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Support an argument that the gravitational force exerted by Earth on objects is directed down.

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Lunar Olympics - Astronauts jumping in 1/6 earth gravity

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Why did the astronauts jump higher on the Moon than on Earth?

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Why did the astronauts jump higher on the Moon than on Earth?

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Group work researching these two questions:
What is the difference between weight and mass?
Why can an astronaut jump higher on the moon than on Earth?

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1. Gravity!

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Gravity! | Science Trek | PBS LearningMedia

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Gravity is the force of attraction between two objects. It is what makes things fall and what keeps us from floating off into space. Gravity is a fundamental force of nature. How does it work?

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Q: Aren't "weight" and "mass" the same?

A: Not really.

An object has mass (say 100 kg).

This makes it heavy enough to show a weight of "100 kg".

But the scales are only showing a guess of the mass above them!

Gravity causes Weight

An object's weight is how hard gravity is pulling on it.

We think the weight is the same everywhere ... because we all live on the surface of the planet Earth!

But in orbit it would not push on the scales at all.

The scales would show 0 ...
... but the mass is still 100 kg !

An object's mass doesn't change (unless you remove some!), but its weight can change.

On the Moon the scales would wrongly show 16.6
for a mass of 100 kg

Because the pull of gravity on the Moon
is much less than on Earth

So Why Do People Say Weight instead of Mass?

People often use "weight" to mean "mass", and vice versa, because Gravity is almost the same everywhere on Earth and we don't notice a difference.
But remember .. they do not mean the same thing,
and theycan have different measurements.
Weight is a Force

So ... if weight and mass are different, why are they both in kilograms?

Well, weight should not really be in kilograms!

I have used "kilogram" so far because that is what you see on a pair of scales, but it is technically wrong to talk about weight in kilograms ...

... weight is a force ...

... which is measured in Newtons

Newtons

The correct unit for force is the Newton (=1 kg·m/s ²) which is abbreviated N.

On the Earth's surface gravity makes a
1 kilogram mass exert about 9.8 Newtons of force

So a 100 kg mass really weighs about 980 Newtons on Earth.

Why Do Scales Show Kilograms?

Scales show Kilograms because that is what people understand best ...

... but it is really just an estimate of the mass above them.

Scales should really show Newtons, but that might confuse people!
Question: how many Newtons should the scales show when you stand on them (hint: multiply kg by 9.8)?

So the scales show an estimate of your mass based on the force your body exerts on it.

And to find out how much force your body is exerting on the scales, multiply by 9.8 (to convert kg into Newtons).

Apparent Weight

But scales can be fooled ... because they measure a "downwards force" and don't know if it is gravity or some other force!
Just jump up and down (gently!) on your scales at home to see your apparent weight change, while your mass stays the same.
So your mass is the same, and your weight is the same (because the force of gravity hasn't changed), but your "apparent" weight changes. Read more at Apparent Weight

Conclusion

Mass is a measure of how much matter something contains

Weight is a measure of how strongly gravity pulls

Apparent Weight is a measure of downwards force

Force is measured in Newtons, not kilograms

When scales show "kg" it is just an estimate of the mass above them

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Q: Aren't "weight" and "mass" the same? A: Not really. An object has mass (say 100 kg). This makes it heavy enough to show a weight of "100 kg". But the scales are only showing a guess of the mass above them! An object's weight is how hard gravity is pulling on it.

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Math explained in easy language, plus puzzles, games, quizzes, worksheets and a forum. For K-12 kids, teachers and parents.

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Article Category: Units |

Right girls and boys, it's time to dip our toes into the wonderful world of science and explore the difference between mass and weight.

Most of you already use these two words on an almost daily basis (especially if, like me, you're conscious of your weight and spend hours agonising over how much muscle mass you built during your last visit to the gym). But do you really know the difference between weight and mass?

Have you been confusing mass with weight? It's very easy to do when you're not entirely sure of how science actually defines them. Even though they're both linked, there is a basic difference. I've put together a fairly comprehensive description for you which, importantly, is written in layman's terms and not scientific babble! Here goes...

What is mass?

Mass is a scientific measure of the amount of matter an object is made up of. No matter where you are at given moment in time, mass is constant. So, whether you're walking to the shop to stock up on groceries or bouncing around on the moon, your mass is the same. Obviously, if you're on a diet that's not the answer you want to hear but don't panic - we'll get to the all-important definition of weight shortly.

Some other key points about mass

1. Mass is indestructible. As you've seen above, no matter where you are in the universe your mass will never change

2. Mass can never be zero. What we mean by this is that everything in the universe has mass. If it didn't it simply wouldn't exist

3. Mass is not related to gravity, centrifugal force, etc and these forces have no effect whatsoever on your mass

4. Mass is commonly measured in kilograms and grams.

Hopefully, the descriptions above have given you a good idea of what mass really is. Don't fall into the trap of thinking that this unit of measure is not important - it is. After all, without the huge mass that makes up planet Earth we'd have no gravity - a great way to save money on fuel as you can simply float to work, but not so great when you're trying to drink your morning espresso on your way to the office.

What is weight?

Weight is a form of measurement that is dependent on gravity and, unlike mass, your weight can vary depending on where you are in the universe.

Weight is a pretty important measure not only to dieters the world over but also to the scientists and egg heads who design things like space shuttles and boats - opposite end of the spectrum, but it's all about perspective.

But how can weight vary whilst mass has to remain constant? It's fairly simple: weight is a variable i.e. it can change based on the amount of gravitational pull an object exerts on a body. Scientists have defined weight using this equation:

Formula: Weight (W) = Mass (M) multiplied by gravitational acceleration (g). (W = mg)

Simple, right?

Some key points about weight

1. The weight of an object changes based on where it is. If you've decided to visit the moon to test out this theory then you'll find that, in a matter of hours, you will have slashed your weight by two thirds (in your face, Slimming World!)

2. Weight is a vector and its direction of pull is towards the centre of the planet you're stood on. What? Sorry, I did promise layman's terms: gravity, which is created by the mass of an object, moves towards the centre of the object and it is gravity that determines your, or any other object's, weight.

3. The weight of any given object can go up or down depending on the amount of gravity acting on it. More gravity - the heavier the object. Less gravity - the lighter the object.

4. Unlike mass, weight can be zero. An example of this is an astronaut floating in space - there's no gravity acting on his body and, therefore, he has no weight.

5. Weight is commonly measured in Newtons.

Mass and weight example - the moon

In the below example, we've featured an astronaut on earth and on the moon. The Moon's gravity is much less than the Earth's gravity - approximately one sixth. So, a 100 kg astronaut weighs 980N on Earth. On the Moon, the astronaut would weigh only 162.2N. However, the astronaut's mass is 100kg where-ever they are.

Weight on Earth: 100kg x 9.8m/s ² = 980N.
Weight on Moon: 100kg x 1.622 m/s ² = 162.2N.

The difference between mass and weight - clarification

Ok, hopefully we've cleared up any lingering doubts you may have about the whole mass vs weight debate - mass is a measure of the amount of matter in an object and weight is the amount of force that gravity has on an object. As you can see, it's not quite a clear cut topic, but do keep these points in mind and prepare to wow your friends and family with your newfound knowledge of the scientific arts.

If you want to convert between different units of mass and weight, why not use the weight conversion tool.

Written by James Redden

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Please rate this article using the star rater below. If there is anything missing from the article, or any information you would like to see included, please contact me.

Last update: 14 February 2018

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What Is The Difference Between Mass And Weight?

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Article Category: Units | Right girls and boys, it's time to dip our toes into the wonderful world of science and explore the difference between mass and weight. Most of you already use these two words on an almost daily basis (especially if, like me, you're conscious of your weight and spend hours agonising over how much muscle mass you built during your last visit to the gym).

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Math explained in easy language, plus puzzles, games, quizzes, worksheets and a forum. For K-12 kids, teachers and parents.

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Mass vs. Weight: Introduction | PBS LearningMedia

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In this video from NASA's Teaching From Space initiative, two astronauts aboard the International Space Station (ISS) describe mass and weight and the differences between the two. Embedded animations and demonstrations support the video's learning goals.

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After discussing in groups, present to class groups findings

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experiment with 3 paperclips on string and a ruler

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hole in water cup experiment (1:00-1:50)

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The Sci Guys: Science at Home - Gravity Water Cup Drop

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Math: MP.2 Reason abstractly and quantitatively.
ELA/Literacy: RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.9  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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Kahoot quiz

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Play a game of Kahoot! here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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How does the rotation of the Earth change the seasons?
How are the northern and southern hemispheres affected by Earth's tilt?
Why does the Earth have seasons?

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Define the words 'Northern Hemisphere, Southern Hemisphere, and Seasons' on the vocabulary cards

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https://usclimatedata.com/climate/kansas/united-states/3186
Use the link above to find climate data for Topeka, KS. Graph the monthly average temperatures using the Graph below. You will also find information about precipitation from the site above.
Analyze the graphs. What trends do you see? What shape does the graph make? Which month is the coldest? Warmest? Which months receive the most snowfall? Rainfall?
Using different colored markers for each season, color code each month by season.

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Spaceship Earth - An animated documentary of how Earth works 1/52

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Today's equinox signals the change of season, from summer to fall in the Northern Hemisphere and in the Southern Hemisphere from winter to spring. But why do Earth's seasons change?
September equinox: All you need to know
Some assume our planet's changing distance from the sun causes the change in the seasons. That's logical, but not the case for Earth. Instead, Earth has seasons because our planet's axis of rotation is tilted at an angle of 23.5 degrees relative to our orbital plane, that is, the plane of Earth's orbit around the sun.

The tilt in the axis of the Earth is called its obliquity by scientists.

Over the course of a year, the angle of tilt does not vary. In other words, Earth's northern axis is always pointing the same direction in space. At this time, that direction is more or less toward the star we call Polaris, the North Star. But the orientation of Earth's tilt with respect to the sun - our source of light and warmth - does change as we orbit the sun. In other words, the Northern Hemisphere is oriented toward the sun for half of the year and away from the sun for the other half. The same is true of the Southern Hemisphere.

When the Northern Hemisphere is oriented toward the sun, that region of Earth warms because of the corresponding increase in solar radiation. The sun's rays are striking that part of Earth at a more direct angle. It's summer.

When the Northern Hemisphere is oriented away from the sun, the sun's rays are less direct, and that part of Earth cools. It's winter.

Seasons in the Southern Hemisphere occur at opposite times of the year from those in the Northern Hemisphere. Northern summer = southern winter.

The tilt in Earth's axis is strongly influenced by the way mass is distributed over the planet. Large amounts of land mass and ice sheets in the Northern Hemisphere make Earth top-heavy. An analogy for obliquity is imagining what would happen if you were to spin a ball with a piece of bubble gum stuck near the top. The extra weight would cause the ball to tilt when spun.

Over long periods of geological time, the angle of Earth's obliquity cycles between 21.1 and 24.5 degrees. This cycle lasts approximately 41,000 years and is thought to play a key role in the formation of ice ages - a scientific theory proposed by Milutin Milankovitch in 1930.

The Earth is currently decreasing in obliquity. Decreases in obliquity can set the stage for more moderate seasons (cooler summers and warmer winters) while increases in obliquity create more extreme seasons (hotter summers and colder winters). Glaciers tend to grow when the Earth has many cool summers that fail to melt back the winter snows. Remember, we're talking about a 41,000-year cycle here, so these changes in obliquity are not the primary driver of Earth's climate in the century ahead. Temperatures on Earth are influenced not just by obliquity, but also by many more factors which drive our complex climate system and the global temperatures we experience from year to year.

Other planets in our solar system also tilt at various degrees. Uranus rotates almost sideways at 97 degrees and has extreme seasons. The axial tilt on Venus is 177.3 degrees. Hence, Venus has very little in the way of seasons.

Earth's distance from the sun does change throughout the year, and it's logical to assume that an increase or decrease in a sun-planet distance could cause a cyclical change in the seasons. But - in the case of our planet - this change is too small to cause this change.

Our seasons change due to our planet's angle of tilt - 23.5 degrees - relative to our orbit around the sun. If Earth did not tilt at all, but instead orbited exactly upright with respect to our orbit around the sun, there would be minor variations in temperature throughout each year as Earth moved slightly closer to the sun and then slightly farther away. And there would be temperature differences from Earth's equatorial region to the poles. But, without Earth's tilt, we'd lack Earth's wonderful seasonal changes and our association of them with the various times of year - associating a fresh feeling in the air with springtime, for example.

It's easy to imagine a planet that has a more pronounced change in its distance from its star as the planet orbits the star. Some extrasolar planets - planets orbiting distant stars - have been found with more extreme orbits. And even in our own solar system, for example, the planet Mars has a more elliptical orbit than Earth does. Its distance from the sun changes more dramatically through its year than Earth's does, and the change in Mars' distance from the sun does cause some more pronounced cyclical changes on this red desert world.

Bottom line: It's logical to assume our planet's changing distance from the sun causes the change in the seasons. But Earth's distance from the sun doesn't change enough to cause seasonal differences. Instead, our seasons change because Earth tilts on its axis, and the angle of tilt causes the Northern and Southern Hemispheres to trade places throughout the year in receiving the sun's light and warmth most directly.

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Today's equinox signals the change of season, from summer to fall in the Northern Hemisphere and in the Southern Hemisphere from winter to spring. But why do Earth's seasons change? September equinox: All you need to know Some assume our planet's changing distance from the sun causes the change in the seasons.

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It's all about Earth's tilt!

Many people believe that Earth is closer to the Sun in the summer and that is why it is hotter. And, likewise, they think Earth is farthest from the Sun in the winter.

Although this idea makes sense, it is incorrect.

It is true that Earth's orbit is not a perfect circle. It is a bit lop-sided. During part of the year, Earth is closer to the Sun than at other times. However, in the Northern Hemisphere, we are having winter when Earth is closest to the Sun and summer when it is farthest away! Compared with how far away the Sun is, this change in Earth's distance throughout the year does not make much difference to our weather.

There is a different reason for Earth's seasons.

Earth's axis is an imaginary pole going right through the center of Earth from "top" to "bottom." Earth spins around this pole, making one complete turn each day. That is why we have day and night, and why every part of Earth's surface gets some of each.

Earth has seasons because its axis doesn't stand up straight.

But what caused Earth to tilt?

Long, long ago, when Earth was young, it is thought that something big hit Earth and knocked it off-kilter. So instead of rotating with its axis straight up and down, it leans over a bit.

By the way, that big thing that hit Earth is called Theia. It also blasted a big hole in the surface. That big hit sent a huge amount of dust and rubble into orbit. Most scientists think that that rubble, in time, became our Moon.

As Earth orbits the Sun, its tilted axis always points in the same direction. So, throughout the year, different parts of Earth get the Sun's direct rays.

Sometimes it is the North Pole tilting toward the Sun (around June) and sometimes it is the South Pole tilting toward the Sun (around December).

It is summer in June in the Northern Hemisphere because the Sun's rays hit that part of Earth more directly than at any other time of the year. It is winter in December in the Northern Hemisphere, because that is when it is the South Pole's turn to be tilted toward the Sun.

Earth's lopsided orbit

Earth's perihelion (point closest to Sun) = 91,400,000 miles from Sun

Earth's aphelion (point farthest from Sun) = 94,500,000 miles from Sun

While that is a difference of over 3 million miles, relative to the entire distance, it isn't much.

And, believe it or not, aphelion (when Earth is farthest from the Sun) occurs in July, and perihelion (when we are closest) occurs in January. For those of us who live in the Northern Hemisphere where it's summer in July and winter in January, that seems backwards, doesn't it? That just goes to prove that Earth's distance from the Sun is not the cause of the seasons.

Related Resources for Educators

Seasons (Educator Guide to go with Seasons Spotlite video)
Seasons (Nearpod Lesson to go with Seasons Spotlite video)
Our World: Sun's Position
Sun's Position (Educator Guide to go with Sun's Position Spotlite video)
Sun's Position (Nearpod Lesson to go with Sun's Position Spotlite video)

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In ancient times, the scholars, seers and magi of various cultures believed that the world took a number of forms - ranging from a ziggurat or a cube to the more popular flat disc surrounded by a sea. But thanks to the ongoing efforts of astronomers, we have come to understand that it is in fact a sphere, and one of many planets in a system that orbits the Sun.

Within the past few centuries, improvements in both scientific instruments and more comprehensive observations of the heavens have also helped astronomers to determine (with extreme accuracy) what the nature of Earth's orbit is. In addition to knowing the precise distance from the Sun, we also know that our planet orbits the Sun with one pole constantly tilted towards it.

Earth's Axis:

This is what is known axial tilt, where a planet's vertical axis is tilted a certain degree towards the ecliptic of the object it orbits (in this case, the Sun). Such a tilt results in there being a difference in how much sunlight reaches a given point on the surface during the course of a year. In the case of Earth, the axis is tilted towards the ecliptic of the Sun at approximately 23.44° (or 23.439281° to be exact).

Seasonal Variations:

This tilt in Earth's axis is what is responsible for seasonal changes during the course of the year. When the North Pole is pointed towards the Sun, the northern hemisphere experiences summer and the southern hemisphere experiences winter. When the South Pole is pointed towards the Sun, six months later, the situation is reversed.

In addition to variations in temperature, seasonal changes also result in changes to the diurnal cycle. Basically, in the summer, the day last longer and the Sun climbs higher in the sky. In winter, the days become shorter and the Sun is lower in the sky. In northern temperate latitudes, the Sun rises north of true east during the summer solstice, and sets north of true west, reversing in the winter. The Sun rises south of true east in the summer for the southern temperate zone, and sets south of true west.

The situation becomes extreme above the Arctic Circle, where there is no daylight at all for part of the year, and for up to six months at the North Pole itself (known as a "polar night"). In the southern hemisphere, the situation is reversed, with the South Pole oriented opposite the direction of the North Pole and experiencing what is known as a "midnight sun" (a day that lasts 24 hours).

The four seasons can be determined by the solstices (the point of maximum axial tilt toward or away from the Sun) and the equinoxes (when the direction of tilt and the Sun are perpendicular). In the northern hemisphere, winter solstice occurs around December 21st, summer solstice around June 21st, spring equinox around March 20th, and autumnal equinox on or about September 22nd or 23rd. In the southern hemisphere, the situation is reversed, with the summer and winter solstices exchanged and the spring and autumnal equinox dates swapped.

Changes Over Time:

The angle of the Earth's tilt is relatively stable over long periods of time. However, Earth's axis does undergo a slight irregular motion known as nutation - a rocking, swaying, or nodding motion (like a gyroscope) - that has a period of 18.6 years. Earth's axis is also subject to a slight wobble (like a spinning top), which is causing its orientation to change over time.

Known as precession, this process is causing the date of the seasons to slowly change over a 25,800 year cycle. Precession is not only the reason for the difference between a sidereal year and a tropical year, it is also the reason why the seasons will eventually flip. When this happens, summer will occur in the northern hemisphere during December and winter during June.

Precession, along with other orbital factors, is also the reason for what is known as "length-of-day variation". Essentially, this is a phenomna where the dates of Earth's perihelion and aphelion (which currently take place on Jan. 3rd and July 4th, respectively) change over time. Both of these motions are caused by the varying attraction of the Sun and the Moon on the Earth's equatorial region.

Needless to say, Earth's rotation and orbit around the Sun are not as simple we once though. During the Scientific Revolution, it was a huge revelation to learn that the Earth was not a fixed point in the Universe, and that the "celestial spheres" were planets like Earth. But even then, astronomers like Copernicus and Galileo still believed that the Earth's orbit was a perfect circle, and could not imagine that its rotation was subject to imperfections.

It's only been with time that the true nature of our planet's inclination and movements have come to be understood. And what we know is that they lead to some serious variations over time - both in the short run (i.e. seasonal change), and in the long-run.

We've written many articles about the Earth and the seasons for Universe Today. Here's Why is the Earth Tilted?, The Rotation of the Earth, What Causes Day and Night?, How Fast Does the Earth Rotate?, Why Does the Earth Spin?

If you'd like more information on the Earth's axis, check out NASA's Solar System Exploration Guide on Earth. And here's a link to NASA's Earth Observatory.

We've also recorded an episode of Astronomy Cast all about Earth. Listen here, Episode 51: Earth.

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What is Earth's Axial Tilt? - Universe Today

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In ancient times, the scholars, seers and magi of various cultures believed that the world took a number of forms - ranging from a ziggurat or a cube to the more popular flat disc surrounded by a sea.

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Using a lamp as the sun, position each globe around the sun making sure each globe's axis is pointing the same way. How does this demonstrate the sun's relation to Earth's tilt and seasons? Which season is each globe demonstrating?

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Each group will be given a tennis ball (sun) and styrofoam ball (Earth). Put a toothpick through the styrofoam ball to represent the earths axis and draw the equator around the styrofoam ball. Explain and demonstrate to the class how the Earth is tilted and how the sun is directly causing Earth's seasons.

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RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
SL.5.5: Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
MP.2: Reason abstractly and quantitatively.

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Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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How does the Earth change from day to night?
Why do our shadows show up in different places at different points of the day?

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Let's Discuss! (Opinions not exact answers)

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Let's Discuss! (Opinions not exact answers)

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Do you think that it is important we go from day to night?
Do you think the Earth will ever get off track (go too slow or too fast and we will have longer or shorter days)

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Daytime- as we know, is when the sun is shining.

Night time- is when it is dark outside.

Rotation- is when the earth rotates on its axis. One rotation is 24 hours.

Axis-Invisible line that the earth rotates on.

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We should watch some videos about rotation!

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We should watch some videos about rotation!

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Spinning

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Today we are learning all about earths rotation and shadows.
As we have learned in the videos above, our earth rotates every single day (one day). It rotates on its axis at about a 23* angle and takes 24 hours to go completely around the sun. it is evened out into about 12 hours of day light, and 12 hours of sunlight.
We get shadows because of the direction that the earth is with the sun at the time. when the sun is coming from the east, your shadow will show on the west. when it comes from the west, it will show on the east, and so on. this happens because your body blocks the sun in certain areas to make your shadow.
If you guys are confused about any of this, please let me know, and we will work through it together to make sure you are understanding.

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Before I start telling you what we will be doing, lets talk about safety.
-Students must be careful when creating their replicas. Scissors and glue will be involved.

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We make a replica of the earth/sun/moon and have them represent the way that the shadows reflect on the ground. I want them to do this with a partner, or group, and it will be done at school, and I will provide all of the materials needed, things such as Styrofoam balls for the earth/sun/moon, objects for the sun to shine on, and gray construction paper to make the shadow. We will make one for 8am, 12pm, 4pm, and 8pm.

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Once everyone is done, we will present to the class to see what we each came up with.

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What have we learned about day and night?
What have we learned about shadows?

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(I will give you these cut outs when you are done with everything else.)

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Make Your Own Earth and Moon Orbiting the Sun

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This has 2 activities in one! First, there is a printable model for students to create their own orbit. Students can color and cut out the sun, Earth, and moon. They will then use a brad to attach the pieces to model how the moon orbits the Earth and how the Earth orbits the sun.

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After everything else, you will reflect on what you learned over the course of this lesson, and that will be your ticket out for recess.

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MP.2 Reason abstractly and quantitatively.

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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Support an argument that the difference in the apparent brightness of the sun compared to other stars is due to their relative distance from Earth.

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What is a star?
Is the sun a star?
Why are some stars brighter than other stars?

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https://www.youtube.com/watch?v=Zo-sKzMWYFA

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This book is a good tool for all kinds of topics involving space and what is in our sky. There is a section on stars (pg 16) and the sun (pg 22). The sections are full of good information.

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Students will be using flashlights, so they must be mindful of where they are pointing them. Not in anyone's eyes, just on the wall/board.

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Two students will come up and be given a flashlight. They will each stand the same distance from the wall/board and turn the flashlights on. Once students observe what happened, one student will move up closer and the other will move farther back. After turning the flashlights back on the students will discuss the new differences they notice.

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As an exit slip the students have to answer: "What would you tell someone that thinks the sun is so bright because it is the largest star?"
(this should get them thinking about how distance from us plays a big role in the brightness, because there are stars bigger than the sun but they are farther away so they don't seem as bight. )

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By the end of this unit, the students should be able to name off many of the different parts that affect earth and space together and why things work the way they do such as:

Why do we not float around like we are nothings?

How does distance from the earth affect how bright the sun is, versus how bright the stars are?

Why/ how do we get different seasons/different days?

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RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
MP.2: Reason abstractly and quantitatively.