Download 6th Grade Science - Wichita Falls ISD

Science Resource Center contact information:
Phone: 235-1091
Kelly Fetterly, ext. 33016, [email protected]
Mica Smyth, ext. 33015, [email protected]
Wichita falls ISD
6th Grade Science
Unit Planner
Unit 8: The Solar System
Time Frame: 17 days
Objectives
Skills: The student will be able to…
 describe the physical properties, locations, and movements of the Sun,
planets, Galilean moons, meteors, asteroids, and comets
 understand the gravity is the force that governs the motion of our solar
system
TEKS
Supporting Standard: 6.11B
Other Standards: 6.11A
Process Skills: 6.1A, 6.1B, 6.2A,
6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.4A,
6.4B
ELPS: 1C, 1D, 1E, 2C, 2I, 3D, 3E,
3F ,3G, 3H, 4D, 4F, 4G, 4J
Performance Indicators
By the end of the unit the student will be able to…
 explain the role that gravity played in the formation of the solar system and in determining the motion of the
planets through modeling gravitational forces using a four square graphic organizer
 compare and contrast properties of planets in the solar system by creating a postcard
 compare and contrast small bodies in the solar system by creating a four tabbed booklet
 create booklet of the Sun and its properties
Job-embedded Professional Development (JEPD)
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Teaching Channel: https://www.teachingchannel.org/videos/teaching-mass-weight-gravity
Create a free account to the Teaching Channel at www.teachingchannel.org
Lesson Information
Activities
Lesson 1: Gravity and the Solar System
 Engage and Explore-Digital curriculum
Quick lab: Gravity’s Effect pg. 560 lab manual
What is Newton’s Laws of Universal Gravitation?
STEMscopes explore activity (6.11B) Complete student
journal page using STEMscopes student guide page.
Quick lab: Gravity and the Orbit of a Planet pg. 563 lab
manual
 Explain-What is Gravity? pg. 468-470 & pg. 474 SE.
Create four square graphic organizer to describe
gravity in Science notebook pg. 611 TE
pg. 471 SE
Wichita Falls ISD (2015-2016)
6Sc Unit 8
Vocabulary
 solar system-the Sun and all of the bodies that
orbit our Sun
 parallax-apparent shift in the position of an
object when viewed from different locations
 heliocentric-model in which the Earth and other
planets orbit the Sun
 geocentric-using the Earth as a reference point
 gravity-force of attraction between objects due
to their masses and the distances between
them
 perihelion-the point where an object is closest
to the Sun in its orbit
Process Standards TEKS must be incorporated into
instruction as appropriate throughout the school year.
1
revised 7/1/15
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Extend-Activity Match It Up Game pg. 612 TE
Evaluate-Visual Summary pg. 480 SE
Lesson Review pg. 481 SE
Lesson Quiz pg. 240 Assessment Guide
Alternative Assessment pg. 241 Assessment Guide
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Lesson 2: The Sun
 Engage and Explore-Digital curriculum
Location of the Sun pg. 482-485 SE
 Explain-Describe characteristics of the sun using
diagram. Students list properties of the sun pg. 486487 SE under sun diagram. Fold diagram to create
booklet. Title: The Sun. Describe how the sun
produces energy and how energy is transferred to the
sun’s surface pg. 488-490 SE. Students fill in note shell
and glue on left side of booklet. Model how energy is
transferred to the sun’s surface as complete Sunspot
Activity lab. Students record information on right side
of sun booklet.
Explore/explain: Quick lab: Model Solar Rotation pg.
580 lab manual. pg. 491 SE.
 Extend-Create pyramid foldable pg. 139 Dinah Zike Big
Book of Foldables to describe types of galaxies. Under
Spiral Galaxy tab include information pg. 485 SE.
MimioConnect.com: Types of Galaxies
Learning Alert: Types of Galaxies pg. 631 TE
Create Model of the Sun pg. 583 lab manual or Virtual
lab: The Sun
 Evaluate- Visual Summary pg. 494 SE
Lesson Review pg. 495 SE
Lesson Quiz pg. 242 Assessment Guide
Alternative Assessment 243 Assessment Guide
Lesson 3: Planets and Objects in the Solar System
(consists of lessons 4-6 in textbook)
 Engage & Explore-Digital curriculum
Solar System Scavenger Hunt (link located in resources
folder)
Quick lab: How Do Layers Inside Planet Form? Pg. 592
lab manual. Create T-chart in Science notebook to
define terrestrial planets pg. 428 SE and gas giants pg.
514 SE.
 Explain-Students choose a planet to visit and design a
postcard that describes that planet including physical
properties, location, and movement. Post projects to
create a solar system gallery. Students explore
projects and record facts on solar system cards.
Students glue cards into Science notebook pg. 496-524
SE.
 Explain/Explore: Use envelope fold Dinah Zike’s Big
Book of Foldables pg. 24 to compare the Galilean
Wichita Falls ISD (2015-2016)
6Sc Unit 8
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planetesimal-small body from which a planet
originated in the early stages of development of
the solar system
orbit-path an object follows as it travels around
another body in space
centripetal force-inward force required to keep
a particle or an object moving in a circular path
aphelion-the point where an object is the
furthest from the Sun in its orbit
solar nebula-rotating cloud of gas and dust
from which the Sun and planets formed
nuclear fusion-process by which nuclei of small
atoms combine for form a new larger and
releasing energy
solar flare-explosive release of energy from the
Sun
sunspot-dark area of the photosphere of the
Sun that is cooler than the surrounding areas
prominence-an area of relatively cool
incandescent gas that extends above the
photosphere
terrestrial planet-one of the highly dense
planets closest to the Sun-Mercury, Venus,
Earth, and Mars
astronomical unit-average distance between
Earth and the Sun
gas giant-planets with a deep, massive
atmosphere-Jupiter, Saturn, Uranus, and
Neptune
Galilean moons-four largest moons of Jupiter
planetary ring-an area of matter that encircles a
planet consisting of particles ranging in size
from dust to tons of meters across
dwarf planet-celestial body that orbits the Sun,
is round because of its own gravity, but has not
cleared its orbital path
comet-small body that gives off gas and dust as
it passes close to the Sun
meteoroid-small rocky body that travels
through space
Kuiper Belt-region of the solar system that
starts just beyond the orbit of Neptune and
contains dwarf planets and other small bodies
made mostly of ice
Kuiper Belt object-one of the hundreds or
thousands of small bodies that orbit the Sun in a
flat belt beyond Neptune’s orbit
Oort cloud-spherical region that surrounds the
solar system, extending from the Kuiper Belt to
almost halfway to the nearest star
Process Standards TEKS must be incorporated into
instruction as appropriate throughout the school year.
2
revised 7/1/15
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moons Europa, Ganymede, Io, and Callisto. Put picture 
on front and name. Write descriptions under tab.
Describe small bodies in the solar system pg. 526-527
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SE. Create four tabbed book to describe dwarf
planets, comets, asteroids, meteoroids, meteors, and
meteorites pg. 26-27 Dinah Zike Big Book of Science
Quick lab: Orbits of Comets pg. 607 lab manual
Quick lab: Meteorite Impacts pg. 610 lab manual
Extend-Modeling Saturn’s Rings pg. 603 lab manual or
Virtual lab: Making Meteor Showers
Evaluate
Visual Summaries and Lesson Reviews:
Terrestrial Planets: pg. 508-509 SE
Gas Giant Planets: pg. 524-525 SE
Small Bodies in the Solar System: pg. 538-539 SE
Lesson Quizzes and Alternative Assessments: pg. 244249 Assessment Guide
Unit 8 Review pg. 542-548 SE
pg. 254-260 Assessment Guide
STEMscopes 6.11A: Celestial Guided Earth and Space
Guided Practice Activity: “Space Concentration”
Solar System Unit 8 Assessment:
Unit Test A pg. 261-267 Assessment Guide
Unit Test B pg. 268-274 Assessment Guide
Additional Information
Materials/Resources
 Science Fusion TE
 S Willingham Practical Guide to 6th Grade TEKS
 Social Studies Weekly
 Unit 8 Resource folder
meteor-bright streak of light resulting when a
meteoroid burns up in Earth’s atmosphere
meteorite-meteoroid that reaches Earth’s
surface without burning up complete
Notes from Council
 Check your TE manual for ELL, RTI, GT, and
Differentiated Instruction for materials/resources
needed for each lesson within the unit.
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Check Assessment Guide for alternative
assessments, lesson quizzes, and pre-test,
performance based assessment, and unit tests.
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Reference Unit resource folder for STEMscopes
related to TEKS for additional material if needed.
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Reference Lesson Vocabulary strategies in TE for
each unit.
Misconceptions/Underdeveloped Concepts
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Students may have trouble understanding that the sun rotates differently than the Earth.
Students may believe that comets have long, flowing takes behind them at all times.
Students may have trouble understanding the sun rotates differently from the way Earth does.
Students may not realize the gas giant planets do not have definite surfaces.
Students may be confused about the differences between planets and dwarf planets.
Wichita Falls ISD (2015-2016)
6Sc Unit 8
Process Standards TEKS must be incorporated into
instruction as appropriate throughout the school year.
3
revised 7/1/15
Parent Resources
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http://www.kidsastronomy.com/solar_system.htm
http://www.space.com/
http://www.planetsofthesolarsystem.net/solar_system.html
Wichita Falls ISD (2015-2016)
6Sc Unit 8
Process Standards TEKS must be incorporated into
instruction as appropriate throughout the school year.
4
revised 7/1/15