UNIT 2 Travelling through Space

Transcription

1 An Explratin f a Multidimensinal Wrld UNIT 2 Travelling thrugh Space What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe thrugh space? Stanfrd Center fr Assessment, Learning & Equity

2 Unit 2: Travelling Thrugh Space Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Ttal Number f Instructinal Days: Lift-Off Task: Our Slar System Task 1: A Sun-Earth-Mn Mdel Task 2: A Slar System Mdel Task 3: Gravity in the Galaxies Task 4: Invisible Frces Cnnect t the Culminating Prject using the Prject Organizer Grup Culminating Prject: Create a slar system mdel and prpse a rute fr a new telescpe thrugh space. Individual Culminating Prject Create a presentatin t pitch yur prpsed rute fr the new telescpe. Unit 2 Pp-Out Hw Pwer Influences Science (Implement after prject) Teacher Versin

3 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview Stryline fr Unit 2 In this unit, students are explring bth physics and space science cncepts, frm electrmagnetism t the sun-earth-mn system. This unit s prject cmbines bth f these disciplines, as students learn everything they can abut the slar system and varius frces t help them chart a rute fr a new telescpe thrugh space. The Lift-Off Task asks students t draw ff their wn prir knwledge t generate questins arund the phenmenn f ur slar system questins that they will cntinue t explre thrughut this unit. As students pl their prir knwledge in the Lift-Off Task, they will likely create a list f different things they might find in a slar system. Hwever, in rder t chart a telescpe rute thrugh the slar system, it is nt enugh t just knw what is there they must find ut where things are and hw they are laid ut within the system. The best way t visualize such a large system is t create a mdel. In Task 1, students will practice mdeling with the smaller sub-system f the Sun-Earth-Mn system. In ding s, they will discver explanatins fr a lt f the phenmena they experience n Earth. In Task 2, students use the mdeling skills they practiced in the previus task t develp a mdel f the entire slar system. Unlike in the last task, hwever, students nw fcus n the scale aspect f develping mdels. By analyzing data n the scale prperties f bjects in the slar system, they will find that while the slar system is huge, they can use math t mdel it n a smaller scale. This class mdel they create prvides the perfect stage within which t plt their telescpe rute. At this pint, students have a mdel f the slar system s they can begin t visualize where their telescpe rute may be. Hwever, the parts f the slar system are nt statinary they mve! In Task 3, students examine what factrs affect the mtin f bjects within the slar system specifically gravity. Using prir knwledge f gravity frm Unit 1 and new simulatin mdels, students build an understanding that gravity helped t create the slar system and gravity cntinues t maintain its structure and mtin. While gravity is ne invisible frce t cnsider, magnetism is anther invisible frce that must be understd t plt a safe telescpe rute. In Task 4, students cnduct investigatins t prve that magnetic fields d exist and can explain varius phenmena that they experience. They will then use this infrmatin t create a strng magnetic field that prtects their telescpe as it travels thrugh space, as well as predict hw the telescpe will behave in space due t its magnetic field. By the end f the unit, grups will have cllectively cnstructed a cmplete class-wide slar system mdel. Once students are cmplete with all tasks, each grup makes an infrmed decisin n the rute they think the new telescpe shuld take and hw they will prtect it as it mves thrugh space. These rutes can be presented within the class-wide mdel. Lastly, each student will individually create a presentatin that pitches their grup s rute, describing the frces and energy bth used and encuntered n this trip and justifying why their rute is the best rute. Teacher Versin

4 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview Three-Dimensinal Breakdwn f the Perfrmance Expectatins This unit was develped t align with, teach, and assess students understanding and skills related t these Perfrmance Expectatins. Belw, we have mapped ut the disciplinary cre ideas, crsscutting cncepts, and science and engineering practices addressed in this unit. Aspects f the dimensins that are nt explicitly addressed in this unit are crssed ut. Perfrmance Expectatins MS-ESS1-1 Develp and use a mdel f the Earth-sun-mn system t describe the cyclic patterns f lunar phases, eclipses f the sun and mn, and seasns. [Clarificatin Statement: Examples f mdels can be physical, graphical, r cnceptual.] MS-ESS1-2 Develp and use a mdel t describe the rle f gravity in the mtins within galaxies and the slar system. [Clarificatin Statement: Emphasis fr the mdel is n gravity as the frce that hlds tgether the slar system and Milky Way galaxy and cntrls rbital mtins within them. Examples f mdels can be physical (such as the analgy f distance alng a ftball field r cmputer visualizatins f elliptical rbits) r cnceptual (such as mathematical prprtins Scientific and Engineering Practices Develping and Using Mdels Develp and use a mdel t describe phenmena. Develping and Using Mdels Develp and use a mdel t describe phenmena. Disciplinary Cre Ideas ESS1.A: The Universe and Its Stars Patterns f the apparent mtin f the sun, the mn, and stars in the sky can be bserved, described, predicted, and explained with mdels. ESS1.B: Earth and the Slar System This mdel f the slar system can explain eclipses f the sun and the mn. Earth s spin axis is fixed in directin ver the shrt-term but tilted relative t its rbit arund the sun. The seasns are a result f that tilt and are caused by the differential intensity f sunlight n different areas f Earth acrss the year. ESS1.A: The Universe and Its Stars Earth and its slar system are part f the Milky Way galaxy, which is ne f many galaxies in the universe. ESS1.B: Earth and the Slar System The slar system cnsists f the sun and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit Teacher Versin Crsscutting Cncepts Patterns Patterns can be used t identify cause-andeffect relatinships. Systems and System Mdels Mdels can be used t represent systems and their interactins.

5 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview relative t the size f familiar bjects such as students' schl r state).] [Assessment Bundary: Assessment des nt include Kepler s Laws f rbital mtin r the apparent retrgrade mtin f the planets as viewed frm Earth.] MS-ESS1-3 Analyze and interpret data t determine scale prperties f bjects in the slar system. [Clarificatin Statement: Emphasis is n the analysis f data frm Earth-based instruments, space-based telescpes, and spacecraft t determine similarities and differences amng slar system bjects. Examples f scale prperties include the sizes f an bject s layers (such as crust and atmsphere), surface features (such as vlcanes), and rbital radius. Examples f data include statistical infrmatin, drawings and phtgraphs, and mdels.] [Assessment Bundary: Assessment des nt include recalling facts abut prperties f the planets and ther slar system bdies.] MS-PS2-3. Ask questins abut data t determine the factrs that affect the strength f electric and magnetic frces. [Clarificatin Statement: Examples f devices that use electric and magnetic frces culd include electrmagnets, electric mtrs, Analyzing and Interpreting Data Analyze and interpret data t determine similarities and differences in findings. Asking Questins and Defining Prblems Ask questins that can be investigated within the scpe f the classrm, utdr envirnment, and museums and ther arund the sun by its gravitatinal pull n them. The slar system appears t have frmed frm a disk f dust and gas, drawn tgether by gravity. All psitins f bjects and the directins f frces and mtins must be described in an arbitrarily chsen reference frame and arbitrarily chsen units f size. In rder t share infrmatin with ther peple, these chices must als be shared. ESS1.B: Earth and the Slar System The slar system cnsists f the sun and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit arund the sun by its gravitatinal pull n them. PS2.B: Types f Interactins Electric and magnetic (electrmagnetic) frces can be attractive r repulsive, and their sizes depend n the magnitudes f the Scale, Prprtin, and Quantity Time, space, and energy phenmena can be bserved at varius scales using mdels t study systems that are t large r t small. Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Teacher Versin

6 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview r generatrs. Examples f data culd include the effect f the number f turns f wire n the strength f an electrmagnet, r the effect f increasing the number r strength f magnets n the speed f an electric mtr.] [Assessment Bundary: Assessment abut questins that require quantitative answers is limited t prprtinal reasning and algebraic thinking.] MS-PS2-4. Cnstruct and present arguments using evidence t supprt the claim that gravitatinal interactins are attractive and depend n the masses f interacting bjects. [Clarificatin Statement: Examples f evidence fr arguments culd include data generated frm simulatins r digital tls; and charts displaying mass, strength f interactin, distance frm the Sun, and rbital perids f bjects within the slar system.] [Assessment Bundary: Assessment des nt include Newtn s Law f Gravitatin r Kepler s Laws. MS-PS2-5. Cnduct an investigatin and evaluate the experimental design t prvide evidence that fields exist between bjects exerting frces n each ther even thugh the bjects are nt in cntact. [Clarificatin Statement: Examples f this phenmenn culd include the interactins f magnets, electrically-charged strips f tape, and electrically-charged pith balls. Examples f investigatins culd include first-hand experiences r simulatins.] [Assessment Bundary: Assessment is limited t electric and magnetic fields, and is limited t qualitative evidence fr the existence f fields.] public facilities with available resurces and, when apprpriate, frame a hypthesis based n bservatins and scientific principles. Engaging in Argument frm Evidence Cnstruct and present ral and written arguments supprted by empirical evidence and scientific reasning t supprt r refute an explanatin r a mdel fr a phenmenn r a slutin t a prblem. Planning and Carrying Out Investigatins Cnduct an investigatin and evaluate the experimental design t prduce data t serve as the basis fr evidence that can meet the gals f the investigatin. charges, currents, r magnetic strengths invlved and n the distances between the interacting bjects. PS2.B: Types f Interactins Gravitatinal frces are always attractive. There is a gravitatinal frce between any tw masses, but it is very small except when ne r bth f the bjects have large mass e.g., Earth and the sun. PS2.B: Types f Interactins Frces that act at a distance (electric, magnetic, and gravitatinal) can be explained by fields that extend thrugh space and can be mapped by their effect n a test bject (a charged bject, r a ball, respectively). Systems and System Mdels Mdels can be used t represent systems and their interactins such as inputs, prcesses and utputs and energy and matter flws within systems. Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Teacher Versin

7 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview MS-PS3-2. Develp a mdel t describe that when the arrangement f bjects interacting at a distance changes, different amunts f ptential energy are stred in the system. [Clarificatin Statement: Emphasis is n relative amunts f ptential energy, nt n calculatins f ptential energy. Examples f bjects within systems interacting at varying distances culd include: the Earth and either a rller caster cart at varying psitins n a hill r bjects at varying heights n shelves, changing the directin/rientatin f a magnet, and a balln with static electrical charge being brught clser t a classmate s hair. Examples f mdels culd include representatins, diagrams, pictures, and written descriptins f systems.] [Assessment Bundary: Assessment is limited t tw bjects and electric, magnetic, and gravitatinal interactins.] Develping and Using Mdels Develp a mdel t describe unbservable mechanisms. PS3.A: Definitins f Energy A system f bjects may als cntain stred (ptential) energy, depending n their relative psitins. PS3.C: Relatinship Between Energy and Frces When tw bjects interact, each ne exerts a frce n the ther that can cause energy t be transferred t r frm the bject. Systems and System Mdels Mdels can be used t represent systems and their interactins such as inputs, prcesses, and utputs and energy and matter flws within systems. Teacher Versin

8 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview Cnnectins t Cmmn Cre Math and ELA Standards: Over the curse f this unit, students will gain knwledge and skills in science, as well as in math and English-language arts. Belw we list the Cmmn Cre ELA and Math standards fr middle schl and 8 th grade that are relevant t the curriculum tasks in this unit. Within the curriculum, there are pprtunities t incrprate cmpnents f the fllwing ELA and Math Standards: Key Ideas and Details Middle Schl Cmmn Cre ELA Standards CCSS.ELA-Literacy.RST.6-8.1: Cite specific textual evidence t supprt analysis f science and technical texts, attending t the precise details f explanatins r descriptins. CCSS.ELA-Literacy. RST : Fllw precisely a multistep prcedure when carrying ut experiments, taking measurements, r perfrming technical tasks. Unit Task Task 3 Culminating Prject Task 1 Task 4 Integratin f Knwledge and Ideas Text Types and Purpses Research t Build and Present Knwledge Presentatin f Knwledge and Ideas CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative r technical infrmatin expressed in wrds in a text with a versin f that infrmatin expressed visually (e.g., in a flwchart, diagram, mdel, graph, r table). Task 1 Task 3 Task 4 Culminating Prject CCSS.ELA-Literacy.WHST.6-8.1: Write arguments fcused n discipline cntent. Task 3 Culminating Prject CCSS.ELA-Literacy.WHST.6-8.7: Cnduct shrt research prjects t answer a All Unit questin (including a self-generated questin), drawing n several surces and generating additinal related, fcused questins that allw fr multiple avenues f explratin CCSS.ELA-Literacy.SL.8.5: Integrate multimedia and visual displays int presentatins t clarify infrmatin, strengthen claims and evidence, and add interest. Task 1 Task 2 Culminating Prject Mathematical Practice 8 th Grade Cmmn Cre Math Standards Unit Task CCSS.MATH.MP.2: Reasn abstractly and quantitatively. Task 2 Task 3 CCSS.MATH.MP.4: Mdel with mathematics. Task 1 Task 2 Task 3 Cnnectins t English Language Develpment (ELD) Standards: We acknwledge that language develpment is a key cmpnent f disciplinary understanding and helps t supprt mre rigrus and equitable utcmes fr diverse students. This curriculum thus takes int accunt bth the receptive and prductive language demands f the culminating prjects and strives t increase accessibility by including scafflds fr language develpment and pedaggical strategies thrughut learning tasks. We aim t supprt language acquisitin thrugh the develpment f cncept maps; utilizing sentence frames; implementing the Critique, Clarify, Crrect technique; emplying the Strnger Clearer strategy; and fstering large and small grup discussins. Teacher Versin

9 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview The Califrnia ELD Standards are cmprised f tw sectins: the standards and a rubric. Outlined belw are the standards frm Sectin One that are met within this curriculum. Fr additinal infrmatin, please refer t: Part I: Interacting in Meaningful Ways Eighth Grade ELD Standards A: Cllabrative 1.Exchanging infrmatin and ideas with thers thrugh ral cllabrative discussins n a range f scial and academic tpics 2. Interacting with thers in written English in varius cmmunicative frms (print, cmmunicative technlgy, and multimedia) 3. Offering and justifying ptins, negtiating with and persuading thers in cmmunicative exchanges 4. Adapting language chices t varius cntexts (based n task, purpse, audience, and text type) B: Interpretive 5. Listening actively t spken English in a range f scial and academic cntexts 6. Reading clsely literary and infrmatinal texts and viewing multimedia t determine hw meaning is cnveyed explicitly and implicitly thrugh language 7. Evaluating hw well writers and speakers use language t supprt ideas and arguments with details r evidence depending n mdality, text type, purpse, audience, tpic, and cntent area Part II: Learning Abut Hw English Wrks 8. Analyze hw writers and speakers use vcabulary and ther language resurces fr specific purpses (t explain, persuade, entertain, etc.) depending n mdality, text type, purpse, audience, tpic, and cntent area C: Prductive 9. Expressing infrmatin and ideas in frmal ral presentatins n academic tpics 10. Writing literary and infrmatinal texts t present, describe, and explain ideas and infrmatin, using apprpriate technlgy 11. Justifying wn arguments and evaluating thers arguments in writing 12. Selecting and applying varied and precise vcabulary and ther language resurces t effectively cnvey ideas A: Structuring Chesive Texts B: Expanding and Enriching Ideas C: Cnnecting and Cndensing Ideas 1. Understanding text structure 2. Understanding chesin 3. Using verbs and verb phrases 4. Using nuns and nun phrases 5. Mdifying t add details 6. Cnnecting ideas 7. Cndensing ideas Teacher Versin

10 8th Grade Science Unit 2: Travelling Thrugh Space Unit Overview Cnnectins t Envirnmental Awareness: Over the curse f this curriculum, students will explre cntent related t varius envirnmental principles and cncepts that examine the interactins and interdependence f human scieties and natural systems. In accrdance with the Educatin and the Envirnment Initiative (EEI), tasks thrughut this curriculum explre many f Califrnia s Apprved Envirnmental Principles and Cncepts. Because the cntext f this unit revlves arund the slar system as a whle and the cntent mainly emphasizes physics cncepts, this unit des nt explicitly examine the interactins f humans and natural systems. In later units, we will utline the EEI principles relevant t the unit in this sectin f the unit verview. Teacher Versin

11 8th Grade Science Unit 2: Travelling Thrugh Space Teacher Materials List Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Overall Unit All Tasks Unit 2, Task Cards Student Versin, Lift-Off and Tasks 1 thrugh 4 Culminating Prject Student Task Card Prject Organizer Prjectr with Audi (fr vide r images, whenever needed) Lift-Off Task (2 days) Per Student Task Card Student Versin: Lift-Off Pst-Its (Optinal) Task Card Student Versin: Culminating Prject Prject Organizer Per Grup Pster paper and markers Whle Class Cmputer and Prjectr (fr images) Pster paper and markers *See Instructins in Lift-Off fr ther ptinal materials t use fr the class cncept map Task 1 (6 days) Per Student Task Card Student Versin: Task 1 Prject Organizer Per Statin Statin Cards 1-5: tw - three per statin Statins 1, 2, and 5: Cmputers/tablets (Make sure interactives/vides wrk) Statin 3: Styrfam ball with embedded tthpick and light surce (ex: lamp) Per Grup Styrfam Balls f varying size Skewers/Tthpicks Light surces f varying brightness Rubber band Marker Device with vide capabilities Task 2 (4 days) Per Student Task Card Student Versin: Task 2 Prject Organizer Per Grup Teacher Versin

12 8th Grade Science Unit 2: Travelling Thrugh Space Teacher Materials List Varied materials t make planet mdels, such as: Clay Styrfam spheres Cttn Ballns Cnstructin Paper f different clrs Paint and Brushes String r Twine Rulers (with cm) Labels Markers Whle Class Light surce, such as a standing lamp Extensin crd, if necessary Task 3 (5 days) Per Student Task Card Student Versin: Task 3 Prject Organizer Per Pair Cmputers r tablets Per Grup Cmputers r tablets Rpe r string Labels (1 per grup) Marker Whle Class Cmputer and Prjectr, if mdeling any f the simulatins Task 4 ( Days) Per Student Task Card Student Versin: Task 4 Prject Organizer Per Statin Statin Cards 1-4 (2 cpies fr each statin) Statin 1 2 Bar magnets Varius bjects f different materials, sme magnetic and sme nt Statin 2 Paper clip Piece f Thread Tape Small bar r hrseshe magnet Teacher Versin

13 8th Grade Science Unit 2: Travelling Thrugh Space Teacher Materials List Statin 3 Ziplc Bag 3x5 index cards Irn filings Paper Clip 2 Bar Magnets Statin 4 5 feet insulated cpper wire 6-vlt battery D-size battery Large irn nail Paper clips Per Grup All materials frm the Explre (ne set f all materials fr each grup) Whle Class Prjectr and Cmputer Culminating Prject (7-8 days) Per Grup: Slar System Class Mdel *There are many different ptins f materials fr students t build the planets fr the class-wide scale mdel. We recmmend use f any inexpensive, everyday bjects t represent the different-sized planets. Students can even bring in materials frm arund their huse! Sme ptins f materials are belw: Clay Spheres f different sizes (try a craft stre fr Styrfam balls, plastic balls, etc.) Ballns Cttn Cnstructin Paper f different clrs Paint and Brushes String r Twine needed t measure ut distances frm the sun Light Surce (Large Lamp) needed t represent the sun Rulers (with cm) Optinal: magnets if they want t create a telescpe mdel Per Student: Pitch Presentatin f Telescpe Rute Cmputers with presentatin sftware Device with recrding capabilities (Ex: phne, tablet, etc) Pster Paper Marker Unit 2 Pp-Out (3 days) Per Student Student Versin: Unit 2 Pp-Out Unit 2, Pp-Out Scenari Per Grup Teacher Versin

14 8th Grade Science Unit 2: Travelling Thrugh Space Teacher Materials List Cmputer Vide Camera Teacher Versin

15 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge While Unit 2 has a space cntext that is similar t Unit 1 and cntinues t explre sme physical science cncepts, it mre heavily fcuses n cncepts related t Earth s place in the universe. In ding s, students mve away frm cntact frces and instead fcus n the nn-cntact frces that might affect a telescpe s rute thrugh the slar system, which serves as the culminating prject fr this unit. As students prgress thrugh this unit, they will frm a mre cmplex picture f the slar system as a whle, which they will use t explain sme f the everyday phenmena they experience. The integrated mdel requires students t access and use a wide range f ideas frm prir grades. This cntent knwledge spans five different Disciplinary Cre Ideas: ESS1.A. The Universe and Its Stars, ESS1.B. Earth and the Slar System, PS2.B. Types f Interactins, PS3.A. Definitins f Energy, and PS3.C. Relatinship Between Energy and Frces. As students explre these cre ideas, they build n their skills in the fllwing science and engineering practices: Asking Questins and Defining Prblems, Develping and Using Mdels, Planning and Carrying Out Investigatins, Analyzing and Interpreting Data, and Engaging in Arguments Frm Evidence. In additin t science and engineering practices, students als cntinue t build n their knwledge f the fllwing crsscutting cncepts: Patterns; Cause and Effect; Scale, Prprtin, and Quantity; and Systems and System Mdels. *This summary is based n infrmatin fund in the NGSS Framewrk. K-8 Prgressin f Disciplinary Cre Ideas, Science and Engineering Practices, and Crsscutting Cncepts fr Unit 2 Disciplinary Cre Ideas ESS1.A The Universe and Its Stars ESS1.B Earth and the Slar System K Patterns f the mtin f the sun, mn, and stars in the sky can be bserved, described, and predicted. Seasnal patterns f sunrise and sunset can be bserved, described, and predicted The sun is a star that appears larger and brighter than ther stars because it is clser. Stars range greatly in their distance frm Earth. The rbits f Earth arund the sun and f the mn arund Earth, tgether with the rtatin f Earth abut an axis between its Nrth and Suth ples, cause bservable patterns. These include day and night; daily changes in the length and directin f shadws; and different psitins f the sun, mn, and stars at different times f the day, mnth, and year. Patterns f the apparent mtin f the sun, the mn, and stars in the sky can be bserved, described, predicted and explained with mdels. Earth and its slar system are part f the Milky Way galaxy, which is ne f many galaxies in the universe. The slar system cnsists f the sun and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit arund the sun by its gravitatinal pull n them. This mdel f the slar system can explain eclipses f the sun and the mn. Earth s spin axis is fixed in directin ver the shrtterm but tilted relative t its rbit arund the sun. The seasns are a result f that tilt and are caused by the differential intensity f sunlight n different areas f Earth acrss the year. The slar system appears t have frmed frm a disk f dust and gas, drawn tgether by gravity. Teacher Versin

16 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge PS2.B Types f Interactins PS3.A Definitins f Energy PS3.C Relatinships Between Energy and Frces N/A (in relatin t nn-cntact types f interactins) N/A A bigger push r pull makes things g faster. Electric, and magnetic frces between a pair f bjects d nt require that the bjects be in cntact. The sizes f the frces in each situatin depend n the prperties f the bjects and their distances apart and, fr frces between tw magnets, n their rientatin relative t each ther. The gravitatinal frce f Earth acting n an bject near Earth s surface pulls that bject tward the planet s center. Mving bjects cntain energy. The faster the bject mves, the mre energy it has, Energy can be mved frm place t place by mving bjects, r thrugh sund, light, r electrical currents. Energy can be cnverted frm ne frm t anther frm. When bjects cllide, the cntact frces transfer energy s as t change the bjects mtins. Electric and magnetic (electrmagnetic) frces can be attractive r repulsive, and their sizes depend n the magnitudes f the charges, currents, r magnetic strengths invlved and n the distances between the interacting bjects. Gravitatinal frces are always attractive. There is a gravitatinal frce between any tw masses, but it is very small except when ne r bth f the bjects have large mass e.g., Earth and the sun Frces that act at a distance (electric and magnetic) can be explained by fields that extend thrugh space and can be mapped by their effect n a test bject (a ball, a charged bject, r a magnet, respectively). Mtin energy is prperly called kinetic energy. A system f bjects may als cntain stred (ptential) energy, depending n their relative psitins. When tw bjects interact, each ne exerts a frce n the ther that can cause energy t be transferred t r frm the bject. Science and Engineering Practices Asking Questins and Defining Prblems* K Asking questins and defining prblems in K-2 builds n prir experiences and prgresses t simple descriptive questins that can be tested. Ask and/r identify questins that can be answered by an investigatin. Asking questins and defining prblems in 3-5 builds n prir experiences and prgresses t specifying qualitative relatinships. Identify scientific (testable) and nnscientific (nn-testable) questins. Ask questins that can be investigated and predict reasnable utcmes based n patterns such as cause and effect relatinships. Asking questins and defining prblems in 6-8 builds n prir experiences and prgresses t specifying relatinships between variables, and clarifying arguments and mdels. Ask questins that can be investigated within the scpe f the classrm, utdr envirnment, and museums and ther public facilities with available resurces and, when apprpriate, frame a hypthesis based n bservatins and scientific principles. Teacher Versin

17 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge Develping and Using Mdels* Planning and Carrying Out Investigatins Analyzing and Interpreting Data Mdeling in K-2 builds n prir experiences and prgresses t include using and develping mdels (i.e., diagram, drawing, physical replica, dirama, dramatizatin, r strybard) that represent cncrete events r design slutins. Develp and/r use a mdel t represent amunts, relatinships, relative scales (bigger/smaller), and/r patterns in the natural and designed wrld(s). Planning and carrying ut investigatins t answer questins r test slutins t prblems in K-2 builds n prir experiences and prgresses t simple investigatins, based n fair tests, which prvide data t supprt explanatins r design slutins. Plan and cnduct an investigatin cllabratively t prduce data t serve as the basis fr evidence t answer a questin. Analyzing data in K-2 builds n prir experiences and prgresses t cllecting, recrding, and sharing bservatins. N/A Mdeling in 3-5 builds n prir experiences and prgresses t building and revising simple mdels and using mdels t represent events and design slutins. Develp and/r use mdels t describe and/r predict phenmena. Develp a mdel using an analgy, example, r abstract representatin t describe a scientific principle r design slutin. Planning and carrying ut investigatins t answer questins r test slutins t prblems in 3-5 builds n prir experiences and prgresses t include investigatins that cntrl variables and prvide evidence t supprt explanatins r design slutins. Plan and cnduct an investigatin cllabratively t prduce data t serve as the basis fr evidence, using fair tests in which variables are cntrlled and the number f trials cnsidered. Analyzing data in 3-5 builds n prir experiences and prgresses t intrducing quantitative appraches t cllecting data and cnducting multiple trials f qualitative bservatins. When pssible and feasible, digital tls shuld be used. Cmpare and cntrast data cllected by different grups in rder t discuss similarities and differences in their findings. Mdeling in 6-8 builds n prir experiences and prgresses t develping, using, and revising mdels t describe, test, and predict mre abstract phenmena and design systems. Develp and use a mdel t describe phenmena. Develp a mdel t describe unbservable mechanisms Planning and carrying ut investigatins t answer questins r test slutins t prblems in 6-8 builds n prir experiences and prgresses t include investigatins that use multiple variables and prvide evidence t supprt explanatins r design slutins. Cnduct an investigatin and evaluate the experimental design t prduce data t serve as the basis fr evidence that can meet the gals f the investigatin. Analyzing data in 6-8 builds n prir experiences and prgresses t extending quantitative analysis t investigatins, distinguishing between crrelatin and causatin, and basic statistical techniques f data and errr analysis. Analyze and interpret data t determine similarities and differences in findings. Teacher Versin

18 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge Engaging in Argument frm Evidence* Engaging in argument frm evidence in K-2 builds n prir experiences and prgresses t cmparing ideas and representatins abut the natural and designed wrld(s). Cnstruct an argument with evidence t supprt a claim. Engaging in argument frm evidence in 3-5 builds n prir experiences and prgresses t critiquing the scientific explanatins r slutins prpsed by peers by citing relevant evidence abut the natural and designed wrld(s). Cnstruct and/r supprt an argument with evidence, data, and/r a mdel. Use data t evaluate claims abut cause and effect. *These SEPs are summatively assessed using the Culminating Prject. Engaging in argument frm evidence in 6-8 builds n prir experiences and prgresses t cnstructing a cnvincing argument that supprts r refutes claims fr either explanatins r slutins abut the natural and designed wrld(s). Cnstruct and present ral and written arguments supprted by empirical evidence and scientific reasning t supprt r refute an explanatin r a mdel fr a phenmenn r a slutin t a prblem. Crsscutting Cncepts Patterns* Cause and Effect* K Students recgnize that patterns in the natural and human designed wrld can be bserved, used t describe phenmena, and used as evidence. Patterns in the natural and human designed wrld can be bserved, used t describe phenmena, and used as evidence. Students learn that events have causes that generate bservable patterns. They design simple tests t gather evidence t supprt r refute their wn ideas abut causes. Events have causes that generate bservable patterns. Students identify similarities and differences in rder t srt and classify natural bjects and designed prducts. They identify patterns related t time, including simple rates f change and cycles, and t use these patterns t make predictins. Patterns f change can be used t make predictins. Patterns can be used as evidence t supprt an explanatin. Students rutinely identify and test causal relatinships and use these relatinships t explain change. They understand events that ccur tgether with regularity might r might nt signify a cause and effect relatinship. Cause and effect relatinships are rutinely identified, tested, and used t explain change. Students recgnize that macrscpic patterns are related t the nature f micrscpic and atmic-level structure. They identify patterns in rates f change and ther numerical relatinships that prvide infrmatin abut natural and human designed systems. They use patterns t identify cause and effect relatinships, and use graphs and charts t identify patterns in data. Patterns can be used t identify cause-and-effect relatinships. Students classify relatinships as causal r crrelatinal, and recgnize that crrelatin des nt necessarily imply causatin. They use cause and effect relatinships t predict phenmena in natural r designed systems. They als understand that phenmena may have mre than ne cause, and sme cause and effect relatinships in systems can nly be described using prbability Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Teacher Versin

19 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge Scale, Prprtin, and Quantity* Systems and System Mdels* Students use relative scales (e.g., bigger and smaller; htter and clder; faster and slwer) t describe bjects. They use standard units t measure length. Relative scales allw bjects and events t be cmpared and described (e.g., bigger and smaller; htter and clder; faster and slwer). Students understand bjects and rganisms can be described in terms f their parts; and systems in the natural and designed wrld have parts that wrk tgether. Objects and rganisms can be described in terms f their parts. Systems in the natural and designed wrld have parts that wrk tgether. Students recgnize natural bjectsand bservable phenmena exist frm the very small t the immensely large. They use standard units t measure and describe physical quantities such as weight, time, temperature, and vlume. Natural bjects and/r bservable phenmena exist frm the very small t the immensely large r frm very shrt t very lng time perids. Students understand that a system is a grup f related parts that make up a whle and can carry ut functins its individual parts cannt. They can als describe a system in terms f its cmpnents and their interactins. A system is a grup f related parts that make up a whle and can carry ut functins its individual parts cannt. A system can be described in terms f its cmpnents and their interactins. *These CCCs are summatively assessed using the Culminating Prject. Students bserve time, space, and energy phenmena at varius scales using mdels t study systems that are t large r t small. They understand phenmena bserved at ne scale may nt be bservable at anther scale, and the functin f natural and designed systems may change with scale. They use prprtinal relatinships (e.g., speed as the rati f distance traveled t time taken) t gather infrmatin abut the magnitude f prperties and prcesses. They represent scientific relatinships thrugh the use f algebraic expressins and equatins. Time, space, and energy phenmena can be bserved at varius scales using mdels t study systems that are t large r t small. Students can understand that systems may interact with ther systems; they may have sub-systems and be a part f larger cmplex systems. They can use mdels t represent systems and their interactins such as inputs, prcesses and utputs and energy, matter, and infrmatin flws within systems. They can als learn that mdels are limited in that they nly represent certain aspects f the system under study. Mdels can be used t represent systems and their interactins. Mdels can be used t represent systems and their interactins such as inputs, prcesses and utputs and energy and matter flws within systems. Prgressin f Knwledge frm Kindergarten 8 th Grade ESS1.A. The Universe and Its Stars: As with mst f the DCIs, students begin their experience in kindergarten secnd grade with an experience f the relevant phenmena in this case, the appearance f the sun, mn, and stars. At this level, students are making bservatins t describe patterns that they will be able t utilize again in this eighth grade unit. In third fifth grade, students begin t investigate the why, r the science behind, ne f these phenmena: why des the sun and sme stars appear brighter than ther stars? Here, students are cnnecting mere bservatins t the Teacher Versin

20 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge scientific reasn behind them, a prcess they will cntinue in this eighth grade unit. By the time they reach this unit, they will be ready t develp a mdel f the Earth-sun-mn system and use it t explain the phenmena they first analyzed as first graders, like the apparent mtin f the sun, the mn, and stars. Depending n the phenmena being investigated and the practice used t investigate it at the given grade level, the crsscutting cncepts range frm Patterns t Scale, Prprtin, and Quantity t Systems and System Mdels. Similarly, the science and engineering practices range frm Analyzing and Interpreting Data t Engaging in Argument Frm Evidence t Develping and Using Mdels. The fllwing is the prgressin f the Perfrmance Expectatins fr this DCI: 1-ESS ESS1-1. MS-ESS1-1. MS-ESS1-2. Use bservatins f the sun, mn, and stars t describe patterns that can be predicted. Supprt an argument that differences in the apparent brightness f the sun cmpared t ther stars is due t their relative distances frm Earth. Develp and use a mdel f the Earth-sun-mn system t describe the cyclic patterns f lunar phases, eclipses f the sun and mn, and seasns. Develp and use a mdel t describe the rle f gravity in the mtins within galaxies and the slar system. ESS1.B. Earth and the Slar System: While this DCI is very similar t the DCI abve, yu will ntice sme key differences. In Kindergarten - secnd grade, students engage with this DCI at the same grade level as ESS1.A, but rather than making bservatins f celestial bjects in the sky, they fcus n the amunt f daylight at different times f year. In third fifth grade, students advance this data cllectin t include mre specific measures, such as length and directin f shadws, day and night, and the seasnal appearance f sme stars in the night sky. All f these bservatins serve as evidence that the Earth rbits arund the sun and rtates n its axis nce a day, which is what is causing these bservable phenmena. By the time students get t this unit, they are able t use this prir knwledge t draw an Earth-sun-mn system mdel and use it t explain sme f the phenmena identified in the paragraph abve. Hwever, in this unit, students take it farther than just the Earth-sun-mn system t develp an understanding f the whle slar system as a cllectin f bjects held in rbit arund the sun by its gravitatinal pull n them. T explre this DCI, students fcus n the science and engineering practices f Analyzing and Interpreting Data and using that data t Develp and Use Mdels. Students use the crsscutting cncept f Patterns t analyze data, but the crsscutting cncepts f Scale, Prprtin, and Quantity as well as Systems and System Mdels when develping their mdels. The fllwing is the prgressin f the Perfrmance Expectatins fr this DCI: 1-ESS ESS1-2. MS-ESS1-2. Make bservatins at different times f year t relate the amunt f daylight t the time f year. Represent data in graphical displays t reveal patterns f daily changes in length and directin f shadws, day and night, and the seasnal appearance f sme stars in they sky. Develp and use a mdel t describe the rle f gravity in the mtins within galaxies and the slar system. Teacher Versin

21 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge MS-ESS1-3. Analyze and interpret data t determine scale prperties f bjects in the slar system. PS2.B. Types f Interactins: In Kindergarten - secnd grade, students are intrduced t this DCI within the cntext f cntact frces, which are nt explred in this unit (but were explred in Unit 1). In third grade, hwever, students begin t investigate nn-cntact frces, such as electric and magnetic frces. By asking questins that lead t investigatins and design slutins, students discver that electric and magnetic frces d nt require that the bjects be in cntact. By experimenting with magnets, they will als find that the sizes f these frces can vary depending n the prperties f the bjects, their distances apart, and even their rientatin t each ther. This sets the stage fr students t cntinue these investigatins in this eighth grade unit, as they nt nly find evidence that the fields exist but identify factrs that can affect the strength f these fields. In fifth grade, students engage with anther nn-cntact frce gravity by gathering evidence that gravity exerted n bjects is directed dwn twards Earth. In this eighth grade unit, students build ff their understanding f gravity frm Unit 1 t explre this cncept again, but within the cntext f the whle slar system, rather than just Earth. They will find that gravity is attractive with ther bjects f large mass, like ther planets. At all grade levels, students are utilizing the crsscutting cncept f Cause and Effect as they engage with this DCI thrugh different practices like Asking Questins and Defining Prblems, Engaging in Argument Frm Evidence, and Planning and Carrying Out Investigatins. The fllwing is the prgressin f the Perfrmance Expectatins fr this DCI: 3-PS PS PS2-1. MS-PS2-3. MS-PS2-4. MS-PS2-5. Ask questins t determine cause and effect relatinships f electric r magnetic interactins between tw bjects nt in cntact with each ther. Define a simple design prblem that can be slved by applying scientific ideas abut magnets. Supprt an argument that the gravitatinal frce exerted by Earth n bjects is directed dwn. Ask questins abut data t determine the factrs that affect the strength f electric and magnetic frces. Cnstruct and present arguments using evidence t supprt the claim that gravitatinal interactins are attractive and depend n the masses f interacting bjects. Cnduct an investigatin and evaluate the experimental design t prvide evidence that fields exist between bjects exerting frces n each ther even thugh the bjects are nt in cntact. PS3.A. Definitins f Energy: Students d nt engage with this DCI until the furth grade. In third fifth grade, students begin t cnnect mtin with energy, asking questins like: What is energy and hw is it related t mtin? Hw is energy transferred? Because energy is a difficult cncept fr students t cnceptualize at this age, these perfrmance expectatins deal mstly with experiential knwledge. By the end f this age band, students will understand that the faster a given bject is mving, the mre energy it pssesses, and that bjects can transfer energy nt just thrugh cllisins (as they studied in Unit 1), but als by sund, light, heat, and electric currents. In the first unit f eighth grade, students then give mtin energy its prper name as kinetic energy and explre its relatinship t the mass and speed f the bject in questin. This is crucial t this eighth grade unit, as students take their understanding f kinetic energy and apply it t ther cncepts, such as ptential energy and hw this is affected by the arrangement f bjects interacting at a distance. At the furth grade level, students fcused n the crsscutting cncept f Energy and Matter Teacher Versin

22 8 th Grade Science Unit 2: Travelling Thrugh Space Building n Prir Knwledge as the cnducted investigatins t gather evidence fr explanatins f these phenmena. Hwever, by this unit, students mve twards Develping Mdels t explain the phenmenn as a system. The fllwing is the prgressin f the Perfrmance Expectatins fr this DCI: 4-PS PS3-2. MS-PS3-2. Use evidence t cnstruct an explanatin relating the speed f an bject t the energy f that bject. Make bservatins t prvide evidence that energy can be transferred frm place t place by sund, light, heat, and electric currents. Develp a mdel t describe that when the arrangement f bjects interacting at a distance changes, different amunts f ptential energy are stred in the system. PS3.C. Relatinships Between Energy and Frces: In Kindergarten - secnd grade, students are nt explicitly intrduced t this DCI, but it des serve as the secndary DCI fr K-PS2-1 belw. This PE allws students t establish a basic relatinship between frce and energy by experiencing that a bigger push r pull makes things speed up r slw dwn mre quickly. While third fifth grade des access this DCI, it nly des s in relatin t bjects that physically cllide, transferring energy that changes the bjects mtin. This is a cncept explred in Unit 1, but nt in this particular eighth grade unit. In this unit, students investigate this relatinship between frce and energy in a way that is far mre difficult t visualize. Here, students cnsider hw when tw magnetic bjects interact frm a distance, the magnetic ptential energy can result in kinetic energy f that bject. T demnstrate this, students develp and use a mdel thrugh the lens f Systems and System Mdels. The fllwing is the prgressin f the Perfrmance Expectatins fr this DCI: K-PS2-1. MS-PS3-2. Plan and cnduct an investigatin t cmpare the effects f different strengths r different directins f pushes and pulls n the mtin f an bject. Develp a mdel t describe that when the arrangement f bjects interacting at a distance changes, different amunts f ptential energy are stred in the system. Teacher Versin

23 8 th Grade Science Unit 2: Travelling Thrugh Space Culminating Prject Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin Telescpes have played a huge rle in ur histry, pening ur eyes t the mysteries f the universe. Telescpes n Earth have revealed new planets, stars, and asterids and much, much mre. Hwever, mdern telescpes, like the Hubble Space Telescpe, take ur technlgy a step further by launching the actual telescpes int space t study bjects up clse and lk even farther ut in the universe. Fr this culminating prject, students are ging t cnsider the launch f a new telescpe, which NASA hpes t launch int the slar system next year. What things will need t be cnsidered t cmplete this missin efficiently and safely? Thrughut the unit, each grup will cntribute t a class-wide slar system mdel. Each grup is als respnsible fr making an infrmed decisin n the rute they think the new telescpe shuld take and hw they will prtect it as it mves thrugh space. Once all grups have shwn their rutes within the class mdel, they will individually create a presentatin that pitches their grup s rute, describing the frces and energy bth used and encuntered n this trip and justifying why their rute is the best rute. The frmat f this presentatin will be up t them (Prezi with a script, Pwerpint with a script, vide, videtaped pster presentatin, etc.) 3-Dimensinal Assessment Teacher Versin

24 Teacher Versin Time Needed (Based n 45-Minute Perids) 7-8 days at end f unit Grup Prject: 2-3 perids (includes 1 presentatin day) Individual Prject: 5 perids First draft: 3 perids Feedback: 1 perid Revisin: 1 perid Materials Grup Prject: *There are many different ptins f materials fr students t build the planets fr the class-wide scale mdel. We recmmend use f any cheap, everyday bjects t represent the different-sized planets. Students can even bring in materials frm arund their huse! Sme ptins f materials are belw: Clay Spheres f different sizes (try a craft stre fr Styrfam balls, plastic balls, etc.) Ballns Cttn Cnstructin Paper f different clrs Paint and Brushes String r Twine needed t measure ut distances frm the sun Light Surce (Large Lamp) needed t represent the sun Rulers (with cm) Optinal: magnets if they want t create a telescpe mdel Individual Prject Cmputers with presentatin sftware Device with recrding capabilities (Ex: phne, tablet, etc) Pster Paper Markers Instructins fr the Culminating Prject 1. Intrduce the Culminating Prject at the end f the Lift-Off task, including bth the grup and individual cmpnents utlined in the Challenge. 2. Read ver the Culminating Prject Task Card with the students. We recmmend reviewing nly the Intrductin, Challenge, and Grup Criteria with students at this time in rder t nt verwhelm students with infrmatin. Take questins fr clarificatin 3. Give a brief verview f the Backgrund n the new telescpe, especially emphasizing the image and last paragraph. This will give students detail n where the new telescpe will need t be launched. 4. Remind students that as they g thrugh the Prject Organizer, they will be planning pieces f their mdel and rute and recrding scientific cncepts they will likely need fr their individual prject. Hwever, there is nthing wrng with ging back and changing their ideas ver the curse f the unit. The students wn t fully design their rute until the end f the unit, s change during the prcessing time is acceptable and ften experienced. Teacher Versin

25 Teacher Versin 5. Make sure the students fill ut the Prject Organizer after each task, which will help the students think abut hw infrmatin abut the slar system and nn-cntact frces can help them plan their telescpe rute. This prcess allws students t bth apply and dcument relevant scientific cncepts as they mve thrugh the unit. This will infrm bth their grup and individual prjects. We recmmend that students cmplete the Prject Organizer individually. They might discuss ideas first as a grup, but shuld then respnd individually. This allws students time t prcess cncepts n their wn and generate their wn ideas, which can be used later when it cmes t develping their grup prject. 6. The table belw summarizes hw the Prject Organizer guides the students thrugh develping different cmpnents f their mdel, rute, and pitch presentatin. Task Prject Organizer Grup and Individual Culminating Prject Lift Off Our Slar System Task 1 A Sun-Earth-Mn Mdel Task 2 A Slar System Mdel Task 3 Gravity In The Galaxies Task 4 Invisible Frces What d yu think ur slar system cnsists f? Draw a sketch f a Sun-Earth-Mn mdel. Use a mdel t describe at least tw f the phenmena explred in this task? What are the limitatins f the mdel? Draw a sketch f the class slar system mdel. Explain the scale used fr yur assigned planet. What data did yu use? Hw des it cmpare t ther planets? Draw a ptential rute fr the new telescpe. What is the rle f gravity in the slar system? Hw can gravity affect the new telescpe in space? Hw des yur understanding f gravity infrm why the telescpe must stay farther away frm sme planets, but nt thers? What evidence is there that magnetic fields exist? What kinds f factrs affect the strength f magnetic fields? What questins did yu have t investigate t find ut that infrmatin? Hw might the telescpe be affected as it Parts f a slar system included in class mdel. Pitch presentatin shws mdel f slar system with all parts. Pitch presentatin has tw relevant depictins f a sun-earth-mn mdel and uses them t describe seasns, lunar phases, eclipses and/r the apparent mtin f the sun, mn, r stars. Grup cntributes a planet t the classwide mdel f the slar system, created t scale. Pitch presentatin identifies data n prperties f bjects in the slar system that led t the scale f the class mdel, using their assigned planet as an example. Grup shws a ptential rute fr the telescpe thrugh the class-wide mdel f the slar system. Pitch presentatin explains gravity s rle in the birth and layut f the slar system. It als shws and describes the grup s prpsed rute fr the telescpe and justifies their chice by using gravity t explain planets it must stay away frm. Grup recmmends the best way t create a prtective magnetic field arund the telescpe and explains hw passing by different planets might affect the telescpe. Pitch presentatin cites data as evidence that magnetic fields are real and Teacher Versin

26 Teacher Versin passes planets with different magnetic fields? identifies best ways t strengthen ne arund the telescpe. It als cntains a mdel that shws and explains hw and why passing by magnetic planets wuld affect the telescpe. 7. After all the learning tasks are cmpleted, and the Prject Organizers are cmpleted, grups can start t refine the design f their rute and the prtectin f their telescpe. As always, we recmmend the use f grup rles fr Culminating Prject wrk time (See Hw t Use This Curriculum dcument fr details). We recmmend changing the rles every wrk day. 8. This prject differs frm ther Culminating Prjects in that students are cmbining class-wide wrk and grup wrk. The reasning behind a class-wide slar system mdel is that space and time cnstraints wuld make individual grup mdels very difficult. By creating a class-wide slar system mdel in which each grup is assigned ne piece t cntribute, students are still respnsible fr the cgnitive lad f engaging in data analysis and cmputatinal thinking, but are nt bgged dwn with busy wrk. Als unlike ther units, the grup prject cmpnent f this unit is heavily fcused n the design f the class mdel and rute prpsal, and the presentatin f these prducts is secndary. As students prepare their mdels, rutes, and brief grup presentatins, the Prject Organizers and Grup Criteria fr Success shuld be used as reference fr the students t remind them f all cmpnents t include. 9. Fr presentatin day, have all students help t set up their class slar system mdel at the start f class. We recmmend use f grup rles, s that the Materials Manager is in charge f actually placing the grup s planet in place. This avids the excess chas f t many students cnstructing the class mdel at the same time. Call up student grups ne by ne t shw their telescpe rute and explain the pints identified in their Grup Criteria fr Success checklist. When presenting their prpsals f the telescpe rutes, student grups may chse t kinesthetically mdel their telescpe rute (walking thrugh) r they may use a physical material such as string t mdel their rute. As a teacher, yu may assign a methd r leave it up t student chice. 10. Once the presentatins are cmplete, students are ready t mve n t their individual prject. Students will create a presentatin that pitches their rute and describes the science behind it, meeting all the criteria in the student handut. The frmat f the presentatin is up t them (Prezi with a script, Pwerpint with a script, vide, videtaped pster presentatin, etc.). 11. Cnduct a peer review f the presentatins after students have cmpleted a first draft. Cpy the Pitch Presentatin Peer Review Feedback frm fund in the Student Instructins. Anther ptin is t use the Student 3-Dimensinal Individual Prject Rubric. Assign each student a partner, preferably a partner frm a different grup. Students switch drafts and assess them using the peer review feedback frm r 3-Dimensinal Rubric. Remind each student t give ne psitive cmment and ne cnstructive cmment fr each sectin n the checklist. Allw students time t present their feedback t their partner, s their partner may ask clarifying questins if needed. 12. After receiving feedback, allw students time t cmplete a final draft based n the feedback they received. Teacher Versin

27 Teacher Versin Assessment The Prject Organizer can be frmatively assessed using: Criteria f yur chice. We recmmend using the 3-Dimensinal Assessment matrix frm the Unit Overview t infrm yur criteria. The Grup Culminating Prject will be summatively assessed using: The Grup Prject Criteria fr Success Checklist The Individual Culminating Prject will be summatively assessed using: The 3-Dimensinal Individual Prject Rubric. Keep in mind that the Prficient level indicates that the student has successfully demnstrated understanding f the criteria. Because we are in the early stages f NGSS adptin, it may take multiple pprtunities thrughut the curse f the year fr students t reach Prficient. If yu wish t give students a numeric scre, yu culd take the average scre f all f their rubrics r add up rubric scres t give students a summatin ut f the ttal. Because f the nte abve, this scring may nt crrelate t traditinal grading systems. While we recmmend scring all f the prject criteria with the rubrics fr each student, we understand the burden f that level f scring. One ptin is t select the rubrics that yu wish t fcus n fr this prject and use thse t assess each student s individual prject. Anther ptin is t review the Prficient level f each f the prject s rubrics and use the descriptins t generally analyze all student wrk fr trends. Teacher Versin

28 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Overview: The fllwing rubrics can be used t assess the individual prject: a Pitch Presentatin fr a prpsed telescpe rute. Each rubric is aligned t ne sectin f the Individual Prject Criteria fr Success, lcated n the Culminating Prject Student Instructins. *If student prvides n assessable evidence (e.g., I dn t knw r leaves answer blank), then that student respnse cannt be evaluated using the rubric and shuld be scred as a zer. Belw we prvide an alignment table that details the dimensins assessed fr each criterin. Student Criteria fr Success Disciplinary Cre Idea Science and Engineering Practice Crsscutting Cncept 1 Give backgrund n the slar system, ESS1.B: Earth and the Slar System N/A Scale, Prprtin, and Quantity including what is in the slar system. The slar system cnsists f the sun Time, space, and energy Describe the scale yu used fr the slar system mdel. and a cllectin f bjects, including planets, their mns, and asterids phenmena can be bserved at varius scales As an example, explain the data yu used t make yur assigned planet t scale. that are held in rbit arund the sun by its gravitatinal pull n them. using mdels t study systems that are t large r t small. 2 Draw a mdel that shws the layut f the ESS1.B: Earth and the Slar System Develping and Using Mdels Systems and System Mdels slar system and hw bjects mve in the The slar system cnsists f the sun Develp and use a mdel Mdels can be used t slar system. Explain hw the slar system began and hw these frces cntinue t hld the parts f the system tgether t and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit arund the sun by its gravitatinal pull n them. t describe phenmena. represent systems and their interactins create this layut. The slar system appears t have frmed frm a disk f dust and gas, drawn tgether by gravity. 3 Pick at least ne phenmenn frm each f the fllwing lists: 1. Pick ne: Seasns, lunar phases, and/r eclipses f the sun and mn 2. Pick ne: Apparent mtin f the sun, mn, and/r stars in the sky Draw r create a mdel f the Sun- Earth-Mn system t shw what is happening in each phenmenn. Use patterns frm the mdel t explain why we experience each ESS1.A: The Universe and Its Stars Patterns f the apparent mtin f the sun, the mn, and stars in the sky can be bserved, described, predicted, and explained with mdels. ESS1.B: Earth and the Slar System This mdel f the slar system can explain eclipses f the sun and the mn. Earth s spin axis is fixed in directin ver the shrt-term but tilted relative t its rbit arund the sun. The seasns are a result f that Develping and Using Mdels Develp and use a mdel t describe phenmena. Patterns Patterns can be used t identify cause-and-effect relatinships. Teacher Versin

29 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric phenmenn n Earth. 4 Shw and describe yur grup s prpsed rute fr the telescpe. Justify yur chice in rute: Use gravity t argue why the telescpe needs t stay farther away frm sme planets, but nt thers. Use evidence frm Task 3 t supprt yur reasning. 5 Cite data frm Task 4 t cnvince nnscientific audiences that any magnetic field yu create is real even thugh they cannt see them. 6 Describe the best ways t strengthen the magnetic field arund the telescpe. Identify the questins yu needed t investigate in Task 4 t gather this infrmatin. tilt and are caused by the differential intensity f sunlight n different areas f Earth acrss the year. PS2.B: Types f Interactins Gravitatinal frces are always attractive. There is a gravitatinal frce between any tw masses, but it is very small except when ne r bth f the bjects have large mass e.g., Earth and the sun. PS2.B: Types f Interactins Frces that act at a distance (electric, magnetic, and gravitatinal) can be explained by fields that extend thrugh space and can be mapped by their effect n a test bject (a charged bject, r a ball, respectively). PS2.B: Types f Interactins Electric and magnetic (electrmagnetic) frces can be attractive r repulsive, and their sizes depend n the magnitudes f the charges, currents, r magnetic strengths invlved and n the distances between the interacting bjects. Engaging in Argument frm Evidence Cnstruct and present ral and written arguments supprted by empirical evidence and scientific reasning t supprt r refute an explanatin r a mdel fr a phenmenn r a slutin t a prblem. N/A Asking Questins and Defining Prblems Ask questins that can be investigated within the scpe f the classrm, utdr envirnment, and museums and ther public facilities with available resurces and, when apprpriate, frame a hypthesis based n bservatins and scientific principles. N/A Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. N/A Teacher Versin

30 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric 7 Passing by planets with different magnetic fields will affect the telescpe. Select ne planet with a large magnetic field and draw a mdel t shw and explain hw passing by this planet wuld affect the telescpe. PS3.C: Relatinship Between Energy and Frces When tw bjects interact, each ne exerts a frce n the ther that can cause energy t be transferred t r frm the bject. Develping and Using Mdels Develp a mdel t describe unbservable mechanisms. N/A 8 On yur mdel, label when the telescpe cntains the mst ptential magnetic energy and when it has the mst kinetic energy and explain why this is the case. PS3.A: Definitins f Energy A system f bjects may als cntain stred (ptential) energy, depending n their relative psitins. PS3.C: Relatinship Between Energy and Frces When tw bjects interact, each ne exerts a frce n the ther that can cause energy t be transferred t r frm the bject. N/A Systems and System Mdels Mdels can be used t represent systems and their interactins such as inputs, prcesses, and utputs and energy and matter flws within systems. Teacher Versin

31 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 1: Student describes a backgrund n the slar system, including an explanatin f the scale fr their class slar system mdel. Dimensins Assessed: DCI ESS1.B: Earth and the Slar System, CCC Scale, Prprtin, and Quantity Emerging (1) Develping (2) Prficient (3) Advanced (4) Student describes a partial backgrund n Student describes a cmplete the slar system, including an accurate backgrund n the slar system, but general explanatin f the scale fr including an accurate but general their class slar system mdel. explanatin f the scale fr their class Student describes an inaccurate backgrund n the slar system AND/OR includes an inaccurate explanatin f the scale fr their class slar system mdel. Lk Frs: Student inaccurately describes what is in the slar system. Fr example, The slar system cnsists f stars. And/r student des nt give an accurate scale r explanatin is t general. Fr example, we created a smaller mdel. Lk Frs: Student describes a partial backgrund n the slar system, including the sun, planets, mns, r asterids, but nt all cmpnents (which may r may nt be specifically identified). Student accurately describes the scale f the class mdel: 1000 km = 1 cm fr planet size and 1 AU = 10 cm fr distance frm the sun. The sun is nt t scale. Student generally explains the scale fr their planet but des nt give specific data. Fr example, We created a scale fr planet size and a scale fr distance between the planets t create a mdel that wuld fit in the classrm. slar system mdel. Lk Frs: Student describes a cmplete backgrund n the slar system, including the sun, planets, mns, and asterids (which may r may nt be specifically identified). Student accurately describes the scale f the class mdel: 1000 km = 1 cm fr planet size and 1 AU = 10 cm fr distance frm the sun. The sun is nt t scale. Student generally explains the scale fr their planet but des nt give specific data. Fr example, We used this scale fr ur planet because using the same scale fr bth measures and the sun wuld make the mdel t large fr the classrm. Student describes a cmplete backgrund n the slar system, including an accurate and specific explanatin f the scale fr their class slar system mdel. Lk Frs: Student describes a cmplete backgrund n the slar system, including the sun, planets, mns, and asterids (which may r may nt be specifically identified). Student accurately describes the scale f the class mdel: 1000 km = 1 cm fr planet size and 1 AU = 10 cm fr distance frm the sun. The sun is nt t scale. Student accurately explains that they used the size and rbital radii f each planet t generate tw scales and cites specific data. Fr example, Mercury at 4879 km in diameter and 0.39 AU frm the sun is 4.8 cm wide and 3.9 cm frm the sun in the mdel. Teacher Versin

32 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 2: Student draws a mdel t shw the layut and mtins f the slar system and explains the frces that hld the parts f the system tgether. Dimensins Assessed: DCI ESS1.B: Earth and the Slar System, CCC System and System Mdels, SEP Develping and Using Mdels Emerging (1) Develping (2) Prficient (3) Advanced (4) Student draws an accurate mdel t Student draws an accurate mdel t shw the layut and mtins f the slar shw the layut and mtins f the slar system and generally explains at least system and accurately explains ne f ne f the frces that hld the parts f the frces that hld the parts f the the system tgether. system tgether. tgether. Student draws an inaccurate mdel t shw the layut and mtins f the slar system and/r inaccurately explains the frces that hld the parts f the system tgether. Lk Frs: Student may create an inaccurate mdel that shws a different planet in the middle r shws all the planets lined up in a perfect line. Student s explanatin f the frces invlved in the slar system is inaccurate. Fr example, The slar system has planets rbiting the sun because there are n frces in space since it is a vacuum. Lk Frs: Mdel shws the different parts f the slar system (at least planets, but may als shw mns and asterids). Mdel shws bjects in rbit arund the sun. Student accurately explains the rle f either gravity r speed. but des s generally and withut detail. Fr example, The reasn the slar system began and lks this way is because f gravity. Lk Frs: Mdel shws the different parts f the slar system (at least planets, but may als shw mns and asterids). Mdel shws bjects in rbit arund the sun. Student accurately explains the rle f either gravity r speed. Fr example, The slar system was first frmed by dust and gas drawn tgether by gravity. This is the frce that cntinues t keep planets rbiting arund the sun. Student draws an accurate mdel t shw the layut and mtins f the slar system and accurately explains the frces that hld the parts f the system Lk Frs: Mdel shws the different parts f the slar system (at least planets, but may als shw mns and asterids). Mdel shws bjects in rbit arund the sun. Student accurately explains the rles f speed and gravity. Fr example, The slar system was first frmed by dust and gas drawn tgether by gravity. The reasn this layut persists is that the sun with its large mass keeps the planets in rbit with its large gravitatinal pull. The speed at which the planets mve allws them t rbit instead f getting pulled right int the sun. Teacher Versin

33 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 3: Student draws a mdel f the Sun-Earth-Mn system and uses patterns frm the mdel t explain why we experience a phenmenn n Earth. Dimensins Assessed: DCIs ESS1.B: Earth and the Slar System and ESS1.A: The Universe and Its Stars, SEP Develping and Using Mdels, CCC Patterns **Nte: Because f the breadth f ESS1.A and ESS1.B, nt all examples frm each DCI are assessed. Instead, students are given a chice f phenmena crrespnding t each DCI. Thus, yu will need t apply this rubric tw times, nce fr each f the phenmena students chse. Fr mre evidence f these DCIs, see student infrmatin charts frm the Task 1 Explre. Emerging (1) Develping (2) Prficient (3) Advanced (4) Student draws an accurate mdel f the Student draws an accurate mdel f the Sun-Earth-Mn system and uses Sun-Earth-Mn system and uses patterns frm the mdel t incmpletely patterns frm the mdel t accurately explain why we experience a but generally explain why we phenmenn n Earth. experience a phenmenn n Earth. Student draws an inaccurate mdel f the Sun-Earth-Mn system and/r uses patterns frm the mdel t inaccurately explain why we experience a phenmenn n Earth. Lk Frs: Student mdel is inaccurate. Fr example, the Sun, Earth, and mn are shwn in dramatically inaccurate relative sizes (e.g. Earth is smaller than mn) r the psitins f bdies are nt relevant t the phenmenn they are trying t describe. Student describes a phenmenn inaccurately. Fr example, When the mn cmes between Sun and Earth, it will be a full mn. Lk Frs: Student mdel shws the Sun, Earth, and mn at relative sizes and accurate psitins relevant t the phenmenn they are describing. Student explanatin is incmplete. Fr example, This causes seasns. Student des nt use the mdel, since it is nt specific, but des ffer a general explanatin f a phenmenn we experience n Earth. Fr example, When the mn mves in between the Earth and sun, it can cause an eclipse. Lk Frs: Student mdel shws the Sun, Earth, and mn at relative sizes and accurate psitins relevant t the phenmenn they are describing. Student uses the mdel t accurately but generally explain why we experience a phenmenn n Earth. Fr example, if describing eclipses, a student might shw a diagram f the mn between the Earth and sun and say, When the mn cmes directly between the Earth and sun, it causes an eclipse. Student draws an accurate mdel f the Sun-Earth-Mn system and uses patterns frm the mdel t accurately and cmpletely explain why we experience a phenmenn n Earth. Lk Frs: Student mdel shws the Sun, Earth, and mn at relative sizes and accurate psitins relevant t the phenmenn they are describing. Student uses the mdel t accurately explain why we experience a phenmenn n Earth. Fr example, if describing apparent mtin f the sun, a student might shw a diagram f the Earth spinning n its axis arund the sun and say, Earth rtates n its axis each day. This makes the sun appear t mve thrugh the sky, even thugh it is really the Earth that is mving. Teacher Versin

34 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 4: Student argues why the telescpe needs t stay farther away frm sme planets but nt thers, supprting with evidence frm Task 3. Dimensins Assessed: DCI PS2.B: Types f Interactins, SEP Engaging in Argument Frm Evidence Emerging (1) Develping (2) Prficient (3) Advanced (4) Student accurately argues why the Student accurately argues why the telescpe needs t stay farther away telescpe needs t stay farther away frm sme planets but nt thers, frm sme planets but nt thers, supprting with n evidence frm Task 3. supprting with ne piece f evidence Student inaccurately argues why the telescpe needs t stay farther away frm sme planets but nt thers. Lk Frs: Student explanatin is accurate. Fr example, Sme planets have a strnger magnetic field, which creates a higher gravitatinal pull, s the telescpe needs t stay away frm thse. Lk Frs: Student explanatin is accurate. Fr example, Sme planets have larger masses and mre mass means mre gravitatinal attractin. Thus, the telescpe shuld stay farther away frm planets with greater mass t avid getting pulled int their gravitatinal field. Hwever, student cites n evidence t supprt this argument. frm Task 3. Lk Frs: Student explanatin is accurate. Fr example, Sme planets have larger masses and mre mass means mre gravitatinal attractin. Thus, the telescpe shuld stay farther away frm planets with greater mass, such as Jupiter and Saturn, t avid getting pulled int their gravitatinal field. Student supprts the argument with nly ne piece f evidence frm Task 3. Fr example, The phet simulatin shwed us that increasing the mass f the Sun r Earth increased gravitatinal attractin and caused cllisins. Student accurately argues why the telescpe needs t stay farther away frm sme planets but nt thers, supprting with multiple surces f evidence frm Task 3. Lk Frs: Student explanatin is accurate. Fr example, Sme planets have larger masses and mre mass means mre gravitatinal attractin. Thus, the telescpe shuld stay farther away frm planets with greater mass, such as Jupiter and Saturn, t avid getting pulled int their gravitatinal field. Student supprts the argument with multiple surces f evidence frm Task 3. Fr example, The phet simulatin shwed us that increasing the mass f the Sun r Earth increased gravitatinal attractin and caused cllisins. Similarly, the data table frm task 3 shwed us that as planet mass increases, the rate f falling rck increases, which means gravity increases. Teacher Versin

35 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 5: Student predicts that any magnetic field they create will be present even thugh we cannt see them, citing data t back up this claim. Dimensins Assessed: DCI PS2.B: Types f Interactins, CCC Cause and Effect Emerging (1) Develping (2) Prficient (3) Advanced (4) Student predicts that any magnetic field Student predicts that any magnetic field they create will be present even thugh they create will be present even thugh we cannt see them, using general we cannt see them, using general trends in data t back up this claim. trends and ne specific surce f data t Student predicts that any magnetic fields they create will be present even thugh we cannt see them, but uses n data t back up this claim. Lk Frs: Student makes the claim frm the criteria, but des nt use any data t back it up. Fr example, Even thugh we can t see magnetic fields, there is lts f evidence that they are real. Lk Frs: Student uses general trends frm multiple surces t back up their claim, but n specific data. Fr example, Even thugh we can t see magnetic fields, there is lts f evidence that they are real. We did many experiments that supprt this claim. In all the experiments, there appeared t be sme invisible frce either keeping bjects apart r pulling them tgether, even when nt tuching. back up this claim. Lk Frs: Student uses general trends frm multiple surces t back up their claim, but nly specifically cites ne surce. Fr example, Even thugh we can t see magnetic fields, there is lts f evidence that they are real. We did many experiments that supprt this claim. In all the experiments, there appeared t be sme invisible frce either keeping bjects apart r pulling them tgether, even when nt tuching. In Experiment 1, fr example, when we put tw magnets with the same ples riented twards each ther, there was an invisible frce that kept them apart. Student predicts that any magnetic field they create will be present even thugh we cannt see them, using accurate and specific data frm multiple surces t back up this claim. Lk Frs: Student uses multiple surces t back up their claim, citing specific bservatins. Fr example, Even thugh we can t see magnetic fields, there is lts f evidence that they are real. We did many experiments that supprt this claim. In Experiment 1, when we put tw magnets with the same ples riented twards each ther, there was an invisible frce that kept them apart. In Experiment 2, we culd mve a paper clip with a magnet withut them actually tuching. Similarly, In Experiment 3, we culd pick up paperclips with a wire-wrapped nail cnnected t a battery withut them tuching at first. Teacher Versin

36 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 6: Student describes the best ways t strengthen the magnetic field arund the telescpe and identifies relevant questins that were investigated t gather this infrmatin. Dimensins Assessed: DCI PS2.B: Types f Interactins, SEP Asking Questins Emerging (1) Develping (2) Prficient (3) Advanced (4) Student accurately describes way(s) t Student accurately describes a way t strengthen the magnetic field arund the strengthen the magnetic field arund the telescpe but des nt identify relevant telescpe and identifies a relevant questins that were investigated t questin that was investigated t gather gather this infrmatin. this infrmatin. Student inaccurately describes way(s) t strengthen the magnetic field arund the telescpe and des nt identify relevant questins that were investigated t gather this infrmatin. Lk Frs: Student inaccurately identifies factrs that strengthen magnetic fields. Fr example, changing the directin f the ple. Thus, any questins identified are irrelevant. Lk Frs: Student accurately identifies factrs (ne r multiple) that strengthen magnetic fields. Fr examples, see right-hand clumn. Student des nt identify the questins they investigated relevant t the factrs they identified. Fr example, they may say What is a magnetic field? Lk Frs: Student accurately describes ne factr that strengthens magnetic fields. Fr examples, see right-hand clumn. Student identifies a questin they investigated relevant t the factr they identified. Fr example, if a student identifies increasing the battery vltage as the factr t strength the magnetic field, the questin culd be: Hw did battery size affect the strength f the magnetic fields? Student accurately describes multiple ways t strengthen the magnetic field arund the telescpe and identifies relevant questins that were investigated t gather this infrmatin. Lk Frs: Student accurately describes multiple factrs that strengthen magnetic fields. Fr example: creating mre lps in the cil, changing the cre metal t metals like irn r nedymium, increasing the battery vltage, changing the metal f the wire, etc. Student identifies the questins they investigated relevant t the factrs they identified. Fr example, if a student identifies creating mre lps in the cil and changing the cre metal as the factrs t strength the magnetic field, the questins culd be: What magnet materials seemed t be mre attractive? Hw did the number f cils affect the magnetic field? Hw d we knw when the magnetic field is strng? Teacher Versin

37 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 7: Student draws a mdel t shw and explain hw passing by planets with different magnetic fields will affect the telescpe. Dimensins Assessed: DCI PS3.C: Relatinships Between Energy and Frces, SEP Develping and Using Mdels Emerging (1) Develping (2) Prficient (3) Advanced (4) Student draws an accurate mdel t Student draws an accurate mdel t generally shw hw passing by planets generally shw and explain hw passing with different magnetic fields will affect by planets with different magnetic fields the telescpe. will affect the telescpe. OR Student accurately explains hw passing by planets with different magnetic fields will affect the telescpe. Student draws an inaccurate mdel t shw and explain hw passing by planets with different magnetic fields will affect the telescpe. Lk Frs: Student mdel and explanatin are inaccurate. Fr example, a student may shw the telescpe accelerating tward Jupiter. Lk Frs: Student draws a mdel f the telescpe s interactin with a planet that has a large magnetic field (Ex: Jupiter and Neptune). Mdel shws the general interactin but des nt use specific written explanatin t describe the effect and why it is happening. OR Accurate explanatin is present but mdel is missing. See Advanced Lk- Frs fr an accurate student respnse. Lk Frs: Student draws a mdel f the telescpe s interactin with a planet that has a large magnetic field (Ex: Jupiter and Neptune). Mdel generally shws and explains hw passing by a planet with a large magnetic field will cause the telescpe t spin and align, but the specifics f this alignment are nt explained in detail, as shwn in the Advanced Lk Frs. Student draws an accurate mdel t accurately shw and explain hw passing by planets with different magnetic fields will affect the telescpe. Lk Frs: Student draws a mdel f the telescpe s interactin with a planet that has a large magnetic field (Ex: Jupiter and Neptune). Mdel accurately shws and explains hw passing by a planet with a large magnetic field will affect the telescpe. Fr example, Passing by a planet with a large magnetic field will cause the telescpe t spin s that ne ple f the telescpe s field aligns with the ppsite ple f the planet s field. This will nt happen if there is nt a strng magnetic field. As a cmparisn, this is similar t hw the nrth side f a bar magnet wuld be attracted t the Nrth Ple (which is actually a suth magnet). Teacher Versin

38 8th Grade Science Unit 2: Travelling Thrugh Space 3-Dimensinal Individual Prject Rubric Rubric 8: Student labels a telescpe mdel t shw mments f mst ptential magnetic energy and mst kinetic energy and explains the interactin f these frms f energy within the magnetic system. Dimensins Assessed: DCI PS3.A: Definitins f Energy and PS3.C: Relatinships Between Energy and Frces, CCC Systems and System Mdels Emerging (1) Develping (2) Prficient (3) Advanced (4) Student accurately labels a telescpe Student accurately labels a telescpe mdel t shw mments f mst mdel t shw mments f mst ptential magnetic energy and mst ptential magnetic energy and mst kinetic energy but des nt explain the kinetic energy and generally explains interactin f these frms f energy the interactin f these frms f energy within the magnetic system. within the magnetic system. within the magnetic system. Student inaccurately labels a telescpe mdel t shw mments f mst ptential magnetic energy and mst kinetic energy. Lk Frs: On their mdel, student des nt accurately label ptential magnetic energy and kinetic energy (See Lk Frs in ther clumns fr crrect lcatins). Lk Frs: On their mdel, student accurately labels ptential magnetic energy at a pint when the telescpe is beginning t spin and kinetic energy at a pint twards the end f the telescpe s spin. Student des nt ffer a specific explanatin fr their labels r explanatin is inaccurate r irrelevant t their labels. Lk Frs: On their mdel, student accurately labels ptential magnetic energy at a pint when the telescpe is beginning t spin and kinetic energy at a pint twards the end f the telescpe s spin. Student explains this relatinship accurately, but withut cmplete detail. Fr example, As the telescpe spins, the ptential energy is transfrmed int the kinetic energy. Student accurately labels a telescpe mdel t shw mments f mst ptential magnetic energy and mst kinetic energy and specifically explains the interactin f these frms f energy Lk Frs: On their mdel, student accurately labels ptential magnetic energy at a pint when the telescpe is beginning t spin and kinetic energy at a pint twards the end f the telescpe s spin. Student explains this relatinship specifically. Fr example, Changing the rientatin f the telescpe s magnet in relatin t the ples in the crrespnding planet affects the amunt f ptential energy. As the telescpe begins t spin, ptential energy is transfrmed int the kinetic energy. Teacher Versin

39 Lift-Off Task: Our Slar System Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin Until 400 years ag, all that we knew abut ur slar system came frm bservatins with the naked eye. This made it really difficult t knw what was in ur slar system, hw these bjects were arranged, and hw they mved thrughut the system. Then, telescpes were invented and we culd suddenly see planets and stars in mre detail than we ever thught pssible. In the last few decades, scientists tk this a step further and develped a telescpe that culd actually be launched int space. The first was knwn as the Hubble Space Telescpe and has been rbiting Earth fr mre than 25 years with an unbstructed view f the universe. Fr this unit s prject, students will be perating under the cntext that NASA has develped a mre advanced space telescpe that will g even farther ut int ur slar system; they need t learn everything they can abut the slar system t help the new telescpe reach its destinatin. This lift-ff task asks students t draw ff their wn prir knwledge t generate questins arund the phenmenn f ur slar system questins that they will cntinue t explre thrughut this unit. Alignment Table Because the Lift-Off tasks fcus n student-generated questins, we d nt identify specific Disciplinary Cre Ideas r Science and Engineering Practices in this table. Crsscutting Cncepts (*depending upn student-generated questins) Patterns Patterns can be used t identify cause-and-effect relatinships. Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Scale, Prprtin, and Quantity Time, space, and energy phenmena can be bserved at varius scales using mdels t study systems that are t large r t small. Systems and System Mdels Mdels can be used t represent systems and their interactins. Mdels can be used t represent systems and their interactins such as inputs, prcesses and utputs and energy and matter flws within systems. Equity and Grupwrk Share and listen t brad and diverse student cntributins. Make cnnectins between each ther s ideas. Wrk tgether t c-cnstruct a cncept map. Language Use cnnectr wrds t link ideas. Generate and write questins abut the phenmenn. Organize key questins in a cncept map. Teacher Versin

40 Lift-Off Task: Our Slar System Learning Gals This learning task intrduces students t the phenmenn f ur slar system and begins generating questins that will guide them thrugh the unit. Mre specifically, the purpse is t: Individually generate a list f questins abut ur slar system. Make cnnectins between related questins. Generate pssible answers t questins, using prir knwledge. Apply prir knwledge f ur slar system t make a list f slar system parts that a telescpe wuld have t navigate thrugh in rder t be launched int space. Cntent Backgrund fr Teachers Students have likely studied the slar system in prir grades and knw that a slar system cnsists f a star and all the bjects that travel arund it planets, mns, asterids, cmets, and meterids. In the case f ur slar system, the central star is the sun and is much larger than all the ther bdies that travel arund it. There are likely tens f billins ther slar systems in the Milky Way Galaxy alne, but fr the sake f this unit, we will be fcused n ur wn slar system. At this pint in the unit, we are building ff f students prir knwledge f ur slar system, asking students t generate questins they wuld need t ask t make sense f this phenmenn. These might be questins related t what they wuld find in the slar system, the arrangement f these bjects, the mvement f these bjects, hw this system came t be, and much mre. Our slar system cnsists f eight planets and their mns, as well as dwarf planets and their mns. The eight planets in rder frm the sun are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune (Plut is n lnger cnsidered a planet by mst scientists). All f these planets rbit the sun and have a different rbital radii and speed that results in the particular arrangement f ur slar system. Hw did this cnfiguratin cme t be? Abut 4.5 billin years ag, a dense clud f interstellar gas and dust cllapsed, frming a slar nebula, r a swirling disk f material. At the center, gravity pulled mre and mre material in until the pressure was s great that hydrgen atms began t cmbine int helium, releasing tns f energy. The sun was brn frm this interactin, using up 99% f the matter. Hwever, matter farther ut was als clumping tgether, frming larger bjects. Sme became planets, dwarf planets, and large mns. Others never quite came tgether and are part f the asterid belt. As ne can see, gravity is essential, nt nly in the making but als in the maintaining f ur slar system as we knw it tday. Students will explre these and ther cncepts in mre depth as they g thrugh the unit. In this task, students create a cncept map, which is a graphical tl that helps t rganize and represent knwledge and questins, and is a successful academic language instructin tl. As students learn mre abut the slar system, they will add mre questins and ideas t this cncept map. If yur students have nt had previus experience making cncept maps, please see the instructins in Part B belw fr strategies n teaching this skill. Teacher Versin

41 Lift-Off Task: Our Slar System Academic Vcabulary Slar System Telescpe Space *Additinal academic vcabulary will vary by class Time Needed (Based n 45-Minute Perids) 2 Days Intrductin, Part A and Part B: 1 perid Class Cncept Map, Prject Overview, and Prject Organizer: 1 perid Materials Unit 2, Lift-Off Task Student Versin Part A Cmputer and Prjectr (fr images) Part B Pster paper and markers Pst-Its (Optinal) Part C Class Pster Paper and markers *See Instructins belw fr ther ptinal materials t use fr the class cncept map Cnnecting t the Culminating Prject Culminating Prject Handut Prject Organizer Handut Instructins 1. Intrduce students t the unit by reading r prjecting the Unit Essential Questin alud. 2. Read the shrt paragraph n page 1 f the student guide alud, which intrduces the phenmenn fr the unit: ur slar system. Then shw a variety f images taken frm the Hubble Space telescpe t spark any prir knwledge students have abut ur slar system: D nt shw students any captins frm the images as we want students t generate their wn questins frm their wn prir knwledge. Part A 1. In this Lift-Off task, students will be generating questins t help them make sense f the phenmenn. 2. Have students cmplete this sectin individually in their student guide. Teacher Versin

42 Lift-Off Task: Our Slar System Fr students wh need mre supprt, encurage them t think f the telescpe images they bserved, visualize a picture f ur slar system in their heads, and cnsider any questins they have. Here is a list f sme ptential questins students might generate: What is in ur slar system? Where des ur slar system end? Hw did the slar system frm? Hw d bjects mve in the slar system? Why can t I see all the bjects in the slar system frm Earth? Why is it called a slar system? Part B: 1. In this part f the task, students create a cncept map as a grup. Remind students t refer t the directins n their student guide t help them make their cncept map. First, students shuld cmpare each member s list f questins and recrd/cnnect key questins n a piece f pster paper. They will then draft pssible answers t the questins, using prir knwledge. Remind students that there are n right r wrng questins r predictins, s students feel encuraged t cntribute any and all questins and ideas they think f. Because this is a cllabrative task, it is recmmended that yu remind students f grup wrk nrms and assign grup rles, such as Resurce Manager, Facilitatr, Recrder, and Harmnizer (See Hw t Use this Curriculum fr mre details). 2. Students will pst their psters n a wall and then walk arund and lk at each grup s ideas. One suggestin fr gallery walks is fr students t interact with the psters in sme way. Fr example, students are required t initial r leave pst-its n three questins that they are als excited abut n ther psters. Teacher Versin

43 Lift-Off Task: Our Slar System Hw t Cncept Map Fr students wh have nt had a lt f experience making cncept maps, we have detailed a strategy belw fr intrducing cncept mapping using mre familiar cntent. An example is als prvided, but this will vary depending n what yur students cme up with as yu make yur wn mdel. 1. Write the phenmenn in the middle f the pster, in this case Humans breathe harder when they exercise. 2. Ask students t share questins they might ask t make sense f this phenmenn and make a list f these questins n the bard. 3. Mdel the prcess f reviewing the list and finding similarities amngst the questins. Place these key questins n the cncept map pster, mdeling hw t put similar questins near each ther n the pster. Circle these t signify that these are questins, nt cntent knwledge. 4. Ask students t lk at the key questins and see if any f the questins are cnnected: Wuld answering ne questin lead t ne f the ther questins? Mdel making these cnnectins by drawing arrws between the circles. 5. In this Lift-Off task, students will nly be drafting pssible answers t the questins, nt actually gathering and recrding learned cncepts. Hwever, thrughut the unit, they will be adding cntent they have learned. Mdel this by recrding a student s prir knwledge t ne f the questins, using bxes t signify that these are pieces f cntent knwledge rather than questins. Use cnnectr wrds t identify the relatinships between the cntent bxes (See image abve fr an example). 6. Optinal: T emphasize crsscutting cncepts using a cncept map, make a key f different clrs fr the crsscutting cncepts emphasized in this unit. Identify questins that clearly shw evidence f the different crsscutting cncepts and circle them with the crrespnding clrs. Explain t students hw yu made that chice by pinting ut the language that hints at that crsscutting cncept. *Nte: nt all Teacher Versin

44 Lift-Off Task: Our Slar System bxes and circles will necessarily have a crsscutting cncept. Part C 1. Cnstruct a whle-class cncept map that begins t help students make sense f the phenmenn f ur slar system. Start with the phenmenn in the middle. Then ask students t share ut the questins that were mst cmmn acrss all the psters in the classrm. As yu recrd questins n the pster, rganize them based n cnnectins yu see. Draw circles arund each questin (as yu add t the cncept map thrughut the unit, yu ll als be adding cncepts learned, which can be written in bxes t distinguish them frm the questins). Ask students t identify any cnnectins they see between the questins and recrd these as lines between the questins. Recmmended: Give pairs f students think time t cme up with 1-2 cnnectins t add t the class cncept map and call n pairs using equity sticks. This encurages mre equitable participatin in this class-wide activity. The purpse f this cncept map is t facilitate generatin f student questins, prmte language develpment, and supprt understanding f the science cntent thrughut the unit. Allwing students t ask their wn questins and use their wn wrds t make meaning f the cncepts will nt nly help them make deep cnnectins abut science cntent, but will als help their ral and written language develpment. This whle class cncept map will be revisited at the end f each subunit, asking students questins like: Are there any new questins yu have abut the phenmenn? Are there any cnnectins yu want t add r change? What is yur reasn fr that additin/revisin? Are there mre cnnectins we can make between the questins/ideas already n the map? D yu want t add any new ideas/cncepts t the map? 2. Because this cncept map will be added t and revised thrughut the unit, here are sme practical ptins fr implementatin. If yu have access t white bard paper, we encurage yu t use these fr class psters since it will allw yu and yur students t make revisins thrughut the unit. Anther ptin is t use smaller pieces f paper fr each class and prject using a dcument camera; this will save space as ppsed t ding large class psters. We highly recmmend students keep their wn versin f this cncept map in their ntebks, adding questins and cncepts as they g thrugh the unit. 3. Once the draft cncept map is cmplete, intrduce students t the crsscutting cncepts fr this unit. We recmmend psting psters f each crsscutting cncept in yur classrm (See beginning f teacher guide fr templates). The crsscutting cncepts fr this unit are: Patterns; Cause and Effect; Scale, Prprtin, and Quantity; and Systems and System Mdels. Assign a clr fr each crsscutting cncept that can be used thrughut the unit. Teacher Versin

45 Lift-Off Task: Our Slar System Have students analyze the class cncept map fr as many examples f the crsscutting cncepts as they can find. Depending n the questins they have, they may be able t find an example f each f the crsscutting cncepts r perhaps just sme. We recmmend mdeling this prcess by picking a questin, identifying the crsscutting cncept, and tracing the circle in the crrespnding clr. Explain the key wrds that helped yu identify the crsscutting cncept in this questin. Sme identifying wrds that students might lk fr are: Patterns: These culd be phrases such as, is the same as, has in cmmn with, is similar t, shares etc. Cause and Effect: These culd be phrases such as, that results in, that causes, that explains why, is due t, etc. Systems and Systems Mdels: These culd be phrases such as, is a part f cnnects t, interacts with, is made up f, wrks tgether with, etc. Scale, Prprtin, and Quantity: These culd be phrases such as, is prprtinal t, cmpared t, has a rati f, is bigger/smaller than, is lnger/shrter than, etc. Cnnecting t the Culminating Prject 1. Hand ut the Culminating Prject Task Card and read the Challenge and Grup Prject Criteria fr Success alud as a class. Take questins fr clarificatin. 2. Give a brief verview f the Backgrund n the new telescpe. This will give students detail n where the new telescpe will need t be launched. 3. Pass ut their Prject Organizer and explain that they will cmplete a sectin f this after each task in class. Students shuld independently cmplete the Lift-Off Task sectin f the Prject Organizer in class. Revisins can be dne fr hmewrk, depending upn student s needs and/r class scheduling. Students have been tasked with develping a mdel f the slar system and prpsing the best rute a new telescpe shuld take thrugh space. The student prmpt is as fllws: Yu will be launching the new telescpe int ur slar system, s we need t knw what is ut there. What d yu think ur slar system cnsists f? Reflectin 1. At the end f the task, ask students t reflect n what they have learned ver the curse f this task by answering the fllwing three questins in their student guide: At the beginning f this task, yu made a list f all the questins yu have abut the slar system. Lk back at yur list: think abut the questins yur peers asked that yu did nt initially write dwn. Hw are their questins different frm the nes yu riginally asked? In this unit, we will be fcusing n fur crsscutting cncepts: Patterns: patterns can be used t identify cause and effect relatinships; Cause and Effect: cause and effect relatinships may be used t predict events; Scale, Prprtin, and Quantity: scaled mdels can be used t study time, space, r energy systems that are t large r t small; Systems and System Mdels: mdels Teacher Versin

46 Lift-Off Task: Our Slar System can be used t represent systems and their interactins. Lking at yur class cncept map, give ne example f hw a crsscutting cncept came up in tday s task. Nw that yu understand what prject yu ll be wrking n ver the curse f this unit, what else d yu need t knw? What additinal questins d yu have? 2. There are n right answers, but encurage students t lk back at their initial lists and their class cncept map. They shuld nt change their initial respnses, but rather use this reflectin space t add t their questins and ideas based n what they have learned thrugh this task. By generating mre f their wn questins, students cntinue t engage in sense-making f the phenmenn and the gathering f knwledge and skills fr their final prject. Teacher Versin

47 Task 1: A Sun-Earth-Mn Mdel Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin In the Lift-Off Task, students were intrduced t the mtivatin behind this unit charting a rute fr a new telescpe thrugh ur slar system. Using their prir knwledge, they created lists f all the different things they think they might find in a slar system. Hwever, in rder t chart a rute thrugh the slar system, it is nt enugh t just knw what is there they must find ut where things are and hw they are laid ut within the system. The best way t visualize such a large system is t create a mdel. In this task, students will practice mdeling with the smaller sub-system f the Sun-Earth-Mn system. In ding s, they will discver explanatins fr a lt f the phenmena they experience n Earth, giving them a mre cmplex picture f the slar system fr their culminating prject. Alignment Table Perfrmance Expectatins MS-ESS1-1 Develp and use a mdel f the Earth-sunmn system t describe the cyclic patterns f lunar phases, eclipses f the sun and mn, and seasns. [Clarificatin Statement: Examples f mdels can be physical, graphical, r cnceptual.] Science and Engineering Practices Develping and Using Mdels Develp and use a mdel t describe phenmena. Disciplinary Cre Ideas ESS1.A: The Universe and Its Stars Patterns f the apparent mtin f the sun, the mn, and stars in the sky can be bserved, described, predicted, and explained with mdels. ESS1.B: Earth and the Slar System This mdel f the slar system can explain eclipses f the sun and the mn. Earth s spin axis is fixed in directin ver the shrt-term but tilted relative t its rbit arund the sun. The seasns are a result f that tilt and are caused by the differential intensity Crsscutting Cncepts Patterns Patterns can be used t identify cause-and-effect relatinships. Teacher Versin

48 Task 1: A Sun-Earth-Mn Mdel f sunlight n different areas f Earth acrss the year. Equity and Grupwrk Use grup rles t engage with mdels f varius phenmena. Wrk tgether t create a mini-vide. Language Cnnect visual representatins t verbal and written explanatins. Write an explanatin with reasning and evidence. Learning Gals This learning task asks students t use and develp mdels t explain celestial phenmena. Mre specifically, the purpse is t: Engage prir knwledge f everyday experiences invlving the Sun, Earth, Mn, and stars. Develp and use mdels t investigate these phenmena. Create a vide mdel t explain hw ne phenmenn wrks. Use knwledge t explain a difference in seasns in different glbal lcatins. Apply knwledge f the Sun-Earth-Mn system t explain a sub-system f the slar system and identify limitatins in a mdel. Cntent Backgrund fr Teachers This task dives int a specific subsystem in rder t explain certain phenmena we experience n Earth and give students practice at mdeling. In this task, students engage with five phenmena related t the Sun- Earth-Mn system: apparent mtin f the sun in the sky, seasns, lunar phases, visibility f stars during different seasns, and eclipses. Students will find that all f these invlve tw main mtins affecting Earth: its rtatin arund its axis and its rtatin arund the sun. In Resurce Card 1, students cnsider why the sun appears t mve in an arc acrss the sky every day. This is nt because the sun is actually mving, but because the Earth is rtating n its axis each day. This leads int Resurce Card 2, in which students learn that the Earth is in rbit arund the sun, but is always tilted slightly in the same directin. This means that at different times f year, sunlight will be angled mre directly n certain parts f the Earth. These changes in sunlight intensity as the Earth rbits the sun thrughut a year are what cause seasns. This becmes the basis f the scenari in the Elabrate. Resurce Cards 3 and 5 add the mn int the mix, which rbits the Earth. When the mn cmes directly between the Earth and sun, it can cause an eclipse, r a blcking f the sun s light, casting a shadw f darkness n sme areas f the Earth. Resurce Card 3 asks students t think abut a mre cmmn phenmenn - lunar phases. Ultimately, the light f a full mn we see is because the mn is n the ther Teacher Versin

49 Task 1: A Sun-Earth-Mn Mdel side f the Earth and the sun is shining n it. When the mn is in between the sun and the Earth (but nt cvering the sun), the side f the mn facing us receives n direct sunlight we see this as a new mn. Lastly, students cnsider hw the stars appear t change at different pints in the year. On any given evening, yu are nly able t see the stars that are in the ppsite directin t the sun because this is the directin yu face at night. All the stars that are behind the sun are nly viewable during the day; hwever, because f we can nly see stars at night, we never actually see these. Because the Earth rbits the sun, the visible stars will change thrughut the year. In this investigatin, students might als ntice that stars, just like the sun, appear t mve acrss the sky at night. This is again due t the rtatin f Earth in a day. In gaining all this cntent knwledge thrugh the use f mdels, students will better be able t understand the interacting pieces f a system and will be able t use these mdeling skills in the next task. Fr mre infrmatin n any f these cncepts, please see the resurce cards assciated with this task. Academic Vcabulary Seasn Eclipse Lunar Phase Sun Earth Mn Axis Rtatin Orbit Angle Time Needed (Based n 45-Minute Perids) 6 Days Engage: 0.5 perid Explre: 2 perids Explain: 2 perids Elabrate: 0.5 perid Evaluate and Reflectin: 1 perid Materials Unit 2, Task 1 Student Versin Explre Statin Cards 1-5: tw - three per statin Statins 1, 2, and 5: Cmputers/iPads (Make sure interactives/vides wrk) Statin 3: Styrfam ball with embedded tthpick and light surce (ex: lamp) Explain (Per Grup) Styrfam Balls f varying size Skewers/Tthpicks Teacher Versin

50 Task 1: A Sun-Earth-Mn Mdel Light surces f varying brightness Rubber band Marker Device with vide capabilities Evaluate Prject Organizer Handut Instructins Engage 1. Intrduce Task 1: In the Lift-Off task, we used space telescpe images t help us make lists f what we think is in ur slar system. Think abut what yu were still wndering abut at the end f the last task (lk back if yu need t). What questins d yu still have? Befre yu pass ut their student guide, give students time t reflect individually r with a partner abut the questins they recrded at the end f the last task. Share a few f these ut as a class, using facilitating questins t guide students tward questins that relate t this task. 2. Transitin t Task 1: Hwever, t prepare t launch a telescpe thrugh space, we dn t just need t knw what is in ur slar system, but where they are in ur slar system. The best way t visualize smething s huge is by creating mdels. Befre creating a mdel f ur whle slar system, yu are ging t practice with a very imprtant sub-system the Sun-Earth-Mn system. Understanding hw this system wrks helps t explain a lt f the phenmena yu experience n Earth! Nw pass ut their Task 1 student guide. This transitin paragraph, which is als present n their student guide, intrduces students t the science and engineering practice that they will fcus n thrughut the unit Develping and Using Mdels. Mre specific infrmatin abut hw students develp and use mdels is prvided thrughut this task. 3. In pairs, have students make predictins abut the science behind sme phenmena they experience n Earth. These phenmena will be weaved thrughut the entirety f the task. This activity allws students t begin engaging with the crsscutting cncept f Patterns, as students use their wn prir knwledge f varius patterns t predict cause-and-effect relatinships. They will cme back t these relatinships as they cllect evidence ver the curse f the task. We recmmend ding this activity in pairs s students have the space t vice all their wn ideas, but als have a partner t brainstrm with if they are having truble thinking f ideas. Share ut ideas in a class-wide discussin, emphasizing t students that crrect answers are nt imprtant at this pint. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins like these (See Hw T Use This Curriculum fr mre details). Explre 1. Nw that students have made predictins, they need t gather mre infrmatin n the science behind these phenmena. Teacher Versin

51 Task 1: A Sun-Earth-Mn Mdel All f the statins will give students practice at Using Mdels t investigate different phenmena they experience n Earth. As they use the mdels, students are gathering evidence f different Patterns that they can use t explain hw the Sun, Earth, and Mn interact t cause these phenmena. 2. Assign rles t each grup. Yu may use whatever rles yu prefer. We recmmend the use f the Materials Manager, Facilitatr, Recrder, Harmnizer. Ask Facilitatr t read the directins, make sure everyne understands the task, and facilitate discussin. Ask the Materials Manager t handle any resurces needed t cmplete the task, including cmputer resurces. Ask the Harmnizer t make sure that everyne cntributes their ideas and that everyne s vice is heard. Ask the Recrder t make sure the grup is recrding their bservatins and cnclusins in their student guides. 3. Set up 5 statins arund the rm (yu may want t have duplicate statins depending n the number f student grups yu have). At each statin, lay ut 2-3 cpies f ne statin card and any ther resurces necessary (see materials list abve). Students will circulate between the statins t gather infrmatin. It is recmmended that yu set a specific time fr each statin (ex: apprximately 7 minutes) s students really spend time ding deep analysis f the data. Walk arund and listen t the kind f evidence students are discussing. Try nt t prvide any explicit analysis, but yu may pint ut parts f the infrmatin r simulatin t fcus n if students are struggling. Students may need explicit help with navigating the simulatins. The discussin questins prvided n the statin cards are meant t prvide facilitatin and scafflding fr cllectin f infrmatin. Students shuld fill ut the infrmatin cllectin table in their student guide in rder t recrd and rganize their findings. *Nte: Fr Statin 3 (Shapes f the Mn): if yu are shrt n materials r ability t create a dark space, yu can have students watch a vide f a teacher acting ut the mdel. The link is in the Surces sectin n that resurce card. Sample Student Infrmatin Cllectin Chart Observatins: What des this mdel tell yu abut the Sun- Earth-Mn system? Resurce Card 1: Sun s Mvement Thrugh the Sky This tells us that the sun des nt actually mve, but rather the Earth rtates n its axis nce in a day, which makes the sun lks like it is mving. Discussin Questins 1. What did peple used t believe abut the mvements f Sun and Earth? They used t believe that the sun rbited the Earth. 2. Is the sun actually mving r are yu mving? The sun is nt mving; we are mving because the Earth is Teacher Versin

52 Task 1: A Sun-Earth-Mn Mdel Resurce Card 1: Seasns Resurce Card 3: Shapes f the Mn This tells us that the Earth rbits the sun at a tilt, which causes different intensities f sunlight n different areas thrughut the wrld. This creates seasns. It tells me that the different lunar phases we see are because f where the mn is in its rbit, in relatin t the sun. We nly see the mn when the light frm the sun shines n it. If it is between the Earth and sun and desn t receive direct sunlight, yu dn t see a mn. mving. 3. Hw can yu explain why the sun appears t be mving thrugh the sky during a day? The Earth is rtating n its axis, s yur rientatin t the sun is changing thrughut the day. 4. Hw is the mdel at the end f this vide limited (inaccurate in sme ways)? It is limited because it is nt drawn t scale and the Earth is nt tilted n its axis. 1. Des the Earth stay in ne place thrughut the year? If nt, describe its mtin and lcatin in the slar system? It mves thrughut the year, in an rbit arund the sun. 2. Why des the angle f the sun at nn seem t change at different mnths thrughut the year? The Earth is tilted s the angle f the sun in an area depends n which hemisphere is angled tward the sun. Because Earth rbits arund the Earth, this changes fr an area thrughut the year. a. Hw des this create seasns? (Hint: Read the drp-dwn bx entitled Abut Seasns if yu are stuck). The axis is tilted, s parts f the Earth that receive mre direct sunlight changes thrughut the year. This causes seasns. 3. What d yu ntice abut the angle f Earth? It is tilted n its axis. 4. Hw d yu think this affects the seasns in different hemispheres (halves) f the wrld? This means that when light is shining mre directly n ne half, it is shining less directly n the ther half. That is why Melburne and New Yrk have different seasns at the same time. 1. N matter where the mn is in its rbit arund the Earth, hw much is lit up? Half f it. a. Where des the light surce cme frm? The sun. 2. When the mn is between the Earth and the sun, what d yu bserve frm Earth s perspective? Yu can t see any f the mn. a. What type f mn d yu think this is (Full mn, Crescent Mn, Quarter Mn, New Teacher Versin

53 Task 1: A Sun-Earth-Mn Mdel Resurce Card 4: Changing Stars in the Sky Resurce Card 5: Eclipses This resurce shws me that Earth s rbit arund the sun has yet anther effect. It allws us t nly see certain stars at certain times f year. This tells us that ne way they interact is when the mn rbits arund the Earth, it can ccasinally blck the sun. This is called an eclipse. Mn)? New Mn. 3. When the Earth is between the mn and the sun, what d yu bserve frm Earth s perspective? Yu can see the whle mn. a. What type f mn d yu think this is (Full mn, Crescent Mn, Quarter Mn, New Mn)? Full Mn 4. Des the shape f the mn actually change? If nt, what is actually happening? The shape f the mn des nt change. It is always a sphere, but we nly see the part that is lit up. 1. Take a lk at the image abve. On a summer night, what stars are visible? Why d yu think thse are the nes that are visible? Sagittarius, Lyra, and Hercules. These are the nly nes visible because they are in the directin yu are facing at night during that time f year. 2. Why wuldn t yu be able t see Orin and Canis Majr n a summer night? (Hint: at what time f day d yu view stars?) Yu can t see thse stars because yu wuld face them during the day time and yu can t see stars during the day time. 3. Can this phenmenn be explained by the rtatin f Earth n its axis OR the rtatin f the Earth arund the sun? Explain hw. This is explained by the rtatin f Earth arund the sun; that is why the stars yu see changes thrughut the year. The fact that the stars appear t mve thrughut the night is due t the rtatin f Earth n its axis. 1. This picture is nt drawn t scale, but helps yu t see the cmpare the relative sizes f the Earth, sun, and mn. What is the biggest bject in this picture? The sun. 2. A slar eclipse happens when the sun is cmpletely blcked by the mn. Hw culd that be pssible if the sun is s much larger? The mn is much clser t Earth than the sun, causing it t lk the same size frm Earth. 3. Hw ften des this phenmenn ccur? Abut nce every 18 mnths. Teacher Versin

54 Task 1: A Sun-Earth-Mn Mdel 4. Hw d the mtins f Earth, sun, and mn make this pssible? The Earth rbits the mn, and the mn rbits the sun, causing the mn t ccasinally be in the path between the Earth and sun. Explain 1. Students then use all the infrmatin they have gathered t make a mini-vide explaining ne phenmenn using a physical Sun-Earth-System mdel they create. Here students are mving away frm merely using mdels t Develping Mdels in rder t describe ne specific phenmenn. Students will use the patterns they bserved in the statins t explain why we experience a phenmenn n Earth. This reinfrces the crsscutting cncept f Patterns as students use patterns t identify a cause-and-effect relatinship. 2. First, have students build their mdels in grups, using the materials listed n their student guides. 3. Then have grups make a mini-vide, using their mdel t explain hw ne f the phenmena wrks (except fr lunar phases since they made a mdel as part f the statin). We highly recmmend students develp a plan n their student guides befre mving n t recrd a vide. If desired, yu may require students t submit these plans as a checkpint befre mving n t vide recrding. 4. Once cmplete, these vides prvide an excellent resurce t be used thrughut the unit. Optinal: Select the mst accurate and engaging vide fr each phenmenn (fr lunar phases, yu can use the vide link n the resurce card). Present each f the vides as a review befre mving n t the next task r at the end f the unit befre they begin wrking n their grup culminating prject. Elabrate 1. This last scenari takes what they have learned and applies it t a real-life scenari that they may actually find useful ne day. In this scenari, a friend frm Califrnia is trying t take a December ski trip in New Zealand. Students explain why this is a bad idea, using Patterns frm the task s activities t explain their cause-and-effect reasning. In their respnse, students shuld discuss that this is nt a gd time t ski in New Zealand because while it is winter in Califrnia, it is actually summer in New Zealand. This is because Califrnia is in the nrthern hemisphere and New Zealand is in the suthern hemisphere. While there is less direct sunlight n Califrnia in December, the tilt f the Earth means there is mre direct sunlight n New Zealand in December. 2. We recmmend students d this individually as it can serve as a gd frmative assessment fr this task. Cllect student wrk t identify trends in students ability t use patterns frm the statins t explain why there is n skiing in New Zealand in December. See Hw t Use This Curriculum fr Teacher Versin

55 Task 1: A Sun-Earth-Mn Mdel strategies n utilizing frmative assessment data t prvide feedback t students and infrm classrm instructin. 5. Return t the whle-class cncept map frm the Lift-Off Task In small grups, have students brainstrm new cncepts and new cnnectins that they have learned in this task, as well as any new questins that have cme up fr them. Then have grups share these alud in a class-wide discussin and add t the class cncept map. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins (See Hw T Use This Curriculum fr mre details). Sme facilitating questins t ask students are: What new ideas/cncepts d yu want t add t the map? What cnnectins d yu want t add r change? What is yur reasn fr that additin/revisin? What cnnectins can we make between the questins/ideas already n the map? What new questins d yu have abut the phenmenn? Draw circles arund each questin and bxes arund each cncept. Write cnnectr wrds t describe cnnectins between the cncept bxes. Fr this task, students may begin t cnnect sme f their previus questin circles t cncept bxes abut the fllwing: mdels, the sun-earth-mn system, hw they experience celestial phenmena n Earth. Have students analyze the additins t the class cncept map fr as many examples f this task s crsscutting cncepts as they can find. Once a student has identified the crsscutting cncept, yu can trace the circle in the crrespnding clr (decided n in the Lift-Off task). We recmmend asking students t share key wrds that helped them identify the crsscutting cncept fr that cncept r questin. Sme identifying wrds students might lk fr are: Patterns: These culd be phrases such as, has in cmmn with shares, is als shwn in, is the same as, lks the same as, etc. Once again, the purpse f this cncept map is t facilitate generatin f student questins, prmte language develpment, and supprt understanding f the science cntent thrughut the unit. Allwing students t ask their wn questins and use their wn wrds t make meaning f the cncepts will nt nly help them make deep cnnectins abut science cntent, but will als help their ral and written language develpment. Evaluate: Cnnecting t the Culminating Prject 1. Students independently cmplete the Task 1 sectin f the Unit 2 Prject Organizer in class. Revisins can be dne fr hmewrk, depending upn student s needs and/r class scheduling. 2. Students have been tasked with develping a mdel f the slar system and prpsing the best rute a new telescpe shuld take thrugh space. Their prmpt is as fllws: In rder t plan a rute thrugh the slar system fr the new telescpe, yu will need t knw what it lks like. The best way t imagine what it lks like is t create a mdel. T prepare yu t cnstruct a full slar system mdel, yu have practiced this skill by creating a Sun-Earth-Mn system mdel. In the prcess, yu have discvered the slar system science behind many things yu experience n Earth! Draw a sketch f yur Sun-Earth-Mn mdel with labels. Use yur mdel t describe at least tw f the phenmena explred in this task. Teacher Versin

56 Task 1: A Sun-Earth-Mn Mdel What are the limitatins f the mdel yu have drawn? In ther wrds, hw des it nt accurately represent the Sun-Earth-Mn system? Reflectin 1. At the end f the task, ask students t reflect n what they have learned ver the curse f this task by answering the fllwing three questins in their student guide: At the beginning f this task, yu were asked t make predictins abut the science behind varius phenmena. Lk back at yur predictins: fr which nes was yur predictin fairly clse t the real reasn? Pick ne where yur predictin was far ff and write a revised respnse here. In this task, we fcused n the crsscutting cncept f Patterns: Patterns can be used t identify cause-and-effect relatinships. Where did yu see examples f Patterns in this task? Nw that yu have learned mre abut a sub-system f ur slar system, what questins d yu still have? 2. There are n right answers, but encurage students t lk back at their student guides and their class cncept map. They shuld nt change their initial respnses, but rather use this reflectin space t add t their ideas and questins based n what they have learned thrugh this task. By generating mre f their wn questins, students cntinue t engage in sense-making f the phenmenn and gathering knwledge and skills fr their final prjects. Assessment 1. Yu may cllect students Prject Organizer and assess using: Criteria f yur chice. We recmmend using the 3-Dimensinal Assessment matrix at the beginning f this dcument t infrm yur criteria. This can be a frmative tl t peridically lk fr trends in student understanding after the cmpletin f a task. Yu can then use this frmative data t infrm any re-teaching as necessary. 2. Yu may als give students time t make revisins with ne f the tw ptins: Students may make changes t their Prject Organizer accrding t yur cmments OR Ask students t exchange Prject Organizers with a partner and give partners 5 minutes t give written feedback. Then allw students time t make changes t their wrk accrding t the feedback. Teacher Versin

57 Unit 2, Task 1 Statin Card 1: Sun s Mvement Thrugh the Sky Yu may have nticed that each day the sun rises and fllws an arc thrugh the sky befre setting in the evening. Des the sun actually mve each day? Instructins 1. On a cmputer r ipad, search Why des the sun rise and set? Mystery Science in a search engine. 2. Click the tp result frm mysteryscience.cm and select Start Mystery. 3. Watch the vide. 4. Discuss the questins belw t help yu think abut this phenmenn. Discussin Questins 1. What did peple used t believe abut the mvements f Sun and Earth? 2. Is the sun actually mving r are yu mving? 3. Hw can yu explain why the sun appears t be mving thrugh the sky during a day? 4. Hw is the mdel at the end f this vide limited (inaccurate in sme ways)? Surces: tive.html

58 Unit 2, Task 1 Statin Card 2: Seasns Yu have als likely nticed that in the United States, it tends t be warmer in the summer and clder in the winter. Why is this the case? Instructins 1. On a cmputer r ipad, search Why d we have seasns? PBS Interactive in a search engine. 2. Click the tp result frm pbslearningmedia.rg. 3. Launch the interactive. 4. Keep the setting n New Yrk, USA, but press the small blue circles arund Earth s rbit t bserve hw the sun s angle and path in the sky change thrughut the year. 5. Discuss the questins belw t help yu think abut this data. Discussin Questins 1. Des the Earth stay in ne place thrughut the year? If nt, describe its mtin and lcatin in the slar system? 2. Why des the angle f the sun at nn seem t change at different mnths thrughut the year? a. Hw des this create seasns? (Hint: Read the drp-dwn bx entitled Abut Seasns if yu are stuck). 3. What d yu ntice abut the angle f Earth? a. Hw d yu think this affects the seasns in different hemispheres (halves) f the wrld? (Hint: keep Earth n December, but click between New Yrk and Melburne. Ntice the difference in sun angle fr each lcatin). Surces:

59 Unit 2, Task 1 Statin Card 3: Shapes f the Mn Yu have likely studied the different shapes f the mn yu have viewed at night. But what is the reasn behind these suppsed changes in shape? Replicate the picture belw t investigate why. The fllwing are the parts f yur mdel: One grup member: Earth Styrfam Ball (n a tthpick, s yu can hld it): Mn Lamp: Sun Instructins 1. Have the grup member (Earth) turn slwly arund in a circle, hlding the mn ut directly in frnt f them. Then answer the discussin questins belw. Discussin Questins 1. N matter where the mn is in its rbit arund the Earth, hw much is lit up? a. Where des the light surce cme frm? 2. When the mn is between the Earth and the sun, what d yu bserve frm Earth s perspective? a. What type f mn d yu think this is (Full mn, Crescent Mn, Quarter Mn, New Mn)? 3. When the Earth is between the mn and the sun, what d yu bserve frm Earth s perspective? a. What type f mn d yu think this is (Full mn, Crescent Mn, Quarter Mn, New Mn)? 4. Des the shape f the mn actually change? If nt, what is actually happening? Surces: nasa.gv

60 Unit 2, Task 1 Statin Card 4: Changing Stars in the Sky Yu may have lked up in the sky n a winter s evening and nticed that the stars seem different than the nes yu wuld gaze at ver the summer. Hw culd this be pssible? Discussin Questins: 1. Take a lk at the image abve. On a summer night, what stars are visible? Why d yu think thse are the nes that are visible? 2. Why wuldn t yu be able t see Orin and Canis Majr n a summer night? (Hint: at what time f day d yu view stars?) 3. Can this phenmenn be explained by the rtatin f Earth n its axis OR the rtatin f the Earth arund the sun? Explain hw. Surces:

61 Unit 2, Task 1 Statin Card 5: Eclipses Yu may have seen stries abut lunar and slar eclipses n the news. What is an eclipse? Hw d they happen? And what is the result? Discussin Questins, Part 1: 1. This picture is nt drawn t scale, but helps yu t cmpare the relative sizes f the Earth, sun, and mn. What is the biggest bject in this picture? 2. A slar eclipse happens when the sun is cmpletely blcked by the mn. Hw culd that be pssible if the sun is s much larger? Nw watch the fllwing vide n yur cmputer: Ttal Slar Eclipse Animatin PBS Learning Media and answer the discussin questins belw: Discussin Questins, Part 2: 1. Hw ften des this phenmenn ccur? 2. Hw d the mtins f Earth, Sun, and Mn make this pssible? Surces:

62 Task 2: A Slar System Mdel Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin In the task, students learned that the best way t visualize large systems is t create mdels. They practiced the skill f develping and using mdels within the cntext f the smaller Sun-Earth-Mn system. Hwever, in rder t chart a rute fr the new telescpe, they must find ut where bjects are and hw they are laid ut within the entire slar system. T visualize all this, students need t develp a mdel f the slar system, using thse skills they practiced in the previus task. Unlike in the last task, hwever, students nw fcus n the scale aspect f develping mdels. T cnstruct a scale mdel, students must first analyze and interpret data t determine scale prperties f bjects in the slar system. In ding s, they will find that while the slar system is huge, they can use math t mdel it n a smaller scale, prviding the perfect cntext within which t plt their telescpe rute. Alignment Table Perfrmance Expectatins MS-ESS1-3 Analyze and interpret data t determine scale prperties f bjects in the slar system. [Clarificatin Statement: Emphasis is n the analysis f data frm Earth-based instruments, space-based telescpes, and spacecraft t determine similarities and differences amng slar system bjects. Examples f scale prperties include the sizes f an bject s layers (such as crust and atmsphere), surface features (such as vlcanes), and rbital radius. Examples f data include statistical infrmatin, drawings and phtgraphs, and mdels.] [Assessment Bundary: Assessment des nt include recalling facts abut prperties f the planets and ther slar system bdies.] Science and Engineering Practices Analyzing and Interpreting Data Analyze and interpret data t determine similarities and differences in findings. Disciplinary Cre Ideas ESS1.B: Earth and the Slar System The slar system cnsists f the sun and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit arund the sun by its gravitatinal pull n them. (The prtin f this DCI that is crssed ut will be addressed in Task 3). Crsscutting Cncepts Scale, Prprtin, and Quantity Time, space, and energy phenmena can be bserved at varius scales using mdels t study systems that are t large r t small. Teacher Versin

63 Task 2: A Slar System Mdel Supplementary Science and Engineering Practices Develping and Using Mdels Develp and use a mdel t describe phenmena. Evaluate limitatins f a mdel fr a prpsed bject r tl. Using Mathematics and Cmputatinal Thinking Apply mathematical cncepts and/r prcesses (such as rati, rate, percent, basic peratins, and simple algebra) t scientific and engineering questins and prblems. Equity and Grupwrk Discuss hw data can create a full picture f ur slar system. Cme t cnsensus t build an assigned planet mdel. Language Use analytical and mathematical terminlgy t d ral and written analysis f data. Watch a vide and write written cnclusins. Learning Gals This learning task asks students t analyze and interpret data t determine scale prperties f the slar system. Mre specifically, the purpse is t: Explre the idea f scale using a simpler example. Analyze and interpret data t determine scale prperties f bjects in the slar system. Use mathematical and cmputatinal thinking t scale and build a smaller slar system mdel. Use an example t identify limitatins in mst slar system mdels and the imprtance f scale. Apply knwledge f scale prperties t explain the layut f the slar system as the backdrp fr a telescpe rute. Cntent Backgrund fr Teachers This task builds n what students have already learned abut mdels and the Sun-Earth-Mn system t lk at the slar system as a whle. As stated in the backgrund sectin f the Lift-Off Task, the slar system is made up f eight planets and their mns, alng with ther smaller celestial bdies. Mst students will be able t identify at least a few f these planets. These planets rbit the largest bdy in the slar system the sun. Keep in mind that the sun cntains 99% f the slar system s mass. Because f this size, it is nt reasnable fr us t use the same scale fr the sun as we d fr the planets. This is an imprtant pint t emphasize t students as they create their classrm slar system mdels. As stated in the backgrund sectin f the Lift-Off Task, it is the gravitatinal pull f the sun that keeps all the planets in rbit arund it. Each planet rbits the sun at a different distance, knwn as the rbital radii. The rbital radius is defined as a planet s average difference frm the sun. As students will see in the Explre, this distance greatly differs; the greater the rbital radius, the farther it is away frm the sun. This is what will allw them t cnstruct a layut f planets in the slar system. Because these distances are s large, scientists use a unit called the Astrnmical Unit, r AU, which is apprximately 150 millin kilmeters. It is als imprtant t nte that while these numbers tell us f the average distance a planet is frm the sun, this des nt mean they are all psitined in a straight line. Planets rbit the sun at different speeds, s they will be spread ut within the Teacher Versin

64 Task 2: A Slar System Mdel slar system at any given time. This shuld als be made explicit t students as they develp their classrm mdels. Within the same cncept f scale prperties, students will als learn that planets are different sizes. They will lk at data f the diameter f different celestial bdies (including the sun). Sme students may need clarificatin n the term diameter, which measures acrss the entire center f a sphere, as ppsed t radius. Students will find that sme planets, like the gas giants Jupiter and Saturn, are much larger than thers. And yet, nne f these planets cme clse in size t the sun. In gaining all this cntent knwledge thrugh data analysis and develpment f mdels, students will better be able t visualize the setting thrugh which they will launch their telescpe fr their culminating prject and truly understand the meaning f a scaled mdel. Academic Vcabulary Sun Earth All Other Planets Orbit Radius Astrnmical Unit Relative (Size/Distance) Scale Rati Prprtin Diameter Time Needed (Based n 45-Minute Perids) 4 Days Engage: 0.5 perid Explre: 1 perid Explain: 1 perid Elabrate: 0.5 perid Evaluate and Reflectin: 1 perid Materials Unit 2, Task 2 Student Versin Elabrate Light surce, such as a standing lamp Extensin crd, if necessary Varied materials t make planet mdels, such as: Clay Styrfam spheres Cttn Teacher Versin

65 Task 2: A Slar System Mdel Ballns Cnstructin Paper f different clrs Paint and Brushes String r Twine Rulers (with cm) Labels Markers Evaluate Prject Organizer Handut Instructins Engage 1. Intrduce t Task 2: In the last task, yu made a mdel f the sub-system f the slar system that we are mst familiar with, the Sun-Earth-Mn system. Think abut what yu were still wndering abut at the end f the last task (lk back if yu need t). What questins d yu still have? Befre yu pass ut their student guide, give students time t reflect individually r with a partner abut the questins they recrded at the end f the last task. Share a few f these ut as a class, using facilitating questins t guide students tward questins that relate t this task. 2. Transitin t Task 2: The type f mdel we made helped us t understand the science behind many phenmena we experience n Earth. The mdel yu will build in this task serves a different purpse. T prepare t launch the new telescpe thrugh space, we need t knw the layut f the whle slar system t scale. As yu knw, the slar system is huge! If we want t visualize where things are in the slar system, we are ging t have t scale bjects dwn, r reduce them t a much smaller size. Nw pass ut their Task 2 student guide. 3. Befre students make a mdel f the entire slar system t scale, it is imprtant that students understand the idea f scale. This exercise intrduces students t the crsscutting cncept f Scale, Prprtin, and Quantity, which they will cntinue t explre thrughut the unit. By intrducing the cncept within a mre familiar cntext, students will better be able t understand the fllwing idea f scale that is utlined by NGSS: Time, space, and energy phenmena can be bserved at varius scales using mdels t study systems that are t large r t small. 4. We recmmend students d this individually, as each student will have different examples f lcatins in their head. Yu may want t first mdel the prcedure n their student guides via a whle-class demnstratin n the bard. After students d this activity n their wn, debrief the activity and the implicatins fr mdeling and scale. In particular, think abut hw useful ne scale might be fr certain purpses and nt thers. Wrap up the activity with the fllwing excerpt frm their student guides: Cngratulatins! Yu just made yur first attempt at a scale mdel. A scale mdel shws real bjects with all the sizes Teacher Versin

66 Task 2: A Slar System Mdel reduced r enlarged by a certain amunt, knwn as the scale. Tday, yu will be explring the real sizes f bjects in the slar system s yu can reduce them by a certain amunt fr yur scale mdel. Explre 1. In this Explre, students begin t explre the data that will help them t determine scale prperties f bjects in the slar system. This gives students practice at Analyzing and Interpreting Data, as they lk at data n planets diameter and rbital radii t determine similarities and differences amng slar system bjects. 2. Assign rles t each grup. Yu may use whatever rles yu prefer. We recmmend the use f the Materials Manager, Facilitatr, Recrder, Harmnizer. Ask Facilitatr t read the directins, make sure everyne understands the task, and facilitate discussin. Ask the Resurce Persn t lk up any additinal infrmatin needed t cmplete the task. Ask the Harmnizer t make sure that everyne cntributes their ideas and that everyne s vice is heard. Ask the Recrder t make sure the grup is recrding their data analysis in their student guides. 3. Students analyze data shwing the diameters f different planets (Part I) and the rbital radii f all the planets (Part II). Yu may wish t review terms like diameter and rbital radius befre students begin this activity, building ff whatever prir knwledge yu find mst apprpriate. Questins are prvided n the student guides t facilitate analysis f the data. Sme sample student respnses are belw: Part I Part II 1: This illustratin shws the planets in relative size. What d yu think relative size means? Relative size means cmpared t ne anther s size r in relatin r prprtin t ne anther s size. 2: What is the largest and smallest bdy in the slar system? The largest bdy is the sun, but the largest planet is Jupiter. The smallest bdy is Mercury. 3: What d yu ntice abut the size f the planets? Make sme cmparisns based n similarities and differences yu see. It lks like the first fur planets are much smaller than the 5 th and 6 th planets. The last tw planets are average size. 4: Why des this infrmatin matter t create a slar system mdel and plan a rute fr the new telescpe? We dn t want ur telescpe t crash int a planet s it is imprtant t knw their size in the mdel. 1: The illustratin abve shws the planets in relative distance frm the sun. What d yu think relative distance means? Relative distance means cmpared t ne anther s distance r in relatin r prprtin t ne anther s distance. 2: Orbital radius is ultimately the average distance each planet maintains frm the sun as it rbits. Why d yu think scientists use AU fr rbital radii instead f kilmeters? 1 AU is 150 millin kilmeters, s the distance between planets must be huge! That s why yu wuld use AUs instead. Teacher Versin

67 Task 2: A Slar System Mdel 3: Why des this infrmatin matter t create a slar system mdel and plan a rute fr the new telescpe? We dn t want ur telescpe t crash int a planet s it is imprtant t knw hw far apart they are in rder t maneuver arund them. 4. Optinal: Cnduct a whle-class debrief that brings ut the ideas students saw in the data. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins like these (See Hw T Use This Curriculum fr mre details). Explain 1. This sectin f the task asks students t take data they have analyzed and use it t make a physical mdel f the slar system. This will help them visualize the slar system s they may figure ut pssible rutes the new telescpe may take. 2. We recmmend reading the tw intrductry paragraphs n their student guides alud, as these will give backgrund fr why students are making a slar system mdel and the justificatin behind the type f mdel they will make. This activity allws students t explicitly emphasize the crsscutting cncept f Scale, Prprtin, and Quantity as they create a scale mdel fr the slar system, which is much t large t visualize therwise. Because f the large difference in planet size and planet distance frm the sun, it is nt realistic fr students t use the same scale. Thus, fr the sake f this mdel, they will be using tw different scales ne fr planet size and ne fr rbital radii. They will revisit this reasning in the Elabrate. Students are als cntinuing t build their skills in Develping and Using Mdels, which they began in Task 1, but are nw using t describe the phenmena f ur slar system as a whle. 3. Again, we recmmend use f grup rles in this activity. Yu may use whatever rles yu prefer. We recmmend the use f the Materials Manager, Facilitatr, Reprter, Harmnizer. Ask Facilitatr t read the directins and t make sure everyne understands the task. Ask the Materials Manager t handle any resurces needed t cmplete the task. Ask the Harmnizer t make sure that everyne cntributes their ideas and that everyne s vice is heard. Ask the Reprter t make sure the grup is reprting their math and labeling their mdels. 4. Part I: In this sectin f the task, students use the fllwing ratis t help them figure ut the prprtins f their slar system mdel: Size f Bdy (1000 km = 1 cm) and Distance frm Sun (1 AU = 10 cm) This asks students t use the science and engineering practice f Using Mathematics and Cmputatinal Thinking. The math is fairly simple and the fcus shuld be n applying the mathematical cncept f rati thrughut t ensure a prperly scaled mdel. Optinal scaffld: Mdel the math fr each f the charts with Mercury s students knw hw t start. 5. Part II: Assign each grup ne f the planets t be in charge f fr the class slar system mdel, which they will return t fr the rest f the unit. Teacher Versin

68 Task 2: A Slar System Mdel Clear a space in yur classrm fr a class slar system mdel, placing a light surce, such as a standing lamp, in the center f the rm. Explain t students that this will represent the sun in their classrm mdel. They will nt be using the same scale fr the sun as their planets because the sun is s huge it takes up 99% f ur slar system s mass! Prvide students with the materials utlined in the beginning f this guide and ask them t use the directins in their student guide t create a physical mdel f the planet and cut a string t signify the actual distance frm the sun. These shuld then be labeled and placed within the class slar system mdel (*Nte: labeling is essential s the mdel may be cleared and reassembled fr each class perid) Nte: If it desn t cme ut naturally as students place their planets, it is imprtant t emphasize t students that while these numbers tell us f the average distance a planet is frm the sun, this des nt mean they are all psitined in a straight line. Planets rbit the sun at different speeds, s they will be spread ut within the slar system at any given time. Elabrate 1. T drive this idea f scale hme, students watch the fllwing vide detailing the prcess in creating a truly scaled slar system mdel: 2. Once they watch the vide, they will use the questins n their student guide t facilitate a discussin abut mdel limitatins and the cncept f scale, in pairs. This activity emphasizes a different aspect f the Science and Engineering Practice f Develping and Using Mdels as students evaluate the limitatins f varius mdels fr the slar system and Sun-Earth-Mn system. Again, students are explring the crsscutting cncept f Scale, Prprtin, and Quantity by bserving an example f a slar system mdel that is at a different, mre accurate scale than their wn. In ding s, students will reflect n the mdels frm Task 1 as very limited in their accuracy t scale. Their class slar system mdel is als limited fr several reasns, as described abve. First, the sun is far greater than the ther planets, s there is nt enugh rm in a classrm setting fr an accurate scale. Secnd, the distance between planets is far greater than the planet diameters, s again an accurate scale cannt be used in a classrm scale. This is why we dn t ften see true scale mdels f the slar system. Hwever, the individuals in this vide were able t d it by using a huge area (7 miles) and very tiny planets (Earth was just a tiny marble). Debrief the vide as a class, using the themes f sme f the questins n their student guide. As usual, the use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins (See Hw T Use This Curriculum fr mre details). 3. Return t the whle-class cncept map frm the Lift-Off Task. In small grups, have students brainstrm new cncepts and new cnnectins that they have learned in this task, as well as any new questins that have cme up fr them. Then have grups share these alud in a class-wide discussin and add t the class cncept map. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins (See Hw T Use This Curriculum fr mre details). Sme facilitating questins t ask students are: What new ideas/cncepts d yu want t add t the map? What cnnectins d yu want t add r change? What is yur reasn Teacher Versin

69 Task 2: A Slar System Mdel fr that additin/revisin? What cnnectins can we make between the questins/ideas already n the map? What new questins d yu have abut the phenmenn? Draw circles arund each questin and bxes arund each cncept. Write cnnectr wrds t describe cnnectins between the cncept bxes. Fr this task, students may begin t cnnect sme f their previus questin circles t cncept bxes abut the fllwing: layut f the slar system, size f planets, and scale prperties f bjects in the slar system. Have students analyze the additins t the class cncept map fr as many examples f this task s crsscutting cncepts as they can find. Once a student has identified the crsscutting cncept, yu can trace the circle in the crrespnding clr (decided n in the Lift-Off task). We recmmend asking students t share key wrds that helped them identify the crsscutting cncept fr that cncept r questin. Sme identifying wrds students might lk fr are: Scale, Prprtin, and Quantity: These culd be phrases such as, is prprtinal t, cmpared t, has a rati f, is bigger/smaller than, is lnger/shrter than, etc. Once again, the purpse f this cncept map is t facilitate generatin f student questins, prmte language develpment, and supprt understanding f the science cntent thrughut the unit. Allwing students t ask their wn questins and use their wn wrds t make meaning f the cncepts will nt nly help them make deep cnnectins abut science cntent, but will als help their ral and written language develpment. Evaluate: Cnnecting t the Culminating Prject 1. Students independently cmplete the Task 2 sectin f the Unit 2 Prject Organizer in class. Revisins can be dne fr hmewrk, depending upn student s needs and/r class scheduling. 2. Students have begun develping a mdel f the slar system s they can prpse the best rute a new telescpe shuld take thrugh space. Their prmpt is as fllws: T plan a rute fr the new telescpe, yu will need t knw mre than just the Sun-Earth-System and mre than just a list f ttal parts; yu will need a specific layut. Draw a sketch f yur class slar system mdel, including where the new telescpe needs t arrive. In captins, explain the scale yu used fr yur assigned planet within the mdel. What data did yu use? Hw des it cmpare t ther planets in the slar system mdel? Reflectin 1. At the end f the task, ask students t reflect n what they have learned ver the curse f this task by answering the fllwing three questins in their student guide: At the beginning f this task, yu were asked t make a scale drawing shwing lcatins arund yu. Lk back at yur drawing: hw is this similar t the slar system mdel yu made in this task? What makes yur slar system mdel a better scale mdel than this first drawing? In this task, we fcused n the crsscutting cncept f Scale, Prprtin, and Quantity: scaled mdels can be used t study time, space, r energy systems that are t large r t small. Where did yu see examples f Scale, Prprtin, and Quantity in this task? Nw that yu have created a class mdel f ur slar system, what questins d yu still have? Teacher Versin

70 Task 2: A Slar System Mdel 2. There are n right answers, but encurage students t lk back at their student guides and their class cncept map. They shuld nt change their initial respnses, but rather use this reflectin space t add t their ideas and questins based n what they have learned thrugh this task. By generating mre f their wn questins, students cntinue t engage in sense-making f the phenmenn and gathering knwledge and skills fr their final prjects. Assessment 1. Yu may cllect students Prject Organizer and assess using: Criteria f yur chice. We recmmend using the 3-Dimensinal Assessment matrix at the beginning f this dcument t infrm yur criteria. This can be a frmative tl t peridically lk fr trends in student understanding after the cmpletin f a task. Yu can then use this frmative data t infrm any re-teaching as necessary. 2. Yu may als give students time t make revisins with ne f the tw ptins: Students may make changes t their Prject Organizer accrding t yur cmments OR Ask students t exchange Prject Organizers with a partner and give partners 5 minutes t give written feedback. Then allw students time t make changes t their wrk accrding t the feedback. Teacher Versin

71 Task 3: Gravity in the Galaxies Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin In the last task, students made a mdel f the slar system s they culd begin t visualize a ptential telescpe rute. Hwever, the parts f the slar system are nt statinary they mve! In this task, students will examine what factrs affect the mtins within the slar system specifically gravity. Because students have already learned abut the cncept f gravity in Unit 1, they shuld be able t build ff this prir knwledge and apply it t the slar system as a whle. By using simulatin mdels created frm actual slar system data, students will gain a clear picture f hw gravity helped t create the slar system and cntinues t maintain its structure and mtin. This will cntinue t help them develp their telescpe rute as they cnsider hw gravity might affect the telescpe s jurney thrugh the slar system. Alignment Table Perfrmance Expectatins MS-ESS1-2 Develp and use a mdel t describe the rle f gravity in the mtins within galaxies and the slar system. [Clarificatin Statement: Emphasis fr the mdel is n gravity as the frce that hlds tgether the slar system and Milky Way galaxy and cntrls rbital mtins within them. Examples f mdels can be physical (such as the analgy f distance alng a ftball field r cmputer visualizatins f elliptical rbits) r cnceptual (such as mathematical prprtins relative t the size f familiar bjects such as students' schl r state).] [Assessment Bundary: Assessment des nt include Kepler s Laws f rbital mtin r the apparent retrgrade mtin f the planets as viewed frm Science and Engineering Practices Develping and Using Mdels Develp and use a mdel t describe phenmena. Disciplinary Cre Ideas ESS1.B: Earth and the Slar System The slar system cnsists f the sun and a cllectin f bjects, including planets, their mns, and asterids that are held in rbit arund the sun by its gravitatinal pull n them. The slar system appears t have frmed frm a disk f dust and gas, drawn tgether by gravity. All psitins f bjects and the directins f frces and mtins must be described in an arbitrarily chsen reference frame and arbitrarily chsen units f size. In rder Crsscutting Cncepts Systems and System Mdels Mdels can be used t represent systems and their interactins. Teacher Versin

72 Task 3: Gravity in the Galaxies Earth.] MS-PS2-4. Cnstruct and present arguments using evidence t supprt the claim that gravitatinal interactins are attractive and depend n the masses f interacting bjects. [Clarificatin Statement: Examples f evidence fr arguments culd include data generated frm simulatins r digital tls; and charts displaying mass, strength f interactin, distance frm the Sun, and rbital perids f bjects within the slar system.] [Assessment Bundary: Assessment des nt include Newtn s Law f Gravitatin r Kepler s Laws. Engaging in Argument frm Evidence Cnstruct and present ral and written arguments supprted by empirical evidence and scientific reasning t supprt r refute an explanatin r a mdel fr a phenmenn r a slutin t a prblem. t share infrmatin with ther peple, these chices must als be shared. PS2.B: Types f Interactins Gravitatinal frces are always attractive. There is a gravitatinal frce between any tw masses, but it is very small except when ne r bth f the bjects have large mass e.g., Earth and the sun. Systems and System Mdels Mdels can be used t represent systems and their interactins such as inputs, prcesses and utputs and energy and matter flws within systems. Supplementary Science and Engineering Practices Using Mathematics and Cmputatinal Thinking Apply mathematical cncepts and/r prcesses (such as rati, rate, percent, basic peratins, and simple algebra) t scientific and engineering questins and prblems. Equity and Grupwrk Grups wrk tgether t act ut mdels r manipulate simulatin mdels. Gather and discuss infrmatin cllabratively t use in individual writing. Language Discuss gravity mdels. Synthesize multiple surces f infrmatin. Describe visual representatins in writing. Write an argument fr the effect f mass n gravity and the ptential impacts f this n a telescpe rute. Learning Gals: This learning task asks students t use mdels t describe the rle f gravity in the slar system and engage in an argument fr the effect f mass n gravity. Mre specifically, students will: Engage in a thught experiment that hypthesizes gravity as the key frce in planetary mtin. Use mdels t explre gravity s rle in the slar system. Teacher Versin

73 Task 3: Gravity in the Galaxies Explain the rle f gravity in the mtins within the slar system. Calculate the rate f falling bjects n different planets, dependent n mass. Supprt an argument that the mass f planets affects gravity and thus wuld impact the telescpe rute. Apply knwledge f gravity and mass t plt a ptential rute fr the new telescpe. Cntent Backgrund fr Teachers In Unit 1, students mved past their understanding f gravity as merely the frce that keeps them n the grund and causes bjects t fall. They learned that gravity is a frce that attracts bjects twards any ther bdies with mass. This means that gravity des nt just pertain t Earth; it als applies t ther planets in the slar system. In this task, students take this understanding frm Unit 1 and push it a little bit farther. They have already been intrduced thrugh data and simulatins that the mass f an bject affects the gravitatinal pull f that bject in a prprtinal relatinship. This task asks them t revisit this idea and the assciated pieces f evidence, but cntextualized within this unit s culminating prject. Mre specifically, they will end the task by thinking abut why understanding the masses and gravitatinal pulls f different planets is imprtant t charting a safe telescpe rute thrugh the slar system. Hwever, just as imprtantly, students are als nw examining the general rle f gravity in the mtins f bdies in ur slar system. This begins with the frmatin f the slar system. As discussed in the backgrund sectin f the Lift-Off Task, the slar system was frmed when a dense clud f gas and dust cllapsed, frming a swirling disk f material. At the center, it was gravity that pulled mre and mre material in, causing chemical reactins that released the tns f energy, which birthed the sun. The rest f the matter clumped tgether, frming larger bjects like planets and mns. The rest are part f the asterid belt. Because the sun used up 99% f the matter in this event, the sun has the largest mass. This means the sun has the mst gravitatinal pull, explaining why all the planets in the slar system rbit the sun and nt the ther way arund. Each planet rbits the sun because f a balance between the speed in which the planet is mving and gravitatinal pull f the sun. Each planet is mving at a different speed, but each planet s distance frm the sun als varies, causing a different gravitatinal pull. This balance is what keeps planets in rbits arund the sun. The fllwing is an excellent shrt vide explaining hw ur slar system structure and mtins are pssible: Fr mre backgrund in the frm f data and cmputer simulatins, see the resurces prvided t students in their student guide. Als, if students are struggling with basic physics cncepts frm last unit, refer back t Unit 1 resurces and use them t review cntent with students as needed thrughut this task. Academic Vcabulary Speed Frce Teacher Versin

74 Task 3: Gravity in the Galaxies Gravity Orbit Mass Mdel Rate Time Needed (Based n 45-Minute Perids) 5 Days Engage: 1 perid Explre: 1 perid Explain: 1 perid Elabrate: 1 perid Evaluate and Reflectin: 1 perid Materials Unit 2, Task 2 Student Versin Engage Cmputers r Tablets Explre Cmputers r Tablets Rpe r string Explain Prjectr (per class) OR Tablets (per student) Elabrate Labels (1 per grup) Marker Evaluate Prject Organizer Handut Instructins Engage 1. Intrduce t Task 3: In the last task, yu made a mdel f the entire slar system, allwing yu t begin t see the different rutes the new telescpe may take when it is launched. Think abut what yu were still wndering abut at the end f the last task (lk back if yu need t). What questins d yu still have? Befre yu pass ut their student guide, give students time t reflect individually r with a partner abut the questins they recrded at the end f the last task. Share a few f these ut as a class, using facilitating questins t guide students tward questins that relate t this task. 2. Transitin t Task 3: Hwever, the parts f the slar system are nt statinary they mve! In this task, yu will explre what factrs affect mtin within ur slar system. Nw pass ut their Task 3 student guide. Teacher Versin

75 Task 3: Gravity in the Galaxies 3. Here, students are presented with Isaac Newtn s thught experiment, which is knwn as Newtn s Cannnball. He used it t hypthesize that the frce f gravity was universal and is the key frce fr planetary mtin. The first questin fr students describes Newtn s thught experiment. In this thught experiment, Newtn visualizes a cannn n tp f a very high muntain. He explains that withut gravity, the cannnball shuld lgically fllw a straight line away frm Earth, in the directin it was fired. Students are asked t use their wn prir knwledge t hypthesize why this desn t happen. 4. Students are then given a cmputer simulatin that was made based n Newtn s cannnball. This ffers preliminary practice f Develping and Using Mdels t describe the phenmenn f gravity a science and engineering practice that they will use thrughut this task. This activity thus als intrduces students t the crsscutting cncept fr this task, Systems and System Mdels, as students experience hw a mdel can be used t represent a system and its interactins (in this case fcusing n speed and gravity). Students shuld experiment with the simulatin prvided in pairs, using the prmpts n their student guide. Thrugh this simulatin, students shuld discver that when an bject des nt have enugh speed, the frce f gravity pulls the bject back dwn t Earth. When an bject has t much speed, it is able t get ut f Earth s gravitatinal field and mve away frm Earth. At a specific speed, the speed the mn rbits the Earth, students will find that gravity keeps the bject in an rbit arund the Earth. This is what simulates planetary mtin arund the sun. Recmmended: Ask students t share ut their predictins and bservatins f the simulatin. When calling n pairs f students t share their descriptin f a scenari, it is recmmended that yu call n pairs using equity sticks. This encurages mre equitable participatin in class-wide discussins. 5. The last questin serves t cnnect their bservatins frm the thught experiment t the slar system as a whle, as well as previus learning abut gravity. In Unit 1, they learned abut gravity as an attractive frce dependent n mass. This questin asks students t brainstrm what bject in ur slar system has the largest gravitatinal pull and hw they think this explains the way bjects mve in the slar system. Based n the simulatin and learning frm Unit 1, students shuld be able t identify the sun as the bject with the mst mass and gravitatinal pull. This gravitatinal pull is the reasn why all the planets rbit the sun. Students may discuss and respnd t this questin in pairs. These questins d nt necessarily need t be debriefed class-wide, since they ffer a bridge int the next sectin f the task fr cntinued explratin. Explre 1. Read the first few paragraphs under the Explre header n their student guides alud. This will transitin frm the Engage t the Explre and will set the cntext fr this activity. In grups, students will be explring mdels t describe the mtin f celestial bdies in the slar system. Teacher Versin

76 Task 3: Gravity in the Galaxies In this sectin f the task, students are hning their skill f Using Mdels, as they manipulate bth physical and cmputer-based mdels t describe the phenmenn f hw bjects mve in the slar system. By ding s, they are als emphasizing the crsscutting cncept f Systems and System Mdels by cnsidering nt just the parts f the slar system that are interacting but als hw energy and matter flw within this system t make it functin the way it des. Within these mdels, students will be explring the interactins between planets and the sun as they relate t speed, mass, and gravitatinal frce. 2. Assign rles t each grup. Yu may use whatever rles yu prefer. We recmmend the use f the Materials Manager, Facilitatr, Recrder, and Harmnizer. Ask Facilitatr t read the directins, make sure everyne understands the task, and facilitate grup discussin. Ask the Materials Manager t handle any resurces (including cmputer simulatins) needed t cmplete the task. Ask the Harmnizer t make sure that everyne cntributes their ideas and that everyne s vice is heard. Ask the Recrder t make sure the grup is recrding their respnses t the discussin questins fr each mdel. 3. Students are explring three mdels, tw f which are cmputer simulatins that require cmputers r tablets. These wuld be best cmpleted in sequential rder as they ask students t build n understandings frm the previus mdels: first, students examine frmatin f the slar system, then a mdel f planetary rbit, then a factr that affects slar system mvement. Optinal: Cnduct the first as a whle-class discussin. This bth mdels the prcess and saves time during the task. As they explre the mdels, students shuld be discussing and recrding respnses t the discussin questins in their student guide. The purpse f these questins is t guide students twards understanding the rle f gravity in the mtins f celestial bdies. 4. Sample student respnses t the discussin questins are shwn belw: Mdel 1: Simulating the Frmatin f Our Slar System What appears t be happening? Mst the matter seems t be getting absrbed int the central bdy. Other surrunding particles swirl in an rbit, sme cmbining with thers t frm larger bdies that cntinue t rder the central bdy in ne directin. What des this mdel imply as the main reasn all f the planets rbit the sun? All f the planets seem t be pulled twards the central bdy (the sun) by sme invisible frce (gravity). This causes them t remain in rbit arund the sun. Mdel 2: Simulating an Orbit with Our Bdies When the rpe becmes taut, what happens? The planet persn starts t mve arund the sun persn. Hw des the pull f the rpe affect the directin and mtin (rbit) f the planet? It makes it rbit arund the sun instead f in the directin it riginally began. What d yu think the frce f the rpe pulling n the planet represents? The sun. Teacher Versin

77 Task 3: Gravity in the Galaxies Mdel 3: Simulating A Factr That Affects Slar System Mvement Hw des the mass f the Sun impact the rbit f the Earth? Use an example frm the simulatin. The mass f the sun keeps Earth in rbit. Fr example, if the mass f the Sun is increased, the pull will be t strng and Earth will be destryed in cllisin with the Sun. Hw des the mass f the Earth affect the Mn? Use an example frm the simulatin. The mass f the Earth keeps the mn in rbit. Fr example, if the mass f the Earth is decreased, the pull will nt be enugh t keep the mn in rbit and it will flat away. We learned in the last unit that mass affects gravitatinal frce. But hw des this wrk in the slar system? Use examples frm the simulatin t explain hw mass affects gravitatinal frce in the slar system. Mass affects hw much gravitatinal pull a bdy will have the greater the mass, the greater the gravitatinal frce. This is what keeps planets in rbit arund the sun and mns in rbit arund planets. If yu change the mass, yu risk changing the rbits f different bdies in the slar system. *Nte: This is a revisit f a simulatin frm Unit 1, s students shuld be familiar with hw t use this simulatin. Explain 1. This sectin f the task asks students t take what they learned abut gravity and mtin frm all the mdels and cmbine it all int ne explanatin f the slar system as a whle. 2. T lend cntext and meaning t the task, shw the fllwing vide that simulates the entire slar system: Emphasize t students that this was created frm authentic data n the slar system. Again, students are practicing the science and engineering practice f Using Mdels t describe the phenmenn f the mtin f celestial bdies. By describing parts and interactins f the slar system, they are cntinuing t emphasize the crsscutting cncept f Systems and System Mdels. Student explanatins shuld use evidence frm the mdels and discuss the fllwing: The rbits f the planets, Including what they are all rbiting arund And why they are all in rbit Any factrs that affect these rbits 3. We recmmend students cmplete this individually as it can serve as a gd ptin fr frmative assessment. Hwever, students can and shuld use their grup respnses t any previus discussin questins t help them frmulate an explanatin. Once cmplete, cllect student wrk t identify trends in students ability t describe a mdel using evidence OR accurately explain gravity s rle in the mtin f celestial bdies. See Hw t Use This Curriculum fr strategies n utilizing frmative assessment data t prvide feedback t students and infrm classrm instructin. 4. Optinal: Yu may want t use the academic language tl intrduced in Unit 1 Strnger and Clearer t help students strengthen and clarify language and ideas used t describe the slar system Teacher Versin

78 Task 3: Gravity in the Galaxies mdel. As they talk t peers, they can build frm thers ideas and brrw language frm their partners. This wuld serve t help slidify basic cncepts f gravity and rbits befre mving frward. This activity can be set up in different ways, but we recmmend having students frm tw cncentric circles, s that partners are facing each ther. A ptential guide fr students is prvided in the bx belw. As in Unit 1, walk students thrugh the prcess using the instructins prvided n the guide belw. Strnger and Clearer: The fllwing activity is t help yu and yur peers strengthen and clarify yur descriptin f the simulated slar system. Each time yu talk t a new partner, yu can build frm their ideas and brrw the language f previus partners. Instructins: 1. Recrd ideas and language yu liked frm yur wn descriptin in the chart belw t help yu think abut what yu will say t yur partner (1 minute) 2. Stand in frnt f yur assigned partner. Turn yur papers upside dwn, s that yu are nt lking at it while speaking. Take turns sharing yur argument alud (1 minute per persn). a. After each partner shares, the listener may ask clarifying questins. Have a discussin abut strengths and suggestins (1 minute per persn). 3. Yu will then have time t recrd any ideas r language that will make yur descriptin strnger and clearer (1 minute). 4. When yur teacher calls time, each f yu in the inner circle will mve ne space t the right, s yu have a new partner. Repeat Steps 2 and 3. Me Ideas and Language I like frm the mdel descriptin Partner 1 Partner 2 Individually, return t yur student guide t write a revised descriptin f the simulated slar system, brrwing frm the ideas and language f yur peers. Remember that while it is encuraged t learn frm thers, it is nt kay t cpy directly! Teacher Versin

79 Task 3: Gravity in the Galaxies Elabrate 1. This sectin f the task takes student experience with the last mdel simulatin and cnnects it t actual data data they have seen befre in their explratin f gravity in Unit 1. This data table shws hw mass affects gravitatinal pull, specifically within the cntext f ur slar system. 2. Again, assign rles t each grup. Yu may keep the students in the same rles as the Explre, r mix them up. 3. Ask students t re-examine the data table in their student guides. In this activity, students will be using the science and engineering practice f Using Mathematics and Cmputatinal Thinking; they apply the mathematical cncept f rate t answer the scientific questin f whether gravitatinal attractin depends n the masses f the different planets. While the math is very simple, we recmmend yu ask students t shw their prcess fr at least ne rate befre using mental math fr the rest. As students d s, yu may want t check that their mathematical prcess is crrect befre letting them repeat their prcess fr all the ther rates. 4. Students then return t their slar system mdel frm Task 2 and add sme mre details that they will need in rder t plan their telescpe rute. Here, they cntinue the prcess f Develping Mdels, this time t describe hw gravity plays a rle in ur slar system. Prvide each grup with a label. Each grup will label their riginal assigned planet with its mass and the rate it takes a rck t fall n that planet. 5. Once students have added t their slar system mdel, students will argue why adding this infrmatin t the slar system mdel makes it mre useful fr planning the best rute fr the new telescpe. This asks students t use the skill f Engaging in Arguments Frm Evidence, as they use data evidence and scientific reasning t supprt an imprved mdel fr ur slar system. By engaging in this argument, students will have t use data t argue that mass affects gravitatinal attractin in the slar system and this must be cnsidered as the telescpe passes different planets in its jurney thrugh space. Students shuld use data frm the data table and likely Mdel 3 as evidence t justify their argument. Again, yu may wish t have students cmplete this questin individually, s it may be used as frmative assessment. Once cmplete, cllect student wrk t identify trends in students ability t supprt an argument with evidence OR accurately explain hw gravitatinal attractin depends n the mass f bjects. See Hw t Use This Curriculum fr strategies n utilizing frmative assessment data t prvide feedback t students and infrm classrm instructin. Sample Argument Adding the masses f all the planets makes ur mdel mre useful because we nw knw that the mass f an bject affects its gravitatinal attractin. Gravity Optinal Sentence Stems Adding the masses f all the planets makes ur mdel mre useful because Teacher Versin

80 Task 3: Gravity in the Galaxies can pull bjects, like the new telescpe, twards planets that have a lt f mass, s it is essential we knw abut the masses f the planets. Mdel 3 prvided evidence f this: when I increased the mass f the Earth, the gravitatinal pull increased, causing the mn t cllide with Earth. We d nt want this t happen with the new telescpe. The data table als shwed us that as planet mass increases, the rate f the falling rck increases, meaning gravity increases. Fr example, the rate fr the Earth is m/s, while Mercury, which has smaller mass, is nly m/s. We wuld have t stay farther away frm Earth than Mercury t avid the pull f gravity. In rder t plan the best rute fr the new telescpe, we need t knw If mass, then gravitatinal pull. Mdel 3 prvided evidence f this when The data table shwed us that Fr example This means that the rute fr the new telescpe wuld have t 6. Return t the whle-class cncept map frm the Lift-Off Task In small grups, have students brainstrm new cncepts and new cnnectins that they have learned in this task, as well as any new questins that have cme up fr them. Then have grups share these alud in a class-wide discussin and add t the class cncept map. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins (See Hw T Use This Curriculum fr mre details). Sme facilitating questins t ask students are: What new ideas/cncepts d yu want t add t the map? What cnnectins d yu want t add r change? What is yur reasn fr that additin/revisin? What cnnectins can we make between the questins/ideas already n the map? What new questins d yu have abut the phenmenn? Draw circles arund each questin and bxes arund each cncept. Write cnnectr wrds t describe cnnectins between the cncept bxes. Fr this task, students may begin t cnnect sme f their previus questin circles t cncept bxes abut the fllwing: the creatin f ur slar system, the rle f gravity in hw bjects mve in ur slar system, and the relatinship between mass and gravity. Have students analyze the additins t the class cncept map fr as many examples f this task s crsscutting cncepts as they can find. Once a student has identified the crsscutting cncept, yu can trace the circle in the crrespnding clr (decided n in the Lift-Off task). We recmmend asking students t share key wrds that helped them identify the crsscutting cncept fr that cncept r questin. Sme identifying wrds students might lk fr are: Systems and Systems Mdels. These culd be phrases such as, is a part f cnnects t, interacts with, is made up f, wrks tgether with, etc. Once again, the purpse f this cncept map is t facilitate generatin f student questins, prmte language develpment, and supprt understanding f the science cntent thrughut the unit. Allwing students t ask their wn questins and use their wn wrds t make meaning f the cncepts will nt nly help them make deep cnnectins abut science cntent, but will als help their ral and written language develpment. Teacher Versin

81 Task 3: Gravity in the Galaxies Evaluate: Cnnecting t the Culminating Prject 1. Students independently cmplete the Task 3 sectin f the Unit 2 Prject Organizer in class. Revisins can be dne fr hmewrk, depending upn student s needs and/r class scheduling. 2. Students have develped a mdel f the slar system and will nw begin t brainstrm the best rute a new telescpe shuld take thrugh space. The student prmpt is as fllws: Even thugh yu already have the layut f the slar system, yu nw knw that these bjects dn t just remain statinary they mve because f gravity! Based n what yu ve learned abut mass, gravity, and mtin, draw a ptential rute fr the new telescpe n the sketch yu made in the Task 2 sectin. Then in this sectin. Explain why the slar system is laid ut the way it is: what is the rle f gravity in the slar system? Use yur mdel and data frm the task t explain hw gravity might affect the new telescpe as it mves thrugh space. Justify yur rute by explaining why yu stay farther away frm sme planets, but nt thers Reflectin 1. At the end f the task, ask students t reflect n what they have learned ver the curse f this task by answering the fllwing three questins in their student guide: At the beginning f this task, yu used a thught experiment t think abut why planets might mve the way they d in ur slar system. Lk back at yur respnses: after learning everything yu have abut gravity, hw wuld yu add t r revise yur respnses? Use infrmatin frm the mdels t imprve yur explanatin f Newtn s thught experiment. In this task, we fcused n the crsscutting cncepts f Systems and System Mdels: mdels can be used t represent systems and their interactins. Where did yu examples f Systems and System Mdels in this task? Nw that yu have used and develped mdels t describe the mvement f celestial bdies in ur slar system, what questins d yu still have? 2. There are n right answers, but encurage students t lk back at their student guides and their class cncept map. They shuld nt change their initial respnses, but rather use this reflectin space t add t their ideas and questins based n what they have learned thrugh this task. By generating mre f their wn questins, students cntinue t engage in sense-making f the phenmenn and gathering knwledge and skills fr their final prjects. Assessment 1. Yu may cllect students Prject Organizer and assess using: Criteria f yur chice. We recmmend using the 3-Dimensinal Assessment matrix at the beginning f this dcument t infrm yur criteria. This can be a frmative tl t peridically lk fr trends in student understanding after the cmpletin f a task. Yu can then use this frmative data t infrm any re-teaching as necessary. 2. Yu may als give students time t make revisins with ne f the tw ptins: Teacher Versin

82 Task 3: Gravity in the Galaxies Students may make changes t their Prject Organizer accrding t yur cmments OR Ask students t exchange Prject Organizers with a partner and give partners 5 minutes t give written feedback. Then allw students time t make changes t their wrk accrding t the feedback. Teacher Versin

83 Task 4: Invisible Frces Unit Essential Questin: What frces keep the parts f ur slar system tgether and hw can we use this knwledge t plt a telescpe rute thrugh space? Intrductin In the last task, students explred ne invisible frce gravity specifically lking at the rle it plays in the mtin f celestial bjects in ur slar system. In ding s, they were able t add t their visualizatin f the slar system as a whle, prviding a rich cntext within which t plan their new telescpe rute. In this task, students examine anther invisible frce magnetism but mre t think abut hw t prtect the telescpe itself as it travels thrugh space and hw it will then behave as a result. Students ften cnceive f magnetism as this invisible mystery frce that makes bjects appear t mve n their wn. T learn mre abut these invisible frces and fields, students will need t cnduct investigatins, analyzing and interpreting data t prve that these fields d indeed exist and can explain the phenmena they see. By the end f this task, students will nt nly be able t make sme recmmendatins t create a strng magnetic field that prtects their telescpe, they will als be able t predict the subsequent behavir f the telescpe due t its magnetic field. Alignment Table Perfrmance Expectatins MS-PS2-3. Ask questins abut data t determine the factrs that affect the strength f electric and magnetic frces. [Clarificatin Statement: Examples f devices that use electric and magnetic frces culd include electrmagnets, electric mtrs, r generatrs. Examples f data culd include the effect f the number f turns f wire n the strength f an electrmagnet, r the effect f increasing the number r strength f magnets n the speed f an electric mtr.] [Assessment Bundary: Assessment abut questins that require quantitative answers is limited t prprtinal reasning and algebraic thinking.] Science and Engineering Practices Asking Questins and Defining Prblems Ask questins that can be investigated within the scpe f the classrm, utdr envirnment, and museums and ther public facilities with available resurces and, when apprpriate, frame a hypthesis based n bservatins and scientific principles. Disciplinary Cre Ideas PS2.B: Types f Interactins Electric and magnetic (electrmagnetic) frces can be attractive r repulsive, and their sizes depend n the magnitudes f the charges, currents, r magnetic strengths invlved and n the distances between the interacting bjects. Crsscutting Cncepts Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Teacher Versin

84 Task 4: Invisible Frces MS-PS2-5. Cnduct an investigatin and evaluate the experimental design t prvide evidence that fields exist between bjects exerting frces n each ther even thugh the bjects are nt in cntact. [Clarificatin Statement: Examples f this phenmenn culd include the interactins f magnets, electrically-charged strips f tape, and electrically-charged pith balls. Examples f investigatins culd include first-hand experiences r simulatins.] [Assessment Bundary: Assessment is limited t electric and magnetic fields, and is limited t qualitative evidence fr the existence f fields.] MS-PS3-2. Develp a mdel t describe that when the arrangement f bjects interacting at a distance changes, different amunts f ptential energy are stred in the system. [Clarificatin Statement: Emphasis is n relative amunts f ptential energy, nt n calculatins f ptential energy. Examples f bjects within systems interacting at varying distances culd include: the Earth and either a rller caster cart at varying psitins n a hill r bjects at varying heights n shelves, changing the Planning and Carrying Out Investigatins Cnduct an investigatin and evaluate the experimental design t prduce data t serve as the basis fr evidence that can meet the gals f the investigatin. Develping and Using Mdels Develp a mdel t describe unbservable mechanisms. PS2.B: Types f Interactins Frces that act at a distance (electric, magnetic, and gravitatinal) can be explained by fields that extend thrugh space and can be mapped by their effect n a test bject (a charged bject, r a ball, respectively). PS3.A: Definitins f Energy A system f bjects may als cntain stred (ptential) energy, depending n their relative psitins. PS3.C: Relatinship Between Energy and Frces When tw bjects interact, each ne exerts a frce n the ther that can cause energy t be transferred t r frm the bject. Cause and Effect Cause and effect relatinships may be used t predict phenmena in natural r designed systems. Systems and System Mdels Mdels can be used t represent systems and their interactins such as inputs, prcesses, and utputs and energy and matter flws within systems. Teacher Versin

85 Task 4: Invisible Frces directin/rientatin f a magnet, and a balln with static electrical charge being brught clser t a classmate s hair. Examples f mdels culd include representatins, diagrams, pictures, and written descriptins f systems.] [Assessment Bundary: Assessment is limited t tw bjects and electric, magnetic, and gravitatinal interactins.] Supplementary Science and Engineering Practices Analyzing and Interpreting Data Analyze and interpret data t determine similarities and differences in findings. Equity and Grupwrk Wrk in specific grup rles t cnduct experiments. Cme t cnsensus n questins t investigate. Wrk tgether t plan and cnduct an explratin. Language Recrd bservatins. Write lab cnclusins based n data. Ask questins related t data. Depict scientific cncepts in a mdel. Learning Gals This learning task asks students t gather evidence that magnetic fields exist at different strengths, caused by different factrs. Mre specifically, the purpse is t: Make predictins abut a mysterius phenmenn. Cnduct investigatins abut invisible frces. Use data as evidence fr the existence f fields between bjects nt in cntact with each ther. Use cause and effect relatinships t predict hw bjects nt in cntact with each ther may behave. Evaluate an experimental design. Ask questins abut data and cnduct an explratin t determine the factrs that affect the strength f magnetic fields. Cmplete a mdel t illustrate the relatinship between arrangement f magnets and ptential energy in a magnetic system. Apply knwledge f magnetic fields t create a prtective magnetic field arund the new telescpe and predict the behavir this will cause. Teacher Versin

86 Task 4: Invisible Frces Cntent Backgrund fr Teachers This task expses students t a new nn-cntact frce magnetic frce. Specifically students begin t learn abut magnetic fields, r the areas where an bject exhibits a magnetic influence. Fr students, these are the invisible frces and fields that can explain why bjects nt in cntact can d things like flat and mve away frm each ther. Mst students will cme t this lessn with a basic experiential understanding f magnets. Fr example, they might knw that magnets can attract r repel depending n the sides put tgether. They might als knw that nt all materials are attracted t magnets, just sme. These ideas will be reaffirmed in Statin 1 f the Explre, slidifying that there is sme invisible frce at play, but nly between sme bjects. Smething that students may nt be familiar with is a magnetic field. Arund every magnet, there is an invisible field called a magnetic field. This field is what attracts items, like paper clips and nails t the magnet. In magnetic fields, bjects are affected alng things called magnetic field lines. Magnetic ples are the pints where the magnetic field lines begin and end. Fr example, the ples n Earth are where ur planet s field lines riginate and cme tgether. Althugh the magnetic field is invisible, an experiment with irn filings in the Explre can indicate where it is because the irn filings line up with the field. When students cnduct experiments abut these magnetic fields, they will find that the field lines will be different depending n the type f magnet used. They will als see that the field lines spread ut frm the nrth ple and circle back arund t the suth ple, but the irn filings tend t cncentrate at the ples because that is where the field is the strngest. While these are great tw-dimensinal visuals fr students, it is imprtant t emphasize that magnetic fields are really three-dimensinal. Students als start t experiment with electrmagnets in the last lab statin f the Explre. Unlike permanent magnets, this statin uses nn-magnetized metal cnnected t a wire cnducting electric current. This, in turn, generates a magnetic field. In the lab, students will ntice that a wire-wrapped nail alne des nt attract paperclips. Hwever, nce cnnected t a battery, the wire-wrapped nail can attract paperclips. This same lab statin als allws students t begin t think abut what factrs affect the strength f a magnetic field. Increasing the cils f a wire will strengthen the magnetic field. Increasing the strength f the battery will als strengthen the magnetic field. Mre simply, decreasing the distance between a magnet and magnetic bject will increase the magnetic field. Smething else t cnsider is that nly sme materials are magnetic materials like irn, steel, nickel, and cbalt. The last cncept students explre in this task is hw the arrangement f bjects interacting at a distance can affect the different amunts f ptential energy stred in a system. While this can be related t many scenaris, it als can be applied t magnetism. In any system f magnets, there is magnetic ptential energy, the Teacher Versin

87 Task 4: Invisible Frces amunt f which depends n hw the magnets are arranged with respect t each ther. When the magnets are rearranged, this magnetic ptential energy can change. If the magnetic ptential energy increases, then the kinetic energy f the bjects in the system will decrease, and vice versa. Fr example, when tw carts with magnets attached push each ther apart, there wuld be a decrease in magnetic ptential energy and an increase in kinetic energy. Academic Vcabulary Magnet Orient Battery Magnetic field Kinetic Energy Ptential Energy Attractin Repulsin Time Needed (Based n 45-Minute Perids) Days Engage: 0.5 perid Explre: 1-2 perids Explain: 1 perid Elabrate: 1-2 perids Evaluate and Reflectin: 1 perid Materials Unit 2, Task 4 Student Versin Engage Prjectr and Cmputer Explre Statin Cards 1-4 (2 cpies fr each statin) Statin 1 2 Bar magnets Varius bjects f different materials, sme magnetic and sme nt Statin 2 Paper clip Piece f Thread Tape Small bar r hrseshe magnet Statin 3 Ziplc Bag 3x5 index cards Irn filings Paper Clip Teacher Versin

88 Task 4: Invisible Frces 2 Bar Magnets Statin 4 5 feet insulated cpper wire 6-vlt battery D-size battery Large irn nail Paper clips Explain Critique, Clarify, Crrect Handut (Optinal) Elabrate All materials frm the Explre (ne set f all materials fr each grup) Evaluate Prject Organizer Handut Instructins Engage 1. Intrduce t Task 4: In the last task, yu thught abut ne nn-cntact frce that may affect yur telescpe rute gravity. Think abut what yu were still wndering abut at the end f the last task (lk back if yu need t). What questins d yu still have? Befre yu pass ut their student guide, give students time t reflect individually r with a partner abut the questins they recrded at the end f the last task. Share a few f these ut as a class, using facilitating questins t guide students tward questins that relate t this task. 2. Transitin t Task 4: Thrughut this unit, yu have thught a lt abut the slar system as a whle in rder t infrm yur decisin n the best rute fr the new telescpe. T ensure a successful missin, we als need t think abut the telescpe itself. Tday we are ging t learn abut anther nn-cntact frce s we can better understand hw the new telescpe will behave in space and hw we can prtect it while in space. Nw pass ut their Task 4 student guide. 3. Unlike cntact frces frm last unit, the frces students are studying tday are invisible t students, making the cncepts all the mre difficult t grasp. T intrduce students t these invisible frces, have them watch the fllwing vide: When prjecting the vide, make sure that students d nt see the title f the vide, as we dn t want t reveal the term magnetism just yet. 4. After students watch the vide, have them discuss the questins that fllw in pairs. These questins ask them fr bth bservatins and a predictin fr hw it is pssible that bjects seem t be flating and mving n their wn. Emphasize t students that there is n right answer and that this is a predictin that they will build n thrughut the task. Teacher Versin

89 Task 4: Invisible Frces Share ut a few respnses t the questins using equity sticks (See Hw t Use This Curriculum fr mre infrmatin). Explre 1. In this activity, students engage in the practice f Planning and Carrying Out Investigatins, as they cnduct investigatins t prduce data that can serve as evidence that magnetic fields d exist. Based n their bservatins, students then analyze the data fr similarities and differences, which will help them figure ut that bjects that aren t tuching each ther behave in this way because f magnetic fields. Thus, students are als engaging in the practice f Analyzing and Interpreting Data. 2. Set up fur statins arund the rm with the materials utlined in the Materials sectin and cpies f the statin cards. Fr large class sizes, we recmmend making tw f each statin s the amunt f students at each statin is allws fr all students t engage. 3. Assign rles t each grup. Yu may use whatever rles yu prefer. We recmmend the use f the Materials Manager, Facilitatr, Recrder, Harmnizer. Ask Facilitatr t read the directins and t make sure everyne understands the task. Ask the Materials Manager t handle any resurces needed t cmplete the task. Ask the Harmnizer t make sure that everyne cntributes their ideas and that everyne s vice is heard. Ask the Recrder t make sure the grup is recrding their bservatins and analysis in their student guides. 4. Give students a set amunt f time with each statin. We recmmend at least 10 minutes per statin fr students t really explre and prcess. As students cnduct the fur experiments utlined in the statin cards, they shuld be recrding their bservatins and drawing, and answering the discussin questins in their student guides. The purpse f the discussin questins is t guide data analysis. Yu will ntice students using language and drawing diagrams relating t the crsscutting cncepts f Cause and Effect and Systems and System Mdels, as students think abut the interacting parts f a magnetic system, particularly hw different factrs affect the flw f energy and matter in these invisible fields. 5. Belw is an utline f the fur statins as well as a sample Data Analysis Chart Statin 1 - Explring Invisible Frces: This statin intrduces students t the basics f magnets attractin vs. repulsin and the different types f materials that are attracted t magnets. Statin 2 Testing the Strength f an Invisible Frce: This statin gives students mre expsure t a field between bjects nt in cntact, but adds the effect f distance n the strength f the magnetic frce. Statin 3 Explring Invisible Fields: This statin allws students t see the actual pattern f the different magnetic fields, represented with irn filings. Statin 4 Creating Invisible Fields: This statin shws students hw magnetic fields are created with electricity and allws them t experience with factrs that affect the strength f the field (number f cils, battery size). Teacher Versin

90 Task 4: Invisible Frces Sample Data Analysis Chart Observatins and Drawings Statin 1: Explring Invisible Frces Statin 2: Testing the Strength f an Invisible Frce Statin 3: Explring Invisible Fields Statin 4: Creating Invisible Fields I nticed that when yu put ne side f the bar magnets tgether, they attract, but when yu put them the ther way, they push away frm each ther. I als nticed that nly sme bjects mve twards the magnets and thers d nt. I bserved sme invisible frce attracting the metal paper clip t the magnet. This nly wrked when the paper clip was clse enugh t the magnet; therwise it wuld fall. I bserved nthing t happen when the irn filings were placed n the paper clip. Hwever, when the irn filings were placed n different magnets, they frmed different patterns, all cming ut f tw pints and cnnecting t each ther. I bserved that the wire-wrapped nail alne culd nt pick up any paper clips, but nce the wire was cnnected t a battery, it culd. Discussin Questins 1. Hw did rienting the tw magnets different ways affect hw they mved? Why d yu think this happened? When riented ne way, the magnets mved twards each ther. When riented the ther way, the magnets mved away frm each ther. I knw frm previus science classes that there are psitive and negative sides t a magnet. When like sides are tgether, they repel. When ppsite sides are tgether, the attract. 2. What cnclusins can yu make abut the different bjects tested? Only metal bjects seemed t be attracted t the magnet, specifically (answers will vary based n bjects prvided). 3. D all bjects have this invisible frce acting n them? If nt, which nes? N, nly sme bjects, the nes stated abve. 1. Hw d yu think the magnet is able t mve the paper clip withut tuching it? There is an invisible frce that attracts the metal paper clip t the magnet. 2. Is the magnet always able t mve the paper clip? If nt, what factr affects when the magnet can mve the paper clip r nt? N, smetimes the paper clip falls. This happens when the magnet is placed t far frm the paper clip. Distance is the factr that affects magnet strength. 1. The fields we have been explring are invisible, but the irn filings allw us t see the pattern f the field. Hw did these filings differ in the different scenaris yu cnducted abve? They differ depending n the type f magnet (descriptins will vary based n types f magnets prvided). 2. Where d yu see the mst filings? This is where the field is the strngest. At the ends (ples) 1. Des the invisible frce exist between just the wire-wrapped nail and the paper clips? N. 2. Hw were yu able t create the invisible frce Teacher Versin

91 Task 4: Invisible Frces When we added mre cils r increased the battery strength, the nail culd pick up even mre paper clips. between the wire-wrapped nail and the paper clips? We cnnected the ends f the wires t tw ends f a battery. 3. What factrs d yu think might affect the strength f the invisible frce? Answers will vary, but students may later investigate the amunt f cils in the wire and the type f battery. 6. Optinal: Cnduct a class-wide discussin utlining the main things students learned frm each f the lab statins. Again, we recmmend use f equity sticks when calling n students t create a mre equitable discussin (See Hw t Use This Curriculum fr mre details). Explain 1. Nw that students have cllected lab evidence f magnetic frces and fields, it is time fr them t put all this evidence tgether. In this sectin, students answer a series f lab questins in pairs t draw cnclusins abut what the data shws, explain hw this cnclusin can be used t predict the behavir f ther similar scenaris, and t evaluate the experiments. 2. Fr questin 1, students are asked t write a cnclusin based n multiple lab experiences. Belw is a sample f an advanced respnse, as well as ptinal sentence frames t prvide students fr language supprt: Advanced Sample Student Respnse: Invisible fields exist between sme bjects nt in cntact with each ther, creating frces that cause bjects t lk like they are mving n their wn. In Statin 1, when tw magnets are placed clse tgether r a magnet is placed near a metal bject, they are attracted tgether. When tw magnets are placed clse tgether with the ppsite rientatin, they are repelled apart. In Statin 2, a magnet can make a paper clip flat, but nly at a certain distance apart. In Statin 3, when irn filings are placed n a magnet, they frm a pattern that represents this invisible field. In Statin 4, when the wire arund a nail is cnnected t a battery, the nail is able t attract metal paper clips. All f these examples frm the labs are evidence that there is an invisible field that exists between sme bjects, mainly magnets. The field causes sme frce t be exerted n the bjects, such as attracting certain bjects r repelling certain bjects. This explains why we see bjects flating r mving n their wn accrd. Accrding t the evidence, this nly seems t be the case at a certain distance and fr certain substances. Optinal Sentence Frames Lab Cnclusin: causes the interactins we see between bjects nt in cntact with each ther. Objects nt in cntact with each ther can smetimes appear t. This is because there are Evidence and Reasning Teacher Versin

92 Task 4: Invisible Frces In Statin 1, when, this causes. In Statin 2, a magnet can In Statin 3, when, this causes. In Statin 4, when, this causes. All f these examples frm the labs are evidence that In each f these pieces f evidence... The field causes This explains why we see Accrding t the evidence, this nly happens when Yu may wish t highlight the writing skill f incrprating evidence, using the Critique, Clarify, and Crrect language strategy. First, have students write their respnse in pairs. Then prvide students with the fllwing template t d a Critique Clarify Crrect fcusing n the incrpratin f evidence. We recmmend having them d their analysis f the sample individually, then discuss in pairs and debrief as a class. Frm there, writing time shuld be individual, as yu may want t use it as a frmative assessment. Once cmplete, cllect student wrk t identify trends in students ability t draw cnclusins using lab evidence. See Hw t Use This Curriculum fr strategies n utilizing frmative assessment data t prvide feedback t students and infrm classrm instructin. Critique, Clarify, and Crrect: Interactins Between Distant Objects In pairs: 1. Critique: Analyze the respnse fr hw well it incrprates evidence. 3. Invisible fields exist between sme bjects nt in cntact with each ther, creating frces that cause bjects t lk like they are mving n their wn. I knw this because in the statins, bjects wuld be attracted t each ther r repelled away frm each ther even thugh they weren t tuching. Smetimes, yu culd even use materials t visualize the field. This prves that there are fields between bjects and explains why bjects appear t flat r mve n their wn. 2. Clarify: Lk at what the prmpt asks n yur student guide and identify what the sample might be missing. 3. Crrect: Revise yur respnse n yur student guide t create a respnse that is mre cmplete. Teacher Versin

93 Task 4: Invisible Frces 4. Fr questin 2, students are asked t write sme general rules abut hw bjects nt in cntact can interact based n what they experienced in the investigatins. This emphasizes the crsscutting cncept f Cause and Effect as students use cause-and-effect relatinships they have identified in the labs t predict hw ther bjects may behave in similar circumstances. Students will write a variety f rules, but belw is a list f pssible student respnses: When yu put tw magnets tgether, smetimes they attract and smetimes they push away, depending n the side. Only sme materials are attracted t magnets, such as irn and nickel. Magnetic fields nly attract bjects fr a certain distance. Magnetic fields are strngest at the ples. Magnetic fields can be created with electricity. The strength f a magnetic field depends n certain factrs. Yu may wish t prvide sme sentence frames: When yu put tw magnets tgether Only sme materials Magnetic fields can Magnetic fields are strngest Magnetic fields can be created by The strength f a magnetic field depends n Magnetic fields nly Elabrate 1. In the Explre, students started t test factrs that affect the strengths f magnetic fields. This Elabrate asks grups f students t take that explratin a bit further. This will be crucial t their culminating prject, as they will be asked t make recmmendatins fr a prtective magnetic field arund the telescpe. At this pint, intrduce students t the term f magnetic fields, and explain that this is what scientists call the invisible fields students have been explring thrughut this task. 2. Questin 1 asks students t evaluate the investigatin fr whether it was able t prduce the data needed t cnclude the factrs that affect the strength f magnetic fields. This aligns with ne aspect f the science and engineering practice f Planning and Carrying Out Investigatins. 3. Questin 2 has students lk back at data frm Statins 2 and 4. Frm that data, they shuld make a list f questins they still need t ask in rder t determine what factrs affect the strength f magnetic fields. These culd be questins such as: Hw d we knw when the magnetic field is strng? What materials are mre attracted t the magnets and what materials are nt attracted? Hw des the size f the battery affect the strength f the magnetic field? Hw des the number f cils in the wire affect the strength f the magnetic fields? Teacher Versin

94 Task 4: Invisible Frces We recmmend having students first generate questins as a grup, but then share them all ut t create a class list. This can lead t a discussin f hw they might g abut testing sme f these questins. This activity gives students specific practice in the science and engineering practice f Asking Questins as they attempt t determine the factrs that affect the strength f electric and magnetic frces and frame a hypthesis based n their bservatins. 4. Questin 3 has students use their questins t d a small explratin, using all the materials frm the lab statins. They will be able t put their questins t the test and then draw sme cnclusins that will infrm their recmmendatins fr the new telescpe. Fr a mre traditinal apprach, yu may wish t cllect the main questins frm the discussin abve and run these investigatins as class-wide demnstratins. Fr factrs that increase the strength f a magnetic field, students will identify things like increasing the number f wire cils, increasing battery vltage, r using bjects that have magnetic materials like irn, cpper, nickel, cbalt, r steel. 5. Questin 4 asks students t apply these cnclusins t the prtectin f their telescpe. In ding s, students are using identified cause-and-effect relatinships t predict hw a strng magnetic field can be created. This specifically emphasizes the crsscutting cncept f Cause and Effect. 6. Questin 5: In explring hw different materials and magnets interact, students will als be experimenting with the arrangement f magnets. This questin links ld cncepts f kinetic and ptential energy t magnetic systems. In every magnetic system, there is magnetic ptential energy, which depends n hw the magnets are arranged with respect t each ther. Here, students will use lab bservatins t cmplete the mdel prvided. When magnets are pushing each ther apart, there is a decrease in ptential energy and an increase in kinetic energy. When magnets are attracting twards each ther, there is an increase in ptential energy and a decrease in kinetic energy. This gives practice at Develping and Using Mdels t describe unbservable mechanisms while als emphasizing the crsscutting cncept f Systems and System Mdels as students cmplete a mdel t shw interactins and energy flw within a magnetic system. While students shuld discuss these questins with their grup, we highly recmmend debriefing as a class, as these are cmplex cncepts. 7. Questin 5 asks students t put these cncepts tgether and take it a little further t apply t their culminating prject. Once the telescpe has a magnetic field, it will then interact with planets that have magnetic fields. Here students make a predictin f hw the telescpe might behave as it passes planets with magnetic fields. Because they understand attractin and repulsin, they shuld make sme predictin abut the telescpe spinning and changing its rientatin. 8. Use ne r bth f the fllwing resurces t slidify these cncepts with students: This interactive shws a bar magnet and a cmpass, but can be used t represent a planet with a Teacher Versin

95 Task 4: Invisible Frces magnetic field and the new telescpe: Keep the bar magnet (planet with magnetic field) in ne place and mve the cmpass (the new telescpe) n a rute past the bar magnet. Ask students t ntice hw the telescpe behaves as it mves past the planet. Students shuld hypthesize that their new telescpe will spin as it mves past planets with magnetic fields. This vide des a great jb at summing up everything students have learned abut magnetism. Like the interactive abve, it als helps students t see that their telescpe will likely spin as it mves past planets with magnetic fields. After students engage with these resurces, yu may want them t revisit their respnses t Questin Return t the whle-class cncept map frm the Lift-Off Task. In small grups, have students brainstrm new cncepts and new cnnectins that they have learned in this task, as well as any new questins that have cme up fr them. Then have grups share these alud in a class-wide discussin and add t the class cncept map. The use f equity sticks is encuraged fr mre equitable participatin in class-wide discussins (See Hw T Use This Curriculum fr mre details). Sme facilitating questins t ask students are: What new ideas/cncepts d yu want t add t the map? What cnnectins d yu want t add r change? What is yur reasn fr that additin/revisin? What cnnectins can we make between the questins/ideas already n the map? What new questins d yu have abut the phenmenn? Draw circles arund each questin and bxes arund each cncept. Write cnnectr wrds t describe cnnectins between the cncept bxes. Fr this task, students may begin t cnnect sme f their previus questin circles t cncept bxes abut the fllwing: anther nn-cntact frce magnetic fields. Have students analyze the additins t the class cncept map fr as many examples f this task s crsscutting cncepts as they can find. Once a student has identified the crsscutting cncept, yu can trace the circle in the crrespnding clr (decided n in the Lift-Off task). We recmmend asking students t share key wrds that helped them identify the crsscutting cncept fr that cncept r questin. Sme identifying wrds students might lk fr are: Cause and Effect. These culd be phrases such as, which results in, which causes, that explains why, is due t, etc. Systems and Systems Mdels. These culd be phrases such as, is a part f cnnects t, interacts with, is made up f, wrks tgether with, etc. Once again, the purpse f this cncept map is t facilitate generatin f student questins, prmte language develpment, and supprt understanding f the science cntent thrughut the unit. Allwing students t ask their wn questins and use their wn wrds t make meaning f the cncepts will nt nly help them make deep cnnectins abut science cntent, but will als help their ral and written language develpment. Evaluate: Cnnecting t the Culminating Prject 1. Students independently cmplete the Task 4 sectin f the Unit 2 Prject Organizer in class. Revisins can be dne fr hmewrk, depending upn student s needs and/r class scheduling. Teacher Versin

96 Task 4: Invisible Frces 2. Students have been tasked with develping a mdel f the slar system and prpsing the best rute a new telescpe shuld take thrugh space. Their prmpt is as fllws: We need t prtect the new telescpe frm slar wind as it travels thrugh space. Scientists say that the new and best prtectin is t create a magnetic field arund the telescpe. But hw d we d this? Use what yu have learned t make sme recmmendatins fr a prtective magnetic field. Hw will we knw a magnetic field has been created? We can t see them, s what evidence is there that magnetic fields exist? What kinds f factrs affect the strength f magnetic fields? What questins did yu have t investigate t find ut this infrmatin? Research magnetic fields n different planets. Based n what yu learned abut arrangement f bjects and ptential energy, hw might the telescpe be affected as it passes these different planets? Reflectin 1. At the end f the task, ask students t reflect n what they have learned ver the curse f this task by answering the fllwing three questins in their student guide: At the beginning f this task, yu made predictins fr hw bjects culd pssibly flat and mve withut tuching them. Lk back at yur initial predictin: after learning everything yu have abut magnetic frces and fields, hw can yu add t yur predictin? In this task, we fcused n the crsscutting cncepts f Cause and Effect: cause and effect relatinships may be used t predict events, and Systems and System Mdels: mdels can be used t represent systems and their interactins. Where did yu examples f Cause and Effect and Systems and System Mdels in this task? Nw that yu have learned abut the rle f magnetic fields in yur telescpe rute, what questins d yu still have? 2. There are n right answers, but encurage students t lk back at their student guides and their class cncept map. They shuld nt change their initial respnses, but rather use this reflectin space t add t their ideas and questins based n what they have learned thrugh this task. By generating mre f their wn questins, students cntinue t engage in sense-making f the phenmenn and gathering knwledge and skills fr their final prjects. Assessment 1. Yu may cllect students Prject Organizer and assess using: Criteria f yur chice. We recmmend using the 3-Dimensinal Assessment matrix at the beginning f this dcument t infrm yur criteria. This can be a frmative tl t peridically lk fr trends in student understanding after the cmpletin f a task. Yu can then use this frmative data t infrm any re-teaching as necessary. 2. Yu may als give students time t make revisins with ne f the tw ptins: Students may make changes t their Prject Organizer accrding t yur cmments OR Teacher Versin

97 Task 4: Invisible Frces Ask students t exchange Prject Organizers with a partner and give partners 5 minutes t give written feedback. Then allw students time t make changes t their wrk accrding t the feedback. Teacher Versin

98 Unit 2 Task 4 Statin 1: Explring Invisible Frces Materials 2 Bar magnets Varius bjects f different materials Prcedure 1. Take bth magnets and manipulate them in different ways, putting different sides tgether. Recrd yur bservatins. 2. Study the bjects prvided and grup them based n what yu knw abut the materials. Which d yu think will be attracted t a magnet. Why? 3. Test each bject by bringing ne magnet clsest t it. Recrd yur results in yur student guide. Discussin Questins 1. Hw did rienting the tw magnets different ways affect hw they mved? Why d yu think this happened? 2. What cnclusins can yu make abut the different bjects tested? 3. D all bjects have this invisible frce acting n them? If nt, which nes? Surce

99 Unit 2 Task 4 Statin 2: Testing the Strength f an Invisible Frce Materials Paper clip Piece f Thread Tape Small bar r hrseshe magnet Prcedure 1. Tie ne end f the thread t the paper clip. 2. Tape the ther end f the thread t the table. 3. Hld the magnet abve the paper clip 4. Try t hld the clip up in the air withut letting the paper clip and magnet tuch. Discussin Questins 1. Hw d yu think the magnet is able t mve the paper clip withut tuching it? 2. Is the magnet always able t mve the paper clip? a. If nt, what factr affects when the magnet can mve the paper clip r nt? Surce

100 Unit 2 Task 4 Statin 3: Explring Invisible Fields Materials 2 Bar Magnets Paper Clip Ziplc bags with 3x5 index card and irn filings inside Prcedure 1. Lay the plastic bag n a table and shake it gently back and frth until there is a thin layer f filings n tp f the index card in the bag. 2. Lay the paper clip dwn at the ther end f yur desk. Gently life up the bag and hld it right ver the paper clip. Recrd yur bservatins. 3. Lay yur magnet at the ther end f yur desk. Repeat Step 1 and then gently lift up yur bag t hld it right ver the magnet. Recrd yur bservatins. 4. Repeat Step 1. Place bth magnets end-t-end at the ther end f yur desk. Gently lift yur plastic bag and place it n tp f the tw magnets. Recrd yur bservatins. 5. Repeat Step 1. Switch magnets s ther ends face each ther and place at ther end f desk. Gently lift yur plastic bag and place it n tp f the tw magnets. Recrd yur bservatins. Discussin Questins 1. The fields we have been explring are invisible, but the irn filings allw us t see the pattern f the field. Hw did these filings differ in the different scenaris yu cnducted abve? 2. Where d yu see the mst filings? This is where the field is the strngest. Surce

101 Unit 2 Task 4 Statin 4: Creating Invisible Fields Materials 5 feet insulated cpper wire 6-vlt battery D-size battery Large irn nail Paper clips Prcedure 1. Tightly wrap the wire arund the nail, wrapping mre than ne layer if pssible. 2. Try t pick up sme paperclips with the wirewrapped nail. Recrd yur bservatins. 3. Strip an inch f insulatin ff each end f the wire (teacher may d this). 4. Hk up the wire t ne battery at bth ends. 5. Try t pick up the paperclips with the wire-wrapped nail. Recrd yur bservatins, including hw many paperclips yu are able t pick up. Discussin Questins 1. Des the invisible frce exist between just the wire-wrapped nail and the paper clips? 2. Hw were yu able t create the invisible frce between the wire-wrapped nail and the paper clips? 3. What factrs d yu think might affect the strength f the invisible frce? Surce