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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