This document provides an introduction to the solar system for 6th grade students. It includes questions about the sun, planets, and other objects in our solar system. Students are asked to identify our galaxy as the Milky Way, name the planets in order from the sun, and learn basic facts about each planet like their names, sizes, and orbits around the sun. It also introduces dwarf planets and provides images to illustrate the topics covered.
Bet-the-Farm UX: How to harness User-Centered Design, Design Thinking and Lean Startup to drive mission critical UX innovation and lasting organizational change.
Startups and large organizations alike have to be nimble and react to market change faster than ever. The entrepreneurs and intrapreneurs within these organizations know that, but don’t always have the talent and tools at their disposal to be successful. John’s team has increasingly been asked to support these innovators and support their existing teams so they can drive both exceptional experiences and organizational change.
Find out how John and his team approach “bet-the-farm” innovation projects by taking the best elements from major movements (User-Centered Design, Design Thinking, Lean Startup) plus the psychology of persuasive design in order to gather critical insights about users, workshop with stakeholders and align on goals, and nurture both the product and the team behind it.
John will show concrete examples where they helped at the world’s biggest online payment company, the world’s biggest academic association and a major governmental agency all succeed at innovating where they were unable to do so in the past.
Etiquette has to do with good manners. It's not so much our own good manners, but making other people feel comfortable by the way we behave.
“The conduct or procedure required by good breeding or authority to be observed in social or official life.”
Bet-the-Farm UX: How to harness User-Centered Design, Design Thinking and Lean Startup to drive mission critical UX innovation and lasting organizational change.
Startups and large organizations alike have to be nimble and react to market change faster than ever. The entrepreneurs and intrapreneurs within these organizations know that, but don’t always have the talent and tools at their disposal to be successful. John’s team has increasingly been asked to support these innovators and support their existing teams so they can drive both exceptional experiences and organizational change.
Find out how John and his team approach “bet-the-farm” innovation projects by taking the best elements from major movements (User-Centered Design, Design Thinking, Lean Startup) plus the psychology of persuasive design in order to gather critical insights about users, workshop with stakeholders and align on goals, and nurture both the product and the team behind it.
John will show concrete examples where they helped at the world’s biggest online payment company, the world’s biggest academic association and a major governmental agency all succeed at innovating where they were unable to do so in the past.
Etiquette has to do with good manners. It's not so much our own good manners, but making other people feel comfortable by the way we behave.
“The conduct or procedure required by good breeding or authority to be observed in social or official life.”
Name ______________________ Collaborator(s) ______________.docxrosemarybdodson23141
Name: ______________________
Collaborator(s): ______________________
Date: ______________________
Monitoring
the
Moving
Constellations
Adapted
from
Engaging
in
Astronomical
Inquiry,
by
Tim
&
Stephanie
Slater
Big
Idea
Sky objects have properties, locations, and predictable patterns of movements that can be
observed and described.
Goal
You will conduct a series of inquiries about the position and motion of constellations using
prescribed Internet simulations and learn how different stars are visible at different times of the
year in different locations in the sky.
Setup
Go to http://www.heavens-above.com/
a) Click the Change your observing location link under Configuration and set your
observing location and time zone. Click the Update button when complete.
b) Click the Sky Chart link under Astronomy
c) NOTICE that the star charts are set such that north is toward the top and west is to the
right, which is different than a map of the United States.
Phase
I:
Exploration
1) Locate the position of the Sun on your sky map. If the Sun is not visible, change the time
until it is above the southwestern horizon (it doesn’t have to be exactly at sunset, just ensure
the Sun is above the horizon and is visible on your map). If you were to go outside at this
(simulated) time, could you see these stars shown on the map? Explain why or why not.
2) Which constellation of stars is the Sun closest to?
3) If you increase the time by one hour, remembering to use a 24-hour clock, toward which
direction does the Sun move? Circle one: North | South | East | West
4) Now, 1 hour later than when you started, which constellation is the Sun now closest to?
Name: ______________________
Collaborator(s): ______________________
Date: ______________________
5) If you advance the time to Sunset, which constellation of stars is the Sun closest to at Sunset?
6) Advance the time to Sunrise, which constellation of stars is the Sun closest to at Sunrise?
7) What generalization statement, in a complete sentence, can you make about how the Sun and
the stars appear to move together in the sky?
Phase
II
–
Does
the
Evidence
Match
the
Conclusion?
Consider the research question, “Which direction does the Sun move compared to the background
constellations?
8) Set the star map to noon today. If you could see the stars hidden behind the brilliantly shining
Sun, which constellation of stars is the Sun closest to?
9) Using the sky chart, which constellation of stars is the Sun closest to tomorrow?
10) Using the sky chart, which constellation of stars is the Sun closest to one week later?
11) Using the sky chart, which constellation of stars is the Sun closest to two weeks from now?
12) Using the sky chart, which constellation of stars is the Sun closest to three weeks from now?
.
Grade 8 Integrated Science. This worksheet accompanies the Chapter 11 Lesson 1 slides on The Structure of the Solar System. This is a short review with fill in the blank questions involving key terms.
ExoplanetsBig Idea Planets orbiting other stars have characteri.docxgitagrimston
Exoplanets
Big Idea: Planets orbiting other stars have characteristics similar and different to our own solar system of planets orbiting our Sun
Goal: Students will conduct a structured series of scaffolded scientific inquiries about the nature of observed exoplanets using the Internet sites prescribed, particularly the Exoplanet Data Explorer.
Computer Setup: Access URL http://exoplanets.org
Resources: Solar System Data Table, calculator, and these pages
SOLAR SYSTEM DATA TABLE
NAME
MASS
(MEarth)
MASS
(MJupiter)
PERIOD
(Earth-Years)
[Earth-Days]
SEMI-MAJOR AXIS DISTANCE (AU)
Object Name
How many times larger than (or fraction of) planet Earth’s mass
How many times larger than (or fraction of) planet Jupiter’s mass
How many Earth-years the planet takes to orbit our Sun
How many Earth-Sun distances away the planet orbits our Sun
Mercury
0.06
0.0002
0.24 [88]
0.39
Venus
0.82
0.003
0.62 [226]
0.72
Earth
1.00
0.003
1.00 [365]
1.00
Mars
0.11
0.0003
1.88 [687]
1.52
Jupiter
318
1.00
11.86 [4332]
5.20
Saturn
95.2
0.299
29.5 [10,775]
9.54
Uranus
14.5
0.046
84.0 [30,681]
19.2
Neptune
17.1
0.054
165 [60,266]
30.1
Pluto *
0.002
0.00001
249 [90,947]
39.5
Note: Pluto* is not currently be defined as a planet by the International Astronomical Union. Numerical data obtained from http://www.nasm.si.edu/research/ceps/etp/ss/ss_planetdata.html
Phase I: Exploration Part A
A histogram is a bar-chart showing the number of objects in a particular category. Use the SOLAR SYSTEM DATA TABLE above and sketch histograms for each of the following.
1) Title: Distribution of Orbital Distance: Number of Planets Closer and Farther than Earth’s Orbital Distance
2) Title: Distribution of Masses: Number of Planets with Masses Less than Earth’s Mass and Greater than Earth’s Mass
3) Title: Distribution of Orbital Periods: P < PEarth; PEarth ≤ PERIOD ≤ PJupiter; P > PJupiter
Phase I: Exploration Part B
A correlation-diagram is a graph of dots showing how two characteristics, or variables, are related. Use the SOLAR SYSTEM DATA TABLE above and sketch a correlation-diagram for each of the following.
4) Title: Distance (AU) vs. Period (Years) for Planets Closer than Jupiter (not including Jupiter)
(Vertical Y-axis Distance versus Horizontal X-axis Period)
5) Title: Distance (AU) vs. Period (Years) for Planets With Orbits Jupiter-sized and larger
(Vertical Y-axis Distance versus Horizontal X-axis Period)
6) Title: Distance (AU) vs. Mass (MEarth) for all Solar System Planets
(Vertical Y-axis Distance versus Horizontal X-axis Mass)
Phase I: Exploration Part C
The notion of correlation is the idea that two characteristics are closely related to one another. IMPORTANT NOTE: CORRELATION IS NOT THE SAME AS CAUSE-AND-EFFECT.
7) One of the two graphs below is Intelligence versus Height and the other is Weight versus Height. In the space below, precisely explain your reasoning about why which is which. Which one shows ...
ExoplanetsBig Idea Planets orbiting other stars have characteri.docxrhetttrevannion
Exoplanets
Big Idea: Planets orbiting other stars have characteristics similar and different to our own solar system of planets orbiting our Sun
Goal: Students will conduct a structured series of scaffolded scientific inquiries about the nature of observed exoplanets using the Internet sites prescribed, particularly the Exoplanet Data Explorer.
Computer Setup: Access URL http://exoplanets.org
Resources: Solar System Data Table, calculator, and these pages
SOLAR SYSTEM DATA TABLE
NAME
MASS
(MEarth)
MASS
(MJupiter)
PERIOD
(Earth-Years)
[Earth-Days]
SEMI-MAJOR AXIS DISTANCE (AU)
Object Name
How many times larger than (or fraction of) planet Earth’s mass
How many times larger than (or fraction of) planet Jupiter’s mass
How many Earth-years the planet takes to orbit our Sun
How many Earth-Sun distances away the planet orbits our Sun
Mercury
0.06
0.0002
0.24 [88]
0.39
Venus
0.82
0.003
0.62 [226]
0.72
Earth
1.00
0.003
1.00 [365]
1.00
Mars
0.11
0.0003
1.88 [687]
1.52
Jupiter
318
1.00
11.86 [4332]
5.20
Saturn
95.2
0.299
29.5 [10,775]
9.54
Uranus
14.5
0.046
84.0 [30,681]
19.2
Neptune
17.1
0.054
165 [60,266]
30.1
Pluto *
0.002
0.00001
249 [90,947]
39.5
Note: Pluto* is not currently be defined as a planet by the International Astronomical Union. Numerical data obtained from http://www.nasm.si.edu/research/ceps/etp/ss/ss_planetdata.html
Phase I: Exploration Part A
A histogram is a bar-chart showing the number of objects in a particular category. Use the SOLAR SYSTEM DATA TABLE above and sketch histograms for each of the following.
1) Title: Distribution of Orbital Distance: Number of Planets Closer and Farther than Earth’s Orbital Distance
Less than 1 Earth orbit
Equal to or greater than 1 Earth orbit
7654321
2) Title: Distribution of Masses: Number of Planets with Masses Less than Earth’s Mass and Greater than Earth’s Mass
Less than 1 Earth mass
Equal to or greater than 1 Earth mass
7654321
3) Title: Distribution of Orbital Periods: P < PEarth; PEarth ≤ PERIOD ≤ PJupiter; P > PJupiter
Less than 1 Earth orbit
PEarth ≤ PERIOD ≤ PJupiter
More than 1 Jupiter orbit
7654321
Phase I: Exploration Part B
A correlation-diagram is a graph of dots showing how two characteristics, or variables, are related. Use the SOLAR SYSTEM DATA TABLE above and sketch a correlation-diagram for each of the following.
4) Title: Distance (AU) vs. Period (Years) for Planets Closer than Jupiter (not including Jupiter)
(Vertical Y-axis Distance versus Horizontal X-axis Period)
| | | | |
1 2 3 4 5
PERIOD (years)
3.53.02.52.01.51.00.5
Distance (AU)
5) Title: Distance (AU) vs. Period (Years) for Planets With Orbits Jupiter-sized and larger
(Vertical Y-axis Distance versus Horizontal X-axis Period)
| | | | |
50 100 150 200 250
.
Observing the Sun’s Position and MotionBig Idea Sky objects h.docxhopeaustin33688
Observing the Sun’s Position and Motion
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described. Those motions explain such phenomena as the day, the year, the seasons, phases of the moon, and eclipses.
Goal: Students will conduct a series of inquiries about the motion of the Sun in the sky using prescribed Internet simulations and learn how the Sun follows different pathways at different times of the year.
Computer Setup:
Access http://www.heavens-above.com/ and
a) Find SELECT FROM MAP link under Configuration and set your observing location and time zone
b) Find WHOLE SKY CHART link under Astronomy
Phase I: Exploration PART A:
1) On a map of the United States, north is toward the top of the page and west is to the left. On all of the star charts, north is toward the top of the page and west is to the right. How do you account for this difference?
2) This is the current sky. Find the YELLOW dot marking the current location of the SUN. Which constellation is it closest to right now?
3) Change the time by increasing it one hour and pressing submit. Exactly how has the Sun’s position change on the map?
4) Slowly increase the time to later and later in the day. This system probably uses 24-hr “military time” or “Zulu” time. So, 6pm is actually entered as 18-hours. Determine EXACTLY what time, hours and minutes, that the Sun will set tonight.
Sunset: __________
5) Which constellation was the Sun closest to when it set?
6) Is this the same or different than where the Sun was earlier in the day?
7) What generalization can you make about the relative speeds that the Sun and the stars move through the sky over the course of a day?
8) What generalization can you make about the direction the Sun and the stars move through the sky over the course of a day?
9) Describe precisely how you would test to see if this generalization is true during the night time too.
10) What is the physical cause of your generalization?
Phase I: Exploration PART B:
When looking at the star map set for SUNSET TONIGHT:
11) on what part of the map (left, right, top, bottom or center) is the star group that appears highest in the night sky? What is the name of this star group?
12) on what part of the map (left, right, top, bottom or center) is the star group that appears near the southern horizon? What is the name of this star group?
13) on what part of the map (left, right, top, bottom or center) is the star group that appears near the eastern horizon? What is the name of this star group?
When looking at the star map set for THREE HOURS after tonight’s sunset:
14) on what part of the map (left, right, top, bottom or center) is the star group that now appears highest in the night sky? What is the name of this star group?
15) Where did the stars that used to be at this position move to?
16) on what part of the map (left, right, top, bottom or center) is the star group that.
1. Caitlin Johnson
Grade Level: 6
Topic: An introduction to The Solar System
Learning Objective: Students will start learning about the solar system. This is just a preview for the unit.
(Image of Solar System)
http://www.enchantedlearning.com/subjects/astronomy/solarsystem/where.shtml
Introduction to the Milky Way Galaxy
1. What is the name of the galaxy that our solar system is a part of? _________________________
2. What shape is it?________________________________________________________________
3. What group is the Milky Way Galaxy part of?_________________________________________
The Sun ( image of sun)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Sun
The sun
4. True or False The sun is a star? __________________________________
5. Where is the sun located in our solar system?_________________________________________
http://nineplanets.org/
Overview of the planets.
6. Name the planets in the solar system starting with the closest to the sun and ending with the
farthest from the sun?___________________________________________________________
_____________________________________________________________________________________
2. Mercury (image of Mercury)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mercury&Display=OverviewLong
Mercury
7. How many days does Mercury take to revolve around the sun? _________________
8. How did Mercury get its name (scroll down to the bottom of the page)? __ _________________
_____________________________________________________________________________________
9. Click on the Moon tab, How many moons does Mercury have? ___________________________
(image of Venus)
Venus
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Venus&Display=OverviewLong
10. How long does Venus take to go around the sun?________________________________
11. What is the planet Venus named after (scroll down to the bottom of the page)? _______________
_____________________________________________________________________________________
12. Click on the moon tab how many moons does Venus have? ______________________________
Earth
(image of Earth)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Earth
13. What type of planet is earth?___________________________________________________
14. Please go to the read more tab, on the read more page scroll down towards the bottom of the
page. Where does the name Earth come from?________________________________________
_____________________________________________________________________________
3. 15. Go to the moon tab. How many moons does Earth have?_____________________________
Mars (image of Mars)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mars&Display=OverviewLong
16. What is Mars nickname?_______________________________________________
17. What is the planet Mars named after (scroll to the bottom of the page)?___________________
____________________________________________________________________________________
Jupiter (image of Jupiter)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Jupiter&Display=OverviewLong
18. True or False Jupiter is the largest planet?___________________________________
19. How many large moons does Jupiter have ?__________________________________
20. What are the moons names?_______________________________________________________
21. How did the planet Jupiter receive its name (please scroll down to the bottom of the page)? _____
_____________________________________________________________________________________
Saturn (image of Saturn)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Saturn&Display=OverviewLong
22. What surrounds Saturn?_______________________________________________
23. What is the name of Saturn’s largest moon?_______________________________
24. What is the planet Saturn named for (please scroll to the bottom of the page)?________________
___________________________________________________________________________________
4. Uranus (image of Uranus)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Uranus&Display=OverviewLong
25. What color is Uranus? ____________________________________________________
26. How does Uranus rotate? ________________________________________________
27. What is the planet Uranus named after (please scroll to the bottom of the page)? ______________
__________________________________________________________________________________
Neptune (image of Neptune)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Neptune&Display=OverviewLong
28. What is Neptune’s nickname? ________________________________________________
29. How long does it take Neptune to revolve around the sun? __________________________
30. What is the planet Neptune named after (please scroll to the bottom of the page)? _____________
_____________________________________________________________________________________
Dwarf Planets (image of Dwarf planets)
http://solarsystem.nasa.gov/planets/profile.cfm?Object=Dwarf&Display=Sats
31. Name two of the dwarf planets? _______________________________________________
32. True or False The dwarf planets orbit the sun? ___________________________________
5. The Answers:
1. Milky Way Galaxy
2. Spiral
3. Local Group
4. True
5. Center
6. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
7. 88 Days
8. Named after the Roman god Mercury who is the god of commerce
9. None
10. 225 days
11. Roman goddess of love and beauty
12. none
13. ocean planet
14. Roots from German/ English mean the ground
15. 1
16. The red planet
17. Roman god of war
18. true
19. 4
20. Lo, Europa, Ganymede, Callisto
21. named after both Zeus from Greek mythology and Jupiter from Roman mythology
22. Rings
23. Titan
24. Roman god of Agriculture
25. Blue
26. East to West
27. Greek god of the sky
28. The ice giant
29. 165 years
30. Roman god of the sea
31. Ceres, Pluto, Eris, Makemake, Haumea
32. true
6. Resources
(001-solarsystem-my-fantasy.jpg)retrieved October 25,2012. from Google images a1star.com
(gloving-sun-prominence) retrieved October 25,2012. from Google images
science.nationalgeographic.com
(240px-Mercury in color) retrieved October 25,2012. from Google en.wikipedia.org
(220px-Venus globe.jp) retrieved October 25,2012. from Google images en.wikipedia.org
(270 px- The Earth Seen. Fro) retrieved October 25,2012. from Google images en.wikipedia.org
(mars.hstmarsopp9709a.jpg) retrieved October 31, 2012. from Google images nssdc.gsfc.nasa.gov
(image of Jupiter by cassini) retrieved October 31, 2012. from Google images en.wikipedia.org
(image px Saturn-cassini-March) retrieved October 31, 2012. from Google images en.wikipedia.org
(240px-Uranus2.jpg) retrieved October 31, 2012. from Google images en.wikipedia.org
(240 px-Neptune.jpg) retrieved October 31, 2012. from Google images en.wikipedia.org
(Dwraf.jpg) retrieved October 31, 2012. from Google imagessolarsystem.nasa.gov