Download ScaleSolarSystemUnit

Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Unit Title: Space Science
Target Course/Grade Level: Physical Science/8th grade
Timeline: 4.5 weeks
STAGE 1—Desired Results
Unit Summary: Students will investigate the reasons for phenomena in our solar system (Phases of the Moon,
Seasons) as well as the physical layout of planets and the effects of gravity on the system. The goal of this unit is for
students to develop a deeper understanding of what is in our solar system, how these objects move, and how this
affects us on Earth.
Primary Interdisciplinary Connections: Science, Technology, Math, Writing
Established Goals (NJ CCCS, NGSS):
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar
system.
MS- ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are
attractive and depend on the masses of interacting objects.
Common Core:
6.RP.A.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities.
7.RP.A.2 - Recognize and represent proportional relationships between quantities.
MP.2 - Reason abstractly and quantitatively.
RST.6-8.7 - Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest.
Key Term Vocabulary:
Orbit
Revolve
Rotate
Waxing
Waning
Crescent
Gibbous
Solar
Lunar
Gravity
Model
Eclipse
Tide
Math Vocabulary:
Scale/Proportion/Ratio
Diameter
Ellipse
Enduring Understanding(s):
Essential Question(s):
Students will understand that…
 What makes up our solar system?
 Scientists use models to study and explain things that
 How do other space objects compare to
are too large or too small to see easily.
Earth?
 Motions of objects in our solar system can be
 Why do moon phases, tides, eclipses and
observed, measured, and predicted.
seasons repeat?
 The force of gravity experienced by an object
 How does gravity affect everything in our
changes due to its position and mass.
universe?
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Essential Knowledge:
Essential Skills:
Students will know…
Students will be able to…
 The Sun is the center of our solar system. The
 Analyze and interpret data to determine
planets, their moons, and asteroids all orbit the Sun.
similarities and differences between solar
system objects.
 The solar system is very large, so we can use scale
models to understand it better.
 Create their own model to explain the sizes
and distances in our solar system.
 Objects in the solar system move in predictable
patterns.
 Develop and use models to explain eclipses,
seasons, moon phases, and tides.
 Gravity is an attractive force between two objects
that can act even when the objects aren’t touching.
 Explain how gravity affects objects in our
solar system.
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Learning Activities:
Approximately 20 class periods (1 month)
SEASONS
Lesson 1: NASATeaching how scientists
use models with article
“What makes up the
solar system” (1 class)
Guiding Question: “What
makes up most of the solar
system?”
MOON
Lesson 2: The Moon
Guiding questions: “What
effects does the moon
have on Earth? Why do we
see phases of the Moon
and why do they repeat?”
Day 1: define moon
vocabulary, build a
personal moon calendar
with student birthday,
holidays using moon
phase data
Day 2: Moon Phases Lab
(modeling motion and
perspective with
black/white balls on
sticks) Appendix 1
Day 3: Intro APT, explain
part 1 (Moon APT)
Appendix 4, students
begin work.
*Possibly do
Eclipses/Tides lesson
before final work day on
Moon APT*
Day 4: Explain phases of
the moon to a 4th grader
with a letter and
diagram, peer review
Lesson 3: Eclipses and
Tides
Modeling with
basketball, mirrors. (1
class)
GRAVITY
Lesson 4: Seasons
Lesson 5: Gravity
Guiding Question: “What
would happen if the Earth
did not move the way it
does?”
Guiding Question: How does
gravity affect the planets in our
solar system and everything on
them?”
Day 1: Seasons on Mars
(literacy connection) (11.5 class periods)
Day 2: Sun-Earth Survey1,
Seasons APT (R4S
foldable Appendix 5)
intro and brainstorm
clues about seasons
(biological,
meteorological, social)
Day 3: Temperature
graphs/data crunch
[evaluating data from
various latitudes]
*15 min R4S foldable
worktime
Day 4: Photoperiod
graphs/data crunch
[evaluating data from
various latitudes]
*15 min R4S foldable
worktime
Day 5: Sun-Earth survey
Revisit “quiz” (students
will grade their surveys
and write feedback to
participants)
Day 6: Finish R4S foldable
Day 1-2: Gravity intro and
Gravity Lab2 parts 1 and 2
Days 3-4: Gravity and Orbits
Literacy Connection (in
computer lab)
2
Gravity Lab includes two
sections where students
analyze data to deduce that
the strength of gravity (as
shown by change in weight)
is changed by position and
mass of the interacting
objects. Appendix 3
1
Sun-Earth Survey:
students will poll two
people (one older, one
younger) on three basic
questions regarding the
Sun-Earth system and
cause of seasons.
Appendix 2
*Lesson Bridge/Extension/Connection to next unit (Earth Science): Cosmic Calendar
SCALE OF SS
Lesson 6: Scale of the Solar
System
Guiding Question: “How can
we make the size of the solar
system easier to understand?”
Day 1: Introduction to
scale3, revisit math
vocabulary
Day 2: Scale of Solar
System APT intro
Appendix 6 and math
crunch (provide students
with real data, they
develop their scale.)
Day 3: Poster4 creation
Day 4: Peer review and
final editing
Final Task: (1-2 days)
Creating survey to
determine effectiveness of
their APT products for a 4th
grade audience. Appendix
7
3
Teacher models creating a
scale using familiar objects,
students practice by
cooperatively developing
scale using a globe Earth to
determine size and location
of Moon
4
Student choice regarding
format to convey
information: poster,
brochure, letter, physical
model, etc.
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Authentic Performance Task:
Students will establish “space pen pals” with 4th graders in district. 8th grade students will send a note to introduce themselves,
explain that they will be sending some information about the Sun, Earth and planets. 8th graders will encourage 4th graders to send
any questions they have about space [connects to our first day activity about good science questions.] 8th grade students will create
and send educational products to explain: moon phases, seasons, and the scale of our solar system. Finally, 8th graders will create a
survey to determine how effective their teaching tools were in helping the 4th graders understand the three concepts.
Goal:
Your goal is to share all your space science knowledge with a fourth grader in West Milford.
Role:
You are the teacher, creating posters and other educational products to explain the phases of the Moon, the
reasons for the seasons, and the scale of our solar system.
Audience:
The target audience is a fourth grader from your elementary school. They are just starting to learn about these
things in space. (If you did not attend a WM elementary school, you can choose to send the products you create
to your 4th grade teacher- if you provide the name to your current science teacher- or to a randomly assigned
student from WM.)
Situation:
This challenge involves building the knowledge and vocabulary of a fourth grader, helping them to understand our
solar system better.
Product:
You will be creating four items to send to your Space Pen Pal:
A. An explanation of why we see phases of the Moon
B. An explanation of why we have seasons on Earth
C. A model of the solar system, based on an everyday object, to help the 4th grader understand its size and
distances. (You have a choice in how you want to present this model- it could be a video, a poster, or even a
physical model using everyday objects as props.)
D. A survey for your fourth grader with questions you create to determine how well you did in explaining the
three topics.
Success:
A successful result will be geared to a 4th grade audience, with important vocabulary defined, has handwriting or
text that is legible, is interesting and engaging to view or read, and is completed on time. Rubrics will be provided
for the individual project pieces for your guidance.
Resources:
"Combining Simulations and Text to Support Scientific Explanations: Gravity and Orbits." Amplify Science. Lawrence Hall of Science,
n.d. Web. 28 July 2015. <http://www.lawrencehallofscience.org/services_and_expertise/ngss/teachers>.
http://scienceandliteracy.org/sites/scienceandliteracy.org/files/presentation/MS_SGCombining_Simulations_and_Text_to_Support_Scientific_Explanations-Gravity_and_Orbits.pdf
"Teaching How Scientists Use Models with "What Makes Up Most of the Solar System"" NASA Wavelength Digital Library. NASA, n.d.
Web. 28 July 2015. <http://nasawavelength.org/resource/nw-000-000-003-927>.
http://ibex.swri.edu/educators/What_Makes_Up_Solar_System.pdf
"Teaching Roundtable Discussions with "Seasons on Mars"" NASA Wavelength Digital Library. NASA, n.d. Web. 28 July 2015.
<http://nasawavelength.org/resource/nw-000-000-003-924>. http://ibex.swri.edu/educators/Seasons_on_Mars.pdf
"The Real Reasons for Seasons Sun-Earth Connections." LHS GEMS, The Real Reasons for Seasons. Lawrence Hall of Science, n.d.
Web. 28 July 2015. <http://lhsgems.org/GEMSSeasons.html>.
*Moon calendar, Moon Phases Lab, Moon APT, Eclipses/Tides Modeling Activity, Sun-Earth survey, Seasons data crunch activities,
Reasons for Seasons (R4S) foldable project, Gravity Lab, Scale of Solar System into activity and Scale APT all modified/developed by
M. Bozenmayer and A. Alexander, 8th grade science teachers at Macopin Middle School, West Milford, NJ.
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 1: Moon Phases Lab
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 2: Sun-Earth Survey (from GEMS “The Real Reason for the Seasons”)
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 3: Gravity Lab
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 3 (continued)
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 4: Moon APT
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 5: Reasons for the Seasons (R4S) APT
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 6: Scale of the Solar System APT
Macopin Middle School (West Milford Township Schools)
Curriculum Document- M. Bozenmayer
Appendix 7: Final Survey