Planetary+science+crosswalk

Planetary Science Standards Crosswalk


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 * Lesson ||  Objective  ||  Standards Addressed (include prioritization E, I or C)  ||  Lesson Prioritization (E, I, C)  ||  Timing Suggestion(s)  ||
 * Investigation 1: Pre-Assessment of K-5 Standards ||  Review planetary concepts taught at the elementary level.
 * Investigation 1: Pre-Assessment of K-5 Standards ||  Review planetary concepts taught at the elementary level.

Determine students’ prior knowledge of planetary motions.

Uncover possible misconceptions regarding the motions and behaviors of the Earth, Moon and Sun. || **Earth in Space**
 * A. The apparent path of the Sun, as seen from Earth, is from east to west. Over the course of a day, half of the Earth is always illuminated by the Sun causing day, and the half not illuminated by the Sun experiences nighttime. ** Level: Essential


 * B. The cycle from day to night is caused by the Earth’s rotation. Earth undergoes one complete rotation about every 24 hours. ** Level: Essential

A. Earth is one of the planets in our Solar System that orbits the Sun. The Sun we see during the day is our nearest star. Stars we see at night lie outside our Solar System. Level: Important
 * C. The Moon orbits the Earth. The appearance of the Moon changes as it moves through its orbit. These changes are called phases. ** Level: Essential  D. The Sun is much larger than the Moon. Although the Moon is closer to Earth than the Sun, the two appear to be the same size when viewed from Earth. This is because objects appear smaller as the distance from the viewer increases.  Level: Important

A. The Sun is by far the most massive object in the Solar System, therefore gravitationally dominates all the other members of the solar system. Level: Essential B. The Solar System consists of comets, asteroids, planets, and their respective satellites, most of which orbit the Sun on a plane called the ecliptic. The planets in our Solar System revolve in the same direction around the Sun in elliptical orbits that are very close to being in the same plane. Most planets rotate in the same direction with respect to the Sun. Level: Important

B. Terrestrial telescopes allow people to observe objects in the sky from Earth. Level: Compact ||


 * Important** || 1-2 class periods ||


 * Investigation 2: Sky Log Data ||  Keep a sky log for at least one month.

Interpret patterns in Sunrise, Sunset, Moonrise and Moonset. || **Earth in Space** **//__ The Earth/Moon/Sun System __//** B. The tilt of Earth’s axis of rotation as it orbits the Sun points in the same direction with respect to the stars. The tilt and the orbital motion of Earth around the Sun cause variation in the amount of solar radiation striking a location on the Earth’s surface which results in variation in the length of day/night and seasons. Level: Essential C. Moon phases occur because the relative positions of Earth, Moon, and Sun change, thereby enabling us to see different amounts of the Moon’s surface. **Level: Important** Nature and Application of Science and Technology

__ Science, Technology, and Society __ A. Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered. Level: Important || Important || 4 weeks, 10 minutes per period ||
 * Investigation 3: Round Earth/Flat Earth ||  Review historical evidence that proves we live on a spherical planet.

Set up poles on a line of longitude between the equator and the North Pole on the round Earth and flat Earth and observe the shadows cast by the poles. || **Earth in Space** //__ The Earth/Moon/Sun System __// A. The shape of the Earth is similar to a sphere.
 * Level: Compact (K-3) ** || Compact || 1 class period ||
 * Investigation 4: Is Pluto a Planet? ||  Realize that our scientific picture of the Universe is both stable and changing.

Understand that the basis for these changes is rational, reasoned discussions among different scientists.

Recognize that the outcome of these discussions is often recognition that some arguments are better than others. || **Earth in Space** Stars and Galaxies B. The Solar System consists of comets, asteroids, planets, and their respective satellites, most of which orbit the Sun on a plane called the ecliptic. The planets in our Solar System revolve in the same direction around the Sun in elliptical orbits that are very close to being in the same plane. Most planets rotate in the same direction with respect to the Sun. **Level: Important** Be able to: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. ** Level: Essential ** E. Understand that: Evaluating the explanations proposed by others involves examining and
 * Nature and Application of Science and Technology **
 * //__ Understandings and Abilities of Scientific Inquiry __//**  D. Understand that: There is much experimental and observational evidence that supports a large body of knowledge. The scientific community supports known information until new experimental evidence arises that does not match existing explanations. This leads to the evolution of the scientific body of knowledge.

comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict. Be able to: Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

**Level:** **Important**

//__ History and Context of Science __// A. Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge. **Level: Compact** **﻿**
 * ** || Essential || 2 class periods ||
 * Investigation 5: Scale Models of the Solar System ||  Develop a sense of scale of the solar system.

Visualize Earths small size compared to the solar system.

Develop an appreciation for the difficulties of space travel due to vast distances between planets. || **Earth in Space** **//__ The Solar System __//** A. The Sun is by far the most massive object in the Solar System, therefore gravitationally dominating all other members of the Solar System. ** Level: Essential **

B. The Solar System consists of comets, asteroids, planets, and their respective satellites, most of which orbit the Sun on a plane called the ecliptic. The planets in our Solar System revolve in the same direction around the Sun in elliptical orbits that are very close to being in the same plane. Most planets rotate in the same direction with respect to the Sun. ** Level: Important **

C. Planets can be categorized as inner or outer planets according to density, diameter and surface features. ** Level: Compact ** || Essential || 2 days ||
 * Investigation 6: Where Am I? ||  Investigate and learn about maps and images presented in a variety of different scales.

Draw a map of school and school grounds.

Check your hand-drawn maps against aerial photographs for scale, distance and direction accuracy.

Begin to introduce the idea of viewing planet Earth from different perspectives in space. ||  ||   ||   ||
 * Investigation 7: Gravity--The Invisible Force ||  Determine students’ prior knowledge of gravity.

Recognize that the masses of objects and the distance between them affects the attractive force of gravity between them.

Describe how gravity is always present and can act without touching, hence the reason that it is often called the “invisible force.”

Describe how gravity alone keeps the planets, and other objects, in our solar system in orbit around the Sun and that it is the Sun’s gravity that is primarily responsible for the mechanics of our solar system.

Recognize that, although mass and weight are directly related, they represent two different quantities.

Describe how the human body has adapted over time to life with gravity and how prolonged space travel affects the human body. ||  ||   ||   ||
 * Investigation 8: Tides ||  Learn how to read a tide table and compare the differences in Moon rise to the intervals in tides from one day to the next.

Describe how the relative positions of the Sun, Moon and Earth account for tides.

Use models to describe the relative positions of the Sun, Moon and Earth and how these positions influence tides. ||  ||   ||   ||
 * Investigation 9: Day and Night ||  Use light sources and spheres to model day and night.

Use light sources and spheres to determine the direction of Earth’s rotation.

Use light sources and spheres to model Sunrise, Sunset, noon and midnight at a given location.

Explain what makes the Sun rise and set ||   ||   ||   ||
 * Investigation 10: Shadows and Seasons ||  Using an Earth model, a light source, clay and toothpicks or tacks, students will demonstrate the position of the Earth and Sun during the summer and winter seasons.  ||   ||   ||   ||
 * Investigation 11: Light Concentration and the Seasons ||  Use a flashlight, projector and grid paper to do a mathematical analysis of decreasing energy values.

Using clay, students will investigate the relationship visually be relating the thickness of clay (energy) to the angle which it was received. ||  ||   ||   ||
 * Investigation 12: The Moon and Moon Phases ||  Use the internet, newspapers and actual observations of the night sky to collect data on the Moon’s appearance, Moonrise and Moonset, and explain why the Moon’s appearance changes in a cyclical pattern.

Use models to describe how the positions of the Sun, Moon and Earth account for the Moon phases and eclipses and size relationships between the Moon and Earth. ||  ||   ||   ||
 * Investigation 13: The Solar System ||  Be able to identify the components of our solar system.

Describe characteristics of each heavenly body || Earth in Space //__ **The Solar System** __// A. The Sun is by far the most massive object in the Solar System, therefore gravitationally dominating all other members of the Solar System. **Level: Essential**

B. The Solar System consists of comets, asteroids, planets, and their respective satellites, most of which orbit the Sun on a plane called the ecliptic. The planets in our Solar System revolve in the same direction around the Sun in elliptical orbits that are very close to being in the same plane. Most planets rotate in the same direction with respect to the Sun. **Level: Important**

C. Planets can be categorized as inner or outer planets according to density, diameter and surface features. **Level: Compact**

D. Planets and their moons have been shaped over time by common processes such as cratering, volcanism, erosion, and tectonics. The presence of life on a planet can contribute to its unique development. **Level: Compact** || Essential || 3 class periods ||
 * Investigation 14: How Do We Know What We Know? ||  Research a person and a type of space technology that will be included in a class timeline.

Research spin offs from the space program that make our lives healthier, more fun, and safer || Earth in Space //__ **Technology and Applications** __// A. Technology, including humans landing on the Moon, robot landers and other space probes, satellites, and radio telescopes, allow scientists to investigate conditions on Earth and on other objects in the Solar System. **Level: Compact**

B. The technology used in space exploration expands our knowledge of the Universe and has many spin-offs related to everyday applications. **Level: Compact** ** Nature and Application of Science and Technology ** //__ **Understandings and Abilities of Scientific Inquiry** __// D. Understand that: There is much experimental and observational evidence that supports a large body of knowledge. The scientific community supports known information until new experimental evidence arises that does not match existing explanations. This leads to the evolution of the scientific body of knowledge. Be able to: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation. **Level: Essential**

E. Understand that: Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict. Be able to: Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.
 * Level: Important **  || Important || 4 class periods ||