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

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

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

12. 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

14. THEMIS – Time History of Events and Macroscale Interactions during Substorms Video of THEMIS http://ds9.ssl.berkeley.edu/themis/flash. html Video of THEMIS http://ds9.ssl.berkeley.edu/themis/flash. html

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

18. 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

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

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

21. Objective of Activity: To determine how the type of solid surface affects the breakup and scattering of meteorite particles. Materials: Per Student 1 balloon (round balloons work best) 0.1 liter flour (1/2 cup) 10 to 20 small pebbles (colored aquarium rocks work well) graph paper Per Group or Classroom water faucet to fill balloon funnel (one per group) measuring cup popsicle stick

22. 1.Place a funnel in the neck of a balloon. Fill balloon with approximately 0.1 liter (1/2 cup) of flour. Flour tends to pack, so it should be poured into the funnel slowly. A popsicle stick may be used to keep the flour flowing, but do not puncture the balloon. 2. Add pebbles one at a time, noting number of pebbles and color. 3. Fill balloon 3/4 full with water. Do not shake the balloon. Be sure to tie the balloon securely. This step must be done just before going outside to launch the balloons. 4. Launch balloons one at a time in designated areas. You may throw the balloon at an angle, lob them or throw them straight up so that they impact vertically. Remember to work as a group. Record observations at your launch site quickly then move to the next launch. When the group launches are complete, individuals return to their impact site to finish the sketch of their scatter pattern. 5. Clean up all balloon fragments and leave impact areas as clean as possible.

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