Unit 3: Astronomy

Content Area: Science

Course(s): Science
Time Period: Marking Period 2
Length: 8-10 Weeks
Status: Published

Unit Overview
This unit helps students formulate answers to the questions: "What is Earth's place in the Universe?" and
"What makes up our solar system and how can the motion of Earth explain seasons and eclipses?" Students
examine Earth's place in relation to the solar system, Milky Way galaxy, and universe. There is a strong
emphasis on a systems approach, using models of the solar system to explain astronomical and other
observations of the cyclical patterns of eclipses, tides, and seasons. In addition, there is a strong connection to
engineering through the instruments and technologies that have allowed us to explore the objects in our solar
system and obtain data that support theories that explain the formation and evolution of the universe.

Performance Expectations

SCI.6-8.MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and
the solar system.
SCI.6-8.MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of
lunar phases, eclipses of the sun and moon, and seasons.
SCI.6-8.MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
SCI.6-8.MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two
colliding objects.
SCI.6-8.MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends
on the sum of the forces on the object and the mass of the object.
SCI.6-8.MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational
interactions are attractive and depend on the masses of interacting objects.

Three Dimensions

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems 6-8 builds on K-5
experiences and progresses to include investigations that use multiple variables and provide evidence to
support explanations or design solutions.
 • Plan an investigation individually and collaboratively and dependent variables and controls, what tools
are needed to do the gathering, how measurements will be recorded, and how many data are needed to
support a claim. (MS-PS2-2)

Developing and Using Model

Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena and design systems.

• Develop and use a model to describe phenomena. (MS-ESS1-1), (MS-ESS1-2)

Analyzing and Interpreting Data

Analyzing data in 6-8 builds on K-5 experiences and progesses to extending quantitative analysis to
investigations, distinguishing between correlation and causation, and basic statistical techniques of data and
error analysis.

• Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include
constructing explanations and designing solutions supported by multiple sources of evidence consistent with
scientific ideas, principles, and theories.

• Apply scientific ideas or principles to design an object, tool, process, or system. (MS-PS2-1)

Engaging in Argument from Evidence

Engaging in argument from evidence in 6-8 builds from K-5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for either explanations or solutions about the natural and
designed world(s).

• Construct and present oral and written arguments supported by empirical evidence and scientific
reasoning to support or refute an explanation or a model for phenomenon or a solution to a problem.
(MS-PS2-4)

Connections to Nature of Science

Scientific Knowledge Is Based on Empirical Evidence

• Scientific knowledge is based on logical and conceptual connections between evidence and
explanations. (MS-PS2-4)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described,
predicted, and explained with models. (MS-ESS1-1)
• Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the
universe. (MS-ESS1-2)

ESS1.B: Earth and the Solar System

• The solar system consists of the sun and a collection of objects, including planets, their moons, and
asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2), (MS-
ESS1-3)
• This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed
in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of
that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the
year. (MS-ESS1-1)
• The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-
ESS1-2)
PS2.A: Forces and Motion

• The motion of an ojbect is determined by the sun of the forces acting on it; if the total force on the
object is not zero, its motion will change. The greater the mass of the object, the greater the force
needed to achieve the same change in motion. For any given object, a larger force causes a alrger
change in motion. (MS-PS2-2)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily
chosen reference frame and arbitarily chosen units of size. In order to share information with other
people, these choices must also be shared. (MS-PS2-2)

PS2.B: Types of Interactions

• Gravitational forces are always attractive. There is a gravitationl force between any two masses, but it
is very small except when one or both of the objects have large mass (e.g., Earth and the sun). (MS-
PS2-4)

Crosscutting Concepts
Patterns

• Patterns can be used to identify cause and effect relationships. (MS-ESS1-1)

Scale, Proportion, and Quantity

• Time, space, and energy phenomena can be observed at various scales using models to study systems
that are too large or too small. (MS-ESS1-3)

Systems and System Models

• Models can be used to represent systems and their interactions. (MS-ESS1-2), (MS-PS2-4)
Stability and Change

• Explanations of stability and change in natural or designed systems can be constructed by examing the
changes over time and forces at different scales. (MS-PS2-2)

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

• Engineering advances have led to important discoveries in virtually every field of science, and
scientific discoveries have led to the development of entire industries and enginnered systems. (MS-
ESS1-3)

Knowledge, Skills, and Assessment

Essential Insights and
Understandings/Guiding Critical Knowledge and Skills Recommended
Questions
How do Earth, the moon, and On a clear night, you may see stars, the moon, planets, Activity: PhET Gravity
the sun interact? meteors, and comets. A constellation is a pattern or grouping Interactive Simulations
of stars imagined by people to represent figures. The apparent gravitational force that t
motion of objects in the sky depends on the motions of Earth. adjust the properties of
properties affects the gr
Skill: SWBAT...

Activity: Reasons for th

• Identify objects and constellations visible without a will observe how the an
telescope in the night sky. amount of solar energy
• Describe the apparent motions of stars and planets Earth.
throughout the year.

Activity: BBC Science

Earth moves in space in two major ways: rotation and the Moon? - Students w
revolution. Earth has seasons because its axis is tilted as it Moon? to understand th
revolves around the sun. focusing on tides, length
seasons, and the stabilit
Skill: SWBAT... the documentary, studen
writing explaining why

• Demonstrate how Earth moves in space.

• Explain what causes the cycle of seasons on Earth.

The strength of the force of gravity between two objects

depends on two factors: the masses of the objects and the
distance between them. Newton concluded that inertia and
gravity combine to keep Earth in orbit around the sun and the
moon in orbit around Earth.

Skill: SWBAT...

• Identify what determines the strength of the force

of gravity between two objects.
• Describe two factors that keep the moon and Earth
in orbit.

The changing relative positions of the moon, Earth, and sun

cause the phases of the moon. A solar eclipse occurs when the
moon passes directly between Earth and the sun, blocking
sunlight from Earth. During a lunar eclipse, Earth blocks
sunlight from reaching the moon.

Skill: SWBAT . . .

• Explain what causes the phases of the moon.

• Describe solar and lunar eclipses.

Tides are caused by differences in how much gravity from the

moon and the sun pulls on different parts of Earth. Changes in
the positions of Earth, the moon, and the sun affect the
heights of the tides during a month.

Skill: SWBAT...

• Explain what causes tides.

 The moon is dry and airless and has an irregular surface.
Compared to Earth, the moon is small and has large variations
in its surface temperature.

Skill: SWBAT...

• Describe the features and characteristics of the

moon.

How does exploring space The space race was the rivalry between the United States and Activity: When We Lef
benefit people on Earth? the Soviet Union to explore space, including the Apollo docuseries - Students w
missions. NASA has used space shuttles to take satellites into accomplishments and fa
orbit, repair damaged satellites, and carry astronauts to and missions and how those
from space stations. A space station provides a place for today. In addition, they
experiments in space. Space probes collect data about the engineering innovations
solar system. docuseries, students wil
critical thinking questio
Skill: SWBAT... write a short argumenta
public funding of NASA
• Track the history of human spaceflight, including
the space race and highlight factors that caused
changes in the NASA program.
• Describe the modern and future plans for crewed
space exploration. Activity: Upper Body F
• Summarize past and future uses of space probes in Earth, gravity tries to pu
space exploration. feet. Without the pumpi
movement, humans stan
black-out. In Earth orbit
gravity are diminished,
Conditions in space that differ from those on Earth include continues at the same pa
near vacuum, extreme temperatures, and microgravity. The fluid shift that creates a
space program has led to the development of many thousands a thinning of the calf (“c
of products, among them consumer products, new materials, students will perform a
medical devices, and communications satellites. Satellites are as fluid shift.
used for communications and for collecting weather data and
other scientific data.

Assessment: Space Spi

Skill: SWBAT... the course of its over 50
mission needs, NASA h
innovative technologies
uses outside of their orig
• Describe conditions in space, including near surprising us by ending
vacuum, extreme temperatures, and microgravity. daily lives. In this lesso
• Identify the benefits that space technology has understanding that many
provided for modern society. today are a product from
• Describe some uses of satellites orbiting Earth. learn which popular item
well as, match NASA’s
of the product.
 Why are objects in the Solar In a geocentric model, Earth is at the center. Copernicus Activity: Models of the
System different from each worked out the arrangement of the known planets and how are Galileo. Write a lett
other? they orbit the sun. Kepler found that planets' orbits are how Galileo has saved h
ellipses and how they orbit the sun. Evidence from Galileo Galileo’s findings, how
Galilei convinced others that the heliocentric model was and what the solar syste
correct. like (what solar system

Skill: SWBAT...

• Describe the geocentric model of the solar system. Activity: Inner, Outer, a
• Create a model of the geocentric and heleocentric Students will gain an un
theories. small bodies through a t
• Recognize how scientists such as Copernicus, Questions may focus on
Kepler, and Galileo contributed to the acceptance moons, orbit, size, comp
of the heliocentric model of the solar system.

Activity: Given a descr

Our solar system consists of the sun, the planets, their moons, are tasked with classifyi
and smaller objects. The solar system formed about 4.6 billion scientists use when iden
years ago from a cloud of hydrogen, helium, rock, ice, and in space. Students will
other materials pulled together by gravity. classification decision.

Skill: SWBAT...

• Identify the objects that make up the solar system.

• Explain how the solar system formed.

The inner planets are small and dense and have rocky
surfaces. Mercury is the smallest terrestrial planet and the
planet closest to the sun. Venus has a thick atmosphere and
the hottest surface of any planet. Earth has a suitable
temperature range and atmosphere for living things to survive.
Mars has ice and may have had liquid water in the past.

Skill: SWBAT...

• Describe the characteristics that the inner planets

have in common.
• Identify the main characteristics that distinguish
each of the inner planets.

The outer planets are much larger than Earth and do not have
solid surfaces. Jupiter is the largest and most massive planet.
 Saturn has the most spectacular rings of any planet. Uranus's
axis of rotation is tilted at an angle of about 90 degrees from
the vertical. Neptune is a cold, blue planet with visible
clouds.

Skill: SWBAT...

• Describe characteristics that the gas giants have in

common.
• Identify characteristics that distinguish each outer
planet.

Scientists classify small objects based on their sizes, shapes,

compositions, and orbits. The major categories include dwarf
planets, comets, asteroids, and meteoroids.

Skill: SWBAT...

• Explain how scientists classify small bodies in the

solar system.

How do astronauts learn about Astronomers often use parallax to measure distances to Activity: The Scale of t
distant objects in the universe? nearby stars. Since the numbers astronomers use are often very big. But just how b
very large or very small, they frequently use scientific scheme can be quite dif
notation to describe sizes and distances in the universe. They distances and sizes are s
use a unit called the light-year to measure distances between experience. This activity
the stars. difficulty by examining
through an online simul
down to 10-35 all the wa
Skill: SWBAT...

• Describe how astronomers measure distances to

the stars. Assessment: Scientific
• Explain how astronomers describe the scale of the Students will be able to
universe. numbers using scientific
be able to understand th
writing.
The Big Bang Theory provides information about the
formation of the universe, describing how gravity brought
together dust and gas.
Assessment: Big Bang
create a children's story
The book will be based
Skill: SWBAT...
appropriate scientific vo
 addressed include the fi
of energy, the creation o
• Describe what the big bang theory says about the the creation of our Sun,
universe. system.

Suggested Resources
ck12.org

Star Constellations

• http://www.ck12.org/earth-science/Star-Constellations/

Rotation of Earth

• http://www.ck12.org/earth-science/Rotation-of-Earth/

Revolutions of Earth

• http://www.ck12.org/earth-science/Revolutions-of-Earth/

Seasons

• http://www.ck12.org/earth-science/Seasons/

Mass vs. Weight

• http://www.ck12.org/physics/Mass-vs-Weight/

Gravity

• http://www.ck12.org/physics/Gravity/

Inertia

• http://www.ck12.org/physical-science/Inertia-in-Physical-Science/

Lunar Phases

• http://www.ck12.org/earth-science/Lunar-Phases/

Solar Eclipses

• http://www.ck12.org/earth-science/Solar-Eclipses/

Lunar Eclipses
 • http://www.ck12.org/earth-science/Lunar-Eclipses/

Tides

• http://www.ck12.org/earth-science/Tides/

Moon

• http://www.ck12.org/earth-science/Moon/

Satellites, Shuttles, and Space Stations

• http://www.ck12.org/earth-science/Satellites-Shuttles-and-Space-Stations/

Inner Planets

• http://www.ck12.org/section/Lesson-25.2%3A-Inner-Planets-%3A%3Aof%3A%3A-MS-TE-The-
Solar-System-%3A%3Aof%3A%3A-CK-12-Earth-Science-For-Middle-School-Teachers-Edition/

Outer Planets

• http://www.ck12.org/section/Outer-Planets-%3A%3Aof%3A%3A-MS-The-Solar-System-
%3A%3Aof%3A%3A-CK-12-Earth-Science-For-Middle-School/

Dwarf Planets

• http://www.ck12.org/earth-science/Dwarf-Planets/

Scientific Notation

• http://www.ck12.org/algebra/Scientific-Notation/

Universe

• http://www.ck12.org/earth-science/Universe/

Big Bang

• http://www.ck12.org/earth-science/Big-Bang/

Technology Integration
ck12 Flexbook

Chromebooks

iPads

Cellular Devices
Internet

SmartBoard

Differentiation
Differentiation for special education:

• General modifications may include:

o Modifications & accommodations as listed in the student’s IEP
o Assign a peer to help keep student on task
o Modified or reduced assignments
o Reduce length of assignment for different mode of delivery
o Increase one-to-one time
o Working contract between you and student at risk
o Prioritize tasks
o Think in concrete terms and provide hands-on-tasks
o Position student near helping peer or have quick access to teacher
o Anticipate where needs will be
o Break tests down in smaller increments
• Content specific modifications may include:
o address misconceptions relating to astronomy
o pre-generated graphs
o mathematical formulas provided
o teach with visuals
o scale models
o lab demonstrations

Differentiation for ELL's:

• General modifications may include:

o Strategy groups
o Teacher conferences
o Graphic organizers
o Modification plan
o Collaboration with ELL Teacher
• Content specific vocabulary important for ELL students to understand include: satellite, planet, meteor,
comet, star, constellation, axis, rotation, revolution, orbit, calendar, solstice, equinox, force, gravity,
law of universal gravitation, mass weight, inertia, Newton's first law of motion, phase, eclipse, solar
eclipse, umbra, penumbra, lunar eclipse, tide, spring tide, neap tide, maria, crater, meteoroid, space
shuttle, space station, space probe, rover, vacuum, microgravity, space spinoff, remote sensing,
geostationary orbit, geocentric, heliocentric, ellipse, solar system, astronomical unit (AU), planet,
dwarf planet, planetesimal, terrestrial planet, greenhouse effect, gas giant, ring, asteroid belt, Kuiper
belt, Oort cloud, comet, coma, nucleus, asteroid, meteoroid, meteor, meteorite, parallax, universe,
light-year, scientific notation, big bang, Hubble's law, cosmic background radiation, dark matter, dark
energy
Differentiation to extend learning for gifted students may include:

• How People Use Constellations Identify and research one way in which people have used
constellations.
• Make an Illustration Create an illustration that explains apparent motion.
• Calculate Earth's Movements Earth moves at a speed of about 30 km/sec as it travels around the sun.
Students will calculate the following: How many kilometers does Earth travel in a minute? An hour? A
day? A year?
• Information Literacy Research more about Earth's analemma.
• Write and Model Students will choose a place on the globe that they are not familiar with and write a
description of the amount of sunlight received there throughout the year.
• Design and Investigation Design an investigation to demonstrate inertia using simple materials.
• Identifying How Full Moons Were Named Before artificial lighting, the phases of the moon were
important in planning activities. Students will research the names of the different full moons.
• Track the Tides Using the Internet, track the height of high and low tides at a location of their choice
for at least two weeks.
• Aitken Basin Research, interpret, and explain the features of a topographical map of the far side of the
Aitken Basin.
• Columbia Research and report on the debate that occurred after the Columbia disaster in 2003, about
whether to continue the space shuttle program.
• Space Probe Missions Research either the Lunar Prospector, Cassini, Mars Exploration Rover
(Opportunity and Spirit), and New Horizons probes.
• Write a News Report Write a brief news story that includes details on a new space probe's mission
and how it works. What planet will it explore? What questions will it try to answer?
• Design and Experiment Think of and write about a way scientists can use satellites to determine
whether a rain forest is becoming smaller over time.
• Speeding Around the Sun Design an experiment to determine how a planet's distance from the sun
affects its period of revolution.
• Research Solar System Formation Research the hypothesis that some scientists think energy from a
nearby supernova started the collapse of the gas cloud that formed the solar system.
• Create a Diagram Use a computer graphics program to create and label a scale diagram showing
Earth's layers.
• Musical Planets Students will listen to one of the seven pieces from Gustav Holst's The Planets and
write a paragraph describing how he used the music to represent the planet.
• Photo Research Find images that show Jupiter's moon, their relative sizes, and at least one
distinguishing characteristic of each.
• Create Fact Sheets Create two fact sheets about Saturn and its moons. The first should include facts
known about the planet and its moons before the Huygens and Cassini probes. The second should
include facts learned since those missions.
• Research Planet Names Research the origin of the name of Jupiter, Saturn, Uranus, or Neptune.
• Research Ceres Research and write about Ceres.
• How Can we Tell Stars and Galaxies Are Moving? Investigate red shifts and blue shifts in light,
including spectral analysis of stars.
21st Century Skills

CRP.K-12.CRP2 Apply appropriate academic and technical skills.

CRP.K-12.CRP4 Communicate clearly and effectively and with reason.
CRP.K-12.CRP5 Consider the environmental, social and economic impacts of decisions.
CRP.K-12.CRP6 Demonstrate creativity and innovation.
CRP.K-12.CRP7 Employ valid and reliable research strategies.
CRP.K-12.CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.
CRP.K-12.CRP9 Model integrity, ethical leadership and effective management.
CRP.K-12.CRP11 Use technology to enhance productivity.
CRP.K-12.CRP12 Work productively in teams while using cultural global competence.