EDU47010

Prescott College
9 Week Unit Plan
Unit Title: Celestial object evolution and processes
Grade Level: 7th Grade
Subject/Topic Area: Astronomy
Key Words: Solar system, planets, galaxy, Big Bang Theory,
constellation, gravitational pull, heliocentric, geocentric,
eclipse, tide, seasons
Designed by: Julie A. Soloman
Time Frame: 9 weeks
Unit Summary: This unit will cover the Earth and Space
Science portion of the Arizona standards as articulated for 7 th
grade learners. We will explore the ideas of early
astronomers, the identification and importance of
constellations, celestial objects, and a deeper look into the
characteristics and processes of the Sun, Moon, and Earth,
as well as the ways in which they interact with one another.

Established Goals (AZ State Standards):

SC07-S2C1-02 Describe how a major milestone in
science or technology has revolutionized the thinking of
the time (e.g. global positioning system, telescopes,
seismographs, photography).
SC07-S2C2-03 Apply the following scientific processes
to other problem solving or decision making situations:
observing, questioning, communicating, comparing,
measuring, classifying, predicting, organizing data,
inferring, generating hypotheses, and indentifying
variables.
SC07-S1C2-01 Demonstrate safe behavior and
appropriate procedures (e.g., use and care of
technology, materials, organisms) in all science inquiry.
SC07-S6C3-01 Explain the phases of the Moon in
terms of the relative positions of the Earth, Sun, and
Moon.
SC07-S6C3-02 Construct a model for the relative
positions of the Earth, Sun, and Moon as they relate to
corresponding eclipses.
SC07-S6C3-03 Explain the interrelationship between
the Earths tides and the Moon.
SC07-S6C3-04 Explain the seasons in the Northern
and Southern Hemispheres in terms of the tilt of the
Earths axis and relative to the Earths revolution
around the Sun.
SC07-S6C3-05 Identify the following major
constellations visible (seasonally) from the Northern
Hemisphere: Orion, Ursa Major (Great Bear), Cygnus,
Scorpius, and Cassiopeia.
SC07-S6C3-06 Explain the relationship among
common objects in the solar system galaxy and the
universe.
What Understandings are Desired?

Students will understand that:

Galileos invention of the telescope was the birth of
modern astronomy, and helped him to understand the
heliocentric model of the solar system
The trial and error process of the scientific method, and
experimentation will guide them in learning for a
lifetime, in any subject matter
For the protection of all students, safety in the science
lab is of paramount importance, and safety procedures
must be strictly adhered to at all times
Depending on its position in relation to the Earth and
Sun, the Moon has a profound effect on the Earth in
many different ways
The Earths tides are directly related to the cycles of the
Moon and the changes in gravitational pull between the
two objects
There is more than one type of eclipse, and how a solar
eclipse and lunar eclipse are different
Seasons do not change because of the Earths distance
from the sun, rather from the direction of the Earth (in
relation to the Sun) based on the unchanging tilt of the
axis as it revolves around the Sun
Constellations are more than just cool star patterns,
and have been used since the dawn of astronomical
inquiry to tell a person what month it is, what time of
night it is, and more
Stars have a life cycle and their mass determines
luminosity
The Hertzsprung-Russell Diagram can guide us in
understanding where a star is at in its evolutionary
process by plotting its luminosity and temperature
Meteoroids are small chunks of asteroids or comets that
are observed as meteors as they burn up in the Earths
atmosphere; if they impact the Earth they are
considered meteorites
Comets and asteroids are rocks in space with different
compositions, making each unique

What Essential Questions Will be Considered?

Why is it important to understand lab safety rules and
procedures in our science classroom?
What does practicing lab safety look like?
What is the Big Bang Theory?
How does the current model of our solar system differ
from past models?
Why was Galileos invention of the telescope so
impactful?
Why do scientists believe that the Earth is the only
planet in our solar system that can support life?
What is the general structure of our solar system?
What adaptations would you have to make to live on
another planet?
What causes the phases of the Moon?
Why do we always see the same side of the Moon?
How does the Giant Impact Theory explain the
formation of the Moon?
What causes the seasons?
What causes day/night cycles and yearly cycles?
What causes tides?
How are comets and asteroids different?
What are stars made of?
What are the characteristics of stars?
What does a stars life cycle look like?
How are stars classified?
How many galaxies are there? How do we know?
What is the importance of constellations?
What is the Sun made of?
Will the Sun ever die? And if so, why?
What Key Knowledge and Skills Will Students Acquire
as a Result of This Unit?

 Students will know that safety is of the utmost

importance in the science lab, and will be able to
demonstrate what lab safety looks like
Students will know that the Big Bang Theory is the
scientific explanation for the creation of our universe,
and be able to describe the formation of the universe;
students will understand the effects of gravity
Students will know that Copernicus and Ptolemy had
very different theories about the center of the universe,
and will be able to explain heliocentrism and
geocentrism
Students will know that the planets in our solar system
have a wide variety of characteristics, and will
understand the commonalities and differences of the
inner and outer planets
Students will know that the Sun is the only star in our
solar system, and will be able to explain the structure of
our solar system
Students will know that the Earths axis does not
change, and will be able to differentiate between the
Earths rotation on its axis, and its revolution around
the Sun
Students will know that the phases of the Moon are
caused by its position relative to the Earth and the Sun,
and will be able to identify phases of the Moon, features
of the Moon, and explain the evidence supporting the
Giant Impact Theory
Students will know the difference between a solar and
lunar eclipse, and will be able to explain the
corresponding interrelationship of the Earth, Moon, and
Sun
Students will know the difference between a spring tide
and a neap tide, and will be able to explain the role
gravity plays in the differences
Students will know that the change in seasons is not
related to the distance of the Earth from the Sun, and
will be able to explain why we experience seasonal
changes annually

 Students will know that some celestial objects are

leftovers from the Big Bang, and will be able to
differentiate between different objects in space
Students will know that there are at least one hundred
billion galaxies in the universe, and will be able to
explain characteristics of three different types of
galaxies
Students will know how to read a Hertzsprung-Russell
(H-R) Diagram, and will be able to explain the life cycle
and composition of a star, and classify stars according
to temperature and luminosity, explaining how the age
of a star can be determined using the H-R Diagram
Students will know that the Sun will not burn forever,
and will be able to explain the different features of the
Sun and the effects of the Sun on the Earth and other
planets
Students will know that constellations are more than
just a collection of stars, and will be able to identify the
major constellations of the Northern Hemisphere, and
explain how they have been used over time to
determine location, month, and time of night
What Evidence Will Show that Students
Understand?
Performance tasks (in GRASPS form) showing that
students understand the AZ state standards as delivered
through weekly lessons:
**Clearly defined rubrics for each task will be delivered
and explained before we begin; criteria will be assessed
using a 4-point system (4-Exceeds, 3-Meets, 2Approaches, or 1-Does Not Meet Expectatons). If an
overall score of 3 or 4 are not achieved, student will need
to revise the product**
Ptolemy vs. Copernicus Debate
Students will be split into groups of 6 groups

 Half will be given the task of role-playing Ptolemy,

the other half will role-play Copernicus (there will be
3 rounds of debate)
The goal of the activity is to convince the audience
(peers) in favor of believing in the heliocentric theory
or the geocentric theory of the center of the universe
the invention of the telescope may or may not
support either side
Each groups performance must include facts and
hypotheses to convince the audience
Students will be able to use notes, textbook, library,
and computer lab to gather supporting evidence
Audience will cast votes into a ballot box after each
debate
Planetary Adaptation Activity
Students will be split into groups of 4
The goal is to create a creature based on the
characteristics of a planet described on the board
Students will be provided with a wide array of items
with which to build a creature
Students will present their creatures after 20 minutes of
build-time, highlighting features and characteristics
that allow them to thrive on the planet based on the
planets environment
This activity will also serve as a conversation starter for
students to see how different each creature is, given
the same planetary characteristics and relate that to
Earth and its wide variety of humans!
Groups will discuss what planet they believe it to be
(inner or outer), and will prove which planet the
creature lives on using facts from previous lecture notes
and activities
Tri-Fold Sun/Moon, Eclipse/Tide Brochure
Students will be given an 8.5 x 11 sheet of blank paper
to create a tri-fold brochure
Brochure must have:

A cover design dedicated to the Sun that includes

written explanation of characteristics, including
gravity, prominence, solar wind, solar flares, and a
sketch that details at least 3 characteristics
o One page that includes a brief written explanation
of the Moons characteristics, including gravity,
and how it was born
o One page (for each tide/eclipse) of written
evidence (including the role of gravitational pull)
and sketches detailing the position of Earth, Moon,
and Sun during a neap tide, spring tide, lunar
eclipse, and solar eclipse
o

Star Life Story

Students will write a one page story or poem about the
life of a star
Story/poem will be creative, thoughtful, engage the
listeners/readers, and will detail the birth of an
imaginary star, the stars mass, temperature, and
luminosity (and how they change over time), closing
with the death of the star
Stories may be shared by reading aloud, or theatricalinspired presentation
Other Evidence Includes:
Daily bellwork students will keep a folder in the
classroom that hold weekly bellwork sheets, and each
day will answer 3 open ended questions about a
previously discussed topic. I will collect on Thursdays,
and will be able to gauge
understanding/misunderstanding and present my
findings on Fridays
Weekly homework projects that bring the weekly lesson
together
Exit cards I will pass out 3x5 cards every few days,
and for different reasons as follows:
o Prior to introducing a weekly lesson, asking
students to give me a K-W-L about the topic; they

will write out what they know and want to know

about it, and after the lessons are delivered they
will complete the L by describing what big ideas
and understandings they came away with
o After a lesson on any given day, I will ask students
to give me a quick few sentences about what they
learned, liked/disliked about the lesson, and
something more they would have liked to
know/further inquiry
Weekly quizzes I will have students complete a shortanswer quiz each week on Fridays, and we will review
the quizzes and discuss common misunderstandings on
Mondays before moving on
An astronomy pre-test will be administered at the
beginning of the unit to see what students recall from
5th grade astronomy and what deeper understandings
they may have about astronomy
An astronomy post-test will be administered to gauge
what knowledge and understandings were
gained/reinforced during the unit
Labs as appropriate Gravity lab, Balloon universe lab
Jeopardy Lab safety, Space Rocks
Bingo review students will place words/phrases on
bingo boards in response to my statements/questions
about the unit that I choose from a predetermined list
General observations I will actively encourage
students to ask questions for further inquiry or to clarify
something they are not understanding; through
bellwork and exit cards I can make adjustments for
students who may not be understanding the material,
and for those who may need more of a challenge

Student Self-Assessment and Reflections

Students will self-assess according to rubrics provided
for performance tasks/projects, they will also be writing
a brief reflections log each week, including a critique of
their preparedness for quizzes I will keep a self-

assessment and reflections folder for each student to

be returned at the end of each quarter so that students
can see their progress over each 9 week unit
Sample 5 Day Lesson Plan -Planets
Monday:
-Bellwork: 1) Explain Galileos major contribution to
science and how it changed astronomy.
2) Who was Johannes Kepler and what branch
of science did he introduce to astronomy to develop his
laws of planetary motion, and in what shape did he
determine that planets orbit the Sun (explain)?
3) Explain the differences between geocentric
theory and heliocentric theory; include Copernicus and
Ptolemy in your explanations.
-Recap last weeks lesson, and introduce/hook students
by asking students to explain why scientists believe
that Earth is the only planet in our solar system that
can support life.
-Introduce this weeks vocabulary: Planet, Terrestrial,
Gas Giant, Revolution, Rotation, Density, Orbit
-Introduce this weeks homework project due Friday:
Create a solar system poster (poster board provided),
drawing planets in correctly shaped orbit & in correct
order to scale, include moons, rings and at least 3
facts about each planet
-Begin exploration of the general structure of the solar
system and the inner planets (students will make & fill
in a planets book using foldable planet pages
provided)
Tuesday:
-Bellwork: 1) Explain which planet is considered
Earths twin and why.

2) Which planets are considered inner

planets, and name at least 2 commonalities among
them?
3) Which planet is closest to the Sun?
-Recap/finish inner planets pages and begin exploration
of outer planets
-Present/prep students for creature project on Thursday
(share rubric)
Wednesday:
-Bellwork: 1) What is at the center of our solar system?
2) Which planet spins in the opposite
direction of the Sun?
3) Explain at least 2 commonalities among
the outer planets.
-Vocabulary refresher
- Complete planet booklets, students reflect on the
process & quality of their own work
- Bill Nye Planets video complete worksheet and
discuss (can use planet booklets for reference if
answers missed during video)
Thursday:
-Bellwork: 1) Which planet has the shortest revolution?
The shortest rotation?
2) Explain the Great Red Spot on Jupiters
surface.
3) Name all 8 planets in order!
-Planetary Adaptation activitycreature project day
Review rubric, then students will work in groups of 4 (20
min) then present creatures & state which planet the
creature is from based on the criteria on the board,
followed by reflection and discussion
-Exit cards what did students like/dislike about Planets
lesson, what else would they like to know?
-Quiz reminder!
Friday:

-Bellwork: We will recap this weeks bellwork and clear

up any misunderstandings before bellwork folders are
turned in for weekly grading
-Turn in planets poster homework
-Multiple Choice & Short answer Planets of the Solar
System quiz
-Pass out Moon K-W-L cards, and preview next weeks
lesson (Moon: Eclipses/Tides/Seasons)
Resources:
http://www.grizzlyscience.org/UGMS/Document
%20Scans/BillNye_Planets&Moons.pdf
http://www.teachertube.com/video/bill-nye-planets-andmoonsp1-153607
http://solarsystem.nasa.gov/kids/
https://www.nasa.gov/pdf/622130main_SSML1Tchr.pdf
http://nineplanets.org/overview.html