Solar sistem in english

1. As you walk in:
– Grab some breakfast
& coffee!
– Please sign in
– Pick up the following
items:
• Personalized Binder
Cover
• Name Tag
• Binder

2. Solar System
Exploration
Pre-Service Teacher
Institute
Christine Shupla, Education Lead
Carol Waters, Education Specialist
Dr. Alexandra Matiella Novak, Education Specialist

3. LPI Education Facebook Page
WiFi Password = marsorbust

4. Let’s get to know your binder!
• Table of Contents
– Organized by topic
• Tab 1 Resources
– Agenda
– Participant Contact Info.
– Presenter Contact Info.
– Be a Fan!
– Implementation Notes
– Cornell Note Paper

7. Solar System Essential Question
How can using scale models of the solar system help
students understand scale, orbit, and limitations of models?

8. Size & Scale of the Solar System
What is accurate about this depiction of the solar system? What is not accurate?

9. Size & Scale of the Solar System
• What pre-conceptions do you think your
audiences may have about the size and scale
of the solar system?
• In general, how do the sizes of planets and the
distances between them change as you go
away from the sun?
• How does the Sun-Jupiter distance compare to
the Sun-Saturn distance?

10. Sorting the Solar System
• What are the objects in our solar system?
• Work with your team to organize the cards
into categories
– There is no right or wrong way
– If you finish early, re-sort into new categories
– Which types of categories are useful? Creative and
unique?
– Why do we sort objects into categories?

11. A Think-Pair-Share Assessment
• Best procedures: read quietly to yourself
(so you don’t give any subconscious clues)
• As the instructor, we read it too, for timing, then ask
if anyone needs more time
• If not, it’s time to vote simultaneously—use your
fingers, right in front of your chest so others don’t
see (anonymous)
The intent is to ask questions that require the
students to use reasoning and critical thinking
skills, then invite them to share their thoughts with
each other.
These are not fair test questions.

12. If the Sun were the size of a large pizza
(40 cm), then Earth would be about as big
as
1. A slice of pepperoni (about 5 cm)
2. A small piece of diced onion (about
0.5 cm)
3. A red pepper flake (about 0.5 mm)
4. A medium pizza (about 30 cm)
An Assessment

13. Arrange the following according to distance
from Earth (from least to greatest):
1. Mercury, Saturn, the North Star, the
Andromeda Galaxy
2. The North Star, Saturn, Mercury,
Andromeda Galaxy
3. Saturn, Mercury, the North Star, the
Andromeda Galaxy
4. Mercury, Saturn, the Andromeda Galaxy,
the North Star
5. Two of these are the same distance

14. Which of these analogies works best?
1. Saturn: Solar System as electron:
atom
2. Earth: Solar System as atomic
nucleus: atom
3. Solar System: Galaxy as atom: proton
4. North Star: Solar System as neutron:
atom
5. Jupiter: Mercury as electron: proton

15. Seasons Essential Question
How can analyzing data and using models help students
understand the Sun-Earth system and seasons?

16. Seasons in the Sun
What would you be wearing if you were in Nairobi, Kenya today?

17. Temperatures for January 2016
(Daily Average)

18. Temperatures for July 2016
(Daily Average)

19. Average Daily
High
Temperatures
(°C) in Tourist
Cities))
January April July October
Anchorage (Alaska) -4 6 18 5
Buenos Aires (Argentina) 29 22 15 22
Cape Town (South Africa) 28 23 18 21
Caracas (Venezuela) 25 27 26 27
Houston (Texas) 15 25 33 26
London (United Kingdom) 9 15 23 16
Mexico City (Mexico) 21 25 22 23
Montreal (Canada) -4 11 26 14
Nairobi (Kenya) 26 25 22 27
Rio de Janeiro (Brazil) 30 28 25 26
Singapore (Singapore) 30 31 31 31
Stockholm (Sweden) -1 9 22 10
Sydney (Australia) 26 23 17 22
Tokyo (Japan) 8 17 28 20
Temperatures around the World: Heating Things Up

20. Let’s Graph
• Each person will graph data for 3 cities on their
graph sheet; each table should collaborate so that all
of the cities are graphed.
• Graphs will be line graphs.
• Please label each graph with the name of the city.
• You have 4 minutes to complete this part of the
activity.

21. 0
10
20
30
40
50
60
70
80
90
january april july october

22. Color-code and Analyze Your Data
Each table will color-code the cities on their maps,
based on the shape of the graphs:
– Flat graphs are green
– Increasing then decreasing (mountain-shaped)
graphs are red
– Decreasing then increasing (valley-shaped) graphs
are blue
You have 5 minutes for
this task
0
50
100
january april july october

23. Map for Heating Things Up

24. Discussion
• Comparison by latitude
• Comparison by geographic location
• Modifications?
– Celsius vs. Fahrenheit
– Map (projected or regular)
– Using markers over initial graphs
– Using color-coded dots next to cities

25. Reason for Seasons: Preliminary Topics
Before students can understand the reason for
seasons, they need to understand:
• The Earth orbits the Sun in a year
• When the Sun is higher in the sky, the sunlight is more
intense (we receive more energy)
• The scale of the Sun and Earth’s sizes and distance.
Students have misconceptions that make this particularly
difficult:
• Some confuse rotation and revolution
• Many think we’re closer to the Sun in summer
• Some think Earth takes a day to orbit the Sun
• Some think the tilt makes us closer to the Sun
• Some think the tilt changes directions as Earth orbits

26. Reasons for Seasons
Model the motion of the Earth around the Sun:
– Keep its axis tilted toward the North Star (Polaris)
– Identify the different seasons
Initial questions:
– As your model of Earth orbits the “Sun,” which position in its orbit would
you predict for summer here in Columbus?
– Which position in its orbit would you predict for winter in Australia?
You have 3 minutes
for
this task

27. Reasons for Seasons
One person in each group facilitates—everyone in the group
needs to answer a different question:
Facilitated questions:
• How much of the time is Houston in daylight in the fall?
• How does the amount of daylight compare for spring and fall in Houston?
• If the Earth’s axis had no tilt, what would happen to the seasons?
• What do the seasons look like if the tilt was 90 degrees?
You have 5 minutes for
this task
Consider having students create a 2D sketch of this after they are finished
modeling.

28. Conclusion
Heating Things Up
Reasons for Seasons
Daylight Hours
• How would you modify these activities for your
classroom?
• What other resources do you need for these
activities?
• Other suggestions and questions?

29. This graph shows the average daytime
temperatures in Fahrenheit.
Which city has its summer in January and
winter in July?
1. Japan
2. Australia
3. England
0
10
20
30
40
50
60
70
80
90
January April July October
Japan
Australia
England

30. This graph shows the number of hours of
daylight three different cities have for
different times of the year. Which city has
equal days and nights all year?
1. City A
2. City B
3. City C
0
2
4
6
8
10
12
14
16
18
20
January April July October
City A
City B
City C

31. This graph shows the number of hours of
daylight three different cities have for
different times of the year. Which city has
the longest nights, and in which month?
1. City A, January
2. City A, July
3. City B, October
4. City C, January
5. City C, July
0
2
4
6
8
10
12
14
16
18
20
January April July October
City A
City B
City C

32. Which is true?
In Texas in January,
a. shadows are longer at lunchtime than in
June during lunchtime.
b. the weather is usually cooler or colder than
in June.
c. the days are longer than the nights.
1. Just a
2. Just c
3. a and c
4. a and b
5. b and c

34. All activities are online on LPI’s STEP website

35. Implementation Discussion
Collaboration/Reflection
• How can you use any of the activities/ presentation
content from today in your programs/activities?
• What barriers may present themselves? How can you
modify activities to suit your needs?
• Do you have suggestions for your colleagues?
• Are there ways you can partner with anyone here?