Download Earth, Sun, Moon System

NYCDOE Magnet Program District 25 & 28
JHS 185 Magnet School
Grade: 8th grade
The Earth, Sun, and Moon System
Essential Question: How does the movement of celestial objects affect your daily
life?
Suggested Time Frame: 5 weeks
Magnet Theme: Social Justice
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Stage 1- Desired Results
Standards-Based Learning Goals: PS 1.1e,h; PS 1.1i; PS 1.1g; PS 1.1e; PS 1.1 a-c,j; PS 1.1 cI; PS 5.1 a-c
Big Ideas for this Unit:
The roles that forces play in the patterns
and relationships of the universe and our
solar system.
Enduring Understandings:
- Students will understand how the
movement of celestial objects
creates predictable events in our
solar system.
- Students will understand the theory
of the creation of the Universe and
our solar system.
- Students will understand that the
Earth, Moon and Sun interact in
ways that affect our planet.
Concepts
Magnet School Theme: Social Justice
Relevant/Connected Big Idea: Is it worth the
money to continue space exploration?
Overarching Essential Question(s):
- How does the movement of celestial objects
affect your daily life?
- How does the force of gravity affect all
matter in the universe?
- In what ways do the Earth, Sun and Moon
affect each other?
- How might advances in science and
technology affect society?
Content and Skills
Content (nouns)
Skills (verbs)
Students will know…
Students will be able to…
Rotation: Cause of day and night
-Recognize and analyze patterns and trends
-Sequence of events
Revolution: Changes throughout the year
-Identify and discuss cause and effect relationships
Seasons: The tilt of Earth on its axis
-Conducting research by utilizing books, internet and library
Solstices and Equinoxes
resources
Moon phases- Waxing and Waning
-Understand the meaning of the words pro and con
Solar and Lunar eclipses
-Identify what season the N. Hemisphere is in based on the
Neap and Spring tides
positioning of the Earth and Sun.
-Understand why seasons are different for the N.
The formation of the solar system
Hemisphere and S. Hemisphere (patterns and trends)
Formation of the universe/ galaxies
-Identify the moon phases in the night sky
The 8 planets (Terrestrial and Jovian)
-Identify type of eclipse based on the Sun, Moon and Earth
Comets/ Asteroids
position
Constellations
-Identify tides based on the Sun, Moon and Earth position.
Absolute magnitude/ Apparent magnitude
(Cause and effect)
-Inner and outer planets in order from the sun
Light year
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The formation of our sun and other stars.
The life cycle of stars.
-Describe each inner and outer planet
-Compare and contrast the planets
-Understand other objects in space such as meteorites and
asteroids
-Explain why some constellations are visible
-Distinguish between absolute and apparent magnitude
-Explain that the sun is the closest star to Earth
-Compare the sun to other stars
-Describe how stars evolve
-Explain how stars are classified
-Understand the Sun’s position in the Milky Way Galaxy
Stage 2- Summative Assessment Evidence
If students understand, know and are able to do the items in Stage 1, they should be able to
show their understanding by completing an authentic task found in the world beyond the
classroom.
 Design the Culminating/Summative Project:
G- (goal) Students will decide if space exploration is worth the cost,
considering the financial problems our country is experiencing at this
time.
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R- (role) Government Research Advisor
A- (audience) NASA officials
S- (situation) Our country is experiencing financial problems, NASA
wants to spend U.S money to explore planets within our solar system. It
is the students’ job to research and decide pros and cons for further
research of one particular planet.
P- (purpose and product) Students will research one planet (besides
Earth) and research assigned facts about their planet. Then they will
figure out all the pros and cons in further exploration of their planet.
They will then decide if it is worth the cost and time to explore the planet
further, and explain why or why not. They will package all the
information into an informative brochure and present to their peers.
S- (standards for performance) Clearly identify facts about the planet and
state their opinions on further exploration on their planet in a neat
brochure.
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Culminating Project
(Write the culminating project on this page, as you would present it to your students)
Part I: Topics to Research and Include in Your Report: (Planet Outline)
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The Planet's Name: What does its name mean?
Position in the Solar System: Where is your planet located (for example, Mars
in the fourth planet from the Sun)? How far from the Sun does it orbit? Is its
orbit unusual?
Rotation on its Axis: How long does it take for your planet to rotate on its own
axis? (This is one day on your planet.)
Size: How big is your planet? How does it rate in terms of the other planets in
terms of size (is it the biggest, the smallest)? What is your planet's mass?
Gravity: What is the force of gravity at the surface of your planet? For
example, what would a 100-pound person weigh on that planet?
Orbit: How long does it take for your planet to orbit the Sun? (This is one year
on your planet.)
Atmosphere: What is the composition of the atmosphere of your planet? Is it a
thick or a thin atmosphere?
Temperature: What is the temperature range of your planet? How does this
compare to the temperature on Earth?
Composition of Your Planet and its Appearance: What type of planet is it (is
it rocky or a gas giant)? What is its internal composition? What does your
planet look like?
Moons: If there are moons orbiting your planet, describe them and when they
were discovered.
Rings: If there are rings orbiting your planet, describe them and when they
were discovered.
How Would a Human Being Fare on Your Planet: On your planet, would a
person choke in the atmosphere, be squashed by the extreme gravity, float with
ease, freeze, burn up, or something else?
Something Special: Is there anything special about your planet? This can often
be the best part of the report, taking you off on interesting topics. For example,
are there 100-year-long storms on your planet? Are there giant volcanoes?
Does your planet have a very tilted axis (giving it extreme seasons)? Have
spacecrafts visited your planet? If so, what have they discovered? Is your planet
in an orbital resonance with another body?
Discovery of Your Planet: The planets that are not visible using the naked eye
were discovered after the invention of the telescope (these are Uranus,
Neptune, and Pluto). Tell when your planet was discovered and by whom.
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Part II: Planet Brochure
Should the U.S explore your planet further?
Your brochure must include:
1. A page with all the facts about your planet.
2. Pictures of your planet and its moons.
3. Answer: Do you think it would be worth U.S
dollars to explore your planet further?
4. Explain both sides, the pros and cons of further
exploration.
Questions to keep in mind:
1. Would it be expensive? (About how much?)
2. If the U.S is already in so much debt, should we
be spending money on space exploration?
3. Wouldn't it be helpful to know about our solar
system and help explain where we came from?
4. How could further exploration help our country?
Could we find anything useful on another planet?
5. What information are we missing about your
planet? (Do we know everything?)
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Model of Culminating Project
(Create a model of the culminating project that you can share with your students)
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Rubric For Culminating Project
Making A Brochure: Should we explore your planet further?
Teacher Name: K Galloway
Student Name:
________________________________________
CATEGORY
Writing Organization
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Each section in the brochure has
a clear beginning, middle, and
end.
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Almost all sections of the
brochure have a clear
beginning, middle and end.
2
Most sections of the brochure
have a clear beginning, middle
and end.
Writing - Grammar
There are no grammatical
mistakes in the brochure.
There are 1-2 grammatical
mistakes in the brochure.
Content - Accuracy
All facts in the brochure are
accurate.
There are no grammatical
mistakes in the brochure after
feedback from an adult.
99-90% of the facts in the
brochure are accurate.
Attractiveness &
Organization
The brochure has exceptionally
attractive formatting and wellorganized information.
The brochure has attractive
formatting and well-organized
information.
The brochure has well-organized
information.
Graphics/Pictures
Graphics go well with the text
and there is a good mix of text
and graphics.
Graphics go well with the text,
but there are so many that
they distract from the text.
Graphics go well with the text,
but there are too few and the
brochure seems "text-heavy".
89-80% of the facts in the
brochure are accurate.
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Less than half of the
sections of the brochure
have a clear beginning,
middle and end.
There are several
grammatical mistakes in
the brochure.
Fewer than 80% of the
facts in the brochure are
accurate.
The brochure's formatting
and organization of
material are confusing to
the reader.
Graphics do not go with
the accompanying text or
appear to be randomly
chosen.
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Unit Essential Question: How does the movement of celestial objects affect your daily life?
Mini-Unit Title
The Earth’s
motion
The Moon’s
motion
Big Ideas of
the mini-unit/
Concept
Statement
Knowledge
Important
content to
know about
mini-unit
(nouns)
The Earth’s
movement
causes changes
in our daily
lives.
-Properties of
Earth
-What causes
changing
season
-Solstices and
Equinoxes
The Moon
causes
continuous
patterns
-Moon’s origin
-Motions of the
moon
-Phases of the
moon
-Eclipses
-Tides
Interactions
between
-How the solar
system formed
Skills
What should
students be
able to do?
(verbs)
-Identify what
season the N.
Hemisphere is
in based on the
positioning of
the Earth and
Sun.
-Understand
why seasons
are different for
the N.
Hemisphere
and S.
Hemisphere
(patterns and
trends)
-Identify the
moon phases in
the night sky
-Identify type of
eclipse based
on the Sun,
Moon and Earth
position
-Identify tides
based on the
Sun, Moon and
Earth
position.(Cause
and effect)
-Inner and
outer planets in
Connection to
Magnet
Theme
Possible
Topical
Essential/
Focus
Questions
Mini-Unit
Assessment
-Lab on Earth’s
motion with the
Sun
-Earth’s motion
quiz
-Students act
out the motion
of Earth around
the Sun
Benchmarks,
Scaffolding
Towards
Culminating
Project
Steps Taken
to Complete
Culminating
Project
-Students will
be asked the
following
question:
Should we
begin exploring
other planets
for possible
future
habitation?
They will write
a one page
paper on their
opinion.
-Students will
be discussing
why we should
or shouldn’t
explore other
planets for
possible
habitation.
How does the
movement of
Earth affect our
daily lives?
- Students will
decide if the
moon would be
a good place to
explore and
decide if people
could ever live
there in a class
discussion.
What events
occur due to
the changing
relative
position of the
Sun, Moon and
Earth?
-Oreo moon
phase lab
-Moon phase
quiz
-Moon phase
worksheets
-Eclipse lab
-Tide and
eclipse quiz
-Students will
begin thinking
if a moon could
be a future
home for
humans, write a
reflection page.
Ask the
students, “If our
How might
advances in
-Paiedia
seminar based
-Students will
select one of
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Our Solar
System
Stars and
Galaxies
celestial bodies
Change is
consistently
occurring
-Inner planets
-Outer planets
-Constellations
-Absolute and
apparent
magnitude
-Light year
-Classifying
stars
-How stars
shine
-Evolution of
stars
-Galaxies
-Big Bang
theory
order from the
sun
-Describe each
inner and outer
planet
-Compare and
contrast the
planets
-Understand
other objects in
space such as
meteorites and
asteroids
-Explain why
some
constellations
are visible
-Distinguish
between
absolute and
apparent
magnitude
-Explain that
the sun is the
closest star to
Earth
-Compare the
sun to other
stars
-Describe how
stars evolve
-Explain how
stars are
classified
-Understand
the Sun’s
position in the
Milky Way
Galaxy
planet is having
such financial
problems,
should we
spend money
on space
exploration?”
They will thinkpair-share their
ideas
Students will be
completing
research on
their planet and
answering the
questions if we
should research
their planet and
why.
science and
technology
affect society?
on a reading
and the
question” If our
planet is having
such financial
problems
should we
spend money
on space
exploration?”
-Solar system
quiz
-Planet outline
How do we
decide which
scientific
theories to
believe?
-Star lab
activity
-Quiz
-Exit slips
the planets
(besides Earth)
and find facts
about that
planet. They
will then decide
whether we
should explore
their planet
further.
-Students will
be completing
their planet
brochure and
include their
opinions
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WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Monday
Tuesday
Wednesday
Thursday
Friday
Content Focus: Astronomy
Introduction
Content Focus:
Earth’s movement
Content Focus: The
cause for seasons
Content Focus: What
are solstices and
equinoxes?
Content Focus: What
is a satellite?
Hook: Make a KWL chart and
complete the K-W columns
Hook: How does the
Earth move in space?
Hook: Explain the
difference between
rotation and
revolution
Daily Assessment: Students
will also take a mini
Astronomy quiz, Go over the
KWL chart
Daily Assessment:
Exit slip- describing
rotation and
revolution
differences
Daily Assessment:
Seasons lab questions
Hook: Complete the
solstice and equinox
worksheet
Daily Assessment:
Exit slip describing
why we have seasons
and explain solstices
and equinoxes
Hook: Pick up
seasons worksheet
and complete
Daily Assessment:
Debriefing of the
moon’s motion
around the Earth.
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WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus: Moon Phases
Tuesday
Content Focus:
Moon phases
continued
Hook: Answer: Why do we
only see one side of the moon?
What is the moon made up of? Hook: During what
season is Earth’s axis
pointed towards the
Daily Assessment: Review
sun?
/discuss the solstices and
Why does the moon
Equinoxes, dates and Earth
orbit Earth?
Tilt. (Seasons Quiz at beginning
Of class period)
Daily Assessment:
Review moon phases
together- showing
pictures of moon
phases and students
will name the phase
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus: Moon
phase flip book
Thursday
Content Focus: Moon
Phase Lab (Oreos)
Friday
Content Focus: What
is an eclipse?
Hook: Why does the
moon rise and set?
Hook: Describe the
difference between
waxing and waning
Hook: Label the moon
phases just by looking
at their position to the
sun
Daily Assessment:
Completion of moon
phase lab
Daily Assessment:
Exit slip: Why does a
lunar eclipse occur?
Daily Assessment:
Completion of flip
book
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WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Content Focus: Cultural
Astronomy Project
Tuesday
Content Focus:
What are tides?
Hook: Why does a Solar
Eclipse occur? Would many
people be able to view one?
Why or why not?
Hook: Draw a
picture of a solar and
lunar eclipse. Label
the shadow.
Daily Assessment: Walking
around and talking to students
While they begin working on
Astronomy project.
Daily Assessment:
We will discuss the
different tides and
their experiences
with tides.
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Content Focus: How
was our solar system
created?
Thursday
Content Focus: The
Inner (Terrestrial)
Planets
Hook: Where did we
come from?
Hook: Name the inner
planets in order
starting from the sun
Daily Assessment:
(Begin class with
moon quiz) A class
discussion of the origin
of our solar system.
Daily Assessment:
Students will work in 4
groups, they will
carousel around the
room and write down
1 fact from each
member of the group
about each planet, they
will be rotating around
the room and we will
share together.
Friday
Content Focus: : Outer
(Jovian) Planets
Hook: Name the 4 outer
planets in order from the
furthest in space
Daily Assessment: The
Students will work in 4
groups. Each group will write down
one fact from each member
about each planet, they will
be rotating around the room,
then we will share together.
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WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Monday
Tuesday
Content Focus: Planet Project Content Focus:
What are other
objects in space?
Hook: The great red spot is a
giant storm on what planet?
What planet has the highest
Hook: Name the
temperatures because of the
order of planets
greenhouse effect?
starting from the sun
Daily Assessment: Students
will work on planet project,
teacher will walk around to
discuss their progress.
Daily Assessment:
Students will
complete an exit slip
describing one object
from outer space
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Wednesday
Thursday
Friday
Content Focus: Our
sun
Content Focus: The
Electromagnetic
Spectrum (Review)
Content Focus: What
are constellations?
How is a star born?
Hook: Where is the
asteroid belt located?
Hook: Name one fact
about each planet
Daily Assessment:
Students will complete
a concept map
including all the
planets and other
objects in space
Daily Assessment:
Students will list 2
types of energy that
are given off by the sun
and explain.
Hook: What type of
energy is given off by
our sun?
What causes stars to
produce light and
heat?
Daily Assessment:
We will discuss
constellations that
can be seen easily in
the night sky.
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WHERE is the student going and what is expected
HOOK with needed skills to experience and explore
Opportunity to REVISE and RETHINK their understanding
Allow students to EVALUATE work and implications
TAILOR work to student needs
Be ORGANIZED to maximize engagement
Monday
Tuesday
Wednesday
Content Focus: How are stars
classified?
Content Focus:
What is the life cycle
of a star?
Content Focus: What Content Focus: How
is a galaxy? What is our was the universe
galaxy named?
created?
Hook: When you look at the
sky, what color stars to do
see?
Daily Assessment: The
Completion of the star
Classification Activity
Questions(Students will work
In groups of 2, they will be
given pictures of stars that
includes the star temperature,
luminosity and star color. The
students will color the stars the
correct color and cut them out.
They will then place the stars
in the order they believe is the
best to classify. They will then
Hook: What color
star is the hottest?
Daily Assessment:
Complete sequence
chart on the
evolution of a main
sequence star.(Order
of steps)
Hook: Where is the
sun’s position in our
galaxy?
Daily Assessment:
Think about how all
galaxies are
similar/different (Exit
slip)
Thursday
Hook: Where did
everything come from?
Daily Assessment:
Students write in their
own words how the
universe was created
Friday
Content Focus:
Astronomy Wrap Up
Hook: Complete the
L (learned) column on
your KWL chart we
started at the
beginning of the unit
Daily Assessment:
Their answers on the
L column of their
chart.
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Complete questions on
Worksheet and we will then
Discuss the H-R Diagram and
Compare how they ordered
Their stars to the actual way
That stars are classified.)
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Unit Resources
Books: Textbook- New York Science, Grade 8
Websites: Enchanted learning: enchantedlearning.com; Total Solar Eclipse: http://www.proteacher.com/cgibin/outsidesite.cgi?id=11&external=http://www.exploratorium.edu/eclipse/index.html&original=http://www.proteacher.com/110020.
shtml&title=Solar%20Eclipse:%20Stories%20From%20the%20Path%20of%20Totality ;
Sky Tellers: http://www.lpi.usra.edu/education/skytellers/seasons/activities/sequences.shtml
Teacher Materials:
Other:
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