Answers:

1. It made an arch across the sky from east to west. In the morning it is coming up from the east, so it is low in the east. Then at noon, it is the highest point it is going to be all day, so it is high. Finally, in the afternoon, it is coming down to the west, it is low in the west. That pattern makes an arch.
2. It got higher in lower throughout the day. In the morning it is coming up from the east, so it is low in the east. Then at noon, it is the highest point it is going to be all day, so it is high. Finally, in the afternoon, it is coming down to the west, it is low in the west. 
3. Because the angle of the sun will be different, but it will be shining in the same place still. If you move the place where you did your first observation, then the directions will be different and it will not be accurate. 
4. The sun on the drawing went in an ark. The first time we went out, it was low in the east, the second time we went out it was at about the highest point it was going to be in the day. And lastly, the last time we drew it it was low in the west.
5. It will be the same pattern, but not the same placements in the sky. Throughout the year, the highest point the sun is going to get in the day increases and decreases. So therefore, the placement won't be the same.
6. It would be the same thing. It would be in a different place in the sky so the drawings wouldn't be the same.
7. In 6 months, the sun placement would be the opposite. Because it is exactly halfway through the year where you drew it the first time.
8. In the evening, the sun "sets". But what really happens is when the earth rotates, our side of the earth is facing away from the sun. So in the evening, the sun is starting to go to the other side of the earth. 

Reflection/Synthesis Questions:

1. How are shadows made outside in the daytime? Provide some evidence to support your answer.
2. Can shadows be made inside the classroom? If so, how?
3. Do outside shadows change during the day? If so, how? Refer to the pole or stick the class observed outside if needed.
4. Think about the time between observations of the pole’s shadow. What happened?
5. What does this (the answer to #4) tell you about the sun’s position in the sky?
6. Insert one or two photos (from mine above) into your blog post to help you explain how the sun's position appears to follow an arc throughout the day (if weather allows).

Answers:

1. Your shadow made outside is caused by your body blocking sunlight from a spot. So in the morning, when the sun is low in the east, your body blocks the light from the east and creates a shadow toward the west. 

2. Shadows can be made inside a classroom. If you take a light and tilt it at an angle toward your body, your body will block the light to create a shadow. 

​3. The shadow does change throughout the course of the day. In the morning when the sun is low, your shadow is a long shadow facing the west. At noon, the shadow is short and it is facing the west. And in the evening, when the sun is low again, you have a long shadow facing the east.

4. Like in answer 3, when we first observed it, it was a pretty long shadow facing the west. Then at noon it gets short facing the north, and lastly, in the afternoon, it is a long shadow facing the east. 

5. It tells you that when the sun is at different positions, it creates different shadows. When the sun is low, the shadow is long, and when the sun is high, your shadow is short.

6. Weather did not allow. 

What affect will the hight of the medeoroid have on the creaters that form?
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I predict that when the marbles are dropped from hights, the marble will go down further depending on the hight. 

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1. Which of the following best describes Earth’s shape?
   A. disk
   B. circle
   C. sphere
   D. plane
2. Earth’s gravity pulls an object toward its ____________________.
3. Which model do you find most useful to explain gravity and its effects? Why?
   - Tennis ball and rubber band?
   - Styrofoam ball and toothpicks?
   - Circle on paper with arrows?
4. Why are models helpful at explaining complex scientific concepts like gravity?
5. Do you think the moon is affected by Earth’s gravity? If so, why doesn’t it fall “down” toward the Earth?
6. Why doesn’t a plane or bird fall from the sky?
7. Does gravity ever stop working? Do any forces ever cancel out gravity or reverse it? Explain.
8. Why is this lesson on gravity a good time to teach about craters?

​Remember that some questions need at least two sentences!

1. The shape that most decribes the earth is a sphere.
2. Earth's gravity pulls an object toward its core.
3. I thought the tennis ball with the rubber band was the most helpful because it showed that the earth has a gravitational pull that pulls toward the core. It also showed that the earth won't let you get away from the gravitational pull.
4. It shows the people that you are explaining your ideas to what it looks like. It gives them a visual in their minds so they can understand it better. 
5. I think it does affect the moon because the moon is in orbit around the earth. It doesn't fall toward the earth because it has enough mass to stay in orbit without crashing into the earth.
6. Because it has enough force to keep themselves up. Birds have wings that they flap to keep themselves up, and a plane has an engine that powers it to stay up.
7. Gravity never stops working. Though sometimes objects break the barrier. For example a rocket that goes into space it has to go up and up and cancel out gravity.
8. Because it shows how the meteoroid/meteorite comes into the earth or moon.  The gravitational pull of the earth pulls it toward the earth and moon.