Extension Activities
Level 5 Module 3
Lesson 5 Extension | Sun, Earth, and Moon System
Working individually or in groups, students measure and calculate the rate of movement, or speed, of shadows caused by the Sun’s apparent movement across the sky. These shadows move at different rates over the course of a day, and students can observe this rate change by completing the same procedure with the same shadow at early morning and midday or at midday and late afternoon.
PREPARATION
Choose a timer or other timing device students can use outside. Gather meter sticks and determine a way to mark the location of a shadow, such as by using chalk, cones, or small objects. Ensure that students have a writing surface such as a notebook or clipboard.
Distribute and read aloud the following procedure sheet to students.
Extension Activities: Level 5, Module 3
1 © 2024 Great Minds PBC
Measure the Rate of Movement of a Shadow
1. Mark the location of a shadow on the ground.
2. Record the time you placed the mark.
3. After 30 minutes, mark the location of the same shadow.
4. Record the time you placed the second mark.
5. Measure and record the distance between the two marks.
6. Calculate the shadow’s rate of movement. Divide your answer from step 5 by 30 minutes.
7. With teacher permission, repeat steps 1 through 6 at a different time of day.
8. Compare your first calculation with your second calculation. Does the shadow move faster or slower at different times of day?
9. Share your findings with the class.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 2 © 2024 Great Minds PBC
Lesson 7 Extension | Sun, Earth, and Moon System
Working individually or in groups, students gather evidence for the time Earth takes to complete one rotation. Students observe and compare the locations of an object’s shadow exactly 24 hours apart.
PREPARATION
Find an object’s shadow cast on pavement so that students can easily trace the shadow. Choose
a timer or other timing device students can use outside. Gather chalk to trace shadows. Ensure that students have a writing surface such as a notebook or clipboard.
Distribute and read aloud the following procedure sheet to students.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 3 © 2024 Great Minds PBC
Predict When a Shadow Will Return
1. Trace the shadow of an object. Record the time you traced the shadow.
2. Predict the next time the object’s shadow will return to this traced position.
Explain how the space-view model of the Earth–Sun system supports your prediction.
3. At your predicted time, observe the position of the shadow.
4. Describe how the position of the shadow compares with the position you traced.
5. Share your prediction with the class. Tell why you made that prediction, and describe your obser ved results.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 4 © 2024 Great Minds PBC
Lesson 8 Extension | Sun, Earth, and Moon System
Working individually or in groups, students develop a plan to identify when solar noon occurs.
PREPARATION
Choose a timer or other timing device students can use outside. Gather compasses and chalk or
small objects to mark an arrow pointing due north. Ensure that students have a writing surface such as a notebook or clipboard.
Distribute and read aloud the following procedure sheet to students.
Determine Solar Noon
1. During solar noon, the shadow of an object points directly north. How could you use an object’s shadow to determine the time solar noon occurs? Develop a plan.
2. Discuss your plan with your teacher.
3. With teacher permission, follow your plan.
4. Share with the class your plan and the time solar noon occurs.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 5 © 2024 Great Minds PBC
Lesson 27 Extension | Sun, Earth, and Moon System
Working individually or in groups, students choose an unexplored question or related phenomenon from the module to research or investigate. Students then present their findings to the class.
PREPARATION
Prepare a list of unexplored questions and related phenomena from the module. As necessary, curate
resources for student research or provide materials for teacher-approved investigations. Consider allowing students to bring materials from home. Prepare to review safety measures with students if necessary.
Distribute and read aloud the appropriate procedure sheet to students.
Research a Science Topic
1. Choose an unexplored question or phenomenon.
2. Research the topic.
3. Prepare a presentation that answers the question or explains the phenomenon.
4. Present your findings to the class.
Carry Out an Investigation
1. Choose an unexplored question or phenomenon.
2. Design an investigation to explore the question or phenomenon.
3. Discuss your investigation plan with your teacher.
4. With teacher approval, carry out your investigation. Follow all safety measures your teacher reviews with you.
5. Present your findings to the class.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 6 © 2024 Great Minds PBC
Lesson 6 Extension | Forces, Motion, and Energy
Show students the DART light rail map on the following page. Invite students to observe the map and share what they notice and wonder about the number of lines and connections in the DART Rail system.
Tell students that the Dallas Area Rapid Transit (DART) Rail system has over 160 train cars. Explain that power lines transfer electrical energy to about 70 substations located every 1 to 2 miles along the light rail routes. Working in groups, students
connect their group light rail models to represent many trains in the DART Rail system.
PREPARATION
Distribute the groups’ light rail circuit models. Provide aluminum foil and masking tape. Review safety measures with students if necessary.
Distribute and read aloud the following procedure sheet to students.
Model the Light Rail System
1. Place your group’s light rail circuit model end to end with another group’s model.
2. Add foil to connect the overhead wires above each train.
3. Add foil to connect the tracks below each train.
4. Does your combined light rail system form a circuit? Use observations to explain your answer.
5. Share your answer with the class.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 7 © 2024 Great Minds PBC
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Lesson 7 Extension | Forces, Motion, and Energy
Working in groups, students revise their light rail system circuit models to include a conductive material (aluminum foil) for the body of the train car. Students test the model with and without an insulator at the base of the pantograph and observe the results.
PREPARATION
Distribute the groups’ light rail circuit models, including the batteries and motors. If necessary,
print new copies of the light rail circuit diagram (Lesson 6 Resource D) for each group. Provide aluminum foil, masking tape, and one glass bead to each group. Review safety measures with students if necessary.
Distribute and read aloud the following procedure sheet to students.
Investigate Pantograph Design
1. Tape strips of aluminum foil on the outline of the train.
2. Use aluminum foil to create a complete circuit from the battery to the overhead wires, pantograph, motor, rails, and back to the battery.
3. Test the model and record the result. Trial
yes no PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 9 © 2024 Great Minds PBC
1, motor turns:
4. Remove the foil for the pantograph. Replace it with a piece of foil threaded through a glass bead. Secure the glass bead to the top of the train.
5. Test the model and record the result.
Trial 2, motor turns: yes no
6. Use your model to trace the path of electricity for each trial as you present your findings to the class.
PhD SCIENCE® TEXAS L5 ▸ M3 ▸ Extension Activities 10 © 2024 Great Minds PBC