Goal: Students will create an online space magazine to provide lasting resources for others while studying space.

The Class will decide on a name for the publication and then will publish 3 issues throughout the space unit.

Issue 1: The Universe and its Orgin, Space and Technology (How do we know what we know about space?)

Issue 2: Galaxies, Stars and Gravity, Solar system, Celestial Bodies and the Habitable Zone

Issue 3: Position of the Sun, Moon and how they affect life on Earth

 

Articles can consist of any format deemed appropriate by the teacher.

1. Students will participate in engaging activities and mini lessons to provide background information and create questions.
2. Questions will be grouped into catagories according to curriculum objectives.
3. Finallly students will work in groups to research questions brainstorm new and improved questions and produce a content article to be published on the internet via RSS feed.
4. All students will subscribe to the RSS feeds, they will read others material, and share articles in the classroom.
5. Students will evaluate & provide constructive critism for other student articles in the same class and across other class periods.
6. Articles will be revised by the authors and then their RSS feed will be updated.
7. At the completion of the unit each space magazine will publish the best articles on the internet as a lasting resource for other students.

Assessment:

Students will be assessed during the space unit (January 20 -March 20) upon the amount of points earned during the project.

Categories	Distinguished	Proficient	Apprentice	Novice
800 points total	100-90%= 800-720 points	89-80%= 719--640 points	79-70%= 639-560 points	69-60%= 559-480 points

 

Activities & point distrubution:

Required Activities:

10 Discusson Boards @ 15 points each about essential questions. (150 points)

Accountability quizzes: 2 @ 30 points each. (60 points)

Space Post test: 1 @ 60 points.

Digital universe scale model: 20 points

Star lifecycle compare and contrast graphic organizers and diagrams. 30 points

Experimental Design with moon orbiters: 30 points

Inner and Outer planet compare and contrast: 30 points

Seasons Lab: 30 points

Moon Phases: 15 points

Wiki questions: 50 points

Blogs: 50 points

Article reviews: 5 points each: students reviewed their peers work according to this linked scoring guide

Magazine articles: 3 issues various points available as outlined below.

 

Possible types of articles and associated points. scoring guide
Written Article Microsoft word or publisher: included in articles is the use of space vocabulary, graphics and clear writing and explanations. Cited references. 40 points	Audio Recording (Podcast) includes the use of space vocabulary and clear explanations. Cited References. 60 points.	Photostory: including graphics, narrations, appropriate music, and the use of key vocabulary, science concepts. Cited References. 70 points Sample photostorys	Comic Strip: Minimum of 6 frames, students original work, color added, and use of key terms and science concepts incorporated in the comic strip. Cited References. 40 points	Interivew Video conference or live chat with a real scientist. Provide a recording, script or video of conference. 80 points
Webpage: use of key science vocabulary, use of science concepts, graphics included. Main page linked to at least 3 other student created pages. Cited references. 50 points.	Video Podcast: Use of key science vocabulary, use of science concepts, graphics included. Narrations, Demonstrations and cited references. 80 points	Student Proposed Project: Use of key science vocabulary, science concepts, graphics included and cited resources. points negotiable	Poems: use of key science vocabulary, science concepts, cited references. 30 points	Narrate an existing video: (provided by the teacher) Providing narration for an existing video that has clear explanations and uses key science terms and concepts. Cited References 60 points
Write and Record a Song includes the use of space vocabulary and clear explanations. Cited References. 80 points	Create Cover art for Magazine.25 points Have cover chosen to be the actual cover of the magazine, 20 points	Magazine Advertisement : Use of graphics, color, key science vocabulary and science concepts. Cited references. 25 points.	Video Advertisement Use of key terms and science concepts. Written script, cited resources. 60 points	scoring guide

 

 

 

District Learning Objectives

Strand 6: Composition and Structure of the Universe and the Motion of the Objects Within It

1. The universe has observable properties and structure

Concept A:

The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies

a. 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

b. Compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. outer) in our solar system and Earth's moon

c. 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

Concept B:

The Earth has a composition and location suitable to sustain life

a. Describe how the Earth's placement in the solar system is favorable to sustain life (i.e., distance from the Sun, temperature, atmosphere)

b. 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)

Concept C:

1. Most of the information we know about the universe comes from the electromagnetic spectrum

a. Recognize stars are separated from one another by vast and different distances, which causes stars to appear smaller than the Sun

b. Compare the distance light travels from the Sun to Earth to the distance light travels from other stars to Earth using light years

2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces

 Concept A:

The apparent position of the Sun and other stars, as seen from Earth, change in observable patterns

a. Relate the apparent east-to-west changes in the positions of the Sun, other stars, and planets in the sky over the course of a day to Earth's counterclockwise rotation about its axis

b. Describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year

c. Recognize, in the Northern Hemisphere, the Sun appears lower in the sky during the winter and higher in the sky during the summer

d. Recognize, in winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length

e. Recognize the Sun is never directly overhead when observed from North America

Concept B:

The apparent position of the moon, as seen from Earth, and its actual position relative to Earth change in observable patterns

a. 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

b. Recognize the moon rises later each day due to its revolution around the Earth in a counterclockwise direction

c. 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.)

d. Recognize that one half of the Moon is always facing the Sun and, therefore, one half of the Moon is always lit

e. 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

f. Describe how the appearance of the moon that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases)

Concept C:

The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena on a planet, such as day, month, year, shadows, moon phases, eclipses, tides, and seasons

a. Illustrate and explain a day as the time it takes a planet to make a full rotation about its axis

b. Diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun

c. Illustrate and explain a year as the time it takes a planet to revolve around the Sun

d. Explain the relationships between a planet's length of year (period of revolution) and its position in the solar system

e. Describe how the moon's relative position changes as it revolves around the Earth

f. Recognize the phases of the moon are due to the relative positions of the Moon with respect to the Earth and Sun

g. Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons 

Concept D:

Gravity is a force of attraction between objects in the solar system that governs their motion

a. Describe how the Earth's gravity pulls any object on or near the Earth toward it (including natural and artificial satellites)

b. Describe how the planets' gravitational pull keeps satellites and moons in orbit around them

c. Describe how the Sun's gravitational pull holds the Earth and other planets in their orbits 

Enrichment learning goals for Astronomy

Stars have different charfacteristics such as size, age, color, temperature and distance from earth.

Stars have a lifecycle with a birth and a death

Universe models were developed from evidence gathered and based upon mathemetical and computer simulated models.

Explain present opinions and arguments regarding various scienctific theorys about the formation of the universe

Space exploration has expanded our knowledge of the universe and advanced the technology of society

 

Strand 7: Scientific Inquiry

 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

 Concept A:

Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation

a. Formulate testable questions and hypotheses

b. Recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment

c. Design and conduct a valid experiment

d. Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment

e. Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models)

f. Acknowledge there is no fixed procedure called “the scientific method”, but some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and imagination in developing hypotheses and other explanations

Concept B: Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations

a. Make qualitative and quantitative observations using the five senses

b. Determine the appropriate tools and techniques to collect data

c. 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)

d. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton , temperature to the nearest degree Celsius, time to the nearest second

e. Compare amounts/measurements

f. Judge whether measurements and computation of quantities are reasonable

g. Calculate the range and average/mean of a set of data

Concept C: Evidence is used to formulate explanations

a. Use quantitative and qualitative data as support for reasonable explanations (conclusions)

b. Use data as support for observed patterns and relationships, and to make predictions to be tested

c. Recognize the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions)

Concept D: Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings)

a. Evaluate the reasonableness of an explanation (conclusion)

b. Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)

Concept E: The nature of science relies upon communication of results and justification of explanations

a. 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

 Strand 8: Impact of Science, Technology and Human Activity

 1. The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs

 Concept A: Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all

a. Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers)

 Concept B: Advances in technology often result in improved data collection and an increase in scientific information

a. Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity)

Concept C: Technological solutions to problems often have drawbacks as well as benefits

a. Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)

2. 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

 Concept A: People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations

 a. 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)

 Concept B: 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

a. Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusionsthat may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin , Copernicus, Newton )

b. Recognize explanations have changed over time as a result of new evidence

 3. Science and technology affect, and are affected by, society

 Concept B: Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology

a. Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)

b. Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS)

What understandings are desired?

What essential questions will be considered?

What knowledge, skills, vocabulary will students acquire as a result of this unit?

Knowledge

What does our solar system include?

It includes the Sun, Earth's moon, inner & outer planets, asteroids, satellites, and other small celestial bodies

What makes Earth different than the other planets?

Earth is different than the other planets in regards to distance from the Sun, temperature, composition of core & atmosphere, water (supports life) & size, day length & year length.

Why does the Sun appear to change position in the sky?

The Sun appears to change position in the sky due to the rotation & revolution of Earth.

Why does the moon appear to change shape and position in the sky?

The moon appears to change position and shape in the sky due to Earth's & the moon's rotations and the moon's revolution

How is day/season/year determined?

Day is determined by Earth's rotation. Seasons are determined by the axial tilt of the Earth and its revolution. Year length is determined by Earth's revolution around the Sun

Why do objects in the solar system move the way they do?

Celestial objects move due to gravitational attraction of large masses in the solar system.

Skills

Utilize a graphic organizer, Compare and contrast concepts, Data collection, Data analysis and drawing conclusions,

Make observations and inferences, Utilize and implement technology, Organize data in meaningful ways,

Communicate results, Define the problem, Determine cause and effect, Construct graphs, Interpret graphs

Vocabulary

Revolution, Rotation, Solar System, Orbit, Light year, Orbital ellipse, Celestial Body

Moon phases – Waxing crescent, Waxing gibbous, Waning gibbous, waning crescent, new moon, full moon

Asteroids, Comets, Meteors, Axial tilt, Atmosphere composition, Hemisphere, Planet, Gravity

Enrichment Vocabulary: Hubble Space Telescope, Universe, Big Bang Theory, Galaxies, Star, Electromagnetic Spectrum, Waves, Light,

Black Hole, Supernova, Nebulae, Protostar, Massive Star, Dwarf Star,