The Great Space Race

Printable ResourcesThe Great Space Race

Appendix 1.1: Pre/Post Test Appendix 1.2: Pre/Post Test Answer KeyAppendix 1.3: Minute to Win It LetterAppendix 1.4: The Great Space Race Videos and LinksAppendix 2.1: Solar System VocabularyAppendix 2.2: Planet Fact SheetAppendix 2.3: Planet Fact Sheet Answer KeyAppendix 3.1: Scaling Our Planets by Size WorksheetAppendix 3.2: Scaling our Planets by Distance from the Sun WorksheetAppendix 4.1: Lesson Guide/Notes Celestial Bodies in the Solar SystemAppendix 4.2: The Great Space Race Designer's LogAppendix 4.3: Engineering Design ProcessAppendix 5.1: Exploring Shadows ActivityAppendix 5.2: Earth's Rotation Simulation PracticeAppendix 5.3: Earth’s Rotation ActivityAppendix 5.4: Making a SundialAppendix 6.1: Temperature Recording SheetAppendix 6.2: Foss SimulationAppendix 6.3: Exit Slip - Identifying SeasonsAppendix 7.1: Seasons Interactive Data Table WorksheetAppendix 7.2: Discover Your Own IslandsAppendix 7.3: Google Earth DirectionsAppendix 7.4: Earth's Points Appendix 7.5: Earth’s Points Answer KeyAppendix 8.1: Planning Sheet ExampleAppendix 8.2: Planning SheetAppendix 9.1: Feedback FormAppendix 11.1: Exit Slip of Favorite GameAppendix 12.1: Self-AssessmentAppendix 12.2: Minute to Win It Design Rubric

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The Great Space RaceAppendix 1.1: Pre/Post-Test

Name _____________________________

The Great Space RacePre/Post-Test

1. Label the angles of sunlight as: Direct, Less direct, and Indirect. You may use a word more than once. (5 points)

2. Stephen would like to make a scale model of the planet Mercury using construction paper. He is using the conversion of 1 centimeter. = 1,000 kilometers. If the size of Mercury is 4,878 kilometers, how many centimeters in diameter should he make his model? (1 point)

___________________________cm

3. The picture to the right shows one motion of the Earth. What is the motion called and how long does it take? Describe what this motion causes to happen on Earth. (3 points)

____________________________________________________

____________________________________________________

____________________________________________________

_____________________________________________________

____________________________________________________________________________

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A

B

C

D

E

The Great Space Race

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The Great Space RaceUse the picture below to answer questions 4-6. (1 point each)

4. What motion are the earth and moon displaying in the images above? __________________

5. What word do we use to describe the earth making one complete trip around the sun?

_____________________________________

6. What increment of time does one trip around the sun equal? _________________________

7. Planet X is an inner planet and Planet Y is an outer planet. Both planets are located in our solar system. Compare the possible characteristics of each planet. Check the boxes to identify the possible characteristics of each planet. (7 points)

Planet X (inner)

Planet Y (outer)

Orbits the sun Closer to the sun Likely to have rings Mostly composed of gas Mostly composed of rock Likely to have less than 5 moons Likely to have more than 10 moons

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The Great Space Race8. What do we call the area marked with the yellow bar that separates these two groups of planets? Hint: It includes celestial bodies made of metal and rock that are left over from the formation of our solar system. (1 point)

_________________________________________

9. Using the image below identify the season (summer, spring, winter, or fall). (2 points)

Point A: __________________________

Point B: __________________________

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A B

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10. Label the planets in order of their position from the sun. (9 points)

11. Complete the statements below with words from the box. (4 points)

Latitude refers to the lines that go around the globe and they go by the directions

_________________ and ___________________. Longitude refers to the lines that go from

top to bottom and go by the directions __________________ and _______________________.

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Earth Jupiter Mars Mercury Neptune Saturn

Sun Uranus Venus

east north south west

The Great Space RaceUse the word bank below for questions 12-16. (1 point each)

12. What force keeps the planets orbiting the sun? __________________________________

13. What word describes the typical weather patterns in a certain area or region? __________

14. What celestial body is described as an enormous ball of very hot gas? The sun is one of these bodies. ___________________________ 15. What word is used to describe a group of hundreds of millions of stars? ______________

16. What words do we use to describe the sun and all the celestial bodies that orbit it?

____________________

17. Use the image to find the latitudinal and longitudinal coordinates. (3 points)

A. What continent is 40° north and 20° east? ___________________________________

B. Which continent is 20° south and 140° east? __________________________________

C. Which continent is at 40° north and 100° east? ________________________________

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climate galaxy gravity solar system star

The Great Space RaceAppendix 1.2: Pre/Post-Test Answer Key

Name _____________________________

The Great Space RacePre/Post Test ANSWER KEY

1. Label the angles of sunlight as: Direct, Less direct, and Indirect. You may use a word more than once. (5 points)

2. Stephen would like to make a scale model of the planet Mercury using construction paper. He is using the conversion of 1 centimeter. = 1,000 kilometers. If the size of Mercury is 4,878 kilometers, how many centimeters in diameter should he make his model? (1 point)

_____4.878_________________cm

3. The picture to the right shows one motion of the Earth. What is the motion called and how long does it take? Describe what this motion causes to happen on Earth. (3 points)

The picture shows rotation, and it takes Earth 24 hours to

complete the motion. Rotation causes Earth to experience day

and night_____________________________________________

_____________________________________________________

____________________________________________________________________________

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I.D.

L.D.

D

L.D.

IndirectA

B

C

D

E

The Great Space Race

Use the picture below to answer questions 4-6. (1 point each)

4. What motion are the earth and moon displaying in the images above? Orbiting/revolving

5. What word do we use to describe the earth making one complete trip around the sun?

revolution

6. What increment of time does one trip around the sun equal? 365 days

7. Planet X is an inner planet and Planet Y is an outer planet. Both planets are located in our solar system. Compare the possible characteristics of each planet. Check the boxes to identify the possible characteristics of each planet. (7 points)

Planet X (inner)

Planet Y (outer)

Orbits the sun Closer to the sun Likely to have rings Mostly composed of gas Mostly composed of rock Likely to have less than 5 moons Likely to have more than 10 moons

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The Great Space Race8. What do we call the area marked with the yellow bar that separates these two groups of planets? Hint: It includes celestial bodies made of metal and rock that are left over from the formation of our solar system. (1 point)

Asteroid Belt ________

9. Using the image below identify the season (summer, spring, winter, or fall). (2 points)

Point A: Summer Point B: Winter

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A B

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10. Label the planets in order of their position from the sun. (9 points)

11. Complete the statements below with words from the box. (4 points)

Latitude refers to the lines that go around the globe and they go by the directions

____north________ and __south____________. Longitude refers to the lines that go from top

to bottom and go by the directions ___east___________ and ______west_____________.

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Earth Jupiter Mars Mercury Neptune Saturn

Sun Uranus Venus

east north south west

Mars

Venus

Neptune

Uranus

Saturn

Jupiter

Earth

Mercury

Sun

The Great Space RaceUse the word bank below for questions 12-16. (1 point each)

12. What force keeps the planets orbiting the sun? ____gravity________________________

13. What word describes the typical weather patterns in a certain area or region? climate

14. What celestial body is described as an enormous ball of very hot gas? The sun is one of these bodies. ___sun_____________________ 15. What word is used to describe a group of hundreds of millions of stars? galaxy

16. What words do we use to describe the sun and all the celestial bodies that orbit it?

Solar system

17. Use the image to find the latitudinal and longitudinal coordinates. (3 points)

D. What continent is 40° north and 20° east? Europe

E. Which continent is 20° south and 140° east? Australia

F. Which continent is at 40° north and 100° east? Asia

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climate galaxy gravity solar system star

The Great Space RaceAppendix 1.3: Minute to Win It Letter

Dear Students,

Many of you are probably familiar with our “Minute to Win It” game show.  Over the past several years, it has gained popularity as a TV game show, which has progressed to party games, and even used by teachers within their classrooms. This got us thinking about how we could possibly use our “Minute to Win It” game in order to enhance learning for students. That is where you come in…  We are looking to have students design educational “Minutes to Win It” games that will actually reinforce learning within the classroom. We need creative, knowledgeable problem-solvers that will be able to step up to this challenge.  If you believe that you are up to the challenge, here are some guidelines you will need to keep in mind:

You will need to design 3 fun challenges that will reinforce 3 learning targets from the following list:

o I can explain what a solar system is.o I can identify and describe the 8 major planets of the solar system.o I can define gravity and explain how gravity impacts orbits.o I can define and describe moons, comets, asteroids, and meteoroids.o I can define and describe stars.o I can explain the distance from our star, the sun, and its impact on Earth.o I can compare/represent distances and sizes within the solar system using scale.o I can explain why days and night occurs.o I can explain what a year is.o I can explain why seasons exist.

Challenges should be fun and creative and physical.  Students should have to do something active in order to demonstrate understanding of a learning target.

Each challenge that you design will have to be able to be completed in four minutes or less.  (Note that in order to have students demonstrate mastery of content, we are giving them “minutes” to win it instead of the game show’s typical one minute.) Make sure to test the feasibility of this as you design challenges.

You will need to provide clear instructions for each challenge. All challenges have to be tested and revised accordingly in order to make create the

best possible challenge.

The best challenges will be selected and used by “Minute to Win It” for educational purposes. We look forward to seeing what you come up with, and how it can be used as a learning tool for students across the nation.  Good luck teams!  We look forward to your designs!

Sincerely,The “Minute to Win It” Crew

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The Great Space RaceAppendix 1.4: Instructional Videos and Internet Links

Day 1: Unit and Project Introduction"Minute to Win It Australia - Season 1, Episode 5, Part 3" https://www.youtube.com/watch?v=byH8R01OODI (8:17)

"Minute to Win It Episode 1 - Finale - Down to the Wire" https://www.youtube.com/watch?v=GXqmr_ci6fI (3:29)

"Minute to Win It Episode 2 - Joe v Caroline - Face the Cookie" https://www.youtube.com/watch?v=5RH6rMBgX9k&t=8s (2:33)

“Tilt a Cup” https://www.youtube.com/watch?v=CWr1R5BiIjQ&list=PL1gj2vsR6ByjujneITcP3ObdNxX8Xw2NT (0:37)

“Ready Spaghetti” https://www.youtube.com/watch?v=0pLQ9V5vrX8 (0:31)

“Sharp Shooter” https://www.youtube.com/watch?v=ksr2JPk2MnM (0:23)

“Ruler of the World” https://www.youtube.com/watch?v=_VGPMvXp2_o (0:25)

“Office Tennis” https://www.youtube.com/watch?v=od6KoCYr4nw (0:32)

“Face the Cookie” https://www.youtube.com/watch?v=oLvLVL_rfD4 (0:28)

“Back Flip” https://www.youtube.com/watch?v=_f4cO74Tb1Q (0:28)

Day 2: The Planets of the Solar System“Here Comes the Sun: Crash Course Kids #5.1” https://www.youtube.com/watch?v=6FB0rDsR_rc (3:03)

“The Biggest Stars in the Universe” https://www.youtube.com/watch?v=Bcz4vGvoxQA (4:25)

“Learning About the Planets in Our Solar System” https://www.youtube.com/watch?v=jEXWxNbpTzU (20:01)

Solar System Cards http://researchparent.com/solar-system-cards/

Day 4: Celestial Bodies in the Solar System“Asteroids: Crash Course Astronomy #20” https://www.youtube.com/watch?v=auxpcdQimCs (11:32)

*****”What are Asteroids? Facts & Information | Mocomi Kids” https://www.youtube.com/watch?annotation_id=annotation_973285&feature=iv&index=9&list=PL6vCwGtCTVtPLInDKcxw_Lp6T67VJL-Mx&src_vid=EvhJgAOky-E&v=Jzyugh0dXRc (1:59)

“What Is an Asteroid?” https://www.youtube.com/watch?v=iy19nHTVLEY (2:14) (includes a theory about how moon was formed –should preview first)

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The Great Space Race“Comets: Crash Course Astronomy #21” https://www.youtube.com/watch?v=yB9HHyPpKds (2:14)

***** “Clip from COSMOS - "Halley's Comet" | FOX Home Entertainment” https://www.youtube.com/watch?v=1UfnbCLDLAI (1:02)

*** “What is a Comet? Facts & Information | Mocomi Kids” https://www.youtube.com/watch?v=EvhJgAOky-E (2:30)

“Meteor Hits Russia Feb 15, 2013 - Event Archive” https://www.youtube.com/watch?v=dpmXyJrs7iU (10:11) (only first minute or two - shows sound of impact breaking windows)

***** “What Is a Meteor?” https://www.youtube.com/watch?v=lLyCtPmuZ8Y (1:58) (gives good definition of meteoroids, meteors, and meteorites)

“February 2017 meteor in Midwest region (Lake Michigan)” http://www.chicagotribune.com/news/local/breaking/ct-northern-illinois-meteor-20170206-story.html (2:06) (there are several videos posted on this Chicago Tribune site – I used first one)

“What Happens When a Meteorite Strikes Earth? -- Extreme Science #1” https://www.youtube.com/watch?v=iJwZ3uBzQV0 (6:09) “Know Your Science: Why We Kicked Pluto out Of the Planet Club. You'll always be the ninth planet in my heart, Pluto” http://www.upworthy.com/know-your-science-why-we-kicked-pluto-out-of-the-planet-club (4:45) ***** “Universe today: Why Pluto is No Longer a Planet”http://www.universetoday.com/13573/why-pluto-is-no-longer-a-planet/ (watch until 4:23)

Day 5: Earth’s Rotation"Following the Sun: Crash Course Kids #8.2" https://www.youtube.com/watch?v=1SN1BOpLZAs (4:52)

"Earth’s Rotation and Revolution" https://www.youtube.com/watch?v=l64YwNl1wr0&t=19s (4:00)"Day and Night and Earth’s Rotation" https://www.youtube.com/watch?v=pLl8sDZRSYg&t=14s (1:28)

Earth spin animation https://www.youtube.com/watch?v=QI9ta7qkazU&t=40s (Video is 1:00:00 long. However, it shows the continuous rotation of the earth. Therefore, watch for as long as you feel necessary.)

Day 6: Earth’s Revolution: 1 year = 365 days"Rotation and Revolution of Earth - Educational Video for Kids" https://www.youtube.com/watch?v=cDed5eXmngE (3:39)

Foss Simulation: http://www.fossweb.com/delegate/ssi-foss-ucm/Contribution%20Folders/FOSS/multimedia/Planetary_Science/binders/earth/earth_motions/seasons_simulation_1.html

Day 7: Direct and Indirect Sunlight

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The Great Space RaceSeasons Interactive: http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html

Google Earth: https://www.google.com/earth/

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The Great Space RaceAppendix 2.1:

Solar System Vocabulary

Asteroid- left over pieces from the formation of the solar system, made of metal and rock

Axis- the line on which a rotating body turns

Comet- balls of dust and ice

Constellation- a group of stars forming a recognizable pattern that is named for its shape

Convert- to change something into a different form or property

Direct- a straight course or path

Galaxy- a large collection of planets, gas, dust, and millions or billions of stars, bound together by gravity

Gravity- the force that draws objects toward the center of the Earth or any other large celestial body

Indirect- not in a direct course or path; deviating from a straight line

Latitude- lines that go around the globe that refer to the directions north and south

Longitude- lines that go from top to bottom of the globe and refer to directions east and west

Mass- the measure of the amount of matter in an object

Meteor- appear when a chunk of metallic or stony matter enters the atmosphere from space

Orbit- to revolve around another object

Planet- a celestial body in orbit around a star

Revolution- when a celestial object makes one complete orbit

Rotation- to spin on an axis

Star- a celestial body in outer space made of hot gasses

Solar System- includes the sun and all celestial bodies that orbit the sun including the eight planets, their moons, asteroids, meteors and comets

Sun- a star that is the central body of the solar system

Terrestrial- referring to land

Universe- all things that exist in space

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The Great Space RaceAppendix 2.2: Planet Fact Sheet

Name: _________________________________

Position(in solar system) Composition

Year Length (Revolution

)

PLANET NAME Inner Outer Rocky (terrestrial) Gas Orbit Diameter

(size) Temp. #Moons Rings

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The Great Space RaceAppendix 2.3: Planet Fact Sheet Answer Key

Name: _________________________________

Position(in solar system) Composition

Year Length (Revolution

)

PLANET NAME Inner Outer Rocky (terrestrial) Gas Orbit Diameter

(size) Temp. #Moons Rings

Mercury X X 88 Earth Days 4,878 km 100-700

K

Venus X X 225 Earth Days

12,100 km 735 K

Earth X X 365 days 12,750 km 288 K 1

Mars X X 1.88 Earth years 6,792 km 208 K 2

Jupiter X X 11.9 Earth years

142,980 km 163 K 67 yes

Saturn X X 30 Earth years

120,540 km 133 K 62 yes

Uranus X X 84 Earth years

51,118 km 78 K 27 yes

Neptune X X 164.8 Earth years

49,530 km 73 K 14 yes

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The Great Space RaceAppendix 3.1:

Name_____________________________

Scaling our Planets by Size

Have you ever wondered how the sizes of the planets in our Solar System compare? Which planets are the largest? Which planets are the smallest? Just how do the other planets compare to the size of our Earth? In this activity, you will scale the planets in our solar system using the following scale:

1 cm = 1,000 km.

1. Calculate the distance from the sun to scale for each planet.

Planet Equatorial Diameter (km) Scale Distance (cm)

Mercury 4,879

Venus 12,104

Earth 12,756

Mars 6,794

Jupiter 142,984

Saturn 120,536

Uranus 51,118

Neptune 49,528

2. Now model the planet sizes using construction paper for the smaller planets and butcher paper for the larger planets.

3. Hang the models around the room so that you can see the sizes of the planets in relation to each other.

4. What are some observations you made about the scaled model?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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The Great Space RaceAppendix 3.2:

Name___________________________________

Scaling our Planets by Distance from the Sun

Have you ever wondered just how far apart the planets in our Solar System are? Are some planets closer to each other than others? In this activity, you are going to scale the planets in our solar system using the following scale:

1 cm = 10,000,000 km.

1. Calculate the distance from the sun to scale for each planet.

Planet Distance from Sun (km) Scale Distance (cm)

Mercury 57,900,000

Venus 108,200,000

Earth 149,600,000

Mars 227,900,000

Jupiter 778,400,000

Saturn 1,426,700,000

Uranus 2,871,000,000

Neptune 4,498,300

2. As a class, mark where the sun will be located by placing a strip of masking tape on the floor and labeling it “sun.”

3. From there, measure the scaled distances to each planet that you calculated and mark their places.

4. What are some observations you made about the scaled model?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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The Great Space RaceAppendix 4.1:

Celestial Bodies in the Solar System

ASTEROIDS METEORS COMETSDWARF PLANET METEORITES METEOROIDS

Most of these are located within the Kuiper belt (similar to the asteroid belt containing Ceres)

Has an irregular inclined orbit that intersects with Neptune’s orbit

One of 70,000 large objects within the Kuiper belt

Orbits around sun Is nearly spherical, or round Has enough mass to clear the

neighborhood around its orbit

Irregular shaped celestial bodies that orbit the earth

It is thought that these bodies could be left over bits of dust and gases from when the sun was formed.

Most lie in belt between orbits of Mars and Jupiter.

Possible reason for extinction of dinosaurs.

These bodies can range from a few feet in size to several kilometers.

What most people consider think is a shooting star.

This is the visible path of a meteoroid inside earth’s atmosphere.

There are regular showers of these that are often left over from debris field from passing comets.

These are meteors that survive the journey through the earth’s atmosphere and actually hit our earth’s surface.

Some scientists estimate that 500 of these hit Earth every year.

These can be between the size of a marble and a basketball each year.

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The Great Space RaceAppendix 4.2:

Names __________________________

The Great Space Race: Designer's Log

Days

Learning Target Ideas for Activity Pro/Con List

2 I can explain the characteristics of a solar system.

2 I can identify and describe the 8 major planets of the solar system.

2 I can define gravity and explain how gravity impacts orbits.

3 I can explain the distance from our star, the sun, and its impact on Earth.

3 I can compare/represent distances and sizes within the solar system using

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The Great Space Race

scale.

4 I can define and describe moons, comets, asteroids, and meteoroids.

4 I can define and describe stars.

5 I can explain why day and night occurs.I can explain what a year is.

7 I can explain why seasons exist

Appendix 4.3: Engineering Design Process

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The Great Space Race

Problem/Question: Help your students ask questions in order to understand the problem.

Think: Help your students express their diverse ideas about how to solve a problem.

Design: Help your students only as much as necessary to make what they want to make.

Test: Help your students test their design to see if it works.

Repeat: Go through this process with your students several times in order to help them

complete the project.

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The Great Space RaceAppendix 5.1:

Name: ________________________Exploring Shadows

Materials needed:❏ White paper❏ Flashlight❏ Small solid 3D object❏ Ruler

Procedure:Decide where your group will work in the room. Place the piece of white paper on a flat surface, like the table or the floor. The white paper allows you to see the shadow better. Turn the lights off in the room to see the shadow better as well. One partner will shine the flashlight at the desired angle, while the other measures the length and width of the shadow. Record your findings. Finally sketch the observations you made.

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The Great Space Race

Angle of sunlight

Approximate time of day

Length of

shadow

Widthof

shadow

Draw your observations:Label the object, the light source, and the

shadow

Test #1Light at 0°(on table)3” from object

(Indirect sunlight)

Test #2Light at 0°(on table)12” from object

(Indirect sunlight)

Test #3Light at 90°

3” above object(Direct

sunlight)

Test #4Light at 90° 12” above

object(Direct

sunlight)

Test #5Light at 45°

3” above object

(Less direct sunlight)

Test #6Light at 45°12” above

object(Less direct

sunlight)

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The Great Space RaceGraph the LENGTH of the shadow

Test #1Light at 0°(on table)3” from object

Test #2Light at 0°(on table)12” from object

Test #3Light at 90°

3” above object

Test #4Light at 90° 12” above

object

Test #5Light at 45°

3” above object

Test #6Light at 45°12” above

object

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The Great Space RaceGraph the WIDTH of the shadow

Test #1Light at 0(on table)3” from object

Test #2Light at 0(on table)12” from object

Test #3Light at 903” above

object

Test #4Light at 90 12” above

object

Test #5Light at 453” above

object

Test #6Light at 4512” above

object

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The Great Space RaceResponse Questions

1. Which angle of sunlight caused the largest shadow? Which angle caused a smaller shadow? Which angle caused little to no shadow?

2. Based on your findings how does the angle (directness vs. indirectness) of the light source affect the size of a shadow?

3. What happens to a shadow as the light source becomes farther away from an object?

4. What happens to a shadow as the light source becomes closer to an object?

5. A shadow always appears on the _______________________________ side of the light source

6. What are the two main things that affect the size of a shadow?

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The Great Space RaceAppendix 5.2:

Name: ________________________________

Earth’s Rotation~ Simulation PracticeStudent Question Sheet

Materials needed:❏ Globe❏ Flashlight (sun)

Before the activity

1. What is the motion that causes day and night?

2. How long does it take the earth to make one rotation?

3. When any given part of the earth is facing the sun it is?

4. When any given part of the earth is turned away from the sun it is?

Activity

5. Shine the flashlight on the United States to simulate this part of the world facing the sun. What is someone who is living there experiencing?

6. What is someone who lives in China experiencing?

7. How long will it take until China will be in darkness again?

8. Approximately how long will it be until the United States is facing the sun again?

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The Great Space Race9. Shine the flashlight on India to simulate this part of the world facing the sun. What is someone who is living in South America experiencing?

10. Approximately how long will it take until India is in darkness?

11. Approximately how long will it take until South America is facing the sun?

After the activity

12. Approximately how long does it take the earth to make half of a rotation?

13. Approximately how many hours of daylight does any given point on the earth experience per day?

14. Approximately how many hours of darkness does any given point on the earth experience per day?

15. How much of the earth is experiencing day or is facing the sun at any given time?

16. How much of the earth is experiencing night or is in darkness/ turned away from the sun at any given time?

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The Great Space RaceAppendix 5.3: Earth’s Rotation Activity

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The Great Space RaceAppendix 5.4:

Sundial Activity

Crayons Paper plate Sharpened pencil Push pins Ruler Plastic straw

Prepare Paper Plate Start this project on a sunny day just before noon. Use the pencil to poke a hole through the very center of the paper plate. Write the

number 12 on the edge of the plate with a crayon. Using the ruler as a guide, draw a straight line from the number 12 to the hole in the center of the plate.

Take Plate OutsideAt noon, take the plate and the straw outside. Put the plate on the ground and poke the straw through the hole. Slant the straw toward the line you drew. Now carefully turn the plate so that the shadow of the straw falls along the line to the number 12.

Fasten Plate to GroundFasten the plate to the ground with some pushpins. Have your child predict where he/she thinks that the shadow of the straw will be pointing in one hour.

Check Shadow Position HourlyOne hour later, at one o'clock, check the position of the shadow along the edge of the plate and write the number 1 on that spot. Continue each hour predicting the position and then checking and marking the actual position and time on the edge of the plate.

Discuss Your Sun ClockAt the end of the day you and your child will have a sun clock. On the next sunny afternoon you will be able to tell time by watching where the shadow of the straw falls on your clock.  

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The Great Space RaceAppendix 6.1:

Name: __________________________Temperature Recording Sheet

Directions: Plug in light source and allow to heat up for 2 minutes. Set your globe with the Red Stickers pointing toward light source. Point digital laser thermometer toward each red sticker. Record your readings.

RED STICKERS

1. Northern Hemisphere ______________

2. Southern Hemisphere ______________

Which hemisphere is experiencing summer? ________________________________________

How do you know? ____________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Repeat the experiment with the Yellow Stickers pointing toward light source.

YELLOW STICKERS

1. Northern Hemisphere ______________

2. Southern Hemisphere ______________

Which hemisphere is experiencing summer? ________________________________________

How do you know? ____________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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The Great Space RaceAppendix 6.2:

Name: ________________________Foss Simulation

Complete the tables for each location on the globe. Answer the questions at the bottom of the page.

Location: _____________________ Hemisphere _______________________________

Sunrise Sunset Average Daylight

Average Temp.

March 21June. 21September 21December 21

Location: _____________________ Hemisphere _______________________________

Sunrise Sunset Average Daylight

Average Temp.

March 21June. 21September 21December 21

Location: _______________________ Hemisphere _____________________________

Sunrise Sunset Average Daylight

Average Temp.

March 21June. 21September 21December 21

1. What is the difference in temperature from Alaska and New Zealand on June 21?

______________________________________________________________________

2. Why is there a difference in temperature?

______________________________________________________________________

______________________________________________________________________

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The Great Space Race

3. What season is each location experiencing on December 21?

Alaska ______________________________

New Zealand _________________________

4. Why does Ecuador's temperature stay the same all 4 seasons?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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The Great Space RaceAppendix 6.3:

Name _________________________

Seasons Exit Slip

Directions: Correctly identify the hemisphere and the season where the X is on the globe.NOTE - This is not to scale

Hemisphere______________

Season__________________

Hemisphere______________

Season__________________

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The Great Space RaceAppendix 7.1:

Name _________________________

Seasons Interactive Data Table/Worksheet

1. Go to the Seasons Interactive website. http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html

2. Hit the “Stop” button (▫)3. Put a check in the box labeled, “Trace the Sun’s Path”4. Click the button that says “Earth” (that will make the inclination angle say 23°)5. Use your mouse to move the Earth until you see the words “Winter Solstice” on the left

hand side. (Find this by moving the Earth along the orbit to the point that is all the way to the right).

6. In the Data Table, record the “Average Daily Temperature at Observation Site” (Look at the thermometer and record if the temperature is cold, cool, mild, warm, hot or in between those temperatures).

7. In the Data Table, draw the rays of the “sunlight angle.”8. In the Data Table, draw the sun and the Earth on its orbit. You MUST show which way

Earth is tilted in the diagram. 9. Click on the “Slow” forward play button (￫) to watch simulation.10. Record the height of the sun at the Winter Solstice as high, medium or low in the sky.11. Repeat steps 5-10 for the Spring Equinox, Summer Solstice, and Autumn Equinox.

     12. Using data from the table, answer the following questions:      A. Name at least 2 reasons winter feels coldest:

            1.

            2.

            3.

     B.  Name at least 2 reasons summer feels warmest:

            1.

            2.

            3.

     C. Explain what causes seasons.

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Time of Year/Seasons Average Daily Temperature at Observation Site

Drawing of Sunlight Angle rays

Drawing of Sun and Earth on its orbit including tilt

Height of the sun in the sky (high, medium or low)

Winter Solstice

Spring Equinox

Summer Solstice

Autumn Equinox

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The Great Space RaceAppendix 7.2:

Name_______________________Discover Your Own Island

You have just discovered a new island in the Pacific Ocean! Mark the points on the latitude/longitude coordinate grid and then connect them with a line to form the shape of your

new island. Be sure to name it when you are finished.

_____________________Island Name

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S 18◦ S 16◦ S 15◦ S 16◦ S 18◦ S 19◦ S 20◦

W 165◦ W 164◦ W 161◦ W 160◦ W 160◦ W 162◦ W 164◦

The Great Space RaceAppendix 7.3:

How to Use Google Earth

1. Download Google Earth for free.      https://www.google.com/earth/

2. Open Google Earth

3. At the top of the screen, click the ‘View’ menu.       Next click ‘Grid’. You will be able to see lines of latitude and        Longitude on the earth.

4. Look for ‘Search’ in the upper left portion of the screen.       If the given coordinates are written as:

   W 84° 30’ 54”   N 39° 05’ 42”

Then type: W 84 30 54, N 39 05 42

Then Click Search

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The Great Space RaceAppendix 7.4:

Name: ________________________

Earth’s PointsUse Google Earth to find these coordinates. Write down the place you travel to. Record what

season it is experiencing, in relation to your current season. Circle the type of sunlight this location is receiving relative to you, as well.

Coordinates What I Saw Season Sunlight

₁ N 39° 05’ 42” W 84° 30’ 54”

Direct or Indirect

₂ N 40° 00’ 18” W 83° 01’ 30”

Direct or Indirect

₃ N 40° 41’ 21” W 74° 2’ 40”

Direct or Indirect

₄ S 33° 51’ 18” E 151° 13’ 12”

Direct or Indirect

₅ S 13° 09’ 54” W 72° 32’ 42”

Direct or Indirect

⁶ N 37° 58’ 9.12” E 23° 43’ 3”

Direct or Indirect

⁷ N 38° 53’ 52” W 77° 2’ 11”

Direct or Indirect

⁸ Your School Direct or Indirect

⁹ Big Ben, England Direct or Indirect

₁₀ The Eiffel Tower Direct or Indirect

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The Great Space RaceAppendix 7.5:

Earth’s Points Answer Key

Use Google Earth to find these coordinates. Write down the place you travel to. Record what season it is experiencing, in relation to your current season. Circle the type of

sunlight location is receiving relative to you, as well.

Coordinates What I Saw     Season         Sunlight       ₁ N 39° 05’ 42”   W 84° 30’ 54”

Bengals Stadium ***** Direct or Indirect

₂ N 40° 00’ 18”  W 83° 01’ 30”

Ohio State Football Stadium ***** Direct or Indirect

₃ N 40° 41’ 21” W 74° 2’ 40”

Statue of Liberty ***** Direct or Indirect

₄ S 33° 51’ 18” E 151° 13’ 12”

Sydney Opera House ***** Direct or Indirect

₅ S 13° 09’ 54” W 72° 32’ 42”

Machu Picchu ***** Direct or Indirect

⁶ N 37° 58’ 9.12” E 23° 43’ 3”

Parthenon, Athens Greece ***** Direct or Indirect

⁷ N 38° 53’ 52”  W 77° 2’ 11”

The White House ***** Direct or Indirect

⁸ Your School ***** Direct or Indirect

⁹ N 51° 30’ 2” W 0° 7’ 28”

Big Ben, England ***** Direct or Indirect

₁₀ N 48° 51’ 28”   E 2° 17’ 40”

The Eiffel  Tower ***** Direct or Indirect

*****The Season and Sunlight will be determined by the season students are currently during this unit.*****

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The Great Space Race

Appendix 8.1:

The Great Space Race: Student Planning Sheet ExampleTitle of the

GameTilt a Cup

Learning Target Catch 6 ping pong balls in a stack of solo cups without letting the tower of cups fall.

8 solo cups 6 ping pong balls

Detailed Instructions

1. Begin with a stack of 8 solo cups2. Catch a bounced ping pong ball inside the stack

of cups3. After catching, move the bottom cup to the top

and repeat until 6 balls have successfully landed in the cups

4. If the stack of cups falls, return the empty cups to the bottom of the stack

Answer Key Create a Google slide Title of game Take a picture of the completed activity

Redesign(list changes you made)

List any changes you had to make in order to make the challenge successful.

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The Great Space RaceAppendix 8.2:

Names _____________________The Great Space Race: Student Planning Sheet

Title of the Game

Learning Target

Supplies (use bullet

points)

Detailed Instructions

Answer Key Create a Google slide Title of game Take a picture of the completed activity

Redesign(list changes you made)

Appendix 9.1:Names _____________________

The Great Space Race: Feedback Form

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The Great Space Race

Title of the Game

Does the title make sense for the game?

Learning Target Is the learning target clear?

Does the game cover the learning target?

Supplies (use bullet

points)

Are all of the supplies on the team’s planning sheet?

Detailed Instructions

Are the instructions clear?

What would you change about the instructions?

Should anything be added to the instructions?

Answer Key Check off if the Google Slide has the following: Title of game A clear picture of the completed activity

Comments (add details of what was clear and what needs to be changed):

Redesign(list changes you made)

How could you redesign this game to make it better? (Think about game play, instructions, answer key, etc.)

Appendix 11.1:Name _____________________

The Great Space Race: Exit SlipSummary of Favorite Game

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The Great Space RaceDirections: You are to write a summary (4-6 sentences) below of your favorite game you played today. In your summary you must include the following:

o Title of the gameo Learning target of the gameo How the learning target connects to the gameo Your favorite part about the game

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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The Great Space RaceAppendix 12.1:

The Great Space Race - Self-AssessmentName ____________________   Group ______________________

Assess your role as a group member showing your strengths and areas you could improve for the next group project. Circle statement that best describes your collaborative group work. Add

up your points at the bottom. Then complete the written portion. 1 2    3

Used Time Wisely

I rarely used my time wisely and was often off task.

I was working on task most of the time.

I was always on task and encouraging other group members to stay on task.

Contributing Ideas

Most of my ideas and comments were off task.

Most of my ideas were on task and helped move our project forward.

My ideas were about project and moved our game toward completion.

Listening Did not listen to others well.

I was respectful and was an active listener most of the time.

I was a respectful and active listener all of the time.

Participation I participated only when asked.

I participated most of the time without being asked.

I constantly participated without being asked.

Encouraging Others

I discouraged other’s ideas or was bossy.

I usually encouraged others and was not bossy.

I always encouraged others and was never bossy toward group members.

                 Total Points ________________

What did you do best when working in a group and what was your favorite part of the process?

In what areas do you feel you need to improve when collaborating? How do you plan to do this in the future?

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The Great Space RaceAppendix 12.2:

Name______________________________ Minute to Win It Task Design Rubric

4 3 2 1

Learning Target 1:

(Double Weighted)

Task required represents a thorough, in-depth understanding of the target.

Task required represents an adequate understanding of the target, but may be missing some information.

Task required represents a partial understanding of the learning target.

Task required does not represent an understanding of the learning target.

Learning Target 2:

(Double Weighted)

Task required represents a thorough, in-depth understanding of the target.

Task required represents an adequate understanding of the target, but may be missing some information.

Task required represents a partial understanding of the learning target.

Task required does not represent an understanding of the learning target.

Learning Target 3:

(Double Weighted)

Task required represents a thorough, in-depth understanding of the target.

Task required represents an adequate understanding of the target, but may be missing some information.

Task required represents a partial understanding of the learning target.

Task required does not represent an understanding of the learning target.

Work Habits Student was on-task and worked diligently throughout the project.

Student had to be reminded to work 1-2 times throughout the work periods

Student had to be reminded to work 3-4 times throughout the work periods

Student had to be reminded to work more than 4 times throughout the work periods

Evidence of Revision

Student groups have documentation of at least 3 revisions to design plan

Student groups have documentation of 2 revisions to the design plan

Student groups have documentation of 1 revision to the design plan

Student groups have no documentation of revisions to the design plan

Collaboration Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

TOTAL = ____________/ 36

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