Download Unit 1 - Solar System - Tewksbury Township Schools

Unit Overview
Content Area: Science
Unit Title: The Solar System
Unit: 1
Target Course/Grade Level: Third
Timeline: 6 weeks
Unit Summary
This unit will combine a variety of activities and research to help the students identify all the bodies in the
solar system, describe relationships among the Earth, sun, moon, and solar system, and understand how
scientists continue to study and learn new information about the solar system.
Primary interdisciplinary connections: Language Arts, Character Education, Art
21st century themes and skills: Critical Thinking and Problem Solving; Creativity and Innovation;
Collaboration, Teamwork and Leadership; Cross-Cultural Understanding and Interpersonal
Communication
Unit Rationale
Earth/space science focuses on the processes and interactions of the universe, solar system, and Earth. By
studying the solar system, students enhance their understanding of Earth and its place in the universe.
Learning Targets
Standards
5.1 Science Practices
Science is both a body of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science
Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.4 Earth Systems Science
Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its
evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Fundamental scientific concepts and principles and the links between them are more useful than
discrete facts.
 Connections developed between fundamental concepts are used to explain, interpret, build, and
refine explanations, models, and theories.
 Outcomes of investigations are used to build and refine questions, models, and explanations.
 Building and refining models and explanations requires generation and evaluation of evidence.
 Tools and technology are used to gather, analyze, and communicate results.
 Evidence is used to construct and defend arguments.
 Reasoning is used to support scientific conclusions.
 Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and
uncertainties.
 Scientific understanding changes over time as new evidence and updated arguments emerge.
 Revisions of predictions and explanations occur when new arguments emerge that account more
completely for available evidence.
 Science has unique norms for participation. These include adopting a critical stance, demonstrating a
willingness to ask questions and seek help, and developing a sense of trust and skepticism.
 In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., scientific argumentation and representation).
 Instruments of measurement can be used to safely gather accurate information for making scientific
comparisons of objects and events.
 Motion can be described as a change in position over a period of time.
 Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an
object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the
ground no matter where they are on Earth.
 Earth pulls down on all objects with a force called gravity. Weight is a measure of how strongly an
object is pulled down toward the ground by gravity. With a few exceptions, objects fall to the
ground no matter where they are on Earth.
 Objects in the sky have patterns of movement. The Sun and Moon appear to move across the sky on
a daily basis. The shadows of an object on Earth change over the course of a day, indicating the
changing position of the Sun during the day.
 Objects in the sky have patterns of movement. The Sun and Moon appear to move across the sky on
a daily basis. The shadows of an object on Earth change over the course of a day, indicating the
changing position of the Sun during the day.
 Earth is approximately spherical in shape. Objects fall towards the center of the Earth because of the
pull of the force of gravity.
 Earth is approximately spherical in shape. Objects fall towards the center of the Earth because of the
pull of the force of gravity.
CPI #
5.1.4.A.1
Cumulative Progress Indicator (CPI)
Demonstrate understanding of the interrelationships among fundamental concepts in the
physical, life, and Earth systems sciences.
5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3
Use scientific facts, measurements, observations, and patterns in nature to build and
critique scientific arguments.
5.1.4.B.1
Design and follow simple plans using systematic observations to explore questions and
predictions.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
Communicate and justify explanations with reasonable and logical arguments.
5.1.4.B.4
5.1.4.C.2
Monitor and reflect on one’s own knowledge regarding how ideas change over time.
Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3
Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1
Actively participate in discussions about student data, questions, and understandings.
5.1.4.D.2
5.1.4.D.3
Work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories.
Demonstrate how to safely use tools, instruments, and supplies.
5.2.4.E.1
Demonstrate through modeling that motion is a change in position over a period of time.
5.2.4.E.4
Investigate construct, and generalize rules for the effect that force of gravity has on balls
of different sizes and weights.
Formulate a general description of the daily motion of the Sun across the sky based on
shadow observations. Explain how shadows could be used to tell the time of day.
Identify patterns of the Moon’s appearance and make predictions about its
future appearance based on observational data.
Generate a model with explanatory value that explains both why objects
Roll down ramps as well as why the Moon orbits Earth.
Analyze and evaluate evidence in the form of data tables and photographs
to categorize and relate solar system objects (e.g., planets, moons,
asteroids, and comets).
Participate in brainstorming sessions to seek information, ideas, and strategies that foster
creative thinking.
5.1.4.C.1
5.4.4.A.1
5.4.4.A.2
5.4.4.A.3
5.4.4.A.4
9.1.4.B.1
9.1.4.C.1
Practice collaborative skills in groups, and explain how these skills assist in completing
tasks in different settings (at home, in school, and during play).
9.1.4.D.1
Use effective oral and written communication in face-to-face and online interactions and
when presenting to an audience.
9.1.4.D.2
Express needs, wants, and feelings appropriately in various situations.
Unit Essential Questions
Unit Enduring Understandings
 What would life be like on any of the nine
planets?
 Why is space exploration necessary?
 Thinking about the communities we live in
today, what would space communities be like?
 How will the studying of space lead to a better
 The relationships of the Earth, sun, moon and
other planets in the solar system.
 The Earth is one of several planets that orbits the
sun and the moon orbits Earth.
 To describe the bodies in the solar system with
descriptions and accuracy.




earth?
Why is earth the only planet with living species?
How do we build and refine models that describe
and explain the natural and designed world?
How is scientific knowledge constructed?
How do we communicate the results of our
investigation to others?
 Rotation causes the sequences of night and day and
the phases of the moon.
 Revolution causes earth’s seasons.
 Planets are kept in place by gravitational pull.
 Scientific discoveries are ongoing.
 Students understand core concepts and principles
of science and use measurement and observation
tools to assist in categorizing, representing and
interpreting the natural and designed world.
 Scientific knowledge builds upon itself over time.
 Scientists recognize and analyze multiple points of
view to explain the ideas and actions of individuals
and groups.
Unit Learning Targets
Students will ...
 Name the order of the planets relative to the sun.
 Compare and contrast the planets according to size, temperature, and composition
(rocky midget, gas giant or dwarf).
 Explain that gravity is the force that keeps the planets in orbit.
 Explain how “revolution” causes earth’s seasons.
 Explain how the “rotation” causes day and night.
 Observe shadows caused by sunlight to understand earth’s rotation.
 Describe how the moon moves, and name its phases.
 Explain why the moon shines.
 Explain how scientists study the solar system.
 Demonstrate the movements of the planets, sun and moon.
 Explain how the sun and moon are different from the planets.
 Describe the relationship between the earth, moon and sun.
Evidence of Learning
Summative Assessment
The year is 2095. You are an astronaut who has traveled outside the galaxy to a distant solar system. You
land on a planet that has life. These creatures want to know all about the solar system you come from.
Your task is to draw a diagram of our solar system so they get a good idea of what it is like. Please
include the following in your diagram:
1. Illustrate the sun, all the planets and their orbits. Draw the size of the
planets compared to the size of your sun to the best of your ability.
Be sure to put the planets in order and to write the names of each
planet. Do your best with spelling.
2. Put a red line under the “rocky midgets”, a blue line under the
“gas giants”, and an orange line under the “dwarf planets.”
3. Include our moon and any others that you would like.
4. Include the asteroid belt in the right place, meteors and at least 2
comets. Be sure to draw the orbit of the comets and label each of
these space objects.
5. On the back of your drawing write 2 differences between the sun and
The planets in the correct space.
6. On the lines provided, describe “revolve” and “rotate.”
Your drawing will hang in the planet’s #1 Science Museum, so do your best. Use crayons and colored
pencils to add color if time allows.
Good Luck!!!
Equipment needed: SMARTBoard, lap top computer, DVD/VHS player
Teacher Instructional Resources:
 Various nonfiction texts from school library and classroom library
 Computer and teacher made booklets, charts and diagrams
 Scale 3D and 2D models of the solar system
 Informational and instructional posters
Formative Assessments
 Create and use various models of the solar
system
 Use a moon calendar to show the timeline of
moon phases
 Write a research report about one planet
 Create a sundial and observe the movement of
shadows which demonstrates rotation of the earth
 Role play the movement of different bodies in the
solar system
Integration of Technology
Use library computer stations and school data bases while researching planet information.
Use school data bases to print an image of planet for report.
Check spaceweather.com regularly for latest updates on missions, discoveries and space images.
Virtual images of the solar system.
Technology Resources
Click the links below to access additional resources used to design this unit:
http://nssdc.gsfc.nasa.gov/planetary/planetfact.html
http://www.exploratorium.edu/ronh/solar_system/index.html
http://www.fourmilab.ch/solar/solar.html
http://spaceplace.jpl.nasa.gov/spacepl.htm
"The Space Place for Kids"
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
"Star Child"--A learning center for young astronomers
http://www.spaceweather.com/flybys/
Unitedstreaming.com
Opportunities for Differentiation
 utilizing pairing and grouping of activities
 deliver instruction in a variety of modalities
 opportunities provided to express learning through written assignments and art
 express understanding through role playing scenarios
 express understanding through the use of problem solving situations
Teacher Notes: