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By the end of the unit, students will be able to

1. Reflect on how culture is informed by natural phenomena on the planet earth (seasons, climates, ecosystems)

2. Engage in an argument about how practices evolve due to an increase in knowledge and evidence.

3. Analyze and interpret qualitative and quantitative data to identify patterns, relationships to make a prediction.

4. Use evidence to construct a model to describe the relationship between components and cause-and-effect in a system.

How does this connect to sustained classroom practices

1. Asking Questions (DQB)

2. Claim Evidence Reasoning (CER)

3. Making Predictions (Patterns Inquiry Approach)

4. Developing Models (multimodal artifacts of vocabulary and creating relationships

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How are we connected to the patterns we see in the sky and space?

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Stonehenge (and alternatives like Manhattanhenge) is a prehistoric monument observed to have the sun align during the winter and the summer solstice.

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On the spring and fall equinoxes, a snake is observed over a short period.

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What monitoring "sense making" will look like for this unit

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What monitoring "sense making" will look like for this unit

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English Copy and Spanish Copy

This is a model that can help explain what causes the pattern/phenomena I see from Earth

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Observableand unobservable processes

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Phenomenon/ Fenomeno: an observable event

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We find out -->

Our distance from the sun varies of the year, supporting a theory of the earth's tilted axis.

Observable patterns like climate and temperature are dependent on the sun and earth's motion in space.

We can -->

We need multiple pieces of evidence to support a claim. Some evidence can lead us to misconceptions. We need to interpret certain evidence using different models.

We connect-->

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Solar Elevation over a long period of time

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Solar Elevation over a long period of time

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We find out -->

Solar elevation increases in the summer season and decreases in the winter season.

We can -->

To use data to make predictions about future events. Use data to identify patterns over different scales of time

We connect --> Propose how ancient civilizations were able to develop a model over thousands or hundreds of years of oral tradition to create traditions surrounding time/calendar.

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Sun travels different patterns in the sky

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8.4 Lesson 3 Measuring the Sun: January - March

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What causes the seasons in Australia and why are they opposite of our seasons?

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What causes the seasons in Australia and why are they opposite of our seasons?

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The Earth’s tilt causes there to be differences in the intensity of the light received by different parts of the Earth at certain times.

Tilt results in differences in the amount of sunlight on different parts of the Earth’s surface at different times of the year.

Solar elevations are opposite in the Northern and Southern Hemispheres at the same time (July or January).

Light energy amounts reaching the surface are directly related to solar elevations:

higher solar elevation = higher light energy; and

lower solar elevation = lower light energy.

Temperature is directly related to light energy amounts reaching the surface.

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Australia Climate Patterns are Opposite of Ours

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Australia Climate Patterns are Opposite of Ours

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Students explain how Earth’s motion (rotation and revolution) causes differences in day and night, sunlight intensity, seasons, weather patterns and climate.

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Why are the days shorter in the Winter than the Summer?

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Why are the days shorter in the Winter than the Summer?

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Why is it hotter in the summer and colder in the winter?

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Why is it hotter in the summer and colder in the winter?

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The higher the angle, the more watts per square of graph paper. This is because when Earth is tilted towards the Sun in the summer, the solar elevation is higher so Earth gets more energy from the Sun. Because Earth gets more light energy from the Sun, Earth’s surface heats up more so the temperatures are hotter.

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a representation of systems and their processes

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Identify relevant evidence to support a claim.

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Observations relevant (what counts) to a phenomenon

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Given prior knowledge, experiences, models, and data, determine a relationship between a "change" in the system (time, distance, quanity) of a future outcome

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Describe the 1. function (purpose) 2. role (unique necessity) 3. relationship (interactions) of components (matter/energy) of a system (multiple pieces of matter/energy) at various scales (matter, atoms, cells, organs, organism, ecosystems, spheres of the earth, solar system, universe) to describe mechanism (cause and effect) that generates an observable phenomenon gathered by evidence or experiment (systematic way to gather evidence)

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8.4 Lesson 4 Handout Reading The Equator,

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Radiation propagating through the atmosphere

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Radiation propagating through the atmosphere

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We find out -->

The more particles light travels through (by increasing the distance between the source and the viewer, the redder the color. The less distance between the source and the viewer the bluer the color.

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Find this lab hard to do... def must be alternatives

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How the repeating patterns of the Sun’s position in the sky and particularly at sunset, based on the fixed tilt of the Earth on its axis and orbit around the Sun, could cause the Manhattanhenge phenomenon to occur year after year around the same day and why it would occur twice a year.

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Equator, Axis, Tilt, Hemisphere (north/south/east/west), Angles, Elevation

Seasons, Climate vs Weather

Rotation, Revolution

Light, Intensity, Sun, Solar, Radiation

Daily, Monthly, Quarterly, Annualy

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Nasa releases amazing high-definition footage of the sun

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We find out -->

The spectra of the sun has patterns with the spectra of H,He,Li, Na

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I like this but the dopplar shift is kind of an extensive thing to explain. It's cool! but I'm not sure of it now that I'm making time for the moon

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https://mysteryscience.com/astronomy/mystery-4/seasonal-patterns-earth-s-orbit/75

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We find out-->

Length of day is dependent on the amount of coverage sunlight hits the earth.

The axis of the earth determines the seasons

We can -->

Make alterations to physical models to better reflect the data.

We connect -->

Scientists create models informed by evidence to be able to make better predictions.

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We find out -->

Sunlight hits at a lower angle, and the area decreases (winter). This is an inverse relationship for summer.

We can -->

Use mathematical representations and computations to identify relationships between two variables

We connect -->

Observations occur at different scales and different points of view. While we can't see the earth and the sun, we can observe from the ground how sun elevation looks

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Quick Writing Prompt Using Sentence Frames... English and Spanish

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See/ Think / Wonder

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Focus on these cross-cutting concepts.

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5 - Planets and Orbits 5E | Student Materials | V5 8-2020

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Vocabulary: Keeping Track of Major words

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Vocabulary: Keeping Track of Major words

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Is there potential for more life out there

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Is there potential for more life out there

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solar flares x our magnetic shielf and ozone

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People going blind after solar eclipse...

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People going blind after solar eclipse...

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Bellringer: Where are most of Earth's animals?

Phenomenon: Meteor Hitting Russia

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Demonstration: Einstein Theory of Gravitation

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Demonstration: Einstein Theory of Gravitation

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We see: Greater mass greater attraction

Our model needs: our planets to have

Difference between celestial objects (planet, moon, and scale)

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Model: Period is the time it takes to travel the sun.