T3 LESSON PLAN
Number 4
LESSON TITLE – A virtual trip through the universe
LESSON ANNOTATIONS –The teacher will create a class blog and student blogs. These blogs will be used daily by students to go on virtual field trips and respond to questions posted by the teacher and other students.
GRADE 6th
SUBJECT Earth Science
Approximate Duration of LESSON3 -4 weeks
LESSON AUTHOR Mary Axelsson
some of the ideas for this lesson were adapted from the article space travel, in science scope magazine, volume 33, number 9
LESSON FOCUS STANDARDS -
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
Size relative to the earth
Surface and atmospheric features
Relative distance from the sun
Ability to support life
d. Explain the motion of objects in the day/night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
NATIONAL /LOCAL STANDARDS /INDUSTRY / ISTEStudents use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital
ESSENTIAL QUESTION(S) -
How have scientific theories of the solar system ,universe , and gravity changed throughout the years.
PRE-REQUISITE KNOWLEDGE & SKILLS/CURRENT LESSON KNOWLEDGE & SKILLS - Scientific theories change when scientists discover new information.
• 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.
• Our solar system is a single star system, but is located in the Milky Way Galaxy, which contains other single stars, double stars, star systems, and dust and gas.
• The Milky Way Galaxy is one of billions of galaxies in the universe.
• The planets are divided into two groups. The inner planets are smaller, closer to the sun, and have rocky surfaces, while the outer planets are larger, farther from the sun and do not have solid surfaces.
• Inertia and gravity combine to keep the planets in orbit. The mass of an object and the distance between objects determine the force of gravity.
• Comets, chunks of ice and dust, revolve around the sun with very, very elliptical orbits.
• Asteroids are smaller than planets and are found orbiting the Sun between Jupiter and Mars.
• Meteoroids are a chuck of rock or dust found in space, and usually come from a comet or asteroid
.ASSESSMENTS: Rubrics used for IB assessment
Criterion B- Communication in science-maximum 6 points
Criterion C- Knowledge and Understanding of science- maximum 6 points
For each assessed criterion a number of band descriptors are defined. These describe the range of achievement levels with the lowest represented as 0.
A trip through the Universe Assessment
Goal: Apply your knowledge of the types of objects and their arrangement in the solar system and universe.
Role: You are a member of your 6th grade class, which is helping your school compete for a hosting the President for a nationally televised address on space.
Audience: The selection team for the President’s visit to a middle school, including educators and NASA scientists.
Situation: The first space probe designed to reach stars outside our solar system, and eventually, the center of our galaxy, is to be announced by the President. The probe will study our solar system. Because the scientists who study those images will be from your generation, the President plans to announce the probe at a middle school. Your school is one of three being considered. To be chosen, students must use a variety of media to illustrate the probe’s mission: scale models of planets and other objects and a short presentations explaining 1) the historical development of thinking regarding the motion of planets and other objects as well as the Big Bang theory, 2) the size, composition and relative location of each planet from the Sun., 3.) the question of how scientists might determine the likely presence of life in the distant solar system, 4.) and why the planets and other objects in the solar system remain in their orbits.
Product: Part one: 1.) a comparison of a geocentric model and a heliocentric model of the solar system, 2.) a written plan, with dimensions and diagrams, showing the planet’s size, and relative position from the Sun. 3.) an explanation of the composition of asteroid, a comet, and meteors; 5.) an explanation of how gravity keeps objects in the solar system in their orbits, 6.) comparison of the planets in relation to their ability to support life. Part two: a presentation in electronic format (movie, Poster using software, cartoon ,slide show etc) on the requirements in Part One
AttacH Assessment(OPTIONAL) – Save an assessment in your folder and then create a link here.
INSTRUCTIONAL PLANNING -
Teacher will
- Create a class blog, including a blog for each student using epals, edu blog or class blogmeister.
- Post a blog prompt (question) each day for students to answer
- Blog prompt should lead in to the daily lesson on the universe
- Each day the students will log on to respond to questions and take a virtual field trip (preset website ) to learn about the assigned topic. See resources for different sites that can be used for trips.
- The final Formative assessment will be a creative interpretation of knowledge learned as well as application of knowledge
MATERIALS AND EQUIPMENT –
- Daily computer access
- Teacher made webquests that cover standards for universe
- Internet and software to help students create the final assessment (see bleow)
Web Resources -
Planet webquest- example, can be adapted for different levels
Space webquest- example for student study
Nine Planets – all you need to know about the universe
NASA
Solar system exploration
bit strips- site that creates comic strips
Voice thread- allows you to combine images with text and voice
21st Century technology:
Select all technology applications used in this lesson. Double click on the box and select the check option to make your selection.
Slideshow
Interactive Whiteboard
Student Response System
Graphing Software
Blog
Wiki
Videos
Images
Type any other technology used in this area.
Websites
Other -
Type in this section any other information that will help other teachers use this lesson successfully in his/her classroom.
Notes/Reflections