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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many
more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 6
Unit Organizer: UNIVERSE AND SOLAR SYSTEM
(Approximate Time 3 Weeks)
OVERVIEW: The scientific view of the solar system is essential to students understanding the dynamics of processes that shape the Earth.
This unit requires understanding of how scientific theories of the solar system and universe have changed. This unit also describes gravity as
the force that shapes and drives the universe.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe
our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
Size relative to the earth
Surface and atmospheric features
Relative distance from the sun
Ability to support life
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
Supporting Standards:
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and
thunderstorms.
d. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 1 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
ENDURING UNDERSTANDINGS
Students will understand that:
Observational evidence caused the model of the solar system to be changed from one in which the sun and planets orbit the Earth to one
in which the Earth and planets orbit the sun.
The “Big Bang” is a theory of how the universe began.
The sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars (Milky Way), part of which can be seen as a
glowing band of light that spans the sky on a very clear night.
The planets of our solar system differ in size, composition (rock or gas), surface and atmospheric features, and distance from the sun.
Planets move around the sun in nearly circular orbits.
The Earth is the only body in the solar system that appears to be able to support life.
The motion of an object is always judged with respect to some other object or point, so the idea of absolute motion or rest is misleading.
Comets and asteroids are objects smaller than planets that orbit the sun and vary in size, composition, and characteristics.
Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.
ESSENTIAL QUESTIONS:
TOPICAL ESSENTIAL QUESTIONS
How does the current model of the solar system differ from past models?
How does the Earth differ from the other planets?
Why does a star look different if you move from place to place?
How could you tell a planet from a star if you look at the same constellations over several nights?
How are asteroids and comets different?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 2 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
Why don't you float off in space when you are on the Earth?
Why do planets never leave the solar system or fall into the Sun?
Can we see our own galaxy in the night sky? Explain.
KNOWLEDGE:
Scientific theories change when scientists discover new information.
Prior to the 1500's it was believed that the earth was the center of the planets (geocentric model). Copernicus first suggested the
heliocentric system, where the sun is at the center of the planets. With the use of telescopes, Galileo confirmed the heliocentric system.
The Big Bang Theory states that the universe formed about 10-15 billion years ago through a huge explosion. The universe continues to
expand rapidly.
Our solar system is a single star system, but is located in the Milky Way Galaxy, which contains other single stars, double stars, star
systems, and dust and gas.
The Milky Way Galaxy is one of billions of galaxies in the universe.
The planets are divided into two groups. The inner planets are smaller, closer to the sun, and have rocky surfaces, while the outer planets
are larger, farther from the sun and do not have solid surfaces.
Inertia and gravity combine to keep the planets in orbit. The mass of an object and the distance between objects determine the force of
gravity.
Comets, chunks of ice and dust, revolve around the sun with very, very elliptical orbits.
Asteroids are smaller than planets and are found orbiting the Sun between Jupiter and Mars.
Meteoroids are a chuck of rock or dust found in space, and usually come from a comet or asteroid.
CONCEPTS:
Gravity, Nature and History of Science, relative position/distance, motion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 3 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
LANGUAGE:
Geocentric vs. heliocentric models, Big Bang, Milky Way, planetary motion, gravitation force, gravitational attraction, inner planets, outer
planets, meteors, comets, asteroids, asteroid belts, revolution vs. rotation, relative distance, relative position,
MISCONCEPTIONS
PROPER CONCEPTIONS
The stars in the constellations are close together in space.
The stars are very, very far apart and only appear to lie close to one
another because we are so far from them.
When all of the planets line up, the gravitational pull will cause an
earthquake or disaster, or will cause the end of the world.
The gravitational attractions of the planets, either individually or as a
group are so small because of the distances between the planets that
they cannot possibly have a significant destructive effect on one
another.
The Big Bang describes the origin of the solar system.
The Big Bang is just one of several hypotheses that have been
advanced to explain the origin of the entire universe.
We could easily go to another planet and live.
Traveling to another planet would require very large amounts of
money, planning, and time, and would not be at all easy to do because
of the expense and complexity of the operation.
We could grow plants in the soil on Mars.
Very low temperatures and the lack of water should make Mars a
hostile planet for any organism that has evolved in an Earth
environment.
The face on Mars means that ancient civilizations lived there.
The surface of Mars, like the surfaces of the other planets that we
have observed appears to have been sculpted by some of the same
forces that shape the surface of Earth (wind, moving liquids,
meteorite and asteroid impacts, volcanic activity, and seismic events.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 4 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Culminating Activity:
Universe And Solar System Culminating Activities
Goal: Apply your knowledge of the types of objects and their arrangement in the solar system and universe.
Role: You are a member of your 6th grade class, which is helping your school compete for a hosting the President for a nationally televised
address on space.
Audience: The selection team for the President’s visit to a middle school, including educators and NASA scientists.
Situation: The first space probe designed to reach stars outside our solar system, and eventually, the center of our galaxy, is to be announced by
the President. The probe will study our solar system. Because the scientists who study those images will be from your generation, the President
plans to announce the probe at a middle school. Your school is one of three being considered. To be chosen, students must use a variety of
media to illustrate the probe’s mission: scale models of planets and other objects and a short presentations explaining 1) the historical
development of thinking regarding the motion of planets and other objects as well as the Big Bang theory, 2) the size, composition and relative
location of each planet from the Sun., 3.) the question of how scientists might determine the likely presence of life in the distant solar system,
4.) and why the planets and other objects in the solar system remain in their orbits.
Product: Part one: 1.) a comparison of a geocentric model and a heliocentric model of the solar system, 2.) a written plan, with dimensions and
diagrams, showing the planet’s size, and relative position from the Sun. 3.) an explanation of the composition of asteroid, a comet, and
meteors; 5.) an explanation of how gravity keeps objects in the solar system in their orbits, 6.) comparison of the planets in relation to their
ability to support life. Part two: a presentation in oral, poster, or electronic format on the requirements in Part One.
Standard: See rubric
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 5 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
Universe and Solar System
GRASPS – Rubric
Scientific
Information
Plan of scale models
Effects of Gravity on
the Solar System
Solar System Models
Life presentation
Asteroids, Comets,
and Meteors
4
3
2
1
The plan depicts
models of planets,
moons, asteroids, and
comets, accurately
portraying their size
relative to Earth and
providing some detail
on known surface
features.
The plan depicts
models of planets,
moons, asteroids, and
comets, with minor
inaccuracies in their
size relative to Earth
or inadequate detail on
known surface
features.
The plan depicts
models of planets,
moons, asteroids, and
comets, but with
significant
inaccuracies on their
size relative to Earth
or no information on
known surface
features.
The plan does not
include all the
specified planets,
moons, asteroids, and
comets.
Explain the role of
gravity in holding
planets and other
objects in their orbits.
.
Explains the role of
gravity in holding
planets and other
objects in their orbit
with some errors.
Little or no evidence
of the understanding
of the role of gravity
in holding planets and
other objects in their
orbit.
The presentation
covers how the motion
of objects in the sky
was explained before
and after Copernicus,
discusses the role of
gravity in planetary
motion, and depicts
the Big Bang theory,
but with inaccuracies.
The presentation does
not cover all of the
motion topics, or
contains major
inaccuracies.
The presentation does
not cover all of the
motion topics, and
contains major
inaccuracies.
The presentation
incompletely
describes the features
that make Earth
hospitable to life and
the preconditions for
life to exist on other
planets.
The presentation
contains some errors
in describing the
features that make
Earth hospitable to
life.
The presentation
contains major errors
in describing the
features that make
Earth hospitable to
life.
Compares the
composition of
asteroids, comets, and
meteors.
Compares the
composition of
asteroids, comets, and
meteors with some
errors.
Shows little or no
evidence of
understanding the
composition of
asteroids, comets, and
meteors.
Explains the role of
gravity in holding the
planets and other
objects in their orbits.
Also explains how
gravity keeps objects
on the surface of the
earth.
The presentation
accurately describes
how the motion of
objects in the sky was
explained before and
after Copernicus;
discusses the role of
gravity in planetary
motion; and depicts
the Big Bang theory.
The presentation
accurately describes
the features that make
Earth hospitable to life
and plausibly
describes the
preconditions for life
to exist on other
planets.
Compares the
composition of
asteroids, comets, and
meteors. Explains
where these are
located in the solar
system.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 6 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 6
TASKS
The collection of the following tasks represents the level of depth, rigor and complexity expected of all physical science students to
demonstrate evidence of learning.
Task:
Description:
Discussion, Suggestions for use:
Possible Solution :
SAMPLE OF STUDENT WORK
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit Organizer: Universe and Solar System
January 2007  Page 7 of 7
Copyright 2007 © All Rights Reserved