Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Unit EQ What is the Earth’s role in our solar system? Unit Title: Earth in Space Unit 1 Grade: 6th Time Frame: Unit Overview 32 Days There are many views of the formation of our solar system. Big Ideas: solar system, universe, theories Theories of the Universe E1a • • • CONTENT MAP Objects in the Solar System E1b-f E2c • Galaxies • Planets • Moon • Earth Geocentric Heliocentric Big Bang Unit Topic: Solar Energy E6b Eclipses E2b Level of Learning A analyzing B analyzing C analyzing D analyzing E application F organizing **S6e2 a-c Earth in Space Phases of the Moon E2a E3c (waves, currents, tides) Standard Addressed **S6e1 a-f A analyzing B analyzing c integrating S6e3 d analyzing Enduring Understandings (Concepts/Big Ideas) Essential Questions 1. there are different theories to explain the formation of the universe (geocenric, heliocentric, Big Bang). 2. will understand that the planets have distinct characteristics that distinguish it. 3. hierarchy of objects of the universe (galaxy, solar system, universe). 4. gravity governs the motion of the solar system. 5. all objects in the solar system orbit around the sun (causes day and night). 6. there are different objects in the solar system (comets, asteroids, and meteorites). 7. the moon has phases depending on the alignment of the earth, moon, and sun. 8. eclipses occur due to the alignment of the Earth, moon, and sun. 9. tilt of the earth determines climate and seasons. 10. the moon controls the tides. 11. the sun is a renewable/inexhaustible source of energy. 1. What facts support the theories of the formation of the universe? 2. If you could travel to another planet, where would you go and how would you prepare for your trip? 3. Where are we in relationship to the universe? 4. Why do the planets not collide? 5. What causes day and night? 6. What is the other “junk” in the solar system? 7. Why are meteor showers visible at the same time each year? 8. Why does an eclipse not occur monthly? 9. Why do seasons occur? 10. How do the tides form? 11. What are some advantages/disadvantages of solar energy? Students will understand that… Knowledge and Skills AC = Assessment Code: Students will know… (Acquisition lessons) 1. the Big Bang theory describes the formation of the universe. 2. the historical theories of the motion of the solar system . 3. the hierarchy of the universe. 4. the characteristics of each of the 9 planets. 5. objects in the solar system revolve around the sun. 6. gravity is the force that controls all motion AC I – Informal SR – Selected Response CR – Constructed Response PA – Performance Assessment (formative) Students will be able to… 1. describe historical theories. 2. differentiate between solar system, galaxy, and universe. 3. compare and contrast planets. 4. explain motion the objects in the day and night sky. 5. explain why planets stay in their orbits. 6. differentiate between comets, asteroids, and meteorites. 7. demonstrate the phases of the moon. AC in the solar system. 7. different phases of the moon with regard to the alignment of Earth, moon, and sun. 8. eclipses occur because of alignment of the earth, moon, and sun. 9. the tilt of the earth determines climate and seasons. 10. the moon controls the tides. 11. the sun is a renewable/inexhaustible source of energy. 8. explain how solar and lunar eclipses occur. 9. determine causes of the seasons. 10. explain the relationship between the moon and tides. 11. explain why the sun is an alternate energy resource. ASSESSMENTS Informal: reciprocating partners, numbered pairs, daily journals, warm-ups, group discussions, think-pairshare, ticket out the door, KWL charts, graphic organizers, conference/interview Selected Response: multiple choice tests, fill-in-the-blank tests, matching Constructed Response: flip book, foldables, graphic organizers, short discussion/essay, illustration Performance Assessment (Authentic Use): Summative Assessment (GRASPS) Goal: understand characteristics of each planet Role: intergalactic trading card dealer Audience: consumers Situation: trying to establish a new line of planetary trading cards Product: a set of trading cards Standards/Criteria: Correlations Instructional Plan/Activities (Activators, Teaching Strategies, Summarizers) Process Skills Brief description of the lesson/activity. 1. Venn-diagram---geocentric vs. heliocentric 2.Letter to Copernicus, Ptolemy about the theories of the solar system. 3. Observe Phases of the Moon for 4 weeks 4. Real Estate agent and create business card for a destination in space. 5. Create a travel brochure for space. 6. Patch for a new colony on a planet. 7. 8. Research Isaac Newton 9. Thumbs Up Demo, p. 758 10. Absolute and apparent Magnitude Quick Demo, p. 738 11. Seasons—direct/indirect light penny demo. 12. Phases of the moon flip book with written explanations for the phases. Note: to add additional lines, press TAB at the end of “activity” 6. Use numbers from Understandings, Knowledge, and Skills to correlate Enduring Understandings Where does the activity fit? Know (Acquisition) Do Key Terms: Heliocentric Geocentric Ptolemy Copernicus Isaac Newton Gig Bang Theory Galaxy Milky Way Galaxy Gravity comets asteroids meteors/meteorites phases of the moon lunar eclipse solar eclipse apparent magnitude absolute magnitude retrograde motion Resources: Glencoe, p. 758, 738 Research materials for Copernicus, Ptolemy, and Newton