Transcript Powerpoint slides for Oct. 10 to Nov 16 notebook check Oct 10 to

LT: self assess planetary science knowledge
and prioritize studying for space final.
Do Now: 11-16-16
• Brainstorm a list of topics we have
studying in science this year.
•
Formation of solar system
•
Scientific notation
•
Scale factor
•
Craters on moon and earth
•
Seasons
•
Phases of moon
•
Gravity
•
Moon origin
•
Light and sound waves
•
Spectroscope (using light to find elements on different planets)
•
Search for water on different planets
•
Habital exoplanets
•
Jupiter’s moons
Agenda: space review
• Self assessment based on wa
state science standards
• Prioritize studying
• Retake any low quizzes before
Thanksgiving break.
• Cumulative test
Thursday/Friday
Standard
dates
Page #
6-8 ES1A 9-26 to 10-3
24-30
6-8 ES1B 10-10, 10-17 , 10-27, 1031
45-53
6-8 ES1C 9-14 to 10-3 , 10-14, 11-9
10-11, 24-30,
89
6-8 ES1D 11-13 to 11-14
3-8, 56-57
6-8 ES1E
58-67 , 68-76
11-2, 11-7, 11-20
Beginning
Approaching
Meeting
Exceeding
Confused by
standard
and/or don’t
understand
science vocab
Remember
learning this
but couldn’t
give all the
details in an
explanation.
Understand
the standard
and know
which lessons
addressed the
standard
Could teach
the class and
know
additional
details and
concepts not
covered in
textbook.
1. Read what you are expected to know and
do.
Reflection RERUN:
2. Give yourself a BAME score. Explain why
Recall: summarize what you did
using the rubric.
Explain: explain purpose of lesson
3. Pick a standard you least understand and
Result: Describe results
use this time to reread this information in
Uncertainties: what you are unsure
your book or review your notebook.
about
New: two new things you learned
LT: determine how high/long you could jump on
other planets with different relative gravities
Do Now: 11-15-16
Agenda: weight on other planets
• What would it be like to walk on
the moon? On Jupiter?
• How does the my vertical leap
change on different planets?
• How much would I weigh on
different planets?
• Astronaut moon walk:
https://www.youtube.com/watch?v=7tFP4ha2IOQ
• Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are
unsure about
New: two new things you learned
1. Follow the procedure on pg 2 to
record vertical leap.
2. Complete the data table.
3. Find you weight on the scale.
4. Use a calculator to complete table
2 on pg 3.
5. Answer the questions 1-4 in your
notebook on the right side of your
notebook.
Effect of space on human body: https://www.youtube.com/watch?v=K92hPetmYWM
How do astronauts exercise: https://www.youtube.com/watch?v=xUEwakYSrTE
5 misconceptions: https://www.youtube.com/watch?v=Iz6aR-WATYY
LT: use a computer model to investigate the
affect of gravity on circular orbits.
Do Now: 11-14-16
Agenda: gravity and orbits
• What would happen to the solar
system if there was no gravity?
• Read pg 56-57
• Gravity and orbits simulation
Pg 56-57
1. What is the Law of Universal
Gravitation?
2. How does the mass of an object affect
• Reflection RERUN:
the force of gravity?
Recall: summarize what you did
3. What would happen to Earth’s
Explain: explain purpose of lesson
movement around the sun without
Result: Describe results
gravity?
Uncertainties: what you are unsure 4. What did Sir Isaac Newton figure out?
about
5. How is the yo-yo string like gravity?
New: two new things you learned
• Multimedia: gravity and orbits
LT: use a computer resource to understand how a
scientist would use the transit method to find a
habitable exoplanet.
Do Now: 11-10-2016
• What characteristics would you
look for to find a planet that
could support humans?
Agenda: Goldilocks planet
1. Get a computer.
2. Go to Mr. Baur’s classroom
website
• Links: exoplanet search
3. Try to find an exoplanet that is
habitable.
• Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are
unsure about
New: two new things you learned
Orbits:
Radius size:
Orbital Period:
Distance from Star
Characteristic Temp:
In habitable Zone:
4. If you find a habitable
exoplanet, explore the other
planetary science links.
LT: determine the orbital radius and orbital
period of Jupiter’s moons.
Do Now:11-9-16
Galileo Galilea made a
telescope that could
increase magnification of
an object x 30. These are
his observations. What
do you think Galileo was
observing?
Agenda: Jupiter’s moons
• Multimedia Jupiter’s moons
sketch
• Analyze Galileo’s data to find
orbital period and orbital radius
for each moon.
• Wrap up video questions from
Tuesday
• Sketch a picture of Jupiter’s moons
• Make the data below in your notebook
• Analyze Jupiter moon data.
Pg 89
• Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are unsure
about
New: two new things you learned
moon
Orbital
period
estimate
(days
Orbit
radius
estimate
(millions
of km)
Orbital
period
actual
(days)
Orbit
radius
actual
(millions
of km)
“Distance”
1
16
1.8
16.7
1.883
2
7
1.1
7
1.070
• Complete analysis questions
LT: discuss what effect the next president will
have on space exploration.
Do Now: 11-8-16
Agenda: election day
1. What do you think the next
President should do about
space exploration?
2. What does it take to get
elected President?
• President Kennedy and the
space race.
• Clinton v. Trump on space article
discussion
• Finish Cosmos notes…
• Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are
unsure about
New: two new things you learned
JFK speech 1962: https://www.youtube.com/watch?v=tv9ITUb340U
Clinton
both
Trump
For studying earth
from space
Clinton would
continue studying
Earth with NASA
like Obama.
Not an important
issue during the
election
Against studying
earth from space
• Nasa focus on
deep space
• Skeptical about
climate change
LT: describe how our understanding of light
has progressed over human history
Do Now: 11-7-16
Agenda: hidden in the light
• How is light important to
studying the universe?
• Cosmos episode 5:
http://www.infocobuild.com/bo
oks-andfilms/science/CosmosSpacetime
Odyssey/episode-05.html
• Grades due today. Turn in
anything by 3 pm today if you
want it on your progress report.
Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are unsure
about
New: two new things you learned
1. Describe how the first Chinese emperor was an obstacle to
scientific study.
2. List 3 Arabic contributions to science and math.
3. Describe Ibn al-Haytham contributions to the study of light.
4. What are some unique properties about the light?
5. Describe William Hershel’s experiments and what he
learned about light.
6. Use the terms wavelength, pitch, and frequency to describe
how an organ produces different sounds.
7. How are sound waves different than light waves?
8. How does a prism work?
9. What did Joseph Fraunhofer learn that Isaac Newton did
not?
10. What have we learned about the universe from a
spectroscope? How does it work?
LT: observe spectra to identify elements or
compounds
Do Now: 11-2-16
• Make a sketch of the two waves
below.
• Which of the waves would have
higher energy (pg68)?
Agenda: spectroscopes
• Multimedia:
• Comparing spectra
• Properties of light
• Video of Spectroscope:
https://www.youtube.com/watc
h?v=TS0HdNzmqGE
• Identify spectra of different
lights.
Reflection RERUN:
Recall: summarize what
Source of light
you did
Explain: explain purpose of
lesson
Florescent light
Result: Describe results
Uncertainties: what you
are unsure about
New: two new things you
learned
Create this data table in your notebook
Description or drawing of Element or
spectra
compound
LT: describe how scientists study planets
outside our solar system.
Do Now: 11-2-16
Agenda: light spectra intro
• What objects in our solar system
might have or once had water?
• Review images pg 108-119 to
answer the question.
• Read pg 68-76
• Answer questions
• Assemble spectroscopes
Europa (images 1-2), Titan (12),
Triton (14-15), Mars (18,20,21)
Read pg 68-76
1. Define wavelength. Draw a picture.
2. How does wavelength relate to the
energy of the light?
Reflection RERUN:
3. How is a spectrum for an element
Recall: summarize what you did
like a fingerprint?
Explain: explain purpose of lesson 4. What is the difference between
emission lines and absorption
Result: Describe results
lines?
Uncertainties: what you are unsure
5. How are scientists measuring the
about
amount of water in Jupiter’s
New: two new things you learned
atmosphere?
6. Why is it hard to find other planets
outside our solar system?
7. Describe the methods scientists
use to find and study exoplanets.
LT: examine landscapes for evidence of water.
Do Now: 11-1-16
• Mercury is closer to the Sun than
Venus. Why is Venus hotter than
Mercury?
Agenda: where is the water?
• Pg 99-107 look at photos of water
on earth
• Water on earth worksheet
• Look for these features on pg 108119
• Read pg 58-67 Tour of solar system
• Pg 99-107 look at photos of
water on earth
• Water on earth worksheet
• Look for these features on pg
108-119
• Read pg 58-67 Tour of solar
system
LT: identify patterns in temperature and
atmosphere data around the solar system
Do Now: 10-31-16
• What features or conditions
would you study on another
planet to find an Earthlike
planet—one that could support
life?
•
•
•
•
•
•
Liquid water
Atmosphere
Solar energy to provide good temperature
Surface characteristics
Gravity
Size of planet
Agenda: comparing temperatures and
atmospheres
• Temperature ranges in solar
system graph
• Use cosmos cards to learn about
the atmosphere of other
planets.
• Answer and discuss questions
about the temp. and atmo. data
• Reflection RERUN:
• Recall: summarize what you did
• Explain: explain purpose of
lesson
• Result: Describe results
• Uncertainties: what you are
unsure about
• New: two new things you
learned
• Temperature range on Earth 60 to -90
Celsius
• Make a prediction of temperature
ranges of other planets. What
reasons do you have behind your
predictions?
• Use cosmos cards to mark actual
temperature ranges.
• Draw a red line to represent the
average temperature
• Answer questions on the back of your
graph in your notebook.
• Studying atmosphere of other planets:
https://www.youtube.com/watch?v=yBdyFKqwKy0
• Should we Search for life in the
universe:
https://www.youtube.com/watch?v=SgLO10cUC1M
• Search for life: https://www.youtube.com/watch?v=4s-tRnF_4g
LT: build a scale model of the inner solar
system
Do Now: 10-27-16
Agenda: scale factor solar system
• The moon is the closest object
to Earth in the solar system.
President Obama recently said
that NASA should try to land an
astronaut on Mars. How much
farther away do you think it is?
• Look at pg 89 in your book to
estimate the distance.
• Scale modeling to 12 cm globe
review.
• The sun as a dime: Inner solar
system 1 cm=1 million km.
• Scale factor quiz on Friday.
Fill in the blank
Use same scale factor to find
1. Diameter of a model Sun
2. Distance between Sun and Earth
• Sun diameter: 13 m
• Distance between Sun
and Earth: 1. 4 km.
Distance between
Lincoln HS and Stewart
Middle School.
12,756
3,474
384,000
12
1,063
1,063
3.3
361
Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are
unsure about
New: two new things you learned
Scale factor Part 2
• Now imagine that the Sun was
the size of a dime. What would
be the distance between the
different planets?
• Use page 89 and the scale factor
of 1 cm=1 million km to build a
model of the inner solar system.
LT: Put the steps the solar system formed in order.
Do Now: 10-26-16
1. What new careers did you learn
about yesterday?
2. If you interested in those careers,
what education/experience do you
need to get your dream job?
Agenda: formation of solar system
• Sort solar system origin cards as
table.
• Agree on most likely sequence
• Draw a sketch of how the solar
system formed.
Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are
unsure about
New: two new things you learned
• Sort solar system origin cards as
table.
https://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/Contribution%20Folders/FOSS/multimedia/Planetary_Science/activities/CardSortSSF/index.html
• Pass back notebook quiz
• Agree on most likely sequence
• Draw a sketch of how the solar
system formed.
• Include description of each major step.
LT: discuss the strengths and weaknesses of 4
different origin of the moon theories
Do Now: 10-20-16
Agenda: moon origin
1. How do you think the moon
was formed? What evidence
would you look for to support
your theory?
• origin of the moon multimedia
• Origin of moon video
• Origin of moon debate 4 corners
• Reading about moon origin
Pg 54-55
• Reflection RERUN:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are unsure
about
New: two new things you learned
• Draw a sketch of each of the 4
theories about the formation of the
moon.
• In your notebook, write down any
evidence that supports or refutes
one of the 4 theories.
• Write at least one statement for or
against on a notecard.
• Walk around room and read
statements on each poster.
•
Longer video: 7:10 https://www.youtube.com/watch?v=WGTBJHFNywI
• Origin of moon… https://www.youtube.com/watch?v=uTLNHu19DyU
• Moon origin sci show: https://www.youtube.com/watch?v=vRf-hB8X7b0
• Origin of moon debate 4 corners
• 2 min latest research: https://www.youtube.com/watch?v=6RXRuRBk2bo
• Longest video 2:10:
https://www.youtube.com/watch?v=MTcIZaZzsgg
• Read Pg 54-55
LT: objects in the cosmos can be organized into
three systems: solar system, galaxy, and universe
Do Now: 10-17-16
Agenda: beyond the moon
• Draw a sketch of the solar
system.
• Sort cosmos cards
• Read pg 45-53
• Reflection:
Recall: summarize what you did
Explain: explain purpose of lesson
Result: Describe results
Uncertainties: what you are unsure about
New: two new things you learned
1. Craters vs non craters
2. Pick one: Size, Type of object,
Color, Shape, Surface features
3. Distance from sun (orbit radius)
4. 3 groups: solar system, galaxy,
universe. Write down a list of
objects (at least 5) found in each
category.
5. Read pg 45-53 and take notes on
bolded vocab words
LT: address common misconceptions about the cause
of the seasons by writing counterfactual statements.
Do Now: 10-14-16
• A counterfactual statement is relating
to or expressing what has not
happened or is not the case.
Example: If an asteroid that size had
not hit the Earth, the dinosaurs would
never have gone extinct.
• Write your own example of a
counterfactual statement about a
topic we have learned about this
year.
Agenda: Seasons reasons review
• What is a misconception? Harvard
video. Reaction
• Review preassessment data
• Write counterfactual statements
about seasons in N and S
hemisphere.
• Demonstrate your understanding
with a model
• Exit task. Explanation and drawing
• Reflection: Turn in exit Task
• Harvard students talk about the
seasons:
https://www.youtube.com/watch?v=p0
wk4qG2mIg
1. Why do you think the students at
Harvard hold onto misconceptions
about the seasons?
2. What would you say or show them to
convince them otherwise?
• Visit each poster and write what you
think would the seasons be like in the
northern and southern hemisphere if
the poster’s ideas were true.
• Take a chair, a pencil, a notebook and
gather around the “sun”.
• On your worksheet, sketch the
misconceptions we discuss and write
what you would say or do to change
their thinking about the cause of the
seasons.
LT: describe how scientists found evidence to
support the theory that meteorite was responsible
for the extinction of the dinosaurs.
Do Now: 10-12-16
Agenda: death of the dinosaurs
• Dinosaurs went extinct 65
million years ago. How would
life be different if they had not
gone extinct?
• Crater size on Earth images
• Read pg 36-41
• Look at photos of crater size on earth:
http://archive.fossweb.com/beta/activities/modelcraters/
• Read pg 36-41 and answer the questions
• Reflection: use the RERUN acronym to
reflect on what you learned about
today’s learning target.
1. What is a mass extinction?
2. What are the two theories for why
the dinosaurs went extinct?
3. How are fossils formed?
4. How do scientist know when the
meteorite hit earth?
5. How does an meterorite lead to
climate change?
6. How was the crater discovered?
7. Why is the moon used as a “cosmic
scorecard”?
•
Chicxulub crater video: https://www.youtube.com/watch?v=tRPu5u_Pizk
•
Cenotes in mexico: https://www.youtube.com/watch?v=dNRTtLLuNM8
•
Demo with layers of soil, sand and flour
.
LT: describe how scientists study asteroids and
craters.
Do Now: 10-11-16
Agenda: Impact Earth
• Why is the moon a good place to
study how often the Earth is hit
by major asteroids?
• Asteroid documentary:
https://www.youtube.com/watch?v=S
WCcRp6K_xo
LT: measure craters on the moon surface to
estimate the frequency of major impacts on Earth.
Do Now: 10-10-16
Agenda: Meteor math
1. What size of asteroid caused this crater in
Arizona?
2. How often do asteroids hit the moon or
Earth? How would you find this out?
• How to estimate size of object that
made the craters
• Asteroid size and impacts worksheet
• Calculate frequency of strikes.
• Asteroid size and impacts worksheet.
Divide by 20 to find asteroid size. Look
at photos of crater in textbook.
• Discuss: Why are there more craters
visible on the Moon than on Earth?
• Weathering and erosion from wind, water,
and tectonics.
• Hidden by vegetation
• Earth bigger target than moon
• Atmosphere burns up tiny meteoroids
• Reflection: use the RERUN
acronym to reflect on what you
learned about today’s learning
target.
• Pass out lunar landing site chart.
• Count major impact craters in maria.
• Craters 50 km or larger are major. 5mm on map.
• Find class average
• Calculate years between major impacts.
LT: conduct a controlled experiment to model
impact crater formation. Agenda: flour power
Do Now: 10-6-16
• Compare and contrast an actual
impact crater with the ones we
will create in the experiment.
Lunar craters
same
Flour/marble
craters
• Finish procedure and conclusion MSP
practice
• Discuss procedure modifications.
• Prepare data table
• Discuss lab roles
• Conduct experiment
• Clean up.
• Notebook check and quiz tomorrow:
• craters of the moon
• how to write a procedure and
conclusion
• Finish procedure and conclusion MSP
practice
• Prepare data table
Drop
height
• Reflection: use the RERUN acronym
to reflect on what you learned
about today’s learning target.
Crater
diameter
Trial 1
Crater
diameter
Trial 2
Crater
diameter
Trial 3
Crater
diameter
Average
50 cm
100 cm
200 cm
•
•
•
•
•
Discuss procedure modifications.
Discuss lab roles
Conduct experiment
Clean up.
Review tests