Physics: Unit 1 – Physics & the UniverseStage 1 – Desired Results

Established Goals UN.1.A.a

Describe and relate the positions and motions of objects within a solar system and galaxies.

UN.2.D.aExplain orbital motions of moons and planets in terms of gravitational forces.

UN.2.C.dPredict the rise/set of the moon, phases of the moon, and eclipses based on the positions of the moon, planets, and sun.

UN.2.C.eExplain how tides are the result of gravitational forces between the Earth, moon, and Sun.

FM.2.B.aDescribe gravity as an attractive force between objects.

FM.2.B.bCompare the gravitational forces between objects.

FM.2.B.cDescribe weight as a measurement of the force of gravity acting on an object’s mass.

UN.2.C.cProvide evidence that

TransferStudents will be able to independently use their learning to… Describe the positions and motions of objects within a solar system and galaxy in terms of gravitational forces acting

on them. Describe the impact of Earth’s axis, rotation and location within the solar system on its ability to support life. Explain how stars produce electromagnetic energy, how this energy travels through space, and how it impacts Earth

and living organisms.

MeaningUNDERSTANDINGSStudents will understand that… The universe has observable properties and structures

that result from gravitational forces. Stars are the primary source of electromagnetic energy

in the universe.

ESSENTIAL QUESTIONSStudents will keep considering… Why is Earth the only planet in the solar system with

life on it? Is it possible that life exists in somewhere in the

universe?Acquisition

KnowledgeStudents will know… Relative positions and motions of objects within solar

systems and galaxies. What gravity is and what factors affect its magnitude. What weight is. The role gravity plays in the motions of moons and

planets. Relationship between gravity and tides. The role that Earth’s axis plays in seasons. How units of time are determined by the motion of the

planets. Characteristics of Earth that allow it to support life

while other planets cannot. How stars produce energy and how humans harness

and use that same type of energy. How energy travels through space. How scientists study stars, the universe, and galaxies. The impact electromagnetic radiation has on Earth and

living organisms.

SkillsStudents will be skilled at… Predicting the rise/set of the moon, its phases and

eclipses. Using reference points and laws of motion to provide

evidence that Earth rotates on its axis and revolves around the Sun.

Determining the appropriate tool(s) to collect data about the universe.

Using information collected to determine characteristics of celestial bodies.

Earth rotates on its axis and revolves around the Sun.

UN.2.C.bExplain how seasons are caused by Earth’s tilt and orbit.

UN.2.C.aRelate units of time to the motion of the planets.

UN.1.B.aExplain how Earth’s location and environmental characteristics allow it to support life.

UN.1.B.bCompare the environmental characteristics and position within the solar system of Earth to other celestial bodies to determine the probability that they could support life.

ME.2.C.aIdentify stars as the source of all electromagnetic energy.

ME.2.E.bExplain the role of nuclear energy as a source of energy for the Earth, stars and human activity.

ME.2.C.bDescribe how electromagnetic energy moves through space.

Academic Vocabulary compare describe determine evaluate explain

Content Vocabulary absolute brightness apparent brightness astronomical unit axis big bang binary star black hole calendar chromosphere convection zone convex lens core corona cosmic background

radiation dark energy dark matter dwarf planet eclipse eclipsing binary electromagnetic

radiation electromagnetic wave elliptical galaxy equinox force galaxy globular cluster gravity pulsar quasar

UN.1.C.bEvaluate the advantages and disadvantages of using different tools to gather information about the universe.

IN.1.B.cDetermine the appropriate tools and techniques to collect, analyze, and interpret data.

ST.1.B.aRecognize the relationship linking science and technology.

UN.1.C.aIdentify information that we can learn about stars and the universe through the electromagnetic spectrum.

ME.2.A.fDescribe the effect of different frequencies of electromagnetic waves on Earth and living organisms.

radiation zone radio telescope reflecting telescope refracting telescope revolution rotation solar eclipse solar flare solar system solar wind solstice spectrograph

Misconceptions Satellites are only objects launched into space from Earth. Only stars and the moon are visible to the naked eye at night. Gravity only pulls objects down. Mass and weight mean the same thing. All objects will eventually come to a stop if nothing is pushing/pulling on them. Planets and moons are in fixed orbits that keep them locked at the same distance from the Sun. If Earth’s gravity ceased to exist, satellites in orbit would fly off in a straight line perpendicular to the orbit. The moon gives off its own light. Phases of the moon are caused only by the motion of the Moon around the Earth. Tides are caused only by the interaction between Earth and the Moon. Pluto is a planet.

Pluto is the only dwarf planet in our solar system. The Sun doesn’t have an atmosphere. Galileo invented the telescope. Telescopes work by collecting the light produced or reflected from objects in space. Light-year is a measurement of time. Red stars are hotter than blue stars. The bigger the star, the longer it will “live”. Pulsars “pulse” and give off radio waves.

Stage 2 - EvidenceCode Evaluative

Criteria6 Faucets of UnderstandingExplanation Interpretation Application Perspective Empathy Self Knowledge

UN.1.A.aDescribe and relate the positions and motions of objects within a solar system and galaxies.

UN.2.C.cProvide evidence that Earth rotates on its axis and revolves around the Sun.

UN.1.B.aExplain how Earth’s location and environ-mental characteris-tics allow it

Describe how gravity and inertia work to keep all objects in the universe in motion.

Explain how we can prove that Earth is in motion around the Sun.

Explain why Earth can support such a variety of life and why other planets cannot.

PERFORMANCE TASK(S):Students will show that they really understand by evidence of… FAT-P for Power Standards UN.1.A.a & UN.2.C.c

You are currently working as an Aerospace Educator-in-Residence at the Smithsonian National Air and Space Museum. You have been asked to create a hands-on demonstration that illustrates how the movements of the Earth, Sun, and Moon affect tides, phases of the moon, seasons, and eclipses. Your demonstration should last approximately 30 minutes and be geared toward middle school students.

FAT-P for Power Standard UN.1.B.aYou are part of a NASA team taking part in the first extended trip into space. Upon entering the Nonog System, which consists of a sun-like star surrounded by seven planets – some of which have moons, your spaceship is hit by a meteoroid. Your ship has barely enough fuel and guidance ability to allow you to select a nearby place to crash-land. Below are profiles of each of the planets and moons in the Nonog system. The information is sketchy, but it's all your sensors had time to collect before going off-line due to the damage caused by the meteoroid. You must decide which planet or moon is the best to crash land on. You will need to present your choice and supporting reasons to the captain so that he may make the final decision. Good luck.

FAT-P for Power Standards ME.2.C.a & UN.1.B.aPrepare a presentation that includes a three-dimensional model on how the Sun generates energy through nuclear fusion. In addition to providing an explanation of how the sun produces solar energy, your presentation should also include information on the following: 1) What would happen if the amount of light reaching the Earth from the sun were cut in half? Predict what the climate and life would be like here on Earth. How would humans respond to this change? 2) Binary star systems have two stars that revolve around each other. How might life be different on a planet revolving around a binary star system instead of a solitary star like our sun?

OTHER EVIDENCE:Students will show they have achieved Stage 1 goals by … Pre- and Post-Test

to support life.

ME.2.C.aIdentify stars as the source of all electromag-netic energy.

Identify how stars produce energy.

Continuum of Evidence

Performance Event (FAT-P1, FAT-P2, FAT-P3) Quizzes Tests Student Work Samples Observations Other pre- & post-test

Stage 3 – Learning PlanCode Pre-Assessment

Learning Events Progress Monitoring