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Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
Unit Title
Earth’s Place in the Universe
Standards and
Grade Level Expectations
CAS Priority Standard
Length of Unit
4 weeks (18-21 days)
ES 1: The history of the universe, solar system and Earth can be inferred from evidence left from past events.
Evidence Outcomes
c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence (DOK 12)
e. Examine, evaluate, question, and ethically use information from a variety of sources and media to
investigate the history of the universe, solar system and Earth (DOK 1-2)
Nature of Science
1. Understand that all scientific knowledge is subject to new evidence and that the presence of reproducible
results yields a scientific theory. (DOK 1)
CAS Supporting Standard
ES 2: As part of the solar system, Earth interacts with various extraterrestrial forces and energies such
as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the
planet’s geosphere, atmosphere, and biosphere in a variety of ways
Evidence Outcomes
a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions around
the extraterrestrial forces and energies that influence Earth (DOK 1-3)
b. Analyze and interpret data regarding extraterrestrial forces and energies (DOK 1-2)
c. Clearly identify assumptions behind conclusions regarding extraterrestrial forces and energies and provide
feedback on the validity of alternative explanations(DOK 2-3)
d. Use specific equipment, technology, and resources such as satellite imagery, global positioning systems
(GPS), global information systems (GIS), telescopes, video and image libraries, and computers to explore
the universe )
Nature of Science
1. Understand the physical laws that govern Earth are the same physical laws that govern the rest of the
universe. (DOK 1)
2. Critically evaluate strengths and weaknesses of a model which represents complex natural phenomena.
(DOK 2-3)
Opportunities to link to other CAS areas:
PS 1: (Newton’s Law of Gravitation)
PS 5: (Energy – especially EMS)
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Curriculum Development Unit Overview
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Next Generation Science Standards
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that
eventually reaches Earth in the form of radiation.
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter
in the universe.
HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Essential Unit
Question(s)
(Engaging-Debatable):
How do we know the history of the Earth, Sun, Solar System and Universe?
How does the sun impact the Earth both positively and negatively?
Science Concepts
Nature of Science:
Origin of the Universe, of our solar system (sun/planets) , and the earth; Extraterrestrial Influences – focus on Solar;
Electromagnetic Radiation; solar flares; CME; sunspots
[Does not include structure of the solar system, as this is a middle school standard. Does not address motion topics
(orbits, precession), but this topic could be addressed as an optional extension.]
A student in ESPS can demonstrate the following scientific skills:
a) generate and justify evidence-based explanations using a variety of literature
b) practice mathematical literacy skills and use technology to analyze and interpret data.
c) describe how scientific theories change over time.
d) evaluate scientific models for strengths and limitations
Academic Vocabulary:
Core: evidence (indirect and direct), justify, analyze, interpret, compare, contrast, model, summarize
Science-specific academic terms: scientific claim, law, theory
Content Vocabulary:
Core: nebular theory, Newton’s law of gravitation, Doppler effect (red shift, blue shift), Hubble’s law; cosmic background
radiation (microwaves); big bang theory, steady state theory, oscillating universe theory, nuclear fusion, solar wind, solar
flare, coronal mass ejections (cme), sunspot, electromagnetic spectrum; ultraviolet radiation; infrared radiation,
spectroscope, HR diagram, luminosity, stellar evolution, red giant, white dwarf, light year
Review: solar system, galaxy, universe, element, wavelength, speed, frequency, energy, visible light, telescope,
temperature
Additional: cluster, gamma radiation, x-rays, radiowaves, elliptical galaxy, spiral galaxy, corona, photosphere,
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chromospheres, solar prominences, solar cycle, nebula, protostar, supernova, neutron star, black hole, astronomical units,
comets, asteroids, meteor, meteorite, meteoroid, crater
Vertical Alignment
8th Grade: The Solar System is comprised of various objects that orbit the Sun and are classified based on their
characteristics. [scale model, theory of solar system formation, orbital paths, exploring solar system]
8th Grade: The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as
seasons, eclipses, and Moon phases. [tides, eclipses, moon phases, seasons, motion over time]
th
4 Grade: The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as
seasons, eclipses, and Moon phases.
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Curriculum Development Unit Overview
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KEY SUMMATIVE(S)
(includes links to related rubrics)
1. Big Bang Theory – In this summative assessment, students will write an essay (minimum 4 paragraph) where they show they can develop,
communicate, and justify an evidence-based scientific explanation addressing questions around the Big Bang Theory using ONE of the
prompts below. (DOK 3)
a) Identify two different pieces of evidence for the Big Bang Theory and evaluate which evidence is most compelling.
OR
b) Who is Right? Who is Wrong? Compare and contrast two different theories for the formation of the universe… using the evidence for
each in your comparison. [Students would have learned about the different theories in their classroom experiences.]
2. Solar Phenomena - In this summative assessment, students will produce a data table and a graph to show they can practice mathematical
literacy skills and use technology to analyze and interpret data. (DOK3) This summative assessment is an adaptation of the Space
Weather Performance Task from definedstem.com.
GUIDING QUESTION and LEARNING TARGETS
[should indicate the DOK range… and be sure that the classroom
activities match this… use “I can…. “]
CLASSROOM ACTIVITIES
1.
Key Learning Activities:
How do we know the age of our Solar System? How did our Solar System form?
As a student, I can…
a) compare and contrast scientific theory and law (DOK 1-2 )
[formation of solar system theory …. Newton’s law of gravitation]
b) describe the nebular theory for the formation and structure of the solar system (DOK
1)
c)
make a claim about the formation of the solar system and support it with evidence
(DOK 2-3)
[Learning Activities (LA) / Formative Assessments (FA)/ Key Resources (KR) /
Extensions (EXT)]
1a.
Law vs. Theory
1bc. The Nebular Theory
Additional Learning Experience(s):
1(1). Why Study Astronomy? Reading
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Curriculum Development Unit Overview
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2.
3.
How do we know the age of the universe? How has it changed over Time?
As a student, I can…
a) describe how the universe is organized (clusters, galaxies, solar systems)
(DOK1)
b) identify and describe key pieces of evidence for the Big Bang Theory (DOK 1)
i.
cosmic microwave background radiation / temperature / inflation
ii.
Doppler Effect (red shift / blue shift) – expanding universe
iii.
abundance of lighter elements
iv.
Other – time permitting: stellar ages (?); dark energy (?)
c) analyze and interpret data regarding the history of the universe using direct
and indirect evidence. (DOK 2)
d) evaluate a model of the expanding universe for its strengths and limitations.
(DOK2)
e) compare and contrast theories for the origin of the universe (steady state,
oscillating universe, Big Bang Theory) (DOK2)
f) differentiate between Hubble’s Law and the Big Bang theory and justify their
classification (DOK 2)
Key Learning Activities:
How does the Sun influence the Earth?
As a student, I can…
a) describe the source of the sun’s energy (nuclear fusion) (DOK1)
b) differentiate between various solar phenomena (solar winds, solar flares,
sunspots, CMEs), what causes them, and assess their impact on Earth. (DOK2)
c) analyze and interpret data about the solar cycle (DOK2-3)
Key Learning Activities:
2a.
Modeling the Universe
2bc. Evidence for the Big Bang Theory
2c.
How Old is the Universe
2de. Model of the Expanding Universe
Comparing Theories of the Origin of the Universe
2f.
Hubble’s Law and the Big Bang Theory
Additional Learning Experience(s):
3a.
3bc.
3b.
Our Amazing Sun
The Solar Cycle
Formative: Solar Impacts
Additional Learning Experience(s):
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Curriculum Development Unit Overview
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4.
How do scientists use the electromagnetic spectrum to study the stars (and the
universe)?
As a student, I can…
a) describe and rank various forms of electromagnetic radiation including the
benefits (uses) and hazards of various forms of electromagnetic radiation
(DOK 1-2) [infrared, visible, ultraviolet]
b) find and analyze patterns in the electromagnetic spectrum in terms of
wavelength, frequency, speed, and energy (DOK 2)
c) collect and analyze data using a spectroscope (DOK 2)
d) identify several different instruments astronomers use to study the universe
and what the instruments tell us (DOK 1)
Key Learning Activities:
4ab.
4c.
4de.
EM Spectrum Web Quest
Spectroscope Lab
Telescopes to Study the Universe
Additional Learning Experience(s):
e) gather information from multiple resources to make connections
between the instruments scientists use to study the universe and
what they learn about the universe using the instruments. (DOK2-3)
5.
How do stars change (appearance and composition) through time?
As a student, I can…
a) use properties of stars* to construct an HR-diagram and determine their life
stage based on the location of a star on the diagram. (*temperature and
luminosity) (DOK 1)
b) describe stellar evolution for the sun and compare it to more massive stars.
(DOK 1-2)
Key Learning Activities:
Possible Extension
6. How can we predict the motion of orbiting objects in the solar system?
As a student, I can…
a) state and use Kepler’s laws to describe common features of the motions of
orbiting objects, including elliptical paths around the sun.
b) predict how two orbiting bodies of different masses will interact with one
another in the solar system
Key Learning Activities
5ab.
Star Classification-HR Diagram
Additional Learning Experience(s):
6ab. Cindy knows of a Phet Simulation
??? 6a. Matt has an activity on orbits of comets and planets
Sandy might too…
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Curriculum Development Unit Overview
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Possible Extension:
7. How do scientists use scale models to represent the universe and parts of it?
As a student, I can…
a) use astronomical Units and Light Years as measures of distances between
astronomical objects.
Possible Extension:
8. How likely is a catastrophic impact event and what is its potential impact on your
community?
As a student, I can…
a) describe the orbits of comets and asteroids and how these might result in an
impact event.
b) describe the energy involved in an impact event
c) describe the local and global effects of an impact event on the earth.
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Curriculum Development Unit Overview
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Cut these out – but don’t want to lose them….
Additional Learning Experience(s)
5(1): separate activity for the stellar evolution
3(1) “We are all stardust.” Activity
4(1). Math Connection – calculations with speed = wavelength x frequency
4(2). UV Bead lab – from Sandy
3b: Definedstem.Sun’s Effects on Humans Literacy Task [XXX will do this…]
Article(s) – from Adrienne – Solar Flare news
This activity needs to address both what the phenomena are and what their impact is… Good opportunity to evaluate popular literature???
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