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Our Place in the Universe Earth and Space Systems: Earth, Orbits, Solar System, Patterns Washington University in St. Louis Institute for School Partnership unit 23 MySci Project-Based Curriculum Unit Structure Unit 23 Our Place in the Universe Visit the Unit 23 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-23/ DESIGN CHALLENGE: How can we make a scale model of objects in our solar system? section section section 1 2 3 What is the solar system? How do the movements of the Earth affect what we see during the day? What patterns do we notice in the night sky? lesson lesson lesson 1 3 5 What is a system, and what is in our solar system? How does the appearance of the sun’s path change over time? What causes the phases of the moon? lesson lesson lesson 2 4 6 How does gravity affect the solar system, and specifically, Earth? How do shadows change throughout the day? What makes a star seems bright to us? lesson 7 How can we make a scale model of the solar system? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 2 Unit 23 Teacher Preparation List Lesson MySci kits include: Items teacher must supply: Prep time/copying: Lesson 1 6 bags of solar system cards Post it notes Chart paper or white board Science notebooks & internet access Review MySci Safety Guidelines Copy and administer the preassessment Copies of Is It a System? Probe (Appendix i) Copies of Solar System (Appendix ii) Lesson 2 Gravity is a Mystery, by Franklyn M Branley Small ball of string Box of large paperclips 6 marbles 6 ping pong balls 6 rulers Science notebooks & internet access Books to suspend the rulers over Computers for student use Lesson 3 Flashlight and batteries Inflatable globe Science notebooks & internet access Copies of Birthday Sunlight Hours activity sheet (Appendix iii) Copies of Evaluate (Appendix iv) Lesson 4 30 Skewers 15 Cardstock 180 Labels 6 Compasses 5 flashlights and batteries Flashlight from Lesson 3 12 pieces of sidewalk chalk 1 measuring tape Science notebooks & internet access Copies of A Sample Design For A Sundial (Appendix v) Copies of the Sun, Shadows and Earth Assessment (Appendix vi) Gnomon Activity Sheet (Appendix vii) Lesson 5 Skewers from Lesson 4 15 styrofoam balls 25 Moon Phase Chart strips Flashlights Black grease pencils Science notebooks & internet access Lesson 6 Star Gazers, by Gail Gibbons LED Flashlight 1 large flashlight (From Lesson 3) Batteries Black construction paper (8x1130 sheets) White colored crayons Science notebooks & internet access Copies of the Analyzing Brightness of Stars (Appendix viii-ix) Lesson 7 Journey Through the Solar System, Dr. Mae Jemison Solar system mapping tool Modeling clay Rulers/meter sticks Internet access Copies of the Model Universe Project (Appendix x-xii) Copy and administer the postassessment Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 3 section 1 What is the Solar System? Lesson 1: What is a system and what is in our solar system? LEARNING TARGETS Define a system. MYSCI MATERIALS: Describe the major components of our solar system. Post it notes SUMMARY The students explore the idea of “systems” and apply it to our solar system through probes and sorting picture cards. TEACHER PROVIDES: ENGAGE Ask the class: Can anyone define what the word system means? Can anyone name a system? Listen to a few responses, then pass out Is It a System? (Appendix i) to students. Have them complete questions 1 and 2 only, to the best of their ability. Ask the class to discuss and share ideas about the system probe. Students should try to justify their choices on the probe as to why they are systems. Give the definition of a system: “A system is a collection of things, including processes that have influence on one another and the whole.” Students should record this in question 3 on their paper. On the handout, students should highlight all examples of systems together as a class. (You may choose to have students make a T-chart of examples and non-examples on the back.) Next have students complete questions 4 and 5 on their handout. Before they do this, model this by doing an example together. For example: Water Cycle: components - rain, snow, ice, oceans, clouds, groundwater; processes - rainfall, condensation, infiltration For example: Water Cycle; Components: rain, snow, ice, oceans, clouds, groundwater, etc.; Processes: Rainfall, condensation, infiltration, etc. Ask the students what happens when one of the components is removed in a system? Then, in pairs, students should choose any system and explain how it is a system by including the parts and how they work together. Students can record their response under questions 4 and 5 on the handout or do this in writing in their science notebooks. 6 bags of solar system cards Chart paper or white board Internet access Science notebooks Copies of Is It a System? (Appendix i) Copies of Solar System (Appendix ii) Teaching Tip: This icon highlights an opportunity to check for understanding through a formal or informal assessment. Teaching Tip: This lesson could take more than one class period. Teaching Tip: The only two items which could be debated as to whether they are systems or not are the pile of rocks and box of screws. Removing one from the collection might have minimal impact on the system. In all the other examples, removing or changing a component has great impact on the system. EXPLORE Ask the students: Why do we call the space our Earth is in the “solar system?” What makes it a system? (Refer back to the definition of a system.) What does solar mean? What else is in our solar system besides Earth? Is the sun the most important component of our system? What does it do for our solar system? Make a class list of what the class thinks is in our solar system. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 4 Lesson 1 continued: What is a system and what is in our solar system? EXPLAIN Put students into six groups and give each group a set of solar system cards. They should be instructed NOT to look at the back of the card that contains information. Ask the students to sort the cards into categories based on what they see. Pass out the post it notes for students to name their categories. Ask the students give reasons or “rules” for categories made. Record the different categories on the board or chart paper. Students should turn over the cards and put the cards into categories based on the “type” that is listed on the backs of the cards, i.e. planet, satellite, star. Have a class discussion on the 6 types of objects in the solar system. ELABORATE Ask the student to set aside the sun and 8 planet cards and put the other cards in the baggie. “Put the cards in order from the sun, using the distance listed on the backs of the cards.” EXTENSION (OPTIONAL) Once the planets and sun are in order, students could add in the other objects by looking at the distance from the sun. Record the order of the objects in their science journal. Then watch this video about our solar system: Teaching Tip: Point out that the sun is a star and the ONLY star in our solar system. https://www.youtube.com/watch?v=Qd6nLM2QlWw. EVALUATE Pass out and administer the Solar System (Appendix ii). Keep these as an assessment, and for the students to go back and add to over the unit. Then watch this video about our solar system: https://www.youtube.com/ watch?v=Qd6nLM2QlWw. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 5 Lesson 2: How does gravity affect the solar system, and specifically, Earth? LEARNING TARGET Demonstrate and describe the effects of gravity on objects on Earth. SUMMARY The students will explore different activities demonstrating the effect of gravity. ENGAGE Hold up a notebook and a ruler, at the same height, one in each hand. Ask the students if anyone can think of a way to get the ruler to move to the book with out moving the ruler? Take several students’ ideas. Then move the notebook under the ruler and drop it. Ask the students what the secret force was and why the ruler moved to the notebook. EXPLORE Put students into 6 groups and give each group a paper clip, a length of string, and a ruler. Ask each group to demonstrate the force of gravity on Earth by tying a paper clip attached to a string to the middle of a ruler. Suspend the ruler between 2 desks of the same height. Point out that the paper clip is pulled straight down by gravity. Have students predict what will happen if they lift one side of the ruler. (Gravity will still pull the paper clip straight down) No matter how high they lift one side of the ruler, the paper clip will always fall/hang straight down due to the force of gravity. EXPLAIN Read Gravity is a Mystery to the class. Read the directions from page 32 out loud to the class. Have students write down their answers in their science notebooks. Have one student from each group stand on a chair and drop the marble and ping pong ball from the height of their shoulder. The other members of the group should make observations about if they hit the ground at the same time. Tell them they can repeat the process if they are unsure. Ask students: Why did both objects hit the ground at the same time even though they are different sizes and have different masses? MYSCI MATERIALS: Gravity is a Mystery, by Franklyn M Branley Small ball of string Box of large paperclips 6 marbles 6 ping pong balls 6 rulers TEACHER PROVIDES: Science notebooks Internet access Books to suspend the rulers over Computers for student use (individual or pairs) Teaching Tip: There might be the need for a discussion on the difference between mass and weight. Mass is a measure of how much matter an object has. Weight is a measure of how strongly gravity pulls on that matter. Thus if you were to travel to the moon your weight would change because the pull of gravity is weaker there than on Earth but, your mass would stay the same because you are still made up of the same amount of matter. Then have students repeat this using a piece of paper and a ping pong ball. The group should make observations about if they hit the ground at the same time. Finally, have them then crumple the paper into a ball and repeat the process. The group should make observations about if they hit the ground at the same time. Read the explanation to students at the bottom of page 32. Students should takeaway that gravity is a force that pulls objects toward the center of Earth. The force of gravity remains the same regardless of the weight, although shape can cause the object to fall slower. Complete the gravity activity on page 32 of “Gravity is a Mystery.” Pass out a marble and ping pong ball to each group. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 6 Lesson 2 continued: How does gravity affect the solar system, and specifically, Earth? ELABORATE Tell the class: Gravity occurs other places than just on Earth. There is gravity on other planets, the moon, and even on stars. Gravity is what holds our solar system together. Ask students: Why does your weight change on different planets? Using pages 24 and 25 of the Gravity is a Mystery book, show students how much a person who weighs 60 pounds on Earth will weigh on different planets, the moon and the sun. Teaching Tip: In general, as diameter increases, weight increases. This is because gravity is proportional to mass and larger planets are generally heavier. To take this further, have them separate the planets into gas and rock and see how this data relates to the weight on that planet. Using the solar system cards (from Lesson 1) and the data on pages 24 and 25, have students create a scatterplot of weight on the moon, each of the planets, and the sun vs. diameter of the moon, each of the planets, and the sun. Ask students: Do you see a relationship between the weight and the diameter? Why or why not? EVALUATE Ask the students to write 3 questions in which the answer is “gravity”. For example, a question could be: Why don’t we eat soup with a fork? Another one might be: Why do you wear a belt if your pants are too big? EXTEND (OPTIONAL) Ask: What object in our solar system has the greatest mass? (The sun) Say: Gravity keeps the planets in orbit around the sun because the sun has the largest mass. Students should get out computers and go to: https://www.brainpop.com/games/buildasolarsystem/ This site allows students to build a solar system and shows how gravity keeps the planets in orbit. Students can also explore: http://www.exploratorium.edu/ronh/weight/index.html This site allows students to see their weight on other planets and objects in the universe due to the different gravitational pulls. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 7 section 2 How do the movements of the Earth affect what we see during the day? Lesson 3: How does the appearance of the sun’s path change over time? LEARNING TARGET Explain how the positions of the sun and earth change daily and over a year. MYSCI MATERIALS: Flashlight and batteries Explain how the length of a day relates to the relative positions of the sun and the earth. Inflatable globe SUMMARY The students explore sunrise/sunset charts to determine the length of daylight hour variation throughout the year, and its causes. Copies of Birthday Sunlight Hours activity sheet (Appendix iii) ENGAGE Ask the class: Can some of you tell me when your birthday is? (Take a few responses.) Who thinks their birthday has the potential for most sunlight hours? Why? What do we have to know to find out the answer? Have the students write the answer in their science journal. When they finish, have the students discuss their answer in a group, then have the group report to the class. Science notebooks EXPLORE Ask the class: How could we find out exactly how much sun there was or will be on your birthday? (Take several responses.) If no one suggests a sunrise/sunset chart, ask them of anyone has seen on the weather report when they announce the time of sunrise and set. Several weather sources have the times on their websites. Here are two options: TEACHER PROVIDES: Copies of the Evaluate Activity Sheet (Appendix iv) Internet access Optional (for Simple “Suntrack” Model): Sturdy 10” paper plates 12” pipe cleaners White beads Adhesive tape Scissors Protractor Sunrise/Sunset Times http://www.timeanddate.com/worldclock/astronomy. html?n=64&month=1&year=2014&obj=sun&afl=-11&day=1 Sunrise/Sunset Charts http://www.almanac.com/astronomy/rise/ NC/%252F2014-05-9 When you get to these websites, you will have to put in the correct month, day and/or year. Ideally, students should work in groups with a computer to research the time of sunset and sunrise on each of their birthdays. If computer access is a problem, you can visit this website: http://aa.usno.navy.mil/data/docs/ RS_OneYear.php and put in the year, state, and city. Then you can “Compute Table” and print this off for each student and have them find the sunrise and sunset times of each of their birthdays. Have the students fill out the Birthday Sunlight Hours activity sheet (Appendix i). Teaching Tip: The sunrise and sunset chart recommended for printing is written in 24-hour clock time. The students will need to know that 1300=1:00pm, 1400=2:00pm, 1500=3:00pm, 1600=4:00pm, 1700=5:00pm, 1800=6:00pm, etc. For example, my birthday, Nov 19th, the sun rises at 7:06 and sets at 17:01, or 5:01pm. I will get 9 hours and 54 minutes of sunshine. Have students line up by birthday, each then saying how many hours of daylight they have. Ask: Is it going up or down from person to person? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 8 Lesson 3 continued: How does the appearance of the sun’s path change over time? EXPLAIN Ask the class: Who has the most hours of sunlight? How many? Who had the shortest? How does that compare with what you wrote earlier in your science notebook? Some of you said that the sun shines longer in the summer than the winter. Can you explain how that happens? Teaching Tip: Asking students before the activity and videos gives you a chance to assess for prior knowledge. After doing the activity and watching the video, students will go back to their picture and modify their drawing. Have the students draw a picture in their science notebooks of how the position of the earth and sun affect the amount of sunlight. Ask a student to hold the globe and another student hold the flashlight. Tell the class that the flashlight represents the sun and the globe the Earth. Have the “sun” and “Earth” stand in the middle of the room and have the “Earth” demonstrate the difference between revolve and rotate. Have the “Earth” model a day by spinning the globe (ROTATE). Have the”Earth” model a year by walking around the sun (REVOLVE). Ask the class what else does the “Earth” need to do to show the seasons. If no one suggest tilting the Earth, show the students with the globe how it is the tilt of the Earth that makes the seasons. Then watch: Why are there Seasons? https://www.youtube.com/watch?v=3eFqZWX8nTo Reason for Seasons https://www.youtube.com/watch?v=at2eKI_aLQk ELABORATE Ask the class: Where does the sun appear to rise and set? How could we find out? To find out, have students watch: https://www.youtube.com/watch?v=VtFZK1TCPTY which explains what an anelemma is, or the path the sun takes in one year. The pictures were taken at the same place at the same time for one year. Explain to students that the pictures show how the path of the sun varies throughout the seasons due to the tilt of the Earth. Optional Activity: Print out the directions from http://solar-center.stanford.edu/activities/ Suntrack-Model/Suntrack-Model.pdf to build a model suntracker. The suntracker shows how the sun’s path moves throughout the year. EVALUATE Pass out Evaluate Activity Sheet and have students complete it (Appendix iv). Answer key: THIS MOTION … ... IS CALLED … … AND IT CAUSES. Earth spinning once on its own axis Rotate/ Rotation A day Earth orbiting once around the sun Revolve/ Revolution A year Earth’s axis isn’t straight up and down Tilt Seasons/Day Length Differences Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 9 Lesson 4: How do shadows change throughout the day? LEARNING TARGETS Observe and record changes in shadows during the day and use the data to understand the sun’s position in the sky. SUMMARY Students will record the change in shadows during the day. Students will explain why shadows change throughout the day. (This lesson has 2 investigations on length of shadows. The teacher will need to decide which one (or both) is appropriate for her class.) ENGAGE Ask: Does anyone know what time it is? How do you know? How did people tell time before there were clocks? Has anyone heard of a sundial? Watch the sundial video: https://www.youtube.com/watch?v=tI0GqYJha1Q EXPLORE Tell the class: We are going to make sundials with a group. Here are the directions: 1. Have students cut the gnomon template from Appendix v. Students can then trace this on cardstock and cut it out. 2. Fold pattern along the dashed line so the flap is on the side of the gnomon. This flap will allow the gnomon to stand on its own. 3. Tape the gnomon to the middle of another piece of cardstock. Use the picture on the template as an example. If the gnomon remains floppy, then tape a skewer to it to provide support. Tell the class that they need to have the gnomon facing True North. Use the compasses to find True North. Students should keep their sundial in the same place throughout the day where it can get constant sunlight (if the classroom setup allows) or should place the sundial in the same position and direction outside each time they record shadows throughout the day. Students should trace the outline of the shadows from the gnomon onto the cardstock at least 5 times throughout the day. Students might want to use different color pencils or markers for each recording. Students should put the time inside their shadow. EXPLAIN Discuss observations of shadow lengths. Questions might include: How do shadow lengths change during the day? (The shadows show the sun’s movement throughout the day.) Why do they change? (Same answer). Is there a pattern to where the shadows fall and their lengths? (West to east, since the sun “moves” from east to west, shorter in the middle of the day) Why is there a pattern? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership MYSCI MATERIALS: Skewer from Lesson 3 15 cardstock 180 labels 6 compasses Flashlight from Lesson 3 12 pieces of sidewalk chalk 1 measuring tape TEACHER PROVIDES: Science notebooks Internet access Copies of A Sample Design For A Sundial (Appendix v) Copies of the Sun, Shadows and Earth Assessment (Appendix vi) Gnomon Activity Sheet (Appendix vii) Teaching Tip: Each shadow activity should be done throughout the day so students are able to observe different shadow positions and lengths. Watch the forecast for two clear, sunny days. You will need to go outside multiple times throughout days 1 and 2 to correctly complete the activity. This is a two day lesson. Teaching Tip: This activity should be done at the beginning of the day or a day before the lesson for preparation. Students will need to record shadows on the sundial throughout the day. Teaching Tip: You may have to combine data if you teach multiple sections of students at different times of the day, or take data at different times of day to supplement what your students are able to collect during your class time. 10 Lesson 4 continued: How do shadows change throughout the day? Is the Sun directly overhead at any time? (Only on the equator is the sun directly overhead, otherwise, it is a little north or south of directly overhead.) Why is the shortest shadow around noon? (Sun is more directly overhead.) ELABORATE Students should now measure the length of their shadows from their cardstock and record it in the data table on Appendix vii. Students can then create a line graph to show how the length of the shadow changes over the course of a day and answer questions about why they see the observed pattern. Alternate Elaborating Activity: Students will use a flashlight to simulate the sun’s position in the sky during summer (directly overhead) and winter (sun positioned at an angle). Use an object (Barbie or GI Joe) or the student’s hand and trace the shadow when the sun is directly overhead and when it is low at an angle. This will allow them to see the difference in the shadow length depending on the season and angle of the sun’s position in the sky. Teaching Tip: This activity should be started at the beginning of the day and/or you can prepare students with directions a day before the activity. Students will need to record shadows on the worksheet throughout the day. Teaching Tip: If students did not have the opportunity to collect all of the measurements for the times of day listed on Appendix vii, provide them with the data. For example, sample data could be: 8:00 AM - 6.7 cm 10: 00 AM - 3.7 12:00 PM - 6.4 2:00 PM - 14.3 4:00 PM - 49.0 EVALUATE Pass out Sun, Shadows, and Earth Assessment (Appendix vi). Have the students fill it out, then discuss answers. EXTEND (OPTIONAL) Students should be in groups of three. One student will serve as the human gnomon, one student will serve as the recorder, and one student will serve as the measurer. At the beginning of the day, explain the activity to students and record the first shadows. You might want to model the first measurement with an example group prior to letting students do the activity. Students will go outside with their partners and find space for their activity. The human gnomon should face NORTH at all times (recall this direction from yesterday’s lesson and/or bring out the compasses). Trace the human gnomon’s feet. This is the spot that the gnomon will stand in each time the group comes outside to observe and record. The measurer will trace the human gnomon’s shadow and measure this shadow with the measuring tape. The recorder should record this information on the Gnomon Activity Sheet (Appendix vii). The recording should include the correct direction, position, and length of the shadow. The recorder should also include the position of the sun in the sky. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Teaching Tip: Answer key to Sun, Shadows and Earth Assessment: 1. B 2. D 3. A 4. C 5. axis 6. B 7. D 11 section 3 What patterns do we notice in the night sky? Lesson 5: What causes the phases of the moon? LEARNING TARGET Describe the pattern of the moon over a month’s time. SUMMARY Students make models of the moon and its phases. ENGAGE Say to the class: In the last lesson we talked about things we could see in the sky during the day. Now lets talk about the sky at night. What have we noticed? Have the students work in groups to come up with lists of things they have seen in the night sky. Have each group give one word at a time, and write it on a chart. The next group has to give a different word. MYSCI MATERIALS: Skewers from Lesson 4 15 styrofoam balls 25 Moon Phase Chart strips Flashlights from Lessons 3 and 4 Black grease pencils TEACHER PROVIDES: Science notebooks Internet access EXPLORE Ask the class: Has anyone noticed what happens to the moon? How does it change during month? Why does it look different to us? is a video of the activity we are going to do. Pass out the skewers and balls, and flashlights to groups of students. Have them experiment with the materials to try and demonstrate the different phases of the moon. Have groups share with the class. https://www.youtube.com/watch?v=1_RXWzXPxus EXPLAIN Watch Moon Phases https://www.youtube.com/watch?v=nXseTWTZlks then What is a Moon Phase? https://www.youtube.com/watch?v=79M2lSVZiY4 Have the groups go back and try to represent the different phases using the skewers, balls and flashlights. ELABORATE Offer extra credit for any student who will follow the moon for one month. Tell them they will need to pick a spot in front or back of their house where they can see the moon, and draw the outline of the house or other nearby landmark nearby. Every evening at the same time (very important), they should draw where they see the moon and what it looks like. They should draw the moon phases on the same piece of paper. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 12 Lesson 5 continued: What causes the phases of the moon? EVALUATE Download the moon chart for the current year from http://www.calendar-12.com/ moon_phases/2015 and copy. Pass out the moon phase strips and the current moon chart to pairs of students. Give each pair of students a particular month so that all months are covered. Have them fill out the moon phase strip. Teaching Tip: Teachers have used the completed moon charts in several ways. Some have lined them up from end to end, others have stacked them. Each configuration shows the pattern of the phases of the moon. 1. Fill out the days of the month in the squares below the moons. 2. Using the moon chart for this year, first identify where the full moon and new moon fall on the moon strip. 3. Color the new moon in with a grease pencil. Then find the quarters and color them accordingly. 4. Then the students can make the crescent and moon shapes of the month. Have students line up by month to represent the moon phases over the course of the year. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 13 Lesson 6: What makes a star seem bright to us? LEARNING TARGET Demonstrate that a star’s brightness is determined by size, intensity and/or distance. SUMMARY The students explore the relationships between distance and brightness of stars using models. ENGAGE Read Star Gazers, by Gail Gibbons. Ask the class: Why do some stars look brighter than others in the night sky? Explain your thinking. Students write thoughts in their notebooks. Share out with class. EXPLORE Ask the class: Is bigger brighter? MYSCI MATERIALS: Star Gazers by Gail Gibbons LED Flashlight 1 large flashlight from Lesson 3 Batteries Black construction paper (8x11-30 sheets) White colored crayons TEACHER PROVIDES: Science notebooks Internet access Copies of Analyzing Brightness of Stars (Appendix viii-ix) Using these 2 flashlights of different size and brightness, how can we simulate discovering whether a star is closer or brighter? Take several students ideas for conducting the investigation. This is a simple demonstration activity to prove that the apparent brightness of a star cannot be used to judge its distance from Earth. 1. Place the small flashlight on a desk or table near the front of the room. 2. Place the large flashlight on a desk or table near the back of the room. 3. Have the students gather at the front of the room so they can all see both flashlights easily. 4. Turn on both flashlights. 5. Darken the room. 6. Observe and compare the apparent brightness of the two flashlights. 7. Move the two flashlights back and forth until they both appear to have the same brightness. EXPLAIN Ask the class: Can the brightness of a star tell us about its distance from Earth? Explain your thinking. Students write thoughts in their notebooks. Share out with class. Tell the class: The thing we notice first about stars is that some look brighter or dimmer. You might think the brighter ones are closer to us and the dimmer ones are further away from us. Astronomers have learned that stars vary a lot in the energy, Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 14 Lesson 6 continued: What makes a star seem bright to us? and therefore the amount of light, they produce. Ask the class: If you didn’t know which flashlight was which, would you be able to tell which one produced the most light? Take several student’s thoughts about using brightness to determine distance before going into the following discourse: This is one of the most fundamental questions about the stars. Is it bright because it is close, or is it bright because it is intrinsically bright? This is why astronomers must know the distance to a star. Without knowing the distance, it’s hard to get meaningful information about the other properties of the star. Some stars look bright because they are very near the Sun. Others look equally bright but are many times further away from the Sun. These more distant stars are extraordinarily bright. Without knowing the distance it’s impossible to distinguish between the two. The two flashlights can be compared to the stars Sirius and Rigel. Sirius is about twice as bright as Rigel, but Rigel is almost 100 times further away than Sirius. Sirius is about 27 times as powerful as the Sun, but Rigel has the power of many thousands of Suns. Sirius looks very bright because it is close. If Rigel were as close as Sirius it would be blindingly bright. ELABORATE Pass out Analyzing Brightness of Stars (Appendix viii-ix). Have students look at the data table. Ask students: What do you notice? Explain that A light year (which is a unit of distance, NOT time!) is the distance that light travels in a single year. Then have students work with a partner to complete the questions based on the chart. EVALUATE Ask: Thinking about the information from the lesson, how would you create your own constellation? What factors do you need to consider? Students will use the black construction paper to create their constellations. The student will create a constellation with a minimum of 5 stars (and name their stars). They should decide the distance from Earth for each star. Students will present their constellations to the class pointing out star names, brightness and their distances from Earth. Teaching Tip: Website for teacher information on constellations and great websites for students: Good Sites for Kids: Astronomy http://www. goodsitesforkids.org/Astronomy.htm For additional information on using the flashlights to show star brightness: Star Luminosity http://www.education.com/ science-fair/article/demonstrate-stars-luminosity-brightness/ Teaching Tip: Students should notice by doing the questions that the luminosity shows how bright the star actually is, but the apparent brightness is influenced by the distance the star is from Earth. Sirius is the brightest star (besides the Sun) but it’s luminosity is low. However, it is the closest star to Earth (besides the Sun). Therefore, the brightness of a star depends a lot on its distance from Earth. Teaching Tip: Answer Key to Appendix viii-ix 1. Brighter stars have lower apparent brightness. 2. Rigel 3. Luminosity for each star is how many times brighter than the sun the star is when you are near it. Apparent brightness is how bright the star appears from Earth. 4. Sirius 5. Luminosity: 25, Distance from Sun: 8.611 light years 6. Sirius appears bright because it is closer to the Earth than other stars. 7. Luminosity is how bright a star is if you are near it. It doesn’t depend on the distance from Earth. 8. Stars with high luminosity can appear dim from Earth if they are very far away. For example Rigel is 120,000 times brighter than the sun but appears dim from Earth because it is 860 light years away. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 15 Lesson 7: How can we make a scale model of the solar system? LEARNING TARGET Observe that objects in the solar system vary widely in size and the distances between objects in the solar system are very large. Create a model that compares two objects found in the solar system. SUMMARY This lesson combines science, engineering, and mathematics. Students will learn how to create an accurate scale model of two objects in the solar system using proportional reasoning. They will most likely have to go through at least one re-design step before they build their model. They will gain an understanding of the vast distances between objects and a sense of the scale of the solar system. MYSCI MATERIALS: Journey Through the Solar System, Dr. Mae Jemison Solar System Mapping Tool Modeling Clay TEACHER PROVIDES: Copies of Model Universe Project (Appendix x-xii) Rulers/meter sticks Internet access ENGAGE Using the Solar System Mapping Tool, demonstrate the scale of distances by carefully pulling out the tape as you walk across the room. Then watch https:// www.youtube.com/watch?v=Aj47IJW_DRA. Do you think that this model is realistic? Do you think the sizes, distances between objects, and speeds are realistic? Why or why not? EXPLORE Make copies of Pages 30-31 of Journey Through Our Solar System. Tell students that these are examples of different NASA Probe missions that have taken place. In order to plan these missions, scientists need to understand how far away objects are from Earth and the radius of the orbits of planets. Tell students that they will be designing and building a realistic model of two objects in our solar system that could be used by NASA scientists to begin to plan a space mission. EXPLAIN Pass out Copies of Model Universe Project (Appendix x-xii) to the students. Review the project, step by step. Begin the project by giving the students the following information: Sun1,392,000 km Saturn116,500 km Earth12,740 km Moon3,474 km Pluto2,368 km Teaching Tip: Answer: Sun, Saturn, Earth, moon, Pluto Teaching Tip: A helpful website: http://www.exploratorium. edu/ronh/solar_system/ The pairs of objects are listed in order of easiest pair to most challenging pair. You may want to assign each student/pair/group the objects they should model. Students may need some guidance on how to measure the diameter of a round object. Here is one method that requires one meter stick or ruler to measure and another straight ruler or stick to measure. Make sure that the two rulers are perpendicular. Read the diameter on the ruler where the stick meets it! Distances from each other (NOTE! This is the radius of the orbit). The Earth and The Moon The Sun and the Earth The Sun and Saturn The Sun and Pluto (Challenging!) 384,400 km 150,000,000 km 1,430,000,000 km 5,910,000,000 km Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership NOTE! If your ruler or meter stick does not start at zero, students should line up zero on the ruler with the edge of the desk. 16 Lesson 7 continued: How can we make a scale model of the solar system? ELABORATE After students have gotten the initial information for their project, they should complete the calculations (Appendix xi) that they can use to design and redesign their model. EVALUATE After students built their model, give them an opportunity to present it to the class. Students should then complete the Reflect portion of their Model Universe Project (Appendix xii). EXTEND (OPTIONAL) Read other sections of Journey Through Our Solar System to the class. Discuss what kinds of information NASA probes have gathered on their journeys to distance planets. Ask students to record five new facts that they did not know about the solar system. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 17 NEXT GENERATION SCIENCE STANDARDS Key to Understanding the NGSS Codes NGSS PERFORMANCE EXPECTATIONS NGSS codes begin with the grade level, then the “Disciplinary Core Idea code”, then a standard number. The Disciplinary Core Ideas are: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 5-ESS1-2 PS1: Matter and its interactions Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky PS2: Motion and stability: Forces and interactions 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Content PS3: Energy Life Sciences 3-5-ETS1-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. 5-ESS1-1 Physical Sciences PS4: Waves and their applications in technologies for information transfer 5-PS2-1 LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity Earth and Space Sciences ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society For more information, visit http://www. nextgenscience.org/next-generation-sciencestandards Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership 18 NGSS (continued) Concepts Concepts SCIENCE AND ENGINEERING PRACTICES Asking Questions and Defining Problems • Ask questions about what would happen if a variable is changed. • Identify scientific (testable) and non-scientific (non-testable) questions. • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. • Use prior knowledge to describe problems that can be solved. • Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Developing and Using Models • Identify limitations of models • Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. • Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. • Develop and/or use models to describe and/or predict phenomena. • Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. • Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system. Planning and Carrying Out Investigations • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. • Evaluate appropriate methods and/or tools for collecting data. • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. • Make predictions about what would happen if a variable changes. • Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. Analyzing and Interpreting Data • Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. • Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. • Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • Analyze data to refine a problem statement or the design of a proposed object, tool, or process. • Use data to evaluate and refine design solutions. Using Mathematics and Computational Thinking • Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success. • Organize simple data sets to reveal patterns that suggest relationships. • Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem. Constructing Explanations and Designing Solutions • Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). • Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. • Identify the evidence that supports particular points in an explanation. • Apply scientific ideas to solve design problems. • Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Engaging in Argument from Evidence • Compare and refine arguments based on an evaluation of the evidence presented. • Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. • Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • Construct and/or support an argument with evidence, data, and/or a model. • Use data to evaluate claims about cause and effect. • Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Obtaining, Evaluating and Communication Information • Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. • Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices. • Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. • Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. • Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts. DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS Space Systems: Stars and the Solar System PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1) ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1) ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2) Patterns • Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products. • Patterns of change can be used to make predictions. • Patterns can be used as evidence to support an explanation. Cause and Effect: Mechanism and Prediction • Cause and effect relationships are routinely identified, tested, and used to explain change. • Events that occur together with regularity might or might not be a cause and effect relationship. Scale, Proportion, and Quantity • Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. • Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. Systems and System Models • A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Systems and System Models (cont’d) • A system can be described in terms of its components and their interactions. Energy and Matter: Flows, Cycles, and Conservation • Matter is made of particles. • Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems. • Energy can be transferred in various ways and between objects. Structure and Function • Different materials have different substructures, which can sometimes be observed. • Substructures have shapes and parts that serve functions. Stability and Change • Change is measured in terms of differences over time and may occur at different rates. • Some systems appear stable, but over long periods of time will eventually change. 19 MISSOURI GLE STANDARDS Key to Understanding the GLE Codes GLE Standards GLE codes are a mixture of numbers and letters, in this order: Strand, Big Idea, Concept, Grade Level and GLE Code. The most important is the strand. The strands are: 1. ME: Properties and Principles of Matter and Energy 3. LO: Characteristics and Interactions of Living Organisms 4. EC: Changes in Ecosystems and Interactions of Organisms with their Environments 5. ES: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydroshpere) 6. UN: Composition and Structure of the Universe and the Motion of the Objects Within It 7. IN: Scientific Inquiry 8. ST: Impact of Science, Technology and Human Activity For more information, visit http://dese. mo.gov/college-career-readiness/curriculum/ science Concepts 2. FM: Properties and Principles of Force and Motion Third Grade UN 1 A 3 a Describe our Sun as a star because it provides light energy to the solar system UN 1 A 3 b Observe and identify the Moon is a reflector of light UN 2 B 3 a Illustrate and describe how the Moon appears to move slowly across the sky from east to west during the day and/or night UN 2 B 3 b Describe the pattern of change that can be observed in the Moon’s appearance relative to time of day and month as it occurs over several months Fifth Grade UN 1 A 5 a Observe and identify the Earth is one of several planets within a solar system that orbits the Sun UN 1 A 5 b Observe and identify the Moon orbits the Earth in about a month UN 2 B 5 a Sequence images of the lit portion of the Moon seen from Earth as it cycles day-to-day in about a month in order of occurrence UN 2 C 5 a Identify the Earth rotates once every 24 hours UN 2 C 5 b Relate changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky, as determined by Earth’s rotation UN 2 C 5 c Relate the apparent motion of the Sun, Moon, and stars in the sky to the rotation of the Earth IN 1 C 5 b Use data as support for observed patterns and relationships, and to make predictions to be tested IN 1 C 5 c Evaluate the reasonableness of an explanation IN 1 C 5 d Analyze whether evidence supports proposed explanations IN 1 D 5 a Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables, graphs (bar, single line, pictograph), writings Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership IN 1 A 5 a Formulate testable questions and explanations (hypotheses) IN 1 A 5 b Recognize the characteristics of a fair and unbiased test IN 1 A 5 c Conduct a fair test to answer a question IN 1 A 5 d Make suggestions for reasonable improvements or extensions of a fair test IN 1 B 5 b Determine the appropriate tools and techniques to collect data IN 1 B 5 c Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scales) IN 1 B 5 d Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton IN 1 B 5 e Compare amounts/measurements IN 1 B 5 f Judge whether measurements and computation of quantities are reasonable IN 1 C 5 a Use quantitative and qualitative data as support for reasonable explanations ST 1 B 5 a Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer probes such as thermometers) 20 MySci Instructional Unit Development Team INSTITUTE FOR SCHOOL PARTNERSHIP LEAD CURRICULUM TEAM Skyler Wiseman, K-5 Curriculum and Instructional Specialist, Team Leader Kimberly Weaver, Engineering Educator Gennafer Barajas, Communications Coordinator Victoria May, Executive Director of Institute for School Partnership, Assistant Dean of Arts and Sciences Chris Cella, ISP Resource Center Fleet and Warehouse Coordinator James Peltz, Warehouse Assistant Paul Markovitz, PhD, Science Educator Keith May, Operations and Materials Manager Diane Pilla, ISP Resource Center Project Coordinator Rachel Ruggirello, Curriculum and Assessment Specialist Jeanne Norris, Teacher in Residence Jack Weigers, PhD, Science Educator EXTERNAL EVALUATOR Katherine Beyer, PhD COPY EDITOR Robert Montgomery LAYOUT DESIGN Amy Auman WUSTL CONSULTANTS Rich Huerermann, PhD, Administrative Officer, Department of Earth and Planetary Sciences Harold Levin, PhD, Professor Emeritus, Department of Earth and Planetary Sciences INDEPENDENT CONSULTANTS Charlie McIntosh, Engineering Carol Ross-Baumann, Earth Sciences MISSOURI BOTANICAL GARDENS CONSULTANTS Bob Coulter, Director, Litzsinger Road Ecology Center Jennifer Hartley, Senior Supervisor of Pre K-8 School Programs Sheila Voss, Vice President of Education Teacher Authors, Field Testers and Contributors BLESSED TERESA OF CALCUTTA Kate Kopke Sue Ritcher CHESTERFIELD MONTESSORI Ama Martinez COLUMBIA PUBLIC SCHOOLS Michael Cranford Ben Fortel Tracy Hager Megan Kinkade Anne Kome Heather Lewis Jessica Miller Elizabeth O’Day Mike Szyalowski Jen Szyalowski Matt Wightman Rebecca Zubrick FORSYTH SCHOOL Gary Schimmelfenig THE COLLEGE SCHOOL Uchenna Ogu FERGUSON & FLORISSANT Justin Brotherton Eric Hadley Christine Ries Tonja Robinson Laura Caldwell Karen Doering Emily Dolphus Shaylne Harris Amelia Hicks Cathy Holway FORSYTH Gary Schimmelfenig HAZELWOOD Kelli Becker Sara Berghoff Rita Bohlen David Busch Bill Caldwell Georgene Collier Arianna Cooper Jennifer Forbes Susan Gentry Toni Grimes Debra Haalboom Stephanie Heckstetter Lesli Henderson Christina Hughes Stephanie Knight Scott Kratzer Stephanie Latson Jane McPartland Lisa McPherson Darice Murray Dawn Proubst Lisa Schuster Twyla Veasley Sonya Volk Carol Welch Cherronda Williams Justin Woodruff MIRIAM Angie Lavin Jenny Wand Joe Zapf NORMANDY Olga Hunt Dawn Lanning J. Carrie Launius NORTH COUNTY CHRISTIAN Julie Radin PATTONVILLE Kristin Gosa Jill Kruse Leslie Jones Renate Kirksey Chris Cheatham Katie Lambdin Chris Curtis Kim Dannegger Vicki Martin Amanda Denson Andrea King Chris Curtis Allison O’Very Kaytlin Kirchner Matt Parker Chip (Paul) Ianiri Jackie Ramey Sarah Funderburk Stephanie McCreary Melissa Yount-Ott Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Julia Graham RITENOUR Meggan McIlvaine Meghan McNulty Kristy Santinanavat Melanie Turnage Stephanie Valli RIVERVIEW GARDENS JoAnn Klees SAINT LOUIS PUBLIC SCHOOLS Debra Granger Nina Harris Charlotte Smith SOULARD SCHOOL Courtney Keefe ST CHARLES CITY SCHOOLS Kevin Stross VALLEY PARK Trish Alexander Courtney Amen Stacy Carmen Stacy Castro Lotashia Ellis Amanda Grittini Aubrea Grunstead Julie Kulik Kayla LaBeaume Jane Marchi Laura MCoy Mary Patton Amy Robinson Carol Wolf UNIVERSITY CITY Lillian Blackshear Gayle Campbell Nikki Davenport Kate Fairchild Elizabeth Gardner Anna Hoegemann Aileen Jones Daphne Owana Tori Palmer Monique Patterson Precious Poole Debbie Rosso Vickie Stevens 21 Is It a System? Section 1, Lesson 1 Name: Date: 1. Which of the following are systems? pond Internet pile of rocks water cycle ladybug box of screws fish tank computer Pacific Ocean tornado sunflower seed Earth 2. What rule did you use to decide? 3. What makes something a system? 4. Pick one of the items you chose as a system and describe how it functions as a system. 5. Pick one of the items you did not choose as a system, and explain why it is not a system. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix i Solar System Section 1, Lesson 1 Name: Date: What do you think of when you hear “solar system?” What does each word mean on its own and what do they mean together? Draw a picture of our solar system and label some of the things in it. Try to put 10 items in the picture! Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix ii Birthday/Sunlight Hours Section 2, Lesson 3 Name: Date: When is your birthday? 1. Does your birthday usually have a lot of daylight? Yes No 2. Explain why you chose “yes” or “no”. 3. What season is your birthday? (After the Explaining and Elaborating Question Discussions) 4. Do you still agree with your answer to number 1? Why or why not? 5. Why does the length of daylight change throughout the year? Draw an illustration explaining number 5 on the back of this paper. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix iii Evaluate Activity Sheet Section 2, Lesson 3 Name: Date: Use the words and phrases in the word bank to fill in the following chart. Note! You must place each word or phrase in the correct location. Some boxes will have more than one word or phrase. WORD BANK: Tilt Rotation A day Day Length Differences THIS MOTION … Revolution Revolve ... IS CALLED … A year Rotate Seasons … AND IT CAUSES. Earth spinning once on its own axis Earth orbiting once around the sun Earth’s axis isn’t straight up and down Draw a picture demonstrating these concepts below. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix iv A Sample Design For a Sundial Section 2, Lesson 4 On the right is a pattern you can use to make a gnomon for a sundial. Just photocopy to heavy paper, cut out, and tape to cardstock. Gnomon cu ta lo ng th is ed ge Plan to take your gnomon outside on the next sunny day. This edge should be lined up with the cardstock Fold this piece and stick to cardstock cardstock south Aim your gnomon towards the south. Soon, you will be able to see the shadow cast by the gnomon onto the paper plate. Mark every hour and you will have made a sundial! Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix v Sun, Shadows and Earth Assessment Section 2, Lesson 4 Name: Date: 1. The apparent motion of the Sun is that it rises in the and sets in the . 6. At which of the following times will a shadow be shortest? A. north, south A.8:00 AM B. east, west B.Noon C. west, east C.10:00 AM D. south, north D.2:00 PM 2. Why does the Sun appear to move across the sky each day? 7. How long would a complete day (including daytime and nighttime) on Earth be if it did not spin on its axis? A. The Sun is orbiting the Earth. A.24 hours B.The Earth is orbiting the Sun. B.1 month C.The Sun is rotating on its axis. C.3 months D.The Earth is rotating on its axis. 3. The Earth’s rotation on its axis takes A.1 day C. 365 days B.1 week D. 1 month 4. Earth’s revolution takes about A.1 day C. 365 days B.1 week D. 1 month D.1 year . 8. Explain your thinking to question 7. . 5. The imaginary straight line drawn through the earth around which the earth rotates is the (fill in the blank) . Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix vi Gnomon Activity Sheet Section 2, Lesson 4 Name: Date: TIME OF DAY LENGTH OF SHADOW (IN CM) Use the information from the table above to make a line graph. length of shadow in centimeters TITLE: time of day What patterns do you notice about shadow lengths and time of day? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix vii Analyzing Brightness of Stars Section 2, Lesson 6 Name: Date: APPARENT BRIGHTNESS LUMINOSITY (THE LOWER THE (TIMES BRIGHTER NUMBER, THE BRIGHTER THAN THE SUN) THE OBJECT) STAR NAME COLOR DISTANCE FROM EARTH (LIGHT YEARS) Sun White 0.00001581 1 -26.74 Sirius White 8.611 25 -1.46 Aldebaran Orange 65 500 +0.87 Betelgeuse Orange-Red 640 7500 +0.50 Polaris White 323 2500 +1.97 Arcturus Orange 36.7 150 -0.04 Rigel Blue 860 120,000 +0.38 Analyze the chart above, then answer the following questions: 1. Do brighter stars have higher or lower apparent brightness? 2. What star has the highest luminosity? 3. Describe the difference between luminosity and apparent brightness. 4. What is the brightest star we can see from Earth, besides the sun, listed in the chart? 5. What is the star’s luminosity? Distance from Earth? What makes this star appear so bright? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix viii Analyzing Brightness of Stars (continued) 7. Does luminosity not depend on the star’s distance from Earth? 8. Why can a star that is very high in luminosity still appear to be not very bright on Earth? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix ix Model Universe Project Section 3, Lesson 7 Name: Date: DEFINE THE PROBLEM The goal of this project is for you to design and build a realistic model of two objects in our solar system. Choose a pair of objects: The Earth and The Moon The Sun and the Earth The Sun and Saturn The Sun and Pluto (Challenging!) The two objects I’m going to model are and . RESEARCH THE ACTUAL SOLAR SYSTEM Research and record the following information. Make sure that you use the same units for each of the measurements. (Use the information given in the Explore section of Lesson 7.) Object 1, Actual Diameter Object 2, Actual Diameter Actual Distance from Object 1 to Object 2 The source of my information was: PLAN YOUR MODEL You will also need some modeling clay to make small balls to use in your model to represent one of your objects. Decide if your model object will represent Object 1 or Object 2. Measure the diameter of your ball and record it below. Be sure to include the units. My model object is (describe): I will use it to represent (Object 1 or Object 2): Diameter of model object and units: Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix x Model Universe Project (continued) CALCULATE First, you should figure out the diameter of the other object in your model. Use the three values you know (two actual diameters and one diameter for your model) and create a proportion. Show and/or describe the math you used to find the missing value. OBJECT 1 DIAMETER OBJECT 2 DIAMETER UNITS Actual = Model Next, you should figure out how far apart your two model objects should be. Use the three values you know (the actual and model diameters for object 1 and the actual distance from Object 1 to Object 2) to find the missing value. OBJECT 1 DIAMETER DISTANCE FROM OBJECT 1 TO OBJECT 2 UNITS Actual Model = CALCULATE What do you think about your design? Can you find something round of the correct size to represent both objects? Can you place the two model objects the correct distance apart or is the distance too far for you to measure? If you can build your model as it is, go ahead! If you can’t build the model as you designed it, you will have to REDESIGN it! You can’t change the actual values, so you must change your original ball for your model. Should you choose a larger or smaller object? Choose a new object, measure it, and re-do your calculations in your science notebook. BUILD AND COMMUNICATE Build your model and describe /draw it here. Label your objects and distances. Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix xi Model Universe Project (continued) REFLECT How does your model compare to models created by others? Did anything in this project surprise you? If so, what surprised you and why? Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix xii Vocabulary Words All Sections and Lessons RECOMMENDATION We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come across the concept. MySci students work collaboratively and interact with others about science content also increasing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation. axis solar system equator relative distance from Sun sundial relative distance from Earth gnomon constellations latitude luminosity waning apparent brightness waxing scale model quarter crescent rotation revolution comets meteors satellites tilt system Unit 23 (version 1.21.16) | Our Place in the Universe Washington University in St. Louis Institute for School Partnership Appendix xiii