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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) 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 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 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 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 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 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. Check Assessment Guide for alternative assessments, lesson quizzes, and pre-test, performance based assessment, and unit tests. Reference Unit resource folder for STEMscopes related to TEKS for additional material if needed. Reference Lesson Vocabulary strategies in TE for each unit. Misconceptions/Underdeveloped Concepts 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 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