Science – Year 5/6B Autumn 2

Earth and Space

Space!

Session 1

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March 1633

Dear young scientists of the 21st Century,

I am in desperate need of your assistance.

Since finding evidence that the Earth moves around the Sun and telling the world of my great discovery, I have gotten myself in somewhat of a lot of trouble. I have fallen out of favour with The Pope, and The Roman Inquisition is hot on my heels. You see my view of the solar and celestial systems (just like Copernicus before me) is not widely considered to be very Godly and The Church is after my retraction.

In just under two months I will be held to account by the prosecution of The Inquisition (this is a church-based prosecution that challenges anyone who questions the accepted religious view of the universe, that the Earth is at the centre and everything moves around it) and need to find a better way to evidence my claims so that they cannot convict me of any wrong doing. I know that out there in the 21st Century my world view is broadly taken as fact and so need you to be my defence team and put together some evidence to demonstrate the following:

The Earth and planets move in an orbit around the Sun

The Earth spins on its own axis once every 24 hours

The Earth travels around the sun once roughly every 364 days

The Earth and planets are spherical

The moon travels around the Earth

You will need to be scientific in your approach and put together a range of evidence that you can condense onto a large piece of paper, for transportation back through the portal.

My dear friends, I am relying on you and your scientific prowess and I leave you with thoughts of great optimism.

Your faithful servant, Galileo Galilei

Speech bubbles

Ptolemaic speech bubbles

The Earth is at the centre of the solar

system

The Sun and stars all move around the

Earth

The Earth is at the centre of the universe

The Earth does not rotate or move around

anything

Developing enquiry questions for Galileo’s request

Earth spinning (day and night + shadows)

Earth around the Sun (positioning of star constellations

& planets)

Earth around the Sun (seasons)

Moon as a satellite (moon phases)

Planets around the Sun (gravitational pull)

Spherical planets (images and observations)

Developing useful scientific questions

Initial question (what is our overarching question)

Improved version (is there something more specific that we are looking to do?)

Best version (what are the details of what and how you want to explore an overarching question?)

What evidence can we find that the Earth spins?

What can we observe and measure that demonstrates the spinning of the Earth?

How can observing and measuring shadows help to demonstrate the spinning of the Earth?

How can we demonstrate that the Earth moves around the sun?

How do the seasons help show us that the Earth moves around the sun?

Can we recreate how the sun and movement of the Earth form the seasons?

How can we demonstrate that the Earth moves around the sun?

What does observing changes in the night sky tell us about the movement of the Earth?

What changes in the night sky support the notion that the Earth moves?

How can we demonstrate that the Earth and planets orbit the sun?

What role does gravity have in the argument for a heliocentric solar system?

Can the science of gravitational force help to demonstrate the heliocentric nature of our solar system?

How do we know the Earth and planets are spherical?

What secondary sources of information provide evidence that the Earth and planets are spherical?

How do photographs help our understanding of the shape of planets?

What tells us that the moon travels around the Earth approximately every 4 weeks?

How do changes in the apparent shape of the moon support the idea that it moves around the Earth?

Can we model the phases of the moon to demonstrate its movement around the Earth?

Scientific enquiry (approaches) cards

Creating models

Creating diagrams

Modelling

Information and explanations

from secondary sources

Analysing Photos

Collecting and analysing data

Making detailed

observations

Problem solving: logical arguments

from given evidence

Noting patterns

Taking

measurements

Suggesting variables

Identifying limitations

Exploring/

investigating

Ensuring a fair

test

Classification

Example of matched enquiry question to scientific approaches

Earth spinning (day and night + shadows)

How can observing and measuring shadows help to

demonstrate the spinning of the Earth?

Creating diagrams

Modelling

Information and explanations

from secondary sources

Collecting and analysing data

Making detailed

observations

Problem solving: logical arguments

from given evidence

Noting patterns

Taking

measurements

Identifying limitations

Exploring/

investigating

Differentiated questions (teacher reference)

Y6

Do you have any thoughts on what we might be able to do to answer this question?

Can we make observations, or do we need to rely purely on other scientists’ work/secondary sources of information?

What do you think we could observe that demonstrates this?

Do you think we might be able to recreate this as a model or a demo?

Are we going to have to use logic to support this argument/idea?

How could you show or explain this to someone else?

Y5

Would it help if we made a model?

Would it help if we tracked the Earth’s movement by looking at the changing position of the sun?

If we explained how the seasons worked, using data and diagrams, would this help?

Are there any secondary sources (e.g. photos or simulations) that would provide evidence for this?

Possible research sites for children

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/

http://www.bbc.co.uk/education/topics/zkbbkqt

http://spaceplace.nasa.gov/

http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

http://www.theschoolrun.com/homework-help/solar-system

Homework

Instructions for making an orrery

Equipment

A round piece of cardboard about 30cm in diameter Thick coloured card Scissors Sticky tape String or wool Paints and paintbrushes A geometry compass

Instructions

1. Mark the centre of the card circle and use the compass to draw the ‘orbits’ of the eight planets. Make sure that the first four planets are towards the centre (the sun) then ensure you have a gap (asteroid belt) before drawing the four outer orbits towards the edge of the circle.

2. Punch a hole on each orbit (this is where you will hang your planets) and one at the centre of the circle for the sun. Check online where the planets currently are positioned if you like and try to replicate this with our holes (http://www.theplanetstoday.com/) 3. Create your Sun and each of the planets by cutting out

the coloured card ensuring they are all relatively sized to one another - they won’t be to scale as this is not possible. Paint the planets according to their appearance - think back to your planet painting during the last session.

4. Label each planet decoratively, then make a small hole toward the top of each. Tie string or wool through this hole then attach your planets to their correct ‘orbit’.

5. Tie string to the top of the card circle so that you can hang your orrery.