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Big Idea 5: Earth in Space and Time SC.5.E.5.1, SC.5.E.5.2, SC.5.E.5.3, SC.4.E.5.4 Department of Science Big Idea 5: Earth in Space and Time Benchmarks •SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. AA Cognitive Complexity: Level 1: Recall •SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. Assessed as SC.5.E.5.1. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts •SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons, asteroids, comets – and identify Earth’s position in it. Assessed as SC.5.E.5.1 Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning •SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. AA Also assesses SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3. •SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly and different stars can be seen in different seasons. Assessed as SC.4.E.5.4 . •SC.4.E.5.2 Describe the changes in observable shape of the moon over the course of about a month. Assessed as SC.4.E.5.4. •SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. Assessed as SC.4.E.5.4. Department of Science Does This Matter to Me? P-SELL Big Idea 5 Earth in Space and Time Student Book p. 166 This picture, courtesy of NASA, our national space program, is an artist's rendering of the planned Space Launch System as a rocket lifts off with the Orion spacecraft atop. The Orion spacecraft is already built and ready at Cape Canaveral in Florida. The Space Shuttle program provided successful lowEarth orbit missions, but NASA's heavy-lift launch vehicle will provide a new capability for human exploration beyond low-Earth orbit. The Space Launch System, shown here with Orion on it, is designed to be flexible for launching spacecraft for crew and cargo missions that will go far beyond to the moon again, to explore asteroids, and even to go to Mars. It will be people who are your age right now, maybe even you, who will be the ones to go on these exciting missions.Department of Science Discuss these questions in your groups: 1. How is our view of our Sun different from our view of other stars? 2. How and why does the moon's appearance change over the course of a month? 3. Why do the positions of the moon, stars, and planets change in the night sky? p. 167 Department of Science The Milky Way and Other Galaxies p. 167 What is a galaxy? •A galaxy is a system that contains many stars, star systems, dust, and any objects orbiting stars (such as planets). What is our galaxy? •The Milky Way is the name of our galaxy. It is the home of our solar system that includes the Earth, the other planets, comets, meteors and our star, the Sun. •Try out this tutorial from floridastudents.org: What's the Matter in the Galaxy? Department of Science The Sun What do you know about the sun? • The sun is the closest star to Earth. • The sun is a big ball of hot gases. • The sun gives off two kinds of energy: light and heat. This is called solar energy. • The sun is so large that more than a million Earths could fit inside it. p. 167 The Sun and Stars p. 167 • Stars are made of gas and give off light energy. • Stars come in all different sizes. • Our Sun is a medium star and the standard used for comparing all other star sizes. • The biggest stars are called super giants. Some are 500 times larger than the Sun. • Some of the smallest stars are white dwarfs. Many are 1/100 the size of the Sun - roughly the size of Earth • There are more than 300 billion stars in the Milky Way. p. 167-168 Let’s Compare some Stars to the Sun Which stars are larger than our Sun? Explain why these larger stars look so much smaller than our Sun. Department of Science Our Solar System What is it? p. 169 That’s right. A system where planets revolve around a sun or a star. Let’s explore Windows to the Universe Resource Link to learn more: http://www.windows.ucar.edu/tour/link=/our_solar_system/solar_system.html Planets p. 169 Let’s watch an introduction to the planets and read about planets. What did you learn? •A planet is a large spherical body that orbits in a clear path around a star and don’t produce light. How many planets are in our Solar System? •There are eight planets – 4 inner and 4 outer planets What do you know about the Planets? Read Planets p. 169 Mercury, Venus, Earth, and Mars are the inner planets. What do they have in common? • Inner planets are closest to the sun. • Inner planets are small and mostly solid. Jupiter, Saturn, Uranus, and Neptune are the outer planets. What do they have in common? • Outer planets are farthest from the sun. • They are many times larger and made mostly of gases. • Outer planets have many moons. DE Explorations: Your Place in Space: Our Solar System and Planets in our Solar System Make a foldable: Inner Planets Make a foldable: Outer Planets Let’s Compare the Planets (Study Jams) Inner Planets Size: Small Rocky and Solid Few or no moons Temperature: Hot to warm • Mercury • Venus • Earth (one moon) • Mars (two moons) Outer Planets Size: Large Composed of gas and dust Many moons Temperature: Cool to cold • Jupiter • Saturn • Uranus • Neptune Use facts you’ve learned about planets to copy and fill in the sentences below: Language Development Act. 5.1 ________________ are different from ________________ in that ____________________ are ________________ than the ________________. Example: Inner Planets are different from outer planets in that inner planets are closer to the sun than the outer planets. ___________ is/are similar to ____________________ in that ______________________ Example: Jupiter is similar to Saturn, Uranus, and Neptune in that all have rings. Department of Science What are the eight planets in our Solar System? Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Can you come up with a sentence to help you remember the names of the planets in order? (My Very Educated Mother Just Served Us Noodles!) p. 170 Planet Characteristics Use PSELL Planet Information Tables on pp. 171-172 to complete the table. Planet Size Length of Its Orbit Composition of Planet (small / large) (compared to Earth’s year or another planet’s) Number of Moon Diameter Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Department of Science Other Planet Characteristics Planet Size Length of Its Orbit (small / large) (Compared to Earth’s year or another planet’s) Diameter Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Small small small small Shortest - 88 Earth days Longer than Mercury but shorter than Earth’s – 224.7 Earth days Longer than Venus but shorter than Mar’s or 365 ¼ days Longer than Earth but shorter than Jupiter’s – 687 Earth days Largest Planet Longer than Mars but shorter than Neptune’s - 4,329 Earth days Large Large Large Longer than Jupiter but shorter than Uranus’s – 10,752 Earth daus Longer than Saturn but shorter than Neptune’s – 30, 660 Earth days Longer than Pluto’s – 60,152 Earth days Composition of Planet Other Numbers of moons Rocky No moons Rocky No moons Rocky 1 moon Rocky 2 moons Gases and dust Many moons Gases and dust Many moons Gases and dust Many moons Gases and dust Many moons Answers will vary. Comparing Planets in Our Solar System Planet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Number of Moons Length of Year in Earth Days 0 0 1 2 63 62 27 13 88 224.7 365 687 4,329 10,752 30,660 60,152 Modeling the Solar System Assignment: Create a model of the solar system to scale, label planets and describe planet characteristics. Resources: •PSELL Inquiry 10: Modeling the Solar System pp. 175 – 180 •IR Gr. 5 Q2: Solar System Model and “Planet Walk” •Gr. 5 SF Inquiry How can you make a model of the Solar System. •http://spaceplace.nasa.gov/planet-masks/en/ •GIZMOS – Solar System •http://www.windows2universe.org/our_solar_system/solar_system.html •Planetary Mysteries Tour Making Connections 1. What did you learn about the distances of the planets from the Sun and from each other? 2. Think about the orbits of the planets around the Sun. If a planet is farther from the Sun, will its orbit be longer or shorter? 3. Which planet has the shortest year? Which planet has the longest year? Explain your reasoning. 4. Based on the distances from the Sun, what can you infer about the temperatures of the outer planets? 5. How does this activity relate to what happens in the real world? Department of Science Compare the Inner Planets and Outer Planets p. 180 Department of Mathematics and Science Other Space Objects What is the difference between Asteroids and Comets? p. 181 What are Asteroids? p. 181 Asteroids are LARGE chunks of rock and metal that orbit the sun. They range from just over ½ a mile (1km) to a few hundred miles in diameter (diameter = how wide across) Make an asteroid model. Asteroids……Rockin’ Around Most asteroids travel in the wide gap between the inner planets and outer planets (between Mars and Jupiter). But a few travel in paths across Mar’s orbit and some even cross in Earth’s orbit. What are Comets? p. 181 • Comets are balls of ice and rock that are seen moving across the sky. • A comet's body has two parts, a head called a coma and a tail. • As they revolve around the Sun, their tail grows longer because the ice in the head Make a comet boils away. on a stick. • Comets move about the Solar System in orbits that take them far from the Sun. Department of Science Comets……… Balls of Ice They can be seen by us when they pass by the sun and the sun’s heat melts the ice in their head or coma and their tail grows longer. The comet's tail is made of material from the comet; gas from the ice and dust mixed in together. It escapes as the comet melts. The tail always points away from the sun due to the solar winds (movement of heat away from sun) Department of Science What’s the Difference? Comet Asteroid • Comets are balls of ice – mostly frozen gases and rock • A comet's body has two parts, a head and a tail. • As they revolve around the Sun, their tail grows longer because the ice in the head boils away. • Move in orbits that take them far from the Sun. • Asteroids are irregularly shaped objects made up of rocks and metals too small to be classified as planets. • Revolve around the Sun. • Most are present in a band located between the orbits of Mars and Jupiter, known as the asteroid belt. Department of Mathematics and Science The Movement of the Earth Around the Sun How is the Earth moving? 1. It turns or rotates spinning on its axis in a 24 hour day. Let’s do the Discovery Ed. Cycle of Day and Night exploration. 2. It revolves around the sun. Hands-on Activity: It’s Apparent Materials: AIMS Gr. 4 Earth Science foldable: It’s Apparent tennis ball skewer thumbtack flashlight or lamp without a shade pp. 181-182 Now let’s read It’s Apparent and use the materials and directions to explore Earth’s movements. Department of Mathematics and Science Observe the Sun Activity Essential Question: How can I observe the apparent movement of the Sun across the sky? Materials: 5 cm straw, lump of clay, compass, ruler, pencil, sun Procedures: 1. Label the direction words North, South, East and West along the edge of the paper plate. 2. Put a small lump of clay in the center of the plate, and stick the straw upright in the clay. 3. Place this sundial in a sunny spot outside that is exposed to the sun for several hours. 4. Use the compass the identify North and make sure the label North on the sundial is pointing North. 5. Observe the straw’s shadow on the sundial every hour. Department of Mathematics and Science Shadows and Directions on Sundial Observations (Data) Time Shadow Length Direction Sun is Pointing (North, South, East, West) Position of Sun in Sky (North, South, East, West) After each hourly observation, record data and then look at another group’s sundial and compare yours to theirs. Record Group ____ Then answer: How does your shadow compare to another group’s shadow on Department of Science their sundial? Shadows on Sundial Time Shadow Length Direction Sun is Pointing (North, South, East, West) Position of Sun in Sky (North, South, East, West) Connected Learning: 1.How does the position of the shadow change during the day? 2.How would you describe the Sun’s apparent movement in the sky? 3.What is the relationship between the Sun’s position in the sky, and the direction of a shadow movement on Earth? Let’s look again at the Movement of the Earth How else is the Earth moving? • It orbits or revolves around the Sun. • 365 ¼ days = 1 year Let’s read Rotation and Revolution. Let’s explore: Fun-damental - Cycles in the Sky: Earth and Sun Department of Mathematics and Science Appearance of the Moon p. 183 Up in the Sky The planets and their moons and the Sun up in the sky Make up our solar system stretching far and wide. The Earth and the other planets all spin around the Sun. What spins around the Earth and can be seen by everyone? The Moon Round and round the Earth spins a moon that’s all our own. With mountains and craters that are hard as stone. The moon seems to change from full to very thin. Did you notice it last night? Did it look just like a grin? What comes to mind when you look at the moon? Department of Mathematics and Science Phases of the Moon : Department of Mathematics and Science pp. 183-186 Lunar Looking Activities Essential Question: What changes do we observe in the appearance of the moon each month. p. 185 Explore Activities: • Moon Phases Activity: Modeling the Movement of the Earth and the Moon Big Idea 5 p.185 • Moon Phases Demonstration from NSTA • View the moon phases and make a moon watch flip book • Try Discovery Ed: Cycles in the Sky: Moon Phases • View Gizmos: Phases of the Moon Department of Mathematics and Science Phases of the Moon Reflection Fill in the blanks to describe exploring the phases of the moon using models Word Bank: ball, Earth, flashlight, lamp, student, sun In our model, the __________ represented the _________, the __________ represented the _________, and the __________ represented the _________. The model showed how the ______ moves around the _______ and how the ______ moves around the _______. Resource sites to find the current moon phase: •http://lunaf.com/english/live-data/moon-phase/ •http://www.calendar-365.com/moon/current-moon-phase.html Moon phase chart resource: moon watch flip book Department of Mathematics and Science 1. 2. 3. 4. 5. 6. Moon Phases Making Connections How does the moon look when it is full? What moon phase was visible yesterday? Do you always see the moon at night? Explain. How can you tell the difference between a first quarter moon and a last quarter moon? What view do astronauts have of the Earth and the moon as they orbit the Earth? What other things in the sky occur in a sequence or cycle? Department of Mathematics and Science Moon Phase Quiz 1. New Moon A. 2. First Quarter B. C. 3. Full Moon 4. Third Quarter D. Department of Mathematics and Science What Did You Learn? TAG Reflection: •Tell a fact you learned about Earth, the moon and/ or the sun. •Ask a question about something you don’t understand about Earth in space? •Give another idea that you learned in our study of the Earth, moon, and the sun. Department of Mathematics and Science Star Patterns in the Night Sky pp. 187-188 Do the patterns of stars or constellations in the sky stay the same? Do we always see the same patterns of stars or constellations of stars nightly? Let’s explore DE Constellations. What did you learn? The patterns of stars or constellation stay the same but are seen in different places in the night sky throughout the night and in different seasons. Department of Mathematics and Science What do you know? 1. What is a constellation? Answer: A constellation is a group of stars that forms a pattern or image. 2. Why do stars appear to move across the night sky? Answer: The first reason is because of Earth’s rotation on its axis. The second reason is because the Earth is revolving around the sun. The patterns of stars or constellations change with the seasons as Earth is orbiting around the sun in one year. 3. Why do patterns of stars (constellations) change with the seasons? Answer: The constellations have been in the same positions for thousands of years. As Earth orbits the sun, it goes through different areas of space. This means that each season Earth is in a different part of space. For this reason, the constellations that can be seen from Department of Mathematics and Science Earth change with the seasons. Earth in Space and Time p. 188 1. Use your notes and if available a PSELL Student booklet to discuss with a partner what you learned from our study of Earth in Space. 2. Then compare your ideas to PSELL Big Idea 5 Student Book p. 188 3. Create a poster (anchor chart) highlighting science learned about Big Idea 5: Earth in Space and Time. 4. Try out the Earth in Space Game Stations. Department of Science