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Kepler’s Laws 5E Lesson Plan Subject: Space Science Date: 11/19/13 Teacher: Julie Clarkston Length of lesson: As needed, most likely a couple of days to a week Lesson objective: Disciplinary Core Ideas: (NGSS) The student will be able to state Kepler's 3 laws. ESS1.B: Earth and the Solar System The student will be able to apply Kepler's 3 laws. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4) ELA Common Core: CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Math Common Core: CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems Focus Question: What are Kepler's laws? Key Concepts and Vocabulary: What is needed for understanding this content statement? These would be the vocabulary necessary to understand and discuss these concepts. Be sure to include all definitions. What are some ways we can Johannes Kepler: (1571-1630) German mathematician, astronomer and use Kepler's laws? astrologer. Kepler’s laws: three laws of planetary motion stated by Johannes Kepler Kepler's 1st Law: the orbit of every planet is an ellipse with the Sun at one of the two foci Kepler's 2nd Law: a line joining a planet and the Sun sweeps out equal areas during equal intervals of time Kepler-s 3rd Law: the square of the orbital period of a planet is proportional to the cube of the semi-major axis of its orbit Planets: a celestial body moving in an elliptical orbit around a star Revolution: an instance of revolving Period: a length or portion of time Orbit: the curved path of a celestial object or spacecraft around a star, planet, or moon Solar system: the collection of eight planets and their moons in orbit around the sun Constellation: a group of stars forming a recognizable pattern that is traditionally named after its apparent form or identified with a mythological figure Time: Lesson Element: Instructional Outline: 20-25 minutes Be very specific and include all materials, especially rubrics. Evaluation: Assessment: What will my students do to demonstrate: 1.a developing understanding (embedded assessment) This will be displayed within participation and interaction. 2.a deep understanding of this benchmark (final assessment)? This will be displayed within assignments, tests, and projects. Quiz over Kepler’s Laws, will contain: True/False Multiple choice Short answer 20 minutes Introduction Engagement: (Object, event or question used to engage students. Connections facilitated between what students know and can do.) This will be a discrepant event that allows student to come to the conclusion that constellations in the sky are in a different position every month due to the Earth revolving around the Sun. This is to be used as an introduction to planetary orbits. Adapted from: http://www.stanford.edu/dept/SUSE/projects/ireport/articles/3D/science %20in%20the%20elementary%20school.pdf (Activity starts at the bottom of page 17) Materials Needed: 45 minutes Instructional Activities: Constellation charts by month Exploration: (Objects and phenomena are explored. Hands-on activities, with guidance.) This is an activity where students create their own ellipses that represent planetary revolution, with the Sun at one focus. Along with making the ellipse, students have a worksheet that asks questions that help students learn about Kepler's 1st and 2nd law. Materials Needed: Paper Scissors String Cardboard Thumbtacks Pencil Worksheet For worksheet see separate PDF file. Activity uses pages 1-5 (full document is 7 pages) 30 minutes Explanation: (Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought.) Students are given a table with some information and a few hypothesis. They are to use that information to figure out which hypothesis is correct and in doing so they figure out Kepler's 3rd Law. Materials Needed: Worksheet Adapted from: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/10082 40 minutes Elaboration: (Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.) Students will be given the image and caption from NASA's website (http://solarsystem.nasa.gov/multimedia/display.cfm?Category=Planets &IM_ID=13486) and through a guided discussion we will talk about: What is a 'habitable zone'? What does this mean? What could this mean? Why are we so interested in these planets? Next we view a youtube video: http://www.youtube.com/watch?v=p1wI4bvgidw At 1:05, pause to calculate distance from the star for both planets mentioned. Pause around 1:30 to discuss 'habitable zone'. Discussion guided toward the fact that Venus, Earth and Mars are all considered in our Sun's habitable zone so what is the likelihood that life is on these planets? Materials Needed: Computer with internet to pull up video TV or projection screen to show video 30 minutes Closure/Review Techniques Closure/Review: Kepler Video Will be viewed as a review the day before the quiz. Source: http://www.learner.org/resources/series42.html?pop=yes&pid=570# (Video #21) Homework/Individual Practice: Any assignments not finished in class Differentiation/Accommodation Differentiation/Accommodations will be made based on individual's IEP and 504's. Strategies (What will you do to help the special needs, at-risk or struggling students?) Evidence of Understanding: What evidence will I accept that the students have acquired the concepts or skills for this Benchmark? What are my students doing that demonstrates that they don’t understand? Examples include but are not limited to: Extra time on assignments Assignments/Tests read and answered verbally Lessened course load/Shortened assignments Modified curriculum Students understand the concepts/skills: Stays on task/turns in assignments Use of vocabulary/definitions correctly Taking part in the activity Students do not understand the concepts/skills: Off task/misbehaving Doesn't use vocabulary or uses incorrectly Doesn't turn in assignments Doesn't take part in activities Connections: : How can I connect this content expectation with the students’ prior knowledge, other subjects, and other expectations? Build off of students prior knowledge of space systems. Connection to earth sciences: Build off of students prior knowledge of earth systems. Will be seen in discussion on Kepler B22. Naïve Misconception: What are some wrong ideas that need to be addressed? The Earth is the center of the Solar System about which the other objects revolve The stars in the sky are moving, not Earth. Planetary orbits are circular. There is no gravity in space. The Big Bang is just a theory; there is no real evidence supporting it. Constellation charts (by month) Paper Scissors String Cardboard Thumbtacks Pencil Worksheets Computer with internet to pull up video TV or projection screen to show video Materials/Resources: