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8420100000Sixth Grade Unit 7: Solar System and Universe 3 weeksUnit Description S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolvedIn this unit, students explore historical models of the position of objects in the solar system and how they have changed over time and with advances in technology. The various theories about the origins of the universe are also explored before students delve into discovering more about our solar system and its place in space. Characteristics of the planets are and how gravity and inertia influence planetary motion are studied next. The unit ends with students comparing and contrasting comets, meteoroids, and asteroids. Unit Resources:Unit 7 Videos Parent Guide PBL Units Topic 1: Historical ModelsBig Ideas/Enduring Understandings:Observational evidence and advances in technology caused the model of the solar system to be changed from one in which the sun and planets orbit the Earth (Geocentric) to one in which the Earth and planets orbit the sun (Heliocentric). ( Copernicus, Ptolemy)The “Big Bang” is a theory of how the universe began.The Big Bang Theory states that the universe formed about 10-15 billion years ago through a huge explosion. The universe continues to expand rapidly.Essential Questions:How does the current model of the solar system differ from past models?How do theories of the formation of the universe compare and contrast?Content StandardsS6E1a. Ask questions to determine changes in models of Earth’s position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. (Clarification statement: Students should consider Earth’s position in geocentric and heliocentric models and the Big Bang as it describes the formation of the universe.)Description of Key ContentTeacher Background InformationMisconceptionsProper ConceptionsEverything in the universe orbits the sun.Scientists don’t know how the universe beganScientific theories cannot change Only objects in our solar system orbit the sun. There are many other stars in the universe. Our sun orbits the center of the Milky Way Galaxy.Scientists have several theories about how the universe began, the most commonly held one is the Big Bang. Scientific theories often change when new evidence is discovered. Advancing technology helps provide new evidence. Instructional StrategiesS6E1a When this standard is taught with fidelity, students ask questions about the change in models from geocentric to heliocentric. Use the lesson plan Historical Models of the Solar System and Origins of the Universe, in which students complete the Origins of the Solar System activity, making clay models of each system and then asking questions about them using an organizer. Alternatively, the Trial by Jury PBL is an engaging activity to delve into this same information. In this PBL, students are assigned to the plaintiff of defense, do ample independent research, and debate which view of the solar system is correct. Students also need to ask questions about changes to theories of the origin of the universe. The Cosmic Times newspaper activity (especially the articles on pages 4-5) detail the steady-state and Big Bang theories, including arguments for and against each one. Students could read these articles and develop questions for the scientists who put forth each theory. This topic is always of interest to students because many students have cultural and religious beliefs they bring to the classroom about the origin of the universe. Questions about these scientific theories come naturally. Wrap up instruction on this element by discussing how and why scientific theories change over time. Have students brainstorm other theories that have changed over time with the introduction of new evidence (i.e. the world is flat; the continents didn’t move)Evidence of LearningBy completion of this lesson, students will be able to:Explain historical models of Earth’s position in the solar system and why they changed over time. Explain theories of the origins of the universe and how they could change over time based on new evidence.Additional AssessmentTBDAdopted ResourcesTBDLiterature ConnectionsIn the Beginning:?Creation Stories from Around the World?by Virginia Hamilton; illustrated by Barry MoserProbesIs the Big Bang “Just a Theory?” (Astronomy Edition)VocabularyHeliocentricGeocentricBig Bang TheorySolar systemuniverseWeb Resources:Geocentric and Heliocentric Systems- background information : How We Figured Out the Earth Goes Around the Sun:: Neil deGrasse Tyson on the Big Bang Theory: Big Bang: Origin of the Universe: Lesson Plans:Historical Models of the Solar System and Universe FormationLab Activities/Lessons:STEM Challenges/PBLTrial by Jury- Teacher GuideTrial by Jury- Student ManualSample 3-D Performance TasksTopic 2: Position in the UniverseBig Ideas/Enduring Understandings:The sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars (Milky Way), part of which can be seen as a glowing band of light that spans the sky on a very clear night.Our solar system is a single star system, but is located in the Milky Way Galaxy, which contains other single stars, double stars, star systems, and dust and gas.The Milky Way Galaxy is one of billions of galaxies in the universeEssential Questions:What is our place in space?Content StandardsS6E1b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe.MisconceptionsProper ConceptionsThe sun is at the center of the universeThe Milky Way galaxy is the only galaxy that existsAll galaxies are the same size and shapeNew planets and stars don’t form todayThe sun is located in the Orion Belt of the Milky Way galaxy. The Milky Way galaxy is one of just billions in the universe.There are billions of galaxies in the universeGalaxies can be spiral-shaped, elliptical, or irregular. These vary in size as well. While no new planets are forming in our solar system today, in the universe, new planets and stars are constantly forming as nebulas collapse. Instructional StrategiesS6E1b.Use the Our Place in Space lesson. When teaching this standard, it’s helpful to start by collecting students’ ideas/prior knowledge about the solar system. As an opening/hook to your lesson, show a picture of the solar system and then have students talk with an elbow partner about where they think our solar system is located. Pass out large sheets of chart paper (or just have students use notebook paper) and ask pairs to draw their conceptions, including as much detail as they can. Have some volunteers share their ideas. Then begin the Size and Scale of the Universe lesson by showing the PowerPoint and doing the Cosmic Address Activity. Then students use the materials provided to make a scale model of the position of the solar system in the Milky Way galaxy and universe using various objects. Follow up the modeling with the rest of the information on the PowerPoint. Evidence of LearningBy completion of this lesson, students will be able to:Explain and model the location of our solar system in the Milky Way galaxy. Additional AssessmentAdopted ResourcesTBDLiterature Connections:Space Songs?(Poems)by Myra Cohn Livingston; illustrated by Leonard E. Fisher?ProbesWhat is the Milky Way? (Astronomy Edition)Vocabulary:Milky WayGalaxyUniverseOrion BeltLocal groupSuper clusterWeb Resources:Milky Way and Our Location- graphic Interesting Facts about the Milky Way: Today: What Is the Milky Way Today: Where is the Earth in the Milky Way? How to Picture the Size of the Universe: How big is the universe? How big is our universe?: TEDTalk- Our Place in the Universe- with awesome 3-D atlas of the universe: Earth Compared to the Rest of the Universe: Lesson PlansOur Place in SpaceAdditional Lab Activities/LessonsSTEM Challenges/PBLSample 3-D Performance TasksTopic 3: Planets and MotionBig Ideas/Enduring Understandings:The planets of our solar system differ in size, composition (rock or gas), surface and atmospheric features, and distance from the sun. The planets are divided into two groups. The inner planets are smaller, closer to the sun, and have rocky surfaces, while the outer planets are larger, farther from the sun and do not have solid surfacesPlanets move around the sun in elliptical orbits. The Earth is the only body in the solar system that appears to be able to support life.Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.Inertia and gravity combine to keep the planets in orbit. The mass of an object and the distance between objects determine the force of gravityEssential Questions:How does the Earth differ from the other planets?How does gravity influence the motion of objects in the solar system? What is inertia and how does it work with gravity to influence motion of solar system objects?Content StandardsS6E1c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of: size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life. S6E1d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.MisconceptionsProper ConceptionsAll planets are evenly spaced from each otherAll planets have rocky surfaces like the Earth. The gas giants are made entirely of gas.We could live on another planet.Gravity only acts on falling objectsGravity only exists on the Earth or its surface. Students may think that there is no gravity away from the Earth – weightlessness occurs in all of outer space.?Planets vary in their distance from one another. The four inner planets are spaced closely together compared to the outer planets, which are very far apart from the inner planets and from each other.Only the four inner planets have rocky surfaces. The outer planets are called the gas giantsThere is a small rocky or metallic core at the center of the gas giantsNo other planet could support life without the use of technology.Gravity acts whether an object is moving or not.?Gravity is the force of attraction between all masses. Objects stay where they are (hanging on the wall or sitting on the shelf) because of balanced forcesGravitational force is an attraction between objects with a force proportional to their masses – the greater the mass, the greater the gravitational force. Other planets have mass so they have gravitational force as well. However, the farther an object travels from the center of a?planet, the weaker the gravitational force.Instructional Strategies S6E1c.When this standard is taught with fidelity, students are analyzing data about planets’ characteristics. Use the Fire in the Sky lesson, which includes instruction on element e., by posing a fictitious asteroid collision (based on a true near-Earth asteroid), and having students learn about the planets using the Planet Comparisons Worksheet to determine which other planet could possibly support life. S6E1d.When this standard is taught with fidelity, students will develop and use a model to explain the interaction of gravity and inertia in the motion of planets. Follow the Gravity and Orbits lesson to teach students this concept; you will model motion by using some washers attached to string and then students use the Gravity and Orbits pHeT () to develop and use their own models to explain planetary motion. Evidence of LearningBy completion of this lesson, students will be able to:Compare and contrast the planets of the solar system, using data, in terms of their size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life. Model gravity and inertia in solar system objects’ motion.Additional AssessmentAdopted ResourcesTBDLiterature Connections:The Martian: Classroom Edition by Weir, AndyThe Magic School Bus Lost in the Solar System?by Joanna Cole; illustrated by Bruce Degen?ProbesWhat’s Inside Our Solar System?Is the Moon Falling?Where Do You Find Gravity? (all from the Astronomy edition)Vocabulary:InertiaGravityElliptical orbitTerrestrialAtmospherePlanetSatelliteAstronomical unitWeb ResourcesNASA- The Planets: Planets of the Solar System: Observatory- The Planets Geographic- The Planets Geographic- Making Mars the New Earth System Switch-a-roo- Game For Kids- Planets Game Video- The Solar System We are the Planets Song The Gravity of the Situation NASA e-Clips Gravity in Space: and Inertia- a textbook style chapter explaining how they influence planetary motion: Causes an Orbit to Happen? – good diagrams that help explain gravity and inertia: Lesson Plans:Fire in the SkyGravity and OrbitsAdditional Lab Activities/ LessonsSpinning Washers ActivitySTEM Challenges/PBLSample 3-D Performance TasksTopic 4: Comets, Asteroids, and MeteorsBig Ideas/Enduring Understandings:Comets and asteroids are objects smaller than planets that orbit the sun and vary in size, composition, and characteristics.Meteoroids are named depending on their location outside or within Earth’s atmosphere.Meteoroids are a chuck of rock or dust found in space, and usually come from a comet or ets are made of dust and ice while meteors and asteroids are made of rock and metalsMost asteroids orbit the sun in the asteroid belt, while most comets originate in the Oort Cloud or Kuiper BeltEssential Questions:How are asteroids, comets, and meteors different?What is the difference between a meteor, meteoroid, and meteorite? Are we at risk of a collision between a Near Earth Object and the Earth?Content StandardsS6E1e. Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids.MisconceptionsProper ConceptionsMeteors are falling starsAsteroids are very close to each other in the Asteroid ets come from regions outside the solar systemAny object that hits the Earth could cause major devastation or mass extinctionMeteors are meteoroids (pieces of rock) that are burning up in Earth’s atmosphere because of the frictionThe distance between Mars and Jupiter where the Asteroid Belt is located is a huge expanse. Asteroids can be millions of miles from each ets are part of the solar system. Scientists believe they come from one of two locations within the solar system: the Kuiper Belt and the Oort Cloud. The comets that we see often?— every 100 years — come from the Kuiper Belt. The comets that we see rarely?— every few thousand?— years come from the Oort Cloud.Small meteorites hit Earth often and do not cause major devastation. One estimate is 18,000 to 84,000 meteorites bigger than 10 grams per year. But most meteorites are too small to actually fall all the way to the surface. Asteroids or meteorites have to be several km across to cause mass extinction.Instructional Strategies S6E1d.When this standard is taught with fidelity, students ask questions about comets, meteoroids, and asteroids that lead them to compare and contrast their characteristics, composition, and location in the solar system. You can use the Fire in the Sky lesson above or try the Q-Stems Exercise by giving groups of students two pages: one with a picture of a comet, meteoroid, and asteroid on it and one with a picture of the solar systems with the Asteroid Belt, Kuiper Belt, and Oort Cloud labeled on it. Create a set of sentence-stem cards (include question starters like: How…? Why…? Are there…? Do you wonder…? Is it possible if…? How could it…? Where…? Do you notice…?) Ask your students to generate and write down as many questions as possible about the objects on the two pages, starting by just using one question stem. When they have exhausted all possibilities that with that question stem, they move on to the next one. If there are any further questions once all stems have been used, students can add these to their paper. As you walk around and monitor groups, set up a graphic organizer on the board with columns for “characteristics, composition, and location.” Write down several questions that you hear from groups into the appropriate columns. Have students research this information and/or follow up with readings, videos, and/or direct instruction.Evidence of LearningBy completion of this lesson, students will be able to:Compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids. Additional AssessmentAdopted ResourcesTBDLiterature Connections:Einstein Anderson Tells a Comet’s Tale?by Seymour Simon; illustrated by Fred WinkowskiProbesWhere Would It Fall? (Vol 4)Vocabulary:AsteroidAsteroid beltCometMeteorMeteoroidMeteoriteComaTailNucleusKuiper BeltOort CloudWeb Resources:Center for Near Earth Object Studies- NASA's center for computing asteroid and comet orbits and their odds of Earth impact. an Astronomer- info about comets, meteors, and asteroids: Geographic- info about comets, meteors, and asteroids: of Leicester- info about comets, meteors, and asteroids: Musuems Greenwich- info about comets, meteors, and asteroids: and Telescope Magazine- pictures of comets, meteors, and asteroids: of Collisions with Earth- online article Asteroids, Comets, and Meteoroids- What’s the Difference? Comets and Asteroids from SciShow Kids Lesson PlansFire in the Sky Additional Lab Activities/LessonsSTEM Challenges/PBLSample 3-D Performance Tasks ................
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