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Maria Makris Drorit Weiss SNC1D: Grade 9 Science, Academic Earth and Space Sciences The Study of the Universe Summary: Overall Expectations: The purpose of this unit is to provide students with D1. Assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and an overview of the study of the universe as an introduction to astronomy. By the end of this unit, technology; students will be able to describe the significant D2. Investigate the characteristics and properties of a variety of constituents of the universe, their characteristics celestial objects visible from Earth in the night sky; and accepted theories related to formation and origin. Characteristics and behaviours of the sun, D3. Demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its earth and moon will be studied. Students will components and of the evidence that supports these theories. explore Canadian contributions to the field of astronomy and assess some of the costs, hazards, and benefits of space exploration. Big Ideas: Different types of celestial objects in the solar system an universe have distinct properties that can be investigated and quantified. People use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution. Space exploration has generated valuable knowledge but at enormous cost. Unit Overview Note: Each lesson is one hour in length. Lessons may extend over additional instructional time, if necessary to accommodate student interest, depth of thought or additional activities for concept mastery. Topic Lesson Concepts & Learning Teaching & Learning Goals Strategies Why Do We 1 Introduction to the unit KWL Activity: Students will Study Space? and the material the document (written an with (Introductory class will be covering. diagrams) what they ‘know’ Lesson) about space science. The primary goal of the lesson is for students to Whole-Class Brainstorm: access prior knowledge Compiling what we know to and to generate create a body of knowledge. excitement about the overall learning goals of Students will independently the unit. complete the ‘want to know’ with a question or theory that arose during the brainstorm. Lecture: teacher will review the learning goals for the unit. Assessment & Expectations Evaluation Addressed Observational D3.6 assessment: participation in whole-class activities, A1.1 completion of independent A1.11 work. [C] (A2.1, 2.2) Diagnostic assessment: accuracy, depth and diversity of students’ existing knowledge. [K] Celestial Objects 2 The purpose of this Small group brainstorm: each lesson to activate group of four students will students’ prior generate a list of celestial knowledge about the objects, and the class will universe, particularly our compile a list, with additions solar system and from the teacher. celestial objects they may have previously Using a graphic organizer studied. (chart format) to scaffold note taking, students will record By the end of the information from a lecture lesson, students will be about the characteristics of familiar with the defining each object, it’s impact on characteristics of Earth, and a small planets, stars, asteroids, picture/diagram. orbits, gravitational forces, and other naturally occurring objects in the universe. They will begin to discuss their impact on the Earth, if applicable. Observational assessment: participation, listening to student talk. [I, C] Student notes (graphic organizers) can be reviewed for completeness, accuracy of information. (Revisions may be completed as homework or during remedial work time to ensure student understanding.) [K, C] D2.1 D2.4 D3.3 A1.6 A1.11 Our Solar System 3 Following the prior Wide reading: Allow students Student Exploration D2.1 knowledge review 10-15 minutes to review books Sheets can be submitted (lesson 2), this lesson and diagrams that depict the for marking. [K, I] A1.11 ensures that student solar system, the objects within knowledge regarding it, and the relationships Observational our solar system is between those objects. assessment: student talk, accurate and complete, participation. [C] and that students are Using the solar system gizmo aware of recent changes as a whole class (smart board) Accuracy of student to solar system models or in pairs/independently simulation; responses to (i.e. Pluto). (computer lab), have students questions about click on the ‘size’ tab to work simulation from teacher or At the end of this lesson, through a comparison of the other students. [K, C] students will be able to planets in the solar system. describe the systemic The Student Explorer Sheet, characteristics of our Activity B, can be used to solar system and the supplement this activity. bodies within it. Student simulation: giving students signs or pictures of the planets, have students create a model of the solar system using their bodies. Our Sun Our Moon 4 5 The purpose of this lesson is to understand some fundamental characteristics of the sun; its composition and structure; radiation; solar flares; gravity and orbits of objects around our sun. Class discussion and Observational brainstorm on sun’s assessment: participation. characteristics. [C] Sunspots Lab: Students will come to class with completed Labs will be submitted for readings and lab prep work marking. Students can done. Depending on resources work in small groups of 2available, this lab can be done 3. [K, I, C, A] using a telescope, online (computer lab) or with preThis lab can also be done existing images as data. using the multi-role jigsaw By the end of the Students will collect and gather approach. lesson, students will have an understanding data relating to the movement of their sunspots, perform for the calculations on sun’s rotation role of sun for life on rate and answer questions as earth. discussion/analysis. By the end of the lesson, students will be able to describe the composition of the moon, it’s orbit around the earth, and its impact on life on earth (i.e. tides). Lecture. The Tides gizmo and associated worksheet can be used as a large group activity (smart board) to illustrate the relationship between the sun, moon and tides on Earth. (Teacher directed.) Have students explore tide charts – present the problem: how do we read this, what is it for? Construct an answer as a class. D3.4 A1.1 A1.2 A1.3 A1.5 A1.6 A1.7 A1.8 A1.10 A.11 A.12 A.13 Student worksheets. [K, I, D3.5 C, A] A1.1 Students’ contributions to A1.8 the tide chart challenge. A1.10 [I, A] A1.11 Observational assessment: attention, focus, note-taking skills. [C] Eclipses 6 Students will be able to describe what lunar and solar eclipses are, when we can see them, and how to safely view eclipses. Play the solar and lunar eclipse Quiz (lessons 1-5, with D3.5 animation video (YouTube) for focus on new material students 2-3 times. Pause and from lessons 4-5). [K, I, A1.11 discuss (lecture) what students C, A] A1.12 should be observing. Observational Play videos or show images of assessment: participation real solar and lunar eclipses in group activity, accuracy and make connections of group’s simulations, between the animated model discussion of common and what people really see; errors in simulation. [K, I, discuss how we safely observe C] eclipses. Completion, accuracy, Simulation: In groups of three, detail and neatness of assign each student the role of diagrams. [K, C] sun, moon or earth. Challenge students to configure themselves to depict the orbits of objects, their relative positions, eclipses, and so forth. Revisit the animation. Have students create diagrams for their notes of the eclipses (with teacher modelling for detail and accuracy). Objects in our Night Sky Observing Phenomena 7 At the end of this lesson, Set up the class with several Completed worksheets to D2.2 students will be familiar learning stations around the be handed in for D2.3 with the characteristics room. Each learning station will assessment. [K, I, C] D2.5 of stars, constellations, have an area of focus with an D3.5 comets and meteors. associated activity. For Observational They will also example, the station on assessment: participation A1.1 understand seasonal seasonal changes will have a in whole-class activity. [C] A1.11 changes. video followed by a worksheet. Students can circulate through the stations and complete each activity. Whole class activity: Show images of the night sky to identify and discuss what objects are present. Observing Phenomena: Aurora Borealis 8 At the end of the lesson, Lecture: What are the northern Artistic piece can be used D3.5 students will be able to lights? What causes them? as an assessment and/or express appreciation for (The Auroras Web Quest or portfolio piece. Written A1.1 both the scientific and other multimedia can be used component should reflect A1.11 aesthetic beauty of the to guide lecture and learning from lecture. [K, northern lights. discussion, as well as provide I, C] multimedia resources for students to observe the Aurora Borealis). Using oil pastels or a similar medium, students can create their own Aurora Borealis interpretations and write a small passage detailing their artistic choices and their connection to the scientific basis of the phenomena. Measuring the Size and Distance of Objects in the Solar System / Universe 9 Measuring Orbits and Speed of Movement 10 At the end of the lesson, Show “Powers of Ten” video Each student hands in students will be able to (YouTube) to initiate discussion their scale calculations gain a sense of relative on scale. Review lesson on and results for scale and magnitude, scientific notation. assessment. [K, I, C] with regards to objects in space. In-class activity: In small This is also a formative We will also review groups, give students a variety assessment for their final scientific notation. of objects (Lego blocks or model building cumulative playdough can work) and ask task. them to calculate and show size representations of celestial objects (e.g. if Earth is a 0.8mm grain of salt, how large is the sun?). Students should hand in their calculations and record/document their answers. D2.5 D3.3 At the end of this lesson, Lecture introducing terminology Observational students will be able to and calculation examples assessment: class describe and calculate reviewing the application of participation. [C] rotational rates and calculating orbital speeds periods of various (velocity = distance/time). Homework completion. celestial objects (earth, [K, C] moon, etc.). They will be Students complete questions familiar with the from text/worksheet. associated scientific terminology (light years, astronomical units, sidereal period, etc.) D3.3 A1.6 A1.12 A1.12 A1.13 Models of our Universe Origins of the Universe 11 12 At the end of this lesson, Wide reading: looking at Concept maps. [K, C] students will be able to various books, diagrams and describe the images. characteristics and Working with these sources, structure of the students are to create a universe. concept map of the universe in small groups. D2.2 D2.5 D3.2 D3.3 At the end of this lesson, Video on the Big Bang Theory students will be familiar followed by oral discussion on with the various theories alternative theories. relating to the origins of the universe. D3.1 D3.2 Short written report contrasting the Big Bang theory with one other origin of the universe theory. [K, C, A] Human 13 - 14 At the end of these Show short clip from “from the Collaborative research Exploration of lessons, students will be earth to the moon” bonus (poster) projects and Space familiar with Canada’s feature “famous astronomers”. presentations. [K, I, C, A] Contributions: satellites, In small groups, students can Manned Space the Canadarm, research select a research topic and Missions and discoveries and work on a poster presentation the important Canadians. that they will share with the rest International They will also explore of the class. Space Station the history of the International Space Station, research in space, technology and the end of the shuttle missions. A1.6 A.1.11 A1.9 A1.11 D1.1 D1.2 A1.3 A1.6 A1.7 A1.11 A2.1 A2.2 Costs and Benefits of Space Travel 15 Students will be able to Lecture and Class Discussion: discuss the physical and Effects of space travel on psychological impact of humans, living conditions on living in space on the international space station humans. (i.e. food, living space). Space medicine activities: In pairs or groups of three, have students practice taking each other’s pulse and observing physiological changes during exercise to simulate the strain and stress of living in space. Compare measurements and discuss. Participation in hands-on D1.2 activities, accurate documentation of A1.1 observations, theories and A1.5 conclusions from data, A1.6 contributions to small and A1.8 large group discussions. A1.10 [K, I, C, A] Costs and Benefits of Space Travel: The One-Way Mission to Mars Cumulative Task 16 Students will be able to discuss the costs and benefits of space travel in terms of developing technology and economic factors. Short clip from “From The Earth To The Moon” (Episode 1, Can we do this?) – the financial and political impact of the Apollo program. Brief lecture and class discussion. Following the lesson, students will be familiar with and have an opinion about participating, in the proposed NASA oneway mission to Mars. Jigsaw: articles describing / discussing the proposed one way mission to Mars. 17-19 N/A Debate write-up can be D1.1 used as an assessment / D1.2 portfolio piece. [K, C] A1.7 Quality, detail, evidence of A1.9 critical thinking in debate A1.11 contributions; use of A2.1 classroom learning (content) to supplement opinion. [K, I, C, A] Debate: Would you go on the one way mission to Mars? Why or Why not? (Write-up of debate arguments can be assigned for homework.) Work periods for cumulative Students will build a class D2.2 task. model of the universe. D2.3 Each group of 2-3 will be D2.4 responsible for a list of D2.5 celestial objects and will coordinate with the other A1.1 groups on placement, A1.2 physical attributes A1.3 (materials), scale, etc. The A1.6 model will be displayed A1.11 from the classroom A1.12 ceiling. [K, I, C, A] Why Do We Study Space? (Revisited) 20 The purpose of this lesson is to revisit the KWL task from the start of the unit; allow students to express what they know; and prepare for the summative unit test. Whole-Class Brainstorm: what Submitted KWL work D3.6 new things did we learn? What provides teacher feedback was most surprising? about instructional A1.11 practices and difficult Complete ‘What I Learned” concepts. The accuracy portion of KWL using a guiding and depth of KWL work question (i.e. Explain, using illustrates student words and a understanding of content diagram/illustration, one material. [K, C] interesting thing you learned, and one thing that you found difficult to understand.) Summative Unit Test 21 N/A Summative Unit Test. Summative Unit Test. [K, N/A I, C, A] Differentiated Instruction and Assessment English Language Learners: Students with Individual Education Plans: Frequent repetition of instructions (orally) with Accommodations and modifications set out in the visuals to support text, where appropriate. IEP should reflect the student’s strengths and needs for support, and should be followed in the science Modify the language complexity in assignments, and classroom. assist students by reading texts aloud. Accommodations and modifications should be made Provide reading materials that address content at an to instruction, student activities/work, and appropriate reading level. assessment opportunities, and a variety of Modify worksheets to reflect the expectations set out approaches should be used in the classroom to meet in conference with the student and according to the the needs of all students. plan in place for the student’s learning. o A varied, engaging course of study in the Provide pre-written notes for the student when note science classroom will help to engage taking is required, so that student can focus his/her students with diverse learning needs, and attention on following the class discussion and may contribute toward limiting undesirable concept explanations as opposed to taking notes, if behaviours in the classroom. this is a difficulty. Students requiring enrichment opportunities may Utilize support staff, remedial opportunities or pullengage in independent study or be encouraged to out support periods to obtain assistance for students take on a variety of roles in the classroom and in with reading, writing, research skills, etc. as group work, in addition to modifications to activities available. and assignments that challenge the student. Annotated Resources: Alabama Space Science Exhibit Commission. (1995). U.S. Space Academy Level II. United States Space and Rocket Centre. ● Space Academy reference and workbook includes a range of information and youth activities relating to space exploration, careers in space, technology, simulations and space medicine. Canadian Astronomical Society. (2006). Canadian Astronomy Education. Retrieved 10 July 2012 from http://www.cascaeducation.ca/files/teachers_gr9unit.html Canadian Astronomy ● Webpage with a variety of lesson plans and activities for incorporating astronomy activities in the science classroom to meet a broad range of curriculum objectives. Canadian content! Cara Santa Maria. (2012). Mission to Mars: Would You Sign Up For A One-Way Ticket? Retrieved 10 July 2012 from http://www.huffingtonpost.com/2012/01/10/mission-to-mars_n_1198177.html ● Video with accompanying text from a science news reporter, response to announcement regarding potential oneway mission to Mars. Explore Learning. (2012). Gizmos: Solar System. Retrieved 10 July 2012 from http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=636 ● Gizmo describes the characteristics of the planets, their sizes and relative distance from the sun. Includes teacher guide and student exploration worksheets. Explore Learning. (2012). Gizmos: Tides. Retrieved 10 July 2012 from http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=368 ● Gizmo with accompanying teacher guide and student exploration worksheets; visually depicts the relationship between the sun, moon, and Earth’s tides. HBO. (2004). From the Earth to the Moon (Television Mini-Series). Available on DVD from HBO. ● Lengthy mini-series dramatizing the Apollo program from it’s creation to conclusion. Episodes include astronaut training, Apollo 11 moon landing, Apollo 13 mission, astronaut’s lifestyle, political factors. Bonus features include famous scientists, a look at galaxies, and commentary from NASA specialists. Heussner, K. M. (2011). One-Way Mars Mission: Would You Boldly Go? Retrieved 10 July 2012 from http://abcnews.go.com/Technology/mission-mars-boldly/story?id=12607453#.T_w5fBem-5I ● News article with text and video. Talks about the ‘human factors’ in such a mission; why people would volunteer. NPR. (2010). The Final Frontier: A Mars Mission With No Return. Retrieved 10 July 2012 from http://www.npr.org/2010/12/05/131815965/one-way-mission-to-mars ● News article about one-way mission to Mars, and the American role in launching the proposed mission. Ontario Ministry of Education. (2007). The Ontario Curriculum: Grades 1 to 8: Science and Technology (Revised). Queen’s Printer for Ontario. Ontario Ministry of Education. (2008). The Ontario Curriculum: Grades 9 and 10: Science (Revised). Queen’s Printer for Ontario. University of California. (2001). Auroras: Paintings in the Night Sky. Retrieved 10 July 2012 from http://cse.ssl.berkeley.edu/segwayed/lessons/auroras/selfguide1.html ● Web Quest with information and multimedia on the causes and aesthetics of Aurora phenomenon. Unknown. (Unknown). Solar and Lunar Eclipse Animation. Retrieved 10 July 2012 from http://www.youtube.com/watch?v=xwGs8_otT64 ● Short, simple animation showing the relative positions of the sun, moon and earth during solar and lunar eclipses. Wrenn, E. (2012). The Hundred Year Starship: The Nasa mission that will take astronauts to Mars and leave them there forever. Retrieved 10 July 2012 from http://www.dailymail.co.uk/sciencetech/article-1324192/Hundred-Year-StarshipMars-mission-leave-astronauts-planet-forever.html ● Descriptions of the technology and logistics of the one-way mission to Mars; News article. We have included this lab resource to assist with planning the sunspots lab for your classroom. (Reference at end of lab.) M Astronomy M. Davis LSHS Sunspot Lab Name________________________ Period______Date_____________ Using daily pictures collected by the SOHO spacecraft, you are going to observe and record information about the currently visible sunspot groups. Your "eyes" will be the SOHO spacecraft, currently circling the Sun about 1,000,000 miles from Earth. We will also explore other characteristics of our star in addition to sunspots. With SOHO's 12 specialized scientific instruments, we can explore everything from the Sun's glorious halo or "corona", to the violent magnetic storms on its surface, to the sound waves which help us understand the mysteries of the Sun's deep interior. What do you think we can learn from watching sunspots? Activity 1: Collecting Sunspot Data Materials: Sunspot recording worksheet Solar Longitude/latitude grid for the current month Daily images of the sun: both visible wavelength images & magnetograms for a period of two weeks Images: Visible wavelength images will appear orange in color and show active sunspot groups as dark spots. Magnetograms will look something like this, only bigger. (The sunspot groups show up as black and white blotches): The black & white blotches represent opposite magnetic polarities of a sunspot group. You will compare these with the visible wavelength images. Procedures: You are going to observe and track the movement of sunspots (actually, magnetically "active regions") across the Sun's visible disk. Every day, using the web, print out a copy of the internet solar image (we tell you how below). If you don't have a printer, sketch the image and sunspot groups you see. (If you have to sketch, try placing the latitude/longitude grid directly over the image on your screen to find exactly where to sketch your spots. Be careful to always have the image straight up and down.) For each of the major sunspots groups, record on your Sunspot Recording Worksheet: The name of each spot group. Make up any name you want, but make sure to keep track of which group has which name. Where (i.e. at what latitude and longitude) the spot groups lie Note whether there were any observable changes in your sunspot groups (has the group changed size, shape, disappeared altogether?) Collect images every day for 10-14 days. After you've collected your data, go on to the other activities. Activity 2: Calculation of Solar Rotational Period Galileo Galilei, back in 1612, noticed something interesting about the Sun when he observed its sunspots. Let's see what he discovered. Procedures: (1) Arrange your copies or drawings of the solar disk and sunspots in order from longest-ago to the present, and flip through them slowly as if they were an animated "flip-book". Are the sunspots permanent, or do they come and go? Do they stay in the same place, or seem to move? If they move, do they move in relatively straight lines or do they wander? Galileo noticed that the spots seemed to move directly across the disk of the Sun. He thought that, if they were on the surface of the Sun, their movement might indicate that the Sun was rotating. What do you think? (2) On your data sketches, pick a sunspot group which travels a long distance across the Sun's disk. A good choice would be a sunspot which starts out closest to the left limb (edge) of the Sun. Let's call this spot "George". You are going to figure out how long it took George to move across the Sun. (3) Find your picture with George closest to the left limb of the Sun. With a (metric) ruler, measure how far away from the left edge of the Sun's disk George is. (4) Now, find the picture with George closest to the right limb of the Sun and measure it's distance. Make sure you again measure the distance starting from the left limb. (5) Now, measure the distance across the entire disk of the Sun (ignoring George and any of his friends). You will need to multiply this by 2 to include the back side of the Sun. (6) Look again at your data sheets and find out what time your first sketch of George was taken. Find the time for your last sketch of George. How long did it take for George to travel from the first place to the last? (Subtract the last time from the first. In our example, it was 7 days. (7) Now, how far around the Sun did George go? In our example, George went 6 cm (7 cm - 1 cm) and the Sun was 24 cm around. So, in this example, it took George 7 days to get 1/4 of the way around the Sun, which means that George would need 4*7 = 28 days to go all the way around (assuming he could last that long). (8) If your numbers are more complicated than George's, then you can use your calulator to figure it out: Sun's rotation time = George's-time * (Sun's-distance / George's-distance) 28 days = 7 days * (24 cm/6 cm) If you picked a different spot or group, do you think your answer for the Sun's rotation rate would be the same? Try to find out by doing the calculation for groups at higher or lower latitudes (that is, groups that are closer or farther from the Sun's poles). Calculate your percent error using the rotational rate given in chpt.16 of your textbook. Lab modified from Stanford Solar Center at http://solar-center.stanford.edu/teachers/ Grade 9 Science (Academic) Earth and Space Sciences – Culminating Task A Teacher’s Guide Task Overview Students will draw on their knowledge of astronomy to build a class model of the universe that can be displayed from the ceiling of the classroom. Each group of three students will be responsible for the creation of several of the celestial objects studied in the classroom (i.e. sun, moon, planets, stars, asteroids, black holes, comets, meteors, and so forth). Guidance regarding the overall size of the model and the scale from which the students shall work will be provided by the teacher. This task also includes a short written component to accompany each celestial object, that asks students to organize what they know about the object in a short, easily readable format. Each student will give a 2-5 minute summary presentation to the class on their object. While the creation of the model is a group activity, the written portion for specific objects can be assigned to specific students as an independent assignment, requiring each student to become the ‘class expert’ on a particular celestial object. At the conclusion of the task, other staff and/or students in the school may be invited to see the finished model. Curriculum Expectations Grade 9 Science (Academic): Strand D: Earth and Space Science: The Study of the Universe: This task contributes to a broad range of expectations in this strand, as students are expected to apply the knowledge and understandings developed throughout the unit to the creation of an accurate model universe. Grade 9 Science (Academic): Strand A: Scientific Investigation Skills and Career Exploration: This task addresses the following expectations under A1: Scientific Investigation Skills (Communicating): A1.11 Communicate ideas, plans, procedures, results and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats. A1.12 Use appropriate numeric, symbolic and graphic modes of representation, and appropriate units of measurement. A number of other expectations are also indirectly addressed. Expectations for Students Compile list of celestial objects to be included in the model (whole class activity). Listen carefully to the instructions when the teacher reviews them with the class; ask appropriate questions as needed. Work in co-operation with group members to build creative, interesting and accurate (where possible) models of celestial objects. Contribute to one’s group’s success by utilizing learning from the unit to ensure the group meets the expectations for the task. Work in co-operation with other groups to calculate objects’ distances based on the room’s given dimensions. Complete the written portion of the task accurately, using a writing style that is engaging for your audience, and in a timely manner. Act as ‘class experts’ for your respective object and present your findings to the class. Prior Knowledge (Students) The defining characteristics of celestial objects studied including, but not limited to, size, composition, position in relation to other objects, impact on the earth, and appearance. An understanding of gravitational forces and orbits as it relates to the changing position of objects in the universe. An understanding of the origins of the universe as it relates to current theories about the appearance and size of the universe. Mathematical ability sufficient to estimate the appropriate size of the objects being built. Artistic knowledge sufficient to use materials provided effectively (i.e. paper mache). Classroom Requirements Classroom requirements for this task include sufficient time to complete the task (minimum of three class periods, possibly longer if none of the written work is assigned as homework). Depending on access to text sources for research and the thoroughness of student notes, students may require access to the library and/or computer lab as part of this task. Additionally, the classroom must have sufficient space to hang all components of the model from the ceiling and display the written work along the walls. For teachers with more than one class/section completing the task, alternative spaces may be considered. Sample Materials List The boundaries of the task are set by the materials, and almost any material can be used. The materials provided impact the type of models students will build, and a broader variety of materials may elicit more creative responses. Some ideas are provided here, but teachers may wish to make use of local recycling centres or found materials to broaden the scope of the assignment. Paper mache: glue and water, newspaper, balloons or some other spherical (or differently shaped) molds. Paints, brushes, sponges, etc. A variety of papers. Scissors, glue, hot glue. String. Found materials from nature, i.e. rocks. Recyclable materials from around the home, i.e. paper towel rolls, etc. Safety Considerations Safety considerations may vary depending on the materials provided. Some examples include proper handling of scissors, safety with hot glue guns, and use of balloons with paper mache. The teacher should be responsible for hanging the model, and do so using a proper ladder and with the assistance of another adult. Grouping Strategies Students can be assigned to groups in a variety of ways, to best meet their needs as learners. Heterogeneous groupings can provide support for students that require it, which encouraging more competent students to be group leaders. Random groupings may provide opportunity for students to work with novel peers, but may present some challenges for classroom management. Note that either the written or creative portion of this assignment may be group or independent work – and can be assigned as such to meet the needs of the learners in the class. Accommodations / Modifications The artistic / construction component of this task does not assume any artistic talent on the part of the student, and may provide an opportunity for English language learners or students with IEPs to excel in a way that has not been possible previously in the science classroom. Students may require some assistance from peers or the teacher to organize information and formulate a plan for creating the model. Students should receive accommodations or modifications of the written/presentation component of the task, according to the individual plan in place for each student. The changes should reflect the needs and strengths of the student, and provide an opportunity for the student to express his/her knowledge about the content material and its application to the creation of the model. Students requiring enrichment opportunities may contribute to the complexity of the model by creating diagrams depicting orbital / movement patterns of the objects in the model, or by creating additional items to add to the model based on a celestial object that they research independently. Assessment Criteria Students will be assessed based on the KICA assessment categories. The following rubric will be available to students. Category Level 1 (50-59%) Level 2 (60-69%) Level 3 (70Level 4 (80- 79%) 100%) Transfers a considerable degree of knowledge accurately to model (physical characteristics, size, distance to other objects, etc) Model displays a considerable degree of creativity and innovation in its design, materials, physical appearance and behaviour Transfers a high degree of knowledge accurately to model (physical characteristics, size, distance to other objects, etc) Model Creation (Group) Application (creation and accuracy of model) Transfers a limited degree of knowledge accurately to model (physical characteristics, size, distance to other objects, etc) Transfers some degree of knowledge accurately to model (physical characteristics, size, distance to other objects, etc) Thinking/Investigation (creativity/innovation of model) Model displays a limited degree of creativity and innovation in its design, materials, physical appearance and behaviour Model displays some degree of creativity and innovation in its design, materials, physical appearance and behaviour Model displays a high degree of creativity and innovation in its design, materials, physical appearance and behaviour Written Report and Presentation (Individual) Knowledge/Understanding (written assignment) Communication (oral presentation/written report) Demonstrates little (or inaccurate) knowledge of their celestial object Expresses and organizes ideas and information with a limited degree of effectiveness (including the use of conventions and vocabulary) Demonstrates some knowledge of their celestial object Demonstrates considerable knowledge of their celestial object Demonstrates a high degree of knowledge of their celestial object Expresses and organizes ideas and information with some degree of effectiveness (including the use of conventions and vocabulary) Expresses and organizes ideas and information with a considerable degree of effectiveness (including the use of conventions and vocabulary) Expresses and organizes ideas and information with a high degree of effectiveness (including the use of conventions and vocabulary) Student Instruction Sheet – Copy for each group, fill in student information Cumulative Task – Model of the Universe Our class is going to build a model of the universe using what we have learned during this unit. Your team will be in charge of making the models of certain celestial bodies, following the instructions below. Each team member must complete the attached written assignment for one of your models. Follow the instructions carefully. Your group is responsible for making models of: __________________________ _____________________________ Group Member ____________________________ Responsible for the Written Assignment about: Model: 1. Using what you know about your celestial object(s), decide what you think each model should look like, what materials you will need, and how you plan to build them. Make sure you think about: a. Size and scale. b. Relative distance to other objects. c. Composition. d. Appearance. e. All the materials that are available to you. f. Make some notes on the back of this sheet about your plans. 2. Work together to build models that can be hung with string from the ceiling. (Make sure they aren’t too heavy!) Written Assignment: 1. After you have completed building the models, complete the rest of the assignment. Remember: a. This is your chance to show what you know about your celestial object – you are the class expert on your object. b. Use your notes and the resources in the classroom to make sure that your information is accurate. Be sure to use scientific language and the correct units. c. The written assignment is independent work – each member of your group is responsible for a different write up. d. The written assignment is meant to help laypersons (people who come to see our model, but don’t know very much about the universe) find objects in our model and understand what they are. Your writing should be easy to read and understand. e. Present your findings to the class in a short summary. Written Assignment – Copy one for each student Culminating Task: Model of the Universe My Model: ______________________________ Insert a photo of what your celestial object looks like (or scientists theorize it looks like): Write a paragraph describing your celestial object. Be sure to include what it is made of, it’s size and location in the universe, and its impact on the Earth (if any). _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ___________________________ Is there life on your object? Could life live there? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _________ What manned or unmanned spacecraft have investigated this celestial object? How have we learned about it? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _________ What is your model made of, and how did you build it? Why did you choose to build it this way? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ___________________________ SNC 1D – Earth and Space Science Unit Test / 16 K /7A / 12 C / 12 T Total: / 47 1. Match the numbered definition to its correct term: / 10 K Stars (6) 1. Electrically charged particles that flow from the sun’s corona into space. Planets (3) 2. These produce the sun’s energy Universe (9) 3. Large, round celestial objects that travel around a star. Solar Winds (1) 4. Millions of rocks found in a belt between Mars and Jupiter. Nuclear Reactions (2) 5. Celestial bodies moving about the sun, consisting of a central mass surrounded by an envelope of dust and gas that may form a tail that streams away from the sun. Sun Spots (10) 6. Self-luminous celestial bodies consisting of masses of gases held together by their own gravity. Asteroids (4) 7. Diffuse masses of interstellar dust or gas or both, visible as luminous patches or areas of darkness depending on the way the mass absorbs or reflects incident radiation. Comets (5) 8. Small, solid extraterrestrial bodies that enter the Earth’s atmosphere. Meteors (8) 9. Everything that exists including all the millions of galaxies together, plus all the matter, energy and space. Nebulae (7) 10. Dark, cooler regions of the photosphere that produce violent magnetic storms. /6K 2. Which pattern is generally TRUE the further a planet is from the Sun? A. Its velocity decreases B. The mass gets bigger C. The shorter its year D. It is less difficult to see with a telescope 3. Which statement is FALSE about the force of gravitational attraction? ● A. It happens between all objects B. It is larger if the mass of an object is smaller C. It decreases if the distance between objects increases D. It acts towards the centre of an object 4. The apparent daily path of the Sun changes with the seasons because ○ ○ ○ ○ A. The Sun rotates B. Earth's distance from the Sun changes C. The Sun revolves D. Earth's axis is tilted ○ 5. Energy is transferred from the Sun to Earth mainly by ○ ○ ○ A. Molecular collisions B. Density currents C. Electromagnetic waves D. Red shifts 6. A cycle of Moon phases can be seen from Earth because the ○ ○ ○ ○ A. Moon’s distance from Earth changes at a predictable rate B. Moon’s axis is tilted C. Moon spins on its axis D. Moon revolves around Earth 7. Which of these is NOT a hazard/disadvantage of manned space exploration? A. Being in zero gravity and confined spaces poses health risks B. Reliance on mechanical life support in a hostile environment C. The moon and the Van Allen belts emit lethal amounts of radiation D. High financial cost of exploration diverts funds away from other uses /8C 7. Draw, label and describe a Lunar and Solar Eclipse. Explain why solar eclipses occur less frequently than lunar eclipses. Lunar Eclipse Solar Eclipse A lunar eclipse occurs when the Earth passes between the Moon and the Sun, and the Earth's shadow obscures the moon or a portion of it. A solar eclipse occurs when the Moon passes between the Earth and the Sun, blocking all or a portion of the Sun. A lunar eclipse can only occur when the moon is directly opposite the Sun in the sky — a full moon. Even though there is a full moon each month, obviously a lunar eclipse does not occur on a monthly basis because the Sun isn't exactly in line with the Earth and the moon. The moon's orbit is tilted 5 degrees more than that of the Earth; otherwise, we would see a lunar eclipse each month. We can see lunar eclipses more readily than solar eclipses, and it has to do with proximity. The Moon is much closer to the Earth, so the Earth has a much greater chance of blocking sunlight to the Moon, compared to the Moon blocking light from the Sun. Also, a lunar eclipse can be seen from a greater portion of the Earth. Solar eclipses, on the other hand, are more rare and when they do happen can only be seen by a very narrow segment of people on Earth, for a short period of time. Note: you may wish to provide partial diagrams or prompting words to assist students with this question. /2C /3A 8. Alpha Centauri is the nearest star to us (other than the Sun). It is 4.3 light years away (1 light year = 9.2 x 1012 km). Calculate how far Alpha Centauri is from the Earth. Express the answer in km and AU (1 Astronomical Unit = 149 598 000 kilometers). Convert distance to km: 4.3 light years x 9.2 x 1012 km = 3.9 x 1013 km away from Earth Convert from km to AU 3.9 x 1013 km = 3.9 x 1013 km x 1 AU 149 598 000 km = 260 700 AU Alpha Centauri is 3.9 x 1013 km or 260 700 AU away from the Earth. /2C /4A 9. The extrasolar planet HD209458b, now known as Osiris, was discovered by astronomers in 1999 and is at a distance of 150 light years. If an interstellar probe were sent to Osiris, traveling at a maximum speed of 700 km/sec (about 10 times faster than our fastest spacecraft, Helios-1), how long would it take to reach Osiris? Convert distance to km: 150 light years x 9.2 x 1012 km = 1.38 x 1015 km Calculate time based on given velocity and distance. velocity = distance/time time = distance/velocity 12 time = 1.38 x 1015 km = 1.97 x 10 seconds 700 km/sec 1.97 x 1012 seconds = 64 000 years Therefore, it would take the interstellar probe 64 000 years to reach Osiris. /6T 10. Describe the Big Bang theory and two pieces of evidence that support it. The Big Bang theory is an effort to explain what happened at the very beginning of our universe. According to the theory, our universe sprang into existence as "singularity" around 13.7 billion years ago. Singularities are zones of infinite density. They are also thought to exist at the core of black holes. Our universe is thought to have begun as an infinitely small, hot, dense singularity. After its initial appearance, it inflated, expanded and cooled. It continues to expand and cool. Galaxies appear to be moving away from us at speeds proportional to their distance. This is called Hubble's Law, named after Edwin Hubble (1889-1953) who discovered this phenomenon in 1929. This observation supports the expansion of the universe and suggests that the universe was once compacted. Another piece of evidence that supports the Big Bang Theory is the abundance of the "light elements" Hydrogen and Helium found in the observable universe. The theory predicts that certain amounts of hydrogen, helium, and other elements should be made. Observations have shown almost exactly the amounts that are predicted. /6T 11. Describe 3 major contributions that Canadians have made to space exploration and observation? Explain why these contributions are significant. Any 3 explanations from this timeline of Canadian space contributions: http://www.asc-csa.gc.ca/eng/about/milestones.asp