Vertical Alignment - 6th Grade Astronomy

UNIT OF STUDY-
ASTRONOMY
The 6th grade Earth science curriculum is designed to continue student investigations of the earth
sciences that began in grades K-5 and provide students the necessary skills to be proficient in the
earth sciences. The scientific view of the solar system is essential to students understanding the
dynamics of processes that shape the Earth. This unit requires understanding of how scientific
theories of the solar system and universe have changed. This unit describes gravity as the force
that shapes and drives the universe. Most objects in the solar system are in regular and predictable
motion. This unit also analyzes the objects found in our solar system including inner planets, outer
planets, comets, asteroids, and meteoroids.
Standards Duration: Maximum Number of Days: 12 days on A/B Block

Focus Standards:
Addressed
Georgia Performance Standards:
Content Standard(s):
S6E1. Obtain, evaluate, and communicate information about

current scientific views of the universe and how those views
evolved.
a. 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.)
b. Develop a model to represent the position of the solar system in
the Milky Way galaxy and in the known universe.
c. 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.
d. Develop and use a model to explain the interaction of gravity and
inertia that governs the motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics,
composition, and location of comets, asteroids, and meteoroids.
S6E2. Obtain, evaluate, and communicate information about the

effects of the relative positions of the sun, Earth, and moon.
a. Develop and use a model to demonstrate the phases of the moon
by showing the relative positions of the sun, Earth, and moon.
b. Construct an explanation of the cause of solar and lunar eclipses.
c. Analyze and interpret data to relate the tilt of the Earth to the
distribution of sunlight throughout the year and its effect on
seasons.
Supporting standard:
S6E3d. Analyze and interpret data to create graphic representations of
the causes and effects of waves, currents, and tides in Earth’s systems.
Enduring • Observational evidence caused the model of the solar system to be

changed from one in which the sun and planets orbit the Earth to
Understandings one in which the Earth and planets orbit the sun.
• The “Big Bang” is a theory of how the universe began.
• 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.
• The planets of our solar system differ in size, composition (rock or
gas), surface and atmospheric features, and distance from the sun.
• Planets move around the sun in nearly circular orbits.
• The Earth is the only body in the solar system that appears to be
able to support life.
• The motion of an object is always judged with respect to some
other object or point, so the idea of absolute motion or rest is
misleading.
• Comets and asteroids are objects smaller than planets that orbit the
sun and vary in size, composition, and characteristics.
• Gravity is the force that keeps planets in orbit around the sun and
governs the rest of the motion in the solar system.
• Prior to the 1500's it was believed that the earth was the center of
the planets (geocentric model). Copernicus first suggested the
heliocentric system, where the sun is at the center of the planets.
With the use of telescopes, Galileo confirmed the heliocentric
system.
• 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.
Literacy Standards:
LITERACY STANDARDS FOR READING IN SCIENCE AND
TECHNICAL SUBJECTS (RST) GRADE 9-10
Content
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Integration Key Ideas and Details:
L6-8RST1: Cite specific textual evidence to support analysis of
science and technical texts.
L6-8RST2: Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior knowledge
or opinions.
L6-8RST3: Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Craft and Structure:

L6-8RST4: Determine the meaning of symbols, key terms, and other
domain- specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
L6-8RST5: Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to an
understanding of the topic.
L6-8RST6: Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text.
Integration of Knowledge and Ideas:
L6-8RST7: Integrate quantitative or technical information expressed
in words in a text with a version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or table).
L6-8RST8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text.
L6-8RST9: Compare and contrast the information gained from
experiments, simulations, video or multimedia sources with that
gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity:
L6-8RST10: By the end of grade 8, read and comprehend
science/technical texts in the grades 6–8 text complexity band
independently and proficiently.
LITERACY STANDARDS FOR WRITING IN

HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL
SUBJECTS GRADES 6-8 (WHST)
Text Types and Purposes:

L6-8WHST1: Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims,
3

and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from
and supports the argument presented.
L6-8WHST2: Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate and varied transitions to create cohesion and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from
and supports the information or explanation presented.
L6-8WHST3: (See note; not applicable as a separate

requirement)
Production and Distribution of Writing:

L6-8WHST4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
L6-8WHST5: With some guidance and support from peers and
adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed.
L6-8WHST6: Use technology, including the Internet, to produce
and publish writing and present the relationships between
information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
L6-8WHST7: Conduct short research projects to answer a
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question (including a self-generated question), drawing on
several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
L6-8WHST8: Gather relevant information from multiple print
and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
L6-8WHST9: Draw evidence from informational texts to support
analysis reflection, and research.
Range of Writing:
L6-8WHST10: Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Informational Primary Textbook:
Prentice Hall Science Explorer: Georgia Earth Science, 2009
Text & Literary Lesson Progression 1.1
Text Resource Chapter 17 Section 5: pgs. 628-629, 631
Lesson Progression 1.2
Chapter 17 Section 4: pgs. 624-625
Chapter 16 Section 1: pgs. 554-556
Chapter 16 Sections 3-4: pgs.566 – 581
Chapter 16 Section 5: pgs. 584 – 587
Chapter 15 Section 3: pgs. 524 – 527 (top), 530 - 533
Chapter 15 Section4: pgs. 527 (bottom) - 529
Informational Texts:
Meteorites Article: http://tweentribune.com/article/tween56/messages-
meteorites-bring-news-outer-space/
1130_fro m_th e_eart satellites_an d _g ravi seein g _stars_950_p

h _to _o u ter_sp ace.p d f ty_p assag e_q u estio n s.p d f assag e_an d _q u estio n s.p d f
th e_mo st_exp en sive Eclip ses Article.p d f

_h o u se_in _th e_u n iverse_p assag e_q u estio n s.p d f
BIRDBRAIN SCIENCE Articles (Written at 6 Different Levels)
5

Grade: 3,4 5 6 7 8,9 10
Articles (Same article at 6 levels, see key above)

Lesson Progression 1 Articles:
230_scien ce-‐article-‐ 194_scien ce-‐article-‐ 184_scien ce-‐article-‐

set_in flatin g -‐th e-‐u n iverse.p
set_th de-‐milky-‐way.p
f d fset_flo atin g -‐in -‐sp ace.p d f
204_scien ce-‐article-‐ 205_scien ce-‐article-‐

set_yo u r-‐ro cky-‐sp ace-‐nset_g
eig h bet-‐to
o rs.p-‐kn
d fo w-‐yo u r-‐g assy-‐sp ace-‐n eig h b o rs.p d f
199_scien ce-‐article-‐
set_b o u n cin g -‐lig h t-‐o ff-‐th e-‐mo o n .p d f
Secondary Texts:
Graphic Library: Max Axiom
STEM PROJECT/ STEM Project

Orbiting Water Balloons:
Performance Task https://www.teachengineering.org/activities/view/cub_mars_lesson04_activit
y1
cu b _mars_lesso n 04
_activity1_wo rksh eet.p d f

6

Lesson One
Duration: 5-‐7 Days
Focus Standard
S6E1. Obtain, evaluate, and communicate information about current scientific views of
the universe and how those views evolved.
a. 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.)
b. Develop a model to represent the position of the solar system in the Milky Way galaxy and
in the known universe.
Performance-Based Objective(s)
As a result of their engagement with this unit, students will know and be able to…
SWBAT ask questions to determine the origins of the universe and changes in models of
Earth’s position in the solar system IOT make claims supported by evidence that scientific
theories change with the addition of new information. (Lesson 1.1)
SWBAT obtain, evaluate, and communicate information about current scientific views of the
universe and how those views evolved IOT develop a model to represent the position of the
solar system in the Milky Way galaxy and in the known universe. (Lesson 1.2)
Terms and Definitions
Big Bang Theory: Theory that the initial Milky Way: The galaxy of which the sun
explosion that resulted in the formation and and the solar system are a part and which
expansion of the universe. contains the myriads of stars.
Galaxy: A huge group of single stars, star Origins: The point or place where something
systems, star clusters, dust, and gas bound begins, arises, or is derived.
together by gravity. Position: A place where someone or
Geocentric: A model of the universe in which something is located.
Earth is at the center of the revolving planets Scientific Theory: A well tested concept that
7

and stars. explains a wide range of observations.
Gravity: A force that pulls objects towards Solar System: The collection of eight planets
each other. and their moons in orbit around the sun,
Heliocentric: A model of the solar system in together with smaller bodies in the form of
which Earth and the other planets revolve asteroids, meteoroids, and comets.
around the sun. Universe: All of space and everything in it.
Guiding Questions:
1. How have theories regarding the formation and organizations of the universe changed?
2. How is our solar system positioned in the Milky Way Galaxy and the universe?
Interpretation and Reminders:
• The geocentric and heliocentric models need to be compared and contrasted as well as
evaluated from a historical perspective. Make sure that the development of these models
are looked at from the persons responsible for proposing each model and the time period
in which each model was promoted. Ptolemy developed the geocentric model from work
done by Greek astronomers. Although we know that this model is inaccurate it helped
explain the motion of objects in the sky. There were several astronomers that promoted
the heliocentric model. Use the development of the heliocentric over time through
multiple astronomers to promote the idea that models and theories are built upon the work
of prior scientists. You may even use the debate surrounding Pluto as a planet to further
reinforce this development of models and theories.
Geocentric Model
Heliocentric Model
• Students should analyze the word parts
of geocentric and heliocentric models to
better improve their retention of the
meanings of these words. This will also
assist students with their analysis of
unfamiliar vocabulary.
• The Big Bang Theory draws upon other
theories to validate it. The theory explains the
formation of the universe, not just the
Milky Way Galaxy in which the Earth and
8

solar system are located. Gravity drives the formation of the universe and the circular
shape of the planets and stars.
• The solar system is located in the Milky Way Galaxy and the Milky Way Galaxy is
located in the Universe.
The Universe
Milky Way
Galaxy
Solar System
Earth
Order of Teaching
1. Understanding a Theory
2. The Big Bang Theory as a proposed theory for the formation of the universe
3. Heliocentric versus Geocentric
Claim-Evidence-Reasoning (CER)
Claim: Statement that answers the question.
Evidence: Information that supports the claim. Scientific data comes from observations in
natural settings or controlled experiments, measurements, or valid scientific sources. Personal
information comes from opinions, beliefs, and everyday experiences.
Reasoning: The justification that links the evidence to the claim. It explains why the evidence
9

supports the claim. Scientific reasoning includes a scientific principle.
It is not enough for students to answer the focus question of a lab. Students must provide
evidence for their claim and then develop an argument. The argument in turn becomes the
reasoning that ties the evidence and claim to a scientific phenomenon. In some instances the
activities will come be Argument Driven Inquiry, which builds on the foundation of CER.
CER Framework
CER
Framewo rk.d o cx
Greek and Latin Root Words

Heliocentric: Helio = Sun Centric = In or at the center, central
Geocentric: Geo = Earth
Universe: Uni = One
• To increase literacy in the classroom, students will practice identifying, defining, and utilizing
Greek and Latin Root Words in Scientific Vocabulary on a daily/week basis. The purpose of these
exercises it to enhance student understanding of science-based terms, as well everyday
vocabulary. A section of their notebook should be allocated specifically for vocabulary.
Suggested: Students should practice writing down the prefix as well as the definition.
Following each prefix/suffix, ensure that examples are given so that students can connect the
prefix/suffix to its definition.
Scien tific Prefixes

an d Su ffixes.p d f
Misconceptions/Proper Conceptions
Misconceptions
• The Big Bang describes the origin of the solar system.
• The Geocentric Model for the solar system is still accepted in some scientific circles
• Scientific theories are just guesses much like a hypothesis.
Proper Conceptions:
• The Big Bang is just one of several hypotheses that have been advanced to explain the
origin of the entire universe.
• The Heliocentric Model for the solar system is the accepted model.
• Scientific theories are widely accepted and are supported by evidence.
Suggested Learning Experiences
Core Ideas: Science & Engineering Practices: Crosscutting Concepts:
• Astronomy • Asking Questions • Stability & Change
• Engaging in Argument from • Systems & System Models
Evidence • Cause & Effect
LESSON 1.1:
Give an account in words including all the
relevant characteristics, qualities, or events.
10

SWBAT ask questions to determine the origins of the universe and changes in models of
Earth’s position in the solar system IOT make claims supported by evidence that scientific
theories change with the addition of new information.
A complete sentence that Scientific data that support the

answers a question claim.
General Academic Vocabulary Domain Specific Vocabulary

Claims Universe
Evidence Big Bang Theory
Scientific Theory
Origins
Position
Phenomenon: The sky seems to revolve around Polaris (the North Star).
Engage:
This lesson will last more than one day. In the case that you would like to have an engage for each
day please use the videos on page 14. (Use appropriate video to review or give students a preview of
what they are about to learn). Note for Evaluator: If you observe the teacher in the first 5-10
minutes of class and they have already done the Engage below, the teacher may use a different
engage (i.e. hook).
• Have students complete the following formative assessment probe “Is the Big Bang just
a Theory?”
http://aps.nsta.patron.eb20.com/ISBN/9781936959822/PageNumber/239
Teacher Notes: Do NOT give students the answer but document their thoughts on chart paper or the
white board to revisit at the end of this lesson when you give this formative for a second time. This
probe not only addresses misconceptions around The Big Bang Theory but it also addresses if students
truly understand the definition of a theory.
• Students will watch the following video: https://youtu.be/nam90gorcPs (watch 2-3
minutes)
Guiding Questions (For Teacher after the video):
• Do you think the stars are moving around the Earth or the Earth around the stars?
• Did you see the Milky Way Galaxy?
GUIDED INSTRUCTION
Explore:
Students will engage in the theory challenge activity
11

th eo ry_ch allen g e_a
ctivity.p d f
Description of the Activity:

In the Theory Challenge Activity, students will work in groups to do a jigsaw. The activity
consists of 10 reading passages on scientific theories which have been proven false.
• The reading passages can be divided into two main readiness levels – 1 and 2.
• Students should be placed into readiness groups for the first grouping part of the
jigsaw. Students at a lower readiness level should be placed in a group with similar
students and vice versa for higher readiness level students.
• Reading Passages 4, 6, 8, and 10 are for Readiness Level 1. Reading Passages 3, 5, 7,
and 9 are for Readiness Level 2. Reading Passages 1 and 2 fall in the middle.
• Place students into readiness level groups of 2-3 students per group. Each group should
read their assigned Scientific Theory and answer the questions on the Theory
Challenge Worksheet. EACH group member should complete his/her own Theory
Challenge Worksheet even if the group’s answers are the same.
• Give groups about 15-20 minutes to read and answer questions on their scientific
theory. The teacher should walk around the room to monitor and assist students as
needed.
Teacher Notes:
• Make sure that students annotate their passages. All directions are on the attachment.
The students are asked explicitly to cite textual evidence.
Reading Standard:
L6-8RST1: Cite specific textual evidence to support analysis of science and technical texts.
Guiding Questions:
• Which theories did you find most likely to be true?
• What factors determine the “believability” of a theory?
• Has there ever been a theory that you believed but found at later was not true?
FOCUS LESSON
Explain:
**I recommend printing the PowerPoint with 3 slides per page.
Use the following PowerPoint and note taking guide (Slides 1-19 and fill in numbers 1-7 on
the note taking sheet) The last part of the note taking sheet is for lesson progression 2.
PowerPoint: Note Taking Sheet:
th eo ries_u n iverse.p th eo ries_u n iverse_n

p tx o tes.p d f
Teacher Notes:
• On slide #6 there is a demonstration that involves a balloon and confetti. This is a demo
12

that models The Big Bang Theory.
• On slide #9 there is another demonstration that addresses the actual formation of the
universe after the explosion (demo from slide #6). Here are the directions
b ig _b an g _d emo n st
ratio n .p d f
• Give students the NSTA Formative Assessment Probe: “Is the Big Bang just a Theory?”
for a second time. This time use the guiding questions and the analysis of the probe to
generate a rich classroom discourse.
Guiding Questions:
1. What is a theory? (The answer is on slide deck, #2) Ask the question and write
student responses on chart paper before exposing the operational definition.
2. How would you describe the steps of the Big Bang Theory? This will help clarify
the misconception that the explosion occurred and the debris ended up being planets.
Use student responses and discourse to address the following misconceptions:
• The Big Bang Theory involves an explosion and the debris resulted in the planets.
• The Big Bang Theory only explains the formation of the universe and does not address
any or support any other theories.
COLLABORATIVE PRACTICE
Elaborate:
Students will work in collaborative pairs to complete the following lab.
b ig b an g th eo ry
lab .p d f
Activity: Students will use a balloon and some dots on the balloon to demonstrate the
expansion of the universe. This is similar to the demo during the Explain; however, in this lab
students must use quantitative data and the balloon does not pop.
Teacher Notes:
• It is recommended that you cut the string in advance.
• Make sure that students are measuring the balloon.
INDEPENDENT PRACTICE
Evaluate:
Have students complete the following NSTA Formative Assessment Probe: “Expanding Universe”
Teacher Notes:
• Make sure that students provide a written, cohesive explanation.
• If students have misconceptions, this is an indication that re-teaching may need to occur and you
may need to provide clarity surrounding The Big Bang Theory.
Writing Standard:
L6-8WHST1: Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
13

demonstrate an understanding of the topic or text, using credible sources.
Standard Based Assessment (5 Questions)
Big Ban g Q u iz
1.d o cx
• Collect student data on this short quiz. Have students fill their data based on Quiz 1 for the
S6E1.a and the Big Bang Theory.
• As students move through each section please either provide them with remediation and
enrichment as well as an opportunity to reflect on their learning. The following attachment
provides a table for keeping data, sections for enrichment and remediation by standard, and a
place for students to reflect on what they know.
Student Data Tracking Sheet
Grad e 6, Un it 4

Q u iz An alysis.d o cx
LESSON 1.2:
Annotate the Objective:
Form an idea about
Get, acquire, or secure or assess
information.
information.
SWBAT obtain, evaluate, and communicate information about current scientific views of the universe
and how those views evolved IOT develop a model to represent the position of the solar system in the
Milky Way Galaxy and in the known universe. A two or three-dimensional
representation, typically on a
smaller scale than the original.

Obtain Universe
Evaluate Solar System
Model Milky Way Galaxy
Phenomenon: The sky seems to revolve around Polaris (the North Star).
Engage:
engage (i.e. hook).
• Have students complete the following formative assessment probe “What’s Inside Our
14

Solar System?”
This probe will help you evaluate students to see if they truly understand proximity in
regards to our solar system. Stars and galaxies are outside of our solar system.
• Students will watch the following video: https://youtu.be/GmwAr54L_pM
Guiding Questions (For Teacher after the video):
• Which model of our solar system did Galileo support?
• What are some issues that scientists must deal with when proposing changes to
established theories and models?
GUIDED INSTRUCTION
Explore:
Students will complete the following activity where they build models using the following:
mo d els_so lar_syste
m_h an d so n .p d f
Teacher Notes:
• Have students build the models. (you will need two copies of page one)
• Allow them to label their models as heliocentric or geocentric.
Students will complete the reading activity titled “Three Theories of Our Solar System”
th ree_th eo ries_so la
r_system.p d f
Teacher Notes:
• Make sure student annotate the article and answer all the follow up questions.
• After they have completed the annotation and answered the questions give them
another copy of the models handout.
• Have them compare their first models to the newer models
TEXT DEPENDENT QUESTIONS (After the first trial of model building, before redoing the
models)
• How did the model change over the course of history?
• What evidence did each astronomer use to change the model?
Guiding Questions (During the second time model building):
Use the responses of the students to have them address their own misconceptions.
• How were your actions during this process similar to that of Ptolemy, Copernicus, and
Kepler?
• How did you adjust your model to reflect the changes made by Kepler from Copernicus’s
earlier model?
Writing Standard and Component (Summary of Text and Lab):

• Students need to write a summary that uses evidence from the experiment to support
15

the reading excerpt. Although the lab has questions, students must write a composed
summary.
Formative Opportunity
• Use the NSTA Formative Assessment Probe 29: “How Do Planets Orbit the Sun?”
Teacher Notes (NSTA Probe 29):
• This formative assessment probe will help you check to see if students understand the
adjustments made to the Heliocentric Model by Kepler.
• Make sure that students justify which model they chose. Students should know that all of these
models are heliocentric in nature.
FOCUS LESSON:
Explain:
Use the following PowerPoints and note taking guide (Slides 18-24 for PowerPoint 1 and fill
in the table on the note taking sheet). Use all of the slides on PowerPoint 2.
PowerPoint 1 (Helio, Geo): Note Taking Sheet PowerPoint 1:
th eo ries_u n iverse.p th eo ries_u n iverse_n

p tx o tes.p d f
PowerPoint 2 (Earth’s Position): Universe Matchup Handout
p o sitio n _so lar_syst u n iverse_match u p .

em.p p tx pdf
Note Taking Sheet PowerPoint 2:
p o sitio n _in _so lar_s

ystem_n o tes.p d f
Teacher Notes:
**You will need to use BOTH PowerPoints. I recommend printing each PowerPoint with 3
slides per page.
PowerPoint 1:
• This portion of the Explain should not take as much time as the first lesson in this
progression.
• This covers the geocentric and heliocentric models and only encompasses 7 slides.
PowerPoint 2:
• The first few slides are a review of The Big Bang Theory, Geocentric, and Heliocentric
model. The rest explains the location of our solar system in the Milky Way Galaxy
and the Universe. Please look at this from a hierarchal perspective (i.e. small to large
and/or large to small).
• Use the note taking sheet for PowerPoint 2.
• Slide 17 has the Universe Match up activity. I advise having students include it in their
interactive notebook or notes.
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Guiding Questions:
PowerPoint 1:
• What model did Galileo support? How do you know?
• How did the models change over time?
• What did both models demonstrate?
PowerPoint 2:
• What is the difference in the Milky Way Galaxy and the Solar System?
Elaborate:
Students will engage in the Galaxy Classification Lab. This lab is done online and the answers
are documented in the Lab-Galaxy Classification Pdf.
Lab -‐ Galaxy

Classificatio n .p d f
Link to the Online Portion: http://www.hmxearthscience.com/galaxy_classification_lab.html

Teacher Notes:
• Make sure that students have access to either a computer or electronic device (iPad,
Cell Phone) so that they can complete the activity.
• Students will work in pairs but every student will turn in a lab.
Evaluate
There are two formative assessments: 1. Probe 2. Selected Response Quiz (6 Questions)
• Have students complete the NSTA Formative Assessment Probe 43:”What is the
Milky Way?”
Teacher Notes Formative (NSTA Probe 43):
• Students will select all the statements that describe the Milky Way Galaxy. This will address any
misconceptions regarding the characteristics and location of the Milky Way Galaxy.
Helio cen tric,

g eo cen tric g alaxy q u iz.d o cx
S6E1.a-b (Heliocentric, Geocentric, and the Universe)
Student Data Tracking Sheet
Grad e 6, Un it 4

Additional Resources:
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ONLINE
• Scaling Activity
http://learning.si.edu/idealabs/sizinguptheuniverse/#intro/
• Information and Interactive Site
https://stardate.org/astro-guide/btss/galaxies/cities_of_stars.php
• Big Bang Theory
http://umich.edu/~gs265/bigbang.htm
Videos:
• Discovery Video
https://app.discoveryeducation.com/learn/videos/884F8F93-622D-49E5-AF19-
0C019529F623?hasLocalHost=false
___________________________________________________________________________________
Lessons:
14Big Ban g Tic-‐Tac-‐T 14Big Ban g Tic-‐Tac-‐T

o e (1).d o cx o eRUBRIC.d o cx
Differentiated Supports
• Small group, flexible grouping, pull outs, one-on-one, tiered
Learning Difficulty assignments, varied assessments.
The following handouts are scaffolded from basic understanding
to more complex in nature:
Students that Struggle with:
Topic 1: Heliocentric vs. Geocentric
HW -‐Geo cen tric-‐vs_-‐

Helio cen tric-‐Mo d els-‐W o rksh eet-‐10jx953.p d f
Topic 2: The Concept of Galaxy
GALAXY2.p d f
Topic 3: Our Place in Our Space
mo s_starlab -‐6-‐8_o u
r-‐p lace-‐in -‐sp ace.p d f
Topic 4: Big Bang Theory Graphic Organizer
Big Ban g Th eo ry

Timelin e Fill-‐In .p d f
• Students will engage in higher-level discussions, exit ticket

High Achieving journaling, peer collaboration, and will revise/edit their written
work based on peer and teacher feedback.
18

These activities are to give students more practice but they are
more complex:
Topic 1: Build Your Own Galaxy
b u ild _yo u r_o wn _g a

laxy.p d f
Topic 2: Models of the Solar System
Lesso n Plan 4-‐ Th e

Great D eb ate! Mo d els o f th e So lar System.d o cx
Topic 3: Our Place in Our Galaxy
O GO UO u rGalaxy.p
df
English Learners Language Standard:

• WIDA ELD Standard 1: English language learners communicate
for Social and Instructional purposes within the school setting.
WIDA ELD Standard 4: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Science.
• Provide differentiated support and scaffolding based on the
English Language Proficiency Level of the English Learner using
the WIDA Can Do Descriptors. http://tinyurl.com/apsesol
Resources
TEXTBOOK ACTIVITIES:
Big Bang Chapter 17 Sections 4 and 5
• Discover Activity: How Does the Universe Expand? pg. 628
• Analyzing Data: Speeding Galaxies pg. 630
Models of the Universe Chapter 16 Sections 1
• Discover Activity: What is at the Center? Pg. 554
• Lab Zone: A Loopy Ellipse pg. 557
• Analyzing Data: Planet Speed Versus Distance pg. 558
The Milky Way and Our Universe Chapter 17 Section 4
• Discover Activity: Why Does the Milky Way Look Hazy? Pg. 621
• Lab Zone: A Spiral Galaxy pg. 625
ONLINE RESOURCES:
Emory Cases Online http://www.cse.emory.edu/cases/
CK-12 Foundation http://www.ck12.org/teacher/
NSTA Outstanding Science Trade Books for Students K-12 http://www.nsta.org/publications/ostb/
Khan Academy https://www.khanacademy.org/
Study Tool K-12 http://quizlet.com/math-and-science/
Problem-Attic Test Prep Question Generator http://www.problem-attic.com/
19

Common Core Personalized Learning https://www.opened.io/
McDonald Observatory: http://mcdonaldobservatory.org/teachers/classroom
Astronomy Society of the Pacific: https://www.astrosociety.org/education/k-12-online-astronomy-
activities/
NASA Education: https://www.nasa.gov/offices/education/about/index.html

Lesson Two
Duration: 15 – 20 Days
Focus Standard
S6E1. Obtain, evaluate, and communicate information about current scientific views of
the universe and how those views evolved.
c. 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.
d. Develop and use a model to explain the interaction of gravity and inertia that governs the
motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics, composition, and location of
comets, asteroids, and meteoroids.
Performance-Based Objective(s)
As a result of their engagement with this unit, students will know and be able to…
SWBAT analyze and interpret data which should include planet sizes relative to Earth, surface
and atmospheric features of planets, relative distance to the sun, and the planets ability to
support life IOT compare and contrast the planets in our solar system. (Lesson 2.1)
SWBAT ask questions about space debris IOT compare and contrast the characteristics,
composition, and location of comets, asteroids, and meteoroids. (Lesson 2.2)
universe IOT develop and use a model to explain the interaction of gravity and inertia that
governs the motion of objects in the solar system. (Lesson 2.3)
Terms and Definitions
Asteroid: Rocky objects revolving around the Meteor: A streak of light in the sky produced
sun that are too small and numerous to be by the burning of a meteoroid in Earth’s
considered planets. atmosphere.
Asteroid Belt: The region of the solar system Meteorites: A meteoroid that passes through
between the orbits of Mars and Jupiter, where the atmosphere and hits the Earth’s surface.
many asteroids are found. Meteoroid: A chunk of rock or dust in space.
Coma: Fuzzy outer layer of a comet. Milky Way: The galaxy of which the sun
20

Comet: A loose collection of ice, dust, and and the solar system are a part and which
small rocky particles, typically with a long, contains the myriads of stars.
narrow orbit of the sun. Nucleus: The solid inner core of a comet.
Force: A push or a pull. Oort Cloud: A spherical region of comets
Galaxy: A huge group of single stars, star that surrounds the solar system.
systems, star clusters, dust, and gas bound Ring: A thin disk of small ice and rock
together by gravity. particles surrounding a planet.
Gas Giant: The name often given to the first Solar System: The collection of eight planets
four outer planets: Jupiter, Saturn, Uranus, and their moons in orbit around the sun,
and Neptune together with smaller bodies in the form of
Gravity: A force that pulls objects towards asteroids, meteoroids, and comets.
each other. Terrestrial Planets: The name often given
Kuiper Belt: A donut-shaped region that to the four inner planets: Mercury, Venus,
stretches from around Pluto’s orbit to about Earth, and Mars.
100 times the Earth’s distance from the sun. Universe: All of space and everything in it.
Guiding Questions:
1. How does the Earth compare to other planets in the solar system?
2. How could you tell a planet from a star if you look at the same constellations over several
nights?
3. Why do objects seem to move across the sky?
4. Why don't you float off in space when you are on the Earth?
5. Why do planets never leave the solar system or fall into the Sun?
6. What is difference between a comet, meteor, and asteroid?
Interpretation and Reminders:
• Students must classify the planets based on size, distance from the sun, and physical
attributes. You must understand that the radius of a planet doesn’t necessarily translate
into a greater mass especially if the planet is mostly gas. This doesn’t mean that the gas
giants are not more massive than Earth; however, if the Earth was the same size as Jupiter
with its current composition it would be significantly more massive than the gas giant.
21

• Planets that are closer to the sun move at a greater speed than planets that are farther from
the sun. The sun’s gravity is what causes planets to orbit and the mass and distance
dictate the speed of the orbit.
• When planets orbit the sun it is called a revolution, not a rotation. Rotation is when a
space object spins on its axis.
• Asteroids and comets are larger than meteoroids. Comets are ice and debris that move
through our galaxy with a tail. Meteoroids are called meteors when they enter the Earth’s
atmosphere and are often times referred to as shooting stars. If these objects hit the Earth
they are referred to meteorites. Make sure that students understand the difference
between these as well as the transition of nomenclature of meteoroids as they move into
the
Earth
’s
atmo
spher
e and
poten
tially
hit
the
Earth
.
22

Greek and Latin Root Words
Asteroid: Aster = Star oid = resembling
Meteoroid: Meteor = High in the air
Terrestrial: Terre: Land, Earth al: of or belonging to
• To increase literacy in the classroom, students will practice identifying, defining, and utilizing
Greek and Latin Root Words in Scientific Vocabulary on a daily/week basis. The purpose of these
exercises it to enhance student understanding of science-based terms, as well everyday
vocabulary. A section of their notebook should be allocated specifically for vocabulary.
Suggested: Students should practice writing down the prefix as well as the definition.
Following each prefix/suffix, ensure that examples are given so that students can connect the
prefix/suffix to its definition.
Scien tific Prefixes

an d Su ffixes.p d f
Misconceptions/Proper Conceptions
Misconceptions
23

• When all of the planets line up, the gravitational pull will cause an earthquake or
disaster, or will cause the end of the world.
• We could easily go to another planet and live.
• We could grow plants in the soil on Mars.
Proper Conceptions:
• The gravitational attractions of the planets, either individually or as a group are so
small because of the vast distances between the planets that they cannot possibly have
a significant destructive effect on one another.
• Traveling to another planet would require very large amounts of money, planning, and
time, and would not be at all easy to do because of the expense and complexity of the
operation. In addition, other planets in our solar system lack the resources to sustain
human life.
• Very low temperatures and the lack of water should make Mars a hostile planet for any
organism that has evolved in an Earth environment.
Suggested Learning Experiences
Core Ideas: Science & Engineering Practices Crosscutting Concepts:
• Astronomy • Asking Questions • Stability & Change
• Develop and Use Models • Systems and System Models
• Analyze and Interpret • Cause & Effect
LESSON 2.1:
Annotate the Objective:
Break into smaller components for the purpose

of study or examination.
SWBAT analyze and interpret data which should include planet sizes relative to Earth, surface
and atmospheric features of planets, relative distance to the sun, and the planets ability to
support life IOT compare and contrast the planets in our solar system.
Estimate, measure, or To exhibit unlikeness

note the similarity or on comparison with
dissimilarity between something else.

Compare Planets
24

Contrast Solar System
Analyze Atmospheric
Relative
Surface
Features
Engage:
engage (i.e. hook).
• Have students complete the NSTA Formative Assessment Probe 30: “Is it a Planet or a
Star?”
This probe will help you see if students understand the distance and nature of stars versus
planets. Stars are significantly more massive than planets and are orbited by planets.
Planets orbit stars making stars appear to be stationary.
• Students will also complete this diagnostic tools to check for prior knowledge of the
planets. Students should only fill in portions that they think they know, do not force
them to fill in the entire table. For the Planet Identification sheet this checks to see if
students know the order.
activato r_p lan et_co p lan ets_id en tificati

mp ariso n _ch art.p d f o n .p d f
Guiding Questions:
• Why do stars seem stationary and planets move?
• How do the sizes of stars compare to that of planets? Provide evidence
GUIDED INSTRUCTION
Explore:
Students will engage in the Solar System Scaling Lab:
So lar-‐System Scale
Lab .d o c
Description of the Activity:

This lab is designed to demonstrate to students the vastness of the universe. A model solar
system can be easily constructed on school grounds. In this outdoor lab, students walk
between planets answering a series of questions from a worksheet. The solar system is scaled
down so that the Sun is the size of a standard 9.5-inch basketball (scale is approximately 1
inch = 91,000 miles).
Teacher Notes:
• You can make adjustments to the objects that are used to represent the planets.
• You will need a great deal of space to do the activity. (Outside)
25

Guiding Questions:
• How is this model different from the models that you find in your text book and in other
media?
• Why do you think that the models found on the internet and in media are not represented
to scale?
FOCUS LESSON
Explain:
**I recommend printing the PowerPoint 3 slides per page for students.
Use the following PowerPoint and note taking guide and fill in the note taking sheet
PowerPoint: Note Taking Guide:
p lan ets.p p tx so lar_system_p lan et

_n o tes.p d f
Planet Chart (Starts on slide 17 and continues until 35):
p lan et_co mp ariso n

_ch art.p d f
Teacher Notes:
• I recommend going through the PowerPoint so that you can choose which links you
would prefer to use during the class.
• Use the note taking guide and the planet chart to assist with note taking.
Guiding Questions:
• What role does gravity play in the rotation of the planets around the sun? This
needs to be addressed explicitly. The force of gravity pulls the planets into their
circular orbits.
• How would you describe the surfaces of the planets?
• Which planet has the most attributes that support life?
Use student responses and discourse to address the following misconceptions:
• The planets are falling toward the sun but because the sun is round they never come into
contact with the sun.
• The surfaces of the planets are affected by their relative sizes and distances from the
sun.
• No planet besides Earth can support life; however, students can evaluate if the
temperature, the resources (water, oxygen, etc.) and other factors fit the criteria. For
example a planet may have water but no oxygen but at least it meets one of the criteria
to support life.
Elaborate:
Students will work in collaborative pairs at computers to complete the following virtual lab.
Simulation Address: http://www.solarsystemscope.com/old/
Handout:
Simu latio n
h an d o u t.d o cx
26

Activity: Students will use the simulation to fill in a table. They can click on planets and get a
plethora of information that will allow them to fill in the table found in the handout.
Teacher Notes:
• I recommend that each student turns in a handout but that students work in collaborative
pairs.
• Have students compare the first table they filled out in the engage portion of the lesson to
the table in the notes and the table in this activity. This will help students reflected on
their learning and progress.
Evaluate:
Have students complete the following:
Student Directions and Prompts: Planet Information Sheet:
W h ere am I Stu d en t W h ere am I

h an d o u t.p d f W ritin g .p d f
Teacher Notes:
• Students will read the directions and use the prompts to identify which pre-written letter is from
which planet. The directions say that students should call on a partner but I would have them
identify each of the four cards locations (i.e. planets). Students must provide evidence for at
least one of the four cards.
• The most integral part is when they use the planet information to compose their own letter.
Writing Standard:
1. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
Standards Based Assessment (5 Questions)
Plan ets an d Gravity

Q u iz 3.d o cx
S6E1.c and S6E1.e
Grad e 6, Un it 4

LESSON 2.2:
Make (an idea or situation) clear by describing it in
more detail or revealing relevant facts. 27

SWBAT ask questions about space debris IOT compare and contrast the characteristics,
composition, and location of comets, asteroids, and meteoroids.
Estimate, measure, or note the To exhibit unlikeness on

similarity or dissimilarity between comparison with something
General Academic Vocabulary else.
Domain Specific Vocabulary
Compare Space Debris
Contrast Comets
Composition Asteroids
Characteristics Meteors
Engage:
engage (i.e. hook).
2 Activities (NSTA Probe and Anticipation Guide)
• Have students complete the NSTA Formative Assessment Probe 34:”Shooting Star”
You do not have to attach the academic vocabulary to this but the teacher needs to know that the
body that is observed in this probe would be a meteor. You may want to document the definition
that students come up with for comet but do NOT define comet yet.
• Students will complete the anticipation guide to check for prior knowledge. Do NOT go over
the guide but have students complete it and take it up. They will do the same guide later on in
the lesson.
Co met Astero id
Meteo r an ticip atio n _g u id e.p d f
GUIDED INSTRUCTION
Explore:
Students will complete the Comets, Meteor, and Asteroid Scaling Activity.
Astero id s, Co mets,

an d Meteo ro id s Lab .p d f
Teacher Notes:
• Students will use the scaling activity to compare and contrast comets, meteors, and
asteroids based on size.
• There is some information before the lab directions and follow up after the lab. This
handout is a complete lesson plan. The first three pages provide the lesson information
for the teacher. The last four pages are reproducible for students.
Guiding Questions (During Lab):
28

• How did you choose your materials for each model?
• Which attributes did you use to differentiate comets, meteoroids, and asteroids?
Use the responses of the students to address the following misconceptions.
• Make sure that students understand that size is not the only factor used to distinguish
comets from asteroids and meteoroids.
• Students need to understand that from a distance meteoroids and comets may appear
similar. The size, composition, and manner in which they come into view is how they
are differentiated.
Writing Standard and Component (Lab Summary):
L6-8WHST9: Draw evidence from informational texts to support analysis,
reflection, and research.
FOCUS LESSON:
Explain
• Use the following PowerPoint, note taking sheet, and graphic organizer
• Students should use the note taking sheet to get general information documented. The
graphic organizer is completed after the PowerPoint is completed.
PowerPoint: Note Taking Sheet: Graphic Organizer:
co mets_meteo r_ast co met_meteo r_aster O th er o b jects p p t

ero id .p p tx o id _n o tes.p d f stu d en t n o tes an d Key.p d f
Teacher Notes:
PowerPoint in General:
• The PowerPoint is very straightforward and provides students an opportunity to
decipher which details should be documented. The graphic organizer helps students
summarize the information that they have received.
• The answer keys for the graphic organizer and anticipation guide are the last two slides
and I advise that you hold off on showing students the answers to the anticipation guide
in the event that you would prefer to use the anticipation guide as one of your evaluative
tools.
Guiding Questions:
• What are the criteria used to distinguish a comet from asteroids and meteors?
• What is the difference in a meteoroid, meteor, and meteorite?
Elaborate:
Students will play the space rocks game.
Directions: http://www.lpi.usra.edu/education/skytellers/meteors/activities/space_rocks.shtml
Game Board for Print:
29

sp acero cksg ame.p d
f
Teacher Notes:
• Students should be in groups of 4 to play the game. The answer key and directions are
located at the link above.
• Allow students to write out justifications for their answers on a separate sheet of paper.
If they are incorrect they can make corrections. If they are correct make sure that they
understand why they are correct.
Writing Standard and Component (Justifications of Answer Selections during game):

3. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
Evaluate (Use the Anticipation Guide and the Multiple Choice Quiz = 2 Total Assessments:
• Students will do the Anticipation guide for a second time
Co met Astero id
Meteo r an ticip atio n _g u id e.p d f

Teacher Notes Anticipation Guide:
• Make sure that you collect the guide, check it for mastery, and compare it to the anticipation
guide that was done during the Engage portion of the lesson.

S6E1.f
Co mets Astero id s
Meteo ro id s Q u iz 4.d o cx
Grad e 6, Un it 4

LESSON 2.3: Form an idea about

Get, acquire, or secure
information. or assess
information.
A three-dimensional 30
representation, typically on a
smaller scale than the original.
universe IOT develop and use a model to explain the interaction of gravity and inertia that
governs the motion of objects in the solar system.

Obtain Gravity
Evaluate Inertia
Motion Solar System
Force Universe
Evaluate
Engage:
engage (i.e. hook).
• Have students complete the NSTA Formative Assessment Probe 30:”Is it a Planet or a
Star?”
Teacher Notes:
• Do not give students the answer but have them keep the probe and discuss why they chose
each. It will be tempting to give them the answers but use the Socratic Method to get
them to think about their thinking. Some of your students may have this correct.
GUIDED INSTRUCTION
Explore:
Students will complete the Model the Night Sky Activity
Mo d elTh eNig h tSky.

pdf
Teacher Notes:
• This activity has a preparation section and two activities that are cohesive. There are
cards that need to be cut out and this is a kinesthetic activity. There are follow up
questions; however, I advise that you have students draw the sequences of movements (at
least 3) using symbols.
• This activity demonstrates how objects orbit the sun and our perception of the movement
of different objects in the night sky.
Guiding Questions
1. What determines the speed that a planet orbits the Sun?
2. Does the Sun or Stars orbit anything? Why or Why not?
Use the responses of the students to address the following misconceptions.
• Planets that are closer to the Sun orbit the sun more quickly due to the gravitational pull of the
31

Sun. The closer an object is the faster it orbits. The Sun is significantly more massive than the
planets in our solar system.
• There are stars that are significantly more massive than our Sun. Our solar system orbits the
center of the Milky Way Galaxy.
• Stars orbit the center of galaxies.
• Relative motion can be confusing. The moon orbits the Earth while the Earth orbits the Sun all
while our solar system orbits the center of the Milky Way Galaxy.
FOCUS LESSON:
Explain
• Use the following PowerPoint and Note Taking Sheet.
mo vemen t_o f_o b jec mo vemen t_o f_o b jec

ts.p p tx ts_n o tes.p d f
Teacher Notes:
• These notes are summative in nature. Students look at the planets, meteors, comets, and
asteroids in the first two lesson progressions. This progression is for students to evaluate
the stars in the night sky and compare them to the planets and other objects in the night
sky.
• The NSTA formative assessment probe should be given again and this time the answers
should be given: http://aps.nsta.patron.eb20.com/ISBN/9781936959822/PageNumber/159
Guiding Questions:
1. Why do stars appear to be stationary?
2. Why do planets in the night sky appear similar to stars?
3. Did you have any misconceptions regarding the sizes of different objects in the galaxy?
Elaborate:
Students will go to the following website and view in pairs: http://www.solarsystemscope.com/
Each group will be assigned a planet besides Earth. You will click on the Earth followed by the
telescope icon on the left hand side. This will allow each group to see the horizon change from a
position on Earth. This explains the changes in the night sky.
Prompts:
1. What is the relationship between the time and the horizon?
2. Why is the location of the horizon arbitrary during the day?
3. How is the horizon on Earth different from the planet you were assigned?
Teacher Notes:
• Allow students to play with the simulation to get used to different views.
• Students should use evidence to write a cohesive analysis of the change in the sky
using the prompts.
• Students should have a paper and a presentation to demonstrate mastery. Give them
choices on the mode of presentation (i.e. PowerPoint, Prezi, Website, Model)
Evaluate
32

S6E1.d
Mo tio n o f O b jects
in th e Sky Q u iz 5.d o cx
Grad e 6, Un it 4

Additional Resources:
Book of Activities from NASA Make A Comet Meteor Burnout Demo
Exp lo rin g _Meteo rit make_a_co met.p d f meteo r_b u rn o u t_d e

e_Mysteries.p d f mo .p d f
List of Lesson Plans
h o u .p d f
Videos:
Inner Planets: https://youtu.be/qVItSWKQiuQ
Outer Planets: https://youtu.be/ICutVnjsx1o
Bill Nye: https://youtu.be/qWGOoGF_P_E
Asteroids: https://youtu.be/bU1QPtOZQZU
Meteor Hits Russia (30 Seconds): https://youtu.be/-5pMkrxd9s4
Comets, Asteroids, Meteoroids: https://youtu.be/HJiPQ873vdo
Differentiated Supports
Learning Difficulty • Small group, flexible grouping, pull outs, one-on-one, tiered
assignments, varied assessments.
The following handouts are scaffolded from basic understanding
to more complex in nature:
Topic 1: Solar System Science Project
So larSystemScien ce.
pdf
Topic 2: Solar System Tiered Activity
tiered _p lan et_activi

ty.p d f
Topic 3: Planet Clue
33

p lan et_clu e.p d f
Topic 4: Comet, Meteoroid, Asteroid
co met_meteo r_aster
o id _tiered _activity.d o cx
Topic 5: Graphic Organizer
trip le_co mp ariso n .p

df
Topic 6: VENN Diagram
ven n _d iag ram_co m

p ariso n .p d f
• Students will engage in higher-level discussions, exit ticket

High Achieving journaling, peer collaboration, and will revise/edit their written
work based on peer and teacher feedback.
These activities are to give students more practice but they are
more complex:
Topic 1: Planet Mystery (Similar to Planet Clue more
Advanced):
p lan et_mystery.p d f
Topic 2: Meteor and Crater Labs
2212_sp acewat cu b _sp ace8_lesso n

en rich .p d f 03_activity1_wo rksh eet.p d f
English Learners Language Standard:

• WIDA ELD Standard 1: English language learners communicate
for Social and Instructional purposes within the school setting.
WIDA ELD Standard 4: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Science.
• Provide differentiated support and scaffolding based on the
English Language Proficiency Level of the English Learner using
the WIDA Can Do Descriptors. http://tinyurl.com/apsesol
Resources
TEXTBOOK ACTIVITIES:
The Planets: Chapter 16 Sections 3-4
• How Does Mars Look from Earth pg. 566
• Science and Society: Space Exploration-Is It Worth the Cost? pgs. 572-573
34

•How Big Are the Planets pg. 574
Making Models pg. 578
• Math Skills: Circumference pg. 580
Comets, Asteroids, Meteoroids: Chapter 16 Section 5
• Which Way Do Comet Tails Point? pg. 584
• Micrometeorites pg. 586
Gravity, Orbits, and Inertia: Chapter 16 Section 4, Chapter 15 Section 2,
Speeding Around the Sun pg. 582-583
Can You Remove the Bottom Penny? pg. 520
Math Analyzing Data: Gravity Versus Distance pg. 522
ONLINE RESOURCES:
Emory Cases Online http://www.cse.emory.edu/cases/
CK-12 Foundation http://www.ck12.org/teacher/
Khan Academy: https://www.khanacademy.org/
Study Tool K-12: http://quizlet.com/math-and-science/
Problem-Attic Test Prep Question Generator: http://www.problem-attic.com/
Common Core Personalized Learning: https://www.opened.io/
Solar System Simulator: http://www.solarsystemscope.com/
Berkley: http://cse.ssl.berkeley.edu/SegwayEd/master.html
Astronomical Society of the Pacific: https://www.astrosociety.org/education/k-12-online-astronomy-
activities/
Exoplanet NASA: https://exoplanets.nasa.gov/interactives/

35

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UNIT OF STUDY-

Standards Duration: Maximum Number of Days: 12 days on A/B Block

S6E1. Obtain, evaluate, and communicate information about

S6E2. Obtain, evaluate, and communicate information about the

Enduring • Observational evidence caused the model of the solar system to be

Craft and Structure:

LITERACY STANDARDS FOR WRITING IN

Text Types and Purposes:

L6-8WHST3: (See note; not applicable as a separate

Production and Distribution of Writing:

Research to Build and Present Knowledge:

L6-8WHST7: Conduct short research projects to answer a

1130_fro m_th e_eart satellites_an d _g ravi seein g _stars_950_p

th e_mo st_exp en sive Eclip ses Article.p d f

BIRDBRAIN SCIENCE Articles (Written at 6 Different Levels)

Articles (Same article at 6 levels, see key above)

230_scien ce-­‐article-­‐ 194_scien ce-­‐article-­‐ 184_scien ce-­‐article-­‐

Lesson Progression 2 Articles:

204_scien ce-­‐article-­‐ 205_scien ce-­‐article-­‐

Lesson Progression 3 Articles:

STEM PROJECT/ STEM Project

Greek and Latin Root Words

Scien tific Prefixes

A complete sentence that Scientific data that support the

General Academic Vocabulary Domain Specific Vocabulary

Description of the Activity:

th eo ries_u n iverse.p th eo ries_u n iverse_n

Standard Based Assessment (5 Questions)

Grad e 6, Un it 4

General Academic Vocabulary Domain Specific Vocabulary

Writing Standard and Component (Summary of Text and Lab):

PowerPoint 1 (Helio, Geo): Note Taking Sheet PowerPoint 1:

th eo ries_u n iverse.p th eo ries_u n iverse_n

PowerPoint 2 (Earth’s Position): Universe Matchup Handout

p o sitio n _so lar_syst u n iverse_match u p .

Note Taking Sheet PowerPoint 2:

p o sitio n _in _so lar_s

Lab -­‐ Galaxy

Link to the Online Portion: http://www.hmxearthscience.com/galaxy_classification_lab.html

Helio cen tric,

Grad e 6, Un it 4

14Big Ban g Tic-­‐Tac-­‐T 14Big Ban g Tic-­‐Tac-­‐T

Topic 1: Heliocentric vs. Geocentric

HW -­‐Geo cen tric-­‐vs_-­‐

Topic 2: The Concept of Galaxy

Topic 3: Our Place in Our Space

Topic 4: Big Bang Theory Graphic Organizer

Big Ban g Th eo ry

• Students will engage in higher-level discussions, exit ticket

b u ild _yo u r_o wn _g a

Topic 2: Models of the Solar System

Lesso n Plan 4-­‐ Th e

Topic 3: Our Place in Our Galaxy

English Learners Language Standard:

Scien tific Prefixes

Break into smaller components for the purpose

Estimate, measure, or To exhibit unlikeness

General Academic Vocabulary Domain Specific Vocabulary

activato r_p lan et_co p lan ets_id en tificati

Description of the Activity:

p lan ets.p p tx so lar_system_p lan et

Planet Chart (Starts on slide 17 and continues until 35):

p lan et_co mp ariso n

230_scien ce-‐article-‐ 194_scien ce-‐article-‐ 184_scien ce-‐article-‐

204_scien ce-‐article-‐ 205_scien ce-‐article-‐

Lab -‐ Galaxy

14Big Ban g Tic-‐Tac-‐T 14Big Ban g Tic-‐Tac-‐T

HW -‐Geo cen tric-‐vs_-‐

Lesso n Plan 4-‐ Th e