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Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days Science Grade 06 Unit 08 Exemplar Lesson 01: Solar System This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this unit, students will research the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. They will construct a scale model and display the researched characteristics, as well as the advantages and limitations of the model. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: 6.11A Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. Scientific Process TEKS 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 6.3B Use models to represent aspects of the natural world such as a model of Earth's layers. 6.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Grade 06 Science Unit 08 PI 01 Construct a scale model of the Sun and planets in the solar system. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to studying the solar system. Standard(s): 6.2C , 6.3B , 6.3C , 6.11A ELPS ELPS.c.1E , ELPS.c.5B Key Understandings The solar system consists of the Sun and other celestial objects bound together by gravity. — Which specific celestial objects are considered part of our solar system? — What are the physical properties, locations, and movements of the celestial objects in our solar system? Vocabulary of Instruction asteroid comet solar system Kuiper belt Galilean moons model Last Updated 05/09/13 page 1 of 21 Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days meteor Astronomical Unit (AU) Materials adding machine tape (1 m per student) basketball (for display, 1 per teacher) books, text books, and reference materials (see Advance Preparation, various per class) container with scale items (see Advance Preparation, small, 1 per group) grain of sand (2 per group) BB (2 per group) golf ball (1 per group) ping pong ball (1 per group) marble ( 2 per group) tweezers (1 per group) glue (per group) grape (real or artificial, for demonstration, 1 per teacher grapefruit (large, real or artificial, for demonstration, 1 per teacher) lemon (real or artificial, for demonstration, 1 per teacher) lithographs from http://teachspacescience.org (see Advanced Preparation) – Optional markers (per group) meter sticks (2 per teacher for demonstration and 1 per group) objects (various for scale measurement, student choice will determine need) orange (real or artificial, for demonstration, 1 per teacher) paper (construction, various per class) paper (various per group) tape or glue (per group) scissors (1 per student) selfadhesive color dots (¾”, 5 per student) selfadhesive color dots (¼”, 6 per student) string (various per class) tape (transparent, several rolls per class) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Solar System Object Cards (see Advance Preparation, 1 set per group) Teacher Resource: Solar System Object Cards KEY Handout: Characteristics Cards (1 per student) Teacher Resource: Characteristics Cards KEY Handout: Comparing Asteroids, Meteors, and Comets (1 per student) Teacher Resource: Comparing Asteroids, Meteors, and Comets KEY Handout: Scale Model Practice (1 per group) Handout: Distance Scale Model PI Teacher Resource: Distance Scale Model KEY Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1: Print on cardstock, laminate, cut apart, and bag the Handout: Solar System Object Cards. You will need one set per group of students. Locate and select various books, text books, and reference materials for research. You may wish to request, in advance, that your librarian pull several books and place them on a cart for you to use in your classroom. Arrange for student computer/Internet use on Days 1–3. Optional: Download and print, in color, a set of NASA lithographs for each group from http://teachspacescience.org, and laminate for durability. In the search box in the left margin, type in solar system lithograph. You can download a lithograph with information on the back for the solar system, the Sun, and each individual planet. The first download is a complete set. Last Updated 05/09/13 page 2 of 21 Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days 2. Prior to Day 5, gather materials and prepare student containers for the Elaboration activity. 3. Prepare attachment(s) as necessary. Background Information During this lesson, students determine size and distance of the planets and other bodies in the solar system and construct models of the solar system. Models with three dimensions are preferable to pictures and diagrams. Students should experience trying to fashion a physical model of the solar system in which the same scale is used for the sizes of the objects and distances between them. In most illustrations, distances are underrepresented by a factor of 10 or more. STAAR Notes: This is an important foundational piece for the understanding of gravity and its effects on our solar system. 6.11B is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 3: Earth and Space. The information in this unit also builds content for standards 8.7A, B, and C. Both Readiness Standards 8.7A and 8.7B and Supporting Standard 8.7C will be tested on STAAR Grade 8 under Reporting Category 3: Earth and Space. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE – Objects NOTE: 1 Day = 50 minutes Suggested Day 1 1. Write the following terms on the board: Sun, asteroids, meteors, comets, planets, and Galilean moons. Divide the class into groups of 3–4. Allow 3–5 minutes for the groups to discuss the objects. Ask: What do all these objects have in common? (They are all objects that are a part of our solar system.) Are there any other objects that you think belong to our Solar System? Answers may vary. Make a list of objects students suggest such as stars, black holes, etc. Acknowledge all answers but correct any developing misconceptions in step 2. Misconceptions: Students may think that stars are included in the solar system. Students may think that the solar system contains only the Sun, Moon, and planets. Science Notebooks: Students record the solar system description in their notebooks. 2. Instruct students to write this description in their science notebooks. Say/Display: Our solar system is made up of the Sun and all of the planets and their moons, meteors, asteroids, comets, and minor planets. EXPLORE/EXPLAIN – Solar System Research Suggested Day 1 (continued) 1. Distribute a set of cards from the Teacher Resource: Solar System Object Cards (see Advance Preparation) to each group. 2. Instruct students to match the name of the object to its description. Allow students about 3–5 minutes to complete the activity. 3. Project the Teacher Resource: Solar System Object Cards KEY, and allow groups to check their matches. Instruct them to make any necessary corrections. Materials: books, text books, and reference materials (see Advance Preparation, various per class) lithographs from http://teachspacescience.org (see Advanced Preparation) – Optional 4. Collect the Solar System Object Cards sets. Attachments: 5. Distribute the Handout: Characteristics Cards to each student. 6. Inform students that they will be researching the physical properties, locations, and movements of objects in our Solar System and they are to record all information on these cards. The cards will used as part of the Performance Indicator at the end of the lesson. Students are allowed to use books, reference materials, and the Internet to locate information (see Advance Preparation). 7. Explain to students that they are going to be divided into three groups so that everyone is not beginning their research at the same point and therefore, will need the same resources at the same time. Say: You may work with a partner within your group, but the entire group may not work together. 8. Project the Handout: Characteristics Cards, and discuss the expectations of the assignment. Point out that there is one card for the Sun; eight cards for the major planets; four cards for the Galilean moons; one card each for asteroids, meteors, Last Updated 05/09/13 Teacher Resource: Solar System Object Cards (see Advance Preparation, 1 set per group) Teacher Resource: Solar System Object Cards KEY Handout: Characteristics Cards (1 per student) Teacher Resource: Characteristics Cards KEY Instructional Notes: Consider pre-selecting specific websites for students to use in their research. Additionally, consider developing a structure of check points to help ensure that students are making timely progress with their research. page 3 of 21 Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days and comets; and one Advantages/Limitations card to be filled in as a component of the Performance Indicator. Answer any questions students may have regarding the task. Basic characteristics of the Sun were studied in Grade 3. In Grade 5, students compared the physical characteristics of the Sun, Earth, and Moon. Students also constructed models to 9. Divide the class into three groups. Instruct each group to begin their research: Group demonstrate their orbits. In Grade 3, students identified the planets 1: comets, asteroids, and meteors; Group 2: the Sun; and Group 3: the planets. and their order from the Sun. New for this grade are comets, Say: asteroids, and meteors. Group 1 will begin with comets, asteroids, and meteors. Group 2 will begin with the Sun. Group 3 will begin with the planets. STAAR Note: Although not marked as a Supporting Standard, this SE builds 10. Monitor groups, and assist as necessary. content for Readiness Standard 8.8A. 11. Remind students they will need to have their cards available for the following day. EXPLORE/EXPLAIN – Solar System Research (continued) Suggested Day 2 1. Instruct students to continue their research. Attachments: 2. Monitor groups, and assist as necessary checking to ensure that students are making timely progress. EXPLORE/EXPLAIN – Solar System Research (continued) Handout: Characteristics Cards (from previous activity) Suggested Day 3 1. Instruct students to complete their research by mid-class. Materials: 2. Monitor groups, and assist as necessary checking to ensure that students are making timely progress. tape or glue (per group) 3. Distribute the Handout: Comparing Asteroids, Meteors, and Comets to each student. Attachments: 4. Instruct them to find a new partner to help them complete the handout. Encourage students to use their Characteristics Cards. 5. Project the Teacher Resource: Comparing Asteroids, Meteors, and Comets KEY, and allow students to check their answers. 6. Instruct students to affix the handout to their notebooks. Handout: Characteristics Cards (from previous activity) Handout: Comparing Asteroids, Meteors, and Comets (1 per student) Teacher Resource: Comparing Asteroids, Meteors, and Comets KEY Instructional Note: The Handout: Comparing Asteroids, Meteors, and Comets may be assigned as homework if students to not complete it in class. Science Notebooks: Students affix the Handout: Comparing Asteroids, Meteors, and Comets to their notebooks. EXPLORE/EXPLAIN – Scale Suggested Day 4 1. Inform students they will be learning about the concept of scale today. 2. Note: Reference the downtown area of a nearby city or town the students may have visited so they can visualize how long a block is. Hold up the items listed as you read the analogy below. Say: Materials: meter sticks (2 per teacher for demonstration and 1 per group) grape (real or artificial, for demonstration, 1 per teacher) grapefruit (large, real or artificial, for demonstration, 1 per teacher) orange (real or artificial, for demonstration, 1 per teacher) lemon (real or artificial, for demonstration, 1 per teacher) paper (various per group) markers (per group) objects (various for scale measurement, student choice will determine need) Most of the solar system is space. One way to help get a mental picture of the relative sizes in the solar system is to imagine a model in which everything is reduced in size by a factor of a billion (1,000,000,000). At this scale: The Sun would be 1.5 meters in diameter (about the height of a man) and 150 m (about a city block) from the Earth. Using meter sticks, demonstrate 1.5 m in height and 150 meter sticks would be a block. Earth would be about 1.3 cm in diameter (the size of a grape). Jupiter would be 15 cm in diameter (the size of a large grapefruit) and 750 m (5 blocks) away from the Sun. Saturn (the size of an orange) would be 1,500 m (10 blocks) away. Uranus and Neptune (lemons) 3,000 and 4,500 m (20 and 30 blocks) away. A human on this scale would be the size of an atom. Attachments: The nearest star would be over 40,000 km away. Handout: Scale Model Practice (1 per group) Last Updated 05/09/13 page 4 of 21 Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days 3. Say: Today, we are going to practice using scale to build a distance model of objects in our classroom. Distances will be measured from the door of our classroom in meters. You will come up with a scale the same way maps have a scale (Model how 50 miles may be equivalent to a cm on a map.) You may use conventional measurements, such as cm or mm, or unconventional measurements such as objects (Model for students with paperclip, cubes, etc.). You will work with a group and choose five objects to measure. You will illustrate your model on paper including the names of the objects, actual measurements, and their scale measurements. Instructional Notes: Scale is a difficult concept for students. You may wish to perform a web search for scale models of planets (optional). Science Notebooks: Students record scale model measurements in their notebooks. 4. Divide the class into groups of 3–4, and distribute the Handout: Scale Model Practice to each group. Answer any questions they may have regarding the instructions. 5. Monitor and assist as necessary. 6. You may wish for students to display their models. ELABORATE – Match Up Suggested Day 5 1. Prior to class, write the information below on the board. The standard measurement in parentheses may be included or not at teacher discretion. Sun = 30.48 cm (12.00 in) Inform students that the basketball represents the Sun. Mercury = 0.10 cm (0.04 in) Venus = 0.25 cm (0.10 in) Earth = 0.28 cm (0.11 in) Mars = 0.15 cm (0.06 in) Jupiter = 3.12 cm (1.23 in) Saturn = 2.64 cm (1.04 in) Uranus = 1.12 cm (0.44 in) Neptune = 1.09 cm (0.43) Materials: basketball (for display, 1 per teacher) container with scale items (see Advance Preparation, small, 1 per group) grain of sand (2 per group) BB (2 per group) golf ball (1 per group) ping pong ball (1 per group) marble ( 2 per group) tweezers (1 per group) 2. Group students in pairs. Attachments: 3. Display the basketball at the front of the room. 4. Instruct students to decide which items might represent each planet based on relative size and place them in their correct order. Some planets are so close in size that the same object can be used to represent both planets on this scale. Students may refer to their Characteristic Cards. Handout: Characteristics Cards (from previous activity) Sun = 30.48 cm (12.00 in) (basketball) Mercury = 0.10 cm (0.04 in) (grain of sand) Venus = 0.25 cm (0.10 in) (BB) Earth = 0.28 cm (0.11 in) (BB) Mars = 0.15 cm (0.06 in) (grain of sand) Jupiter = 3.12 cm (1.23 in) (golf ball) Saturn = 2.64 cm (1.04 in) (ping pong ball) Uranus = 1.12 cm (0.44 in) (marble) Neptune = 1.09 cm (0.43) (marble) 5. Monitor and assist as necessary. EVALUATE – Performance Indicator Suggested Days 5 (continued) and 6 Grade 06 Science Unit 08 PI 01 Materials: Construct a scale model of the Sun and planets in the solar system. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to studying the solar system. Standard(s): 6.2C , 6.3B , 6.3C , 6.11A ELPS ELPS.c.1E , ELPS.c.5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Last Updated 05/09/13 adding machine tape (1 m per student) selfadhesive color dots (¾”, 5 per student) selfadhesive color dots (¼”, 6 per student) string (various per class) tape (transparent, several rolls per class) scissors (1 per student) paper (construction, various per class) glue (per group) page 5 of 21 Grade 6 Science Unit: 08 Lesson: 01 Suggested Duration: 6 days Attachments: Handout: Characteristics Cards (from previous activity) Handout: Distance Scale Model PI (1 per student) Teacher Resource: Distance Scale Model KEY Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/09/13 page 6 of 21 Grade 6 Science Unit: 08 Lesson: 01 Solar System Object Cards ©2012, TESCCC The Sun A medium-size star that is about halfway through its lifespan. It provides a pulling force, called gravity, keeping space objects in an orbit around itself. The star produces its own light, heat, and energy through nuclear fusion. During fusion, the star converts hydrogen to helium. Asteroids Pieces of rock, or a combination of rock and metal, which usually follow a regular orbit around the Sun. The area between Mars and Jupiter has the largest concentration of them. They range in size from tiny pebbles to about 930 km (578 mi) in diameter. Meteors If a piece of asteroid hits the atmosphere at high velocity, friction causes it to begin to vaporize. The gases coming off of the material begin to glow. This streak of light is now known by this term. If the Earth crosses its path, many can be seen and are called a shower. Comets Called “dirty snowballs”. They are a mixture of water, gas ices, and rock. They travel in huge oval orbits around the Sun. Orbits may take thousands of years to complete and take these objects long distances. When its orbit brings it close to the Sun, the dust and ice heat up to produce a “tail”. Planets Bodies that are in orbit around the Sun. They are massive enough for their own gravity to make them (nearly) round and have cleared the area around them of smaller objects in their orbit. They may be solid or gaseous objects. They may or may not have moons orbiting them. 11/01/2012 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Solar System Object Cards KEY ©2012, TESCCC The Sun A medium-size star that is about halfway through its lifespan. It provides a pulling force, called gravity, keeping space objects in an orbit around itself. The star produces its own light, heat, and energy through nuclear fusion. During fusion, the star converts hydrogen to helium. Asteroids Pieces of rock, or a combination of rock and metal, which usually follow a regular orbit around the Sun. The area between Mars and Jupiter has the largest concentration of them. They range in size from tiny pebbles to about 930 km (578 mi) in diameter. Meteors If a piece of asteroid hits the atmosphere at high velocity, friction causes it to begin to vaporize. The gases coming off the material begin to glow. This streak of light is now known by this term. If the Earth crosses its path, many can be seen and are called a shower. Comets Called “dirty snowballs”. They are a mixture of water, gas ices, and rock. They travel in huge oval orbits around the Sun. Orbits may take thousands of years to complete and take these objects long distances. When its orbit brings it close to the Sun, the dust and ice heat up to produce a “tail”. Planets Bodies that are in orbit around the Sun. They are massive enough for their own gravity to make them (nearly) round, and have cleared the area around them of smaller objects in their orbit. They may be solid or gaseous objects. They may or may not have moons orbiting them. 11/01/2012 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Characteristics Cards Name: Sun Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Atmosphere: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Physical Properties: Physical Properties: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Physical Properties: Physical Properties: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Physical Properties: Physical Properties: ©2012, TESCCC 11/01/2012 page 1 of 3 Grade 6 Science Unit: 08 Lesson: 01 Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Physical Properties: Physical Properties: Name: Name: Number of Moons: Period of Rotation: Period of Revolution: Orbit: Location: Size/Mass: Terrestrial or Gas Giant: Atmosphere: Physical Properties: Galilean Moons: Name: Distance from Planet: Location: Orbital Period of Revolution: Other Characteristics: ©2012, TESCCC Name: Distance from Planet: Location: Orbital Period of Revolution: Other Characteristics: Name: Distance from Planet: Location: Orbital Period of Revolution: Other Characteristics: 11/01/2012 Name: Distance from Planet: Location: Orbital Period of Revolution: Other Characteristics: page 2 of 3 Grade 6 Science Unit: 08 Lesson: 01 Name: Meteors General Location/Path: Name: Asteroids General Location/Path: Physical Properties: Physical Properties: Name: Comets General Location/Path: Physical Properties: Model of Solar System: Advantages ©2012, TESCCC Limitations 11/01/2012 page 3 of 3 Grade 6 Science Unit: 08 Lesson: 01 Characteristics Cards KEY Note: Some numeric values may differ depending on the research source used. Accept reasonable differences. Name: Sun Name: Mercury Period of Rotation: The apparent rotation of the star, as viewed from Earth, at its equator is about 25–28 days. Period of Rotation: 58.6 days Period of Revolution: It takes the solar system about Period of Revolution: 87.9 days 225–250 million years to complete one orbit of the galaxy. 17 st Orbit: 26,000 light-years (2.47954 X 10 km) from the Orbit: 1 from the Sun; 58,000,000 km center of the Milky Way Location: Close to the inner rim of Orion Arm in the Location: 0.387 AU; 58 million km (36 million miles) Milky Way galaxy 30 22 Size/Mass: 1.989 X 10 kg Size/Mass: 33 X 10 kg Atmosphere: Mostly hydrogen which extends past the Terrestrial or Gas Giant: Terrestrial orbit of Pluto Physical Properties: Composed of hydrogen that Atmosphere: It has an exceptionally thin atmosphere changes to helium during nuclear fusion. The Sun is composed of sodium and potassium gas. powered by the energy produced in the core and Physical Properties: Close to the Sun, very cold at night therefore, produces basically all of the heat and light and very hot during the day, craters received on Earth. Name: Venus Number of Moons: 0 Period of Rotation: 243.1 days Period of Revolution: 224.7 days nd Orbit: 2 from the Sun Location: 0.723 AU; 108 million km (67.24 million miles) 22 Size/Mass: 487 X 10 kg Terrestrial or Gas Giant: Terrestrial Atmosphere: Carbon dioxide with minor amounts of nitrogen and trace amounts of nitrogen, helium, neon, and argon Physical Properties: About the same size of Earth, thick cloud cover traps much of the Sun's heat causing the hottest average temperature of all the planets Name: Earth Number of Moons: 1 Period of Rotation: 23 hours 53 minutes Period of Revolution: 365.3 days rd Orbit: 3 from the Sun Location:1 AU; 150 million km (92.9 million miles) 22 Size/Mass: 598 X 10 kg Terrestrial or Gas Giant: Terrestrial Atmosphere: Nitrogen and oxygen and minor amounts carbon dioxide, ozone, argon, and helium Name: Mars Number of Moons: 2 Name: Jupiter Number of Moons: Has 62 moons, 50 official, and 12 unofficial Period of Rotation: 9 hours 55 minutes Period of Revolution: 4,332.9 days th Orbit: 5 from the Sun Location: 5.203 AU; 778 million km (483.88 million miles) 22 Size/Mass: 190,000 X 10 kg Terrestrial or Gas Giant: Gas giant Atmosphere: Mainly helium and hydrogen with trace amounts of water, ammonia, methane, and other carbon compounds Temperature: Physical Properties: Has a red spot where a giant storm has been raging for at least 300 years, has no solid surface, has a faint ring, under its atmosphere there is a large liquid ocean of hydrogen and water Physical Properties: Has atmosphere and temperature ranges which allow life, has liquid water Period of Rotation: 24 hours 37 minutes Period of Revolution: 686.9 days th Orbit: 4 from the Sun Location:1.524 AU; 228 million km (141.71 million miles) 22 Size/Mass: 64.2 X 10 kg Terrestrial or Gas Giant: Terrestrial Atmosphere: Thin layer of mainly carbon dioxide; nitrogen, argon, and small traces of oxygen and water vapor also present Temperature: Physical Properties: Has much higher mountains and far deeper canyons than the Earth, temperature ranges similar to Earth, may have frozen water at poles ©2012, TESCCC 05/08/12 page 1 of 3 Grade 6 Science Unit: 08 Lesson: 01 Name: Saturn Number of Moons: Has 53 official moons and 9 unofficial moons. Period of Rotation: 10 hours 13 minutes Period of Revolution: 10,759.2 days th Orbit: 6 from the Sun Location: 9.539 AU; 14.29 million km (887.14 million miles) 22 Size/Mass: 56,900 X 10 kg Terrestrial or Gas Giant: Gas giant Atmosphere: Thick atmosphere of hydrogen and helium; methane and ammonia also present Physical Properties: Atmosphere of methane and helium, no solid surface, first planet discovered to have rings. The sky gradually turns into liquid until it becomes an ocean of liquid chemicals. Name: Uranus Number of Moons: 21 Period of Rotation: 17.2 hours Period of Revolution: 30,684 days th Orbit: 7 from the Sun Location: 19.18AU; 2,871million km (1,783.98 million miles) 22 Size/Mass: 8,690 X 10 kg Terrestrial or Gas Giant: Gas giant Atmosphere: Mainly of hydrogen and minor amounts of helium and methane Physical Properties: Spins on its side, has a large rocky core, almost identical to the planet Neptune, has dark rings, cold Name: Neptune Number of Moons: 13 Period of Rotation: 16 hours 17 minutes Period of Revolution: 60,190 days th Orbit: 8 from the Sun Location: 30.06 AU; 4,504 million km (2,796.46 million miles) 22 Size/Mass:10,280 X 10 kg Terrestrial or Gas Giant: Gas giant Atmosphere: Mainly hydrogen and helium, small amounts of methane Physical Properties: Has six rings, has a storm called The Great Dark Spot, has faint rings, cold Galilean Moons: Students may have to perform specific searches for orbital periods. Name: Io Name: Callisto Name: Ganymede Distance from Planet: Distance from Planet: Distance from Planet: 421,600 km 1,883,000 km 1,070,000 km th th th Location: 5 from Jupiter Location: 8 from Jupiter Location: 7 from Jupiter Orbital Period of Orbital Period of Orbital Period of Revolution: 1.769 days Revolution: 16.689 days Revolution: 7.154 days Other Characteristics: Other Characteristics: Other Characteristics: nd Active volcanism; sulfur, 2 largest moon, cratered Largest moon in solar iron, and rocky material; surface, ice, thin system, ice, grooved rd 3 largest moon atmosphere terrain on cratered surface ©2012, TESCCC 05/08/12 Name: Europa Distance from Planet: 670,900 km th Location: 6 from Jupiter Orbital Period of Revolution: 3.551 days Other Characteristics: th 4 largest moon, ice, may have ocean under surface of ice, smallest moon, has phases like Earth’s moon page 2 of 3 Grade 6 Science Unit: 08 Lesson: 01 Name: Meteors General Location/Path: Most likely source for most meteors is the asteroid belt between Jupiter and Mars. A meteoroid is a small to large-size particle of debris in our solar system. The visible path of a meteoroid that enters Earth's atmosphere is called a meteor. This is sometimes called a shooting star or falling star. Meteorites are meteoroids that reach the ground and survive the impact. Meteor showers are when multiple meteors are visible just seconds or minutes apart. Name: Asteroids General Location/Path: There are four sets of asteroids fields: 1) the main belt, 2) Trojans, 3) scattered disc, and 4) Kuiper belt. A large collection of objects in orbit between Jupiter and Mars is known as the main belt. Physical Properties: Space is littered with rocks several meters in diameter or less. These are asteroids that have been pulled into a planets gravitational field and either burn up or impact on a planet or moon surface. The majority of meteors are very small specks of dust and quickly burn up in the atmosphere. The larger ones produce remarkable fireballs that are exceptionally bright. On most any clear night, you can observe meteors, commonly a few per hour. Fireballs, however, are rare. Physical Properties: Asteroids are thought to be the result of the Big Bang; asteroids become elliptical and/or oddly shaped rocky bodies due to collisions with one another. Name: Comets General Location/Path: Beyond Neptune is a belt of icy bodies that were brought closer to the Sun by gravity. Short-period comets take less than 200 years to orbit the Sun. Long-period comets can take as long as 30 million years to orbit the Sun. Physical Properties: Frozen chunks of gases and rock and dust debris and a frozen nucleus or rocky core. As a comet nears the Sun, it will warm up and develop an atmosphere known as a coma. When the Sun's heat causes ices on the nucleus surface to sublimate to gases, the atmosphere (coma) will get larger. A long, bright tail will form when the pressure of sunlight and solar wind blows the coma materials away from the Sun. ©2012, TESCCC 05/08/12 page 3 of 3 Grade 6 Science Unit: 08 Lesson: 01 Comparing Asteroids, Meteors, and Comets Meteors Asteroids All 3 Comets ©2012, TESCCC 11/01/2012 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Comparing Asteroids, Meteors, and Comets KEY Note: These are suggested answers; others may apply. Meteors Asteroids A piece of asteroid falling through the Earth’s atmosphere Asteroids and meteors Orbit the Sun Composed of rock and iron or nickel Too small to be a called a planet Found mainly between Mars and Jupiter Both are asteroids. Found mainly between Mars and Jupiter All 3 A “shooting star”, travels at a high rate of speed, friction causes this chunk of space debris to burn up in a streak of light known as a meteor An asteroid that does not burn up completely and impacts the Earth's surface is called a meteorite Part of our solar system Originate further out in the solar system Found mainly between Mars and Jupiter Orbit the Sun Orbits the Sun A mixture of water, gas ices, and rock May take thousands of years to complete orbit Comets ©2012, TESCCC 05/08/13 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Scale Model Practice Purpose: Design a distance scale model of objects in our classroom. Materials: meter stick paper markers small objects (for scale measurement) Procedure: 1. Select five objects in the classroom for measurement. 2. Measure their distances from the classroom door in meters. 3. Draw a table to list the objects and their measurements in your notebooks. 4. Decide on a scale to make their distances smaller and more manageable to illustrate on paper. 5. Record your scale in your notebooks. 6. Measure each object according to its scale, and record this in your notebooks. 7. Select a piece of paper, and illustrate your model including the following: a. Door b. Name of each object c. Actual distance in meters d. Scale measurement units e. Scale key f. Names of all group members Object ©2012, TESCCC Distance from Door (m) 11/01/12 Scale Distance (units) page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Distance Scale Model PI Note: This scale model shortens the distance between the Sun and Kuiper Belt from 39.5 AU to 1 meter. Materials: meter stick adding machine tape 11 self-adhesive color dots (5 large dots and 6 small dots) or markers Procedure: 1. At one end of the paper tape, place a large adhesive dot. At the other end of the paper tape, place a small adhesive dot. Label the large, adhesive dot the "Sun" and the small, adhesive dot "Kuiper Belt". If the dots are too small to label, write the labels on the crease next to the dot. 2. Fold the paper tape in half, and crease it. Unfold the tape, and lay it flat. Place a large, adhesive dot in the center of the crease. Label this dot "Uranus". 3. Fold the paper tape back in half again. Next, fold it in half a second time. Completely unfold the paper tape, and lay it flat. Place a large, adhesive dot at the first new crease, and label it as "Saturn". Place another large adhesive dot at the other new crease, and label it "Neptune". 4. Fold the paper tape back into quarters as in step 3, then fold it in half one more time. Unfold it, and lay it flat again. Place a large, adhesive dot at the crease between the Sun and Saturn, and label it "Jupiter". The new crease between Neptune and the Kuiper belt will remain unlabeled. 5. Fold the Sun to the crease where Jupiter is. Place a small, adhesive dot on this crease, and label it the "Asteroid Belt". 6. At this point, folding becomes very difficult to get precise distances. Fold the Sun to the asteroid belt, and crease it. Place a small, adhesive dot close to, but not touching, both sides of the crease. Label the dot closer to the Sun "Earth" and the dot on the other side of the crease "Mars". 7. Hold the paper tape vertically. Fold the Sun dot forward over the Earth dot until the two closest edges of each dot meet. This will create a new crease. Place two small, adhesive dots between the Sun and Earth on each side of this new crease. Label the adhesive dot closer to the Sun "Mercury" and the other adhesive dot "Venus". 8. Complete the Advantages/Limitations card on your Characteristic Cards. 9. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to study the solar system. ©2012, TESCCC 05/08/13 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Distance Scale Model KEY Note: This scale model shortens the distance between the Sun and Kuiper Belt from 39.5 AU to 1 meter. Materials: meter stick adding machine tape 11 self-adhesive color dots (5 large dots and 6 small dots) or markers tape or glue Procedure: 1. At one end of the paper tape, place a large adhesive dot. At the other end of the paper tape, place a small adhesive dot. Label the large, adhesive dot the "Sun" and the small, adhesive dot "Kuiper Belt". If the dots are too small to label, write the labels on the crease next to the dot. Note: Students may not remember to do this. Remind them periodically. 2. Fold the paper tape in half and crease it. Unfold the tape, and lay it flat. Place a large, adhesive dot in the center of the crease. Label this dot "Uranus". 3. Fold the paper tape back in half again. Next, fold it in half a second time. Completely unfold the paper tape, and lay it flat. Place a large, adhesive dot at the first new crease, and label it as "Saturn". Place another large adhesive dot at the other new crease, and label it "Neptune". 4. Fold the paper tape back into quarters as in step 3, then fold it in half one more time. Unfold it, and lay it flat again. Place a large, adhesive dot at the crease between the Sun and Saturn, and label it "Jupiter". The new crease between Neptune and the Kuiper belt will remain unlabeled. 5. Fold the Sun to the crease where Jupiter is. Place a small, adhesive dot on this crease, and label it the "Asteroid Belt". 6. At this point, folding becomes very difficult to get precise distances. Fold the Sun to the asteroid belt, and crease it. Place a small, adhesive dot close to, but not touching, both sides of the crease. Label the dot closer to the Sun "Earth" and the dot on the other side of the crease "Mars". 7. Hold the paper tape vertically. Fold the Sun dot forward over the Earth dot until the two closest edges of each dot meet. This will create a new crease. Place two small adhesive dots between the Sun and Earth on each side of this new crease. Label the adhesive dot closer to the Sun "Mercury" and the other adhesive dot "Venus". Note: The dots may be too large to fit in this space without touching each other. If so, instruct students to draw small dots to represent these planets. Remind them that this model represents scaled distance, not planetary size. 8. What are some limitations of this model? Answers may vary, but students should come to the conclusion that this model only showed scaled distances, not the size of the objects. Even at this scale, it is difficult to show all distances accurately. The inner planets’ scale was slightly off. This model shows the planets in a relatively straight line rather than in their orbits. 9. What are some advantages to this model? Answers may vary, but students should come to the conclusion that even at this scale, there is a lot of emptiness in space. This scale allows the model to be a manageable size. 10. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to study the solar system. AB ©2012, TESCCC 05/08/13 page 1 of 1 Grade 6 Science Unit: 08 Lesson: 01 Performance Indicator Instructions KEY Performance Indicator Construct a scale model of the Sun and planets in the solar system. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to studying the solar system. (6.2C; 6.3B, 6.3C; 6.11A) 1E; 5B Materials: adding machine tape (1 m per student) self-adhesive color dots (¾”, 5 per student) self-adhesive color dots (¼”, 6 per student) string (various per class) tape (transparent, several rolls per class) scissors (1 per student) paper (construction, various per class) glue (per group) Attachments: Handout: Characteristics Cards (from previous activity) Handout: Distance Scale Model PI (1 per student) Teacher Resource: Distance Scale Model KEY Instructional Procedures: 1. Distribute the Handout: Distance Scale Model PI to each student. Review procedures with students, and answer any questions they may have regarding the assessment. (see Instructional Note) 2. Instruct students to cut out their Characteristics Cards and back with construction paper for stiffness to be used for labels. 3. Monitor and assist as necessary. Instructional Notes: It may be helpful to project an image of a finished product to give students a visual idea of the expectations. Do not keep the image posted for students to copy. ©2012, TESCCC 05/08/13 page 1 of 2 Grade 6 Science Unit: 08 Lesson: 01 ©2012, TESCCC 05/08/13 page 2 of 2