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PLANETARY SCIENCE COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONCEPTS |
PROCESSES |
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1. |
Where
Am I? (3 sessions)
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Students
gain familiarity with maps and images presented in a variety
of scales, while developing a sense of planet Earth as a base
for inquiry into the vast reaches of the Solar System. |
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A map is a representation of a place or area.
• Elevation is the distance above Earth’s surface,
often measured from sea level.
• Frame of reference is important in describing locations
on Earth. |
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Observe the schoolyard and draw a map to represent the area.
• Interpret representations of human- made and natural
structures in aerial photographs.
• Relate information from different frames of reference. |
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2. |
Round
Earth/Flat Earth (2 sessions) |
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Students
review the several kinds of evidence that led ancient astronomers
to conclude that Earth is round. Flat and round Earth models
and computer simulations are used to generate evidence. |
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Curved surfaces create horizons, which interrupt the line of
sight.
• The lengths of shadows cast by identical objects vary
from place to place on Earth.
• Locations on Earth are described in degrees of longitude
and latitude. |
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Use models and simulations to make observations, gather evidence,
and draw conclusions about the shape of Earth.
• Make shadow observations, collect and organize information,
graph shadow data, and describe and explain the resulting relationship. |
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3. |
Day
and Night (4–5 sessions) |
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Students
explore the celestial geometry and motions that produce day
and night on Earth, using three-dimensional models, printed
materials, and multimedia simulations. |
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Illuminated opaque objects cast shadows on the side away from
the source of light.
• The Sun, an average star, is the light source in our
system.
• Earth rotates (counterclockwise) every 24 hours, causing
day and night. |
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Use models to relate Earth’s motions to the Sun.
• Communicate how to determine the direction of Earth’s
rotation.
• Use astronomical data to determine local noon.
• Investigate the convention of time zones with maps and
globes. |
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4. |
Discover
the Moon (4 sessions) |
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Students
turn their attention away from Earth and discover the Moon.
They begin a month-long observation, recording appearance and
time of view each day. They study images of the full Moon and
generate a list of questions for study. |
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The Moon’s appearance changes predictably over the course
of a 28-day period.
• The Moon can be observed during different times of the
day and night.
• The Moon has a geography very different from that of
Earth. |
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Observe and record the Moon’s appearance for a month.
• Observe photos of the Moon, describe major surface features,
and communicate a list of questions.
• Relate the origin of features of the Moon through a
myth. |
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5. |
Moon
Craters (7 sessions) |
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Students
consider a 1961 scientific controversy: Are the lunar craters
products of volcanism or impacts? They simulate lunar impacts
and use interactive computer simulations to gather evidence
to explain the appearance of the Moon's surface. |
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Solid objects traveling at high speeds crashed into the Moon,
creating craters.
• Different-size objects produce distinctly different
kinds of craters.
• Impact sequence can be determined by observing superposition. |
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Design and conduct experiments to relate impact variables to
resulting landforms.
• Relate evidence and understanding of processes to construct
explanations about the lunar surface. |
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page 4
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