ES: The Earth-Sun-Moon System

10 Components
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
ES Unit 5: ES: The Earth-Sun-Moon System
Unit Outline
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
None
ES Unit 5:

ES: The Earth-Sun-Moon System

How and why has human understanding of celestial phenomena changed over time?
24-27 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 1

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

ES 1.1

PERFORMANCE INDICATOR 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

ES 1.1a

MAJOR UNDERSTANDING 1.1a: Most objects in the solar system are in regular and predictable motion.

ES 1.1a.i
  • These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.
ES 1.1a.ii
  • Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.
ES 1.1b

MAJOR UNDERSTANDING 1.1b: Nine planets move around the Sun in nearly circular orbits.

ES 1.1b.i
  • The orbit of each planet is an ellipse with the Sun located at one of the foci.
ES 1.1b.ii
  • Earth is orbited by one moon and many artificial satellites.
ES 1.1c

MAJOR UNDERSTANDING 1.1c: Earth's coordinate system of latitude and longitude, with the equator and prime meridian as reference lines, is based upon Earth's rotation and our observation of the Sun and stars.

ES 1.1d

MAJOR UNDERSTANDING 1.1d: Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem as though the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of local time; meridians of longitude are the basis for time zones.

ES 1.1e

MAJOR UNDERSTANDING 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth's rotation.

ES 1.1e

MAJOR UNDERSTANDING 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth's rotation.

ES 1.1f

MAJOR UNDERSTANDING 1.1f: Earth's changing position with regard to the Sun and the moon has noticeable effects.

ES 1.1f.i
  • Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris.
ES 1.1f.ii
  • During Earth's one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.
ES 1.1g

MAJOR UNDERSTANDING 1.1g: Seasonal changes in the apparent positions of constellations provide evidence of Earth's revolution.

ES 1.1h

MAJOR UNDERSTANDING 1.1h: The Sun's apparent path through the sky varies with latitude and season.

ES 1.1i

MAJOR UNDERSTANDING 1.1i: Approximately 70 percent of Earth's surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.

ES 2

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

ES 2.1

PERFORMANCE INDICATOR 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

ES 2.1a

MAJOR UNDERSTANDING 2.1a: Earth systems have internal and external sources of energy, both of which create heat.

ES 2.2

PERFORMANCE INDICATOR 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.

ES 2.2a

MAJOR UNDERSTANDING 2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in:

ES 2.2a.i
  • The intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season
ES 2.2a.iii
  • Duration, which varies with seasons and latitude.
ES 2.2c

MAJOR UNDERSTANDING 2.2c: A location’s climate is influenced by ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.latitude, proximity to large bodies of water,

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

SI 1.2

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

SI 1.3

PERFORMANCE INDICATOR 1.3: Work towards reconciling competing explanations; clarify points of agreement and disagreement

SI 2.1

PERFORMANCE INDICATOR 2.1: Devise ways of making observations to test proposed explanations

SI 2.3

PERFORMANCE INDICATOR 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

SI 3

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

SI 3.1

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

SI 3.3

PERFORMANCE INDICATOR 3.3: Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.2

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

9-10.R.ST.3

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

9-10.R.ST.4

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.R.ST.7

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

9-10.R.ST.9

Reading: Integration of Knowledge and Ideas

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9-10.R.ST.10

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

9-10.W.HST.10

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Go to Unit 5 Plan

What humans see and experience from Earth is largely explained by the Earth’s relative motion and position. Throughout human history, our models of celestial phenomena have evolved substantially based on our collective observations and interpretations. Great thinkers such as Galileo, Copernicus, and Newton have used models as a way to demonstrate their understanding of what we observe from Earth and promote discussion about our Earth’s position and motion relative to the rest of our solar system and universe. In this unit, students will explore simulators, 3-D models, and data in order to develop an understanding of celestial phenomena. Students will then use their understanding to create models that help explain concepts such as the apparent path of constellations and the Sun, seasons, and the phases of the Moon. 

Unit Outline

10 Components

Unit Overview See 3 itemsHide 3 items

5E Instructional Model Plans See 4 itemsHide 4 items

Laboratory Experience See 1 itemHide 1 item

Highlighted Resources See 2 itemsHide 2 items