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Unit EQ
What is the Earth’s role in our
solar system?
Unit Title:
Earth in Space Unit 1
Grade:
6th
Time Frame:
Unit Overview
32 Days
There are many views of the formation of our
solar system.
Big Ideas: solar system, universe, theories
Theories of the
Universe
E1a
•
•
•
CONTENT MAP
Objects in the Solar System
E1b-f
E2c
• Galaxies
• Planets
• Moon
• Earth
Geocentric
Heliocentric
Big Bang
Unit Topic:
Solar Energy
E6b
Eclipses
E2b
Level of Learning
A
analyzing
B
analyzing
C
analyzing
D
analyzing
E
application
F
organizing
**S6e2 a-c
Earth in Space
Phases of the Moon
E2a
E3c (waves, currents,
tides)
Standard
Addressed
**S6e1 a-f
A
analyzing
B
analyzing
c
integrating
S6e3 d
analyzing
Enduring Understandings (Concepts/Big Ideas)
Essential Questions
1. there are different theories to explain the formation of
the universe (geocenric, heliocentric, Big Bang).
2. will understand that the planets have distinct
characteristics that distinguish it.
3. hierarchy of objects of the universe (galaxy, solar
system, universe).
4. gravity governs the motion of the solar system.
5. all objects in the solar system orbit around the sun
(causes day and night).
6. there are different objects in the solar system
(comets, asteroids, and meteorites).
7. the moon has phases depending on the alignment of
the earth, moon, and sun.
8. eclipses occur due to the alignment of the Earth,
moon, and sun.
9. tilt of the earth determines climate and seasons.
10. the moon controls the tides.
11. the sun is a renewable/inexhaustible source of
energy.
1. What facts support the theories of the formation of
the universe?
2. If you could travel to another planet, where would
you go and how would you prepare for your trip?
3. Where are we in relationship to the universe?
4. Why do the planets not collide?
5. What causes day and night?
6. What is the other “junk” in the solar system?
7. Why are meteor showers visible at the same time
each year?
8. Why does an eclipse not occur monthly?
9. Why do seasons occur?
10. How do the tides form?
11. What are some advantages/disadvantages of solar
energy?
Students will understand that…
Knowledge and Skills
AC = Assessment Code:
Students will know… (Acquisition lessons)
1. the Big Bang theory describes the
formation of the universe.
2. the historical theories of the motion of the
solar system .
3. the hierarchy of the universe.
4. the characteristics of each of the 9
planets.
5. objects in the solar system revolve around
the sun.
6. gravity is the force that controls all motion
AC
I – Informal
SR – Selected Response
CR – Constructed Response
PA – Performance Assessment (formative)
Students will be able to…
1. describe historical theories.
2. differentiate between solar system, galaxy,
and universe.
3. compare and contrast planets.
4. explain motion the objects in the day and
night sky.
5. explain why planets stay in their orbits.
6. differentiate between comets, asteroids,
and meteorites.
7. demonstrate the phases of the moon.
AC
in the solar system.
7. different phases of the moon with regard
to the alignment of Earth, moon, and sun.
8. eclipses occur because of alignment of the
earth, moon, and sun.
9. the tilt of the earth determines climate and
seasons.
10. the moon controls the tides.
11. the sun is a renewable/inexhaustible
source of energy.
8. explain how solar and lunar eclipses occur.
9. determine causes of the seasons.
10. explain the relationship between the moon
and tides.
11. explain why the sun is an alternate energy
resource.
ASSESSMENTS
Informal: reciprocating partners, numbered pairs, daily journals, warm-ups, group discussions, think-pairshare, ticket out the door, KWL charts, graphic organizers, conference/interview
Selected Response: multiple choice tests, fill-in-the-blank tests, matching
Constructed Response: flip book, foldables, graphic organizers, short discussion/essay, illustration
Performance Assessment (Authentic Use):
Summative Assessment (GRASPS)
Goal: understand characteristics of each planet
Role: intergalactic trading card dealer
Audience: consumers
Situation: trying to establish a new line of planetary trading cards
Product: a set of trading cards
Standards/Criteria:
Correlations
Instructional Plan/Activities
(Activators, Teaching Strategies, Summarizers)
Process
Skills
Brief description of the lesson/activity.
1. Venn-diagram---geocentric vs. heliocentric
2.Letter to Copernicus, Ptolemy about the theories of the solar
system.
3. Observe Phases of the Moon for 4 weeks
4. Real Estate agent and create business card for a destination
in space.
5. Create a travel brochure for space.
6. Patch for a new colony on a planet.
7.
8. Research Isaac Newton
9. Thumbs Up Demo, p. 758
10. Absolute and apparent Magnitude Quick Demo, p. 738
11. Seasons—direct/indirect light penny demo.
12. Phases of the moon flip book with written explanations for
the phases.
Note: to add additional lines, press TAB at the end of “activity” 6.
Use numbers from Understandings, Knowledge, and Skills to
correlate
Enduring
Understandings
Where does the
activity fit?
Know
(Acquisition)
Do
Key Terms:
Heliocentric
Geocentric
Ptolemy
Copernicus
Isaac Newton
Gig Bang Theory
Galaxy
Milky Way Galaxy
Gravity
comets
asteroids
meteors/meteorites
phases of the moon
lunar eclipse
solar eclipse
apparent magnitude
absolute magnitude
retrograde motion
Resources:
Glencoe, p. 758, 738
Research materials for Copernicus, Ptolemy, and Newton