Celestial+Bodies+Final+Project

media type="custom" key="4937755" //A Spin Around the Solar System//

media type="custom" key="4937923" //Stargazing Vegabonds//

=__** Final Project **__= The Celestial Bodies of our Solar System Grade Level: 8th Grade students Class Size: 30-32 students Population: Mixed ethnicity and demographics Lesson Groupings: Ten groups of three - Unit question, What roles do forces play in the patterns and stability of the Solar System? o Classification of celestial objects: stars including the sun; planets; comets, moons; and asteroids.(Taken from the NYC Scope and Sequence) o Taken from the NYS Middle School Science Performance Indicators § Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. § Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. § The universe is comprised of a wide array of objects, a few of which can be seen by the unaided eye. Others can only be observed with scientific instruments. These celestial objects, distinct from Earth, are in motion relative to Earth and each other. Measurements of these motions vary with the perspective of the observer. Cyclical changes on Earth are caused by interactions among objects in the universe. § 1.1c The Sun and the planets that revolve around it are the major bodies in the solar system Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular. § 1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth. § 1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, and phases of the Moon, eclipses, tides, meteor showers, and comets. Classification and analysis of celestial objects including asteroids, meteors, comets, and Kuiper belt objects The sequence of this series of lessons is preceded by a chapter on historical planetary motion theories. Throughout that chapter the Earth’s orbit around the sun is studied along with how the idea of elliptical orbits was first hypothesized by scientists. Ptolemy Geocentric theory, Copernicus’ Heliocentric theory, Kepler’s elliptical theory, and Newton’s Laws of Motion will all be taught to set up student’s prior knowledge for use in this chapter on Celestial objects. The students will also be taught in the previous chapter the relationship that inertia and gravity has with one another and its connection to an elliptical orbit. The chapter that follows discusses space exploration from Sputnik up until present day and Newton’s third Law of Motion. The students already have a proficient understanding of Newton’s first and second laws in addition to a basic understanding of scientific thought of the heavens. The content connection will come when the students are asked to refer to one or more of the scientists or laws studied in the previous chapter. How will their new found knowledge supports or deny the previous laws and theories? · The students will learn real space content applications of Newton’s Laws of Motion and will be able to give clear examples · The students will learn about the interaction between inertia, gravity, and celestial bodies such as asteroids, meteors and comets · The students will learn how to use prior knowledge to support or deny previous scientific theories
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Laptop, LCD projector, notebook, pen/pencil, internet access, right grade science textbook for reference, school library access, Discovery Dome, Discovery Dome software converter, Discovery Education web site access for videos and images (unitedstreaming.com) The direct teaching of this content will take approximately three to four class periods. An additional five class periods consisting of group research and presentation development will also be required. Half way through the research part of this project, all groups will be required to check in with the teacher to ensure they are on the right track. asteroids, accretion, asteroid belt, meteors, comets, Kuiper Belt, gravity, fragments, sphere, elliptical orbits, friction, meteorite, nucleus, coma, tail, Oort Cloud, meteor showers //__ Lesson 1: Personally accessing the topic __// Teaching Points - Begin with a KWL introducing students to the question, “What do they know about the objects in the Solar System besides planets and the sun?” · -Rainwater Experiment (Modified from Discovery Education)
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Teaching Objective: Students will discover possible evidence of space fragments entering the earth’s atmosphere using collected rainwater and a magnet What does this experiment prove or disprove? Directions: 1. Put the magnet inside of the plastic bag. Then run the magnet over the rainwater. 2. Use the hand lens to observe what is outside of the baggie. 3. Use the Popsicle stick to rub off any thing collected onto a microscope slide. 4. Write your observations below and answer the questions. __ Lesson 2: Introduction to Asteroids, Meteors and Comets __ Teaching Points · Define the above celestial objects in student notebooks and give image examples = · Show the video, //A Spin around the Solar System: The Small Pieces: Asteroids, Comets, and Pluto//= =o Pause video throughout to further explain and discuss the studies celestial objects= o Give out video quiz and have students complete it in groups to hand in for a class work grade; review quiz to assess understanding · Conduct a dry ice demonstration. The student’s will observe how a fan simulates the sun’s heat, pressure, and solar wind burning up the comet’s nucleus and creating the comet’s elongated tail as it approaches the sun. the comet’s tails always points away from the sun. __ Lesson 3: Introduction to the Kuiper Belt, and Oort Cloud __ Teaching Points · Discuss the outer planets briefly to scaffold understanding in order to get to a discussion of the Kuiper Belt and outer Oort Cloud. o Video segments will be played and discussed (//Stargazing: Vagabonds//) =o Hand out Video Quiz 2 based on this video - Discuss and clarify= __ Lesson 4: Assignment of groups and project topics __ · Topics will include one per group of 3, totaling 10 groups · Presentations will be conducted 5 class periods from the distribution of the topics. · Two full class period will be spent in the library and at least one will be spent in the computer lab developing their Power Point presentations and finding images and videos __ Topics __ 1. Theories on the development of the Oort Cloud 2. Theories on the development of the Asteroid Belt 3. Causes of meteor showers and specific orbits of two ancient asteroids 4. How Shoemaker-Levy 9 collided with Jupiter – connect to inertia and gravity 5. History of Halley’s comet and its known orbit 6. The extinction events (dinosaurs) and the Iridium layer evidence 7. Kuiper Belt objects and Pluto 8. // Armageddon, Deep Impact, Knowing, 2012 //, all fictional movies? Research NASA’s NEAR program 9. Are Ceres and Pallas planets? Orbit, composition 10. What will the Voyager I probe possibly find when it encounters the Oort Cloud? Video Quiz 1 and 2 will assess comprehension at the end of each lesson and will also serve as a resource during presentation research. The grading rubric will be given to the students at the end of the lessons to ensure expectation understanding. · Collection of their Science Journals to grade completeness of notes and organization · Completion and accuracy of their video quizzes · Project grading rubric (See attached file) · Group and individual conferencing · Chapter quiz at the end of the presentation schedule · A wide range of topics will be discussed during presentations. Each group will be responsible to produce a summary of their topic in addition to two quiz questions to (possibly) be used on the culminating chapter assessment. They will need to make copies for each class member to be glued into their Science journal for studying and reference purposes. · Throughout the four lessons preceding the group presentations these learning objectives will be central to the discussion theme. In addition to the lessons, they all are incorporated into the presentation topics. · The formative evaluations will be used throughout the lessons to check in with student learning and comprehension. These assessments will also ensure that there are minimal misconceptions as they approach group work and research.
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