Download benchmarks and task analyses - I

GALAXIES
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting
the stars. Identify our home galaxy as the Milky Way.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.
KEY QUESTIONS
What makes up a galaxy? How do solar systems compare to galaxies?
BACKGROUND INFORMATION
Our solar system is one of millions of solar systems in our galaxy, the Milky Way. Objects in our solar
system are held in place by gravity with the only star, the Sun, in the center. Other stars make up many
other solar systems which combine to form galaxies. Our galaxy orbits the center of mass.
There are three main types of galaxies as identified by the following table.
Elliptical
Spiral
Irregular
Made up of gas, dust,
and stars
Made up of gas, dust, and
stars
Made up of gas, dust,
and stars
Made up of both young
and old stars
Made up of mostly old
stars
Made up of young and
old stars
Held together by gravity
Held together by gravity
Held together by gravity
Round or oval shape
Pinwheel shape
Has no identifiable shape
Example- M87 (60
million light years from
the Milky Way)
Example- Milky Way
Example- M82 (10 million
light years from the Milky
Way)
The universe may contain 100 billion galaxies.
More details can be found at http://www.seds.org/messier/more/mw.html
MATERIALS
Per student
science notebook
pencil
colored pencils
Per group
1 “Model of the Milky Way Galaxy” sheet
to be used as a guide
37 small cups
large piece of blue paper (18 X 24)
fine sand
SAFETY
Students should wear goggles to avoid getting sand in their eyes.
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Orange County Public Schools June 2009
TEACHING TIPS
1. Students may have the misconception that constellations are a part of our solar system. You may
need to discuss the fact that these are actually part of our galaxy. The Sun is the only star in our
solar system.
2. Keep students on task to avoid messiness.
3. Students may have many questions about galaxies, solar systems, and the universe. This is an
area of science where new information is constantly discovered. Encourage students to find
answers to their questions by doing research on the Internet or by using recently published
books.
ENGAGE:
1. Display the key question and have students write it in their science notebook.
2. Provide student pairs or groups with a few minutes to discuss their preliminary thoughts about the
question and to make notes in their science notebook.
3. Ask student pairs or groups to report out their preliminary thinking. (use this to help you
understand student misconceptions and background knowledge on the subject)
4. Post the organizational map below.
5. Ask students:
a. What is a universe?
b. What is a galaxy?
c. Which is larger- a universe or a galaxy?
d. What is a solar system?
e. Which is larger- a solar system or a galaxy?
Many Solar Systems
that orbit stars
Universe
Andromeda
Galaxy
Our Solar System
that orbit the Sun
Milky Way
galaxy
Many other Solar
Systems that orbit
stars
M82 galaxy
Many Solar Systems
that orbit stars
Other galaxies
Many Solar Systems
that orbit stars
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Orange County Public Schools June 2009
EXPLORE
1. Tell students that you are now going to make a model of one galaxy- the Milky Way galaxy.
2. Ask students why we would make a model of a galaxy. (They should be able to explain that we
cannot see the entire galaxy so we have to make models)
3. Have student groups place on cup in the center of the large blue paper. Explain that this
represents the center of the galaxy- a place where it is dense with old stars.
4. Have students create 5 curved “arms” that extend off the center so the model looks similar to the
“Model of the Milky Way Galaxy” sheet. Explain that each cup represents millions of stars.
5. Refer students to the blue paper. Tell them that the blue paper represents all the gas in this
galaxy.
6. Have students sprinkle the sand between the cups on the blue paper. Explain that this represents
the space dust that is in the galaxy.
7. Tell students to rotate the blue paper in a circular manner. The center cup should always be in
the same place and the blue paper should not leave the table. Tell students that the galaxy
revolves around this cluster of old stars.
8. Give students a few minutes in their group to keep spinning the model, to discuss with one
another what the model represents and to discuss what makes up a galaxy. This is the ideal time
to walk around the room and do a quick assessment to determine if the students are making
correct connections.
9. Tell students to look at one of the cups on the edge of one of the arms. Tell them that this
represents our solar system, which has only one star- the Sun. Students can imagine how the
model would look if all of the cups were also spinning like the large paper.
10. Ask students to recreate this model in their science notebook using blue colored pencil as gas,
brown colored pencil as dust, and yellow colored pencil as the millions of stars. Students must be
sure to use a key to identify the parts of the galaxy.
EXPLAIN
1. Ask students:
a. What is a universe?
b. What is a galaxy?
c. Which is larger- a universe or a galaxy?
d. What is a solar system?
e. Which is larger- a solar system or a galaxy?
f. What is the name of our galaxy?
g. What is a galaxy made of?
2. Ask students if this was a scientific experiment or investigation. (investigation) Ask students to
explain the difference. (no variable to control)
EXTEND AND APPLY
 Allow students to create a model of the Milky Way using other materials. Require students to
explain what each material represents in the model.
ASSESSMENT
1. Make observational assessments when walking around the room while students are manipulating
the model. Make notes of misconceptions or inappropriate use of vocabulary.
2. A more formal assessment can be made from the student’s drawing in their notebook. Determine
if they understand what a galaxy is by ensuring that their drawing identifies stars, gas, and dust.
The student’s graphic should have a clear key.
3. For a very formal assessment, the questions in the “Explain” section could be used as a written
assessment.
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Orange County Public Schools June 2009
Model of the Milky Way galaxy
Grade 5, Big Idea 5
2009
4
Orange County Public Schools, Orlando, Florida
CLASSIFY AND DESCRIBE PLANETS
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSIS
SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the
properties of inner and outer planets.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.
KEY QUESTION
How can you classify and describe the planets in our solar system?
BACKGROUND INFORMATION
Our solar system consists of the sun and all the objects- eight planets and their moons, asteroids,
meteoroids, thousands of comets, and particles of dust and gas- that revolve around the sun. Each of the
eight planets spins around an axis and travels in a counterclockwise direction around the sun. The time it
takes a planet to orbit around the sun is that planet’s year. A planet’s distance from the sun affects its
climate and atmosphere.
More information can be found at http://www.nasa.gov/worldbook/index.html
MATERIALS
Per student
student notebook and pencil
Per group
crayons or markers
Solar System Cards
Teacher
Print and laminate enough sets of the planet cards ahead of time
SAFETY
Always follow OCPS science safety guidelines.
TEACHING TIPS
ENGAGE
1. Display the key question and have students write it in their science notebook.
2. Provide student pairs or groups with a few minutes to discuss their preliminary thoughts about the
question and to make notes in their science notebook.
3. Ask student pairs or groups to report out their preliminary thinking. (use this to help you
understand student misconceptions and background knowledge on the subject)
4. Pass out the planet cards. Each student should get one. A group would include all 8 planets.
5. Ask one group of 8 students to come up to the front of the room. Ask them to stand so that the
distances of their planets from the sun are arranged from smallest to largest. List these in order
on the board.
6. Ask that same group to rearrange themselves so that their planet’s densities are arranged from
greatest to least. List these in order on the board below the list you just created.
EXPLORE:
1. Allow student groups time to compare their cards and line themselves up based upon the
attributes on the cards.
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Orange County Public Schools, Orlando, Florida
2. Have students write their observations in their science notebooks and to discuss ways to classify
the planets based upon patterns.
3. Provide each student with a planet comparison chart (or have them create their own). Ask them
to complete the chart using the planet cards.
4. Allow each group time to report out conclusions about how planets can be classified and what
observations were made. (Students should notice that the lists are similar. Inner planets generally
have higher densities than the gas giants. The inner planets usually have smaller diameters. Gas
giants usually have longer lengths of years.)
EXPLAIN
1. Tell students that planets are generally classified as either inner or outer planets based upon
similar attributes.
2. Using the “Planet Comparison Chart”, students should answer the following questions:
a. Which planets have moons?
b. Which planets have a density greater than 2? Are these inner or outer planets? What do
you think this tells us about these planets?
c. Which planets have a diameter less than Earth’s? Are these inner or outer planets? What
do you think this tells us about these planets?
3. Ask students if this was a scientific experiment or investigation. (investigation) Ask students to
explain the difference. (no variable to control)
EXTEND AND APPLY
1. Have students create a bar graph comparing the diameter of the planets.
2. Have students write the planets’ distances from the sun using scientific notation.
3. Read Our Solar System by Rachel Kranz and/or A Tour of the Planets by Melvin Berger.
4. Divide students into groups to research the planets. Each group would be responsible for creating
two pages for a class book about planets. This book can stay in the classroom or be shared with
others.
ASSESSMENT
1. Complete observational assessments as student groups are working together- note if students
are using scientific thinking to discuss patterns and to classify information.
2. Notebook entries can be evaluated using the rubric.
3. The questions in the “Explain” section can be written assessment questions.
4. Have students respond to the following prompt:
“A new planet has been found. It has a density of 4.2 and surface gravity that is less than Earth’s.
Would this likely be an inner planet or an outer planet?” (Because of the pattern noted above,
students should determine that the planet is an inner planet because of the density. Surface
gravity cannot be a deciding factor since there are both inner and outer planets with gravities less
than Earth.)
Grade 5, Big Idea 5
2009
6
Orange County Public Schools, Orlando, Florida
Density: 5.5
Density: 5.2
Diameter: 4,900 Km
Diameter: 12,100 Km
Distance from the Sun: 57,900,000 Km
Distance from the Sun: 108,200,000 Km
Surface Gravity (compared to Earth): 0.39
Surface Gravity (compared to Earth): 0.91
Length of Year:88 Earth days
Length of Year:225 Earth days
Composition: Rock and metal
Composition: Rock and metal
Number of Moons: 0
Number of Moons: 0
Temperature: -185 degrees to 450 degrees
Temperature: 482 degrees Celsius at the surface
E
A
R
T
H
Density: 5.5
Density: 3.9
Diameter: 12,800 Km
Diameter: 6,800 Km
Distance from the Sun: 149,600,000 Km
Distance from the Sun: 227,900,000 Km
Surface Gravity: 1
Surface Gravity: 0.38
Length of Year: 365 days
Length of Year: 687 Earth days
Composition: Rock and metal
Composition: Rock and metal
Number of Moons: 1
Number of Moons: 2
Temperature: 15 degrees Celsius on surface (average)
Temperature: -23 degrees Celsius on the surface (average)
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2009
7
Orange County Public Schools, Orlando, Florida
Density: 1.3
Density: 0.7
Diameter: 143,000 Km
Diameter: 120,600 Km
Distance from the Sun: 778,300,000 Km
Distance from the Sun:1427,000,000 Km
Surface Gravity: 2.60
Surface Gravity: 1.07
Length of Year:11.9 Earth years
Length of Year:29.5 Earth years
Composition: Mostly Hydrogen and Helium gases
Composition: Mostly Hydrogen and Helium gases
Number of Moons: 63
Number of Moons: 34
Temperature: -150 degrees at cloud tops
Temperature: -180 degrees at cloud tops
Density: 1.3
Density: 1.6
Diameter: 51,100 Km
Diameter: 49,500 Km
Distance from the Sun: 2870,000,000 Km
Distance from the Sun: 4497,000,000 Km
Surface Gravity: 0.90
Surface Gravity: 1.15
Length of Year:84 Earth years
Length of Year:165 Earth years
Composition: Mostly Hydrogen and Helium gases
Composition: Mostly Hydrogen and Helium gases
Number of Moons: 27
Number of Moons: 13
Temperature: -210 degrees at cloud tops
Temperature: -220 degrees at cloud tops
Grade 5, Big Idea 5
2009
8
Orange County Public Schools, Orlando, Florida
EARTH’S POSITION IN THE SOLAR SYSTEM
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons,
asteroids, comets—and identify Earth’s position in it.
The student:
 The student uses a model to locate the position of the Earth in relation to the Sun, all of the
planets, Earth’s moon, and asteroid belt.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.
KEY QUESTION
What is the Earth’s position in our solar system?
BACKGROUND INFORMATION
The solar system consists of the sun, the planets and their moons, asteroids, meteoroids, thousands of
comets, and particles of dust and gas that revolve around the sun. Each of the nine planets spins around
an imaginary axis through its center, while also traveling in a clockwise direction around the sun. The
word planet comes from the Greek “planets,” which means “wanderer.”
The distances from planet to planet and across the solar system are so large that it is hard to even
imagine them. The exact distances between the planets and the sun and between the planets
themselves vary because the planets move in oval orbits. The chart below shows the approximate
distance from the sun to each of the planets.
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Approximate distance from the sun
60,000,000 km
110,000,000 km
150,000,000 km
230,000,000 km
780,000,000 km
1,430,000,000 km
2,880,000,000 km
4,590,000,000 km
5,900,000,000 km
More information can be found at http://www.nasa.gov/worldbook/index.html
MATERIALS
Teacher/Class
Per group
11 meter sticks or stakes
Set of solar system cards
Laminated black and white planet cards
Trundle wheel or measuring tape
Multiple sets of color solar system cards should be printed and laminated if possible
One set of the black and white scale model cards should be printed and laminated and taped to meter
sticks
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Orange County Public Schools, Orlando, Florida
Per student
science notebook and pencil
SAFETY
Always follow OCPS science safety guidelines.
TEACHING TIPS
 You will need to take students outside for part of the demonstration.
 Prepare and laminate the planet cards. Tape them to the meter sticks or stakes.
 Students can use a trundle wheel to measure the distances or estimate the distances and pace
them off. Since many trundle wheels utilize the metric system, distances are given in feet and in
meters (rounded to the nearest whole centimeter).
 Depending on your school’s type of ground, you may need a hammer to get the sticks or stakes
into the ground.
ENGAGE
1. Display the key question and have students write it in their science notebook.
2. Provide student pairs or groups with a few minutes to discuss their preliminary thoughts about the
question and to make notes in their science notebook.
3. Ask student pairs or groups to report out their preliminary thinking. (use this to help you
understand student misconceptions and background knowledge on the subject)
4. Divide students into groups and provide each group with a set of solar system cards.
5. Ask each group to look at the cards and determine where the Earth’s position is in the solar
system.
6. Regroup and hear ideas. (Students should be able to determine that the “distance from the Sun”
is the characteristic that will allow them to order the planets.
EXPLORE
1. Take the class outside to a field or playground at least 600 feet in length. Tell students that the
class will mark off the distances between the planets in the solar system and create a visual
model. Remind students that the model will not be an accurate representation, but it will help
them to better appreciate and understand the great distances between planets in the solar
system and their position relative to the sun.
2. Put the sun stake into the ground, facing the direction in which you plan to walk.
3. Measure 6 feet (1.83 meters) from the sun and place the Mercury stake into the ground. Ask:
Can you still see the circle representing the sun?
4. Measure 5 more feet or 1.53 meters (11 ft. or 3.36 meters from the sun stake). Place the Venus
stake into the ground. Ask: Can you see the sun circle from here?
(Note: Students should focus on trying to see the circle on the card - not the stake itself.)
5. Measure 4 feet or 1.22 meters (15 feet or 4.58 meters from the sun). Place the earth stake into
the ground. Ask: Can you see the sun circle? Can you see the circle representing Mercury? Can
you see the circle representing Venus?
6. Measure 9 more feet or 2.75 meters (24 feet or 7.32 meters from the sun). Place the Mars stake
into the ground. Continue to question the students about the visibility of the previously staked
planet circles and the sun.
7. Tell the students, We are now beginning to mark off the latter half of the solar system - the outer
planets.
8. Measure 19 more feet or 5.52 meters (43 feet or 13.12 meters from the sun). This is the Asteroid
Belt.
Grade 5, Big Idea 5
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Orange County Public Schools, Orlando, Florida
9. Measure 37 feet or 11.29 meters from the Asteroids Belt (80 feet or 24.4 meters from the sun).
Place the Jupiter stake into the ground. Continue the questioning.
10. Measure 60 feet or 18.3 meters from Jupiter (148 feet or 45.14 meters from the sun). Place the
Saturn stake into the ground.
11. Measure 146 feet or 44.53 meters from Saturn (294 feet or 89.67 meters from the sun). Place
the Uranus stake into the ground.
12. Measure 130 feet or 39.65 meters from Uranus (446 feet or 136.03 meters from the sun). Place
the Neptune stake into the ground. Ask: What is the farthest planet you can see?
13. Measure 165 feet or 50.33 meters from Neptune (611 feet or 186.36 meters from the sun). Place
the Pluto stake into the ground. Ask: Can you still see the sun? Which planets can you still see
from this point?
EXPLAIN
1. Have students sit together at the Pluto stake and discuss the experience.
a. What do you see now? (mostly empty space)
b. Are the distances the same between the planets? (no)
c. Why can we not see all the planets from the earth? (The distances are too great.)
d. Which planet is closest to the sun? (Mercury)
e. Which planet is farthest from the sun? (Pluto)
f. Which planet takes the longest time to revolve around the sun? Why? (Pluto, which is the
farthest from the sun)
g. Which planets probably have the warmest climate? (those planets which are closest to the
sun)
h. Which planets probably have the coldest climate? (those planets which are the farthest
from the sun)
2. As you walk back to collect the materials, make sure students note the position of the Earth in the
model.
3. Ask students if this was a scientific experiment or investigation. (investigation) Ask students to
explain the difference. (no variable to control)
EXTEND AND APPLY
1. Students have focused only on relative distances between the planets. The stake cards were
marked with symbolic circles showing the relative sizes of the planets, but students may wish to
further explore the relationship of planet size. Students can select balls to represent the planets,
approximating their size:
Planet
Diameter
Ball
Sun
1,392,000 km
ball 2-3 m diameter
Mercury
4,880 km
small marble
Venus
12,100 km
tennis ball
Earth
12,756 km
tennis ball
Mars
6,787 km
ping-pong ball
Jupiter
142,800 km
basketball
Saturn
120,000 km
soccer ball
Uranus
51,800 km
baseball
Neptune
49,500 km
baseball
Pluto
3,000 km
small marble
Students can then replicate the previous activity, using the balls instead of the planet stakes.
Different students can stand at each planet site and hold the planet (ball), or students can make
stick markers and leave the balls at each site.
Grade 5, Big Idea 5
2009
11
Orange County Public Schools, Orlando, Florida
ASSESSMENT
1. Students can respond to the question: What is the Earth’s position in our solar system? in their
notebooks.
2. Students use the diameters listed on the color solar system cards to create a scale drawing of the
solar system.
Grade 5, Big Idea 5
2009
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Orange County Public Schools, Orlando, Florida
Density: 5.5
Density: 5.2
Diameter: 4,900 Km
Diameter: 12,100 Km
Distance from the Sun: 57,900,000 Km
Distance from the Sun: 108,200,000 Km
Surface Gravity (compared to Earth): 0.39
Surface Gravity (compared to Earth): 0.91
Length of Year:88 Earth days
Length of Year:225 Earth days
Composition: Rock and metal
Composition: Rock and metal
Number of Moons: 0
Number of Moons: 0
Temperature: -185 degrees to 450 degrees
Temperature: 482 degrees Celsius at the surface
E
A
R
T
H
Density: 5.5
Density: 3.9
Diameter: 12,800 Km
Diameter: 6,800 Km
Distance from the Sun: 149,600,000 Km
Distance from the Sun: 227,900,000 Km
Surface Gravity: 1
Surface Gravity: 0.38
Length of Year: 365 days
Length of Year: 687 Earth days
Composition: Rock and metal
Composition: Rock and metal
Number of Moons: 1
Number of Moons: 2
Temperature: 15 degrees Celsius on surface (average)
Temperature: -23 degrees Celsius on the surface (average)
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2009
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Orange County Public Schools, Orlando, Florida
Density: 1.3
Density: 0.7
Diameter: 143,000 Km
Diameter: 120,600 Km
Distance from the Sun: 778,300,000 Km
Distance from the Sun:1427,000,000 Km
Surface Gravity: 2.60
Surface Gravity: 1.07
Length of Year:11.9 Earth years
Length of Year:29.5 Earth years
Composition: Mostly Hydrogen and Helium gases
Composition: Mostly Hydrogen and Helium gases
Number of Moons: 63
Number of Moons: 34
Temperature: -150 degrees at cloud tops
Temperature: -180 degrees at cloud tops
Density: 1.3
Density: 1.6
Diameter: 51,100 Km
Diameter: 49,500 Km
Distance from the Sun: 2870,000,000 Km
Distance from the Sun: 4497,000,000 Km
Surface Gravity: 0.90
Surface Gravity: 1.15
Length of Year:84 Earth years
Length of Year:165 Earth years
Composition: Mostly Hydrogen and Helium gases
Composition: Mostly Hydrogen and Helium gases
Number of Moons: 27
Number of Moons: 13
Grade 5, Big Idea 5
2009
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Orange County Public Schools, Orlando, Florida
Temperature: -210 degrees at cloud tops
Temperature: -220 degrees at cloud tops
S
U
N
A
S
T
E
R
O
I
D
Density: 1.4 g/cm3
B
E
L
T
Includes more than 750,000 asteroids
Diameter: 1,391,000 Km
Distance from the Sun: 0
Distance from the Sun: Approx. 420,000,000 Km
Surface Gravity (compared to Earth): 28
Composition: Carbon and other minerals
Composition: Hot Gas
Number of Moons: 0
Avg Temperature: -100o Celsius at the surface
Temperature: 5,500 degrees C
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2009
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Orange County Public Schools, Orlando, Florida
Grade 5, Big Idea 5
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Orange County Public Schools, Orlando, Florida
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Orange County Public Schools, Orlando, Florida
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Orange County Public Schools, Orlando, Florida
Permission to duplicate is granted by Mike Ryan, Astronomy Education Specialist, Eustis, FL.
Grade 5, Big Idea 5
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Orange County Public Schools, Orlando, Florida
CLASSIFY AND IDENTIFY SOLAR SYSTEM OBJECTS
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moons,
asteroids, comets—and identify Earth’s position in it.
The student:
 identifies objects of the Solar System including Sun, planets, moons, asteroids, and comets.
 compares/contrasts characteristics of the Sun, planets, moons, asteroids, and comets in our
Solar System.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable;
explanations must always be linked with evidence.
KEY QUESTION
How can we classify and identify solar system objects?
BACKGROUND INFORMATION
The solar system consists of the sun, the planets and their moons, asteroids, meteoroids, thousands of
comets, and particles of dust and gas that revolve around the sun. Each of the eight planets spins
around an imaginary axis through its center, while also traveling in a clockwise direction around the sun.







Mercury and Venus have no moons
Earth has one moon named Luna
Mercury has 2 moons:
Jupiter has 63 moons including Callisto, Europa, Ganymede, Io
Saturn has 34 moons including Enceladus
Uranus has 27 moons
Neptune has 13 moons
More information can be found at http://www.nasa.gov/worldbook/index.html
MATERIALS
Per student
Science notebook and pencil
Per group
“Asteroid, Comet, Moon, or Planet?” chart
SAFETY
Always follow OCPS science safety guidelines.
TEACHING TIPS
1. Allow students time to research our solar system on the internet.
2. Check out books from the library about the solar system for students to gather information.
3. Encourage students to bring resources from home.
ENGAGE
1. Tell students to write the key question in their notebook.
2. Have students take a moment to think about the question: How can we classify and identify solar
system objects? and to write their thoughts in their science notebook under the key question.
3. Ask students to think-pair-share their ideas with a partner.
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Orange County Public Schools, Orlando, Florida
4. Allow student partners to share their thoughts.
5. Tell students that today, we will look at some evidence and students will need to be scientists and
use this evidence to form conclusions.
EXPLORE
1. Provide each group of students with the data chart. Ask them to use what they know about solar
system objects to make a claim in the last column. Their claim must be whether the object is an
asteroid, a comet, a moon, or a planet. Students must be prepared to support their claim with
evidence from the chart or other resource.
2. Allow students ample time to discuss and make claims.
3. Provide time for students to report out their conclusions and support their claims.
EXPLAIN
1. Ask the following questions to support understanding:
What characteristics do planets have in common?
- Orbit the sun
- Spherical shapes
What characteristics do comets have in common?
- Orbit the sun
- Have a tail and made of dust
- Have an irregular shape
What characteristics do asteroids have in common?
- Orbit the sun
- Have an irregular shape
What characteristics do moons have in common?
- Orbit a planet
- Have a spherical shape
2. Ask students if this was a scientific experiment or investigation. (investigation) Ask students to
explain the difference. (no variable to control)
ASSESSMENT
1. Evaluate science notebooks according to the rubric.
2. Students respond to the following prompt:
Scientists need to classify two objects in our solar system. This is the information we have on
them:
Vesta: Vesta is located approximately 375,000,000 Km from the sun and has no atmosphere.
Vesta orbits the sun and has an irregular shape.
Pluto: Pluto is located 7,376,000,000 Km from the sun at its farthest point during its orbit around
the sun. Pluto has very little atmosphere and is made of ice.
What do you think each object is- an asteroid, comet, moon, or planet? Explain your thinking.
(Note: Both Vesta and Pluto are solar system objects that scientists disagree on the classification of and
both have been thought to be able to meet the criteria for either a planet or a dwarf planet at one point.
Currently, Vesta is identified as an asteroid and is in the asteroid belt. Assess students only on their
critical thinking and ability to provide evidence for their claim.)
Grade 5, Big Idea 5
2009
21
Orange County Public Schools, Orlando, Florida
Asteroid, Comet, Moon, or Planet?
Orbits…
Composition
Atmosphere?
Shape
Earth
Sun
Rock
Cloudy
Spherical
Enceladus
Saturn
Ice
No
Spherical
Eros
Sun
Rock
Almost none
Irregular
Europa
Jupiter
Ice
No
Spherical
Ganymede
Jupiter
Ice
No
Spherical
Halley
Sun
Almost none
Irregular
Hyperion
Saturn
Ice and dust, with a
long tail
Ice and rock
No
Irregular
Ida
Sun
Rock
Almost none
Irregular
Io
Jupiter
Rock
No
Spherical
Jupiter
Sun
Gas
Thick and cloudy
Spherical
Luna
Earth
Rock
No
Spherical
Mars
Sun
Rock
Thin and cloudy
Spherical
Mercury
Sun
Rock
No
Spherical
Miranda
Uranus
Ice
No
Spherical
Neptune
Sun
Gas
Thick and cloudy
Spherical
Phobos
Mars
Rock
No
Spherical
Saturn
Sun
Gas
Thick and cloudy
Spherical
Tempel 1
Sun
Almost none
Irregular
Titan
Saturn
Ice and dust, with a
dust tail
Rock and ice
Thick and cloudy
Spherical
Triton
Neptune
Ice
Almost none
Spherical
Uranus
Sun
Gas
Thick and cloudy
Spherical
Venus
Sun
Rock
Thick and cloudy
Spherical
Grade 5, Big Idea 5
2009
22
Orange County Public Schools, Orlando, Florida
What is it?
Planet
Asteroid
Moon
Comet
5th Grade Science Notebook Rubric
Preliminary Thinking
Data Collection/
Observations

only includes key question

no data or diagrams
1
limited
D



3
above average
B



4
excellent
A


key question is written in
the notebook
no evidence or data used
to support preliminary
thinking (data can be
personal experiences,
previous investigations, or
research information)
preliminary thoughts may
not be related to the key
question


key question is written in
the notebook
limited evidence or data
used to support preliminary
thinking (data can be
personal experiences,
previous investigations, or
research information)
preliminary thoughts are
related to the key question


key question is written in
the notebook
uses data as evidence to
make predictions (data can
be personal experiences,
previous investigations, or
research information)
preliminary thoughts are
related to the key question








Grade 5, Big Idea 5
2009



2
average
C
Conclusion/ Reflection
no observational data
data charts, graphs, and
tables are not accurate or
not visually appealing
(unreadable)
diagrams are missing
scientific labels
no relevant handouts or
other supplemental
material included (where
applicable)

limited observational data
data charts, graphs, and
tables are not accurate or
not visually appealing
(unreadable)
diagrams include some
scientific labels relevant to
the investigation
some relevant handouts or
other supplemental
material are included
(where applicable)

observations are detailed
and include labels where
applicable
data charts, graphs, and
tables are mathematically
accurate and visually
appealing
diagrams include many
scientific labels that are
relevant to the
investigation
all relevant handouts or
other supplemental
material are included
(where applicable)

23
Orange County Public Schools, Orlando, Florida









conclusion only responds to
key question with no
evidence
does not attempt to explain
class data discrepancies
(where applicable)
conclusions have limited
explanations and may not be
linked to evidence
conclusions do not connect
to the investigation and may
relate to irrelevant topics
attempts to explain class
data discrepancies (where
applicable) are incorrect
no connections are made to
real world situations or other
investigations completed in
class
explains and defends
conclusions using evidence
conclusions connect to the
investigation and refer to
some element of the
investigation
attempts to explain class
data discrepancies (where
applicable) are incomplete
connections are made to real
world situations or other
investigations completed in
class
explains and defends
conclusions using evidence
conclusions connect to the
investigation and refer to
some element of the
investigation
accurately explains class
data discrepancies (where
applicable)
connections are made to real
world situations or other
investigations completed in
class