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Unit 2_Emanuel_Solar System


									                                           PowerUp! Instructional Unit
Unit Plan Title: The Solar System
Developed By: Rose Emanuel
Academic Vocabulary:                                                          Grade Level:         Length of Unit:
1.    Mare                                                                    9-11                 4 weeks
2.    Highlands
3.    Craters
4.    Tides
5.    Planet
6.    Greenhouse Effect
7.    Differential rotation
8.    Dwarf planet
9.    Asteroid
10.   Kuiper belt
11.   Asteroid belt
12.   Oort cloud
13.   meteoroid, meteor, meteorite
14.   Comet
Science/Math Standard(s): What standards will provide the focus for this unit?
Indicator 2: Analyze essential principles and ideas about the composition and structure of the universe.
         9-12.E.2.1. Students are able to recognize how Newtonian mechanics can be applied to the study
         of the motions of the solar system.
         Given a set of possible explanations of orbital motion (revolution), identify those that make use of
         gravitational forces and inertia.

Essential Questions: What essential questions will focus this unit?

Why is our Solar System the way it is? What evidence supports our model for the Solar System?

Content: What topics do students need to know?                    Skills: What should students be able to do?
 Students will need to know:                                       Students will need to be able to:
1. Models of the Solar System (geocentric vs. heliocentric) and   1. Explain retrograde motion of planets within each Solar System
“evidence” that supports/supported the model.                     model.
2. Newton’s Laws of Motion                                        2. Describe the role of inertia and gravity as they affect the
3. Newton’s Universal Law of Gravity                              motion of planets around the Sun.
4. Kepler’s Laws of Planetary Motion                              3. Apply Kepler’s Laws to the orbits of planets and other bodies.
5. Properties of the Inner vs. Outer Planets                      4. Explain why the inner and outer planets have general
6. Formation of the Moon model (Impact Theory)                    characteristics in terms initial temperature and composition of
7. Features of the Moon                                           the solar nebula.
8. Comets, Asteroids, and Meteors                                 5. Explain the impact theory for the formation of the Moon.
9. Cause of Tides                                                 6. Describe the features on the Moon visible from Earth and how
                                                                  they formed.
                                                                  7. Explain how comet tails form. Describe the “homes” of comets.
                                                                  8. Explain the difference between meteoroids, meteors, and
                                                                  9. Explain the influence of the Sun and Moon in producing Spring
                                                                  and Neap Tides.
Assessment(s): What evidence will show that students understand?

        Performance Tasks, Projects:
        1. Worksheets

        Quizzes, Tests, Academic Prompts:
        1. Unit Written Exam

        Informal observations/discussions/interviews:
        1. Observations during labs/class discussions

        Student Self-Assessment:
        1. Students will self assess after online labs (assessment is built into the explorelearning activities)

Planning the Learning Experiences: What teaching and learning experiences will equip students to demonstrate the
targeted standards?
1) PowerPoint - Introduction to Models and the Scientific Method
   - Geocentric Universe (Ptolemy/Aristotle) based on naked eye observations of planets – retrograde vs direct motion, epicycles
   - Heliocentric Universe (Tycho Brahe, Kepler, Galileo, Newton)
2) Website reading & worksheet: - History of Astronomy
3) Notes: Kepler’s Laws
4) Video: Mechanical Universe – Kepler’s Laws
5) Worksheet – UNM online lab: Kepler’s Laws
6) Review a3/p2 problem, retrograde motion, Venus as “morning” and “evening” stars
7) Review/Notes: Newton’s Laws, Kepler’s Laws, Newton’s Universal Law of Gravity
8) Worksheet w/class – satellites, orbits, KE, PE, forces (Practice page from Conceptual Physics)
9) Starry Night – Overview of the Solar System B1
                  Size and Scale of the Solar System B2
10) PowerPoint – The Planets
11) Worksheet – UNM online lab – Properties of the Planets
12) Sky Theater DVD – Inner Planets & Outer Planets & Oddballs
13) Starry Night - Inner and Outer Planets C1
                   Pluto as a Dwarf Planet C4
14) PowerPoint – Earth and Moon Formation and features
15) Starry Night Sky Theater DVD – Earth’s Moon
16) Movie – In the Shadow of the Moon
17) Starry Night – The Moon A3
18) Activity – Lunar Landscape
19) PowerPoint on Vagabonds of the Solar System
20) Worksheets – Comets & Interactive Comet Website
21) PowerPoint - Asteroids and Impact Evidence
22) Notes/NOVA site: Tides – caused by gravity and centrifugal force
23) Movie – Discover Channel “If we had no moon”
24) Study Guide – The Solar System
Technology Integration: How is technology used to add value to the learning process?

Website: Astronomy Notes online:
Website: University of New Mexico online astronomy labs
Website: Interactive Comet Animation
Website: NOVA – The Sinking City of Venice
Website: Lunar Landform Identification – online photos and worksheet

Computer program: Starry Night – High School Version
Starry Night Sky Theatre DVD

Laptop computers
DVD “In the Shadow of the Moon”
DVD “If We Had No Moon”

     Far Below Standard           Approaching Standard             Meeting Standard    Exceeding Standard

One on one meetings during       Work in small groups, AB                None                None
SRB                                      teaching
Allow testing in Sp. Ed. Room
with class materials

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