North Carolina Science Essential Standards
Resource Pack 4.E.1
Earth in the Universe
Essential Standard:
4.E.1 Explain the causes of day and night and phases of the moon.
Clarifying Objectives:
4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.
4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.
Vertical Strand Maps:
Online Atlas map http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1282
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1292
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Framework for K-12 Science Education:
Core Idea ESS1 Earth’s Place in the Universe What is the universe, and what is Earth’s place in it?
The planet Earth is a tiny part of a vast universe that has developed over a huge expanse of time. The history of the universe, and of the structures and objects within it, can be deciphered using observations of their present condition together with knowledge of physics and chemistry. Similarly, the patterns of motion of the objects in the solar system can be described and predicted on the basis of observations and an understanding of gravity. Comprehension of these patterns can be used to explain many Earth phenomena, such as day and night, seasons, tides, and phases of the moon. Observations of other solar system objects and of Earth itself can be used to determine Earth’s age and the history of large-scale changes in its surface.
ESS1.A: THE UNIVERSE AND ITS STARS
What is the universe, and what goes on in stars?
The sun is but one of a vast number of stars in the Milky Way galaxy, which is one of a vast number of galaxies in the universe.
The universe began with a period of extreme and rapid expansion known as the Big Bang, which occurred about 13.7 billion years ago. This theory is supported by the fact that it provides explanation of observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps and spectra of the primordial radiation (cosmic microwave back- ground) that still fills the universe.
Nearly all observable matter in the universe is hydrogen or helium, which formed in the first minutes after the Big Bang. Elements other than these remnants of the Big Bang continue to form within the cores of stars. Nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases the energy seen as starlight. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Stars’ radiation of visible light and other forms of energy can be measured and studied to develop explanations about the formation, age, and composition of the universe. Stars go through a sequence of developmental stages—they are formed; evolve in size, mass, and brightness; and eventually burn out. Material from earlier stars that exploded as supernovas is recycled to form younger stars and their planetary systems. The sun is a medium-sized star about halfway through its predicted life span of about 10 billion years.
Grade Band Endpoints for ESS1.A
By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to see many more and to observe them and the moon and planets in greater detail.
By the end of grade 5. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their size and distance from Earth.
ESS1.B: EARTH AND THE SOLAR SYSTEM
What are the predictable patterns caused by Earth’s movement in the solar system?
The solar system consists of the sun and a collection of objects of varying sizes and conditions—including planets and their moons—that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed from a disk of dust and gas, drawn together by gravity.
Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which are explainable by gravitational forces and conservation laws, in turn explain many large-scale phenomena observed on Earth. Planetary motions around the sun can be predicted using Kepler’s three empirical laws, which can be explained based on Newton’s theory of gravity. These orbits may also change somewhat due to the gravitational effects from, or collisions with, other bodies. Gradual changes in the shape of Earth’s orbit around the sun (over hundreds of thousands of years), together with the tilt of the planet’s spin axis (or axis of rotation), have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of climate change, including the relatively recent cycles of ice ages. Gravity holds Earth in orbit around the sun, and it holds the moon in orbit around Earth. The pulls of gravity from the sun and the moon cause the patterns of ocean tides. The moon’s and sun’s positions relative to Earth cause lunar and solar eclipses to occur. The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact that it shines by reflected sunlight explain the observed phases of the moon. Even though Earth’s orbit is very nearly circular, the intensity of sunlight falling on a given location on the planet’s surface changes as it orbits around the sun. Earth’s spin axis is tilted relative to the plane of its orbit, and the seasons are a result of that tilt. The intensity of sunlight striking Earth’s surface is greatest at the equator. Seasonal variations in that intensity are greatest at the poles.
Grade Band Endpoints for ESS1.B
By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation.
Science for All Americans:
THE EARTH
The motion of the earth and its position with regard to the sun and the moon have noticeable effects. The earth's one-year revolution around the sun, because of the tilt of the earth's axis, changes how directly sunlight falls on one part or another of the earth. This difference in heating different parts of the earth's surface produces seasonal variations in climate. The rotation of the planet on its axis every 24 hours produces the planet's night-and-day cycle—and (to observers on earth) makes it seem as though the sun, planets, stars, and moon are orbiting the earth. The combination of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the moon (on the basis of the changing angle at which we see the sunlit side of the moon).
Benchmarks for Science Literacy:
Students should begin to develop an inventory of the variety of things in the universe. Planets can be shown to be different from stars in two essential ways—their appearance and their motion. When a modest telescope or pair of binoculars is used instead of the naked eyes, stars only look brighter—and more of them can be seen. The brighter planets, however, clearly are disks. (Not very large disks except in good-sized telescopes, but impressive enough after seeing a lot of stars.) The fixed patterns of stars should be made more explicit, although learning the constellation names is not important in itself. When students know that the star patterns stay the same as they move across the sky (and gradually shift with the seasons), they can then observe that the planets change their position against the pattern of stars.
Once students have looked directly at the stars, moon, and planets, use can be made of photographs of planets and their moons and of various collections of stars to point out their variety of size, appearance, and motion. No particular educational value comes from memorizing their names or counting them, although some students will enjoy doing so. Nor should students invest much time in trying to get the scale of distances firmly in mind. As to numbers of stars in the universe, few children will have much of an idea of what a billion is; thousands are enough of a challenge. (At this stage, a billion means more than a person could ever count one-at-a-time in an entire lifetime.)
Students' grasp of many of the ideas of the composition and magnitude of the universe has to grow slowly over time. Moreover, in spite of its common depiction, the sun-centered system seriously conflicts with common intuition. Students may need compelling reasons to really abandon their earth-centered views. Unfortunately, some of the best reasons are subtle and make sense only at a fairly high level of sophistication.
Some ideas about light and sight are prerequisite to understanding astronomical phenomena. Children should learn early that a large light source at a great distance looks like a small light source that is much closer. This phenomenon should be observed directly (and, if possible, photographically) outside at night. How things are seen by their reflected light is a difficult concept for children at this age, but is probably necessary for them to learn before phases of the moon will make sense.
By the end of the 5th grade, students should know that
· The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. 4A/E1
· Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye. 4A/E2
· Planets change their positions against the background of stars. 4A/E3
· The earth is one of several planets that orbit the sun, and the moon orbits around the earth. 4A/E4
· Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. 4A/E5
· A large light source at a great distance looks like a small light source that is much closer. 4A/E6** (BSL)
Big Ideas:
Patterns
Systems and System Models
Essential Questions:
What causes day and night?
How does the moon’s appearance change over time?
What patterns of change can we observe in the sky?
What causes the phases of the moon to change?
Enduring Understandings:
Predictable patterns and cycles are a result of changes in the Earth’s relative position in space.
The rotation of Earth on its axis causes day and night.
The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact that it shines by reflected sunlight explain the observed phases of the moon.
Identify Misconceptions:
Use the alignment guide for formative probes:
http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
Common Misconceptions with Day and Night
http://beyondpenguins.ehe.osu.edu/issue/polar-patterns-day-night-and-seasons/common-misconceptions-about-day-and-night-seasons
TEACHING Resources:
American Museum of Natural History
http://www.amnh.org/explore/ology/astronomy
Lunar phase booklets
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Phases_Flip_Book.pdf
Oreo Phases
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf
Model of earth/moon/sun system
http://www.sciencekids.co.nz/gamesactivities/earthsunmoon.html
Moon Phase Activity
http://www.ehow.com/way_5482039_phases-moon-activities-kids.html
Moon Phases
http://www.nasa.gov/centers/jpl/education/moonphases-20100913.html
Day and Night
http://www.lpi.usra.edu/education/explore/marvelMoon/activities/whatIf/spin/
Moon Phase activity
http://www.kidscosmos.org/solar_system/moon_phases.php
Moon Phases Images (choose the date)
http://tycho.usno.navy.mil/vphase.html
Lunar Cycle
http://sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html
Phases diagram and background information article
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.mphase/
Modeling Day and Night (activity one)
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.mphase/
Day and Night Modeling
http://www.eyeonthesky.org/lessonplans/05sun_daynight.html
Day and Night
http://serc.carleton.edu/sp/mnstep/activities/25483.html
Day and Night
http://solarsystem.nasa.gov/educ/lesson-view.cfm?LS_ID=891
Science Class Night
http://science-class.net/archive/science-class/Astronomy/MoonPhases.htm
Video Resources:
Moon
http://solarsystem.nasa.gov/news/whatsup-view.cfm?WUID=42
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Why_Does_the_Shape.html
https://www.youtube.com/watch?v=bWeaQctUp1c
READING Resources
Moon Phases Read and React https://www.exploringnature.org/graphics/space/moon_phases_read_react_quiz.pdf
K-12 Reader
http://www.k12reader.com/reading-comprehension/Gr3_Wk16_Phases_of_the_Moon.pdf
NASA STARCHILD
https://starchild.gsfc.nasa.gov/docs/StarChild/questions/question3.html
Terminology:
Day, night, earth, moon, sun, sky, appearance, change, pattern, month
Writing Connections
1) Write an informative/explanatory text to explain the reason we experience day and night.
2) Use digital tools to create a book showing moon phases and write information to explain images.
3) Write an informative text explaining why the moon appears different over the course of a month.
4) Write about an imaginary trip to the moon. Explain what you would need to bring and why?
5) Write an opinion piece about whether you think astronauts should return to the moon.