ࡱ> tvopqrs] 8abjbjzqzq /\/\X NN~b ~!!!!h<kkXb~d~d~d~d~d~d~$c~~ o^ h o o~NN!!<~-t-t-t o"N!!b~-t ob~-t-tr}T&~!Pݡ//o~Z}N~~0~h}p~~Hll-tGmlmZlll~~mrlll~ o o o olllllllll > :  Lesson 1 | Earths Motion Student Labs and ActivitiesPageAppropriate For:Launch Lab HYPERLINK \l "LaunchLab" 8all studentsContent Vocabulary HYPERLINK \l "ContentVocabulary" 9all studentsLesson Outline HYPERLINK \l "LessonOutline" 10all studentsMiniLab HYPERLINK \l "MiniLab" 12all studentsContent Practice A HYPERLINK \l "ContentPracticeA" 13Content Practice B HYPERLINK \l "ContentPracticeB" 14 Math Skills HYPERLINK \l "MathSkills" 15all studentsSchool to Home HYPERLINK \l "SchooltoHome" 16all studentsKey Concept Builders HYPERLINK \l "KeyConceptBuilder" 17Enrichment HYPERLINK \l "Enrichment" 21all studentsChallenge HYPERLINK \l "Challenge" 22 Skill Practice HYPERLINK \l "SkillPractice" 23all studentsAssessmentLesson Quiz A HYPERLINK \l "LessonQuizA" 25Lesson Quiz B HYPERLINK \l "LessonQuizB" 26  Approaching LevelOn LevelBeyond LevelEnglish-Language LearnerTeacher evaluation will determine which activities to use or modify to meet any students proficiency level. The Sun-Earth-Moon System 7 Name Date Class  LESSON 1: 15 minutes Does Earths shape affect temperatures on Earths surface? Temperatures near Earths poles are colder than temperatures near the equator. What causes these temperature differences? Procedure 1. Read and complete a lab safety form. 2. Inflate a spherical balloon and tie the balloon closed. 3. Using a marker, draw a line around the balloon to represent Earths equator. 4. Using a ruler, place a lit flashlight about 8 cm from the balloon so the flashlight beam strikes the equator straight on. 5. Using the marker, trace around the light projected onto the balloon. 6. Have someone raise the flashlight vertically 58 cm without changing the direction that the flashlight is pointing. Do not change the position of the balloon. Trace around the light projected onto the balloon again. Think About This 1. Compare and contrast the shapes you drew on the balloon. 2. At which location on the balloon is the light more spread out? Explain your answer. 3. Key Concept Use your model to explain why Earth is warmer near the equator and colder near the poles. 8 The Sun-Earth-Moon System Name Date Class  LESSON 1 Earths Motion Directions: Explain the differences between/among each set of terms. Then explain how the terms in each set are related. TermsWhat is the difference between/among the terms?How are the terms related?Revolution, rotationOrbit, revolutionRotation, rotation axis, equatorSolstice, equinox The Sun-Earth-Moon System 9 Name Date Class  LESSON 1 Earths Motion A. Earth and the Sun 1. The diameter is more than 100 times greater than Earths diameter. a. In the Sun, atoms combine during , producing huge amounts of energy. b. Some of the Suns energy reaches Earth as thermal energy and . 2. is the movement of one object around another object. a. The path a revolving object follows is its . b. It takes approximately one for Earth to make one revolution around the Sun. c. Earth moves around the Sun because of the pull of between Earth and the Sun. 3. The force of gravity between two objects depends on the of the objects and how far apart they are. 4. The of an object is its spinning motion. a. The line around which an object rotates is the . b. Looking at Earth from above the North Pole, Earth rotates in a(n) direction from west to east. c. Earths rotation makes the Sun appear to rise in the . 5. It takes one for Earth to complete one rotation. 6. Earths rotation axis is always in the same direction. B. Temperature and Latitude 1. The Sun shines on the part of Earth that the Sun. 2. When light shines on a tilted surface, the light is more than it would be on a surface that is not tilted. a. Because of the tilt of Earths axis, Earths surface becomes more tilted as you move away from the . b. As a result of this tilt, regions of Earth near the receive less energy than regions near the . 10 The Sun-Earth-Moon System Name Date Class Lesson Outline continued C. Seasons 1. Earths change in a yearly cycle because of the tilt of its rotation axis and Earths around the Sun. 2. The end of Earths that is tilted toward the Sun receives more energy from the Sun. a. The part of Earth tilted toward the Sun experiences seasons of spring and . If the northern end of Earths axis leans toward the Sun, it is spring or summer in the hemisphere. b. The part of Earth tilted away from the Sun experiences seasons of autumn and . If the southern end of Earths axis leans toward the Sun, it is fall or winter in the hemisphere. 3. During a(n) , Earths rotation axis is the most toward or away from the Sun. a. Solstices occur each year. b. The June solstice is the first day of in the northern hemisphere. c. On the December solstice, the end of Earths rotation axis leans the most away from the Sun. 4. During its revolution, Earths axis does not lean toward or away from the Sun during a(n) . a. The September equinox marks the first day of in the southern hemisphere. b. The March equinox marks the first day of in the northern hemisphere. 5. The Suns apparent path through the sky in the northern hemisphere is near the June solstice and near the December solstice. The Sun-Earth-Moon System 11 Name Date Class   LESSON 1: 10 minutes What keeps Earth in orbit? Why does Earth move around the Sun and not fly off into space? Procedure 1. Read and complete a lab safety form. 2. Tie a piece of strong thread securely to a plastic, slotted golf ball. 3. Swing the ball in a horizontal circle above your head. Record your observations in the Data and Observations section below. Data and Observations Analyze and Conclude 1. Predict what would happen if you let go of the thread. 2. Key Concept Which part of the experiment represents the force of gravity between Earth and the Sun? 12 The Sun-Earth-Moon System Name Date Class  LESSON 1 Earths Motion Directions: Complete the chart by writing each statement in the correct space. Earth spins on its rotation axis in a counterclockwise direction. One Earth day equals 24 hours. It takes approximately one year to orbit the Sun. If the gravity between Earth and the Sun somehow stopped, Earth would fly off into space in a straight line. Each day the Sun appears to move from east to west across the sky. Changes in the seasons are caused by changes in the amount of sunlight striking Earth. Summer and winter are opposite seasons in the northern and southern hemispheres. Earth moves around the Sun. Earth moves in a counterclockwise motion. Earths RotationEarths RevolutionTilt of Earth on Its Axis    The Sun-Earth-Moon System 13 Name Date Class  LESSON 1 Earths Motion Directions: Answer each question in complete sentences. What are three important facts to remember about Earths orbit? What are two important facts to remember about Earths rotation? What is meant by Earths rotation axis? 4. Why does Earths rotation axis lean toward the Sun for only one-half of its orbit? 5. How does Earths rotation axis cause seasons to change? What are three important facts to remember about Earths orbit? Suns gravitational pull keeps Earth in orbit around the Sun Earth would travel in straight line if no gravity from the Sun Earth travels in a circular or elliptical path (elipse) What are two important facts to remember about Earths rotation? Earth spins on its axis as it orbits the Sun Earth is spinning in a counterclockwise motion from east to west What is meant by Earths rotation axis? It is an imaginary line the Earth rotates on 4. Why does Earths rotation axis lean toward the Sun for only one-half of its orbit? 5. How does Earths rotation axis cause seasons to change? 14 The Sun-Earth-Moon System Name Date Class  LESSON 1 Convert Units Distance is measured in customary units such as inches, feet, and miles, or in metric units such as centimeters, meters, and kilometers. To convert between units in different systems, multiply by an approximate conversion factor. Since 1 mile is approximately equal to 1.609 kilometers and 1 kilometer is approximately equal to 0.621 miles, you can use these conversion factors. To convert miles to kilometers, Example: multiply by  EMBED Equation.DSMT4 .  EMBED Equation.DSMT4  To convert kilometers to miles, Example: multiply by  EMBED Equation.DSMT4 .  EMBED Equation.DSMT4  Pearl agreed to run a 5-km race with her friend. How many miles will they run? Step 1 Identify the conversion factor. You need to convert from kilometers to miles. The conversion factor is  EMBED Equation.DSMT4 . Step 2 Write the equation to calculate the conversion.  EMBED Equation.DSMT4  Step 3 Multiply.  EMBED Equation.DSMT4  Pearl and her friend will run 3.1 miles. Practice 1. New York and Los Angeles are separated by about 4,300 km. What is the distance between the cities in miles? 2. An airplane is cruising at a height of 5.7 mi. How high is the airplane in kilometers? 3. The Moon is about 384,000 km from Earths surface. How many miles away is the Moon? 4. The International Space Station orbits about 220 mi above Earth. How high is the station in kilometers? The Sun-Earth-Moon System 15 Name Date Class   LESSON 1 Reviewing the Main Ideas Directions: Use your textbook to answer each question. 1. Earth follows an orbit as it makes a revolution around the Sun. What is the relationship between a revolution and an orbit? 2. The temperature on any area of Earths surface depends on the amount of energy it receives from the Sun. Why are autumn temperatures in Texas usually warmer than autumn temperatures in Illinois? 3. Earths rotation is its spinning motion. would day and night on Earth be different if the planet did not rotate? 4. During one half of the year, the north end of Earths rotation axis leans toward the Sun; during the other half, it leans away. Does Earths axis actually tilt one way and then shift to tilt the other way? Explain. 16 The Sun-Earth-Moon System Name Date Class   LESSON 1 Earths Motion Key Concept How does Earth move? Directions: On each line, write the term or phrase that correctly completes each sentence. 1. Earth spins on its . 2. It takes about for Earth to rotate one time. 3. A term that is used to describe Earths orbit around the Sun is Earths. . 4. The. of Earths rotation axis stays the same as it orbits the Sun. 5. For one half of the year, the north end of Earths rotation leans toward. . 6. The Sun appears to move from to across the sky. 7. makes the Sun appear to move across the sky. 8. Earth spins in a(n) direction. 9. The Moon and stars seem to move from to across the night sky. 10. As Earth moves around the Sun, the change. 11. The shape of Earths orbit is nearly . 12. Earth moves around the Sun because the Suns pulls on Earth. 13. When it is daytime on the half of Earth facing the Sun, it is on the other half of Earth. 14. Earth would fly off into space in a straight line if the between Earth and the Sun ended. 15. Earths is an imaginary line on which it rotates. 16. Earths rotation axis is . The Sun-Earth-Moon System 17 Name Date Class  LESSON 1 Earths Motion Key Concept Why is Earth warmer at the equator and colder at the poles? Directions: On the line before each effect, write the letter of the cause that correctly completes each sentence. Some causes might be used more than once. Effect 1. The light energy absorbed by a surface depends on 2. A beam of light becomes more spread out as 3. Energy is carried to Earth in 4. Some energy is absorbed by Earths surface when 5. Energy is less concentrated near 6. Less energy reaches the poles because 7. Earth is warmest at the equator because 8. Earth is coldest at the poles because 9. Surface temperature depends on the amount of 10. The surface of Earth 11. Less energy is received in regions where 12. A beam of light 13. Earth is warm at the equator and cold at Cause A. the surface tilts away from it. B. carries energy. C. the beam of light reaches Earth. D. the tilt of the surface. E. the beam of light is spread out more. F. energy is concentrated there. G. Earths poles. H. tilt is the greatest there. I. energy absorbed by the surface. J. a beam of sunlight. K. is curved. 18 The Sun-Earth-Moon System Name Date Class  LESSON 1 Earths Motion Key Concept Why do the seasons change as Earth moves around the Sun? Catalyst: pg16 Answer each question in complete sentences. 1. What is a solstice? 2. How do the lengths of day contrast for the summer solstice and winter solstice? 3. What is an equinox? 4. How do the lengths of daylight hours and nighttime hours everywhere on Earth compare on an equinox? 5. How does the tilt of Earth on its rotation axis relate to the change of seasons? The Sun-Earth-Moon System 19 Name Date Class  LESSON 1 Earths Motion Key Concept Why do the seasons change as Earth moves around the Sun? Directions: Answer each question in the space provided. December SolsticeMarch EquinoxJune SolsticeSeptember Equinox1. Where does the north end of Earths axis lean at this time of the year?2. What is true about the number of daylight hours at this time of the year?3. Where does the north end of Earths axis lean at this time of the year?4. What is true about the number of daylight hours at this time of the year?5. Which season does this day mark in the northern hemisphere? In the southern hemisphere?6. Which season does this day mark in the northern hemisphere? In the southern hemisphere?7. Which season does this day mark in the northern hemisphere? In the southern hemisphere?8. Which season does this day mark in the northern hemisphere? In the southern hemisphere?9. Why are temperatures cooler in the northern hemisphere at this time?10. What can be said about the distribution of sunlight at this time?11. Why are temperatures warmer in the northern hemisphere at this time?12. What can be said about the distribution of sunlight at this time? 20 The Sun-Earth-Moon System Name Date Class  LESSON 1 Earths Motion Although you cannot feel it, Earth is moving. It moves around the Sun and its own axis. But for a long time, humans thought Earth was the center of the universe. The Geocentric Model For most of human history, the universe consisted of everything in the sky that could be seen with the unaided eye. The geocentric model of the universe holds that everything in the universethe Sun, Moon, planets, and starsorbits Earth. The geocentric model was the system that Aristotle (384322 B.C.) and Ptolemy (165 ~85 B.C.) taught. Because observations were made by the unaided eye, the scientists of ancient Greece made two assumptions that supported the geocentric model. One assumption was that, because no one felt Earth move, it had to be stationary in space. Otherwise things that were not rooted to Earth, such as animals, would fly away. The second assumption was that other objects in space move around Earth each day. The Sun apparently rises on one side and sets on another side, and star formations apparently move across the sky. The Heliocentric Model The geocentric model was gradually replaced by the heliocentric model of Copernicus, Galileo, and Kepler. Heliocentrism is the theory that the Sun is the center of the solar system, and everything in the solar system revolves around the Sun. A distinction between the solar system and the universe became clear only after the advent of the telescope. In the sixteenth century, the astronomer Nicolaus Copernicus (14731543) designed a mathematical model of a heliocentric system, which was later expanded and defended by Kepler and Galileo. Copernicus concluded that Earth is a planet that revolves around the Sun. To look at the sky, it seems that Earth stays in one place and everything else rises and sets or moves around. But Copernicus observed that, over time, the movements are more complicated. The Sun makes a slower circle over the course of a year, and the planets sometimes reverse direction for a time. Galileo Galilei (15641642) was the first scientist to view the universe through a telescope, which allowed him to make discoveries such as sunspots, topography of the Moon, and some of the moons of Jupiter. He was able to confirm Copernicuss heliocentric model. Applying Critical-Thinking Skills Directions: Respond to each statement. 1. Compare the motions of Earth, the Sun, and the Moon in geocentric and heliocentric models of the universe. 2. Explain the two major motions of Earth in space that can be observed and justified by the geocentric model. 3. Interpret this statement: All fields of science are accumulations of knowledge. Explain how this applies to modern sciences, including the science of astronomy. The Sun-Earth-Moon System 21 Name Date Class   LESSON 1 Earths Motion Seasons and Solstices Earth makes one complete revolution about the Sun each year. Changes in the seasons are caused not by the varying distance between Earth and the Sun but by the tilt of Earth on its axis during that revolution. As Earth orbits the Sun, there are times of the year when the North Pole is alternately tilted toward the Sun or tilted away from the Sun. At other times the axis is generally parallel to the incoming Suns rays. Draw a Diagram On a separate sheet of paper, draw Earth in four positionsat the March and September equinoxes and the June and December solstices. Clearly indicate the tilt of Earths axis. Include the Sun and the direction of Earths revolution around the Sun. Indicate the angle of the Suns rays at each position. Directions: Respond to each statement on the lines provided. 1. Determine Earths season in each hemisphere at each solstice. Include relative daytime length. 2. Explain why all locations on Earth have equal hours of day and night on about March 21 and September 23. 3. Decide which position on Earth (equator or pole) receives the greatest intensity of sunlight on June 21. Justify your answer. 22 The Sun-Earth-Moon System Name Date Class   Draw Conclusions LESSON 1: 25 minutes How does Earths tilted rotation axis affect the seasons? The seasons change as Earth revolves around the Sun. How does Earths tilted rotation axis change how sunlight spreads out over different parts of Earths surface? Materials large foam ball wooden skewer foam cup masking tape flashlight Safety Learn It Using a flashlight as the Sun and a foam ball as Earth, you can model how solar energy spreads out over Earths surface at different times during the year. This will help you draw conclusions about Earths seasons. Try It 1. Read and complete a lab safety form. 2. Insert a wooden skewer through the center of a foam ball. Draw a line on the ball to represent Earths equator. Insert one end of the skewer into an upside-down foam cup so the skewer tilts. 3. Prop a flashlight on a stack of books about 0.5 m from the ball. Turn on the flashlight and position the ball so the skewer points toward the flashlight, representing the June solstice. 4. In the space below, draw how the balls surface is tilted relative to the light beam. 5. Under your diagram, state whether the upper (northern) or lower (southern) hemisphere receives more light energy. The Sun-Earth-Moon System 23 Name Date Class Skill Practice continued 6. With the skewer always pointing in the same direction, move the ball around the flashlight. Turn the flashlight to keep the light on the ball. At the three positions corresponding to the equinoxes and other solstice, make drawings like those in step 4 and statements like those in step 5. Apply It 7. How did the tilt of the surfaces change relative to the light beam as the ball circled the flashlight? 8. How did the amount of light energy on each hemisphere change as the ball moved around the flashlight? 9. Key Concept Draw conclusions about how Earths tilt affects the seasons. 24 The Sun-Earth-Moon System Name Date Class  LESSON 1 Earths Motion True or False Directions: On the line before each statement, write T if the statement is true or F if the statement is false. 1. Earths orbit is nearly circular. 2. The motion of Earth around the Sun is Earths rotation. 3. As Earth revolves, it always tilts toward the Sun. 4. The Sun produces energy through nuclear fusion. 5. Day and night are caused by Earths rotation. 6. The equator is warmer than the poles because the Suns energy is more concentrated at the equator than at the poles. 7. Seasons take place because the tilt of Earths rotation axis relative to the Sun stays the same during the year. 8. On the December solstice, the north end of Earths rotation axis continues to point away from the Sun, but it does so less and less. 9. A day when Earths rotation axis is leaning along Earths orbit, neither toward nor away from the Sun, is called an equinox. 10. When the southern hemisphere is experiencing summer, the northern hemisphere is experiencing summer. The Sun-Earth-Moon System 25 Name Date Class  LESSON 1 Earths Motion Short Answer Directions: Respond to each statement on the lines provided. 1. Define Earths revolution and tell what keeps Earth in its orbit. 2. Describe the effect of Earths rotation. 3. Contrast the temperatures at Earths poles and equator. Explain what causes these differences. 4. Contrast a solstice and an equinox. 5. Explain why the southern hemisphere experiences summer when the northern hemisphere experiences winter. 6. Assess whether a nonrotating Earth would have seasons. 7. 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