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Shadow Challenges 1 Shadow Challenges 1. Work in pairs. Take turns tracing the outline of your partner’s shadow, including his or her feet. 2. Label each shadow with the owner’s name and time of day it was drawn. 3. Try to solve these shadow challenges. a. Can you use your shadow hand to touch your shadow head? . b Can you use your real hand to touch your shadow head? . c Can you make your shadow very small? . d Can you separate yourself from your shadow? . e Can you touch your partner’s shadow knee with your shadow hand? . f Can you make your shadow disappear? . g Can you slip into someone else’s shadow? h. Can you make your shadow shake hands with someone else’s shadow? i. Can you play shadow tag? Don’t let another person step on your shadow. j Make up your own challenge. 4. What do you think your shadow will look like in 3–5 hours? Record your ideas in your notebook. Include a drawing. FOSS Earth, Cycles, and Change Module Investigation 1: Sun and Earth © The Regents of the University of California No. 1—Notebook Master Can be duplicated for classroom or workshop use. N N Sun Tracker RecordSun Tracker N W E S W E S Investigation 1:SunandEarthInvestigation S No. 2—Notebook Master 2—Notebook No. FOSS Earth, Cycles, and Change Module © The Regents of the University of California Can be duplicated for classroom or workshop use. “Changing Shadows” Review Questions 1. How does the Sun’s position in the sky change over 1 day? 2. In what ways do shadows change during the day? 3. What causes shadows to change during the day? 4. Think about a flagpole. How does its shadow change over 1 year? 5. Look at the photo at the top of page 107. Can you see the shadow of the person? Can you see the shadows of the four flagpoles? Why or why not? FOSS Earth, Cycles, and Change Module Investigation 1: Sun and Earth © The Regents of the University of California No. 3—Notebook Master Can be duplicated for classroom or workshop use. Response Sheet—Investigation 1 This drawing shows students walking down a path on a winter morning. You are looking at their backs. 1. Write a letter in the box above the picture to indicate which direction the students are facing. Write N for north, S for south, E for east, or W for west. 2. How did you know which direction the students were facing? 3. Fill in the rest of the boxes to show the other compass directions. 4. Does the picture show early morning or late morning? How do you know? FOSS Earth, Cycles, and Change Module Investigation 1: Sun and Earth © The Regents of the University of California No. 4—Notebook Master Can be duplicated for classroom or workshop use. Day/Night Questions 1. Why is it dark at night? 2. At any given time, how much of Earth is in day and how much is in night? 3. What makes the Sun “rise” and “set”? 4. Does the Sun rise in the morning all over the world? Explain. 5. Which side of Earth is in daylight? 6. If Earth did not rotate on its axis, would there be day and night on Earth? Explain. FOSS Earth, Cycles, and Change Module Investigation 1: Sun and Earth © The Regents of the University of California No. 5—Notebook Master Can be duplicated for classroom or workshop use. “Sun” Video Review Questions 1. How far is the Sun from Earth? How far away is the next closest star? 2. How big is the Sun compared to other stars in our galaxy? 3. What is the Sun made of? How does it produce heat and light? 4. Describe what is meant by the “life cycle” of the Sun. What are the stages in the cycle, and at what stage is the Sun now? 5. What would happen if the Earth was closer to the Sun (like Venus)? farther away from the Sun (like Mars)? 6. Sun spots are cooler dark spots on the Sun that are the result of magnetic storms. What are some of the effects on Earth of Sun spots? FOSS Earth, Cycles, and Change Module Investigation 1: Sun and Earth © The Regents of the University of California No. 6—Notebook Master Can be duplicated for classroom or workshop use. Air Investigations What is air? While exploring air with a syringe, write three observations and three questions. FOSS Earth, Cycles, and Change Module Investigation 2: Weather and Atmosphere © The Regents of the University of California No. 7—Notebook Master Can be duplicated for classroom or workshop use. Atmosphere Questions 1. What is Earth’s atmosphere? 2. Describe how the amount of air changes as you travel up through Earth’s atmosphere. 3. How high above Earth’s surface does the troposphere reach? 4. What kinds of activities occur in the troposphere? 5. What layer of the atmosphere do you think is of greatest interest to meteorologists? Why do you think so? FOSS Earth, Cycles, and Change Module Investigation 2: Weather and Atmosphere © The Regents of the University of California No. 8—Notebook Master Can be duplicated for classroom or workshop use. Weather Data Wind Temp. Humidity speed Wind Visibility Pressure Other Day (°C) (%) (kmph) direction (km) (millibars) observations 1 2 3 4 5 6 7 8 FOSS Earth, Cycles, and Change Module Investigation 2: Weather and Atmosphere © The Regents of the University of California No. 9—Notebook Master Can be duplicated for classroom or workshop use. “Sun, Earth, and Moon” Review Questions 1. Compare the size of the Sun, Earth, and Moon. 2. Compare the composition of the Sun, Earth, and Moon. 3. Compare the average surface temperature of the Sun, Earth, and Moon. 4. Compare the movements of Earth and the Moon. FOSS Earth, Cycles, and Change Module Investigation 2: Weather and Atmosphere © The Regents of the University of California No. 10—Notebook Master Can be duplicated for classroom or workshop use. Comparing the Physical Characteristics of the Sun, Earth, and Moon—B Write a letter (S, E, and/or M) to identify which object or objects are described in each statement. If the statement doesn’t refer to the Sun, Earth, or Moon, write an X. 19. Surface is constantly changing due to weathering, erosion, and, deposition. 20. Has clouds. 21. Is about 150 million km from the Sun. 22. Made of gas (hydrogen and helium). 23. Made of rock. 24. Has large basins filled with lava. 25. 70% land, 30% water. 26. Depends on heat from a star for warmth. 27. Has day and night. 28. Has a diameter of about 13,000 km. 29. Has a diameter of about 3,500 km. 30. Has a diameter of about 1.4 million km. 31. Goes around Earth in a day. 32. Has about 1/6th the gravity of Earth. 33 Has water as solid, liquid, and gas. 34. About 30 Earth-diameters from Earth. 35. Visible from Earth only during the day. 36. Has an average temperature of about 15°C. FOSS Earth, Cycles, and Change Module Investigation 2: Weather and Atmosphere © The Regents of the University of California No. 11—Notebook Master Can be duplicated for classroom or workshop use. Condensation Observations 1. Draw the experiment and label the picture to show what you observed. 2. Why did condensation form on the inside surface of the chamber? 3. Where did the water that condensed on the sides of the cup come from? FOSS Earth, Cycles, and Change Module Investigation 3: Water Planet © The Regents of the University of California No. 12—Notebook Master Can be duplicated for classroom or workshop use. Water-and-Ice System 1. Label the system to show what you observed. 2. Write a description of the changes you observed when you placed a cup of ice over warm water. 3. What happened when you added salt to the ice? Include temperature measurements in your answer. FOSS Earth, Cycles, and Change Module Investigation 3: Water Planet © The Regents of the University of California No. 13—Notebook Master Can be duplicated for classroom or workshop use. “Condensation” Review Questions 1. What is condensation? 2. What role does temperature play in condensation? 3. What is frost? At what temperature does frost form? 4. Why does condensation form on a glass of iced tea? FOSS Earth, Cycles, and Change Module Investigation 3: Water Planet © The Regents of the University of California No. 14—Notebook Master Can be duplicated for classroom or workshop use. Response Sheet—Investigation 3 On a sunny day, a student poured a cup of water on the sidewalk to make a puddle. When he returned later, the puddle was gone. The student concluded that the puddle was gone because the water soaked into the sidewalk. What would you say to this student about this conclusion? What could you do to demonstrate your idea about where the water went? FOSS Earth, Cycles, and Change Module Investigation 3: Water Planet © The Regents of the University of California No. 15—Notebook Master Can be duplicated for classroom or workshop use. Distribution of Earth’s Water a. Fill the 1 L beaker with water exactly to the 1000 mL level. This represents all of Earth’s water, salt water and fresh water. b. Transfer a tiny bit of water (less than a drop) to the graduated cylinder (use a pipette). This water represents all the water in Earth’s atmosphere. c. Transfer 2 drops of water to the graduated cylinder.
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