1. “Baby, it’s cold out there” Georgia NASA STEM Day Jan 22, 2011 Nancy Sills

2. Elementary Georgia Performance Standards 3 rd grade-S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time. Measure using thermometers the changes in temperature over time of water samples (hot, warm, and cold) 4 th grade – S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. Demonstrate how water changes states, such as: solid to liquid liquid to gas gas to liquid liquid to solid Identify the temperature at which water becomes a solid and at which water becomes a gas. 5 th grade – S5P2. Students will explain the difference between a physical change and a chemical change. b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. Explain that temperature differences can cause a physical change/change of state in water, such as: water vapor/steam liquid ice

3. 6 th grade Georgia Performance Standards S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice. S6E1. Students will explore current scientific views of the universe and how those views evolved. c. Compare and contrast the planets in terms of Size relative to the earth Surface and atmospheric features Relative distance from the sun Ability to support life f. Describe the characteristics of comets, asteroids, and meteors.

4. When I become a teacher… http://aim.hamptonu.edu/outreach/AK- 2007/handouts/fun_files/AppleTeachers.mov http://aim.hamptonu.edu/outreach/AK- 2007/handouts/fun_files/AppleTeachers.mov

5. Heliophysics Educator Ambassador Program http://aim.hamptonu.edu/hea/

6. Solar System Educator http://solarsystem.nasa.gov/ssep/ http://solarsystem.nasa.gov/educ/index.cfm

7. New Horizon New Horizons is on its way to Pluto, which it should reach it in 2015. http://www.nasa.gov/mission_pages/newhori zons/main/index.html http://www.nasa.gov/mission_pages/newhori zons/main/index.html http://www.nasa.gov/mission_pages/newhori zons/main/index.html http://www.nasa.gov/mission_pages/newhori zons/main/index.html

8. Baby, it’s cold out there… Climate Cycles Lab – Materials Multicolored mini-marshmallows (also can try Rice Krispies) Dark colored granular material – like M&M’s, chocolate chips, or coca, chocolate Rice Krispies Core straw made out of a 2liter bottle 1- liter bottle (Hand sanitizer or wash hands if you are going to eat any of the items after the lab. ) Procedure 1.Discuss how the marshmallows (Rice Krispies) are put in my a handful or two- this is the amount of snowfall for a season. Heavy in winter, less in summer. The M&M’s ( Chocolate Rice Krispies) are a volcanic eruption (ash). 2.* Press down on the layers and then add more “snow” and “ash.” Press down until it is fairly packed 3.Take the core sample by pressing down with the core straw and examine the core. Share yours with another group and determine the layers and what happened during the “time period.” * only if you use marshmallows

9. NOVA’s Secrets Beneath the Ice http://www.pbs.org/wgbh/nova/earth/secrets- beneath-ice.html

10. Exploring Ice in the Solar System http://www.messenger- education.org/teachers/MEMS_CompPlanetol ogy.php#mystery http://www.messenger- education.org/teachers/MEMS_CompPlanetol ogy.php#mystery

11. Looking at Ice Materials -Large ice block for each group -large pan per group -Different types of light: laser, flashlight, -colored filters for flashlight ( use colored plastic wrap or color transparency sheets with markers) Procedure: Have student observe what happens to light as it is shined on the block of ice. Allow it to melt or place it in enough water to allow it to float and have students make observations.

12. Dirty ice and light Materials -clear or white ice trays filled with different solutions of ice ( dirt, soap, glitter, different color food coloring) -Different types of light: laser, flashlight -colored filters for flashlight ( use colored plastic wrap or color transparency sheets with markers) Procedure: Have student observe what happens to light as it is shined on the different cubes of ice. Students can write a paragraph or essay of their observations.

13. The Pluto Files http://video.pbs.org/ http://video.pbs.org/video/1425502261/

14. …And beyond Dwarf Planets activities: http://dawn.jpl.nasa.gov/DawnClassrooms/index.asp

15. Ice Balloons Activity http://www.exploratorium.edu/IFI/activities/i ceballoons/iceballoons_fulltext.html http://www.exploratorium.edu/IFI/activities/i ceballoons/iceballoons_fulltext.html

16. Thank you sills-n@harris.k12.ga.us Nancy Sills http://sillsscienceworkshop.wikispaces.com/ for handouts, PowerPoint, etc