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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
Unit Organizer: Space Camp
(about 9 weeks)
OVERVIEW:
At the end of the 5th grade year, students should have understood that there are several distant objects including the Sun, Moon
and planets that move across the sky. Students should also have had the understanding that the Earth is one of the many planets
that orbit the Sun and that the Moon orbits the Earth. This understanding includes the fact that the Earth is nearly spherical in
shape and that the Earth’s gravity pulls on objects on or near the Earth. Students should know that night and day occur as a result
of the Earth’s rotation. Waves, wind and water contribute towards reshaping Earth’s surface.
This unit on Space Camp will therefore focus on the students’ conceptual understanding of the current scientific views of the
universe and how those views have evolved. The students will understand the position of our solar system within the Milky Way
Galaxy. Planets and other bodies, like asteroids and comets within our solar system, will also be explored. Students will also
understand the effects of the relative positions of the Earth, Moon, and Sun. Students will investigate the scientific view of how
the Earth’s surface is formed and recognize that lithospheric plates move and cause geologic events on the Earth’s surface.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard(s):
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe
our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of size relative to the earth surface and atmospheric features, relative distance from
the sun and its ability to support life.
d. Explain the motion of objects in the day/night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 1 of 10
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
S6E5. Students will investigate the scientific view of how the earth’s surface is formed
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological
features including oceans (composition, currents, and tides).
Supporting Standard(s):
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological
features including oceans (composition, currents, and tides).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 2 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
STANDARDS ADDRESSED IN THIS UNIT (continuation)
Characteristic of Science:
S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these
traits in their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be
completely accurate descriptions.
S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and
decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for
expressing the answer.
c. Address the relationship between accuracy and precision and the importance of each.
d. Draw conclusions based on analyzed data.
S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in
scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and
create simple files.
b. Estimate the effect of making a change in one part of a system on the system as a whole.
c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates,
and temperature, and choose appropriate units for reporting various quantities.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 3 of 10
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems
including how the output from one part of a system (in the form of material, energy, or information) can become the input to other
parts. (For example: El Nino’s effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same
thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.
S6CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a
procedure.
b. Understand and describe how writing for scientific purposes is different than writing for literary purposes.
c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal.
S6CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area
of their particular expertise.
b. Recognize that there may be more than one way to interpret a given set of findings.
Nature of Science:
S6CS9. Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising
hypotheses, and formulating explanations.
b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same
questions.
c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with
other scientists and society.
d. Scientists use technology and mathematics to enhance the process of scientific inquiry.
e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research.
Scientists must adhere to the appropriate rules and guidelines when conducting research.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 4 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
ENDURING UNDERSTANDINGS
Students will understand that:
The “Big Bang” is one theory of the origin of the universe.
The planets of our solar system differ in size, composition, surface and atmospheric features, and distance from the Sun.
The Earth, third planet from the Sun is the only body in the solar system that appears to be able to support life as we know
it.
Comets and asteroids are other objects in our solar system that orbit the Sun and also vary in size, composition, and
characteristics.
Gravitational force of the Sun keeps planets in orbit around the Sun and governs the rest of the motion in the solar system.
The Moon orbits the Earth once in about 28 days, which changes the part of the Moon lighted by the Sun and how much of
that part can be seen from the Earth—phases of the Moon.
The lithosphere, top layer of the Earth is broken into plates. These plates are in constant motion.
The motion of these plates results in major geologic events like earthquakes, volcanic eruptions, and even mountain
building. These major events, along with weathering and erosion, constantly change the surface of the Earth.
Weathering and erosion are processes that constantly change the Earth’s surface.
The Earth rotates daily on an axis that is tilted relative to the plane of the Earth’s yearly orbit around the Sun; sunlight falls
more intensely on different parts of the Earth during the year. The difference in heating of the Earth’s surface results in the
planet’s seasons and weather patterns.
The gravitational pull from the Moon, and the rotation of the Earth on its axis, cause the ocean and sea water to bulge,
producing the tides.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 5 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
ESSENTIAL QUESTIONS:
Where in the galaxy is our solar system?
How does the Earth differ from the other planets?
How are asteroids, comets, and meteors different from one another? From the planets?
Why don’t the planets leave the solar system or be drawn into the Sun by its gravity?
How does the movement of the lithospheric plates cause major changes on the Earth’s surface?
Why does the Moon appear to change shape from night to night?
How are solar and lunar eclipses similar or different?
Why does the Earth have different seasons?
How does the gravitational pull of the Moon on the Earth affect me when I am at the beach?
CONCEPTS:
Heliocentric versus Geocentric models, The Big bang theory, The formation of the universe and the solar system, relative
position and distances of planets from the Sun, characteristics of the planets, the dynamic nature of the Earth, characteristics of
asteroids, meteors, comets, phases of the Moon, lunar and solar eclipses, relationships between seasons, tides and planetary
positions.
LANGUAGE:
Heliocentric, geocentric, planets, gravity,
asteroids, meteors, comets, Sun, asteroid
belt, dwarf planet, inertia, orbit, revolution,
Milky Way galaxy, galaxy, ellipses
Alignment of Moon, Sun, and Earth,
phases, waxing, waning, solar eclipse,
lunar eclipse, spring tides, neap tides,
umbra, penumbra, shadow, corona,
rotation, revolution, orbit
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 6 of 10
Copyright 2007 © All Rights Reserved
Plate boundary, lithosphere, convergent,
divergent, transform, sea-floor spreading,
oceanic crust, continental crust, crust, mantle,
core.
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
MISCONCEPTIONS
The Big Bang explains the origin of the solar system
When all of the planets line up, the gravitational pull will cause an
earthquake or disaster, or will cause the end of the world.
We could easily go to another planet and live.
We could grow plants in the soil on Mars
Seasons are caused by the Earth’s distance from the Sun.
The Moon shines light on the Earth.
The Moon's phases are caused by the shadow of the Earth on the
Moon
The Earth is one entire, solid unbroken planet.
Planets revolve around the Sun in perfect circles.
PROPER CONCEPTIONS
The Big Bang is just one of several theories that explain the
origin of the entire universe. The solar system formed separately
within our galaxy, much later than the Big Bang.
The gravitational attractions of the planets, either individually or
as a group are so small because of the distances between the
planets that they cannot possibly have a significant destructive
effect on one another or on the Earth and its inhabitants.
Traveling to another planet would require very large amounts of
money, planning, and time, and would not be at all easy to do
because of the expense and complexity of the operation. In
addition, none of the other planets in our solar system is suitable
to easily support life because of their temperatures, lack of a solid
surface, lack of liquid water, and lack of a breathable atmosphere.
Very low temperatures and the lack of water should make Mars a
hostile planet for any organism that has evolved in an Earth
environment.
The “soil”, on Mars is actually just regolith; it lacks organic
matter and so would not support plant life.
Seasons are caused by the change in the angle of the Sun's rays on
Earth, due to the tilt of the Earth.
The Moon does not produce any light but simply reflects light
from the Sun.
The Moon's phases are caused by the part of the Moon that
reflects the Sun and seen from our position on Earth.
The Earth’s upper layer is broken up into plates called
lithospheric plates. Parts of the Earth’s interior are liquid.
Planets move around the Sun in elliptical (oval) orbits.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 7 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
EVIDENCE OF LEARNING:
Culminating Activity:
SPACE CAMP
Georgia Science Center is considering an expansion which will include a Space Camp. The new Space Camp will house three
adventures titled “Tour de Solar System”, “Plating the Earth’s Surface”, and “Dancing with the Earth, Moon and our star”.
Earth science teachers across the State of Georgia will be asked to encourage their students to create brochures that will
advertise the new Georgia Science Center Space Camp to the general public. The selection of the best brochure will be based on
the rubric below.
Goal: Students will be required to demonstrate a thorough understanding of the solar system, the dynamics of the Earth, and the
relationship between the Earth, Sun and Moon and their relative positions from each other.
Role: Students will play the role of the new space camp director, advertising the Space Camp’s three adventures to potential
visitors.
Audience: The audience will be Georgia’s potential visitors who expect to experience new adventures at Georgia’s new Space
Camp.
Scenario: An educational pamphlet for each of the new additions to the Georgia Science Center.
Product: Produce brochures to advertise the adventures of the new Space Camp. Students’ advertisements in the brochure
should excite potential visitors about the new Space Camp. Information included in the brochures must include the earth science
knowledge of what should be experienced by visitors at the Space Camp. Some of the earth science knowledge expected in the
brochure include the following:
Tour de Solar System:
Origin of the universe
Composition of the solar system
Characteristics of different bodies found in the solar system
Sizes of the planets
Relative distances of the planets from the Sun
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 8 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
Plating the earth’s surface
The interior of the Earth
The lithospheric plates of the Earth
The plate boundaries
The major events caused by the movement of the plates.
Dancing with the Earth, Moon and our star
Surface structures of the Earth and the Moon
Comparing and contrasting the surfaces of the Earth and Moon
Effect of the alignment of the Earth, Moon, and Sun
Solar and lunar eclipses
Phases of the Moon
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 9 of 10
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for SPACE CAMP – 6TH GRADE
SPACE CAMP RUBRIC
4
Tour de Solar Thoroughly and
accurately describes the
System
Big Bang theory,
composition of the solar
system, the characteristics
of the solar system,
asteroids and comets, and
the sizes of the planets
and their distances from
the Sun
Plating the
Earth’s
surface
Thoroughly and
accurately describes and
illustrates the interior of
the Earth, lithospheric
plates, plate boundaries,
events caused by the
movement of plates.
Dancing with
the Earth,
Moon, and
our star
Thorough and accurately
describes and illustrates
the Earth and Moon
surface structures,
alignment of the Earth,
Moon and Sun, solar and
lunar eclipses, and phases
of the Moon
3
2
Accurately describes
the Big Bang theory,
composition of the
solar system, the
characteristics of the
solar system, asteroids
and comets, and the
sizes of the planets and
their distances from the
Sun but not very
thoroughly
Accurately describes
and illustrates the
interior of the Earth,
lithospheric plates,
plate boundaries,
events caused by the
movement of plates,
and the effects of
weathering and erosion
on the Earth’s surface
but not very thoroughly
Information is
accurate but missing
some of the
information of the
Tour de Solar System
Includes inaccurate and Does not have any
incomplete information information on Tour
of the Tour de Solar
de Solar System
System
Information is
accurate on plating
the Earth’s surface
but missing some of
the information and
illustration.
Accurately describes
and illustrates the
Earth and Moon
surface structures,
alignment of the Earth,
Moon and Sun, solar
and lunar eclipses, and
phases of the Moon but
not very thoroughly
Information is accurate
on the Earth and Moon
surface structures,
alignment of the Earth,
Moon and Sun, solar
and lunar eclipses,
phases of the Moon
but missing some
information and
illustration
Information on interior
of the Earth,
lithospheric plates, plate
boundaries, events
caused by the
movement of plates, and
the effects of
weathering and erosion
on the Earth’s surface is
both inaccurate and
incomplete. Not much
illustration is shown.
Information on
the Earth and Moon
surface structures,
alignment of the Earth,
Moon and Sun, solar
and lunar eclipses,
phases of the Moon is
both inaccurate and
incomplete
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EARTH SCIENCE  6TH GRADE  SPACE CAMP
JULY 2008  Page 10 of 10
Copyright 2007 © All Rights Reserved
1
0
Does not have any
information or
illustration on
interior of the Earth,
lithospheric plates,
plate boundaries,
events caused by the
movement of plates,
and the effects of
weathering and
erosion on the
Earth’s surface
Does not have any
information or
illustration on
the Earth and Moon
surface structures,
alignment of the
Earth, Moon and
Sun, solar and lunar
eclipses, and phases
of the Moon