"Moon Maps"
LEVEL: Grades 4-6
Form teams of 2 or more students
OBJECTIVES:
-
l. To find specific craters and seas on the Moon
-
2. To observe or locate on maps various craters and note their similarities and differences
-
3. To locate various places astronauts landed on the Moon
-
4. To create a map of the Moon
MATERIALS:
-
Binoculars or a telescope
-
Moon map
-
Stand and hand-held magnifiers
-
Photocopies of the Moon
-
Observation form
-
Pencil and clipboard
l. Draw a large circle about 16-18 inches wide on poster board. This represents the Moon's surface. Students will place the cutouts of the seas and craters in their correct locations.
2. Draw from a model the Sea of Crises, Sea of Tranquillity, Sea of Serenity, Sea of Fertility, Sea of Nectar, Sea of Cold, Ocean of Storms, Sea of Rains, Sea of Moisture, Sea of Clouds, The "Known" Sea, Sea of Vapors, Bay of Billows. Use poster board and outline in bold-black felt pen.
3. Paste in correct locations.
4. Research areas of the Moon and report to class. Discuss the mountains, craters, lava-flooded basins, etc. that you read about.
5. Observe the Moon using binoculars or telescope, if possible. Visually impaired students can use clip-on a magnifier on their telescope or can team with a student who can verbalize observations.
"RECORDING THE PHASES OF THE MOON"
LEVEL: Grades 4 -6
OBJECTIVES:
-
1. To chart the phases of the Moon for a minimum of one month period
-
2. To discuss patterns observed in the phases observed
MATERIALS:
-
Binoculars (optional)
-
Poster board
-
Black paper
-
Glue, scissors, foil, ruler
-
Compass
-
Clip-on magnifier
-
Cardboard cutouts of Moon phases--first quarter, full moon, last quarter outlined in bold -lined black magic marker
REQUIREMENTS: A clear view of lunar phases for a four week period after a new Moon is needed
-
1. Draw a chart with seven rows across and five columns down. Label one for every day of the week. Number the boxes of the grid from 1 - 29.
-
2. Record the Moon's appearance in boxes beginning with box 1. Continue to chart phases of the Moon every night possible. Label the phases--first quarter, full moon, last quarter.
-
4. Select the correct cutout that corresponds to phase of the Moon. Glue appropriate cutout in blank. Leave box blank if observation is not made. Continue this task for several week. How long before the Moon looks the same as in Box 1?
HOW MUCH CAN YOU LIFT ON THE MOON
LEVEL: Grades 4-6
Note: The Moon's gravity is so weak that objects weigh only one-sixth their Earth weight when they are on the Moon.
EQUIPMENT:
Containers: (2 of each)
-
clear plastic milk containers
-
plastic bag with raisins
-
2 cup of sugar
-
Other foods from kitchen that can be easily divided into bags
l. Select 2 identical items
2. Empty the contents of one item into its own separate container, then put a sixth back into the original packaging
3. Pick up the unaltered food. Compare the sixth-full package to feel how light things are on the Moon. To find how much you could lift on the Moon, multiply the heaviest weigh you can lift by six.
"MAKING A MOON DIAL"
LEVEL: Grades 4 -6
MATERIALS:
-
Poster board
-
Compass
-
Scissors
-
Ruler
-
Pen
-
Glue
-
Newspaper
-
Pushpins
-
Foam core
During the course of a month, the Moon can appear in different parts of the sky, during the day as well as the night. A moondial will help you find just where in the sky the Moon will be on any given night.
PROCEDURE:
1. Draw a circle about 8 inches wide on poster board. Cut out the circle and draw another circle inside it with a 6 inch diameter. This will be the dial.
2. Divide the circle into 20 equal segments. Number them 0 to 29 working counterclockwise. Mark the Moon's phases in Boxes 0, 7, 15, and 23
3. Construct a wedge-shaped base from foam core, with a right angle at the top and the angle beneath it equal to you latitude.
4. Place the dial in the center of the base. Secure it using a pushpin in the center.
5. Find the Moon's phase from a newspaper, and put a mark in the corresponding box. In daytime, position the base outside so that the low end points north. Turn the dial so that Box 0 points at the Sun. The Moon lies in the direction from the center of the dial to your mark.
Adaptations…for Visually Impaired and Blind Students
Science is an important but often challenging subject for blind and visually impaired students. The best situation is one in which all students have access to the same materials and participate in the same activities as their sighted peers. However, some students will need and benefit from adaptations to a program. For these students, modifications and hands-on projects will allow students to be active members of their school program.
To derive maximum benefit from the science, visually impaired students will be presented with a multisensory approach to learning about the sciences. A multisensory approach allows students to acquire information from other sources of sensory input to compensate for reduced vision. Students will have direct access to objects, materials, and models, in order to gain knowledge and integrate information into concepts. Such a diverse and active teaching method can open new avenues for expression and creativity and serve to motive students by helping to stimulate interest and realize potential.
VISUALLY IMPAIRED STUDENTS
Visually impaired and blind students have very individual needs. Their vision may fluctuated due to many factors or may be influenced by factors such as lighting, glare, fatigue, or health issues.
Teaching this population requires unique and individual strategies based on the students' needs, the project at hand, and the skills they possess (such as using computers with Braille or speech word processing programs, speed listening, etc.) that allow them to participate and gain understanding of the material.
There is an overwhelming amount of visual material used in teaching science. To complicate matters science courses often require the reading of charts, measurements, observation, and other tasks that are made more difficult without the benefit of sight. Also, blind and visually impaired students often have limited access to materials in a format that they can use effectively. Translations of books and other materials into Braille, large print or audio tapes are often difficult or impossible to obtain. They may include: textbooks, class notes, chalkboard lectures, videotapes, computers, journal articles, supplementary reading materials, and handouts.
CONCEPT DEVELOPMENT
Understanding science concepts depends on: observation, data collection, recording, and analysis. The challenge of science is not just learning the facts or content but it is the process. For the visually impaired to understand science the process must utilize direct sensory experience with a variety of hands-on activities. Students need to touch objects, materials, and organisms in order to observe size, shape, texture, patterns and change. They should not limit their experiences to reading from texts or lectures on science facts but instead must be encouraged to find things out for themselves by exploring, manipulating, investigating , and experiment.
The most effective science activities are those that include numerous tactile and auditory interactions, and extensive manipulation of equipment, materials, and organisms. Students need to explore concepts via tactile methods whenever possible and encouraged to relate to acquired skills and knowledge to her own sensory environment
MULTI-SENSORY APPROACH
Students with normal vision learn a great deal through incidental and planned observation of activities. For the visually handicapped, instruction in science should be based on a multisensory approach directed toward the acquisition of information from other sources of sensory input. This multisensory approach will help to compensate for the reduced visual functioning.
Understanding science depends on the ability of the students to make observations and to quantify those observations. Visually handicapped do not learn effectively from distance visual observations. Instead they must have direct access to objects, materials, organism, procedures, and operations. This multi-sensory approach which integrates input from auditory, tactile, and olfactory, as well as, visual sources allows students to gain knowledge and integrate information into concepts.
To derive maximum benefit from the science visually impaired students must be presented with a multisensory approach that is diverse and active to compensate for reduced vision. This approach can help to open new avenues for expression and creativity and serve to motive students by helping to stimulate interest and realize potential.
STRUCTURED ENVIRONMENTS
It is imperative to have a very structured and controlled work space. It is essential to label all materials, supplies, and equipment in regular or large print or Braille. Labels need to be prepared a print size that is appropriate for the visual acuity and perception of the individual. Some use standard size print while others benefit from enlarged print. Blind students may be Braille or audio users or use a computer with adaptations to translate the written text to speech and produce a Braille translator with a Braille embosser.
Familiarize the student with the classroom, laboratory, equipment supplies, materials, field sites by allowing the student to explore these areas factually. A verbal description is also helpful.
Science lessons should be taught under uniform, diffuse lighting, with no glare, no shadows, and no strong back lighting. Contrast between objects and backgrounds should be bright rather than being pastel shades.
Each student should be encouraged to be involved in every step of lesson. It is important to that the visually impaired student to play an active not passive role in the team. For instance, they should not merely act as the recorder in experiments with sighted partners but should be encouraged to take part in each part of the activity.
TEACHER OF THE VISUALLY IMPAIRED / BLIND
The teacher of visually impaired serves as consultant to the science teacher and helps to select appropriate methods and materials and deal with instructional problems related to the teaching of specific lessons and concepts.
The teacher of the visually impaired should assist the science teacher by explaining the types of objects and actions students are able to see and under what conditions. This vision specialist should provide specific examples relative to the individual, rather than merely interpret the clinical information about the degree of vision. In addition, other sensory losses should be noted such as reduced tactile sense in diabetic children. Teachers should be sensitive to each student's cognitive learning style and provide science experiences that match that style.
MATERIALS
Real objects, organisms, and materials for classroom and experiments need to be provided and should include sturdy objects and organisms of appropriate size for tactile examination.
Descriptions of visual activities and an alternative to chalkboard work, printed diagrams, photographs will allow the visually impaired to have the information they need to be a part of the class. For the low vision student clear, high contrast printed materials are necessary.
It may be necessary to acquire specialized tools, data recording materials and other materials such as Braille rulers, thermometers, and talking calculators, and scales. In addition, teacher-made materials such as organizational containers include common objects such as muffin tins or egg cartons to help structure the activity for the student. Often equipment and materials can be easily modified to assist the student in their work. For example, a physical stop fixed to a syringe so the plunger can be pulled out at preset measurements or tactile notches cut in the edges of the plunger of a syringe to determine a variety of volumes.
ADAPTATIONS
Some of the strategies suggested will assist some but not all visually impaired students. The student's background and training and the degree of the visual impairment are all factors in whether these strategies and suggestions will be helpful to any one individual with a visual impairment.
Students with vision impairments will need assistance in areas such as accessing instructional materials, taking notes, and tests. A means for the acquisition and recording of data must be provided in the mode most familiar and appropriate to the student. It is necessary to provide accessible description for pictures, graphics, or displays. Verbal descriptions of diagrams and photographs, demonstrations and visual observations of experimental outcomes are also required. Low vision students should be encouraged to incorporate the use of their vision whenever possible.
There is a wide selection of magnifying devices available including stand mounted and hand held models. These may be helpful of some students to assist them in reading or working with items or equipment that need to be observed
GUIDELINES FOR MODIFICATIONS
There are many adaptations in equipment and teaching procedures that are helpful in teaching science to blind and visually impaired. In addition, computers are playing an important role in enabling visually handicapped to study and work in science. The following guide may be helpful.
-
1. Spell new or technical words
-
2. Use enlarged directions or a 3D models
-
3. An overhead projector or closed circuit television can be used to show step-by-step instructions or to enlarge a text or manual. It is helpful to mask all the items except the one you are stressing at the moment
-
4. Provide Braille labels for colored objects used for identification in a lesson or experiment
-
5. Describe visual occurrences, visual media and directions of pertinent aspects that involve sight in detail
-
6. Use a sighted narrator or descriptive video to describe aspects of videos or laser disks
-
7. All pertinent visual occurrences or chalkboard writing should be described in detail even when a note taker is available
-
8. Lessons, class handouts or directions should be provided in Braille, enlarged print, or on tape
-
9. Tactile 3-D models, raised line drawings or thermoforms should be made available to supplement drawings or graphic
-
10. Use actual objects for three dimensional representations whenever possible
-
11. Raised line drawings can be used for temporary tactile presentations
-
12. Overhead projects, chalkboard talks, graphs or slides should not be avoided but must include more detailed in the -oral descriptions, supplemented with themoforms where appropriate
-
13. The student should be allowed to use a tape recorder to record lectures and class presentations
-
14. Handouts and assignments must be available in appropriate form: regular print, large print, Braille, cassette this will depend on students optimal mode of communication and training
-
15. A monocular may be useful for long range observations of chalkboard or demonstrations
-
16. Call student by name to gain attention
-
17. Use descriptive words. Provide specific directions. Avoid vague terms.
-
18. Describe pertinent visual occurrences of the learning activities in detail
-
19. Changes in assignments and meeting sites should be given verbally.
-
20.It is helpful to offer to read information in some situations
-
21. At times an auditory signal may be helpful where a visual signal normally is used
-
22. Use stable and non breakable materials
-
23.Containers and materials should be labeled in Braille and large print.
-
24.Use high contrast between material and work surfaces whenever possible
-
25. Be certain written materials are accessible to student including textbooks, journal articles, teacher handouts
-
26. Make use of Braille, audio tapes, large print and sighted readers