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Introduce the unit using the essential questions. How do we know what we
know? Assess students' misconceptions about the study of space.(round robin)
Handout performance guidelines, rubrics and timelines.
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What are some unique characteristics about the planet Earth that is different
from other planets?
What are some unique characteristics about the organisms that inhabit the
planet Earth?
Is it possible for life to exist on other planets?
How would we go about finding out?
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Astronomy is the study of the universe and its components.
Scientists who study the univers and Earth's place in it are called
astronomers.
a. Make a list of as many celestial bodies as possible. How many have you
actually seen?
b. Answer questions on page 422 and discuss.
c. Make a list of questions you would like to have answered as study space.
d. Exploration 1: page 428 Heavenly Motions
Part 1: Celestial Quiz do as partners
Part 2: Checking it Out as homework
e. Celestial Picture Study page 431-433 read and answer questions as a team.
f. Come up with a definition of astronomy.
Evaluate models of the universe.
Compare and contrast the geocentric and heliocentric models of the solar
system.
a. Discuss the early observers: Aristarchus, Aristotle and Ptolemy. What were
their views? Do you agree with them?
Explain the motions of celestial bodies by using the Copernican model of the
solar system.
a. The Trial of Galileo: discuss Galileo's ideas about the universe.
b. Exploration 1: page 440-442
Part 1 Copernicus's Model
Part 2 Retrograde Motion
c. Movie about Galileo's studies and ideas about the universe. Write a
description about the way Galileo and others were treated because of what
they studied and believed in.
Explain why the amount of daylight changes throughout the year.
Describe how the tilt of the Earth on its axis creates seasons.
a. Exploration 2: A Trip around the Sun page 446-448
Illustrate how a planet orbits the Sun by drawing an ellipse.
a. Kepler's Puzzle
b. Exploration 3: Investigating an Ellipse page 450
Create a Scaled down model of the solar system.
a. Each student picks a planet and make a scaled-down model of it.
b. Calculate the distance it is from the sun. Create a scaled-down version of
the solar system.
c. Go outside or in a long hallway and stand the proper distance from the
sun.
Create an organism to survive on a selected planet.
a. Go over project guidelines.
b. Pick groups and planet to research.
c. Go to the library to research planet.
d. Make a list of adaptations the creature will have to survive on the chosen
planet.
e. Students will make a poster of the creature on its planet.
f. Students will type a report to discuss the creature with its adaptations.
Student groups will present creatures and posters to the class.
Describe the surface of the moon.
Compare and contrast meteors, meteorites, comets and asteroids.
Create craters and compare with what teh craters on the moon look like.
a. The Man in the Moon Activity: Reading and vocab on the moon's surface.
b. Create a graphic organizer to compare and contrast meteors, meteorites,
comets and asteroids.
c. Lab on craters.
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Students will work in groups to determine the answers to the following
questions.
a. What is our place in the universe?
b. Is it possible to find life on other planets?
c. Would it be possible for life to survive on other planets?
d. How would you feel if you had the opportunity to live somewhere else
besides Earth? Would you want to?
e. Which astronomers had the best explanations about the universe?
f. Could you see why some of the early astronomers were not believed?
believed?
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The class will divide into groups to complete the following space creature
assignment.
Congratulations! Your team has been selected to work on a NASA space project.
This project will require your space exploration team to examine the physical
and environmental conditions on one of the eight planets other than earth.
This mission is of vital importance because environmental projections
indicate that the atmosphere of teh earth is reacing toxic levels. Scientists
project that teh toxicity level will increase to an extent that one day human
life will be unable to survive. At this time, environmentalists on earth are
trying to halt our spiral toward destruction, but there are no guarantees that
it is not too late. NASA and teh governmental heads of all the countries of
the world have elected to expand research done on the planets in our solar
system. It is the goal of this mission to uncover a planet that may be able
to support a future form of life. Your exploration team will head the mission
to one of the eight planets.
Your team will conduct detailed research on a planet. Upon completion of this
research, your team will use this research information to design a creature
that could exist on that planet. You are one of eight teams around the world
researching each planet in detail. Each exploration team will randomly select
a slip of paper that denotes which plaent the team has been assigned.
Each team will decide what characteristics a creature must have to exist on
the designated planet. Access to library materials written by space experts
will be provide to aid in this decision. After your team has conducted
adequate research on the planet, the designs for the perfect creature should
be made and detailed drawing and written description of the creature should
be provided.
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