Download Unit 7 - Lesson 1

Campus: Huddleston
Author(s): Rachel Davis, & Crystal Ruble
Date Created / Revised: 01/08/17
Six Weeks Period: 4th
Grade Level & Course: 6th science
Timeline: 9 days
Unit Title: Space and Space Exploration
Stated Objectives:
TEK # and SE
Lesson # 1
of 1
6.11 Earth and space. The student understands the organization of our solar system and
the relationships among the various bodies that comprise it. The student is expected to:
6.11A Describe the physical properties, locations, and movements of the Sun, planets,
Galilean moons, meteors, asteroids, and comets.
6.11B Understand that gravity is the force that governs the motion of our solar system.
Supporting Standard
6.11C Describe the history and future of space exploration, including the types of
equipment and transportation needed for space travel.
Scientific Process TEKS
6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods
during laboratory and field investigations. The student is expected to:
6.2C Collect and record data using the International System of Units (SI) and qualitative
means such as labeled drawings, writing, and graphic organizers.
6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the contributions
of relevant scientists. The student is expected to:
6.3B Use models to represent aspects of the natural world such as a model of Earth's
layers.
6.3C Identify advantages and limitations of models such as size, scale, properties, and
materials.
6.4 Scientific investigation and reasoning. The student knows how to use a variety of
tools and safety equipment to conduct science inquiry. The student is expected to:
6.4A Use appropriate tools to collect, record, and analyze information, including
journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates,
test tubes, triple beam balances, microscopes, thermometers, calculators, computers,
timing devices, and other equipment as needed to teach the curriculum.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
The solar system consists of the Sun and other celestial objects bound together by gravity.
- Which specific celestial objects are considered part of our solar system?
- What are the physical properties, locations, and movements of the celestial objects in
our solar system?
Gravity is the force that governs the motion of our solar system.
- What is gravity?
-How does gravity affect objects?
-How do objects in our solar system stay in their respective orbits?
Space exploration has progressed through the years.
-How has space been explored in the past?
-How do you think space may be explored in the future?
Misconceptions


Students may think that stars are included in the solar system.
Students may think that the solar system contains only the Sun, Moon, and planets.
Students may think that there is no gravity in space.
Key Vocabulary
Asteroid, comet, solar system ,Kuiper belt, Galilean moons, model, gravity, mass, weight, force
Space, space probe, space shuttle, rocket, space station
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
Topic:
OBJECTIVE FOR THE DAY:
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)


Show students “Star Size Comparison” video on youtube.
Materials
Solar system object
cards handout
https://www.youtube.com/watch?v=fKTu6B4Rgek
Also, show students an image of VY Canis Majoris in comparison
to our sun.
http://en.wikipedia.org/wiki/File:Sun_and_VY_Canis_Majoris.svg
Next, divide students into groups of 3 to 4 students. Hand
students a bag of “solar system object cards”. These cards
should be cut apart and placed in each bag prior to handing them
to the students. Students will pull out the cards from the bag and
attempt to correctly match each term with the definition. Give
students 5-7 minutes to sort through the cards. Review the
correct answers with the class. As students are reviewing the
cards, you may choose to pull up picture or videos of the objects
from google so students have examples of them to see.
Give each student their own set of “solar system object” cards
(uncut) to glue into their journal.
CLOSING TASK, PRODUCT OR QUESTION:
Day 2 – Explore
Topic:
OBJECTIVE FOR THE DAY:
Divide students into groups of 3-4. Give each group a table sized
Venn Diagram (laminated on butcher paper) and bag of
characteristics describing each category on the Venn diagram.
Give students 10 minutes to sort the answers into the correct
places on the Venn diagram. Once everyone is done, discuss
the correct answers with the class.
Hand out “Comparing asteroids, meteors, and comets” Venn
diagram key. Allow students to glue in the Venn diagram key into
their journals.


Materials
“Characteristics
Cards Key
 Calculators
 Table sized Venn
Diagram
 Characteristics cut
apart in bags
Venn Diagram Answer
key
Handout “Characteristics Cards Key” (facts about planets and
planetary objects handout). Discuss the difference between
rotation and revolution with students. Have students highlight the
different rotations and revolutions of each planet. Discuss why
some planets have longer revolutions than others (because they
are further away from the sun).
Have students stand up and spin in place at their desk.
Explain that this is an example of “rotation”. Next, have students
walk around their table or desk. Explain that this is an example
of “revolution”. Last, ask students to attempt rotating and
revolving around their desk or table at the same time.
Have students examine the amount of time taken for each
planet to revolve around the sun. Have students convert the
amount of earth days taken to revolve around the sun into earth
years and write down their answer next to each planet in their
journal.
CLOSING TASK, PRODUCT OR QUESTION:
Day 3 -
Topic:
OBJECTIVE FOR THE DAY:

Finish discussing the “characteristics cards key” with the
students. Have students watch the following youtube video from
National Geographic that takes them on a tour of the planets in
the solar system.
https://www.youtube.com/watch?v=sxno39vLfZE
This video will most likely need to be finished on day 4.
CLOSING TASK, PRODUCT OR QUESTION:
Day 4 – Explain
Topic:
OBJECTIVE FOR THE DAY:
Finish video from day 3. Briefly discuss with students what a
“scale” model is. Discuss that scale models are used when large
spaces or objects are being studies.
Prior to day 3 (inside or outside depending on weather),
measure out a scaled model of the solar system. Have students
walk the distance of each planet and see where each planet
would be in relation to the sun. Explain this model shows the
“radius” of each planet from the sun.
Make sure to mention that all planets travel around the sun in
the shape of an ELLIPSE.
Give each student a piece of printer paper. Have students
create a scaled drawing of the solar system using “scaled solar
system” notes on p-share.



Materials
Meter stick or trundle
wheel to mark off
distances of each
planet.
Poster board to
create signs in the
hallway to mark the
distance of each
planet.
CLOSING TASK, PRODUCT OR QUESTION:
Day 5 - Explore
Topic:
OBJECTIVE FOR THE DAY:
Show students the youtube video about the latest Mars rover



Materials
Rovers
Ipads
“Curiosity” that landed on Mars in 2012. Discuss how rovers
have helped humans learn about Mars.
Allow students to participate in Mars rover simulation.
Connect the ipads to the rovers through WiFi connection. Turn
on the rover, go into settings on the ipad, click on wifi, and search
for the rover signal. Click on it to select it.
Set up an obstacle course to resemble the surface of Mars.
Books or boxes may be used to simulate rocks and boulders.
Allow the students to try driving the rover by only seeing what
appears on the screen of the Ipad. This will help give students
an idea of just how challenging it is to actually drive the real Mars
rovers built by NASA.
CLOSING TASK, PRODUCT OR QUESTION:
Day 6 -
Topic:
OBJECTIVE FOR THE DAY:


Discuss history of space exploration. Have students glue in
events in space travel timeline. Discuss the different events that
happened and show students picture and videos of the important
people. A copy of the timeline is available on p-share that has
videos about several of the events listed on the timeline.
Discuss the difference between satellites, probes, space
telescopes, and the international space station. Discuss how
people have used these to help explore and discover space in
the past present and future.


Materials
Space exploration
notes handout
Timeline of important
space events
handout
Timeline of important
space events with
videos teacher
reference
CLOSING TASK, PRODUCT OR QUESTION:
Day 7 -
Topic:
OBJECTIVE FOR THE DAY:

Continue activities from day 6.
CLOSING TASK, PRODUCT OR QUESTION:
Day 8 - Explain
Topic:
OBJECTIVE FOR THE DAY:


Have students group together and create a poster about a
specific space object. This may be a planet, star, asteroid,
comet, moon, or other object in which they are interested. Have
student list specific information about their object: when was it
discovered, how far away is it, who discovered it, etc. Allow
students to print out pictures of their object and glue them to their
poster. Have students share their posters with the class.


CLOSING TASK, PRODUCT OR QUESTION:
Day 9 - Evaluate
Topic:
OBJECTIVE FOR THE DAY:
Quiz over entire unit

Materials
Poster board or
butcher paper
Markers, crayons,
colored pencils.
Glue
CLOSING TASK, PRODUCT OR QUESTION:
Day 10 -
Accommodations
for Special
Populations

Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.