Download UBD - Solar System

Library Grade Level: 3
Project: Planet Project-Science
Date: Feb. - March 2014
Archdiocesan Science Standard 3.1E.1: Identify and describe the characteristics of planets in the solar system
I. Identify Desired Results
What overarching understandings are desired?
What are the overarching “essential” questions?
Eight planets of very different size, composition, and
features, move around the sun in nearly circular
orbits.
How do objects in the solar system differ in terms of
size, composition, features, distance, movement, and
apparent motion?
An object’s size and position in the solar system can How does an object’s size and position affect the
affect the movement, apparent motion (due to Earth’s conditions on the planet itself and other objects in the
rotation), and conditions on the planet itself and other solar system?
objects in the solar system.
What will students understand as a result of this
unit?
The solar system is made up of planets, comets,
asteroids, meteors, the sun, and man-made satellites.
Gravity holds celestial objects in orbit and plays an
important role in our solar system.
The mass of a celestial object is related to its gravitational
force.
Planets in the solar system differ in terms of distance from
the sun and physical properties.
A planet’s movement (orbit and rotation) are related to the
length of its day, night, year and seasons.
A planet’s movement (orbit and rotation) affects the
conditions on the planet over time.
What “essential” and “unit” questions will focus
this unit?
●
●
●
●
●
●
●
●
●
●
●
What objects exist in our solar system?
How far apart are objects in our solar system?
What causes objects in the solar system to move
the way they do?
Why do some objects have more gravity than
others?
How does the gravity of an object affect other
objects in the solar system, including astronauts?
What is the difference between a star, a planet
and a moon?
What are the names of the 8 planets in our solar
system?
What is the difference between a terrestrial and
gas planet?
How do these planets differ in terms of size and
distance from the sun?
What are the physical properties of these planets?
What determines the length of a planet’s day,
night, year, and seasons?
II. Determine Acceptable Evidence
What evidence will show that students understand...?
Performance Tasks, Projects
●
●
●
Use a Research Notes sheet (attached) to record information about an assigned planet, recording
information on the source
Use a graphic organizer to compare and contrast the attributes of assigned planet and Earth
Create a Thinglink with six or more pop ups giving information about assigned planet embedded in a
drawing of the planet.
III. Plan Learning Experiences and Instruction
Given the targeted understandings, other unit goals, and the assessment evidence identified, what knowledge
and skills are needed?
Students will need to know ….
●
●
●
●
●
the components of the solar system.
the forces that keep objects in orbit in the solar system.
the different sizes of objects in the solar system.
the properties of planets in the solar system.
the varying distances that exist in the solar system.
Students will need to be able to …
●
●
●
●
●
●
●
●
interpret data tables.
locate information and identify what is important and what isn’t.
take notes correctly-no full sentences, short and only necessary information.
describe and compare the components of the solar system.
list the planets in our solar system in order from the sun.
describe the forces that keep objects in orbit in the solar system.
describe the size, surface, atmosphere, orbit, and unique features of each of the 8 planets in our solar system
identify dangers on other planets.
Technology abilities:
● use GoogleDraw to create a Venn Diagram
● use Thinglink to create
What teachings and learning experiences will equip students to demonstrate the targeted
understandings?
Technology Experiences
● Thinglink
● Web Research
● Online Resources
Direct Teaching
● Mini-lessons
● Videos
● Small Group lessons