6th grade Planetary Science Assignments
- Instructor
- Teacher Hang Becker
- Term
- 2018-2019 School Year
- Description
-
Astronomy is the study of everything we can observe and imagine beyond Earth--- the Moon, Sun, Solar System with all its planets and lesser objects, the Milky Way, and the vastness of the cosmos. Astronomers ask fundamental questions. When and where did the universe start? Why is it expanding? What is the destiny of the universe? Astronomers endeavor to answer these questions by determining the kinds and numbers of objects in the cosmos, the composition of those objects, their motions, and their interactions with one another. Because Earth is part of this ultimate system, the science of astronomy includes the study of our own planet.Our unit, Planetary Science, is broken up into 10 investigations with multiple parts and focus questions.This course supports the following principles set forth in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.Science and Engineering Practices1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating informationCrosscutting Concepts- Patterns- Cause and effect: Mechanism and explanation- Scale, proportion, and quantity- Systems and system models- Energy and matter: Flows, cycles, and conservation- Structure and function- Stability and change
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
WEEK 33: 5/6- 5/10
Focus Question: What can be learned by studying the moons of Jupiter? and How are planets outside the solar system found?
Students will study images of Jupiter to discover that it has four bright moons. Just as Galileo did more than 400 years ago, students track the motion of the moons to determine their orbit radii and periods, using records of observed data collected over 19 consecutive nights. Then, students will investigate techniques that scientists use to find and study planets orbiting other stars. Using an orrery and light sensory, they will generate transit graphs and analyze them to draw conclusions about unknown planets. They will be introduced to the NASA Kepler Mission and its goal to find Earth-size planets in our galaxy.
Group A will have a growth mindset exercise at week's end.
IMPORTANT DATES:
- Investigation 10 assessment (AFL)- group A: 5/8 and group B: 5/9
- discourse (AFL)- group A: 5/10 and B: 5/13
Due:
Assignment
WEEK 32: 4/29- 5/03
Focus Question: Why is light important? and What are the big questions that guide space exploration?
Students will finish this investigation on Monday by reviewing what they have been learning about big questions in astronomy. Having researched the past, present and future NASA missions, students will reflect on what answers the missions found and what methods are planned for answering the questions that frame current and future missions. Then, students will complete a study guide and watch Hubble's Amazing Universe to prepare for the assessment.
IMPORTANT DATES:
- journal check and study guide (AFLs)- group A: 4/30 and group B: 5/1
- Investigation 9 assessment (AOL)- group A: 5/2 and group B: 5/3
- Investigation 10 assessment (AFL)- group A: 5/8 and group B: 5/9
- discourse (AFL)- group A: 5/10 and B: 5/13
Due:
Assignment
WEEK 31: 4/22- 4/26
Focus Question: Why is light important?
Students will learn that most of the information used by astronomers comes to them as light. Students will learn that light travels in waves of many different wavelengths, and the wavelength determines its color. They will use spectroscopes to observe the radiant spectra of a number of light sources, including the Sun, fluorescent lamps, and incandescent lamps. They will learn that bright emission lines and dark absorption lines in a spectrum provide information about the composition of the light source.
IMPORTANT DATES:
- Investigation 9 assessment (AFL)- group A: 4/24 and group B: 4/25
- journal check and study guide (AFLs)- group A: 4/30 and group B: 5/1
- Investigation 9 assessment (AOL)- group A: 5/2 and group B: 5/3
Due:
Assignment
WEEK 30: 4/8- 4/12
Focus Question: What is in the solar system? Where did the solar system come from? Where are the planets in the solar system? Which planet is most like Earth? and Where is there water in the solar system?
Students will complete a study guide to review all the lessons learned in investigations 7 and 8 in order to prepare for the assessment, which will take place at week's end.
IMPORTANT DATES:
- journal check and study guide (AFLs)- group A: 4/8 and group B: 4/9
- PARENT- TEACHER CONFERENCES- 4/10
- Investigation 7 & 8 assessment (AOL)- group A: 4/11 and group B: 4/12
- Investigation 9 assessment (AFL)- group A: 4/24 and group B: 4/25
- journal check and study guide (AFLs)- group A: 4/30 and group B: 5/1
- Investigation 9 assessment (AOL)- group A: 5/2 and group B: 5/3
Due:
Assignment
WEEK 29: 4/2- 4/4
Focus Question: Where is there water in the solar system?
Students will study satellite images of typical water-related landforms on Earth. They will identify bodies of liquid water (ocean, lake, river) and deposits of ice and snow, as well as landforms that suggest the presence of water at earlier times. They will search images of planets and satellites for evidence of water on extraterrestrial bodies on the solar system.
IMPORTANT DATES:
- journal check and study guide (AFLs)- group A: 4/8 and group B: 4/9
- Investigation 8 assessment (AOL)- group A: 4/11 and group B: 4/12
- Investigation 9 assessment (AFL)- group A: 4/24 and group B: 4/25
- journal check and study guide (AFLs)- group A: 4/30 and group B: 5/1
- Investigation 9 assessment (AOL)- group A: 5/2 and group B: 5/3
Due:
Assignment
WEEK 28: 3/25- 3/29
Focus Question: Where are the planets in the solar system? and Which planet is most like Earth?
Students will predict the temperature range and average temperature for each of the eight planets. They will use actual atmospheric and temperature data to look for a relationship between atmosphere and temperature. Finally, students will have to think about the interactions of several planetary environmental factors that make it possible for the liquid water to be present, a key factor in the search for life.
IMPORTANT DATES:
- journal check and study guide (AFLs)- group A: 4/8 and group B: 4/9
- Investigation 8 assessment (AOL)- group A: 4/11 and group B: 4/12
Due:
Assignment
WEEK 27: 3/18- 3/22
Focus Questions: What is in the solar system? and Where did the solar system come from?
Students will present their summary charts at the beginning of the week. They will share what they have learned in their pursuit of the two focus questions from the lessons in Investigation 7.
They may bring in nut-free treats/snacks to share with their team to celebrate their work.
The presentation rubric is attached below.
Focus Question: Where are the planets in the solar system?
Students will begin the new Investigation 8- The Solar System with an attempt to understand the relative sizes and spacing of the planets and the Sun. They will determine how big to make the Sun and how far away to place it to be a proportional companion for their 12 cm Earth globe. Next, they will make a model of the inner solar system, scaled 1 cm = 1 million km. Finally, they will imagine a 1 m Sun in the classroom, and place the planets on a map of their community.
IMPORTANT DATES:
- group project/summary chart & presentation (AOLs)- group A: 3/18 and group B: 3/19
- journal check and study guide (AFLs)- group A: 4/8 and group B: 4/9
- Investigation 8 assessment (AOL)- group A: 4/11 and group B: 4/12
Due:
Assignment
WEEK 26: 3/11- 3/15
IAR testing week
6th grade will be taking the Illinois Assessment of Readiness on Monday, Thursday and Friday. They will only go to science class on Monday for 45 minutes.
Focus Questions: What is in the solar system? and Where did the solar system come from?
During the 45 minute class, students will complete a self and peer evaluation of their summary chart projects, and practice their presentations, which will take place the week of March 18.
Our field trip is on Tuesday, so please bring a lunch.
IMPORTANT DATES: Please note the change of dates due to the IAR tests.
- self & peer evaluation (AFL)- groups A & B: 3/11
- field trip to the Adler Planetarium on 3/12- see attachment
- group project/summary chart & presentation (AOLs)- group A: 3/18 and group B: 3/19
Due:
Assignment
WEEK 25: 3/4- 3/8
Focus Questions: What is in the solar system? and Where did the solar system come from?
Students will be finalizing their group projects (summary charts) and have sufficient time to begin practicing their presentations by week's end. See attached rubric. Due to the IAR testing schedule, students will present their work the week of March 18.
IMPORTANT DATES: Please note the change of dates due to the IAR tests.
- self & peer evaluation (AFL)- groups A & B: 3/11
- field trip to the Adler Planetarium on 3/12- see attachment
- group project/summary chart & presentation (AOLs)- group A: 3/18 and group B: 3/19
Due:
Assignment
WEEK 24: 2/25- 3/1
Focus Question: What is in the solar system? and Where did the solar system come from?
Students will be presented with four theories to explain the formation of our Moon: capture, daughter, big impact, and sisters. After a reading and seeing video animations of the four theories, students will choose and defend one of the theories.
Students will also begin their group projects (summary charts). See attached rubric.
IMPORTANT DATES:
- assessment (AFL)- group A: 2/26 and group B: 2/25
- self & peer evaluation (AFL)- group A: 3/8 and group B: 3/7
- group project/summary chart & presentation (AOLs)- group A: 3/14 and group B: 3/11
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 23: 2/18- 2/22
Focus Question: What is in the solar system? and Where did the solar system come from?
Students will work in pairs with a set of cosmos cards that represent objects in the universe. They will use images and information to organize the cards, including putting them in order based on distance from Earth. Then, students will study and sequence ten Solar System Origin cards, starting with a nebula. As a result of reasoning and class discussions, students will determine the cards' most likely sequence.
IMPORTANT DATES:
- discourse (AFL)- group A: 2/20 and group B: 2/19
- assessment (AFL)- group A: 2/26 and group B: 2/25
- self & peer evaluation (AFL)- group A: 3/8 and group B: 3/7
- group project/summary chart & presentation (AOLs)- group A: 3/14 and group B: 3/11
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 22: 2/11- 2/15
Focus Question: What is in the solar system?
Group A will complete a study guide on Monday to help prepare for the Investigation 6, Craters, assessment, which will be on Tuesday and Wednesday, according to the block schedule. Then, we will continue onto Investigation 7, Beyond the Moon. Here, students will work in pairs with a set of cosmos cards that represent objects in the universe. They will use images and information to organize the cards, including putting them in order based on distance from Earth.
IMPORTANT DATES:
- assessment (AOL)- group A: 2/13 and group B: 212
- discourse (AFL)- group A: 2/20 and group B: 2/19
- assessment (AFL)- group A: 2/26 and group B: 2/25
- self & peer evaluation (AFL)- group A: 3/8 and group B: 3/7
- group project/summary chart & presentation (AOLs)- group A: 3/14 and group B: 3/11
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 21: 2/4- 2/8
Focus Question: Will Earth experience a major impact in the future?
Students will scrutinize the Moon's maria to determine the frequency of major impacts since mare formation 4 billion years ago. They will use the data to determine the number of major Earth impacts over the same period and to determine the frequency of such events on Earth.
IMPORTANT DATES: Please note the changes due to the cold days off from school.
- study guide and journal check (AFLs)- group A: 2/11 and group B: 2/8
- assessment (AOL)- group A: 2/13 and group B: 212
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 20: 1/28- 2/1
Focus Question: Will Earth experience a major impact in the future?
Students will scrutinize the Moon's maria to determine the frequency of major impacts since mare formation 4 billion years ago. They will use the data to determine the number of major Earth impacts over the same period and to determine the frequency of such events on Earth.
IMPORTANT DATES:
- study guide and journal check (AFLs)- group A: 2/7 and group B: 2/6
- assessment (AOL)- group A: 2/11 and group B: 2/8
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 19: 1/21- 1/25
I will be out of the building twice out of the four days next week, however students will continue science work with the assigned substitute. Students will partner read a few chapters out of the Life Science textbooks and respond to questions. And students will watch a video on biodiversity and respond to those questions. We will resume our investigation on craters the week of January 28.
IMPORTANT DATES:
- NO SCHOOL on MLK, Jr Day- 1/21
- assessment (AFL)- group A: 1/23 and group B: 1/24
- study guide and journal check (AFLs)- group A: 2/7 and group B: 2/6
- assessment (AOL)- group A: 2/11 and group B: 2/8
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
WEEK 18: 1/14- 1/18
Focus Question: Are Moon craters the result of volcanoes or impacts?
Students will be introduced to the historical controversy regarding the origin of craters on the Moon: impacts or volcanism? Students will design experiments using flour and marbles or rocks to investigate different variables and determine if impact events could be responsible for the extensive cratering on the Moon's surface.
IMPORTANT DATES:
- assessment (AFL)- group A: 1/23 and group B: 1/24
- study guide and journal check (AFLs)- group A: 2/7 and group B: 2/6
- assessment (AOL)- group A: 2/11 and group B: 2/8
- field trip to the Adler Planetarium- see attachment
Due:
Assignment
Week 17: 1/7- 1/11
6th grade Planetary Science
Students will begin the week with a study guide to refresh their memory on the lessons learned in investigations 4 and 5, and then take the assessment on Wednesday and Thursday (depending on the block schedule).
Group B will start the new investigation on Craters on Friday.
Focus Question: Are Moon craters the results of volcanoes or impacts?
Students will be introduced to the historical controversy regarding the origin of the craters on the Moon: impacts or volcanism? Students will design experiments using flour and marbles or rocks to investigate different variables and determine if impact events could be responsible for the extensive cratering on the Moon's surface.
IMPORTANT DATES:
6th grade study guide (AFL) and journal check (AFL)- group A: 1/8 and group B: 1/7
6th grade assessment (AOL)- group A: 1/10 and group B: 1/9
6th grade assessment (AFL)- group A: 1/23 and group B: 1/24
6th grade study guide (AFL) and journal check (AFL)- group A: 2/7 and group B: 2/6
6th grade assessment (AOL)- group A: 2/11 and group B: 2/8
6th grade field trip to the Adler Planetarium- see attachment