1. BELL Work (5 min.) Write down HW in planner.
Set up today’s pages (8-9)
Make sure you have today’s 2 handouts.
4. Read these handouts to yourself and write down two things that will help you achieve a high score!

2. Objectives & Learning Goals: Astronomers CAN:
Create a “WANTED” poster that discusses contributions of an astronomer to geocentric and heliocentric models of our Solar system.
Level 4
I CAN Investigate original and later evidence used to develop the concept of the heliocentric model of the Solar System.
Level 3
I CAN Compare and contrast various historical models of the Solar System, including geocentric and heliocentric using evidence from astronomers such as Aristotle, Copernicus, Kepler, and Galileo.
Level 2
I CAN Illustrate the difference between the heliocentric and geocentric models of the Solar System.
Level 1
With help, I can explain that astronomers have changed their ideas about how we should model the solar system.

3. Quick Reminder: Scientists’ Expectations.
dignity
respect
ngage
participation
on time
prepared
standard
excellence

4. Check Foldable! P. 5 “Through”
Explanation
drawing
Supporting Scientists
Aristotle –
Ptolemy -
Model where the Earth is the
Center of the Solar System
All planets revolve around Earth.
Greek philosopher
whose model placed the moon,
Sun, planets, and stars in circles
surrounding Earth.
Developed “wheels on wheels”
Geocentric model to explain
Planet movements.
Supporting Scientists
Copernicus –
Galileo-
Explanation
drawing
The Sun is the center of the
Solar system with planets, moons,
And other objects revolving
around it.
Developed first true
Heliocentric model that still stands today.
Supported Copernicus’ model
and used redeveloped telescope to prove
that objects can revolve around objects
other than Earth by observing Jupiter’s
moons.

5. Helio vs. Geo Walking Stations –Check chart below on Through p. 7
Galileo’s discovery of Jupiter’s moons
Proved that objects can orbit objects other than Earth.
Heliocentric
Larger objects “attracting” smaller objects because of gravity supports that solar system objects would orbit the Sun.
Heliocentric
The “apparent” daily movement of the Sun, stars, and moon make it seem like everything is orbiting the Earth.
Geocentric
This describes Ptolomy’s “Wheels on wheels” model that most of the world believed for almost 1,500 years.
Geocentric
The only way to correctly predict Mercury’s orbit is to show it orbiting the Sun with all of the other planets.
Heliocentric

6. Retrograde Motion
While watching this short clip explain how this relates to what we are studying.

7. Today’s Task: Wanted Poster
Create a “Wanted” Poster according to the guidelines/Rubric.
Use the Astronomers Bio handout and your
book (p ) to complete research.
You can use colors at the front of the room.
Can use 1 piece of paper (up front) until it runs out.
See examples posted in the room for ideas.

8. Out – bottom of page 8. Write down what you need to complete by Monday for your Wanted poster project. Be specific.
Level 4
I CAN Investigate original and later evidence used to develop the concept of the heliocentric model of the Solar System.
Level 3
I CAN Compare and contrast various historical models of the Solar System, including geocentric and heliocentric using evidence from astronomers such as Aristotle, Copernicus, Kepler, and Galileo.
Level 2
I CAN Illustrate the difference between the heliocentric and geocentric models of the Solar System.
Level 1
With help, I can explain that astronomers have changed their ideas about how we should model the solar system.

9. Brainpop Recap: Galileo and contributions to Science

10. Level 4
Research how Solar flares affect life on Earth as well as compare and contrast the Sun and the Earth in terms of structures, movement, size, etc

11. Level 3
Model and describe solar properties including rotation, physical structure, convection, sunspots, solar flares, and prominences and connect them to conditions and events on Earth.

12. Level 2
Identify and label solar properties including rotation, physical structure, convection, sunspots, solar flares, and prominences.

13. Level 1
With help, I can describe some of the properties of the Sun.