Download Earth and the moon, sun, and planets have

North Carolina Science Essential Standards
Resource Pack 3.E.1
Earth in the Universe
Essential Standard:
3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system.
Clarifying Objectives:
3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star),
planets, and many moons and the earth is the third planet from the sun in our solar system.
3.E.1.2 Recognize that changes in the length and direction of an object’s shadow indicate the apparent
changing position of the Sun during the day although the patterns of the stars in the sky, to include the
Sun, stay the same.
Vertical Strand Maps:
Online Atlas map http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1282
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1292
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Framework for K-12 Science Education:
Core Idea ESS1 Earth’s Place in the Universe What is the universe, and what is Earth’s place in it?
The planet Earth is a tiny part of a vast universe that has developed over a huge expanse of time.
The history of the universe, and of the structures and objects within it, can be deciphered using
observations of their present condition together with knowledge of physics and chemistry. Similarly,
the patterns of motion of the objects in the solar system can be described and predicted on the basis
of observations and an understanding of gravity. Comprehension of these patterns can be used to
explain many Earth phenomena, such as day and night, seasons, tides, and phases of the moon.
Observations of other solar system objects and of Earth itself can be used to determine Earth’s age
and the history of large-scale changes in its surface.
ESS1.A: THE UNIVERSE AND ITS STARS
What is the universe, and what goes on in stars?
The sun is but one of a vast number of stars in the Milky Way galaxy, which is one of a vast number
of galaxies in the universe.
The universe began with a period of extreme and rapid expansion known as the Big Bang, which
occurred about 13.7 billion years ago. This theory is supported by the fact that it provides explanation
of observations of distant galaxies receding from our own, of the measured composition of stars and
non-stellar gases, and of the maps and spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
Nearly all observable matter in the universe is hydrogen or helium, which formed in the first minutes
after the Big Bang. Elements other than these remnants of the Big Bang continue to form within the
cores of stars. Nuclear fusion within stars produces all atomic nuclei lighter than and including iron,
and the process releases the energy seen as starlight. Heavier elements are produced when certain
massive stars achieve a supernova stage and explode. Stars’ radiation of visible light and other forms
of energy can be measured and studied to develop explanations about the formation, age, and
composition of the universe. Stars go through a sequence of developmental stages—they are formed;
evolve in size, mass, and brightness; and eventually burn out. Material from earlier stars that
exploded as supernovas is recycled to form younger stars and their planetary systems. The sun is a
medium-sized star about halfway through its predicted life span of about 10 billion years.
Grade Band Endpoints for ESS1.A
By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed,
described, and predicted. At night one can see the light coming from many stars with the naked eye,
but telescopes make it possible to see many more and to observe them and the moon and planets in
greater detail.
By the end of grade 5. The sun is a star that appears larger and brighter than other stars because it is
closer. Stars range greatly in their size and distance from Earth.
ESS1.B: EARTH AND THE SOLAR SYSTEM
What are the predictable patterns caused by Earth’s movement in the solar system?
The solar system consists of the sun and a collection of objects of varying sizes and conditions—
including planets and their moons—that are held in orbit around the sun by its gravitational pull on
them. This system appears to have formed from a disk of dust and gas, drawn together by gravity.
Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which
are explainable by gravitational forces and conservation laws, in turn explain many large-scale
phenomena observed on Earth. Planetary motions around the sun can be predicted using Kepler’s
three empirical laws, which can be explained based on Newton’s theory of gravity. These orbits may
also change somewhat due to the gravitational effects from, or collisions with, other bodies. Gradual
changes in the shape of Earth’s orbit around the sun (over hundreds of thousands of years), together
with the tilt of the planet’s spin axis (or axis of rotation), have altered the intensity and distribution of
sunlight falling on Earth. These phenomena cause cycles of climate change, including the relatively
recent cycles of ice ages. Gravity holds Earth in orbit around the sun, and it holds the moon in orbit
around Earth. The pulls of gravity from the sun and the moon cause the patterns of ocean tides. The
moon’s and sun’s positions relative to Earth cause lunar and solar eclipses to occur. The moon’s
monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact
that it shines by reflected sunlight explain the observed phases of the moon. Even though Earth’s
orbit is very nearly circular, the intensity of sunlight falling on a given location on the planet’s surface
changes as it orbits around the sun. Earth’s spin axis is tilted relative to the plane of its orbit, and the
seasons are a result of that tilt. The intensity of sunlight striking Earth’s surface is greatest at the
equator. Seasonal variations in that intensity are greatest at the poles.
Grade Band Endpoints for ESS1.B
By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and
predicted.
By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together
with the rotation of Earth about an axis between its North and South poles, cause observable
patterns. These include day and night; daily and seasonal changes in the length and direction of
shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of
the day, month, and year.
Some objects in the solar system can be seen with the naked eye. Planets in the night sky change
positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called
constellations, which can be used for navigation and appear to move together across the sky
because of Earth’s rotation.
Science for All Americans:
The Universe
Our solar system coalesced out of a giant cloud of gas and debris left in the wake of exploding stars
about five billion years ago. Everything in and on the earth, including living organisms, is made of this
material. As the earth and the other planets formed, the heavier elements fell to their centers. On
planets close to the sun (Mercury, Venus, Earth, and Mars), the lightest elements were mostly blown
or boiled away by radiation from the newly formed sun; on the outer planets (Jupiter, Saturn, Uranus,
and Neptune), the lighter elements still surround them as deep atmospheres of gas or as frozen solid
layers.
In total, there are eight planets of very different size, composition, and surface features that move
around the sun in nearly circular orbits. Around the planets orbit a great variety of moons and (in
some cases) flat rings of rock and ice debris or (in the case of the earth) a moon and artificial
satellites. Features of many of the planets and their moons show evidence of developmental
processes similar to those that occur on the earth (such as earthquakes, lava flows, and erosion).
There are also a great many smaller bodies of rock and ice orbiting the sun. Some of those that the
earth encounters in its yearly orbit around the sun glow and disintegrate from friction as they plunge
into the atmosphere—and sometimes impact the ground. Other chunks of rock mixed with ice have
such long and off-center orbits that they periodically come very close to the sun, where some of their
surface material is boiled off by the sun's radiation and pushed into a long illuminated tail that we see
as a comet.
Our still-growing knowledge of the solar system and the rest of the universe comes to us in part by
direct observation but mostly through the use of tools we have developed to extend and supplement
our own senses. These tools include radio and x-ray telescopes that are sensitive to a broad
spectrum of information coming to us from space; computers that can undertake increasingly
complicated calculations of gravitational systems or nuclear reactions, finding patterns in data and
deducing the implications of theories; space probes that send back detailed pictures and other data
from distant planets in our own solar system; and huge "atom smashers" that simulate conditions in
the early universe and probe the inner workings of atoms.
Most of what we believe we know about the universe must be inferred by using all these tools to look
at very small slices of space and time. What we know about stars is based on analysis of the light that
reaches us from them. What we know about the interior of the earth is based on measurements we
make on or near its surface or from satellites orbiting above the surface. What we know about the
evolution of the sun and planets comes from studying the radiation from a small sample of stars,
visual features of the planets, and samples of material (such as rock, meteorites, and moon and Mars
scrapings), and imagining how they got to be the way they are.
THE EARTH
The motion of the earth and its position with regard to the sun and the moon have noticeable effects.
The earth's one-year revolution around the sun, because of the tilt of the earth's axis, changes how
directly sunlight falls on one part or another of the earth. This difference in heating different parts of
the earth's surface produces seasonal variations in climate. The rotation of the planet on its axis
every 24 hours produces the planet's night-and-day cycle—and (to observers on earth) makes it
seem as though the sun, planets, stars, and moon are orbiting the earth. The combination of the
earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the
phases of the moon (on the basis of the changing angle at which we see the sunlit side of the moon).
Benchmarks for Science Literacy:
Students should begin to develop an inventory of the variety of things in the universe. Planets can be
shown to be different from stars in two essential ways—their appearance and their motion. When a
modest telescope or pair of binoculars is used instead of the naked eyes, stars only look brighter—
and more of them can be seen. The brighter planets, however, clearly are disks. (Not very large disks
except in good-sized telescopes, but impressive enough after seeing a lot of stars.) The fixed patterns
of stars should be made more explicit, although learning the constellation names is not important in
itself. When students know that the star patterns stay the same as they move across the sky (and
gradually shift with the seasons), they can then observe that the planets change their position against
the pattern of stars.
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Once students have looked directly at the stars, moon, and planets, use can be made of photographs
of planets and their moons and of various collections of stars to point out their variety of size,
appearance, and motion. No particular educational value comes from memorizing their names or
counting them, although some students will enjoy doing so. Nor should students invest much time in
trying to get the scale of distances firmly in mind. As to numbers of stars in the universe, few children
will have much of an idea of what a billion is; thousands are enough of a challenge. (At this stage, a
billion means more than a person could ever count one-at-a-time in an entire lifetime.)
Students' grasp of many of the ideas of the composition and magnitude of the universe has to grow
slowly over time. Moreover, in spite of its common depiction, the sun-centered system seriously
conflicts with common intuition. Students may need compelling reasons to really abandon their earthcentered views. Unfortunately, some of the best reasons are subtle and make sense only at a fairly
high level of sophistication.
Some ideas about light and sight are prerequisite to understanding astronomical phenomena.
Children should learn early that a large light source at a great distance looks like a small light source
that is much closer. This phenomenon should be observed directly (and, if possible, photographically)
outside at night. How things are seen by their reflected light is a difficult concept for children at this
age, but is probably necessary for them to learn before phases of the moon will make sense.
By the end of the 5th grade, students should know that
The patterns of stars in the sky stay the same, although they appear to move across the sky nightly,
and different stars can be seen in different seasons. 4A/E1
Telescopes magnify the appearance of some distant objects in the sky, including the moon and the
planets. The number of stars that can be seen through telescopes is dramatically greater than can be
seen by the unaided eye. 4A/E2
Planets change their positions against the background of stars. 4A/E3
The earth is one of several planets that orbit the sun, and the moon orbits around the earth. 4A/E4
Stars are like the sun, some being smaller and some larger, but so far away that they look like points
of light. 4A/E5
A large light source at a great distance looks like a small light source that is much closer. 4A/E6**
(BSL)
Big Ideas:
Patterns
Systems and System Models
Essential Questions:
What are the major parts of our solar system?
How are stars (sun) different from planets and moons?
What kind of patterns can we see/observe in the day or night sky?
Where does the sun appear during the course of a day?
How are shadows created?
How are shadows changed?
Enduring Understandings:
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The sun, planets and many moons are part of our solar system.
When light sources change position shadows change as well.
Evidence of light and shadows can be used to make conclusions about our solar system.
Identify Misconceptions:
Use the alignment guide for formative probes:
http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
Common Misconceptions
http://www.homeofbob.com/science/misconceptions/space.html
http://k12s.phast.umass.edu/~nasa/misconceptions.html
http://newyorkscienceteacher.com/sci/pages/miscon/astr.php
http://digital.nsta.org/publication/?i=212724&article_id=1730470&view=articleBrowser&ver=html5#{
%22issue_id%22:212724,%22view%22:%22articleBrowser%22,%22article_id%22:%221730470%22}
TEACHING Resources:
Learn about the sun, light & shadows as you experiment with different light sources and objects in this
fun, interactive science activity for kids
http://sciencekids.co.nz/gamesactivities/lightshadows.html
Astronomy with a Stick. Students measure shadows over various lengths of time to determine patterns.
This has excellent background knowledge for teacher and should be modified for third grade students.
http://www.nsta.org/publications/interactive/aws-din/aws.aspx
Shadows and writing
http://www.readwritethink.org/classroom-resources/lesson-plans/casting-shadows-across-literacy1016.html?tab=1#tabs
Lessons with Making Shadows
http://sciencenetlinks.com/lessons/sky-2-shadows/
http://sciencenetlinks.com/lessons/sky-3-modeling-shadows/
Patterns of stars in night sky (#4 and #7) (patterns are due to the observer’s location and relative
motion)
http://ecuip.lib.uchicago.edu/diglib/science/cultural_astronomy/interactives/polaris/where_is_polaris.
html
Solar system fact cards
http://amazing-space.stsci.edu/resources/explorations/trading/directions.html
Changing shadows activity p.10, 11
http://www.learner.org/workshops/sheddinglight/materials/pdf/shlos1.pdf
NASA eClips Our World: Video: Go to the website and type in What is the Solar System? Look for date
Nov.17,2010
http://www.nasa.gov/audience/foreducators/nasaeclips/search.html
Shadow tricks
http://www.teachersdomain.org/resource/lsps07.sci.phys.energy.cgshadow/
Smart Exchange http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain http://www.teachersdomain.org/
Free digital media for educational use.
Video Resources:
Bill Nye
The Solar System
http://www.teachertube.com/video/bill-nye-solar-system-374641?utm_source=videogoogle&utm_medium=video-view&utm_term=video&utm_content=video-page&utm_campaign=videoview-page
The Planets
https://www.youtube.com/watch?v=Xvq07Z0bE0Y
Planets and Moons
http://www.dailymotion.com/video/x3jyutv
READING Resources
Shadow book selections
http://www.readwritethink.org/files/resources/lesson_images/lesson1016/booklist.pdf
http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/exemplar/ela.pdf
Informational text magazine articles vary by month
http://www.nationalgeographic.com/ngyoungexplorer/1105/readstory.html
Terminology:
earth, moon, sun, planets, moon, solar system, change, pattern, shadow, position, length, direction
Writing Connections
1) Using words and pictures create an informational solar system book.
2) With guidance and support from adults create a graphic organizer comparing components of the
solar system.
3) Use digital tools to create a class book showing how different object’s shadows change over time.
4) Write about a favorite constellation.
5) Write an imaginary narrative about a day that your shadow ran away.