Professional Documents
Culture Documents
Laura Bionde
May 5, 2016
Natural Science
Sixth Grade
2
TABLE OF CONTENTS
Length of Unit
This unit will consist of 9 days, 90 minute classes each, of content through the use of labs and
other presentations with one full day for assessment.
Course Text
The textbook I based many of my lessons and topics off of, is Science Explorer by Prentice
Hall. This textbook is used in my practicum placement and contains a great section on the solar
system and exploring the solar system. Although this unit will not focus on this textbook directly, it
can be used as reinforcement for the materials and lessons presented in class. I will be utilizing
computers as well for any research necessary to complete the lessons. This unit will consist of many
hands on experiments to enhance student learning and understanding.
Padilla, M. J., Miaoulis, I., Cyr, M., Jenner, J. V., Jenner, J. V., Cronkite, D. L., Coolidge-Stoltz, E.,
... Pearson/Prentice Hall. (2009). Prentice Hall science explorer. Boston, Mass: Pearson.
Introduction/Rationale
As a wrap up for the year, this unit will cover SOL 6.8. This unit is a perfect way to close the
th
6 grade science course because it brings in many concepts covered throughout the year, and begins
to prepare students for their 7th grade life science experience. SOL 6.8 allows students to use their
investigative techniques learned throughout the year by applying it to understanding the vastness of
space. The unit will cover concepts from the formation of the solar system and planets, all the way
through gravity, tides and even topics about Earth.
This unit will be extremely valuable and relative to students in 6th grade. Based on what I have
known in my practicum placement, 6th grade is a transition year. Students are growing out of their
elementary school experiences and beginning to get used to middle school. Concepts throughout the
6th grade SOL unit begin with the scientific method and end with the SOL on Space and Earth
systems. The entire 6th grade science SOL introduces physical, chemical and life science, and SOL
6.8, encompasses it all. It is not only an end point, but also a starting point for 7th grade. It is vital
students can grasp the size and importance of space for it is all around us. In this unit we will
investigate the vastness of space and be able to demonstrate through hands on labs as well as
demonstrations this immense important thing we call space.
Day 1: SOL 6.8 a) Formation of the solar system and characteristics of the planets (see attached
lesson p. 13)
Day 2: SOL 6.8 b) Relative Size and Distance of Planets (See attached lesson p. 19).
Day 3: SOL 6.8 f) Earth as a Unique Planet, and History of Earth as a Planet
Day 5: SOL 6.8 c) The Role of Gravity (see attached lesson p. 23)
Day 7: SOL 6.8 d & e) Revolution and Rotation and the Effect on Day and Night
Day 8: SOL 6.8 e) Phases of the Moon (see attached lesson p. 31)
Name________________________ Date_____________
Multiple Choice: circle the best possible answer for the following questions:
1. Which of these has the strongest gravitational field?
a. Sun
b. Earth
c. Saturn
d. Jupiter
2. Which characteristic is common to the four outer planets in our solar system?
(http://www.doe.virginia.gov/testing/sol/released_tests/2015/gr_8_science_released_in_spring_2015.pdf)
a. Low mass
b. High density
c. Fast revolution
d. Gaseous composition
3. Who claimed that Earth was in the center of the solar system while other bodies orbited
around it?
a. Aristotle
b. Ptolemy
c. Copernicus
d. Galileo
4. Which of the following is not a characteristic of planet Earth?
a. Rocky planet
b. Has an atmosphere made up of mostly Nitrogen and Oxygen
c. Is about 4.5 million years old
d. Covered with large oceans
5. What is the force called that keeps the planets in motion around the sun?
a. Pressure
b. Friction
c. Gravity
d. Tension
6. What is one characteristic of the inner four planets in our solar system?
a. Large and rocky
b. Small and rocky
c. Large and gaseous
d. Small and gaseous
7. Choose the option that correctly completes the statement: The phases of the moon are caused
by
a. The moons position relative to the Earth and sun
b. Tides
c. Gravity
d. The Earths position relative to the sun
7
8. Who performed the experiment to test gravity at the Leaning Tower of Pisa?
a. Galileo
b. Copernicus
c. Einstein
d. Aristotle
9. The formation of the Solar System is said to have happened how many years ago?
a. 1 Million
b. 100 Billion
c. 14 Billion
d. 7 Million
10. What is the name of the theory for the formation of our solar system?
a. Large Explosion Theory
b. Flattened Disk Theory
c. Big Bang Theory
d. Formation Theory
11. Known as the Red Planet, it is fourth from the sun and shares man characteristics with Earth.
a. Venus
b. Jupiter
c. Mars
d. Pluto
12. Surrounded by rings made of ice that were first seen by Galileo, has 18 moons.
a. Saturn
b. Uranus
c. Mars
d. Neptune
13. What is the cause of the seasons here on Earth?
a. Rotation of Earth
b. Revolution of Earth
c. Earths Tilt on its axis
d. Both rotation and revolution of the Earth
14. The rotation of the Earth on its axis causes what?
a. Seasons
b. Changes in temperature
c. Tides
d. Day and night
Open Ended/Fill in the Blank: Read directions carefully and answer the following
questions:
15. A ______________ is a well-substantiated explanation of some aspect of the natural world,
based on a body of facts that have been repeatedly confirmed through observation and
experiment.
a. Hypothesis
b. Educated Guess
c. Assumption
d. Scientific Theory
8
16. Place the 8 planets in the correct order based on distance from the sun.
17. Place the layers of the atmosphere in order from closest to the surface of Earth, to the furthest:
Mesosphere, Stratosphere, Thermosphere, Troposphere
18. Correctly label the phases of the moon in the following diagram:
19. In your own words, using examples from lab, describe what causes Earth to experience day
and night: http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science6.pdf
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
21. What was the name of the program that took Americans to the moon?
a. Apollo
b. Mir
c. Soyuz
d. International Space Station
22. The purpose of this was to launch and sustain a scientific laboratory in Space.
a. The Shuttle
b. International Space Station
c. Shenzhou
d. Gemini
Essay: Carefully read the prompt and answer in 5-10 sentences.
Using what you know about the scientific method, create an experiment to test
the role of gravity here on Earth. Include a hypothesis, all materials needed and steps to
complete this lab.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________
10
Alternative Assessment
In order to meet the needs of all students, differentiation must be incorporated into every
lesson, and every unit assessment. To be successful in differentiation I have to provide options when
it comes to product. This means providing an alternative assessment to be used in place of a final test.
This alternative assessment will be in the form of a project. I will provide three options that students
can choose from in order to demonstrate their learning. The project assignment is attached and will
encompass all parts of the unit and will be evaluated according to a rubric, which is also attached.
11
Topics:
Formation of solar system Gravity
Characteristics of planets (include Tides
at least 2 planet descriptions) Day and
Earths uniqueness night
Seasons Moon phases
Space exploration
References Cited
Padilla, M. J., Miaoulis, I., Cyr, M., Jenner, J. V., Jenner, J. V., Cronkite, D. L., Coolidge-Stoltz, E.,
... Pearson/Prentice Hall. (2009). Prentice Hall science explorer. Boston, Mass: Pearson.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/k-6/stds_science6.pdf
13
Lesson Plan #3
April 5, 2016
Essential Questions:
1. What is the difference between a hypothesis and a theory?
2. How did our universe and planets form?
14
3. What are the similarities and differences between the planets, and the sun, in our solar
system?
Safety Considerations:
Students should not come near the needle being used to pop the balloon.
Engage: (5 minutes)
EQ 2: How did our universe and planets form?
The teacher will begin the class by gathering her students to the center of the room. She will
have them form a circle around her. In the teachers hands will be a balloon filled with
confetti.
The teacher will ask the class to remain silent and not to shout out any ideas they may have
about what she is demonstrating so not to ruin it for the class.
The teacher will pop the balloon with the needle and the confetti will fly out.
The teacher will not give any further explanation about what she just did by popping the
balloon. The teacher will explain that is it now the classes job to come up with an educated
guess as to what was just demonstrated by the popping of the balloon. The teacher may tell
the class that they should think about what we have been studying so far in the unit.
Explore: (5 minutes)
EQ 1: What is the difference between a hypothesis and a theory?
EQ 2: How did our universe and planets form?
Following the brief introduction activity students will break up into groups and discuss what
they think followed this big bang.
The teacher will ask the class to explain the difference between a hypothesis and a theory. She
will call on students to explain the difference and will clear up any misunderstanding about
this. She may even write the definitions of each on the board if necessary.
The teacher will instruct the students to form a hypothesis as to what they think happened
with the particles in the balloon in terms of space and what this confetti might represent.
Students should discuss their ideas within their groups. After, each group will be asked to
explain their hypothesis with the rest of the class once time is up. This will be a short
brainstorming activity and students will be told that all educated answers will be looked at.
Groups will present what they decided on as an explanation as to how that demonstration
represents the formation of our galaxy.
After, the teacher will present the new information and correct any misconceptions presented
from the students group work.
o Theory: a coherent group of tested general propositions, commonly regarded as
correct, that can be used as principles of explanation and prediction for a class of
phenomena.
o Hypothesis: a supposition or proposed explanation made on the basis of limited
evidence as a starting point for further investigation.
o Difference: A hypothesis is an attempt to explain phenomena. It is a proposal, a guess
used to understand and/or predict something. A theory is the result of testing a
hypothesis and developing an explanation that is assumed to be true about something.
Big Bang Theory:
o Most astronomers believe the Universe began in a Big Bang about 14 billion years
ago.
o At this time, the whole universe was contained in a bubble that was much smaller
than even a pinhead. It was also extremely hot and dense.
o Suddenly, it exploded. In this second, the universe grew from smaller than one single
atom to bigger than a galaxy, and it is still expanding today!
o As the universe expanded and cooled, some matter survived and are known as protons
and neutrons.
o Within minutes, the temperature dropped so that it was now cool enough for the
protons and neutrons to come together, forming hydrogen and helium nuclei. (the class
will have a basic understanding of nuclei and the elements hydrogen and helium).
Planet Formation:
o These clouds of gases also contained dust particles, which as the cloud turned rapidly
in a disk like motion, began forming planets.
The particles within the gasses compressed and flattened into protoplanetary
disks, which are known as the birthplace of planets.
The teacher will explain this concept and take any questions regarding the formation of the
universe and planets. The teacher will then explain that for the rest of the class our focus will
now be on planets and how they are similar or different and how the formation of the planets
affects their physical and chemical composition.
Evaluate:
EQ 3: What are the similarities and differences between the planets, and the sun, in our solar system?
16
If the group has not completed the brochure by the end of class time, which they should, they
are to finish it for homework and bring it into class the following day.
The teacher will grade the brochures based on a rubric (attached).
The next day in class, each group is to present their brochures. Students should all be paying
attention and taking notes sine they will be responsible for all the planets, not just the one they
were assigned.
Connections:
The teacher will purposely ask the Earth group to present last so we can make a direct
connection between this and future lessons.
After the presentations, the teacher will ask each student to write down which planet they
believe is best to visit/live on. The teacher will collect these and tally the results and
briefly discuss why Earth seems to be the most attractive.
o The group that receives Earth will probably have the easiest time promoting their
planet as a place to visit. Therefore, our next lesson will be focusing on Earth as a
unique planet and the history of Earth.
Space Vacation!
Name_____________ Date_______
Requirements
17
6.1.Gravitational
Location offorce
planet
7.2.How long
Composition
is a day? Year?
8.3.At least
Weather
3 fun
Report
facts
9.4.Number
Airofcomposition
moons
10.
5. How Density
long would
and it
mass
take to
get to it?
11. Travel Essentials
Students make work within their lab groups to complete the chart on the worksheet provided.
Explain:
Once each group has completed their worksheet and put away their laptops the teacher will
bring the class back to go over answers and provide new material.
Diameters:
o Mercury- 4,878 km
o Venus- 12,04 km
o Earth- 12, 756 km
o Mars- 6,780 km
o Jupiter- 139,822 km
o Saturn- 116,464 km
o Uranus-50, 724 km
o Neptune- 49,248 km
Distances:
o Mercury to Venus- 31, 248, 757 miles
o Venus to Earth- 25,724,767 miles
o Earth to Mars- 48,678,219 miles
o Mars to Jupiter- 342, 012, 346 miles
o Jupiter to Saturn- 401, 592, 178 miles
o Saturn to Uranus- 900, 37, 530
o Uranus to Neptune_ 1,011, 297, 430 miles
Gas Planets- Jupiter, Saturn, Uranus and Neptune: believed that the giants first formed as
rocky and icy planet. But, the size of the cores allowed these planets to grab hydrogen and
helium out of the gas cloud from which the sun was condensing, before the sun formed and
blew most of the gas away. (http://www.space.com/30372-gas-
giants.html#sthash.cGw5F2Wi.dpuf)
Solid- Mercury, Venus, Earth and Mars: Terrestrial planets are Earth-like planets (in Latin,
terra means Earth) made up of rocks or metals with a hard surface. Terrestrial planets also
have a molten heavy metal core, few moons, and topological features such as valleys,
volcanoes and craters. (http://www.space.com/17028-terrestrial-
planets.html#sthash.cSC05gKD.dpuf)
Elaborate:
Once everyone has the correct sizes, distances and other information written down about the
Planets, the teacher will explain that they will now be making their own model. Although it
wont be as amazing as the one shown in the video, it will still help them to understand the
size of our solar system.
Using the following materials to represent each planet, the teacher will take the class outside
to an empty field where they will be able to walk at least half a mile. Depending on how many
students are in each class, the teacher will assign planets to groups of 3 or 4 students, and they
will be in charge of reading out the size and distance from the sun, and then place it down on
the ground in the correct spot.
o Sun-any ball, diameter 8.00 inches
Mercury-a pinhead, diameter 0.03 inch
Venus-a peppercorn, diameter 0.08 inch
Earth-a second peppercorn
Mars-a second pinhead
21
Planets to Scale
Name___________
23
March 1, 2016
Standards:
VA SOL 6.8: The student will investigate and understand the organization of the solar system and the
interactions among the various bodies that comprise it. Key concepts include:
c) The role of gravity
Essential Questions:
1. What role does gravity play on objects on Earth?
2. How can we design an experiment to test the affect of gravity on objects?
3. What role does gravity play on our solar system?
Safety Considerations- During the lab, the teacher should make clear that no students should stand
on any desks or chairs to drop their objects. Students should us the stairwell or should simply drop the
objects from where they stand. Students should be careful with the objects and should not throw
them.
Elaborate: Homework
EQ: 1:What role does gravity play on objects on Earth?
2:What role does gravity play on our solar system?
25
For homework, the teacher will provide a worksheet in order to get students thinking about
the difference between weight and mass, and how each changes, or does not change, when
moving to different planets in space.
Evaluate:
EQ1: What role does gravity play on objects on Earth?
EQ2: How can we design an experiment to test the affect of gravity on objects?
EQ3: What role does gravity play on our solar system?
The teacher will evaluate the groups presentations about their findings from their lab.
Mass vs. Weight homework worksheet will be discussed at the beginning of class briefly and
graded for completion.
Connections:
Mainly, this lesson will be used for the next lesson on tides. Students will use what they know
about gravity to understand the pull of the moon on Earth and how this causes tides. The information
from this lesson will be carried on throughout the rest of the unit. In the following lessons, students
will be able to use their background knowledge to better understand new information. Additionally,
the concept of gravity will be talked about again when we cover space exploration and technology.
26
Purpose: The purpose of this lab is to have students be able to design and conduct their own
experiment. Also, to help students understand the role of gravity on objects on Earth, and the impact
of air resistance.
Essential Question:
EQ2: How can we design an experiment to test the affect of gravity on objects?
How can you design an experiment to test the role of gravity?
What is the role gravity plays on objects here on Earth?
Safety Considerations: During the lab, the teacher should make clear that no students should stand
on any desks or chairs to drop their objects. Students should us the stairwell or should simply drop the
objects from where they stand. Students should be careful with the objects and should not throw
them.
27
Scientific Methods
Observations: When dropped from the same height and time, the two balls hit the ground at the same
time. When dropped at the same height and time, the two feathers hit the ground at close to the same
time, but not exactly. When dropped at the same time and height, the ball and feather hit the ground
at very different times.
Hypothesis: The ball and the feather will hit the ground at different times due to air resistance.
Data to be collected:
Students should be recording which object lands first and the height from which they are
dropping them.
Disposal Plan- All materials can be collected by the teacher and stored.
28
Free Fallin
Name___________________ Date____________
Today, you and your lab group will be designing your very own experiment! Each lab
group should test each material at least 3 times. You may choose the height from which you
drop the objects (BUT remember no standing on objects!) Be creative, and dont forget about
what you have learning from our friend Galileo!
Hypothesis:
Con
clusi
on (write what your experiment proves):
After learning about mass and weight in class, apply your new knowledge to your very own life!
Follow the directions below and discover how much you weigh on other planets!
Earth 1
Moon .166
Outer Space 0
Mercury .38
Venus .91
Mars .38
Jupiter 2.14
Saturn .91
Uranus .86
Neptune 1.1
Pluto .08
The Sun 28
31
Standards:
VA SOL 6.1: The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which:
i) Models and simulations are designed and used to illustrate and explain
phenomena and systems; and
j) Current applications are used to reinforce science concepts.
VA SOL 6.8: The student will investigate and understand the organization of the solar system and the
interactions among the various bodies that comprise it. Key concepts include:
e) the phases of the moon
Essential Questions:
1. What causes the different phases of the Moon?
2. What are the different phases of the Moon?
3. How can we directly observe with our senses the natural phenomena of the phases of the
Moon? (NOS)
Safety Considerations:
During Lab: Remind students the pencils have sharp points and to be careful when inserting
them into the Styrofoam ball. Remind students that the lamp in the center of the room is
uncovered and will get hot so they should not go near it.
what they observed and what phase the moon was in that night. There will be a brief class
discussion the following day on these observations.
Connections:
This lesson will be taught following the lesson on rotation and revolution and their effect on day and
night. This will be a good lesson to follow that because it will apply what we learned about
rotation and revolution to why we see what we do in the moon from earth. In the future, we can
apply this lesson to space exploration and moon landings.
34
_______1. Phases of the Moon are caused by a shadow from the Earth,
clouds, or the Earth or Moon's rotation.
_______3. The Moon makes its own light (the same way the Sun does).
_______5. The same half of the Moon is in darkness all the time (that there is
a dark side of the Moon).
35
http://moon.nasa.gov/moonmisconc
___F____1. Phases of the Moon are caused by a shadow from the Earth,
clouds, or the Earth or Moon's rotation. Our perspective of the moon changes
as it orbits
___F____2. The Moon goes around the Earth in a single day. Takes about one
month
___F____3. The Moon makes its own light (the same way the Sun does).
Moon reflects the light of the sun
___F____4. The Moon does not rotate Moon spins on its axis. Has same
period as the Earth, so we always see the same side.
___F____5. The same half of the Moon is in darkness all the time (that there is
a dark side of the Moon). As the moon rotates, different sides receive light.
36
Name______________________ Date_____________