Margaret Baguio Texas Space Grant Consortium email@example.com Joyce Hill Highland Middle School firstname.lastname@example.org Rebecca Moreland Highland Middle School email@example.com Let the Foldable Be with You! STAAR WARS
Basic Folds Sailboat Hat House Doors Book it All Landscape folds!
Grade 2 - 2.8c: explore the processes of the water cycle, including evaporation, condensation, & precipitation, as connected with weather conditions. Grade 4 – 4.8b: describe & illustrate the continuous movement of water above and on the surface o Earth through the water cycle and explain the role of the sun as a major source of energy in this process Grade 5 – 5.8b – explain how the Sun and the ocean interact in the water cycle.
OUTSIDE Runoff Evaporation Condensation Precipitation Sailboat Hat (Cut off bottom) House Fold 4 corners in
Evaporation ( evapotranspiration) Evaporation Sublimation Condensation Precipitation Water Storage in oceans Water Storage in ice and snow Water Storage in the atmosphere Water Storage in ground water Freshwater Storage Snow Run-off Surface Run-off Groundwater discharge Infiltration Spring Stream Ocean Really - Runoff Excellent- Evaporation Cream - Condensation Pie - Precipitation
Grade 2 – 2.8d: observe, describe, & record patterns of objects in the sky, including the appearance of the Moon.
Moon Phases Doors Half it Outside 8 Phases - Describe and draw each one Close Doors
Moon 29.5 days Reference with the sun. Earth 365 days
10 Steps to Labeling Moon Phases Sun I am here Moon halves Circle Draw moons Waxing Waning Days Acronym Labels X W A X I N G W A N I N G 7 22 17.5 14 10.5 29.5 25.5 3.5 Acronym Sun – Silly New Moon - Nilly Crescent - Can’t Quarter - Quit Gibbous - Getting Full Moon - Fat Waxing Crescent First Quarter Waxing Gibbous Full Moon Waning Gibbous Last Quarter Waning crescent New Moon Check Your Work! Use the GRID!
Tides Outside Doors R - Definitions L - Names (like inside) Close doors Fold in half again
T for “Two” I for “in a” D for “day” E for “every day” Grade 4 – 4.8c : collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, & the observable appearance of the Moon over time.
Grade 3 - 3.8c: construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. Grade 5 – 5.8d: identify and compare the physical characteristics of the Sun, Earth, and Moon.
IN FOLD Moon Earth Sun FACTS Days to Orbit Days for Revolution Rotation Trifold Doors
The Sun At the Center (and we do go around it …..) 99.85% mass of Solar System 92% H / 8% He Source of solar wind and space weather Genesis Mission – solar wind SOHO Image:http://photojournal.jpl.nasa.gov/catalog/PIA03149 THE SUN
Earth 7900 mile (12756 km) diameter 23 degree axis tilt (seasons!) Surface temps –73 to 48 C (-100 to 120F) Thick atmosphere, mild greenhouse effect Liquid water – lots! - at surface Can see it without a telescope!
The Moon orbits around the Earth in 27.3 days (with stars) to complete a 360 degree revolution around the Earth. This is known as a lunar month. Because the Earth is revolving around the sun, it takes the Moon 29.5 days (with the Sun) to go through the phases. The Moon receives its light from the Sun.
http://visibleearth.nasa.gov/view_rec.php?id=1624 Earth and Moon to Scale If Earth were a basketball, then the Moon would be a tennis ball, 23.5 feet away
Moon Size ~ 1/4 width of Earth Radius of 1080 miles Gravity ~1/6 of Earth’s http://grin.hq.nasa.gov/IMAGES/SMALL/GPN-2000-001444.jpg
Our Solar System Photo montage from: http://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=2167http://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=2167 Grade 3 – 3.8d: identify the planets in Earth’s solar system and their position in relationship to the Sun.
Planets Book it – Portrait size Door It! Close Doors
Sun at top Pluto or Kuiper Belt on bottom Have students name the planets in their correct order and distances apart. Turn over to front and label it correctly by using the folds to determine where the planets are located. Start with Sun at top and Pluto at the bottom again.
2. Fold bottom half to middle. Label it Neptune 1. Fold in Half Label it Uranus 3. Fold down from top. Label it Saturn. 4. Fold from top again. Label it Jupiter.
5. Fold over again From top to Jupiter and label it Mars. 6. Fold over again from top to Mars and label it Earth. 7. Add Mercury and Venus in between the Earth and the sun. 8. Have students compare their answers on back to the front of their foldable. Use the doors to list the Terrestrial planets on right side and the Jovian planets on the left side. On the inside, use it for important facts and number of moons.
Outer Planets Large! Gases and liquids No solid surface May have a small solid core Tumultuous atmospheres - rapid winds, large storms Rotate relatively quickly Image: Lunar and Planetary Laboratory: http://solarsystem.nasa.gov/multimedia/display.cfm?IM_ID=178
Outside Doors Winter Spring Summer Fall Inside North Star Months Seasons Equinox Solstice Sailboat House Hat (Cut off bottom) Pull 4 corners to the middle House
Grade 4 – 4.8c : collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, & the observable appearance of the Moon over time. 5 Steps 1.Sun 2.Arrows 3.Axis/North Star 4.Seasons 5.Dates North Star Dec. 21 March 21 June 21 Sept. 21 Seasons We – Winter Smell – Spring Sun – Summer Flowers - Fall
TEK Folders are created in all three grade levels using the TEKS that will be tested. Front Back Folders are kept in the classroom with the subject test and any other important worksheets.
Students are given their folders at the end of the year, to be used when they are reviewing for their final semester test. They are encouraged to keep these folders to use their Eighth grade year and in high school! Inside They are used when the students are to take semester test and in 8 th grade when they review for the STAAR test in the Spring!
Density = Mass/ VolumeSpeed = Distance/Time Divide M D X D V S T W F W F D M A M A(g) Work = Force x Distance Force = Mass x Acceleration Weight = Mass x Acceleration Add Units – helps with identifying what is being asked in the test question!
TheTexasStar Back Side – What I Need to Succeed Front Side – What I Need to Know
Earth / Moon / Mars You will need: 6” melon 3” orange 1 1/2 inch lime Scale: 1” = 1,319 miles (2,124 km) Earth – Moon = 238,855 mi Sun – Earth = 93 million mi Sun – Mars = 141.6 million mi Earth-Mars (closest) = 48.7 million mi Earth-Mars (farthest) = 234.6 million mi With fruit: Earth (melon) – Moon (lime) = 15.1 ft. Earth – Mars (orange) =.58 mi or about. mile Earth-Mars (farthest approach = 2.8 or about 3 miles Where is the space station? About the width of a finger away from Earth(melon)
Pocket Solar System Using a strip of paper, construct a quick scale model of the distances between the orbits of the planets, the Asteroid Belt, and Pluto as part of the Kuiper Belt. Pull off a strip of register tape about the length of the height of your body – that’s about fingertip to fingertip. Label one end “Sun“ and the other end “Pluto/Kuiper Belt.” Fold in half – this would be Uranus Fold in half again – the line between the Uranus and Pluto/Kuiper Belt is Neptune The line between Uranus and the Sun is Saturn Fold Sun to Saturn and crease – This is Jupiter Sun to Jupiter – Asteroid Belt Sun to Asteroid Belt – Mars In the remaining small space between the Sun and Mars we need to fit: Mercury, Venus, Earth For additional instructions, visit: http://nightsky.jpl.nasa.gov/docs/SSPocketSS.pdf