What's Up In Space Class Updates:
If you have any questions, please contact Laurie Weir or Adrienne Collins at [email protected]
If you have any questions, please contact Laurie Weir or Adrienne Collins at [email protected]
May 2, 2024 (Class Update 6)
Today in class, students...
Today in class, students...
- We started the day by reviewing the planets of our solar system on a PowerPoint to prepare for the activity of the day.
- We welcomed the students who were absent the previous week to present their planet projects. Everyone did such a wonderful job on this project, I am so proud of all of them!
- The students participated in a Planet escape room. There were five levels of the escape room they needed to complete to "escape". Each level had 4 multiple-choice questions based on material we learned during the previous 5 weeks. They used the answers to the questions to complete an activity to find a 4-digit code at each level. Once they were able to complete all 5 levels, I would check they got all 4 digit codes correct, and I hid the final code in the classroom. Two final locks unlocked a little prize for completing the escape room.
- I gave all students a ring pop for participating in the activity and doing such a great job!
April 25, 2024 (Class Update 5)
Today in class, students...
I sent home a packet that the students began to work on in class. The first page was filled out during class time, the second page is a short writing assignment (6-8 sentences) about the "Goldilocks Zone", and the final 2 pages are worksheets about the information we learned about the planets during class.
Today in class, students...
- We started the class by checking the homework sent home last week.
- This week we learned all about the planets in our solar system. The student's planet projects were due today and they were excited to share their projects with the class.
- As we learned about each planet I had the students write down facts in a packet I passed out. Then, the students came to the front and presented their projects as corresponded to the PowerPoint.
- Every single project looked amazing and it was great to see the students excited about showing their projects to the rest of the class!
- After we concluded the PowerPoint and presentations, we discussed the "Goldilocks Zone" and why Earth is in the perfect location for life to exist.
- I let the students use the last 5 minutes of class to work on the short writing portion of the homework in case they had any questions about it.
I sent home a packet that the students began to work on in class. The first page was filled out during class time, the second page is a short writing assignment (6-8 sentences) about the "Goldilocks Zone", and the final 2 pages are worksheets about the information we learned about the planets during class.
April 18, 2024 (Class 4)
Today in class, students...
I sent home a small packet about stars and constellations. The students are asked to read the first two pages and answer the few corresponding questions, then graph constellations of the winter and summer sky on the XY-axis graphs provided. Remember, next class the planet projects are due!
Please reach out if there are any questions or concerns!
Today in class, students...
- started the class by going over the homework sent home last week. We went over the answers to the worksheets for the students to check their answers.
- learned all about the stars, constellations, and galaxies in our sky.
- discussed several of the brightest stars in our sky, many we can see without a telescope but not as clearly from our area. I showed them pictures of how we see the stars at our locations vs. the same stars in a dark, less polluted area.
- learned about a few different constellations and the mythology about how groups of them are related. and learned about other galaxies and how they are different from our own galaxy, The Milky Way.
- learning how to graph different constellations on an XY-axis graph.
I sent home a small packet about stars and constellations. The students are asked to read the first two pages and answer the few corresponding questions, then graph constellations of the winter and summer sky on the XY-axis graphs provided. Remember, next class the planet projects are due!
Please reach out if there are any questions or concerns!
| constellationsnightskycoordinategraphingactivitymysterypicture-1.pdf |
April 11, 2024 (Class 3)
Today in class, students...
During class:
• We started the class by discussing the solar eclipse that occurred this past Monday. We talked about what everyone thought about it and if they were able to watch it.
• This week we learned about the different types of lunar and solar eclipses. We discussed penumbral, partial, and total lunar eclipses. We discussed how a blood moon happens when a total lunar eclipse occurs.
•We then moved on to the second part of our lesson discussing the solar eclipses. We discussed partial, annular, total, and hybrid solar eclipses and when they all occur.
W also filled in the definitions of the different eclipses and drew examples.
• Then we reviewed the packet in detail - This packet due next week.
• The class brainstormed ideas for the short persuasive lunar writing I included in the packet. The students were asked to write down their thoughts on the sheet I passed out for them to brainstorm on.
For homework, I sent home a packet that the students began to work on in class. The first page (front and back) was filled out during class, but will be checked for completeness. Following is a review of eclipse sheet, a 8-12 sentence short write, and finally there is a "mini-assessment". I told the students it was not a test, but just another review of their knowledge from what we have discussed in class.
***Also, please don't forget to work on the small part of the project assigned for this week.
Today in class, students...
During class:
• We started the class by discussing the solar eclipse that occurred this past Monday. We talked about what everyone thought about it and if they were able to watch it.
• This week we learned about the different types of lunar and solar eclipses. We discussed penumbral, partial, and total lunar eclipses. We discussed how a blood moon happens when a total lunar eclipse occurs.
•We then moved on to the second part of our lesson discussing the solar eclipses. We discussed partial, annular, total, and hybrid solar eclipses and when they all occur.
W also filled in the definitions of the different eclipses and drew examples.
• Then we reviewed the packet in detail - This packet due next week.
• The class brainstormed ideas for the short persuasive lunar writing I included in the packet. The students were asked to write down their thoughts on the sheet I passed out for them to brainstorm on.
For homework, I sent home a packet that the students began to work on in class. The first page (front and back) was filled out during class, but will be checked for completeness. Following is a review of eclipse sheet, a 8-12 sentence short write, and finally there is a "mini-assessment". I told the students it was not a test, but just another review of their knowledge from what we have discussed in class.
***Also, please don't forget to work on the small part of the project assigned for this week.
| solar_and_lunar_eclipse_packet.docx |
March 28, 2024 (Class 2)
Today in class, students...
The students chose their planets during class time today and I asked them to write it on the packet before leaving. I do have a list of which planets the students have chosen, please let me know if they need a reminder of which one they chose. Please do not hesitate to ask me any questions! *** Planet Project Posted Below
Enjoy your Spring Break!! See you all on 4/11.
Today in class, students...
- started the class by studying the missions to the moon. The students learned about many unmanned missions to the moon which led to the Apollo missions. We watched a short clip of Apollo 11's landing on the moon and the first moon walk by Neil Armstrong.
- • we finished the PowerPoint with what the future of missions to the moon will look like. Along with the possibility of building a colony on the moon.
- then played a game where the students were read facts and they were asked to choose whether it was a fact about the Earth, the Moon, both, or neither.
- played a wrap-up game - a fun game of lunar trivia. In pairs of 2, each group was given a whiteboard and a dry-erase marker to answer the questions to the trivia game. The students did really well and I can tell they learned a lot about the moon, lunar landforms, the lunar cycle, and potential life on the moon.
The students chose their planets during class time today and I asked them to write it on the packet before leaving. I do have a list of which planets the students have chosen, please let me know if they need a reminder of which one they chose. Please do not hesitate to ask me any questions! *** Planet Project Posted Below
Enjoy your Spring Break!! See you all on 4/11.
| planet_project__1_.pdf |
| planet_project__3_.pdf |
| planet_project__4_.pdf |
| planet_project__2_.pdf |
| planet_project__5_.pdf |
March 21, 2024 (Class 1)
Today in class, students...
Today in class, students...
- were introduced to the moon and its lunar cycle. We went through all eight phases of the moon cycle in a powerpoint while supplementing diagrams and interactive activities.
- made cootie catchers of the moon phases for our partner to review activity. They took turns quizzing each other on the moon phases in preparation for the game we played to close out the class.
- played a fun game of moon bingo, this game tested the student's knowledge of the phases of the moon. The students were asked to answer the questions (and fill out the bingo sheet) without sharing the answers with the other students. We checked the answers to make sure everyone was getting the right answers after the game concluded.
| moonphasessciencearticlereadingpassageandquestionsworksheet4th5th-1.pdf |