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The Solar System and Our Galaxy

Grade: High School Earth and Space Science

Name: Stacy Parisien

Unit Title and Subject Areas:

The Solar System and Our Galaxy

Earth and Planetary Science

Grade Level: High School

State Science Standards:

HS-ESS1-4 - Use mathematical or computational representations to predict the motion of orbiting objects in the solar system

State Reading Standards:

RI.1 Read closely to comprehend texts of grade-level appropriate complexity: a. Determine what the text says explicitly and implicitly. b. Provide an objective summary of the text. c. Cite strong and thorough textual evidence.

RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying cultural and gender perspectives or bias in language).

Visual Arts:

12.1.3- Use visual art materials and tools in a safe and responsible manner. 12.3.1- Understand how to interpret, integrate, and apply subjects, symbols, themes* and

ideas in their work of art. 12.6.1-Understand and compare the similarities between visual arts and other art

disciplines that share common themes, historical periods, and cultural context.

Technology:

9-12.MTL.8 - Use models and simulations to investigate and explain complex systems and issues.

Unit Rationale:

This unit plan is provided for the purpose of providing state standards, goals, objectives, instructional procedures, and list of activities and assessments for the week. The significance of this unit is presented in working with time. In the unit plan, you will find a list of materials, activities, and assessments for the week. This unit plan will have a detailed explanation of what students will know by the end of the week and prepare them for future weeks.

Goals:

The goals for this unit will entail having students recall and identify the information coving the solar system and our galaxy. Students will focus on the main idea and create visual aids in order recall the information being taught. Throughout the unit, students will be assessed to analyze their knowledge and to fulfill the overall goal of mastery of content.

Objectives:

Students will be able to identify planets and their materials. Students will complete various charts throughout the week to assess their knowledge of content. Students will be able to use technology to identify the place and positions of planets,

constellations, and stars during changed seasons. Students will construct a map of the night sky and label content using sky app technology. Students will create a mnemonic device/poetry portfolio to remember order of planets.

Extensions of the Lesson Across the Curriculum:

This unit plan will deliver lessons in the use of technology and reading. Students will have the opportunity to work on science skills and also reinforce reading skills. The use of technology will be encouraged throughout the week.

Accommodations:

Accommodations will be made for students on IEP’s and 504 plans, according to ND state law, in the classroom.

Sources:

http://mstostik.yolasite.com/resources/Bill%20Nye%20Planets_Master.jpg file:///C:/Users/user/AppData/Local/Microsoft/Windows/INetCache/IE/7I0GVK54/Solar

%20System%20Quiz.pdf

A Book About Planets Betty Polisar Reigot (Scholastic)

Encyclopedia of Space and the Universe (DK)

The Gas Giants (Nelson)

Night Lights David Hill (The School Magazine May 1999)

Small Worlds (Nelson)

List of Materials:

Promethean Board Text Book IPad Construction Paper Markers Pencils

Folders Scissors Glue

Instructional Procedures:

Activities Procedure Notes AssessmentsDay 1

Introduction into lesson and review

(10 minutes)Discussion of

night sky(10 minutes)

Provide visual aids and discussion

articlesA Series of Events

Chain about the formation of the

solar system(20 minutes)KWL Chart(5 minutes)

Closure(5 minutes)

Teacher will describe the current lesson

Students will be asked questions and give input on what knowledge they have of the Solar System.

Teacher will then provide visual aids on Promethean Board as well as articles on Solar System.

Students will fill out Events Chain to help organize the formation of the solar system.

Students will be asked questions on visual aids and articles and fill out KWL chart on what they have learned and want to learn.

Students will be instructed to return all reading materials and prepare for end of class.

Materials and Resources Text book Encyclopedia of Space and

the Universe(DK) Small Worlds(Nelson) A Book about

Planets(scholastic) The Gas Giants(Nelson) Night Lights(Hill) Promethean Board

Teacher Observation

Student Participation

Series of Events Chain

KWL Chart Exit slip

Day 2Introduce

the assignment to the students.(10 minutes)

Stress the importance of

careful observation and descriptive written notes(10 minutes)

Students will fill out a T-Chart as

they compare and contrast

information from the text book on

the inner and outer planets.

Discuss answers with entire class.

(25 minutes)

Exit Slip(5 minutes)

Students will be introduced to T-Chart.

Teacher will discuss the importance of note taking.

Teacher will instruct students to work individually or in groups.

Students will complete T-Chart in a timely manner.

The teacher and students will go over the information they have found.

Students will prepare for end of class.

Materials and Resources Text Book T-Chart Worksheet http://mstostik.yolasite.com

/resources/Bill%20Nye%20Planets_Master.jpg

Teacher Observation

Student Participation

T-Chart Exit slip

Day 3Introduction into

assignment(5 minutes)

Direct students to materials for assignment(5 minutes)

Instruct students in forming mnemonic

device/poetry portfolio to

remember order of planets

(30 minutes)Clean Up

(5 minutes)Closure and Exit

Slip(5 minutes)

Teacher will introduce assignment.

Students will be directed to materials to construct a mnemonic device.

Students will work individually in the construction of the mnemonic device and create a portfolio and make up a poem about each planet.

Teacher will answer any questions students may have.

Teacher will instruct students to clean up and return materials to the correct stations.

Students will prepare for end of class.

Material and Resources Text Books Construction Paper Markers Pencils Folders Scissors Glue

Teacher Observation

Student Participation

Student Mnemonic device/poetry portfolio

Exit slip

Day 4 Teacher will Materials and Resources Teacher

Introduction of lab and Assignment of

IPads and work stations

(5 minutes)Review proper

IPad use procedures(5 minutes)

Instruct students to go outside and turn

on the IPad and launch Star Gazer

App(5 minutes)

Students will be instructed to draw a map of the stars

and planets.(25 minutes)

Students will go back to the

classroom and turn in their maps(5 minutes)

Closure and Exit Slip

(5 minutes)

introduce lab to students.

Students will be assigned their IPads and teacher will review proper usage and procedures.

Students will follow teacher to the nearest exit and will go outside.

Students will be split into groups.

Students will be instructed to open star app and begin looking at the sky.

Teacher will pass around blank sheets of paper and pencils to students.

Each student will draw a map of the stars, planets, and constellations.

Students will then be instructed to close apps and shut down IPads.

Students will follow the teacher back to the classroom.

Students will hand in their maps and prepare for end of class.

IPads Star Gazer App Blank Sheets of Paper Pencils

Observation Student

Participation Student use

of IPad Solar System

Maps Exit slip

Day 5Introduction of the Solar System Quiz

(5 minutes)Students will take

quiz(40 minutes)

Closure (5 minutes)

Teacher will introduce the quiz to students.

Students will have 40 minutes to complete quiz.

Students will hand in quiz in the allotted time.

Students will prepare for end of class.

Materials and Resources Text Book file:///C:/Users/user/AppData

/Local/Microsoft/Windows/INetCache/IE/7I0GVK54/Solar%20System%20Quiz.pdf

Quiz over the Solar System

Teacher Observation

Exit Slip:

How are the inner planets different from the outer planets?

Why is it that the closer a planet is to the sun, the faster it orbits or goes around the sun?

Name the eight planets which go around the sun in their correct order.

Solar System TestCompletion Complete each statement.

1) Small bodies of ice and cosmic dust are called ____________________.

2) The glowing trails that result when meteoroids burn up in Earth’s atmosphere are called ____________________.

3) The cloud of gas and dust that formed our solar system is the ____________________.

4) A planet that appears to spin in a clockwise direction when viewed from above its North pole has ____________________.

5) The average distance between the sun and Earth is called a(n) _________________________.

6) A planet that appears to spin in a counterclockwise direction when viewed from above its North Pole has ____________________.

7) When the shadow of one celestial body falls on another, a(n) ____________________ occurs.

8) Natural or artificial bodies that orbit larger celestial bodies such as planets are called ____________________.

9) The large, interstellar cloud of gas and dust that formed our solar system is called the ____________________.

10) Earth completes one ____________________ each year.

Multiple Choice Identify the choice that best completes the statement or answers the question.

11) What happens during a total solar eclipse?

A) The shadow of Earth falls on the moon. B) A thin ring of the sun shows through. C) The moon completely covers the sun. D) The sun completely covers the moon.

12) The inner planets are called terrestrial planets because

A) they are very dense and rocky. B) they have massive gas atmospheres. C) they can support life. D) they are very hot.

13) What causes a high surface temperature on Venus?

A) the acid content of its atmosphere B) its fast period of rotation C) its retrograde spin on its axis D) the density of its atmosphere

14) Because Jupiter’s interior is very hot,

A) it has few thunderstorms. B) its atmosphere is visible. C) it radiates more energy than it receives. D) its atmosphere scatters light.

15) Which of the following planets is the least dense?

A) Neptune B) Saturn C) Uranus D) Mercury

16) Why is the planet Uranus considered a gas giant?

A) because it has a rocky surface B) because it is similar to Earth C) because it has a deep, massive atmosphere D) because it is larger than Mercury and Venus

17) The matter at the center of the solar nebula became the

A) inner planets. B) moon. C) sun. D) supernova.

18) Why is it useful to study the smaller objects in the solar system?

A) They come from a region just beyond the orbit of Neptune. B) They orbit farther out than we send space missions. C) They provide a spectacular light show when they burn up. D) They can help scientists learn about the early history of the solar system.

19) Many scientists think that comets originate in

A) the Oost cloud. B) the asteroid belt. C) the orbit of Neptune. D) another solar system.

20) A spherical cloud of gas and dust that surrounds a comet’s nucleus is called a(n) A) meteor. B)

asteroid. C) coma. D) meteorite.

21) Which of the following describes a nebula?

A) a solar eclipse B) a nucleus C) a cloud in space D) a lunar rock

22) What is a small, rocky body that revolves around the sun called?

A) asteroid B) nebula C) planetary satellite D) meteor

23) What process gives the sun its energy?

A) waxing B) annular eclipses C) asteroid collisions D) nuclear fusion

24) Which of the following is a body that reaches Earth’s surface?

A) a meteorite B) a meteoroid C) an asteroid D) a comet

25) What are pieces of dust and debris from asteroids and comets called? A) protons B) comas C)

meteoroids D) nebulas

26) Which of the following describes the terrestrial planets?

A) hot, dry, and dense B) small, dense, and rocky C) large, light, and gaseous D) small, light, and solid

27) What is the present theory about the birth of the moon?

A) Earth’s gravity trapped the moon. B) A Mars-sized body collided with Earth. C) A moon-sized body collided with Earth. D) A piece of Earth spontaneously broke off.

28) What caused the solar system to form?

A) the birth of a nearby star B) the collapse of the solar nebula C) nuclear fusion in the sun D) the growth of the solar nebula

29) One way that scientists measure distances in space is by using

A) radar. B) astronomical units. C) prograde rotation. D) diameters.

30) What two opposing forces must stay balanced to keep a nebula from collapsing?

A) gravity and temperature B) inertia and pressure C) gravity and pressure D) temperature and inertia

31) Why are the inner planets called terrestrial planets?

A) because they are very hot B) because they are dense and rocky like Earth C) because most are gas giants D) because they can support life

32) What is one way that gas giants differ from the terrestrial planets?

A) The gas giants are much smaller. B) The gas giants are made of rocks and ice. C) The atmospheres of the gas giants are much thicker. D) The surfaces of gas giants are hard.

33) Scientists think that Earth’s moon formed

A) when a large asteroid was captured by Earth’s gravity. B) when a large body struck Earth. C) long before Earth. D) when a body spun off from the sun.

34) What is it called when the sunlit fraction of the moon that we can see from Earth is getting larger?

A) waxing B) eclipse C) waning D) rotation

35) A body that reaches Earth’s surface without burning up completely is called

A) a meteor. B) an asteroid. C) a meteorite. D) a meteoroid.

The figure below shows the orbits of the planets around the sun.

36) Beyond what numbered orbit are the comets of the Kuiper belt found?

A) 5 B) 6 C) 7 D) 8

37) Between which two numbered orbits is the asteroid belt located? A) 4 and 5 B) 5 and 6 C) 3 and

4 D) 6 and 7

38) Which of these planets do NOT have natural satellites?

A) Mars and Venus B) Jupiter and Mars C) Mercury and Venus D) Mars and Saturn

39) Which of these statements about the moons of our solar system is NOT true?

A) Many of them may be captured asteroids. B) All of the gas giants have multiple moons. C) Some orbit their planets backwards. D) None are as large as the terrestrial planets.

40) Scientists measure distances within the solar system using

A) the speed of sound. B) the English system. C) the speed of light. D) parallax angles.