1 of 23

6.1.3

Scale & Proportion of Objects in the Solar System

Teacher instruction and hints are included within the speaker notes section

2 of 23

6.1.3 Scale and Proportion of Objects in the Solar System Matrix

3 of 23

Teacher Overview: Episode 1

Phenomenon: Galileo observed objects in the sky that changed position night after night.

Learning Goal: Students will make sense of and interpret data by formatting it in different ways, such as charts and graphs.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Patterns in data collected from the movement of Jupiter’s moons can be presented in graphs, data tables, drawings, photographs, or models.

Systems and System Models: Data from observing Jupiter and its moons can be modeled as a system to understand orbital motion.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Constructing Explanations: Students explain how different data shows the same thing: moons orbiting Jupiter.

Analyzing and Interpreting Data: Students analyze different types of data to identify patterns in the moons’ movement.

Engaging in argument from evidence: Students use labeled data and patterns as evidence to support their conclusions about celestial motion.

4 of 23

Episode 1

Today’s Objective: I can analyze data to construct an explanation using different types of data about Jupiter and its moons.

5 of 23

Phenomenon Observation

6 of 23

Gather

Galileo Galilei

(1564-1642)

Gather

Obtain Information

Students will obtain information by looking at an image that was seen by Galileo of the moons of Jupiter. Students will then evaluate that information and analyze a graph of the data he recorded. Students will start by identifying and labeling the different parts of the graph.

The Moons of Jupiter Lesson Artifacts (shown on next slide)

Teacher Support: Galileo studied moons, stars, and the planets for many years without the use of a telescope. After the invention of the telescope, Galileo was one of the first scientists to use it. He used the telescope to study the solar system, and his study and findings of the solar system expanded exponentially with the new technology. In his study, Galileo found that Jupiter had several star-like objects that followed it night after night. The graph shows the moons’ patterns night after night. *Allow students to make observations of what Galileo saw before telling them it is Jupiter and its moons. The focus is analyzing data and finding patterns.

For the primary source from Galileo's Notes. Use I ² Strategy to:

Step 1: Identify features and patterns directly on the graph, figure, or data table.

Draw an arrow to each feature and write a What I See (WIS) comment.

Step 2: Interpret the meaning of each feature or pattern:

Draw an arrow to each feature and write a What It Means (WIM) comment.

Step 3: Write a caption for the graph.�

Teacher Questions:

What do you notice in Galileo’s notes?
What might this mean?
Probing question: What in the graph makes you say that?
What might be causing the “star-like” objects to appear in different places?
What patterns are emerging the the graph?
Is there anything you wonder?

7 of 23

Galileo’s Notes

8 of 23

9 of 23

Reason

Analyze and Interpret Information

Students will analyze and interpret the data from the graph. Then they will communicate what patterns they think this data shows and communicate their analysis to the class. Students will then add a caption to each of the parts they previously labeled. Students will make connections between the data they have analyzed.

They will then make sense of graphs by looking for patterns in Galileo’s work. Students will interpret patterns to determine the motion of Jupiter’s moons.

Teacher Suggestions: The Positions of the Moons of Jupiter graphic in the student journal is printed in white and gray. As students are analyzing the graphic, It would provide clarity for students to color the lines in their journals to match the graphic as seen in storyboard slides.

Galileo's Moons Slideshow

Use ² Strategy to:

Step 1: Identify features and patterns directly on the graph, figure, or data table.

Draw an arrow to each feature and write a What I See (WIS) comment.

Step 2: Interpret the meaning of each feature or pattern:

Draw an arrow to each feature and write a What It Means (WIM) comment.

Step 3: Write a caption for the graph. (This graph already has a title and so you might want to discuss with the students if the title accurately tells what the graph is about and what components of the title are important)

Teacher Questions:

What does this pattern suggest about how the moons move?
Why do you think the moons seem to “switch sides” from night to night?
How does this graph help explain the patterns seen in Galileo’s drawings?
Turn and talk to your partner—how would you explain the moons’ motion in your own words?

10 of 23

Communicate

Write an explanation how Galileo’s research and modern research help you recognise patterns of Jupiter’s moons and then write about other methods of presenting data that help interpret data.

Communicate

Construct an Explanation

Students will communicate a pattern or relationship they can infer from their observations of the Moons of Jupiter and how different representations of data can support their observations. Students will communicate their analyses and write a caption for the graph.

Teacher Questions:

How did your thinking change from the beginning of the lesson to now?
What claim can you make based on the data?
How does this graph help support your explanation?

Formative Assessment: Students’ explanations should use patterns and relationships directly found in the different types of data. Explanations might include: Galileo saw Jupiter and its moons in the sky. Jupiter’s moons have different orbital sizes. When the moons line up on their orbits, that is called a “quadruple transit”, which is demonstrated in Galileo’s drawing when all four moons show up in a straight line. The moons change position night to night, showing they are moving, the repeating patterns over several nights show a predictable pattern in the orbits.

11 of 23

Teacher Overview: Episode 2

Phenomenon: Patterns and relationships exist between properties of planets.

Learning Goal: Students will collect and analyze data and construct an explanation to identify patterns among properties of planets in our solar system.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Students identify predictable relationships between variables such as distance from sun and temperature.

Scale, Proportion, and Quantity: Compare sizes, orbital distances, and revolution periods using appropriate units.

Systems and System Models: The solar system is treated as a system of objects interacting through observable relationships like gravity and orbital motion.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Collect, Analyze and Interpret Data: Students analyze NASA Planet Profile data and graph two variables to look for patterns

Construct Explanations: Students explain patterns found in their graphs and how they related to properties of the solar system.

12 of 23

Episode 2

Today’s Objective: I can collect and analyze data to construct an explanation about patterns that exist between properties of planets.

Nearpod lesson link: https://share.nearpod.com/e/NzQpFjnAlab

Time: 2-3, 60 minute sessions

Phenomenon: Patterns and relationships exist between properties of planets.

Performance Expectations for episode: Today we will collect and analyze data about the properties of the planets in our solar system. We will graph the data to determine patterns and relationships found when the properties of the planets are compared to one another. We will construct an explanation to provide evidence that patterns and relationships exist between planets.

Materials and Set up:

Optional video: Guy Builds a Massive Solar Systems in the Desert

https://www.youtube.com/watch?v=n7JeNxCKOkA&t=2s

https://youtu.be/n7JeNxCKOkA

https://safeshare.tv/x/ss6a1756143c271#edit

13 of 23

Phenomenon Observation

14 of 23

Gather

	MERCURY	VENUS	EARTH	MOON	MARS	JUPITER	SATURN	URANUS	NEPTUNE	PLUTO
Mass (10²¹tons)	0.364	5.37	6.58	0.081	0.708	2093	627	95.7	113	0.0161
Diameter (miles)	3032	7521	7926	2159	4221	88,846	74,897	31,763	30,775	1464
Density (lbs/ft³)	339	327	344	209	246	83	43	79	102	131
Gravity (ft/s²)	12.1	29.1	32.1	5.3	12.1	75.9	29.4	28.5	36.0	2.3
Escape Velocity (miles/s)	2.7	6.4	7.0	1.5	3.1	37.0	22.1	13.2	14.6	0.8
Rotation Period (hours)	1407.6	-5832.5	23.9	655.7	24.6	9.9	10.7	-17.2	16.1	-153.3
Length of Day (hours)	4222.6	2802.0	24.0	708.7	24.7	9.9	10.7	17.2	16.1	153.3
Distance from Sun (10⁶ miles)	36.0	67.2	93.0	0.239*	141.6	483.8	890.8	1784.8	2793.1	3670.0
Perihelion (10⁶ miles)	28.6	66.8	91.4	0.226*	128.4	460.1	840.4	1703.4	2761.6	2756.9
Aphelion (10⁶ miles)	43.4	67.7	94.5	0.252*	154.9	507.4	941.1	1866.4	2824.5	4583.2
Orbital Period (days)	88.0	224.7	365.2	27.3	687.0	4331	10,747	30,589	59,800	90,560
Orbital Velocity (miles/s)	29.4	21.8	18.5	0.64	15.0	8.1	6.0	4.2	3.4	2.9
Orbital Inclination (degrees)	7.0	3.4	0.0	5.1	1.9	1.3	2.5	0.8	1.8	17.2
Orbital Eccentricity	0.205	0.007	0.017	0.055	0.094	0.049	0.057	0.046	0.011	0.244
Obliquity to Orbit (degrees)	0.034	177.4	23.4	6.7	25.2	3.1	26.7	97.8	28.3	122.5
Mean Temperature (F)	333	867	59	-4	-85	-166	-220	-320	-330	-375
Surface Pressure (atmospheres)	0	91	1	0	0.01	Unknown*	Unknown*	Unknown*	Unknown*	0.00001
Number of Moons	0	0	1	0	2	79	62	27	14	5
Ring System?	No	No	No	No	No	Yes	Yes	Yes	Yes	No
Global Magnetic Field?	Yes	No	Yes	No	No	Yes	Yes	Yes	Yes	Unknown

Planetary Fact Sheet - U.S. Units

Gather

Optional video: Guy Builds a Massive Solar Systems in the Desert

https://www.youtube.com/watch?v=n7JeNxCKOkA&t=2s

https://youtu.be/n7JeNxCKOkA

https://safeshare.tv/x/ss6a1756143c271#edit

Obtain Information

Students will be given NASA Planet Profile Cards or NASA Planet Profile Table that has been collected by NASA on the different components and compositions of each of the planets. They will obtain information and look for patterns, students will analyze the data and organize it by properties.

Clicking on links will give you definitions for the different categories.

The following is the introduction to the packet provided. (Can be used for technology/paper-free route)

Planet Profiles

Using different types of space technology, scientists are able to collect data in many different forms. Due to the large scale of the solar system, modern technology helps scientists analyze and interpret the data being sent from space. This analysis of data helps scientists see relationships and patterns within the solar system and better understand what is happening in space. As you analyze and graph this data, look for relationships and patterns, record questions you have about the data, and study the different characteristics given on each planet.

You will see in the data that the unit used to measure the distance from the sun is recorded in AU. Astronomical Units (AU) measures the distance from Earth to the Sun on a scale that can be more easily manipulated. The sun’s distance from Earth is approximately 93 million miles, or 1 AU.

Teacher Questions:

What properties do you notice are included for each planet?
Do you see any patterns in the data?
Do you see any data points that surprise you?
What do you wonder after seeing this data?
Which two variables do you think are related?

15 of 23

Reason

Relationships Found	Questions About the Data

Reason

Analyze and Interpret Information

Students will analyze and interpret the data on the different properties (scale, proportion, and quantity) of each of the planets by looking for and explaining patterns.

Students will use two properties that seem to correlate and graph the data to determine if there is a strong correlation. Students will share graphs and communicate their findings. Possible graphs could include temperature vs. distance, distance vs. revolution period, density vs. distance, (scale, proportion, and quantity) etc.

Teacher Suggestions:

Examples of properties with strong correlation:

Distance from Sun vs Temperature

Gravity vs Mass

Gravity vs Diameter

Distance from Sun vs Orbital Velocity

Escape Velocity vs Gravity

Orbital Period vs Distance from Sun

Teacher Graphing Support: Excel or other graphing technologies are very useful. You may want to experiment with technology instead of using the paper packet. Practice graphing in excel ahead of time.

Downloading the data documents will make the document editable. Having the document and an editable will allow students to transfer the information into Excel which can then populate the data and graph much quicker then doing it by hand. It is recommended that students go this route for timing and incorporation of technology. Here are instruction on how to make a graph in Excel - https://blog.hubspot.com/marketing/how-to-build-excel-graph

Teacher Questions:

How does your graph help you argue that two properties are related?
What evidence do you have from the graph or data table to support your explanation?
Are there any planets that don’t follow the overall pattern? Why do you think that is?
Consider why the patterns exist—what scientific reasoning could explain them?

16 of 23

Communicate

Construct an explanation describing the relationship between the two variables you studied.

�Use evidence from your graph and Planet Profile data.�

Make sure to explain the pattern, what it means, and any exceptions you noticed.

Communicate

Construct an Explanation

Students will construct an explanation describing the patterns and relationships (scale, proportion, and quantity) they have found in their analysis of the data on the planets.

Repeat the gather, reason, and communicate sections to allow students to find different relationships (scale, proportion, and quantity) between other variables (e.g., temperature vs. distance, distance vs. revolution period, density vs. distance, etc.).

Teacher Support: Having students organize data one property at a time will allow them to see that there are several observable patterns and relationships.

Formative Assessment: Students’ explanations should use the data found from their constructed graphs and the Planet Profiles to support the phenomenon. Students should use evidence from the data and their graphs, and should explain what the relationship between the two variables means. Even reliable data and patterns has exceptions, and those should be noted.

Sentence Stems:

“When I looked at the data for ___ and ___, I noticed that…”

“One pattern I see is that when ___ increases, ___ also (increases/decreases).”

“The graph shows a clear trend where…”

“I think this pattern exists because…”

“This reminds me of how…”

“Not all the planets follow the trend. For example, ___ is different because…”

“Based on the data, I can conclude that…”

“This pattern helps scientists understand that…”

17 of 23

Teacher Overview: Episode 3

Phenomenon: We know detailed information about planets, moons, and stars, even though humans haven’t traveled to most of them.

Learning Goal: Students will obtain, evaluate, and communicate information about the function of different space technologies that helps us to gather and analyze data from space and identify patterns within the solar system.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Structure and Function: The design of a tool (e.g., satellite, telescope) determines the type of space data it can collect

System and System Models: Space technologies operate as a part of a system that gathers, sends, and interprets data from different parts of the solar system.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Obtain, Evaluate, and Communicate Information: Students research space technologies and describe the data each collects.

Analyze and Interpret Data: Students examine graphs, tables, and images from space tools and explain what the reveal about celestial bodies.

18 of 23

Episode 3

Today’s Objective: I can obtain, evaluate, and communicate information about space technology.

19 of 23

Phenomenon Observation

20 of 23

Gather

Research the different technologies and data being used to learn about space.

https://www.nasa.gov/topics/technology/index.html

21 of 23

Reason

Choose one technology to research further.

Why was this technology created?

When and where is the technology used?

What data has this technology provided scientists?

What conclusions can be drawn from this data?

What roadblocks or troubles have there been with this technology?

What impact or possible impact could this technology have on life on Earth?

22 of 23

Communicate

Create a presentation of the space technology you researched.

Communicate

Communicate Information

Students will communicate their research of space technology by creating a presentation.

Teacher Suggestions for Presentations:

Standard 6.1.3 states that students will Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. In addition, states that data sources could include Earth and space-based instruments such as telescopes or satellites. Types of data could include graphs, data tables, drawings, photographs, or models.

Investigating space technology helps students to better understand different types of data, how data is collected and analyzed, gives insight to the engineering of space technology, and brings attention to careers in space science.

Presentations can vary in depth and rigor to meet the needs of your students. Ideas include:

Option 1: Students will create a presentation in Canva, Powerpoint, Prezi, etc., with or without an oral presentation component. 6.1.3.e3 Space Technology Presentation Rubric *can be printed for student reference.

Option 2: Students will find actual data provided from the technology and analyze that data using I² Strategy or in another way.

Option 3: Students will create a poster accompanied by a gallery walk, where peers can ask questions and gather information about each other’s research.

Option 4: Students will communicate findings by sharing in small groups or to a partner.

Teacher Support:

Students should be researching data sources that provide information about the different space technologies as well as the data they provide. They should be using their computational thinking skills to reason about and interpret the data they find. Presentations should include this data and their findings.

Technology | NASA

Formative Assessment: Students’ presentations should include evidence of computational thinking and in-depth research of the space technologies and the kinds of data they provide, as well as a sample of the data they provide and an analysis of that data.

23 of 23

Assessment