Basic Coordinates and Seasons Lab

Basic Coordinates and Seasons Lab
http://astro.unl.edu/naap/motion1/motion1.html

David Hudgins, Kevin Lee, Edward Prather, University of Nebraska-Lincoln astronomy education group

This interactive activity, in applet form, guides students through the motion of the sun and how they relate to seasons.

Activity takes about two forty-five minutes periods.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

hide

Middle School

Performance Expectations: 1

MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Disciplinary Core Ideas: 2

MS-ESS1.A1: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

MS-ESS1.B2: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

hide

High School

Performance Expectations: 1

HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Disciplinary Core Ideas: 1

HS-ESS1.B1: Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.

Cross Cutting Concepts: 7

Patterns, Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

See Details »

Patterns, Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.2: Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.

HS-C2.2: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C3.2: Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.

HS-C3.4: Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.1: Much of science deals with constructing explanations of how things change and how they remain stable.

Science and Engineering Practices: 6

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information

See Details »

HS-P1.2: ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

HS-P2.4: Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.

HS-P3.6: Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

HS-P4.1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P6.2: Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Sun is primary energy

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Educators should play with the interactive prior to implementing with students to be prepared for student questions. There are a lot of resources here with a lot of depth. Educators need to pick the pathway before implementing.
Educators should encourage students to play on their own with the various controls on the simulators to develop an intuitive understanding of the coordinate systems and the seasons, before asking probing questions.

About the Content

Applet produced by the Nebraska Astronomy Applet Project (NAAP), and is used in introductory astronomy courses at University of Nebraska-Lincoln.
Activity explores terrestrial coordinates (including longitude and latitude, basic named coordinate features, reading flat maps, coordinate conversions); the Celestial Equatorial Coordinate System (including the celestial equator, declination, right ascension) and the ecliptic and how it relates to seasons.
Comments from expert scientist: It is a very well prepared program for the introduction to Astronomy and Solar Energy. The virtual study is an important source of information for students, but it must be also considered in parallel to observe the sky and to do experiments.

About the Pedagogy

The four well-designed and implemented "explorer" simulators (e.g., flat map, globe, flat sky map, sky map) allow students to manipulate controls to develop an intuitive understanding about how terrestrial and celestial coordinate systems work.
Students are able to manipulate elements on three panels to develop an understanding of how seasons arise and how they change on different latitudes and times of the year on the planet; accompanying worksheet helps ensure that the basic ideas are understood.
Activity includes excellent pre- and post-tests to probe for student preconceptions.
Supplemental background materials provided.
Complete teacher materials and prompts provided.
Teachers may find this updated video useful if not familiar with google earth- https://www.youtube.com/watch?v=ZZHmtssIzgg

Technical Details/Ease of Use

A script is provided to educators that outlines key questions that might be asked when going through the activity with students.
The simulators require Flash Player, available on all major platforms.

Entered the Collection: February 2015 Last Reviewed: February 2015

Jump to this Activity »

Middle School (see details)

Middle School

Performance Expectations: 1

Disciplinary Core Ideas: 2

High School (see details)

High School

Performance Expectations: 1

Disciplinary Core Ideas: 1

Cross Cutting Concepts: 7

Science and Engineering Practices: 6

Grade Level

Online Readiness

Topics

Climate Literacy

Teaching Tips

About the Content

About the Pedagogy

Technical Details/Ease of Use

About

Reuse

Page Text