Big Idea 5: Earth in Space and Time

Big Idea 5: Earth in Space and Time
SC.5.E.5.1, SC.5.E.5.2, SC.5.E.5.3, SC.4.E.5.4 Department of Science

Big Idea 5: Earth in Space and Time Benchmarks
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. AA Cognitive Complexity: Level 1: Recall SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. Assessed as SC.5.E.5.1. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons, asteroids, comets – and identify Earth’s position in it. Assessed as SC.5.E.5.1 Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected. AA Also assesses SC.4.E.5.1, SC.4.E.5.2, SC.4.E.5.3. SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly and different stars can be seen in different seasons. Assessed as SC.4.E.5.4 . SC.4.E.5.2 Describe the changes in observable shape of the moon over the course of about a month. Assessed as SC.4.E.5.4. SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. Assessed as SC.4.E.5.4. Department of Science

Does This Matter to Me? This picture, courtesy of NASA, our national space program, is an artist's rendering of the planned Space Launch System as a rocket lifts off with the Orion spacecraft atop. The Orion spacecraft is already built and ready at Cape Canaveral in Florida. The Space Shuttle program provided successful low-Earth orbit missions, but NASA's heavy-lift launch vehicle will provide a new capability for human exploration beyond low-Earth orbit. The Space Launch System, shown here with Orion on it, is designed to be flexible for launching spacecraft for crew and cargo missions that will go far beyond to the moon again, to explore asteroids, and even to go to Mars. It will be people who are your age right now, maybe even you, who will be the ones to go on these exciting missions. Engage: Facilitate a reading and discussion of the picture and information. (PSELL Big Idea 5 Student book p. 166). Ask them to discuss as a group and share out the question: Does This Matter to Me? P-SELL Big Idea 5 Earth in Space and Time Student Book p. 166 Department of Science

Discuss these questions in your groups:
How is our view of our Sun different from our view of other stars? How and why does the moon's appearance change over the course of a month? Why do the positions of the moon, stars, and planets change in the night sky? Engage continued: PSELL Big Idea 5 Student book p Ask students to talk about these questions in their group: How is our view of our Sun different from our view of other stars? How and why does the moon's appearance change over the course of a month? Why do the positions of the moon, stars, and planets change in the night sky? Then have a whole class discussion These questions give you an assessment of your students’ background knowledge for Big Idea 5. p. 167 Department of Science

The Milky Way and Other Galaxies
p. 167 What is a galaxy? A galaxy is a system that contains many stars, star systems, dust, and any objects orbiting stars (such as planets). What is our galaxy? The Milky Way is the name of our galaxy. It is the home of our solar system that includes the Earth, the other planets, comets, meteors and our star, the Sun. Try out this tutorial: What's the Matter in the Galaxy? Explore/Explain: PSELL Big Idea 5 Student book p Ask what is a galaxy? Discuss. Open hyperlink: What is our galaxy? Play animation and video. Discuss. Department of Science

The Sun The sun is the closest star to Earth.
p. 167 What do you know about the sun? The sun is the closest star to Earth. The sun is a big ball of hot gases. The sun gives off two kinds of energy: light and heat. This is called solar energy. The sun is so large that more than a million Earths could fit inside it. Explore/Explain/Evaluate: PSELL Big Idea 5 Student book p Ask the question, What do you know about the sun? have students discuss. Then click on the DE hyperlink Sun Watch the video to check what else you can learn about the sun. Discussion starters: TAG Tell a fact you learned about the Stars. Ask a question about something you don’t understand about stars? Give another idea that you learned in our study of the Sun and the stars.

The Sun and Stars Stars are made of gas and give off light energy.
p. 167 Stars are made of gas and give off light energy. Stars come in all different sizes. Our Sun is a medium star and the standard used for comparing all other star sizes. The biggest stars are called super giants. Some are 500 times larger than the Sun. Some of the smallest stars are white dwarfs. Many are 1/100 the size of the Sun - roughly the size of Earth There are more than 300 billion stars in the Milky Way. Explore and Explain: PSELL Big Idea 5 Student book p Ask how the stars are different. Students write their ideas in their notebooks. Then they share out. Ask how does our Star the Sun’s size compare to other stars? It’s an average size star. Say let’s watch a video to learn more about stars. Click on the Discovery Ed link: Sun and Stars in the slide. Ask What else did you learn about stars? ………Students share.

Let’s Compare some Stars to the Sun
Explain/Evaluate: Students use the slide chart from PSELL student book Star chart on p to compare diameter and distance from the sun data. Discuss. Then answer questions. Students reading Close Up or Far Away section underneath the Star chart in the PSELL book p. 168 will help them in answering the second question. Key: Alpha Centauri A and Sirius A are larger than the Sun. They look smaller because they are farther away than the Sun. The Sun looks bigger to us because our Sun is closer to us than any other star. Have students read Which stars are larger than our Sun? Explain why these larger stars look so much smaller than our Sun. Department of Science

Our Solar System What is it?
p. 169 That’s right. A system where planets revolve around a sun or a star. Let’s start with Earth’s closest star, the Sun. Click on the solar system link to learn about the Sun, and visit the planets and other small bodies in the Solar System. (Additional resource: Solar System gizmo from explorelearning.com) What do we know about the Solar System? The Sun applies a huge pulling force called gravity to everything within 373 million miles. Planets, moons, and other objects travel around or orbit the Sun. Our Solar System has eight planets, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. The Windows to the Universe web site link can be used to take a closer look at the planets and then use the Comparative Planet Table to compare their properties. Let’s explore Windows to the Universe Resource Link to learn more:

Planets p. 169 Let’s watch an introduction to the planets and read about planets. What did you learn? A planet is a large spherical body that orbits in a clear path around a star and don’t produce light. How many planets are in our Solar System? There are eight planets – 4 inner and 4 outer planets Explore:. Click on the hyperlink introduction to the planets to play background video. Students read PSELL Big Idea 5 Student book p. 169 Planets sections. Then discuss what they learned.

What do you know about the Planets?
Read Planets p. 169 Mercury, Venus, Earth, and Mars are the inner planets. What do they have in common? Inner planets are closest to the sun. Inner planets are small and mostly solid. Jupiter, Saturn, Uranus, and Neptune are the outer planets. What do they have in common? Outer planets are farthest from the sun. They are many times larger and made mostly of gases. Outer planets have many moons.

Let’s Compare the Planets (Study Jams)
Inner Planets Outer Planets Size: Small Rocky and Solid Few or no moons Temperature: Hot to warm Mercury Venus Earth (one moon) Mars Size: Large Composed of gas and dust Many moons Temperature: Cool to cold Jupiter Saturn Uranus Neptune Explore/Explain: Review characteristics of the inner and outer planets using Study Jams slide shows. Click on links Inner Planets and Outer Planets to view Study Jams slide show.

Planets in our Solar System Exploration
Inner Planets Outer Planets Explore: Ahead of time open up the hyperlink to a Discovery Ed. Fun-damental Planets in our Solar System. Then open up the materials and print out the student activity sheet for your students before playing the exploration.

What are the eight planets in our Solar System?
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Can you come up with a sentence to help you remember the names of the planets in order? (My Very Educated Mother Just Served Us Noodles!) Explain: PSELL Big Idea 5 Student book p Have students come up with a new sentence (mnemonic device) to remember the eight planets.

Planet Characteristics
Use PSELL Planet Information Tables on pp to complete the table. Planet Size (small / large) Diameter Length of Its Orbit (compared to Earth’s day or another planet) Composition of Planet Number of Moon Other Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Elaborate/Explain: PSELL Big Idea 5 Student book p Click on the hyperlink Planet Characteristics to review the planets.

Planet Characteristics
Size (small / large) Diameter Length of Its Orbit (Compared to Earth’s day or another planet’s) Composition of Planet Numbers of moons Other Mercury Small Shortest - 88 Earth days Rocky No moons Answers will vary. Venus small Longer than Mercury but shorter than Earth’s – Earth days Earth Longer than Venus but shorter than Mar’s or 365 ¼ days One moon Mars Longer than Earth but shorter than Jupiter’s – 687 Earth days Jupiter Largest Planet Longer than Mars but shorter than Neptune’s - 4,329 Earth days Gases and dust Many moons Saturn Large Longer than Jupiter but shorter than Uranus’s – 10,752 Earth daus Uranus Longer than Saturn but shorter than Neptune’s – 30, 660 Earth days Neptune Longer than Pluto’s – 60,152 Earth days

Comparing Planets in Our Solar System Length of Year in Earth Days
Number of Moons Length of Year in Earth Days Mercury 88 Venus 224.7 Earth 1 365 Mars 2 687 Jupiter 63 4,329 Saturn 62 10,752 Uranus 27 30,660 Neptune 13 60,152 Explain/Evaluate: There is a worksheet that can be duplicated with the chart and questions. (Instructional Resources Gr. 5 Q2 SC.5.E.5.1, SC.5.E.5.3, SC.4.E planet data table rev. Act.-1) 1. Which of these planets has the most moons? Mercury b. Jupiter c. Saturn d. Neptune 2, Which of these planets is closet to size of the Earth? Mars b. Neptune c. Venus d. Saturn 3. Which of these planets is the largest in diameter in the Solar System? Venus b. Saturn c. Neptune d. Jupiter 4. Which of these planets is the smallest is diameter? Mercury b. Venus c. Mars d. Neptune 5. Which of these planets has almost the same number of moons as Saturn? a. Mars b. Neptune c. Uranus d. Jupiter

Modeling the Solar System
Assignment: Create a model of the solar system to scale, label planets and describe planet characteristics. Resources: PSELL Inquiry 10: Modeling the Solar System pp. 175 – 180 IR Gr. 5 Q2: Solar System Model and “Planet Walk” Gr. 5 SF Inquiry How can you make a model of the Solar System. GIZMOS – Solar System Planetary Mysteries Tour The Solar System Tutorial Elaborate Students work in groups to create a model of the solar systems.

Making Connections What did you learn about the distances of the planets from the Sun and from each other? Think about the orbits of the planets around the Sun. If a planet is farther from the Sun, will its orbit be longer or shorter? Which planet has the shortest year? Which planet has the longest year? Explain your reasoning. Based on the distances from the Sun, what can you infer about the temperatures of the outer planets? How does this activity relate to what happens in the real world? Department of Science

What is the difference Between Asteroids and Comets?
Other Space Objects p. 181 What is the difference Between Asteroids and Comets? Explore: PSELL Big Idea 5 Student book p. 181.

What are Asteroids? p. 181 Asteroids are LARGE chunks of rock and metal that orbit the sun. They range from just over ½ a mile (1km) to a few hundred miles in diameter (diameter = how wide across) Explore/Evaluate: PSELL Big Idea 5 Student book p Ask what are Asteroids? Click on the link to learn more. Discuss.

Asteroids……Rockin’ Around
Most asteroids travel in the wide gap between the inner planets and outer planets (between Mars and Jupiter). But a few travel in paths across Mar’s orbit and some even cross in Earth’s orbit. Explain: Ask - Where do usually find asteroids? Discuss.

What are Comets? p. 181 Comets are balls of ice and rock that are seen moving across the sky. A comet's body has two parts, a head called a coma and a tail. As they revolve around the Sun, their tail grows longer because the ice in the head boils away. Comets move about the Solar System in orbits that take them far from the Sun. Explore/Explain: PSELL Big Idea 5 Student book p Ask What are Comets? Then click on the hyperlink. Play the video. Discuss.

Comets………Dirty Balls of Ice
They can be seen by us when they pass by the sun and the sun’s heat melts the ice in their head or coma and their tail grows longer. The comet's tail is made of material from the comet; gas from the ice and dust mixed in together. It escapes as the comet melts. The tail always points away from the sun due to the solar winds (movement of heat away from sun)

Department of Mathematics and Science
What’s the Difference? Comet Asteroid Comets are balls of ice –mostly frozen gases and rock A comet's body has two parts, a head and a tail. As they revolve around the Sun, their tail grows longer because the ice in the head boils away. Move in orbits that take them far from the Sun. Asteroids are irregularly shaped objects made up of rocks and metals too small to be classified as planets. Revolve around the Sun. Most are present in a band located between the orbits of Mars and Jupiter, known as the asteroid belt. Explain/Evaluate: Ask students to compare comets to asteroids: What are they both made of? What is their orbit? Where can they each be found? Department of Mathematics and Science

The Movement of the Earth Around the Sun
How is the Earth moving? It turns or rotates spinning on its axis in a 24 hour day. Let’s do the Discovery Ed. Cycle of Day and Night exploration. 2. It revolves around the sun. Hands-on Activity: It’s Apparent Materials: AIMS Gr. 4 Earth Science foldable: It’s Apparent tennis ball skewer thumbtack flashlight or lamp without a shade Now let’s read It’s Apparent and use the materials and directions to explore Earth’s movements. pp Explore: Do the Cycle of Day and Night online Discovery exploration. Explore and Explain: Have students make the foldable It’s Apparent. Then read It’s Apparent with students and model the movements of the Earth. pp. 4-5 Materials: tennis ball or styrofoam ball or apple skewer or stick thumbtack How long does it take for the Earth to complete one whole spin on its axis? It takes about 24 hours or a day to complete a rotation. This rotation causes day and night. As the Earth spins the part of Earth that sun’s rays hit is lit up and has daytime. As the Earth keeps rotating, the side facing the Sun begins to turn away from the sun making it night. You can model how day changes into night using a bare lit light bulb in a lamp and an apple on a stick. The light bulb models the Sun. An apple or a tennis ball is the Earth and the stick represents its invisible axis. Let’s mark Miami’s location on the apple. This side of the apple with Miami faces the “Sun” and is lit up having daytime while the other side of the apple is dark. As the Earth keeps rotating, Miami begins to turn away from the Sun making it night. When we return to where we started, a whole day and night has passed. We can’t feel the Earth rotating. But we can tell it is moving because of the changes in the sky. Ask your students to describe the changes they see in the sky from morning until night. Department of Mathematics and Science

Observe the Sun Activity
Essential Question: How can I observe the apparent movement of the Sun across the sky? Materials: 5 cm straw, lump of clay, compass, ruler, pencil, sun Procedures: Label the direction words North, South, East and West along the edge of the paper plate. Put a small lump of clay in the center of the plate, and stick the straw upright in the clay. 3. Place this sundial in a sunny spot outside that is exposed to the sun for several hours. 4. Use the compass the identify North and make sure the label North on the sundial is pointing North. 5. Observe the straw’s shadow on the sundial every hour. Engage: Demonstrate how a shadow is made. Use a flashlight and a ruler to show a shadow. Explore: See materials and the procedures listed on slide. Department of Mathematics and Science

Shadows on Sundial Observations (Data)
Time Shadow Length Direction Sun is Pointing (North, South, East, West) Position of Sun in Sky Explore and Explain: Make the observation chart. Observe and record hourly shadows. Compare your group’s to another groups. After each hourly observation, record data and then look at another group’s sundial and compare yours to theirs. Record Group ____ Then answer: How does your shadow compare to another group’s shadow on their sundial?

Direction Sun is Pointing (North, South, East, West)
Shadows on Sundial Time Shadow Length Direction Sun is Pointing (North, South, East, West) Position of Sun in Sky Explain: Discuss data and Connected Learning. Click on the hyperlink: Observe the Sun after the activity for review. Connected Learning: How does the position of the shadow change during the day? How would you describe the Sun’s apparent movement in the sky? What is the general relationship between the Sun’s position in the sky, and the direction of a shadow on Earth? How can you use Earth’s rotation to explain shadow movement?

Let’s look again at the Movement of the Earth
How else is the Earth moving? It orbits or revolves around the Sun. How long is one full orbit around the Sun? 365 days = 1 year Let’s read Rotation and Revolution. Let’s explore: Fun-damental - Cycles in the Sky: Earth and Sun Explore/Explain: PSELL Big Idea 5 Student book pp Evaluate: Do Check Out: EARTH and SUN from the Fun-damental - Cycles in the Sky: Earth and Sun. Department of Mathematics and Science

Appearance of the Moon p. 183 Up in the Sky The planets and their moons and the Sun up in the sky Make up our solar system stretching far and wide. The Earth and the other planets all spin around the Sun. What spins around the Earth and can be seen by everyone? Round and round the Earth spins a moon that’s all our own. With mountains and craters that are hard as stone. The moon seems to change from full to very thin. Did you notice it last night? Did it look just like a grin? What comes to mind when you look at the moon? The Moon Engage: Read the poem, Up in the Sky. Explain: After reading the poem, Ask what comes to mind when you look at the moon? Then click on the hyperlink: moon to play a Discovery Ed. video segment. Department of Mathematics and Science

Phases of the Moon pp Explain: PSELL Big Idea 5 Student book pp Click on the link: Phases of the Moon to view a Discovery Ed. video segment to learn about the moon and its phases. Discuss. : Department of Mathematics and Science

Lunar Looking Activities
Essential Question: What changes do we observe in the appearance of the moon each month. Explore Activities: Moon Phases Activity: Modeling the Movement of the Earth and the Moon Big Idea 5 p.185 View the moon phases and make a moon watch flip book Try Discovery Ed: Cycles in the Sky: Moon Phases View Gizmos: Phases of the Moon p. 185 Explore/Explain: See PSELL Big Idea 5 lab p. 185 MOON PHASES activity handout for the directions and materials. Click on the hyperlink GIZMOS: Phases of the Moon or Explore Cycles in the Sky: Moon Phases for a simulation labs. Explain: Homework: Have students observe the moon nightly for a month. Evaluate: Connected learning: AIMS Gr. 4 Earth Science pp Department of Mathematics and Science

Phases of the Moon Resources
Sites to find the current moon phase: Moon phase chart resources: moon watch flip book Place additional chart resources Explore: Open any of the sites above to identify the current phase of the moon. Homework: Have students observe the moon nightly for a month. Department of Mathematics and Science

Moon Phases Making Connections
How does the moon look when it is full? What moon phase was visible yesterday? Do you always see the moon at night? Explain. How can you tell the difference between a first quarter moon and a last quarter moon? What view do astronauts have of the Earth and the moon as they orbit the Earth? What other things in the sky occur in a sequence or cycle? Evaluate: Have students answer questions and then discuss. Department of Mathematics and Science

Moon Phase Quiz A. B. C. D. New Moon 2. First Quarter 3. Full Moon 4. Third Quarter Evaluate Department of Mathematics and Science

What Did You Learn? TAG Reflection: Tell a fact you learned about Earth, the moon and/ or the sun. Ask a question about something you don’t understand about Earth in space? Give another idea that you learned in our study of the Earth, moon, and the sun. Evaluate/Reflect: Ask the question and then click on What Did You Learn? to watch the Discovery video: Review: A Closer Look at the Sun and Stars. Then do the TAG reflection. Have students share out. Department of Mathematics and Science

Star Patterns in the Night Sky
pp Do the patterns of stars or constellations in the sky stay the same? Do we always see the same patterns of stars or constellations of stars nightly? Let’s explore DE Constellations. What did you learn? The patterns of stars or constellation stay the same but are seen in different places in the night sky throughout the night and in different seasons. Engage: Encourage students to answer the ?’s on the page. Ask students what other questions they have? Introduce scientists who study space. Ask what tools do astronomers use? That’s right telescopes. How do they work? Let’s watch a (Discovery) video to find out more. The patterns of stars in the sky stay the same although they appear to shift across the sky nightly and different stars can be seen in different seasons. Department of Mathematics and Science

What do you know? 1. What is a constellation? Answer: A constellation is a group of stars that forms a pattern or image 2. Why do stars appear to move across the night sky? Answer: The first reason is because of Earth’s rotation on its axis. The second reason is because the Earth is revolving around the sun. The patterns of stars or constellations change with the seasons as Earth is orbiting around the sun in one year. 3. Why do patterns of stars (constellations) change with the seasons? Answer: The constellations have been in the same positions for thousands of years. As Earth orbits the sun, it goes through different areas of space. This means that each season Earth is in a different part of space. For this reason, the constellations that can be seen from Earth change with the seasons. Explain/Evaluate: Have students answer questions in the notebook. Then discuss as a whole group. Department of Mathematics and Science

Earth in Space and Time p. 188 Use your notes and if available a PSELL Student booklet to discuss with a partner what you learned from our study of Earth in Space. Then compare your ideas to PSELL Big Idea 5 Student Book p. 188 Create a poster (anchor chart) highlighting science learned about Big Idea 5: Earth in Space and Time. Elaborate/Evaluate; Students create a poster (anchor chart) highlighting science learned about Big Idea 5: Earth in Space and Time. Department of Science

Big Idea 5: Earth in Space and Time

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