Guidance Slides: 8.4 Earth in Space
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 8- Images of Lunar Eclipse
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Guidance Slides: 8.4 Earth in Space
Lesson 1
Back to Lessons List
Slide A
A New Phenomenon
#manhattanhenge
At 8:14 p.m. on
May 30, 2020,
thousands of
people stopped
to watch the
sunset in
Manhattan, NYC.
Jeffrey S. Putman
Slide B
A New Phenomenon
With your class
Make a T-chart in your
science notebook and
record what you notice
and what you wonder
about.
Notice
Wonder
Cinema Guerilla Films, CC BY Attribution
Watch a video of Manhattanhenge.
INDIVIDUAL
WHOLE GROUP
Slide C
Share Manhattanhenge Notice and Wonder
With Your Class
● Why do you think people feel
connected to this phenomenon?
● What else did you notice in the
Manhattanhenge phenomenon?
● What did you wonder about this
phenomenon?
Slide D
What is happening to cause Manhattanhenge?
With Your Class
Orient yourself with these two maps of New
York City. The best views of Manhattanhenge are said
to be on 34th Street.
Jeffrey S. Putman
Google Maps
Google Maps
Slide E
What is happening to cause Manhattanhenge?
On Your Own
Develop and use a model to explain
how Manhattanhenge happens and
why we don’t see it every day.
Slide F
Cause and Effect
Turn and Talk with Your Class
● What objects are interacting to cause us to
see Manhattanhenge?
● What changes or interactions in the system
can help explain why we only see
Manhattanhenge on certain days of the
year?
Slide G
Related Phenomena and Patterns
With Your Group
● What other phenomena or patterns have we seen
with other objects in the sky (either during the day
or during the night)?
● Have you ever noticed something in the sky look
totally different than any other time you have see
it?
ea
Recor each i
u
o
r
r
u
o
y
t
a
h
t
on a
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a
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ev
Be read
y to os
t our
stick n
ote on t
he
Pattern
s and
Pheno
ena in t
he Sky
poster.
Slide H
Expanding Outward from Our Experiences
Home Learning
There might be stories our family or community knows
about what they or others have observed in the sky.
Go home and connect with your friends and family members:
1. What patterns or phenomena have they seen in the sky?
2. What stories have they heard from their family and community
about patterns others have observed in the sky or about things
on Earth that are connected to patterns and objects in the sky?
ttern or
a
p
a
f
o
le
p
m
a
x
ne
➔ First, share a hat we are not curious
event. Explain t
ight now.
r
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t
about wea
s on your
n
io
t
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q
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t
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s
➔ Then, a
he Sky
t
o
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io
t
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e
n
n
o
Community C
swers.
n
a
ir
e
h
t
d
r
o
c
e
r
handout and
Slide I
Adding to Our Patterns
Return to the Home Learning
Share the ideas you got from family and
community members with the people
at your table.
new
e
n
o
t
s
a
e
Recor at
in
e
t
o
n
y
k
c
i
t
idea on a s ha
bold p nt
n s e.
a
e
n
ev
Be read
y to os
t
stick n
ote on t our
he
Pattern
s and
Pheno
ena in t
he Sky
poster.
Slide J
Expanding Our Horizons
Turn and Talk
How could we find out more about what
phenomena and patterns people across the
world have observed in the sky over
thousands of years?
Might we be able to observe the same
phenomena and patterns today or at some
point in the future?
Slide K
Podcast Jigsaw
With Your Group
Each group will listen to a
different podcast using the
close listening protocol below.
Before
● Look at the title of your podcast and discuss it with your group. What does the title tell
you about what will be in the podcast?
● What is a question you have that you hope the podcast will help answer?
During
● Listen carefully, following along with the transcript.
● Highlight or underline words, phrases, and ideas that you have never heard before or
that you want to know more about.
● Each person in your group will be allowed one pause request. When you hear
something that you want to discuss or have clarified, raise your hand to use your pause
request.
After
● Look at the title of your podcast again. Now that you have heard the podcast, why do
you think the podcast producers chose this title?
● Respond to these questions on the handout and be ready to share with the class.
Slide L
Additional Patterns
With Your Group
Respond to the questions on your Podcast
handout.
As you work, record any new patterns in the
sky that you heard about while listening to
the podcast.
t
a
h
t
a
e
i
h
Recor eac es u
com
your rou
in
e
t
o
n
y
k
c
i
t
wit on a s ha
bold p nt
n s e.
a
e
n
ev
Be read
y
stick n to ost our
ot
Pattern e on the
s
poster. in the Sky
Slide M
Notice and wonder about podcast phenomena
With Your Class
● Share the patterns your group recorded on sticky notes
and post them to the Patterns in the Sky poster.
● What did your group wonder about the phenomena in
the podcast?
● Why was it important to the people you learned about
to study the sky?
Slide N
Personal Reflection
Exit Ticket
Record your answers to the following questions on a
blank piece of paper.
● Are there any patterns or phenomena in the sky that you
feel personally connected to? Explain your connection.
● How are your views about space and science similar to the
views you heard about in the podcast? How are they
different?
● Did listening to the podcast change any of your views
about space and science? If so, how? If not, why not?
Slide O
Navigation
Turn and Talk
● Choose a pattern for which you want to
develop a model and share that pattern with a
partner.
● Tell your partner what parts you think will need
to be in the system you model to explain your
pattern.
Slide P
Initial Models
On Your Own
First, choose one pattern to
model. Write what the pattern is in
the title of your handout. Then:
1. Show and describe what the pattern
phenomenon looks like from Earth and when it
happened/happens.
2. Change perspective. Draw and/or describe a
model to help explain why that pattern
happens. Identify the important parts, motions,
and interactions in the system and the
perspective you are taking in this model.
3. Describe what is happening with the parts and
interactions in your system that is causing us to
see your pattern or phenomenon.
Slide Q
Feedback on Initial Models
Turn and Talk
● With your partner: Each person gets 2
minutes to present their model.
● On your own:
○ Go back and make any changes to your
model you would like after hearing about
other people’s models.
○ Prepare for the gallery walk by posting your
model in the room.
Slide R
Gallery Walk
On Your Own
els. Try
d
o
m
r
e
h
t
o
2
t
s
➔ Visit at lea
on’t
d
u
o
y
e
r
e
h
w
ls
to visit mode
that
o
s
s
t
n
e
d
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t
s
r
e
h
see any ot
ed.
it
is
v
s
t
e
g
l
e
d
o
every m
Visit at least two models recording what you notice on the
Initial Models Gallery Walk:
What pattern or
phenomenon is the model
trying to explain?
What parts, movements, and
interactions are represented in the
system model that are similar to the
ones you included in your model?
What parts, movements,
and interactions are
different?
Slide S
Classroom Norms
Respectful
Our classroom is a
safe space to share.
Equitable
Everyone’s
participation and
ideas are valuable.
Committed to our
community
We learn together.
Moving our science
thinking forward
We work together to
figure things out.
● We provide one another with support and encouragement.
● We share our time to talk. We do this by giving others time to think
and share.
● We critique the ideas we are working with but not the people we are
working with.
● We monitor our own time spent talking.
● We encourage others’ voices who we have not heard from yet.
● We recognize and value that people think, share, and represent their
ideas in different ways.
● We come prepared to work toward a common goal.
● We share our own thinking to help us all learn.
● We listen carefully and ask questions to help us understand
everyone’s ideas.
● We speak clearly and loud enough so everyone can hear.
● We use and build on others’ ideas.
● We use evidence to support our ideas, ask for evidence from others,
and suggest ways to get additional evidence.
● We are open to changing our minds.
● We challenge ourselves to think in new ways.
Slide T
Initial Consensus Model Discussion
With Your Class
Develop a record of what we agree on and
where we have competing ideas across the initial
models.
Be ready to share:
● What similarities and differences did you see among parts that
were represented in the models you visited?
● What similarities did you see among the motions and
interactions of objects represented in the models you visited?
● What similarities and differences did you see among
perspectives that were represented in the models you visited?
Slide U
Navigation
Stop and Jot
Next time, we will build a Driving Question
Board (or DQB).
● What questions do you now have about
some of the phenomena we have been
talking about?
Slide V
Getting Ready to Build the DQB
Scientists Circle
What kinds of questions could we ask about
these phenomena/patterns and the systems that
we think cause them that we could investigate as
a class?
Slide W
Developing Questions for the DQB
Scientists Circle
What questions do we have about:
● phenomena and patterns in the sky?
● objects and interactions in the system(s) that
might cause them?
Write one question per sticky.
Write in marker—big and
bold.
Write your initials in pencil on
the back of each sticky.
Slide X
Driving Question Board (DQB)
Scientists Circle
● The first student reads their question aloud then posts it on the DQB.
● Students who are listening should raise their hand if they have a
question that relates to the question that was just read aloud.
● The first student selects the next student whose hand is raised.
● The second student reads their question, says why or how it relates, and
posts it near the question it most relates to on the DQB.
● That student selects the next student, who may have a related question
or a new question.
● We will continue until everyone has at least one question on the DQB.
Slide Z
Ideas for Investigations and Data
What kinds of investigations could we do, and what additional
sources of data might we need to figure out the answers to
our questions?
Add your ideas to a new
notebook page titled:
“Ideas for Future
Investigations and
Data We Need.”
Ideas for Future
Investigations and
Data We Need
➔ Be prepared to share these
with the whole class.
Slide AA
Navigation: Where to Go Next
Observing What We See in the Sky
● Look back at our Patterns and Phenomena
in the Sky poster for some objects you
could be looking for in the sky.
● Then, over the next few weeks, look up at
the sky, if you can, and keep track of what
you notice!
● Take this Community Guide for Looking at
the Sky home and use it with another
person.
Guidance Slides: 8.4 Earth in Space
Lesson 2
Back to Lessons List
Slide A
Navigation: Preparing to Observe the Sky
Turn and Talk
What were some of the things in the sky that
we were interested in observing to figure out
more about some of these patterns?
Slide B
Native American Sky Story: Navajo Nation
In Your Notebook
Record what you notice and wonder as you
watch the video about the Navajo Nation sky story.
ky story
s
Navajo Nation
onder
w
I
t
a
h
W
What I noticed
➔ Be ready to share your
ideas with the class.
Library of Congress, Geography and Map Division. US Geological Survey, William C. Sturtevant
Slide C
Native American Sky Story: Paiute
In Your Notebook
Record what you notice and wonder as you
watch the video about the Paiute sky story.
ry
Paiute sky sto
onder
w
I
t
a
h
W
What I noticed
➔ Be ready to share your
ideas with the class.
Library of Congress, Geography and Map Division. US Geological Survey, William C. Sturtevant
Slide D
Turn and Talk
With a Partner
● What similarities did you
notice in each of the two
Native American sky
stories?
● What differences did you
notice in each of the two
Native American sky
stories?
Library
of Cong
ion.
ap Divis
y and M
ograph
ress, Ge
Slide E
Your Observations of the Night Sky
With Your Class
● Have you heard of or seen the North Star?
● Are there other things you have noticed in
the sky that don’t appear to move over
time?
Slide F
Observe the Sky
In Your Notebook
Record what you notice and wonder as
you watch the video about the sky.
of
Observations
the Sky
der
What I won
d
e
ic
t
o
n
I
t
a
Wh
➔ Be ready to share your
ideas with the class.
Stellarium
Slide G
Identifying Patterns
With Your Group
● What patterns did your group notice while
observing the video of the sky?
● Were there any objects that did not follow a
pattern?
Be re d
t
a
h
t
a
e
d
i
h
y to os
Record eac es u wit
t your
sticky n
m
o
c
ote on t
yo r rou
he
P
d
atterns
n
i
e
t
o
n
in the S
n
on a sticky
a
c
p
oster.
ky
er one
e
h
p int
see.
Slide H
Add Questions to the DQB
Scientists Circle
● What questions do we have about
our observations of the sky?
sticky.
r
e
p
n
io
t
s
e
u
q
Write one
and
ig
b
—
r
e
k
r
a
m
Write in
bold.
on
il
c
n
e
p
in
ls
ia
it
Write your in
sticky.
h
c
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e
f
o
k
c
a
b
the
Slide I
Building Understanding
With Your Class
● What do the patterns we identified
from observing the sky help us
determine about the interactions of:
○ the Earth and Sun?
○ the Earth and Moon?
○ the Earth and North Star?
○ the Earth and other stars?
Slide J
Model Patterns in the Sky
With Your Class
● What objects should we include in
our models?
● What movements should we
include in our models?
In Your Notebook
Create a model to help explain why these
objects appear to move the way they do.
Slide K
Navigation: Where to Go Next
You drew a model on a piece of paper today instead of working with 3D
manipulatives to represent the movement of the objects in the system.
If we wanted to explain patterns that occur over the course of a year
(e.g., changes in amount of sunlight each day), let’s consider the following:
With Your Class
● What would be some possible advantages in
developing a 3D model of the system?
● What are some possible disadvantages or limitations
you think we may encounter with such a model?
Guidance Slides: 8.4 Earth in Space
Lesson 3
Back to Lessons List
Safety Notes for this lesson:
● Use safety glasses/goggles with side shields (or indirectly vented
chemical splash goggles) during the setup, hands-on, and takedown
segments of the activity.
● Use only GFI-protected circuits when using electrical equipment, and
keep away from water sources to prevent shock.
● Use caution when working with light bulbs because they can cause
skin burns or electric shock.
● Use caution when using sharp tools and materials (e.g., wires, pins,
etc.) because they can cut or puncture skin.
● Immediately pick up any items on the floor (e.g., extension cords,
etc.) in the work zone so they do not become a slip/fall hazard.
● Use caution when working with glassware (e.g. bulbs) which can
shatter if dropped and cut skin.
● Ask teacher where to safely place as equipment and materials upon
completing the lab activity.
● Wash your hands with soap and water immediately after completing
this activity.
Slide A
Brainstorm Activities
Turn and Talk
What are some changes in activities that occur
during certain times of the year that are
related to changes in the amount of sunlight?
Slide B
Observe Changes in the Sun
With Your Class
What patterns do we think we are going to see
related to the Sun over one day (24 hours)
when we speed up time in the software?
Slide C
Making Predictions
With Your Class
What about if we speed it up even more and
watch the Sun over a year? What patterns will
we see?
Waldemar Brandt
Slide D
Sun Measurement Orientation Video
Making Observations
With Your Team
Divide your team into smaller groups that will
make the measurements over three to four
months.
After the groups have made their
measurements, share them with the rest of
the team.
se
e
h
t
e
har
s
o
t
y
e read lass.
B
c
➔
e
h
t
h
t
wi
Slide E
Share Measurements
Scientist Circle
Share your team’s measurement with
the other team.
Slide F
Observing Solar Patterns
With Your Class
● What yearly patterns do you observe?
● What evidence do you have for these
patterns?
● What relationship do you think there is
between these solar patterns?
Slide G
Connections to Other Cultures
With Your Class
Think back to the stories we have heard in
the previous lessons.
● What connections can you make between
those stories and changes in the Sun
during a year?
Slide H
Initial Ideas
Turn and Talk
Do you think these year long patterns have
happened over thousands of years? Why
or why not?
Slide I
Collect Data About Changes in the Sun Over Time
With Your Group
Use two websites to record the following:
● Sunrise, sunset and length of daylight
● Solar elevation
➔ B
e read
share y to
th
next c ese
lass.
Each group will be responsible for the
same four dates but in a different year.
● March 20, June 20, September 22, and
December 21
● Year spans: 1000, 1500, 2000, 2500
Slide J
Share Data About Changes in the Sun Over Time
With Your Class
As the groups share
their data, record
the information in
your handout.
Slide K
Building Understanding
With Your Class
● How has the amount of daylight changed over
500 years? over 1,000 years? over 1,500 years?
● How has the solar elevation changed over 500
years? over 1,000 years? over 1,500 years?
● How does this compare to the data you recorded
using the videos of the simulation?
● In what ways does this data help to explain why
different communities created rituals to mark
changes in the patterns of daylight during a year?
Slide L
Making Connections
With Your Class
● What connections can we make between the
patterns in the data collected in this lesson
back to the patterns identified by other
civilizations we studied in earlier lessons?
● Look back to the model of the
Earth-Sun-Moon system you made in Lesson
2. How could we use that model to see if the
data we’ve collected can be explained by the
model?
Slide M
Modeling the System
With Your Group
● What parts of the system do we need
to include in our 3D model in order to
explain the patterns of the Sun from
one year to the next that we collected
in this lesson?
● What could we use to represent them?
➔ B
e read
share y to
these
with t
he
whole
class.
● What changes could we make to the
parts of the 3D model to see if the
data we’ve collected can be explained
by it.
Slide N
Model Map
With Your Class
Feature of the
representation …
is like this feature of
the real world ...
Light bulb
Sun
Large foam ball on a
stick
Earth and its axis
Round pushpin (with
twist tie around it)
Rubber band
Person on earth
Path the person follows over
24 hours (latitude line)
because …
and is not like it because...
Slide O
Modeling Length of Day
Place 1 pushpin at sunrise and 1 push pin sunset, where the path of the observer
(the rubber band) intersects with the shadow edge line (indicated with the dashed
line in the slide photo). The diagram below shows one of these places it intersects.
path of observer
day
night
Slide P
Modeling Length of Day
The shorter the measurement,
the less time the observer
spends in the light and the
more time the observer
spends in the dark.
day length
night length
Slide Q
Modeling the Earth-Sun System in 3-D
With Your Class
position 1
1. Position your observer (round pushpin), and mark the
observer’s path with a rubber band. Place the sphere on the
wire stand, and push it down until it is level with the
lightbulb.
2. One group member should move the foam Earth slowly
around the lamp Sun while keeping the North Pole pointed
at Polaris in the classroom. Pause at each of the positions
illustrated on the handout and use pushpins to mark
sunrise and sunset.
day length
night length
3. For each position, record the length of the observer’s path
between the two pushpins (to the nearest half-inch). The
shorter the measurement, the less time the observer
spends in the light and the more time the observer spends
in the dark. Then on the image of the horizon in the table
draw what you predict the path of the Sun will look like for
this observer at each position.
Slide R
Evaluating Our Model
With Your Class
Make sure your model map is filled out.
Based on the measurements you have
made, are our models accurate? How well
does what you measured with our 3-D
model match the data we recorded from
the NOAA websites?
Slide S
Navigation
With Your Group
Modeling Assumptions:
●
●
●
●
Earth spins on its axis.
Earth’s axis points towards Polaris.
Polaris is directly above us.
The hours of daylight and nighttime flip
during the year.
Which of the modeling assumptions would you
change that would let us reach 15 hours of daylight?
Slide T
Revise Our Modeling of the System
With Your Group
Adjust your group’s 3D models to
better match the data we recorded.
Slide U
Analyzing and Interpreting Our Data
With Your Class
● What adjustment did you make to
your model that was the best fit for
the data we recorded?
Slide V
Analyzing and Interpreting Our Data
With Your Class
● How did adjusting the orientation (tilt) of
the Earth affect the following over the
course of the year?
○ the amount of sunlight on the surface
○ the path of the Sun in the sky and the
angle of the elevation of the Sun in the
sky
● How does this change where we need to
position the Polaris our model?
Slide W
Update Progress Trackers
In Your Progress Tracker
Question
Progress Tracker
How does this
What I
connect to my or
figured out
other communities?
● Write the question we are working on
in the left column: How can we explain
the Sun’s path change over time?
● Write what you figured out in the
middle column. Use words and/or
pictures. Take as much space as you
need to record your thoughts.
● Write how this connects to or
influences you, your community, or
other communities in the right
column.
Slide X
Navigation: Brainstorm Phenomena
Turn and Talk
● What other phenomena on Earth could
we explain with tilt?
● Which of the “Activities that happen
when the amount of sunlight changes”
could be explained by Earth’s tilt?
Guidance Slides: 8.4 Earth in Space
Lesson 4
Back to Lessons List
Safety Notes for this lesson:
● Use safety glasses/goggles with side shields (or indirectly vented
chemical splash goggles) during the setup, hands-on, and takedown
segments of the activity.
● Use only GFI-protected circuits when using electrical equipment, and
keep away from water sources to prevent shock.
● Use caution when working with light bulbs because they can cause
skin burns or electric shock.
● Use caution when using sharp tools and materials (e.g., wires, pins,
etc.) because they can cut or puncture skin.
● Immediately pick up any items on the floor (e.g., extension cords,
etc.) in work the zone so they do not become a slip/fall hazard.
● Use caution when working with glassware (e.g. bulbs) which can
shatter if dropped and cut skin.
● Ask teacher where to safely place as equipment and materials upon
completing the lab activity.
● Wash your hands with soap and water immediately after completing
this activity.
Slide A
Navigation: Brainstorm Phenomena
With Your Class
● What other phenomena on Earth
or activities that happen when the
amount of sunlight changes did
we think could we explain with
tilt?
Slide B
Navigation
With Your Class
How would you describe the temperatures
around the four dates when we measured the
amount of daylight and solar elevation: March
20, June 20, September 22, and December 21?
Stop and Jot
If the amount of daylight in March and
September is about the same, why do you
think there is such a difference in the
temperatures?
Slide C
Looking Back
With Your Class
How could we use what is in our Progress
Trackers and models to explain seasons?
How does tilt help explain seasons?
Slide D
Examine Seasonal Temperature Data
With Your Group
Examine the seasonal temperature data for the
two cities on the handout.
ur
o
y
e
r
sha
o
t
y
d
class
e rea
B
e
h
t
th
➔
i
w
s
a
ide
Slide E
Building Understanding
With Your Class
How does the pattern of average high
temperature of both cities compare?
What pattern is there between temperature and
the average distance of Earth from the Sun?
What could explain this pattern? What other
data might help us?
Slide F
Modeling Sunlight Energy
With Your Group
● Have one member of your
group get the supplies you will
need for the investigation.
○ 2 paper plates
○ 5 pipe cleaners in 3 colors
○ 3 pieces of graph paper
○ protractor & ruler
○ scissors & tape
○ pencil & marker
● Use the handout to investigate
how angled sunlight affects
how much light energy we get
every second.
Slide G
Making Sense
Time of year
Light energy from
the flashlight
(watts)
Area (total # of
squares)
Light energy per second
(watts/square)
Sun in the sky: June
X
Y
X ÷ Y = 0.BCD
Sun in the sky:
March &
September
X
Z
X÷ Z = 0.EFG
Sun in the sky:
December
X
A
X÷ A = 0.HIJ
With Your Group
●
Use the making sense portion of your
handout to calculate the light energy per
second for each time of year.
●
Once finished, add your data to the class
chart.
Sun in the
sky: June
0.BCD
Sun in the sky:
March & Sept.
0.EFG
Sun in the
sky: Dec.
0.HIJ
Slide H
Building Understanding
With Your Class
● How do the angles of the pipe cleaners relate
to the solar elevation measurements we made?
● What pattern do you see in the energy from
light per square of graph paper data?
● What relationship was there between the angle
of the Sun in the sky (represented by the pipe
cleaners) and the watts per square? why?
● Can someone explain how this model explains
why it is warmer in the summer here and colder
in the winter?
Slide I
Defining Seasons
Turn and Talk
● How do we know when one season ends and
another begins?
Home Learning
● Read about how the transition between
seasons are determined.
Slide J
Update Progress Trackers
With a Partner
What new interactions should we include in our
models?
Progress Tracker
Question
How does this
What we figured
connect to or
out in words and
influence me or my
pictures about the
community or other
sky
communities?
Slide K
Southern Hemisphere Puzzle
With Your Class
Think back to differences in seasons mentioned in
some of the podcasts from Lesson 1.
Slide L
Gotta-Have-It Checklist
With a Partner
Brainstorm what key components and
interactions should be in our models
With Your Class
What key components should be in our models?
What key interactions should be in our models?
Slide M
Individual Assessment
On Your Own
● Make sure you can find your Lesson 1 initial
model, Progress Tracker, and Gotta-Have-It
checklist.
● You will have the next 20 minutes to
complete the assessment.
Slide N
Questions we had about Sun patterns and connections
Home Learning
● Read about some additional phenomena
related to the patterns of the sun we see in
the sky.
Slide O
Navigation
With Your Class
● Can we use our Gotta-Have-It Checklist to
explain something other than the seasons?
Guidance Slides: 8.4 Earth in Space
Lesson 5
Back to Lessons List
Slide A
Navigation
With Your Class
● Why do places in the Southern
Hemisphere experience their seasons at
the opposite time of year compared to
places in the Northern Hemisphere?
Slide B
Navigation
With Your Class
● Last time we identified some additional
phenomena that we said we could
explain with the same model. What
were some of those phenomena?
Slide C
Manhattanhenge Dates
With Your Class
Examine the chart of
Manhattanhenge dates
below. What patterns do
we notice?
Jeffrey S. Putman
Year
Sunset
2016
2017
2018
2019
2020
2021
May 30
May 30
May 30
May 30
May 30
May 30
July 11
July 12
July 12
July 12
July 11
July 12
Slide D
Make a Prediction
Turn and Talk
If Manhattanhenge occurs around May 30th
each year and the second time it occurs is
always on June 12th or 13th, then what patterns
do you think you would see in the sun across
this period of time?
our
y
e
r
a
h
s
ready to class.
e
B
➔
the
h
t
i
w
s
a
ide
Slide E
Investigate Sun patterns that could cause Manhattanhenge
On your own
Use a Stellarium
video to investigate
the prompts on
Connecting patterns
in the Sun to
Manhattanhenge.
Slide F
Develop Gotta-Have-It Checklist
Turn and Talk
● Identify the parts and interactions of the
model we used for the Manhattanhenge
Phenomenon from Lesson 1 that are still
needed to help explain the phenomena.
● Also identify the ones we need to change
based on our new understandings. If
something needs to be changed, work with
your partner to change it.
ur
share yo
to
y
d
a
e
r
e
lass.
c
➔ B
e
h
t
h
t
ideas wi
Slide G
Create Class Consensus Model
Scientists Circle
● What parts should we include on our class
consensus model?
● What interactions should we include on our
class consensus model?
Slide H
Explain the phenomena
Stop and Jot
Use the class consensus model to explain why
Manhattanhenge occurs during certain times of
the year.
On Your Own
Complete the discussion self assessment
handout.
Slide I
Manhattanhenge Dates
Use the pattern you notice in the table below to make a
prediction.
Turn and Talk
● When is the next year after these that
you would expect the 2nd occurrence of
Manhattanhenge to occur on July 11?
Year
Sunset
2016
2017
2018
2019
2020
2021
May 30
May 30
May 30
May 30
May 30
May 30
July 11
July 12
July 12
July 12
July 11
July 12
Slide J
Add Questions to the DQB
Scientists Circle
Add any new questions you have to the DQB.
Slide K
Answer Questions on the DQB
With a Partner
● Choose one question from the DQB you
both feel we have answered and remove
that sticky note.
● Discuss with your partner the answer to the
question on the sticky note.
● Record the answer to the question on a new
sticky note.
Slide L
Navigation: Observing the Moon
Home Learning
Record observations of the Moon in the sky by
taking a photo, sketching a picture, or
describing the Moon in a paragraph. Talk to
one of your trusted people and use the Lesson
5 Community Guide for Looking at the Sky.
➔ Be ready to share
your observations
next class.
NASA's Scientific Visualization Studio
Guidance Slides: 8.4 Earth in Space
Lesson 6
Back to Lessons List
Safety Notes for this lesson:
● Safety glasses/goggles with side shields (or indirectly vented chemical
splash goggles) during the setup,
hands-on, and takedown segments of the activity.
● Use only GFI protected circuits when using electrical equipment, and keep away
from water sources to prevent shock.
● Use caution when working with light bulbs, - can cause skin burns or electric shock.
● Use caution when using sharp tools/materials/wires, pins, etc. - can cut or puncture
skin.
● Immediately pick up any items on the floor in work zone so they do not become a
slip/fall hazard; extension cords, etc.
● Use caution when working with glassware ( e.g. bulbs) which can shatter if dropped
and cut skin.
● Be sure to clear the work zone of all trip/fall and slip fall hazards for students
working in the dark.
● Use caution when working with dowels - they are impalement hazards and can
puncture eyes and skin!
● Ask the teacher where to safely place as equipment/materials upon completing the
lab activity.
● Wash your hands with soap and water immediately after completing this activity.
Slide A
Navigation: Sharing Home Learning
With Your Class
Share your observations of the Moon.
What did you notice when you looked up at the
Moon?
● What did it look like?
● When did you make this observation?
Optional Slide
Student Images of the Current Moon
Teacher:
Insert student images of the Moon on
this slide (and additional slides) if you
did not hang them around the room.
Slide B
Making Predictions
Turn and Talk
Does the Moon always look like the Moon you
observed?
Slide C
Connect to Humans across Cultures and Time
Mayan Calendar (Mexico), 1,200 CE
Reprinted by permission of Professor Vincent Gaffney (University of Bradford)
Warren Field Calendar (Scotland), 8,000 BCE
Images provided by Gerardo Aldana
Slide D
Connecting to Humans across Cultures and Time
Turn and Talk
● What connections can you make with the
images?
● Why do you think so many people across the
world observed and recorded the phases of
the Moon?
Slide E
Initial Models
On Your Own
First fill the blank in with
“The current appearance of
the Moon.” Then complete
the following:
1. Show and describe what the
Moon currently looks like from
Earth and when it happened.
2. Change perspective. Draw and/or describe a model to help explain
why the Moon looks the way it does. Identify the important parts,
motions, and interactions in the system and the perspective you are
taking in this model.
3. Describe what is happening with the parts and interactions in your
system that is causing us to see the current phase of the Moon.
Slide F
What to Include in Our Model
With Your Class
● What parts or objects should we include in our
model?
● Are there any interactions we want to include?
● Why do we feel those objects and interactions
are important to include?
Slide G
Navigation
With Your Class
What could we do to help us understand why
the Moon looked like it did when we made our
observations?
Slide H
Modeling the Earth-Moon-Sun System in 3-D
With Your Group
1. Position your observer (pushpin) on your
Earth. And place the Earth level with the
lightbulb.
2. Position a small sphere at the end of a
piece of wire or dowel to represent the
Moon. One group member should move
the Moon slowly around the foam Earth.
Remember to keep your own shadow out
of the way of the model so that you don’t
interrupt the path of the light!
3. How can you get the pushpin person to
"see" something that looks like the current
phase of the Moon?
Slide I
Make a Prediction...
First fill the blank in
with “The next phase
of the Moon.” Then:
1. Show and describe what the next
phase of the Moon will look like
from Earth.
2. Change perspective. Draw and/or describe a model to help explain why the
Moon looks the way it does. Identify the important parts, motions, and
interactions in the system and the perspective you are taking in this model.
3. Describe what is happening with the parts and interactions in your system
that will cause us to see the next phase of the Moon.
Slide J
Moon in Other Languages
Home Learning
Share the word for Moon in another language you
are familiar with. Ask your friends and family if
they know additional words for Moon in other
languages.
ds you
r
o
w
e
h
t
e
r
a
h
s
➔ Be ready to
t class.
x
e
n
r
u
o
in
d
e
n
r
know or lea
Optional Slide
Words for “Moon” in Other Languages
Teacher:
Insert words for Moon in other
languages on this slide if you did not
collect them around the room.
Slide K
Sharing Our Predictions
Scientists Circle
What did you predict the next phase of the
Moon would be? why did you make this
prediction?
Slide L
Moon Phases Interactive
With Your Class
● Observe the interactive.
● What is the perspective in the interactive?
● How does what we see in the interactive
compare with what we see using our physical
model?
Slide M
Lunar Phase Simulator
On Your Own
Complete the model of the
Earth-Sun-Moon system to
explain why the Moon looks
that way.
● Add the location of the
Moon on the circle that
represents the orbit of
the Moon.
● Show the lit and unlit
halves of the Moon.
Slide N
Class Consensus Lunar Phase Reference
With Your Class
Use the ideas from your individual work to
create a classroom version of the Moon phases
chart:
● How is the Moon positioned in the
Earth-Sun-Moon system so we see each
phase?
Slide O
How can we see the Moon at different times?
With Your Class
Use the interactive to explore whether a
person could see the Moon during the day.
Guidance Slides: 8.4 Earth in Space
Lesson 7
Back to Lessons List
Safety Notes for this lesson:
● Safety glasses with side shields or safety goggles during the setup,
hands-on, and takedown segments of the activity.
● Use only GFI protected circuits when using electrical equipment, and keep
away from water sources to prevent shock.
● Use caution when working with light bulbs, - can cause skin burns or electric
shock .
● Use caution when using sharp tools/materials/wires, pins, etc. - can cut or
puncture skin.
● Immediately pick up any items on the floor in work zone so they do not
become a slip/fall hazard; extension cords, etc.
● Use caution when working with glassware ( e.g. bulbs) which can shatter if
dropped and cut skin.
● Be sure to clear the work zone of all trip/fall and slip fall hazards for students
working in the dark.
● Use caution when working with dowels - they are impalement hazards and
can puncture eyes and skin!
● Ask teacher where to safely place as equipment/materials upon completing
the lab activity.
● Wash your hands with soap and water immediately after completing this
activity.
Slide A
Navigation
With Your Group
● Have you observed an eclipse or heard
about what people can see when one
occurs?
● What do you think is going on when there
is an eclipse?
Slide B
2017 Solar Eclipse Video
Notice and Wonder about a Solar Eclipse
In Your Notebook
Create a T-chart to capture what you notice and
wonder as you watch the video of a solar eclipse.
Eclipse
Notice
Wonder
Slide C
Share Eclipse Noticings and Wonderings
With Your Class
What did you notice and wonder about
the solar eclipse?
NASA/Gopalswamy
Slide D
Initial Models
On Your Own
First fill the blank in with
“An Eclipse.” Then:
1. Show and describe what the
eclipse looked like from Earth
and when it happened.
2. Change perspective. Draw and/or describe a model to help explain why the
eclipse looks the way it does. Identify the important parts, motions, and
interactions in the system and the perspective you are taking in this model.
3. Describe what is happening with the parts and interactions in your system
that causes an observer to see an eclipse.
Slide E
Navigation
With Your Class
What could we do to help us understand what
causes an eclipse?
Slide F
Parts and Interactions to Include in Our Model
With Your Class
● What parts or objects should we include in our
model? What interactions do we want to
include?
● Why do we feel those objects and interactions
are important to include?
Slide G
Moon’s Orbit
With Your Class
Let’s add the
Moon’s orbit to
our physical
models.
Slide H
How does a solar eclipse happen?
With Your Group
Use the 3D model to figure out and show:
How does a solar eclipse (like the one we saw
in the video) happen?
Veritasium
Slide I
Share how we used our models
With Your Class
● How does a solar eclipse happen?
● What happens with the Earth, Sun, and Moon
when we see a solar eclipse?
● Let’s describe it using words as well as our
physical models.
Slide J
Navigation
Turn and Talk
Is there a solar eclipse every time there is a
New Moon?
Slide K
Model a New Moon without an Eclipse
With Your Group
Use your 3D model to figure out if there can
be a New Moon without an eclipse.
Veritasium
Slide L
Share How We Used Our Models
With Your Class
● Can there can be a New Moon without an
eclipse?
● Let’s describe it using words as well as our
physical models.
Slide M
Model New Moons Throughout the Year
With Your Class
● Create a list of “What will move/What will not
move.
● Refer to your previous list of components and
interactions .
● Physically manipulate your model to show
New Moons as seen by Earth in various
positions around the Sun (like we did in Lesson
4 with the Sun and temperature variation).
Slide N
Revisit our Model
With Your Class
Our last model did not show the Earth moving around the
Sun. What can we do to show the different positions?
Slide O
Add to the Progress Tracker
Why do we see eclipses and when do we see them?
Progress Tracker
Question
What we figured
out in words and
pictures about the
sky
How does this
connect to or
influence me or my
community or other
communities?
anything
d
n
a
,
s
re
tu
ic
p
,
s
rd
Include wo
thinking.
r
u
o
y
re
tu
p
a
c
to
else
Slide P
Reflecting on our Models
The three models we created were:
1. Model of “How does a solar eclipse happen?”
2. Model of “Why don’t we see a solar eclipse with every
New Moon?”
3. Model of “How often might we see a solar eclipse?”
Slide Q
Navigation
Turn and Talk
What do you think a person on Earth would
see when the Moon is full and aligned with the
Earth and Sun? why?
Guidance Slides: 8.4 Earth in Space
Lesson 8
Back to Lessons List
Slide A
Navigation
In Your Notebook
● Add both pages of the handout to your notebook.
● Complete the predictions in part A.
Slide B
Sequence Lunar Eclipse Images
With a Partner
The 15 images you’ll get are from 15 different
moments in time during the same lunar eclipse, but
they are out of order.
Rearrange the lunar eclipse images into the correct
sequence, from just before it began to just after it
ended.
r group
e
th
o
n
a
h
it
w
re
a
p
➔ You’ll com
got them in
e
’v
u
o
y
k
in
th
u
o
y
n
whe
the right order.
Slide C - Optional
Shortly Before the Lunar Eclipse Began
Reprinted by permission of Kwon O Chul
Slide D - Optional
About 6:30 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide E - Optional
About 6:45 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide F - Optional
About 7:15 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide G - Optional
About 7:28 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide H - Optional
About 7:30 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide I - Optional
About 7:50 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide J - Optional
About 8:20 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide K - Optional
About 8:45 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide L - Optional
About 9:14 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide M - Optional
About 9:20 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide N - Optional
About 9:35 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide O - Optional
About 9:55 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide P - Optional
About 10:15 p.m. UTC
Reprinted by permission of Kwon O Chul
Slide Q - Optional
Shortly After the Lunar Eclipse Ended
Reprinted by permission of Kwon O Chul
Slide R - Optional
Compilation of Lunar Eclipse Images
All images reprinted by permission of Kwon O Chul
Start
End
Slide S - Optional
A Composite Image of a Lunar Eclipse
Reprinted by permission of Kwon O Chul
The lunar eclipse images used in this lesson (including the composite image shown
here) document the total lunar eclipse on July 28, 2018, as viewed from Uzbekistan
and photographed by Kwon O Chul. You can watch his time-lapse video of this lunar
eclipse at this link: https://youtu.be/2oh_he9UBW4.
Slide T
Analyze Lunar Eclipse Images
Examine the lunar eclipse images
Add your observations to part B of your
handout: What do you notice?
● Are there any patterns you observe?
For every lunar eclipse, people have
observed similar changes in how the
Moon looks.
● On part C of your handout, write the
new questions you have about this
phenomenon.
Slide U
Discuss Model Predictions
With a Partner
● What parts of the lunar eclipse did our model
predict?
● What parts did our model not predict?
● What might we need to add or revise about
our model to explain what we saw?
Record your ideas on
Parts D and E of the
handout.
Slide V
Consider Possible Causes
With a Partner
● What are some possible causes for the parts
of a lunar eclipse that our model did not
predict and/or you can’t explain yet?
● What do you think is happening?
Record your ideas on
Part F of the handout.
Slide W
Discuss Our Image Analysis
With Your Class
● What parts of this phenomenon did our
model predict and explain?
● What parts of this phenomenon did our
model not predict or explain?
Slide X
Predict Possible Causes
With Your Class
● What are some possible causes for the parts
of a lunar eclipse that our model did not
predict or explain yet?
● What parts of our model do you think we
would need to revise?
Slide Y
Gather Related Phenomena
Turn and Talk
● Can you think of other times where you
have seen or heard about the Moon or the
Sun or something else in the sky becoming
dimmer or changing colors?
● When or where does that happen?
r ideas with
you
➔ Be ready to share
the class.
Slide Z
Revisiting Our DQB
What new questions came up for you as we
observed the lunar eclipse photos and
brainstormed related phenomena?
What questions from our original DQB belong
on our new poster about color changes?
n
Rec
h
qu on
ew
up
no .
ew
me
c
Be r
t
yo t o t
t e s y o n
ab
co c
ge .
Slide AA
Navigation: Generate Ideas for Investigation
Turn and Talk
1. What sort of tools have we used previously to
try to explain Earth-Sun-Moon patterns?
2. How could reusing those tools help us make
progress on understanding these color-related
phenomena?
3. What are some new tools or sources of data
that you think would be useful for investigating
this type of phenomena?
Skim back through your science notebook if
you need some ideas!
as with
are your ide
h
s
to
y
d
a
re
e
B
➔
the class.
Slide BB - Optional
Collect Our Own Data
Home Learning
How could we collect data about the brightness
and color of the Moon and Sun?
1. Use the camera on a phone or tablet to take pictures of the
sky.
2. Whenever you take a photo, use a light meter app to
measure the light using a measurement called lux. Take a
screenshot of the light meter reading to go with each sky
image.
nd compile these
a
t
c
e
ll
o
c
l
il
w
e
W
➔
class.
le
o
h
w
e
th
h
it
w
re
a
data to sh
Guidance Slides: 8.4 Earth in Space
Lesson 8
Images of Lunar Eclipse
Back to Lessons List
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Reprinted by permission of Kwon O Chul
Guidance Slides: 8.4 Earth in Space
Lesson 9
Back to Lessons List
Slide A
Navigation
With Your Class
Last time we realized that our model couldn’t explain the
color change we saw in the Moon during a lunar eclipse.
● What other phenomena did we mention related to
when we’ve seen color changes of the Moon and
Sun?
NASA Official: NASA Office of Communications
Slide B
View Images of the Sky at Different Times
Stop and Jot
Examine the following images of the sky.
Record in your notebook:
● What do you notice about the sky?
● What do you wonder about the sky?
Slide C
Sunrises
Stop and Jot: Notice and Wonder
NASA/Ben Smegelsky
NASA/Ben Smegelsky
Slide D
Sunsets
Stop and Jot: Notice and Wonder
NASA/Goddard
NASA/Tony Gray
Slide E
Moonrise and Moonset
Stop and Jot: Notice and Wonder
NASA/Bill Ingalls
NASA/Bill Ingalls
Slide F
Would it always look like that?
Turn and Talk
● Would the brightness and color of the Sun look
the same at sunset for that same day
everywhere on Earth?
● Would the brightness and color of the Moon
look the same at moonrise that same day
everywhere on Earth?
● Why do you think it would be the same or not?
➔ Be ready to
share yo
the class.
ur ideas with
Slide G
Consider the Sun Without the Atmosphere
Turn and Talk
● What do you think light from the Sun
would look like if there was no atmosphere
between us and the Sun?
eas with
are your id
h
s
to
y
d
a
re
e
B
➔
the class.
Slide H
What do we know about Earth’s atmosphere?
Substance
Gas by volume
Nitrogen
Around 78%
Oxygen
Around 21%
Argon
About 1%
Carbon
dioxide
Less than 1%
Water
From 0% to
around 6%
Other
substances
Less than 1%
Slide I
In Earth’s Atmosphere
Slide J
Above Earth’s Atmosphere
Slide K
Two Views of the Sun
Turn and Talk
What do you notice about
these two views of the Sun?
NASA/Chris Hadfield
View from the International Space Station (ISS)
Engin Akyurt
r ideas
u
o
y
re
a
h
s
to
y
d
a
re
Be
with the class.
View from Earth’s surface
Slide L
Can light travel through empty space?
With Your Class
How does this image from our investigations in the
Sound Unit provide evidence that light can travel
through empty space (unlike sound)?
sealed
glass
jar
hose from
jar to
pump
vacuum
pump
phone with
alarm
ringing
Sunset from the ISS Video
Slide M
Sunset from the International Space Station
With Your Class
1. Watch a video of the sunset as seen from the
International Space Station (ISS).
Turn and Talk
2. Share what you noticed with a partner.
Slide N
What do you notice about sunset from the ISS?
Images by NASA
1
2
3
4
5
6
Slide O
Revising Our Model
Slide P
Zooming in on Perspectives A and B
Slide Q
Zooming In to Perspectives A and B
With a Partner
● What similarities and
differences are there
between what Person A
and Person B are
experiencing?
● Why might the sky look
different to each of
them?
● How would it look if
there was no
r ideas with
u
o
y
re
a
h
s
to
y
d
a
atmosphere? ➔ Be re
the class.
Slide R
Share Possible Causes for the Color Changes We See
With Your Class
What variables did you identify that might be causing
the differences we see in the sky between noon and
sunset?
Guidance Slides: 8.4 Earth in Space
Lesson 10
Back to Lessons List
Safety notes for this lesson:
● Use indirectly vented chemical splash goggles and non-latex aprons
during the setup, hands-on, and takedown segments of the activity.
● Immediately pick up any liquid spilled on the floor in the work zone so
it does not become a slip/fall hazard.
● Use caution when working with water - keep clear of any electrical
receptacles or electrical equipment to protect against shock hazards.
● LED flashlights can produce intense light levels, Do not look directly
into the light source to prevent eye injury.
● Ask the teacher where to safely place as equipment/materials upon
completing the lab activity.
● Wash your hands with soap and water immediately after completing
this activity.
Slide A
Navigation
With Your Class
● What ideas did we have last time about
why sunsets and sunrises are often
reddish?
● What variables might be a cause for color
and brightness changes in sunlight at
sunset (and sunrise)? Why do you think so?
Slide B
Investigating Light in the Atmosphere
With Your Class
To understand how light interacts with our
atmosphere, let’s think about how we can represent
the following elements in our investigation:
● atmosphere (made of gasses and larger
particles)
● sunlight
NASA
Slide C
Map Our Investigation Materials to Our Model
With a Partner
Complete the “because” column: Why is the
matter we have chosen a good representation?
Slide D
Making Predictions
On Your Handout
1. What situation in real life is that investigation setup simulating?
○ Annotate the drawings on your handout with the time of day.
2. Predict what you’ll see from each position.
Slide E - Optional
Making Predictions
the views in our investigation
(some of) the phenomena we’re investigating
Slide F
Atmosphere Investigation
With Your Group
1. Gather your supplies.
2. Follow the procedures on Instructions
for the Light and Milky Water Lab.
3. Record your observations and
answer the questions on the
Investigation Elements Map,
Predictions, and Results handout and
add it to your science notebook.
Slide G
Atmosphere Investigation: Cleanup
With Your Group
● Carefully empty your container into the sink
as directed.
● Rinse the container and pat dry with paper
towels or leave to air dry on the counter.
● Wipe off your teaspoon and return it to the
correct place.
● Return flashlights, milk powder, and other
supplies to the correct place.
Teacher: Replace or revise these instructions as needed for your space.
Slide H
Atmosphere Investigation: Conclusions
With Your Group
Look back at all of your observations starting
with the plain water.
Record your responses to the questions at
the end of your handout.
as with
are your ide
h
s
to
y
d
a
re
e
B
➔
the class.
Slide I
Navigation: Making Sense of Our Experiences
With Your Class
● What did you notice about the color and
brightness of the light you saw in the
different conditions in your investigations?
● What are possible causes of those changes in
color and brightness of the light you saw?
Slide J - Optional
Home Learning
Home Learning
● Today we saw white light change to other
colors like blue or orange after it interacted
with matter.
● When else have you noticed white light
changing into other colors after it interacted
with matter? Ask your family and friends this
same question.
● Jot down a few ideas and bring them with
you to share with the class next time.
Guidance Slides: 8.4 Earth in Space
Lesson 11
Back to Lessons List
Safety notes for this lesson:
● Use indirectly vented chemical splash goggles and non-latex
aprons during the setup, hands-on, and takedown segments of
the activity.
● Immediately pick up any liquid spilled on the floor in the work
zone so it does not become a slip/fall hazard.
● Use caution when working with water - keep clear of any
electrical receptacles or electrical equipment to protect against
shock hazards.
● LED flashlights can produce intense light levels, Do not look
directly into the light source to prevent eye injury.
● Ask the teacher where to safely place as equipment/materials
upon completing the lab activity.
● Wash your hands with soap and water immediately after
completing this activity.
Slide A
Navigation
With Your Class
● Revisit our new “milky water” atmosphere
model from class yesterday.
● What did we see yesterday when we shined
white light on our simulated atmosphere?
Slide B
Navigation
With a Partner
Share all of the related color-splitting
phenomena you thought of between
yesterday and today.
● Where and when else have you seen
white light separated into different colors?
What did you see?
● Where there any special conditions that
caused the light to separate into colors?
Slide C
Analyzing Data
Lauri Kosonen. CC BY-SA 3.0
Chris Newlan
Belinda Fewings
Michelle Raponi
Stainless Images
Sorasek
Slide D
Analyzing Data
With Your Class
● What things do these phenomena appear to
have in common?
● What differences do you notice?
● If we consider perspective, what has to
happen for us to view these phenomena?
Shape of a Water Drop Video
Slide E
Making Predictions
On Your Own
Predict. In your science notebook draw and
describe
● what you think a water drop looks like in
the sky.
● what you think an ice crystal looks like in
the sky.
Slide F
Analyzing Structures
With Your
Class
These are some of the
different shapes, sizes, and
patterns ice can take in our
atmosphere.
What do you notice?
Images by Zdeněk Macháček
Slide G
Planning Our Investigation
With Your Class
● If we wanted to test the effect of light on
different shapes and types of matter, what are
some things we could try?
● What other kind of equipment might we need?
Slide H
Making Predictions
Turn and Talk
● What do you think will happen when we shine a
beam of white light through different geometries?
Make some predictions for each situation below.
A beam of white
light passing
through a
round glass
filled with
water
A beam of white
light passing
through a
hexagon jar
filled with
water
Slide I
Making Predictions
Turn and Talk
● What do you think will happen when we shine a beam of
white light through different geometries? Make some
predictions for each situation below.
White light
through a
round bowl of
water with a
mirror in the
water
White light
through a
solid glass
triangular
prism
Slide J
Planning Our Investigation
At every station
● Turn the flashlight on.
● Mark the center of the beam on
the box with a small piece of blue
tape.
● Slide the object (glass, jar, prism,
or bowl with mirror) into the beam
of light.
● Record any changes you noticed in
this condition for
○ the position of where the
beam of light falls, and
○ the color of the light at that
position.
When you have time
● Move the object around, testing
various distances, angles, and
geometries.
● Write observations of what you
see.
● Take note of the type (color) of
light you see as well as the
location of each color.
Return all items to their
original locations before
you leave a lab station
Slide K
Procedure at Each Station
○ Mark where the light is going to before you place the object
into the beam of light.
○ Mark where the light is going to after you slide the object into
the beam of light.
○ Record any changes you noticed in this condition for
■ the position of where the beam of light falls,
■ the color of the light at that position, and
■ the brightness of light at that position.
Do not change
OK to change
The position of the object
● The vertical angle of the light
● The height of the light
●
The direction of the light
● The amount of water
●
Slide L
Analyzing and Interpreting Our Data
Turn and Talk
Yesterday we explored light shining through
different materials and geometries.
1. What happened to the path of light as it passed through the
different geomtetries and mediums?
2. What happened to the color of the white light as it passed
through different mediums and geometries?
3. What happened to the brightness of the light as it passed
through different mediums and geometries?
Slide M
Develop a Model
Slide N
Applying our Light Model
On Your Own
● Using our Gotta-Have-It checklist, create a new
model showing the effect of either the triangular
prism or mirror in the bowl on the beam of light.
● Add the light source.
● Add the surface that light eventually was projected
on.
● Then show the complete path of light—starting at the
light source and showing all the matter it interacts
with before reaching the surface it was projected on.
● Then show how that light then reached your eye.
Slide O
Navigation
With Your Class
● What did we discover/learn from our observations
during the Rainbow Lab?
Slide P
Make Predictions
What might we see when we combine beams of light of different colors
together so they overlap on the same spot in space?
Turn and Talk
Discuss your predictions for what you think the
color and the brightness of these combinations of
overlapping light will look like:
● When light from A and B overlap
● When light from B and C overlap
● When light from A and C overlap
● When light from A, B, and C overlap
A
B
C
to share
d
e
r
a
p
e
r
p
e
B
➔
s with
n
io
t
ic
d
e
r
p
e
s
e
th
.
the whole group
Slide Q
Plan Our Investigation
With Your Class
● What variables do we need to consider if we
want this to be a fair test?
● What would be our independent and
dependent variables?
● What are our control variables?
Slide R
Add to the Progress Tracker
Why do we see eclipses, and when do we see them?
Progress Tracker
How does this
Question What we
connect to or
figured out in
influence me or my
words and
munity or other
pictures about com
communities?
the sky
anything
d
n
a
,
s
re
tu
ic
p
,
s
Include word
inking.
th
r
u
o
y
re
tu
p
a
c
else to
Slide S
Navigate
Turn and Talk
● Which of these new discoveries that have
we have made could help us better explain
why the Moon turns red and not totally
dark during a lunar eclipse?
➔ Be prepared
to share
these with the w
hole
group.
Prof. Oh Junho (KAIST); Kwon O Chul;Jeong
ByoungJun (RainbowAstro)
Guidance Slides: 8.4 Earth in Space
Lesson 12
Back to Lessons List
Slide A
Navigation: Revisiting Prior Learning
With Your Class
What new discoveries have we made that might
help us explain why the Moon turns reddish and
not totally dark during a lunar eclipse?
Prof. Oh Junho (KAIST); Kwon O Chul;Jeong
ByoungJun (RainbowAstro)
Slide B
Examining Prior Models
Use the handout to evaluate the models we developed in
Lessons 7, 9, 10, and 11.
With a Partner
For each model determine:
● What parts, interactions, or ideas should we
carry over into a revised model to explain the
changes in the color and brightness of the
moon that we see in a lunar eclipse?
Then identify any new parts, interactions, or ideas
we should include and why.
Slide C
Modeling Lunar Eclipses
With Your Group
Develop a revised model to help show and
explain what causes the color and brightness
of the Moon to change during a lunar eclipse.
to
d
e
r
a
p
e pre
B
the
h
➔
t
i
w
share
class.
Slide D
Share Group Lunar Eclipse Models
With Your Class
Share your group models
● What similarities do the group models have?
● What differences do the group models
have?
● What parts, interactions, or ideas from the
group models should we be sure to include
in our class consensus model?
Slide E
Develop Class Consensus Model
With Your Class
What information should we add to our prior
model to reflect our new understanding and
honor our group models of how a lunar eclipse
can change the apparent color of the Moon?
Slide F
Update Progress Trackers
Lesson Question: Why does the moon always
change color during a lunar eclipse?
Progress Tracker
Question What we
figured out in
words and
pictures about
the sky
How does this
connect to or
influence me or my
community or other
communities?
anything
d
n
a
,
s
re
tu
ic
p
,
s
rd
Include wo
thinking.
r
u
o
y
re
tu
p
a
c
to
else
Slide G
Prepare for an Assessment
With Your Class
Notice the differences in the apparent color
of the markers at different depths.
Johannes Plenio
Anne Nygård
Kendall Roberg
Guidance Slides: 8.4 Earth in Space
Lesson 13
Back to Lessons List
Slide A
Navigate
In Your
Notebook
● Create a section titled
“Taking stock of the Driving
Question Board.”
● Add a T-chart with these
headings.
● Record 1 - 2 questions under
each heading.
Taking stock of the Driving
Question Board
1-2 questions we’ve
partly or fully
answered
1-2 questions we’ve
not yet answered
Slide B
Navigate
With Your Class
●
How can we classify or group the types of
questions that we have already investigated or
answered?
Slide C
Navigate
With Your Class
●
What are the types of questions that we have
not already investigated or answered?
Slide D
Observe planets in the Night Sky
Just after sunset, looking west from Chicago, IL, May 17, 2021
Stellarium
Slide E
Document Connections with Planets
In Your Notebook
● Add the related
handout to your
notebook.
● Record your experiences by
answering 1 or more of the
questions in the table.
Slide F
Share Connections
With a
Partner
● Share your responses.
● Record new questions
that come up based on
your and your partner’s
reflections.
New questions
Slide G
Make Connections
When we first started looking at patterns that people have observed
for the Sun, Moon, and stars, and the connections they made to them,
we decided we needed more data.
With Your Class
What were some sources of data that we used to
figure out what patterns there were and what
connections people made to them?
Slide H
Obtain Information and Make Connections
On Your Own
Read about the observations of
astronomers from long ago and
different cultural connections people
have made to Venus.
ing
n
li
r
e
d
n
u
y
b
g
in
ur read
➔ Annotate yo
have
le
p
o
e
p
t
a
h
t
s
n
io
cultural connect
hlight
ig
H
.
e
im
t
r
e
v
o
s
made to Venu
ers from
m
o
n
o
r
t
s
a
t
a
h
t
s
observation
bout
a
e
d
a
m
e
v
a
h
s
e
different cultur
Venus.
Slide I
Observations of Venus
Stellarium
October 2020: Venus in the east (before sunrise)
Stellarium
May 2021: Venus in the west (after sunset)
Slide J
Identify the Parts of the Model
Each of our models for explaining different patterns of the Moon
and Sun included multiple parts and interactions.
Turn and Talk
●
Which of these parts and interactions do we
think we would need to include in a model that
help explains the pattern of when and where
Venus appears in the sky?
Slide K
Develop Initial Model
On Your Own
●
Develop an initial model to show the
relationships of Earth, the Sun, and Venus to
explain the patterns of Venus in the sky.
With Your Class
●
●
What differences do these models have?
What types of information would help us
determine which model is accurate?
Slide L
Identify Additional Sources of Data
With Your
Class
What are some
technologies or devices
you know of that can
help people see objects
far away in greater
detail than they can
with their unaided eyes?
Stellarium
Venus tends to look like this
in the western sky with the
unaided eye.
Slide M
Make Predictions
Turn and Talk
●
What sort of things do you think people
might see when looking at Venus when using
a telescope that they could not see with
their unaided eyes?
Slide N
Notice and Wonder
The drawing below was one that Galileo recorded in his science notebook.
It is the first recorded observation of Venus through a telescope.
On Your Own
Symbol labeling drawings “Venus”
Record what
you notice
and wonder.
Several months later Several weeks apart
Image by Galileo Galilei - Public Domain, Annotation Fernando de Gorocica CC BY SA-3.0
Earliest observation
Slide O
Navigate
Turn and Talk
● Discuss what you noticed and wondered about
the drawings that Galileo made of Venus after
viewing it through a telescope over many days.
Slide P
Notice and Wonder
With Your
Class
●
●
What do you notice?
How do these
compare to Galileo’s
observations?
Erling S. Nordøy/VT-2004 programme
Slide Q
Make Connections
With Your Class
● Where have we seen something in the
night sky changing in a predictable pattern
before?
● How is what we noticed about the phases
of Venus similar to the phases of the
Moon?
● How is what we noticed about the phases
of Venus different from the phases of the
Moon?
Slide R
Make Predictions
With Your Class
● What had to happen in order for us to see a solar
and lunar eclipse?
With Your Group
● Do you think something similar could
happen with Venus?
➔ Be rea
dy to share
your group
’s
ideas with t
he
whole class
.
○ If not, why not?
○ If so, where would Venus need to be
located in relation to the Sun and Earth
for this to happen?
Slide S
Analyze and Interpret Data
● The video below was recorded on June 5th, 2012, using a digital
camera connected to a telescope.
● It is a time lapse where 1 Earth hour = ~1 second in the video.
● The large orange circle is the Sun. The small black dot is Venus.
With
Your
Class
Discuss what
you notice.
SDO/NASA
Slide T
Compare Patterns
The type of event we saw is called a transit of Venus.
The last transit of Venus occurred in 2012.
● The next transit of Venus will occur in 2117.
A solar eclipse of the Sun is another type of transit.
● The last solar eclipse occurred June 10, 2021.
● The next solar eclipse will occur December 4, 2021.
●
With Your Class
●
How does the frequency of Venus transits
compare to the frequency of lunar eclipses?
Slide U
Use a Model to Explain Multiple Phenomena
With Your Group
Orient to the two different models (A and B) that
different groups of students developed to try to explain
some of the patterns in the observations people have
made.
Determine which model is best supported by the evidence.
● Use manipulatives to show where Venus and Earth would need to be
located in the system that would help explain each Venus-related
pattern.
● After doing this, draw and label where Earth and Venus would need to
be located in the system to explain that pattern.
Slide V
Analyze Data and Use a Model
On Your Own
Add your responses to these questions on back of your
handout:
○ What do you notice in the data below?
○ If we added Mercury, Mars, and Jupiter to a system model of Earth,
Venus, and the Sun, what do you expect to be similar to Venus? What do
you expect to be different?
Planet
Observed transits
of the Sun?
Noticeable
phases?
Visible at midnight?
Mercury
Yes
Yes
Never
Venus
Yes
Yes
Never
Mars
No
No
Sometimes
Jupiter
No
No
Sometimes
Slide W
Make an Argument
With Your
Class
Why does this model (B)
help explain many of the
phenomena we observed
related to Venus better
than model (A) does?
Slide X
Make an Argument
With Your Class
● If we added Mercury, Mars, and Jupiter to that previous
system model, what do we expect to be similar to
Venus? What do we expect to be different?
Planet
Observed transits
of the Sun?
Noticeable
phases?
Visible at midnight?
Mercury
Yes
Yes
Never
Venus
Yes
Yes
Never
Mars
No
No
Sometimes
Jupiter
No
No
Sometimes
Slide Y
Navigate
People have built much larger
and more powerful telescopes
in recent years than existed
400 years ago.
Sailko, CC BY-SA 3.0
Galileo’s telescopes.
From 1610
ESO/L. Calçada
European Extremely Large Telescope.
Construction started in 2017
Turn and Talk
● What sort things do you think people might be able
see when looking at a planet, like Venus, Mercury,
Mars, or Jupiter, using more and more powerful
telescopes?
● What other technologies do you know of, besides telescopes, that
scientists use to collect data about different planets?
Slide Z
Navigate
Starting in the late 1950s, scientists have been launching rockets with
cameras and other data collection equipment on them into space to
visit our Moon, other planets, and other objects in space.
● In some cases, they flew by or orbited around those objects.
● In other cases, they landed on them.
NASA Mariner 10 spacecraft:
Sent to Mercury in 1974
NASA
Soviet Venera 13: Sent
to Venus in 1982
Don S. Montgomery, U.S. Navy (Ret.)
NASA Perseverance rover:
Sent to Mars in 2020:
NASA/JPL-Caltech/MSSS
Slide AA
Navigate
Galileo Galilei, 1609
Rare Book Division, The New York
Public Library.
E. L.
Trouvelot,
1881
NASA/JPL-Caltech
NASA/JPL-Caltech
NASA/JPL-Caltech
NASA/JPL-Caltech
NASA/JPL-Caltech
NASA Juno orbiter.
Mission end July
2021 with planned
crash on Jupiter
NASA/JPL-Caltech
NASA
NASA Voyager 2.
Jupiter and the
Galilean moons,
not to scale. 1979.
NASA/JPL-Caltech
Slide BB
Some Other Missions to Collect Solar System Data
NASA/JPL-Caltech
Slide CC
Navigate
Turn and Talk
● What types of data would you want to be able
collect if you could send data collection
equipment to any of these other objects in our
solar system?
➔ B
e read
your y to share
gr
ideas oup’s
w
whole ith the
class.
Slide DD
Navigate
With Your Class
● What sort of data would you want to be able
to collect if you could send data collection
equipment to other objects in our solar
system?
Slide EE
Analyze and Interpret Data
In your notebook
● Title a new page, “Patterns of planets, moons and other
objects in our solar system.”
● Title a 2nd page “Wonderings.”
● Be ready to work in small groups and record patterns.
Patterns of planobetjes,cts
moons and other
in our Solar System
Wonderings
Slide FF
Analyze and Interpret Data
With your group
Informati
on + graph
ic=
Infograph
ic
Analyze and interpret data from infographics for
the objects we had questions about.
Infographic Titles
1. Inner Planets
2. Our Moon
3. Mars
4. Outer Planets
5. Jupiter's Moons
6. Saturn's Moons
7. Dwarf Planets
Slide GG
Close Reading Protocols-Infographics
Slide HH
Tour the Solar System
With Your Class and In Your Notebook
● Note any additional patterns you discovered and questions
you wonder about the different objects in our solar system.
● Add these to your notebook on the Patterns of planets,
moons and other objects in our solar system wonder chart.
NASA Eyes on the Solar System
NASA/JPL
Slide II
Update Progress Trackers
Lesson Question: What new patterns do we see when
we look more closely at other objects in the sky?
Progress Tracker
ed
Question What I figur
s
rd
out in wo
and pictures
nything else
a
d
n
a
s,
re
tu
ic
p
s,
rd
Include wo
king.
to capture your thin
Wonderings:
How does this
connect to or
influence me or my
community or other
communities?
Slide JJ
Navigate
Turn and Talk
● What wonderings do you have about
➔ Be rea
dy to share
your group
’s
ideas with t
he
whole class
.
the solar system after analyzing the
data in the infographics and taking a
tour of the solar system?
Guidance Slides: 8.4 Earth in Space
Lesson 14
Back to Lessons List
Slide A
Navigation
With Your Class
Use your science notebook to locate the patterns
and wonderings about the solar system you
recorded last time.
Share one pattern or wondering with your partner
to prepare for sharing with the class.
Slide B
Navigation
With Your Class
● How does the path that Earth moves through space
affect the patterns we experience on Earth?
● What other objects in our solar system and the paths they follow
through space affect the patterns we experience on Earth?
● How would what we experience be different if Earth and these
other objects did not follow the patterns of motion through space
that they do now?
Slide C
Develop an Explanation
Stop and Jot
Pick any one pair of objects in our solar system you
noticed tend to move around each other. Write that pair
of objects down.
Write an initial explanation in your notebook for how and
why your first object tends to move around your second
object the way it does.
Slide D
Identify the Parts and Properties of a Two-Object System
With Your Class
● What do we already know about the motion of
the Moon relative to Earth?
● What is similar and what is different about both
of these objects in the Earth-Moon system?
Slide E
Connecting to Prior Experiences
A cause-and-effect relationship can usually be described
with a sentence that looks like this:
When we _[change to the system]_, we observe_[effect on the system]__.
When we
then we will observe
Slide F
Connecting to Prior Experiences
In your prior work in the Magnets unit, you built a homemade speaker out
of wire coils, a plastic cup, and a magnet. This led to a series of additional
investigations you pursued across the unit.
When we _[change to the system]_ we observe_[effect on the system]__.
Turn and Talk
Share examples of some
of the cause–and–effect
relationships you
investigated in this
previous unit.
se
e
h
t
e
r
a
h
s
o
dy t
➔ Be rea
ss.
a
l
c
e
l
o
h
w
with the
Slide G
Conduct a Thought Experiment
Turn and Talk
● What if the Moon was a lot larger or smaller?
Would that cause any change in how it
moves (effect)?
● What if the Moon was a lot closer to Earth or
a lot further from Earth? Would that cause
any change in how it moves (effect)?
se
e
h
t
e
r
a
h
s
o
dy t
➔ Be rea
ss.
a
l
c
e
l
o
h
w
with the
Slide H
Connect to Prior Experiences
With Your Class
● What ideas have we developed to help
explain what causes water droplets to fall to
Earth as precipitation sometimes and not
others?
Slide I
Use a Model to Develop an Initial Explanation
On Your Own
In part A: Use the model on the handout to develop
an initial explanation for what causes the Moon to
move around Earth in the pattern of motion that it
does.
In part B: Choose a question to record a prediction for
and explain why you made the prediction you did.
In part C: Consider whether your prediction applies to
other orbiting objects in the solar system.
Slide J
Develop an Initial Model
On your own
Develop an initial model in your science notebook
to explain the effect of changing size or location of 1
orbiting object in a pair of objects.
Slide K
Navigate
With Your Class
Discuss the following:
● What were some other pairs of objects that you
picked for part C of your handout?
● If a similar change was made in the system of
these two objects, did you think it would cause
the same effect as what you predicted in part B
of your handout?
Slide L
Navigate
Let's consider what we would need in a computer simulation in order
to explore our questions and predictions further.
With Your Class
Discuss the following:
● What variables would we want to be able to
manipulate or change in the system?
● What interactions or outcomes would we want to
be able to visualize or measure in that simulation?
Slide M
A Simulation of a Two-Object System-Fixed Perspective
Interactive Tips
You must click
“Setup” to initialize
the simulation and
after any changes
to the system
conditions.
Click “Go/Pause” to
start or stop the
motion of the object.
Slide N
A Simulation of a Two-Object System-Fixed Perspective
Simulation Tips
You can change
mass, distance, and
speed using these
sliders.
Remember
to press “Setup” if
you want the
changes to go
into effect!
Slide O
A Simulation of a Two-Object System-Fixed Perspective
Simulation Tips
You can notice
the speed
and the gravity
force on each
object.
Slide P
A Simulation of a Two-Object System-Fixed Perspective
Simulation Tips
You can visualize
Object B’s speed
(set in initial
conditions), the
gravity force
acting on Object B,
and the orbital
path of the Object
B.
Slide Q
A Simulation of a Two-Object System-Fixed Perspective
Inputs you
can change
● Object B mass
● Object B to A
distance
● Object B speed
Effects you
can visualize
●
●
●
Gravity forces
Grid
Gravity force on Earth
and Moon
Slide R
A Simulation of a Two-Object System-Fixed Perspective
Simulation
Tips
You can also
visualize a
different
perspective by
zooming some,
more, or leaving
the default
perspective.
Slide S
Make a Prediction
On Your Own
● Determine two objects to
investigate with the simulation.
● Write down characteristics you
already know about the two
objects.
● Develop a question to test your
prediction from “What causes
one solar system object to move
around another?” handout.
Slide T
Explore the Interactive
With Your
Group
Explore the
interactive to test
your predictions.
Slide U
Building Understandings Discussion
With Your Class
● Were you able to use the simulation to get the
outer object out of a stable orbit and crash into
the inner object (or fly away)? If so, how?
● How are the gravity forces on the outer object
and the gravity forces on the inner object in this
simulation related?
● How does the strength of the gravity force impact
the motion of the outer object?
Slide V
Navigation
Consider some of the patterns we have seen in the organization of our solar system:
● There are planets and moons that follow predictable orbits.
● These are influenced by gravity forces between all of these objects.
● There is a lot of empty space between these objects.
Stop and Jot
● Do you think all the objects in our solar system will
➔ Be rea
dy to
share these
with the wh
ole
class.
remain in these orbits far into the future?
● What do you think might have happened that could
help explain why our solar system is organized the
way it is today?
● What new wonderings does this raise for you?
Guidance Slides: 8.4 Earth in Space
Lesson 15
Back to Lessons List
Slide A
Navigation
Consider some of the patterns we have seen in the organization of our solar system:
● There are planets and moons that follow predictable orbits.
● These are influenced by gravity forces between all of these objects.
● There is a lot of empty space between these objects.
With Your Class
Take a poll
● Do you think all the objects in our solar system
will remain in these orbits far into the future?
Slide B
Navigation
Consider some of the patterns we have seen in the organization of our solar system:
● There are planets and moons that follow predictable orbits.
● These are influenced by gravity forces between all of these objects.
● There is a lot of empty space between these objects.
With Your Class
● What do you think might have happened that
could help explain why our solar system is
organized the way it is today?
● What new questions did this raise for you?
Slide C
Navigation
Turn and Talk
What are some sources of data that scientists might
be able to use to figure out what the solar system
was like in the past?
Slide D
Analyzing Data
This is a photograph of the
side of our Moon that always
faces away from Earth, which
is sometimes called the “far
side of the Moon.”
It was taken from the
Apollo 16 spacecraft in 1972.
NASA Apollo 16 astronauts
Slide E
Analyzing Data
Photograph of the surface of a
Mimas, which is a moon of
Saturn. Taken from the Cassini
spacecraft in 2005.
NASA/JPL/Space Science Institute
Photograph of the surface of
Mercury. Taken from the
Messenger spacecraft in 2015.
NASA
Slide F
Interpreting Data
With Your Class
What clues do photographs like this provide us
about what the solar system might have been
like in the past?
Far side of our Moon
NASA Apollo 16 astronauts
Mercury
Mimas (a moon of Saturn)
NASA/JPL/Space Science Institute
NASA
Slide G
Interpreting Data
With Your Class
If meteor impacts tend to add additional matter to
planets and moons, how would the size of all the
planets and moons long ago compare to their size
today?
Slide H
Interpreting Data
With Your
Class
Recent spacecraft missions
have helped provide
evidence of what smaller
objects in our solar system
(comets and asteroids) are
made of and how they are
held together.
Rosetta was a spacecraft that was sent to
study a comet up close.
The comet it visited was
67P/Churyumov-Gerasimenko.
● It had a diameter of 4.2 km.
● It was made of ice and pieces of rocky
material.
ESA/Rosetta/NAVCAM, CC BY SA-3.0 IGO
Slide I
Interpreting Data
With Your
Class
Recent spacecraft missions
have helped provide
evidence of what smaller
objects in our solar system
(comets and asteroids) are
made of and how they are
held together.
Hayabusa was a spacecraft that was sent to
study a asteroid up close.
The asteroid it visited was 25143 Itokawa.
● It had a diameter of 0.5 km.
● It was a pile of rubble held together by
weak gravity.
NASA/JPL
Slide J
Observe a Computer Model of the Solar System Over Time
In Your Notebook
Record your responses to the three prompts as you watch
the computer model:
● What I see
● What I think
● How has my thinking changed?
del of the
o
M
r
e
t
u
p
Com
f the Solar
o
n
io
t
a
m
r
Fo
System.
What I see …
What I think…
g
NASA
inkin
How has my th
changed?
Slide K
Create Storyboard of Solar System Formation
On Your Own
Create a comic book storyboard to illustrate your
claim about how the solar system formed based on
evidence from the computer model and prior
investigations.
Formation of the Solar System
Slide L
Share Our Storyboards
Scientists Circle
Share your storyboard of the formation of the solar
system.
As your classmates share their ideas, put a ✔ on
specific places in your storyboard where there is
agreement.
Slide M
Develop a Class Consensus Model
With Your Class
● Which ideas did there seem to be consensus
about?
● What evidence was provided to support those
ideas?
● Which ideas did we not have consensus about?
● What evidence was provided to support those
ideas?
Slide N
Navigation
With Your Class
Look back at the sticky note question you wrote
at the start of this lesson
● If it was partially answered now at the end of
our lesson, add a checkmark to it.
Slide O
Navigation
With Your Class
● If we want to see far beyond our solar system,
what might be some limitations in seeing stuff
really, really far away when we try to make
observations only with our unaided eyes?
● What would you expect to see if we used
really powerful tools like telescopes to look
even farther into space?
Guidance Slides: 8.4 Earth in Space
Lesson 16
Back to Lessons List
Slide A
Navigation
With Your Class
● What were we debating and/or wondering
about at the end of the previous lesson?
Slide B
Obtain Information: Hubble eXtreme Deep Field
NASA, ESA, G. Illingworth, D. Magee, and P. Oesch (University of California, Santa Cruz), R. Bouwens (Leiden University), and the HUDF09 Team
Slide C
Compare Arguments: The “Great Debate” in Astronomy
With Your Class
1. How did Shapley’s model for the universe explain the evidence he
had at the time? How did Curtis’s model for the universe explain
that same evidence?
2. What would you do to resolve this debate? What kind of data
would you collect, and how?
Slide D
Obtain Information: Galaxies
With Your Class
Looking at this image and
using what you have
figured out so far about
gravity and objects in
space, who do you
predict had the correct
model, Shapley or Curtis?
NASA’s Universe of Learning/R. Hurt (Caltech-IPAC)
Slide E
Tour of the Universe Video
Obtain Information From a Tour of the Universe
Images courtesy of
California Academy
of Sciences. All rights
reserved.
Slide F
Building Understandings: Tour of the Universe
With Your Class
● Why do you think scientists choose to make the icy Kuiper Belt
objects the boundary of our solar system? Why not end the
solar system at Neptune or extend it out to include other stars?
● Does the shape of the galaxy remind you of any other systems
that we have studied so far? If so, how? What do you think that
means about how the parts of the Milky Way system interact?
● The video said that “each point represents an entire galaxy of
stars” What does this mean, and how can this help us
understand the Hubble Deep Field photo?
Slide G
Compare Arguments: The “Great Debate” in Astronomy
With Your Class
Who had the correct model, Shapley or Curtis?
Slide H
Navigation
With Your Class
● Which of our questions did you feel we answered
today?
● How does what we figured out connect to our lives
on Earth?
Guidance Slides: 8.4 Earth in Space
Lesson 17
Back to Lessons List
Slide A
Navigation
On Your Own
● Look back through your
notebook, Community
Guides, and our
patterns and
Phenomena in the Sky
Poster.
● Make a chart like the one to the
right in your notebook and record
your patterns/phenomena and
connections under each heading.
Patterns and
What we figured out
phenomena in the sky about those patterns
that matter to me
and my connections
Slide B
Navigation
Turn and Talk
Share with your partner
● a pattern in the sky that matters to me
or my community, and
● what we figured out about those
patterns and connections we have to
them.
Slide C
Modeling to Explain a Clumpy Universe
With Your Class
We now know that other stars have
systems as well, with planets and
probably moons and other objects, but
that there is a lot of empty space in
between all these parts and systems.
Why is it that we find things in space
clumped together, with so much
emptiness in between, instead of
spread out evenly?
NASA, ESA, G. Illingworth, D. Magee, and P. Oesch (University of
California, Santa Cruz), R. Bouwens (Leiden University), and the
HUDF09 Team
Can we make a model of the universe that shows and explains this structure?
Slide D
Develop a Model
With Your Group
Develop a complete model of how all these space
systems fit together and help us organize and make
connections to life on Earth.
❏ Remember to use “zooming” to represent multiple
scales.
❏ Include the important parts of each system for
considering where we might find life.
❏ Show how these systems are held together through
interactions among the parts.
Slide E
Gallery Walk
With Your Group
Move around the classroom to look at your peers
posters. Try to visit 3 or 4 posters. Notice similarities
and differences across models related to
❏ how each model uses “zooming” to represent multiple
scales,
❏ which important parts of the systems each model
includes, and
❏ how each model shows how these systems are held
together through interactions among the parts.
Slide F
Revise Models
With Your Group
Return to your model to revise any aspects that need
further clarification. Remember to focus on
❏ how each model uses “zooming” to represent multiple
scales.
❏ which important parts of the systems each model
includes, and
❏ how each model shows how these systems are held
together through interactions among the parts.
Slide G
Develop a Class Consensus Model
With Your Class
Develop a record of what we agree on and where we
have competing ideas across the revised models.
Be ready to share your ideas about these questions:
● Which scales were represented in the models you visited that
should be included in our consensus model?
● What interactions among parts did you see in common across
the models that could explain why these systems are so well
organized?
Slide H
Evaluate Our DQB Questions
With a Partner
Compare your notes about which questions you
think we have answered on our DQB.
Symbols
● We did not answer this question or any parts of it yet: O
● Our class answered some parts of this question, or I think I
could answer some parts of this question: ✓
● Our class answered this question, or using the ideas we have
developed, I could now answer this question: ✓+
Slide I
Evaluate Our DQB Questions
With Your Class
Mark the questions you think we have made progress
on with a sticky dot.
Slide J
Revisit Our Driving Question Board
With Your Class
● Which questions have we made the most
progress on?
● What have we figured out?
Slide K
Reflection: The Pale Blue Dot
Earth
NASA/JPL-Caltech