Kid’s Astronomy
http://www.kidsastronomy.com/
Who’s it for?
Kinders- 5th graders
Why bother?
This site is part of the kids-know-it network and is useful because it provides a lot of information about space in kid friendly language. There are a lot of games appropriate for K-2 students but none have very much science content built in. They do however provide engaging ways for children to build fine motor skills, familiarity with basic computer functions, and develop curiosity about space science processes. The site is extremely interactive and provides up to date information about Pluto. The “make-a-solar-system” application allows users to put the solar system together one planet at a time and really see how it works.
But…
The Google ads are distracting and the games are fun activities, but do not help children learn about scientific concepts.
What is it?
Space.com
Who’s it for?
This is primarily a teacher resource. The information on the site could be presented in a developmentally appropriate way to students of any age.
Why bother?
Space.com offers a wealth of information on space in the news and artistic representations of space structures such as planets and black holes. Linking the study of space to current events and real life questions about space funding are potential avenues for increasing students’ engagement and creating problem-based lessons
But…
I would not recommend this site for independent use by elementary school children. The articles were written with an adult audience in mind and would not be accessible for most K-8 readers. The site also has advertisements for television programs that may be inappropriate for school viewing such as an ad for a show sponsored by National Geographic about military weapons. In the ad, men are shown shooting large guns and doing target practice.
What is it?
Star Child
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
Who’s it for?
Kinders-8th
Why bother?
Star Child is a great resource for elementary school children of all ages because there are two levels within the site. Level one is appropriate for K-4 students and level two is aimed at 5th-8th grade students. The reading level of the level one portion is likely above the reading level of most early elementary students, but audio recordings are available to go along with the text. The audio recordings may also be useful for some learning disabilities. Each level includes facts, questions, and activities. The site is currently available in German, Italian and Portuguese, and Spanish is in the works.
But…
Star Child is not a very big website. The information it does have is accurate, but each category only has a couple paragraphs of text and thus could serve as a good springboard for further research.
What is it?
Stanford Solar Center
http://solar-center.stanford.edu/
Who’s it for?
4th-8th grade students (could be used with younger students if scaffolded well)
Why bother?
The Stanford Solar Center website is a resource for upper elementary children and teachers to learn about the sun with the support of images, audio recordings, text, models, videos, and activities. There is information about folklore regarding the sun, music and literature about the sun, and lots of real images of the sun. The models are particularly useful because they link the science of the sun to concrete things that many children will relate to. For instance, simply stating that the surface of the sun is 5,800 K may not have very much meaning for students. This site goes above and beyond by stating that 5,800 K is approximately 16 times as hot as boiling water. Wow!
But…
This site is very user friendly and provides a lot of information. The downside is that some children may become easily distracted because of the breadth of information on each page and the sheer size of the site.
What is it?
The Nine (eight) Planets for Kids
http://kids.nineplanets.org/earth.htm
Who’s it for?
4th-6th graders
Why bother?
This site is a kid friendly version of The Nine Planets and provides up to date information about space with descriptive text and images. This site is particularly valuable because it works to make connections between space and children’s everyday experiences. For instance, rather than simply state that the gas planets are made of primarily hydrogen and helium, the site explains that these planets are light for the same reasons that an air balloon is light to help connect the concept to something kids will likely have schema for. The site also does a great job of comparing and contrasting the planets and defining key terms.
But…
The site does not provide any information about space in general, the whole site is devoted to sharing facts about specific planets and how they compare to one another. This site would be strengthened if it viewed science as an interconnected system rather than explaining the planets in isolation.
The Sun and the Moon have patterns of movement that can be observed and recorded.
Procedure:
1. Science journal-
a. Draw a picture of the sun
b. Use words or pictures to show what know about the sun
2. Students share-compare the picture they drew with a partner
3. Whole group share of pictures in circle.
4. Ask children if the sun matters to them and why. Use as a springboard for filling out the “W” portion of a K-W chart.
5. Pre-reading discussion. Compare the image of the sun on the cover of The Sun to a picture of the sun on the cover of another children’s book where the sun is smiling and has rays coming out from it.
i. Ask whole group-What do you notice about what is the same and what is different between these two pictures of the sun? Students point out observations and notice similarities and differences. Once children have had time to really notice some of the differences ask if both images are pictures of the sun. If students agree that both images are pictures of the sun, ask why the pictures look so different. If they do not agree that both are pictures of the sun ask why and which is the sun.
ii. Use the comparison of the suns as a springboard for talking about reading the world critically by asking children if everything they read or are told is completely accurate. Reflect as a group about what we can do if we are not sure if something is true or not and list students’ ideas.
6. Stretch break
7. Read The Sun by Seymour Simon (or another developmentally appropriate book about the sun)
8. Fill in the K portion of the K-W chart
9. Science journal-
a. Draw a picture of the sun if you idea about what is looks like changed
b. Use words or pictures to show what know about the sun
10. Closing debrief- What did you learn about the sun today?
Rubric-
2 (exceeding) - child drew a scientifically accurate representation of the sun in the pre-assessment and the list of what they know about the sun shows growth in their thinking (additional items listed).
1 (meeting)- child’s post-assessment drawing showed growth in their thinking when compared to pre-assessment meaning that the second drawing was more scientifically accurate. Child also added at least one thing they learned about the sun that was not on the pre-assessment
0 (beginning)- child’s pre and post assessments both show that the child is not yet thinking about the sun in scientific terms. For example, the sun may have eyes and a smile in both the pre and post.
Article with curriculum connections:
Astronomy with a Stick. By: Sylvia Shugrue
· This article details a yearlong curriculum sequence of three units aimed at a 5th and 6th grade audience that addresses the question: "Why do daylight hours vary in length where we live?"
· This is an important theme because many children graduate from school without a basic understanding of the relationship between the earth, moon, and sun.
· The activities in this unit integrate critical thinking, math, science, and language.
· The activities are particularly useful for educators because they link all of the concepts to real life experiences and provide full lesson plans. Of course, lesson plans are never one-size-fits-all and teachers will need to modify the plans to fit the needs of their particular students, but the plans provide a strong base.
· The lesson plans include ideas for discussion though it is unlikely that one will get through all of them. In addition, all of the lessons are fairly hands-on and problem-based. However, assessment ideas are not included.
No comments:
Post a Comment