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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: