6th grade Planetary Science Assignments
- Instructor
- Teacher Hang Becker
- Term
- 2019-2020 School Year
- Description
-
Astronomy is the study of everything we can observe and imagine beyond Earth--- the Moon, Sun, Solar System with all its planets and lesser objects, the Milky Way, and the vastness of the cosmos. Astronomers ask fundamental questions. When and where did the universe start? Why is it expanding? What is the destiny of the universe? Astronomers endeavor to answer these questions by determining the kinds and numbers of objects in the cosmos, the composition of those objects, their motions, and their interactions with one another. Because Earth is part of this ultimate system, the science of astronomy includes the study of our own planet.Our unit, Planetary Science, is broken up into 10 investigations with multiple parts and focus questions.This course supports the following principles set forth in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.Science and Engineering Practices1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating informationCrosscutting Concepts- Patterns- Cause and effect: Mechanism and explanation- Scale, proportion, and quantity- Systems and system models- Energy and matter: Flows, cycles, and conservation- Structure and function- Stability and change
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
WEEK 37: 6/08- 6/13 *SCHOOL CLOSURE plans
Planetary Science
Students will continue their engineering project, which began with a challenge they want to face. They will be assembling and testing their designs.
IMPORTANT DATES:
- Zoom Meeting at 11 am Tuesday, June 9 ONLY for GROUP A
and Thursday, June 11 ONLY for GROUP B
Due:
Assignment
WEEK 36: 6/01- 6/06 *SCHOOL CLOSURE plans
Planetary Science
We will wrap up the entire unit with a Kahoot review game and then begin discussing the first steps of the final project. To find inspiration and get ideas for the project, we will watch a short clip of Shark Tank.
IMPORTANT DATES:
- Zoom Meetings at 11 am Tuesday and Thursday, June 2 & 4
Due:
Assignment
WEEK 35: 5/25- 5/30 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: How are planets outside the Solar System found?
Students will investigate techniques that scientists used to find and study planets orbiting other stars. Using data graphs from an orrery and light sensor, students will analyze them to draw conclusions about unknown planets. They will be introduced to the NASA Kepler Mission and its goal to find Earth-size planets in our galaxy.
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- NB sheet 50 (AFL) by 5 pm Thursday, May 28
- Zoom Meetings at 11 am Tuesday and Thursday, May 19 & 21
- Space Mission Challenge Questions Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 34: 5/18- 5/23 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: What can be learned by studying the moons of Jupiter?
At the beginning of the week, students will take the assessment for Investigation 9, and then move onto Investigation 10- Orbits and New Worlds. For the new lesson, students will study images of Jupiter to discover that it has four bright moons. Just as Galileo did more than 400 years ago, students will track the motion of the moons to determine their orbit radii and periods, using records of observed data collected over 19 consecutive nights.
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- Investigation 9 test (AOL) by 9 am Wednesday, May 20
- Zoom Meetings at 11 am Tuesday and Thursday, May 26 & 28
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 33: 5/11- 5/16 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: What are the big questions that guide space exploration?
Students will review what they've been learning about big questions in astronomy. Having researched past, present, and future NASA missions, students will reflect on what answers the missions found and what methods are planned for answering the questions that frame current and future missions.
View Hubble's Amazing Universe: https://www.youtube.com/watch?v=Blu2Vpq0MfY
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- Study Guide (AFL) by 5 pm Friday, May 15
- Zoom Meetings at 11 am Tuesday and Thursday, May 12 & 14
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 32: 5/4- 5/9 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: Why is light important in astronomy?
Students will learn that most of the information used by astronomers comes them as light. Students will learn that light travels in waves of many different wavelengths, and the wavelength determines its color. They will learn that bright emission lines and dark absorption lines in a spectrum provide information about the composition of the light source.
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- Mystery Spectrum (AFL) due at 5 pm Thursday, May 7
- Zoom Meetings at 11 am Tuesday and Thursday, 5/5 & 5/7
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 31: 4/27- 5/1 *SCHOOL CLOSURE plans
Planetary Science
Students will take the investigation 7 & 8 test this week. If there are errors, they will correct them and complete a reflection.
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- Investigation 7 & 8 test (AOL)- 5 pm 4/28
- Corrected test (AOL)- 5 om 4/30
- Reflection- 5 pm 5/1
- Zoom Meetings at 11 am Tuesday and Thursday, 4/28 & 4/30
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 30: 4/20- 4/25 *SCHOOL CLOSURE plans
Planetary Science
Students will finish the investigation this week with a reading of "The Tour of the Solar System" and completing the study guide to prepare for the investigation assessment.
Complete the Space Challenge Questions to earn extra credit for the 4th quarter.
IMPORTANT DATES:
- Study Guide (AFL)-5 pm Thursday, 4/23
- Zoom Meetings at 11 am Tuesday and Thursday, 4/21 & 4/23
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 29: 4/13- 4/18 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: Which planet is most like Earth? and Where is there water in the Solar System?
Students will predict the temperature range and average temperature for each of the eight planets. They will use actual atmospheric and temperature data, and think about the interactions of several planetary environmental factors that make it possible for the liquid water to be present, a key factor in the search for life. Students will also study satellite images of typical water-related landforms on Earth. They will identify bodies of liquid water (ocean, lake, river) and deposits of ice and snow, as well as landforms that suggest the present of water at earlier times. They will search images of planets and satellites for evidence of water on extraterrestrial bodies in the Solar System.
IMPORTANT DATES:
- Investigation 8 quiz (AFL)- 9 am Wednesday, 4/15
- Zoom Meetings at 11 am Tuesday and Thursday, 4/14 & 4/16
- Extra Credit- 9 am Friday, May 29
Due:
Assignment
WEEK 28: 3/30- 4/4 *SCHOOL CLOSURE plans
Planetary Science
Focus Question: Where are the planets in the Solar System?
This week, you will try to understand the relative sizes and spacing of the planets and the Sun. First, you will determine how big to make the Sun and how far away to place it to be a proportional companion for the 12 cm Earth globe. Next, you will make a model of the inner Solar System, scaled 1 cm= 1 million km. Finally, you will imagine a 1 m Sun in your home, and space out the planets according to the calculated measurements.
Print out all the attachments to complete the assignments.
Kid-friendly podcast on the coronavirus: Kid's Guide to Coronavirus
Video on how viruses attack your body: https://www.youtube.com/watch?v=Rpj0emEGShQ
IMPORTANT DATES:
- Zoom Meeting at 3 pm Tuesday- 3/31 https://zoom.us/j/
- Image of Model 1 of the Solar System (AFL)- 4/2
Due:
Assignment
WEEKS 26 & 27: 3/17- 3/31 *SCHOOL CLOSURE plans
Planetary Science
During the school closure, each student should know which part(s) he or she will present, whether it is a) What is in the Solar System? b) Where did the Solar System come from? or c) How Earth Got its Moon.
Know your part, not just memorize. Practice in front of your family members, the mirror or record yourself so you can play back and determine the areas to strengthen. Be ready to take questions from your peers and me. Use the rubrics included below to guide you.
Optional Science Experiment
Investigative Question: Does water evaporate at a different rate under different intensity of light?
Hypothesis: (You fill in this part based on your schema)
Materials: - Water - Measuring cup - 3-4 containers of the same size - timer - marker - painters tape
Experiment Procedures:
- Check how many different types of light you have in your home. Are they fluorescent, halogen, LED, or other? What are the levels of volts or watts? Record 2-4 types and measurements of light source. EXAMPLE: 5w LED, 40w halogen, or 14w fluorescent
- Measure 1/2 cup of water and pour into a container. Use the marker and painters tape to label that container one type of light and its measurement. Repeat for each light source you want to test. *Each light source needs a container filled with 1/2 cup of water. You will also need a container with 1/2 cup of water in which no light will be illuminated. This is your control.
- Place each labeled container of water in the room with the corresponding light source and the control container in a room that will remain dark. Turn the lights on all rooms where the containers sit, except the one for control. Set the timer for one hour.
- When the timer rings, check on all the containers with water by pouring it back into the measuring cup and recording the data for each. Return the water back to its container.
- Set the timer again for another hour and repeat step 4 another 4 times. *The frequency may be modified according to your schedule.
Fill in the chart
|
Types of light & (w) |
1st hour (mL) |
2nd hour (mL) |
3rd hour (mL) |
4th hour (mL) |
5th hour (mL) |
Total loss (mL) |
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5w LED |
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40w halogen |
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14w fluorescent |
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No light |
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Conclusion (CER)
- a) Answer the investigative question.
- b) Include evidence collected from the experiment.
- c) Provide reasoning to explain the WHY
IMPORTANT DATES:
- Investigation 7 Project evaluation and presentations (AOL)- Undetermined. This will depend on the Illinois Assessment of Readiness schedule
Due:
Assignment
WEEK 26: 3/16- 3/21
Planetary Science
Focus Question: What is in the Solar System? Where did the Solar System come from? and How did Earth get its Moon?
Students will evaluate themselves, as well as their peers in the effort put forth in the project. Presentations will be this week.
IMPORTANT DATES: Please note the change in the schedule.
- Investigation 7 Project evaluation and presentations (AOL)- group A: 3/18 and group B: 3/17
- IAR testing- 3/24- 3/26
Due:
Assignment
WEEK 25: 3/9- 3/14
Planetary Science
Focus Question: What is in the Solar System? Where did the Solar System come from? and How did Earth get its Moon?
Students will continue to work as a team to fully answer the two focus questions of the investigation, as well as choose and defend one of four theories of how Earth got its Moon. They will need to create visual representations of the two focus questions and be ready to assemble during this week.
IMPORTANT DATES:
- Investigation 7 Project evaluation (AOL)- group A: 3/16 and group B: 3/13
- Investigation 7 Project and Presentation (AOLs)- group A: 3/18 and group B: 3/17
- IAR testing- 3/24- 3/26
Due:
Assignment
WEEK 24: 3/02- 3/07
Planetary Science
Focus Question: What is in the Solar System? and Where did the Solar System come from?
After group A take their quiz on Monday to make sure they can answer the first focus question, What is in the Solar System? students will begin working on their group projects. They will need to work as a team to fully answer the two focus questions of the investigation, as well as choose and defend one of four theories of how Earth got its Moon.
IMPORTANT DATES:
- Investigation 7 quiz (AFL)- group A: 3/2
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
- Investigation 7 Project evaluation (AOL)- group A: 3/12 and group B: 3/13
- Investigation 7 Project and Presentation (AOLs)- group A: 3/16 and group B: 3/17
Due:
Assignment
WEEK 23: 2/24- 2/28
Planetary Science
Focus Question: What is in the Solar System? and Where did the Solar System come from?
We will engage in a discourse at the beginning of the week to make sure we understand what is in the Solar System before we move onto its origins. Students will study and sequence ten Solar System Origin cards, starting with a nebula. As a result of reasoning and class discussions, students will determine the cards' most likely sequence.
IMPORTANT DATES:
- Investigation 7 Discourse (AFL)- group A: 2/25 and group B: 2/24
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Investigation 7 quiz (AFL)- group A: 3/2 and group B: 2/28
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
- Investigation 7 Project evaluation (AOL)- group A: 3/12 and group B: 3/13
- Investigation 7 Project and Presentation (AOLs)- group A: 3/16 and group B: 3/17
Due:
Assignment
WEEK 22: 2/17- 2/21
Planetary Science
Focus Question: What is in the Solar System?
We will revisit the mindset and work on the differences between the learning and performance zones. We will refresh and reset our minds to make sure we are working towards growth beyond the science classroom.
Then, we will begin Investigation 7- Beyond the Moon by the end of the week. Students will
generate drawings depicting all the objects in the solar system. They then will work in pairs with a set of cosmos cards that represent objects in the universe. Students will use images and and information to organize cards, including putting them in order based on distance from the Earth. To do so, students will learn to think of celestial distance in astronomical units and light years. They will analyze cosmos objects that fall into three categories: solar system, Milky Way galaxy, and universe.
IMPORTANT DATES:
- Mindset Discourse (AFL)- group A: 2/19 and group B: 2/18
- Investigation 7 Discourse (AFL)- group A: 2/25 and group B: 2/24
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Investigation 7 quiz (AFL)- group A: 3/2 and group B: 2/28
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
- Investigation 7 Project evaluation (AOL)- group A: 3/12 and group B: 3/13
- Investigation 7 Project and Presentation (AOLs)- group A: 3/16 and group B: 3/17
Due:
Assignment
WEEK 21: 2/10- 2/15
Planetary Science
Focus Question: Will Earth experience a major impact in the future?
Students will review the entire investigation and prepare for the test by completing a study guide and viewing Asteroids: Deadly Impact. They will take their test on Thursday or Friday, according to the block schedule.
IMPORTANT DATES:
- Investigation 6 Study Guide (AFL) and Journal Check (AFL)- group A: 2/12 and group B: 2/11
- Investigation 6 assessment (AOL)- group A: 2/14 and group B: 2/13
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
Due:
Assignment
WEEK 20: 2/2- 2/8
Planetary Science
Focus Question: Will Earth experience a major impact in the future?
Students will scrutinize the Moon's maria to determine the frequency of major impacts since mare formation 4 billion years ago. They will use data to determine the number of major Earth impacts over the same period and to determine the frequency of such events on Earth.
IMPORTANT DATES:
- Investigation 6 Study Guide (AFL) and Journal Check (AFL)- group A: 2/12 and group B: 2/11
- Investigation 6 assessment (AOL)- group A: 2/14 and group B: 2/13
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
Due:
Assignment
WEEK 19: 1/27- 1/31
Planetary Science
Focus Question: Are Moon craters the result of volcanoes or impacts?
Students will be introduced to the historical controversy regarding the origin of the craters on the Moon: impacts or volcanism? Students will design experiments using flour and marbles or rocks to investigate different variables and determine if the impact events could be responsible for the extensive cratering on the Moon's surface.
IMPORTANT DATES:
- Investigation 6 Study Guide (AFL) and Journal Check (AFL)- group A: 2/12 and group B: 2/11
- Investigation 6 assessment (AOL)- group A: 2/14 and group B: 2/13
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
Due:
Assignment
WEEK 18: 1/20- 1/24
Planetary Science
Focus Question: What causes Moon phases?
Students will complete a Moon-phase sheet that displays images of phases from two points of view simultaneously. To help them visualize the points of view, students will assemble an Earth-Moon model, using their globes and polystyrene balls, and work with a Moon-phase model. Students will additionally work with multimedia simulations to reinforce their understanding for the causes of the Moon phases.
IMPORTANT DATES:
- Investigation 5 study guide (AFL)- group A: 1/22 and B: 1/21
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 1/24 and B: 1/23
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
Due:
Assignment
WEEK 17: 1/13- 1/17
Planetary Science
Focus Question: What Moon-phase patterns can be observed?
In investigation 5- Phases of the Moon, students will study their Moon logs to determine the sequence of changes. They will learn phase vocabulary, then study moonrise. Students will use small polystyrene balls and a light source to simulate Moon phases. They will incorporate their small globes into the system to obtain another point of view on Moon-phase mechanics. Finally, they will use a light source and large Moon globe to study Sun/Earth/Moon relationships, including eclipses.
IMPORTANT DATES:
- Investigation 4 assessment (AOL)- group A: 1/13
- Investigation 5 study guide (AFL)- group A: 1/22 and B: 1/21
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 1/24 and B: 1/23
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Adler Planetarium Field Trip- 3/4 9:30 am- 3 pm
Due:
Assignment
WEEKS 15 & 16: 1/2- 1/10
Planetary Science
Focus Question: What does a scaled Earth/Moon model look like?
When students return from the winter break, they will use their scientific and engineering skills to build a water clock.
Then during the full week of school, we will finish our Moon Study unit by watching For All Mankind and engaging in a discourse. We will review all the components of investigation 4 to prepare for the assessment.
IMPORTANT DATES:
- Discourse (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL)- group A: 1/13 and group B: 1/10
- Investigation 5 study guide (AFL)- group A: 1/22 and B: 1/21
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 1/24 and B: 1/23
Due:
Assignment
WEEK 14: 12/16- 12/20
Planetary Science
Focus Question: What does a scaled Earth/Moon model look like?
Students will explore the Earth/Moon relationship by creating a scaled model of the system. Using a small globe as a starting point, they will calculate the diameter of a ball to represent the companion Moon, and then position it at the right distance to represent the Moon's orbital distance.
IMPORTANT DATES:
- Discourse (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL)- group A: 1/13 and group B: 1/10
Due:
Assignment
WEEK 13: 12/9- 12/14
Planetary Science
Students in group B will have their investigation 3 assessment on Monday. Then we will have a lesson on the growth mindset to refresh our practice before moving onto investigation 4- Moon Study.
Focus Question: What is visible on the Moon?
Students will focus on the Moon's surface features. They will study an image of the Moon to observe and catalog the major features. They will also read a myth that originated in Maori culture to explain the appearance of the Moon.
IMPORTANT DATES:
- Investigation 3 assessment (AOL) and Journal Check (AFL)- group B: 12/9
- Discourse (AFL) & quiz (AFL)- group A: 12/10 and group B: 12/11
- Discourse (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL)- group A: 1/13 and group B: 1/10
Due:
Assignment
WEEKS 11 & 12: 11/25- 12/07
Planetary Science
Focus Question: Why are there more hours of sunlight in the summer?
Students will finish their investigation to determine that tilt of Earth on its axis, and the invariable angle of the tilt, can account for variable day length. They will also confirm that tilt and direction of Earth's axis and position in its orbit around the Sun account for seasons.
During Thanksgiving week, students will break from the Planetary Science unit to use their analytical and engineering skills to prevent an egg from cracking in an activity.
Upon our return, students will read an article and watch a video on seasons to engage in a discourse to end the investigation. Students will complete a study guide to prepare for the end of investigation assessment.
IMPORTANT DATES:
- Discourse (AFL)- group A: 12/2 and group B: 12/3
- Study Guide (AFL)- group A: 12/4 and group B: 12/5
- Investigation 3 assessment (AOL) and Journal Check (AFL)- group A: 12/6 and group B: 12/9
Due:
Assignment
WEEK 10: 11/18- 11/22
Planetary Science
Focus Question: Why are there more hours of sunlight in the summer?
Students will read an account of day length around the planet and graph the duration of daylight throughout the year. They will determine that tilt of Earth on its axis, and the invariable angle of the tilt, can account for variable day length. They will determine that tilt and direction of Earth's axis and position in its orbit around the Sun account for seasons.
IMPORTANT DATES:
- Investigation 3 quiz (AFL)- group A: 11/20 and group B: 11/21
- Discourse (AFL)- group A: 12/2 and group B: 12/3
- Study Guide (AFL)- group A: 12/4 and group B: 12/5
- Investigation 3 assessment (AOL) and Journal Check (AFL)- group A: 12/6 and group B: 12/9
Due:
Assignment
WEEK 9: 11/11- 11/16
Planetary Science
Focus Question: Why is it hotter in summer?
Students in group B will take their assessment at the beginning of the week, and then we will all move onto Investigation 4- Seasons. Here, students will investigate the variables that describe seasons. They will observe that a flashlight beam shining directly perpendicular to the floor produces a round spot, and the same beam directed at an angle produces an elongated, oval spot. The area covered by the same beam of light changes, depending on the angle. Beam spreading is introduced as the mechanism that affects the energy density of light falling on Earth's surface. Students will find that beam spreading and duration of sunshine are the main variables that affects the temperature during the seasons.
IMPORTANT DATES:
- Investigations 1 & 2 test (AOL) and Journal Check (AFL)- group B: 11/12
- Investigation 3 quiz (AFL)- group A: 11/20 and group B: 11/21
- Discourse (AFL)- group A: 12/2 and group B: 12/3
- Study Guide (AFL)- group A: 12/4 and group B: 12/5
- Investigation 3 assessment (AOL) and Journal Check (AFL)- group A: 12/6 and group B: 12/9
Due:
Assignment
WEEK 8: 11/01- 11/08
Focus Question: What causes day and night?
Students are finishing this investigation by learning about the tilt of Earth's axis and yearly rotation around the Sun. Students will review the lessons and focus questions in both investigations 1 and 2 to prepare for the assessment.
As of this posting, CPS has not informed us of any changes to the calendar. If students are not in school on Friday, November 8, as originally scheduled, then students in group B will take their assessment on Tuesday, November 12. If CPS changes to make November 8 an attendance day for students, then the test will be that day.
IMPORTANT DATES:
- Study Guide (AFL)- group A: 11/5 and B: 11/6
- Investigations 1 & 2 test (AOL) and Journal Check (AFL)- group A: 11/7 and group B: 11/8 OR 11/12
Due:
Assignment
WEEK 7: 10/14- 10/18
Focus Question: What causes day and night?
After writing an explanation for what causes day and night, students will imagine one of their eyes as an observer on Earth and position themselves around a lamp to observe night and day. Students discover that rotation of Earth results in day and night and, in the process, figure out which direction Earth rotates on its axis. The day/night mechanism will be reinforced with globes. Students will also learn about the tilt of Earth's axis and yearly rotation around the Sun.
IMPORTANT DATES: Please note the change in test dates due to the Walkathon.
- Study Guide (AFL)- group A: 10/21 and B: 10/22
- Investigation 1 test (AOL) and Journal Check (AFL)- 10/23 and 10/24
- Discourse (AFL) and Study Guide (AFL)- group A: 11/4 and group B: 11/5
- Investigation 3 test (AOL)- group A: 11/6 and 11/7
Due:
Assignment
WEEK 6: 10/7- 10/11
Focus Question: How does the Moon change day by day? and How do observations of ships at sea provide evidence of Earth's shape?
Students will observe the shape, tilt, color, size and location of the Moon, and share what they know about how the Moon changes over time. To check their ideas, students will start a Moon log to chart daily changes in the Moon's appearance. In the next investigation, students will be asked to generate evidence that Earth is a sphere. They will "sail" a small ship across models of flat and spherical Earths. They will work with a multimedia simulation of ships sailing across a flat sea and a curved sea. Students will develop a rational argument for a spherical Earth.
IMPORTANT DATES:
- Study Guide (AFL)- group A: 10/17 and B: 10/18
- Investigation 1 test (AOL) and Journal Check (AFL)- 10/21 and 10/22
Due:
Assignment
WEEK 5: 9/30- 10/4
Focus Question: What can be seen from 100 m altitude? 1000 m? 10,000 m?
We will begin the week by first reflecting on how we approached the challenges in learning during the last unit, so that we can begin the next unit, Planetary Science, with an advantage. In the first investigation of the new unit, students will use web-based images centered on their school to observe and describe where they are as their point of view moves away from Earth's surface in powers of ten. When students retreat to a distance of 10,000 km above their school, they can see that they are on Earth, a planet surrounded by the darkness of space. The ideas of frame of reference and point of view are incorporated into their description of where they are.
IMPORTANT DATES:
- Discourse (AFL)- group A: 9/30 and group B: 10/1
- Study Guide (AFL)- group A: 10/17 and B: 10/18
- Investigation 1 test (AOL) and Journal Check (AFL)- 10/21 and 10/22