Planetary Systems Unit
Part 1: Earth in Space
Objects in our Solar System orbit the
Sun, have distinctive physical characteristics,
and move in orderly and predictable motions.
Key Learning:
Unit Essential Question:
interact with each other?
How do the objects in our Solar System
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?
You will be able to
answer these
questions by the
end of Part 1
Vocabulary:
Rotation
Axis
Revolution
Angle of Insolation
You should already know what these
words mean. You will be able to use
them in your responses and
discussions throughout the unit
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
Planetary Systems Unit
Part 1: Earth in Space
Warm Up # 1: How do you know the earth is round?
Round Earth, Flat Earth
Planetary Systems Unit
Part 1: Earth in Space
Watch the simulation and demonstration and
answer the questions
http://www.fossweb.com/
Planetary Systems Unit
Part 1: Earth in Space
Complete Summary # 1: List two reasons we know the Earth is
round. (2 points)
a. ___________________________________________
b. ___________________________________________
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.
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!
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?
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?
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.
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!
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?
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
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.
Planetary Systems Unit
Part 1: Earth in Space
Investigation #1: Light Concentration and the Seasons
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: 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.
Planetary Systems Unit
Part 1: Earth in Space
Angle
90º
60º
30º
#of grids
# of grids % concentration
90 º
Part of Earth
represented
(poles, equator,
or mid-latitudes)
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)?