Download 8th grade Unit 3 Earth`s Place in the Universe

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Unit 3: Earth’s Place in the Universe
8th Grade Science
Unit Overview
The instructional focus of this unit is on students gaining a conceptual understanding of the characteristics and interactions of celestial bodies
within our solar system and universe.
In 4th grade, students studied the celestial objects specific to our solar system, with an emphasis on the location and composition of planets and
the interrelationship between the Sun, Earth, and Moon. Their prior knowledge should include the order of the eight planets from the Sun and
the composition of those planets. Additionally, students should have a conceptual understanding of how the Moon appears to change shape as
it revolves around Earth (including the basic phases of the moon: new, quarter, full, and crescent), how the rotation of Earth on its axis causes
day and night, and how the revolution of Earth around the Sun creates seasons.
In unit 3 of this school year, Waves, students studied the properties and behaviors of mechanical and electromagnetic waves. A natural
transition from that unit to this current unit could include opportunities for students to make connections between electromagnetic waves and
technology (telescopes, probes, satellites, and spectroscopes) used to study the universe. Indicator 8.E.4B.5 requires students to describe how
data from the aforementioned technologies assist scientists in learning about the solar system/universe. Introducing these technologies at the
beginning of this unit provides foundational knowledge that students can build on as the unit progresses. Students should have opportunities
throughout the unit to relate the use of these technologies to the knowledge and evidence they explore about our solar system and universe.
Indicators 8.E.4A.1 and 8.E.4A.2 require students to obtain and communicate information regarding the formation, composition, and shape of
galaxies in our universe. Instruction should include, but is not limited to, opportunities for students to obtain information through research,
reading, investigations, videos, and simulations about the evidence (age of stars and rate of expansion of the universe) scientists have discovered
regarding the formation, composition, and shape of galaxies. Students should analyze this information to construct scientific arguments to
support claims that the universe began with a period of extreme and rapid expansion.
Teacher Note: The content of indicators 8.E.4A.1 and 8.E.4A.2 can be controversial. Teachers should be mindful of presenting
information as “scientific theory” based on “scientific evidence”. Arguments constructed by students should be directly
related to the evidence scientists use to support this theory. Counter arguments are acceptable as long as students
demonstrate an understanding of the scientific evidence in their rebuttal.
Student learning for the other indicators within this unit should focus on the motions, properties, and behaviors of celestial objects specific to
our solar system. Indicator 8.E.4B.1 requires students to model and compare the characteristics and movements of celestial objects in our solar
system (including planets, moons, asteroids, comets, and meteors). This knowledge builds on students’ understanding of planetary motion from
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
TQ
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4th grade. Some students may need remedial instruction on the order and composition (gaseous or rocky) of the eight planets. Opportunities for
these students to create mnemonic devices will assist them in gaining the foundational knowledge necessary to move forward. Students who
demonstrate mastery of this indicator should be able to develop a model (kinesthetic, drawing, or 2-D/3-D) and use that model to describe the
location, physical characteristics (size and shape), and motion (random, orbits the Sun, or orbits a planet) of celestial objects. Mastery could also
include students evaluating models created by others to make improvements or answer questions related to the location, physical
characteristics, or motion of celestial objects. Instruction for this indicator should include, but is not limited to, students gathering information
(through informational text, simulations, and models) and analyzing and interpreting data about the celestial bodies in our solar system.
Students should use knowledge gained from information and data to construct models and explanations (oral and written) that compare and
describe the location, physical characteristics, and motion of these objects. It is not essential for students to know the names of specific moons
other than Earth’s moon. However, opportunities for students who demonstrate mastery of this indicator to research information on specific
moons and/or asteroids would extend students’ learning.
Understanding required for indicator 8.E.4B.2 focuses on the astrological impacts of gravity. This information is directly related to knowledge
students gained in unit 1, Forces and Motion, of this school year, and provides an excellent opportunity for students to experience integrated
science concepts. Teachers should guide students in making explicit connections between the magnitude of an object and its force, inertia, and
gravity. Additionally, portions of this indicator are directly related to indicator 8.E.4B.1 of this unit, which entails students learning about the
motion of celestial objects. Instruction for 8.E.4B.1 could easily incorporate information about how the mass and distance of celestial objects
affect their motion (indicator 8.E.4B.2). This could include, but is not limited to, students constructing scientific arguments to support claims
regarding the likelihood of an asteroid or meteor colliding with Earth or developing models that compare the force of gravity between various
celestial objects. Instruction should also include intentional opportunities for students to investigate how scientists have used technology
(telescopes, satellites, space probes, and spectroscopes) to increase their understanding of celestial objects in our solar system. Mastery of this
portion of indicator 8.E.4B.1 would require students to construct an explanation of why two objects have a greater or weaker gravitational
relationship or why the orbital speed of planets varies. Additional understanding required by this indicator, 8.E.4B.2, focuses on how gravity
impacts the tides on Earth. This information is directly related to concepts presented in indicator 8.E.4B.4 and should be integrated at that point
of instruction.
Indicator 8.E.4B.6 requires students to gain a conceptual understanding of the Sun's surface features. Students who demonstrate mastery of this
indicator should be able to make predictions about how changes in the Sun’s surface features might impact Earth. This could include, but is not
limited to students analyzing data related to the solar cycle to make predictions about when auroras will be most visible or the likelihood of a
solar wind storm occurring. Students should have opportunities to read, write, discuss, and view simulations and videos about the surface
features of the Sun (including the photosphere, the corona, sunspots, prominences, and solar flares) and their impact on Earth. Having students
engage in scientific arguments or construct explanations using evidence from data sets and conduct research to support their ideas will further
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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impact their conceptual understanding of the content presented.
Indicators 8.E.4B.3 and 8.E.4B.4 focus on the interrelationships and phenomenon of the Sun, Earth, and Moon. Students who demonstrate
mastery of these indicators should be able to develop and use models to explain how the motions of the Sun, Earth, and Moon, in conjunction
with the tilt of Earth’s axis, cause changes in the following: length of day, seasons, Moon phases, eclipses, and tides. Students should also be able
to evaluate models created by others to recommend improvements to the models or answer questions about how the models demonstrate the
relationship between the motion of the Sun, Earth, and Moon, as well as the aforementioned phenomenon. Instruction should include learning
opportunities that explore the motions of the Sun, Earth and Moon, by allowing students to construct responses (written and oral) and view
videos or simulations. Students should be actively engaged in using their understanding of these motions to develop and modify unique models
that they can use to explain how the interrelationship of the Sun, Earth, and Moon impact phenomenon on Earth. Constructing explanations
(written and oral) should also be included in instruction. Opportunities that require students to make predictions about how changes to the
motions of the Sun, Earth, and Moon or the tilt of Earth’s axis might impact Earth using evidence from research, data, and models to support
their ideas will further increase students’ conceptual understanding. When providing instruction on changes in tides, teachers should ensure
that students make explicit connections to the impact gravity has on this phenomenon (indicator 8.E.4B.2). As with all other indicators in this
unit, students should be actively engaged in determining how scientists have used technology to further their understanding of the
interrelationships and motion of the Sun, Earth, and Moon.
While the instructional recommendations included in this overview provide a variety of opportunities for students to act like a scientist, teachers
must explicitly embed the Science and Engineering Practices (SEPs) in daily instruction. Students should be encouraged to ask and answer their
own questions, develop and use models, plan and conduct structured investigations, analyze and interpret data, use mathematics and
computational thinking, engage in argument from evidence, construct explanations, design solutions and devices, and obtain, evaluate, and
communicate information. Additional recommendations for what students should be required to “do” during this unit can be found in the KUD
section of this document.
2014 SC Academic Standards
8. E.4: The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar
system.
Targeted Learning Indicators
8. E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and
the measurement unit needed to identify star and galaxy locations.
8. E.4A.2: Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion
using evidence from the composition of stars and gases and the motion of galaxies in the universe.
8. E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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(including planets, moons, asteroids, comets, and meteors).
8. E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.
8. E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and
the amount of heating on Earth’s surface.
8. E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year,
moon phases, solar and lunar eclipses, and tides).
8. E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space
probes) provide information about objects in the solar system and the universe.
8. E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar
flares) to predict how these features may affect Earth.
Recurring Standards
8. P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.
8. P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).
8. P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they
interact with various materials.
8. P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on speed and direction of
an object.
8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting
waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet
human needs.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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Know
Know:
 Our solar system is
composed of eight planets
in the following order from
the Sun out: Mercury,
Venus, Earth, Mars,
Jupiter, Saturn, Uranus,
Neptune
What students must know, understand, and do
Understand
Understand:
8.E.4A.1
 The Sun is a star in the Milky Way galaxy located in a spiral arm about
two-thirds of the way from the center of the galaxy.
 Galaxies are made up of gas, dust, and billions of stars and have different
shapes.
o elliptical – spherical or flattened disks,
o spiral – a nucleus of bright stars and two or more spiral arms, or
o irregular – no definite shape
 Due to distances in space being so great that conventional numbers are
too large to work with, astronomers use a unit of measurement called
light year to measure the distance to stars and galaxies in space.
8.E.4A.1
 Our solar system is part of
the Milky Way galaxy.
 The Milky Way galaxy has
an elliptical shape.
8.E.4A.2
 The distance in one light
 All of the matter in the universe now was in the universe when it formed.
year is equal to the
 There is evidence to support that scientists are able to estimate the age
distance light travels in one
of the universe in two ways
year.
o by looking for the oldest stars
o Nebula (gas and dust) exist in space and are remnants from the
8.E.4A.2
formation of the universe.
 The universe is composed
o Stars undergo a life cycle based on the composition of the gases
of matter and energy.
within them. As stars age the amount of hydrogen in the star
changes, therefore changing the color and brightness of the star.
8.E.4B.1
o by measuring the rate of expansion of the universe
 Celestial objects in our
o Astronomers determined the galaxy is expanding based on the
solar system include the
color of light emitted from galaxies and stars.
eight planets that orbit the
Do
Do:
8.E.4A.1
 Obtain and communicate
information (from primary and
secondary sources) to develop a
model to demonstrate the
location of the Sun in the
universe.
 Develop and use models to
compare the shapes of the
galaxies.
 Develop and use models of the
Solar System to construct
explanations of why scientists
use the light year unit of
measurement between stars
and galaxies.
 Construct explanations (verbal
and written) to describe the
position of the Sun in the
universe.
 Obtain and communicate
information to describe and
compare the shapes and sizes of
galaxies.
 Construct explanations to
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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o The wavelength of light waves change as objects move towards or
describe and compare the
away from Earth. Light from objects that are moving toward Earth
shapes of galaxies.
shift toward the blue end of the spectrum. Light from objects
moving away from Earth shift toward the red end of the spectrum. 8.E.4A.2
 Obtain, evaluate, and
This is known as the Doppler effect.
8.E.4B.2
communicate information
o As the universe expands and galaxies move apart, the wave-length
 Gravity is the force that
through research to explain how
of light emitted from those galaxies is stretched. This shifts light
pulls objects toward Earth.
the composition of stars and
toward the red end of the spectrum and is called “red Shift”.
nebulae can be used to
 The Sun’s gravity pulls the
o The more distance or faint a galaxy is the more rapidly it is moving
determine their age.
celestial objects of our
away from Earth.
solar system toward it.
 Construct explanations to
8.E.4B.1
describe the composition of
8.E.4B.3
Objects found in the solar system have characteristics based on surface
galaxies.
 The Earth’s axis remains
features and atmosphere (if there is one).
 Obtain and communicate
pointed in the same
information to construct
direction at all times as the  These objects move via orbit/revolution and/or rotation.
explanations of the life cycle of
 Examples of celestial objects include:
Earth revolves around the
stars.
Planets
Sun.
 Construct explanations from
 Planets may have either a terrestrial/rocky surface or a gaseous surface.
research to explain the “red8.E.4B.4
Gaseous planets are considerably larger than terrestrial planets.
shift”.
 Scientists can study the top  Planets may have rings or other unique surface characteristics.
 Construct scientific arguments
layer of the Sun during
 Movement of planets is based on revolution around the Sun and rotation
using evidence from data and
some solar eclipses. The
on the planet’s axis.
research to support claims that
Moon blocks the brightest Moons
the universe is expanding. How
rays of sunlight. This makes  Moons are studied in relation to the planet they orbit. Not all planets
Astronomers Make Sense of
it easier for scientists to
have moons.
Starlight Lexile 1190 (Discus:
see the top layer of the
 Most are rocky bodies covered with craters, but some have unique
Searchasaurus: Bakich, Michael,
Sun.
characteristics.
E. (2011).)

Movement
of
moons
is
based
on
revolution
around
their
planets
and
8.E.4B.5
8.E.4B.1
rotation on their axis.
 Remote sensing is the
 Obtaining and communicating
science of collecting
Asteroids
information to describe and
observations and
Sun, the moons that orbit
the eight planets, and
many asteroids, comets,
and meteors.
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The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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measurements from afar.
 This can include using
cameras mounted on
airplanes to take aerial
photos or using a satellite
to map orbits of planets.
8.E.4B.6:
 The Sun is the only star in
our solar system.
 The Sun serves as the
center of our solar system.
 Gravity from the Sun
causes celestial objects in
our solar system to revolve
around the Sun.
 Most asteroids are rocky bodies that orbit in a region in the solar system
known as the Asteroid Belt between Mars and Jupiter.
 They vary in size and shape.
 Movement is based on their revolution around the Sun.
 Some asteroids outside the asteroid belt have orbits that cross Earth’s
orbit, which require scientists to monitor their positions.
Comets
 Comets have a main body or head (ice, methane and ammonia and dust)
and a tail that emerges as the comet gets closer to the Sun during its
orbit.
 The effects of the solar winds result in the tail always pointing away from
the Sun.
 Comets have long, narrow, elliptical orbits that cause them to cross paths
with other objects in the solar system.
 Most comets originate from regions of the solar system that lie beyond
the orbit of Neptune.
Meteors
 Meteors are chunks of rock that burn upon entering a planet’s
atmosphere.
 Prior to entering the atmosphere, chunks of rock move about within the
solar system and are known as meteoroids.
 When a chunk of rock strikes the surface of a planet or moon, it is known
as a meteorite.
8.E.4B.2
Tides and planetary orbits are caused by the pull of gravity.
 Effects of Mass and Distance on Gravitational Force
o The more massive an object, the greater it’s gravitational pull.
o The closer the distance between objects, the greater the gravitational
pull.
o The gravitational pull between the Sun and the planets and between
compare celestial objects
(planets, moons, asteroids,
comets, meteorites, and
meteoroids).
 Use mathematical and
computational thinking (D=m/v)
to compare the composition of
planets.
 Analyze and interpret data to
compare the characteristics of
planets.
 Obtain and evaluate information
from primary and secondary
sources to construct
explanations that describe and
compare the moons in our solar
system.
 Develop and use models to
describe the differences
between terrestrial and gaseous
planets.
 Obtain and evaluate information
to describe and compare the
characteristics and properties of
moons, asteroids, comets,
meteorites, meteoroids.
 Develop and use models to
describe how all of these objects
move in relation to each other
(including the difference
between rotation and
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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Earth and its Moon cause distinct motions between and among these
bodies.
 Effects of Gravity on Planetary Orbits
o The Sun’s gravitational attraction, along with the planet’s inertia
(continual forward motion), keeps the planets moving in elliptical
orbits (Earth’s orbit is slightly oval) and determines how fast they
orbit.
o Planets nearer to the the Sun move/orbit faster than planets farther
from the Sun due to the gravitational attraction being greater.
o When a planet is farther from the Sun, the gravitational attraction
between them decreases and the planet moves/orbits slower.
 Effects of Gravity on Tides
o Since the Moon is closer to
Earth than the Sun
(distance), the Moon has the
greatest pulling effect on
tides, the rise and fall of
Earth’s waters.
o The Sun also pulls on Earth
and can combine its force
with the Moon causing even
higher tides, spring tides or can be a right angles, pulling against the
Moon’s pull, causing very little tidal change, neap tides.
8.E.4B.3
 The combination of the revolution around the Sun and the fixed angle of
the Earth’s axis result in the following seasonal changes: temperature
changes, angle of sunlight, number of daylight hours.
 As Earth revolves around the Sun, the tilt of its axis (23½ degrees)
determines the amount of time that the Sun is shining on a specific
portion of Earth. The tilt remains at the same angle and points in the
same direction as Earth revolves around the Sun. This difference in the
revolution).
 Analyze and interpret data
about celestial objects (planets,
moons, asteroids, comets, and
meteors) to construct models
that compare and describe.
 Construct explanations to
describe and compare the
movement and characteristics of
celestial objects (planets,
moons, asteroids, comets, and
meteors).
8.E.4B.2
 Gather and analyze data from
research to construct
explanations of how the mass of
an object affects the
gravitational force.
 Use mathematical and
computational thinking to
compare the weight of objects
on different planets.
 Analyze images of the Earth and
moon to construct explanations
regarding the effect of gravity
on tidal range.
 Develop and use models to
explain how the gravity of
objects in our solar system
affects the movements of other
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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





amount of time that an area receives sunlight results in changes in the
length of day.
When the tilt of Earth is toward the Sun in a particular hemisphere, there
is a longer length of day and the season is summer.
When both hemispheres are receiving the same amount of sunlight, the
length of day and night is equal. The equal length of day and night occurs
in fall/autumn and spring.
When the tilt of Earth is away from the Sun in a particular hemisphere,
there is a shorter length of day and the season is winter.
The combination of direct rays from the Sun that strike Earth at higher
angles (closer to 90 degrees) and more daylight hours causes the
hemisphere of Earth tilted toward the Sun to have warmer temperatures.
The combination of indirect rays from the Sun that strike Earth at lower
angles and less hours of daylight in the hemisphere of Earth angled away
from the Sun leads to cooler temperatures.
All bodies in the solar system are in constant motion.
8.E.4B.4
Day
 The Earth rotates on its axis as it revolves around the Sun. It takes
approximately 24 hours, a day, for a complete rotation to occur. This
counterclockwise motion occurs from west to east, causing the Sun to
appear to rise in the east and set in the west.
Year
 While the Earth rotates on its axis, it is also revolving around the Sun.
 It takes 365 ¼ days, a year, for this motion/orbit to occur.
 The Earth revolves around the Sun in an elliptical orbit.
Lunar Movement
 The Moon rotates on its axis and revolves around the Earth as the Earth
revolves around the Sun.
 It takes about 27 Earth days for the Moon to rotate on its axis and about
bodies in our solar system.
 Gathering and analyzing data
(moon phases and tide tables)
to support an explanation of the
effect of the gravitational pull of
the Sun and the Moon on the
Earth.
8.E.4B.3
 Analyze and interpret data to
develop and use models to
illustrate how the tilt of Earth’s
axis affects the length of day
light throughout the year.
 Analyze and interpret data to
develop and use models to
illustrate how the tilt of Earth’s
axis affects the angle of sunlight
Earth receives throughout the
year.
 Construct explanations of the
effects of Earth’s tilt on the
length of day and angle of
sunlight.
 Construct explanations using
evidence from models and data
of how Earth’s tilt affects
different areas of Earth
throughout the year (including
locations at the North and South
Poles, and Ecuador).
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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29 ½ Earth days (month) for it to revolve around the Earth.
 Due to the Moon’s period of rotation on its axis and period of revolution
around the Earth being nearly the same, the same side of the Moon
always faces Earth.
 Changes in the Moon’s position as it revolves around the Earth results in
more or less of the sunlight reflected form the Moon being visible when
observing the Moon from the Earth. This causes the Moon to appear to
change shape.
Phases of the Moon
 New Moon- The Moon is positioned between the Sun and the Earth so
that the side of the Moon that is viewed from Earth is cannot be seen.
Because of this, there appears to be no Moon in the night sky.
 Full Moon- The Sunlit portion of the Moon is facing the Earth while the
Earth is positioned between the Sun and Moon. The Moon is visible in
the sky.
 The Sunlit portion of the Moon that is visible from Earth appears to
either increases (waxes) or decreases (wanes), as the Moon orbits the
Earth.
 Crescent Moon-either waxing or waning; less than ½ of the sunlit portion
of the Moon is visible.
 Gibbous Moon-waxing or waning; Greater than ½ of the sunlit portion of
the Moon is visible.
 First/Third (Last) Quarter-1/2 of the sunlit portion of the Moon is visible.
o A first quarter follows the waxing crescent.
o A third (last) quarter occurs when ½ of the Moon is visible.
Eclipses
 Eclipses occur when an object in space passes directly between two other
objects or between the object and the viewer.
 A solar eclipse occurs when the Moon passes directly between the Sun
and Earth, blocking the Sun’s light and casting a shadow over a certain
area on Earth. This can only occur during a New Moon.
8.E.4B.4
 Develop models of how the
phases of the Moon are caused
by the relative position and
motion of the Moon as it moves
around the Earth.
 Develop models of how daily
and monthly changes in tidal
activity results from the position
of the Moon relative to the
Earth and the Sun as well as the
Earth’s rotation on its axis.
 Develop a model that simulates
how the rotation and revolution
of the Earth around the Sun
result in day and night as well as
the year.
 Develop models to describe how
the relative positions of the Sun,
Earth, and Moon result in
various types of eclipses.
 Eclipse Simulator
8.E.4B.5
 Obtain and evaluate information
from primary and secondary
sources to construct
explanations of how data from
technologies (including
telescopes, spectroscopes,
satellites, and space probes)
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
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provide information about
 A lunar eclipse occurs when Earth passes directly between the Sun and
objects in the solar system and
the Moon, blocking the Sun’s light so that Earth’s shadow hits the Moon
the universe.
casting a shadow over the Moon. This can only occur during a Full Moon.
 Hubble Space telescope
 An eclipse does not occur at every New Moon and Full Moon because of
the angle of the Moon’s orbit around the Earth.
 Gamma Ray telescopes
Tides
 Develop models to demonstrate
 Tides are the rise and fall of the surface levels of Earth’s ocean water
how data from technologies
caused by the gravitational effects of the Sun and Moon on Earth.
(including telescopes,
spectroscopes, satellites, and
 The effects of tides are most noticeable along ocean shorelines.
space probes) is used to learn
 As the Moon orbits Earth, the waters of Earth closest to the Moon bulge
about celestial objects.
outward toward the Moon.
 This bulge is the high tide. Another high tide occurs on the opposite side
8.E.4B.6
of Earth. Low tides occur in the areas between the two high tides.
 Analyze and interpret data from
 As the Earth rotates on its axis, any given location will rotate into and out
a variety of sources to describe
of the tidal bulge. This results in the changes between high and low tides
the surface features and
over the course of 24 hours.
activities (including
 Spring tides: When the Sun and the Moon are aligned so that the Moon is
photosphere, corona, sunspots,
between the Sun and the Earth (New Moon) or the Earth is between the
prominences, and solar flares) of
Sun and the Moon (Full Moon) high tides are higher and the low tides are
the Sun, and make predictions
lower.
for how these features and
 Neap tides: When the Sun and the Moon are at right angles to each other
activities can affect the Earth.
(first and last quarter), lower high tides and higher low tides are
 Solar Influence Data
experienced.
Analysis Center
 Spaceweather.com (data
8.E.4B.5
charts and tables)
 Astronomers use telescopes, satellites, space probes, and spectroscopes
 Solar Cycle Prediction
to make observations and collect data about objects inside and outside
(data)
of the solar system.
 These tools, as well as the associated technology that allow astronomers  Obtain and communicate
information to describe how the
to analyze and interpret the data, help scientists learn about the solar
solar cycle affects Earth.
system and the universe.
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Telescopes
 Refractor telescopes use convex lenses to bend and focus light rays to
produce images of objects in space.
 Reflector telescopes use mirrors to focus light rays to produce images of
objects in space.
 Radio telescopes receive radio waves emitted from objects in space,
including waves from very distant stars and galaxies. The radio waves are
then used to produce images of the objects from sound waves.
 Other telescopes "read" infrared or x-ray signals, but have to be placed
where Earth's atmosphere will not block or absorb the signals.
Satellites and Space Observatories
 Satellites are placed in orbit around Earth with special instruments and
telescopes that collect information from space. The information is sent
back to Earth where it is then interpreted.
 Space Observatories are telescopes or other instruments that have been
launched into outer space to collect data on distant planets, galaxies, and
other celestial bodies.
 The Hubble Space Telescope is an example of a space observatory.
 Data gathered from satellites and space observatories are not affected by
Earth's atmosphere.
Space Probes
 Space probes contain instruments to collect data and travel out of Earth's
orbit to explore places that would be dangerous for astronomers; the
instruments that a probe contains depends upon the space mission.
Spectroscopes
 Spectroscopes collect the light from distant stars and separate it into
bands of different colors. By studying these bands, astronomers can
identify the elements in each star.
8.E.4B.6
 The photosphere is the visible surface of the Sun that emits the light that

Solar Maximum (primary
source)
 Obtain and evaluate information
to construct explanations of
how scientist study the Sun.
 Construct explanations to
describe the creation and
activity of the auroras.
GT Requirements:
8.E.4A.1
 Construct models to explain
how Kepler, Galilei, and Brahe
contributed to space
exploration.
 Construct scientific arguments
to support the significance of
contributions from Kepler,
Galilei, and Brahe.
 Analyze and interpret data to
construct explanations about
how long it takes light from the
Sun to travel through the solar
system.
 Develop and use models to
compare the age of light from
different celestial objects as
this light reaches Earth.
 Light Speed Travel from
the Sun to Earth (video
0:09:19)
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






we see. It is the lowest layer of the Sun's atmosphere.
The corona is the outer most layer of the Sun's atmosphere. It also emits
light but is only visible during a solar eclipse as a white halo.
Sunspots appear as dark spots on the photosphere. They are actually
moving areas of magnetic activity that are cooler than the surrounding
areas.
Sunspot activity follows a pattern that lasts about 11 years. At the peak
of the cycle, dozens of sunspots may appear.
Astronomers study sunspot cycles to learn how changes in solar activity
affect life on Earth.
Prominences are bright arch-like loops that erupt from the photosphere
and extend into the corona. Often associated with Sunspot activity, they
release large amounts of energy into outer space.
Solar flares occur near sunspots and are sudden, intense explosions that
result in changes in brightness when magnetic energy is released.
The charged particles released by solar by flares are often detected in
Earth's atmosphere. The charged particles cause magnetic storms, which
can cause damage to the International Space Station, disrupt radio and
electrical transmissions on Earth, and cause displays of bright lights
(auroras) that appear to "dance" in the skies near the North and South
Poles.
GT Requirements:
8.E.4A.1
 There are multiple historical figures that have contributed to our current
understanding of the Sun’s location in the Milky Way.
o Johannes Kepler
o Galileo Galilei
o Tycho Brahe
 Light travels 9.46 x 1012 km (5.88 x 1012 miles) in a year. This means that
the light that we are seeing from objects in the sky is from the past.
 Use mathematical and
computational thinking to
explore the magnitude and
brightness of star light.
 Obtain and communicate
information to describe how
the shapes of galaxies change
over time.
 Develop models to
demonstrate how parallax is
used to determine the distance
of stars from Earth.
 Use mathematical and
computational thinking to
construct explanations of
parallax shift.
8.E.4A.2
 Obtain and evaluate
information from research and
investigations to construct
explanations of how
spectrometers measure
emission lines from stars.
 Develop and use models to
demonstrate how expansion
results “red-shift”.
8.E.4B.1
 Plan and conduct structured
investigations to determine the
how different factors (size,
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mass, speed, and angle) affect
 The light from our star (the Sun) leaves the surface of the Sun 8 minutes
the appearance of impact
before it reaches us.
craters.
 The light from the nearest large galaxy, Andromeda, was emitted 2.5
 Construct and analyze scientific
million years ago.
arguments regarding the
 The images we see of these objects are how they looked at the time in
likelihood and effects of Earth
the past when their light left them.
being struck by a large object
 The further away an object is, the older the light is that we are receiving
from space.
from it.
 Earth Not Facing Threat
 The shapes of galaxies can change over time as a result of various factors,
from Asteroid (secondary
including collisions with other galaxies and the evolution of the galaxy
source)
itself.
 Analyze and interpret data to
 Astronomers use a method called parallax to determine how far away
construct explanations of
stars are located.
Kepler’s laws of planetary
 Stars seem to shift their position when viewed from Earth because of
motion.
Earth’s revolution about the Sun. This is referred to as a parallax shift.
 Construct explanations to
describe the relationship
 Astronomers use the diameter of Earth’s orbit to determine the parallax
between Kepler’s laws of
angle across the sky.
planetary motion to Newton’s
8.E.4A.2
theory of gravity.
 Knowledge concerning the movement of galaxies and stars has advanced  Conduct scientific research to
construct explanations to
as we have made developments in space technology.
describe and compare the
 Students can use spectrometers to measure emission lines from stars.
characteristics of planets and/or
 Students can develop models to show how expansion results in an
major moons in our solar
increase in wavelength which produces red-shift.
system.
 Students can research additional resources regarding the evidence

Obtain and evaluate information
scientists use to support the argument that the universe is expanding, as
from multiple sources to
well as the age of the universe.
construct and analyze scientific
arguments to support claims
8.E.4B.1
that the classification of dwarf
 Factors affecting the appearance of impact craters include the size, mass,
planets is needed.
speed, and angle of the falling object.
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 The solar system consists of the Sun and a collection of objects of varying
sizes and conditions— including planets and their moons—that are held
in orbit around the Sun by its gravitational pull on them.
 Planetary motions around the Sun can be predicted using Kepler’s three
empirical laws, which can be explained based on Newton’s theory of
gravity.
 Students can research the likelihood that Earth will be struck by a large
object from space. Students’ research could address the following: what
might be the outcome of such a collision (students can look at historical
impacts as well as predict the results of future impacts), what we are
doing to identify those objects, and what we might be able to do to avoid
such collisions.
 Students can describe the unique characteristics of the planets and/or of
the major moons that are found in our solar system.
 Students can research dwarf planets and argue from scientific
information as to whether or not this
new classification is needed.
8.E.4B.2
 Orbits may change due to the
gravitational effects from, or
collisions with, other objects in the
solar system.
8.E.4B.3
 At latitudes beyond 66.5 degrees
north and south (the Arctic Circle and Antarctic Circle), there are “days”
and “nights” that last for a month or for months. During the “day”
period, the Sun never fully sets and during the “night” period the Sun
never fully rises.
 The only region of the Earth that ever receives sunlight at 90 degrees is
between the Tropics of Cancer (23.5 degrees north) and Capricorn (23.5
8.E.4B.2
 Obtain and communicate
information to construct
explanations of how planetary
orbits can change.
 Planets Spotted in
Changing Orbits
(secondary source)
 Planetary Orbit Simulator
8.E.4B.3
 Conduct scientific research to
construct explanations of how
the tilt of Earth’s axis affects
latitudes beyond 66.5 degrees
North and South and 23.5
degrees North and South.
 Develop and use models to
explain why the poles have
long periods of day and night
and the equator has equal day
and night hours.
8.E.4B.4
 Obtain and communicate
information to explain how the
appearance of the moon during
a lunar eclipse can vary.
 Develop and use models to
describe how the variation
between Earth’s orbit and the
Moon’s orbit results in limited
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degrees south).
 Over the course of Earth’s history, the Earth’s axis has wobbled. This
means that the Earth’s axis has not always been pointed in the same
direction. When combined with variations in the tilt of the Earth’s axis
and the distance the Earth is from the Sun, the result is an approximately
100,000 year cycle of ice ages.
 Migratory animals sense the change in the amount of daylight
(photoperiod) and respond by migrating.
eclipses.
 Analyze and interpret data
from tide charts to construct
explanations for the variations
in times of high and low tides.
8.E.4B.5
 Obtain and communicate
information to describe how
remote sensing is used to
8.E.4B.4
refine our understanding of the
 If the Earth had no atmosphere, then the Moon would be completely
universe.
black during a total eclipse.
 Analyze and review remote
 Instead, the Moon can take on a range of colors from dark brown and red
sensing data to determine how
to bright orange and yellow. The exact appearance depends on how
scientists use it to refine our
much dust and clouds are present in Earth's atmosphere.
understanding of the universe.
 Total eclipses tend to be very dark after major volcanic eruptions since
 Obtain and communicate
these events dump large amounts of volcanic ash into Earth's
information to explain how
atmosphere.
technological advances are
 The orbit of the Moon around the Earth is inclined about 5.1 degrees
impacting scientists’ ability to
when compared to
study exoplanets.
the Earth’s orbit
 Areas of Ames Ingenuity:
around the Sun. This
is
Exoplanets
the reason that
8.E.4B.6:
eclipses do not occur
with every New and
 Conduct research to develop
Full Moon; the
models that demonstrate the
shadows do not line
relationship between Sunspots,
up.
prominences, and solar flares.
 The Moon orbiting the Earth affects the timing of high and low tides. This  Obtain information from
results in these tides occurring at different times every day.
multiple sources to construct
explanations of how solar
8.E.4B.5
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winds can affect conditions on
 Remote sensing data is used to provide information about bodies in
Earth.
space.
 Construct and evaluate
 Remote sensing uses waves (electromagnetic or sound) reflection to
scientific arguments using
construct images of objects.
evidence to support claims that
 Remote sensing is frequently used for studying Earth’s surfaces (including
solar activities can affect living
the ocean floor) as well as celestial objects.
organisms and man-made
 Many space instruments including satellites, probes, and shuttles are
objects on Earth.
equipped with remote sensing technology that has helped scientist gain
better images of celestial objects.
 The search for exoplanets has increased in the past ten years.
 Exoplanets are planets that exist outside of our solar system.
 Scientists gather data from a variety of resources to determine the
location of exoplanets.
 As technology advances, scientists are able to gather more accurate
information on exoplanets and are able to locate smaller exoplanets.
 This area of research is growing rapidly.
8.E.4B.6:
 Solar prominences are suspended above the surface of the Sun.
 Solar flares are prominences that erupt and project beyond the surface
of the Sun.
 Sun flares and prominences are associated with the magnetic energy
from sunspots.
 Solar winds interact with the electromagnetic waves of man-made
objects causing disruption to electrical devices and sometimes power
outages.
Enduring Understanding
Overarching Essential Questions
Earth’s solar system is part of the Milky Way Galaxy, which is one The overarching questions are based on the targeted learning indicators for
of many galaxies in the universe. The planet Earth is a tiny part
this unit. Students should be able to answer these questions by the end of this
of a vast universe that has developed over a span of time,
instructional unit.
beginning with a period of extreme and rapid expansion.
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Overarching Questions:
How can studying the shapes, compositions, and size of galaxies help
scientists learn about the formation and history of the Milky Way Galaxy?
Earth’s solar system consists of the Sun and other objects that
are held in orbit around the Sun by its gravitational pull on them.
Forces such as gravity and inertia impact the motions within the
How do the gravitational forces between the Earth, Moon and Sun affect
Earth-Moon-Sun system, which result in effects that can be
Earth?
observed on Earth.
Major modern technologies are based on waves and their
How do scientists use technology to learn about our universe?
interactions with matter. Many of these technologies are used
to study the universe.
Domain - Specific Vocabulary
Sun
universe
Earth
solar system
Milky Way
galaxy
elliptical
spiral
irregular
light year
astronomer
star
expansion
composition
gases
matter
Nebula
hydrogen
brightness
emit
wave-length
spectrum
red-shift
faint
planets
moons
asteroids
comets
meteors
terrestrial
rocky
gaseous
rings
revolution
orbit
rotation
axis
craters
Asteroid Belt
meteorite
Mercury
Venus
Mars
Jupiter
Saturn
Uranus
Neptune
tides
gravity
gravitational
inertia
spring tides
neap tides
seasons
hemispheres
day
night
year
angles
indirect rays
lunar
phases
New Moon
Full Moon
waxing
waning
Crescent Moon
Gibbous Moon
First Quarter Moon
Third Quarter Moon (Last Quarter eclipse
solar eclipse
Moon)
shadow
bulge
telescope
satellite
space probe
spectroscope
refractor
convex
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mirror
x-ray
space observatories
corona
halo
explosions
radio wave
signals
celestial
sunspots
magnetic energy
electrical
Johannes Kepler
parallax
Dwarf planet
Capricorn
ice age
solar wind
Galileo Galilei
parallax shift
Arctic Circle
dormancy
photoperiod
sound waves
absorb
Hubble Space Telescope
prominences
auroras
transmission
GT Vocabulary
Tycho Brahe
spectrometer
Antarctic Circle
hibernation
migratory
infrared
atmosphere
photosphere
solar flare
International Space Station
lunar eclipse
Andromeda
Kepler’s law
Tropic of Cancer
wobble
exoplanets
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated. Instead, teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: The pattern in wave structures and behaviors can be used to make predictions. Models can be used to illustrate these patterns.
Cause and Effect: Changes in one property of a wave can cause changes to other properties (i.e., decreasing the wavelength of a wave
without changing the speed of the wave will result in a higher frequency). Changing the medium that a wave travels through will cause the
wave to behave in a different way. This type of change can result in changes to how the wave is perceived (i.e., a sound wave will “sound”
different when traveling through different mediums).
Scale, Quantity, and Proportion: Distances in space are too great for the use of conventional numbers for calculations. Therefore, scientists
use a unit of measurement called a lightyear to make distance measurements in space.
Systems and System Models: Vision is a result of the organs in the eye working as a system.
Energy and Matter: Flows, cycles, and conservation: Energy moves in waves.
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Structure and Function: The structure of a wave is directly related to the function of the wave. Waves behave differently as a result of the
structure of the medium through which they travel. Certain types of waves can be used in technological designs to serve a particular
function.
Stability and Change: The stability of a wave is based on the medium through which it travels.
Resources
Content Resources:
KidsAstronomy.com
HubbleSite.org (primary source with images and data from Hubble exploration)
Hubble News Center (primary sources and images of Hubble exploration)
Powers of Ten and the Universe (video 0:09:00)
Understanding the Scale of the Universe (primary source article)
Modeling the Solar System (lesson plan with scale measurements and informational text)
Scale of Earth, Sun, Galaxy, and Universe (Khan Academy video series)
Solar System vs Galaxy vs Universe (secondary resource)
Scale Model of Solar System (video 0:07:06)
Our Solar System, Galaxy, and Universe (video resource 0:08:13)
Hubble Return to Eagle Nebula (video images comparing 1995 to 2015: 0:05:02)
Red Shift (Khan Academy video 0:10:03)
How Astronomers Make Sense of Starlight (Discus article: Searchasaurus: Bakich, Michael, E. (2011). Lexile: 1190)
A Solar System Body Scale (video 0:02:02)
We Are the Planets (video rap song 0:01:58)
How Much Do You Weigh (calculate weight on planets)
Orbital Force (kinesthetic model)
Interactive Comet Simulator
Meteors and Asteroids (map of craters)
Our Solar System: Moons (primary web source)
Moon Phases (kinesthetic model)
Moon Phases (video animation 0:05:13)
Your Weight on Other Worlds (calculate weight)
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Rotation vs Revolution Lesson
Eclipse Lessons (NASA)
Eclipses (Primary source/ NASA)
Rotation/Revolution (video 0:04:00)
Revolution (computer simulation)
Tide tables (NOAA/ primary source data)
Moon phases (primary source data)
Yearly temperature averages (US Climate Data/ Primary source data)
Sun Erupts (video 0:01:10)
What is a Satellite (primary source/NASA)
What is the Hubble Space Telescope (primary source/ NASA)
Gamma Ray Telescopes (primary source/NASA)
What is a Space Probe? (primary source/NASA)
Celebrating SOHO: Satellite Sun exploration (primary source)
Layers of the Sun (primary source)
The Corona (primary source)
Solar Cycle Prediction (data sets)
Spaceweather.com (data charts and tables)
GT Resources:
Light Speed Travel from the Sun to Earth (video 0:09:19)
How fast does light travel from the Sun to each of the planets (data chart)
New Clues to How Galaxies Evolve (primary source)
Computer Model Shows a Disc Galaxy’s Life History (video 0:02:16)
The Parallax Puzzle (investigation)
The Parallax Angle (Mathematical thinking)
Spectroscopy (engineering mini unit 5- lessons)
Exploring the Universe with Spectroscopy (5 lesson module)
Build Your Own Spectrograph
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Impact Craters (investigation)
The Probability of Collisions with Earth (primary source)
NASA: Earth Not Facing Threat from Asteroid (secondary source)
Planets Spotted in Changing Orbits (secondary source)
What Causes Precession and Other Orbital Changes (Khan Academy 0:02:05)
What is an Exoplanet? (video 0:02:14)
Areas of Ames Ingenuity: Exoplanets (primary source)
Groundbreaking Space Observatory to Image Exoplanets and Tackle a Universe of Questions (primary source)
Sunspots and Solar Flares (primary source)
Solar Weather: Sunspots, Solar Flares, and Coronal Mass Ejections (primary source)
Chromospheric Features (primary source)
Extreme Solar Storm Could Cause Widespread Disruptions on Earth (primary source)
What is Solar Wind? (primary source)
Solar Wind’s Effect on Earth (video 0:04:44)
Literature Resources:
Nardo, D. (2003). The Lucent library of science and technology-comets and asteroids. Chicago, IL: Lucent Books.
ISBN: 1590182863
Lexile: N/A
Summarizes how comets were formed. outlines their shapes, sizes, and orbits, and explains the danger of a potential impact with Earth. The
text also discusses several space flights that have collected data from comets and asteroids.
Rdie, S. & O'Shaughnessy, T. (2003). Exploring our solar system. New York, NY: Crown Books.
ISBN: 0375812040
Lexile: N/A
Photographs and satellite imagery illustrate a journey that begins at the sun and moves past each of the planets. Graphics and charts are used to
outline the physical characteristics of each planet, while the accompanying discussion by astronaut Sally Ride compares how the planets were
formed, what surface conditions are like, and the probability of finding life on each one.
District Purpose
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and contribute in a global society.
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Jackson , E. (2002). Looking for life in the universe. Boston, MA: Hougthon Mifflin.
ISBN: 0618128948
Lexile: N/A
An intriguing look at cutting-edge space science from the viewpoint of Jill Tartar, an astrophysicist at the SETI institute. Includes a pictorial daily
journal of the work of a SETI researcher and an in-depth discussion of how a radio telescope is used to collect information from deep space.
Spangenburg, R. & Moser, K. (2001). A look at the sun. New York, NY: Franklin Watts.
ISBN: 0531165655
Lexile: 1180
A detailed summary of the structural components of the sun as provided by evidence from solar probes. Includes a discussion of the impact of
the Sun on Earth including providing energy for photosynthesis and creating disturbances of communication systems.
Carruthers, M.W. (2003). The moon. New York, NY: Franklin Watts.
ISBN: 0531163733
Lexile: 1040
Summarizes what we know about the moon from observations made on Earth and evidence collected during space missions with a special
emphasis on the geology and landforms of the Moon's surface in comparison to that of Earth. Includes a discussion of phases of the moon, lunar,
eclipses, and gravity.
Kerron, R. (2002). The far planets. Austin, TX: Raintree Steck-Vaughn.
ISBN: 0739828207
Lexile: N/A
Combining this book with The Near Planets (ISBN# 0739828193), which is also a part of this Exploring the Universe Series, would provide a
comprehensive comparison of the atmospheric and surface characteristics of the planets.
Dickinson, T. (1998). Nightwatch: a practical guide to viewing the universe. Ontario, Canada: Firefly Books.
ISBN: 1552093026
Lexile: N/A
Nighttime field guide for beginning sky-watchers, the photographs in this book were actually taken by amateur astronomers.
District Purpose
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and contribute in a global society.
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Bond, P. (1999). DK guide to space: a photographic journey through the universe. New York, NY: DK Publishing.
ISBN: 0-7894-3946-8
Lexile: N/A
Two-page layout includes images from the Hubble Telescopes and other space probes to give an illustration of the physical characteristics of the
Sun, the Moon, planets, comets, and galaxies. The photographs are companied by detailed captions and descriptive text. Also, includes images
and explanation of a solar eclipse.
Scott, E. (1994). Close encounters: exploring the universe with the Hubble Space Telescope. New York, NY: Hyperion Books.
ISBN: 0786801476
Lexile: N/A
Images from Hubble Space Telescope are accompanied by engaging narration of the significance of the images. Includes encounters with Mars,
Venus, and Saturn as well as the deepest view we have of outer space.
Miller, R. (2005). Stars and galaxies (worlds beyond). Breckenridge, CO: Twenty-First Century Books.
ISBN: 0761334661
Lexile: N/A
Though the first chapters discuss characteristics and life cycles of stars which are beyond the scope of the standards, chapters six and seven
provide excellent information about The Milky Way and other galaxies.
Career Connections
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Aerospace engineer
Aerospace engineers design, construct, and test aircraft, aerospace vehicles, and propulsion systems. They research, develop, and test new
materials, engines, body shapes, and structures that could lead to an increase in speed and strength of planes, jets, helicopters, gliders, missiles,
and spacecraft.
Planetarium director/educator
Planetarium directors use their degree in astronomy to write and produce planetarium programs to educate the community about phenomenon
related to space science. They maintain and operate specialized computer and presentation equipment and serve as the community media
contact when remarkable events in space occur.
Astrogeologist
Astrogeologists study the origin, history, composition, and structure of planets and other celestial bodies. They must be knowledgeable in
chemistry, physics, math, biology, and astronomy to analyze data and specimens. Most of their work is done on a computer and not in the field.
Payload specialist
Payload specialists are assigned to a space mission to oversee a specific research project or mechanical task in their field of expertise. The
specialist is not necessarily a professional astronaut, but has general knowledge of astronomy and space exploration and trains with the
astronauts in order to be physically prepared for the mission.
Science journalist
Science journalists with a degree in astronomy or earth science report on space missions and significant discoveries or events in space for
magazines, newspapers, radio, and television. They require strong oral and written communication skills.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.