DetailsPermalink to Details
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- Space: Moons
DescriptionPermalink to Description
One theory on the creation of the moon is that a Mars-sized body crashed into the Earth and the material that broke in the collision formed the moon. The oldest material collected from the moon dates back to 4.5 billion years ago. This is believed to be the age of the moon. The moon rotates in such a way that the same side always faces the Earth. The side viewed from Earth is referred to as the near side, while the other side is the far side. Exploration of the moon has revealed that the near side of the moon is different than the far side of the moon. Temperature ranges from -387°F to 253°F on the moon depending on the side of the moon the temperature is taken from and whether it is night or day.
The near side of the moon has light areas referred to as Lunar Highlands and dark areas called Maria. The Maria are lower in altitude than the highlands and filled with dark solidified lava from when the moon was volcanically active. Both areas are littered with craters, as the Moon’s surface is very old and has had time to accumulate craters. While the far side of the moon is also covered with craters, there are fewer Maria present. More than 70 spacecraft have gone to the Moon and 12 astronauts have actually had the chance to walk on the surface of the Moon. Throughout the missions, 842 pounds of lunar rock and soil have been brought back to Earth. A second dataset of the moon shows the locations of Apollo and Surveyor landing sites. The Surveyor landing sites are noted with an "S". There are also pictures taken from the Apollo 8, 11, 12, and 17 missions.
Next Generation Science StandardsPermalink to Next Generation Science Standards
Cross-cutting ConceptsPermalink to Cross-cutting Concepts
C1 Patterns. Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
C2 Cause and Effect. Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.
C2 Cause and Effect. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship
C4 Systems and System Models. Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
C7 Stability and Change. Students measure change in terms of differences over time, and observe that change may occur at different rates. Students learn some systems appear stable, but over long periods of time they will eventually change.
C2 Cause and Effect. Students classify relationships as causal or correlational, and recognize that correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
C3 Scale Proportion and Quantity. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations
C4 Systems and System Models. Students can understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. They can use models to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. They can also learn that models are limited in that they only represent certain aspects of the system under study.
C5 Energy and Matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C2 Cause and Effect. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They recognize changes in systems may have various causes that may not have equal effects.
C4 Systems and System Models. Students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They can use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. They can also use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They can also design systems to do specific tasks.
C5 Energy and Matter. Students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
C7 Stability and Change. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability
Disciplinary Core IdeasPermalink to Disciplinary Core Ideas
ESS1.A The Universe and its Stars. Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted
ESS1.B Earth and the Solar System. Patterns of movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted
ESS1.C The History of Planet Earth. Some events on Earth occur very quickly; others can occur very slowly.
ESS2.B Plate Tectonics & Large Scale Interactions. Maps show where things are located. One can map the shapes and kinds of land and water in any area.
ESS3.B Natural Hazards. In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.
ESS1.A The Universe and its Stars. Stars range greatly in size and distance from Earth and this can explain their relative brightness.
ESS1.B Earth and the Solar System. The Earth’s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.
ESS1.C The History of Planet Earth. Certain features on Earth can be used to order events that have occurred in a landscape.
ESS2.B Plate Tectonics & Large Scale Interactions. Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events.
ESS3.B Natural Hazards. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.
PS2.A Forces and Motion. The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center
PS3.A Definitions of Energy. Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form.
ESS1.A The Universe and its Stars. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
ESS1.B Earth and the Solar System. The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, tides, lunar phases, and seasons.
ESS1.C The History of Planet Earth. Rock strata and the fossil record can be used as evidence to organize the relative occurrence of major historical events in Earth’s history.
ESS3.B Natural Hazards. Mapping the history of natural hazards in a region and understanding related geological forces can help forecast the locations and likelihoods of future events, such as volcanic eruptions, earthquakes and severe weather.
PS2.A Forces and Motion. The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force.
PS2.B Types of Interactions. Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object.
PS3.A Definitions of Energy. Kinetic energy can be distinguished from the various forms of potential energy. Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter.
PS3.C Relationship between energy and forces. When two objects interact, each one exerts a force on the other, and these forces can transfer energy between them.
ESS1.A The Universe and its Stars. The sun is just one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
ESS1.B Earth and the Solar System. Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Changes in Earth’s tilt and orbit cause climate changes such as Ice Ages
ESS1.C The History of Planet Earth. The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.
PS2.A Forces and Motion. Newton’s 2nd law (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.
PS2.B Types of Interactions. Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.
PS3.A Definitions of Energy. The total energy within a system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects).
PS3.C Relationship between energy and forces. Fields contain energy that depends on the arrangement of the objects in the field.
Notable FeaturesPermalink to Notable Features
- Maria: Areas of lower altitude filled in with dark solidified lava
- Lunar Highland: Areas of higher altitude that appear lighter
- Abundance of craters
Data SourcePermalink to Data Source