Download Earth`s Place in the Universe

Earth’s Place in
the Universe
Interactive Organizers
Created by Gay Miller
Page | 0 Created by Gay Miller
Thank you for purchasing Earth’s Place in the Universe Interactive
Organizers. Although this resource is aligned to the Next Generation
Middle School Earth and Space Science Standards, following
sequentially down MS-ESS1, it aligns to many state standards as well.
While intended for grades 6-8, I believe many of these organizers can
easily be adapted for students in 4th and 5th grades.
Just as a film or experiment enriches your regular curriculum, the
intent for this resource is to supplement as well. I have found
creating graphic organizers an invaluable tool in the classroom.
Students are engaged when making an organizer which makes
learning fun. Getting facts, explanations, rules, methods, and so forth
down in an organizer creates a resource that is very useful when
reviewing, especially for tests. I have witnessed students pulling out
the organizers to look up answers, figure out problems, and even
settle disputes over who is correct.
Many of the organizers in this resource are models as well. Students
can actually visualize what is taking place on Earth by moving parts in
the organizer. When not in use the pieces simply fold down until the
next time the student needs them.
If you have any questions about this resource please send an e-mail
at [email protected]. I love hearing how to improve my
teaching materials. I frequently incorporate your suggestions into my
materials.
I truly hope your students will love making these organizers!
Page | 1 Created by Gay Miller
Table of Contents
Introduction
1
Table of Contents
2
Next Generation Science Standards for Earth Science
4
Grades6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing Standards
5
How to Use the Resource
7
Part 1
12
Lunar Phases
13
Tides
20
Eclipses
30
Seasons
49
Part 2
58
Big Bang & Gravity
59
Galaxies
65
The Milky Way Galaxy
69
Our Solar System
73
The Thousand Yard Model
74
If our Classroom were the Sun
82
Black Holes
89
Gravity Theories
93
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Part 3
96
Using Tables to find Information
97
Creating Your Own Table
103
Planet Flip Organizer
113
Comparing the Planets
123
Universe Tables (Galaxies, Asteroids, Comets)
129
Comparing Celestial Bodies
133
Create an Alien Project
137
Part 4
154
Geologic Time Scale
156
Activity 1 Geologic Time Scale
159
Activity 2 Geologic Time Scale Organizer
171
Geologic Time Scale Check for Understanding
177
Absolute and Relative Dating
182
Activity 3 – Relative Dating
189
Index Fossils
194
Photo Credits
208
Information Sources
210
Blank Organizers
211
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Next Generation Science Standards
MS-ESS1 Earth’s Place in the Universe
MS-ESS1-1.
MS-ESS1-2.
MS-ESS1-3.
MS-ESS1-4.
Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons.
Develop and use a model to describe the role of gravity in the motions within
galaxies and the solar system.
Analyze and interpret data to determine scale properties of objects in the solar
system.
Construct a scientific explanation based on evidence from rock strata for how the
geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Science and Engineering
Practices
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars
Patterns of the apparent motion of the
Developing and Using Models
sun, the moon, and stars in the sky
Modeling in 6–8 builds on K–5
can be observed, described,
experiences and progresses to
predicted, and explained with models.
developing, using, and revising models to
(MS-ESS1-1)
describe, test, and predict more abstract
 Earth and its solar system are part of
phenomena and design systems.
the Milky Way galaxy, which is one of
 Develop and use a model to describe
many galaxies in the universe.
phenomena. (MS-ESS1-1),
(MS-ESS1-2)
(MS-ESS1-2)
ESS1.B: Earth and the Solar System
Analyzing and Interpreting Data
 The solar system consists of the sun
Analyzing data in 6–8 builds on K–5
and a collection of objects, including
experiences and progresses to extending
planets, their moons, and asteroids
quantitative analysis to investigations,
that are held in orbit around the sun
distinguishing between correlation and
by its gravitational pull on them.
causation, and basic statistical techniques
(MS-ESS1-2),(MS-ESS1-3)
of data and error analysis.

This model of the solar system can
 Analyze and interpret data to
explain eclipses of the sun and the
determine similarities and differences
moon. Earth’s spin axis is fixed in
in findings. (MS-ESS1-3)
direction over the short-term but tilted
Constructing Explanations and
relative to its orbit around the sun.
Designing Solutions
The seasons are a result of that tilt
Constructing explanations and designing
and are caused by the differential
solutions in 6–8 builds on K–5
intensity of sunlight on different areas
experiences and progresses to include
of Earth across the year.
constructing explanations and designing
(MS-ESS1-1)
solutions supported by multiple sources of
evidence consistent with scientific ideas,
 The solar system appears to have
principles, and theories.
formed from a disk of dust and gas,
drawn together by gravity.
 Construct a scientific explanation
(MS-ESS1-2)
based on valid and reliable evidence
ESS1.C: The History of Planet Earth
obtained from sources (including the
students’ own experiments) and the
 The geologic time scale interpreted
assumption that theories and laws
from rock strata provides a way to
that describe the natural world
organize Earth’s history. Analyses of
operate today as they did in the past
rock strata and the fossil record
and will continue to do so in the
provide only relative dates, not an
future. (MS-ESS1-4)
absolute scale. (MS-ESS1-4)

Crosscutting Concepts
Patterns
Patterns can be used to identify
cause-and-effect relationships.
(MS-ESS1-1)
Scale, Proportion, and Quantity
 Time, space, and energy phenomena
can be observed at various scales
using models to study systems that
are too large or too small.
(MS-ESS1-3),(MS-ESS1-4)
Systems and System Models
 Models can be used to represent
systems and their interactions.
(MS-ESS1-2)

---------------------------Connections to Engineering,
Technology, and Applications of Science
Interdependence of Science,
Engineering, and Technology
 Engineering advances have led to
important discoveries in virtually
every field of science and scientific
discoveries have led to the
development of entire industries and
engineered systems. (MS-ESS1-3)
-----------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems
 Science assumes that objects and
events in natural systems occur in
consistent patterns that are
understandable through
measurement and observation.
(MS-ESS1-1),(MS-ESS1-2)
Next Generation Standards http://www.nextgenscience.org/msess1-earth-place-universe
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington,
DC: The National Academies Press.
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Grades6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing Standards
Text Types and Purposes
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
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CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or text, using credible
sources.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and
supports the argument presented.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.






CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions,
concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform
about or explain the topic.
CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and
supports the information or explanation presented.
(See note; not applicable as a separate requirement)Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection,
and research.
Range of Writing
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
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Grades6-8 Literacy in History/Social Studies, Science, & Technical Subjects Writing Standards
CCSS.ELA-Literacy.WHST.6-8.8
CCSS.ELA-Literacy.WHST.6-8.9
X
Comparing Celestial Bodies
X
X
X
Create an Alien Project
X
X
X
X
Solar Eclipse – Check for
Understanding
X
Lunar Eclipse – Check for
Understanding
X
Seasons – Check for
Understanding
X
Relative Dating Activity –
Responding to Task 1
X
Relative Dating Activity –
Responding to Task 2
X
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CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.7
X
Tides – Check for Understanding
CCSS.ELA-Literacy.WHST.6-8.6
X
X
CCSS.ELA-Literacy.WHST.6-8.5
The Planets Comparison
Lunar Phases – Check for
Understanding
CCSS.ELA-Literacy.WHST.6-8.4
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.1
Alignment to Standards
How to Use the Resource
Student Organization
Have students purchase spiral bound
notebooks. To prolong the life of the
notebooks wrap the spiral wires in duct tape.
Students will store the interactive
organizers, “Check for Understanding” pages
etc. in their notebooks.
1) Have students skip the first page in
the notebook for protection. The first
page is easily pulled loose by the
students as they flip quickly through
the notebook. This page may be used
as a title page.
2) Add the Next Generation Earth’s Place
in the Universe Standards on the
following page.
3) On the next two pages have students
create a table of contents.
4) Students should begin numbering the
pages of their notebooks in the
bottom right hand corner beginning
with the page following the table of
contents. Numbering just the even
pages works well. [As you can
imagine there are many advantages
to having the notebooks numbered.]
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Two types of organizers are included in this resource.
Some organizers will ask students to supply information, i.e. answering questions, listing facts,
filling in blanks, short responses etc. These organizers need no other explanation as the
information is included in the organizer.
Other organizers contain models with moveable parts to explain astronomical and other
observations of the cyclic patterns of lunar phases, eclipses, tides, and seasons. For these
organizers, I have included a separate page titled “Check for Understanding.” On this page
students must answer questions and draw illustrations about the organizer.
The “Check for Understanding” pages may be used three ways:

Post the questions from the “Check for Understanding” page using the SmartBoard, document
camera, or simply write the questions on the board. Have your students write the answers to
the questions directly in the organizer notebooks on the page adjacent to the organizer.
Questions should be answered in complete sentences restating the question as part of the
answer. The paragraphs written while answering the questions will be a great review for later.
[Note: Many questions will also require students to draw diagrams.]
Page | 8 Created by Gay Miller

The “Check for Understanding” pages are in a printable format with lines and spaces for
students to answer the questions. Make copies of the page for the students. Trim down the
edges so the page will fit into the spiral notebooks. Once questions have been answered, have
students glue the page adjacent the organizer.
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 An answer key page is provided for each printable “Check for Understanding” page. I created
the key in the same format as the student work page so that they may be copied and glued
directly into the notebooks. (Note: The answer key pages may be used to differentiate
instruction, for students who were absent during instruction, or for days in which time is
short.)
Throughout the rest of this resource, I will simply
add the answer key “Check for Understanding” page
in the example photos.
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Materials
The following materials are needed to make the organizers:
 spiral bound notebooks (Although composition notebooks have great bounded
edges, they are smaller in size and some of the organizers will not easily fit onto the
pages.)
 duct tape (Wrapping the spiral wires keeps them from being snagged and pulled.
The duct tape also keeps the front and back covers attached to the notebooks. Once
students loose a cover more and more pages seem to come loose. Using duct tape
can be fun. Camouflage, college logos, neon colors are just some of the varieties that
are available.)
 colored copier paper (Although this is not a must, using color is one strategy for
enhancing memory. I like to use colored paper and encourage students to use color
pencils/crayons when creating their organizers for this reason.)
 cardstock or construction paper (Some organizers will work best if created with
heavier weight cardstock. If your copier has no problem with construction paper, it
can be used. Construction paper is cheaper and works equally well.)
 colored pencils, crayons, highlighters ( I prefer students don’t use magic markers
as the ink often soaks through onto the next page. Using highlighters is a great
compromise.)
 brads (for the tides organizer)
 white glue (Although many students prefer glue sticks, I have found the pieces
begin coming loose after a month or so. Just a little white glue holds pieces more
securely.)
 laminating film (Twenty-five mini posters with information are included. These can
be posted in the classroom or passed around the class for closer inspection. I
recommend printing these on cardstock and laminating for repeated use.)
Mini Posters
Moon Phases
Lunar Cycles and Tides
Hours of Daylight
Reasons Summer is Warmer (2)
Absolute Dating
Carbon Dating
Neap Tides
Spring Tides
Solar Eclipse
Lunar Eclipse
Lunar Eclipse (Refracted Sunlight)
Big Bang
Three Types of Galaxies
The Milky Way Galaxy
Our Solar System
Black Holes
Relative Dating
Stratigraphy
Lunar Eclipse (Tilted Orbit)
Seasons (Earth’s Positions)
Gravity Theories
Geologic Time Scale (3)
Page | 11 Created by Gay Miller
Part 1 (MS-ESS1-1)
MSESS1-1.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of
lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement:
Examples of models can be physical, graphical, or conceptual.]
Part 1 includes the study of lunar cycles including tides, eclipses, and seasons. In
Part 1 most of the organizers are models.
I recommend the following setup for the student organizer notebook:
Lunar Phases Check for Understanding
1
Lunar Phases Organizer
2
Tides Check for Understanding
3
Sun, Earth, Moon, Tide Organizer
4
Coastal Tide Organizer
6
Solar Eclipse Check for Understanding
7
Solar Eclipse Organizer
8
Lunar Eclipse Check for Understanding
9
Lunar Eclipse Organizer
10
Venn Diagram Flip (Solar Eclipse vs. Lunar Eclipse)
12
Seasons Check for Understanding
13
Seasons Organizer
14
Page | 12 Created by Gay Miller
Lunar Phases
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe
the cyclic patterns of lunar phases, eclipses of the sun and moon, and
seasons.
Here are some online resources to aid in your instruction:



“Lunar Phase Simulator” http://astro.unl.edu/naap/lps/animations/lps.html
“Lunar Phases Interactive” http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/7877
8/Lunar_Nav.swf::Lunar%20Phases%20Interactive
“Phases of the Moon” http://www.harcourtschool.com/activity/moon_phases/
The pattern and
directions for
creating the Lunar
Phases organizer
may be found on
page 13 with the
answer key on page
14. Notice that each
flap lifts up so
students can
visualize how the
moon would look
from the angle of
Earth.
Page | 13 Created by Gay Miller
Lunar Phases
Full Moon
Day 15
Waning Gibbous
Days 16-21
Waxing Gibbous
Days 9-14
1st Quarter
Days 7-8
rd
3
Quarter
Day 22
Waning Crescent
Days 23-28
Waxing Crescent
Days 2-6
New Moon
Days 1 & 29
s
u
n
l
i
g
h
Page | 14 Created by Gay Miller
t
Lunar Phases
MS-ESS1-1
Instructions:
1) On each of the eight tabs, write the moon phase above the circle shape and the days this phase
takes place in the lunar cycle under the circle shape. Using a black crayon, shade each circle so that it
accurately shows the amount of the moon visible from Earth during its phase.
2) Cut out the organizer and glue the middle portion only onto your organizer notebook so that the tabs
may be lifted up to view the moon. On your organizer notebook page, draw the sun and write a title for
your page.
Page | 15 Created by Gay Miller
Full Moon
Day 15
Waning Gibbous
Days 16-21
1st Quarter
Days 7-8
3rd Quarter
Day 22
Waxing Gibbous
Days 9-14
Waxing Crescent
Days 2-6
Waning Crescent
Days 23-28
New Moon
Days 1 & 29
On this answer key words could not be typed onto the tabs without losing clarity. Encourage
students to write answers on the tabs as in the photo example, as it will encourage them to view
the moon phases at the correct angle.
Page | 16 Created by Gay Miller
Lunar Phases Check for Understanding
1. How long does it take for the moon to make one complete orbit around the Earth?
______________________________________________________________________
2. What is a lunar month?
______________________________________________________________________
3. How long is a lunar month? ________________________________________________
4. Explain why there is a difference between the time it takes for the moon to orbit Earth and
the length of the lunar month.
______________________________________________________________________
______________________________________________________________________
5. How many phases does the moon have? _____________________________________
6. Draw a series of three pictures illustrating a waning moon.
7. Draw a series of three pictures illustrating a waxing moon.
8. Draw a picture of a crescent moon, and
then write a sentence explaining what a
crescent moon is.
9. Draw a picture of gibbous moon, and then
write a sentence explaining what a
gibbous moon is.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
10. Draw a picture of the Earth, moon, and sun illustrating the new moon phase.
11. Explain why there is not a solar eclipse each month when the moon passes between the
Earth and sun.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
12. Explain why people on Earth always see the same side of the moon.
_________________________________________________________________________
_________________________________________________________________________
Page | 17 Created by Gay Miller
Lunar Phases Check for Understanding
1. How long does it take for the moon to make one complete orbit around the Earth?
The moon takes approximately 27.3 days to orbit around the Earth.
2. What is a lunar month?
A lunar month is the time from one new moon to the next new moon.
3. How long is a lunar month? A lunar month is about 29.5 days.
4. Explain why there is a difference between the time it takes for the moon to orbit Earth
and the length of the lunar month.
Because the Earth moves while the moon orbits, it takes the moon about 2 extra days to
get into new moon position. On Earth we see a crescent moon during this time.
5. How many phases does the moon have? The moon goes through eight phases.
6. Draw a series of three pictures illustrating a waning moon.
7. Draw a series of three pictures illustrating a waxing moon.
8. Draw a picture of a crescent moon, and
then write a sentence explaining what a
crescent moon is.
9. Draw a picture of gibbous moon, and
then write a sentence explaining what a
gibbous moon is.
Phases where you can see
less than half of the bright
side of the moon are called
crescent moons.
Phases where you can see
more than half of the bright
side of the moon are called
gibbous moons.
10. Draw a picture of the Earth, moon, and sun illustrating the new moon phase.
During the new moon phase the moon
is between the Earth and sun.
11. Explain why there is not a solar eclipse each month when the moon passes between the
Earth and sun.
The moon’s orbit around the Earth is tilted about five degrees from the Earth’s orbit
around the sun making most shadows cast by the Earth and moon miss each other.
12. Explain why people on Earth always see the same side of the moon.
The moon’s rotation takes the same amount of time as its revolution around the Earth.
Because of this people on Earth always see the same side of the moon.
Page | 18 Created by Gay Miller
Edible Lunar Phases Made with Moon Pies
This moon phase model was created using a
combination of vanilla and chocolate Moon Pies.
Page | 19 Created by Gay Miller
Tides (Cyclic Patterns of Lunar Phases)
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe
the cyclic patterns of lunar phases, eclipses of the sun and moon, and
seasons.
Note: Although teaching tides is not specified in the actual standard, it is mentioned in the
performance expectations for ESS1.
“There is a strong emphasis on a systems approach, using models of the solar system to explain
astronomical and other observations of the cyclic patterns of eclipses, tides, and seasons.”
Here is a great online resource to aid in your instruction:
NOAA Ocean Service Education http://oceanservice.noaa.gov/education/tutorial_tides/
Making the Tides Organizers
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Instructions for Making Organizer 1
1) You will need to print page 23 (the base of the organizer) and page 38 which has the Earth
and moon pieces. [Note: These pieces are on the same page as the sun paddles needed
for the eclipse and season organizers to save resources when printing.]
2) Cut out the three pieces.
3) Punch a hole in the center of the moon/tide piece directly in the center of the tide. Make
the hole large enough so the piece will easily turn when anchored by a brad.
4) Insert the tide onto a brad. Then pierce
the base piece on the black dot with the
brad. Punch a small hole just large
enough for the brad to slide through. You
want the brad to remain stationary.
Taping the brad on the back of the
organizer will help keep it in place.
5) Glue (hot glue works well) Earth onto the brad.
6) The moon should turn orbiting Earth with Earth remaining in the same position.
Instructions for Making Organizer 2
1) Print the organizer found on either page 24 (colored version) or page 25 (blank line
version) onto heavy paper.
2) Cut out the organizer and fold along the dotted line.
3) Create the ocean by cutting a rectangle (9 by 2 ¾ inches) from blue paper.
4) Label the organizer with the words, ebb and flood, and directional errors.
5) The ocean simply slides up and down to illustrate the high and low tides.
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Lunar Cycles and Tides
Tides are long-period waves that move through the ocean
due to a strong gravitational attraction between the Earth,
sun, and the moon. The sea is pulled towards the moon at
the location on Earth closest to the moon. At the same
time the sea is drawn towards the moon, another tidal
bulge takes place on the opposite side of Earth pulling
away from Earth.
Because the lunar day is 24 hours and 50
minutes long, coastal areas experience a high
tide every 12 hours and 25 minutes apart.
Low tide occurs between the high tides about
six hours
12.5
minutes
later.
Page | 22and
Created
by Gay
Miller
Tides
MS-ESS1-1
Neap tides take place twice every lunar cycle when the
moon is in either the first or third quarter phases. During
neap tides, the gravitational pull of the sun partially cancels
out the gravitational pull of the moon creating moderate
high and moderate low tides.
Third Quarter
High Tide
Low Tide
Low Tide
Neap Tides
First Quarter
Page | 23 Created by Gay Miller
Tides
MS-ESS1-1
Spring Tides
Spring tides take place when the Earth, sun, and moon
are aligned during the new moon or the full moon phases.
Due to the lunar cycle, spring tides occur every 14 to 15
days. During spring tides, high tides are extra high and
low tides are much lower than normal due to the
combined gravitational pull of both the sun and moon.
new moon phase
Spring tides take place with the sun, moon, and Earth are in a line.
full moon phase
Page | 24 Created by Gay Miller
Tides
MS-ESS1-1
Neap Tide
Spring
Tide
Neap Tide
Page | 25 Created by Gay Miller
High Tide
Low Tide
As the tide rises the sea moves toward the shore (flood current). As
the tide goes out the sea moves away from the shore (ebb current).
Page | 26 Created by Gay Miller
High Tide
Low Tide
As the tide rises the sea moves toward the shore (flood current). As
the tide goes out the sea moves away from the shore (ebb current).
Page | 27 Created by Gay Miller
Tides
Check for Understanding
1. What are ocean tides?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Describe what high tides and low tides are.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Compare and contrast the solar cycle to the lunar cycle and explain how this affects tides.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.
Draw the sun, Earth, and moon
5.
Draw the sun, Earth, and moon
positions during a spring tide.
positions during a neap tide.
6. Explain what a spring tide is.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Explain what a neap tide is.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. Which celestial body has the greater effect on Earth’s tides? ____________________
Explain why.
______________________________________________________________________
______________________________________________________________________
Page | 28 Created by Gay Miller
Tides
Check for Understanding
1. What are ocean tides?
Tides are long-period waves that move through the ocean due to a strong gravitational
attraction between the Earth, sun, and the moon.
2. Describe what high tides and low tides are.
The sea is pulled towards the moon at the location on Earth closest to the moon. At the
same time the sea is drawn towards the moon, another tidal bulge takes place on the
opposite side of Earth pulling away from Earth. The locations closest to and on the
opposite side of the moon experience high tides. Low tides are found at a 90ᴼ angle from
each high tide.
3. Compare and contrast the solar cycle to the lunar cycle and explain how this affects tides.
The solar day is 24 hours long whereas the lunar cycle is 24 hours 50 minutes in
length. Because the lunar day is 24 hours and 50 minutes long, coastal areas
experience a high tide every 12 hours and 25 minutes apart. Low tide occurs
between the high tides about six hours and 12.5 minutes later. This means the
times of high and low tides change each day, yet in a predictable pattern.
4. Draw the sun, Earth, and moon
positions during a spring tide.
new moon or full moon
5.
Draw the sun, Earth, and moon
positions during a neap tide.
tidal pull
tidal pull
third
or first
quarter
moon
phases
6. Explain what a spring tide is.
Spring tides take place when the Earth, sun, and moon are aligned during the new moon or
the full moon phases. Due to the lunar cycle, spring tides occur every 14 to 15 days. During
spring tides high tides are extra high and low tides are much lower than normal due to the
combined gravitational pull of both the moon and the sun.
7. Explain what a neap tide is.
Neap tides take place twice every lunar cycle when the moon is in either the first or third
quarter phases. During neap tides, the gravitational pull of the sun partially cancels out the
gravitational pull of the moon creating moderate high and moderate low tides.
8. Which celestial body has the greater effect on Earth’s tides? moon
Explain why.
The moon is 390 times closer to the Earth than the sun is, so its gravitational pull is
stronger on Earth than that of the sun.
Page | 29 Created by Gay Miller
Eclipses of the Sun & Moon
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe
the cyclic patterns of lunar phases, eclipses of the sun and moon, and
seasons.
This interactive website from McGraw-Hill is a great resource to use when showing
eclipses of the sun and moon.
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/
Eclipses_Nav.swf::Eclipse%20Interactive
Making the Organizers
Venn Diagram Comparing Solar Eclipses and Lunar Eclipses
Instructions:
1. This organizer may be found on page 45 (blank) and 46 (with answers).
2. Print the organizer.
3. Trim all four edges so that the organizer will fit into the students’ organizer notebooks.
Trimming where the cut and fold lines end works well.
4. To make the organizer, students fold the organizer in half on the dotted line. Have students
cut on the solid lines on the top half of the organizer, so the flaps can open one at a time.
5. Have students label each of the flaps with Solar Eclipse, Both, and Lunar Eclipse.
6. Inside students write ways the eclipses are alike and different.
Page | 30 Created by Gay Miller
Instructions for Making the Model Organizers for the Eclipses
Print patterns onto cardstock or construction paper. Students will need the following to
make both the Solar and Lunar Eclipse Organizers:





2
2
2
1
1
paddle-shaped suns (found on page 40)
paddle-shaped moons (found on page 39)
paddle-shaped Earths (found on page 39)
rectangular shaped Lunar Phase organizer (found on page 38)
rectangular shaped Solar Phase organizer (found on page 37)
To assemble:
1. Cut out all pieces. Cut along the dotted lines on the organizer bases stopping where the
dotted lines stop.
2. Insert the Earth paddle into the one inch slot up to the dotted line on the paddle. To
keep it out of the way of the moon paddle, point the base away from the curved slot.
Tape the paddle in place on the back of the organizer. Repeat this on the second
organizer.
Page | 31 Created by Gay Miller
3. Punch a small hole in the center of the
sun. With the organizer still facing
down, tape the sun paddle onto the
back of the organizer lining the base of
the sun paddle with the base of the
Earth paddle. Repeat this with the
second organizer.
4. Insert the moon paddles into the curved slots. The moon should be free to slide along
the curved slot.
Have students glue or tape the two organizers on pages 10 and 12 in their organizer
notebooks being careful to put glue only around the perimeter of the organizers and leaving
the middle free.
glue free area
The paddles will fold down flat for easy storage.
When gluing the organizer into your notebooks do not place glue in the one inch area
where the sun paddle folds under the organizer. We learned that after the sun paddles
were repeatedly folded down and stood back up again, they became limp and wouldn’t
stand up on their own. We simply bent paper clips at right angles and inserted them
between the sun paddle and the notebook. This extra support remedied the problem.
Once we finished using the organizers for the day, the paper clips slipped right out so the
paddles would fold down for storage.
Page | 32 Created by Gay Miller
How it Works
Using a small flashlight shine a light through the hole on the sun. Slide the moon along
the curved slot and watch the shadows move.
The Lunar Eclipse
Page | 33 Created by Gay Miller
The Solar Eclipse
Page | 34 Created by Gay Miller
Solar Eclipse
umbra
penumba
Page | 35 Created by Gay Miller
Solar Eclipse
MS-ESS1-1
Lunar Eclipse
penumba
umbra
penumba
Page | 36 Created by Gay Miller
Lunar Eclipse
MS-ESS1-1
Lunar Eclipse
During a lunar eclipse, the sunlight becomes
refracted or scattered by Earth’s atmosphere.
Because of this the moon may look red during
an eclipse.
Page | 37 Created by Gay Miller
Lunar Eclipse
MS-ESS1-1
Lunar Eclipse
Lunar Eclipse
MS-ESS1-1
The moon’s orbit around the Earth is tilted
about five degrees from the Earth’s orbit
around the sun making most shadows cast
by the Earth and moon miss each other.
full
moon
new
moon
Lunar eclipses occur between zero to three times a year. On
average 1 ½ lunar eclipses take place each year.
Page | 38 Created by Gay Miller
The two planes
intersect twice
in a lunar cycle.
Solar
Eclipse
Page | 39 Created by Gay Miller
Lunar
Eclipse
Page | 40 Created by Gay Miller
This page
contains the
Earth and moon
patterns
needed for 2
students to
complete the 2
eclipse
organizers plus
the seasons
organizer.
[Note: Pieces
are extremely
large in
comparison to
true scale to
make them
easier to cut
out and
manipulate.]
Page | 41 Created by Gay Miller
for seasons
organizer
0
The Earth and
moon/tide
patterns are for
the tide
organizer.
Students will
need two
large sun
paddles for
the eclipse
organizers
and one small
sun paddle for
the seasons
organizer.
Page | 42 Created by Gay Miller
Solar Eclipse Check for Understanding
1. What is a solar eclipse?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Explain the alignment of the Earth, sun, and moon during a solar eclipse.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. During which moon phase can a solar eclipse take place?
______________________________________________________________________
4. If you are standing on the moon during a solar eclipse and look at Earth describe what
you would see.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. How frequent are solar eclipses?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What is the difference between the umbra and penumbra?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Draw an illustration of a solar eclipse. Label the sun, Earth, moon, umbra, and
penumbra.
8. What is the difference between a total solar eclipse and a partial solar eclipse?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. What is the corona?
______________________________________________________________________
______________________________________________________________________
10. Describe precautions that must be taken when observing a solar eclipse.
______________________________________________________________________
______________________________________________________________________
Page | 43 Created by Gay Miller
Solar Eclipse Check for Understanding
1. What is a solar eclipse?
A solar eclipse is when the sun, moon, and Earth align in this order. The light from
the sun is blocked on Earth for a period of time.
2. Explain the alignment of the Earth, sun, and moon during a solar eclipse.
During a solar eclipse the moon is between the Earth and the sun.
3. During which moon phase can a solar eclipse take place?
A solar eclipse can only take place when there is a new moon.
4. If you are standing on the moon during a solar eclipse and look at Earth describe
what you would see.
During a solar eclipse if you were standing on the moon looking back towards Earth,
you would see a shadow cross Earth, the moon eclipsing Earth.
5. How frequent are solar eclipses?
The Earth, sun, and moon align approximately 2 to 5 times per year to cause a solar
eclipse [Source: NASA http://eclipse99.nasa.gov/pages/faq.html]; however to see
the eclipse you must be in a precise place on Earth. Only those in a few mile area
can see the occurrence.
6. What is the difference between the umbra and penumbra?
The umbra is the darkest area cast by the moon’s shadow on Earth. The penumbra
is the lighter shadowed area surrounding the umbra.
7. Draw an illustration of a solar eclipse. Label the sun, Earth, moon, umbra, and
penumbra.
umbra
moon
Earth
sun
penumbra
8. What is the difference between a total solar eclipse and a partial solar eclipse?
A total solar eclipse occurs when the new moon completely blocks out the sun. When
a total eclipse takes place the umbra will cast a shadow on Earth. During a partial
solar eclipse only the penumbra will cast a shadow on Earth. Part of the sun will
remain visible during a partial solar eclipse.
9. What is the corona?
The corona is the outer atmosphere of the sun.
10. Describe precautions that must be taken when observing a solar eclipse.
Looking directly at the sun can cause permanent damage to your eyes. The safest
way to view a solar eclipse is with a pinhole camera. With a pinhole camera you are
actually looking at the shadow of the eclipse.
Page | 44 Created by Gay Miller
Lunar Eclipse Check for Understanding
1. What is a lunar eclipse?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Explain the alignment of the Earth, sun, and moon during a lunar eclipse
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How often do lunar eclipses occur?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Draw an illustration of a lunar eclipse. Label the umbra and penumbra.
5. Why does the moon appear red during a lunar eclipse?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. Total lunar eclipses occur only during a _______________ moon. Total solar
eclipses occur only during a _______________ moon.
7. Explain why there is not an eclipse each time there is a full moon.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page | 45 Created by Gay Miller
Lunar Eclipse Check for Understanding
1. What is a lunar eclipse?
A lunar eclipse is when the sun, Earth, and moon are aligned in this order. During a
lunar eclipse, the moon passes through the shadow cast by Earth.
2. Explain the alignment of the Earth, sun, and moon during a lunar eclipse
During a lunar eclipse, the Earth is between the sun and the moon.
3. How often do lunar eclipses occur?
Lunar eclipses range between 0 to 3, averaging approximately 1 ½ each year.
[http://www.mreclipse.com/Special/LEprimer.html]
4.
Draw an illustration of a lunar eclipse. Label the umbra and penumbra.
penumbra
umbra
5. Why does the moon appear red during a lunar eclipse?
As sunlight passes through the Earth’s atmosphere, the light is filtered removing
most of the blue. The Earth's atmosphere also refracts the light so that it bends
around the Earth and can illuminate the moon.
6. Total lunar eclipses occur only during a full moon. Total solar eclipses occur only
during a new moon.
7. Explain why there is not an eclipse each time there is a full moon.
The Earth’s orbit around the sun and the moon’s orbit around the Earth are not on
the same plane. There is a little over 5 degrees difference in the planes.
Page | 46 Created by Gay Miller
Solar Eclipse
Both
Lunar Eclipse
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Page | 47 Created by Gay Miller
Solar Eclipse
 The moon is between the Earth
and sun.
 Solar eclipses occur during the
day time.
 Solar eclipses take place during
the new moon phase.
 Solar eclipses are only seen on a
narrow segment (a maximum of
167 miles wide) of Earth.
 Watching a solar eclipse with the
naked eye can cause permanent
eye damage.
 The maximum time for a total
solar eclipse is 7 minutes and 40
seconds.
 The moon blocks the sun’s light
from reaching Earth.
Both
 Both solar and lunar eclipses
involve the sun, Earth, and
moon.
 Eclipses can be total or partial.
 Both solar and lunar eclipses can
be predicted.
 Eclipses block the sun’s light.
Page | 48 Created by Gay Miller
Lunar Eclipse
 The Earth is between the moon
and sun.
 Lunar eclipses occur at night.
 The moon must be in the full
moon phase.
 You are much more likely to see
lunar eclipses because they are
visible over the entire
hemisphere.
 Watching a lunar eclipse is safe.
 The maximum time of a lunar
eclipse is 3 hours and 40
minutes.
 Earth blocks the sun’s light from
reaching the moon.
The Seasons
The following websites have good interactive models to teach seasons to the students.
McGraw-Hill Online Interactive Website http://highered.mcgrawhill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
Geoscience
http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.html
Making the Organizer
Cut out all pattern pieces. You will need the following:
1 sun paddle (found of page 40)
1 Earth paddle with the base (found on page 39)
1 rectangular organizer which forms the base
(found on page 53)
Cut away the space between the two ovals being sure
not to cut across either piece. You will need them both.
Cut on the dotted line at the bottom of the Earth
paddle and spread the two pieces apart.
Center the small oval inside the cut out
oval opening and cut along the dotted
line through both layers.
Tape the remaining piece in an
“x” shape to form the base.
You organizer will look like this.
Page | 49 Created by Gay Miller
Insert the sun paddle into the slot and tape it
securely on the back of the organizer.
At this point you can cut away the extra on
the top edge of the organizer and glue the
top and bottom together along the edges.
Be sure to place the glue close the
perimeter. The oval track must remain glue
free for the organizer to work properly.
Gently slide the base of the Earth paddle into the track.
Earth will slide around the track. Make sure students understand that
Earth always faces forward in this model.
Page | 50 Created by Gay Miller
Seasons (Earth’s Positions)
Vernal Equinox
March 21-22
The Arctic Circle
receives 24 hours
of sunlight.
The Arctic Circle
receives 24 hours
of darkness.
Winter Solstice
December 21-22
Summer
Solstice
June 21-22
Autumnal Equinox
September 22 -23
Page | 51 Created by Gay Miller
Solar Eclipse
MS-ESS1-1
Earth rotates
counterclockwise
on an imaginary
axis that is tilted
23.5ᴼ.
Hours of Daylight
24 hours (Arctic Circle)
13 hours 33 minutes
(Tropic of Cancer)
The Summer
Solstice
0 hours (Antarctic Circle)
takes place on June
21 or 22. It is the
longest day in the
Northern
Hemisphere. The
overhead sun is over
the Tropic of Cancer
12 hours (Arctic Circle)
The Equinox
12 hours (Equator)
10 hours 43 minutes
(Tropic of Capricorn)
12 hours 11 minutes
(Tropic of Cancer)
12 hours (Equator)
12 hours 06 minutes
(Tropic of Capricorn)
12 hours (Antarctic Circle)
0 hours (Arctic Circle)
10 hours 43 minutes
(Tropic of Cancer)
12 hours (Equator)
13 hours 33 minutes
(Tropic of Capricorn)
24 hours (Antarctic Circle)
Page | 52 Created by Gay Miller
takes place twice a
year. The Spring
Equinox is on March
21 or 22, and the
Autumnal Equinox in
on September 22 or
23. The length of
day is equal all over
Earth. The overhead
sun is over the
Equator.
The Winter
Solstice
takes place on
December 21 or 22.
This is the shortest
day in the Northern
Hemisphere. The
overhead sun is
at the Tropic of
Capricorn.
Solar Eclipse S-ESS1-1
Reasons Summer is Warmer
The light from the sun is similar to the
light shining from a flashlight. When
the light shines directly, the lit area is
smaller and brighter. Likewise, the
summer sun that shines more directly
is more intense.
Page | 53 Created by Gay Miller
The overhead
sun shines on
Earth at a 90
degree angle.
Solar Eclipse
MS-ESS1-1
Reasons Summer is Warmer
3:00 PM
3:00 PM
The sun’s path is highest in the
sky on the Summer Solstice, the
longest day of the year. The
extra time in the sky gives the
sun more time to heat the Page
Earth.
| 54 Created by Gay Miller
Path of the Sun
June 21st
Path of the Sun
December 21st
Solar Eclipse
MS-ESS1-1
Seasons
Eclipse
Although Earth’s orbit around the sun is oval shaped, this oval is
extremely exaggerated to illustrate the changing of the seasons.
Page | 55 Created by Gay Miller
Seasons Check for Understanding
1. Explain the main reason the Earth has seasons.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. When is the longest day in the Northern Hemisphere? What is it called?
_________________________________________________________________________
Draw an illustration on the sun and earth for the longest day in the Northern Hemisphere.
3. When is the shortest day in the Northern Hemisphere? What is it called?
_________________________________________________________________________
Draw an illustration on the sun and earth for the shortest day in the Northern Hemisphere.
4. Explain two causes for the summer days being warmer than the winter days.
_________________________________________________________________________
_________________________________________________________________________
Page | 56 Created by Gay Miller
Seasons Check for Understanding
1. Explain the main reason the Earth has seasons.
The Earth rotates on an imaginary axis that runs through the North and South Poles. This
axis is not straight up and down but tilted about 23.5 degrees. Because the Earth is tilted at
this angle, the Northern Hemisphere receives more direct sunlight for longer periods of time
during certain times of the year. Likewise the Southern Hemisphere receives more direct
sunlight for longer periods of time at other times during the year. This uneven sunlight
creates the seasons.
2. When is the longest day in the Northern Hemisphere? What is it called?
The longest day of the year in the Northern Hemisphere is the Summer Solstice which takes
place on June 21 or 22.
Draw an illustration on the sun and earth for the longest day in the Northern Hemisphere.
Summer Solstice
June 21-22
3. When is the shortest day in the Northern Hemisphere? What is it called?
The shortest day of the year in the Northern Hemisphere is called the Winter Solstice which
takes place on December 21 or 22.
Draw an illustration on the sun and earth for the shortest day in the Northern Hemisphere.
Winter Solstice
December 21-22
4. Explain two causes for the summer days being warmer than the winter days.


During the summer the sun is shining more directly on Earth. This causes a more
intense heat that warms the Earth.
During the summer, the sun’s arc across the sky is higher. Because the sun is
shining for a longer period of time, the Earth grows warmer. The shorter nights gives
the Earth less time to cool.
Page | 57 Created by Gay Miller
Part 2 (MS-ESS1-2)
Gravity’s Role on Creating the Solar System
MS-ESS1-2.
Develop and use a model to describe the role of gravity in
the motions within galaxies and the solar system.
[Clarification Statement: Emphasis for the model is on gravity
as the force that holds together the solar system and Milky Way
galaxy and controls orbital motions within them. Examples of
models can be physical (such as the analogy of distance along a
football field or computer visualizations of elliptical orbits) or
conceptual (such as mathematical proportions relative to the
size of familiar objects such as students' school or
state).] [Assessment Boundary: Assessment does not include
Kepler’s Laws of orbital motion or the apparent retrograde
motion of the planets as viewed from Earth.]
I recommend the following setup for the student organizer notebook:
The Big Bang Theory
15
Gravity vs. Big Bang
16
Three Types of Galaxies
17
The Milky Way
18
The Scale (Chart for Recording Distances)
19
If our Classroom were the Sun
 Scale for Planet Sizes
 Scale for Distances Between Planets
 US Map for charting the Orbit of Mercury
20
21
22
Black Holes
23
Laws of Gravity
24
Page | 58 Created by Gay Miller
The Big Ban g Theory
Courtesy NASA
Role of Gravity in Motions within Galaxies
MS-ESS1-2
Page | 59 Created by Gay Miller
Most astronomers believe
that
the
universe
was
created in what is known as
the
Big
Bang
Theory.
Fourteen billion years ago
everything was packed into
one dense point called a
singularity.
A
cosmic
exposition called the Big
Bang sent matter floating in
all directions. After the
elements began to cool
down galaxies began to
form.
Astronomers can tell which
way galaxies are moving by
the Doppler Shift which
measures the wavelengths
of any radiation an object
emits. The redshift is the
longer wider wavelengths
which appear red when
objects are moving away. A
blueshift contains shorter
wavelengths
that
appear
blue
when
objects
are
coming
together.
By
observing the Doppler Shift
astronomers
know
the
universe is still expanding
today.
What is the Big Bang
Theory?
Why is the Big Bang
important?
__________________________
_________________________
__________________________
_________________________
__________________________
__________________________
__________________________
__________________________
_________________________
_________________________
_________________________
Big
Bang
When did the the Big
Bang take place?
_________________________
_________________________
_________________________
_________________________
_________________________
What proof do
astronomers have that
the Big Bang took place?
_________________________
_________________________
_________________________
_________________________
_________________________
Page | 60 Created by Gay Miller
Why is the Big Bang
important?
What is the Big Bang
Theory?
A cosmic exposition called
the Big Bang sent matter
floating in all directions.
Most astronomers believe
that the universe was
created in what is known
as the Big Bang Theory.
Because of the Big Bang
astronomers know that the
universe is still expanding
today.
Big
Bang
When did the the Big
Bang take place?
The Big Bang took place
fourteen billion years ago.
Before this everything was
packed into one dense
point called a singularity.
What proof do
astronomers have that
the Big Bang took place?
Astronomers can tell which
way galaxies are moving
by the Doppler Shift which
measures the wavelengths
of any radiation an object
emits.
Organizer Key
Page | 61 Created by Gay Miller
1. Print organizers onto colorful paper.
2. Trim the edges so that organizers will fit into the students’ notebooks.
3. Have students complete the insides of each organizer by answering each question.
Diamond Organizer
This diamond shaped
organizer is made by
folding each corner to
the
center.
After
students fold down the
corners,
have
them
label the flaps. The one
pictured
here
has
abbreviated
questions
that are answered on
the inside of each flap.
Glue the organizer into
notebooks and give the
page a title.
Venn Diagram Comparing Gravity and the Big Bang
Instructions:
1. This organizer may be found on page 61 (blank) and 62 (with
answers).
2. Print the organizer.
3. Trim all four edges so that the organizer will fit into the students’
organizer notebooks. Trimming where the cut and fold lines end
works well.
4. To make the organizer, students fold the organizer in half on the
dotted line. Have students cut on the solid lines on the top half of
the organizer, so the flaps can open one at a time.
5. Have students label each of the flaps with Gravity, Both, and Big
Bang.
Page | 62 Created by Gay Miller
Inside students write ways these two events are alike and different.
Gravity
Both
Big Bang
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Gravity vs. Big Bang
Page | 63 Created by Gay Miller
Gravity
Both


every particle of matter in the
universe.

The strength of the attraction
depends on the mass of the objects.
Both gravity and the Big Bang are
movements of matter in the
Gravity is an attractive force on
universe.

If there is enough matter in the
universe then eventually the
expansion caused by the Big Bang
will slow down and the universe will
actually contract. This is known as a
closed universe.
Gravity vs. Big Bang
Organizer Key
Big Bang
Page | 64 Created by Gay Miller

The Big Bang had the strength to
overpower the force of gravity.

Due to the Big Bang, the universe is
still expanding.

Everything in space is spreading
apart.
Three Types of Galaxies
Astronomers have seen over 100 billion galaxies in the visible universe.
Irregular
galaxies contain
young stars. A
lot of gas and
dust float around
in irregular
galaxies.
Spiral galaxies
contain middle
aged stars. They
have less gas
and dust than
irregular
galaxies.
Elliptical galaxies
contain old stars
and appear
round in shape.
They have little
gas and dust.
This organizer will contain information on the Types of Galaxies. – After copying, cut off the extra
around the four sides of the organizer. To create the organizer, fold the page in half vertically. Cut
on the solid lines between the rectangular shapes up to the middle fold.
Page | 65 Created by Gay Miller
To complete:
Have students label the outside of each flap by writing the type of the galaxy.
Draw an illustration of each galaxy in the rectangular space on the left side of the organizer.
Write facts about each galaxy on the lines provided on the right side of the organizer.
Page | 66 Created by Gay Miller
Irregular Galaxies
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Spiral Galaxies
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Elliptical Galaxies
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Page | 67 Created by Gay Miller
Irregular Galaxies
Irregular galaxies
contain young stars. A
lot of gas and dust float
around in irregular
galaxies.
Spiral Galaxies
Spiral galaxies contain
middle aged stars. They
have less gas and dust
than irregular galaxies.
Elliptical Galaxies
Elliptical galaxies contain
old stars and appear
round in shape. They have
little gas and dust.
Organizer Key
Page | 68 Created by Gay Miller
The Mi lky Way Galaxy
Earth is part of the Milky
Way Galaxy. This spiral
galaxy is middle aged
and contains 200 to 400
billion stars. Our sun is
just one of these stars.
Our
solar
system
is
located on a minor arm
called Orion Arm.
Our solar system rotates
every 225-250 million
years around the center
of the Milky Way Galaxy.
This is called a galactic
year.
When looking into the
night sky from Earth, the
Milky Way looks hazy and
white which is how it
received its name.
Role of Gravity in Motions within Galaxies
MS-ESS1-2
Our Sun
Page | 69 Created by Gay Miller
Our Solar System
Our solar system began
forming 4.6 billion years
ago as a dust cloud from
the remains of a dying
star. Gravity pulled these
particles together. The
particles began to bundle
together in masses. The
dust cloud began to spin.
A large group of dust
particles
clustered
together at the center of
the dust cloud. Pressure
caused by gravity caused
nuclear reactions at the
core of this clump and an
explosion occurred. This
became our sun. Our sun
contains 99.8 of the mass
of our solar system. The
smaller masses of dust
became
the
planets.
Some of the masses
formed
hard
rocks
forming the terrestrial
planets. Others became
big balls of gas creating
the larger gas giants.
Courtesy NASA
Page | 70 Created by Gay Miller
Role of Gravity in Motions within the Solar System
MS-ESS1-2
Cut around the five circles keeping them connected in one piece. After cutting out the piece, fold each circle in half to form a
pentagon shape. Answer the five questions.
How big is the Milky Way?
How old is the Milky Way?
How long does
it take for our
solar system to
orbit the center
of the Milky Way
Galaxy?
How many stars
are in the Milky
Way Galaxy?
What type of galaxy is
the Milky Way?
Page | 71 Created by Gay Miller
Answer Key
How big is the Milky Way?
100,000 light years in
diameter
How old is the
Milky Way?
4.6 billion years old
How long does
it take for our
solar system to
orbit the center
of the Milky Way
Galaxy?
How many
stars are in the
Milky Way
Galaxy?
between 200
and 400 billion
225-250 million
years called a
galactic year
What type of galaxy is
the Milky Way?
a barred spiral
Page | 72 Created by Gay Miller
Solar System Model
MS-ESS1-2.
Develop and use a model to describe the role of gravity in the motions
within galaxies and the solar system.
Students often begin making models of our Solar System as early as first grade. The
models often look similar to this.
Because this is what students have grown up seeing, they have no real concept of just
how large our solar system truly is. I found this activity on the internet years ago. It’s
truly unbeatable.
THE THOUSAND-YARD MODEL or, The Earth as a Peppercorn
http://www.noao.edu/education/peppercorn/pcmain.html
The same activity is found in this packet from NASA.
Solar System Math - NASA Quest!
http://quest.nasa.gov/vft/docs/SSML1/SSML1Tchr.pdf
[Note: This activity was written before Pluto was demoted to a dwarf planet in 2006.
Because it is included in the instructions provided on the websites, I have included it in
the charts and flags that follow.]
Page | 73 Created by Gay Miller
Here are a few more options.

The Size and Distance of the Planets
[This activity uses one scale for the planets and a different scale for distances
between the planets.]
http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_10.html

Solar System Model
[Scroll down about ¾ of the way down the page. Here the model is the size of a
football field. With this model the sun is less than an inch.]
http://en.wikipedia.org/wiki/Solar_System_model

Scale Model of the Solar System
http://meteorite.unm.edu/site_media/pdf/outdoorscale.pdf

Planet Distances
http://www.lpi.usra.edu/education/explore/solar_system/activities/planetDistances.
shtml
Online Solar System Model Converters [You type in the size of your model and the
converter does the calculations.]
http://www.exploratorium.edu/ronh/solar_system/
http://thinkzone.wlonk.com/SS/SolarSystemModel.php?obj=Sun&dia=25ft&us=y
On the following pages I have created a couple of
things to aid the Thousand-Yard Model or, The
Earth as a Peppercorn activity.
 On the next page you will find a chart.
Have students calculate the distances by
dividing the actual distance listed by
3,600,000 and then rounding it to the
nearest whole number. This number will
represent the number of paces needed
between each planet in the activity.
 Following this, you will find flags. The flags
may be used for marking the locations of
each planet when completing the
Thousand-Yard Model. Print the flags onto
cardstock and glue or tape them to
bamboo skewers, so they can be easily
stuck into the ground. You may wish to
simple glue each object that represents the
planet directly onto the flag before heading
outside.
Page | 74 Created by Gay Miller
Hot glue the flags onto
bamboo skewers.
The Scale
1 yard represents 3,600,000 miles
Location
EARTH
Distance in Miles
Sun to Mercury
36,000,000
distance from
orbit of Mercury
to Venus
31,000,000
distance from
orbit of Venus to
Earth
26,000,000
distance from
orbit of Earth to
Mars
49,000,000
distance from
orbit of Mars to
Jupiter
Distances in Yards
(Round to the Nearest Yard)
342,000,000
distance from
orbit of Jupiter to
Saturn
403,000,000
distance from
orbit of Saturn to
Uranus
896,000,000
distance from
orbit of Uranus to
Neptune
1,011,000,000
distance from
orbit of Neptune
to Pluto
872,000,000
Total Distance
3,666,000,000
Page | 75 Created by Gay Miller
The Scale Key
1 yard represents 3,600,000 miles
Location
Distance in
Miles
Distances in Yards
Round to the Nearest Yard)
Sun to Mercury
36,000,000
36,000,000/3,600,000 = 10
distance from orbit of
Mercury to Venus
31,000,000
31,000,000/3,600,000 =8.61 (9)
distance from orbit
of Venus to Earth
26,000,000
26,000,000/3,600,000 =7.22 (7)
distance from orbit of
Earth to Mars
49,000,000
49,000,000/3,600,000 =13.61 (14)
distance from orbit of
Mars to Jupiter
342,000,000
342,000,000/3,600,000 =95
distance from orbit
of Jupiter to Saturn
403,000,000
403,000,000/3,600,000 =111.94 (112)
distance from orbit of
Saturn to Uranus
896,000,000
896,000,000/3,600,000 =248.88 (249)
distance from orbit of
Uranus to Neptune
1,011,000,000
1,011,000,000/3,600,000 =280.83 (281)
distance from orbit of
Neptune to Pluto
872,000,000
872,000,000/3,600,000 =242.22 (242)
Total Distance
3,666,000,000
3,666,000,000/3,600,000 =1018.33
(1018)
Page | 76 Created by Gay Miller
Sun
(Place an eight-inch diameter ball
on the ground next to this flag to
represent the sun. Go ten paces
and put down a pinhead to
represent Mercury.)
Mercury
(Go nine paces and put
down a peppercorn to
represent Venus.)
Page | 77 Created by Gay Miller
Venus
(Go seven paces and put
down a peppercorn to
represent Earth.)
Earth
(Go fourteen paces and
put down a pinhead to
represent Mars.)
Page | 78 Created by Gay Miller
Mars
(Go 95 paces and put
down a chestnut or pecan
to represent Jupiter.)
Jupiter
(Go 112 paces and put
down a hazelnut or
an acorn to represent Saturn.)
Page | 79 Created by Gay Miller
Saturn
(Go 249 paces and put
down a peanut or
coffee bean to
represent Uranus.)
Uranus
(Go 281 paces and put
down a peanut or
coffee bean to
represent Neptune.)
Page | 80 Created by Gay Miller
Neptune
(Go 242 paces and put
down a pinhead to
represent Pluto.)
Pluto
This activity was written before Pluto was demoted to a dwarf planet in 2006.
Page | 81 Created by Gay Miller
If our Classroom were the Sun
Make the Scale
The average classroom is 600 square feet. Although classrooms are rectangular, to form
this scale we will use the dimension of 25 feet to represent the “diameter” of the
classroom. [Something to Think About: We are using the diameter measurement of the
Sun. In our model the Sun would have to be as tall as it is wide, SO the classroom we are
comparing the Sun to is 25 feet tall.]
Sun’s
Diameter in
Miles
800,000
Convert to Feet
1 mile = 5280 feet
800,000 x 5280 =
_________________
feet
Divide the diameter of
the sun in feet by 25
to determine how
many feet are equal to
1 foot on our scale
Since
?
25
=
?
1
___________ = 1 foot
In our scale:
1 foot = ______________ feet
Divide by 5280 to
convert this back to
miles
______________
/5280 =
______________
Therefore
1 foot =
______________
miles
1 foot = ______________ miles
If the classroom is the Sun then. . .
How Large the Planet is in Our Model
Planet
Diameter in Miles
Mercury
3,000
__________ feet or _________ inch
Venus
7,500
__________ feet or _________ inch
Earth
8,000
__________ feet or _________ inch
Mars
4,000
__________ feet or _________ inch
Jupiter
90,000
__________ feet or _________ inch
Saturn
75,000
__________ feet or _________ inch
Uranus
32,000
__________ feet or _________ inch
Neptune
30,000
__________ feet or _________ inch
[Divide each by 32,000 and multiple by
12 to change to inches]
Page | 82 Created by Gay Miller
If our Classroom were the Sun Key
Make the Scale
The average classroom is 600 square feet. Although classrooms are rectangular, to form
this scale we will use the dimension of 25 feet to represent the “diameter” of the
classroom. [Something to Think About: We are using the diameter measurement of the
Sun. In our model the Sun would have to be as tall as it is wide, SO the classroom we are
comparing the Sun to is 25 feet tall.]
Sun’s
Diameter in
Miles
800,000
Convert to Feet
1 mile = 5280 feet
Divide the diameter of
the Sun in feet by 25
to determine how
many feet are equal to
1 foot on our scale
Divide by 5280 to
convert this back to
miles
800,000 x 5280 =
4,224,000,000 feet
4,224,000,000 feet =
25 feet
therefore
168,960,000 feet = 1
foot
168,960,000/5280 =
32,000
Therefore
1 foot = 32,000 miles
In our scale:
1 foot = 168,960,000 feet
1 foot = 32,000 miles
If the classroom is the Sun then. . .
How Large the Planet is in Our Model
Planet
Diameter in Miles
Mercury
3,000
.09375 feet or 1.125 inch
Venus
7,500
.234375 feet or 2.8125 inches
Earth
8,000
.25 feet or 3 inches
Mars
4,000
.125 feet or 1.5 inches
Jupiter
90,000
2.8125 feet or 33.75 inches
Saturn
75,000
2.34375 feet or 28.125 inches
Uranus
32,000
1 foot or 12 inches
Neptune
30,000
.9375 foot or 11.25 inches
[Divide each by 32,000 and multiple by
12 to change to inches]
Page | 83 Created by Gay Miller
If our Classroom were the Sun
Location
Distance in
Miles
Sun to Mercury
36,000,000
distance from orbit of
Mercury to Venus
31,000,000
distance from orbit of
Venus to Earth
26,000,000
distance from orbit of
Earth to Mars
49,000,000
distance from orbit of
Mars to Jupiter
1 foot = 32,000 miles
342,000,000
distance from orbit of
Jupiter to Saturn
403,000,000
distance from orbit of
Saturn to Uranus
896,000,000
distance from orbit of
Uranus to Neptune
1,011,000,000
distance from orbit of
Neptune to Pluto
872,000,000
Total Distance
3,666,000,000
Page | 84 Created by Gay Miller
If our Classroom were the Sun Key
Location
Distance in
Miles
Sun to Mercury
36,000,000
1125 miles
distance from orbit of
Mercury to Venus
31,000,000
968.75 miles
distance from orbit of
Venus to Earth
26,000,000
812.5 miles
distance from orbit of
Earth to Mars
49,000,000
1531.25 miles
distance from orbit of
Mars to Jupiter
342,000,000
1 foot = 32,000 miles
10,687.5 miles
distance from orbit of
Jupiter to Saturn
403,000,000
12,593.75 miles
distance from orbit of
Saturn to Uranus
896,000,000
28,000 miles
distance from orbit of
Uranus to Neptune
1,011,000,000
31,593.75 miles
distance from orbit of
Neptune to Pluto
872,000,000
27,250 miles
Total Distance
3,666,000,000
114,562.5 miles
Page | 85 Created by Gay Miller
If our Classroom were the Sun
On a map of the United States, draw the sun on the location where your classroom is located. Using a compass, draw a line
representing Mercury’s orbit. How many states would you need to cross to travel from your classroom to Mercury?
Mileage Calculator from Rand McNally http://maps.randmcnally.com/mileage-calculator.do
Page | 86 Created by Gay Miller
If our Classroom were the Sun
On a map of the United State,s draw the sun on the location where your classroom is located. Using a compass, draw a line
representing Mercury’s orbit. How many states would you need to cross to travel from your classroom to Mercury?
From Mountain City, Tennessee to
St. Paul, Minnesota is 1016.1 miles.
From Mountain City you must cross
6 state borders to reach St. Paul.
Page | 87 Created by Gay Miller
Pages will need to be trimmed
down so that they will fit in the
notebooks. Once tables are
completed they can simply be
glued into the notebooks.
Page | 88 Created by Gay Miller
Black Holes
As long as a star is burning it
has a gravitational push that
can counteract the gravity
pushing into it.
When the life of a star runs
out it loses this gravitational
push and the star collapses
creating a dense area of
matter known as a black
hole.
Black
holes
are
completely invisible because
the pull of gravity within
them is so strong that not
even light can escape.
Black holes are areas in
space in which a lot of
matter is packed into a
small space. Not only can
they form through the
death of a star but can also
form through the collection
of matter at the center of a
galaxy.
Courtesy NASA
Gravity’s Role
MS-ESS1-2
Page | 89 Created by Gay Miller
Scientists can see matter
being pulled into black
holes as its gravity is super
powerful. Also they can see
a ring around the edge of
the black hole known as the
event horizon. Astronomers
think that the gravity of
black holes is what holds
galaxies together.
1. Print organizers onto colorful paper.
2. Trim the edges so that organizers will fit into
the students’ notebooks.
3. Have students complete the insides of each
organizer by stating facts about each item.
4. Fold organizers on the dotted lines and cut on
the solid lines. [Be sure to cut only up to the
dotted fold lines.]
5. Label the flaps.
6. Glue organizers into notebooks.
Page | 90 Created by Gay Miller
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Ways Black Holes Form
Black Holes [areas in space in which a lot of matter is packed into a small space]
Page | 91 Created by Gay Miller
As long as a star is burning it has a
gravitational
push
that
can
counteract the gravity pushing into
it.
When the life of a star runs out it
loses this gravitational push and
the star collapses creating a dense
area of matter known as a black
hole. Black holes are completely
invisible because the pull of gravity
within them is so strong that not
even light can escape.
Not only can black holes form
through the death of a star, but they
can also form through the collection
of matter at the center of a galaxy.
Ways Black Holes Form
Black Holes [areas in space in which a lot of matter is packed into a small space]
Page | 92 Created by Gay Miller
Gravity Theories
Sir Isaac Newton’s Laws of Gravity
 Two objects in the universe that have mass exert a gravitational pull
on each other. The greater the mass the more the gravitational pull.
 The closer the two objects, the stronger the force of gravity.
 The more mass an object has the faster objects revolve around it.
Albert Einstein’s
Theory of Relativity
Space and time serve as a fabric of
the universe. Gravity is a curvature
in space-time created by the mass
of an object. When a large mass sits
on the fabric of time-space, the
fabric bends and smaller objects fall
towards the more massive object.
Gravity’s Role
MS-ESS1-2
Page | 93 Created by Gay Miller
Mass
_______________________
_______________________
Distance
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Sir Isaac Newton
Gravity
Albert Einstein’s
Theory of Relativity
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________
Page | 94 Created by Gay Miller
Mass
Two objects in the universe
that have mass exert a
gravitational pull on each
other. The greater the mass
the more the gravitational
pull.
Distance
The closer the two objects, the
stronger the force of gravity.
Sir Isaac Newton
Gravity
Albert Einstein’s
Theory of Relativity
Space and time serve as a fabric of the universe. Gravity is a curvature
in space-time created by the mass of an object. When a large mass
sits on the fabric of time-space, the fabric bends and smaller objects
fall towards the more massive object.
Page | 95 Created by Gay Miller
Part 3 (MS-ESS1-3)
Analyze and Interpret Data
MS-ESS1-3.
Analyze and interpret data to determine scale
properties of objects in the solar system. [Clarification
Statement: Emphasis is on the analysis of data from Earthbased instruments, space-based telescopes, and spacecraft
to determine similarities and differences among solar system
objects. Examples of scale properties include the sizes of an
object’s layers (such as crust and atmosphere), surface
features (such as volcanoes), and orbital radius. Examples of
data include statistical information, drawings and
photographs, and models.] [Assessment Boundary:
Assessment does not include recalling facts about properties
of the planets and other solar system bodies.]
I recommend the following setup for the student organizer notebook:
The Planets Check for Understanding
25
Planet Tables
26
Organizer Booklet for Comparing Two Planets
27
Planet Flip Organizer
28
Organizer Booklet for Comparing Two Celestial Bodies
29
Tables on Galaxies, Stars, Moons, Comets
30
Alien Project Organizer
32
Page | 96 Created by Gay Miller
Activity 1 - Finding Information on Tables
On the right side of the photo you will see a blue tab. Written on the tab is the
Common Core State Standard number MS-ESS1-3. These tabs are a get help
for students when looking for specific pages.
The left side of the page contains “The Planets Check for Understanding” page.
Students will use the tables of the right to find the answers to the questions
on the check for understand page.
For storing the tables for later use, I have provided pockets. These are 8
inches wide and take the entire width of the page. Students will need to place
a very thin line of glue along the bottom and two sides of the pocket before
placing it into their notebooks. [I use this type of pocket regularly in class.
Even after students have made several, some will forget and glue all four
sides. You may wish to have extra copies ready in case this happens.]
The dimensions are close between the pocket which is 8 inches wide and the
tables which are 7 inches in width. Students will need to be aware of this, so
they use the glue sparingly.
Page | 97 Created by Gay Miller
Mercury
Venus
revolution
1 year = 225 Earth days
rotation
1 day = 243 Earth days
# of moons
no moons
Description
o brightest object except moon in
western sky
o about same size as Earth
o tall mountains & deep valleys
o strong winds blow clouds, hot & dry
revolution
1 year = 88 Earth days
rotation
1 day = 59 Earth days
# of moons
no moons
Description
o small, rocky planet
o 1/3 the size of Earth
o dusty surface with craters
o little atmosphere
Mars
Earth
revolution
1 year = 365 days
rotation
1 day = 24 hours
# of moons
1 moon
Description
o ball of rock covered with oceans
o only planet with life
o has atmosphere with oxygen
revolution
1 year = 687 Earth days
rotation
1 day = 24 ½ Earth hours
# of moons
2 moons
Description
o rust colored iron dust
o ½ the size of Earth
o very cold with ice caps at poles
o tall mountain and deep canyons
o thin atmosphere
Page | 98 Created by Gay Miller
Jupiter
Saturn
revolution
1 year = 12 Earth years
rotation
1 day = 10 Earth hours
# of moons
50 moons
Description
o giant ball of gas with a rocky center
o 1000 times the size of Earth
o covered by thick clouds
o freezing cold at top of clouds &
boiling hot at center
revolution
revolution
1 year = 88 Earth years
1 year = 88 Earth rotation
days
rotation
1 day = 10 ½ Earth hours
1 day = 59 Earth days
# of moons
# of moons
53 moons
no moons
Description
Description
o giant ball of gas with a rocky center
o small, rocky planet
o 100 times the size of Earth
o 1/3 the size of Earth
o many rings made of bits of ice and
o dusty surface with
craters
rock
o no atmosphere o covered with clouds
Uranus
Neptune
revolution
1 year = 84.07 Earth years
rotation
1 day = 17.9 Earth hours
# of moons
26 moons
Description
o giant ball of gas with a rocky center
o very cold
o rotates in different way
o thick haze covers the planet
o thin dark rings
revolution
1 year = 165 Earth years
rotation
1 day = 16 Earth hours
# of moons
12 moons
Description
o large blue-green ball of gas with
center of rock and iron
o faint rings
o extremely cold
o dusty surface with craters
o covered with clouds – high winds
and many storms
Page | 99 Created by Gay Miller
revolut
1 year =
rotation
1 day =
# of mo
no moon
Descrip
o brighte
western
o about
o tall mo
o strong
Comets
Asteroids
Comets are large masses of ice and
dust. They have hard rock/ice nuclei.
Comets have regular orbits around
the sun, and from Earth they look as
if they are hardly moving at all. As a
comet nears the sun, the heat causes
the ice to vaporize sending a tail of
dust and gas that is many millions of
miles long. Astronomers think comets
come from the Kuiper Belt or the Oort
Cloud.
Asteroids are small rocky objects. Many
orbit the sun between Mars and Jupiter
in the Asteroid Belt. Scientists think
that the combined mass of all asteroids
is less than that of Earth’s moon.
Asteroids rotate and some have moons.
Most have unusual shapes because they
have had many collisions and their
gravity is not strong enough to pull
them back into a sphere.
Dark Matter
Meteors
Often called shooting stars, meteors
are pieces of dust that burn up when
they enter Earth’s atmosphere at high
speeds. Most burn up in space, but a
few reach the Earth. When they do,
they are called meteorites.
Approximately 80% of the universe is
made up of a substance scientists call
dark matter. Scientists cannot agree
on what dark matter is. It is invisible
and emits no light, radiation, and
gives off no radio waves.
Page | 100 Created by Gay Miller
The Planets
Distance from
the Sun in
astronomical
units (One
astronomical
unit is equal
to the
distance
between the
Earth and the
sun or about
93,000,000
miles.)
Type
Mercury
.388
rocky
.382
4,878
.24
Venus
.722
rocky
.949
12,104
.62
Earth
1.000
rocky
1.00
12,756
Mars
1.524
rocky
.529
Jupiter
5.203
gaseous
Saturn
9.539
Uranus
Planet
Neptune
Size as
Compared to
the Earth
(Earth = 1)
The radius of
the Earth at
the equator
is 3,963
miles and at
the poles is
3,950 miles.
Diameter
(km)
Orbital
Period as
Number
Compared Gases in Atmosphere
of
to Earth
Moons
Years
Thinnest
Oxygen, Sodium
Helium
Carbon Dioxide,
Nitrogen
0
1.00
Nitrogen, Oxygen
1
6,787
1.88
Carbon Dioxide,
Nitrogen, Argon
2
11.21
142,800
11.86
Hydrogen,
Helium
50
gaseous
9.46
120,000
29.46
Hydrogen,
Helium
53
19.19
gaseous
4.01
51,118
84.01
Hydrogen, Helium,
Methane
29
30.6
gaseous
3.88
49,528
164.8
Hydrogen,
Helium, Methane
12
0
Sources for Planets Tables
http://www.windows2universe.org/our_solar_system/planets_table.html
http://www.bobthealien.co.uk/table.htm
http://www.astronomynotes.com/tables/tablesb.htm
http://nssdc.gsfc.nasa.gov/planetary/factsheet/
Print the tables onto cardstock or construction paper. Trim all 4 sides down so that the tables may be stored
in the students’ organizer notebooks.
Page | 101 Created by Gay Miller
The Planets
Mean Gravity at
Mean
Tempera
the
Mass
Density
ture at
Equator (Earth=1)
(water =
Surface (Earth =
weight
1)
(C).
1)
Planet
Mean
orbital
velocity
(km/sec)
Does the
planet
have
rings?
Rotation
Mercury
47.89
Once every
58.65 Earth
days
-180 to
430
0.38
0.055
5.43
no
Venus
35.03
Once every
243.01 Earth
days
(opposite
direction)
465
0.9
0.815
5.25
no
Earth
29.79
Once every
23.934 Earth -89 to 58
hours
1.00
1.00
5.52
no
Mars
24.13
Once every
24.366 Earth -82 to 0
hours
0.38
0.107
3.93
no
Jupiter
13.06
Once every
9.83 Earth
hours
Saturn
9.64
Once every
10.23 Earth
hours
-170
0.93
95
0.71
yes
6.81
Once every
17.2 Earth
hours
(opposite
direction)
-200
0.89
15
1.24
yes
5.43
Once every
16.11 Earth
hours
-210
1.12
17
1.67
yes
Uranus
Neptune
-150
2.64
318
1.33
yes
Page | 102 Created by Gay Miller
Activity 2 - Creating a Planet Table
One of the best ways to ensure students understand reading a table is to have
them actually create one. This is a great small group activity. Students can
divide responsibilities so that some students are researching while others are
filling in the information on the table.
On the following page I have included a blank table that may be used as a guide
when completing this project.
Notice the name badges worn by the students. This is a great method for
dividing students into groups. Following the blank table is a full explanation of
how using name badges for group assignments works.
Page | 103 Created by Gay Miller
Title – __________________________
Planet
Drawing
Composition
Rotation
Size
Revolution Compared
to Earth
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Created by:
Page | 104 Created by Gay Miller
Group Work
Small group activities are incorporated into many of the unit lessons. One hour of organization
will make transitioning your class into group activities simple.
1) Purchase insertable name badges for
2)
3)
4)
5)
6)
each student in your class. You may
use fold & clip name badges or the
hanging name badges with neck
straps.
Write or type the names of each
student on the individual rectangular
inserts provided with the name
badges.
Before punching the rectangular
inserts apart, take the inserts to the
copying machine and make copies in
four to five colors based on the
number of students in your class.
Using a paper cutter, slice the
rectangles apart.
Make a stack (one of each color) of a
student’s name and store all colors in
one vinyl holder.
Students will be sorted into groups
by color. Simply place the student’s
name printed on “blue” paper on top
of the stack before placing the names
in the holder. All students who have
“blue” names will form the “blue”
group. Repeat with each color until
you have formed each group. You
may easily rearrange groups by
shuffling different color name tags to
the top of the stack.

Page | 105 Created by Gay Miller
Group Roles
Each student will be assigned a group role during group work. The roles include the
following:





Leader
o initiates and directs all group activities
o encourages all students to participate with the project
o keeps group members working towards a mutual goal
Recorder
o takes minutes of the meeting
o completes all writing tasks (Note: If the project requires a lot of writing
the recorder may assign group members writing tasks.)
Reporter
o conveys the findings of the group to the class and/or teacher at the end
of the activity
Timekeeper
o ensures the productive use of each team member’s time
o makes sure the group finishes the activity in the designated time frame
(All group activities should have a time limit. PowerPoint Timers may be
found at the following website: http://www.m62.net/powerpointslides/conference-slides/digital-powerpoint-timer/)
Materials/Information Gatherer
o brings all needed supplies including pencils, pens, markers, paper, etc. to
the group meeting
o organizes textbooks, research, data, etc.
o maintains documents produced by the group
The following page includes a reproducible sheet of group roles. Copy and cut
these apart. Simply slide these into the vinyl name badges on the reverse side
of the students’ names. The group roles may be easily changed from one group
activity to the next by shuffling these cards.

Page | 106 Created by Gay Miller
Leader
Timekeeper
Reporter
Recorder
Materials/
Information
Gatherer
Reproducible Group Role Cards for Name Badges - Copy and cut apart.
Page | 107 Created by Gay Miller
The Planets
The Universe
These may be printed on heavy weight paper and used as pockets for storing the tables and organizers.
Page | 108 Created by Gay Miller
Comparing the
Planets
My Alien
These may be printed on heavy weight paper and used as pockets for storing the tables and organizers.
Page | 109 Created by Gay Miller
Comparing
Celestial Bodies
Comparing
Celestial Bodies
This may be printed on heavy weight paper and used as pockets for storing the tables and organizers.
Page | 110 Created by Gay Miller
The Planets Check for Understanding
Use the Planet Charts for find the following information:
1. ______________________ has the most moons.
2. ______________________ is the largest planet in diameter.
3. ______________________ has about the same mass as Earth.
4. ______________________ is the densest planet.
5. ______________________ is the hottest planet.
6. ______________________ has the longest day. (rotation)
7. ______________________ has the shortest day.
8. ______________________ is the farthest planet from the sun.
9. ______________________ has the thinnest atmosphere of any of the other planets.
10. _____________________ has an atmosphere that protects life.
11. Name the planets which never get above freezing at their equators.
___________________ ___________________ ___________________
___________________
12. ______________________ has the longest orbit. (revolution)
13. ______________________ has the strongest gravity at its equator.
14. ______________________ moves the fastest through space. (orbital velocity)
15. Do the (inner planets/outer planets) have rings?
16. Name two planets which rotate in the opposite direction from their orbits around the Sun.
______________________ ______________________
17. Name two planets which have an atmosphere made up mostly of CO2.
______________________ ______________________
True or False
18. __________ The gaseous planets have smaller diameters than the rocky planets.
19. __________ The rocky planets are farther from the sun than the gaseous planets.
20. __________ The gaseous planets have more mass than the rocky planets.
21. __________ Uranus and Neptune have atmospheres made of similar gasses.
22. __________ Mercury and Neptune both have moons.
23. __________ The closer planets are to the sun the smaller they are.
24. __________ The gaseous planets have more mass than the rocky planets.
25. __________ The greater the mass of the planet, the more moons it has.
26. __________ The three planets with the smallest mass have the fewest number of moons.
Page | 111 Created by Gay Miller
The Planets Check for Understanding
Use the Planet Charts for find the following information:
1. Saturn has the most moons.
2. Jupiter is the largest planet in diameter.
3. Venus has about the same mass as Earth.
4. Earth is the densest planet.
5. Venus is the hottest planet.
6. Venus has the longest day. (rotation)
7. Jupiter has the shortest day.
8. Neptune is the farthest planet from the sun.
9. Mercury has the thinnest atmosphere of any of the other planets.
10. Earth has an atmosphere that protects life.
11. Name the planets which never get above freezing at their equators.
Jupiter,
Saturn,
Uranus,
&
Neptune
12. Neptune has the longest orbit. (revolution)
13. Jupiter has the strongest gravity at its equator.
14. Mercury moves the fastest through space. (orbital velocity)
15. Do the (inner planets/outer planets) have rings?
16. Name two planets which rotate in the opposite direction from their orbits around the Sun.
Venus
&
Uranus
17. Name two planets which have an atmosphere made up mostly of CO2.
Venus
&
Mars
True or False
18. ______F____ The gaseous planets have smaller diameters than the rocky planets.
19. _____ F_____ The rocky planets are farther from the sun than the gaseous planets.
20. _____ T_____ The gaseous planets have more mass than the rocky planets.
21. _____ T_____ Uranus and Neptune have atmospheres made of similar gasses.
22. _____ F_____ Mercury and Neptune both have moons.
23. _____ F_____ The closer planets are to the sun the smaller they are.
24. _____ T_____ The gaseous planets have more mass than the rocky planets.
25. _____ F_____ The greater the mass of the planet, the more moons it has.
26. _____ T_____ The three planets with the smallest mass have the fewest number of moons.
Page | 112 Created by Gay Miller
Activity 3 – Creating a Flip Organizer
On the next nine pages you will find the pieces needed to make “The
Planets” flip organizer. As with other organizers in this resource, a
blank organizer and an answer key organizer are both provided. This is
one time when you may wish to use the answer key as completing the
charts in the blank organizer require students to write many large
numbers.
Instructions:
1) Print the cover page and 8 planet pages onto colorful paper.
2) Cut out rectangles.
3) Place the planets in order.
4) Begin with Neptune. Turn the Neptune page on its back and place a
thin line of glue across the top of the page only. Glue it towards the
bottom of the organizer notebook page.
5) On the back of Uranus, place a thin line of glue along the top.
6) Glue the Uranus page directly onto the organizer notebook page
moving it up approximately half an inch higher than the Neptune
page.
7) Continue to add pages until all are glued down.
8) The pages should lift up so that students can read the information.
Page | 113 Created by Gay Miller
The Planets
Features Unique to Mercury
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Mercury
Page | 114 Created by Gay Miller
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Venus
Features Unique to Earth
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Earth
Page | 115 Created by Gay Miller
Features Unique to Mars
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Mars
Features Unique to Jupiter
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Jupiter
Page | 116 Created by Gay Miller
Features Unique to Saturn
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Saturn
Features Unique to Uranus
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Uranus
Page | 117 Created by Gay Miller
Features Unique to Neptune
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
Neptune
Features Unique to Mercury
 Named after the Roman messenger or the gods
 Sun scorched
 38% the size of Earth
 Little atmosphere
 Covered with craters
 Orbits the sun every 88 days
Average Orbit Distance
Equatorial Circumference
35,983,125 miles
9,525.1 miles
Surface Area
28,879,000 square miles
Gravity
12.1 ft/s2
If you weigh 100 pounds on Earth, you would weigh 38 pounds on Mercury.
Rotation Period
58.646 sidereal days
Mean Orbit Velocity
Orbit Circumference
105,946 mph
223,679,248 miles
Atmosphere
Thinnest of all planets [42% Oxygen, 29% Sodium, 22% Hydrogen]
Mercury
Page | 118 Created by Gay Miller
Features Unique to Uranus
 Discovered in 1781
 Only planet whose equator is at
right angles to its orbit
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
1,783,744,300 miles
99,018.1 miles
3,120,894,516 square miles
29.1 ft/s2
If you weigh 100 pounds on Earth, you would weigh 91
pounds on Uranus.
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
-0.718 sidereal days (retrograde)
15,209 mph
11,201,335,967 miles
Hydrogen, Helium, Methane [H2, He, CH4]
Uranus
Features Unique to Earth
 Ocean planet
 Earth has life.
 Orbit velocity 66,622 mph
 Equatorial Inclination 24.4393
degrees
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
92,956,050 miles
24,873.6 miles
196,936,994 square miles
32.041 ft/s2
0.99726968 sidereal days
66,622 mph
584,019,311 miles
Nitrogen, Oxygen [N2, O2]
Earth
Page | 119 Created by Gay Miller
The Planets
Features Unique to Jupiter
 Named after the Roman king of the gods
 Most massive planet in our solar system
 Resembles a star in composition, but did not grow big
enough to ignite
 Swirling cloud stripes
 Massive storms (Great Red Spot)
 Has 49 named moons
(http://solarsystem.nasa.gov/planets/profile.cfm?Display=Moons)
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
483,638,564 miles
272,945.9 miles
23,713,907,537 square miles (120.414 x Earth)
81.3 ft/s2
If you weigh 100 pounds on Earth, you would weigh 253 pounds on Jupiter.
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
0.41354 sidereal days
29,205 mph
3,037,011,311 miles
Hydrogen, Helium
Jupiter
Page | 120 Created by Gay Miller
Features Unique to Saturn
 Named after the Roman father of Jupiter and the god
of agriculture
 Thousands of ringlets
 Has 52 named moons
(http://solarsystem.nasa.gov/planets/profile.cfm?Display=Moons)
Average Orbit Distance
Equatorial Circumference
Surface Area
Gravity
886,489,415 miles
227,348.8 miles
16,452,636,641 square miles
34.3 ft/s2
If you weigh 100 pounds on Earth, you would weigh about 107 pounds on Saturn
Rotation Period
Mean Orbit Velocity
Orbit Circumference
Atmosphere
0.444 sidereal days
21,562 mph
5,565,935,315 miles
Hydrogen, Helium [H2, He]
Saturn
Features Unique to Mars
 Named after the Roman god of war
 Cold, desert world
 ½ the size of Earth
 Has seasons
 Has polar ice caps
 Landscape contains volcanoes, canyons, and
weather
 Atmosphere too thin for liquid water
Average Orbit Distance
Equatorial Circumference
141,637,725 miles
13,233.3 miles
Surface Area
55,742,106 square miles
Gravity
12.2 ft/s2
If you weigh 100 pounds on Earth, you would weigh 38 pounds on Mars.
Rotation Period
1.026 sidereal days
Mean Orbit Velocity
Orbit Circumference
53,858 mph
887,992,283 miles
Atmosphere
Carbon Dioxide, Nitrogen, Argon [CO2, N2, Ar]
Mars
Page | 121 Created by Gay Miller





Features Unique to Neptune
Named after the Roman god of the sea
Discovered in 1846
Dark and cold
Whipped by supersonic winds
It takes almost 165 Earth years to orbit our
Sun.
Average Orbit Distance
Equatorial Circumference
2,795,173,960 miles
96,129.0 miles
Surface Area
2,941,431,558 square miles
Gravity
36.6 ft/s2
If you weigh 100 pounds on Earth, you would weigh 114 pounds on Neptune.
Rotation Period
0.671 sidereal days
Mean Orbit Velocity
Orbit Circumference
12,158 mph
17,562,271,937 miles
Atmosphere
Hydrogen, Helium, Methane [H2, He, CH4]
Neptune
Features Unique to Venus
 Named after the Roman goddess of love and
beauty
 Intense heat
 Volcanos
 Thick toxic atmosphere
 Spins slowly in the opposite direction of most
planets
Average Orbit Distance
Equatorial Circumference
67,238,251 miles
23,627.4 miles
Surface Area
177,697,463 square miles
Gravity
29.1 ft/s2
If you weigh 100 pounds on Earth, you would weigh 91 pounds on Venus.
Rotation Period
-243.018 sidereal days (retrograde)
Mean Orbit Velocity
Orbit Circumference
78,339 mph
422,465,538 miles
Atmosphere
Carbon Dioxide, Nitrogen [CO2, N2]
Venus
Page | 122 Created by Gay Miller
Activity 4 - Comparing the Planets
In this activity students will select one inner planet and one outer planet to complete a graphic organizer booklet.
Information may be gathered using, but not limited to, the following resources:





Fact cards for the planets - These cards contain only a few facts and would be a great way to differentiate instruction for
students who may have difficulty with detailed tables of information.
The two tables containing information about the planets - I recommend these tables be printed for all students as a “Check
for Understanding” page is included which requires students to locate information using these tables.
The flip organizer with planet information - After assembling this flip chart, students will have a great resource for finding
information.
NASA Solar System Exploration is a great source in which students may type in the two planets they wish to compare. This
online site creates a comparison chart with detailed information.
http://solarsystem.nasa.gov/planets/compchart.cfm?Object1=Earth&Object2=Mars
A fantastic teaching resource may be printed from NASA. The packet contains extraordinary photos followed by a fact sheet
for each planet. http://solarsystem.nasa.gov/multimedia/downl oads/21_Solar_System_FC1.pdf
Page | 123 Unit Created by Gay Miller
Planet Comparison/
Comparing Celestial Bodies Organizers
To print the Organizer Book
Print the cover/blank page (which will be the back of your book) on one side of the paper and pages 1/6 on the reverse
side. (I usually just place the page back into the printer tray to print the reverse side.)
Print pages 3/4 on a second piece of paper with 5/2 on the reverse side.
Once printed make sure the numbers are in chronological order when the book is folded in half on the dotted lines.
Staple the book on the fold.
Pockets are provided for storing
these organizers when students
are not using them; however,
you may wish to glue the
organizers directly onto the
students’ notebooks as the back
of the organizers are blank.
Page | 124 Unit Created by Gay Miller
The Planets
Comparison
Created by
_____________________
1
Page | 125 Unit Created by Gay Miller
Planet __________
1
Inside
Outside
Planet ____________
Page | 126 Created by Gay Miller
6
Fast Facts about _____________
3
Fast Facts about _____________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
Page | 127 Created by Gay Miller
4
_______________________________________
Planet _______________
Inside
5
Outside
Planet ______________
Page | 128 Created by Gay Miller
2
Galaxies
shape
Distance from
Earth in Mly
Milky Way
spiral
.027 to center
Andromeda
spiral
2.5
spiral
12
Galaxy
Constellation
Diameter
Number of
Stars
Sagittarius
100 000 ly
200-400
billion
Andromeda
150 000 ly
1 trillion
Ursa Major
70 000 ly
250 billion
Bode's Galaxy
[Messier 81]
Cartwheel
Galaxy
lenticular & ring
galaxy
Comet Galaxy
spiral
3.2 billion lightyears from Earth
Sculptor
Hoag's Object
ring
600
Serpens Caput
120 000 ly
8 billion
Large
Magellanic
Cloud
dwarf spiral
0.163
Dorado/Mensa
5 000 ly
10 billion
Small
Magellanic
Cloud
dwarf irregular
galaxy
0.206
Tucana
5 000 ly
2 billion
Mayall's Object
[Arp 148]
peculiar nebula,
shaped like a
question mark
(two colliding
galaxies0
Ursa Major
170 000 ly
> 1 trillion
Virgo
50 000 ly
800 billion
Pinwheel
Galaxy
[Messier-101]
Sombrero
Galaxy
[Messier–104]
Sunflower
Galaxy
[Messier 63]
spiral
unbarred spiral
spiral
Sculptor
450
20.9 ± 1.8
28 megalightyears
37
barred spiral with
trail of stars
400
Tadpole Galaxy
about 280
thousand lightyears long
Whirlpool
23 ± 4
Galaxy
spiral
[Messier 51a]
Sources
http://en.wikipedia.org/wiki/List_of_galaxies
http://jumk.de/astronomie/galaxies/index.shtml
600.000 ly
Ursa Major
Canes Venatici
Draco
length
400 000 ly
Canes Venatici
100 000 ly
Page | 129 Created by Gay Miller
160 billion
Asteroids
Name
Amphitrite
Camilla
Ceres
Chiron
Cybele
Daphne
Davida
Doris
Egeria
Elpis
Eros
Eugenia
Eunomia
Euphrosyne
Europa
Freia
Hebe
Hygiea
Interamnia
Iris
Juno
Kalliope
Lutetia
Mathilde
Pallas
Psyche
Sylvia
Toutatis
Vesta
Average Distance from Sun
Diameter
(km)
(AU)
(106 km)
2.55
3.49
2.77
13.72
3.43
2.77
3.18
3.11
2.58
2.71
1.46
2.72
2.64
3.16
3.10
3.39
2.43
3.14
3.06
2.39
2.67
2.91
2.435
2.46
2.77
2.92
3.49
2.51
382.1
521.8
413.9
2051.9
513.0
413.6
475.4
465.5
385.4
405.9
218.4
407.1
395.5
472.1
463.3
466.6
362.8
470.3
458.1
356.9
399.4
435.3
364.3
290
414.5
437.1
521.5
375.8
240
236
918
180
246
182
336
226
114
174
33
114
272
248
312
190
192
430
334
204
244
188
96
61
522
264
272
4.6 x 2.3 x 1.9
2.36
353.4
500
Sources
http://www.windows2universe.org/asteroids/asteroids_table.html
http://nineplanets.org/asteroids.html
http://en.wikipedia.org/wiki/List_of_notable_asteroids
Page | 130 Created by Gay Miller
Comets
closest distance Orbital Period next or most recent inclination
from Sun (AU)
(years)
pass by Sun
(degrees)
Biela
0.861
6.62
Borrelly
1.358
6.68
2001
30.3
Brorsen-Metcalf
0.479
70.6
2060
19.33
51
2047
?
1.29
6.57
2009
7.12
d'Arrest
1.291
6.38
2001
19.43
Encke
0.341
3.31
2003
11.93
Giacobini-Zinner
1.028
6.59
1999
31.88
Grigg-Skjellerup
.989
5.09
0.9143
4000
1997
0.587
76.09
2062
Hyakutake
0.23
~30,000
~31,500
Ikeya-Seki
0.008
880
2845
Lexell
0.674
5.60
SchwassmannWachmann 1
SchwassmannWachmann 3
Swift-Tuttle
5.448
15
2004
9.75
.937
5.36
2006
11.4
0.963
120
Tempel 1
1.5
5.51
2005
10.5
Tempel 2
1.381
5.29
1999
12.44
Wild 2
1.583
6.39
2003
3.2
Wirtanen
1.063
5.46
2013
11.7
Chiron
Churyumov-Gerasimenko
Hale-Bopp
Halley
Sources
http://www.windows2universe.org/comets/comets_table.html
http://www.arksky.org/php/ctable.php
http://nssdc.gsfc.nasa.gov/planetary/factsheet/cometfact.html
Page | 131 Created by Gay Miller
12.55
21.1
162.24
141.86
1.56
113.56
Additional Tables
Moons in our Solar System
http://www.windows2universe.org/our_solar_system/moons_table.html
Celestial Bodies Relate Size Chart
http://www.educationworld.com/tools_templates/Celestial-Bodies-Relative-Size-Chart.shtml
Dwarf Planets
http://www.windows2universe.org/our_solar_system/planets_table.html
http://www.bobthealien.co.uk/table.htm
http://www.britannica.com/EBchecked/topic/1224420/dwarf-planet
Page | 132 Created by Gay Miller
Comparing
Celestial Bodies
Created by
_____________________
_______________
Discovery and Observation
_______________________________________
_______________________________________
Picture
______________________________________
_______________________________________
_______________________________________
______________________________________
_______________________________________
_______________________________________
______________________________________
_______________________________________
_______________________________________
______________________________________
_______________________________________
_______________________________________
1
1
______________________________________
Page | 134 Created by Gay Miller
_______________________________________
6
Fast Facts about _____________
Fast Facts about _____________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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3 _______________________________________
Page | 135 Created by Gay Miller
4
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Discovery and Observation
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Picture
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5 _______________________________________
Page | 136 Created by Gay Miller
2
Create an Alien Project
In this activity students will create an alien life form. The alien may be from a planet in our Solar System, a distant
galaxy, a black hole, an asteroid, a comet, etc. (anywhere except Earth).
Step 1
On the next pages, organizers are provided to aid students in planning and
creating their aliens. These organizers guide the students into the
thinking/researching aspects of their alien’s home as well as features the alien
needs in order to survive living in this location. Some organizers ask about the
society, entertainment, customs, etc. of the alien’s world. The organizer “Alien
Project Think Sheets” are categorized onto different pages so that you may select
the aspects you wish to be your focus of study depending on the time you have to
devote to this project. A blank organizer is included for any additional topics you
may wish to add.
Step 2
An organizer booklet that will fit in the students’ organizer notebooks is also provided for the project. Students will
take the information from the “Alien Project Think Sheets” and write paragraphs describing each aspect of their alien
and its world.
Step 3
A grading rubric is provided. This rubric evaluates four categories: information, description of the alien, the
appearance of the project, and writing.
Step 4
Creating 3D models of the aliens can be terrific fun. Inviting parents to come view the aliens makes a great parent
involvement project as well.
Page | 137 Created by Gay Miller
Alien Project Think Sheet
How fast does your alien's world rotate? How long is
its day and night?
Does your alien's world revolve around the sun or
another star? If so, how long is a year? How long
does it take your alien's world to revolve? Does
your alien's world have seasons?
Does your alien need to sleep?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Where does
your alien live?
How does your alien travel,
i.e. fly, slither, swim, etc.?
__________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Does this location have
a
strong
or
slight
gravitational pull? How
is your alien affected by
this?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 138 Created by Gay Miller
Alien Project Think Sheet
What type of atmosphere does
this location have? What types of gasses
are on your alien’s home?
_____________________________
_____________________________
My alien must be able to breathe
_____________________________
_____________________________
What type of terrain does this location
have? Does it have mountains,
volcanoes, craters, etc.?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Where does
your alien live?
What components make up
your alien’s world? Is it rocky
or gaseous?
__________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
What is the climate of your alien’s
home? Is it stormy? Are there high
winds? What type of shelter does
your alien need?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 139 Created by Gay Miller
Alien Project Think Sheet
What does the alien look like
including size and shape?
[Note: Think about the gravity of your alien's home.]
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
What special features does
your alien have?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Alien’s
Appearance
What adaptations has your alien made that are
needed for survival such as camouflage?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Does your alien have soft body tissue, a hard outer
covering, or an internal skeleton?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 140 Created by Gay Miller
Alien Project Think Sheet
Does your alien live alone or in packs,
tribes, or communities?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
What does your alien do for entertainment?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Alien’s Life
What type of job does your alien hold?
Does this species have specilized beings like bees?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Does your alien go on vacation? If so, where?
How does it get there? How long does it take to get there?
At what speed does it travel?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 141 Created by Gay Miller
Alien Project Think Sheet
What does your alien eat?
Is it a predator or prey?
How does your alien communicate?
Does it speak a language?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Alien’s
Survival
How does your alien maintain
its body temperature?
[Note: What is the temperature of your alien's home?]
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
What does your alien use as a form of defense?
Does this alien need to combat other aliens?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 142 Created by Gay Miller
Alien Project Think Sheet
Does your alien's society have artists,
scientists, specialists, etc.?
What type of government does your alien have?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Alien's
Society
What are some of your alien's customs?
What type of religion does your alien have?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 143 Created by Gay Miller
Alien Project Think Sheet
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Page | 144 Created by Gay Miller
Citations
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
List of References
used to Prepare
this Project
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Page | 145 Created by Gay Miller
Project Rubric
Information on
Alien’s World
Alien’s Description
Based on its World
Appearance of
Project
Writing
Level 1
1 point
Level 2
2 points
Level 3
3 points
Level 4
4 points
Level 5
5 points
The information is
confusing and/or
inaccurate.
Some of the
information is
inaccurate. Very
limited detail is
present.
Only one or two
inaccurate
statements, but
most details are
helpful.
The information
goes beyond just the
obvious. The
information is
detailed and
accurate.
The information
goes well beyond the
obvious. The
information is
detailed and
accurate.
The description is
incomplete with
some relevant
information left out.
The alien would
survive based on the
information given.
Work is neat.
The description is
complete with
relevant information
included. The alien
would survive based
on the information
given. Work is neat.
The description goes
beyond just the
obvious with all
relevant information
included. The alien
would survive based
on the information
given. Work is neat.
The description goes
well beyond the
obvious with all
relevant information
included. The alien
would survive based
on the information
given. Work is neat.
The alien model or
drawing is mostly
neat and attractive.
Some parts may be
messy or
unattractive.
The alien model or
drawing is neat and
attractive. Most
information is well
thought out.
The alien model or
drawing is neat and
attractive. Most
information is well
thought out, and the
design shows some
creativity.
Paragraphs contain
some incomplete
thoughts, faulty
punctuation and
grammar.
Paragraphs contain a
few incomplete
thoughts, faulty
punctuation and
grammar.
Paragraphs contain
complete thoughts
with only a little
faulty punctuation
and grammar.
The alien model or
drawing is neat and
attractive. All
information is well
thought out, and the
design shows a lot
creativity.
Paragraphs are
written with
complete thoughts,
no faulty
punctuation and
grammar. The work
shows creativity and
clear mastery of
material.
The description is
incomplete with
most relevant
information left out.
The alien would not
survive based on the
information given.
Work is messy and
incomplete.
The alien model or
drawing is messy
and unattractive.
The project displays
no plan or design
with little to no
creativity involved.
Paragraphs are
poorly written, with
little detail,
incomplete thoughts,
faulty punctuation
and grammar.
Information is
unclear.
Page | 146 Created by Gay Miller
Creating an Organizer
How to Create an Interlocking Book Organizer
1 & 10
3&8
1. Each student will need a copy of the four organizer pages.
2. Students should cut on the dotted lines. On the pages labeled 1 & 10 and
3 & 8, students cut small slits at the top and bottom of the pages. I
recommend lining up the two pages, folding them in half along the dotted
lines, and cutting both pages at the same time. On the pages labeled 5 & 14
and 7 & 12, students cut a slit down the center of the page making sure not to
cut the edges. I recommend aligning the two pages, folding them in half along
the dotted line, and then cutting the dotted line away. [It is much easier to cut
off a small portion than the try to punch a hole in the paper and then try to cut
along the dotted line.]
3. Make two stacks with the four pages. Stack 1 will have page 7/12 on top and
5/14 on the bottom. Stack 2 will have page 3/8 on top and page 1/10 on the
bottom.
4. Fold pages 3/8 and 1/10 in half vertically without creasing.
5. Slide pages 3/8 and 1/10 through the opening in pages 7/12 and 5/14.
6. Open pages 3/8 and 1/10 flat.
Page | 147 Created by Gay Miller
5 & 14
7 & 12
Completing the Organizer
Cover – Write a title for the book. Write your name. Draw an illustration.
Page 1 – Paragraph(s) describing the physical features of the alien’s home
Page 2 – Illustration of the alien’s home.
Page 3 – Paragraph(s) describing the location of the alien’s home
Page 4 – Map showing the location of the alien’s home
Page 5 – Paragraph(s) describing the shelter the alien lives in
Page 6 – Illustration of the alien’s shelter
Page 7 – A drawing of the alien
Page 8 – Sentences explaining 4 adaptations and why the alien needs these adaptations
Page 9 – Illustration of 1 or more features your alien has to survive
Page 10 – Paragraph(s) describing survival
Page 11 –
Page 12 –
Three blank pages are included. These pages may be used in different ways
depending on the individual needs of the projects.
Page 13
Page 14 – Citation Page (list of references used in creating this project)
Page | 148 Created by Gay Miller
My Alien’s Home
Survival
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
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_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
1
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
This is an illustration of my alien’s home
Page | 149 Created by Gay Miller
10
Where My Alien Lives
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
3
Adaptations
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
________
This is a map showing where my alienPage
lives.
| 150 Created by Gay Miller
8
Alien’s Shelter
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
5
This is a drawing showing my alien’s shelter.
Page | 151 Created by Gay Miller
14
Portrait of My Alien
7
Page | 152 Created by Gay Miller
12
A pocket is provided for
storing the alien
organizer; however, you
may wish to glue the
organizer directly onto
the organizer notebook.
Page | 153 Created by Gay Miller
Part 4 (MS-ESS1-4)
Scientific Explanation based on Rock Strata
MSESS1-4.
Construct a scientific explanation based on evidence from rock strata
for how the geologic time scale is used to organize Earth's 4.6billion-year-old history. [Clarification Statement: Emphasis is on how
analyses of rock formations and the fossils they contain are used to establish
relative ages of major events in Earth’s history. Examples of Earth’s major
events could range from being very recent (such as the last Ice Age or the
earliest fossils of homo sapiens) to very old (such as the formation of Earth
or the earliest evidence of life). Examples can include the formation of
mountain chains and ocean basins, the evolution or extinction of particular
living organisms, or significant volcanic eruptions.] [Assessment Boundary:
Assessment does not include recalling the names of specific periods or
epochs and events within them.]
I recommend the following setup for the student organizer notebook:
Geologic Time Scale Organizer
33
Geologic Time Scale Key
34
Eon Flip Organizer
35
Geologic Scale Check for Understanding
36
Rock Layer Drawing
37
Index Fossils Flip Chart
38
Index Fossil Activity
39
Relative / Absolute Flip Organizer
40
Page | 154 Created by Gay Miller
Online Resources to Help with Your Study
 Toilet Paper Geologic Time Scale
http://www.nthelp.com/eer/HOAtimetp.html
 Radioactive Dating Online Simulation
http://phet.colorado.edu/en/simulation/radioactive-dating-game
 What’s Up? – A Relative Dating Age Activity
http://www.geosociety.org/educate/LessonPlans/Relative_Age.pdf
 Relative Dating Activity
http://dnr.louisiana.gov/assets/TAD/education/BGBB/1/activity.html
 Relative Dating Activity
http://www2.mbusd.org/staff/pware/labs/RelativeDating.pdf
 Relative Dating: Telling Time Using Fossils
http://www.pbs.org/americanfieldguide/teachers/fossils/fossils.pdf
 Geologic and Paleontologic Cook Book (This fun site gives directions for
making edible prehistoric critters such as Ammonites in a Blanket and
Trilobite Cookies)
http://www.uky.edu/KGS/education/cookbook.htm#mandm
Page | 155 Created by Gay Miller
Geologic Time Scale
Geologists have divided Earth’s 4.6 billion year history into time segments. These intervals
vary in length based on significant events that took place on Earth such as the appearance of
a new class of living beings or a mass extinction. The divisions grow smaller towards present
day.
Precambrian
(supereon)
eon
0
Earth’s History
MS-ESS1-4
0.5
1.0
2.0
2.5
Page | 156 Created by Gay Miller
3.0
Hadean
Eoarchean
Paleoarchean
Mesoarchean
Mesoproterozoic
1.5
Neoarchean
Archean
Paleoproterozoic
Proterozoic
Neoproterozoic
Paleozoic
era
Cenozoic
Mesozoic
Phanerozoic
3.5
4.0
4.5
Geologic Time Scale
Periods
Eons
4 total
Each are half a
billion years or
more.
Eras
Periods
Eras
Epochs
Epochs
Epochs
Epochs
10 total
Each era is several
hundred million
years long.
Epochs
Periods
Epochs
Epochs
Eons are the largest
intervals of geologic
time. They are
hundreds of millions
of years long.
Eons are divided
Eras are
into eras.
divided into
Significant events
periods.
on Earth’s timeline
divided its history
Page | 157 Created by Gay Miller
into eras.
Epochs are the
finer subdivisions.
Earth’s
History
MS-ESS1-4
Geologic Time Scale
Copyright Information
Page | 158 Created by Gay Miller
Earth’s
History
MS-ESS1-4
Geologic Time Scale Online
o
o
o
o
o
http://www.geosociety.org/science/timescale/timescl.pdf
http://geology.com/time/geologic-time-scale.pdf
http://www.talkorigins.org/faqs/timescale.html
https://engineering.purdue.edu/Stratigraphy/charts/educational.html
Time Scale Creator allows you to generate your own time scale.
https://engineering.purdue.edu/Stratigraphy/tscreator/index/index.php
Activity 1 - Geologic Time Scale
For students to understand Earth’s geologic timeline, the following activity can easily be
done in the classroom. On the following eight pages (4 blank and 4 with answers) are charts
of the four eons (broken down by eras). Have students use place value (base 10) blocks to
make a representation of the length of each eon and/or era on the Geologic Time Scale. In
this exercise, each block represents the following equivalents:
One unit is equal to 1 million years.
One rod is equal to 10 million years.
One flat is equal to 100 million years.
Directions: Divide students into small groups. Give each group copies of the next four pages
representing each eon (era). Students are to stack the correct number of place value blocks
on top of each time increment on the Geologic Time Scale to make a representation of its
length.
The following pages are included to help with this activity:


If you do not have the plastic place value blocks, paper 100 charts are provided. If you
elect to use the paper representation, students can cut and paste the correct number of
blocks and glue them directly on the pages to represent the time increments.)
Geologic Time Scale – The Math (This page contains a chart which tells when each eon and
era begins. Students can subtract the beginning dates to determine how many years are in
each eon and era.
Following the pages for this activity, you will find a smaller scale version which can be used
as an organizer. This smaller version contains an additional component in which students
make a timeline of some major events occurring within the Geologic Time Scale.
Page | 159 Created by Gay Miller
Paleozoic
Phanerozoic
Mesozoic
Cenozoic
Geologic Time Scale - Phanerozoic
Page | 160 Created by Gay Miller
Paleozoic
Phanerozoic
Mesozoic
Cenozoic
Geologic Time Scale - Phanerozoic
Cenozoic is 66 million years old.
Mesozoic lasted for 186.2 million years.
Paleozoic lasted for 288.8 million years.
Page | 161 Created by Gay Miller
Mesoproterozoic
Paleoproterozoic
Proterozoic
Neoproterozoic
Geologic Time Scale - Proterozoic
Page | 162 Created by Gay Miller
Mesoproterozoic
The Neoproterozoic
Era lasted for 459
million years.
The Mesoproterozoic Era lasted for 600 million years.
Paleoproterozoic
Proterozoic
Neoproterozoic
Geologic Time Scale - Proterozoic
The Paleoproterzoic Era lasted for 900 million years.
Page | 163 Created by Gay Miller
Paleoarchean Mesoarchean
Eoarchean
Archean
Neoarchean
Geologic Time Scale - Archean
Page | 164 Created by Gay Miller
Paleoarchean Mesoarchean
Eoarchean
Archean
Neoarchean
Geologic Time Scale - Archean
The Neoarchean Era lasted for 300 million years.
The Mesoarchean Era lasted for 400 million years.
The Paleoarchean Era lasted for 400 million years.
The Eoarchean Era lasted for 400 million years.
Page | 165 Created by Gay Miller
Haden
Geologic Time Scale - Haden
Page | 166 Created by Gay Miller
Haden
Geologic Time Scale - Haden
The Haden Eon lasted for 600 million years.
Page | 167 Created by Gay Miller
These hundred charts are rectangular shaped to fit onto the charts provided for this activity.
Page | 168 Created by Gay Miller
Geologic Time Scale – The Math
Eons
Phanerozoic
Proterozoic
Archean
Haden
Begin
Dates
(millions
of years
ago)
251
2500
Length
in Years
Eras
Begin
Dates
(millions
of years
ago)
Cenozoic
66
Mesozoic
252.2
Paleozoic
541
Neoproterozoic
1000
Mesoproterozoic
1600
Paleoproterozoic
2500
Neoarchean
2800
Mesoarchean
3200
Paleoarchean
3600
Eoarchean
4000
4000
about
4600
Page | 169 Created by Gay Miller
Length
in Years
Geologic Time Scale – The Math
Eons
Phanerozoic
Proterozoic
Archean
Haden
Begin
Dates
(millions
of years
ago)
251
2500
4000
about
4600
Length
in Years
Eras
(millions)
251
2249
Begin
Dates
(millions
of years
ago)
Length
in Years
(millions)
Cenozoic
66
66
Mesozoic
252.2
186.2
Paleozoic
541
288.8
Neoproterozoic
1000
459
Mesoproterozoic
1600
600
Paleoproterozoic
2500
900
Neoarchean
2800
300
Mesoarchean
3200
400
Paleoarchean
3600
400
Eoarchean
4000
400
1500
600
Page | 170 Created by Gay Miller
Activity 2 - Geologic Time
Creating an Organizer
The next page contains a scaled down version of Activity 1 which will fit into the
students’ organizer notebooks. The correct number of boxes has already been
included for each eon/era on the “Geologic Time Scale” page. [Note: Every tenth box
is shaded gray to make counting in this activity easier.]
Following the “Geologic Time Scale” page, you will find an additional page titled
“Events on the Geologic Time Scale.” Students will select 21 important events in
Earth’s history and record the events and dates that the events took place on the
chart. The following websites are great resources for selecting events:
http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/guide/geologictimescale.html
http://comp.uark.edu/~sboss/geotime.htm
http://www.scientificpsychic.com/etc/timeline/timeline.html
The final step in this activity is to make a key on the “Events of the Geologic Time
Scale” page, and then color the corresponding box on “Geologic Time Scale” to match
up the two pages. Students will need 21 different colored pencils or crayons as the
chart contains 21 spaces for events. After shading the box next to the event
description, students will find the box that represents the date the event took place on
the “Geologic Time Scale” and shade it to match.
I have included a key for this activity. In the key I listed 33 events. One option would
be to give students this page with the events already listed. The students would be
responsible for making the key and coloring the “Geologic Time Scale” page to match.
Page | 171 Created by Gay Miller
186.2
288.8
600
600
Hadean
400
400
Archean
400
300
900
Proterozoic
459
Phanerozoic
66
Geologic Time Scale
Page | 172 Created by Gay Miller
The boxes shaded gray
divide the timeline by 10s.
Events on the Geologic Time Scale
Color
Code
When in
millions
Event
Page | 173 Created by Gay Miller
186.2
288.8
600
600
Hadean
400
400
Archean
400
300
900
Proterozoic
459
Phanerozoic
66
Geologic Time Scale
Page | 174 Created by Gay Miller
The boxes shaded gray
divide the timeline by 10s.
Events on the Geologic Time Scale
Color
Code
When in
millions
.01
1.8
23
35.6
45
Event
agriculture
modern humans
dogs and bears
meteor impact in Chesapeake Bay, Virginia and in Popigai, Russia
275
early mammals (rhinoceros, camels) Earth’s day is 24 hours long.
mass extinction of 80-90% of marine species and 85% of land
species including the dinosaurs; meteor impact, 170 km crater
meteor impact in Kara, Russia
ants, bees, butterflies
mass extinction (may be caused by a 480 km-wide meteor crater in
Antarctica) 90% of ocean dwellers & 70% of land plants and animals
all land joined in a supercontinent called Pangea
310
first reptiles; Earth’s day is 22.4 hours long.
320
Appalachian Mountains & Ouachita Mountains formed.
350
beginning of Karoo Ice Age (large primitive trees & ferns develop)
360
early winged insects
374
mass extinction (70% of marine species)
65
70
146
251
505
mass extinction
(many marine invertebrates – second largest extinction event)
first land plants
543
trilobites dominant, first fish
570
end of ice age; multi-celled organisms, sponges, algae
590
meteor impact (Arcaman, South Australia)
600
Earth’s day 20.7 hours long
443
750
mass extinction
(70% of dominant sea plants die out due to glaciation)
breakup of Rodinia and formation of supercontinent Pannotia
900
Earth’s day is 18 hours long.
650
1100
formation of supercontinent Rodinia
1850
meteor impact (Sadbury, Ontario, Canada)
2000
first evidence of oxygen in atmosphere
2230
meteor impact (crater Vredefort, South Africa)
2400
3500
3800
3900
4500
Great Oxidation Event (Anaerobic organisms are poisoned by
oxygen.) Heronian Ice Age begins.
first life (oxygen-producing bacteria)
surface of Earth changed from molten to solid rock & water, started
condensing into liquid form
Earth’s day is 14.4 hours long. The atmosphere becomes carbon
dioxide, water vapor, methane, and ammonia.
Earth forms.
Sources
http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/guide/geologictimescale.html
http://comp.uark.edu/~sboss/geotime.htmPage | 175 Created by Gay Miller
http://www.scientificpsychic.com/etc/timeline/timeline.html
Events on the Geologic Time Scale
Color
Code
When in
millions
.01
1.8
23
35.6
45
Event
agriculture
modern humans
dogs and bears
meteor impact in Chesapeake Bay, Virginia and in Popigai, Russia
275
early mammals (rhinoceros, camels) Earth’s day is 24 hours long.
mass extinction of 80-90% of marine species and 85% of land
species including the dinosaurs; meteor impact, 170 km crater
meteor impact in Kara, Russia
ants, bees, butterflies
mass extinction (may be caused by a 480 km-wide meteor crater in
Antarctica) 90% of ocean dwellers & 70% of land plants and animals
all land joined in a supercontinent called Pangea
310
first reptiles; Earth’s day is 22.4 hours long.
320
Appalachian Mountains & Ouachita Mountains formed.
350
beginning of Karoo Ice Age (large primitive trees & ferns develop)
360
early winged insects
374
mass extinction (70% of marine species)
65
70
146
251
505
mass extinction
(many marine invertebrates – second largest extinction event)
first land plants
543
trilobites dominant, first fish
570
end of ice age; multi-celled organisms, sponges, algae
590
meteor impact (Arcaman, South Australia)
600
Earth’s day 20.7 hours long
443
750
mass extinction
(70% of dominant sea plants die out due to glaciation)
breakup of Rodinia and formation of supercontinent Pannotia
900
Earth’s day is 18 hours long.
650
1100
formation of supercontinent Rodinia
1850
meteor impact (Sadbury, Ontario, Canada)
2000
first evidence of oxygen in atmosphere
2230
meteor impact (crater Vredefort, South Africa)
2400
3500
3800
3900
4500
Great Oxidation Event (Anaerobic organisms are poisoned by
oxygen.) Heronian Ice Age begins.
first life (oxygen-producing bacteria)
surface of Earth changed from molten to solid rock & water, started
condensing into liquid form
Earth’s day is 14.4 hours long. The atmosphere becomes carbon
dioxide, water vapor, methane, and ammonia.
Earth forms.
Sources
http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/guide/geologictimescale.html
http://comp.uark.edu/~sboss/geotime.htm
Page | 176 Created by Gay Miller
http://www.scientificpsychic.com/etc/timeline/timeline.html
Geologic Time Scale Check for Understanding
1. Order these geologic divisions in order from greatest length of time to smallest
length of time.
period
eon
epoch
era
greatest
_____________
_____________
_____________
_____________
2. How old is planet Earth?
_____________________________________________________________
3. What is the Geologic Time Scale?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Why did geologists not break down the Geologic Time Scale into equal
increments?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What marks the end of a geologic period?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. How is geologic time different from ordinary time?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
7. Name three events that have marked the change from one era to another.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Page | 177 Created by Gay Miller
Geologic Time Scale Check for Understanding
1. Order these geologic divisions in order from greatest length of time to smallest
length of time.
period
eon
eon
epoch
era
period
era
epoch
2. How old is planet Earth?
between 46 to 45 million years old - Geological evidence indicates that our
solar system is about 4,567 million years old, although there is no geologic
record of the first eon.
3. What is the Geologic Time Scale?
The Geologic Time Scale is the way scientists have broken down Earth’s
history. The scale divides Earth’s timeline into 4 eons which span millions of
years. Eons are further divided into eras, periods, and epochs.
4. Why did geologists not break down the Geologic Time Scale into equal
increments?
Geologists broke down Earth’s timeline into increments based on the geologic
changes that took place rather than equal increments.
5. What marks the end of a geologic period?
Geologic periods move from one to the next because of a geological change on
Earth.
6. How is geologic time different from ordinary time?
Ordinary time is broken into even spans of time whereas geologic time breaks
down time by changes that occur on Earth.
7. Name three events that have marked the change from one era to another.
mass extinction
appearance of a specific type of plants or animals (example: mammals)
ice ages
Page | 178 Created by Gay Miller
To create the “Earth’s Eon” organizer, print the pattern found on the following
page onto colorful paper. Trim down the four sides so the organizer will fit into
the students’ organizer notebooks. Have students write a paragraph about each
eon being sure to include key events that took place on Earth during the eon. To
finish the organizer, students will fold the flaps down on the dotted lines and cut
on the solid lines between the eons. Label the flaps with the names of the eons
before gluing the organizer into organizer notebooks.
Page | 179 Created by Gay Miller
Hadean Eon
Archean Eon
Time - 4.6 to 3.8 million years ago
Earth’s Day Length - from 6.1 hours to 7.4 hours
Earth’s Year Length in Days – 1434 to 1221
Time - 3,800 to 2,500 million years ago
Earth’s Day Length – from 7.4 to 12.3 hours
Earth’s Year Length in Days – 1221 to 714
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Earth’s Eons
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Proterozoic Eon
Phanerozoic Eon
Time - 2,500 to 570 million years ago
Earth’s Day Length –from 12.3 to 21
Earth’s Year Length in Days – 714 to 417
Time - 542 million years ago to present
Earth’s Day Length –from 21.3 to 24
Earth’s Year Length in Days – 417 to 365
Page | 180 Created by Gay Miller
Write a paragraph describing Earth during each of its four eons.
Hadean Eon
Archean Eon
Time - 4.6 to 3.8 million years ago
Earth’s Day Length - from 6.1 hours to 7.4 hours
Earth’s Year Length in Days – 1434 to 1221
Time - 3,800 to 2,500 million years ago
Earth’s Day Length – from 7.4 to 12.3 hours
Earth’s Year Length in Days – 1221 to 714
Geological evidence indicates that our solar
system is about 4,567 million years old, although
there is no geologic record of the first eon. Earth
began as a molten body which cooled about 3000
million years ago when Earth’s atmosphere began
accumulating water. At this time land masses
formed.
Earth’s magnetic field was established approximately 3.5
million years ago. This helped the planet’s atmosphere
from being pulled away. The first oxygen-producing
bacteria formed.
Earth’s Eons
During the Proterozoic Eon the first stable
continents appeared. The first free oxygen was
found in the oceans and atmosphere. Around 1000
million
years
ago
multicellular
organisms
appeared.
At the beginning of the Paleozoic Era there was an
abundance of multicellular life and most of the major
groups of animals first appeared. During this time period
the continents drifted apart into today’s current land
masses.
Phanerozoic Eon
Proterozoic Eon
Time - 2,500 to 570 million years ago
Earth’s Day Length –from 12.3 to 21
Earth’s Year Length in Days – 714 to 417
Time - 542 million years ago to present
Earth’s Day Length –from 21.3 to 24
Earth’s Year Length in Days – 417 to 365
Page | 181 Created by Gay Miller
Source for Length of Day/ Days in a Year http://www.ptep-online.com/index_files/2009/PP-16-02.PDF
Absolute Dating - provides a numerical age
Absolute dating is the process of determining the age of fossils
and rocks based on physical or chemical properties of the
materials.
Some absolute dating
techniques used include:
 Radiometric Techniques
o Carbon 14 Dating
o Potassium-Argon
(K-Ar)Dating
 Thermo luminescence
(last time heated)
 Amino Acid Dating
 Dendrochronology
(tree ring counting)
Earth’s
History
MS-ESS1-4
Page | 182 Created by Gay Miller
Carbon Dating
Scientists use many methods to date fossils. Carbon dating
is one of the most widely used and well known absolute
dating techniques used to date organic materials such as
bone, cloth, wood and plant fibers.
In
this
dating
technique,
scientists count the number of
Carbon-14 atoms in a life form’s
remains to determine its age.
Here’s how it works.
The ratio of normal Carbon 12 to
Carbon 14 stays the same in all
living plants and animals. When
the organism dies, the Carbon 14
atoms begin their radioactive
decaying (turning into Nitrogen
atoms) at a rate of half the
existing number every 5,730
years. By looking at the Carbon
12 to Carbon 14 ratio in the
sample and comparing it to a
living organism, the age of the
remains can be determined.
Carbon dating is only reliable up
to about 75,000 years.
Page | 183 Created by Gay Miller
Earth’s
History
MS-ESS1-4
Relative Dating provides an order of events
Relative dating was the only
method known to geologists for
timing geologic events until the
early 20th century when absolute
dating
through
radiometric
methods was discovered. Relative
dating remains an important
technique today when dating
materials that lack radioactive
isotopes.
When
using
relative
dating,
geologists examine rock layers.
Because fossils stay in the same
order in rock, archaeologists and
geologists can determine the
sequential order in which a series
of events occurred.
Earth’s
History
MS-ESS1-4
Page | 184 Created by Gay Miller
Bryce Canyon, Utah
Stratigraphy
Stratigraphy is the study of rock layers and the fossils contained within them.
The concept is based on the Law of Superposition which states that the oldest
stratum is found at the base of the sequence.
The Geologic Time Scale was developed during the 19th century based on
stratigraphy. After absolute dating was discovered, the scale was updated with
an absolute time framework.
Canyonlands
National Park
Earth’s
History
MS-ESS1-4
Page | 185 Created by Gay Miller
To create the “Dating the
Earth” organizer, print the
pattern found on the following
page onto colorful paper. Trim
down the four sides so the
organizer will fit into the
students’ organizer notebooks.
Have students write a definition
for relative and absolute dating
under the flaps. To finish the
organizer, students will fold the
flaps down on the dotted lines
and cut on the solid lines
between the types of dating.
Label the flaps with the names
of the dating techniques before
gluing
into
organizer
notebooks.
Page | 186 Created by Gay Miller
Relative Dating
Absolute Dating
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Dating the Earth
Page | 187 Created by Gay Miller
Relative Dating
Absolute Dating
Relative dating is
the
process
of
determining
the
sequence of events
that took place on
Earth based on the
rock layers.
Absolute dating is
the
process
of
determining the age
of fossils and rocks
based on physical or
chemical properties
of the materials.
Dating the Earth
Page | 188 Created by Gay Miller
Activity 3 - Relative Dating
Preparation:
Materials




plastic butter or whipped topping tubs, one for each group of students
Play Doh in 8 colors or salt dough in a range of colors
plastic beads in 10 colors (Pony beads work best as they are too large to go
through the straws.)
clear plastic straws
Directions for Preparing the Experiment Samples
1. Place a thin layer of Play Doh in the bottom of each plastic tub angling the first layer.
Add a random number of the same color of beads (between 5 to 10) and additional 0
to 3 beads of a different color. Press the beads down into the Play Doh.
In this sample the
main color beads
are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
blue (top layer)
green
red
turquoise
violet
yellow
light green
pink (oldest bottom layer)
Notice in this sample the
color that could represent an
index fossil is yellow. It is
the only color that is in just
one layer. As you prepare
the samples make sure each
group has at least one color
bead that could represent an
index fossil.
2. Add a second layer of Play Doh to the tub angling it on top of the first
layer. Select a different color bead and add a random number (between
5 to 10) to each tub. Add 0 to 2 beads of the color that was in the first
layer and 0 to 2 beads of the color that is going to be in the next layer.
3. Continue to layer the Play Doh in the same manner for approximately 5
layers, adding a new random color of bead for each layer then
sprinkling in 0 to 2 beads in the color below and above the present
level. Begin to level off the Play Doh in the top three layers, but
continue to add the beads in the same manner. After making 8 different
layers of Play Doh your samples are ready.
4. Cover the tubs with their lids to keep the Play Doh from drying out.
Page | 189 Created by Gay Miller
Student Directions for Relative Dating Activity
Task #1 Core Samples
On the side of your tub use a Sharpie marker to label your tub with the four compass
directions (N S E W). Place your tub beside the circle below keeping your directions aligned.
The purpose of these compass directions is aid you in keeping the tub in alignment.
N
W
E
S
Your first task is to take 12 core samples to determine how many layers are in your tub. You
will do this by taking a straw and pressing it into the Play Doh vertically all the way to the
bottom of the tub. Gently twist the straw once you have reached the bottom of the tub to
loosen it from the rest of the Play Doh. Lift the core sample straight out. Once it has been
removed, label the core sample #1. On the circle above, write #1 in the location where the
sample was taken. On the first strip below, color #1 to match your core sample #1. Repeat
until you have 12 core samples.
#1
#2
#3
#4
#5
#6
#7
#8
#9
Page | 190 Created by Gay Miller
#10
#11
#12
Responding to Task 1
1) How did the core samples differ?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2) What were the maximum and minimum layers in your core samples?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3) What hypotheses can you give for the core samples being different?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4)
In the box on
the right make
a drawing
containing all
layers you
found. Write
the colors next
to each layer
on the left of
your drawing.
On the right
side label the
oldest layer
and the
youngest layer.
______________________________________________________
_____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
______________________________________________________
Something to Think About
Should your core samples be taken all in one location, lined up in a row, or scattered
throughout the sample?
Page | 191 Created by Gay Miller
Student Directions for Relative Dating Activity
Task #2Fossil Hunting
You are going to carefully pill away each layer and search it for “fossils” (represented by beads). Record your findings for each layer
on this page by listing exactly what was found in each layer of your sample.
Topmost Layer
Lowermost Layer
Page | 192 Created by Gay Miller
Responding to Task 2
By studying the colored beads, you can determine which color represents the oldest fossil.
On the lines below, write the colors representing the fossils in the order of age with the
youngest on top to the oldest on the bottom.
youngest
oldest
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
1) An index fossil is a guide fossil because it is only found in one geologic period. Index
fossils are from species that only lived a short time, probably lasting a few hundred
thousand years. Could any of your colored beads represent an index fossil? If so, which
color?
______________________________________________________________________
2) Why are index fossils important?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
3) Explain the Law of Superposition.
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
4) In removing the layers one at a time, what did you discover about the positions of your
earth layers?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
5) Explain how this activity verified or disputed the Law of Superposition.
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Page | 193 Created by Gay Miller
Index Fossils Flip Organizer
1)
2)
3)
4)
5)
6)
7)
Instructions:
To create the “Index Fossils” organizer, print pages 193-199 onto colorful paper.
[Note: One color as pictured above looks fine; however, using a variety of colors
looks even better. See “The Planet” organizer on page 111.]
Cut out rectangles.
Have students write the period and year the species evolved and the period and
year the species became extinct on each page of the organizer. An answer key
with this information may be found on pages 200-201.
Students should sort the index fossils placing the oldest on the bottom of the
stack to be glued down first. Begin with Brachiopod. Turn the Brachiopod page
on its back and place a thin line of glue across the top of the page only. Glue it
towards the bottom of the organizer notebook page.
On the back of Trilobite, place a thin line of glue along the top.
Glue the Trilobite page directly onto the organizer notebook page moving it up
approximately half an inch higher than the Brachiopod page.
Continue to add pages until all are glued down.
The pages should lift up so that students can read the information.
The page pictured on the left side of the page above was created by using the
photos of fossils on page 205.
Page | 194 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Trilobite
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Ammonites
Page | 195 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Calico Scallop
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Brachiopod
Page | 196 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Sea Urchin
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Archaeocyatha (sponge-like animal)
Page | 197 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Belemnoidea (squid-like animal)
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Gastropoda (snails and slugs)
Page | 198 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Viviparus glacialis
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Fusulinid Foraminifers
Page | 199 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Perisphinctes
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Neptunea
Page | 200 Created by Gay Miller
Evolved Period & Year
____________________
____________________
____________________
Extinction Period & Year
____________________
____________________
____________________
Tetragraptus fruticosus
Index Fossils
An index fossil is the fossil remains of an
organism that lived during a particular
geologic age. It is used to identify or date the
rock or rock layer in which it is found.
Page | 201 Created by Gay Miller
Index Fossils
(Use as an answer key for the Index Fossils Flip Organizer)
Evolved
Period
Brachiopod
[over 12,000
species]
Early
Cambrian
Trilobite
Early
Cambrian
Archaeocyatha
(sponge-like
animal)
Lower
Tommotian
Age
Gastropoda
Late
Cambrian
Tetragraptus
fruticosus
Early
Ordovician
Sea Urchin
Ordovician
Ammonites
Devonian
Belemnoidea
Devonian
Fusulinid
Foraminifers
Perisphinctes
tizini
Time in millions of years ago
Beginning of Paleozoic Era
Cambrian Period
First brachiopods found
around 538
Beginning of Paleozoic Era
Cambrian Period
First trilobites found around
532
Paleozoic Era
Cambrian Period
Tommotian Age
first Archaeocyatha around
525
Beginning of Paleozoic Era
during Cambrian Period
Cambrian Period ends 485
Jurassic
Time in
mya
Many species
died in mass
extinction
events, but some
still survive today
NA
Permian
250
end of the
Cambrian Period
485.4
NA
NA
Late Ordovician
440
NA
NA
Mid Paleozoic Era
Devonian Period
419.2–358.9
Cretaceous–
Paleogene
extinction event
66
Mid Paleozoic Era
Devonian Period
419.2–358.9
Cretaceous
66
Paleozoic Era
2nd Period - Ordovician
begins 485
Paleozoic Era
2nd Period - Ordovician
488.3
Mississippian
Extinction Period
Paleozoic Era
Carboniferous Period
Upper Mississippian(subperiod)
323.2–330.9
Mid Mesozoic
Jurassic Period
201.3–145
Page | 202 Created by Gay Miller
Permian-Triassic
extinction event
252.28
Calico Scallop
Quaternary
Period
Viviparus
glacialis (snail)
Tiglian
Neptunea
tabulata
Quaternary
Period
Cenozoic Era
Quaternary Period
Most Recent Period1.8
Quaternary Period
Pleistocene Epoch
(In the Netherlands, the
Pleistocene Epoch is divided
into stages.
Tiglian is one of these.)
0.5
Cenozoic Era
Quaternary Period
Most Recent Period 1.8
Page | 203 Created by Gay Miller
NA
NA
Lived only in
Tiglian and
Pretiglian Ages
0.5
Activities for Students
Using the Index Fossils Organizer
Make a Timeline – This YouTube tutorial walks students though the steps of making a timeline
using Microsoft Word 2010 http://www.youtube.com/watch?v=FbbhVddkKhA (See an example of
a timeline following this tutorial on the following page.)
Create a Chart
Have students create a chart listing the eras and period similar to the one pictured below.
Students will draw a sketch of each index fossil from the flip organizer in the correct location on
the chart.
Page | 204 Created by Gay Miller
Tetragraptus
fruticosus
485
Brachiopod
538
Ammonites
419
Belemnoidea
419
Trilobite
532
Paleozoic Era
542-250
million years
Page | 205 Created by Gay Miller
Mesozoic Era
Age of Medieval Life)
Cenozoic Era
(Age of
Recent Life)
Index Fossils
Quaternary
Period
Tertiary
Period
Cretaceous
Period
Jurassic
Period
Triassic
Period
Permian
Period
Paleozoic Era
(Age of Ancient Life)
Pennsylvanian
Period
Mississippian
Period
Devonian
Period
Silurian
Period
Ordovician
Period
Cambrian
Period
Page | 206 Created by Gay Miller
Mesozoic Era
Age of Medieval Life)
Cenozoic Era
(Age of
Recent Life)
Index Fossils
Quaternary
Period
Calico Scallop
Viviparus Glacialis
(snail)
Neptunea Tabulata
Tertiary
Period
Cretaceous
Period
Jurassic
Period
Perisphinctes Tizini
Triassic
Period
Permian
Period
Fusulinid
Foraminifers
Paleozoic Era
(Age of Ancient Life)
Pennsylvanian
Period
Mississippian
Period
Devonian
Period
Ammonites
Belemnoidea
Silurian Period
Ordovician
Period
Tetragraptus
Fruticosus
Cambrian
Period
Brachiopod
Sea Urchin
Trilobite
Archaeocyatha
Page | 207 Created by Gay Miller
Gastropoda
Citations
Common Core State Standards
Authors: National Governors Association Center for Best Practices, Council of Chief State School
Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School
Officers, Washington D.C.
Copyright Date: 2010
Next Generation Science Standards
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington,
DC: The National Academies Press.
Earth’s Place in the Universe Interactive Organizers was created Gay Miller.
Neither Achieve nor the lead states and partners that developed the Next
Generation Science Standards was involved in the production of, and does not
endorse, this product. This product does not claim endorsement or association
with the creators of the CCSS.
Photo Credits
Big Bang
http://www.nasa.gov/images/content/56534main_hubble_diagram.jpg
Irregular Galaxy [I Zwicky 18 taken by the Hubble telescope]
http://www.nasa.gov/multimedia/imagegallery/image_feature_1055.html
Spiral Galaxy [Hubble]
http://www.nasa.gov/multimedia/imagegallery/image_feature_1577.html
Milky Way Galaxy
http://www.nasa.gov/multimedia/imagegallery/image_feature_1455.html
Planets
http://www.nasa.gov/multimedia/imagegallery/image_feature_1072.html
Page | 208 Created by Gay Miller
Black Hole
http://www.nasa.gov/mission_pages/chandra/multimedia/ps1.html
Mercury
http://www.nasa.gov/mission_pages/messenger/multimedia/messenger_orbit_image2013021
8_1.html
Venus
http://www.nasa.gov/multimedia/imagegallery/image_feature_47.html
Earth
http://www.nasa.gov/centers/goddard/news/topstory/2008/solar_variability.html
Mars
http://www.nasa.gov/multimedia/imagegallery/image_feature_85.html
Jupiter
http://www.nasa.gov/multimedia/imagegallery/image_feature_2190.html
Saturn
http://www.nasa.gov/multimedia/imagegallery/image_feature_1493.html
Uranus
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Uranus
Neptune
http://www.nasa.gov/multimedia/imagegallery/image_feature_596.html
NEAT Comet
http://www.nasa.gov/audience/forstudents/nasaandyou/home/comets_bkgd_en.html
Asteroid
http://www.nasa.gov/mission_pages/spitzer/multimedia/eros.html
Meteor
http://www.nasa.gov/centers/ames/multimedia/images/2007/Kappa_Cygnids.html
Trilobite https://en.wikipedia.org/wiki/File:Kainops_invius_lateral_and_ventral.JPG
Ammonites https://en.wikipedia.org/wiki/File:Asteroceras_BW.jpg
Author=ArthurWeasley email:[email protected]
Ammonite https://en.wikipedia.org/wiki/File:Ammonite_Asteroceras.jpg
Brachiopods
http://en.wikipedia.org/wiki/File:Brachiopods_with_U.S._quarter_(Photo_by_John_M
ortimore).jpg
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Viviparus glacialis http://en.wikipedia.org/wiki/File:Viviparus_glacialis_-_Rosmalen__Late_Tiglian.jpg
Belemnoidea http://en.wikipedia.org/wiki/File:Phragmoteuthis_conocauda.JPG
Calico Scallop http://en.wikipedia.org/wiki/File:Calico_scallop_02.jpg
Sea Urchin
http://en.wikipedia.org/wiki/File:Riccio_Melone_a_Capo_Caccia_adventurediving.it.jp
g
Archaeocyatha http://en.wikipedia.org/wiki/File:Archaeocyatha.jpg
Gastropoda http://en.wikipedia.org/wiki/File:Grapevinesnail_01a.jpg
Tetragraptus fruticosus
http://commons.wikimedia.org/wiki/File:TetragraptusfruticosusBendigonian.jpg
Perisphinctes ammonite http://pl.wikipedia.org/wiki/Plik:Perisphinctes_ammonite.jpg
Fusulinids Topeka Limestone
http://en.wikipedia.org/wiki/File:Fusulinids_Topeka_Limestone_Virgilian_Greenwood_
County_KS.jpg
Index Fossils Chart https://en.wikipedia.org/wiki/File:Index_fossils.gif
Clipart
Microsoft Clipart Gallery http://office.microsoft.com/en-us/images/
My Cute Graphics http://www.mycutegraphics.com/
Information Sources
Most sources of information were placed next to the information that was cited.
Planet Information:
http://www.windows2universe.org/our_solar_system/planets_table.html
NASA http://solarsystem.nasa.gov/planets/index.cfm
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Index Fossils
http://www.ucmp.berkeley.edu/carboniferous/carbstrat.html
https://en.wikipedia.org/wiki/Index_fossil (Most index fossils were researched individually by
specific species through Wikipedia. See the table with links at the bottom of the page.)
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Additional Resources
On the following pages I have included the following blank organizers in case you
would like to adapt one of the activities:
 Flip with 3 Sections (This works well as a Venn Diagram.)
 Diamond Fold
 3 Door
 Pentagon
 Flip with 2 Sections
 6 Page Mini Book
 Flip with 4 Sections
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Visit my website or additional teaching ideas.
http://bookunitsteacher.com/
See me on Teachers Pay Teachers.
http://www.teacherspayteachers.com/Store/Gay-Miller
Page | 223 Created by Gay Miller