere on landforms and ecosystems. through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

POWER WORDS climate: the weather conditions prevailing in an area in general or over a long period. rain gauge: a device for collecting and measuring the amount of rain that falls. weather: the state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc.

FASCINATING FACTS APPLY:  Colorado gets an average of  Complete the form (on the next page) by 5:00 PM on April 25, 2018, 300 days of sunshine per and email it to: [email protected]. We will review the year along the Front Range. applications and award the rain gauges on April 26, notify you by  The most snowfall ever email, and get them into the mail to you on April 27. recorded in a 24-hour period  The goal is to provide rain gauges to teachers who develop a solid in the western United States plan for their students to engage in relevant science, strongly was 76 inches that fell at supporting both the Colorado Academic Science Standard and the Silver Lake in San Juan Next Generation Science Standards’ concepts in weather and climate. county on April 14-15, 1921.  The selection of the rain gauges is not determined by the number of  Gunnison has the lowest students, but the plan you have to use it. We are requesting this average temperature of any information for our reporting purposes only. In fact, we encourage city in the contiguous 48 small schools to apply! states (36.95°F.) 18 Supplemental Information Application for CoCoRaHS Rain Gauge (and Snow Swatter)

Your Name: ______

Grade: ______How many 5th graders? ______

E-mail: ______Phone Number: ______

School: ______

School’s Address: ______

______

Principal’s Signature: ______

Suitable location found to install the rain gauge? ______ Avoid large obstacles that could block precipitation.  Avoid mounting the rain gauge where sprinklers or other sources of artificial precipitation can affect the data.  Make sure the top of the rain gauge is level.  Mount the rain gauge so that heavy rain could not splash into the gauge from any nearby surfaces.  Mount the rain gauge in an area protected from strong wind, if possible.

County: ______Extension Agent: ______

Describe your plan to use the rain gauge with your students: ______

______

______

______

______

______

______

______

______

Confirm that you will report the remainder of this school year (2017-18), and report at least 1 month in 2018-19 school year to CoCoRaHS (initial): ______

Send to Dr. Shaw at [email protected] 19

FREE RESOURCES FASCINATING FACTS NASA Solar System Exploration These five fascinating facts are https://solarsystem.nasa.gov/ from the NASA website: 10 Interesting Things About Earth https://www.nasa.gov/ audience/forstudents/k-4/ more_to_explore/Earth.html

 The Earth is not perfectly round. It is thicker around the equator. The rotation of the Earth on its axis causes the bulge in the middle.  Days are getting longer. When the Earth formed 4.6 billion years ago, the Earth was spinning faster, and a day was about 6 hours long. It takes almost 60,000 years

for the day to get 1 second

NASA has amazing resources for teachers—everything from interactive longer. websites (like the one highlighted in this issue) to amazing images and  The continents are always videos. There is so much available that it can be information overload. moving, and 250 million Since we are celebrating “April Showers on Earth Day,” this article will years ago, they crashed focus on a few of NASA’s planetary science resources. together forming a single supercontinent called The website above has interactive planets and satellites, images, and Pangaea. This is the second information that older elementary students can use. For example, the time all the continents view of Earth above denotes “hot spots” (not temperature; interesting crashed together. The first places). A simple click, and you can view the core: time was 800 million years ago. We call that supercontinent Rodinia.  The Ice Age was actually 4 separate events of ice sheets moving as far down as Ohio and retreating towards the Arctic. These are only recent

events. There is evidence

that ice has completely covered the Earth (Snowball Earth) in the past.  Sea levels have changed in the past. With the ice ages, the sea levels sank 390 feet (the height of a 40-story building) as the ice sheets trapped that water. Sea level If you click on the “More” at the bottom of the screen, the reader can has been much higher than it peruse more fascinating information, like the first Earthling in space was Laika, a Soviet dog. Examples of other information include “Ten things to is today, up to 230 feet! know about…” and a picture of the Earth and Moon taken from Saturn. 20

Authors The site has information about our solar system, including the Kuiper Belt Dr. Barbara J. Shaw, Colorado State and the Oort Cloud, planets, , small bodies (like Ceres), and more! University Extension Western Region STEM Specialist, 4-H Youth Development

Tom Lindsay, retired HS science teacher (AP/IB Chemistry, Physics, Biology, and Calculus) and university instructor (geology and paleontology)

Barbara R. Johnson retired teacher, Short Spring Alliteration Poems | 9 Alliteration Examples: Spring Poem 4, Seasons (https://www.nanascorner. com/spring- alliteration-poems-9-alliteration- examples/)

Acknowledgments Funding for this project provided by Colorado State University System Venture Capital Fund

CJ Mucklow, Colorado State University Extension Western Regional Director; Annette Haas, Colorado State University Extension State Office, State STEM/4-H Specialist; Kellie Clark, Colorado State The picture above is NASA’s planetary science website https:// University Extension Western Region science.nasa.gov/solar-system. It discusses research conducted by Program Assistant, Nicole Goza, NASA on the planets. It is not interactive, but informative. Great for 3rd, Colorado State University Extension 4th, and 5th grades. Montrose County 4-H Assistant, and Noah Newman, Colorado State University Colorado Climate Center, Education Director

Dr. Joe Cannon and Marketing Strategies students: Berlyn Anderson, Jenna Balsley, Rachel Kassirer, Rachel Richman, Colorado State University, College of Business, for marketing strategies and kit graphics.

Joanne Littlefield, Colorado State University Extension Director of Communications and Doug Garcia, Colorado State University Creative Services Communication Coordinator/ Designer

Colorado State University, U.S. Department of Agricul- ture and Colorado counties NASA incorporates information for classroom teachers K-4th grade: cooperating. CSU Extension https://www.nasa.gov/audience/foreducators/k-4/index.html programs are available to all and 5th—8th grade: https://www.nasa.gov/audience/foreducators/5-8/ without discrimination. No endorsement of products index.html. These two sites include lesson plans, training for teachers, mentioned is intended nor is for your students, and so much more. criticism implied of products not mentioned. Finally, my favorite site is “Astronomy Picture of the Day.” https:// apod.nasa.gov/apod/astropix.html. It has posted a picture every day with © Colorado State University Extension. 8/14. a description of the image since June 16, 1995. Students LOVE to look www.ext.colostate.edu up their birthday pictures in the archives. 21