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Grade 3 Science Unit: 06 Lesson: 01 Suggested Duration: 15 days Sun, Earth, Moon and Beyond Lesson Synopsis: In this lesson, students construct models to investigate the relative size and position of the planets in our solar system including interactions and relationship of the Sun, Earth, and Moon. Students examine the limitations of each model. TEKS: 3.8 3.8C 3.8D The student knows there are recognizable patterns in the natural world and among objects in the sky. Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. Identify the planets in Earth’s solar system and their position in relation to the Sun. Supporting Standard Scientific Process TEKS: 3.1 3.1A 3.1B 3.2 3.2B 3.2C 3.2D 3.2F 3.3 3.3A 3.3C 3.3D 3.4 3.4A ©2012, TESCCC Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics. Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: Collect data by observing and measuring using the metric system and recognize differences between observed and measured data. Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data. Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials. Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums. 06/13/13 page 1 of 17 Grade 3 Science Unit: 06 Lesson: 01 GETTING READY FOR INSTRUCTION Performance Indicator(s): • Create pre- and post-annotated drawings or diagrams of the solar system including the Sun/Earth/Moon system. Compare the before and after drawings by writing any revisions and the reasons for those revisions. (3.3C, 3.3D; 3.8C, 3.8D) 1C; 5G Key Understandings and Guiding Questions: • The Earth is one of several planets that orbits the Sun, and our Moon orbits the Earth. — What planets are included in our solar system? — What is the position of the Earth and each of the other planets in relation to the Sun and to each other? — How do the planets in our solar system move in relation to the Sun? — How does the Sun, Earth, Moon (S/E/M) system function or work? • Models can provide useful information about the world we live in, but they have limitations. — In what ways can models help us better understand our solar system? — In what ways is the model like the real thing? — What are some limitations of the model? Vocabulary of Instruction: • • • • • • • solar system Sun Moon planet Mercury Venus Earth • • • • • • • Mars Jupiter Saturn Uranus Neptune orbit • • • • • • revolution spin rotate rotation model limitations revolve Materials: Refer to Notes for Teacher section for materials. Attachments: • Handout: Planet Picture Cards (1 set per group) • Handout: Planet Puzzler (1 per group or 1 for projection) • Handout: Order Up (1 per group or 1 for projection) • Handout: Navigating the Solar System Evaluation (1 per student) • Teacher Resource: Navigating the Solar System KEY • Optional Teacher Resource: Distance from the Sun • Handout: Diagram Dilemma Evaluation (1 per student) ©2012, TESCCC 06/13/13 page 2 of 17 Grade 3 Science Unit: 06 Lesson: 01 • Teacher Resource: Diagram Dilemma KEY • Teacher Resource: Solar System Sentences (1 for projection) • Teacher Resource: Comparing Models (1 to project) • Handout: Thinking About Models (1 per student) • Handout: Orbit Order Cubes (1 per group) • Handout: Sun Earth Moon System (1 per pair; cut in half) • Handout: Astronomers and Astronauts: Scientists Who Made a Difference (1 per student) • Teacher Resource: Performance Indicator Instructions KEY Advance Preparation: 1. Locate and preview book(s) or passage(s) about changes in people’s or scientists’ beliefs about the shape, motion, and position of the Earth in the solar system. 2. Locate and preview age-appropriate books/websites about Sun, Earth, Moon, solar system, astronauts, astronomers, exploration, etc. 3. Obtain a yellow sphere (“Sun”) such as a large grapefruit or plastic ball with a diameter of about 14 cm or 5½ inches. 4. Prepare the Planet Picture Cards: Run on cardstock, cut apart, and laminate (1 set per group). 5. Prepare gallon-size, resealable, plastic bags with a paper plate, planet picture cards, tape, and scaled spherical objects. Glue or tape the very small planet models (poppy seeds and candy sprinkles) onto small squares of paper (1 bag per group). 6. Assemble adding machine tape number lines: fold a 61 cm/24 in. tape into eight equal sections, and number the sections 1 –8 with a marker (1 per group). 7. Prepare for the human solar system: You need a large unobstructed area marked off in concentric circular orbits at least two feet apart. Outline orbits with colored chalk (blacktop) or different colored sticky dots (activity center/gymnasium). 8. Assemble the planet on a stick: Place each scaled planet model onto the end of an unsharpened pencil. The “Sun” will hold a flashlight. The planet model could be made of sturdy paper or from scaled Styrofoam™ balls. (A kit is available- Styrofoam™ Solar System Kit, White, for about $8.50.) 9. Write the name of the planets and Sun on a 5”x7” index card or other sturdy paper. Tie yarn on the card so students can wear it as a name tag. 10. (Optional) For the distance from the Sun activity, secure eight meter sticks or meter lengths of string. 11. Prepare the Orbit Order Cubes: Run the Handout: Orbit Order Cubes on cardstock, cut apart, fold into a cube, and tape (1 per group). 12. Print the Handout: Astronomers and Astronauts: Scientists Who Made a Difference. Copy as two-sided pages to make a booklet (1 per student). 13. Prepare attachment(s) as necessary. Background Information: Models help us to think about how things work or why things happen. Models can be conceptual (drawings, descriptions, etc.) or physical (3-D), but they all have limitations. Because of those limitations, models may convey misleading information or possess characteristics that are inaccurate. Grade 3 science TEKS introduce the use of models and their limitations. In this lesson, students examine various models of the solar system and the Sun, Earth, Moon system and begin to see how and why each model has its limitations. ©2012, TESCCC 06/13/13 page 3 of 17 Grade 3 Science Unit: 06 Lesson: 01 Earth is called the “third rock from the Sun” because it is one of four terrestrial or rocky planets that orbit the inner region of our solar system. The outer region is composed of the gas giants – Jupiter, Saturn, Uranus, and Neptune. The Earth, as well as the other planets, revolves around the Sun in an elliptical path called an orbit. If viewed from far above the North Pole, each orbit follows a counterclockwise direction. The Earth takes one year, or 365.26 days, to complete one revolution. Mercury makes the trip in 88 Earth days; Neptune takes over 164 Earth years. As the planets orbit the Sun, they also rotate or spin on their axes. All the planets, except Venus and Uranus, rotate in a counterclockwise direction (if viewed from far above the Earth’s North Pole). Our day-night cycle – 24 hours – closely corresponds to one complete rotation of the Earth on its axis. In previous grades, students have examined day and night as the result of the rotation of the Earth on its own axis. This lesson references that cycle; however, the pattern will be explored further in later grades. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE – Pre-annotated Diagram NOTE: 1 Day = 50 minutes Suggested Days 1 and 2 Weather Data Collection: Resume weather data collection for two weeks during the winter (See Unit 03: Weather Here and There for details.). Additional time has been built into this unit for this activity. 1. Ask: • What planet do we live on? (Earth) 2. Revisit the globe as a model of the Earth. Facilitate a discussion: Say: • Many years ago, people thought the Earth was flat and motionless. • Why might they have thought this? Answers may vary. Students may indicate that it looks flat based on the part of the Earth we can see, and we cannot feel it moving. • Over the years, scientists, mathematicians, and explorers have found many ways to prove that the Earth is shaped like a sphere and is constantly moving through space. • What evidence do we have today? We have eyewitness accounts from the astronauts and photos of the Earth taken from space by spacecraft and satellites. 3. Reflect back on the Teacher Resource: PowerPoint: Third Rock from the Sun (Unit 05 Lesson 03) as a reminder of some of the planets in our solar (Sun) system. Share an excerpt from a book or story about people’s or scientists’ beliefs regarding the position and movement of the Earth. Or say: • From the beginning, humans have created myths, legends, and models to explain the Earth and its relationship to other objects in the sky. ©2012, TESCCC 06/13/13 Materials: • thermometer (for ongoing data collection on weather from previous lesson, 1 per group) • rain gauge (for ongoing data collection on weather from previous lesson, 1 per class) • wind vane (for ongoing data collection on weather from previous lesson, 1 per class) • globe (1 per class) • book(s) about changes in people’s or scientists’ beliefs about the earth and the solar system (1 per class) • newsprint (at least 12” x 18”, 1 sheet per student) • books/websites about Earth, Sun, Moon, solar system, astronauts, etc. (4-5 books per class) Safety Notes: Remind students they should never look directly at the Sun or view it through a telescope. Students may think that sunglasses will protect their eyes. Warn them of the danger. Instructional Notes: Differentiate between the terms “round” page 4 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • Not that long ago, people thought the Earth was the center of the • • solar system. Over time, those ideas and models have changed as scientists have gathered new evidence. In this lesson, you will create and revise your own model of the solar system based on evidence. 4. Briefly pre-assess students’ understanding of the term solar system (the Sun and all of the objects that move around it). Ask: • What types of things might be included in a model of our solar system? Accept all answers. • How do you think the parts of this system interact or work together? Accept all answers. Notes for Teacher and “sphere” (shaped like a ball). The Engage activity is intended to create curiosity and a “need to know”. Placing books in a library/astronomy center will facilitate students’ access to expert knowledge about the lesson topics. Misconceptions: • Students may think the Earth is flat and motionless. • Students may think the Earth is the center of the solar system and the largest object in the solar system. 5. Pre-annotated Diagram: Give each student a large sheet of newsprint on which to draw and label the solar system (Sun, planets, etc.) to the best of their ability and with as much detail as possible. This picture would show how it might look to a traveler in space. Assure students that this is simply a record of what they Know or think they Know at this time. They will have a chance to compare their knowledge with current scientific explanations about our solar system and how it works. Save for revisions. EXPLORE – Part 1: Planet Puzzler 1. Weather Data Collection: Resume weather data collection for two weeks during the winter (See Unit 03: Weather Here and There for details.). Additional time has been built into this unit for this activity. 2. Show students a yellow ball approximately 14 cm (5½ inches) in diameter, and facilitate a discussion: • What part of our solar system do you think this model might represent? Why? (The Sun) Students may suggest that it represents the Sun because of its color. • What do you know about the Sun? Answers may vary. Be brief – students will explore characteristics of the Sun later. • This model of the Sun is about 10 billion times smaller than the real Sun. 3. Direct students attention back to the globe and ask: • What does this model represent? (The Earth) 4. Hold the models side by side. Ask: • Do you notice anything wrong with these two models? Answers may vary. If needed, prompt students to compare the relative sizes. ©2012, TESCCC 06/13/13 Suggested Day 3 Materials: • sphere (yellow, with a diameter of about 14 cm or 5 ½ in.) • resealable plastic bag (see Advance Preparation, gallon, 1 per group) • paper plate (1 per group) • resealable plastic bag (to hold scaled spherical objects, sandwich sized, 1 per group) o poppy seeds (0.5 to 0.7 mm, see Advance Preparation, 2 per group) o blue candy sprinkles (1.3 mm, see Advance Preparation,1 per group) o white candy sprinkles (1.2 mm, see Advance Preparation,1 per group) o popcorn kernels, small beads, or large peppercorns (5 mm, 2 per group) page 5 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • Is the Earth bigger than the Sun? (No, the Sun is much bigger than • Earth.) Reinforce the comparison by stating that it would take more than 1 million Earths to fill the Sun. What might we do to make the models more accurate? We could make the Earth much smaller or the Sun much larger to reflect the differences in size. 5. Show students a blue candy sprinkle. Say: • We will use this model to represent the Earth. • • • This candy sprinkle is also about 10 billion times smaller than our real Earth. This yellow ball and this candy sprinkle give us a good idea of the size difference between the Sun and the Earth. Both the yellow ball and the candy sprinkle are 10 billion times smaller than what they represent - the Sun and the Earth. 6. Introduce the exploration activity by informing students that they will be working together in a group to examine and identify models that represent the planets in our solar system based on relative size. 7. Divide the class into groups of four students. 8. Distribute to each group: a paper plate; tape; a small, resealable, plastic bag with spherical everyday objects (see Advance Preparation); and the following handouts: Handout: Planet Picture Cards and Handout: Planet Puzzler. Explain the task. • Your task is to use the information on the handout to match the everyday objects (models) with the Planet Picture Cards. • You will use these models of the Sun (yellow ball) and Earth (blue candy sprinkle) to help guide you to select the appropriate sized model for each of the other planets. • Carefully remove the everyday objects from the small, resealable, plastic bag, and spread them out on the paper plate. • Lay out the Planet Picture Cards so that all group members can see them. As I name each planet, point to the card with that planet’s name and picture. • Now, let’s read the first clue on your handout. “Earth is one of the smaller planets. As far as we know, it is the only planet in our solar system that has living things.” • We know that the blue candy sprinkle is going to represent Earth. Place the blue candy sprinkle onto the planet Earth card. • As a group, read and follow each of the clues on the handout and match the objects to the planets. When your group agrees that you are finished, raise your hands. Do not tape the objects until I ©2012, TESCCC 06/13/13 Notes for Teacher o gum balls, jaw breakers, or • small marbles (12 mm, 1 per group) o gum balls, jaw breakers, or small marbles (14 mm, 1 per group) tape (transparent, 1 roll per group) Attachments: • Handout: Planet Picture Cards (1 per group) • Handout: Planet Puzzler (1 per group or 1 for projection) Safety Notes: Always wait for and follow teacher instructions whether written or spoken. Stress that a safe science student never tastes any substance without teacher permission. Instructional Notes: It is important to note that students will not be able to relate to the magnitude of 10 billion; it is merely used for emphasis. However, the relative sizes of the scaled models will give students a sense of how very small our Earth is compared to the Sun. Identify and provide simple names for each of the items (candy sprinkle, dark seed, etc.) so that students have a common vocabulary during the activity. Glue the very small planet models onto small pieces of paper. This will enable students to locate and manipulate the tiny models more easily. Place each group’s materials in a gallon-size, resealable, plastic bag to make distribution of materials easier. The size of the model you use for the Sun will determine the relative size of the objects that are used to represent each of the planets. The objects suggested in this lesson are based on a 14 cm (5½ inch) model of the Sun Collect the paper plates and small, page 6 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • Notes for Teacher have checked your work. What else do you need to know before you begin? Answers will vary. 9. Monitor the activity, and prompt students as needed. 10. When all student groups have matched and taped an appropriate model plastic bags for reuse (3.1B). Misconception: • Students may think the Earth is the center of the solar system and the largest object in the solar system. onto each planet card, debrief the activity through a discussion. • We have used some everyday objects as models for the Sun and planets in our solar system. • What can we tell about the Sun and planets from these models? We can see the relative sizes of the Sun and planets. These models are somewhat spherical in shape - not just round or flat. • What planets are included in our Solar System? (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) • Carefully place your group’s planet cards, and tape back in the gallon bag. We are finished with the plates; small, plastic bags; and Handout: Planet Puzzler. • In the next activity, we will discuss how these models can be used to better represent our solar system. EXPLORE – Part 2: Order Up Suggested Days 4, 5, and 6 Suggested Day 4 1. Distribute the gallon bags from the Explore: Part 1 to the appropriate groups. Explain that in the last activity, students examined how these models help us see how the planets compare in size with each other and with the Sun. Ask: • What might we do with these models to better represent our solar system? Students may or may not suggest that they can put the planets in the correct order from the Sun; model the paths or orbits of the planets around the Sun; model the distances of the planets from each other and the Sun, etc. 2. Give each group of students a piece of adding machine tape (about 61 cm/24 inches long). The tape needs to be folded into eight equal sections with the sections numbered 1–8. Students will orient the paper strip number line so that section 1 is closest to the classroom model of the Sun and section 8 is farthest away. Say: • Scientists have determined there are eight planets in our solar system. Over the years, they have gathered evidence about each planet’s size and distance from the Sun. • As a group, you will use clues to help you arrange the planets in the correct order from the Sun. ©2012, TESCCC 06/13/13 Materials: • Sun ball and Planet Picture Cards with models – from previous activity • adding machine tape (61 cm/24 “ long, 1 per group) • transparent tape or glue (1 per group) • butcher paper (about 12”x18”, 1 per group) • markers (1 packet per group) • index cards (5”x7”, see Advance Preparation, 9 per class) • yarn (24” long piece, 9 per class) • flashlight (1 per class) • planet on a stick (see Advance preparation) o unsharpened pencils (8 per class) o planet model (scaled to show planet size, see Advance Preparation, 1 set per class) Attachments: page 7 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures Notes for Teacher • Place your adding machine tape so that section 1 is closest to our • Handout: Order Up (1 per group or model of the Sun and section 8 is farthest away. 3. Distribute Handout: Order Up. Say: • As a group, read each clue on the Handout: Order Up. You will use those clues to place your planet cards where you think they belong on the number line. 4. Model the process by reading and discussing the first clue. • • • • • • • Let’s do the first one together. Clue number 1 says, “The smallest planets are called ‘inner planets’ because they are closer to the Sun.” Look at your planet cards, and find the four smallest planets. What are the four smallest planets? (Mars, Mercury, Earth, Venus) Where should we place these four planet cards on the number line based on this clue? (We should place them on sections 1–4.) Do we know from this clue the correct order of these four planets? No Your group’s task is to read and follow the clues in order and use the information from each clue to arrange and rearrange your cards. You may not know the exact placement of every planet card until you get to the last clue. What else do you need to know before you begin? Answers will vary. 5. Monitor and prompt the students as needed. 6. When students finish the activity, compare the results. If there are any discrepancies, allow students to verbalize the rationale for their arrangement. When a consensus is reached, students can tape or glue the planet cards onto the adding machine tape in the correct order. Ask: • What new information does this model of our solar system provide? It shows the position of the planets in relation to the Sun. • What is the position of the Earth and each of the other planets in relation to the Sun and to each other? Students should be able to respond based on what they have learned from the various investigations and using the model(s). Suggested Day 5 7. Reflect on the previous activities through a discussion. ©2012, TESCCC 06/13/13 • • • 1 for projection) Handout: Navigating the Solar System Evaluation (1 per student) Teacher Resource: Navigating the Solar System KEY Optional Teacher Resource: Distance from the Sun Safety Notes: Remind students they should never look directly at the Sun. To avoid collisions, allow sufficient personal space for movement. Instructional Notes: This would be an appropriate time to talk with students about the tentative nature of science as exemplified in the 2006 demotion of Pluto to a “dwarf” planet. Scientists continually evaluate and critique current scientific explanations and use logical reasoning and newfound evidence to develop new models and understandings about the natural world Model for students how the cards can be placed sideways on the adding machine tape so that they fit into the numbered sections. Save the adding machine tape models for the next activity. Collect the plastic bags for reuse (3.1B). The spin/orbit activities are adapted from New Horizons “Orbit and Spin” lesson. If you place butcher paper underneath the Sun and planet strips, you can draw in the orbits using markers. Then, trace around the Sun, remove the planet strips, and sketch or place individual planet cards/models at different points in their orbits (rather than in a line) to page 8 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • You have explored how the planets compare in size and position • in relation to the Sun. By observing the Sun and planets in the sky, scientists have also determined their patterns of movement. How do the planets in our solar system move in relation to the Sun? Answers will vary. 8. Introduce concepts and academic vocabulary related to these patterns of movement. Ask: • What do the words “spin” and “orbit” mean to you? Answers will vary. 9. Demonstrate the word “spin” by turning or spinning around in one place. Demonstrate the word “orbit” by placing an object on the floor and walking around it. Point out the path you are making as you walk. 10. Ask: • How would you describe the difference in spinning and orbiting? • • Responses should indicate that you do not make a path when you are spinning; you turn in place. When you orbit, you make or follow a path around another object. What are some examples of things that spin? Answers may vary, but could include a top, a ballet dancer, an ice skater, controls or dials that turn, a swivel office chair, a Sit ’N Spin toy, etc. What are some examples of things that create an orbit or path? Answers may vary, but could include the paths followed by race cars or runners going around a track, a person in a revolving door, a tether ball or other ball on a string, satellites, etc. 11. Say: • Scientists use the words “rotate” and “revolve” to describe the movements of the Sun and planets (as well as other objects in space). 12. Define rotate and rotation using a globe to demonstrate. Explain that the Sun and all the planets rotate or spin on their axes. Define revolve and revolution as the movement of the planets in a curved path (orbit) around the Sun. 13. Allow students the opportunity to add these definitions to the glossary in their science notebook. Notes for Teacher create a birds-eye view of the solar system. The orbits will all be equidistant from each other because this model does not take into account the relative distance of each planet from the Sun. Refer to Optional Teacher Resource: Distance from the Sun if you choose to extend this activity to show the relative distances of the planets (at least to Jupiter) from the Sun. For misconceptions below: It may help to connect the “t” in “rotate” with the “t” in turn. Misconceptions: • Students may think the Earth is the center of the solar system and the largest object in the solar system. • Students may think the Sun revolves around the Earth. Check for Understanding: Students should be able to demonstrate understanding of rotation and revolution. The Handout: Navigating the Solar System Evaluation provides the teacher with a formative assessment opportunity. Science Notebooks: This would be an appropriate time to add definitions for solar system, planet, orbit, rotation, and revolution to the glossary in the science notebook. Add Handout: Navigating the Solar System Evaluation to the science notebook. 14. Instruct students to work with a partner to kinesthetically model the movements of the Sun and one of the planets. Instruct students to slowly demonstrate one complete rotation and then one complete revolution. Emphasize that in the real solar system, these movements are continual ©2012, TESCCC 06/13/13 page 9 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures Notes for Teacher and regular. 15. Locate an area in the room where you can model the solar system with the Sun and adding machine tape models. Place the model of the Sun on the floor in the center of this area. Have students lay their adding machine tape models out in spoke-fashion from the Sun. The tapes can be arranged to facilitate the idea of elliptical orbits. Reiterate that each planet follows a nearly circular path, or orbit, around the Sun. Trace the (counterclockwise) path or orbit of each planet around the Sun. Explain that as each planet orbits the Sun, it is also rotating on its axis. Draw a counterclockwise arrow around the model of the Sun and the Earth as a representation of rotation (emphasize that all planets rotate). 16. Debrief this model of the solar system. Ask: • What can we learn about our solar system from this model? The Sun is in the center of the solar system. The planets orbit the Sun in a particular order (but not in a straight line). The Sun and planets rotate or turn on their axes. We can get an idea of how the planets compare in size to the Sun and to each other. Students can add solar system, planet, orbit, rotation, and revolution to the notebook glossary. Suggested Day 6 17. Review and reinforce the previous concepts by having students form a human solar system based on the floor model. Select nine students to represent the Sun and planets. Give each student the appropriate nametag and their “planet on a stick” (“Sun” gets a flashlight.). Have them position themselves in correct order from the Sun facing counterclockwise. Ask students to demonstrate rotation with their model. Have them continue to rotate their models as they revolve or travel in their orbit around the Sun. Provide music or a cadence to help them all move at a steady pace. When Mercury has completed one revolution, have students “freeze” and observe each planet’s position along its orbit, then continue until Neptune has made at least one complete trip around the Sun. The “Solar System Jingle” can be used to elaborate on the terms “rotate,” “revolve” (travel around), and “orbit” (special route). 18. Elaborate and extend the model. Ask: • Based on this model, can you predict which planets complete a revolution or trip around the Sun faster than our Earth? Slower than our Earth? (Faster: Mercury and Venus; Slower: Mars, Jupiter, Saturn, Uranus, and Neptune) • How might a planet’s distance from the Sun affect its temperatures? The closer planets are hotter, and the distant planets are colder. ©2012, TESCCC 06/13/13 page 10 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • In what ways can models help us better understand our solar • • Notes for Teacher system? Models allow us to see objects that are too big to view in their entirety. In what ways is the model like the real thing? Some models show us appropriate scaled sizes and some show appropriate scaled distances. What are some limitations of the model? The models of the solar system we use in the classroom are not able to show us the composition of the planets, the atmosphere, the orbits (in real time), etc. 19. Finally, display an animated orbital view of the solar system. 20. Distribute the Handout: Navigating the Solar System Evaluation. Students can work individually to complete the Cloze statement by filling in the missing words. If needed, provide a word bank. Add the completed handout to the notebook. 21. (Optional) At this point, it would be appropriate to connect this scale model of size with the scale model of distance from the Sun. Refer to Optional Teacher Resource: Distance from the Sun for directions. EXPLAIN – Part 1: Comparing Models 1. Weather Data Collection: Resume weather data collection for two weeks during the winter (See Unit 03: Weather Here and There for details.). Additional time has been built into this unit for this activity. 2. Reflect on the previous activity by focusing on the use and concept of models. Say/Ask: • We have explored several models, which can be used to help us better understand our solar system. • Why is it important to be able to see and make models of our solar system? The solar system cannot be experienced directly by us. We need models to help us learn things about our solar system, its parts, and how the parts work together. 3. Distribute the Handout: Diagram Dilemma Evaluation. Explain that the diagram/drawing is another type of model. Ask: • What do you think this diagram represents? The solar system • What would make it easier to understand? Labeling the Sun and planets would make it easier to understand. ©2012, TESCCC 06/13/13 Suggested Days 7 and 8 Materials: • crayons or colored pencils (per group) • paper (drawing, for recording and illustrating solar system sentences, per student) Attachments: • Handout: Diagram Dilemma Evaluation (1 per student) • Teacher Resource: Diagram Dilemma KEY • Teacher Resource: Solar System Sentences (1 for projection) • Teacher Resource: Comparing Models (1 for projection) • Handout: Thinking about Models (1 per student) Instructional Note: It is not important for students to know page 11 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures 4. Students can color and label each planet. Notes for Teacher that Venus, and possibly Uranus, are exceptions to the counterclockwise rotation of the planets. 5. Instruct students to check their papers for accuracy. Ask: • What does this diagram help us learn about the solar system? The order of the planets from the Sun; relative sizes of the planets • How might we improve this model and make it better? Besides labeling it, we can make the Sun much bigger by showing only a small portion of it on the edge of the page. Orbits could be drawn to curve around the Sun. Arrows could be added to represent rotation and revolution. • What things about the real solar system cannot be represented by this model? Answers may vary, but could include size, spherical shape, distances, etc. Suggested Day 8 Project the Teacher Resource: Solar System Sentences. Explain the creation and purpose of this mnemonic device. (Mnemonic devices often make it easier to remember information.) 6. Discuss how this is a different representation, or model, of our solar Check for Understanding: The Handout: Thinking about Models provides the teacher with a formative assessment opportunity. Science Notebooks: Add Handout: Diagram Dilemma Evaluation to the science notebook. Students create and record their own solar system sentence. (Optional) Students can illustrate their sentences. The illustrated sentences could be compiled in a class book and placed in a library/astronomy center with other solar system books and learning activities. system. 7. Instruct students to create and record their own sentence in their science notebooks. Provide students the opportunity to share their sentences. 8. Ask: • What is the strength of this sentence model? It helps us to remember the order of the planets for the Sun. • What are the weaknesses or limitations of this model? It is very limited; it does not help us understand anything else. 9. Compare and contrast the sentence model and labeled diagram model using or projecting the Handout: Comparing Models. Ask: • How is the sentence model like the diagram model? They both represent the order of the planets from the Sun. Record responses in the overlapping circles. • How is the sentence model different from the diagram model? It is a verbal, written model. It is helpful in remembering the order because the sentence has meaning. It does not show anything about the planets’ shapes or sizes. The Sun is not included in this model. It does not list the actual names of the planets. The representative words may change depending on which sentence is used. Record responses in the sentence circle. ©2012, TESCCC 06/13/13 page 12 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • How is the diagram model different from the sentence model? It is Notes for Teacher a better representation of what the solar system looks like. It includes the Sun (although the size and picture are misleading). It demonstrates the relative sizes of the planets to each other. Once it is labeled, it shows the actual names of the planets. Record responses in the diagram circle. 10. Distribute the Handout: Thinking about Models to each student. Provide students the time to complete this activity. 11. Reiterate that models are different from the real thing, but each one can be used to help us learn something about the real thing. ELABORATE – Orbit Order 1. Students can play the game Orbit Order to reinforce their knowledge of the position of the planets in the solar system. This game format asks students to consider order from the perspective of individual planets, not just the sequential order from the Sun. 2. How the game works: • Students will roll the Orbit Order Cubes. • They must then identify what planet comes before and what planet comes after the planet that was rolled. 3. Decide on some rules for the game, such as who will roll first, how scores or points will be recorded, how answers will be verified or checked for accuracy, how the winner will be determined, etc. 4. Allow time for students to play with a partner or small group. 5. Follow up the activity by asking students what was difficult for them and how they were able to arrive at their answers. Project the following diagram (or something similar): Suggested Day 9 Materials: • tape (clear, 1 roll per class) • scissors (1 pair per teacher) Attachments: • Handout: Orbit Order Cubes (see Advance Preparation, 1 per group) Instructional Notes: Mercury and Neptune are left off of the cube since they only have one planet neighbor. This enables you to match the six faces of the cube with the remaining six planets. Check for Understanding: As students play the game the teacher is able to formatively assess student understanding of planet order. Sun A B C D Mars 6. Ask some formative assessment questions about the order of the planets: • What two planets are closest to Earth? (Mars and Venus) • If you could “blast off” from Earth and head towards Saturn, what ©2012, TESCCC 06/13/13 page 13 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures • Notes for Teacher planets would you pass on your way there? (Mars and Jupiter) If you saw a diagram that looked like the one shown below, what planet would be represented by the circle labeled “B”? (Venus) EXPLORE/EXPLAIN – Sun, Earth, Moon (S/E/M) System Suggested Days 10, 11, and 12 1. Distribute a large sheet of newsprint to each student. 2. Instruct students to draw the Sun, Earth, Moon system to the best of their ability and with as much detail as possible. Once again, this picture would show how it might look to a traveler in space. Assure students that this is simply a record of what they Know or think they Know at this time. They will have a chance to compare their knowledge with current scientific explanations later. Save for later. 3. Display the scale models of the Sun and Earth that were used in the solar system activities. If you have not already done so, use the hallway or a visible marker to position the model of the Sun about 15 meters (if using the 1 to 10 billion scale) away from the model Earth. (This activity needs an area at least 15 meters [49 feet] long) 4. Inform students that the Moon is our closest neighbor in space. Ask: • What everyday object might be used to represent the moon based on these Sun and Earth models? Accept all answers. • Where would you position the “Moon” to represent its distance from the Earth in this model? Accept all answers. 5. Show students the speck of black pepper and place the speck of black pepper approximately 3.8 cm away from the candy sprinkle representing the Earth. Remind students that humans have never traveled farther than the moon. Ask: • What can we learn about the Sun, Earth, and Moon system from this model? Answers will vary, but should relate to the relative sizes and distances. • If the moon is so much smaller than the Sun, why do they appear to be about the same size when viewed from Earth? Accept all answers as a lead-in for the next investigation. Suggested Day 11 6. Explain that the tiny Earth and Moon models (candy sprinkle and black pepper speck) are far too small to see and manipulate. Present a new set of models that students can use to learn more about the S/E/M system. Give each pair of students 1 craft stick, 4 brass fasteners, and the Handout: Sun Earth Moon System (half a sheet). Ask: • Based on what you have learned so far, which of the circular ©2012, TESCCC 06/13/13 Materials: • scale models of the Sun and Earth – from previous activities • newsprint paper (about 12”x18”, 1 piece per student) • black pepper (coarsely ground, taped to a small square of paper, 1 speck or piece per class) • metric ruler (1 per class) • craft sticks (1 per pair of students) • brass brads (4 per pair of students) • resealable plastic bags (to hold materials, 1 per group) • crayons (1 box per pair of students) • scissors (1 pair per student) • tape (transparent, for attaching the model to the craft stick, about 2” piece per pair) • flashlights (4 per class, optional) • moving model or animated model of the S/E/M system (as described in the TEKS 3.4A, 1 per class) Attachments: • Handout: Sun Earth Moon System (1 per pair; cut in half) Safety Note: To avoid collisions, allow sufficient personal space for movement. Instructional Notes: The distances used in this portion of the lesson are based on the 1 to 10 billion scale model used in the previous activities. From this point forward, the focus will be on constructing models to demonstrate the positions and orbits in the S/E/M system rather than on scale. If students propose a model of the Moon page 14 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures Notes for Teacher models would be best to use to represent the Sun? The Earth? Our Moon? Why? (Sun would be the largest and our Moon would be the smallest.) • What do you think the arrows on these models represent? The arrows indicate that the Sun, Earth, and Moon rotate or spin. 7. Instruct students to color all three circular models and carefully cut them out. Instruct students not to cut the Moon from its “orbit arm”. similar in size to the Sun, validate their observations by stating that from Earth, the two look similar in size. Students will investigate this phenomenon shortly. 8. Students will work with their partner to explore why the Sun and Moon appear to be similar in size when viewed from Earth. • Partner #1 attaches the Sun to the craft stick with a small piece of tape. Partner #2 will hold the Moon by its orbit arm. • Partners face each other about 30 cm/1 ft. apart with their models at eye level. Partner #2 should be able to see the colored sides of both the Moon and Sun. • With one eye closed, Partner #2 will observe the size of the Moon in relation to the Sun as Partner #1 slowly backs away. When the two models appear to be about the same size, Partner #2 should say “stop”. • Trade models, and repeat the process so that Partner #1 can observe. 9. Debrief the activity by discussing how an object that is closer to Earth, like our Moon, may appear as big or bigger than a much larger object that is farther away like the Sun. Suggested Day 12 10. Reflect on the previous activities. Say: • You have explored the relative sizes of the Sun, Earth, and Moon based on current scientific understanding. • In the next activity, you will observe how patterns of movement in the S/E/M system have provided us with some predictable patterns that we use in everyday life. 11. Ask: • How would you place the S/E/M models to show their positions in relationship to one another? Show you partner. Students should place the Moon closest to the Earth with the Sun farthest away. • You already know the Earth travels or revolves around the Sun. How do you think the Moon interacts with the Earth and Sun? Show your partner. Responses may vary. Ensure that students do not cut the Moon off its “orbit arm”. Save the EarthSun connector piece for later. The partner holding the Moon will be viewing it (and the Sun) as he would from Earth. Punch holes at the triangle or circle in the center of each model and strip. Use a brad to connect the Earth to the Moon’s orbit arm and the end of the Sun-Earth connector. Use another brad to connect the Sun to the other end. In previous grades, students have examined day and night as the result of the rotation of the Earth on its own axis. In Grade 2, students explored the changing pattern of the moon and learned that this pattern cycles about every four weeks. Misconception: • Students may think the Sun and Moon are about the same size and the stars are much smaller than both the Sun and Moon. Science Notebooks: Students should write a three sentence summary on their understanding of the relationship between the Earth, Sun, and Moon. 12. Students can assemble the S/E/M model to check their predictions. Reinforce the vocabulary words, orbit, revolve, and rotate as students demonstrate the orbit of the Moon around the Earth as the Earth revolves around the Sun. It would be beneficial to sketch a diagram (with orbits and ©2012, TESCCC 06/13/13 page 15 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures Notes for Teacher arrows) to show the patterns of movement. 13. Elaborate on and extend the model. Ask: • Which part of our S/E/M system produces light? (The Sun) • • The Moon sometimes shines brightly in the night sky. How would you explain this? (The Moon does not produce light. The moonlight is actually light from the Sun bouncing off the Moon’s surface.) Do you think that other planets have moons that orbit them? Answers may vary. Direct interested students to the library/astronomy center for answers. 14. Form a human model of the S/E/M system in a large unobstructed area. Whole class model: Have most of the students link elbows back-to-back in a circle to represent the Sun. Three or four students can form the Earth in a similar way. One student will represent the Moon. Rehearse movements before distributing flashlights and dimming the lights (optional). • Sun and Earth can slowly rotate as the Earth also slowly revolves around the Sun. • The Moon will trot around the Earth (It is not safe for the Moon to try and rotate at the same time.). 15. Elaborate and extend the model. Connect it with patterns of time and students’ prior learning in the primary grades. Ask: • How does the Sun, Earth, Moon (S/E/M) system function or work? Answers will vary depending on student understanding of the concept. • Based on this model, which movement takes about 24 hours and results in day and night? (One complete rotation of the Earth on its axis) • Which movement takes a year? (One complete revolution of the Earth around the Sun) • How many times has the Earth orbited the Sun in your lifetime? Responses should match their age in years. • Which movement takes about four weeks and is the basis for our month? (One complete revolution of the Moon around the Earth) 16. Share a scientific model of the S/E/M system such as a mechanical model or animated model. 17. Instruct students to write a three sentence summary in their journal on their understanding of the relationship between the Earth, Sun, and Moon. ELABORATE – Space Science Careers 1. Share a book about astronauts or astronomers. Discuss the information in the book and the qualifications and aspirations of those who pursue a ©2012, TESCCC 06/13/13 Suggested Day 13 Materials: page 16 of 17 Grade 3 Science Unit: 06 Lesson: 01 Instructional Procedures Notes for Teacher • career in that field. 2. Relate the job responsibilities or the contributions of the scientist(s) in the book(s) to the concepts introduced in this unit. 3. Distribute the Handout: Astronomers and Astronauts: Scientists who Made a Difference. 4. Read the booklet as a whole class. Ask Guiding Questions about each • book (about astronauts or astronomers, per teacher) telescopes and binoculars (for a Star Party, per teacher) Attachments: • Handout: Astronomers and Astronauts: Scientists who Made a Difference (1 per student) scientist, such as: • What was their major contribution to their field of study? • • Why is this person considered important? (For the astronomers) Do we still believe their work is important today? 5. Instruct students to complete the two interactive pages in the booklet. 6. Instruct students to write one question that they would like to ask a space scientist about his/her job or another space science topic. Questions can be submitted to an “Ask the Scientist (Astronomer, Astronaut)” site. 7. (Optional) Late fall or winter can provide good conditions for a Star Party in conjunction with a Family Science Night. For one of the stations or activities, telescope enthusiasts or local university astronomers could be invited to facilitate and supervise students in viewing the night sky. Families could also bring or provide binoculars for observing the celestial bodies. EVALUATE – Performance Indicator Suggested Days 14 and 15 Performance Indicator • Create pre- and post-annotated drawings or diagrams of the solar system including the Sun/Earth/Moon system. Compare the before and after drawings by writing any revisions and the reasons for those revisions. (3.3C, 3.3D; 3.8C, 3.8D) 1C; 5G Materials: • newsprint (1 sheet per student) 1. Refer to the Teacher Resource: Performance Indicator Instructions Attachments: • Teacher Resource: Performance Indicator Instructions KEY KEY for information on administering the assessment. ©2012, TESCCC 06/13/13 page 17 of 17