HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Earth and Space Science Quarter 4 Sun-Earth-Moon System (Duration 2 Weeks) Big Idea: Essential Questions: 1. Describe the lunar surface 2. Explain the prevailing theory for the formation of the moon 3. Compare and contrast waxing and waning 4. Identify the lunar phases, and interpret diagrams to determine the phase being modeled 5. Describe the effect of the moon on Earth s tides 6. Compare and contrast neap and spring tides 7. Interpret diagrams to determine the type of tide being modeled 8. Compare and contrast lunar and solar eclipses, and interpret diagrams to determine the type of eclipse being modeled 1. Why are there light and dark areas on the surface of the moon? 2. What is the Giant Impact Theory? 3. What causes the moon to be lit up? 4. Why is it possible for us to see a full moon when the Earth is in between the sun and moon? 5. What is the difference between waxing and waning? 6. Where is the moon in relation to the sun and the Earth during each of the 8 lunar phases? 7. What causes the Earth to have tides? 8. What is the difference between spring tide and neap tide? 9. Where are the sun and moon located in relation to the Earth during a spring and neap tide? 10. Where are the sun and moon located in relation to the Earth during a lunar and solar eclipse? 11. What are the differences between a partial, total, and annular eclipse? See list below Strand 6 3 1 Describe the scientific theory of the origin of the solar system (solar nebular hypothesis). Page 1 of 2
Strand 6 3 2 6 3 3 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Describe the characteristics, location, and motions of the various kinds of objects in our solar system, including the Sun, planets, satellites, comets, meteors, and asteroids. Explain the phases of the Moon, eclipses (lunar and solar), and the interaction of the Sun, Moon, and Earth (tidal effect). 1. Moon 2. Luna 3. Sputnik 4. Yuri Gagarin 5. Neil Armstrong 6. Buzz Aldrin 7. Albedo 8. Highlands 9. Maria 10. Impact craters 11. Ejecta 12. Rays 13. Rilles 14. Regolith 15. Moonquakes 16. Giant impact theory 17. Lunar phases 18. Reflection 19. New moon 20. Waxing crescent 21. First quarter 22. Waxing gibbous 23. Full moon 24. Waning gibbous 25. Third quarter 26. Waning crescent 27. Synchronous rotation 28. Lunar motion 29. Tides 30. Spring tide 31. Neap tide 32. Solar eclipse 33. Lunar eclipse 34. Umbra 35. Penumbra 36. Tilted orbit 37. Annular eclipse 38. Perigee 39. Apogee 40. Annulus Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Earth and Space Science Quarter 4 Solar System (Duration 2 Weeks) Big Idea: Essential Questions: 1. Describe how the solar system formed 2. Explain the influence of gravity on planetary motion 3. Compare and contrast gas giants and terrestrial planets 4. Describe the following planet characteristics: size, atmosphere, terrain, structure, density, number of moons, gravity, orbit, etc. 5. Describe the extremes found on the planets (Ex: Olympus mons, Great red spot, etc.) 6. Explain why the Galilean moons are unique 7. Compare and contrast planets and dwarf planets 8. Compare and contrast: asteroids, meteoroids, meteorites, meteors, and comets 1. How, and when, did the solar system form? 2. What makes a star different from planets? 3. Why do planets revolve around stars? 4. What do the terrestrial inner planets have in common with one another? 5. What is the size of each planet in the solar system relative to one another? 6. What is the density of each planet in the solar system relative to one another? 7. What is the gravity of each planet in the solar system relative to one another? 8. What is the atmosphere of each planet in the solar system relative to one another? 9. What is the orbital period of each planet in the solar system relative to one another? 10. What is the direction of rotation for each planet in the solar system? 11. Which planets might contain liquid water? 12. How many moons does each planet have? 13. Why is Venus so much hotter than Earth? 14. What is Olympus Mons? 15. Where is the asteroid belt located, and what is it comprised of? 16. What do the outer gas giants have in common with one another? 17. What is occurring at the Great Red Spot on Jupiter? 18. What is significant about the four Galilean moons of Jupiter? 19. Which planet is completely tilted on its side causing extreme seasons? 20. Why is Pluto no longer considered a planet? 21. What are the differences between asteroids, meteoroids, meteorites, and meteors? Page 1 of 3
Strand 22. What is a comet composed of, and where are they believed to originate from? See list below Strand 6 3 1 6 3 2 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Describe the scientific theory of the origin of the solar system (solar nebular hypothesis). Describe the characteristics, location, and motions of the various kinds of objects in our solar system, including the Sun, planets, satellites, comets, meteors, and asteroids. 1. Nebular theory 2. Dust accretion 3. Protoplanetary disk 4. Condensation 5. Planetesimals 6. Protoplanets 7. Gas giants 8. Terrestrial planets 9. Debris 10. Retrograde motion 11. Nicolaus Copernicus 12. Heliocentric 13. Kepler s first law 14. Planetary motion 15. Ellipse 16. Astronomical unit 26. Rocky 27. Mercury 28. Venus 29. Greenhouse effect 30. Retrograde 31. Earth 32. Mars 33. Olympus Mons 34. Valles Marineris 35. Carbon dioxide ice 36. Outer planets 37. Jupiter 38. Great red spot 39. Jupiter s rings 40. Liquid metallic hydrogen 41. Belts 51. Ringlets 52. Titan 53. Uranus 54. Neptune 55. Triton 56. Dwarf planet 57. Asteroid belt 58. Ceres 59. Pluto 60. Eris 61. International Astronomical Union (IAU) 62. Small solar system bodies 63. Asteroid 64. Meteoroid 65. Meteor Page 2 of 3
Strand 17. Eccentricity 18. Kepler s second law 19. Kepler s third law 20. Galileo Galilei 21. Issac Newton 22. Gravity 23. Law of universal gravitation 24. Inner planets 25. Density 42. Zones 43. Galilean moons 44. Io 45. Europa 46. Ganymede 47. Callisto 48. Gravity assist 49. Saturn 50. Saturn s rings 66. Meteorite 67. Kuiper belt 68. Comet 69. Oort cloud 70. Halley s comet 71. Head 72. Tail 73. Meteor shower Page 3 of 3
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Earth and Space Science Quarter 4 Stars (Duration 2 Weeks) Big Idea: Essential Questions: 1. Compare and contrast the sun with other stars 2. Describe the layers of the sun 3. Explain the process of energy production in the sun 4. Compare and contrast the continuous spectrum versus the emission spectrum 5. Distinguish between brightness and luminosity 6. Interpret a Hertsprung-Russell diagram 7. Describe the effect of mass on stellar evolution 8. Compare and contrast the life cycles of regular stars and massive stars 9. Compare and contrast the following: Black holes, neutron stars, red giants, and white dwarfs 1. What are the different layers of the sun, and what are the distinguishing features of each layer? 2. What is the relationship between sunspots and magnetic fields? 3. What are solar flares, and how can they affect the Earth? 4. How, and where, is energy produced in the sun? 5. What is the relationship between the continuous spectrum and the emission spectrum? 6. What is the relationship between brightness and luminosity in stars? 7. How can a Hertsprung-Russell diagram be used to determine a star s properties? 8. Why is the sun considered a main sequence star? 9. How, and why, does mass affect the evolution of a star? 10. What is the life cycle of a massive star versus a regular star? 11. What are the similarities and differences between black holes, neutron stars, red giants, and white dwarfs? See list below Strand Page 1 of 2
Strand 6 4 2 6 4 3 6 4 4 6 4 5 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Describe the fusion process that takes place in stars. Analyze the evolution of various types of stars using the Hertzsprung-Russell (HR) diagram. Compare the evolution (life cycles) of stars of different masses (low and high mass). Explain the formation of the light elements in stars and the heavier elements (what astronomers call metals ) in supernova explosions. 1. Sun 2. Corona 3. Chromosphere 4. Photosphere 5. Convective zone 6. Radiative zone 7. Core 8. Nuclear fusion 9. Nuclear fission 10. Hydrogen 11. Deuterium 12. Helium 13. Plasma 14. Solar wind 15. Aurora 16. Sunspots 17. Magnetic field 18. Solar activity cycle 19. Solar flare 20. Prominence 21. Solar energy 22. Continuous spectra 23. Emission spectra 24. Absorption spectra 25. Wavelengths 26. Mass 27. Diameter 28. Apparent magnitude 29. Absolute magnitude 30. Luminosity 31. Temperature 32. Kelvin 33. Hertzspring-Russell (HR) diagram 34. Main sequence 35. Red giant 36. White dwarf 37. Brown dwarf 38. Stellar evolution 39. Nebula 40. Protostar 41. Fusion 42. Life cycle 43. Red supergiant 44. Betelgeuse 45. Neutron star 46. Pulsar 47. Supernova 48. Black hole Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Earth and Space Science Quarter 4 Galaxies/Universe (Duration 2 Weeks) Big Idea: Essential Questions: 1. Explain how scientists measure the distance between stars 2. Explain how can the Doppler shift be used to determine the speed and direction of a star s motion 3. Describe the different types of star groupings 4. Identify the different shapes of galaxies 5. Describe the evidence supporting the Big Bang theory 6. Describe the potential endings for the universe based on the Big Bang theory 7. Compare and contrast the following: dark matter, dark energy, and luminous matter 1. How do scientists measure the distances between stars and galaxies? 2. How can the Doppler shift be used to determine the speed and direction of a star s motion? 3. What are the different types of star groupings? 4. What do scientists believe the shape of the Milky Way Galaxy to be, and how have they come to this determination? 5. What do scientists believe the mass of the Milky Way Galaxy to be, and how have they come to this determination? 6. What evidence is there that the center of the Milky Way galaxy is occupied by a supermassive black hole? 7. What are the similarities and differences between Population I and Population II stars? 8. How are the different galaxies classified? 9. What is the Big Bang theory, and the evidence supporting it? 10. Based on the Big Bang theory, what are the potential endings for the universe? 11. What is the relationship between dark matter, dark energy, and luminous matter as it relates to the composition of the universe? See list below Strand 6 4 1 Describe the Big Bang Theory as an explanation for the origin of the universe. Page 1 of 2
Strand 6 4 6 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Explain the evolution and life cycles of galaxies. 1. Constellations 2. Binary stars 3. Dopplar shift 4. Parsec 5. Parallax 6. Milky Way galaxy 7. Variable stars 8. RR Lyrae variables 9. Cepheid variables 10. Nuclear bulge 11. Disk 12. Halo 13. Spiral arms 14. Population I stars 15. Population II stars 16. Spiral density wave 17. Hubble telescope 18. Disklike galaxies 19. Elliptical galaxies 20. Irregular galaxies 21. Redshift 22. Edwin Hubble 23. Hubble s law 24. Hubble constant 25. Active galactic nucleus 26. Radio galaxies 27. Quasars 28. Quasar redshift 29. Cosmology 30. Big Bang theory 31. Outward expansion 32. Momentum of expansion 33. Open universe 34. Closed universe 35. Flat universe 36. Cosmic background radiation 37. Wilkinson Microwave Anisotropy Probe (WMAP) 38. Dark energy 39. Dark matter Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Earth and Space Science Quarter 4 Test Review (Duration 1 Week) Big Idea: Essential Questions: See list below Strand Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Page 1 of 1