Students continued working on the Bird Beaks activity. Yesterday students began designing their own bird. Today, based on the characteristics of their bird, they had to write a paper giving the bird a name, a scientific name, the ecosystem where it lives, describe what it eats (based on the bird beak they selected), how the feet help the bird survive (based on the feet they selected), and the function of the birds color.
Students completed two seasons labs.
- Angle of Light Rays and Surface Distribution. Using a flashlight holder (see below), students shine the light at three different angles. They draw a circle at each angle and measure the size. The purpose of this activity is to demonstrate that the larger the angle, the smaller the area covered by the light, and the more direct heat energy (warm) we would receive from the Sun. The smaller the angle, the larger the area covered by the light and the more indirect heat energy (cooler) we would receive from the Sun.
- The Shadow Knows. Using a protractor, clay, straw, and flashlight (see below), students shine the light at the straw at four different angles. They measure the length of the straw's shadow each time. The smaller the angle, the longer the straw's (indirect heat energy from the Sun). The larger the angle, the shorter the straw's shadow (direct heat energy from the Sun).
Both activities help demonstrate why we have hotter temperatures in the summer (direct heat energy when the Sun is high in the sky) and cooler temperatures in the winter (indirect heat energy when the Sun is lower in the sky).