Objective Content

Unit

A Family of Planets

Local Objective

At the end of this unit, students will be able to...

a. List the planets in the order in which they orbit the sun.

b. Explain how scientists measure distances in space.

c. Describe how the planets in our solar system were discovered.

d. Describe three ways in which the inner planets and outer planets differ.

e. Explain the difference between a planets period of rotation and period of revolution.

f. Describe the difference between prograde and retrograde rotation.

g. Describe the individual characteristics of Mercury, Venus, Earth, and Mars.

h. Identify the characteristics that make Earth suitable for life.

i. Explain how gas giants are different from terrestrial planets.

j. Describe the individual characteristics of Jupiter, Saturn, Uranus, Neptune, and Pluto.

k. Describe the current theory of the origin of Earth's moon.

l. Explain what causes the phases of Earth's moon.

m. Describe the difference between a solar eclipse and a lunar eclipse.

n. Describe the individual characteristics of the moons of other planets.

o. Explain why comets, asteroids, and meteoroids are important to the study of the formation of the solar system.

p. Describe the similarities of and differences between asteroids and meteoroids.

q. Explain how cosmic impacts may affect life on Earth.

Objective used to evaluate students

Yes

Assessment Activity

Informal Evaluations--Teacher will observe during the daily readings and working on questions related to a family of planets. Questions will check for students ability to list planets in order as they orbit the sun; explain measuring distances in space; describe discoveries in space; describe the inner and outer planets; explain the terms rotation and revolution; describe the terms prograde and retrograde rotation; describe individual planets; identify why Earth is suitable for life; explain how gas giants differ from terrestrial planets; describe the theory of the moon and its phases; describe the difference between solar and lunar eclipses; identify other moons in the solar system; explain the importance of comets, asteroids, and meteoroids; and explain cosmic impacts on Earth.

Independent Practice--Daily question assignments will be used for independent practice. The questions expect students to recall information from their reading, identify key ideas, use math skills, use critical thinking, and to interpret graphics. Questions will check for students ability to list planets in order as they orbit the sun; explain measuring distances in space; describe discoveries in space; describe the inner and outer planets; explain the terms rotation and revolution; describe the terms prograde and retrograde rotation; describe individual planets; identify why Earth is suitable for life; explain how gas giants differ from terrestrial planets; describe the theory of the moon and its phases; describe the difference between solar and lunar eclipses; identify other moons in the solar system; explain the importance of comets, asteroids, and meteoroids; and explain cosmic impacts on Earth.

Unit Exam--Unit exam will require students to recall all key ideas from their unit on a family of planets. Students will be asked a series of questions which requires them to use all levels of depth of knowledge. Assessment questions will check for students ability to list planets in order as they orbit the sun; explain measuring distances in space; describe discoveries in space; describe the inner and outer planets; explain the terms rotation and revolution; describe the terms prograde and retrograde rotation; describe individual planets; identify why Earth is suitable for life; explain how gas giants differ from terrestrial planets; describe the theory of the moon and its phases; describe the difference between solar and lunar eclipses; identify other moons in the solar system; explain the importance of comets, asteroids, and meteoroids; and explain cosmic impacts on Earth.

Level of Expectation

80%

List of concepts and Evaluation Types

Concept	Evaluation Type
Unit Exam	CR
Poster/3D visual	PE
Questions	CR

Learning Activity

Students will:

a. Read a section in class about the nine planets. Discuss the order of the sun and the nine planets (trick to memorize them). Learn how scientist measure distances in space. Understand how the planets in our solar system were discovered. Compare and contrast the outer and inner planets.

b. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

c. Read a section in class about the difference between a planets period of rotation and period of revolution. Describe the difference between prograde and retrograde rotation. Understand the individual characteristics of Mercury, Venus, Earth, and Mars. Identify the characteristics that make Earth suitable for life.

d. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

e. Read a section in class about how gas giants are different from terrestrial planets. Describe the individual characteristics of Jupiter, Saturn, Uranus, Neptune, and Pluto.

f. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

g. Read a section in class about the current theory of the origin of Earth's moon. Understand what causes the phases of the moon. Compare and contrast a solar eclipse and a lunar eclipse. Identify the individual characteristics of the moons of other planets.

h. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

i. Read a section about why asteroids, comets, and meteoroids are important to the study of the formation of the solar system. Describe the similarities of and differences between asteroids and meteoroids. Understand how cosmic impacts may affect life on Earth.

j. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

k. Complete an art project related to this chapter. Create a visual poster for one of a variety of topics (i.e. one of the nine planets, meteoroids, comets, asteroids, etc.) Extra points can be earned for 3D visuals.

l. End the chapter by reviewing their questions. Take a unit exam over the family of planets; including the inner and outer planets and their characteristics, moons, and other small bodies in the solar system.

Instructional Method

Teacher will:

a. Discuss the section about the nine planets with the students. Discuss the order of the sun and the nine planets (trick to memorize them). Discuss how scientist measure distances in space. Help students to understand how the planets in our solar system were discovered. Assist students with their comparison/contrast of the outer and inner planets.

b. Guide students during the answering of recall questions.

c. Discuss the section about the difference between a planets period of rotation and period of revolution. Describe the difference between prograde and retrograde rotation. Help students understand the individual characteristics of Mercury, Venus, Earth, and Mars. Help students to identify the characteristics that make Earth suitable for life.

d. Guide students during the answering of recall questions.

e. Discuss the section about how gas giants are different from terrestrial planets. Describe the individual characteristics of Jupiter, Saturn, Uranus, Neptune, and Pluto.

f. Guide students during the answering of recall questions.

g. Discuss the section about the current theory of the origin of Earth's moon. Help students to understand what causes the phases of the moon. Assist students with comparing and contrasting a solar eclipse and a lunar eclipse. Help students to identify the individual characteristics of the moons of other planets.

h. Guide students during the answering of recall questions.

i. Discuss the section about why asteroids, comets, and meteoroids are important to the study of the formation of the solar system. Assist students with describing the similarities of and differences between asteroids and meteoroids. Help students to understand how cosmic impacts may affect life on Earth.

j. Guide students during the answering of recall questions.

k. Model for students how to create a visual poster for either one of the nine planets, meteoroids, comets, or asteroids. Be sure to list the criteria for the project.

Content Standards

MA 1, SC 7, SC 8, SC 6, SC 2

Process Standards

3.6, 1.1, 3.8, 4.1, 2.3, 1.5, 3.5, 3.4, 3.2, 3.1

Resources

Holt Science and Technology "Astronomy" (J)

Posterboard

Markers

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 4 Enrichment Pages

Special Needs

Assginment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE Code	Discipline	Strand	Big Idea	Concept	Grade Level/Course	GLE
SC/6UN/1/A/07/c	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Identify the relative proximity of common celestial bodies (i.e., Sun, moon, planets, smaller celestial bodies such as comets and meteors, other stars) in the sky to the Earth
SC/6UN/1/A/07/b	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. outer) in our solar system and Earth s moon
SC/6UN/1/A/07/a	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Classify celestial bodies in the solar system into categories: Sun, moon, planets, and other small bodies (i.e., asteroids, comets, meteors), based on physical properties
SC/6UN/1/B/07/a	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	The Earth has a composition and location suitable to sustain life	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Describe how the Earth s placement in the solar system is favorable to sustain life (i.e., distance from the Sun, temperature, atmosphere)
SC/6UN/1/B/07/b	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	The Earth has a composition and location suitable to sustain life	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Compare and contrast the characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (e.g., atmospheric gases, extremely high/low temperatures)
SC/6UN/1/C/07/a	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	Most of the information we know about the universe comes from the electromagnetic spectrum	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize stars are separated from one another by vast and different distances, which causes stars to appear smaller than the Sun
SC/8ST/2/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/b	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence
SC/7IN/1/B/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Make qualitative observations using the five senses
SC/7IN/1/C/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Evidence is used to formulate explanations	Grade 7	Scope and Sequence - All Units Use quantitative and qualitative data as support for reasonable explanations (conclusions)
SC/7IN/1/D/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings)	Grade 7	Scope and Sequence - All Units Evaluate the reasonableness of an explanation (conclusion)
SC/7IN/1/D/07/b	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings)	Grade 7	Scope and Sequence - All Units Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)
SC/7IN/1/E/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	The nature of science relies upon communication of results and justification of explanations	Grade 7	Scope and Sequence - All Units Communicate the procedures and results of investigations and explanations through: -oral presentations -drawings and maps -data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, --multiple trials, beginning and ending times or temperatures, derived quantities) -graphs (bar, single line, pictograph) -equations and writings
SC/8ST/2/A/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations	Grade 6-8	Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/6UN/2/C/07/d	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The regular and predictable motions of the Earth and moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Explain the relationships between a planet s length of year (period of revolution) and its position in the solar system
SC/6UN/2/C/07/e	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The regular and predictable motions of the Earth and moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Describe how the moon s relative position changes as it revolves around the Earth
SC/6UN/2/C/07/f	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The regular and predictable motions of the Earth and moon relative to the Sun explain natural phenomena on Earth, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize the phases of the moon are due to the relative positions of the Moon with respect to the Earth and Sun
SC/6UN/2/D/07/c	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	Gravity is a force of attraction between objects in the solar system that governs their motion	Grade 7	Scope and Sequence - Objects and Their Motion in the Solar System Describe how the Sun s gravitational pull holds the Earth and other planets in their orbits
SC/7IN/1/B/07/c	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
SC/7IN/1/B/07/b	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/6UN/2/B/07/d	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize that one half of the Moon is always facing the Sun and, therefore, one half of the Moon is always lit
SC/6UN/2/B/07/e	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Relate the apparent change in the moon s position in the sky as it appears to move east-to-west over the course of a day to Earth s counterclockwise rotation about its axis
SC/6UN/2/B/07/b	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize the moon rises later each day due to its revolution around the Earth in a counterclockwise direction
SC/6UN/2/B/07/c	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize the Moon is in the sky for roughly 12 hours in a 24-hour period (i.e., if the Moon rises at about 6 P.M., it will set at about 6 A.M.)
SC/6UN/2/B/07/a	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Observe the change in time and location of moon rise, moon set, and the moon s appearance relative to time of day and month over several months, and note the pattern in this change
SC/6UN/2/B/07/f	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Describe how the appearance of the moon that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases)

Objective Notes/Essential Questions

Date	Note/Question
11/15/2006 11:44:21 AM	Usually have visual posters graded by a panal of teachers. (Scoring Guide)
6/18/2007 9:51:03 AM	Which planets are part of the inner solar system? If a rocket could travel at the speed of light, how far would it go in 15 minutes? Why are the inner planets known as the terrestrial planets? What is the counterclockwise spin of a planet or moon as seen from above the planet's North Pole called? What is the names of the four space probes that have been sent to Mars? Which of the outer planets have retrograde rotation? Which of the outer planets has the shortest period of rotation? What characteristic of Earth's moon supports the current theory of its formation? Why doesn't a solar eclipse occur every month? What is the difference between an annular eclipse and a total solar eclipse? What do we call the small bodies of ice and cosmic dust? Between which two planets do we find most asteroids in our solar system? What do we call meteroids that fall to the Earth?

Date

Note/Question

11/15/2006 11:44:21 AM

Usually have visual posters graded by a panal of teachers. (Scoring Guide)

6/18/2007 9:51:03 AM

Which planets are part of the inner solar system? If a rocket could travel at the speed of light, how far would it go in 15 minutes? Why are the inner planets known as the terrestrial planets? What is the counterclockwise spin of a planet or moon as seen from above the planet's North Pole called? What is the names of the four space probes that have been sent to Mars? Which of the outer planets have retrograde rotation? Which of the outer planets has the shortest period of rotation? What characteristic of Earth's moon supports the current theory of its formation? Why doesn't a solar eclipse occur every month? What is the difference between an annular eclipse and a total solar eclipse? What do we call the small bodies of ice and cosmic dust? Between which two planets do we find most asteroids in our solar system? What do we call meteroids that fall to the Earth?