NOTES (to be moved to ARCHIVE when the unit is complete)
NAME ______________________________ SECTION _________ DATE ______________
OUR PLACE IN SPACE - Astronomy Unit Guide 2012-13
TABLE OF CONTENTS
List all note pages and readings that are part of this unit and (should be) contained within the NOTES
section.
DATE
TITLE
“Enduring Knowledge” Statements and “Grade Expectations” are from the Vermont Department of
Education documents.
ENDURING KNOWLEDGE STATEMENTS
The universe, earth and all earth systems have undergone change in the past, continue to change in the
present and are predicted to continue changing in the future.
GRADE EXPECTATIONS – continued on next page.
GE Statements
Science Concepts
S7-8:45
(DOK 1)
Students demonstrate their understanding of
Processes and Change over Time within Systems
of the Universe by…
Identifying and labeling the location of the sun
in our solar system and its relationship to the
galaxy.
S7-8:48
(DOK 3)
Students demonstrate their understanding of
Processes and Change over Time within Earth
Systems by…
a. The sun is many thousands of times closer to the
earth than any other star. The sun is located near the
edge of a disc-shaped galaxy of stars.
Diagramming, labeling and explaining the process
of the water cycle (precipitation, evaporation,
condensation, runoff, ground water, transpiration).
a. The cycling of water in and out of the atmosphere
plays an important role in determining climatic
patterns. Water evaporates from the surface of the
earth, rises and cools, condenses into rain or snow,
and falls again to the surface. Global patterns of
atmospheric movement influence local weather.
Oceans have a major effect on climate because water
in the oceans holds a large amount of heat.
1
NOTES (to be moved to ARCHIVE when the unit is complete)
AND
Identifying the major gases of earth’s atmosphere.
AND
Explaining how differential heating can affect the
earth’s weather patterns.
AND
Creating a model showing the tilt of the earth on its
axis and explaining how the sun’s energy hitting the
earth surface creates the seasons.
S7-8:22
(DOK 3)
Students demonstrate their understanding of
Gravitational force by…
Describing and explaining the effects of
gravitational force on objects in the Solar System, and
identifying evidence that the force of gravity is
relative to the mass of objects and their distance
apart.
b. The entire planet is surrounded by a relatively thin
blanket of air composed of nitrogen, oxygen, and
small amounts of other gases, including water vapor.
c. Heat from the sun is the primary source of energy
for changes on the earth’s surface. The differences in
heating of the earth’s surface produce the planet’s
weather patterns.
d. Seasons result from variations in the amount of
sun’s energy hitting the earth’s surface. This happens
because of the tilt of the earth’s axis and the orbit of
the earth around the sun.
a. The force of gravity depends on the amount of
mass objects have and how far apart they may be.
b. The force of gravity is hard to detect unless at least
one of the objects has considerable mass.
VOCABULARY – You should know the definitions and appropriate use for the following
terms. Feel free to add to these definitions and descriptions, including examples.
astronomy - The scientific study of the universe and the objects within it
-Includes stars, planets and nebulae. It deals with the position, size, motion, composition
and energy of celestial objects.
gravity
-The attractive force between any two objects
- It keeps everything in orbit SEE ROLES Of GRAVITY on page 3.
PLANETARY MOTION
orbit
ellipse
-(noun) the path of a celestial body or artificial satellite around another object
or body The object in orbit is also revolving.
-(verb) to move along the path described above; planets (including earth) orbit the
sun and the moon orbits earth.
-A closed symmetric curve shaped like an oval most orbits are nearly circular
ellipses
revolution (noun)/revolve (verb)
-When an object travels around a point or object
outside of itself OR to move around another object
- The earth revolves around the sun. (One earth revolution equals one year)
2
NOTES (to be moved to ARCHIVE when the unit is complete)
rotation(noun)/rotate (verb)
- When an object turns, or spins, around a point or axis
within itself OR to spin around an axis (see axis below)
-The earth spins on its axis.
axis -An imaginary line around which an object rotates
-The axis is in the middle of the earth and it spins, or rotates, around it
AS A RESULT OF THE MOTION
seasons
-Sections of the year that repeat annually due to movement of the earth
around the sun.
- Each season has distinct temperature and/or precipitation patterns.
- In temperate climates (like us), there is spring, summer, fall and winter. In tropical
climates, there are rainy and dry seasons
equinox
- The point in the revolution of the earth around the sun when the sun is overhead
to the equator. It happens in the fall and the spring.
solstice
- A point in the revolution of the earth around the sun where the axis tilt is at its
most extreme relative to the sun (one hemisphere tilted towards sun while the
other is tilted away). We have summer and winter solstices.
phases of the moon - The different views we have of the illumination of the moon
because of the positioning of the sun, earth and moon .See phases of the moon.
OTHER OBJECTS
planet
- a celestial body that doesn’t create its own light, is large enough so that its
self-gravity produces a spherical shape, has a clear path as it orbits the Sun
satellite - a natural or man-made object that revolves around another body
moon - a natural satellite that revolves around a planet
star - a celestial body that produces its own light, consists of a mass of gas held together
by its own gravity and nuclear fusion reactions produce its energy
probe -
rover –
3
NOTES (to be moved to ARCHIVE when the unit is complete)
CONCEPTS AND SKILLS – Be able to explain or demonstrate your knowledge. Write
in key information from your notes and other work.
 Provide information about the size of the sun and the size of the earth (in miles or
kilometers).
 Provide information about the size relationship between the sun and the earth.
 Identify the distance between the sun and the earth.
 Give information about our location in terms of the universe and the levels of
organization within it.
 Use words and drawings to explain phases of the moon. (This includes
identification of phases.)
4
NOTES (to be moved to ARCHIVE when the unit is complete)
ESSENTIAL QUESTIONS – You should be able to answer these questions using
information from vocabulary and concepts as well as experience and examples. These may
not be directly answered in your notes and work. Do your best to use what you know to answer the question.
Reasonable efforts and attempts are appropriate.
1. Why are there seasons on Earth?
2. How is life on Earth made possible by features of its Solar System? (Think about star
type, Earth’s mass, Earth’s orbit and Jupiter’s orbit.)
5
NOTES (to be moved to ARCHIVE when the unit is complete)
3. What are the roles of gravity in our Solar System and on Earth? (Think about
orbits and planet shape in addition to others that might come to mind.)
4. How has technology changed the ways humans observe and learn about space? (Hint:
Think about telescopes, probes, etc.)
1. FINALLY…. What else have you learned? It might be more detail in one of the
content areas, something about you as a student or scientist, a specific skill or strong
connection to ‘real life.’
List three one sentence statements or describe one thing with a minimum of
three sentences.
6