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6.1.3 La escala y las proporciones de los objetos en el sistema solar

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6.1.3 Storyline Narrative

SEEd Standard 6.1.3 asks students to use computational thinking to analyze and determine the scale and properties of objects in the solar system. Examples of scale could include size and distances. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.

In this storyline, students will engage in observing patterns and making predictions about Galileo’s work on the moons of Jupiter. Students will interpret patterns to determine the motion of Jupiter’s moons. Students will make sense of and interpret data by formatting it in different ways, such as charts and graphs.

Students will explore by using computational thinking and analyzing multiple sets of data from NASA’s Planet Profiles into tables and charts based on patterns they can observe. Students will take a close look at the different properties of each of the planets, including mass, distance from the sun, temperature, revolution period, etc. and determine where there are patterns and correlations between the different planets. Students will argue about correlations found among different properties of the planets based on evidence from the data. Students will argue that the scale and properties of objects in the solar system correlate with other properties within the solar system.

Students will explain using the data and arguments to construct explanations for how different properties affect celestial objects in the solar system. Students will elaborate that distance from the sun, diameter, density, surface features, structure, scale, and composition often follow trends we can observe through data.

Students will research the different types of technology being used to learn about space. Different types of technology include photographs from the space-based telescopes, space probes, and other technologies. Students will communicate that technology is vastly different from Galileo’s time and even from ten years ago.

To evaluate student’s proficiency, students will be assessed on their use of evidence in their constructed explanations of the phenomena.

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Phenomena: Planets differ from one another because of their individual properties.
Episode Question	Episode Snapshot	Conceptual Understandings
Episode Question	Episode Snapshot	What We Figured Out	Next Steps and Next Questions
6.1.3—e1 How do we learn about space?	Students will look at some of Galileo's work and make sense of graphs to find patterns and make predictions.	Galileo took data on the moons of Jupiter using a telescope. We can format data in different ways to help interpret and make sense of data.	Can I make sense of other sets of data?
6.1.3—e2 Can I make sense of other sets of data?	Students will look at the data from NASA known as the Planet Profiles. Students will look for patterns across all planets according to the data. Using information from the data, students will format data into a table and then a graph. Students will use their graphs to determine if there is a correlation among different properties of the planets. Students will present and argue the trends they are seeing using evidence from the data.	Comparing data often allows us to find trends and make sense of things in the universe that we can’t readily investigate and manipulate. The scale and properties of objects in the solar system correlate with other properties within the solar system. Distance from the sun, diameter, density, surface features, structure, and composition often follow trends we can observe through data.	What technology has helped us gather this data?

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6.1.3—e3 What technology has helped us gather this data?	Students will research the different technologies being used to learn about space. They will present their research to the class.	Technology is vastly different from Galileo's time and even from 10 years ago. The technology ten years from now might teach us much more.	Can I use computational thinking to analyze data about objects in the solar system? Can I determine through analysis that planets are massively different in size, distance from the sun, mass, layers, temperature, orbital radius, and surface features?
Assessment Can I use computational thinking to analyze data about objects in the solar system? Can I determine through analysis that planets are massively different in size, distance from the sun, mass, layers, temperature, orbital radius, and surface features?	Students will write an evidence-based account of what causes the phenomena.

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Episodio 1

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Observación del fenómeno

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Reúne

Las lunas de Júpiter

Galileo Galilei

(1564-1642)

Obtain Information

Students will look at an image that was seen by Galileo of the Moons of Jupiter. Students will then analyze a graph of the data he recorded. Students will start by identifying and labeling the different parts of the graph.

Teacher Support: Use the I²strategy from BSCS. (Search in Google) 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. The focus is analyzing data and finding patterns.

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Las lunas de Júpiter como fueron vistas por Galileo

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Los apuntes

de Galileo

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Razón

Posiciones de las lunas de Júpiter vistas desde un telescopio del 1 al 30 de septiembre, 2009

Analyze and Interpret Information

Students will discuss what they think this data shows and present their thinking to the class. Students will then add a caption to each of the parts they previously labeled. Students will make predictions based on 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.

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.

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Comunicar

Escribe una explicación, usando todos los datos, para describir los patrones entre las lunas de Júpiter.

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Episodio 2

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Observación del fenómeno

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Reúne

Hoja de hechos planetarios - unidades U.S.

	MERCURIO	VENUS	TIERRA	LUNA	MARTES	JÚPITER	SATURNO	URANUS	NEPTUNO	PLUTÓN
Masa (10²¹toneladas)	0.364	5.37	6.58	0.081	0.708	2093	627	95.7	113	0.0161
Diámetro (milas)	3032	7521	7926	2159	4221	88,846	74,897	31,763	30,775	1464
Densidad (libras/pies³)	339	327	344	209	246	83	43	79	102	131
Gravedad (pies/s²)	12.1	29.1	32.1	5.3	12.1	75.9	29.4	28.5	36.0	2.3
Velocidad de escape (millas/s)	2.7	6.4	7.0	1.5	3.1	37.0	22.1	13.2	14.6	0.8
Duración de rotación (horas)	1407.6	-5832.5	23.9	655.7	24.6	9.9	10.7	-17.2	16.1	-153.3
Duración de dia (horas)	4222.6	2802.0	24.0	708.7	24.7	9.9	10.7	17.2	16.1	153.3
Distancia del sol (10⁶ millas)	36.0	67.2	93.0	0.239*	141.6	483.8	890.8	1784.8	2793.1	3670.0
Perihelio (10⁶ millas)	28.6	66.8	91.4	0.226*	128.4	460.1	840.4	1703.4	2761.6	2756.9
Afelio (10⁶ millas)	43.4	67.7	94.5	0.252*	154.9	507.4	941.1	1866.4	2824.5	4583.2
Duración de órbita (dias)	88.0	224.7	365.2	27.3	687.0	4331	10,747	30,589	59,800	90,560
Velocidad de órbita (millas/s)	29.4	21.8	18.5	0.64	15.0	8.1	6.0	4.2	3.4	2.9
Inclinación de órbita (grados)	7.0	3.4	0.0	5.1	1.9	1.3	2.5	0.8	1.8	17.2
Excentricidad de órbita	0.205	0.007	0.017	0.055	0.094	0.049	0.057	0.046	0.011	0.244
Oblicuidad de órbita (grados)	0.034	177.4	23.4	6.7	25.2	3.1	26.7	97.8	28.3	122.5
Temperatura media (F)	333	867	59	-4	-85	-166	-220	-320	-330	-375
Presión de superficie (atmósfera)	0	91	1	0	0.01	Unknown*	Unknown*	Unknown*	Unknown*	0.00001
Número de lunas	0	0	1	0	2	79	62	27	14	5
¿Sistema de aros?	No	No	No	No	No	Yes	Yes	Yes	Yes	No
¿Campo magnético global?	Yes	No	Yes	No	No	Yes	Yes	Yes	Yes	Unknown

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. Looking for patterns, students will look over the data and organize it by properties.

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

Teacher Support: 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.

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

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 the sun on a scale that can be more easily manipulated. The sun’s distance from Earth is approximately 93 million, or 1 AU. For example, if Mercury’s distance from the sun is approximately 0.387 AU, how many miles away from the sun is Mercury?

If Saturn is 9.537 AU from the sun and Mars is 1.524 AU from the sun, approximately, how many miles apart are Saturn and Mars?

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Razón

Relación Encontrada	Preguntas sobre los Datos

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Comunicar

Construye una explicación que describe los patrones y la relación que encontraste en tu análisis de los datos sobre los planetas.

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Episodio 3

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Observación del fenómeno

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Reúne

Investiga las diferentes tecnologías y datos que se usan para aprender del espacio.

https://ciencia.nasa.gov/ciencias-espaciales

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Razón

Usa el pensamiento computacional y analiza los gráficos, las tablas de datos, los dibujos, las fotos, y los modelos en tu investigación.

Investiga la tierra y los instrumentos para el espacio que nos ayudan a reunir datos sobre el espacio.

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Comunicar

Crea una presentación sobre la tecnología espacial que investigaste.

Communicate Information

Students will create a presentation on their research of space technology.

Teacher Support: Students should be researching data sources that provide information about the different space technologies as well as the data they provide. The data that students should be researching includes layers, temperature, surface features, and orbital radius. 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. Refer to NASA’s website for a list of technologies that students could research: https://ciencia.nasa.gov/ciencias-espaciales

Assessment: Students’ presentations should include evidence of computational thinking and in-depth research of the space technologies and the kinds of data they provide.

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Criteria	4—Excelente	3—Buena	2—Más o menos	1—Necesita mejoramiento
Presentación	Mantiene la atención del público entero con el uso del contacto directo a los ojos, sin necesidad de ver sus apuntes mucho. Habla con entonación y fluctuación de volumen para mantener el interés del público y enfatizar los puntos claves.	Uso consistente del contacto directo a los ojos del público, pero aún vuelve a sus apuntes. Habla con variación satisfactoria de volumen y entonación.	Demuestra el contacto directo mínimo con el público, mientras lee principalmente de sus apuntes. Habla en niveles desiguales de volumen sin mucha entonación.	No mantiene ningún contacto a los ojos del público porque lee la presentación entera de sus apuntes. Habla en un volumen bajo y/o en un tono monótono, lo que causa que el público se desconecte.
Contenido/ Organización	Demuestra un conocimiento completo al contestar todas las preguntas de parte de la clase con explicaciones y elaboración Proporciona un propósito y tema claros; ejemplos, hechos y/o estadísticas pertinentes; respalda sus conclusiones/ideas con evidencia.	Se siente cómodo con todas las respuestas esperadas, sin elaboración. Tiene un propósito y tema más o menos claros; algunos ejemplos, hechos y/o estadísticas que respaldan el tema; incluye algunos datos o evidencia que respaldan sus conclusiones.	Se siente incómodo con la información y solo puede contestar preguntas sencillas. Intenta demostrar un propósito y tema; da ejemplos, hechos y/o estadísticas débiles, los cuales no respaldan suficientemente el tema; incluye evidencia o datos mínimos.	No tiene una buena comprensión de la información y no puede contestar las preguntas sobre el tema. No demuestra con claridad el tema y/o el propósito; no respalda el tema; no da apoyo a sus ideas y conclusiones.
Entusiasmo/ Conciencia del público	Demuestra emociones fuertes sobre el tema durante toda la presentación. Aumenta de una manera significativa la comprensión del público sobre lo que proporcionan los datos de la tecnología espacial; convence al público a reconocer la validez e importancia del tema.	Demuestra algunas emociones sobre el tema. Por lo general, aumenta la comprensión del público sobre lo que proporcionan los datos de la tecnología espacial.	Demuestra sólo un poco de emoción sobre el tema presentado. Aumenta por poco la comprensión del público sobre lo que proporcionan los datos de la tecnología espacial.	No demuestra interés en el tema presentado. No pudo aumentar la comprensión del público sobre lo que proporcionan los datos de la tecnología espacial.
Pensamiento computacional	Usa datos de la tecnología espacial y puede investigar, organizar, y construir un significado usando el pensamiento computacional.	Usa algunos datos de la tecnología espacial y puede, parcialmente, investigar, organizar, y construir un significado usando el pensamiento computacional.	Usa pocos datos de la tecnología espacial y demuestra poco de sus investigaciones, organización. Le falta el pensamiento computacional para construir una buena comprensión.	No usa ningún dato de a tecnología espacial y no investiga. Le falta el pensamiento computacional para construir una buena comprensión.
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