1. Earth’s Place in the Universe June 25, 2015 Dr. Tom Tretter, University of Louisville Nikkol Bauer, Henry County Schools Candi Rumsey, KDE/OVEC Science Instructional Specialist

2. Today's Targets As a result of today's learning, I will: ▪ Deepen my understanding of Earth and the Solar System ▪ Deepen my understanding of the 3-dimensional teaching/learning of NGSS

3. Welcome and Good Morning Welcome and Introduction Overview of Instructional Task Resources Grade 1 Instructional tasks Earth based/Space based Planetarium Grade 5 Instructional tasks Earth/Space Middle school instructional tasks Final thoughts Evaluation

4. Stellarium (free) (Earth-based perspective) http://www.stellarium.org Good for Earth-based perspective. This software shows a realistic sky from any home coordinate (latitude, longitude) you enter. This is what you would see from Earth’s surface if you could have unobstructed sightlines. Celestia (free) (space-based perspective) http://celestia.sourceforge.net Good for space-based perspective, both within the solar system as well as ability to fly well beyond

5. LUNCH

6. http://education.ky.gov/comm/Documents/Science%20Connecti on%20April%202015.pf Earth and the Solar System: Observations, Patterns, and Scientific Modeling from Grade 1-Middle School Dr. Thomas Tretter, KY Science Connection April 2015

7. . Overview of Longitudinal development of Earth and the Solar System (ESS1B) from Earth and Space Perspectives (recommended instructional sequence numbers in parentheses ) Earth-Based PerspectiveSpace-Based Perspective Grade 1 Grounded in observation (science practice), predictability, patterns (cross-cutting). Includes scientific modeling (science practice)  (1) East-to-West Movement of Sun, Moon, and Stars (daily pattern).  (4) Sunrise/Sunset Times and Altitude Vary Regularly Over Year (annual pattern). This pattern leads to observations of the length of daylight changing predictably. Grade 1 These experiences are helpful to explore the cause/effect relationship (cross-cutting) to explain Earth-based observations.  (2) Day/Night. Half of Earth is in light, half in dark. See night lights from space.  (3) Earth rotating – daylight comes to different parts of world.  (5) Earth Orbiting the Sun (year)

8. Grade 5 Can do much of the Grade 1 material at appropriate pace for older students to review/remind and to set context for Earth-based patterns. One core difference is that students at this age represent some of the observed patterns quantitatively and/or graphically.  (1) Patterns in the Sky: East-West Movement and Shape of Moon (daily pattern)  (3) Annual Patterns: Charting Length of Day, Altitude of Sun (annual pattern) Represent quantitatively or graphically these annual patterns  (5) Constellations Visible at Different Times of Year. Document and graph rise time for specific constellations (e.g. Orion) over course of a year. Grade 5 Emphasis on modeling (science practice) dynamic interaction of Sun, Earth, Moon (rotation, revolution) to cause these patterns (cause and effect; cross-cutting).  (2) Earth Rotation Causes Movement Pattern in Sky. Identify the cause of the East-West movement seen from Earth’s surface.  (4) Earth Orbital Period Causes Change in Daylight. Identify the cause of the annual pattern of longer days in summer, shorter in winter and make initial connections to seasonal pattern.  (6) Constellations Patterns of Stars are Really 3- Dimensional. An optional extension whereby students fly in virtual spaceship well beyond the solar system to note that constellation patterns distort as we move out into the galaxy. Highlights that stars are really 3-D and our Earth perspective allows us to imagine they are 2-D for creating pictures.

9. Middle School By middle schools, students can explore these phenomena more quantitatively (e.g. documenting moonrise and moonset as well as shapes; graphing length of day at several latitudes) and more thoroughly explore causes of observed phenomena.  (1) Patterns in the Sky: Phases of the Moon and Eclipses (monthly pattern, including phenomena of eclipses)  (3) Patterns in the Sky: Seasons (annual pattern) Middle School  (2) Patterns in the Sky: Phases of the Moon from Space and Eclipses (monthly pattern, including phenomena of eclipses)  (4) Reason for Seasons from Space-Eye View (length of day, Polaris, tilt of Earth, and direct v. indirect rays)

10. Evaluation Enjoy the rest of your day