Creating a graph

Students used data that showed that average hours of daylight in Columbia, Mo on the 15th of each month for a year. 

Students labeled their graphs with the title and the x and y-axis.

We used a bar graph to represent the data so we could visually see the patterns emerge over time.

While students were able to predict what their graph looked like before constructing it, this provided us with a good opportunity to talk about the process of setting up a graph and determining which kind of graph would be beneficial for our purpose.

Exploring Stop Motion

Students are exploring the application Stop Motion, which is basically an app to animate using time-lapse photography.  Students have worked to fine tune the technical side of the app through play and exploration. They are teaching each other tricks they have discovered along the way as well as utilizing tips from technical tutorials. Why? So they can explore science content and focus on the science content-- not the tech!  

Soon, students will be using the app to show what they have learned about our unit on Space Systems. They can choose to demonstrate the moon phases and its patterns or how the earth revolves and rotates-- among other big ideas. In any case, teaching someone else sure keeps you on your game for not only refining one's understanding of content and vocabulary but also communicating those ideas effectively!

Constellations have apparent motion too!

Students are trying to develop a claim, provide evidence, and explain their reasoning as to why the constellations appear to change in the night sky.

Students observed four different constellations and their location over six months.

They recorded their findings in a data table to look for patterns over time. 

Students were able to determine that the constellations appear to move in an East to West pattern though it is really the rotation of the Earth which causes the constellations to appear as if they are changing through the seasons.

Students recognize the east to west pattern is similar to what we have observed with the apparent movement of the moon and the sun.  When we have observed our shadows, we have observed the same pattern!

Space Systems Abound!

We are beginning week two of our study of space systems.
Students have been having a few experiences to help them understand concepts such as Apparent Motion and the Predictableness of Shadows over time.

Students created a Sky Viewer to help them understand that while it seems like the "sun" is moving across the sky, it is really our earth that is moving through day and night (one rotation of the earth on its axis).

We used some of the resources from the website Mystery Science to develop these ideas!

 The website has many video clips and simulations to help us see the idea of Apparent Motion in a few contexts.

 Who set the first clock?  A few students knew that a long time ago people may have used a sundial to tell time based on the predictable shadows created by the sun. Did you know why the day was divided into 12 hours? The early Egyptians were responsible for this division of time as they would count the segments of their four fingers which made twelve.  Thanks to Mystery Science for the activity!

Students were impressed with how accurate the sundials were in natural and manmade light. 

Facing north, we tracked shadows throughout the day. Students enjoyed revisiting the shadows on day two to discover that the shadow was present at the same time as day one. The length of the shadow and the position of the sun in the sky were topics of discussion as well.

Students will continue to observe and record data to determine patterns from nature!

Exploring Moon Phases