Earth’s Place in the Universe
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils
above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
1 (1 day) What's with all the spheres? What does down mean?
-review drawing labeled diagrams
Set 1: How does falling work?
Google Earth: Draw People And Objects: Which directions are they falling?
Sum up what we know: direction and pull, mass and inertia, gravitons and 'bending' space time
TPWS: Draw a diagram to explain how falling works.
Set 2: How does gravity + inertia = spheres and orbits?
-do spinning bucket of water bucket
TPWS: Draw a diagram: Explain what you are seeing here and why?
Required vocabulary: Orbit, Sphere, Gravity, Inertia, Mass
2 (1 day) Why doesn't it seem round?
-review drawing a diagram with labels or captions for each set of clips and images.
Set 1: Sattelite Images of Earth & Other Bodies: Scale & Shape
Set 2: Sun Sticks
Set 3: Shadows & Eclipses
standard: Earth’s daily spin relative to the Sun causes night and day.
1 (2 days) Why do and don't you notice it spinning?
-videos and images: spin, night, day, nuclear fission & fusion, light
-Comparison of Visual Models for Night & Day
-Groups: using your light source, paper, tennis ball, toothpicks, and tape: prepare a presentation on night and day.
-Day 2: Diagrams (star, sun, earth, day, night, dawn, dusk, axis, direction of rotation)
-Why don’t the other stars cause day and night?
1 (1 day) What's the deal with seasons (tilt and orbit) versus day and night (rotation)?
1a. Watch these videos.
1b. Examine these images.
1c. In your science journal, draw a labeled diagram that explain how the Earth's orbit and tilt work together to cause seasons.
2. Now its your turn to do the research: watch at least one video, and find at least one image that explain what causes day and night, then draw a labeled diagram in your journal explaining how the Earth's rotation (NOT its orbit) causes day and night.
1 (1 day) What are stars?
-Videos and Visuals: star, light year, fission
-Presentation: How gravity creates stars.
-Scale Demonstration of Star Size
-Scale Demonstration of Quantity of Stars
-Solar System Diagrams
1. View These Images and Videos About the Big Bang
2. View These Image and Videos About Star and Solar System Formation
3. Explain how the series of images below show how the big bang and gravity shaped our universe.
You must use the words big bang, expand, gravity, condense, density.
2 (1 day) How far away are different stars?
-Light Years & Scientific Notation: Students need to learn the basics of how to read it so that they can compare the suns distance to other stars.
-Write Distances and Sizes of Different Stars in Scientific Notation
-Scale Demonstration of a Light Year
**So, why does the sun SEEM so big and bright?**
standard: Earth’s nearly circular yearly orbit around the Sun causes us to see different constellations at different times of year.
1 (1 day): It spins AND orbits!
-Clips & Images: Constellations at different times of the year.
-What are the constellations really?
-Why are they not as bring as the sun?
-Are they moving or are we moving?
-Project and Connect Constellations on the Smart Board
-Group Posters: Orbits & Constellations in a Year
*Include a footnote: How is this Different from Spinning and Light & Night in a Day?
1. Research the definition of a Nebula. Make sure you understand.
3. Read one of these:
or harder ....http://science.nationalgeographic.com/science/space/universe/stars-article/
4. Read this:
5. Answer these 3 questions in your journal with diagrams and full sentences.
-How do stars form from nebula?
-Why does the sun seem so much brighter to us than other stars? Is it really brighter?
-Why does the sun make it harder to see other stars in the day more than the night?
LEAVE YOUR JOURNAL OPEN TO BE GRADED and explore this...
1 (3 days): Claims and Evidence: Does light go forward (unless stopped) or gradually fade away?
-Day 1: Initial Debate and Writing, Forming Research Questions and Arguments
-Day 2: Research
-Day 3: Revision
Now the weird transition to fossils: It fits with this standards... but move it?
1 How might long term input changes effect a population (adapt behavior, migrate, ADAPT BODY, or die)
-How long does adaption take? It depends on generation / lifespan.
-Class Case Study #1. Finch Beaks
-Day 2: Review With english moths and coal
-Independent Case Study: Artic Ice Melting & Polar Bears
-Class Case Study Case Study: Homo Sapiens & Tool Use into an Ice Age
*Disculss survival rates: >99% of All Species Are Extinct: What can we infer from this?
1 (1 day) What is the probability of an organism becoming a fossil?
-Clips & Images for each of the 4 events below:
Tar Pit, Sap, Sediment Cover: Water Deposition, Volcanic Ash, Landslides Sea Creatures on Continental Divides
-Pass out texts: Students will fill in Event, Organism, Composition, Completeness for each case study.
1 (2 days): How do we date fossils?
-Clips & Slideshow for Each Dating Method
-Environmental Surroundings, Layer, Carbon-14
-Case Study 1: What can you infer about this fossil and its environment? Use claims and evidence format.
-Case Study 2: Hominid Jaw, Teeth, & Upper Rear Skull Size
-Group Case Study: Canada Shale
-Day 2: Pair Study: Mountain Shells, Early Organisms (No plants or animals), Whale Forerunner, Frozen Mastadon
Solar System Links (The 1st site is awesome!)