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Evangelical Christian Academy Instructional Guide: Course Outline Department: Science Course Title: Earth Science Course Length: 2 semesters Optional Unit #11: The Planets, Asteroids, Meteors, and Comets Chapter 5, 6 Unit Length: 8-10 days Essential Questions: What are the characteristics of the planets in the solar system? What are the characteristics of earth’s motions? Instructional Objectives: At the end of the chapter, students will be able to: Describe Kepler’s three laws of planetary motion to describe the orbits of the planets. Compare and contrast aphelion and perihelion in a given planet’s orbit. Explain the effects of distance and albedo on a planet’s orbit. Classify a planet as inferior or superior, given its position. Describe how planets exhibit retrograde motion, to which planets this illusion pertains, and why. Compare and contrast terrestrial or Jovian planets. Investigate the significant characteristics of planetary objects other than Earth in the solar system. Discuss how Neptune, Uranus, and Pluto were discovered. Summarize several of the missions and importance of the planetary space probes. Discuss the condensation theory of the origin of the solar system. Compare and contrast plutoids, dwarf planets, and minor planets. Discuss the discovery of periodic comets and discuss their relationship to the Oort cloud and Kuiper Built, if a relationship exists. If there is time: Students will be able to identify a comet’s structural features. Students will distinguish between meteors, meteorites, and meteoroids, and describe how each is related to the others. Students will list three classes of meteorites and describe their properties. Instructional Resources: ActivBoard Student instructional manual Bible Have students research individual planetary objects and their moons Biblical Integration: Discuss how the planets will change as mentioned in Rev. 21:23 New heaven and new Earth Science 8 Unit #11 Page 1 of 2 Revised 5/12/2017 kl earth where the sun is no longer needed Discuss how the Galilean moons were important in the Copernican theory and how Galileo was persecuted for going against the Catholic Church. It is important to believe scripture, (Search the scriptures) but where the Bible is silent, we cannot read into it our own philosophies. Discuss the significance of meteorite craters on earth and how they relate to the oldearth/young-earth controversy Assessments: Class participation/discussion (grammar, logic, and introductory rhetoric) Quizzes Journal entries (grammar, logic) Homework (review to develop understanding and mastery) Test Evaluation of lab investigations and accompanying questions on labs Debate (logic and introductory rhetoric) Student Activities: Students will research updates on one of the planets, plutoids, minor planets, and regions where comets may originate Students will work together to place newly observed planets in their proper order from the sun Students will make a model of the distance between planets and between each planet and the sun Students will demonstrate that Kepler’s third law works regardless of the shape of a planet’s orbit, use data to predict the average distance from a planet to the sun, and use data to predict the orbital period of a planet in earth years. Students will demonstrate that a planet moves faster at the perihelion and slower at the aphelion because it sweeps through an equal area in equal time. Students will demonstrate Kepler’s first law by observing ellipses that they have drawn and drawing conclusions regarding the focal points and shapes of ellipses. Students will demonstrate how the illusion of retrograde motion occurs. Earth Science 8 Unit #11 Revised 5/12/2017 kl Page 2 of 2