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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 Page | 2 Created by Gay Miller 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 Page | 3 Created by Gay Miller 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. Page | 4 Created by Gay Miller 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. 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. Page | 5 Created by Gay Miller 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 Page | 6 Created by Gay Miller 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.] Page | 7 Created by Gay Miller 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. Page | 9 Created by Gay Miller 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. Page | 10 Created by Gay Miller 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 Page | 20 Created by Gay Miller 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. Page | 21 Created by Gay Miller 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 _____________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________ ______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________ ______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________ ______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________ ______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________ ______________________________________ 3 _______________________________________ Page | 135 Created by Gay Miller 4 _______________________________________ Discovery and Observation _______________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ Picture ______________________________________ ______________________________________ _______________________________________ _______________________________________ ______________________________________ _______________________________________ _______________________________________ ______________________________________ _______________________________________ _______________________________________ ______________________________________ 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 _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 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 Page | 209 Created by Gay Miller 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 Page | 210 Created by Gay Miller 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.) Page | 211 Created by Gay Miller 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 Page | 212 Created by Gay Miller ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Page | 213 Created by Gay Miller __________________________ __________________________ __________________________ _________________________ _________________________ __________________________ _________________________ __________________________ _________________________ __________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ ______________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________ _______________________________ 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_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ 5 Page | 221 Created by Gay Miller 2 ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ __________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Page | 222 Created by Gay Miller 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