Science 9- UNIT PLAN Earth 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 sciencerelated 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) openmindedness (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 energyappliances; properties of mattersemiconductors) 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 this 2 Understand the components of the universe and solar system 3 Understand and explain the significance of Earths rotation, revolution, and axis tilt 4 understand celestial sphere in relation to constellations and their location 5 understand and visualize motion of constellations, planets, moons, sun, asteroids, and comets 6 Explain solar and lunar eclipses 7 illustrate astronomical phenomena 8 Understand implications of space travel and identify ethical considerations associated with space travel 9 Understand key terms a asteroids b axis tilt c Big Bang d colonization e comets f constellations g Copernicus h galaxies i Kepler j moons k nebulae l planets m probes n Ptolemy o revolution p rotation q satellites r solar and lunar eclipses s spectroscopes t star clusters/types u Sun

v w

telescopes 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 experiment 3 define dependent and independent variables 4 use appropriate scale 5 understand application of scientific principles in the development of technologies 6 recognize dangers and demonstrate emergency response procedures and use personal protective equipment 7 make accurate measurements using a variety of instruments (e.g., rulers, balances, graduated cylinders 8 use the Internet as a research tool 9 communicate results 10 use appropriate types of graphic models and/or formulae to represent a given type of data 11 use bar graphs, line graphs, pie charts, tables, and diagrams to extract and convey information 12 deduce relationships between variables use models to demonstrate how systems operate 13 apply given criteria for evaluating evidence and sources of information 14 identify main points, supporting or refuting information, and bias in a science related article or illustration 15 demonstrate ethical, responsible, cooperative behaviour and show respect for Aboriginal perspectives 16 acquire and apply scientific and technological knowledge to the benefit of self, society, and the environment

Lesson Number and Title

Objective / PLO

Purpose/Skills (see legend above)

Overview /Resources

Assessment S = Summative F = Formative F- See what students write down on what do you know about the Universe? concept map S-Homework worksheet #1

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

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 Hubbles expanding universe Explain redshift Describe light behaviour - EM Discuss WMAP and COBE 2. Big bang theory D1 explain how a variety of technologies have advanced understanding of the universe and solar system Explain big bang theory Explain cosmic background radiation

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?)

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 intro 1)http://www.youtube. com/watch?v=lhTSfO ZUNLo or 2)http://www.youtube. com/watch?v=e0p04 CLd0gk 3) http://www.youtube.c om/watch?v=ENPTdh I8IIE

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 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

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)

HST deep field video: http://dvice.com/archi ves/2009/08/ultradeep-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.

S- Homework worksheet #2

If time activity- Galaxy Grazing p. 361

4. 11. 12. Identify star according to their distinguishing characteristics Relate mass to different stages in the life cycle of stars

Activity- HertzsprungRussell Diagrams Resource:

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

www.asccsa.gc.ca/eng/educ ators/resources/astr onomy/module2/co ntent.asp

stars 1. low mass stars 2. intermediate mass stars 3. high mass stars Death 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 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 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

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

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) 8. 9.

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)

planet solar system solar wind astronomical unit

6. Presentations

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 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.c om/watch?v=cfU0CF SL7fw 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 Understanding of distances Lab: Understanding parallax http://wwwistp.gsfc.nasa.gov/sta rgaze/Lparalax.htm S- 15 min quiz on everything so far except presentations F-In class write up

Fun Lab that is not work marks. Using the Drake Equations Resource: My old Astro 100 lab

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 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 phases Concept of orbit and year and Earth axis and rotation

http://btc.montana.ed u/ceres/html/DrakeEq uation/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

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

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 Earths moon, with reference to supporting evidence Describe the significance of Earths rotation, revolution, and axis tilt (e.g., seasons, day/night) Define phases tides 10. Earth Moon and sun interactions D4 explain astronomical phenomena with reference to the Earth/moon system Describe stostices Describe Eclipses Describe constellations describe the celestial sphere in relation to constellations and their locations Describe meteors etc

Explain tides

Answer sheet p. 16 on virtual program astronomy Phase website: http://astro.unl.edu/ classaction/animati ons/lunarcycles/lun ar_phaser.html Tides website:

http://www.asccsa.gc.ca/eng/edu cators/resources/ astronomy/modul e3/content.asp#8.

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.cascaeduc ation.ca/files/students _crazycraters.html F- Warm up questions Participation in lab S- Homework sheet #5

Define 11. Test

eclipse constellations meteorites meteors S- 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

12. Telescopes

Describe how telescopes work Describe optical telescopes (relate it to the EM spectrum) Describe non optical telescopes give some examples Define radio telescopes optical telescopes

Explain how telescopes work Understand there are different types of telescopes

Build a telescope? Fast--facts-at a glance worksheet P. 28

F- Warm up questions S- Homework sheet #6

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 positions Define

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 among stories or between stories and contemporary scientific

Activity: Native canadian perspective p. 44 Comparing constellation myths p.45

F- Warm up questions S- Homework sheet #7

 15. Space travel

western science lunar month

understanding)

D5 analyse the implications of space travel Describe rockets describe space travel and 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., space elevator, colonization of other planets, search for extraterrestrial life)

Understand the ethics of space travel Lab: Science Experiment: Human Reaction Time http://www.nrccnrc.gc.ca/eng/educat ion/teachers/space/re action.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 small-group discussions within your classroom:

F-debate listen to arguments and language

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

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.

Introduce research project Ghostly Presence of Famous Astronomers

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 game Any questions the students want answered or topics they were unclear about Weighted mostly on lesson 12-14 but will be accumulative Space travel will not be on test. 18. Computer lab session to research astronomer 19. Review of test Last in class time for group meetings 20. Presentations on Astronomers 21. Presentations on Astronomers (if needed) F- Observe how students work in groups F- Observe how students work in groups First class back after spring break F- See how well students participate and how well they know the material

17. Unit Test

S-Test

S- Presentations S-Presentations

USEFUL WEBSITES http://www.nrc-cnrc.gc.ca/eng/education/astronomy/index.html# http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Astronomy.cfm http://www.cascaeducation.ca/files/teachers_resources.html aNIMATIONS: http://astro.unl.edu/animationsLinks.html