Support an argument that the obvious brightness of the sun and stars is due to their relative ranges from the Earth.


Observable features of the student Performance by the finish of the grade.

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Supported claimsStudents determine a given insurance claim to be supported about a given phenomenon. The case includes the idea the the apparent brightness the the sun and also stars is because of their relative distances from Earth.
Identifying clinical evidenceStudents describe* the evidence, data, and/or models that support the claim, including:The sun and other stars are organic bodies in the skies that give off their very own light.The apparent brightness that a variety of stars, consisting of the sun.A luminous object close come a person appears much brighter and larger 보다 a comparable object the is really far away from a human being (e.g., surrounding streetlights show up bigger and also brighter than far-off streetlights).The loved one distance the the sun and also stars from planet (e.g., return the sun and also other stars room all far from the Earth, the stars are very much aside from that away; the sunlight is much closer to earth than various other stars).
Evaluating and critiquing evidenceStudents evaluate the proof to recognize whether it is pertinent to supporting the claim, and sufficient come describe* the partnership between obvious size and also apparent brightness that the sun and also other stars and their relative ranges from Earth.Students identify whether added evidence is needed to support the claim.
Reasoning and synthesisStudents use reasoning to attach the relevant and appropriate evidence to the insurance claim with argumentation. Students describe* a chain of thinking that includes:Because stars are characterized as natural bodies that offer off their own light, the sun is a star.The sunlight is countless times bigger than Earth however appears little because the is an extremely far away.Even though the sun is an extremely far native Earth, the is lot closer than other stars.Because the sunlight is closer to earth than any other star, it shows up much larger and also brighter than any kind of other star in the sky.Because objects appear smaller and dimmer the furthermore they space from the viewer, other stars, back immensely huge compared to the Earth, seem lot smaller and also dimmer because they are so much away.Although stars room immensely large compared come Earth, they appear tiny and dim because they are so far away.Similar stars vary in noticeable brightness, indicating that they differ in distance from Earth.


Represent data in graphical display screens to reveal patterns that daily changes in length and also direction the shadows, day and also night, and the seasonal appearance of part stars in the night sky.


Observable functions of the student Performance by the end of the grade.
Organizing dataUsing graphical screens (e.g., bar graphs, pictographs), students theorem data pertaining to daily and also seasonal transforms caused by the earth rotation and also orbit about the sun. Students organize data that include:The length and direction of shadows observed several times during one day.The expression of daylight transparent the year, as established by sunrise and also sunset times.Presence or absence of selected stars and/or teams of stars that space visible in the night sky at different times of the year.
Identifying relationshipsIdentifying relationship a Students usage the organized data to find and describe* relationships within the datasets, including:The noticeable motion that the sunlight from eastern to west outcomes in trends of alters in length and direction of shadows transparent a job as earth rotates on its axis.The size of the day gradually transforms throughout the year as planet orbits the sun, with longer days in the summer and much shorter days in the winter.Some stars and/or teams of stars (i.e., constellations) deserve to be viewed in the sky all year, when others appear only at details times that the year.Students use the arranged data to find and also describe* relationships among the datasets, including:Similarities and differences in the timing of observable changes in shadows, daylight, and also the figure of stars display that events occur at different rates (e.g., planet rotates on its axis once a day, while its orbit roughly the sun takes a full year).


Develop a model using an instance to explain ways the geosphere, biosphere, hydrosphere, and/or setting interact.


Observable functions of the college student Performance by the finish of the grade.
Components of the modelStudents construct a model, making use of a specific given instance of a phenomenon, to describe* means that the geosphere, biosphere, hydrosphere, and/or environment interact. In their model, students recognize the relevant components of their example, including features of two of the following systems the are relevant for the provided example:Geosphere (i.e., solid and molten rock, soil, sediment, continents, mountains).Hydrosphere (i.e., water and also ice in the kind of rivers, lakes, glaciers).Atmosphere (i.e., wind, oxygen).Biosphere (i.e., plants, pets ).
RelationshipsStudents identify and also describe* relationships (interactions) within and also between the parts of the planet systems established in the version that are pertinent to the instance (e.g., the atmosphere and the hydrosphere interact by exchanging water through evaporation and precipitation; the hydrosphere and also atmosphere communicate through wait temperature changes, which bring about the formation or melt of ice).
ConnectionsStudents use the version to describe* a variety of ways in i beg your pardon the components of two significant Earth solution in the details given example communicate to affect the Earth’s surface ar materials and also processes in the context. Students use the design to describe* just how parts of an individual earth system:Work with each other to impact the functioning of that earth system.Contribute come the functioning of the various other relevant earth system.


Describe and also graph the amounts of salt water and fresh water in various reservoirs to provide evidence around the distribution of water on Earth.


Observable attributes of the student Performance by the end of the grade.
RepresentationsStudents graph the offered data (using typical units) about the lot of salt water and the quantity of new water in each of the complying with reservoirs, and in all the reservoirs combined, to deal with a clinical question: IOceans. .Lakes.Rivers. Glaciers. Soil water.Polar ice cream caps.
Mathematical/computational analysisStudents usage the graphs that the relative amounts of full salt water and total fresh water in every of the reservoirs come describe* that:The bulk of water on earth is found in the oceans.Most that the Earth’s fresh water is save on computer in glaciers or underground.  A small fraction of fresh water is found in lakes, rivers, wetlands, and also the atmosphere.


Obtain and combine information about ways individual areas use science ideas to protect the earth’s resources and environment.


Observable functions of the college student Performance by the finish of the grade.
Obtaining informationStudents acquire information from books and other dependable media about:How a given human activity (e.g., in agriculture, industry, everyday life) influence the earth resources and also environments.How a given neighborhood uses scientific concepts to protect a offered natural resource and the setting in i m sorry the resource is found.

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Evaluating informationStudents integrate information from 2 or more sources to carry out and describe* proof about:The confident and an adverse effects on the environment as a an outcome of human activities.How individual areas can use scientific ideas and a scientific knowledge of interactions between components of environmental systems to protect a natural source and the atmosphere in i m sorry the source is found.


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