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days:fall2016daybyday:fall2016day2:start 2016/10/09 21:59 days:fall2016daybyday:fall2016day2:start 2016/10/09 22:00 current
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Outside we were pleasantly surprised to see the moon! Barely visible, the moon was a waning crescent. Most of the class saw it as well, made notes in their moon journals and made predictions for what they believe the moon will look like next. Most students thought they wouldn’t be able to see the moon in a few days, then it would begin to grow again. They believed this because they noted the moon was shrinking along with the angle between the moon and the sun, so they figured this pattern would continue. These observations were very insightful! Outside we were pleasantly surprised to see the moon! Barely visible, the moon was a waning crescent. Most of the class saw it as well, made notes in their moon journals and made predictions for what they believe the moon will look like next. Most students thought they wouldn’t be able to see the moon in a few days, then it would begin to grow again. They believed this because they noted the moon was shrinking along with the angle between the moon and the sun, so they figured this pattern would continue. These observations were very insightful!
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-I showed the students how to mark their shadow plots, marking on the paper where the paperclips shadow landed. The students were able to see the shadow moved to the East as the sun rose higher, in 15-minute increments. As we were doing this, with a partner the students traced their partner’s feet and shadows with chalk, then guessed where the top of the shadow will be at the end of class. They used their shadow plots to make a reasonable guess as to why their shadow would move in that manner. (All had chose west and shorter). After the students made their predictions marking an X on their predicted spot, they video taped each other, explaining to the camera their reasoning behind their prediction. At the end of class, we went back outside to see where their shadows landed. They took pictures of how close they were to their prediction. +I showed the students how to mark their shadow plots, marking on the paper where the paperclips shadow landed. The students were able to see the shadow moved to the East as the sun rose higher, in 15-minute increments. As we were doing this, with a partner the students traced their partner’s feet and shadows with chalk, then guessed where the top of the shadow will be at the end of class. They used their shadow plots to make a reasonable guess as to why their shadow would move in that manner. (All had chose west and shorter). After the students made their predictions marking an X on their predicted spot, they video taped each other, explaining to the camera their reasoning behind their prediction. At the end of class, we went back outside to see where their shadows landed. They took pictures of how close they were to their prediction. \\
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Exploring Pinhole Phenomena\\ Exploring Pinhole Phenomena\\

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