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Transcript
Benchmark Activity 11: Meet Our Solar System SC.E.1.2.3: The student knows that the Sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. Activity 12: Earth Orbits the Sun SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. SC.H.2.2.1: The student knows that natural events are often predictable and logical. Solar System, pp. 2–12 Solar System, p. 2 Unit D, Chapter 3, Lesson 1, pp. D54–D59 Unit D, Chapter 3, Lesson 2, pp. D60–D67 Unit D, Chapter 3, Lesson 1, pp. D54–D59 Solar System, p. 2 Unit D, Chapter 3, Lesson 1, pp. D54–D59 pp. x–xv pp. x–xv pp. x–xv Solar System, pp. 2–12 Unit D, Chapter 3, Lesson 1, pp. D54–D59 Unit D, Chapter 3, Lesson 2, pp. D60–D67 pp. x–xv Solar System, p. 3 Delta Science Reader Correlation Unit D, Chapter 3, Lesson 1, pp. D54–D59 Harcourt 2000 Correlation Broward County Hands-On Science Grade 4 Benchmark Correlation Chart–—Quarter 2 © Delta Education. Photocopying and distribution prohibited. Benchmark Correlation—Quarter 2 131 132 Benchmark Activity 13: Scale and Relative Size SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. Activity 14: Modeling Planet Sizes SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. Solar System, p. 2 Unit D, Chapter 3, Lesson 1, pp. D54–D59 pp. x–xv pp. x–xv pp. x–xv Solar System, pp. 2–12 Delta Science Reader Correlation Unit D, Chapter 3, Lesson 1, pp. D54–D59 Unit D, Chapter 3, Lesson 2, pp. D60–D67 pp. x–xv pp. x–xv pp. x–xv Harcourt 2000 Correlation Broward County Hands-On Science Grade 4 Benchmark Correlation Chart–—Quarter 2 © Delta Education. Photocopying and distribution prohibited. broward county hands-on science Benchmark Activity 15: Scale and Relative Distance SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. Activity 16: Modeling Planet Distances SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. Solar System, p. 2 Unit D, Chapter 3, Lesson 1, pp. D54–D59 pp. x–xv pp. x–xv pp. x–xv Solar System, pp. 2–12 Delta Science Reader Correlation Unit D, Chapter 3, Lesson 1, pp. D54–D59 Unit D, Chapter 3, Lesson 2, pp. D60–D67 pp. x–xv pp. x–xv pp. x–xv Harcourt 2000 Correlation Broward County Hands-On Science Grade 4 Benchmark Correlation Chart–—Quarter 2 © Delta Education. Photocopying and distribution prohibited. Benchmark Correlation—Quarter 2 133 134 Benchmark Activities 17 & 18: Days and Years (Sessions I and II) SC.E.1.2.4: The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5: The student understands the arrangement of planets in our Solar System. SC.H.1.2.2: The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. SC.H.2.2.1: The student knows that natural events are often predictable and logical. Activity 19: The Reason for Seasons SC.E.1.2.1: The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available. SC.E.1.2.3: The student knows that the Sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. SC.H.1.2.2: The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. pp. x–xv pp. x–xv Unit D, Chapter 3, Lesson 1, pp. D54–D59 pp. x–xv pp. x–xv pp. x–xv pp. x–xv Solar System, p. 3 Solar System, pp. 2, 3 Solar System, p. 2 Unit D, Chapter 3, Lesson 1, pp. D54–D59 pp. x–xv Solar System, pp. 2–12 Delta Science Reader Correlation Unit D, Chapter 3, Lesson 1, pp. D54–D59 Unit D, Chapter 3, Lesson 2, pp. D60–D67 Harcourt 2000 Correlation Broward County Hands-On Science Grade 4 Benchmark Correlation Chart–—Quarter 2 © Delta Education. Photocopying and distribution prohibited. broward county hands-on science Benchmark Activity 19: The Reason for Seasons (continued) SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. SC.H.2.2.1: The student knows that natural events are often predictable and logical. Activity 20: Star Light, Star Bright SC.E.2.2.1: The student knows that, in addition to the Sun, there are many other stars that are far away. SC.H.1.2.2: The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. SC.H.1.2.3: The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4: The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5: The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. pp. x–xv pp. x–xv pp. x–xv pp. x–xv Unit D, Chapter 3, Lesson 4, pp. D76–D81 pp. x–xv pp. x–xv pp. x–xv Harcourt 2000 Correlation Broward County Hands-On Science Grade 4 Benchmark Correlation Chart–—Quarter 2 © Delta Education. Photocopying and distribution prohibited. Benchmark Correlation—Quarter 2 135 Solar System, p. 15 Delta Science Reader Correlation PLUTO AND THE NEW DEFINITION OF A PLANET In August 2006, the International Astronomical Union (IAU) 2006 General Assembly adopted a resolution that involves the definition of a planet. Planets and other bodies in our Solar System are now categorized in the following way: • Planet Celestial body that (a) is in orbit around the Sun, (b) has sufficient mass for its selfgravity to overcome rigid body forces so that it assumes a hydrostatic equilibrium (nearly round) shape, and (c) has cleared the neighborhood around its orbit. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune are planets. • Dwarf Planet Celestial body that (a) is in orbit around the Sun, (b) has sufficient mass for its self-gravity to overcome rigid body forces so that it assumes a hydrostatic equilibrium (nearly round) shape, (c) has not cleared the neighborhood around its orbit, and (d) is not a satellite. Pluto, Ceres, and Eris (formerly 2003 UB313) are dwarf planets. • Small Solar-System Bodies All other objects, except satellites, orbiting the Sun. Most of the Solar System asteroids, most Trans-Neptunian Objects (TNOs), and comets are small solar-system bodies. As a result of this resolution, our Solar System is now recognized as having only eight planets (not nine): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Pluto, along with Ceres and Eris, is now classified as a dwarf planet. The activities in this guide include references to Pluto. Although no longer a planet, Pluto is still a part of our Solar System and continues to be of educational value in activities that involve comparisons among objects in the Solar System. As we work to revise our instructional materials to reflect the re-classification of Pluto as a dwarf planet, we recommend that you continue to use the activities, but clarify for students that Pluto is no longer considered a planet. All of the properties of, and facts about, Pluto remain the same. But any references to the number of planets in our Solar System – and references to Pluto as a planet – should be corrected with students to reflect the most current information that Pluto is no longer considered a planet. For more information and updates, you may wish to consult the following resources: International Astronomical Union http://www.iau.org/ NASA: Astronomy Picture of the Day: Eight Planets and New Solar System Designations http://apod.nasa.gov/apod/ap060828.html NASA: Hail King of the Ice Dwarfs! http://spaceplace.jpl.nasa.gov/en/kids/pluto/index.shtml Smithsonian National Air and Space Museum: Pluto and the Dwarf Planets http://www.nasm.si.edu/research/ceps/etp/Pluto/ 136 broward county hands-on science © Delta Education. Photocopying and distribution prohibited. According to Gerry Wheeler, National Science Teachers Association (NSTA) Executive Director, “Science is not a static set of facts. Our understanding of science is constantly changing as new evidence is added. This is a perfect teachable moment to show the dynamic nature of science.”
