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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 1 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 2 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. 3 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. 4 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) 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. 5 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?) 6 Model of Culminating Project (Create a model of the culminating project that you can share with your students) 7 Rubric For Culminating Project Making A Brochure: Should we explore your planet further? Teacher Name: K Galloway Student Name: ________________________________________ CATEGORY Writing Organization 4 Each section in the brochure has a clear beginning, middle, and end. 3 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. 1 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. 8 5 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 9 5 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 10 5 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. 11 5 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 12 5 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. 13 5 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. 14 5 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. 15 5 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.) 16 5 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: 17 5