![]() Record students' observations on a poster, whiteboard, etc. You can also access this video from the NSTA Teacher Tip: Google Slides web page.īring the class back together and ask students to share their observations with the class. This Asteroids video clip recorded at the NSTA Engage: Fall20 virtual conference shows how students might interact collaboratively using this template. If you are completing this Daily Do in a distance-learning scenario, consider using this Google Slides Asteroids Anchor Phenomenon template as a collaborative tool for students to share their observations and questions. If you are completing this Daily Do with students in person, y ou might use the talking stick protocol described in the Why are plane designs so different? Daily Do. Methods to support students in sharing observations in face-to-face and distance-learning settings. ![]() ![]() What you shared is helping me think of new questions." This is a really interesting and strange phenomenon to try to explain. As you walk around the room, you may need to remind students who are trying to explain the phenomenon, "Remember right now we're focusing on the what, not the why," or "It sounds like you have some initial ideas about how or why this happened. Remind them to record any questions that arise while talking with their partner. Make sure students are aware they can add to their own observations. Again, ask students to make and record observations and any questions that arise.Īsk students to share their observations in small groups. Next, share the Russian Meteor Caught on Camera video. (Two near-Earth asteroids in one day?! Yes!) Notes about the Russian Meteor Caught on Camera video-(1)The newscasters use the word meteorite incorrectly students will be introduced to the naming convention in the third video, so it doesn't need to be addressed here. (2) After students view the video, emphasize that while the Chelyabinsk meteor was not caused by the known asteroid passing close by Earth that day, it was an asteroid (or part of an asteroid) that entered Earth's atmosphere. Tell students you have a second video of the same phenomenon you want to share. You might ask students to just watch the first time, then make and record observations as you play the video a second time. Share the Chelyabinsk video of an asteroid entering Earth's atmosphere above Chelyabinsk, Russia, on February 15, 2013. Tell your students, "I saw aphenomenon I want to share with you." Ask students to create a space in their science notebooks (or use a sheet of paper) to record their "noticings" and any questions that arise as they observe the phenomenon. In this first of three playlist lessons, students raise the question, "How do asteroids leave the asteroid belt?", which motivates the need to engage in the next two lessons. However, it can be taught as part of an instructional sequence in which students coherently build the science idea that Newton's second law accurately predicts changes in the motion of macroscopic objects. How do asteroids cross Earth's path? is a stand-alone task. This phenomenon could be used to anchor a physics, astronomy, or Earth Science sequence of lessons. In today's task, How do asteroids cross Earth's path?, students experience the Chelyabinsk meteor phenomenon and engage in modeling and use the thinking tools of cause-and-effect to try to explain how an asteroid from the asteroid belt becomes a meteor on Earth. Forty miles away, people reported, "the sky was split in two, and high above the forest, the whole northern part of the sky appeared covered with fire" and "at that moment there was a bang in the sky and a mighty crash…The crash was followed by a noise like stones falling from the sky, or of guns firing." Scientists believe the Tunguska event, an explosion that occurred above a remote area of Siberia, Russia, was caused by an asteroid entering Earth's atmosphere. Asteroid Day, celebrated around the world, commemorates the Tunguska event that occurred on June 30, 1908.
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