Bring Science Alive! Space Interactive Student Notebook Sample

N O T E B O O K

THE EARTH-SUN-MOON SYSTEM

Earth’s Rotation and Revolution OBSERVING PHENOMENA

Phenomenon: The sun appears to move across the sky during the day, and stars appear to move across the sky during the night.

1. What questions do you have about this phenomenon?

2. Sketch and label a simple model that shows the motion of Earth and the sun.

3. As you make your preliminary model, consider what questions you have about Earth’s motion and its relationship with the sun. Record two of your most pressing questions below.

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N O T E B O O K I N V E S T I G AT I O N 1

1. Sketch and label a simple model that shows how Earth rotates.

2. Use your model to explain why New York City and Los Angeles do not experience sunrise at the same time.

3. What are some strengths and limitations of the body and U.S. map model used in this investigation?

Strengths

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Limitations

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N O T E B O O K 1 - Earth’s Rotation

1. Draw the axis of rotation on the image of the ballerina. Then, draw an arrow on the image to indicate the direction of rotation.

2. Draw a picture of your home. Where does the sun rise relative to your house? Where does the sun set? On the picture, indicate these two locations.

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N O T E B O O K I N V E S T I G AT I O N 2

1. Record two questions you have about constellations.

Question 1

Question 2

2. What are some strengths and limitations of the constellations model used in this investigation?

Strengths

Limitations

3. Sketch a simple model that shows why the constellations change over the course of a year. Then, annotate the model to explain why you see different stars throughout the year.

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N O T E B O O K 2 - Earth’s Revolution

1. Describe the difference between the terms rotation and revolution.

2. Illustrate the difference between rotation and revolution on this image of Earth.

3. Some constellations are visible in the evening at certain times of the year. At other times of the year, these same constellations rise much later in the night or in the early morning hours.

Provide an explanation for this phenomenon.

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N O T E B O O K I N V E S T I G AT I O N 3

1. Explain how and why stars appear to move through the sky throughout the night. Then, explain why Polaris does not move.

2. Based on what you learned throughout all three investigations, complete the following statements.

One rotation of the Earth =

Earth days.

One revolution of the Earth around the sun =

Earth days.

One revolution of the Earth around the sun =

Earth years.

How many revolutions around the sun have you made in your lifetime?

revolutions

3. Look back at your model in Observing Phenomena. Explain how you could modify and improve your model based on what you have learned.

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N O T E B O O K 3 - Earth’s Orbital Plane

1. Name two constellations located in Earth’s orbital plane.

2. Provide an argument that the stars in this image are circumpolar stars.

3. Your friend from Australia (in the Southern Hemisphere) has never seen the star Polaris.

Provide an explanation for why your Australian friend cannot see Polaris.

4. Sketch and label a model to support your explanation for why your Australian friend cannot see Polaris.

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N O T E B O O K 4 - Solving the Problem of Locating Stars

1. Describe the problem that the engineers were trying to solve.

2. Who could benefit by solving the problem of locating stars and how could they use this solution?

3. Consider the constraints and criteria of the problem facing the engineers. Record below.

Constraints

Criteria

4. Describe the solution that engineers used to solve the problem of locating stars.

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N O T E B O O K

5. What is another feature that you could add to this app to make it more appealing or useful to customers?

6. What problem does this new feature solve?

7. Label this feature on the blank phone to show how it meets these criteria and constraints.

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N O T E B O O K MAKING SENSE OF PHENOMENA

Phenomenon: The sun appears to move across the sky during the day, and stars appear to move across the sky during the night.

1. Use what you have learned to explain this phenomenon.

2. A storyboard is a series of panels that shows the visual and verbal components of a video you intend to make. Create a storyboard that explains this phenomenon. It must • be one to two minutes in length.

• demonstrate an understanding of Earth’s rotation and revolution.

• include evidence for these motions.

• include the terms: pattern, rotate (rotation), revolve (revolution), axis, Earth’s orbital plane, and Polaris.

You may use any of the aspects of the models used in class and in the Student Text.

Visual

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Script

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