Topic: Cycles and Patterns in the Solar System
Content Statement
The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun.
Big Concepts
Eight major planets in the solar system orbit the sun. Some of the planets have a moon or moons that orbit them. Earth is a planet that has a moon that orbits it. The planets orbits are because of their gravitational attraction to the sun. Moons orbit around planets because of their gravitational attraction to the planets. Asteroids are metallic, rocky bodies that orbit the sun but are too small to be classified as a planet. A meteor appears when a particle or chunk of metallic or stony matter called a meteoroid enters Earth’s atmosphere from outer space. Comets are a mixture of ices (both water and frozen gases) that are not part of a planet.
Pluto is classified as a dwarf planet (definition from http://www.nasa.gov). General information regarding planetary positions, orbital patterns, planetary composition and recent discoveries and projects (e.g., missions to Mars) are included in this content. Tools and technology are an essential part of understanding the workings within the solar system.
Pluto is classified as a dwarf planet (definition from http://www.nasa.gov). General information regarding planetary positions, orbital patterns, planetary composition and recent discoveries and projects (e.g., missions to Mars) are included in this content. Tools and technology are an essential part of understanding the workings within the solar system.
Performance Based Assessments
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTSChoose a planet (other than Earth) and research and develop a plan to colonize the planet with humans. Evaluate current conditions and what would be needed to meet the basic requirements for humans to live on Mars.
Critique the plan. Ask: Is the plan feasible? What equipment is required? Make a final recommendation based on the research. Present recommendations to the class. Resources:
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DEMONSTRATING SCIENCE KNOWLEDGEChoose a major planet. Plan and build a scaled model that can demonstrate the planet size and rotation orbit in relationship to the sun and the Earth. Conduct the demonstration (with explanation) to the class.
Resources: Virtual Tour Group Activity: Scale Model-Playground
Assign students cards and measure a scale model in a 100ft space to demonstrate the scale range of planets in the Solar System. Source |
INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSMake a table, chart or graphic that interprets the general characteristics of the major planets in the solar system. Use real data (current) to compare and contrast the findings.
Research the history of the exploration of the solar system or a recent space discovery. Make a timeline or write a report to interpret and clarify the major events, the tools and technology used, and the discoveries made. Share findings with the class.
Project Outline |
Topic: Cycles and Patterns in the Solar System
Content Statement
The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are larger than the sun and some stars are smaller than the sun.
Big Concepts
The sun is the closest star to the Earth. Scaled models (3-D or virtual) and graphics can be used to show the vast difference in size between the sun and the Earth. The sun is a medium-sized star and is the only star in our solar system. There are many other stars of different sizes in the universe. Stars appear in patterns called constellations, which can be used for navigation. Because they are so far away, they do not appear as large as the sun. General facts about the size and composition of the sun are introduced. Details (e.g., age of the sun, specific composition, temperature values) are above grade level. The emphasis should be on general characteristics of stars and beginning to understand the size and distance of the sun in relationship to the Earth and other planets. Current and new discoveries related to stars and the sun must be included.
Performance Based Assessments
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTSSoSolar energy collection is most effective in areas that receive direct sunlight for long periods of time. Research areas on Earth that receive direct sunlight (can use information and data from the model suggested for Demonstrating Science Knowledge). Critique different zones of the Earth. Evaluate the data and make a recommendation (using the scientific data) to locate a solar energy facility. Share and defend the recommendation with the class.
Resources: Introduction to Solar Power Solar Radiation Solar Energy Maps |
DEMONSTRATING SCIENCE KNOWLEDGEChoose a major planet. Plan and build a scaled model that can demonstrate the planet size and rotation orbit in relationship to the sun and the Earth. Conduct the demonstration (with explanation) to the class.
Resources: National Geographic for Kids NASA Space Place Demonstrate the scale distances between planets and other objects in the solar system.
Solar System Bead Project |
INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSDifferentiate between the sun and a red dwarf or blue giant star. Make a table or chart to represent the comparison.
Resources: Space Place Compare the Sun |
Topic: Cycle and Patterns in the Solar System
Content Statement
Most of the cycles and patterns of motion between the Earth and sun are predictable. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons.
Big Concepts
Models, interactive websites and investigations are required to illustrate the predictable patterns and cycles that lead to the understanding of day and night, seasons, years and the amount of direct sunlight Earth receives. Three-dimensional models should be used to demonstrate that the tilt of Earth’s axis is related to the amount of direct sunlight received and seasonal temperature changes. Seasonal change should be expanded in grade 5 to include regions of the world that experience specific seasonal weather patterns and natural weather hazards (e.g., hurricane season, monsoon season, rainy season, dry season). This builds upon making observations of the seasons throughout the school year in the earlier grades and prepares students for understanding the difference between weather and climate.
Performance Based Assessments
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTSSolar energy collection is most effective in areas that receive direct sunlight for long periods of time. Research specific locations on Earth that receive direct sunlight. Evaluate the data and make a recommendation (using the scientific data) to locate a solar energy facility. Share and defend the recommendation with the class.
Resources: Introduction to Solar Power Solar Radiation Solar Energy Maps |
DEMONSTRATING SCIENCE KNOWLEDGEUsing a simple model, investigate the positions of the sun, moon and Earth to detect and test the reasons why the moon and sun appear to change position in the sky and the phases of the moon.
Resources: About Phases of the Moon BrainPop Video and Game |
INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSRepresent the sun, moon and Earth and their orbits graphically and to scale. Use actual data and measurements for the representation.
Resources: Interactive Earth, Sun, Moon Video and Rap Interactive Orbits |
Misconceptions: Where is your thinking?
Astronomy (Space Science)All of these sentences are things people BELIEVE are true....but they are all FALSE!!!
- Stars and constellations appear in the same place in the sky every night.
- The sun rises exactly in the east and sets exactly in the west every day.
- The sun is always directly south at 12:00 noon.
- The tip of a shadow always moves along an east-west line.
- We experience seasons because of the earth's changing distance from the sun (closer in the summer, farther in the winter).
- The earth is the center of the solar system. (The planets, sun and moon revolve around the earth.)
- The moon can only be seen during the night.
- The moon does not rotate on its axis as it revolves around the earth.
- The phases of the moon are caused by shadows cast on its surface by other objects in the solar system.
- The phases of the moon are caused by the shadow of the earth on the moon.
- The phases of the moon are caused by the moon moving into the sun's shadow.
- The shape of the moon always appears the same.
- The earth is the largest object in the solar system.
- The solar system is very crowded.
- The solar system contains only the sun, planets and the moon.
- Meteors are falling stars.
- Comets and meteors are out in space and do not reach the ground.
- The surface of the sun is without visible features.
- All the stars in a constellation are near each other.
- All the stars are the same distance from the earth.
- The galaxy is very crowded.
- Stars are evenly distributed throughout the universe.
- All stars are the same size.
- The brightness of a star depends only on its distance from the earth.
- Stars are evenly distributed throughout the galaxy.
- The constellations form patterns clearly resembling people, animals or objects.