Year 7: Earth and Space-­‐ Earth, Sun and Moon Check Date Revise assumed knowledge: SC4-­‐12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system □ SC4-­‐13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management ES2 Scientific knowledge changes as new evidence becomes available. Some technological developments and scientific discoveries have significantly changed people's understanding of the solar system. INTERACTIONS BETWEEN THE EARTH, THE SUN AND THE MOON 4ES2a. explain that predictable phenomena on the Earth, including day and night, seasons and eclipses are caused by the relative positions of the sun, the Earth and the moon (ACSSU115) Literacy activity (ESL focus): Define and describe. □ Solar system, day, night, seasons First-­‐hand investigation: Model day and night and seasons □ □ □ □ Literacy activity (ESL focus): Define and describe. Satellite (moon), tides, lunar and solar eclipses □ Describe the synchronous rotation of the Earth and moon □ □ □ □ Distinguish between spring and neap tides □ □ □ Numeracy Calculating tides at Bondi beach (Oxford p226) □ Explain the formation of partial and total solar eclipses □ □ □ Briefly describe the main features and objects of our solar system Explain day and night Explain the seasons Describe how the moonlight is created and the occurrence of the phases of the moon First-­‐hand investigation: Model phases of the moon Research task Construct a timeline of major events involved in the study and exploration of the moon (include Galileo and moon landing) Briefly outline the concept of gravity Explain how tides are formed as a result of the moon and sun's gravitational pull. Explain the formation of a lunar eclipse Assessment: Oxford online test-­‐ Interactions between the Earth, The Sun and the moon Students to achieve 100% in Support and Consolidate OR Consolidate and Extend UNDERSTANDING THE SOLAR SYSTEM 4ES2b. demonstrate, using examples, how ideas by people from different cultures have contributed to the current understanding of the solar system 4ES2c. compare historical and current models of the solar system to show how models are modified or rejected as a result of new scientific evidence Research task Construct a timeline, containing names, dates and cultures of major contributions to our current understanding of the solar system. Include: • Incan □ • Mayan • Babylonian • Chinese • Islamic Extension: Concept of a calendar Research the origins of our calendar and: 1. Explain historically why the sun and moon were commonly used to organise calendars 2. What are the benefits of having a calendar □ 3. Why are there 7 days in a week 4. What are the origins of the names of our months and days 5. Outline how the naming of our years originated 6. Describe other calendars used by different cultures, including Aborigines □ □ □ □ Extension: Describe the concept of retrograde motion □ Extension: first-­‐hand investigation Modelling retrograde motion (Oxford p238) First-­‐hand investigation and numeracy: Modelling our solar system • Discuss the use of units of measurement… km, astronomical units (AU), light years • Prepare a scaled model of the solar system using the classroom (8m) and school oval (100m) □ □ Recall the advantages and limitations of using a model Recall the structure of our solar system (heliocentric) Research task or teacher delivered Construct a table that compares historical models of the solar system (including flat earth and geocentric) to show how models are modified or rejected as a result of new scientific evidence. Include: • the work of Plato, Aristotle, Ptolemy, Copernicus, Kepler, Galileo First-­‐hand investigation Modelling epicycles (Oxford p237) Assessment: Oxford online test-­‐ Understanding the solar system Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ □ □ LEARNING ABOUT SPACE 4ES2d. describe some examples of how technological advances have led to discoveries and increased scientific understanding of the solar system Define a space probe as a robotic spacecraft launched to gather extra-­‐terrestrial □ information Research task or teacher delivered: Space probes Research the following probes: • Luna 1 • Huygens □ • Voyager 1 and 2 • Phoenix • Mars rovers: Spirit, Opportunity, Curiosity • Others Construct a table that contains the following information: – Launch date – Country of origin □ – Destination and purpose – Information collected – Cost of project Class Discussion: □ Discuss and evaluate the spending of money on exploring space. Literacy: The space race and the moon landing □ Read Oxford article (p243) and answer questions Outline the role of rockets in launching space shuttles and probes first-­‐hand investigation: Pop rocket Students are to design an experiment that determines the best conditions for launching a pop rocket, using film canisters, sodium bicarbonate and light cardboard for nose cone and wings (optional). (Oxford p245) Viewing space from the Earth • Telescope -­‐ Describe how they work -­‐ Describe how they have been used to explore the Universe from Earth. • Spectroscope -­‐ Describe how they work -­‐ Describe how they have been used to explore the Universe from Earth (Emission spectra) first-­‐hand investigation: Making a rainbow (Oxford p247) Use ray box and triangular prism to form a rainbow. Investigate how shiny objects affect the path of the beam of light. □ □ □ □ Viewing the Universe from space Research task or teacher delivered • Describe the contribution of Edwin Hubble to our understanding of the solar system and Universe □ • Outline discoveries that have resulted from the Hubble space telescope • Distinguish between geostationary and astronomical satellites • Describe the role of the International space station and its research • Explore google maps and google earth Assessment: Oxford online test-­‐ Learning about space □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend 4ESadd1 investigate examples of how scientific knowledge has developed through collaboration of experts from across the disciplines of Science, eg space exploration and resource management Research task investigate examples of how scientific knowledge has developed through □ collaboration of experts from across the disciplines of Science, eg space exploration and resource management 4ESadd2 describe the effect of the forces of the sun and moon on the hydrosphere From secondary sources explain the impact of Isaac Newton’s discovery of gravity as the cause of motion in the solar system □ Explain the nature of tides being caused by gravity Use tide charts to predict tidal movements