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Astronomy Unit Introduction: Big Bang Theory and Astronomy Vocabulary
Topic: Astronomy Introduction
Date: Astronomy Unit Day 1 of 12 (Tuesday February 22, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: What is astronomy? What is the Big Bang Theory? What are some terms that will help me understand astronomy?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
a) position of the Earth in the solar system;
b) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
ES.14 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key
concepts include
a) cosmology including the big bang theory.
Procedures for Learning Experience
Engagement:
Journal quick write:
What do you want to know about space?
What interests you about astronomy? What
experiences have you had involving
astronomy?
Guiding Questions
Materials
Evaluation
Approx. Time
What do students want to
know about space?
Journals/paper
Writing utensil
Responses will be
collected and read
(for teacher use in
lesson planning)
Quick write
activities are
graded for
participation,
10 minutes
What interests students
about astronomy?
What background
knowledge are students
bringing into this unit?
Exploration:
Astronomy vocabulary
In teams of two, identify as many of the
given terms as possible without using any
resources. If you know a term, write down a
definition, but if you don’t know the term
don’t write anything.
Highlight the words you and your partner
did not know
Using the online or paper textbook, provide
a explanation of the rest of the terms
Tell students to check the terms they are
unsure of- go over gravity in depth
 gravity is attraction between two
objects, not just a pull “down”
 often it takes a large object to be able
to observe gravity
 gravity is force that holds objects in
orbit
How do we measure
distance in the universe?
completeness, and
quality of thought
Vocabulary
worksheet
Understanding of what
Textbook
important terms is
necessary to understanding Computer
astronomy?
Highlighters
Graded assignment 30 minutes
(Terms will be
graded for accuracy
and completeness
after gone over as a
class)
Explanation:
Activity: use a balloon to model the
expanding universe and explore the Big
Bang Theory
Prep students by saying “Scientists believe
the universe originated from the instant
expansion of an extremely dense, extremely
small amount of matter, this theory is known
as the Big Bang.” Explain that the universe
started ridiculously small and is still
expanding since it began expanding about
14 billion years ago.
When was the universe
formed?
How was the universe
formed?
Balloon
Marker
Clip
String
Rulers
Lab sheet
Worksheet
questions (graded
for completeness
and accuracy)
35 minutes
(5 minutes for
instructions/
demo, 20 for
students to
explore
activity, 5
minutes of
review)
McDougal book
Engagement
Participation
Involvement
20 minutes
How is blowing up a
balloon like our universe?
What happens to the
distance between objects
as the “universe” (aka
balloon) expands?
Hand out Expanding Universe worksheets
and go over directions verbally,
demonstrating with a balloon
Allow students to work through activity,
circulating and offering help when needed
Bring class together when majority have
worked through the questions. Ask students
to share their responses to “How does the
balloon represent the universe?” and
“Explain the Big Bang Theory in your own
words”
Extension:
Ask students how scientists know that the
universe is expanding
Explain blueshift/redshift using document
How do scientists know
how the universe was
formed?
Document
Camera
camera to project a diagram of the color
spectrum (p. 615 in McDougal book)
 scientists use an instrument
called a spectroscope to analyze
the spectrum of light emitted by
stars. By analyzing and
comparing these spectrum,
scientists can determine how a
star is moving
 spectroscopes use a prism to
separate incoming light into its
component wavelengths
 redshift: motion of a star away
from earth causes the star’s
spectral lines to shift towards the
red end of the spectrum (shift
towards longer wavelength =
moving away)
 blueshift: when a star is moving
towards Earth, its spectral lines
shift toward the blue end of the
spectrum (shift towards shorter
wavelength = “squished” =
moving towards)
Have students pass around the spectroscope
or take turns coming up to the front of the
room to see how a spectroscope separates
light
Notes:
Balloons must be latex free!
How does a spectroscope
help scientists understand
how the universe was
formed?
What is Doppler shift?
Spectroscope
Students are likely to hold the idea that gravity is the force that pulls down- be sure to expand on this idea and be explicit that gravity
is the force of “attraction” between two objects. We feel the pull “down” because Earth’s gravity is pulling us towards its center.
Differentiation techniques: having students work at their own pace during vocabulary exercise and share/create knowledge with their
desk partner. Partners will have been strategically arranged to create learning partnerships that benefit both partnerships, regardless of
ability level. If students have special needs, partners can be arranged to meet these needs. Giving both written and verbal directions
also helps students who have difficulty understanding directions.
Name: _____________________________
Introduction to Astronomy
Instructions: In teams of two, identify as many of the given terms as possible without using any
resources. If you know a term, write down a definition, but if you don’t know the term don’t
write anything. When you have defined all the words you do know, highlight the words you and
your partner did not know. Then, using the online or paper textbook, provide a explanation of the
rest of the terms.
Gravity
Star
Orbit
Solar system
Newton
Stellar
Star
Planet
Satellite
Astronomical Unit
Light Year
Name: _______________________
Expanding Universe Mini-Lab
Materials: Balloon
Sharpie marker
String
Ruler
Data Table
Pen/Pencil
Clip
Directions:
A. Inflate the balloon until it is the size of your fist. Clip it shut with the
mail clip so that air cannot escape. With the Sharpie, draw six small
galaxies around your balloon and label them A through F.
B. Use a string and a ruler to measure the distance from A to B, then A to
C, then A to D, then A to E, and finally from A to F. Record these
distances in your data table.
C. Expand your universe by blowing a few puffs of air into it. Measure the distance from you’re
a galaxy to each of the other galaxies. Record the distances in your data table.
D. Repeat step C two more times.
A to B
Galaxy Distance (cm)
A to C A to D A to E
A to F
14 billion years ago (B)
8 billion years ago (C)
4 billion years ago (D)
Present (D)
E. Using a piece of graphing paper, draw a graph to represent your data. Think about the graph
type and scale that would be most appropriate to fit your data. Make sure to include a title, label
the axis, and a scale.
F. Answer the following questions on the back of your graph:
- Which distance changed the most? Which distance changed the least?
- What does the balloon represent in this model?
- Explain the theory of the Big Bang in your own words. Why is the universe
expanding?
Galaxies, Solar Systems, and Planets
Topic: Galaxies and Solar Systems
Date: Astronomy Unit Day 2 of 12 (Wednesday February 23, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: What are solar systems? What are galaxies? What are the differences between the two?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.3
The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key
concepts include b) maps (bathymetric, geologic, topographic, and weather) and star charts;
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
d) the history and contributions of the space program.
ES.14 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key
concepts include
b) the origin of stars and star systems;
c) galaxies; and
d) cosmology including the big bang theory.
Guiding
Questions
Engagement:
Show pictures of our solar system and
galaxy
Explain the difference between a galaxy and
Materials
Procedures for Learning Experience
Evaluation
What is a galaxy? Photos in PowerPoint
Student
Computer connected to projector participation
Are there
different types of
Observation of
Approx.
Time
10 minutes
a solar system (and that both are different
from the term universe)
Go over types of galaxies using photos
(spiral, barred, elliptical, and irregulardetermined by shape)
 The Milky Way is a spiral galaxy,
which is why in very dark skies we
can see its bands
Exploration:
Show a blank sketch of the solar system and
give worksheet with sketch on it to class.
Have students provide names for as many
objects as possible on their own.
Have students provide answers for
worksheets- project worksheet onto white
board using the document camera and have
students label the diagram on the white
board
Explain the asteroid belt between Mars and
Jupiter and that Pluto is considered a dwarf
planet
Go over planet names in order and give
students memory device to remember planet
order:
My - Mercury
Very - Venus
Energetic - Earth
Mother - Mars
Just - Jupiter
galaxies?
engagement
What is a solar
system?
What is a
universe?
What are the
components of
our solar system?
Worksheet
Worksheet
(graded for
completeness
and accuracy)
10 minutes
Served - Saturn
Us - Uranus
Nachos - Neptune
Explanation and Extension:
Hand out instruction sheet for Jigsaw
activity and explain activity orally. Move
students to the computer lab (or if you have
reserved a laptop cart, distribute the laptops)
Jigsaw activity to cover properties of each
planet in this solar system: Independent (or
small group) part 1 done in the computer lab
 help direct students to
nineplanets.org or
http://science.nationalgeographic.
com/science/space/planets
 students may choose the program
they use to make their biography, but
Word or Publisher programs are the
most intuitive choices
What are the
properties of
each planet in our
solar system?
(defining
features,
atmosphere,
solid/gas?,
moons, color,
rings, tectonics,
volcanism, etc.)
Computer lab/laptop cart with
enough computers for the entire
class, internet access, word
processor, and ability to print
http://nineplanets.org/
http://science.nationalgeographic
.com/science/space/planets
“biography of
their planet”
Guided notes
70
minutes:
25 of
group
research,
45 of
sharing (5
minutes
per planet)
Guided notes sheet
Return students to the classroom to complete
part 2 (group share)
Notes:
 Part 1 and part 2 groups determine by instructor in order to facilitate differentiation
 Have students complete their planet’s portion of the graphic organizer to ensure they have something to say during group share
time. If time is running short, move activity on and have students complete “biography” for homework (offer opportunity to
use computers during AEP or after school one day if students don’t have access to computers)

Computer lab/laptop cart must be reserved far IN ADVANCE! Laptop cart may be preferable in order to cut down on
transition time (although computer lab is just around the corner). If there aren’t enough computers, have students buddy up by
expert planet assignment and become experts as a pair.
Homework: 1 page typed description of your expert planet, to be completed individually. Include a picture (cannot exceed ¼ of the
page). Let students know that they may work on the assignment during AEP if they wish (to help students who may not have home
access to a computer or printer). Due at the end of the week (Friday).
Name: ____________________
Mnemonic to remember planet order:
___________________________________________________________________________________________________________
Directions for Solar System Jigsaw Activity
My planet is: ___________________
Part 1: Individual Planet “biography”
To fill out the organized notes about your planet, use http://nineplanets.org/ or
http://science.nationalgeographic.com/science/space/planets
After you have your information, create a one page “biography” of your planet.
The “biography” should be visually appealing and include:
 A title
 At least 1 picture
 Properties of the planet: composition (rock or gas?), climate, volcanism,
presence of water or ice? atmosphere, color/appearance
 Information on the planet’s rings and moons (if your planet has them)
 Any other defining features or fun facts you think are important
Each planet will have 2-3 students working on it. You may work with the other students
assigned to your planet, but each student must hand in their own “biography.” When
you are finished, print your biography to hand it in.
Part 2: Group Share
Class will be split into three groups of students. Each student will share what they
learned about their planet with the group. Each member of the group should take notes
on the other planets.
Name: ________________________
Date: _______________
Our Solar System Notes
Mercury
Appearance:
Atmosphere:
Composition:
Climate:
Distinguishing Features (color, rings):
Venus
Mars
Moons:
Jupiter
Moons:
Saturn
Moons:
Uranus
Moons:
Neptune
Moons:
Pluto
Moons:
Star Light, Star Bright: Star Types and Stellar Evolution
Topic: Stars
Date: Astronomy Unit Day 3 of 12 (Thursday February 24, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: What are stars and how do they form/grow/die?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
e) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
ES.14 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key
concepts include
e) nebulae;
f) the origin of stars and star systems;
g) stellar evolution;
h) galaxies; and
i) cosmology including the big bang theory.
Procedures for Learning Experience
Engagement:
Show a star chart- have students tell you
what they know about it (like if they know
any constellations), then explain things they
may have missed (such as scale, effect of
seasons)
Explain/hand out homework
Guiding Questions
Materials
Evaluation
Approx. Time
What is a star chart?
How is a star chart used?
Star chart
Student
participation
25 minutes
Document
Camera
Observation of
engagement
Exploration:
Show image of the Sun’s life cycle- give a
name to each life stage and explain how the
Sun will change in size, etc. over time
What do the phases of a
star’s life look like?
How does a star evolve?
Hand out stellar evolution organizer/chart
Go through chart using images in PowerPoint
Use Hubble photos to go through the phases
of stellar evolution
 Go over parts of a star (core
especially) when talking about main
sequence stars
Have students get in groups of ~4-5 and
create a poem, skit, song, rap, play etc. to
demonstrate stellar evolution
Presentations of creative explanation
How is a star created?
How does a star die?
What is the life cycle of a
star?
Hubble
pictures
Stellar
evolution
organizer
Computer
with
projector
Student
participation
Observation of
engagement
Student
presentations
(participation)
35 minutes
(15 minutes
going over
stellar
evolution, 10
minutes of
group work, 10
minutes of
presentations)
Do stars have “parts?”
What is a creative way of
explaining stellar
evolution?
Explanation:
Explanation of Hertzsprung-Rrussell diagram Why are stars different
colors?
 Uses a graph of temperature and
luminosity to predict the type of star
What is a star made of?
 Luminosity is the amount of
electronmagnetic energy released by
a body (a star) in a specific unit of
time
What is a HertzsprungRussell Diagram?
Stars primarily made of Helium and
Hydrogen- fusion reactions release energy
we receive (luminosity- spectrum of energy) What is luminosity?
Guided Notes Student
participation
Observation of
engagement
15 minutes
Extension:
Cut and paste star types activity using
organizer
Give students stellar organizer without
connections made. Have students cut out
each box and instructed to practice recreating
the organizer
 Once students have the correct order,
they can either tape/glue them into
place on a piece of paper or bring the
pieces home in a Ziplock bag to study
with later
What is the life cycle of a
star?
Star
Organizer
Student
participation
Scissors
Observation of
engagement
15 minutes
Tape or Glue
Ziplock bags
Notes:
Homework: Give students a copy of a star chart similar to the one below to take home. Students should observe the night sky and take
notes of their observations, including which constellations they saw, sky conditions, weather, etc. Due Day 7 of unit (unit review day).
Name: ___________________
Stellar Evolution Organizer
Nebula
Protostar
Main
Sequence
Supergiant
Supernova
Black Hole
Giant
White Dwarf
Neutron Star
Nova
How Big is Big? A Tour of Outer Space
Topic: Space structure and distance
Date: Astronomy Unit Day 4 of 12 (Friday February 25, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: How is space organized/structured? How big is outer space? How far apart are planets and stars and galaxies, etc?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
f) position of the Earth in the solar system;
g) sun-Earth-moon relationships (seasons, tides, and eclipses);
h) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
i) the history and contributions of the space program.
ES.14 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key
concepts include
j) nebulae;
k) galaxies; and
l) cosmology including the big bang theory.
Procedures for Learning Experience
Engagement:
Show beach ball and tennis ball- which is
more like the earth? (the volleyball- the earth
is so big we wouldn’t be able to see
topography- the fuzz on a tennis ball- in a
model that size)
Ask students how big the universe is
Guiding Questions
Materials
Evaluation
Approx. Time
Which is a better model for
the earth: a tennis ball or a
beach ball? Why?
Beach ball
Tennis ball
Participation in
class discussion
5 minutes
Observation of
engagement
Explanation:
Quick talk about how big the universe is
Review how distance in space is measured
 Astronomical Unit
 Lightyear
Exploration/Extension:
Give each student a celestial body (sun,
moon, planets, other solar systems)- multiple
students can be part of the asteroid belt,
Kuiper belt, comets, etc.
Make sure everyone knows what their
celestial body is (review difference between
solar system, galaxy, and universe)
Students given 3 minutes to create a sign for
their object
Take class outside to athletic fields and
arrange students in a scale model of the
universe. Begin with the sun, moon, and
planets, then expand to other solar systems
and galaxies
 Main point is that all the inner
planets, moon, sun are very close
together, while the outer planets are
slightly further away, and everything
else is VERY far away
 Make sure to choose kids you know
will be able to handle going far away
from you to be the outermost objects
(choose kids that you don’t need to
control with proximity)
How is space distance
measured? How big is the
universe?
White board
Observation of
engagement
10 minutes
Student
participation,
involvement, and
questions
Distribution of
celestial
bodies/sign
making:
10 minutes
Dry Erase
Markers
What are the spatial
Markers
relationships between
planets, the sun, and other
Paper
objects in the solar system?
In the universe?
Wide open
space
Travel to/from
athletic fields:
5 minutes each
way
Activity:
45 minutes
Review:
5 minutes
If time, have students move in their orbital
pattern or model the expanding universe by
moving outward
Return to the classroom with enough time left
to talk about what students learned and
answer any lingering questions that the
activity may have inspired
Weather is a major consideration for the football field solar system model activity- if the weather report is calling for rain, this lesson
can be switched with other lessons (change the order of the unit) or can be done inside in a long hallway (however, this is not optimal
because you don’t want to disrupt other classes). Students should be monitored for attendance- all students must be present at all parts
of the lesson (outside and after returned inside). Students should be warned that they should use the bathroom before going outside,
they won’t be able to leave the activity. Don’t leave the school campus or cross any major roads.
Students may have a difficult time visualizing the spatial relationships between objects in space. In addition to kinesthetic learning
(physically moving and making a human model), each student will be given a scale “map” of the universe to take notes on, label, etc.,
which will be especially helpful to visual learners. For other students, just seeing the numerical distances between objects will be
helpful.
Differentiation can also be done by thinking about student participation levels when assigning students their object. For example, a
student who may be reluctant to participate may benefit from being the sun, a role that is critical to the rest of the activity. For an
active student, a moving object (such as an asteroid or comet) may be best. If students can be managed and if they can handle the
additional challenge, you can add motion to the activity by having each student move in the orbit of the object (the planets rotate
around the sun, galaxies move away from each other to show the expanding universe, etc.)
Distances from the sun if football field is the solar system:
Mercury 1.2 yards
Asteroid belt: between
Venus 2.2 yards
Mars and Jupiter (~10
Earth 3 yards
yards)
Moon 3 yards
Jupiter 16 yards
Mars 5 yards
Saturn 29 yards
Uranus 57 yards
Neptune 90 yards
Pluto 118 yards
Kuiper belt: 120 yards
Oort Cloud: 120 yards
Other dwarf planets: 125
yards
Hubble telescope: parking
lot (moving)
Nearest star not our own:
edge of parking lot
Nearest galaxy: edge of
parking lot
Nearest comet: edge of
parking lot (moving)
The Far Side of the Moon: Lunar Cycles and Moon Phases
Topic: Earth’s Moon, Lunar Cycle, and Moon Phases
Date: Astronomy Unit Day 5 of 12 (Monday February 28, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: Why does the moon “change shape” from night to night? How does the Moon move? Does the Moon have any
impact on what happens on Earth?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
j) position of the Earth in the solar system;
k) sun-Earth-moon relationships (seasons, tides, and eclipses);
l) characteristics of the sun, planets and their moons, comets, meteors, and asteroids;
Procedures for Learning Experience
Guiding Questions
Materials
Evaluation
Approx.
Time
Engagement:
Moon landing video/story
http://www.youtube.com/watch?v=RMINSD7MmT4
“First Moon Landing 1969”
What can scientists
learn by going to the
moon?
YouTube
Moon
landing
video
Observation of
engagement
5 minutes
Talk about guiding questions:
 What can scientists learn by going to the
moon?
 What is the relationship between Earth and the
moon?
 Do other planets have moons?
What is the relationship
between Earth and the
moon?
Do other planets have
moons?
Computer
with
internet
access
Participation in
classroom
discussion
Exploration:
Use a flashlight and a ball to model moon phases and
eclipses
Have students help hold balls
How does the position
of the moon impact
what phase of the moon
we see?
Why are there moon
phases?
Balls: tennis
ball for the
earth;
marble for
the moon;
and a beach
ball for the
sun
What are the phases of
the moon?
Lunar cycle
notes
What are the phases of
the moon?
Explanation:
Illustrated lunar cycles notes
Flashlight
Observation of
engagement
15 minutes
Participation
Involvement as
volunteer to help
during activity
Observation of
engagement
30 minutes
Tides (with illustrations)
Why are there moon
phases?
Participation
Guided notes
What causes tides?
What types of tides are
there?
Extension:
NASA Moon Survival activity
What would help you
survive on the moon?
Activity
worksheet
Have students work in groups of 3, each gets one
paper
Explanation of
ranking
Observation of
engagement
Participation
Notes:
NASA Moon Survival Activity: http://www.earth2class.org/curr_units/astro%20labs.php
30 minutes
NASA Moon Survival
Space Crew Members: ________________________________________________________
Your space crew was originally scheduled to rendezvous with the mother ship on the lighted side of
the moon. Due to mechanical difficulties, however, your ship was forced to land about 100 km from
the planned rendezvous point. (But, still on the lighted side of the moon facing the Earth.) Fortunately,
none of your crew were seriously injured. But, only a few items from your equipment store survived
the rough landing. It is the task of your crew to select the most important items for your survival.
Please make your decisions by group consensus.
The 14 items below are all that survived the landing. Work in groups of two ore three students. Rank
order these items from #1 for the most important item, to #14 for the least important object. And, in the
spaces to the right of each item, explain your reason for needing or not needing each one.
PRIORITY
ITEM
YOUR JUSTIFICATION
a. _____ Box of matches
_________________________________________________________
b. ____ Food concentrate
_________________________________________________________
c. ____ 15 meters of nylon rope________________________________________________________
d. ____ 60 meters2 Parachute silk ______________________________________________________
e. ____ Portable heating unit_________________________________________________________
f. ____ Two .45 calibre pistols________________________________________________________
g. ____ One case of dehydrated milk____________________________________________________
h. ____ Two 50 kg tanks of oxygen ____________________________________________________
i.
____ Sky chart of constellations _____________________________________________________
j.
___ First aid kit _________________________________________________________________
k. ___ Solar powered receiver-transmitter _______________________________________________
l.
____ 20 liters of water ____________________________________________________________
m. ___ Life Raft for ocean landing _____________________________________________________
n. ____ Six signal flares _____________________________________________________________
Name: ______________________________
Lunar Cycle Notes
When the sun and moon are not aligned, the gravitational forces cancel each other out,
and the tides are not as dramatically high and low. These are called neap tides.
When the sun and moon are aligned, there are exceptionally strong gravitational forces, causing very
high and very low tides which are called spring tides, though they have nothing to do with the season.
During NEW and FULL moons, there is a _________________ tide.
During the FIRST and THIRD QUARTER, there is a _____________ tide.
Put a CIRCLE around the phases with a NEAP TIDE.
Put a SQUARE around the phases with a SPRING TIDE
Rotation & Revolution
Topic: Rotation & Revolution
Date: Astronomy Unit Day 6 of 12 (Tuesday, March 1, 2011)
Grade level: 9th/10th
Subject: Earth Science
Daily Question: How does the Earth and other objects move through space? What is the true shape of the Earth?
NSES: Earth and Space Science Content Standard C: As a result of their activities in grades 9-12, all students should develop an
understanding of energy in the earth system; geochemical cycles; origin and evolution of the earth system; origin and evolution of the
universe.
SOL:
ES.2
The student will demonstrate scientific reasoning and logic by
a) analyzing how science explains and predicts the interactions and dynamics of complex Earth systems;
b) recognizing that evidence is required to evaluate hypotheses and explanations;
c) comparing different scientific explanations for a set of observations about the Earth;
d) explaining that observation and logic are essential for reaching a conclusion; and
e) evaluating evidence for scientific theories.
ES.4
The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include
m) position of the Earth in the solar system;
n) sun-Earth-moon relationships (seasons, tides, and eclipses);
o) characteristics of the sun, planets and their moons, comets, meteors, and asteroids
Procedures for Learning Experience
Engagement:
NOVA Origins video “How the Earth was Made”
http://topdocumentaryfilms.com/nova-origins/
Guiding
Questions
Materials
Evaluation
Approx.
Time
How was the
earth made?
Video
Engagement
30
mintues
Are there other
planets like
earth?
Computer
with
internet
access and
Projector
Exploration:
Explain that the earth moves in two different ways: rotation and
revolution
What type of
movement is
rotation?
Have students get up and go into the lobby outside of the classroom.
Have each “draw an axis” through themselves and rotate on that axiseach student will spin in a circle while remaining in one spot. Have
students repeat “I revolve on my axis.” Then, have students rotate
around you, the sun. Have students say “I rotate around the sun”
What type of
movement is
revolution?
Go back in the classroom
How can I
remember
which is which?
Explanation:
Talk about reason for seasons, time zones, and day and night. Which
movement (rotation or revolution) causes each?
Show and explain simulations:
 Seasons simulator:
http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.
html
 “Motion of the sun” (Rotation) Simulator
http://astro.unl.edu/naap/motion3/animations/sunmotions.html

How did the
theory of how
the earth moves
originate?
How do we
know how the
People perceive that the earth is large and stationary and that Earth moves
through space?
all other objects in the sky orbit around it. That perception
History of the theory- show pictures of old dead guys, tell history like
your are telling a story:

What are the
effects of
rotation and
revolution?
was the basis for theories of how the universe is organized
that prevailed from over 2,000 years.
Prolemy, an Egyptian astronomer living in the second
century A.D., devised a powerful mathematical model of the
universe based on constant motion in perfect circles, and
circles on circles. With the model, he was able to predict the
motions of the sun, moon, and stars, and even of the
Open
space
Participation
in revolution/
rotation
“dance”
10
minutes
Computer
with
internet
access and
projector
Engagement
20
minutes




irregular “wandering stars” now called planets.
In the 16th century, a Polish astronomer named Copernicus
suggested that all those same motions could be explained by
imagining that the earth was turning around once a day and
orbiting around the sun once a year. This explanation was
rejected by nearly everyone because it violated common
sense and required the universe to be unbelievably large.
Worse, it flew in the face of the belief, universally held at
the time, that the earth was at the center of the universe.
Johannes Kepler, a German astronomer who lived at about
the same time as Galileo, showed mathematically that
Copernicus’ idea of a sun-centered system worked well if
uniform circular motion was replaced with uneven (but
predictable) motion along off-center ellipses.
Using the newly invented telescope to study the sky, Galileo
made discoveries that supported the ideas of Copernicus. It
was Galileo who found the moons of Jupiter, sunspots,
craters and mountains on the moon, and many more stars
than were visible to the unaided eye.
Writing in Italian rather than in Latin (the language of
scholars at the time), Galileo presented arguments for and
against the two main views of the universe in a way that
favored the newer view. That brought the issue to the
educated people of the time and created political, religious,
and scientific controversy.
Extension:
Explain that the Earth is not a perfectly round sphere: it’s true shape is
an oblate spheroid, which is a sphere with bulges at the “sides”
Students create their own “oblate spheroids” by cutting and gluing
strips of paper, then rotating (spinning) them on their pencils to create
bulges, an oblate spheroid
What is the true
shape of the
earth?
Why is the earth
not a perfect
sphere?
Paper
Scissors
Glue
Pencil
Participation
Creation of
oblate
spheroid
20
minutes