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6 Grade Science Astronomy Unit Information 6th Grade Science Astronomy Unit Information Milestones Domain/Weight: Astronomy 20% Purpose/Goal(s): Students are expected to have knowledge of the progression of scientific explanations (geocentric and heliocentric models) for the formation of the solar system. Students should also be able to explain how the Big Bang theory describes the formation of the universe. Students will identify the solar system’s place in the Milky Way Galaxy. Students should understand that objects in the solar system move in a regular and predictable manner. Those motions explain such familiar phenomena as days, years, phases of the Moon, eclipses, and the solar system’s place in the Milky Way Galaxy. Students will understand how gravity governs the motion of planets, comets, and asteroids in the solar system. Students will also be able to compare and contrast the features (i.e., physical characteristics, atmospheric conditions, distance from the Sun, and the ability to support life) of the eight planets in the solar system. Content Map: Astronomy Content Map Content Descriptors: Astronomy Content Descriptors Content from Frameworks: Astronomy Content from the Frameworks Prerequisites: Elementary Standards for Astronomy Unit Length: Approximately 27 days Astronomy Unit Test 1 Study Guide | Astronomy Unit Test 1 Study Guide KEY Astronomy Unit Test 2 Study Guide | Astronomy Unit Test 2 Study Guide KEY Click on the links below for resources by Essential Question: EQ 1: How have theories of the formation and structure of the universe changed? EQ 2: How is our solar system positioned in the Milky Way Galaxy and the universe? EQ 3: How does Earth compare to other planets in the solar system? EQ 4: What is the difference between a comet, meteor, and asteroid? EQ 5: Why do objects seem to move across the sky? EQ 6: How does the position of the sun, Earth, and moon affect each other? EQ 7: What causes tides? EQ 8: What are the reasons for the seasons? th TCSS 6 Science Astronomy Unit Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The . S6E1a Sample Essential* Priority Standard: first resource is a ppt which provides guidance for the entire Assessment Items Geocentric S6E1a. Relate the Nature of lesson including activating, teaching and summarizing Heliocentric Science to the progression of strategies. The activities listed below the ppt are used during Solar System basic historical scientific the lesson and are identified for use where they are most likely Scientific Theory models (geocentric, appropriate in the ppt. The resources can be used as an entire Big Bang Theory heliocentric) as they describe lesson or pulled out for use separately. our solar system, and the Big . Theories of the Universe ppt [“I Do” “We Do” and “You Do”] Supplemental** Bang as it describes the See “Notes” on ppt slides for suggested instructional Ptolemy formation of the universe. approaches where applicable or view the Theories of the Galileo Universe ppt “Notes” document Copernicus Support Standard: . Theory Challenge Activity [“We Do”] – students will work in S6CS8c. As prevailing groups to do a jigsaw. The activity consists of 10 reading theories are challenged by passages on scientific theories which have been proven new information, scientific false *Essential Vocabulary listed knowledge may change and . Theories of the Universe Notes [“You Do”] in the GPS Standards grow. Theory Activator in ppt prior to Big Bang Teaching: Balloon Bang [“I Do”] – Have students stand up and form a large **Supplemental Vocabulary Essential Question: circle. Without saying a word, go to the center of the circle listed in the state 1. How have theories of the and blow up a balloon filled with colored confetti. Hold the frameworks and/or other formation and structure of the balloon high enough for all students to see clearly. Pop the state document universe changed? balloon, still not saying a word. Ask the students “What happened? What event in the history of the universe could this represent?” . The Big Bang Demonstration [“I Do”] – demonstration o Another analogy that the students might be able to understand is the spinning ice skater. Ask students how many of them have seen an ice skater do a spin. Have students describe it. Show a video clip of an ice skater spinning such as: http://www.youtube.com/watch?v=AQLtcEAG9v0 You might have noticed that when the twirling ice skater pulls in her arms, she spins faster. The same thing occurs when a cloud of gas, ice, and dust in a nebula contracts. As mass moves toward the center of the cloud, the cloud rotates faster. Expanding the Universe on a Balloon Demonstration [“I Do”] teacher demonstration TCSS 10/5/2015 2 th TCSS 6 Science Astronomy Unit Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question . Models of the Solar System: Great Debate Activity – teacher facilitated, student performed role play . Differentiation: Models of the Solar System Hands-on Sheet [“You Do”] – Can be used for remediation. Students cut out the four known planets at the time (including the sun) and place them on a solar system model to demonstrate geocentric or heliocentric. The teacher can ask students to model them over and over when instructed or have the students model them and glue them to the paper. Three Theories of the Solar System Worksheet [“You Do”] . Videos [select one or two of the videos where applicable] o Space Place: How did the solar system form? o How the Universe Works: Big Bang [only watch first 10-12 minutes] o Brain Pop: Big Bang Theory [see the academic coach about subscription] o Galileo: Sun-centered System Video Clip . Animations o http://www.classzone.com/books/earth_science/terc /content/visualizations/es0401/es0401page01.cfm? chapter_no=visualization [linked in ppt] . Textbook Pages 740-745 . Anchor Activities [“You Do”] – used for students if they finish an assignment early. This can be used to enrich taught material or to preview future material o Choice Board - Students can use this to choose an assignment that interests them | Cootie Catcher Directions [keep the sheet of directions available for students in the classroom] TCSS 10/5/2015 3 th TCSS 6 Science Astronomy Unit Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. S6E1b Position of the Essential* Standard(s): The first resource is a ppt which provides guidance for the Solar System Sample Universe S6E1b. Describe the entire lesson including activating, teaching and summarizing Assessment Items Galaxy position of the solar system strategies. The activities listed below the ppt are used during Milky Way in the Milky Way galaxy the lesson and are identified for use where they are most Solar System and the universe. likely appropriate in the ppt. The resources can be used as an entire lesson or pulled out for use separately. Supplemental** Essential Question: . Position in Solar System ppt Outer rim (arm) 2. How is our solar system [“I Do”, “We Do” and “You Do”] See “Notes” on ppt slides positioned in the Milky Way for suggested instructional approaches where applicable Galaxy and the universe? or view the Position in the Solar System ppt Notes *Essential Vocabulary listed document in the GPS Standards . Position in Solar System Notes [“You Do”] – Students should complete the Notes while going through the ppt **Supplemental Vocabulary . Distributed Summarizing: Solar System Location Map listed in the state frameworks [“You Do”] – Students should work individually to and/or other state document complete the short task unless the teacher determines a classroom discussion is needed. Summarizing Strategy/differentiation: Universe Match-up [“You Do”] - The students should work individually to match up the objects in the universe and place them in order from largest to smallest. Animations/Simulations/Videos o The Scale of the Universe 2 [linked in ppt] o Digital Universe or watch the video directly from YouTube The Known Universe [linked in ppt] o Classzone: Examine the Milky Way Galaxy at Different Scales [linked in ppt] o http://smithsonianeducation.org/idealabs/univers e/index.html - Needs to be Accelerated or class demonstration. Also may be used after essential question #3 to cover multiple concepts . Textbook Pages 710-713 TCSS 10/5/2015 4 th TCSS 6 Science Astronomy Unit Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The first . S6E1c. Planets in Essential* Priority Standard(s): resource is a ppt which provides guidance for the entire lesson the Solar System Planet S6E1e. Explain that including activating, teaching and summarizing strategies. The Sample Assessment Gravity gravity is the force that activities listed below the ppt are used during the lesson and are Items Solar System governs the motion in the identified for use where they are most likely appropriate in the ppt. The Relative size solar system. resources can be used as an entire lesson or pulled out for use Relative distance separately. Atmospheric Features S6E1c. Compare and . Activating Strategy: Comparing Planets Chart and possibly the contrast the planets in Planet Identification sheet to determine what students already Supplemental** terms of: know about the planets [“You Do” or “We Do”] Orbit Size relative to the . Planets PPT [“I Do”, “We Do”, “You Do”] See “Notes” on ppt slides Ellipses earth for suggested instructional approaches where applicable or view Dwarf planet the Planets ppt Notes Surface and Planetary motion . The Solar System: Planet Notes sheet [“You Do”] – Students use atmospheric features Inertia the Planet Notes Sheet to record important information about the Relative distance Gravitational attraction solar system from the sun (pull) . Planets Comparison Chart [“You Do”] – Students use the Planets Ability to support life Comparison Chart to record important information about the *Essential Vocabulary planets Essential Question: listed in the GPS .
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