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Science 21 Grade 6 Unit 3Curriculum Companion Reproducibles EDITION Winter 2020-21 This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes. Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction. center3381375Dear Parents, Our class is about to begin our new unit of study on Astronomy: The Earth in Space. We will investigate the Earth, our Solar System, space travel and famous astronomers. Throughout our studies, we encourage students to create their own methods for solving problems. We hope they will share their enthusiasm for these fascinating topics with you at home. Please encourage them to talk about what they are learning in our class. We ask students to be aware of recent developments in astronomy and ask that you help them find any new information from newspapers, magazines, the internet, or television reporting. There are several materials we need that could easily be donated by students. If you have any books, magazines or videos on Astronomy, we would appreciate it if you would donate them to our class library. Please indicate if you would like them returned at the end of our unit. We look forward to beginning our study of the Earth in Space, and sharing all that we learn with you. Thank you,This vocabulary list is not intended as a handout for students, but as operational definitions for the unit. We encourage you to present these words through a variety of modes and styles such as guided imagery, acting out of vocabulary, drawing activities, etc.Asteroid: Rocky or metallic objects, most of which orbit the sun between Mars and Jupiter.Axis: A straight line around which a planet, moon, or other body rotates.Circumference: The distance around something. The circumference of the earth can be measured at the et: A small icy object that orbits the sun. It is made up of a nucleus (solid, frozen ice, and dust), a gaseous coma, and a tail. The long tail of dust always points away from the sun.Concave: Hollowed or rounded inward like the inside of a bowl. Concave lenses make objects appear smaller.Converging: Moving toward one point. To come together as in converging rays of light.Convex: Curved or rounded like the outside of a sphere or circle. Convex lenses make objects appear larger. Magnifying lenses are convex lenses.Counter-clockwise: The direction opposite that in which the hands of a clock move.Diameter: A straight line passing through the center of a figure or body, especially a line segment through the center of a circle.Diverging: To move or extend in different directions from a common point; to draw apart as in diverging rays of light. Ellipse: A flattened circle. Most orbits of planets are in the shape of an ellipse. Equator: An imaginary circle around the earth (or other planet or satellite) midway between the north and south poles.Equinox: Either of the two times each year, around March 21st and September 23rd when the sun appears overhead at the equator and day and night everywhere are of equal length. Galaxy: A huge group of stars, dust, gas or other bodies in space that are bound together by gravitational forces. Galaxies can contain anywhere from 100,000 to 3,000,000,000,000 stars.Gravity: The attraction between two masses or heavenly bodies such as the attraction of objects and the earth.Hemisphere: Half of a sphere or ball-like object. International Date Line: An imaginary line, approximately along the 180th meridian, named as the place where each calendar day begins.Latitude: An imaginary circle on the earth that represents the angular distance north or south from the equator. The equator has a latitude of zero degrees. The North Pole has a latitude of 90 degrees north; the South Pole has a latitude of 90 degrees south. Lens: A clear curved piece of material (as glass) used to bend rays of light to form an image. Longitude: An imaginary circle on the earth that represents the angular distance east or west of the North-South line that passes through Greenwich, England which has a longitude of 0 degrees.Meteor: Meteoroids that burn up in Earth's atmosphere.Meteorite: A meteor that has fallen to Earth. More than 100 meteorites fall to the Earth each year. Meteoroid: A small body that travels through space, most often around the sun. They are smaller than asteroids; most are smaller than the size of a pebble. Most meteoroids come from asteroids that have broken up, but they can also come from the Moon, comets, or the planet Mars.North Pole: The northernmost place on the Earth. Orbit: The path followed by a planet or satellite as it revolves about another heavenly body. Perpendicular: Two lines forming a right angle with one another or with a given plane.Prime Meridian: The imaginary line, or meridian of 0 degrees longitude, from which other lines of longitude are calculated.Reflection: An image produced by, or as if by a mirror.Refraction: The bending of a ray of light when it passes from one medium to another in which the speed of light is different, as when light passes from the air into water. Revolution: The action by a heavenly body of going around in an orbit; the time taken to complete one orbit. Rotation: One complete spin around an axis (e.g., the Earth completing a rotation about its axis in a day).Scaled Model: A representation of an object or area in which all proportions are a fraction of the actual object. For example, a one quarter scale model of a building would have each dimension one-fourth the size of the original.Season: One of four quarters into which a year is commonly divided, i.e. spring, summer, winter, autumn. Solar System: The sun, the planets (and their moons), the asteroid belt, and many comets and meteors all of which orbit the sun.Solstice: The point in the apparent path of the sun at which the sun is farthest north or south of the equator; the time of the sun’s passing a solstice usually occurs on June 22nd and December 22nd.South Pole: The southernmost part of the Earth. It is located on the continent of Antarctica. Star: A ball-shaped gaseous celestial body (as the sun) of great mass that shines by its own light.Telescope: A device that makes faraway objects appear closer and larger allowing us to see distant objects in space.Tilt: A move or shift from a known point as in the tilt of the Earth’s axis from a vertical plane. Time Zone: A geographic region, usually determined by lines of longitude, within which the same standard time is used.Tropic of Cancer: The parallel of latitude that is 23 1/2 degrees north of the equator and is the northernmost latitude reached by the overhead sun. Tropic of Capricorn: The parallel of latitude that is 23 1/2 degrees south of the equator and is the southernmost latitude reached by the overhead sun.Universe: The whole body of things observed and assumed including all of space. The total of all the galaxies and all of space.Year: The period of about 365 1/4 days required for the Earth to make one complete trip around the sun. Other planets have “years” of different lengths of time. Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 1 TimelineLesson 1 Overview:This lesson has 2 parts. In Part 1 have your student first think about what is in space. Then have them complete Student Page 1 -What do you know about space? Give your student about 3 minutes to complete the page. Talk with your students about how they know what is in space and why it is difficult to investigate space. (Time and money are major constraints).In Part 2 of this lesson you will need to print, cut and mix up the events listed on the Events Timeline Page. Students are challenged with putting the events in chronological order. You may need to explain BC as” Before the Common Era” and AD as a “year in our time.” Your student will be given the separate sheets of paper with descriptions of significant events that have taken place during the history of astronomy. The student will work to arrange the events so they are in correct chronological order. They then attempt to place the events into specific time periods of history. Once this has been established and the events can be briefly discussed using the Events Timeline Annotated Answers.Helpful Background Information:Wrap up the lesson by exploring the following ideas: Man has been trying to make sense of space for centuries. Our explanations of what we see have changed quite drastically throughout history. Why do you think people long ago believed what they did? Most of the significant events in astronomy happened quite recently. Why do you think that is so? How do such factors as technology, politics and the economy affect space exploration? This unit focuses on the work of astronomers and their branch of science, astronomy. Many people confuse the terms astronomy and astrology. Astronomy is a science supported by a body of observable evidence and facts. Astrology is the belief that the stars control people’s lives. Astrology is untestable and therefore unsupported by scientific evidence. This activity only highlights several of the significant discoveries and events in the field of astronomy. See fact sheet for a brief description about the significant events. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.There are step by step instructions directly on the student page for Part 1 of this lesson. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.In Part 1 of the lesson, students will brainstorm what they already know about astronomy. In Part 2, students will arrange specific events in chronological order. It is possible that the student will be unfamiliar with some of the events, this is ok! Have them use clues from the descriptions to help guide them to the correct order. The main purpose of this lesson is to give the students the experience of arranging information about the history of astronomy in a timeline.Use the Events Timeline Annotated Answers sheet to discuss the timeline with your students.Wrap up the lesson by exploring the following ideas: Man has been trying to make sense of space for centuries. Our explanations of what we see have changed quite drastically throughout history. Why do you think people long ago believed what they did? Most of the significant events in astronomy happened quite recently. Why do you think that is so? How do such factors as technology, politics and the economy affect space exploration? .5) Please ensure that your student completes the Student Page and submits it.Name Science 21 The Earth in SpaceGrade 6 Unit 3 – Lesson 1 The Lesson Facilitator should cut out the events on this page in strips, mix them up, and place them in an envelope for the student. Students should then place the events in the chronological order they think they happened.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The Greeks introduced the idea that the Earth is shaped like a sphere or ball.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Aristotle proposed a model of the universe containing eight spheres revolving around the Earth.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The first observatory was built to study the universe.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Ptolemy observed the sun moving across the sky and confirmed the theory of a universe where the earth is stationary.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Leonardo da Vinci conducted experiments in flight.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Copernicus suggested that the sun is the center of the universe.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Galileo was the first to use a telescope to study the sky.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Edmund Halley observed the comet that now carries his name.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The Wright Brothers traveled on the first powered flight.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The first supersonic flight was made by Chuck Yeager in the X-1.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Soviets launched the first artificial satellite, Sputnik 1.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Yuri Gagarin was the first human to fly in space.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Apollo 11 landed on the moon and Neil Armstrong was the first man to walk on the moon.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Vikings 1 and 2 land on Mars.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Voyager 1 and 2 are launched into space as space probes. Their mission traveled to the outer planets of our solar system and sent information back to earth.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------NASA launched the first space shuttle, Columbia.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The most recent viewing was made of Halley's comet.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The Hubbell Space Telescope was placed in orbit.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Mars orbiter landed on Mars. Vehicle explored parts of the surface.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------First astronauts landed on Mars.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Name Science 21 The Earth in SpaceGrade 6 Unit 3 – Lesson 1 What Do You Know About Space???After thinking about this question for one minute, you will have exactly three minutes to list as much information as you know about what is in outer space.Remember, this is a brainstorming session, so write quickly. (For this time only, do not concern yourself with spelling and grammar.) Name Science 21 The Earth in SpaceGrade 6 Unit 3 – Lesson 1 THE EARTH AND BEYOND SIGNIFICANT EVENTS TIMELINE Annotated Answer Key500 BC The Greeks introduced the idea that the Earth is shaped like a sphere or ball. Greek astronomers were often at odds with established religion. They were clever and intuitive at conducting purely scientific astronomical observations. They correctly explained the cause of solar and lunar eclipses. They realized that the Moon reflected sunlight (because of its phases), and that the Sun was much farther away than the Moon. Through numerous experiments and observations, they concluded that the Earth was a sphere, and they even calculated its diameter.350 BC Aristotle (Greek philosopher, noted biologist and writer on physics) proposed a model of the universe containing eight spheres revolving around the Earth. He believed the Earth did not move. He taught that the universe was spherical in shape, with the Sun, Moon and planets carried round on spheres nesting inside one another 140 AD Ptolemy observed the sun moving across the sky and confirmed the theory of a universe where the Earth is stationary. He described his geocentric theory (the earth is in the center) in his famous publication Almagest.640 AD The first observatory was built to study the universe. An observatory is a structure specifically intended for making celestial observations and measurements. The earliest structure which can be identified as an observatory with reasonable confidence dates from as late as 640 AD and is located in southeast Korea. This bottle-shaped building, which is about 9m (30ft) high, is still well preserved. 1500 AD Leonardo da Vinci conducted experiments in flight. He was fascinated by flight and studied bird anatomy to develop ideas for a human powered flying machine. The machine he designed, if built with the materials of those days, would have weighed over 600 lbs. It was never built and da Vinci never flew. However, his dream of human-powered flight was finally achieved in 1977 by the aeronautical engineer Paul MacCready from Pasadena California. 1543 AD Copernicus suggested that the sun is the center of the universe. This Renaissance astronomer's radical proposal of a Sun-centered planetary system shocked many astronomers of his day. His heliocentric theory (the sun at the center) is the model we use today. He had no proof of his new cosmology although used mathematical calculations and precise observations to determine the paths the planets took around the Sun. 1609 AD Galileo was the first to use a telescope to study the sky. This Italian physicist and astronomer was noted especially for his research in physics, his pioneering telescopic observations of the heavens, and his championing the Sun-centered or heliocentric theory of Copernicus. Well known for the research he did on gravity and falling bodies while a professor in Pisa, he also built one of the first telescopes that magnified images nine times. In his observations he found the Milky Way to be composed of separate stars, he saw the presence of valleys, mountains and craters on the Moon, and he found Jupiter to be accompanied by four orbiting satellites. His views were so revolutionary he was brought to Rome to be tried by the Inquisition. He was forced to recant publicly his belief in the Copernican theory, and forbidden to concern himself any more with astronomical problems. Then he was sent home to live under permanent house arrest. In spite of his sentence, Galileo continued his scientific work, though now he concentrated on physics. 1682 AD Edmund Haley observed the comet that now carries his name. Halley's comet is the brightest of the comets whose paths we can predict, and the only one which has been seen regularly with the naked eye. Halley's comet has been observed and recorded for more that 3,000 years; it was first noted by the Chinese in the winter of 1059/1958 AD, and there is a chance that it is the comet referred to in a report from 2467 BC. Halley's comet travels around the Sun in an elliptical orbit. The comet is named after British astronomer, Edmond Halley, not because he discovered it but because he was the first person to calculate its path around the Sun. In 1066, its appearance shortly preceded the Norman Conquest of England and was depicted in the Bayeux Tapestry with the Saxon courtiers looking on horrified and King Harold tottering on his throne. Unfortunately, at some returns of the comet it does not pass close to the Earth and so we could not get a very good view of it. This was so during the latest return in 1985/86, and the next, that of 2061, will be no better. 1903 AD The Wright Brothers traveled on the first powered flight. In Kitty Hawk, North Carolina, Orville and Wilbur Wright carried out many investigations of flight. For three years they experimented with their models revising their engineering designs as they gained information. In 1903 they completed work on the Wright Flyer that was similar to their original gliders but featured propellers and a little combustion engine. After many attempts and failures, they flew a successful flight at 10:35 am on December 17, 1903 for a total of 12 seconds. The Wright Flyer now hangs proudly in the Smithsonian's National Air and Space Museum.1947 AD The first supersonic flight was made by Chuck Yeager in the X-1. Chuck Yeager broke the sound barrier in the Bell X-1 rocket plane on October 14, 1947. In 1952, he set a new air speed record of 1650 mph, more than twice the speed of sound. After the onset of the space race in 1956, Yeager commanded the Air Force Aerospace Research Pilots School to train pilots for the space program.1957 AD Soviets launched the first artificial satellite, Sputnik 1. This satellite was one of ten satellites launched by the Soviet Union. Sputnik 1, launched on October 4, 1957, was the first artificial satellite. It orbited the Earth in 96 minutes. Sputnik 2 (November 3, 1957) carried the dog Laika. Sputnik 3 (May 15, 1958) was a highly successful scientific satellite. Sputniks 4,5 and 6 tested the Vostok re-entry capsules, Sputnik 5 making the successful return from space of the dogs Belka and Strelka. Sputniks 7 and 8 were associated with the Venus space probe. Sputniks 9 and 10 were also Vostok test flights. The launch of these satellites marked the beginning of the race to explore space between the Soviet Union and the United States. Today both counties still continue to explore space but cooperate and share their resources and information, sending manned flights with US astronauts and Russian cosmonauts.1961 AD Yuri Gagarin was the first human to fly in space. This Russian cosmonaut became the first man in space, when he made a full orbit of the Earth in Vostok 1 (April 12, 1961). He was killed during a test flight of a jet-aircraft in 1968.1969 AD Apollo 11 landed on the moon and Neil Armstrong was the first man to walk on the moon. The Apollo program was one of humankind's greatest adventures and triumphs. It employed some 500,000 people for over more than a decade at a cost of $20 billion. The first public announcement of the US's intention to land men on the Moon and return them safely to Earth was made by President Kennedy in 1961. In a short time, this dream was fulfilled by Commander Armstrong and astronauts Aldrin and Collins in July of 1969. Other missions landed on the moon successfully over the next few years. The quantity of data resulting from the Apollo program is overwhelming. Rock and soil samples have been tested and analyzed thoroughly by scientists in various fields. Many experiments were carried out on the surface of the Moon. Most importantly the program gave NASA scientists the vision to continue its research into space. 1975 AD Vikings 1 and 2 land on Mars. The Viking missions to Mars incorporated two orbiter-lander spacecrafts. Viking 1 was launched by a Titan-Centaur booster on September 9, 1975, and injected into Mars’s orbit on June 19, 1976. Viking 2 was launched on August 20, 1975, injected into Mars’s orbit on August 7, 1976, and its lander spacecraft reached the surface of Mars on September 3, 1976. Because Mars is the most hospitable of the planets, and because of the long history of debate regarding the possibility of life on Mars, great emphasis was placed on lander experiments designed to search for life. All of the experiments operated successfully, and no indications of life were found at the landing sites. Cameras and orbiters helped to map the entire surface of Mars, returning more than 55,000 images, including many high-resolution pictures of the satellites Phobos and Deimos. 1977 AD Voyager 1 and 2 are launched into space as space probes. Their mission was to travel to the outer planets of our solar system and send information back to Earth. Two Voyager probes were launched from Cape Canaveral in 1977. Their targets were the outer planets, and both were extremely successful. Voyager 2 was launched first, on August 20, 1977; Voyager 1 followed on September 5. On March 5, 1979 voyager 1 passed Jupiter and sent back excellent images, then continuing on to a rendezvous with Saturn on November 12, 1980. The complex nature of the rings was fully revealed and other data regarding the planet was obtained. Due to its orbital path, Voyager 1 could not rendezvous with Uranus or Neptune. Voyager 2 passed Jupiter on July 9, 1979 then went on to Saturn, by-passing that planet on August 25, 1981 and unfortunately ran into technical problems and lost some vital data it collected. On January 24, 1986, Voyager 2 encountered Uranus and shared information on the little-known planet. This eight-year-old probe continued to its final target of Neptune in August 1989. Both voyagers continue to travel through space beyond our Heliosphere. In the chance, admittedly remote, that in the future the Voyagers will be picked up by some alien race in another Solar System, each probe carries a 12 in copper record called "Sounds of Earth", together with information upon how to play it, using the cartridge and needle which have been provided.1981 AD NASA launched the first space shuttle, Columbia. A space shuttle, unlike the rockets of the past, is a reusable manned space vehicle. The first space shuttle to orbit the Earth was launched on April 12, 1981. Other successful flights were launched over the years ("Discovery", "Atlantis", etc.) Unfortunately, the disastrous loss of "Challenger" in 1986 was a tragic episode in space exploration. That disaster was due to a combination of adverse weather and design weaknesses. Space shuttles carry commercial, scientific and military payloads, plus laboratory modules. They also repaired and recovered several broken satellites as well. Besides four-person flight crews, the shuttles carried specialists (e.g., scientists, commercial researchers, oceanographers); payload customer representatives (civilian and military, plus foreign nationals such as Saudi Arabian, Dutch, German, and Mexican); diplomatic passengers (Canadian and French); congressional observers; and "citizen in space observers" (the teacher-in-space was among those killed on the "Challenger" catastrophe on January 28, 1986). 1986 AD The most recent viewing was made of Halley's comet. See previous information on Halley's comet (1682 AD).1990 AD The Hubble Space Telescope was placed in orbit. This telescope was launched by a space shuttle. This large telescope operates above the Earth's atmosphere, improving our ability to view objects in space. In 1993 a repair mission was sent into space to correct various problems successfully. The information that is gathered by this sophisticated telescope is phenomenal. In a few short years it will have more than doubled the number of galaxies that have accurate distances measured after more than a half-century of work by astronomers at the world's largest telescopes on the ground. A mission in 2002 brought to Hubble a “third generation” imaging camera of higher resolution and sensitivity. 1997 AD Mars orbiter landed on Mars. Vehicle explored parts of the surface. NASA’s Mars Pathfinder and Mars Global Surveyor missions were set up to get the most detailed information on the planet Mars. The Pathfinder landed on the red planet on July 4, 1997 and has since sent back captivating images of the Martian landscape. Also, a small rover named Sojourner began wandering the landing site, sniffing rocks. Mars Global Surveyor began a two-year mapping mission upon its arrival at Mars in September 1997; orbiting the planet once every two hours. These two missions will be followed by the launchings of two spacecraft every two years until 2005. These missions will focus on studying the conditions for the emergence of life on Mars, particularly the history of climate and water. Starting in 2005, missions will focus on collecting rocks from three regions on Mars and it is expected that the first samples will be returned to Earth during the same year. 2014-2020? First astronauts landed on Mars. The robotic explorations of Mars during the 1990’s and early part of the 21st century will pave the way for a human expedition sometime around the year 2020Name Science 21 The Earth in SpaceGrade 6 Unit 3 – Lesson 1 In Search of The Ghost of The Universe Reading in the Content AreaAs told by Lorne Brown It was dark. The night sky hung clear over the tiny city in the valley; the stars awesome in their brilliance.A small group of men stood on the top of the hill, looking across the city and the valley to another hill on the side, some fifteen kilometers away. There, a similar group has assembled, their lights flickering in the distance.“We’re ready,” said the leader of the first group, a bearded man with sharp eyes. “Check your lantern.” What was happening? Was this a secret military operation? A band of thieves and robbers plotting a sinister scheme? Actually, it was a scientific experiment. The leader was the great astronomer Galileo himself, who would later be accused of claiming that the Earth revolves around the Sun. Everyone knew that the Earth was the center of the universe! The experiment was really very simple. A lantern would be uncovered on one hill. Fifteen kilometers away, a second lantern would be uncovered, shining back to the first. Light would have thus traveled thirty kilometers, twice across the valley which housed the Italian city of Florence. By calculating how long it took for the light to travel this distance, Galileo could determine the speed of light. He was going to catch the ghost of the universe! * * Was the experiment from five centuries ago successful?The men on top of the first hill uncovered the lantern; immediately, they spotted the light from the second lantern. Light had traveled so quickly that it appeared instantaneous, which is what everyone believed. Galileo still believed that it traveled at a specific speed that could be calculated, but all he knew now was that, whatever speed it was, it was very, very fast!He had failed to catch the ghost of the universe.It was a third of a century later that a Danish astronomer named Roemer was studying the moons of Jupiter (which Galileo had discovered using an early telescope).By observing changes in the times of their eclipses, Roemer calculated the speed of light with amazing accuracy. Today we know that, if light could travel in circles, it could go around the Earth over seven times in one second! Now that’s fast. And it was in the last century that Einstein, the genius with the wild hair and mis-matched socks, stated that the speed of light was the limiting speed. Nothing in the universe can travel at a rate faster than the speed of light.The ghost of the universe was finally captured.Think about and respond to the following questions: 1. What is the “ghost of the universe” and why do you think that it is called that? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 2. Why was Galileo’s idea considered so unusual at the time? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 3. Why didn’t Galileo’s experiment prove what he set out to show? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 4. Why do you think Roemer’s experiment was successful? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 2 Day and NightLesson 2 Overview:Part 1: Students will first review rotation, noon, midnight, sunrise, and sunset. Then have your student read and answer the questions on the ROTATION AND REVOLUTION FACT SHEET. Next, have your student use a large ball to create a model of the Earth. Using the Day & Night Student Page, they will identify the equator, the poles, the Tropics of Cancer and Capricorn, the Prime Meridian and the International Date Line, and use rubber bands to mark them. The following link may be helpful in identifying where these are located. 2: Using this model and a flashlight, students will investigate how the earth rotates on its axis in a 24-hour period. They will also determine how time zones work, following the directions on the What Time is it? Student Page. The following link may be helpful: Background Information:The units of time called days are derived from Earth's rotation on its axis. This 24-hour rotation causes day and night. As the light rays or waves are emitted from the sun, they travel in straight lines. In the same manner as a flashlight's rays could only shine on one side of a ball at a time, the light from the Sun cannot bend around the rear side of the globe. Therefore, while it is daylight on one side of Earth, it is nighttime on the other and vice versa. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.There are step by step instructions directly on the student page, Day & Night, for Part 1 of this lesson. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.In Part 1 of the lesson, students will read about the Earth’s revolution and rotation. Following the instructions on the student page, students will create a model of the Earth (using a ball) and mark the Equator, the Prime Meridian, The Tropics of Cancer and Capricorn, and the International Date Line using rubber bands. Using markers, they will identify the location of the North and South Poles. In Part 2, students will identify time zones throughout their globes. The main purpose of this lesson is to have students demonstrate the rotation of the earth in a 24-hour period, and to explain daily changes on earth.Discuss the What Time is it? student page.Wrap up the lesson by exploring the last Bonus Question on the What Time is it? student page. 5) Please ensure that your student completes the Student Pages and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 2Day and Night DIRECTIONS: 1. Use your ball and make a model of the planet Earth. (Glue or tape a skewer (use a pencil or other long, straight stick-like object) to the ball on opposite sides first to represent the Earth’s axis. Then place the rubber bands on the ball to show the following items on your globe.) EQUATOR TROPIC OF CANCER TROPIC OF CAPRICORN Draw a ‘N’ & ‘S’ to represent the NORTH & SOUTH POLE STOP!!! Show your globe to your Lesson Facilitator and check your rubber band placements with the website in the LFN before going on. 2. Estimate where you think New York State might be on your globe. Mark that spot on the globe. (Use maps/globes or other guides to help you.) 3. Use a different color marker to represent California on your globe. Finish setting up your model as pictured in the Earth’s Tilt Cut-out page. STOP!!! Show your globe to your Lesson Facilitator before going on. ANSWER THE FOLLOWING QUESTIONS: 1. Did you place the New York State pin in the Southern or Northern Hemisphere? _______________________________________________________________________________ 2. Did you place the New York State pin above or below the Tropic of Cancer? _______________________________________________________________________________ 3. Name a continent that is located in the Southern Hemisphere? _______________________________________________________________________________ 4. The earth spins on its axis once every 24 hours. It rotates from the west to the east. Try to spin your globe now. What direction did you spin it? Left to right or right to left? _________________________________________________________________________________ _________________________________________________________________________________ 5. As you spin your globe. Imagine your face is the sun. Which state (New York or California) would see the sun rise first? _________________________________________________________________________________ (If you did this correctly, you did not move the stand. You only moved the ball.)So, as the saying goes.… “the sun appears to rise in the __________ and appears to set in the __________.” 6. Now think about all 50 states. Which state sees the sun rise first? _______________ Which state sees the sun rise last? _______________ 7. Set up your flashlight so it shines on the globe. Aim the center of the beam on the equator. (You may want to balance the flashlight on a stack of books to keep it level.) Use the following terms to answer the questions below: 12 24 NOON SUNRISE MIDNIGHT SUNSET a. You are in New York State. The sun is almost overhead. What time of day is it? ____________ b. What time of day is it on the opposite side of the Earth (for example in China)? ______________ c. Twist your globe one-half a rotation. What time of day is it now in New York State? ____________d. How many hours does it take for the earth to rotate one-half a revolution? _________________ Bonus Question: “Come visit the beautiful beaches of Eastern Long Island. Play on the sandy beaches of Montauk. Enjoy breath-taking sunsets over the blue waters of the Atlantic nights.” What's wrong with this ad? ______________________________________________________________Name:Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 2Day and NightWHAT TIME IS IT?DIRECTIONS:Follow each step carefully:? Take the globe off the wooden skewer.? Remove the Tropics rubber bands? Leave the equator rubber band and the state marks in place.? Color the equator rubber band red.? Put one rubber band around the globe to represent a line of longitude. Note where the North and South Pole are to help you. HERE'S YOUR CHALLENGE!!! USING THE 11 REMAINING RUBBER BANDS AS LINES OF LONGITUDE, DIVIDE YOUR GLOBE INTO 24 EQUAL SECTIONS. TAKE YOUR TIME. THIS IS NOT AN EASY TASK TO DO. STOP!!! Show your globe to your Lesson Facilitator before continuing!? Move your New York State pin so it lies directly on the closest rubber band. Now (not counting that rubber band) count 5 rubber bands east. This is the Prime Meridian. Color it red. Find the International Date Line. It is on the opposite side of the Prime Meridian. Color it blue. (To check accuracy, there should be 12 spaces between the Prime Meridian and the International Date Line. Check that now.)? You have now divided your globe into time zones. Please note that the lines of longitude (the rubber bands) mark the center of each time zone.USE YOUR GLOBE TO ANSWER THE FOLLOWING QUESTIONS: 1. How many time zones are on your globe? Count carefully. __________ 2. How many hours does each zone represent? __________ 3. Why do you suppose there are this many time zones on earth? ___________________________________________________________________________ ? You are watching a live broadcast of the 6 o'clock news one evening in New York. The newscaster is interviewing Prince Charles of England. What time is it in England? (Hint: The Prime Meridian is very close to London, England.) __________ ? When it is 12 noon in New York, it is 9:00 am in California. Make sure your California mark is in the correct place. Move it if necessary. When it is 12 noon in California, what time is it in New York? __________ ? Colorado is only two time zones west of New York. Find that time zone on your globe. What time would it be in Colorado when it is noon in New York? __________ What time would it be in New York when it is 12 noon in Colorado? __________ ? Your friend is traveling in Italy on vacation. Italy is six time zones east of New York. Locate Italy on your globe. You want to wish her a Happy Birthday at 6:00 PM Italy time. What time should you call her from New York? __________ ? The Bank of London opens every morning promptly at 9:00 am. The Bank Of London also has an office in New York. If the people who worked in the New York branch wanted to make phone calls and send faxes to their colleagues in London at the start of the business day, what time would the New York workers have to be in their office? __________ ? Look carefully at the attached link showing a map of the United States.Link: where the lines are drawn to show the time zones. When cartographers or mapmakers made the map of the United States, they decided not to draw the time zone lines straight. Suggest at least two reasons why they would do this. Think carefully and discuss this with your group before recording your answers1._________________________________________________________________________________________________________________________________________________2._________________________________________________________________________________________________________________________________________________ ? Did you ever notice that if you stay up late to watch the Academy Awards, it's dark in New York but it's still light outside in Los Angeles when the guests arrive? That's because of our time difference. If the Academy Awards started in Los Angeles at 9:00 PM, we would be up until the wee hours of the morning, waiting to see who won Best Picture of the Year.Consider the following question: How do the time zones affect your life? You can think of such areas as communication, business, television viewing, sporting events, etc. Write at least three examples of how time zones have impacted you.1._________________________________________________________________________________________________________________________________________________2._________________________________________________________________________________________________________________________________________________3._________________________________________________________________________________________________________________________________________________ Bonus Question: I flew from Denver, Colorado to New York. The flight takes four hours. How is it possible for the flight to leave at 8:30 am and to arrive at JFK Airport in New York at 2:30 PM? (Use the time zone map link above to help you.) Bonus Question: Why didn't early explorers get "jet lag" – tiredness and irritability that occurs after crossing time zones - like many travelers of today do? Name:Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 2Reading in The Content AreaROTATION AND REVOLUTION FACTSThe Sun provides light and heat to our planet. Direct light from the Sun provides more heat than light shining at an angle. The Earth is tilted at an angle of 23? degrees on its axis. Therefore, the Sun's rays are received differently at different places on Earth.The amount of solar energy (heat and light from the sun) given off by the sun is about the same all year round. In addition, Earth is always about the same distance from the sun. However, the amount of solar energy received on Earth depends on the tilt of the Earth. The angle of sunlight received at any place on Earth changes during the year because of the Earth's tilt. This tilt is also responsible for changes in the length of daylight and seasons throughout a year.Besides being tilted, the Earth also rotates. Rotation is a spinning motion, like a toy top. Every 24 hours, Earth makes a complete rotation. Because different parts of Earth are exposed to sunlight at different times during its rotation, the planet is divided into 24 time zones, roughly by lines of longitude (those lines that run north-south on maps.) The starting point for the time zones is the prime meridian, or the line of longitude that passes through the Greenwich Observatory in Greenwich, England which is close to London.There are 12 time zones to the west of the prime meridian, and 12 to the east. The clocks in the time zone east of you are set one hour later than yours, while clocks to the west are set one hour earlier.If you travel around the world, you'll cross all 24 time zones and either gain or lose a day, depending on which direction you're going. The International Date Line, a longitudinal line running through the Pacific Ocean, is a part of the human-made timekeeping system. If you cross this line going west, you add a day. If you cross it going east, you subtract a day. Traveling east on a Monday over the International Date Line would put you back on Sunday. Traveling west on a Sunday over the Date Line would put you in Monday. Here's how time zones work. As Earth rotates and sunlight reaches the East Coast, the time might be 6:00 A.M. As the rotation continues, sunlight stretches westward across the continent. When it reaches Chicago about an hour later, clocks there will show 6:00 A.M. because this city is in the next time zone. When sunlight travels farther westward to Denver one hour later, clocks there will show 6:00 A.M. because Denver is in still another time zone. This is slightly more complicated when some states use daylight saving time from April through October and other states don't. For Daylight Saving Time, people set their clocks one hour ahead of the usual time in that zone. That means they actually get up an hour earlier than usual every day, but they also enjoy an extra hour of daylight in the evenings. Earth travels around the sun in a path called an orbit. The shape of that path is not a perfect circle, but more like an oval. This shape is called an ellipse. That's why Earth is slightly closer to the sun at certain times of the year. One complete revolution around the sun requires 365 1/4 days - one year. Every fourth year, we total up the factions of days, add a day to February, and call it a "leap year." Questions to Answer: 1. Explain the difference between rotation and revolution. _______________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________ 2. Day and night are caused by the ______________________ of the Earth. 3. The seasons are caused by the ________________________ of the Earth. 4. When we set our clocks ahead, why do you think this is called “Daylight Saving Time? _______________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________ 5. How much time do we gain during a “leap year?” Explain your answer. _______________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________ BONUS QUESTION! 6. Explain why you would “subtract a day” when crossing the International Date Line from west to east. _______________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________Name:Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 22409825-4127500Reading in The Content AreaSHOOTING STARS Have you ever seen a shooting star in the night sky? Actually, these are not stars. Stars never fall from the sky, but meteors and sometimes comets do fall to the Earth.Meteors start out in space as meteoroids, pieces of rock, dirt, or dust that usually come from the asteroid belt. As the meteoroid falls through the atmosphere, it burns up due to the tremendous amount of friction. When it is burning, it is called a meteor. If part of the meteor lands on Earth, it is called a ets are made up of dirt, ice, snow, and frozen gas; they are like a dirty snowball. Comets are rare, but some have a predictable path around the sun (like the planets). Sometimes comets are pushed out of their orbits by a star or a planet and pulled toward the sun by gravitational forces. As they near the sun, they heat up and glow. Although comets can be very large, they are mostly empty space. The tail of the comet always flows away from the sun. Most are named for the people who discovered them, such as Halley’s Comet or Hale Bop. Comets have fairly predictable paths. For example, Halley’s Comet was visible from Earth in 1910 and again in 1986. Its next visible passage past Earth will be in 2061. Questions to Answer: 1. How is a comet different from a meteor? _____________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is a “shooting star”? ________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________ Special Research Questions: 1. What was the largest meteor to strike Earth? __________________________________________________________________ 2. Where can I find it today? _________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 3 Working Model of the EarthLesson 3 Overview:Students will use their model (from Lesson 2) and a flashlight to demonstrate how the Earth revolves around the sun and how that creates seasons.There are two ways to complete this lesson.One way is to have students use a flashlight and complete the activity on their own. Make sure you warn your student that they have to move the flashlight for each position specified, since our flashlights shine in only one direction (unlike the sun). This of course is incorrect science-the sun moves around Earth, not the other way around, which is what we are modeling in this lesson.The other method would be to set up a lamp without a shade so that the light bulb is at the center. Then students move Earth and not the sun, which is an accurate depiction of the Earth’s revolution. Helpful Background Information:Many students may think that seasons are caused by changes in the distance between Earth and the sun. That is, they think Earth is closest to the sun during the summer and farthest from the sun in the winter. Students will learn that while Earth's distance from the sun does vary, seasons are the result of Earth's tilt on its axis. As the Earth completes its yearlong revolution around the sun, the position of the Earth with respect to the sun causes the seasons of the year. The Earth's tilt determines how much solar energy is received at a given location at a given time. Direct rays from the sun provide more heat than indirect, slanted rays.When the Northern Hemisphere is experiencing summer, the direct rays from the sun are striking the Tropic of Cancer, which is located 23 1/2 degrees north latitude. The day on which the most direct rays are hitting the Tropic of Cancer is June 20-21, our first day of summer in the Northern Hemisphere.Six months later, when the most direct rays of the Sun are striking the Tropic of Capricorn, those people in the Southern Hemisphere are experiencing summer and the Northern Hemisphere is having its winter. The day on which the most direct rays are hitting the Tropic of Capricorn is December 21-22, our first day of winter in the Northern Hemisphere. In the Southern Hemisphere, it is the first day of summer.In between these two seasons are the fall and spring. On March 20-21 of each year the Sun's most direct rays are striking the equator. This is because the earth's tilt is neither toward nor away from the Sun. This day marks the first day of spring in the Northern Hemisphere and the first day of fall in the Southern Hemisphere. Again, six months later, on September 22-23, the earth's polar tilt is in a neutral position with respect to the Sun and neither the Northern Hemisphere nor the Southern Hemisphere is receiving the Sun's most direct rays. Once again, the rays are falling on the equatorFor more information see Fact Sheets on The Earth’s Tilt and The Seasons. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1.It is likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. If you are at home, have your student read the following passage and answer the question that follows.It is June 1632. The atmosphere in the courtroom is electric. The greatest scientist of the time, Galileo Galilei, is on trial for teaching the views of Copernicus: that the Sun is the center of the Solar System-not the Earth. In this model, Earth is just one of a number of planets that revolve around the Sun. This is the second time Galileo has been on trial for his views. After the first trial, he was ordered by the local authorities not "to hold or defend" Copernicus' theory. At the second trial, Galileo must answer to charges that he has willfully disobeyed this order. The verdict - guilty on all counts. The sentence is house arrest for the remainder of his life. Legend says that as Galileo was led sadly from the courtroom, he was heard to mutter "...and still the Earth moves." Questions to Consider: Why do you suppose people believed the Earth was the center of the universe? What evidence could Galileo cite to prove his theory?2. There are step by step instructions directly on the student page, A Trip Around the Sun. There are 2 Fact Sheets to use as reference for this lesson. It’s likely that students have been given working definitions of Revolution and Rotation prior to this lesson. If not, use these definitions: Revolution: The action by a heavenly body of going around in an orbit; the time taken to complete one orbit. Rotation: One complete spin around an axis as in the Earth completing a rotation about its axis.3. Wrap up the lesson by completing these challenge questions:Venus has a most unusual day. It is longer than its year. Its year is 225 Earth days, while its day is 243 Earth days. Using the flashlight and a foam ball to represent Venus and the Sun, demonstrate the year and day of Venus. All planets except one rotate about an axis that is somewhat close to being perpendicular to the plane of the orbital path. In other words, they rotate without a tilt. For example, you know that Earth's axis is tilted only 23 1/2 degrees from perpendicular. But Uranus' axis is tilted 98 degrees! Perhaps a huge body hit Uranus in the past, and the blow changed its tilt. Speculate on Uranus' rather unusual seasons that result from this tilt. Earth can be considered a miracle planet. It is just the right size and the right distance from the Sun to support life, as we know it. What would be the consequences of Earth's being much larger? Much smaller? Closer to the Sun? Farther from the Sun? What if the axis did not tilt at all? If it tilted at 45 degrees? At 90 degrees? Earth is actually closest to the sun in January, when it is 147 million kilometers (91 million miles) away and it is winter in the Northern Hemisphere. The Northern Hemisphere is actually further from the sun in the summer, 152 million kilometers (95 million miles) away. Why is it actually warmer in the summer when the Earth is actually further away from the sun? Explain. 5) Please ensure that your student completes the Student Page and the challenge questions and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 3 FACT SHEET: THE SEASONS All of these facts are in relation to the Northern Hemisphere. JUNE 20-21: First day of summer. Longest day of the year, with regard to the amount of daylight. Direct rays of sun on Tropic of Cancer Called the Summer Solstice SEPTEMBER 22-23: First day of Fall. Equal hours of day and night.Direct rays of sun on the equator. Called the Autumnal Equinox.DECEMBER 21-22: First day of winter. Shortest day of the year with regard to the amount of daylight.Direct rays of sun on the Tropic of Capricorn. Called the Winter Solstice.MARCH 20-21: First day of spring.Equal hours of day and night.Direct rays of the sun on the equator. Called the Spring or Vernal Equinox. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 3 Fact Sheet: On the Earth’s Tilt The change of seasons on Earth is caused by the tilt of the earth’s axis. As you can see in the figure below, the earth's axis is tilted at an angle of 23? °.As the earth revolves around the sun, its axis always points in the same direction. This causes each hemisphere to lean toward the sun during one part of the orbit and away from the sun during the opposite part.The tilt of the earth’s axis affects how much energy a place on the earth receives from the sun. First, a place that receives the sun’s rays directly receives more energy than a place that receives the rays at an angle. Second, a place that receives the sun’s rays for a long period of time each day receives more energy than a place that receives the rays for a short period of time.Summer occurs in a hemisphere when the hemisphere leans toward the sun. As shown in the figure below, the sun’s rays strike the hemisphere directly and for a long period of time each day5067300400050175695325Winter occurs in a hemisphere when the hemisphere leans away from the sun. The sun’s rays strike the hemisphere at a slant and for a short period of time each day. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 3 A TRIP AROUND THE SUN DIRECTIONS: ? Set up your globe on the stand. The only rubber bands that should be on the globe are the ones for the Equator and the Tropics of Cancer and Capricorn. Remove all others if necessary. Set up the flashlight so the center of the beam shines directly on the equator. Rest the flashlight on a stack of books to keep it level. ? Remember, the wooden skewer (or pencil) that is through the center of the ball, represents the axis about which the Earth rotates. Remember that the Earth's axis is an imaginary line that runs from the North Pole to the South Pole, straight through the center of the Earth. The axis is perpendicular to the plane of the equator. The light source represents the Sun. The sun is stationary, it does not move. You will be moving the Earth as it travels around the sun. ? You'll be setting up four situations that represent different positions on your journey at specific times of the year. At each position of the Earth, you will have several challenges and questions to consider and answer. ? Remember, when setting up the models: ? The motion of the Earth around the Sun is counterclockwise when viewed from over the North Pole of the Earth, as pictured below: Regardless of the Earth's position around the Sun, the Earth's axis always points in the same general direction.At any position along Earth's orbit, Earth's axis is parallel to where the axis was (or will be) at any other position in the orbit.Earth's axis is tilted at an angle of 23 1/2 degrees from the vertical. This means, when you move the globe, carry the stand so that the axis always points in the same direction. You may want to pick a spot in the room to use as a reference point. NOW IT'S TIME TO TAKE THE TRIP AROUND THE SUN...… POSITION 1 DECEMBER 21 OR 22 - THE WINTER SOLSTICEDIRECTIONS: Move the Earth so that the Northern Hemisphere is pointing away from the Sun. Notice the position on the Earth where the Sun is directly overhead. Do this by inserting a toothpick (or use a bit of clay or model magic to stick the toothpick to the ball) in a position where it will not cast a shadow.IMPORTANT: The toothpick should be positioned so that if extended, it would pass through the center of the ball. If you have done this correctly, the toothpick should be 23 1/2 degrees south of the equator on the Tropic of Capricorn (sticking right into the bottom rubber band.) 1. Label the following on this diagram:NORTH POLE SOUTH POLE EQUATOR TROPIC OF CAPRICORN TROPIC OF CANCER____________________________________________________________________SUN____________________________________________________________________SUN 2. Demonstrate a day by rotating the Earth one full rotation. (Remember, do not move the stand, just rotate the Earth.) ? Which of the Earth's poles is in darkness 24 hours a day? ___________ ? How does the length of daylight compare between the North and South poles? ___________________________________________________________________________ ___________________________________________________________________________ ? What two reasons can you give for the winter season in the Northern Hemisphere? ___________________________________________________________________________ ___________________________________________________________________________ POSITION 2MARCH 20 OR 21 - THE VERNAL EQUINOXDIRECTIONS: Remove the toothpick from the globe. Move the Earth counterclockwise one quarter of the way around the Sun. Be careful to keep the axis pointing in the same direction at all times. Revolving Earth this far means that one-quarter of a year has passed. 1. How many months have passed? ______________ 2. In this position, people are experiencing equal hours of day and night, all over Earth. Can you explain why? __________________________________________________________________ ____________________________________________________________________________ 3. At what latitude is the Sun directly overhead at noon? Find out by inserting a toothpick so that it does not make a shadow. Look at the drawing of the Earth below. Label the line of latitude at which the Sun is directly overhead at noon.EquatorSUNEquatorSUN4. Rotate the model of the Earth in this position so that the opposite side of the model is now experiencing sunlight. Is the Sun still directly overhead at the same latitude? __________ POSITION 3JUNE 20 OR 21 - THE SUMMER SOLSTICEDIRECTIONS: Move the Earth so that it is now directly opposite to where it was on December 21 or 22. Earth's axis should be parallel to what it was on that date. This is the first day of summer - the longest day of the year in the Northern Hemisphere. 1. Where are the Sun's most direct rays hitting the Earth? Insert a toothpick so that is does not make a shadow. Where have you positioned the toothpick? Label this point on the Earth below. Tropic of CancerTropic of Cancer2. Which pole is in darkness 24 hours a day? ____________ In sunlight 24 hours a day? ____________ What two reasons can you give for the warmer temperatures in the Northern Hemisphere? ____________________________________________________________________________ ____________________________________________________________________________ POSITION 4SEPTEMBER 22 OR 23 – THE AUTUMNAL EQUINOX DIRECTIONS: Move the Earth to where you think it should be now. In this position on your journey around the Sun, the Sun's hottest rays are again hitting the equator at noon, as they were on March 20 or 21. This means that on this day, the Sun is directly overhead at noon. Again, everyone on Earth is experiencing equal hours of daylight and darkness. 1. You are standing on the equator at noon. Is the sun directly overhead? Use a toothpick to prove your hypothesis. What did you find out? ________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________ 2. During a complete year, through what range of latitudes do the Sun's hottest rays move? ________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________ 3. Now that you have made a complete trip around the sun, where would you most like to live and why? ________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 3 The Winter Solstice and Seasonal Fictions (READING TO ACCOMPANY LESSON 3)The winter solstice is upon us, marking the beginning of winter. It's the day when we have the least amount of sunlight in the Northern Hemisphere. The length of the day is short and the change in the amount of sunlight from day to day is very slow. Solstice means "sun stops" or “sun stands still.” Ancient peoples observed the position of sunset with care to be able to determine both the winter and summer solstices as a way of keeping time, and making calendars. Stonehenge in England may be just such an observatory. Solstice celebrations marked the rebirth of the Sun in Roman and other ancient cultures. Today, we also hold celebrations in December, and some traditions from ancient solstice celebrations remain. Decorated trees, Yule logs, mistletoe, and celebrations date back thousands of years as people observed the Winter Solstice. As the holidays approach, the weather chills (here in the northern climes), and people remark upon the seasons. "Brrrrr ... sure is cold. Must be because we are farther from the Sun in the winter." WRONG! The idea that our distance from the Sun determines the seasons is a common misconception about the Earth and its relationship to our closest star, the Sun. It seems reasonable to compare the temperature variation through the seasons from long, hot days of summer to cold, short days of winter with the experience of standing next to a fire. It's hotter close up, and cooler at a distance. But this common-sense notion is not the cause of the seasons. It is true that the Earth's distance from the Sun actually does vary during a year--but it is not enough to cause the seasons. The Earth's orbit is an ellipse, sort of like an oval. The closest approach of the Earth to the Sun is called perihelion, and happens about two weeks after the winter solstice. Aphelion occurs when Earth is farthest from the Sun and happens a couple of weeks after the summer solstice. The difference in distance? About 3 million miles, or about 3% of Earth’s total distance from the Sun, not nearly enough to explain the temperature difference between a cold day in January vs. a hot day in July. So, as you can see, the Earth is actually CLOSER to the Sun in the winter than it in the summerSo, if it's not the distance, then what? It's the amount (in hours) and concentration of light energy striking the surface. That is determined by the tilt of Earth's axis and its location in its orbit around the Sun. The Earth is tilted about 23 degrees off perpendicular to its orbit. So, as it spins (causing day and night) and orbits, the North-South axis points gradually away from (winter) and toward (summer) the Sun. This determines how many hours of daylight and darkness each of us receive at different seasons. Here, in the Northern Hemisphere, as we approach the Winter Solstice, the daylight hours are short and the weather is cold. Earth's North-South axis is pointed away from the Sun (from our perspective), and the Sun rises late, travels a low path across the sky, and sets early. The average energy per square foot per day is low compared with our northern summers.It's not winter over the entire planet. If you travel down under to, say Australia, on the same date, it's the hot season in December. In the Southern Hemisphere, the Winter Solstice marks the beginning of the hottest weather for the people of Australia, South America, and most of Africa. The "Winter Solstice" is the "longest day of the year" in Australia at the same time it is the "shortest day of the year" in the USA, Europe and other northern sites. So, as you celebrate a cold, and perhaps snowy holiday season, remember that when Australian's sing "I'm dreaming of a white Christmas" they're headed to bright white sandy beaches to celebrate the beginning of a long hot season. Adapted from “Search for Life,” by Edna DeVore Questions: 1. In New York, in what season is the Earth actually closest in distance to the Sun? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Why is it warmer in New York in July than it is in January? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. From reading the article, can you tell how much sunlight New York will have on the first day of spring? Why or why not?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Write how you would explain to a friend why someone from Rio de Janeiro in South America who is visiting New York at the end of December might feel as though things are really strange here? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 4 Phases of the MoonLesson 4 Overview:Students will discuss what they know about the moon’s appearance in the sky, make direct observations of the changing moon phases and create a model to try and explain these changes. They will observe and keep a record of the changes in the moon’s appearance, create and analyze a model to explain why the apparent moon phases occur, and match the phases they see with the names generally given to describe each phase. If your student has difficulty seeing the moon (perhaps there is too much cloud cover) you can use this website to monitor the daily changes in the moon’s appearance: Background Information:The moon is the Earth’s only natural satellite and it is unusually large in relation to its planet, having a diameter roughly 1/4 that of Earth. It orbits at a distance of 384,400 km (or about 250,000 miles). The moon is the second brightest object in the sky, after the sun, and generates no light of its own, but shines because it reflects sunlight. Though it does not always appear so from Earth, half the moon, as with all objects in our solar system, is always illuminated on one side, and is dark on the side away from the sun. At the new moon the moon's sunlit half is facing away from us; at first quarter we see half of the sunlit half; while at full moon, we see the entire sunlit half. At no time does the shadow of Earth fall on the moon to cause its phases. The moon seems to change shape as it goes through its phases. The phases are caused by changes in the amount of sunlight reflected by the moon towards the Earth. The moon acts like a mirror reflecting the sun’s rays to Earth. The phases are regular over a 29.5-day period.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. Students will observe the phases of the moon. It is likely that these have been reviewed by the teacher. If your student has questions, use this as a guide:New Moon: When the moon is between the Earth and the sun, it is called the new moon. The new moon rises and sets at about the same time as the sun, but we can’t see it because the lit side is facing directly away from the Earth. Crescent: Between the new moon and the first quarter, a thin crescent moon appears in the sky. It is called a waxing crescent because the bright portion of the moon gets larger and larger each day. It rises a couple of hours after the sun rises and is visible all day long and then sets a couple of hours after the sun. (The best time to see it is just after sunset.) First Quarter: One week after the new moon, the moon appears as a shining half-circle. This phase is called the first quarter because the moon has completed one-quarter of its orbit around the Earth. The first quarter moon rises at about noon and sets at about midnight. Gibbous: Between the first quarter and full moon, we see the gibbous moon. More than half of the moon’s side that faces us is lit. Full Moon: Approximately two weeks after the new moon there is a full moon—a moon whose lit surface is completely visible from Earth. Full moons, which are visible all night, occur when the sun, Earth, and moon line up. When the sun, Earth and moon all form a straight line, an eclipse occurs. Each night after a full moon, we can see less and less of the bright side of the moon. The moon passes backward through similar phases it went through before it became a full moon: gibbous, third quarter, waning crescent, and finally new moon. Each year, month after month, this cycle continues. Have your student record what they think they know about the moon. Look for them identifying that there is a regular pattern to the moon cycle. Students will use the Student Page to create a Lunar Journal. Each day for a period of one month, students will record date and time, and draw what the moon looks like, and where in the sky it appears in relation to the sun. They will be relating the moon location by measuring how many “fists” it is from the sun. WARNING! Be careful not to look directly at the sun!Ask the students to count with a fist (held at arm’s length) how many fists it is from the moon to the sun. You may need to have them practice “fist counting” using some distant, stationary objects on Earth, such as how far the school building is from another object, as viewed from a distance away from the school. Have them enter the data on their Lunar Journal page. Ask your student to predict where they believe the moon will be the next day at the same time of day, and what they think it will look like. On Day Two, observe the moon again and record the data, at the same time of day. Discuss their predictions from Day One, and ask them to predict where the moon might be and how it will appear for a third day. On Day Three, observe the moon one more time and ask students if they see a pattern to their observations. Identify that this pattern is a regular change in moon appearance and note that what they are seeing is called the moon’s phases, and that it is caused by the combined motions of earth and moon as they move together around the sun. While real observations are best, it is possible that weather may interfere with the daily observations. In that case, use the web site: or the weather app on your phone. 5) Next, have your student view the following video: will then use a ball and a flashlight to create a working model of the movement of the earth (the student) and moon (the ball) around the sun (the flashlight) to demonstrate why the moon appears to change. Students will draw and label the phases of the moon the observed through their working model. 6) Please ensure that your student completes the Student Page and the drawings from Step 5 and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 4 My Lunar Journal DateTimeHow the Moon Appears# of “Fists” from the Sun to MoonDateTimeHow the Moon Appears# of “Fists” from the Sun to MoonName: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 4 FACTS ABOUT OUR SOLAR SYSTEMThe planets in our solar system can be divided into two broad categories on the basis of physical characteristics. Mercury, Venus, Earth, and Mars make up the inner or terrestrial planets. The outer or Jovian planets are Jupiter, Saturn, Uranus, and Neptune. Pluto has traits of both groups.The inner planets are generally rocky, small in size, and have relatively few satellites. On the other hand, the outer planets are generally massive, gaseous bodies with relatively large numbers of moons. 6872605730250Pluto, long considered a planet, was “demoted” to dwarf planet status in 2006. It follows an orbit that is so elliptical that it crosses the orbit of Neptune. Thus, Pluto is sometimes closer to the sun than Neptune. Pluto has few traits in common with the gas planets. It is a very small planet with a solid surface, but evidence indicates that Pluto may be composed entirely of frozen methane and ammonia. Pluto has one known satellite, Charon. Other objects found in the solar system include: asteroids- fragments of matter similar to planetary matter that orbits between Mars and Jupiter comets- masses of frozen gases, cosmic dust, and small rock particles that orbit the sun. meteors - meteoroids that burn up in Earth's atmosphere. meteoroids- small fragments of matter moving in space that vaporize upon entering Earth's atmosphere. meteorites- small fragments of matter that strike Earth.1. What is the general difference between the inner and outer planets? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 2. Why do you think Pluto was “demoted” as a planet in 2006? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 3. Describe the difference between comets and meteoroids. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 4. Which planet do you think might be best suited to support life forms? Explain. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 5 EclipsesLesson 5 Overview:Even though the Moon-Earth-Sun system lines up in position for an eclipse (either lunar or solar) every two weeks, the eclipses rarely occur. This lesson presents a model and explanation, along with information about these striking events. Students will use their model of lunar phases from the previous lesson to predict where lunar eclipses might occur; at what location and during what phase. Students will create a new model to illustrate why we do not have one lunar eclipse per lunar cycle. These 2 videos give helpful explanations of the lunar eclipse phenomena.The TRUTH about Penumbral Lunar Eclipses ()Eclipses: Crash Course Astronomy #5 () . Helpful Background Information: An eclipse of the Moon (or lunar eclipse) can only occur at Full Moon, and only if the Moon passes through some portion of the Earth's shadow. The shadow is actually composed of two cone-shaped components, one nested inside the other. The outer or Penumbral Shadow is a zone where the Earth blocks part but not all of the Sun's rays from reaching the Moon. In contrast, the inner or Umbral Shadow is a region where the Earth blocks all direct sunlight from reaching the Moon. Astronomers recognize three basic types of lunar eclipses: Penumbral Lunar Eclipse: The Moon passes through Earth's penumbral shadow. These events are of only academic interest since they are subtle and quite difficult to observe. Partial Lunar Eclipse: A portion of the Moon passes through Earth's umbral shadow. These events are easy to see, even with the unaided eye. Total Lunar Eclipse: The entire Moon passes through Earth's umbral shadow. These events are quite striking for the vibrant range of colors the Moon can take on during the total phase (i.e. totality). Your student may ask, “If the Moon orbits Earth every 29.5 days and lunar eclipses only occur at Full Moon, then why don't we have an eclipse once a month during Full Moon?” The Moon's orbit around Earth is actually tipped about 5 degrees to Earth's orbit around the Sun. This means that the Moon spends most of the time either above or below the plane of Earth's orbit. And the plane of Earth's orbit around the Sun is important because Earth's shadows lie exactly in the same plane as the Earth. During the Full Moon, our natural satellite usually passes above or below Earth's shadow and misses us entirely. No eclipse takes place. But two to four times each year, the Moon passes through some portion of the Earth's penumbral or umbral shadows and one of the above three types of eclipses occurs. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1.It is likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. If you are at home, have your student view these two videos:The TRUTH about Penumbral Lunar Eclipses ()Eclipses: Crash Course Astronomy #5 ()2. There are step by step instructions directly on the student page, Moon-Sun-Earth. 3. Using the Sun-Earth-Moon model from Lesson 4, students should shine the lit flashlight (representing the sun’s rays) directly onto the Earth. Have the students review the moon phases by moving the ball “moon” around themselves, “Earth”. Ask the students, “At what two phases of the moon or positions on the model do the Moon-Earth-Sun line up in a way that one could block light from the other?” Answers should be placed on the Journal Page. 4. If the Moon were orbiting in the exact same plane as the Earth and the Sun, we would therefore have a lunar and a solar eclipse once a month each. However, the moon's orbit is tilted to the plane of the Earth’s orbit. You can demonstrate this by holding a hula-hoop around a lamp representing the sun, with the hoop representing the Earth orbit, held horizontally. Then hold a smaller plastic ring within the hula-hoop, but tangent (next) to the hula hoop, and slightly tilted to it. The plastic ring represents the Moon's (monthly) path around the Earth, and the hula-hoop represents the Earth's (yearly) path around the sun. Ask, where do the Moon and Sun have to be to produce an eclipse -- what lunar phase? 5. Students can create their own models using circles cut from paper of cardstock to show the movement of the Earth and moon around the sun and identifying at which positions a lunar eclipse could occur. Drawing pictures, holding or writing a paragraph of explanation, should all be considered as possible ways for students to demonstrate their understanding. 6. Please ensure that your student completes the Student Page and the model and submits them.Name: Science 21 Investigating Earth In SpaceGrade 6 Unit 3 – Lesson 5 Moon-Sun-EarthUsing the Moon-Earth-Sun model from Lesson 4 again and this video: , answer the following questions:1. At what location could the Earth block the sun’s rays from striking the moon?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What phase of the moon would this be? Draw a picture in this space of how the Moon-Earth-Sun would line up for this event to occur. 200977527241503. At what location would the moon be in a position where it could block the sun’s rays from striking Earth?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What phase of the moon would this be? __________________________Draw a picture in this space of how the Moon-Earth-Sun would line up for this event to occur. 5. How many times in one lunar cycle could there possibly be a lunar eclipse if the Earth and moon were in orbits that were perfectly level?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. How many times in one lunar cycle could there possibly be a solar eclipse if the Earth and moon were in orbits that were perfectly level?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Are there lunar and solar eclipses each month? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 6 PlanetsLesson 6 Overview:Students will work to research one of the planets in our solar system. They will create a fact sheet, which gives information about the prominent features and distinguishing characteristics of the planet. Then the student will choose a creative method for sharing this information with the class in the form of a play, travel brochure or other interesting manner. Helpful Background Information:Our solar system can be divided into two broad categories on the basis of physical characteristics. Mercury, Venus, Earth, and Mars make up the inner or terrestrial planets. The outer or Jovian planets are Jupiter, Saturn, Uranus, and Neptune. The inner planets are generally rocky, small in size, and have relatively few satellites. On the other hand, the outer planets are generally massive, gaseous bodies with relatively large numbers of moons. Pluto, usually the ninth planet from the sun, follows an orbit that is so elliptical that it crosses the orbit of Neptune. Thus, Pluto is sometimes closer to the sun than Neptune. Pluto has few traits in common with the gas planets. It is a small planet with a solid surface, but evidence indicates that Pluto may be composed entirely of frozen methane and ammonia. In 1998 a debate about whether to remove the status of “planet” from Pluto occurred in the scientific community. The idea was that it was just another “Trans-Neptunian Object” or TNO. However, in 1999 the International Astronomical Union decided to retain Pluto’s status as a planet. Then again in 2006, the International Astronomical Union considered the status of Pluto.It was decided, then, that Pluto no longer fit the criteria for planetary status since it does not clear its own orbital path. (Pluto’s orbit around the sun passes through Neptune’s.) In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1.It is likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. The teacher will have likely introduced these terms that define other objects found in our solar system: asteroids-fragments of matter similar to planetary matter that orbits between Mars and Jupiter comets-masses of frozen gases, cosmic dust, and small rock particles that orbit the sun. meteors-meteroids that burn up in Earth's atmosphere. meteroids-small fragments of matter moving in space that vaporize upon entering Earth's atmosphere. meteorites-small fragments of matter that strike Earth. 2. Students should review the FACT SHEET outline before beginning their research. 3. Using any and all informational text available, students should fill in the information about their chosen planet on an 81/2 x 11 sheet of paper. 4. Students will choose a presentation option to share information about their planet with the class. 5. Students will present their planet to the class. This may be shared virtually or in class.6. Please ensure that your student completes the Planet Fact Sheet and presentation and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 6 Fact Sheet on Comets, Asteroids and Meteoroids Comets are made of dust and rock pieces mixed with ices, methane and carbon dioxide. According to theory, a large swarm of these “dirty snowballs” orbits the sun beyond the orbit of Pluto. Scientists believe that a passing star or perhaps an unknown planet throws comets out of the swarm and into elliptical orbits around the sun. Once a comet is in orbit, it follows a predictable path around the sun. As the comet approaches the sun, the comet’s ices heat up and boil away. This forms a bright cloud of gases around the head of the comet. Radiation and fast-moving particles streaming away from the sun blow the comet’s gases into a tail. Some comets have tails that are millions of kilometers long, while others have no tails. A comet’s tail always points away from the sun. After hundreds of trips around the sun, the comet’s ices are completely vaporized. The rocks that were in the ice are released. These rocks stay in orbit around the sun and spread out. A belt of thousands of rocky fragments is located between the orbits of Mars and Jupiter. These rocky fragments are called asteroids. Astronomers think that some asteroids are leftover pieces from the birth of the solar system that never combined to form a planet. Asteroids revolve around the sun in circular orbits and in the same direction as the other planets. Some large asteroids have even been named. For example, the largest asteroid, about 1000 km in diameter, is named Ceres. Most asteroids, however, have a diameter of only about one km. Pieces of rock from asteroids or from old comets sometimes enter the Earth’s atmosphere. As they fall through the atmosphere, these meteors leave a glowing trail in the night sky. Sometimes they are called shooting stars. Entering Earth’s atmosphere at speeds of around 70,000 kilometers per hour, most meteors burn up. Those that hit Earth’s surface are called meteorites.People have discovered about 2000 meteorites on Earth. On certain dates each year, Earth’s motion along its orbit carries it through rock fragments left behind by comets. These fragments fall into Earth’s atmosphere, causing a meteor shower. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 6 PLANET FACT SHEET Choose ONE planet in our solar system to research.The planet I am researching is: __________________________.Using books, magazines, or internet sites research the following topics regarding your chosen planet. Your information must fit on one 81/2 X 11 sheet of paper. You may use both sides.1. NAME OF THE PLANET. WHERE DID THE NAME COME FROM? 2. POSITION IN THE SOLAR SYSTEM AND DISTANCE FROM THE SUN.3. DIAMETER & CIRCUMFERENCE OF THE PLANET.4. SURFACE AND DISTINGUISHING FEATURES (RINGS, COLOR, WHAT DOES IT LOOK LIKE FROM SPACE?)5. ATMOSPHERE 6. THE LENGTH OF A DAY (in Earth time). THE LENGTH OF A YEAR (in Earth time).7. GRAVITATIONAL PULL, WOULD YOU FEEL LIGHTER OR HEAVIER ON THIS PLANET? 8. NUMBER OF MOONS OR SATELLITES.9. SURFACE TEMPERATURE10. DRAW OR PHOTOCOPY A PICTURE OR BUILD A MODEL. (THIS DOES NOT HAVE TO BE INCLUDED ON YOUR 8 1/2 X 11 PIECE OF PAPER.)11. THREE UNIQUE FACTS YOU WANT TO SHARE WITH THE CLASS. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 6 PLANET PRESENTATION Create a clever way to present the information you gathered for your fact sheet. The presentation can be up to 10 minutes long. You must include all of your facts. In making creative decisions, use scientific facts to help you.You can choose from the following ideas:1. A day in the life on the planet (in the form of a story or a skit). 2. A travel brochure for your planet. 3. You are an astronaut from the Earth who wants to visit your planet. Write a proposal to NASA including how you will travel there and how you would be able to survive on the planet. 4. Invent a creature that could survive on your planet. What features would it have to have in order to live in that environment? 5. Write a page of a diary of an inhabitant or visitor to your planet. 6. Write a newscast for-a-day on your planet. 7. Prepare a poster comparing your planet to the Earth. Use data about dimensions, physical features, atmosphere, weather, moons, path around sun, etc. 8. A debate with two different views of how your planet formed. 9. A T.V. commercial persuading viewers to visit your planet. 10. Any other idea that your teacher or Lesson Facilitator approves. Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 7 Scale ModelsLesson 7 Overview:Students are given a list of the planets with a description of their relative sizes in comparison to a given circle that is Earth. They are then challenged to cut out 7 new circles to represent each of the other planets. As an extension activity, students may then take their planets to a given space in the school or at home (a hallway may work best). Given the actual distances of the planets from the sun, students must space out their planets correctly to create a scaled model of the solar system. Helpful Background Information:Nicolaus Copernicus (1473-1543) was a Polish-born scientist who proposed a then-heretical view among Europeans that the Sun, and not the Earth, was the center of the solar System. In the year of his death he published De Revolutionibus, which set forth his assumptions. Galileo Galilei (1564-1642) was the first to use a telescope for astronomical observations. He also was among the first scientists of his time to use experimental investigations rather than interpreting old texts. He accepted the Copernican theory, which eventually landed him in trouble with Church officials of his era. Galileo found that, contrary to theories current at the time, the heavens did indeed change. He discovered sunspots and the moons around Jupiter, and noticed the odd shape of Saturn even though his primitive telescope could not distinguish the rings. His findings set in motion a flood of astronomical studies that revolutionized the way we view our Universe. Students are challenged to deal with ratio and proportion. This will help them understand the close relationship between science and mathematics.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. If the teacher has not provided your student with a circle representing Earth, you will need to cut out a circle with a 10 cm diameter to use as the basis for comparison in this lesson.Using a calculator (pencil and paper) for the calculations, have students complete the Student Pages, The Relative Size of Planets, and How Big is Big? Students will use these calculations to cut out circles to represent the relative sizes of the 8 other planets in our solar system.You can then challenge your student to find a long space (or outdoors, using a ball of string or chalk on a sidewalk or driveway) to post the planets relative to their distance from the sun. Take a picture of this display to share with your student’s teacher. 5) Please ensure that your student completes the Student Pages and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 7 THE RELATIVE SIZES OF THE PLANETSChallenge: If the relative size of EARTH = 10 cm, find the relative sizes for the other planets in our solar system. You may use a calculator. Then, using a compass, cut out a 10 cm circle to represent Earth. Next, still using your compass, cut out the remaining planets in their relative sizes. Mercury is 0.4 times the size of Earth. MERCURY = _______cmVenus is nearly the same size as the planet Earth. VENUS = __________cm Mars is almost half the size of Earth. MARS = ___________cmJupiter is about 11.5 times the size of Earth. JUPITER = _________cm Saturn is about 9.5 times Earth) SATURN = _________cmNeptune is almost 3.2 times the size of Earth. NEPTUNE = ________cm Neptune and Uranus are practically the same size. URANUS = _________cm The Sun is almost 100 times the size of Earth.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 7 HOW BIG IS BIG? PART ONE: Look at the diameters of the planets listed below. Look at your model of Earth. As a group, decide what diameters you should use for each scaled planet you make. Show the chart to your teacher before getting the paper to cut out each planet. PLANET ACTUAL DIAMETER YOUR SCALED DIAMETER (in km) 1. Mercury 4.9 X 103 or (4,900 km)____________________________2. Venus 1.21 X 104 or (12,100 km)____________________________3. Earth 1.28 X 104 or (12,800 km) ____________________________ 4. Mars 6.78 X 103 or (6,780 km) ____________________________5. Jupiter 1.428 X 105 or (142,800 km)____________________________6. Saturn 1.2 X 105 or (120,000 km) ____________________________7. Uranus 5.12 X 104 or (51,200 km) ____________________________8. Neptune 4.93 X 104 or (49,300 km)____________________________BONUS: THE SUN 1.39 X 106 or (1,390,000 km)____________________________ Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 7 WHERE ARE WE? CHALLENGE: Given the distance of the space we are working in (km) can you make a scaled model of the solar system, correctly spacing out the planets based on their distances from the sun given below: PLANET DISTANCE FROM THE SUN RELATIVE DISTANCE (in km) FROM THE SUN 1. Mercury 5.8 X 107 (58,000,000 km)___________________________________ 2. Venus 1.08 X 108 (108,000,000 km) ___________________________________3. Earth 1.5 X 108 (150,000,000 km)___________________________________ 4. Mars 2.28 X 108 (228,000,000 km)___________________________________ 5. Jupiter 7.8 X 108 (780,000,000 km)___________________________________ 6. Saturn 1.43 X 109 (1,430,000,000 km)___________________________________ 7. Neptune 2.88 X 109 (2,880,000,000 km)___________________________________ 8. Uranus 4.51 X 109 (4,510,000,000 km)___________________________________Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 7 “TWINKLE, TWINKLE, LITTLE STAR” (READING TO ACCOMPANY LESSON 7) The nearest star to Earth is our own sun. It is the source of all life on Earth. But, it is just an ordinary sized star. The reason that it looks larger than other stars is because it is much closer to Earth than any other star. Stars may look tiny, but they are really huge balls of glowing gas. Because they are so far away, their light reaches Earth looking like tiny pinpoints. As this light passes through our atmosphere, it vibrates and seems to twinkle.19052573263 Astronomers can tell how hot a start is by looking at its color. Cooler stars are reddish-orange; warmer stars are yellow; and the hottest stars are bluish-white. Stars have a life cycle. They are “born” as a cloud of gas and dust called a nebula. They grow, get older, and some even explode and die. Some stars, like red giants, get older and shrink. When the giant shrinks, its gravity becomes so strong that nothing can escape its pull. This is known as a black hole. Questions: 1. How are stars “born?” __________________________________________________________________ ______________________________________________________________________________________ 2. Do stars really twinkle? Explain. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 3. How are stars like humans? ________________________________________________________________________________ _________________________________________________________________________________________________________ 4. What is a black hole? _____________________________________________________________________________________ _________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 8 Light and OpticsLesson 8 Overview:Students will experience virtual convex and concave lenses and be asked to answer questions about them. They will use virtual simulations to experience the bending of light rays through different kinds of lenses. They will learn how telescopes use refraction and reflection to view objects in space.Helpful Background Information:A lens is any transparent material that can bend or refract light. Lenses that are thicker in the middle are called converging or convex lenses. They cause light rays to come together. Diverging or concave lenses cause parallel light rays to spread apart. These lenses are thinner in the middle.Most mirrors are pieces of glass with a silver coating applied to one side. Silver is not usually a smooth surface, but when it is applied to the smooth surface of glass, it makes a very smooth reflecting surface. A mirror with a perfectly flat surface is a plane mirror. The image made by the mirror appears to be on the other side of the mirror, but of course this is not so. Your brain is playing a trick on you. The human brain always assumes that light rays reach the eyes in a straight line. So even if the rays are reflected or bent, the eye records them as though they had traveled in a straight line.Mirrors can be curved instead of flat. If the surface of the mirror curves inward, the mirror is called a concave mirror. The inner surface of a shiny metal spoon is a concave mirror. Parallel light rays that hit a concave mirror are all reflected through the same point in front of the mirror. That is why they are used in instances when light needs to be focused. Convex mirrors are mirrors in which the surface curves outward, such as on the back of a shiny spoon. Reflected rays spread out from the surface of a convex mirror. These mirrors provide a large area of reflection. For this reason, they are used in automobile side view and rear-view mirrors as well as security mirrors in a store. They, however, give a distorted indication of distance. Objects appear farther away than they actually are.To observe objects in the solar system, astronomers rely on the telescope. The first telescopes built were refracting telescopes, which use an objective lens (convex lens) to refract or bend light toward the focal point where the image is located. The eyepiece (another convex lens) enlarges the image. The size of a refracting telescope is limited because as the lens gets larger, grinding, polishing, and obtaining a perfect glass without bubbles becomes difficult. Also, the weight of a large lens is difficult to support. Sir Isaac Newton invented the reflecting telescope, which uses concave mirrors that are easier to make than convex lenses. In a reflecting telescope, light is collected by a concave mirror, which produces a small image. A second mirror reflects the image to the eyepiece, where magnification occurs. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.There are step by step instructions directly on the student page for this lesson. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.It is likely that the teacher has reviewed key vocabulary for this lesson in class. If your student is not clear, use these definitions for reference:Concave: Hollowed or rounded inward like the inside of a bowl. Concave lenses make objects appear smaller. Converging: Moving toward one point. To come together as in converging rays of light. Converging: Moving toward one point. To come together as in converging rays of light. Diverging: To move or extend in different directions from a common point; to draw apart as in diverging rays of light. Lens: A clear curved piece of material (as glass) used to bend rays of light to form an image. Reflection: An image produced by, or as if by a mirror. Refraction: The bending of a ray of light when it passes from one medium to another in which the speed of light is different, as when light passes from the air into water. Telescope: A device that makes faraway objects appear closer and larger allowing us to see distant objects in space. The main purpose of this lesson is to have students discover how lenses and mirrors bend light rays and to use this knowledge to explain how reflecting and refracting telescopes are used to study space.Use the internet sites listed on the Student Page to explore lenses and mirrors. Answer all questions and take the quizzes when indicated. 4) Please ensure that your student completes the Student Page and submits it.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 8 Light and OpticsDirections:Go to this site and read the information about lenses:Concave vs Convex Lenses- Optics for Kids ()Answer the following questions:What is a convex lens?What is a concave lens?Draw a model showing how the lenses is a magnifying glass work:Next, visit this site and take the quiz that follows in the “Activities’ section at the bottom of the page:Physics for Kids: Lenses and Light ()Practice the simulations found at this site:Bending Light 1.1.20 ()Assessment:Read the information at this site and answer ALL of the questions that follow:Lenses: Bending Light ()Visit the following site about telescopes and take the quiz when you have finished.Physics for Kids: Telescopes ()Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 9 Space Exploration FairLesson 9 Overview:Students will work to create a visual display that answers a question regarding space exploration. The long-term research will utilize a variety of informational sources, including the Fact Sheet that accompanies this lesson. The entire class will present their work, in person or virtually, in the style of a Science Fair. Helpful Background Information:See “The Earth and Beyond Significant Events Timeline” Fact Sheets and review with your student.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.There are step by step instructions directly on the student page for this lesson. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.Students will review the scenarios on the Space Exploration Fair student page and choose one to research and base their project on.Use the internet sites, newspapers, magazines, books, and the Fact Sheet to research information for your project. 4) Please ensure that your student completes the Space Exploration Fair and is prepared to present it. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 9 FINAL PROJECT SPACE EXPLORATION FAIR Directions: Choose one of the following scenarios and create your final project. You may use the fact sheet to research information for your project, however that cannot be your only source of information.1. Create a space probe-what would your message be? What information do you want to collect? How would you go about getting it? How does it compare to the space probe already sent by NASA? 2. Build a model of an Apollo rocket and explain how it works, taking off, exploring and landing. (no pre-made kits allowed) 3. Explain a typical day in the life of an astronaut in a manned spacecraft, explaining the everyday problems he/she faces. 4. How does the space shuttle work? What problems has it faced in the past? 5. What have we learned about Mars during the summer of 1997? What methods did we use to gather this information? What problems did we encounter? 6. What is a man-made satellite? What different types of satellites are presently in orbit? Choose one example and build a model that demonstrates how it works? 7. Come up with your own question and see if your teacher approves it. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 9 THE EARTH AND BEYOND SIGNIFICANT EVENTS TIMELINE500 BC The Greeks introduced the idea that the Earth is shaped like a sphere or ball. Greek astronomers were often at odds with established religion. They were clever and intuitive at conducting purely scientific astronomical observations. They correctly explained the cause of solar and lunar eclipses. They realized that the Moon reflected sunlight (because of its phases), and that the Sun was much farther away than the Moon. Through numerous experiments and observations, they concluded that the Earth was a sphere, and they even calculated its diameter.350 BC Aristotle (Greek philosopher, noted biologist and writer on physics) proposed a model of the universe containing eight spheres revolving around the Earth. He believed the Earth did not move. He taught that the universe was spherical in shape, with the Sun, Moon and planets carried round on spheres nesting inside one another140 AD Ptolemy observed the sun moving across the sky and confirmed the theory of a universe where the Earth is stationary. He described his geocentric theory (the earth is in the center) in his famous publication Almagest.640 AD The first observatory was built to study the universe. An observatory is a structure specifically intended for making celestial observations and measurements. The earliest structure which can be identified as an observatory with reasonable confidence dates from as late as 640 AD and is located in southeast Korea. This bottle-shaped building, which is about 9m (30ft) high, is still well preserved. 1500 AD Leonardo da Vinci conducted experiments in flight. He was fascinated by flight and studied bird anatomy to develop ideas for a human powered flying machine. The machine he designed, if built with the materials of those days, would have weighed over 600 lbs. It was never built and da Vinci never flew. However, his dream of human-powered flight was finally achieved in 1977 by the aeronautical engineer Paul MacCready from Pasadena California.1543 AD Copernicus suggested that the sun is the center of the universe. This Renaissance astronomer's radical proposal of a Sun-centered planetary system shocked many astronomers of his day. His heliocentric theory (the sun at the center) is the model we use today. He had no proof of his new cosmology although used mathematical calculations and precise observations to determine the paths the planets took around the Sun.1609 AD Galileo was the first to use a telescope to study the sky. This Italian physicist and astronomer was noted especially for his research in physics, his pioneering telescopic observations of the heavens, and his championing the Sun-centered or heliocentric theory of Copernicus. Well known for the research he did on gravity and falling bodies while a professor in Pisa, Galileo; he also built one of the first telescopes that magnified images nine times. In his observations he found the Milky Way to be composed of separate stars, he saw the presence of valleys, mountains and craters on the Moon, and he found Jupiter to be accompanied by four orbiting satellites. His views were so revolutionary he was brought to Rome to be tried by the Inquisition. He was forced to recant publicly his belief in the Copernican theory, and forbidden to concern himself any more with astronomical problems. Then he was sent home to live under permanent house arrest. In spite of his sentence, Galileo continued his scientific work, though now he concentrated on physics.1682 AD Edmund Haley observed the comet that now carries his name. Halley's comet is the brightest of the comets whose paths we can predict, and the only one which has been seen regularly with the naked eye. Halley's comet has been observed and recorded for more that 3,000 years; it was first noted by the Chinese in the winter of 1059/1958 AD, and there is a chance that it is the comet referred to in a report from 2467 BC. Halley's comet travels around the Sun in an elliptical orbit. The comet is named after British astronomer, Edmond Halley, not because he discovered it but because he was the first person to calculate its path around the Sun. In 1066, its appearance shortly preceded the Norman Conquest of England and was depicted in the Bayeux Tapestry with the Saxon courtiers looking on horrified and King Harold tottering on his throne. Unfortunately, at some returns of the comet it does not pass close to the Earth and so we could not get a very good view of it. This was so during the latest return in 1985/86, and the next, that of 2061, will be no better.1903 AD The Wright Brothers traveled on the first powered flight. In Kitty Hawk, North Carolina, Orville and Wilbur Wright carried out many investigations of flight. For three years they experimented with their models revising their engineering designs as they gained information. In 1903 they completed work on the Wright Flyer that was similar to their original gliders but featured propellers and a little combustion engine. After many attempts and failures, they flew a successful flight at 10:35 am on December 17, 1903 for a total of 12 seconds. The Wright Flyer now hangs proudly in the Smithsonian's National Air and Space Museum. 1947 AD The first supersonic flight was made by Chuck Yeager in the X-1. Chuck Yeager broke the sound barrier in the Bell X-1 rocket plane on October 14, 1947. In 1952, he set a new air speed record of 1650 mph, more than twice the speed of sound. After the onset of the space race in 1956, Yeager commanded the Air Force Aerospace Research Pilots School to train pilots for the space program.1957 AD Soviets launched the first artificial satellite, Sputnik 1. This satellite was one of ten satellites launched by the Soviet Union. Sputnik 1, launched on October 4, 1957, was the first artificial satellite. It orbited the Earth in 96 minutes. Sputnik 2 (November 3, 1957) carried the dog Laika. Sputnik 3 (May 15, 1958) was a highly successful scientific satellite. Sputniks 4,5 and 6 185 tested the Vostok re-entry capsules, Sputnik 5 making the successful return from space of the dogs Belka and Strelka. Sputniks 7 and 8 were associated with the Venus space probe. Sputniks 9 and 10 were also Vostok test flights. The launch of these satellites marked the beginning of the race to explore space between the Soviet Union and the United States. Today both counties still continue to explore space but cooperate and share their resources and information, sending manned flights with US astronauts and Russian cosmonauts.1961 AD Yuri Gagarin was the first human to fly in space. This Russian cosmonaut became the first man in space, when he made a full orbit of the Earth in Vostok 1 (April 12, 1961). He was killed during a test flight of a jet-aircraft in 1968. 1961 AD Mercury-Freedom 7. Sub-orbital flight that successfully put the first American (Alan B. Shepard) in space. 1962 AD Mercury-Friendship 7. Three-orbit flight placed the first American, John Glenn, Jr., into orbit.1965 AD Gemini 3. First two-man space flight carried Virgil I. Grissom and John W. Young into space.1966 AD Gemini 10. First spacewalk performed by Michael Collins. 1967 AD Apollo 1. Launchpad fire killed three astronauts (Virgil Grissom, Edward White, and Roger Chaffee) in the command module. 1968 AD Apollo 8. First manned lunar orbital mission (10 orbits of the moon). Crew: Frank Borman, James A. Lovell, Jr., William A. Anders. 1969 AD Apollo 11 landed on the moon and Neil Armstrong was the first man to walk on the moon. The Apollo program was one of mankind's greatest adventures and triumphs. It employed some 500,000 people for over more than a decade at a cost of $20 billion. The first public announcement of the US's intention to land men on the Moon and return them safely to Earth was made by President Kennedy in 1961. In a short time, this dream was fulfilled by Commander Armstrong and astronauts Aldrin and Collins in July of 1969. Other missions landed on the moon successfully over the next few years. The quantity of data resulting from the Apollo program is overwhelming. Rock and soil samples have been tested and analyzed thoroughly by scientists in various fields. Many experiments were carried out on the surface of the Moon. Most importantly the program gave NASA scientists the vision to continue its research into space. 1970 AD Apollo 13. First aborted Apollo Mission. Malfunction caused the cancellation of a lunar landing. This mission has been termed “a successful failure” because of the resourcefulness and ingenuity of those at Mission Control who averted a major catastrophe. The astronauts returned to Earth after an extremely stressful brush with death. 1973-1974 AD Skylab 2-3. America’s first experimental space station. Equipped for studying long-term effects of spaceflight on people and materials.1975 AD Apollo-Soyuz Test Project. First international manned spaceflight joining. Apollo spacecraft docks (rendezvous) with a Soviet spacecraft using a docking module that had a transfer corridor between the two spacecraft.1975 AD Vikings 1 and 2 land on Mars. The Viking missions to Mars incorporated two orbiter-lander spacecrafts. Viking 1 was launched by a Titan-Centaur booster on September 9, 1975, and injected into Mars’s orbit on June 19, 1976. Viking 2 was launched on August 20, 1975, injected into Mars’s orbit on August 7, 1976, and its lander spacecraft reached the surface of Mars on September 3, 1976. Because Mars is the most hospitable of the planets, and because of the long history of debate regarding the possibility of life on Mars, great emphasis was placed on lander experiments designed to search for life. All of the experiments operated successfully, and no indications of life were found at the landing sites. Cameras and orbiters helped to map the entire surface of Mars, returning more than 55,000 images, including many high-resolution pictures of the satellites Phobos and Deimos. 1977 AD Voyager 1 and 2 are launched into space as space probes. Their mission to travel to the outer planets of our solar system and send information back to earth. Two Voyager probes were launched from Cape Canaveral in 1977. Their targets were the outer planets, and both were extremely successful. Voyager 2 was launched first, on August 20, 1977; Voyager 1 followed on September 5. On March 5, 1979 voyager 1 passed Jupiter and sent back excellent images, then continuing on to a rendezvous with Saturn on November 12, 1980. The complex nature of the rings was fully revealed and other data regarding the planet was obtained. Due to its orbital path, Voyager 1 could not rendezvous with Uranus or Neptune. Voyager 2 passed Jupiter on July 9, 1979 then went on to Saturn, by-passing that planet on August 25, 1981 and unfortunately ran into technical problems and lost some vital data it collected. On January 24, 1986, Voyager 2 encountered Uranus and shared information on the little-known planet. This eight-year-old probe continued to its final target of Neptune in August 1989. Both voyagers continue to travel through space beyond our Heliosphere. In the chance, admittedly remote, that in the future the Voyagers will be picked up by some alien race in another Solar System, each probe carries a 12in copper record called "Sounds of Earth", together with information upon how to play it, using the cartridge and needle which have been provided. 1981 AD NASA launched the first Space Shuttle, Columbia. A space shuttle, unlike the rockets of the past, is a reusable manned space vehicle. The first space shuttle to orbital the Earth was launched on April 12, 1981. Other successful flights were launched over the years ("Discovery", "Atlantis", etc.) Unfortunately, the disastrous loss of "Challenger" in 1986 was a tragic episode in space exploration. That disaster was due to a combination of adverse weather and design weaknesses. Space shuttles carry commercial, scientific and military payloads, plus laboratory modules. They also repaired and recovered several broken satellites as well. Besides four-person flight crews, the shuttles carried specialists (e.g., scientists, commercial researchers, oceanographers); payload customer representatives (civilian and military, plus foreign nationals such as Saudi Arabian, Dutch, German, and Mexican); diplomatic passengers (Canadian and French); congressional observers; and "citizen in space observers" (the teacher-in-space was among those killed on the "Challenger" catastrophe on January 28, 19986).1983 AD Space Shuttle No. 7, Challenger. Sally Ride becomes the first U.S. woman astronaut. 1986 AD Space Shuttle No. 51L, Challenger. Space shuttle explodes shortly after liftoff, killing all aboard, including the first “teacher in space,” Christa McAuliffe. Worst disaster in the history of the U.S. Space Program.1986 AD The most recent viewing was made of Halley's comet. See previous information on Halley's comet (1682 AD) 1988 AD Space Shuttle No. 26, Discovery. First manned space shuttle flight after Challenger disaster. 1990 AD The Hubble Space Telescope was placed in orbit. This telescope was launched by a space shuttle. This large telescope operates above the Earth's atmosphere, improving our ability to view objects in space. In 1993 a repair mission was sent into space to correct various problems successfully. The information that is gathered by this sophisticated telescope is phenomenal. In a few short years it will have more than doubled the number of galaxies that have accurate distances measured after more than a half-century of work by astronomers at the world's largest telescopes on the ground. A mission in 1999 is scheduled to carry an imaging camera of higher resolution and sensitivity. 1995-1998 AD NASA/Mir Program. NASA and Russian scientists conduct science experiments in space to include studies about human, animal, and plant functioning; the origin of the solar system; building better technology in space; and how to build future space stations.1997 AD Mars orbiter landed on Mars. Vehicle explored parts of the surface. NASA’s Mars Pathfinder and Mars Global Surveyor missions were set up to get the most detailed information on the planet Mars. The Pathfinder landed on the red planet on July 4, 1997 and has since sent back captivating images of the Martian landscape. Also, a small rover named Sojourner began wandering the landing site, sniffing rocks. Mars Global Surveyor began a two-year mapping mission upon its arrival at Mars in September 1997, orbiting the planet once every two hours. These two missions will be followed by the launchings of two spacecraft every two years until 2005. These missions will focus on studying the conditions for the emergence of life on Mars, particularly the history of climate and water. Starting in 2005, missions will focus on collecting rocks from three regions on Mars and it is expected that the first samples will be returned to Earth during the same year.2003 AD Space Shuttle Columbia Disaster. During its re-entry into Earth’s atmosphere, the Space Shuttle Columbia disintegrated nearly 40 miles over the southwest U.S. All seven astronauts perished. Debris was scattered over several states.2024-2030? First astronauts landed on Mars. The robotic explorations of Mars during the 1990’s and early part of the 21st century will pave the way for a human expedition sometime after the year 2020. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 9 ARE WE ALONE? (READING TO ACCOMPANY LESSON 9)When we look into the sky at night, we see an infinite number of stars. Some are big and bright, some are small and dim. Our sun is nothing more than an average star. It has existed for about five billion years and will continue to shine on the Earth for another five billion years. Most of the stars we see in the night sky are very much like our star, the sun. The Earth is 150 million kilometers away from the sun. Light leaving the sun takes eight minutes to reach the Earth. We say that the Earth is eight light minutes away from the sun. Light travels at 300,000 kilometers per second (186,000 miles per second). The moon is 1.5 light seconds away from the Earth. Pluto is 5 1/2 light hours away from the sun. That means that our planetary system is about 11 light hours across, from one side to the other. Our sun is but one of an estimated 200 billion stars in the Milky Way Galaxy. A galaxy is simply an enormous grouping of stars, all revolving around the center, just like the planets revolve around the sun. The nearest star to our sun is Proxima Centaurus and is 4.2 light years away. This star cannot be seen from the Northern Hemisphere. The closest star that we can see from the Northern Hemisphere is Sirius, which is 8.6 light years away. When we see Sirius in the night sky, we are looking at it as it appeared 8.6 years ago. What does it look like today? We won't know for another 8.6 years. The light leaving that star will take that long to reach us.All of the stars we see at night are relatively close to us, with distances measuring in the hundreds of light years. When we see the Milky Way (usually looking like a high thin streak of clouds from one horizon to the other) we are simply looking at a small part of our galaxy. The Milky Way galaxy is 300,000 light years in diameter. The nearest major galaxy to ours is the Great Galaxy in Andromeda. How close is it? 2,200,000 light years away! This object, though incredibly far away, can still be seen with the unaided eye in the summer/autumn night sky. Astronomers estimate that there are several hundred billion galaxies in the known universe, and that the universe is some 15 billion years old.Now that we have some idea of the vastness of the universe, many people have asked, “Are We Alone?” Are there other forms of “life” within the universe? People have been wondering about this for many years. In the late 19th century, Jules Verne and H.G. Wells introduced the idea of alien life. Percival Lowell, a wealthy American, built his own observatory in Flagstaff, Arizona primarily to study Mars. He believed that its surface was crisscrossed by 'canals', dug by an advanced civilization to channel water from the frozen polar caps to the 'deserts' near the Red Planet's equator.In 1900, a French foundation offered the Guzman Prize of 100,000 francs for the first contact with an extra-terrestrial species; but they excluded Mars from the reward – thinking that detecting life on Mars would be too easy!How life began, and whether it exists elsewhere remains one of the most fascinating questions in the whole of science. But we still don't know the answer. We're not too hopeful about finding life on Mars because even if there would be life there, it would be nothing more than microscopic 'bugs' of the kind that existed on Earth early in its history--- there is certainly nothing on Mars like the 'Martians' of popular fictions.Indeed, nobody now expects 'advanced life' on any of the planets or moons in our Solar System. But our Sun is just one star among billions. And in the vastness of space far beyond our own Solar System we can rule out nothing. Astronomers have discovered, just within the last five years, that many stars have their own set of planets. There are millions of other Solar Systems. And there would surely, among this vast number, be many planets resembling our Earth.Could some of these planets, orbiting other stars, support life-forms far more interesting and exotic than anything we might find on Mars? Could they even be inhabited by intelligent beings? When you consider that our sun is an ordinary star and our solar system formed as a result of natural events that are not unique, it is almost impossible to believe that the conditions for life DO NOT exist elsewhere in the universe.If intelligent aliens were common, shouldn’t they have visited us already? Some people, of course, claim that aliens have indeed visited us. But the evidence for UFOs is no better than that for ghosts.But the fact that because we haven't been visited by others doesn't mean that life elsewhere in the universe cannot exist. It would be far harder to think about traveling through the mind-boggling distances of interstellar space than to send a radio signal. Some say that it is through radio waves that aliens would first reveal themselves. The nearest stars are so far away that signals would take many years to be detected on Earth. For this reason alone, it makes sense to 'listen' for signals rather than to transmit our own.But there’s a serious effort in California, backed by hefty donations from millionaires to look for life elsewhere in the universe. We have no idea what intelligent aliens would look like -- it would depend on the habitat that their 'home planet' offered. They could be balloon-like creatures floating in dense atmospheres; they could be the size of insects, on a big planet where gravity pulled strongly. Or they may be freely-floating is space. They could even, as some science fiction reminds us, be super-intelligent computers, created by a race of alien beings that had already died out. Even if intelligent aliens existed, they may not be transmitting any signals; and their brains and senses may be so different from ours that we couldn't recognize them. Let’s say that we did receive a radio transmission that was sent from beings on a planet in the Andromeda Galaxy. That message would have been sent more than two million years ago? Would the “civilization” that sent the message still exist? Let’s say we decided to respond in some way to the message received. Traveling at the speed of light, it would take another two million years for our message to be read. Would anyone be there to hear it?Question:You have been asked to prepare a statement that will persuade your friend that life exists or does not exist elsewhere in the universe. Either position can be defended. State your belief and then write a paragraph to support your views on the matter. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 – Lesson 9 THERMAL PROTECTIVE TILES FOR THE SPACE SHUTTLE (ADVANCED READING TO ACCOMPANY LESSON 9)On February 1, 2003, the Space Shuttle Columbia was lost during its re-entry into Earth’s atmosphere, killing all seven crew on board. The space agency, NASA, lost contact with the craft about 15 minutes before it was due to land at the Kennedy Space Center in Florida.Early reports suggested that the disaster was a result of the failure of the protective tiles attached to several surfaces of the spacecraft.What do the tiles do?The spacecraft encounters intense temperatures as it re-enters the planet's atmosphere, nose up and "belly first".The tiles make up the thermal shield that is designed to protect the shuttle on its journey back to Earth.To withstand temperatures of up to 2,000 degrees Celsius, it is coated with 24,000 such tiles.The tiles line the underside of the shuttle, including the leading edge of each wing, and the nose. They are of different types but the most resistant ones are black tiles, made from reinforced carbon.Why does evidence point to the tiles?NASA fears that a piece of fuel-tank insulation that fell off at launch may have damaged one or more tiles.Temperatures on the left side of the shuttle rose significantly before it burst into flames, especially near the left wheel recess. The heating effect could have caused more tiles to fall off of the spacecraft. Could the damage have been repaired? This has been a matter of speculation. Some are asking whether more could have been done before landing.Some say that NASA actually looked into whether they could be repaired as early as the 1970’s.The space agency found there was no safe way to do it, especially for repairs to the underside of the shuttle.A NASA official told a news source that “Each tile is unique - there are hundreds of tiles and they are all a different shape and size. Once tiles are lost and the heat shield is damaged, the fate of the crew is sealed." NASA insists there was nothing on board that the crew could have used to repair missing or broken tiles.In any case, it believed at the time that the tile damage was no reason for concern.Have tiles caused problems before?There is a long history of problems with thermal tiles during the space shuttle program, including with Columbia itself.In the early days of research, the glue that held the tiles to the bottom of the shuttle would not stick. That problem was later solved by engineers. Columbia, which was the first shuttle to fly in space, got off the ground in 1981. Its launch was delayed after more than 150 heat tiles were damaged during a test flight in 1979.Another space shuttle, Atlantis, was reported to have lost as many as 175 protective tiles, in a classified mission in 1988. The US space shuttle fleet has been re-fitted many times over the years, including a complete overhaul of the thermal protection system. What about other causes of the disaster?NASA officials say they cannot yet confirm the cause of the crash but they say there was a significant rise in temperature on the left side of the shuttle shortly before it disintegrated. It was thought that the space shuttle's skin probably cracked, allowing superheated air to enter the left wing during descent. This could have caused damage to the protective tiles. In the days immediately following the accident, some NASA engineers said that even if they had known the heat shield on Columbia's left wing was damaged, there was no way for the astronauts to fix the wing. In effect, they said, there was nothing that could have been done.Adapted from a BBC News Article1. What are some of the problems with thermal tiles that NASA has encountered prior to the 2003 Space Shuttle Columbia disaster? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 2. In the article a quote from a NASA official is given. Do you think that it would have been important for the reporter to name the person who was quoted? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 3. Some readers might be upset with the following statement made in the article: “. . . some NASA engineers said that even if they had known the heat shield on Columbia's left wing was damaged, there was no way for the astronauts to fix the wing. In effect, they said, there was nothing that could have been done.” What is your reaction to that statement? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities The Earth in SpaceExtension Activities Overview:The following lessons are provided as supplementary extension activities. They are not a mandatory part of the basic unit but they do give students the opportunity to have additional experiences with phenomena related to the Earth in space. The three extension activities are:SHADOW STICKS: Students will use shadow sticks to set up an investigation of the movement of the sun. They will determine the direction the sun moves as well as a method of telling time using their apparatus. SPECTROSCOPES: In this lesson, students will view a demonstration of how to build a spectroscope with household materials and then construct one. With this spectroscope, they will identify types of light when given the color bands seen through the spectroscope. SPACE SURVIVAL TASK: Students are asked to role-play that they are astronauts stranded on the moon. They are given only a few objects to bring with them as they try to meet back with the mother ship. Their challenge is to rank order the objects based on the information they know about conditions in space and on the moon. Helpful Background Information:SHADOW STICKS:Ancient astronomers used instruments called gnomons to measure the sun’s altitude or height in the sky above the horizon. A gnomon casts a shadow that can be used to find the sun’s position. Sundials are one kind of gnomon. A sundial can also be used to track the movement of the sun across the sky. A simple upright stick casts a shadow on the ground as sunlight hits it. Depending upon the position of the sun in the sky, the shadow’s length and position will vary. SPECTROSCOPES:A spectroscope is a device that can be used to look at the group of wavelengths of light given off by an element. All elements give off a limited number of wavelengths when they are heated and changed into gas. Each element always gives off the same group of wavelengths and this group is called the emission spectrum of the element. In the visible wavelengths of the electromagnetic spectrum, red, with the longest wavelength, is diffracted or bent the most; and violet, with the shortest wavelength, is diffracted least. Because each color is diffracted a different amount, each color bends at a different angle. The result is a separation of white light into the seven major colors of the spectrum or rainbow. A good way to remember these colors in order is the name ROY G. BIV. Each letter begins the name of a color: red, orange, yellow, green, blue, indigo, and violet. The visible spectrum is part of a larger spectrum of wavelengths called the electromagnetic spectrum. These waves travel at different frequencies but all travel at the speed of light. The electromagnetic spectrum is the range of wave frequencies from low frequencies (below visible light) to high frequencies (above visible light). Some low frequencies waves include radio waves, microwaves and infrared waves or heat. High frequency waves include ultraviolet waves from the Sun, x -rays, and gamma rays that are in space. White light can be separated into all seven major colors of the complete spectrum or rainbow by using a diffraction grating or a prism. The diffraction grating (the piece of plastic at one end of the spectroscope) separates light into colors as the light passes through the many fine slits of the grating. This is a transmission grating. There are also reflection gratings. A reflection grating is a shiny surface having many grooves. A compact disc makes a good reflection grating.SPACE SURVIVAL TASK:After students are familiar with the various aspects of the environment of the lighted side of the moon, they can engage in a survival task simulation in which they prioritize the equipment needed to make an imaginary 300 km trek across the surface of the moon. Atmospheric conditions, temperature, gravity, and orientation all need to be taken into account. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.There are step by step instructions directly on the student pages for these extension activities. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. 2) For the Shadow Sticks you will need: a piece of cardboard cut into a circle, a straw, a small piece of clay, and a ruler. Directions for constructing the shadow stick are on the student page, How to Make A Shadow Stick Clock. For the Spectroscopes there are two videos on how to construct your own spectroscope. (Use either one.) The links for the videos are: DIY Spectroscope : 8 Steps () the Space Survival Task, students may want to research aspects of the environment on the moon to complete their rankings on the student page. The main purpose of these extension activities is to give students the opportunity to have additional experiences with phenomena related to the Earth in space. 3) Please ensure that your student completes the Student Pages and submits them.Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities HOW TO MAKE A SHADOW STICK CLOCKDirections: 1. Draw a line along the edge of a 30 cm-square piece of cardboard as shown. The line should be 4 cm from the edge of the cardboard. Mark an X at the center of the line.15 cm4 cmstraw15 cm4 cmstraw 2. Firmly place a small cube of clay on the X. Place a drinking straw upright in the clay. 3. Place your cardboard outside in direct sunlight. Turn the cardboard so that the straw’s shadow falls across the middle of the cardboard. When you have done this, do not move the cardboard until you have completed your investigation. 4. Use the compass to mark ‘north’ on the cardboard. 5. Record your shadows and any other information according to your investigation plan. Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities SHADOW STICK CLOCKDirections: Place your Shadow Stick Clock outdoors in the sun. Using a piece of chalk (or put the Shadow Stick Clock on a piece of paper and use a pen or pencil) measure the sun’s movement by measuring the shadow cast. Collect data for at least one hour. Analyze data and answer the following questions: If you measure the distance from the X to the end of each of the shadows you observed, which distance is the greatest?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Which shadow was the longest? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In what direction did the shadow move from the first mark to the last mark? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In what direction does the sun appear to move across the sky? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How can shadows indicate direction? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How can shadows be used to indicate whether it is morning or afternoon? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can shadows be used to tell time? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities FACT SHEET ON THE ELECTROMAGNETIC SPECTRUMExtension Lesson 2There is a wide range of electromagnetic waves. Visible light is one part of the electromagnetic spectrum. There are also many waves that cannot be seen by the naked eye. The changing motion of charged particles forms every electromagnetic wave. All electromagnetic waves travel at the speed of light which is 300,000,000 meters per second. The different kinds of electromagnetic waves can be identified by their wavelength and frequencies. Light waves are between 400 and 700 billionths of a meter long. The following electromagnetic waves are listed below from largest to smallest wavelength and lowest to highest frequency.? RADIO WAVES (These waves include AM radio, short-wave radio, FM radio, TV channels, radar & microwaves. Radio waves can be thousands of meters long. Radio broadcasts through air or space use electromagnetic signals.) ? INFRARED WAVES (These are heat waves. They warm the earth. Restaurants often warm their food with infrared lamps. Warm objects also give off infrared light. Some animals that hunt at night, like rattlesnakes and mosquitoes, can detect the infrared light given off by other animals. This ability helps them track their prey. Special cameras that can detect infrared light take heat, or infrared photographs) ? VISIBLE LIGHT (Light from the sun or a normal light bulb has many different wavelengths. Light we can see is composed of red, orange, yellow, green, blue, indigo, violet light. When light containing all of these colors strikes your eye, the combined effect causes the sensation of white.) ? ULTRAVIOLET LIGHT (Light from the sun, sunlamps and tanning booths contain ultraviolet light. This light can cause suntans and sunburns. Sunburns occur when ultraviolet light energy damages skin cells.) ? XRAYS (X rays penetrated all but the very dense parts of your body. Doctors and dentists use X -rays to examine your bones and teeth. Airport security guards use X rays to inspect luggage and other cargo.) ? GAMMA RAYS (Electromagnetic waves with the shortest wavelengths and greatest energy are called gamma rays. Doctors use gamma rays to destroy cancer cells in patients.)Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities LET IT SHINEDirections: Use one of the following sites to create your own spectroscope.DIY Spectroscope : 8 Steps () use your spectroscope and the Fact Sheet to answer the following questions: 1. Observe each light source. What do you see? __________________________________________________________________________________________________________________________________________________________________________________________________________________2. When you look at the different light sources through the spectroscope, observe the strips of color. Do they fade or blend into each other? Describe the bands of color.__________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Does each light source produce the same group of colors or spectrum?__________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Each group of colors for each different light source is called the emission spectrum for that source. How are the spectra or groups of colors alike? Different?__________________________________________________________________________________________________________________________________________________________________________________________________________________5. Why are the groups of color for each light source different? __________________________________________________________________________________________________________________________________________________________________________________________________________________Name: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities SPACE SURVIVAL TASKExtension ActivityDirections: You are a member of a spaceship crew scheduled to rendezvous with a mother ship on the lighted surface of the moon. Because of an energy failure, you and the rest of the crew had to crash land some three hundred kilometers from the mothership. During re-entry and landing, much of the equipment aboard was damaged, and several of the crew were injured. Fifteen items of equipment were left undamaged. Since survival depends upon reaching the mother ship as soon as possible, the most critical items must be chosen for the three-hundred-kilometer trek. Your task is to rank order the fifteen equipment items in terms of their importance in allowing your crew to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on through 15, the least important. BOX OF MATCHESFOOD CONCENTRATE PARACHUTE SILKSOLAR-POWERED PORTABLE HEATER TWO .45 CALIBER PISTOLSCASE OF DEHYDRATED MILKTWO 100-LB. TANKS OF OXYGEN STELLAR MAP OF MOON’S CONSTELLATIONLIFE RAFT (SELF-CONTAINED INFLATION)MAGNETIC COMPASS 5 GALLONS OF WATERCHEMICAL SIGNAL FLARESFIRST AID KIT WITH ORAL AND INJECTION MEDICINESSOLAR-POWERED FM RECEIVER-TRANSMITTER50-FT. NYLON ROPEName: Science 21 Investigating Earth in SpaceGrade 6 Unit 3 –Extension Activities SPACE SURVIVAL TASK Extension Activity #3Directions: List below your rankings, along with the reasons for each ranking for the space survival equipment. RANK ITEM REASON ................
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