1. Unit Essential Question: How do the objects in our Solar System interact with each other? Key Learning: Objects in our Solar System orbit the Sun, have distinctive physical characteristics, and move in orderly and predictable motions. Planetary Systems Unit Part 1: Earth in Space

2. Planetary Systems Unit Part 1: Earth in Space Concept: Earth in Space Lesson Essential Questions: 1.How do we know the Earth is round? 2.What causes day and night? 3.What causes the seasons on Earth? Vocabulary: Rotation Axis Revolution Angle of Insolation You will be able to answer these questions by the end of Part 1 You should already know what these words mean. You will be able to use them in your responses and discussions throughout the unit

3. Planetary Systems Unit Part 1: Earth in Space Homework Assignment # 1 In the Planetary Systems Readings and Assignments… Read pages 2-3 and do the assignment on page 3

4. Planetary Systems Unit Part 1: Earth in Space Warm Up # 1: How do you know the earth is round?

5. Planetary Systems Unit Part 1: Earth in Space Round Earth, Flat Earth Watch the simulation and demonstration and answer the questions http://www.fossweb.com/

6. Planetary Systems Unit Part 1: Earth in Space Complete Summary # 1: List two reasons we know the Earth is round. (2 points) a. ___________________________________________ b. ___________________________________________

7. Planetary Systems Unit Part 1: Earth in Space Warm Up # 2: Complete the following statements as best as you can: a) If it is night time where we are on Earth, then it is day time… b) Exactly _______ of the Earth is always illuminated by the sun.

8. Planetary Systems Unit Part 1: Earth in Space Now that we have established that the Earth is round, we can begin to discuss the interaction between the Earth and the Sun. Mr. Herlihy will give you directions on how to set yourself up for the next activity, so listen up!

9. Planetary Systems Unit Part 1: Earth in Space Complete Summary # 2: If the Earth rotated in the opposite direction, what part of the sky would the Sun rise from each morning?

10. Planetary Systems Unit Part 1: Earth in Space Warm Up # 3: In the northern hemisphere, why do we have higher temperatures in the summer and lower temperatures in the winter?

11. Planetary Systems Unit Part 1: Earth in Space Yesterday we demonstrated how the Earth rotated to cause day and night. Today, you will set yourself up the same way, but we will be discussing a different way the Sun and Earth interact with each other.

12. Planetary Systems Unit Part 1: Earth in Space Below is a diagram with Earth at different points in its revolution. Label each Earth with the appropriate season that begins at that point, its “official astronomical title,” and the date at which it begins. Then, draw an Earth to represent where it is in the revolution around the Sun on your birthday!

13. Planetary Systems Unit Part 1: Earth in Space Complete Summary # 3: If you moved from North America to South America, what would be different about the seasons?

14. Planetary Systems Unit Part 1: Earth in Space Homework Assignment # 2 In the Planetary Systems Readings and Assignments… Read page 4 and do the assignment on page 4

17. Planetary Systems Unit Part 1: Earth in Space Warm Up # 4: Draw a picture of the Earth during summer time in its revolution around the Sun. Be sure to draw in the axis and the equator to help you out.

18. Planetary Systems Unit Part 1: Earth in Space Investigation #1: Light Concentration and the Seasons GOALS: GOALS: In this lab activity, you will … Use a flashlight, projector and grid paper to do a mathematical analysis of decreasing energy values. Using clay, students will investigate the relationship visually by relating the thickness of clay (energy) to the angle which it was received. ACTIVITY OVERVIEW: ACTIVITY OVERVIEW: A synopsis of this lesson is as follows… Students will shine a flashlight’s beam at 3 different angles (90, 60 and 30 degrees) to generate different areas of coverage associated with each angle. They will quantify the areas of coverage associated with each angle. Students will quantify the areas using grid paper and convert the relationships to a percentage which corresponds to a “concentration” of Sunlight. In the second part of the investigation, students use clay as a representation of radiant energy to visualize the amounts of energy each grid receives.

20. Planetary Systems Unit Part 1: Earth in Space Angle#of grids 90 º % concentration Part of Earth represented (poles, equator, or mid-latitudes) 90º 60º 30º

21. Planetary Systems Unit Part 1: Earth in Space Complete Summary # 4: In Delaware, why is it neither extremely hot nor extremely cold (compared to the equatorial and polar regions)?