BELL Work (5 min.)1. Write down HW in planner.2. Set up today’s pages (8-9)

3. Make sure you have today’s 2 handouts.

4. Read these handouts to yourself and write down two things that will help you achieve a high score!

OBJECTIVES & LEARNING GOALS:ASTRONOMERS CAN:

Level 4

I CAN Investigate original and later evidence used to develop the concept of the heliocentric model of the Solar System.

Level 3

I CAN Compare and contrast various historical models of the Solar System, including geocentric and heliocentric using evidence from astronomers such as Aristotle, Copernicus, Kepler, and Galileo.

Level 2

I CAN Illustrate the difference between the heliocentric and geocentric models of the Solar System.

Level 1

With help, I can explain that astronomers have changed their ideas about how we should model the solar system.

• Create a “WANTED” poster that discusses contributions of an astronomer to geocentric and heliocentric models of our Solar system.

Quick Reminder: Scientists’ Expectations.

dignity respectngage participation

on time preparedstandard excellence

Check Foldable! P. 5 “Through” Explanation

drawing

Explanation

drawing

Supporting ScientistsAristotle –

Ptolemy -

Supporting Scientists

Copernicus –

Galileo-

Model where the Earth is the Center of the Solar SystemAll planets revolve around Earth.

The Sun is the center of the Solar system with planets, moons,And other objects revolving around it.

Greek philosopherwhose model placed the moon, Sun, planets, and stars in circlessurrounding Earth.Developed “wheels on wheels”Geocentric model to explain Planet movements.

Developed first true Heliocentric model that still stands today.

Supported Copernicus’ modeland used redeveloped telescope to prove that objects can revolve around objectsother than Earth by observing Jupiter’s moons.

Helio vs. Geo Walking Stations –Check chart below on Through p. 7

Heliocentric

Heliocentric

Geocentric

Geocentric

Heliocentric

Galileo’s discovery of Jupiter’s moonsProved that objects can orbit objects other than Earth.

The “apparent” daily movement of the Sun, stars, and moon make it seem like everything is orbiting the Earth.

Larger objects “attracting” smaller objects because of gravity supports that solar system objects would orbit the Sun.

This describes Ptolomy’s “Wheels on wheels” model that most of the world believed for almost 1,500 years.The only way to correctly predict Mercury’s orbit is to show it orbiting the Sun with all of the other planets.

Retrograde Motion

While watching this short clip explain how this relates to what we are studying.

Today’s Task: Wanted Poster Create a “Wanted” Poster according to the guidelines/Rubric.

Use the Astronomers Bio handout and your book (p. 88-90) to complete research. You can use colors at the front of the room. Can use 1 piece of paper (up front) until it runs out. See examples posted in the room for ideas.

Out – bottom of page 8.

Write down what you need to complete by Monday for your Wanted poster project. Be specific.

Level 4

I CAN Investigate original and later evidence used to develop the concept of the heliocentric model of the Solar System.

Level 3

I CAN Compare and contrast various historical models of the Solar System, including geocentric and heliocentric using evidence from astronomers such as Aristotle, Copernicus, Kepler, and Galileo.

Level 2

I CAN Illustrate the difference between the heliocentric and geocentric models of the Solar System.

Level 1

With help, I can explain that astronomers have changed their ideas about how we should model the solar system.

Brainpop Recap:Galileo and contributions to Science

Level 4•Research how Solar flares affect life on Earth as well as compare and contrast the Sun and the Earth in terms of structures, movement, size, etc

Level 3•Model and describe solar properties including rotation, physical structure, convection, sunspots, solar flares, and prominences and connect them to conditions and events on Earth.

Level 2•Identify and label solar properties including rotation, physical structure, convection, sunspots, solar flares, and prominences.

Level 1•With help, I can describe some of the properties of the Sun.