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Student
Activities Internet Activity: Seasons and Angle of Insolation Instructional Objective: Recognize an explain the effects of the tilt of the Earth's axis. I use this activity in my Sun, Earth, Moon system Unit. It is used to show students that the tilt of the Earth along with its revolution around the sun, is what ultimately casues the change of seasons on the Earth. This site does an excellent job helping students visuallize how the directness or indirectness of the suns rays affects the concentration (density) of the energy. Students would complete a worksheet while advancing through the web site. At the conclusion of the internet activity, I would model the Earth's tilt and motion around the sun. Students will need a user name and log in to use this site. They would get this at school. Instructional Objective: Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates. This in an interative internet activity that has students plot the locations of the volcanoes in the cascade range and the under water volcanoes along the west coast of North America. Once the students plot the locations, they are asked to predict the location of the plate boundaries in that area. The students end up determining the location of the Juan De Fuca Plate which has a divergent boundary on one side and a convergent boundary on the other. What I like best about this activity is students must look at the patterns created by the volcanoes to distinguish between the two types of boundaries. http://questioning.org/module2/storm1.html Instructional Objective: Identify and describe the atmospheric and hydrospheric conditions associated with the formation and development to hurricanes, tornados, and thunderstorms. This activity has students look at data from several hurricanes that have occured over the past 100 year. Students compare and constrast these hurricanes in an attempt to determine which storm should be considered "the storm of the century". They are then asked to support their answer to "which storm do you feel should be considered the storm of the century" with data found during the research portion of the activity. http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html http://pds.jpl.nasa.gov/planets/ http://seds.lpl.arizona.edu/nineplanets/nineplanets/overview.html Instructional Objective: Recognize that objects or our solar system are interrelated. Students are placed into small groups to complete research on one of the 9 planets, the sun, asteroids, or comets. The hyperlinks above are given to the students as a starting point for their research. This project is done at the end of the year after we have learned about the atmosphere, hydrosphere, and geosphere of the Earth. Students are asked to apply what they have learned about these aspects of the Earth to the new planet they are assigned. They are also asked to provide certain data about their planet such as period of revolution, period of rotation, angle of tilt, size, moons, rings ect.. At the conclusion of the project, students rotate through each project and fill out a chart (shown in teacher prepared materials section) that will allow them to compare and contrast the data for each planet. This data will then be looked at in a new light. As evidence/observations that supports the nebular theory of solar system formation. |