I.Grade Level/Unit Number:Grade 6/Unit 1

II:Unit Title:Energy and the Universe

III.Unit Length:5 Weeks

  1. Major Goals and Learning Outcomes
  • What are the major processes and concepts in the scientific method?
  • What are some essential safety issues in the lab?
  • What are the major bodies in the solar system?
  • How are rotation and revolution different?
  • How do Earth’s movements and relative position within the solar system cause cycles such as day/night, eclipses and seasons?
  • How does Earth compare to the other planets?
  • Why is Earth capable of supporting life?
  • How have humans been able to explore outer space?
  • Why is space exploration important to people on Earth?
  • What problems did humans encounter in exploring space?
  • What technologies have been used to explore the solar system?
  • Where is Earth in the universe?
  • How is Earth unique among the solar bodies?
  • How has space exploration been a benefit to everyone?
  • What technologies are “spin-offs” of space exploration?
  1. Objectives Included:

Number / Competency or Objective / RBT Tag
1.01 / Identify and create questions and hypotheses that can be answered through scientific investigations. / A1
1.05 / Analyze evidence to:
  • Explain observations.
  • Make inferences and predictions.
  • Develop the relationship between evidence and explanation.
/ C3 (C4)
1.06 / Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
  • Measurement.
  • Analysis of data.
  • Graphing.
  • Prediction models.
/ A2
1.07 / Prepare models and/or computer simulations to:
  • Test hypotheses.
  • Evaluate how data fit.
/ B2
1.08 / Use oral and written language to:
  • Communicate findings.
  • Defend conclusions of scientific investigations.
/ A1
1.09 / Use technologies and information systems to:
  • Research.
  • Gather and analyze data.
  • Visualize data.
  • Disseminate findings to others.
/ A1
1.10 / Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:
  • Scientific text.
  • Articles.
  • Events in the popular press.
/ A4 (A5)
2.02 / Use information systems to:
  • Identify scientific needs, human needs, or problems that are subject to technological solution.
  • Locate resources to obtain and test ideas.
/ B3
2.03 / Evaluate technological designs for:
  • Application of scientific principles.
  • Risks and benefits.
  • Constraints of design.
  • Consistent testing protocols.
/ B4
2.04 / Apply tenets of technological design to make informed consumer decisions about:
  • Products.
  • Processes.
  • Systems.
/ B3
5.01 / Analyze the components and cycles of the solar system including:
  • Sun.
  • Planets and moons.
  • Asteroids and meteors.
  • Comets.
  • Phases.
  • Seasons.
  • Day/year.
  • Eclipses.
/ B4
5.02 / Compare and contrast the Earth to other planets in terms of:
Size.
  • Composition.
  • Relative distance from the sun
  • Ability to support life.
/ B2
5.04 / Describe space explorations and the understandings gained from them including:
  • N.A.S.A.
  • Technologies used to explore space.
  • Historic timeline.
  • Apollo mission to the moon.
  • Space Shuttle.
  • International Space Station.
  • Future goals.
/ A1
5.05 / Describe the setting of the solar system in the universe including:
  • Galaxy.
  • Size.
  • The uniqueness of Earth.
/ B1 (A1)
5.06 / Analyze the spin-off benefits generated by space exploration technology including:
  • Medical.
  • Materials.
  • Transportation.
  • Processes.
  • Future research.
/ B4 (A4)

VI.NC English Language Proficiency (ELP) Standard 4 (2008)- for Limited English Proficient students (LEP)

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

VII. Materials Needed:

  • Strong incandescent light bulb and lamp
  • Styrofoam ball (three-four inch diameter)
  • Duct tape
  • Lamp with bare bulb
  • Wooden skewer
  • Word cards
  • Possible picture cards
  • Website list-research
  • Venn diagram
  • Measuring tools
  • Compass for drawing circles
  • Clay or play dough
  • Spheres
  • Markers
  • Register tape
  • Chart paper
  • Shelf paper
  • Computer with internet connection
  • Materials for student journals (paper, crayons, colored pens or markers)
  • Cotton twine or cord (cut in 1 meter strips)
  • Permanent markers

VIII. Big Idea

The Solar System consists of the Sun, planets, moons, asteroids, meteors, comet, dust, gases and primarily empty space. The Sun is the major source of heat and light for the Solar System. Everything in the Solar System is under the direct influence of the Sun’s gravitational pull, and these objects revolve around the Sun with known frequencies.

Each planet is very different from the others and is known by its observable features and location in the solar system. The distance that a planet’s orbit is from the Sun is an important variable in determining the physical and chemical make-up of that planet. Planets also vary in the number of moons within their gravitational pull, from none to over twenty. Moons also vary greatly in their sizes and composition. The position of the Earth in our Solar System gives Earth its unique characteristics for supporting life.

The Earth’s north-south axis is tilted at an angle, as compared to the plane of its revolution around the Sun. The rotation of the Earth causes all parts of the Earth to experience periods of daylight and darkness. The revolution of the Earth around the Sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the Earth’s surface as well as changes in the directness and intensity of sunlight. This results in a yearly cycle of seasons for much of the Earth’s surface.

Space exploration has allowed humans to learn much about the workings of the solar system, the composition of planet and moons, and the effects ofthe many types of solar radiation on the Earth and its inhabitants. In preparing for the challenges of space exploration, people have developed many tools and products that have become very important in enriching our lives. Humans have traveled to the moon, landed probes on Mars and Venus, and sent probes speeding past Jupiter, Saturn and Uranus. More recently we have built an International Space Station, through the joint effort of many countries, to allow space to be studied continually. Scientists have learned much about the uniqueness of Earth and its place in our solar system. They have also learned that there are millions of galaxies in space, each containing solar systems.

IX. Notes to Teacher:

This unit is designed to give students a view of the relationship of the planet Earth and our Solar system to the vast universe of space and an appreciation for technology that has greatly increased our knowledge and understanding of distant space. In activity one, the author has combined an important introduction to the nature of measurement and units of measure with an imaginary bus and rocket trip that begins in the classroom and extends to deep space beyond even our nearest galaxy neighbors. Students explore units ranging from student-devised nonstandard units to metrics to astronomical units to light years as distances associated with the journey require new units of measure. Students construct and illustrate a travel log that describes the imaginary journey from their classroom to deep space with numerous pauses along the way to ponder distance and “sights” along the way. The log, when completed, will help studentsappreciate their place in space and the uniqueness of Planet Earth. Requirements for the travel logmaybe as simple or complex as appropriate for each learner. Be sure all students understand that such a voyage is imaginary to avoid any misconceptions that may otherwise arise.

In activity two, the controversyregardinghow Pluto should be classified is addressed, and an excellent example of the nature of science is provided. The big idea of this lesson is not a definition for the word “planet” but an understanding of how science knowledge evolves and the role technology plays in changing our view of the world in which we live as well as the vast area we call space.

In activity three, components of the Solar System other than the eight planets are focused on specifically. Student research is the basis of this lesson. Teachers need to plan ahead by previewing reading materials at levels appropriate for all students. Computers and internet access should be scheduled to allow students to use the suggested resources.

Activity four is designed to address misconceptions that students often have in regard to size and distance in the Solar System. Planets are grouped and studied as inner (terrestrial) and outer (jovian) planets. Students are encouraged to identify similarities and differences of planets in these two groups.

Measurement and math calculations are incorporated in activities one and four. Plan carefully what calculations are appropriate for individual students that you teach. Also a suggestion is made to make arrangements to team teach with a math teacher in your grade who teaches the same set of students to allow for integration to occur.

Sample activities have been included for some student projects in this unit. Create rubrics to use for these or for other projects at

X. Global Content

NC SCS
Grade 6 / Activity / 21stCentury Skills
1.03, 1.08, 1.10 / Journey to Deep Space / •Working independently- employability skills
•Organizing and relating ideas when writing- language skill/writing
1.05, 1.08, 1.09, 2.02 / The Pluto Dilemma / •Conveying thought or opinions effectively- communication skills
•Creating memos, letters, and other forms of correspondence- language skill/writing
•Working independently- employability skills
•Searching for print information- information retrieval skills
•Writing to persuade or justify position- language arts - writing
1.03, 1.07, 1.08, 5.06
5.04, 5.05 / Galaxy Pickins / •Locating and choosing appropriate reference materials
•Synthesizing information form several sources- language skills/ writing
•Working independently- employability skills
•Developing visual aids for presentations- computer knowledge
•Explaining a concept to others-communication skills
1.01, 1.03, 1.05, / Scaling Down the Universe / •Working as a team- teamwork
•Working independently- employability skills
1.03, 1.06, 1.09, 5.06, / Man in Space / •Developing strategies to address problems- thinking/problem-solving skills
•Developing an action plan or timeline- thinking/ problem-solving skills
•Working independently- employability skills

Journey into Deep Space

Objectives:

1.01, 1.05, 1.06, 1.08, 1.09, 1.10, 2.02, 2.04, 5.05

Materials

  • Computer with internet connection
  • Materials for student journals (paper, crayons, colored pens or markers)
  • Cotton twine or cord (cut in 1 meter strips)
  • Permanent markers

Teacher notes

This lesson can be used to organize this unit.It provides an overview of the topics that will be explored in this unit and helps students develop a sense of the Earth’s place in the solar system, the Milky Way galaxy, and the universe. Time spent on this lesson can vary depending on amount of research and work required for the student log.

Engage

Show students a picture of the Andromeda galaxy, the most distant object that can be observed with the unaided eye. This galaxy, also known as Messier 31, is just a fuzzy patch of light in the night sky in the constellation for which it is named. Telescopes, however, reveal the beauty of this large spiral galaxy that is similar to our Milky Way galaxy. Such pictures can be found on a NASA website, in space magazines, in a textbook or at:

, and at These websites have several different pictures of this beautiful galaxy.

Allow students to observe and write three interesting observations about the pictures and three questions that they have related to these pictures and other distant space objects. Use student questions to move on to questions, such as the ones below, to focus thinking on the distances involved in space travel and distances to deep space.

  • What challenges in terms of distance and time would a manned mission to Mars pose?
  • Will we send a spacecraft to a star outside our solar system in your lifetime? How far would that be? What unit would be used to measure such a distance?

How long wouldthis trip take in Earth years?

  • Has any space probe escaped the gravity of the sun and traveled beyond the orbit of the farthest planet?
  • What is the most distant object seen with the unaided eye?
  • What is the most distant object photographed with the Hubble Telescope?

How can we find out?

Ideas related to these questions and other questions that students may have can be recorded on the board, on chart paper, and/or in student journals. Questions can and should be added to the list throughout this lesson.

Students will then be asked to brainstorm a list of measurement devices and units for distance both for earthlings and extraterrestrial travelers. Start with pairs brainstorming in notebooks. After a few minutes, have two pairs share ideas and add more ideas. Then allow groups to take turns sharing and adding to a list written ontheboard or chart paper and in student notebooks. As the list is written, add examples of things that would be measured in each unit and which tool would be used. Continue moving from group to group until all group ideas are shared. Have students group study lists that have been made and think of ways to categorize units and measuring tools in as many ways as possible.

Explore

Give groups of 3-4 students a piece of string about 1 meter long and ask them to develop a measuring device. Do not tell them how to do this or what it will be used to measure. Ask guiding questions to those groups who have difficulty getting started to help them realize that they must figure out a way to make equal units along the string and that those units do not have to be standard ones like inches or centimeters!

Groups share their thinking in creating the measuring tool. This should include an explanation of why they chose the unit, the name given to the unit, and an abbreviation that could be used for the unit.

  • How are all the measuring tools alike?
  • How are they different?

Have students measure distances in a designated area either in the classroom or outside using the measuring tool. Have students create a chart to record the name of the object, the dimension being measured (length, width, height, diameter, radius, circumference), and an estimated measure. This should be completed with both a number AND a unit for the estimate BEFORE any measurement is made.

Sample chart for students to create on poster paper or white board

Estimated Measure / Dimension / Distance Measured / Actual Measure

Explain

Groups share data.

Possible questions during/after this sharing might be:

  • What kinds of units were selected for measuring tools?
  • How were units named? How were these names abbreviated?
  • If any of the same measurements were taken by different groups, how do those measurements compare?
  • Why is a unit just as important as the number in any measurement?
  • What types of things could you measure with your measuring tool?
  • What things will your unit and measuring tool not be practical to measure?
  • How could you improve your measuring tool?
  • How could you make your unit more useful by adapting it in a way that you could use it to measure something as small as the width of a pin head or as large as the distance across the US?
  • Why are standard units important? Why is it important to be able to change easily from one unit to another in a measurement system?
  • Whose tool is best for measuring the distance between your eyes most accurately? Why?
  • Would your invented unit be practical for distances in space? If not, what units might be more appropriate?

Elaborate

Students will take an imaginary journey through space to study distances in space and the units used to measurethem. The journey will begin in the classroom and take place in ten parts, the last of which will have students in deep space looking back at the Local Group of Galaxies. After each part, students will pause in the journey for discussion and research. Students will write and illustrate something about the journey to that point before continuing the journey.

Each journal entry might include information such as:

Title

Distance traveled

Speed

Drawings and notes that represent this part of the journey

Other information from student research and discussion

Our Journey to the Stars Begins!

Pack your space suit in a bag and get ready for the trip of a lifetime, a trip that will take you from your seat in this classroom to points beyond what one can see in the starry night skies of planet Earth. This journey begins with a walk from the classroom to the bus outside the school. Discuss the following questions before leaving:

  • What unit is appropriate to measure that distance?
  • How can you measure that distance? What instruments or tools could you use?
  • How long do you think it will take to walk that distance?
  • Predict the speed you will be traveling as you walk this first part of your journey.

Walk to the bus. Measure and record the distance and the time it takes you to walk that distance. Find your walking speed by using a calculator to divide the distance walked by the time it took you to walk it. Predict what your speed might have been if your teacher had allowed you to run as fast as you could to the bus.