Download Astronomy - Rockaway Township School District

Earth Science Progression
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Key Concepts
From: Appendix E:
Progressions within the Next Generation Science Standards
The solar system contains many varied objects held together
by gravity. Solar system models explain and predict eclipses,
lunar phases, and seasons. The solar system is part of the
Milky Way, which is one of many billions of galaxies.
Including:
• Due to the Earth’s unique relationship
with the sun and moon, we observe many
predictable cyclic patterns, including day
and night, seasons, eclipses, tides, and
moon phases.
Topic Standard(s)
•
•
•
MS-ESS1-1
MS-ESS1-2
MS-ESS1-3
Storyline
The performance expectations in MS. Space Systems help students formulate answers to the questions: “What is Earth’s place in the Universe?” and
“What makes up our solar system and how can the motion of Earth explain seasons and eclipses?” Two sub-ideas from the NRC Framework are addressed
in these performance expectations: ESS1.A and ESS1.B.
Middle school students can examine the Earth’s place in relation to the solar system, Milky Way galaxy, and universe. There is a strong emphasis on a
systems approach, using models of the solar system to explain astronomical and other observations of the cyclic patterns of eclipses, tides, and seasons.
There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system
and obtain the data that support the theories that explain the formation and evolution of the universe.
The crosscutting concepts of patterns; scale, proportion, and quantity; systems and system models; and interdependence of science, engineering, and
technology are called out as organizing concepts for these disciplinary core ideas.
In the MS. Space Systems performance expectations, students are expected to demonstrate proficiency in developing and using models and analyzing and
interpreting data; and to use these practices to demonstrate understanding of the core ideas.
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Disciplinary Core Ideas(DCI): (Science Concept
ESS1.A: The Universe and Its Stars
• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with
models. (MS-ESS1-1)
• Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)
ESS1.B: Earth and the Solar System
• The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around
the sun by its gravitational pull on them. (MS-ESS1-2), (MS-ESS1-3)
• This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but
tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on
different areas of Earth across the year. (MS-ESS1-1)
• The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Performance Expectations (PE) / Clarification Statement and Assessment Boundary:
Students who demonstrate understanding can:
•
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.
Clarification Statement: Examples of models can be physical, graphical, or conceptual.
Assessment Boundary: none
•
•
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls
orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of
elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).
Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from
Earth.
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine
similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and
atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and
models.
Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.
Essential Question:
•
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Enduring Understanding:
How can the motion of Earth explain seasons, eclipses,
phases of the moon, and tides?
•
•
Observable, predictable patterns of movement in the Sun, Earth, and
Moon system occur because of gravitational interaction and energy
from the Sun.
Using models of the solar system to explain astronomical and other
observations of the cyclic patterns of eclipses, tides, and seasons.
Rockaway Township Goals:
•
•
•
•
•
•
Review how Earth’s position relative to the Sun and the rotation of Earth on its axis results in patterns and cycles that define time units of
days and years.
Explain why the height of the path of the Sun in the sky and the length of a shadow change over the course of a year.
Describe how the seasons on earth are caused by Earth’s tilted axis, the apparent path of the sun affecting the length of the daylight
hours, and the strength of the sun’s rays.
Explain why the moon appears to have 8 different basic phases during 1 lunar rotation, as viewed from Earth.
Draw and explain solar and lunar eclipses, spring and neap tides.
Explain how gravity is affected by the alignment of the sun, moon and Earth, thereby forming a space system.
Unit Learning Targets:
The student will be able to….
•
•
•
•
•
•
•
Identify how the height of
the path of the Sun in the sky
and the length of a shadow
change over the course of a
year.
Explain how Earth’s position,
relative to the Sun results in
patterns and cycles that
define time units of days and
years
Explain how Earth’s tilt,
rotation, and revolution
around the Sun cause
changes in the height and
duration of the Sun in the
sky, thereby changing the
length of the day and
seasons.
Explain the apparent phases
of the moon from earth
point of view.
Explain how gravity causes
cyclic changes of tides on Earth.
Describe how the gravitational
alignment of the sun/moon and
Earth causes larger (or smaller)
tides.
Analyze and interpret data to
determine scale properties in
the solar system.
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Suggested Activities:
Including Differentiated Strategies (DI)
Vocabulary:
This curriculum has been revised and updated for September, 2016, using the
NGSS.
•
•
Target activities may be modified, revised, or added by the sixth grade middle
school teachers to maintain relevancy to the ever-changing scientific world.
Changes to target activities will reflect 100% agreement with the science certified
teachers at the sixth grade level. Any changes to target activities will be shared
with grades 6-8 to provide consistency with all middle school grade levels.
•
•
•
•
•
•
•
Target Activities:
•
•
•
•
•
•
•
•
•
•
Model how the Earth rotates on its tilted axis as it revolves around the Sun.
Explain how the concept of time is derived from Earth’s rotation and revolution.
Explore the question Why is there day and night? (See NASA’s Starchild for
background information and a short activity describing why there are nights and
days http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question31.html)
Draw models of the sun's pathway in New Jersey for all seasons. (See Astronomy
Education at the University of Nebraska Lincoln for a lab called Basic Coordinates
and Seasons. http://astro.unl.edu/naap/motion1/motion1.html)
Use classroom materials, such as lamps and spheres, to create explanatory
models for the variation of shadows during the course of a year for various
locations in the Northern and Southern Hemispheres.
Identify the relationship between Sun angle and shadows on the Earth and
annual variations in temperature in the mid-latitudes.
Lab Activity: Length of Day (yarn, clear hemispheres, sun nodes for seasons)
(Prepared Kit)
Analyze data on sunrise and sunset times (in terms of length of daylight) and
describe patterns. (http://www.sunrisesunset.com/
Explain the reason for the patterns by using models or computer simulations of
the Earth and sun and moon.
Make a model of the Earth/Moon system, drawing the 8 basic apparent phases
as viewed from Earth
•
•
•
•
•
alignment
apparent phase of
the moon
axis
equinox
light spectrum
neap tide
orbit
phases
radiant energy
(heat) (diffused
and concentrated
radiant energy)
revolution
rotation
solstice
spring tide
tide
•
•
•
•
•
•
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Teacher created Power Point Presentation on the Phases of the Moon (shared
Google Classroom or shared folder on Staff)
Lab Activity: use models to show the relative position of the Earth and moon for
each of the 8 basic apparent phases as viewed from Earth
Kinesthetic Activity: Using prepared ‘flash” cards of each daily phase of the moon
as viewed from Earth, have the students arrange themselves in the correct
order, in a circle around a central point (the Earth) to illustrate waxing and
waning phases of the moon.
Lesson Plans/ Links –Moon Information and Moon Phases (MANY activities including links to Rotation Vs Revolution, Comparing the Size of Earth and Moon,
NASA Moon, Google Moon, Bill Bye Video, Brain POP, Moon Phases, “Karate Kid”
to remember “Wax on, Wane off”, Moon Phase Finder, Birthday Moons, Where
is the Moon? Where is the Sn?, and Moon Clock; as well a information and lesson
plans on Tides with links to NJ Tide Charts and the Moon phases)
https://middleschoolscience.com/earth-science/space-science/moon/
Lesson Plan – Using Real-Time Data: NOAA & Tides (with links to Google Slides,
NOAA Tides website, and student record /analysis sheet) Uses Atlantic City, NJ as
an example, and also has a blank sheet to change
location.https://middleschoolscience.com/2015/02/01/using-real-time-datanoaa-tides/
Discuss different way to determine the scale of the solar system to explore other
planets/moons within our system
 Activity: Plotting the Apollo Landing Sites;
http://members.shaw.ca/scud/Lat_Long_Moon_Exercise.pdf
 Activity: Scale Models of the Solar System
http://www.nasa.gov (In their search box, type in “Scale Models of the
Solar System)
 Optional: The Space Race Timeline
www.CommonCoreSheets.com also available through
https://middleschoolscience.com/earth-science/space-science/moon/
Resource Materials:
•
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Assessments:
Textbooks available for background information:
Prentice Hall – Earth Science
Glencoe
• A Framework for K-12 Science Education: Practices, Cross-cutting
Concepts and Core Ideas - available Professional Book with EXCELLENT
background information (download free from MyNAP:
http://www.nap.edu/catalog/13165/a-framework-for-k-12-scienceeducation-practices-crosscutting-concepts )
• Prepared Kits:
• Classroom Posters
• DVD
• Teacher-made PowerPoint presentations
• Websites, youtube.com
• Google Classroom
• NSTA Classroom Resources:
Seasons Interactive http://ngss.nsta.org/Resource.aspx?ResourceID=6
Including Students in a Model of the Earth, Moon, and Sun System
http://ngss.nsta.org/Resource.aspx?ResourceID=510
Eclipse Interactive
http://ngss.nsta.org/Resource.aspx?ResourceID=70
Lunar Phases
http://ngss.nsta.org/Resource.aspx?ResourceID=74
NASA Eclipse Web Site
http://ngss.nsta.org/Resource.aspx?ResourceID=490
•
•
•
•
•
•
•
•
•
•
•
•
•
Notebooks/Journals
Daily and Graded Homework Assignments
Lab Investigations
Organized Science Notebooks/ Science Journals
Daily and Graded Homework Assignments
Lab Investigations (controlled variables)
Teacher observation, checklists, rubrics
Student assessment rubrics (self-checking / student created /
teacher created)
Lab group assessments (student created / teacher created,
student peer-to-peer feedback)
Projects / STEM Activity as determined by grade level
Exit Tickets
Quizzes
Tests
Benchmark Assessment ( for SGO, as determined by grade level)
Science and Engineering Practices :
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Hover over the following section: Control + Click to follow link:
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
Develop and use a model to describe phenomena. (MS-ESS1-1), (MS-ESS1-2)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)
Cross Cutting:
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Hover over the following section: Control + Click to follow link:
Patterns
Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)
Scale, Proportion, and Quantity
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
(MS-ESS1-3)
Systems and System Models
Models can be used to represent systems and their interactions. (MS-ESS1-2)
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development
of entire industries and engineered systems. (MS-ESS1-3)
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and
observation. (MS-ESS1-1), (MS-ESS1-2)
Rockaway Township Public Schools
Science Unit Guide
Earth Science - Grade 6
Space Systems - Earth’s Place in the Universe
Common Core State Standard Connections:
Common Core State Standard Connections:
ELA/Literacy
Mathematics
Hover over the following section: Control + Click to follow link:
Hover over the following section: Control + Click to follow link:
RST.6-8.1 - Cite specific textual evidence to support analysis of
science and technical texts. (MS-ESS1-3)
6.EE.B.6 - Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set. (MS-ESS1-2)
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). (MSESS1-3)
SL.8.5 - Integrate multimedia and visual displays into presentations
to clarify information, strengthen claims and evidence, and add
interest. (MS-ESS1-1)
6.RP.A.1 - Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities. (MS-ESS1-1), (MSESS1-2), (MS-ESS1-3)
7.EE.B.4 - Use variables to represent quantities in a real-world or
mathematical problem, and construct simple equations and inequalities
to solve problems by reasoning about the quantities. (MS-ESS1-2)
7.RP.A.2 - Recognize and represent proportional relationships between
quantities. (MS-ESS1-1), (MS-ESS1-2), (MS-ESS1-3)
MP.2 - Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4 - Model with mathematics. (MS-ESS1-1), (MS-ESS1-2)