Download Perspectives of the Earth, Moon and Sun

topic: Earth, Moon and Sun
activity: Perspectives of the Earth, Moon and Sun
Students explore the Earth’s position in the universe by looking at Hubble’s deep field view of galaxies and
then focusing on the Milky Way in particular. The students identify the components of our solar system and
read about the differences between planets, stars and satellites. Rotation and revolution of the Earth and
celestial objects is briefly explained then students order objects from largest to smallest. Interactions of the
Earth, Moon and Sun are investigated, including eclipses.
Suggested time: 45 minutes (including discussion points and extra activities)
Summary of Key Learning Points
Students 1. learn that there are billions of galaxies in the universe
2. realize we belong to a spiral galaxy called the Milky way, which contains billions of stars and revolves
around the central point
3. know that our solar system consists of a star, eight planets and numerous other smaller objects
4. learn that Earth is the 3rd planet from the Sun; it revolves around the Sun and the Moon revolves around
the Earth, which also rotates
5. observe that the rotation of Earth, combined with its revolution around the Sun, produces many natural
phenomena
6. discover that in a solar eclipse the Moon comes between the Earth and the Sun, while in a lunar eclipse
the Earth comes between the Sun and the Moon
1. Students learn that there are billions of galaxies in the universe. (5 mins)
Students look at the Hubble Deep Field view, which shows an area one 24-millionth of the sky. It shows a
huge number of galaxies (about 3000), including very young galaxies. This image has provided astronomers
with a wealth of important information. It should give students some idea of how insignificant our solar
system is when compared to the rest of the universe.
Answer: galaxies
Extension: could show students ‘powers of ten’ from IMAX film Cosmic Voyage.
2. Students realize we belong to a spiral galaxy called the Milky Way, which contains
billions of stars and revolves around a central point. (5 mins)
Students are presented with a view of the Milky Way and read information about our galaxy and Earth’s
place in it.
© IntoScience 2013. This sheet may be reproduced for classroom use
Page 1/3
topic: Earth, Moon and Sun
activity: Perspectives of the Earth, Moon and Sun
Extension activity: Show students images of other galaxies so they can see that spiral galaxies are not the
only type.
Discussion point: Do you think all parts of the galaxy rotate at the same speed? (they don’t – the centre is
thought to move fastest) What chances are there that there is life on other planets in our galaxy?
3. Students know that our solar system consists of one star, eight planets and
numerous other smaller objects. (10 mins)
The view zooms into our solar system, showing the eight planets, the Sun and the asteroid belt in between
the terrestrial planets and the gas giants. Students consider what the Earth, Moon and Sun are made of and
also how different astronomical objects are defined. They sort some objects into categories.
Planets: Earth, Venus, Mercury
Stars: Sun
Satellites: Moon
Discussion point: Talk about what lies beyond Neptune and also discuss Pluto’s demotion from planet to
dwarf planet. It is interesting to look at the IAI definitions for planet and dwarf planet. Recall mnemonics for
remembering the order of planets, for example My Very Eccentric Mother Just Served Us Noodles.
4. Students learn that Earth is the 3rd planet from the Sun; it revolves around the Sun
and the Moon revolves around the Earth, which also rotates. (10 mins)
Students are reminded that the Earth both rotates on its axis and revolves around the Sun.
Answer: We can’t feel the rotation of the Earth because everything around us is travelling at the same
speed. It is a bit like being on an aeroplane. The plane is going really fast but because everything on it is
moving at the same speed you don’t experience the true speed.
Discussion point: Why would the rotation of the Earth look like it is going in different directions, depending on
what hemisphere you are in, and how does that relate to the Coriolis effect? Think about flushing toilets or
any water going down a drain.
Students then order astronomical objects from largest to smallest: Universe, galaxy, solar system, Sun,
Earth, Moon
Extension activity: get students to order some astronomical objects according to age.
5. Observe that the rotation of the earth, combined with its revolution around the Sun,
produces many natural phenomena. (5 mins)
© IntoScience 2013. This sheet may be reproduced for classroom use
Page 2/3
topic: Earth, Moon and Sun
activity: Perspectives of the Earth, Moon and Sun
Students think about the different types of phenomena produced by Sun, Earth and Moon interactions. It is
interesting to discuss how things like tides occur. They then focus of eclipses. Find out what students
already know about eclipses before progressing. Students watch videos showing the two eclipse types.
6. Students discover that in a solar eclipse the Moon comes between the Earth and the
Sun, while in a lunar eclipse the Earth comes between the Moon and the Sun. (10 mins)
Students read about solar eclipses and lunar eclipses.
Answer: No, not everyone in the world can see a solar eclipse happening at the same time. It depends on
the position of the Sun and also the angle they are observing it at. For example, some people may not see
the eclipse at all, some may see a total eclipse while others will only see a partial eclipse. It also depends on
the weather. Clouds will hide the eclipse.
Discussion point: Talk about viewing eclipses safely. Every time there is a solar eclipse, people turn up the
next day at their doctor’s surgery with retinal damage. Why is this? Why are lunar eclipses safe to view with
the naked eye but not solar eclipses?
The final animation shows a solar eclipse because the Moon is passing in front of the Sun.
© IntoScience 2013. This sheet may be reproduced for classroom use
Powered by TCPDF (www.tcpdf.org)
Page 3/3