Download UBD Science 9 Earth and Space

Planning for Inquiry in Science (UBD)
Unit
Developer(s)
Earth and Space Science
Taylor Merasty
Grade
Date
9
April 6th, 2015
Stage 1: Identify Desired Results
Curricular Outcomes
Choose an outcome, multiple outcomes, or part of an outcome to address for this planning process.
EU9.1 Inquire into the motion and characteristics of astronomical bodies in our solar system and the
universe.
EU9.2 Analyze scientific explanations of the formation and evolution of our solar system and the
universe.
EU9.3 Examine how various cultures, past and present, including First Nations and Métis, understand
and represent astronomical phenomenon.
EU9.4 Analyze human capabilities for exploring and understanding the universe, including technologies
and programs that support such exploration.
Knowledge
Students will know…
Determine the key knowledge students will acquire upon
achieving this outcome. (4-6 items per outcome)
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What our solar system is comprised of.
Geocentric and Heliocentric models
Basics of gravitational pull.
The elliptical path our planets take
around the sun and why.
The Sun supplies the light and heat
energy needed by our solar system.
What the big bang is.
The nebular hypothesis.
The fission theory.
The accretion theory.
How planets are formed.
The cultures that explored astronomical
phenomenon such as the Incas, Mayans,
Egyptians, Mesopotamians, Chinese, and
First Nations.
Past and modern astronomers who made
great accomplishments such as,
Copernicus, Giordano Bruno, Galileo,
Johannes Kepler, Edmond Halley, Isaac
Newton, William Herschel, Pierre-Simon
Laplace, and Carl Sagan.
Who NASA is.
Current space technologies used today in
Space Station, satellites, and on Mars.
Past technology in space such as
Voyageur 1.
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Do
Students will be able to…
Determine the key skills students will acquire upon achieving
this outcome. (4-6 items per outcome)
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Find proper resources on the Internet for
research projects.
Present in front of the class.
Work in small group with other students.
Be creative in creating posters, power
points, or videos for presentations.
Analyze past and present human capabilities
in exploring space with technology.
Analyze past and present contributions, and
understandings of astronomy.
Analyze scientific theories around the
creation of our solar system and universe.
See how data provided by astronomy, radio
astronomy, satellite-based astronomy, and
satellite exploration of the sun, planets,
moons, and asteroids contribute to our
knowledge of the solar system
Describe the effects of solar phenomena,
including sunspots, solar flares, and solar
radiation, on Earth.
Identify potential physical and psychological
barriers to exploring and/or living in the
universe beyond the inner solar system.
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Understand Students will understand that…
Determine the specific understandings students will acquire
upon achieving this outcome. (1-2 items per outcome)
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Earth is the only planet in our solar system
humans can live freely on.
Space is infinite.
The suns gravitational pull is keeping our
solar system in order
The planets move around the sun in an
ellipse not in a circle.
Many past and present cultures centered
their cultures around astronomy.
Many past scientists sacrificed a lot to study
what they loved.
The study of Earth and Space science is very
important.
There are amazing past space technologies
and many new and upcoming technologies
for space exploration.
Big Ideas
Write one or more sentences that sum up the “big ideas” or enduring understandings related to this outcome or unit of
study. Note that it will likely take multiple iterations to develop big ideas that fully represent the outcome. Development of
questions for deeper understanding should guide development of the big ideas.
It is important for students to have a basic understanding of space and the
contributions/accomplishments that people in the past and present have made. Many people believe
the answer to our futures and purpose on this planet lie out in space. Students are the key to the future
and it is important for students to understand what they are inheriting.
Questions for Deeper Understanding
Develop 3 – 5 questions that encompass the “big ideas” related to this outcome or unit of study. Ultimately, these should
support development of the big ideas written above.
 How can…?
 When is…?
 What would…?
 Why would…?
 Which would…?
 Who can…?
 Where did…?
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Who drives space exploration?
How was the universe and our solar system created?
Are there any other planets that can support life?
What past accomplishments led us to where we are today?
What can be done to help support space exploration?
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Learning Contexts
Develop one or more of the following four contexts to guide student inquiries.
Scientific Inquiry (SI)
Identify the key scientific concepts, principles, laws, and theories related to this outcome.
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Astronomy
Gravity/gravitational pull
Geocentric and Heliocentric models
Elasticity/ellipses
The Nebular Hypothesis
The Fission Theory
The Accretion Theory
Light speed
Black holes
The Big Bang Theory
Technological Problem Solving (TPS)
Identify human and social needs related to this outcome that could be solved by constructing a prototype of a technology.
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Space ship.
Space suit.
Robot to land on planet or travel through space.
A home on a foreign planet.
Cultural Perspectives (CP)
Identify knowledge and ways of knowing related to this outcome that represent First Nations and Métis or other cultures.
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Mayan Calendar, priest astronomers.
Chinese astronomy
First Nations drawings of potential super nova, medicine wheel, and set up of camps.
Mesopotamian religion around astrology.
STSE Decision-Making (DM)
Identify key issues related to this outcome and determine potential stakeholders who have an interest in this issue.
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The big bang theory – Various religions and some of the scientific community.
The persecution of past scientists – Various religions and scientific community.
There are many different cultural perspectives around what certain clusters of stars mean.
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Stage 2: Determine Evidence of Understanding
Identify the evidence through which students will demonstrate achievement of the outcome and the criteria for judging
their understanding. This can include teacher-generated and student-generated assessments. Keep in mind that a particular
assessment tool may be used for formative and/or summative assessment.
“When the cook tastes the soup, that’s formative assessment.
When the guests taste it, that’s summative!” (Stake. 1967)
Formative
EU9.3: Students will receive a work sheet and given time on the computers. Students must fill in
the information on the sheet about past and present cultures that depicted or integrated
astronomy into their lives.
EU9.2: Quiz on various theories of the creation of our universe and solar system. Including
defining key terms.
Summative
Performance tasks
EU9.1:
Create a model, video, or poster showing our solar system. The planets should be in the correct
order and show the path the astronomical body takes either around the sun or planet. Choose 2
astronomical bodies (ie. Sun, Moon, Earth, Saturn) and research it. Your information should
include the size, conditions, chance of life, and any interesting facts (ie. how many moons?, have
any man made objects been to this planet or moon?, etc).
EU9.4: Students will research the technologies NASA has created to sustain life on Mars. In
groups of 3-4 students will pretend they were scientists selected to live in the new mars colony.
You are given a 1-m^3 box to pack all the things needed for your trip. As a group you must brain
storm the things and technology you would like to take with you. Instead of gathering all of
these things you will get a piece of graph paper and a ruler. You must find out the height, width,
and depth of the items you are bringing. You will then draw on the graph paper to see if they will
fit inside the box to take to Mars. You must decide the scale you will use (ie: 1 square = 5
centimetres). As a group you attempt to fit by drawing all of things you are taking on the graph
paper. After this is completed you will present your rationale for the items you are taking to the
class. The items must be realistic (ie: no cell phones because there will be no service, or no
electronics that require internet).
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Stage 3: Develop Learning Plan
Identify the activities, resources, and adaptations required to ensure all students achieve the outcome. The learning plan
should include methods of identifying prior knowledge and student interests, methods of engaging students with the big
ideas related to the outcome, and processes for enabling students to choose the products they will create to demonstrate
their understanding and methods of evaluation of those products.
Levels of Inquiry
Identify the levels of inquiry students will use to achieve this outcome.
Level
Confirmation
Structured
Guided
Open
Students are provided with:
Question, procedure, and results
Question and procedure
Question
Activities / Timeframe
1. Level: Structured Time: 3 hour
EU9.1: Create a model, video, or poster showing our solar system. The planets should be in the correct
order and show the path the astronomical body takes either around the sun or planet. Choose 2
astronomical bodies (ie. Sun, Moon, Earth, Saturn) and research it. Your information should include the
size, conditions, chance of life, and any interesting facts (ie. how many moons?, have any man made
objects been to this planet or moon?, etc). (K, A)
2. Level: Guided/Open Time: 1 hour
EU 9.2: Students will create their own alien world. They will receive a series of guided questions, for
example, How bright and what color is your world? Is there water on your world? What form is it in? Is
your world a gas giant or rocky like earth? How hot or cold is your earth? The students will then hand
in a write up on their alien world. Write a rationale why you chose your planet to be this way. (S, A, K)
3. Level: Guided Time: 1 hour
EU9.2: Students will watch the first episode of the new Cosmos a Space Time Odyssey series. It gives
visuals of the origins of our galaxy, solar system, and the vastness of space. It speaks to each planet in
our solar system and the evolution of our universe. (K, A)
4. Level: Guided Time: 2 hour
EU9.3: Students will receive a work sheet and given time on the computers. Students must fill in the
information on the sheet about past and present cultures that depicted or integrated astronomy into
their lives. (S)
5. Level: Structured Time: 5 hours
EU9.4: Students will research the technologies NASA has created to sustain life on Mars. In groups of 34 students will pretend they were scientists selected to live in the new mars colony. You are given a 1m^3 box to pack all the things needed for your trip. As a group you must brain storm the things and
technology you would like to take with you. Instead of gathering all of these things you will get a piece
of graph paper and a ruler. You must find out the height, width, and depth of the items you are bringing.
You will then draw on the graph paper to see if they will fit inside the box to take to mars. You must
decide the scale you will use (ie 1 square = 5 centimetres). As a group you attempt to fit by drawing all
of things you are taking on the graph paper. After this is completed you will present your rationale for
the items you are taking to the class. The items must be realistic (ie. no cell phones because there will
be no service, or no electronics that require internet). (STSE, K, S, A)
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Resources / Materials
1. Poster board, markers, pens, pencil crayons, computer.
2. Quiz, pen or pencil.
4. Questions, computer, pen or pencil.
5. Graph paper, pen or pencil, ruler, computer
Adaptations
There are several adaptations that could be made for students that may not be able to do some of these
assignments. For activities one, two, and four the students could work in groups to help one another
out. For activity one the students could also do only one the drawing portion if they struggle with the
researching and typing. On activity two, and four the students could work with a scribe or with an EA to
help them organize and write down their ideas. While other students are watching activity three a
student who has trouble focusing could be given something to work on. For activity four students who
struggle with computers and writing could just be given the notes instead of trying to find them
themselves. Activity five is already completed in partners but to make the task simpler the students
could just make a list of things they would bring with them instead of having to draw them out and fit
them all into the box.
Key Words and Concepts
Solar System
Galaxy
Universe
Astronomy
Planet
Asteroid
Comet
Star
Nebulae
Solar flare
Black hole
Equinox
Geocentric
Heliocentric
Solstice
Big Bang
Gravity
Gravitational pull
Light speed
Light year
Milky Way
The Nebular hypothesis
Astrophysics
Astronaut
Satellite
Ellipse
Adapted From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development
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Rationale
In the Science 9 curriculum under Earth and Space Science, the first outcome is EU9.1. Inquire
into the motion and characteristics of astronomical bodies in our solar system and the universe. I
chose to use an activity that engaged creative, and visual learners. Drawing or creating a solar
system will give them a visual and help them remember what planets our solar system has. I also
gave the students the option to choose any 3 of the many astronomical bodies in our solar system. I
gave them the option to give them some freedom in assignment. Hopefully this will spark their
interest into researching a planet that fascinates them and that they know very little about.
The second outcome in the Science 9 curriculum under Earth and Space science is EU9.2.
Analyze scientific explanations of the formation and evolution of our solar system and the universe.
As one of the activities for this outcome I chose for the students to create their own alien world.
This activity also involves the more creative learners. After the students learn about the scientific
explanations for the formation of our solar system and the diversity in planets I want to see what
kind of planets they imagine. To reach this outcome more accurately I also have a quiz for the
students to complete. As a final summary to the first two outcomes I would also show the first
episode of the new Cosmos a Space Time Odyssey series. It is a great visual for the students to see
the creation of the universe, galaxies, and our solar system. It also shows how the moon was
created and just how old our universe is.
The third outcome covered is EU9.3. Examine how various cultures, past and present, including
First Nations and Métis, understand and represent astronomical phenomenon. There are so many
opportunities for great activities in this unit. For this activity I chose to give a little bit over information
on hand outs about some past civilizations that depicted and involved astronomical phenomenon’s into
their cultures, for example, the Incas, Chinese, First Nations peoples, and the Mesopotamian people. The
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students would then research these groups’ further using computers. I chose to do it this way to have
more time at the end to work on a larger assignment. Another way you could reach this outcome is by
having students split into groups and choosing their own civilization to research and present.
The fourth outcome to cover is EU9.4. Analyze human capabilities for exploring and
understanding the universe, including technologies and programs that support such exploration. After
the students have learned about the various technologies and human capabilities that have been created
and accomplished over the years I have a big assignment for them. I chose to split them into groups to
work on this larger assignment to help one another out. The students would then research the NASA
project of getting humans on Mars by 2030. They can research what kind of technology is being created
to sustain life on Mars. Then as a group they receive a 1m^3 box that they can take what they need in.
They would then work like engineers and use graphing paper to see if they can accurately fit all their
supplies into the box. Once the group has completed their task and fit all the things they chose to bring
into the box they will present their rationale for each item to the class.
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