Earth Science Unit 2 Astronomy and Space Science€¦ · Technological advances have enhanced our knowledge of the universe. E nduring Understandin gs: Essential Questions: The Moon,

Earth Science Unit 2

Astronomy and Space Science

Suggested Time: 6 Weeks

In this unit, students will investigate and understand the characteristics of the Sun-Earth-Moon

system. The motions of the Earth and Moon will be related to day, night, and seasons. The

phases of the Moon, tides, and eclipses will also be examined.

The general characteristics of the Sun and other stars, planets, comets, meteors, and asteroids

will be studied briefly. Teachers should be made aware that the emphasis in Virginia has

switched to cosmology and away from individual planet characteristics. The history and

contributions of the space program will also be emphasized.

Students will compare theories of origin and evolution of the universe. Key concepts should

include the origin of stars and star systems, the shapes of galaxies, and the big bang and solar

nebular theories.

BIG IDEAS:

The universe is a collection of

matter that is broken down into

smaller parts.

The solar system consists of many

types of celestial bodies with

unique characteristics.

The Sun and Moon dynamically

interact with the Earth in ways that

affect life.

Technological advances have

enhanced our knowledge of the

universe.

STAGE 1 – Desired Results

UNIT 2 BIG IDEAS:

The universe is a collection of matter that is broken down into smaller parts.

The solar system consists of many types of celestial bodies with unique characteristics.

The Sun and Moon dynamically interact with the Earth in ways that affect life.

Technological advances have enhanced our knowledge of the universe.

Enduring Understandings: Essential Questions:

The Moon, Earth, and Sun are a dynamic system.

The universe is a constantly changing collection of all matter in existence and is

broken down into smaller systems.

Space exploration has expanded our knowledge of the solar system and universe.

Why does the origin of the universe remain one of the

greatest questions in science?

What are ways in which space exploration has

influenced our lives?

Instructional Focus Standards of Learning Essential Knowledge and Skills Virginia Beach Objectives

Virginia Department of Education Expectations

2.1 Sun, Earth,

Moon System

ES.3 The student will

investigate and

understand the

characteristics of Earth

and the solar system.

Key concepts include

a) position of Earth in the

solar system;

b) sun-Earth-moon

relationships (seasons,

tides, and eclipses);

analyze the role of 1) the position

of Earth in the Solar System; 2)

the size of Earth and sun; and 3)

Earth’s axial tilt in affecting the

evolution of the planet and life on

the planet.

create a model showing the

position of Earth, the moon, and

the resulting moon phases.

Explain the relationship of Earth’s rotation

and revolution to its day, night, and year.

(2.1.1)

Explain how Earth revolves around the Sun,

tilted on its axis, causing seasons (equinoxes

and solstices). (2.1.2)

Create a model showing the positions of the

Sun, Earth and Moon during tides and

eclipses. Explain why eclipses do not occur

each month. (2.1.3)

Relate the rise and fall of tides to the

gravitational pull of the Sun and Moon.

(2.1.4)

Analyze the role of 1) the position of Earth

in the solar system, 2) the size of Earth and

sun; and 3) Earth’s axial tilt in affecting the

evolution of the planet and life on the planet.

(2.1.5)

2.2 Moon ES.3 The student will

investigate and

understand the




c) characteristics of the sun,

planets and their moons,

comets, meteors, and

asteroids; and

d) the history and

contributions of space

exploration.

compare the various types of

evidence obtained from the

Apollo moon landings and other

lunar exploration and how this is

used to inform thinking about the

moon.

create a model showing the

position of Earth, moon, and sun

during a solar and lunar eclipse

explain why there is not a solar

and lunar eclipse each month.

analyze historical explanations for

the origin of the moon.

Describe the characteristics of the Moon

(gravity, revolution, rotation, phases,

distance from the earth, temperature and

surface features) and relate them to

characteristics of Earth. (2.2.1)

Create a model of the Earth-Moon system

and the resulting Moon phases. (2.2.2)

Analyze historical explanations for the origin

of the Moon. (2.2.3)

Compare the various types of evidence

(samples and data) obtained from the Apollo

Moon landings and other lunar explorations

and discuss how they have been used to

describe the Moon’s features. (2.2.4)

2.3

Characteristics

of our Solar

System


investigate and

understand the




c) characteristics of the sun,

planets and their moons,

comets, meteors, and

asteroids; and

d) the history and

contributions of space

exploration.

differentiate between the inner

(terrestrial) planets and the outer

(gaseous) planets and their

corresponding atmospheric

characteristics.

compare and contrast the internal

makeup of the four inner planets

and explain why they vary so

significantly.

compare and contrast the

atmospheres, planetary makeup,

surface conditions, and rotation of

the planets.

compare the classification of the

dwarf planet Pluto to the planets

in relation to its orbit, and its

Explain evidence supporting the Solar

Nebular Theory. (2.3.1)

Compare and contrast the inner (terrestrial)

planets’ characteristics (surface conditions,

structure, composition, density, size,

retrograde rotation, atmosphere and internal

makeup). Explain why each planet has such

characteristics. (2.3.2)

Compare and contrast the outer (gas

giants/Jovian) planets’ characteristics

(structure, density, size, retrograde motion,

composition, and atmosphere). (2.3.3)

Differentiate between inner (terrestrial)

planets and out (gaseous) planets. (2.3.4)

Compare the orbital speeds of the planets

using Kepler’s Laws of Motion. (2.3.5)

similarity to other objects in the

Kuiper Belt.

compare and contrast the defining

characteristics among moons,

comets, meteoroids, and asteroids.

compare and contrast the

characteristics of Venus, Earth,

Mercury, and Mars, and interpret

various reasons why each planet

has such characteristics.

predict what conditions we would

need to have in place for another

celestial object to support life.

analyze how the role of

technology (Galileo’s telescope,

Hubble telescope, planetary

orbiters, landers/rovers) has

contributed to social and scientific

change and enlightenment.

create a timeline of key events in

space exploration.

Compare the classification of the dwarf

planet Pluto to the planets in relation to its

orbit, and its similarity to other objects in the

Kuiper Belt. (2.3.6)

Compare and contrast the defining

characteristics of meteors, meteorites,

meteoroids, comets, asteroids and moons.

Describe the development and direction of a

comet’s tail as it orbits the sun. (2.3.7)

Compare the various types of evidence

(samples and data) obtained from space

exploration and how they are used to shape

new ideas, create new innovations and spark

future investigations. (2.3.8)

Predict what conditions are necessary to

support life on another celestial body. (2.3.9)

Compare and contrast the Earth with the

other planets in regards to atmosphere and

climate evolution. (2.3.10)

Create a timeline of key events in space

exploration. (2.3.11)

2.4

Characteristics

of the Sun


investigate and

understand the




b) sun-Earth-moon

relationships (seasons,

tides, and eclipses);

analyze the role of 1) the position

of Earth in the Solar System; 2)

the size of Earth and sun; and 3)

Earth’s axial tilt in affecting the

evolution of the planet and life on

the planet.

Describe the structure, composition, and

features of the Sun including flares, solar

winds, sunspots, and solar prominences.

(2.4.1)

Identify fusion of hydrogen into helium as

the source of the Sun’s energy. (2.4.2)

2.5 Stars ES.13 The student will

investigate and

understand scientific

contrast the life span and energy

output of a blue giant star to that

of the sun and relate this to the

Use the Hertzsprung-Russell (HR) diagram

to illustrate the relationship between

absolute magnitude and surface temperature

concepts related to the

origin and evolution of

the universe. Key

concepts include

b) the origin and evolution

of stars, star systems, and

galaxies.

potential existence of life on

planets in its orbit.

using the Hertzsprung-Russell

diagram, classify stars as to their

place on the main sequence or in

beginning or end points in their

life cycles.

analyze the various fusion

products of a blue giant star over

its lifetime, and relate this to the

presence and abundance of

elements that make up our solar

system and its contents, including

living organisms.

of stars. Classify stars as to their place in

their life cycles. (2.5.1)

Describe stellar evolution using these terms:

nebula, protostar, main sequence, red

giant/supergiant, white/black dwarf,

supernova, neutron star, black hole. Include

the relationship between mass, life span and

energy output. (2.5.2)

Contrast the life span and energy output of a

blue giant star to that of the sun and relate

this to the potential existence of life on

planets in its orbit. (2.5.3)

Analyze the various fusion products of a blue

giant star over its lifetime, and relate this to

the presence and abundance of elements that

make up our solar system and its contents,

including living organisms. (2.5.4)

2.6 Milky Way,

Other Galaxies,

and the Universe


investigate and

understand scientific

concepts related to the

origin and evolution of

the universe. Key

concepts include

a) cosmology including the

Big Bang theory; and

explain the potential origin and

role of ultra massive black holes

in the center of galaxies.

evaluate the probability of travel

to nearby solar systems using

current spacecraft speeds.

Explain that our solar system is located in

the Milky Way Galaxy. (2.6.1)

Define galaxies and identify the three basic

types (spiral, elliptical and irregular). (2.6.2)

Explain the potential origin and role of ultra

massive black holes in the center of galaxies.

(2.6.3)

Describe the age and size of our universe.

(2.6.4)

Explain evidence supporting the Big Bang

theory to include Doppler effect (Red Shift)

and cosmic background radiation. (2.6.5)

Explain how information gathered from

telescopes, spectroscopes and other tools

helps to improve our understanding of the

components of the universe. (2.6.6)

Compare measurements of distance (parsec,

astronomical unit and light year) used in

space (parallax). (2.6.7)

Evaluate the probability of travel to nearby

solar systems using current spacecraft

speeds. (2.6.8)

Students will know… Students will be able to…

Earth is one of nine planets in the solar system. Earth is the third

planet from the Sun and is located between the Sun and the

asteroid belt. It has one natural satellite, the Moon. The Earth is

one of four inner terrestrial planets.

Unlike other inner planets, the Earth has large amounts of life-

supporting water. Unique to Earth, water occurs as a solid, a

liquid, or a gas. The Earth also has an oxygen-rich atmosphere.

The daily apparent motions of the Sun and the Moon result from

Earth’s rotation.

Earth completes one revolution around the Sun every 365.25

days. The Earth’s revolution around the Sun, tilted on its axis,

causes the seasons (equinoxes and solstices).

The Sun’s rays are vertical at the Tropic of Cancer during the

summer solstice, at the Tropic of Capricorn during the winter

solstice, and at the equator during the autumnal and the vernal

equinox.

The Earth’s moon is a rocky satellite that is about one-quarter the

diameter of the Earth and one-eighth the mass of the Earth. It is

highly cratered and it lacks an atmosphere. Therefore, there is no

erosion to eliminate traces of impacts from space objects.

The Moon revolves around the Earth once a month causing the

moon phases and eclipses.

Only one side of the moon is visible to Earth as its rotation is

synchronous with the Earth.

The phases of the Moon are caused by its position relative to the

Earth and the Sun. The phases of the Moon include the new,

crescent, gibbous, quarter, and full moon.

Solar eclipses occur when the Moon blocks out sunlight from

Earth’s surface. Lunar eclipses occur when Earth blocks sunlight

from reaching the Moon’s surface.

Tides are the daily, periodic rise and fall of water level caused by

the gravitational pull of the Sun and the Moon (spring and neap).

The solar system consists of many types of celestial bodies.

There are essentially two types of planets in our solar system:

rocky (terrestrial) planets and the gas giants.

The four inner (terrestrial) planets consist mostly of solid rock.

Of the terrestrial planets, the Earth is most dense.

Four of the five outer planets (Jupiter, Saturn, Uranus, and

Neptune) are gas giants consisting of thick, outer layers of

gaseous materials (perhaps with small rocky cores).

The fifth outer planet (Pluto) has an unknown composition, but it

appears to be solid.

Moons are natural satellites of planets that vary widely in

composition.

Comets orbit the sun and consist mostly of frozen gas.

Asteroids are rocky or metallic iron objects ranging in size from

millimeters to kilometers. They are the source of most

meteorites.

Kepler’s Laws govern planetary motion.

Models of the solar system have evolved from geocentric to

Compare and contrast features of

the Earth to the other inner planets.

Explain why Earth is unique

among all planets in our solar

system.

Model the apparent motions of the

Earth and Sun that result from

Earth’s rotation.

Explain how the Earth’s axial tilt

causes seasons.

Describe properties of the Earth’s

moon.

Distinguish between the autumnal

and the vernal equinoxes;

distinguish between summer and

winter solstices.

Model the formation of the phases

of the Moon, sequence the phases

in order, and describe how the

phases occur.

Analyze how the Earth-Moon-Sun

geometry causes lunar and solar

eclipses.

Explain how the Moon and the

Sun affect the Earth’s tides.

Differentiate between inner and

outer planets in regard to chemical

composition.

Compare and contrast features of

the Earth to the other inner planets.

Draw a diagram of the solar

system and label the planets.

Explain fusion as the Sun’s energy

source.

Explain the structure of the Sun

and its energy source.

Identify the layers of the Sun, the

parts of the Sun, and the Sun’s

atmosphere.

Identify the active features of the

Sun and their effects on the Earth.

Describe how stars form.

Compare the evolutions of stars of

different masses.

Identify the factors that determine

how long a star will last.

Describe how the H-R diagram

relates the basic properties of stars.

Graph and interpret an H-R

heliocentric.

The Sun consists largely of hydrogen gas.

The Sun’s energy comes from the nuclear fusion of hydrogen to

helium.

The Sun’s atmosphere consists of the photosphere, the

chromosphere, and the corona.

Sunspots, solar flares, and prominences are active features of the

Sun.

Stars form whenever dense clouds of interstellar gas and dust

(called nebulae) exist and collapse.

Stars have a finite lifetime and evolve over time.

The mass of a star controls its evolution, length of its lifetime,

and ultimate fate. A star changes as it ages because its internal

composition changes as nuclear fusion reactions in its core

convert one element to another.

The H-R diagram illustrates the relationship between the absolute

magnitude and the surface temperature of stars. As stars evolve,

their position moves on the H-R diagram.

The main characteristics used to classify stars are size,

temperature, and brightness.

Red giants, blue giants, white dwarfs, and yellow dwarfs can be

plotted on the H-R diagram according to their size and

temperature.

Galaxies are collections of billions of stars. The solar system is

located in the Milky Way galaxy.

The basic types of galaxies are spiral, elliptical, and irregular.

The Milky Way is a spiral galaxy.

Cosmology is the study of the origin and processes for formation

of the universe.

The solar nebular theory is our best current hypothesis for the

origin of the solar system.

There are different theories that explain the creation of the

universe including the oscillating universe theory and the Big

Bang theory. The Big Bang theory is our best current model for

the origin of the universe.

Astronomers use a unit called a light-year to measure distance in

space. A light-year is the distance the light travels in one year, or

about 9.5 x 1012 kilometers.

Much of our information about our galaxy and the universe

comes from ground-based observations.

Much of our knowledge about the solar system is the result of

space exploration efforts.

There have been many major events in space exploration from

manned missions to unmanned robotic probes.

Apollo 11 was the first manned landing on the Moon.

Space technology impacts our everyday lives by spurring the

development of weather forecasting, satellite communications,

the search for alternative energy sources, and medical advances.

The Hubble Space Telescope provides views of the universe that

cannot be made using ground-based telescopes or other satellites.

diagram.

Predict the location of stars on the

H-R diagram including red giants,

blue giants, white dwarfs, yellow

dwarfs, and the main sequence.

Define galaxy and identify the

basic types of galaxies.

Recognize that our solar system is

located in the Milky Way galaxy.

Explain the details of the solar

nebular theory and why it is our

best current hypothesis for the

origin of the solar system.

Explain the different theories

about the formation of the

universe.

Identify the units used to measure

distance in space and explain why

they are necessary.

Describe how early rockets and

space satellites have contributed to

communication and weather

prediction.

Explain how robotic probes are

different from satellites.

Identify important U.S. space

missions and what each

accomplished.

Identify the applications of space

technology to everyday life.

STAGE 2 – Assessment Evidence

Title of Performance Assessment Our Understanding of the Universe

Description of Assessment Task In this performance assessment, students are asked to discuss technological advances that have allowed us to

understand the universe. Students are asked to provide evidence and reasoning for their responses using their

understanding of astronomy. This performance assessment evaluates ES.2.d, ES.3.d, SOL ES.13.a, and

ES.13.b.

Standards of Learning SOL ES.2.d, ES.3.d, ES.13.a-b.

Virginia Beach Objectives ES 2.2.4

ES 2.3.1

ES 2.3.3

ES 2.3.8

ES 2.5.2

ES 2.6.4

ES 2.6.5

Science Practices In this performance task student will explain how our current understanding of the universe has advanced

with technology. Students will be asked to engage in scientific argument from evidence and construct

explanations that are grounded in scientific theory and reasoning. In addition, students will construct

explanations and communicate information using scientific language and findings that support our current

beliefs of the universe.

4 C’s In this task, students will apply scientific principles to engage in scientific discourse (critical thinking).

Students will also construct their responses in writing utilizing scientific reasoning and evidence

(communication).

Assessment Outcomes/Performance Expectations

Explain how scientific methodology is used to support, refute, or improve scientific theories

Discuss how the role of technology has contributed to social and scientific change and enlightenment

Provide evidence of the Big Bang Theory

Explain the difference between the Big Bang theory and the Solar Nebular Theory

General Teacher Instructions Teachers should allow approximately 45 minutes for the completion of the assessment. This assessment may

be completed individually or in a large group setting utilizing the Socratic seminar structure. The Socratic

seminar has many rich intellectual benefits for students. Elfie (2002) noted, “The Socratic seminar is a

formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the

discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate

their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to

question intelligently and civilly” (89). Should the Socratic seminar method be chosen, it is recommended

that students and teacher systematically examine the principles in the essay individually or in small groups

first so that the whole group dialogue can assist students in constructing meaning through disciplined

analysis, interpretation, listening, and participation. Teachers may wish to refer to the teaching background

on Socratic seminar for sample questions, arranging the classroom environment, and preparing students for a

Socratic seminar.

https://www.nwabr.org/sites/default/files/SocSem.pdf

Calibration for Scoring Student Work and Examination of Data

Scoring performance based assessments should occur in PLC’s. Research shows that when teachers “use,

score, and discuss results of high-quality performance assessments over time, both teaching and learning

improve” (Darling-Hammond, 2014, p. 11). It is recommended that teams follow the Team Protocol for

examining data found on the Secondary Science SharePoint site. A summary is also included below.

One person serves as the facilitator and shares an overview of the process.

Each team member is given 5-7 minutes to look over a sample of student responses (teachers may choose to look

over 3 or 4 very strong responses and 3 or 4 weaker responses). Each team member reflects on the following and

then shares their thoughts with the group:

o I wonder if…

o I predict that…

o Some possibilities for learning that the data might offer are…

After all members have shared their thoughts, they are provided 8-10 minutes to jot down their observations:

o What do you observe in the responses?

o What important points in the responses initially “popped out” at you?

o What patterns or trends did you notice?

o What surprising or unexpected features are present in the responses?

The team shares their responses to the above questions for 5-10 minutes.

The team chooses three student responses to evaluate as a team. Each teacher evaluates the responses based on

grading criteria established and provided in this document for 5-10 minutes.

Each team member takes turns discussing each responses, how the response was evaluated, and why. The team

discusses any discrepancies in grading and decides on how the performance assessment task will be evaluated. The

purpose of this step is to overcome rater bias.

Next, teachers grade their student’s responses and bring data to the meeting on a different date.

On the second meeting, teachers discuss the results. Teachers are provided with 5-10 minutes to reflect on the

following question: “What are the implications for teaching, learning, and improving student achievement in the

area(s) we have been examining?” The purpose of this step is to make connections between what needs to be done,

what should be changed, and what is working. The following questions should be taken into account as team

members individually record their ideas:

o What have we learned from the data?

o What steps should be taken next?

o What are appropriate strategies or solutions that will address the needs implied in the data?

o What does the dialogue make you think about in terms of your own practice?

o In what areas should we change what we are doing?

o What other data or information would help us determine if our solutions are working?

After individual think time, the team engages in dialogue for 10-15 minutes in which all members share their

thoughts. Each idea is considered and recorded on chart paper.

Team members take another 5-10 minutes to form consensus on one or two major issues identified and one or two

strategies to address these issues. The team also decides upon the method(s) to be used to assess whether the

strategies have successfully addressed the issues.

Materials Student reading and questions.

Resources

Reading portion of the assessment:

http://www.pbslearningmedia.org/resource/phy03.sci.phys.energy.unibig/how-big-is-the-universe/

Israel, Elfie. “Examining Multiple Perspectives in Literature.” In Inquiry and the Literary Text: Constructing

Discussions in the English Classroom. James Holden and John S. Schmit, eds. Urbana, IL: NCTE, 2002.

NASA: http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/

University of Michigan background information: http://umich.edu/~gs265/bigbang.htm

Assessment Task with Student Directions See next page.

https://www.vbcps.com/depts/CI/SecScience/HSCurricRes/Balanced%20Assessment%20System/Data%20Analysis/TeamProtocolAssmtData.pdf

http://www.pbslearningmedia.org/resource/phy03.sci.phys.energy.unibig/how-big-is-the-universe/

http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/

http://umich.edu/~gs265/bigbang.htm

Our understanding of the universe

Astronomy is a science that asks fundamental questions about the

very fundament of things, the universe. How big and how far away are the planets and stars? How

did they form and when? How do they move and why? Finding answers to those questions has

been the highest adventure of the human mind, and yet the questions, in essence, are those of any

child looking into the sky.

Determining the size of the universe is a huge undertaking. Despite centuries of speculation and scientific

exploration, the question of how big our universe really is -- or if it is, in fact, infinite -- remains unanswered,

and may be unanswerable. Sheer scale presents the greatest challenge to determining the size of the universe,

which is simply too large to see in its entirety. Even the most advanced instruments, which allow

astronomers to observe galaxies 10 to 12 billion light years away, give no clue to what lies beyond the

distance light could have traveled since the birth of the universe, about 14 billion years ago.

These challenges have not stopped astronomers from trying, though. After all, scientific understanding often

follows from indirect observations, the formulation of theories and testable hypotheses, and the creation of

scientific models. For example, at the opposite end of the scale with regard to size, no one has ever seen an

atom. Yet, through experimentation and indirect observations, physicists have develop ed a clear

understanding of this once mysterious particle's basic structure.

The same scientific process, based mostly on indirect observations, has led to some startling discoveries

about the size of the universe. In 1929, for example, astronomer Edwin Hubble found that the universe is

expanding, rather than collapsing, as the theory of gravity would suggest. More recently, astronomers have

found evidence to suggest that the expansion of the universe, rather than slowing, is accelerating in response

to an unknown force stronger than gravity. This latest theory is based, in part, on the wavelength of light

given off by exploding stars, called supernovae. This indirect evidence allows astronomers to determine both

the distance and the rate of acceleration of the supernovae and the galaxies to which they belong.

Ultimately, such diligent use of the scientific process may result in an answer to the question, How big is the

universe? Then again, we may never know. Regardless, the search for an answer will undoubtedly provide a

better understanding of many other aspects of our universe and may give rise to a whole new set of

compelling questions.

1. According to the article, what do we know about our universe? Are all claims in the article supported

with scientific evidence you learned in class? Explain your reasoning.

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2. Explain how far we have come in our understanding of our solar system, our galaxy, and the universe

in the past 500 years. What was the conventional wisdom at the time of each major discovery, and what

reaction did each discovery produce?

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3. What questions are still unanswered about the universe? What else do we want to know?

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4. What is meant by the "Big Bang" theory? What is meant by the Solar Nebular Theory?

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5. Discuss how big the observable universe is and how we have come to understand this.

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6. What advances in technology have allowed us to understand the universe? Explain your reasoning.

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7. What are astronomers' predictions about the future of the universe? What evidence provides the basis

for these?

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Our Understanding of the Universe

RUBRIC

Performance Expectations:

Explain how scientific methodology is used to support, refute, or improve scientific theories

Discuss how the role of technology has contributed to social and scientific change and enlightenment

Provide evidence of the Big Bang Theory

Explain the difference between the Big Bang theory and the Solar Nebular Theory

4 Development: The writer provides accurate, specific, and purposeful scientific facts and

concepts that are extended and expanded to fully explain the topic.

Organization: The writer establishes an organizational plan and consistently maintains it.

Task Components: The writer provides all information requested accurately and in full

detail.

Language: The writer consistently provides scientific vocabulary and language choices to

enhance the task. There are no errors in the mechanics (spelling and grammar)

3 Development: The writer provides scientific facts and concepts that adequately explain the

topic with some extension of ideas. The information is usually accurate and purposeful.

Organization: The writer establishes and maintains an organizational plan, but the plan may

have some minor flaws.

Task Components: The writer provides most information requested accurately and in full

detail.

Language: The writer frequently provides scientific vocabulary and uses language choices to

enhance the task. There are a few errors in the mechanics (spelling and grammar).

2 Development: The writer provides scientific facts and concepts that inadequately explain the

topic. The information is sometimes inaccurate, general, or extraneous.

Organization: The writer generally establishes and maintains and organizational plan.

Task Components: The writer provides most information requested accurately with some

details missing.

Language: The writer sometimes provides scientific vocabulary and uses language choices

to enhance the text. There are significant errors in mechanics (spelling and grammar).

1 Development: The writer provides insufficient scientific facts and concepts to explain the

topic. The information provided may be vague or inaccurate.

Organization: The writer either did not establish an organizational plan, or if an

organizational plan is established, it is only minimally maintained.

Task Components: The writer provides information requested with errors and missing

details.

Language: The writer seldom, if ever, provides scientific vocabulary and uses language

choices to enhance the text. There are many errors in the mechanics (spelling and grammar).

Comments

Goals

Actions

Modified from Assessments in Science Education, Corwin Press, 2014.

Our Understanding of the Universe

SELF-ASSESSMENT and REFLECTION

1. What process did you go through in this assessment?

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2. Which performance expectations did you meet? What evidence do you have that you mastered

them?

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3. How would you rate your work using the rubric on the previous page? What do you need to take

into account next time?

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4. What did you learn through the performance task that can inform your future work?

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5. What does this piece reveal about you as a learner?

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6. One thing I would like to improve upon is…

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Seasons and Angle of Insolation

Have you ever wondered why temperatures are cooler in the winter and warmer in the summer? This happens because the Earth’s axis is tilted. The Earth remains tilted as it revolves around the sun. Because of this tilt, different locations on the Earth receive different amounts of solar radiation at different times of the year. The amount of solar radiation received by the Earth or another planet is called insolation. The angle of insolation is the angle at which the sun’s rays strike a particular location on Earth. When the north end of the Earth’s axis points toward the sun, the Northern Hemisphere experiences summer. At the same time, the south end of the axis points away from the sun and the Southern Hemisphere experiences winter.

Figure 1

In this experiment you will investigate the relationship between angle of insolation and temperature change due to energy absorption from a simulated sun—a light bulb.

OBJECTIVES

In this experiment, you will

Use a Temperature Probe to monitor simulated warming of your city by the sun in the winter.

Use a Temperature Probe monitor simulated warming of your city by the sun in the summer.

Measure the angle of insolation. Determine the relationship between temperature change and angle of insolation.

MATERIALS

LabPro interface lamp with clear 150 watt bulb Palm handheld tape

Data Pro program metric ruler Temperature Probe two 20 cm lengths of string ring stand protractor globe of the Earth utility clamp

PROCEDURE

1. Set up the light bulb (simulated sun).

a. Fasten the lamp to a ring stand as shown in Figure 2.

b. Stand the ring stand and lamp to the left side of your work area.

c. Position the globe with the North Pole tilted away from the lamp as shown in Figure 2. Position the bulb at approximately the same height as the Tropic of Capricorn. Note: The sun is directly over the Tropic of Capricorn on December 21, the first day of winter.

2. Attach the Temperature Probe to the globe.

a. Find your city or location on the globe.

b. Tape the Temperature Probe to the globe with the tip of the probe at your location. Tape the probe parallel to the equator. Place the tape about 1 cm from the tip of the probe

c. Fold a piece of paper and wedge it under the Temperature Probe to keep it in contact with the surface of the globe as shown in Figure 3.

3. Position the globe for winter (in the Northern

Hemisphere) data collection.

a. Turn the globe to position the North Pole (still tilting away from the lamp), your location, and the bulb in a straight line. Tape the globe in this position so that it does not rotate.

b. Measure the vertical distance from the Tropic of Capricorn to the table. Position the bulb so that its center is the same height from the table.

c. Obtain a piece of string 20 cm long.

d. Use the string to position your location on the globe 20 cm from the center of the end of the bulb.

e. Do not turn on the lamp until directed in Step 9.

4. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.

b. Tape another piece of string from the Tropic of Capricorn to the center of the end of the bulb. This string should be taut and parallel to the table. Use only as much of the string as needed.

Figure 2

Figure 3

c. Use a protractor to measure the angle between the strings.

d. Record the angle in your data table.

e. Remove the tape and string from the bulb and globe. 5. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld to

the LabPro using the interface cable. Firmly press in the cable ends.

6. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon on the Applications screen. Choose New from the Data Pro menu or tap to reset the program.

7. Set up the handheld and interface for the Temperature Probe.

a. On the Main screen, tap .

b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 8. If it does not, continue with this step to set up your sensors manually.

c. Tap to select Channel 1.

d. Press the Scroll buttons on the handheld to scroll through the list of sensors.

e. Select the correct Temperature Probe (in °C) from the list of sensors. 8. Set up the handheld and interface for data collection.

a. While still on the Setup screen, tap .

b. Enter “10” as the time between samples in seconds, using the onscreen keyboard (tap “123”) or using the Graffiti writing area.

c. Enter “30” as the number of samples. (Data will be collected for 5 minutes.)

d. Tap twice to return to the Main screen. 9. Collect winter data.

a. Note and record the temperature displayed on the handheld screen.

b. Tap to begin data collection.

c. After the first temperature reading has been taken, turn on the lamp.

d. When data collection stops after 5 minutes, turn the lamp off.

Caution: Do not touch the bulb. It will be very hot.

10. Determine and record the minimum and maximum temperatures.

a. After data collection stops, tap .

b. On the Analyze screen, tap .

c. Record the Min (minimum) and Max (maximum) temperature readings (round to the nearest 0.1°C).

d. Tap twice to return to the Graph screen

11. On the Graph screen, tap to store your data so that it can be used later.

12.Position the globe for summer data collection.

a. Rotate the entire globe setup so that North Pole is tilted toward the lamp. Note: This represents the position of the Northern Hemisphere on June 21, the first day of summer.

b. Turn the globe to position the North Pole, your location, and the bulb in a straight line.

c. Use the string to position your location on the globe 20 cm from the bulb.

d. Do not turn on the lamp until directed in Step 14.

13. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.

b. Tape another piece of string from the Tropic of Cancer to the center of the end of the bulb. This string should be taut and parallel to the table. Only use as much of the string as needed.

c. Use a protractor to measure the angle between the strings.

d. Record the angle in your data table.

e. Remove the tape and string from the bulb and globe.

14. Collect summer data.

a. Let the globe and probe cool to the temperature that you recorded in Step 9.

b. Tap to begin data collection.

c. After the first temperature reading has been taken, turn on the lamp.

d. When data collection stops after 5 minutes, turn the lamp off.

Caution: Do not touch the bulb. It will be very hot.

15. Use the Step 10 procedure to determine and record the minimum and maximum temperatures.

16. Display a graph of both runs.

a. Tap Run2 (above the graph), and choose All Runs.

b. Both runs should now be displayed on the same graph. Each point of Run 1 (winter) is plotted with an open square, and each point of Run 2 (summer) is plotted with a closed square.

17. Sketch or print copies of the graph as directed by your teacher.

DATA

Beginning temperature (°C)

Winter Summer

Maximum temperature (°C)

Minimum temperature (°C)

Temperature change (°C)

Angle of Insolation (°)

PROCESSING THE DATA

1. In the space provided in the data table, subtract to find the temperature change for each season.

2. How does the temperature change for summer compare to the temperature change for winter?

3. During which season is the sunlight more direct? Explain.

4. What would happen to the temperature changes if the Earth were tilted more than

23.5 degrees?

5. What relationship is there between angle of insolation and temperature change?

6. Draw a picture showing the setup you would use to measure the change in temperature in the

Southern Hemisphere during their winter.

7. What other factors affect the weather in a region?

EXTENSION

1. Repeat the experiment for other locations in the Northern and Southern Hemispheres.

2. Compare the temperature changes at various latitudes and determine the relationship between latitude and temperature change.

Other suggestions-

Stellar Evolution Performance Task

Space Program Performance Task

Stellar Evolution Performance Task

Goal:

Your goal is to help a group of people visiting a planetarium at your

local museum understand the Life Cycle of a Star and how its mass

determines its fate.

Role:

You are a curator at the local museum and are responsible for educating

the general public who visit.

Audience:

The audience is a group of 5th grade students from a local elementary

school.

Situation:

You have been asked to develop a presentation designed to educate

elementary-aged students. Plan your presentation so that the students

are provided with information about all parts of the stellar cycle.

Product Performance and Purpose:

You need to prepare a presentation to be shown on the wall of the

planetarium. You should include an explanation of each of the steps

within a star’s life cycle. A clear understanding of the similarities and

differences in the evolution of average and massive stars should be

included.

Standards and Criteria for Success:

Your proposed presentation needs to include:

a. An explanation of each of the steps in the evolution of average

stars like our Sun.

b. An explanation of each of the steps in the evolution of massive

stars.

c. Pictures/Diagrams of each stage in a star’s life cycle.

Suggested formats:

Inspiration

Power Point

Key Criteria:

Space Program Performance Task

Goal:

Your goal is to write a song to be performed on the Bill Nye show about

all of the important explorations into space since Sputnik.

Role:

You are a famous song writer and astrophysicist who is considered an

expert in your field.

Audience:

The audience is the viewers of Bill Nye the Science Guy.

Situation:

You have been asked to write a song about space exploration that would

appeal to the teenagers who watch the show.

Product Performance and Purpose:

You need to research important events in the Space Program since

Sputnik and pick ones that stand out as significant. You should include

important space missions and accomplishments. Within the song, you

will need to mention possible future missions.

Standards and Criteria for Success:

Your song needs:

a. Key historic contributions of the Space Program since Sputnik

with an emphasis on U.S. contributions.

b. To be at least 2 minutes in length.

c. To include at least 10 major missions/events.

d. To include at least 1 planned mission which will be completed in

the future.

e. To be original as far as lyrics go, but you may use the melody of

a song that has been written by someone else. Be sure to give

credit to the original song writer.

The Sun-Earth-Moon System and the Moon Suggested Assessment Evidence

Pre-Assessment

Create a pretest of “Truth or Lie” statements about the Sun-Earth-Moon system.

Examples of statements include: Earth’s rotation on its axis causes day and night. The tilt

of the Earth’s axis as Earth revolves around the Sun causes eclipses. Save the discussion

of the correct answers to review as the concepts are taught.

Give students a list (or post on the board/overhead projector) five or six questions that

can be answered in short statements of understanding. Use a K-W-L chart for the

students to write their responses. For example, a question might be posed as, “What

causes day and night?” A student could respond under the “K” column that, “The Earth

rotates on its axis causing day and night.” The student might write under the “W”

column, “I want to know what causes day and night.”

Bell Ringer:

o Earth’s Moon; p. 719 of Holt Earth Science TE

On-going Assessment

Use the VA SOL Released Test Items on the Sun-Earth-Moon system in the Astronomy

unit test as warm-up exercises. Choose two to three questions daily. Spend time with

students discussing good test-taking strategies, why distracters are incorrect answer

choices, and how to determine the correct answer choice.

Science Journal writing prompts:

What causes the width of the beach (from boardwalk to shoreline) to change twice

daily?

How would the length of day be different if the Moon was in a different position?

Bell Ringers:

Movements of the Earth;

Satellites of Other Planets: Write a description of moon that identifies the

essential characteristics of a moon.

Summative Assessment Differentiated Alternative Assessment: Astronomy Picture Books p. on p. 675 of the

Holt textbook.

Differentiated Alternative Assessment for the section dealing with the Moon: Poster

Project on p. 745 of the Holt textbook.

Group students into groups of three and ask them to model the Sun-Earth-Moon system

for the class. They should be able to model rotation, revolution, seasons, and eclipses.

Teacher-created quiz from the.

Suggested Learning Activities and Resources

Text: Earth Science: Holt pp. 667-674; pp. 718-732.

CD-ROM (if available) entitled Redshift

Vocabulary Terms

Transparency Worksheets: Earth’s Orbit p 131, How the Tilt of Earth’s Axis Affects

Seasons p 134, The Earth-Moon System p 141, Solar and Lunar Eclipses p 142, Phases of the

Moon p 143, Causes of Tides p 144.

Use a globe and a bright flashlight in a darkened room to illustrate the variations of the

length of days and the Sun’s intensity during a year. See Angle of Insolation in the

Curriculum Guide Activities or The Angle of the Sun’s Rays on p. 673.

Use modeling clay, a penlight, and ruler to demonstrate Eclipses. See p. 728 of the Holt

textbook.

Moon Watch lab from Activities in the Curriculum Guide.

Use Inconstant Moon – pp. 55-58 of Chapter 28 Chapter Resource File. This allows students

to observe and chart the moon over a period of lunar month.

Use available models in your classroom to provide students with a hands-on activity

modeling the Sun-Earth-Moon system such as the group activity on p. 730 of the Holt TE.

Use Internet resources (p. 672 of TE) or others of your liking to allow students time to work

through the vocabulary and understandings of the motions of the Sun-Earth-Moon system.

Use Teaching Transparency, How the Tilt of the Earth’s Axis Affect Seasons: Solar and

Lunar Eclipses; Phases of the Moon; for cooperative group learning.

Apparent Motions of the Moon: One month lab pp. 50 – 55 in Long Term Projects of Holt

Earth Science.

Suggested websites:

o http://www.sciencegems.com/earth.html#2 (views of Earth, Earth-Moon system,

moonscapes)

o http://www.sumanasinc.com/webcontent/anisamples/astronomy/moonphase.html

(Moon’s phases applet)

o http://csep10.phys.utk.edu/astr161/lect/time/seasons.html (seasons)

o http://csep10.phys.utk.edu/astr161/lect/time/eclipses.html (solar eclipses)

o http://csep10.phys.utk.edu/astr161/lect/time/eclipses_lunar.html (lunar eclipses)

o http://www.fourmilab.ch/yoursky/ (interactive planetarium)

Characteristics of Our Solar System Suggested Assessment Evidence

Pre-Assessment

Have the students write a list of all of the objects they think make up Earth’s solar

system. (pg 685 TE bell ringer)

Make cards with the names of planets. Make additional cards with facts about the

individual planets. Have students match planets to their facts as a pre-assessment

activity.

On-going Assessment Use the VA SOL Released Test Items on the solar system in the Astronomy unit test as

warm-up exercises. Choose 2-3 questions daily. Spend time with students discussing

good test-taking strategies, why distracters are incorrect answer choices, and how to

determine the correct answer choice.

Have students work on creating games to play using the names of the planets and their

facts. After completing the creation of the games, give students time to share their games

with their classmates.

Science Journal writing prompt: If you were taking a trip to Mars and could only carry

five items, what would you choose? Why?

Bell Ringers:

o The Outer Gases: List what you know about the properties of gases.

o Asteroids, Comets, and Meteoroids: Write brief descriptions of meteorites,

comets, and asteroids, or draw pictures of what these bodies are like.

http://www.sciencegems.com/earth.html#2

http://www.sumanasinc.com/webcontent/anisamples/astronomy/moonphase.html

http://csep10.phys.utk.edu/astr161/lect/time/seasons.html

http://csep10.phys.utk.edu/astr161/lect/time/eclipses.html

http://csep10.phys.utk.edu/astr161/lect/time/eclipses_lunar.html

http://www.fourmilab.ch/yoursky/

Summative Assessment

Make a scale model of the solar system. It’s a Long Way to Pluto! pp. 49-52 of Chapter

27 Resources.

Alternative Assessment: Outer Planets Museum pg 708 TE.

Differentiated Alternative Assessment for the section on the solar system: Solar System

Highlights on p. 709 of the Holt textbook.

Planetary Motions Long Term Project 6 pp. 866-869 of Holt Earth Science.

Have students make a planet brochure using Microsoft Publisher.

Have students make a planetary model of our solar system.

Teacher generated quiz on the solar system.

Reading Checks, Section Reviews, Chapter 27 Review pp. 710-711; Chapter 27

Standardized Test Prep p 712-713 of Holt Earth Science.


Text: Holt Earth Science, pp. 684-717.

Resource Manual: Holt Earth Science Resource file: Chapter 28

Three-Panel Flip Chart pg. 684 of Holt Earth Science textbook.

Ellipses Quick Lab p. 692.

Foldable of the Planets’ Atmospheric Composition. The Glencoe Earth Science textbook has

pie graphs that describe each planet’s atmospheric composition.

Characteristics of Our Solar System from Curriculum Guide’s Activities.

Global Greenhouse demonstration p. 696 of Holt Earth Science.

Remote Sensing Group Activity pg 697 of Holt Earth Science TE show how Venus’ dense

atmosphere makes it difficult to map; therefore, radar-imaging probes are used.

Making Models Lab Crater Analysis pp 714-715 of Holt Earth Science.

MOLA Map of Mars p 716 of Holt Earth Science.

Play Ball demonstration p 701 of Holt Earth Science TE.

Demonstration p 703 Gas Storms of Holt Earth Science TE to show Jupiter’s storm system.

Demonstration p 705 Radically Tilted Planet.

Make a scale model of the solar system. (This activity would be used if the summative

assessment choice is to use a quiz.)

Make planet brochures and/or posters.

Probing for Information – inquiry lab pp. 45-48 of Chapter 27 Holt Earth Science Resources.

Enrichment: Life on Mars? Internet activity p 699 Holt Earth Science TE.

Suggested website:

http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/less

ons.html (astronomy website with applets – use Modules 4 and 5).

The Space Program Suggested Assessment Evidence

Pre-Assessment

Create and play a time-line chronological game. Give events with dates and have

students try to place the events on a timeline of the space program. Come back to the

pre-assessment answers after teaching the lesson to see what corrections are necessary.

On-going Assessment

Journal writing: Have students answer the following prompt in their science journals:

Name two ways that space technology has affected your life.

http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/lessons.html

http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/lessons.html

Bell Ringers: Viewing the Universe;


Student-generated timeline of the space program.

Teacher-generated summative test on Unit 1.


Text: Holt Earth Science textbook p.666

Create a timeline of major accomplishments and/or events in the history of the space

program.

Web source:

o http://www.nasa.gov/mission_pages/LRO/multimedia/lroimages/apollosites.html

(shows picture of Apollo landing sites left on the moon)

Characteristics of the Sun and Stars Suggested Assessment Evidence

Pre-Assessment

Have students begin a K-W-L chart on the Sun. Pose questions from the “Highlights,

Key Concepts” section of the unit.

Word Splash using terms from this part of the unit.

On-going Assessment

Use the VA SOL Released Test Items on the Sun as daily warm-up exercises.

Science Journal writing prompt: How is Polaris used in navigation?

Bell Ringers: Structure of the Sun: p 755 Holt Earth Science TE

Names of Stars: p 775 of Holt Earth Science TE


Draw the Sun and label all features. (An alternative choice would be to make a foldable

of the Sun and its features.)

Differentiated Alternative Assessment for the section dealing with the Sun: Our Daytime

Star on p. 765 of the Holt textbook.

Alternative Assessment for Stars: Poster Project on p. 797 of the Holt textbook.

Positions of Sunrise and Sunset Long-Term Project 1 pg 848-851 of Holt Earth Science.

Have students create a PowerPoint presentation of the life cycle of stars. Begin with stars

of various masses.

Section Reviews pp 760 and 764 of Holt Earth Science.

Chapter 29 Review pp 766-767 of Holt Earth Science.

Chapter 29 Standardized Test Prep pp 768-769 of Holt Earth Science.


Text: Holt Earth Science; Chapter 29 pp. 754-773 and Chapter 30 pp. 774-788.

Vocabulary Terms p. 765 all & 797 Section 1 & 2 of Holt Earth Science.

Characteristics of the Sun from Curriculum Guide Activities.

Hands Down; Operation Sun – See Curriculum Guide Activities

Transparency and Transparency Worksheets:

o Nuclear Fusion p 146

o The Sun’s Interior p 147

o SXT Composite Image of the Sun

o The Doppler Effect p 149; Apparent Magnitude p 150

http://www.nasa.gov/mission_pages/LRO/multimedia/lroimages/apollosites.html

o The Hertzsprung-Russell Diagram p 151; The Life Cycle of Stars p. 152; The

Constellation Orion p 153 .

Pre-Reading Activity p 754 of Holt Earth Science.

Modeling Fusion Quick Lab p 757 of Holt Earth Science.

The Size of Our Sun p 758 of Holt Earth Science.

Parallax Quick Lab p 779 of Holt Earth Science.

Activity Observing Stars p 778 of TE Holt Earth Science.

Making Models Lab Star Magnitudes pp. 802-803 of Holt Earth Science.

Inquiry Lab Curving Space-Time

Group Activity Main Sequence Stars p 783 of Holt Earth Science.

Physics Connection Star Size and Spectra p. 784 of Holt Earth Science.

Lab activities from Activities Section of this unit:

o H-R Diagram – See Curriculum Guide Activities

o Plotting and Comparing Characteristics of Stars – See Curriculum Guide for Stars Life

Cycles and Sequencing NASA Images of Massive Stars.

o The Spectroscope

o The Spectrum of a Star

Websites:

o http://chandra.harvard.edu/ (X-ray observatory – many links including education links

with activities, games, and videos).

Milky Way, Other Galaxies and the Universe Suggested Assessment Evidence

Pre-Assessment

Have students compare the sizes of the following by ranking them from “Big to Small”:

sun, solar systems, galaxies, and the universe.

On-going Assessment

Have students write responses in their science journals addressing questions such as: Is

the universe expanding? Is there an end to the universe?

Bell Ringer – 154 Timeline of the Big Bang

Use the VA SOL Released Test Items on galaxies and the evolution of the solar system

and universe as daily warm-up exercises.


Have students make foldables. Suggestions include: different types of galaxies, theories

of evolution of the universe, and the Milky Way galaxy.

Reading Checks pp. 790 & 794 in Holt Earth Science textbook.

Section Review pp. 792 & 796 in Holt Earth Science textbook.

Reteaching pp 791 & 795 in Holt Earth Science textbook.

Quizzes – p. 792 & 795 in Holt Earth Science textbook.

Alternative Assessment, pp. 792 & 796 of Holt Earth Science textbook.

Section Quizzes


Text: Holt Earth Science; pp. 789-796.

Vocabulary Terms p. 797 Sections 3, & 4 of Holt Earth Science.

Activity Observing Stars p. 778 of TE Holt Earth Science.

http://chandra.harvard.edu/

Spinning Nebula Group Activity on p. 685.

Activity Space Telescopes p. 805 of Holt Earth Science TE.

Group Activity Skit p. 686 of Holt Earth Science TE.

Quick Lab Water Planetesimals p. 687 of Holt Earth Science.

The Milky Way and Other Galaxies activity from the Curriculum Guide Activities.

Galaxy Foldable from Curriculum Guide Activities.

Activity: Constellations p. 789 of Holt Earth Science textbook TE.

Activity: Multimedia Project p. 791 of Holt Earth Science textbook TE.

Astronomy Connection Identifying a Galaxy form Within, p. 791 of Holt Earth Science

textbook TE.

Maps In Action - The Milky Way, p. 804 of Holt Earth Science textbook.

Mapping Expedition - Stars in Your Eyes, pp. 844-845.

Group Activity – Charting the Galaxy, p. 804 Holt Earth Science textbook TE.

Discussion – The Expanding Universe, p. 793 of Holt Earth Science textbook TE.

Quick Lab – The Expanding Universe, p. 794 of Holt Earth Science textbook.

The Spectroscope activity from Curriculum Guide Activities.

The Spectrum and Stars activity from Curriculum Guide Activities.

The Moon MOON WATCH

PURPOSE: Observe the changing phases and positions of the moon in the sky every

evening from new moon phase to full moon phase

PROCEDURE: 1. Facing south, locate the moon every night at exactly the same time each

evening (6:00 p.m. - 7:00 p.m.) for at least two weeks (through full

moon phase).

2. Complete the Moon Watch Diagram and the Moon Watch Chart.

Moon Watch Diagram

3. After each sighting, carefully sketch the moon on the diagram exactly as

it appears in the sky. Date each sketch and note the time. If clouds or

rain obstruct your view, leave a dated space in your diagram.

Moon Watch Data Chart

1. Fill in the date and time you viewed the moon.

2. Fill in the moonrise time. The moon rises about 50 minutes later each

day. Moonrise times can be found in the morning newspaper in the

weather column under "Area Skies."

3. Give the compass direction of the moon when the observation was

made. Like the sun, the moon appears to rise in the east and set in the

west.

4. Determine the height of the moon in degrees above the horizon. The

To approximate the height of the moon, use the "fist method" (fist =

5. Carefully sketch the moon.

6. Name the moon's phase.

7. Use the last block on your chart to fill in additional information or

comments.

RESULTS: 1. Moon Watch Diagram

2. Moon Watch Data Chart

Time

and Date

Moon

Set Time

Compass Direction

Height

in Degrees

Sketch

of Moon

Name

of Phase

Other

New Moon

*Not visible -

rises in the east

with the sun, sets

in the west

1

2

3

4

5

6

7

80

Time

and

Date

Moon

Set

Time

Compass

Direction

Height

in

Degrees

Sketch

of

Moon

Name

of

Phase

Other

9

10

11

12

13

14

15

16

Time

and

Date

Moon

Set

Time

Compass

Direction

Height

in

Degrees

Sketch

of

Moon

Name

of

Phase

Other

Characteristics of the Sun

Hands Down: Operation Sun

1. Copy the terms on one color paper and then the clues on another

2. Cut the set and place in an envelope.

3. Divide the classroom into groups of four/five. Give each group an envelope and a copy of

the Hands Down sheet for each student.

4. The students take the contents out of the envelope and spread the “clue strips” across the

table top.

5. The group will work together to classify the “clue strips” for each term of the sun.

6. Go over as a class to make sure the clues are with the correct term

7. Have each student copy down the clues on their sheet. They will be able to use this as

their answer sheet while they are the reader for the game.

Playing the Game:

1. Take the “Sun Layer Strips” out of the envelope and scatter them on across the desk top.

2. One student in the group is the reader and he/she takes all of the “clue” strips of paper

and will read the clue one at a time.

3. The other students will place their hand over the correct term and whomever hits it first

wins the clue.

4. Continue this until all clues have been read and given out.

5. The person who has the most clues wins that round.

6. Continue as many rounds as you need to allow all students to be the reader.

7. After all tables have finished, give each student the attached term review sheet so they

can fill in the clues and have it.

Hands Down: Operation Sun

From your hands down game, fill in the clues for each layer of the sun:

1. Corona:

a. _______________________________________________

b. _______________________________________________

2. Chromosphere:

a. _______________________________________________

b. _______________________________________________

3. Photosphere:

a. _______________________________________________

b. _______________________________________________

4. Core:

a. _______________________________________________

b. _______________________________________________

5. Sunspots:

a. _______________________________________________

b. _______________________________________________

6. Solar Flares:

a. _______________________________________________

b. _______________________________________________

7. Prominences:

a. _______________________________________________

b. _______________________________________________

8. Solar Wind:

a. _______________________________________________

b. _______________________________________________

CORONA

CHROMOSPHERE

PHOTOSPHERE

CORE

PROMINENCES

SOLAR FLARES

SOLAR WIND

SUN SPOTS

yellow surface layer of the sun

layer that has sunspots

layer only seen during a solar eclipse

“reddish” layer in color

outermost layer of the sun

density is low that it causes it to be dim

made up of charged particles that flow through space

causes the auroras

darker cooler regions of the sun

last for about 2 months

violent eruptions of activity on the surface of the sun

these eruptions do not return to the sun

eruptions that forms an arc of gas

eruption that returns back to the surface of the sun

center of the sun, where fusion takes place

hottest layer of the sun – 25 million oF

Hands Down: Operation Sun - - - - KEY

From your hands down game, fill in the clues for each layer of the sun:

1. Corona:

a. Outermost layer of the sun

b. Layer only seen during a solar eclipse

2. Chromosphere:

a. Reddish layer of the sun

b. Density is low causing it to be dim

3. Photosphere:

a. Yellow surface layer

b. Layer that has sunspots

4. Core:

a. hottest layer of the sun – 25 million 0F

b. center of the sun, where fusion takes place

5. Sunspots:

a. darker cooler regions of the sun

b. last for about 2 months

6. Solar Flares:

a. Violent eruptions of activity on the surface of the sun

b. These eruptions do not return to the sun

7. Prominences:

a. Eruptions that forms an arc of gas

b. Eruptions that return back to the surface of the sun

8. Solar Wind:

a. made up of charged particles that flow through space

b. Causes the auroras

Stars

THE SPECTROSCOPE

PURPOSE: To determine what can be learned about stars by studying the different kinds of

spectra with a spectroscope

MATERIALS: Spectroscope, incandescent and fluorescent light sources, gas tubes of

various gases (He, H, Ar, Hg), colored filters, colored pencils

PROCEDURES: 1. Focus the spectroscope on the fluorescent light. Record the spectrum you

see in a spectrograph. Mark any areas where there are bright, emission

lines or absorption lines (black).

Fluorescent Incandescent

light light

2. Repeat step number 1 using the incandescent light sources.

3. Place colored filters in front of the slit of the spectroscope and repeat steps

1 and 2 above. By your spectrograph tell what color filter was used.

4. Use the spectroscope to look at the gas tubes of Helium, Argon, Hydrogen,

and Mercury. Record your observations in spectrographs of the emission

spectra you see.

Element Name

5. Look at the spectra of the elements shown on the reference sheet. Use this

chart to find out which elements can be found in Spectra 1-5 below.

17

6. Look at the solar spectrum below. Notice that it is not a continuous spectrum but

is an absorption spectrum. Below it are emission spectrographs of several elements.

Sun

Calcium

Iron

Hydrogen

Make a sketch of the solar spectrum and mark and label the areas where

Calcium (Ca), Iron (Fe), and Hydrogen (H) correspond on the solar

spectrum.

Spectrum

Elements

1

2 etc.

3900 4500

ANALYSIS: 1. How are the spectra formed by fluorescent light and incandescent light

alike? In what ways are they different?

2. How did the colored filters change the spectrum of light? Why did this

happen?

3. Which of the gas tubes showed the largest number of bright lines?

Which one showed the faintest set of emission (bright) lines?

4. Define each kind of spectrum: Continuous; Emission; Absorption.

CONCLUSION: Answer the problem question.

IDENTIFYING SPECTRUMS

Figure C shows the spectrums of 9 elements. (The numbers stand for different colors.)

18

THE SPECTRUM AND STARS

PURPOSE: Determine the chemical composition of stars

1. Continuous Spectrum - The source of light is steady and all colors are present (all

colors of the spectrum). Below is an example of the continuous spectrum. The

colors will appear in this order.

R O Y G B I V

2. Bright Line Spectrum - Results from colors generated by burning gases. The chart

below shows the gases that four stars are composed of. Write in the colors that

would show on the bright line spectrum for each star. Shade in the colors that would

not show.

Star Gases

────────

A Na Cu Li

Star A

────────

B Cu Mg

Star B

────────

C Fe Cu K

Star C

────────

D Fe Na Li

Star D

3. Absorption Spectrum - Dark Line Spectrum - Formed when a continuous light

source passes through a cool gas that is not burning. Study the absorption spectra

for the stars below. Determine the chemical make-up of each star.

STAR SPECTRUM CHEMICAL MAKE-UP

A R Y B I V

B O Y I

C R I

D R O Y G I V

Na

HR DIAGRAM

PURPOSE: Compare the brightness and temperature of stars

BACKGROUND: You are going to produce a graph that shows one way in which astronomers

group stars. The graph is called the Hertzsprung-Russell diagram in honor

of the two scientists who did much of the pioneering work in this area.

OBJECTIVES: 1. Discover the grouping of stars according to brightness and temperature,

size and color

2. Determine the sun's relative brightness and temperature among other

stars

MATERIALS: graph paper, colored markers or pens (red, orange, yellow, green, blue, black)

LABELING THE GRAPH:

1. Label the x-axis TEMPERATURE. Write the word hotter on the left

side next to the origin. Write the word cooler on the right side near the

end of the x-axis. Number the x-axis 0-40.

2. Label the y-axis BRIGHTNESS. Write dim at the bottom, and bright at

the top. Starting one line up from the origin, number the y-axis 50-0.

PROCEDURE: Plot a dot of the correct color at each of the coordinates given in the data.

Make an * when the color red is followed by an asterisk (*).

BRIGHTNESS TEMPERATURE COLOR BRIGHTNESS TEMPERATURE COLOR

47 39 red 42 15 black

29 27 yellow 17 16 green

31 34 red 9 32 red*

43 11 black 16 34 red

21 20 yellow 38 33 orange

23 25 yellow 2 2 blue

36 32 orange 34 35 red

17 20 yellow 13 34 red

9 8 blue 44 15 black

40 34 red 4 5 blue

12 32 red 15 36 red

38 37 red 36 34 red

7 37 red* 6 7 blue


34 33 orange 6 36 red*

BRIGHTNESS TEMPERATURE COLOR BRIGHTNESS TEMPERATURE COLOR

14 34 red 13 15 green


45 12 black 11 10 green


6 32 red* 40 37 red

35 34 red 8 7 blue

13 36 red 32 34 red

28 31 orange 7 38 red*

3 3 blue 16 14 green

43 37 red 44 37 red

42 13 black 25 21 yellow

12 12 green 46 15 black

35 36 red 43 35 red

13 10 green 19 17 green


29 32 orange 20 22 yellow

44 36 red 39 35 red

10 11 green 18 14 green


37 33 orange 43 17 black

8 36 red* 5 5 blue



48 13 black 35 32 orange

20 15 green 18 21 yellow

36 36 red 43 39 red

27 26 yellow 22 22 yellow

32 30 orange 34 32 orange

41 36 red 7 34 red*

14 32 red 45 38 red

46 40 red 24 27 yellow

39 36 red 16 17 green



41 18 black 40 13 black

H-R Diagram Questions

1. On your map, circle and label the following groups of stars.....

Main Sequence

Red Supergiants

Red Giants

White Dwarfs

2. By looking at your map, which group has the most stars?

3. Place a black dot on the graph at temperature 25, and brightness 25. This dot represents the

sun.

a. What group of stars does this dot fall into?

b. What color group does it fall into?

c. How does its temperature and brightness of the sun compare to the stars?

4. What color star is the hottest?

5. What color star is the coolest?

6. Which color would stars represented on the graph by green and black actually have?

a. Why didn't you make them the correct color then?

7. Fill in the chart below:

Star Group Temperature Brightness Size

Name _________________

Star Life Cycles Online Student Instructions Page

http://btc.montana.edu/ceres/html/LifeCycle/starsstudent.html

Overview Your task is to analyze characteristics that indicate human life cycles and then apply these

observational principles to various NASA pictures of stars to synthesize patterns of stellar

life cycles.

Background Resources

NASA Hubble Space Telescope Images of Stellar Evolution

Windows to the Universe Stellar Evolution Pages

Activity 1: Investigating the Human Life Cycle

The space below (un-sequenced human life cycle) shows eight pictures of humans at

various ages. Your FIRST task is to figure out and record the correct sequence of pictures

from youngest to oldest. Pay careful attention to how you determine the sequence because

your SECOND task is to write a detailed description so clear that a student from another

part of the state will be able to use it to come up with the exact same sequence. This might

not be as easy as it appears.

Your Proposed Sequence

of Pictures

Why do you think this is the sequence?

Check your sequence with the expert sequence (sequenced human life cycle page) and

propose reasons for any discrepancies.

http://btc.montana.edu/ceres/html/LifeCycle/starsstudent.html

http://oposite.stsci.edu/pubinfo/Subject.html#Novae

http://oposite.stsci.edu/pubinfo/Subject.html#Novae

http://windows.engin.umich.edu/cgi-bin/tour.cgi/level.button.map(link=/the_universe/the_universe.html&sw=false&sn=219475&d=/images&edu=mid&br=graphic&cd=false&tour=&fr=f?466,9

http://btc.montana.edu/ceres/html/LifeCycle/starsunhuman.html

http://btc.montana.edu/ceres/html/LifeCycle/starshuman.html

Any discrepancies?

Activity 2: Sequencing NASA Images of Massive Stars

The space below (unsequenced large star cycle) shows eight NASA images from the

Hubble Space Telescope (HST). These are pictures of the formation sequence of really

BIG stars. Your FIRST task is to figure out and record the correct sequence of pictures

from birth formation to stellar death. Pay careful attention to how you determine the

sequence because your SECOND task is to write a detailed description so clear that a

student from another part of the state will be able to use it to come up with the exact same

sequence. Each picture is hyperlinked to a description of the picture for background

information IF you need it.

Your Proposed Sequence

of Pictures

Why do you think this is the sequence?

THIRD, check your sequence with the expert sequence (sequenced large star cycle page)

and propose reasons for any discrepancies. FOURTH, and most important, write a 50-word

essay that describes the sequence of stellar formation, life cycle, and death. Use sketches

or pictures from the WWW to support your description.

What is the expert

sequence?

Describe the stellar formation sequence for massive stars:

http://btc.montana.edu/ceres/html/LifeCycle/starsunbigstar.html

http://www.stsci.edu/

http://btc.montana.edu/ceres/html/LifeCycle/starsbigstar.html

FFS - Facts for Students

1. The sun, the earth, and the rest of the solar system

formed from a nebular cloud of dust and gas 4.6

billion years ago. The early earth was very different

from the planet we live on today.

2. Stars produce energy from nuclear reactions,

primarily the fusion of hydrogen to form helium.

These and other processes in stars have led to the

formation of all the other elements.

Go back to Lesson.

http://btc.montana.edu/ceres/html/LifeCycle/stars1.html

The Milky Way, Other Galaxies and the Universe

Galaxy Foldable

Please follow these directions when preparing your foldable:

1. Fold your paper “hotdog” style with one side of the bun a little wider than the other side.

2. Title your foldable “Galaxies” on the wider side of the “bun”.

3. Cut the top half (less wide side) of the “bun” into three sections.

4. Label each section with the three main types of galaxies.

5. For each type of galaxy, you should draw and color a picture of the galaxy.

6. For each type of galaxy, you should have a detailed description.

7. For each type of galaxy, you should have one or more examples listed.

Stars

THE SPECTROSCOPE

PURPOSE: To determine what can be learned about stars by studying the different kinds of spectra

with a spectroscope

MATERIALS: Spectroscope, incandescent and fluorescent light sources, gas tubes of

various gases (He, H, Ar, Hg), colored filters, colored pencils

PROCEDURES: 1. Focus the spectroscope on the fluorescent light. Record the spectrum you

see in a spectrograph. Mark any areas where there are bright, emission

lines or absorption lines (black).

Fluorescent Incandescent

light light

2. Repeat step number 1 using the incandescent light sources.

3. Place colored filters in front of the slit of the spectroscope and repeat steps

1 and 2 above. By your spectrograph tell what color filter was used.

4. Use the spectroscope to look at the gas tubes of Helium, Argon, Hydrogen,

and Mercury. Record your observations in spectrographs of the emission

spectra you see.

Element Name

5. Look at the spectra of the elements shown on the reference sheet. Use this

chart to find out which elements can be found in Spectra 1-5 below:

19

6. Look at the solar spectrum below. Notice that it is not a continuous

spectrum but is an absorption spectrum. Below it are emission

spectrographs of several elements.

Sun

Calcium

Iron

Hydrogen

Make a sketch of the solar spectrum and mark and label the areas where

Calcium (Ca), Iron (Fe), and Hydrogen (H) correspond on the solar

spectrum.

Spectrum

Elements

1

2 etc.

3900 4500

ANALYSIS: 1. How are the spectra formed by fluorescent light and incandescent light

alike? In what ways are they different?

2. How did the colored filters change the spectrum of light? Why did this

happen?

3. Which of the gas tubes showed the largest number of bright lines?

Which one showed the faintest set of emission (bright) lines?

4. Define each kind of spectrum: Continuous; Emission; Absorption.

CONCLUSION: Answer the problem question.

IDENTIFYING SPECTRUMS

Figure C shows the spectrums of 9 elements. (The numbers stand for different colors.)

20

THE SPECTRUM AND STARS

PURPOSE: Determine the chemical composition of stars

1. Continuous Spectrum - The source of light is steady and all colors are present (all

colors of the spectrum). Below is an example of the continuous spectrum. The

colors will appear in this order.

R O Y G B I V

2. Bright Line Spectrum - Results from colors generated by burning gases. The chart

below shows the gases that four stars are composed of. Write in the colors that

would show on the bright line spectrum for each star. Shade in the colors that would

not show.

Star Gases

────────

A Na Cu Li

Star A

────────

B Cu Mg

Star B

────────

C Fe Cu K

Star C

────────

D Fe Na Li

Star D

3. Absorption Spectrum - Dark Line Spectrum - Formed when a continuous light

source passes through a cool gas that is not burning. Study the absorption spectra

for the stars below. Determine the chemical make-up of each star.

STAR SPECTRUM CHEMICAL MAKE-UP

A R Y B I V

B O Y I

C R I

D R O Y G I V

Documents

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