{"id":133,"date":"2019-06-15T00:14:07","date_gmt":"2019-06-15T00:14:07","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/our-solar-system\/"},"modified":"2023-03-24T15:01:50","modified_gmt":"2023-03-24T15:01:50","slug":"our-solar-system","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/our-solar-system\/","title":{"raw":"Our Solar System","rendered":"Our Solar System"},"content":{"raw":"<strong>Formative Assessment: <a href=\"https:\/\/forms.gle\/EmiUp9riDTk8aK2ZA\">The Moon<\/a><\/strong><strong> &amp; <a href=\"https:\/\/forms.gle\/zZtdc58cDDjTLJZn9\">Stars<\/a>\u00a0<\/strong>\n\n<strong style=\"text-align: initial;font-size: 1em\">Planets<\/strong>\n\n[caption id=\"attachment_131\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-95 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/06\/Planets2013-scaled-1.jpg\" alt=\"\" width=\"1024\" height=\"604\"> Planets in the Solar System \"<a href=\"https:\/\/en.wikipedia.org\/wiki\/Solar_System#\/media\/File:Planets2013.svg\">A representative image of the solar system with sizes, but not distances, to scale<\/a>\" by WP is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/\">CC BY-SA 3.0<\/a>[\/caption]\n\nThere are 8 planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. To remember the order of the planets (closest to farthest from the sun), use the acronym \u201cMy Very Educated Mother Just Served Us Nutella.\u201d\n\nThe four inner planets--Mercury, Venus, Earth, and Mars--are rocky planets because they have a solid surface. The four outer planets--Jupiter, Saturn, Uranus, and Neptune--are gaseous planets because they are composed of gases, mainly hydrogen and helium. Notice that the rocky planets are much smaller in size and the gaseous planets are larger. One theory for this is that when the Sun turned on and became a star, it caused the gas clouds of the four inner planets to blow away. The rocky planets were left with a smaller, solid planet. The gaseous planets are farther from the sun, so they retained their composition. As they increased in mass, their gravity increased which allowed them to attract more and more material from space and grow larger in size.\n\n<strong>Sizes and Distances of Planets<\/strong>\n\nThe image below shows the huge variance in size between planets in our solar system. Notice the differences in size between the inner, rocky planets and the outer, gaseous planets.\n\n[caption id=\"attachment_131\" align=\"aligncenter\" width=\"516\"]<img class=\"wp-image-131 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Planets.png\" alt=\"\" width=\"516\" height=\"289\"> \u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Size_planets_comparison.jpg#\/media\/File:Size_planets_comparison.jpg\">Size planets comparison<\/a>\u201d by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Lsmpascal\">Lsmpascal<\/a>-Own work is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\">CC BY-SA 3.0<\/a>\/labels added from original[\/caption]\n\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Measurements of Our Solar System<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<table class=\"lines aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 140px\" border=\"0\">\n<thead>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Element<\/strong><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><strong>Diameter (km)<\/strong><\/td>\n<td style=\"width: 48.1575%;height: 14px\"><strong>Distance from the Sun (x10<sup>6<\/sup>) (km)<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Sun<\/td>\n<td style=\"width: 33.3333%;height: 14px\">1,392,000<\/td>\n<td style=\"width: 48.1575%;height: 14px\">--------------------------<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Mercury<\/td>\n<td style=\"width: 33.3333%;height: 14px\">4,897<\/td>\n<td style=\"width: 48.1575%;height: 14px\">57.9<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Venus<\/td>\n<td style=\"width: 33.3333%;height: 14px\">12,104<\/td>\n<td style=\"width: 48.1575%;height: 14px\">108.2<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Earth<\/td>\n<td style=\"width: 33.3333%;height: 14px\">12,756<\/td>\n<td style=\"width: 48.1575%;height: 14px\">149.6<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Mars<\/td>\n<td style=\"width: 33.3333%;height: 14px\">6,794<\/td>\n<td style=\"width: 48.1575%;height: 14px\">227.9<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Jupiter<\/td>\n<td style=\"width: 33.3333%;height: 14px\">142,980<\/td>\n<td style=\"width: 48.1575%;height: 14px\">778.6<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Saturn<\/td>\n<td style=\"width: 33.3333%;height: 14px\">120,540<\/td>\n<td style=\"width: 48.1575%;height: 14px\">1433.5<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Uranus<\/td>\n<td style=\"width: 33.3333%;height: 14px\">51,120<\/td>\n<td style=\"width: 48.1575%;height: 14px\">2872.5<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Neptune<\/td>\n<td style=\"width: 33.3333%;height: 14px\">49,530<\/td>\n<td style=\"width: 48.1575%;height: 14px\">4495.1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nWatch the following video to see a size comparison of the planets across Iowa's campus.\n\nhttps:\/\/www.youtube.com\/watch?v=ebiNhwGRxFY&amp;feature=youtu.be\n\n[caption id=\"attachment_131\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-652 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/planetsedit-scaled-1.jpg\" alt=\"\" width=\"1024\" height=\"411\"> Size comparison of the planets[\/caption]\n\nTo understand the scale of the Hubble eXtreme Deep Field, watch the video below:\n\nhttps:\/\/www.youtube.com\/watch?time_continue=216&amp;v=WYQ3O8U6SMY&amp;feature=emb_title\n<h5>Video credit: \"<a href=\"https:\/\/www.youtube.com\/watch?time_continue=216&amp;v=WYQ3O8U6SMY&amp;feature=emb_title\">How Small are We in the Scale of the Universe?<\/a>\" by Alex Hofeldt\/<a href=\"https:\/\/ed.ted.com\">TED-Ed <\/a>\u00a0is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND 4.0<\/a><\/h5>\n<strong style=\"text-align: initial;font-size: 1em\">Why is Pluto Not a Planet?<\/strong>\n\nPluto was the ninth planet in our solar system until a controversial 2006 decision when it was reclassified as a dwarf planet. Pluto meets two requirements to be a planet: it orbits around the sun and its gravity formed the planet into a round shape. However, it does not meet the third requirement of \u201cclearing the neighborhood.\u201d Planets must have gravitational dominance and clear the neighborhood around their orbit; this means that large planets (more mass=more gravity) either attract or eject other, smaller bodies from that region of space. Several other dwarf planets and similarly-sized space objects were discovered in the solar system near Pluto\u2019s orbit in the Kuiper Belt. Therefore, Pluto has not cleared the neighborhood and so it cannot be considered a planet.\n\n<strong>NGSS:<\/strong>\n<div class=\"mceTemp\"><\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\n5-ESS1-1. Support an argument that differences in the apparent brightness of the sun\ncompared to other stars is due to their relative distances from Earth.\n\n<\/div>\n<\/div>\n&nbsp;\n<table>\n<tbody>\n<tr>\n<th>1-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Analyzing and Interpreting Data<\/h4><p>Analyzing data in K\u20132 builds on prior experiences and progresses to collecting, recording, and sharing observations.<\/p><ul><li>Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.<\/li><\/ul>\">Use observations<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and its Stars<\/h4><ul><li>Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.<\/li><\/ul>\">of the sun, moon, and stars<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><ul><li>Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.<\/li><\/ul>\">to describe patterns<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and its Stars<\/h4><ul><li>Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.<\/li><\/ul>\">that can be predicted.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [<em>Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.<\/p><ul><li>Develop and use a model to describe phenomena.<\/li><\/ul>\">Develop and use a model<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and Its Stars<\/h4><ul><li>Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.<\/li><\/ul><h4>ESS1.B: Earth and the Solar System<\/h4><p><\/p><ul><li>This model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.<\/ul><\/li>\">of the Earth-sun-moon system<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.<\/p><ul><li>Develop and use a model to describe phenomena.<\/li><\/ul>\">to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns <\/h4><p><\/p><p><\/p><ul><li>Patterns can be used to identify cause-and-effect relationships.<\/li><\/ul>\">the cyclic patterns of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and Its Stars<\/h4><ul><li>Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.<\/li><\/ul><h4>ESS1.B: Earth and the Solar System<\/h4><p><\/p><ul><li>This model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.<\/ul><\/li>\">lunar phases, eclipses of the sun and moon, and seasons.<\/span>\u00a0\u00a0<span class=\"red\">[Clarification Statement: Examples of models can be physical, graphical, or conceptual.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and its Stars<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nFifth Grade\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)<\/a><\/li>\n<\/ul>\nMiddle School\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and Its Stars<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)<\/a><\/li>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">This model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nCrosscutting Concepts\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (1-ESS1-1),(1-ESS1-2)<\/a><\/li>\n<\/ul>\n-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\u00a0-\n<h3>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<em>Connections to Nature of Science<\/em><\/h3>\n&nbsp;\n<h3>Scientific Knowledge Assumes an Order and Consistency in Natural Systems<\/h3>\n<ul>\n \t<li>Science assumes natural events happen today as they happened in the past. (1-ESS1-1)<\/li>\n \t<li>Many events are repeated. (1-ESS1-1)<\/li>\n<\/ul>\nLesson ideas:\n\nTake children outside to see the Moon in the daytime. Show them how to observe the Moon, and keep a Moon journal, and encoruage them to look for the Moon day and night. Look at your Moon journal to see what the patterns are.\n\nTry to recreate what they see outside with the Earth Sun Moon system.\n\n&nbsp;\n\nPerformance Expectations\n<table>\n<tbody>\n<tr>\n<th>5-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Engaging in Argument from Evidence <\/h4><p>Engaging in argument from evidence in 3\u20135 builds on K\u20132 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).<\/p><ul><li>Support an argument with evidence, data, or a model.\">Support an argument that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and its Stars<\/h4><ul><li>The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.<\/ul>\">differences in the apparent brightness of the sun compared to other stars is due to<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Scale, Proportion, and Quantity<\/h4><ul><li>Natural objects exist from the very small to the immensely large.<\/ul>\">their relative distances<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and its Stars<\/h4><ul><li>The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.<\/ul>\">from the Earth.<\/span>\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-PS2-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Engaging in Argument from Evidence <\/h4><p>Engaging in argument from evidence in 3\u20135 builds on K\u20132 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).<\/p><ul><li>Support an argument with evidence, data, or a model.\">Support an argument that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>PS2.B: Types of Interactions<\/h4><ul><li>The gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center.\">the gravitational force<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Cause and Effect<\/h4><ul><li>Cause and effect relationships are routinely identified and used to explain change.\">exerted by Earth on objects<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>PS2.B: Types of Interactions<\/h4><ul><li>The gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center.\">is directed down.<\/span>\u00a0<span class=\"red\">[Clarification Statement: \u201cDown\u201d is a local description of the direction that points toward the center of the spherical Earth.] [<em>Assessment Boundary: Assessment does not include mathematical representation of gravitational force.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.<\/p><ul><li>Develop and use a model to describe phenomena.<\/li><\/ul>\">Develop and use a model to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.A: The Universe and Its Stars<\/h4><ul><li>Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.<\/li><\/ul><h4>ESS1.B: Earth and the Solar System.<\/h4><ul><li>The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.<\/li><li>The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.<\/li><\/ul><\/ul><\/li>\">the role of gravity in the motions within galaxies and the<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Systems and System Models<\/h4><p><\/p><p><\/p><ul><li>Models can be used to represent systems and their interactions. <\/li><\/ul>\">solar system.\u00a0<\/span><span class=\"red\">[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).]\u00a0[<em>Assessment Boundary: Assessment does not include Kepler\u2019s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Analyzing and Interpreting Data<\/h4><p>Analyzing data in 6\u20138 builds on K\u20135 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.<\/p><ul><li>Analyze and interpret data to determine similarities and differences in findings. <\/li><\/ul>\">Analyze and interpret data to determine<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Scale, Proportion, and Quantity<\/h4><p><\/p><p><\/p><ul><li>Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.<\/li><\/ul>\">scale properties<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.B: Earth and the Solar System<\/h4><ul><li>The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. <\/li><\/ul>\">of objects in the solar system.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object\u2019s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] \u00a0[<em>Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nDCI\n\n5th Grade\n\n&nbsp;\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=116\">PS2.B: Types of Interactions<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=116\">The gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center. (5- PS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and its Stars<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)<\/a><\/li>\n<\/ul>\nmiddle School\n\n&nbsp;\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)<\/a><\/li>\n \t<li>\n<table class=\"standard\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr class=\"row3\">\n<td class=\"orange\">\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)<\/a><\/li>\n<\/ul>\n<\/td>\n<td class=\"green\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<\/ul>\n&nbsp;\n\nCrosscutting Concepts\n\n&nbsp;\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Cause and Effect<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Natural objects exist from the very small to the immensely large. (5-ESS1-1)<\/a><\/li>\n<\/ul>\n&nbsp;\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Systems and System Models<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Models can be used to represent systems and their interactions. (MS-ESS1-2)<\/a><\/li>\n<\/ul>\n&nbsp;","rendered":"<p><strong>Formative Assessment: <a href=\"https:\/\/forms.gle\/EmiUp9riDTk8aK2ZA\">The Moon<\/a><\/strong><strong> &amp; <a href=\"https:\/\/forms.gle\/zZtdc58cDDjTLJZn9\">Stars<\/a>\u00a0<\/strong><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">Planets<\/strong><\/p>\n<figure id=\"attachment_131\" aria-describedby=\"caption-attachment-131\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-95 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/06\/Planets2013-scaled-1.jpg\" alt=\"\" width=\"1024\" height=\"604\" \/><figcaption id=\"caption-attachment-131\" class=\"wp-caption-text\">Planets in the Solar System &#8220;<a href=\"https:\/\/en.wikipedia.org\/wiki\/Solar_System#\/media\/File:Planets2013.svg\">A representative image of the solar system with sizes, but not distances, to scale<\/a>&#8221; by WP is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/\">CC BY-SA 3.0<\/a><\/figcaption><\/figure>\n<p>There are 8 planets in our solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. To remember the order of the planets (closest to farthest from the sun), use the acronym \u201cMy Very Educated Mother Just Served Us Nutella.\u201d<\/p>\n<p>The four inner planets&#8211;Mercury, Venus, Earth, and Mars&#8211;are rocky planets because they have a solid surface. The four outer planets&#8211;Jupiter, Saturn, Uranus, and Neptune&#8211;are gaseous planets because they are composed of gases, mainly hydrogen and helium. Notice that the rocky planets are much smaller in size and the gaseous planets are larger. One theory for this is that when the Sun turned on and became a star, it caused the gas clouds of the four inner planets to blow away. The rocky planets were left with a smaller, solid planet. The gaseous planets are farther from the sun, so they retained their composition. As they increased in mass, their gravity increased which allowed them to attract more and more material from space and grow larger in size.<\/p>\n<p><strong>Sizes and Distances of Planets<\/strong><\/p>\n<p>The image below shows the huge variance in size between planets in our solar system. Notice the differences in size between the inner, rocky planets and the outer, gaseous planets.<\/p>\n<figure id=\"attachment_131\" aria-describedby=\"caption-attachment-131\" style=\"width: 516px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-131 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Planets.png\" alt=\"\" width=\"516\" height=\"289\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Planets.png 516w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Planets-300x168.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Planets-65x36.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Planets-225x126.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Planets-350x196.png 350w\" sizes=\"auto, (max-width: 516px) 100vw, 516px\" \/><figcaption id=\"caption-attachment-131\" class=\"wp-caption-text\">\u201c<a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Size_planets_comparison.jpg#\/media\/File:Size_planets_comparison.jpg\">Size planets comparison<\/a>\u201d by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Lsmpascal\">Lsmpascal<\/a>-Own work is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\">CC BY-SA 3.0<\/a>\/labels added from original<\/figcaption><\/figure>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Measurements of Our Solar System<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<table class=\"lines aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 140px\">\n<thead>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\"><strong>Element<\/strong><\/td>\n<td style=\"width: 33.3333%;height: 14px\"><strong>Diameter (km)<\/strong><\/td>\n<td style=\"width: 48.1575%;height: 14px\"><strong>Distance from the Sun (x10<sup>6<\/sup>) (km)<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Sun<\/td>\n<td style=\"width: 33.3333%;height: 14px\">1,392,000<\/td>\n<td style=\"width: 48.1575%;height: 14px\">&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8211;<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Mercury<\/td>\n<td style=\"width: 33.3333%;height: 14px\">4,897<\/td>\n<td style=\"width: 48.1575%;height: 14px\">57.9<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Venus<\/td>\n<td style=\"width: 33.3333%;height: 14px\">12,104<\/td>\n<td style=\"width: 48.1575%;height: 14px\">108.2<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Earth<\/td>\n<td style=\"width: 33.3333%;height: 14px\">12,756<\/td>\n<td style=\"width: 48.1575%;height: 14px\">149.6<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Mars<\/td>\n<td style=\"width: 33.3333%;height: 14px\">6,794<\/td>\n<td style=\"width: 48.1575%;height: 14px\">227.9<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Jupiter<\/td>\n<td style=\"width: 33.3333%;height: 14px\">142,980<\/td>\n<td style=\"width: 48.1575%;height: 14px\">778.6<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Saturn<\/td>\n<td style=\"width: 33.3333%;height: 14px\">120,540<\/td>\n<td style=\"width: 48.1575%;height: 14px\">1433.5<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Uranus<\/td>\n<td style=\"width: 33.3333%;height: 14px\">51,120<\/td>\n<td style=\"width: 48.1575%;height: 14px\">2872.5<\/td>\n<\/tr>\n<tr style=\"height: 14px\">\n<td style=\"width: 33.3333%;height: 14px\">Neptune<\/td>\n<td style=\"width: 33.3333%;height: 14px\">49,530<\/td>\n<td style=\"width: 48.1575%;height: 14px\">4495.1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<p>Watch the following video to see a size comparison of the planets across Iowa&#8217;s campus.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Planets Video\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ebiNhwGRxFY?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<figure id=\"attachment_131\" aria-describedby=\"caption-attachment-131\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-652 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/planetsedit-scaled-1.jpg\" alt=\"\" width=\"1024\" height=\"411\" \/><figcaption id=\"caption-attachment-131\" class=\"wp-caption-text\">Size comparison of the planets<\/figcaption><\/figure>\n<p>To understand the scale of the Hubble eXtreme Deep Field, watch the video below:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"How small are we in the scale of the universe? - Alex Hofeldt\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/WYQ3O8U6SMY?start=216&#38;feature=oembed\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?time_continue=216&amp;v=WYQ3O8U6SMY&amp;feature=emb_title\">How Small are We in the Scale of the Universe?<\/a>&#8221; by Alex Hofeldt\/<a href=\"https:\/\/ed.ted.com\">TED-Ed <\/a>\u00a0is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND 4.0<\/a><\/h5>\n<p><strong style=\"text-align: initial;font-size: 1em\">Why is Pluto Not a Planet?<\/strong><\/p>\n<p>Pluto was the ninth planet in our solar system until a controversial 2006 decision when it was reclassified as a dwarf planet. Pluto meets two requirements to be a planet: it orbits around the sun and its gravity formed the planet into a round shape. However, it does not meet the third requirement of \u201cclearing the neighborhood.\u201d Planets must have gravitational dominance and clear the neighborhood around their orbit; this means that large planets (more mass=more gravity) either attract or eject other, smaller bodies from that region of space. Several other dwarf planets and similarly-sized space objects were discovered in the solar system near Pluto\u2019s orbit in the Kuiper Belt. Therefore, Pluto has not cleared the neighborhood and so it cannot be considered a planet.<\/p>\n<p><strong>NGSS:<\/strong><\/p>\n<div class=\"mceTemp\"><\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>5-ESS1-1. Support an argument that differences in the apparent brightness of the sun<br \/>\ncompared to other stars is due to their relative distances from Earth.<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<th>1-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Analyzing and Interpreting DataAnalyzing data in K\u20132 builds on prior experiences and progresses to collecting, recording, and sharing observations.Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.&#8220;&gt;Use observations<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and its StarsPatterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.&#8220;&gt;of the sun, moon, and stars<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns in the natural world can be observed, used to describe phenomena, and used as evidence.&#8220;&gt;to describe patterns<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and its StarsPatterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.&#8220;&gt;that can be predicted.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [<em>Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop and use a model to describe phenomena.&#8220;&gt;Develop and use a model<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and Its StarsPatterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.&#8220;&gt;of the Earth-sun-moon system<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop and use a model to describe phenomena.&#8220;&gt;to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Patterns Patterns can be used to identify cause-and-effect relationships.&#8220;&gt;the cyclic patterns of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and Its StarsPatterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.&#8220;&gt;lunar phases, eclipses of the sun and moon, and seasons.<\/span>\u00a0\u00a0<span class=\"red\">[Clarification Statement: Examples of models can be physical, graphical, or conceptual.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and its Stars<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Fifth Grade<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)<\/a><\/li>\n<\/ul>\n<p>Middle School<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and Its Stars<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)<\/a><\/li>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">This model of the solar system can explain eclipses of the sun and the moon. Earth\u2019s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Crosscutting Concepts<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (1-ESS1-1),(1-ESS1-2)<\/a><\/li>\n<\/ul>\n<p>&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;\u00a0&#8211;<\/p>\n<h3>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<em>Connections to Nature of Science<\/em><\/h3>\n<p>&nbsp;<\/p>\n<h3>Scientific Knowledge Assumes an Order and Consistency in Natural Systems<\/h3>\n<ul>\n<li>Science assumes natural events happen today as they happened in the past. (1-ESS1-1)<\/li>\n<li>Many events are repeated. (1-ESS1-1)<\/li>\n<\/ul>\n<p>Lesson ideas:<\/p>\n<p>Take children outside to see the Moon in the daytime. Show them how to observe the Moon, and keep a Moon journal, and encoruage them to look for the Moon day and night. Look at your Moon journal to see what the patterns are.<\/p>\n<p>Try to recreate what they see outside with the Earth Sun Moon system.<\/p>\n<p>&nbsp;<\/p>\n<p>Performance Expectations<\/p>\n<table>\n<tbody>\n<tr>\n<th>5-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Engaging in Argument from Evidence Engaging in argument from evidence in 3\u20135 builds on K\u20132 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).Support an argument with evidence, data, or a model.&#8221;&gt;Support an argument that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and its StarsThe sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.&#8220;&gt;differences in the apparent brightness of the sun compared to other stars is due to<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Scale, Proportion, and QuantityNatural objects exist from the very small to the immensely large.&#8220;&gt;their relative distances<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and its StarsThe sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.&#8220;&gt;from the Earth.<\/span>\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-PS2-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Engaging in Argument from Evidence Engaging in argument from evidence in 3\u20135 builds on K\u20132 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).Support an argument with evidence, data, or a model.&#8221;&gt;Support an argument that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PS2.B: Types of InteractionsThe gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center.&#8221;&gt;the gravitational force<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Cause and EffectCause and effect relationships are routinely identified and used to explain change.&#8221;&gt;exerted by Earth on objects<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PS2.B: Types of InteractionsThe gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center.&#8221;&gt;is directed down.<\/span>\u00a0<span class=\"red\">[Clarification Statement: \u201cDown\u201d is a local description of the direction that points toward the center of the spherical Earth.] [<em>Assessment Boundary: Assessment does not include mathematical representation of gravitational force.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop and use a model to describe phenomena.&#8220;&gt;Develop and use a model to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.A: The Universe and Its StarsPatterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.ESS1.B: Earth and the Solar System.The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.&#8220;&gt;the role of gravity in the motions within galaxies and the<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Systems and System ModelsModels can be used to represent systems and their interactions. &#8220;&gt;solar system.\u00a0<\/span><span class=\"red\">[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students&#8217; school or state).]\u00a0[<em>Assessment Boundary: Assessment does not include Kepler\u2019s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS1-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Analyzing and Interpreting DataAnalyzing data in 6\u20138 builds on K\u20135 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Analyze and interpret data to determine similarities and differences in findings. &#8220;&gt;Analyze and interpret data to determine<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.&#8220;&gt;scale properties<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. &#8220;&gt;of objects in the solar system.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object\u2019s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] \u00a0[<em>Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>DCI<\/p>\n<p>5th Grade<\/p>\n<p>&nbsp;<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=116\">PS2.B: Types of Interactions<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=116\">The gravitational force of Earth acting on an object near Earth\u2019s surface pulls that object toward the planet\u2019s center. (5- PS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">ESS1.A: The Universe and its Stars<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=173\">The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)<\/a><\/li>\n<\/ul>\n<p>middle School<\/p>\n<p>&nbsp;<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">ESS1.B: Earth and the Solar System<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)<\/a><\/li>\n<li>\n<table class=\"standard\" cellpadding=\"0\" style=\"border-spacing: 0px;\">\n<tbody>\n<tr class=\"row3\">\n<td class=\"orange\">\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=175\">The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)<\/a><\/li>\n<\/ul>\n<\/td>\n<td class=\"green\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Crosscutting Concepts<\/p>\n<p>&nbsp;<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Cause and Effect<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Natural objects exist from the very small to the immensely large. (5-ESS1-1)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Systems and System Models<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=91\">Models can be used to represent systems and their interactions. 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