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The universe is often described as “clumpy” with dense groups of matter separated by empty space. A single clump made of billions of stars is known as a

A. galaxy
B. nebula
C. light year
D. solar system

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Use the following Gizmos with this week's standards. Log in to Gizmos through Clever only.

Gravity Pitch

Solar System

Solar System Explorer

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Standard 6.2 is covered in Chapters 19-22 in the textbook

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According to AMSTI correlation documents the following lessons  correlate with standard 6.2.
Lesson 3- Surface Gravity
Lesson 4- Solar System Explorations
Lesson 5- Impact Craters
Lesson 7- Gravity and Orbital Motion
Lesson 8- Asteroids, Comets, and Meteroroids
The document further states that coverage and mastery are dependent upon classroom instruction.  The TE and activities may not specifically state this standard so you as the teacher must facilitate questions and discussions in order to pull this standard out throughout the learning experience.

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-The student will CONSTRUCT models to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system.

-The students will USE simulations to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system.

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The student will USE and APPLY astronomical units as a measure of distance.

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The student will DISTINGUISH between spiral, elliptical, and irregular galaxies.

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Students will INTERPRET data on an H-R Diagram.

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In this activity, students will read an article about planetary motion. Click on the link below and log into Newsela with your MCPSS credentials using Google. Newsela provides online articles about science. Students will build literacy, with engaging scientific text. Each article has a quiz and open-ended questions

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Newsela | Planetary motion: The idea that began a science revolution

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It was first thought that all things revolved around the Earth before scientists cited gravitational forces to prove that it was the sun that kept the Earth and other planets' movements in check.

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Instructional supports are designed to help educators engage their students in exploring, explaining, and expanding their understanding of the content standards. This resource is from ACAP ALSDE Educator Instructional Support document.

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How does gravity affect the locations and movements of  comets, meteors, and asteroids?

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As the distance from the Sun increases, the distance between planets tend to increase or decrease?

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How can we measure great distances in space?

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What is a galaxy?

What is the name of our galaxy?  Which type is it?

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What does an H-R Diagram tell you about a star?

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Monday - What did you discover regarding how distance affects gravitational pull during the simulation?
Tuesday - TRUE OR FALSE: A light year is a measure of time, not distance.
Wednesday - Which statement best describes the general trend in the data?
A. There is no general trend to this data set.
B. As the distance from the sun increases, distance between planets decreases.
C.  As distance from the sun decreases, distances between planets increases.
D. As distance from the sun increases, distance between planets increases.
Thursday - The rarest galaxy type:
A. spiral
B. irregular
C. elliptical
Friday - After analyzing your completed H-R Diagram,  list 2-3 things that it tells you about a star.

Students should notice that they can find out about the temperature of a star, the magnitude or brightness of a star, the relative size of a star, the life cycle of a star and the color of a star by looking at an H-R Diagram.

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Item Specifications provide important information regarding the content to be measured. This resource is from the ACAP ALSDE Item Specifications document.

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-The student will DIFFERENTIATE which unit of measurement should be used when measuring distances in space.

-The student will EXPLAIN why light is used to measure distance.

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model, simulation, gravity, gravitational force, gravitational pull, celestial bodies, elliptical orbit

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astronomical unit, light year, distance, planet, graph, axis

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astronomical unit, light year, distance

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Galaxy, spiral galaxy, elliptical galaxy, irregular galaxy, Milky Way Galaxy

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Magnitude, apparent magnitude, absolute magnitude, H-R diagram, Stellar Nebula, Protostar, Main Sequence, Blue Giant, Red Giant, Red Supergiant, Planetary Nebula, Supernova, White dwarf, black dwarf, Neutron Star, Black hole, Nuclear Fusion, constellation

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PLDs provide a outline of what student should be able to do on the standard at various levels. This resource was from the ACAP ALSDE PLD document.

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Why are light years used to measure distances in space?

A. The speed of light is slower in space

B. The speed of light is faster than time.

C. Distances in space are constantly changing

D. Distances between stars is too large.

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Why does Earth orbit the Sun rather than any other body in the solar system?

A. The mutual repulsions among all the planets hold Earth in its orbit.

B. The Earth is closer to the Sun than other bodies in the solar system.

C. The Sun is the most massive object; gravitational attraction is related to mass.

D.  The rotational motions of all the planets, including Earth, cause them to remain in its orbit around the Sun.

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(Table Below)
In astronomical units, about how much farther is Saturn from the Sun than Jupiter is?

A. 2 AU

B. 655,000,000 AU

C. 4.38 AU

D. 5.2 AU

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Universe, Galaxies and Solar System (Editable Nearpod Link)

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Jennifer Nichols, Science, 8th Grade, SC.8.E.5.2, Nearpod for ELL, MS-ESS1-2, solar system, big bang,

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Students will watch a YouTube video entitled “Distances: Crash Course Astronomy #25”.
Watch from the beginning to 5.05 minutes

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Students will be able to locate the sun by using the Hertzsprung-Russel diagram to plot the sun's location.  This lesson can be an opening activity, review activity, or a quick lab.

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Hands-on Activity: Can You Locate the Sun on the H-R Diagram?
You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:

Author:

Kimberly Simms

System:

Lowndes County

School:

Calhoun High School

The event this resource created for:

ASTA

General Lesson Information

Lesson Plan ID:

34474

Title:

Hands-on Activity: Can You Locate the Sun on the H-R Diagram?

Overview/Annotation:

Students will be able to locate the sun by using the Hertzsprung-Russel diagram to plot the sun's location. This lesson can be an opening activity, review activity, or a quick lab.
This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Associated Standards and Objectives

Content Standard(s):

Science
SC2015 (2015)
Grade: 9-12
Earth and Space Science

3 ) Evaluate and communicate scientific information (e.g., Hertzsprung-Russell diagram) in reference to the life cycle of stars using data of both atomic emission and absorption spectra of stars to make inferences about the presence of certain elements.

Scientific And Engineering Practices:

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts: Scale, Proportion, and Quantity

Disciplinary Core Idea: Earth's Place in the Universe

Evidence Of Student Attainment:

Students:

Compare and contrast stars according to color-spectral types based on temperature and luminosity.

Make inferences of stellar mass, size and final state through analysis of Hertzsprung-Russell diagrams.

Explain why medium and small stars will not produce black holes.

Explain how large mass stars produce the heavy elements of the periodic table.

Differentiate among stars by mass to predict life span, elements produced, sequence of stages, and final state.

Hertzsprung-Russell Diagram

temperature

luminosity

planetary nebula

main sequence

red giant

white dwarf

neutron star

black hole

event horizon

blackbody curve

Stefan-Boltzmann Law

Wien's Law

emission spectrum

absorption spectrum

continuous spectrum

classification

nuclear fusion

Balmer series for Hydrogen

Students know:

The study of the stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.

Nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy (other than hydrogen and helium).

Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

Students are able to:

Communicate scientific information (using oral, graphical, textual, or mathematical formats) and cite origin as appropriate.

Students understand that:

In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

This would be best following E&SS standard 1 and before E&SS standard 2.

NAEP Statement::
E12.2: Early in the history of the universe, matter (primarily the light atoms hydrogen and helium) clumped together by gravitational attraction to form countless trillions of stars and billions of galaxies.

Local/National Standards:

Primary Learning Objective(s):

Students will use the Hertzsprung-Russel Diagram to plot the position of the sun.

Additional Learning Objective(s):

Preparation Information

Total Duration:

31 to 60 Minutes

Materials and Resources:

1. The teacher should make copies of the Hertzsprung-Russel (H-R) diagram to give to the students prior to the activity.

2. Everything that is needed for this lesson is located in the Stellar Evolution PowerPoint Lesson

3. Each group will need black permanent markers to plot the location of the sun.

Note: Students may work in pairs for this activity.

Technology Resources Needed:

Background/Preparation:

Teacher and Student background
We see our daytime star, the Sun, as our closest and brightest star. The Sun is one of billions of stars in the Milky Way galaxy. All other stars are much farther away.
Our Sun, at the center of our solar system, is the closest star to Earth. Because of its proximity, the Sun is also the brightest star to us. The Sun is one star among billions in the Milky Way galaxy. All the other stars you see in the night sky are beyond our solar system and appear as pinpoints of light because they are so far away.
Stars shine through nuclear fusion and vary in size, color, mass, surface temperature, and brightness.
A star is a luminous sphere of hot gasses, mainly hydrogen and helium. Stars shine because they produce light energy through nuclear fusion (collision of atomic nuclei and formation into a new nucleus, making atoms of heavier elements) in their centers, called their cores. Gravitational forces hold stars together. Gravity, created by all the star's particles, pulls the particles toward the star's center while the pressure from the energy (created by the fusion process), along with collisions of the particles in the star, pushes them outward. The balance between the outward pressure and the inward force of gravity maintains the star's shape. Stars vary in size (diameter), color, mass, surface temperature, and brightness.
Star brightness can be measured in two ways: how bright a star appears from Earth and how bright a star actually is (as though the stars were lined up at the same distance).
Apparent magnitude is how bright the star seems to an observer from Earth while absolute magnitude is how bright the star would shine if it were lined up at a standard distance of 32.6 light years, or 10 parsecs. A light year is a measure of a very large distance, specifically, how far light can travel in one year, which is approximately 9 trillion miles. Astronomers also measure luminosity or the amount of energy (light) that a star emits from its surface. Fifth grade focuses on how the apparent magnitude of a star depends on its distance from Earth. The magnitude system of stellar brightness was developed by the Greek astronomer Hipparchus in 150 B.C. He devised a brightness scale where the brightest stars were ranked 1 and the dimmest stars ranked 6. Modern astronomers have extended that apparent magnitude scale to include much brighter stars that now include zero and negative values. Some example apparent magnitudes are the Sun at -26.7, Sirius at -1.4 (brightest nighttime star), Vega at 0.00, and the faintest naked eye star at +6.5.
One factor that affects the apparent brightness of a star is the relative distance from Earth: generally, closer stars appear brighter, while more distant stars appear dimmer.
Luminosity is a measure of a star's energy output, another factor that determines brightness. Stars with more luminosity will shine brighter because they are putting out more energy. This is similar to light bulbs you use in lamps: a 100-watt bulb will glow much brighter than a 25-watt bulb. However, if you compare stars that have the same size, temperature, and luminosity, then another important factor affecting apparent brightness is the distance from Earth. Stars closer to Earth appear brighter while more distant stars appear dimmer.

Procedures/Activities:

Before Strategy
Bell Ringer: (Activate Prior Knowledge)

Note: Do not clear up misconceptions at this time. Allow students to explore.
During Activity:(Explore)
Teacher will continue with the Interactive Notes on slides 7 and 8 in the Stellar Evolution PowerPoint Lesson

Hands-On Activity: Can You Locate the Sun?

This activity is found on slide 9 of the Stellar Evolution PowerPoint Lesson.

Ask students to pair up and pass out the Hertzsprung-Russel (H-R) diagram to each group.

Direct students to plot the position of the Sun on their diagram using the following information:

1.The Sun's absolute magnitude is +4.83.

2.The surface temperature of the Sun is estimated to be 5778 K.

Once students have plotted their information, show slide 10 to make sure their Sun was plotted where it is on the slide.

After Activity: (Evaluate)
Direct students to complete the Exit Slip found on slide11 of the Stellar Evolution PowerPoint Lesson as an evaluation activity by answering these questions.

What can you tell about the Sun's life cycle?

How would you describe the sun's brightness compared to other stars?

How will the sun's position on the H-R diagram change as the sun ages?

What would happen if the sun stopped shining?

Assessment

Assessment Strategies

Students will be assessed based on slide 9 and slide 11 in the Stellar Evolution PowerPoint Lesson

The answers to the following questions.

What can you tell about the Sun's life cycle?

How would you describe the sun's brightness compared to other stars?

How will the sun's position on the H-R diagram change as the sun ages?

What would happen if the sun stopped shining?

Acceleration:

If time permits, the teacher could have the students plot additional stars on the diagram.

1. Betelgeuse: Absolute Magnitude=-5.6; surface temperature=3100K

2. Sirius A: Absolute Magnitude=+1.4; surface temperature=9200K

3. Sirius B: Absolute Magnitude=+11.5; surface temperature=27,400K

4. Deneb: Absolute Magnitude=-6.9; surface temperature=8500K

Intervention:

Students can use these flash cards to help with this material if extra help is needed.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.

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You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

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Modeling Gravity Simulation - In this activity students will pick a planet to see the affect of gravity.

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Students will answer the following questions after watching the video of direct instruction:

1)What is the unit of measurement used to measure the distance from the EARTH to the SUN?

2)Approximately, how many kilometers are equal to 1 AU? (Round to the nearest tenth place.)

3)Name one thing that the discovery of the astronomical unit made possible for scientist?

4)What term explains why an object appears to shift when switching views from one eye to another eye?

5)What is the term used to measure the distance light travels in a year?

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Students will watch a YouTube video entitled “Distances: Crash Course Astronomy #25”.
Watch from 5.05 minutes to the end.

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Students will watch the first 5 minutes of the video. If additional assignments are needed students can work through the gravity lesson

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Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission. If you are the owner of a visual and believe we are using it without permission, please contact us -we will reply promptly and make things right.

3 year old Tydus by Trav and Cor

Apollo 16 Lunar rover "Grand Prix" by NASA HD

Apple falling - close up by Manamatata

Apple falling slow motion by Wavebreak_Video

Apple tree graphic by DreamCreation

Astronauts falling on the moon by Martian Archaeology

Black chairs by Strekoza64

Earth Vector by Lucky Vector

Earth vector by Lucky Vector

Family throwing leaves and having fun by VIAFilms

Five playful teen girls on a mountain trail by TheStacks

Illustration of a team of astronauts by Lorelyn Medina

Jupiter Moons by Jan Sandberg

Magnet picking up nails by Van_Vog

Mars rover in Buckskin selfie by JPL

NASA Moon tour by NASA Goddard

Neptune by Blue Ring Media

Newspaper with breaking headline by Castleski

Phobos Colour by Mars Reconnaissance Orbiter

Planet vectors by Anatolir

Planet vectors by Anatolir

Satellite images of earth by Anton Shahrai

Saturn's moon by Dotted Yeti

Science concept fun by Abaget

Sky diving contest by MADConcept

Two black chairs by Strekoza64

Two kitties by Tony Campbell

Two men diving from a springboard by Paha_L

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Why is gravity different on other planets?

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In this lesson, students discover that gravity exists on all planets and moons, but the amount of gravity is different because it depends on how massive the object is.

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Students will be instructed by way of a PowerPoint presentation. Students will copy notes in the Cornell Note-taking format. Students will highlight/underline key words and phrases.

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Instruct students by way of a PowerPoint presentation. Students will compare and contrast the different types of galaxies in the universe. Instruct students to copy the notes in the Cornell Note-taking format.

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Teacher should directly instruct students on how to complete an H-R Diagram. Be sure to tell students to observe the details of each axis. Students must take note of the labels associated with each axes (X-axis and Y-axis).

Guide the student through how to construct the H-R diagram. First begin by instructing students to draw the X and Y axes of H-R diagram. Be sure to instruct students to pay close attention to the data that is on the X and Y axes. Be sure that students understand that the farther you travel upward on the diagram, the brighter the star will be in that location on the diagram. Be sure that students understand that the farther you travel to the right on the diagram, the cooler the star will be in that location on the diagram.

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Galaxies: Part 1 (Crash Course)

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Galaxies, part 1: Crash Course Astronomy #38

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What causes planets and other space objects to revolve around the Sun rather than going off in a straight line as indicated by the solid arrow in the picture below?

A. Gravity holds objects on the planets.

B. Gravity protects the planets from solar winds.

C. Gravity keeps the planets in orbit around the sun.

D. Gravity supplies the energy for the planets.

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Nearpod: Orbits Gravity Lab (Editable Link)

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Students will receive direct instruction on how to use the simulation. Explain to students the interworking of the simulation. Maybe a day or two before the lesson, play around with the simulation so that you are able to directly instruct students through how to operate the simulation.

As you are directly instructing students on how to maneuver through the gravity simulation, pose questions surrounded by the concept of mass affecting the gravitational attraction a celestial body has. Create larger bodies in the simulation, and then create smaller bodies. Ask students to notice how larger celestial bodies tend to attract smaller celestial bodies. Ask students to notice how smaller bodies tend to orbit around or be consumed by (crash into) larger bodies.

Ask students to create their own solar system. As students are creating their own solar systems, ask that they make observations of the motions that are occurring as a result of the attraction of gravity between the celestial bodies. Have students copy and answer the following questions in their science notebook:

1. Create one celestial body in your solar system. Then, create several smaller celestial bodies in your solar system.  Describe what you observe.

2. Reset your solar system. This will empty your solar system. At this point, you should have an empty system. Create two celestial bodies that are about the same size. Describe what you observe.

3. Reset your solar system. This will empty your solar system. At this point, you should have an empty system. All the way on the left side of the screen, create the largest celestial body you can in the simulation. All the way on the right side of the screen, create the smallest celestial body you can in the simulation.  Describe what you observe. Why is the smaller celestial body not gravitating toward the larger celestial body?

Attached below is the Gravity Simulation.
https://lab.nationalmedals.org/gravity.php

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Use the website with students to explore the effects of gravity on celestial bodies. This link is not able to be used on student computers, but you can share it with the students and work through it with them.

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Effects of Mass and Distance on Gravitational Force

The more massive an object, the greater it's gravitational pull.

The closer the distance between objects, the greater the gravitational pull

The gravitational pull between the Sun and the planets and between Earth and its Moon cause distinct motions between and among these bodies

Effects of Gravity on Planetary Orbits

The Sun's gravitational attraction, along with the planet's inertia (continual forward motion), keeps the planets moving in elliptical orbits (Earth's orbit is slightly oval) and determines how fast they orbit.

Planets nearer the Sun move/orbit faster than planets farther from the Sun because the gravitational attraction is greater.

When a planet is farther from the Sun, the gravitational attraction between them decreases and the planet moves/orbits slower.

Effects of Gravity on Tides

Since the Moon is closer to Earth than the Sun (distance), the Moon has the greatest pulling effect on tides, the rise and fall of Earth's waters.

The Sun also pulls on Earth and can combine its force with the Moon causing even higher tides, spring tides

Or can be a right angles, pulling against the Moon's pull, causing very little tidal change, neap tides .

Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.
Research and find examples of gravitational changes in our solar system.

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Effects of Mass and Distance on Gravitational Force The more massive an object, the greater it's gravitational pull.

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Students will watch the animation to see how astronomers use measurements of star brightness, distance and color to create a H-R Diagram.

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Nearpod: Gravity Review - Matching Pairs

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In this Matching Pairs lesson on Earth & Space Science, students strengthen their understanding of gravity. They complete a vocabulary challenge and apply their vocabulary skills to the remaining practice problems.

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In this Matching Pairs lesson on Earth & Space Science, students strengthen their understanding of gravity. They complete a vocabulary challenge and apply their vocabulary skills to the remaining practice problems.

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Galaxies: Part 2 (Crash Course)

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Galaxies, part 2: Crash Course Astronomy #39

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Hertzsprung-Russell Diagram Notes and Activity
By: K. Sugg - Please modify as needed. Students will complete notes in their notebook.

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Students will complete the "Art Galaxy" exercise in their science notebooks. A single page in the notebook should be dedicated to each galaxy type. Guide students through how to draw each galaxy type if assistance is necessary. Be sure to have black construction paper, pastels and glue sticks in order to complete the lesson.

Students will draw each galaxy type. Students will also copy the facts of each galaxy type.

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Use the following code to import the quiz into your Socrative Account: SOC-43992585

Quizzes --> Add quizzes --> Import: SOC-43992585

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Students will be directly instructed as we explore a virtual journey through space. You will explore three different types of galaxies. You should be prepared to receive tidbits of information on each galaxy type as you complete your virtual journey through space. Attached is the virtual tour of the three types of galaxies.

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Use the following code to import the quiz into your Socrative Account: SOC-38411068

Quizzes --> Add quizzes --> Import:
SOC-38411068