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Formation of the Solar System Concept Presentation Carolynn Solorzano, Reema Mithani Concept Overview • How did the Solar System form? • The study of the formation of the solar system is a great example of the progression of science, as it is an early development, and many details are yet to be understood. • Did it form from a collision of stars? Did it form because it was very hot? There are many unanswered question - until recently. Curriculum Expectations Grade 9 Academic Science o Overall Expectation: Demonstrate an understanding of the major scientific theories about the structure, formation and evolution of the universe and its components and of the evidence that supports these theories . Specific Expectations 3.1. describe observational and theoretical evidence relating to the formation of the solar system (eg. Evidence that supports the theory that the solar system was formed from a contracting spinning disc of dust and gas). 3.2. describe the major components of the solar system and the universe (e.g. planets, stars, galaxies), using appropriate scientific terminology and units. Advance Preparation • In grade 6 students begin to identify the components of the solar system and recognize some of their characteristics. They develop an overall idea of what the solar system is made up of and the relative positions and motions of the earth, moon and sun. Students also explore how technology and scientific advances have enabled humans to study space and the important contributions Canadians have made to Science. • Students will be assessed in two ways: quiz and through a graffiti activity (brainstorm) during the first lesson. Sequence of Lessons/Concepts Lesson 1 – Major Characteristics of the Solar System (Class Concept Map) • Students will be given various key words (i.e. moon, sun, planets etc.) that represent the major components of the universe. • Students will be given time to brainstorm ideas and concepts related to those key words. Then as a class, one giant concept map will be created. • Students will have to use linking phrases to describe the relationships between the terms. Sequence of Lessons/Concepts Lesson 2 – Nebular Theory Part 1. • Solar system was formed from the contraction of an interstellar dust cloud. • Clouds begin to rotate, the contraction will cause the rotation to increase. • The materials in the centre of the contraction and the rotation of the interstellar dust cloud caused the formation of the sun. • Materials around the newly formed sun flatten into a disk. Sequence of Lessons/Concepts Lesson 3 – Nebular Theory Part 2. • • • • Gases in the disk cool, eventually condenses into solids (ice and dust grains). Dust grains collide, stick, and form larger chunks, eventually forming planets and moons. Planets closer to the sun, temperature is higher, ice evaporated, leaving the inner planets to be rocky. Planets further from the sun, temperature is cooler, the gravity of the solid rock and ice drew in hydrogen and helium, becoming the planet’s atmosphere, and leaving the outer planets to be gaseous. Sequence of Lessons/Concepts Lesson 4 - A Theory of the Past: Catastrophe Theory • Students will learn the reasons why the Catastrophe Theory is a theory of the past by watching a video and discussing in groups of 3 to 4, any similarities and differences between this theory and the Nebula Theory. •http://www.youtube.com/watch?v=5l5mB-rFuGo Teaching Strategies • Video Presentation Nebular Theory vs. Catastrophe Theory http://www.youtube.com/watch?v=dm9 LTnozHJ0&feature=related The Nebular Theory http://www.youtube.com/watch?v=5l5m B-rFuGo Teaching Strategies • Student Activity Evolution of our Solar System http://www.lpi.usra.edu/education/timeline/activity/ Teaching Strategies • Group Project – Students will work in groups of 3 to write a script for a brief radio program that discusses the formation and evolution of the universe. They will create a name for their radio program and the characters on their show. – They will need to highlight the main ideas of each theory and have some debate between the characters in regards to the theories that they support. Are We Alone? Practical Advances in Science • Due to the significant advances in technology, scientists have learned a lot about how our solar system was formed. After the Nebular Theory, scientists have been able to view other solar systems in the development process. • Using high-powered telescopes i.e. Hubble Space Telescope, scientists have found billions of other galaxies within our very own universe – which can contain hundreds of separate solar systems! • We have yet to determine if any of these solar systems support life – or maybe even intelligent life ... Potential Areas of Difficulty and Solutions Areas of Difficulty Solutions Understanding the abstract concept of the Nebular Theory - Using videos and vocabulary sheets Understanding the abstract concept of the Catastrophe Theory - Using videos and vocabulary sheets Practical Applications - Reading interesting articles that make connections to why we study the formation of universe Differentiated Assessment • Diagnostic Assessment – quiz and graffiti activity in lesson 1. • The formative and summative assessment will be based on students learning styles. The culminating task will provide students with options so that they can chose how they want to demonstrate their knowledge of the unit. • Specific accommodations and modifications will be given to students as per their IEP specifications. Annotated Bibliography 1. Scholastic Inc. (2012). Origin of the Solar System. Retrieved July 2012 http://www.scholastic.com/teachers/article/origin-solar-system This article is good for students to read if they want to have a general idea of the origin of the solar system. It takes you through the reasons why some theories are not applicable. It is written for students as young as grade 6, but students in grade 11 or grade 12 can also make use for it too. 2. Lee S.W and Percy J. (2004) Grade 9 Astronomy Unit. Retrieved July 2012. http://www.cascaeducation.ca/files/pdf/Grade9.pdf This is a grade 9 Astronomy unit plan that may help new teachers guide them through their unit planning. It refers to the old curriculum and it meets those expectations, but it contains many great ideas and resources. 3. Tangient LLC (2012).St Stephen High School Grade 9 Science Wikispace. Retrieved July 2012 http://sshsscience9.wikispaces.com/Space+Unit This is an amazing wiki that contains many resources. You could find links to the BBC for articles, websites, videos, activities and much more. It may not exactly relate to the curriculum but you could use it for your own knowledge. There might be ideas that you may want to use to layout your unit. 4. R.L. Bishop,ed. Observer's Handbook 1997. Toronto: University of Toronto Press, 1996. This is a great resource to have if you want to know more additional information on the planets. Annotated Bibliography Cont.’d 5. Ignitelearning (2006). The Formation of the Solar System [video]. Retrieved July 17 2012 http://www.youtube.com/watch?v=dm9LTnozHJ0&feature=related This is a great video that briefly and clearly compares the nebular and the catastrophe theories. 6. Online Astronomy Help (2009). Formation of the Solar System [video]. Retrieved October 2009 http://www.youtube.com/watch?v=dm9LTnozHJ0&feature=related This is an easy to understand video that explains the Nebular Theory. 7. Lunar and Planetary Institute (2012) Evolution of our Solar System. Retrieved July 2012. http://www.lpi.usra.edu/education/timeline/activity/ An excellent resource for educators, gives great insight and activities regarding Earth and Space Science. 8. Extreme Science (2011).Space Science: Our Solar System. Retrieved July 2012. http://www.extremescience.com/solar-system.htm An informative resource that explains the solar system.