Science 9- UNIT PLANEarth and Space Science

Space Exploration

Authors: Nicole Furutani Textbook: BC Science 9 McGraw-Hill Ryerson

The Ministry of Education suggests the following PLOs and achievement indicators should be incorporated throughout the course:

A1 demonstrate safe procedures ● identify a variety of dangers in procedures (e.g., cuts from sharp objects; burns from heating devices; overloading a circuit; shocks from

misuse of electrical equipment)● identify appropriate equipment for an lab activity (e.g., Bunsen burner vs. hot plate)● identify and use appropriate personal protective equipment (e.g., hand and eye protection) and procedures (e.g., hair tied back, clear

work area, no loose clothing, no horseplay)● use proper techniques for handling and disposing of lab materials (e.g., using tongs, waste receptacles to handle and dispose of

chemicals)● with teacher support, describe appropriate emergency response procedures (e.g., how to use a fire extinguisher/blanket, eye wash

station, first aid for cuts, knowing who to contact and how)

A2 perform experiments using the scientific method ● describe the elements of a valid experiment:

○ formulate an hypothesis○ make a prediction○ identify controlled versus experimental variables○ observe, measure, and record, using appropriate units○ interpret data○ draw conclusions

● use information and conclusions as a basis for further comparisons, investigations, or analyses● communicate results using a variety of methods

A3 represent and interpret information in graphic form ● Identify and use the most appropriate type of graphic, model, or formula to convey information, including

○ Bohr model

○ solar system model○ star map or celestial sphere○ simple chemical formulae○ diagrams of a cell in stages of mitosis

● distinguish between dependent and independent variables in a graph● use appropriate scale and axis to create a graph● extrapolate and interpolate points on a graph● extract information from bar graphs, line graphs, and tables, and diagrams (e.g., periodic table)

A4 demonstrate scientific literacy ● identify the main points in a science‐related article or illustration● describe the qualities of the scientifically literate person, such as

○ awareness of assumptions (their own and authors’)○ respect for precision○ ability to separate fundamental concepts from the irrelevant or unimportant○ recognizing that scientific knowledge is continually developing and often builds upon previous theories○ recognizing cause and effect

● use information (e.g., identify supporting or refuting information and bias)● explain how science and technology affect individuals, society, and the environment

A5 demonstrate ethical, responsible, cooperative behaviour ● describe and demonstrate

○ ethical behaviour (e.g., honesty, fairness, reliability)○ open‐mindedness (e.g., ongoing examination and reassessment of own beliefs)○ willingness to question and promote discussion○ skills of collaboration and cooperation○ respect for the contributions of others

A6 describe the relationship between scientific principles and technology ● give examples of scientific principles that have resulted in the development of technologies (e.g., cell division—reproductive

technologies; electrical energy—appliances; properties of matter—semiconductors)● identify a variety of technologies and explain how they have advanced our understanding of science (e.g., microscopes for observing cell

structure; instruments for observing astronomical phenomena) A7 demonstrate competence in the use of technologies specific to investigative procedures and research

● select and carefully use appropriate technologies, including○ microscope

○ balances and other measurement tools (e.g., thermometers, voltmeter, ammeter, Van de Graaff generator)○ electrical circuitry devices (e.g., batteries, power supplies, switches, lamps, resistors)

● proficiently use the Internet as a research tool

Objectives students should be able to...1 grasp the concept that technologies advance understanding of the solar system, stars, and universe and how they do this2 Understand the components of the universe and solar system3 Understand and explain the significance of Earth’s rotation, revolution, and axis tilt4 understand celestial sphere in relation to constellations and their location5 understand and visualize motion of constellations, planets, moons, sun, asteroids, and comets6 Explain solar and lunar eclipses7 illustrate astronomical phenomena8 Understand implications of space travel and identify ethical considerations associated with space travel 9 Understand key terms

a asteroidsb axis tiltc Big Bangd colonizatione cometsf constellationsg Copernicush galaxiesi Keplerj moonsk nebulael planetsm probesn Ptolemyo revolutionp rotationq satellites r solar and lunar eclipsess spectroscopest star clusters/typesu Sun

v telescopesw terraforming

Skills and Attitudes students will develop during and upon completion of this unit:1 use the metric system (SI units)2 determine elements of a valid experiment3 define dependent and independent variables4 use appropriate scale5 understand application of scientific principles in the development of technologies6 recognize dangers and demonstrate emergency response procedures and use personal protective equipment7 make accurate measurements using a variety of instruments (e.g., rulers, balances, graduated cylinders8 use the Internet as a research tool9 communicate results10 use appropriate types of graphic models and/or formulae to represent a given type of data11 use bar graphs, line graphs, pie charts, tables, and diagrams to extract and convey information12 deduce relationships between variables use models to demonstrate how systems operate13 apply given criteria for evaluating evidence and sources of information14 identify main points, supporting or refuting information, and bias in a science‐related article or illustration15 demonstrate ethical, responsible, cooperative behaviour and show respect for Aboriginal perspectives16 acquire and apply scientific and technological knowledge to the benefit of self, society, and the environment

Lesson Numberand Title

Objective / PLO Purpose/Skills(see legend above)

Overview/Resources

AssessmentS = SummativeF = Formative

Notes

1. Intro to space Exploration

D1 explain how a variety of technologies have advanced understanding of the universe and solar system

5. 9.

Identify and describe a spectroscope

Understanding of the universe and solar system (e.g., using

Activity- “What do you know about the Universe?” concept map

Get students in groups of 2 with two big sheets of paper

F- See what students write down on “what do you know about the Universe?” concept map

S-Homework worksheet #1

First day- Introduce myself and set tone of classroom- set guidelines etc

Explain early universe-define

● astronomers● celestial

bodies● electromagne

tic waves● spectrum● spectroscope● redshift● cosmological

redshift

Explain Hubble’s expanding universe

Explain redshift

Describe light behaviour - EM

Discuss WMAP and COBE

redshift to support the idea of an expanding universe)

Identify the characteristics of an expanding universe

one will to write down all the words you know about space, the other is to draw the solar system. We will stick them on the walls and walk around and do a gallery walk.

Have a debate about astrology vs astronomy

Demonstrate expanding universe (balloon?)

(Universe in a spoonful of sand activity?)

2. Big bang theory D1 explain how a variety of technologies have advanced understanding of the universe and solar system

Explain big bang theory

Explaincosmic background radiation

5.

Identify and describe a range of instruments that are used in astronomy

give examples of how astronomers use astronomical and space exploration technologies to advance

Big bang intro1)http://www.youtube.com/watch?v=lhTSfOZUNLoor2)http://www.youtube.com/watch?v=e0p04CLd0gk 3)http://www.youtube.com/

F- Warm up questions (two qualitative questions on last days class, get students to write down the answers on a piece of paper, walk around and when most students are complete ask a student if they would be comfortable saying the answer out loud)

Make sure the students understand the warm up questions and how they will work and they are not for marks but everyone will have to say an answer throughout the practicum

Hook- big bang theme song video

D2 describe the major components and characteristics of the universe and solar system

Define and classify Galaxies

Discuss Hubble Deep space field image

Define● Big bang

theory● radiation● nebula● spiral galaxy● elliptical

galaxy● irregular

galaxy● star clusters

Understanding of the universe

Identify galaxies, clusters/types, nebulae according to their distinguishing characteristics

Describe and understand the formation of the universe (e.g., Big Bang)

watch?v=ENPTdhI8IIE

HST deep field video: http://dvice.com/archives/2009/08/ultra-deep-fiel.php

Activity- After classifying the types of galaxies, put photos up for the class and have a guessing game of what type they would be.

If time activity- Galaxy Grazing p. 361

S- Homework worksheet #2

3. Stars I D2 describe the major components and characteristics of the universe and solar system

Define● interstellar

medium● fusion● supernova● black holes

Describe evolution of

4. 11. 12.

Identify star according to their distinguishing characteristics

Relate mass to different stages in the life cycle of stars

Activity- Hertzsprung-Russell Diagrams

Resource:www.asc-csa.gc.ca/eng/educators/resources/astronomy/module2/content.asp

F-Warm up questions

S- Homework worksheet #3

Worksheet fill in the blank on life cycles of stars p.19-20 on virtual program astronomy

stars1. low mass stars2. intermediate mass stars3. high mass starsDeath of stars

Describe H-R diagrams

Describe star color and composition

Describe star colour and temperature

4.Stars II D2 describe the major components and characteristics of the universe and solar system

Describe doppler effect (color and motion)-How spectral patterns will change based on motion of star - connection from first class- EM spectrum spread out

Connect doppler effect with siren passing by

Understand what doppler effect is and how it relates to astronomy

Activity- Light beam behaviour p. 369 start to understand the EM spectrum better, how the wavelength and frequency changes

Once the students understand wavelength introduce dopplershift

Detecting Doppler effect Lab p. 377

F-Warm up questions

S- Homework worksheet #4

Students may have a hard time understanding that the EM spectrum

5. Sun and its planets D2 describe the major components and characteristics of the

Describe theories on the nature of the solar

Project in groups of 2 students will select a solar system body

S- poster presentation

Give history on the different views of the solar system. No

universe and solar system

Describe history of different view of how people believes our solar system was like

Describe formation of the solar system (earth and moon theories)

Describe parts of the sun layers

Define● planet● solar system● solar wind● astronomical

unit

system (e.g.,Ptolemy, Copernicus, Kepler)

Describe the processes that generate and events that distribute the energy of the Sun and other stars (e.g., nuclear fusion, solar flares and prominences, sun spots, solar wind)

Describe the formation of the solar system (e.g., condensing nebula) and its components (e.g., planets, moons, comets, asteroids, the Sun) and the formation of the universe (e.g., Big Bang)

and do a poster on it. Next class they will present it for 5 mins in order of the solar system

F- Observe how well they work in groups

warm up questions to save time. Work on project it will be due on the following class (Feb 18th) so they have 4 days to complete (BC Family day)

6. Presentations 8. 9. Presentations 5 mins each group. Talk about their object in order within the solar system. After each group goes up we will draw the order on the board.-Each group has to

S- Posters and Presentations

F- How students work together and who is contributing

think of one thing they want their fellow students to know and tell them. They will be tested on that on a later quiz

7. Quiz

Distances in space

D2 describe the major components and characteristics of the universe and solar system

Define scale of universe

Define● light year● triangulation● parallax

Understanding of distances

Lab: Understanding parallax http://www-istp.gsfc.nasa.gov/stargaze/Lparalax.htm

S- 15 min quiz on everything so far except presentations

F-In class write up

8. Is there anybody out there Lab

Describe Drake Equation and what it was used for and history

Go over equations and let the students know based on their estimations they will find out if humankind will make contact with UFOs

Discuss exosolar planets and how many we have found so far and what the limitations are for

4.

Use multiplication skills

Use estimations skills

Hook: Video on Exosolar planets until 2:34

http://www.youtube.com/watch?v=cfU0CFSL7fw

Fun Lab that is not work marks. Using the Drake Equations

Resource: My old Astro 100 lab

F- Observe students’ thinking and deductive reasoning for their estimations

Drake Equation

N = R* fp ne fL fi L

N= Number of intelligent civilizations within our galaxy

R* is the star formation rate, find R* by estimating the number of stars in our galaxy and divide by the oldest star in our galaxy

finding planets. (Based on this information estimate fp). Discuss that our solar system has 9 planets (is it that rare?)Discuss life on Earth - Temperature of our planet-Drinkable water (not frozen or evaporated)

Discuss Mars and Venus being almost habitable

Discuss how for life to evolve has to have the correct conditions

Discuss length of lifetime of intelligent species -war, comet etc.

Discuss how N * number of galaxies is a very large number

http://btc.montana.edu/ceres/html/DrakeEquation/Drake.htm

fp is the fraction of the stars that have planets. Fp has to be between 0.1-1

ne is the number of planets that are earthlike within each solar system

fL is the fraction of earthlike planets on which life forms. fraction could be from 0.1-1.

fi is the fraction of life bearing planets that intelligence evolves

L is the lifetime the civilization would live

quote “"If we are alone in the Universe, it sure seems like an awful waste of space”

9. Earth Moon and sun interactions

D4 explain astronomical phenomena with reference to the Earth/moon system

Describe the moon-surface-changing phases

Explain seasons

Explain moon phasesConcept of orbit and year and Earth axis and rotation

Pre-unit quiz

Pocket lab - flashlights and graph paper to be able to visualize why there are season

Answer sheet p. 16

F- Participation

S-Lab report

There are many misconceptions about-seasons-Where the moon is during the day

-moon and tides

Describe the formation of the Earth’s moon, with reference to supporting evidence

Describe the significance of Earth’s rotation, revolution, and axis tilt (e.g., seasons, day/night)

Define● phases● tides

Explain tides on virtual program astronomy

Phase website:http://astro.unl.edu/classaction/animations/lunarcycles/lunar_phaser.html

Tides website:

http://www.asc-csa.gc.ca/eng/educators/resources/astronomy/module3/content.asp#8.

10. Earth Moon and sun interactions

D4 explain astronomical phenomena with reference to the Earth/moon system

Describe stostices

Describe Eclipses

Describe constellationsdescribe the celestial sphere in relation to constellations and

Explain the apparent motion of constellations, planets, the Sun, the moon, asteroids, and comets

Explain and illustrate solar and lunar eclipses

Messy meteor lab: http://www.cascaeducation.ca/files/students_crazycraters.html

F- Warm up questionsParticipation in lab

S- Homework sheet #5

their locations

Describe meteors etc

Define● eclipse● constellations● meteorites● meteors

11. Test Test on -must know facts from poster presentations-seasons-tides -moon phases-Star life cycles

Everything from lesson 1-7 and 9

Eclipses and stolices and meteors will not be tested on

S- Test

12. Telescopes Describe how telescopes work

Describe optical telescopes (relate it to the EM spectrum)

Describe non optical telescopes give some examples

Define● radio

Explain how telescopes work

Understand there are different types of telescopes

Build a telescope?

Fast--facts-at a glance worksheetP. 28

F- Warm up questions

S- Homework sheet #6

telescopes● optical

telescopes

13. Telescopes II Describe earth based astronomy and difference to satellites-adaptive optics-TNT

Describe difference to satellite (hubble some of the new ones) and probes

Describe rovers

Define● geosynchron

ous orbit

Understand the differences between ground based telescopes and satellites

Show pictures of new telescopes

F- Warm up questions

S- Homework sheet #7

14. Aboriginal knowledge of the solar system

D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies

Describe an interconnected universe

describe knowledge of the moon

Describe their use of planets and star

Identify passages related to the relationship between the Earth and various celestial bodies within specific traditional stories of BC Aboriginal peoples respond to BC Aboriginal stories and presentations focusing on the nature of stars, the moon, planets, comets, or eclipses (e.g., by creating illustrations; by identifying similarities

Activity:

Native canadian perspective p. 44

Comparing constellation myths p.45

F- Warm up questions

S- Homework sheet #7

positions

Define● western

science● lunar month

among stories or between stories and contemporary scientific understanding)

15. Space travel D5 analyse the implications of space travel

Describe rockets

describe space traveland canadian contribution to it

Rewards and risks of space travel

Discuss ethics of space travel

Identify various possibilities and limitations associated with space travel (e.g., with reference to factors such as time, essential human needs, robots, budget choices, militarization of space)

Research current ideas or initiatives for further space exploration (e.g.,

Understand the ethics of space travel

Lab: Science Experiment: Human Reaction Time

http://www.nrc-cnrc.gc.ca/eng/education/teachers/space/reaction.html

Debate a range of ethical issues related to space travel (e.g., appropriateness of terraforming another planet, exposing humans to risks)

Topics for Group Discussion: Encourage your students to make connections between astronomy and its relevance to their lives. The following topics are meant to help guide large and

F-debate listen to arguments and language

Get students to think about what topics they want discussed in the review lesson

space elevator, colonization of other planets, search for extraterrestrial life)

Introduce research project “Ghostly Presence of Famous Astronomers”

small-group discussions within your classroom:

● How many consumer technologies are reliant of satellite technologies?

● In what ways might our reliance on satellites make us vulnerable

● Debate the merits and the problems surrounding satellite imaging.

Project idea: Over spring break and first few days after break they have to get in groups of 2 and select an astronomer to do a biography on and make a life sized poster of their

astronomer. They will also present their astronomer in first person in front of the class.

16. Review and games

Jeopardy gameAny questions the students want answered or topics they were unclear about

F- See how well students participate and how well they know the material

17. Unit Test Weighted mostly on lesson 12-14 but will be accumulative

Space travel will not be on test.

S-Test

18. Computer lab session to research astronomer

F- Observe how students work in groups

First class back after spring break

19. Review of test

Last in class time for group meetings

F- Observe how students work in groups

20. Presentations on Astronomers

S- Presentations

21. Presentations on Astronomers (if needed)

S-Presentations

USEFUL WEBSITEShttp://www.nrc-cnrc.gc.ca/eng/education/astronomy/index.html#http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Astronomy.cfmhttp://www.cascaeducation.ca/files/teachers_resources.html

aNIMATIONS: http://astro.unl.edu/animationsLinks.html