| PLANETARY
SCIENCE COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONCEPTS |
PROCESSES |
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6. |
Mapping
the Moon (3 sessions)
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|
Students
locate and identify the most prominent craters and maria on
the full Moon. Given the diameter of the Moon, they compute
the diameters of several craters. They transpose a crater drawn
to scale onto a map of their community. |
•
Scale is the size relationship between a representation of an
object and the object and can be expressed as a ratio.
• Lunar maria are the result of a sequence of events,
starting with an impact creating a huge basin. |
•
Interpret lunar features on photographs and determine size
relationships using mathematics.
• Describe a sequence of events that explains the formation
of lunar maria.
• Draw accurately scaled Moon craters. |
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7. |
Landing
on the Moon (5–6 sessions) |
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Students
study the history and technology of Moon exploration. They investigate
the interplay of many variables to plan a trip to the Moon,
including speed, distance, timing, and more. They model the
Earth/Moon system. |
•
Scale models help people understand size and distance relationships
in the Earth/Moon system.
• The Moon’s rotation produces lunar day and night. |
•
Construct a scale model of the Earth/Moon system.
• Describe the sequence and timing of events that will
result in a successful Moon mission.
• Compare and describe day and night on Earth and the
Moon. |
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8. |
Moon
Rocks (4–5 sessions) |
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Students
collect simulated Moon-rock samples from mare and highland sites,
analyze them for kind and abundance, and compare the results.
They test the samples for density, and use the results to work
on theories of Moon origin and evolution. |
•
The Moon is composed of rocks and minerals similar to those
on Earth.
• Density is mass per unit volume of a material.
• Denser Moon rocks are in the mare areas; less-dense
rocks are in the highlands. Density is a factor in Moon rock
distribution. |
•
Observe, measure, and organize the properties of lunar rocks.
• Establish and apply criteria for rock sampling and analysis.
• Relate the density of minerals to the formation of the
Moon.
• Use inferential thinking to compare theories of the
origin of the Moon. |
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9. |
Phases
of the Moon (4 sessions) |
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Students
come to grips with the processes that produce the observed phases
of the Moon. |
•
The Moon revolves around Earth and rotates on its axis; half
of the Moon is lit by the Sun at all times.
• The portion of the Moon visible from Earth is predictable.
• Motions of Earth and the Moon due to gravity explain
the day, year, seasons, eclipses, and Moon phases. |
•
Use models and simulations to explain the mechanics of Moon
phases and eclipses.
• Use inferential thinking to predict the positions and
motions of the dynamic Sun/Earth/Moon system that account for
the day, year, seasons, and phases of the Moon. |
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10. |
Explore
the Planets (5–6 sessions) |
|
Students
locate possible planets using sequential photographs. They send
"probes" to image the planets. They process the digital
data to discover a planet, gather information about it, and
prepare a travel brochure on it. |
•
Earth and the Solar System are a set of closely coupled systems.
• In the heavens, stars maintain their relationships to
one another; planets, comets, and asteroids move with respect
to the stars.
• Images can be coded into numbers and decoded into visual
images. |
•
Simulate producing a digital image of a distant object.
• Review the current knowledge about the planets and propose
a planetary tour to apply the knowledge.
• Communicate understanding of the Solar System. |
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page 6
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