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Stars and Planet, Txr Loning2pac(; 4) Man' (Xist(7Nce in I4ace

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Stars and Planet, Txr Loning2pac(; 4) Man' (Xist(7Nce in I4ace DCCUMENT RESUME FE 050 065 SP 007 112 L;tarr, Jctir. , na., Ed. le.v;ourct handiock--pace h(yond ihc 7',anth. 1 Sur,plement to 1!,(11c Cunriculum nuido--ci(ncE, (rade2 F'-t. nary City itAlic 2chcol Sy2tem, Inl. u8 (/ E 14!:p. ELI-S IC-$b.tc *Astronomy, *Curriculun, 11(meLtary ctcol tAnriculum, *ilE.m(ntary a'ohcol lYcicnct-, Grade 1, GradE, 2, Gnadt, (Lade 4,Grade, Find(ryant(n, *2.cieLc ,'(iucation, Unit GI-AELJ AGE: Gradeo K-t, SULJEC1 MAafiLL: ,6Jci(nc(1 011611AllaluNA14-1) PFaICLL APP171;niC.T.: Tnt guide is divided irtc noun unit: 1)the kAli, Earth, aid moon, 2) stars and planet, txr_Loning2pac(; 4) man' (xist(7nce in I4ace. Each unit includex inatiatony and devedopmental activiti. There arE also sections or. (valuation, vccabulary, childnfn's books, and tilm. Tht guide if,: a,nnE:ograpned and ::-piral-tound with d .9.Ctt cover. GDJECTIVES ANI ACliVillhS: Letails ot activiti(!s are given for eacn concept in tkj tour units. Gljective.,: involve an understanding ot the conceTts and of tne reL:uits of the various experiments. INSTr,UCrilONAI MAILIJAIS: :vatennal reduine-d ton Each activity are describpd. extensiv( niblicgraply and film llbt are annotated. STULHji ASSESSMEN1: 2ample ot f,;valuation itefis are included to h(ip the teacher df,velopar nntonmal tcotirg Incgnam. (MBM) T THE EARTH U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRO (A supplementto Basle Curric1.41.1m Guide-science) DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG INATING IT POINTS OF VIEWOR OPIN IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICE OFEDU CATION POSITION OR POLICY TV ?.,GTOT, ThrTi Mr. Theodore Hering, Jr., President Mr, Andrew D. White, Vice-President Pr, Montague M. Oliver, Secretary Mr. Donald I3elec, Member Mr. Frederick C. Ford, Member Dr. Gordon Yc4-11rcIT, perin+EvIdnt of TiL=iro.r' tssist:n.. $ .iperintendent-Instruction Dr, Norman R. T'.,ronal'., Flemer.try Supervisor Dr. William Watzon, ';...pervisor-Curriculum Development Dr. .Toni W. 53t;--,rr,izrd, Flementary 3'4pervisor $?H001. ,-17.7. OF GARY Gary, Indiana 1968 O 1 PREFACE The teaching of science in t elementary school is a responsibility of major significance. Through our efforts pupils should be helped to gain an understanding of science in the development of our culture. Likewise, we should emphasize the development of the ability to write and recognize social uses of science in daily life. In developing the ability to under- stand their natural environment, the pupils must also have a complete understanding of the process involved. There is a need to improve teaching and learning in science contin- uously. New materials of instruction, new teaching approaches, and the continuing responsibility to meet the individual needs of students place great demands on all professional staff members to appraise the quality of teaching and learning in science. This publication represents an effort on the part of staff members within our school system to assist all staff members in improving the teaching and learning in science. It is hoped that all staff members who use this publication will find it to be of value. orman R. Turchan eneral Elementary Supervisor 2 ACKNOWLEDGMENTS wish to express appreciation to the members of the Elementary Science Materials Committee for their extra effort in the preparation of this publication. The publication is a composite of materials which have been developed previously, combined with new material. Much of the material presented in this publication is the result of their intensive work and effort. Pelham Chatman, Teacher Brunswick School Emmalynn Deal, Teacher Washington School Stella Hartley, Teacher Aetna School Elizabeth Jadoon, Teacher Nobel School Gerald Lind, Teacher Melton School Geneva Taylor, Teacher Duncan School Final Preparation and Editorial Work By Dr. John W. Starr, 3rd r. John W. Starr, 3rd Elementary Supervisor 3 TABLE OF CONTENTS page THE SUN, EARTH AND MOON Initiatory Activities 1 Developmental Activities-Concepts: Al]. objects occupy space The sun is a nearby star that is the center of a large system of heavenly bodies that revolve around it 2 We seldom see the sun on rainy and cloudy days. Shadows form when things block the light 3 The sun is always shining. It is day when our part of the earth faces the sun. It is night when our part of the earth is turned away from the sun 4 Shadows are made by the sun changing during the day. The re- lationship between shadows and the sun is of great importance in the study of time, seasons, and directions 5 The sun gives us warmth and light; helps make rain which supplies water to plants and animals 5 The amount of energy received by a section of the earth depends upon the angle at which the sun's rays strike the ground 8 All satellites, natural or artificial, travel around the sun in fixed orbit 9 The earth is a natural satellite of the sun. The earth's cir- cumference is 25,000 miles 9 The rotation of the earth causes day and night 12 The tilting of the earth's axis causes sunlight to strike the earth at different angles as the earth revolves around the sun 12 Different weather conditions and different plant and animal habits come with the changing of the seasons 14 The sun shines on the moon' 17 The moon is a natural satellite of the earth. One revolution of the moon around the earth takes a month 19 Much is already known about the moon 20 The moon's surface contains craters of unknown origin 21 The motions of the earth and the moon can align them in such a way that their position relative to the sun will cause an eclipse 22 The earth's rotation makes the sun appear to move across the sky 25 Certain words have meaning only in relation to other words-- discovering relativity in temperature 26 The appearance of objects is relative 26 Motion is a relative phenomenon 27 Distances to stars can be determined by studying their light. The farther away a light is, the fainter it seems. Therefore, distances can be calculated by the relative brightness of stars 28 TABLE OF CONTENTS (Continued) The apparent path of the sun is called the ecliptic 29 The path of the earth around the sun is an ellipse 30 STARS AND PLANETS Initiatory Activities 32 Developmental Activities- Concepts: Scientists differ in their theories about the origin of the Solar System 32 The planets differ in size 33 Our Solar System is part of the Milky Way Galaxy, a tremendous grouping of stars, which is only one of many galaxies 35 The universe is made up of many star systems of galaxies 36 Planets, planetoids (asteroids), moons, comets, a4,1 meteors are all part of the sun's family, the Solar System 37 Stars shine during the day, but we don't see them because their light is obscured by the brightness of the sun 38 The earth is the third planet from the sun 39 Light waves need no carrier; they travel across a vacuum 40 Heat energy can travel through a vacuum, such as space 41 A light year is a convenient unit to measure distances in space; it is the distance light travels in one year 41 EXPLORING SPACE Initiatory Activities 45 Developmental Activities - Concepts: Astronomers use a spectroscope to determine the chemical com- position of the stars and of the atmosphere of other planets 46 The Doppler effect is the name given to the shift of the position of spectral lines when the light source is either receding from or approaching the spectroscope 48 Some space probes carry instruments such as the magnetometer, to detect the magnetic fields around other planets 49 'There may be life on other planets 50 The earth pulls things down toward it. This is called the earth's gravity 51 "Down" is toward the earth. "Up" is away from the earth 52 Everything has gravitation. The more mass to a substance the stronger the gravitation. The greater the distance between two things the weaker the gravitation between them 54 The earth pulls all objects toward its center 54 If a great enough force is exerted in a direction opposite to the gravitational force exerted by the earth, an object can rise 55 To overcome the earth's gravitational attraction, large amounts of energy must be expended 56 Inertia keeps moving things going 57 Inertia is a force that keeps things that are at rest where they are 60 TABLE OF CONTENTS (Continued) How can you demonstrate the centrifugal effect?.. 61 Fetween the earth's two magnetic poles there is a magnetic field including the earth and the poles themselves.... 62 A magnetic compass worked because the earth is a magnet having two ends I. MI 62 If a satellite moves fast enough, it is not pulled down by the earth's gravity OOOOOOOOO 63 Light is composed of waves of differing lengths; each color is a wave of a different length 64 A prism can spread light into a spectrum 65 Rocket engines work on the principles described by Newton's third law of motion which states, that for every action there is an equal and opposite reaction . 66 The thrust of a rocket propellant is the amount of force it produces 71 The mass ratio of a rocket is a measure of the final speed it will achieve. The higher a rocket's mass ratio, the greater will be its speed 73 There are several types of rocket propellants; liquid, solid, and hypergolic 73 Inertia is the tendency of a body at rest to remain at rest or of a body in motion to remain in motion in the same direction unless acted upon by some outside force 74 A spacecraft's flight path is determined by its inertial tendency and the gravitational forces acting upon it 75 A spacecraft may travel in one of four possible flight paths- a circle, an ellipse, a parabola, or a hyperbola.,.
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