Earth+&+Space+Science-The+Earth+in+Space+(pg.+448-515)

= = =Earth & Space Science-The Earth in Space (pg. 489-515)= 11/30 p.511-515 Gravity and the Laws if Motion-Jaime S. || //Grade Level Expectations// GLE 0207.8.1Associate temperature patterns with seasonal changes. //Checks for Understanding// conclusions about the weather during different times of the year. //Grade Level Expectations// GLE 0407.6.1 Analyze patterns, relative movements, and relationships among the sun, moon, and earth. //Grade Level Exectations// //Checks for Understanding:// // State Performance Indicators // GLE 0207.6.2 Make observations of changes in the moon’s appearance over time. __Checks for Understanding__ √ 0207.62 Use science journals to draw and record changes in the moon over a period of time. GLE 0407.6.1 Analyze patterns, relative movements, and relationships among the sun, moon, and earth. __Checks for Understanding__ √ 04076.1 Chart the movements of the sun, moon, and earth to develop an explanation for the phases of the moon and solar and lunar eclipses. √ 0427.6.2 Sequence the major phases of the moon during a lunar cycle. SPI 0407.6.1 Organize the phases of the moon in the correct sequence. SPI 0407.6.2 Infer that the moon’s phases are caused by the revolution of the moon and earth around the sun. GLE 0607.6.4 Describe the different stages in the lunar cycle. GLE 0607.6.5 Produce a model to demonstrate how the moon produces tides. GLE 0607.6.7 Describe the causes of lunar and solar eclipses. __Checks for Understanding__ √ 0607.6.5 Illustrate the positions of the earth, moon, and sun during specific tidal conditions. √ 0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses. SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun. SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions. SPI 0607.6.7 Explain the difference between a solar and lunar eclipse. ␣**0307.6.1** Create a model of the solar system depicting the major components and their relative positions and sizes. ␣**0307.6.2** Use a table to compare and contrast the major solar system components This interactive simulation asks students questions about how many days or hours it takes either the earth to spin, the earth to orbit around the sun, or the moon to orbit the earth. Students can learn and practice the orbits in correlation to time. Website This website simulates the moon going around the earth as the earth spins on its axis. As the moon and earth move around, the corner picture shows the correlating phases of the moon as it waxes on and wanes off. This is fun to watch! @http://aspire.cosmic-ray.org/labs/moon/lunar_phase3.swf @http://youtu.be/P2S5zcJ6_8s This is a great website for kids to be able to get on, and learn more about the solar system. It shows all the planets orbiting and you click on the planet you want to learn more about. It tells you fun facts about that planet and also gives the student detailed information. It also discusses different planet's moons, comets, and asteroids. || Purpose: Students know why seasons change, and how the seasons effect the climate on the earth. This BrainPOP Jr. lesson plan incorporates a video, and several activites that can be done with students. The "As the World Turns" activity helps students to understand the earth's tilt and it's relationship to the sun. The "Travel Guide" activity would be great to get students thinking about the seasons of different locations around the globe. The "Season to Season" activity would be a good long term activity for students to follow and keep track of over the actual progression of the seasons during the school year. BrainPOP Jr. Purpose: Students become familiar with repeating patterns in nature as seen in the phases of the moon. Students begin with hands-on activity of using a globe, softball, and light to represent the earth, moon, and sun. They proceed to build on observations of the moon each night and keep records of the appearance. This lesson is simplified for K-2. Older students will build on the lunar cycle for the whole month. @http://sciencenetlinks.com/lessons/lunar-cycle/ Purpose: The purpose of this lesson is for students to acquire information about objects in the solar system while collecting solar system trading cards through interactive computer use. This is a great lesson to get students involved with technology, and is also a fun way to learn about the solar system. Students draw and make predictions about different planets. They then look up pictures and information assigned online. They then math their cards with the correct name or picture. || //**Darkness at Night**// Earth and Space Science Physical Assessment Probe Volume 2 Probe 23 Pages 171-176 Students will complete this probe at the beginning of the lesson. || This book is a great tool to use when teaching about the planets and solar system. It gives great insight to each planet. It has great detailed pictures. It also gives information about other aspects of the solar system. || This FA is to be administered once the students have a basic understanding of the concept. Students will be given a statement, which is a common misconception about the topic. Students will discuss the statement in small groups and determine why some people might believe it is true. They will reflect on their own ideas associated with the statement. They will then discuss the scientific truth about the phenomena. One representative from each group will share the group’s ideas. Statement: “The seasons occur because of the earth’s distance from the sun at certain times of year.” As The World Turns Students will be divided into two groups. One group will receive a sign that says sun, and the other a sign that says earth. The two groups will pair up so that there is a sun and earth in each pair. The pair will practice the way that the earth rotates and orbits. Students will be asked to take the tilt of the earth into consideration and discuss the way the suns energy is affecting the earth as it rotates. Time: 10 minutes Using a small soccer ball and golf ball, and the light from a projector, I will model how lunar and solar eclipses occur. Students in each group will use the large and small styrofoam balls to represent the Earth and moon. They will demonstrate how to make lunar and solar eclipses with their models and a flashlight. After activity students will make a group picture to represent a lunar or a solar eclipse. They will label each item and a title for their group illustration. Construction paper, glue, and scissors will be provided. I will modify this by not having them complete all the questions at the end. @http://www.astrosociety.org/education/astro/bayarea/PocketSolarSystem.pdf ||
 * Content || **1. p.489-496 Time and the Seasons Jessica F.**
 * The Earth is tilted, and the sun only shines on one portion at a time.
 * Because the Earth rotates, the portion where the earth receives sunshine is constantly changing.
 * The earth rotates in a west-to-east rotation.
 * When the sun begins to shine on the western portion, the eastern portion is shadowed.
 * A total rotation takes 24 hours.
 * Midday refers to the time in which the sun is directly in the middle of the sky and is the middle of the daylight portion of the day.
 * The term day has two meanings: (1) the hours in the day in which it is light. (2) The time it takes for the earth to make one complete rotation.
 * If time were judged by the position of the sun, every location slightly east or west of the other would have a different noontime.
 * This was okay for the days of slow moving transportation, but it didn’t work when transportation became faster (railroad).
 * In 1833 standard time zones were created in the United States.
 * The entire globe now has 24 time zones.
 * Earth’s axis is tilted 23 degrees.
 * As earth rotates around the sun, it remains tilted.
 * Because of the tilt, the northern hemisphere of the earth remains in a period of darkness longer than the period of daylight during the winter. In the summer, the daylight portion is longer than the darkness.
 * The southern hemisphere has the opposite of the northern hemisphere.
 * Summer is the result of longer periods of daylight, and winter is the result of shorter periods.
 * The sun is closer to earth in the winter, but it has negligible affects of the climate.
 * During fall and spring, the daylight periods are nearly equal.
 * 2. p.497-504 Moon, Earth, and Sun Orbits-Ramona**
 * Moon phases are dependent on the location of the sun and earth.
 * The moon appears in eight different phases.
 * New Moon (invisible) solid black
 * New crescent (waxing crescent) light is visible on ¼ of the right side of the moon
 * First quarter (right side is ½ lighted)
 * New gibbous (waxing gibbous) ¾ of the right side appear lighted
 * Full Moon (appears completely visible)
 * Old gibbous (waning gibbous) ¾ of left side of moon appears lighted
 * Last quarter (left side is ½ lighted)
 * Old crescent (waning crescent) left side is ¼ lighted.
 * The earth’s diameter is 4 times larger than the moon (2000 miles wide) and is 240,000 miles from the earth.
 * A lunar eclipse occurs when the earth’s shadow falls on the moon. When the moon is on the dark side of the earth, a lunar eclipse is likely to be seen.
 * A solar eclipse occurs when the moon’s shadow falls on the earth. This happens when the moon is directly between the path of the sun and earth. A solar eclipse cannot last longer than 8 minutes.
 * The moon revolves around the earth in about 28 days.
 * Tides occur because of the gravitational pull of the moon. When the gravitational pull is strongest, it creates a high tide. It is strongest when the earth is directly aligned with the moon. When the earth is less directly aligned with the moon, (at an angle) the pull is weaker, resulting in low tides.
 * The earth rotates every 24 hours so the high tides occur every 12 hours.
 * Spring tides occur during new and full moon phases.
 * Neap tides occur during the first and last quarter moon phases.
 * The moon’s orbit is tilted by 5%. This difference allows the moon to pass above or below the position that would create a lunar or solar eclipse. Many partial eclipses are seen during these times.
 * The barycenter is the point of balance between the earth and the moon.
 * In 1995, the SOHO (Solar and Heliospheric Observatory) spacecraft was launched to study the internal structure of the sun, it’s outer atmosphere, and solar winds.
 * Solar wind is a stream of particles, made of ionized hydrogen, with helium and heavy ions, that flow from the sun at speeds as high as 559 miles per second.
 * As solar wind passes the earth, it changes the shape and structure of earth’s magnetic fields, often disrupting telecommunications, electrical power systems, and satellites systems (Solar flares).
 * 3. p.505-511 Solar System and Beyond-Mariah**
 * The Earth is one of eight planets revolving around a medium-sized star, the sun.
 * Scientist are not sure how the solar system was created.
 * Mercury is the closest planet to the sun.
 * Mercury rotates very slowly and takes eighty eight days to make a complete revolution around the sun.
 * Mercury's small mass results in a very weak surface gravity.
 * Mercury is heavily cratered from numerous collisions with meteoroids.
 * Venus is enveloped in a dense atmosphere of mostly carbon dioxide and sulfuric acid.
 * Besides Earth's moon and the sun, Venus is the brightest object in Earth's sky.
 * Venus' surface temperature is very high as a result of the greenhouse effect.
 * //Magellan//space craft used radar to explore Venus's surface in it's orbit in 1990-1994.
 * Mars has an unusual reddish appearance and polar ice caps that advance and recede with seasons.
 * Mars is more like Earth than any other planet, but it's very thin atmosphere and severe weather make it unlikely that living things are found on Mars.
 * In 1997 a mobile robot rover was left on Mars to explore the surface.
 * Jupiter is a giant ball of hydrogen and helium gases.
 * Jupiter is the largest outer planet.
 * Jupiter's diameter is eleven times greater than earth's.
 * Jupiter's Great Red Spot appears to be a storm that is almost three times the size of planet Earth.
 * Saturn is the second largest planet.
 * Saturn has many rings around it that is believed to be composed of ice and rock particles that can be as big as a house.
 * Uranus is about three and a half times the size of Earth's diameter.
 * Uranus rotates on it's side.
 * Neptune is the furthest of the giant outer planets in the solar system.
 * Neptune's Great Dark Spot is a storm similar to Jupiter's Great Red Spot.
 * Pluto is now considered a dwarf planet.
 * Pluto is small and distant that is was not discovered until 1930.
 * Pluto's moon Charon is about half the diameter and mass of Pluto.
 * Pluto's orbit is so elliptical that at time's Pluto is closer to the sun than Neptune.
 * Comets are huge unstable bodies composed of gases, dust, ice, and small rock.
 * Meteorites is composed of fragments of rocks and metal.
 * light year is is the distance a beam of light travels in one year.
 * Parsec is the distance to a star taht shows parallax o 1 second of arc.
 * The Asteroid Belt is located between Mars and Jupiter.
 * The Asteroid Belt is composed of thousands of irregularly shaped chunks of stone and metal.(nickel and Iron)
 * Stars are not all the same size, shape, nor distance.
 * Constellation is a pattern of stars.
 * The only thing stars share in common in a constellation is direction.
 * TN State Standards || **(Jessica)**
 * Second Grade:**
 * 0207.8.1** Use records and graphs of seasonal temperature changes to draw
 * Fourth** **Grade:**
 * Sixth Grade:**
 * GLE 0607.6.3** Explain how the positional relationships among the earth, moon, and sun control the length of the day, lunar cycle, and year.
 * GLE 0607.6.6** Illustrate the relationship between the seasons and the earth-sun system.
 * 0607.6.3 ** Investigate how the earth, sun, and moon are responsible for a day, lunar cycle, and year.
 * 0607.6.4 ** Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.
 * SPI 0607.6.3** Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon.
 * SPI 0607.6.6** Use a diagram that shows the positions of the earth and sun to explain the four seasons.
 * (Ramona)**
 * Second Grade**
 * Fourth Grade**
 * Sixth Grade**
 * Soloar System (Mariah)**
 * Third Grade**
 * GLE 0307.6.1** Identify and compare the major components of the solar system.
 * SPI 0307.6.1** Identify the major components of the solar system, i.e., sun, planets and moons.
 * Fifth Grade**
 * GLE 0507.6.1** Compare planets based on their known characteristics.
 * SPI 0507.6.1** Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.
 * Sixth Grade**
 * GLE 0607.6.2** Describe the relative distance of objects in the solar system from earth. ||
 * Websites || **1. Earth and Sun rotation simulation(Jessica)**
 * 2. Moon phase simulation (Ramona)**
 * 3. Solar System (Mariah)**
 * @http://www.kidsastronomy.com/solar_system.htm**
 * Lesson Plans || **1. Seasons(Jessica)**
 * 2. Lunar Cycle (Ramona)**
 * 3. Solar System (Mariah)**
 * @http://www.proteacher.com/redirect.php?goto=4303**
 * Videos - Mixpod || media type="custom" key="11514562"(Ramona) ||
 * Formative Assessment Probe || **(Jessica)**
 * Children's Book || [[image:eled4140juniors2011/planet_book.jpg width="180" height="180"]]
 * Activities and Formative Assessments || **1. Time and The Seasons**
 * (Jessica)**
 * FA #35 Missed Conceptions**
 * Activity: Time: 10 Minutes**
 * 2. Moon, Earth, and Sun Orbits (Ramona)**
 * Textbook Activity: Eclipses of the Sun and Moon.** (pg. 499, 500).
 * FA #3: Annotated Student Drawings**
 * 3. Mariah-** Formative assessment #51 Representation Analysis. I will show students a representation of the solar system online and ask them how they believe it would compare to the actual solar system? Is there flaws, inefficiencies, etc.@http://teachingphysics.files.wordpress.com/2010/04/solar-system.jpg
 * Mariah-** I will be doing an activity i found online. It is called pocket solar system. Each student will get a roll of register tape. They will make folds in it and label the planets in the correct places. This will show a representation of how close some planets are together and how far apart others may be.