ES: Origin of the Universe and Our Solar System

16 Components
Unit Overview
Origin of the Universe & Solar System Unit Plan Earth is an Ideal Place for Life Anchor Phenomenon Hunting for Earth 2.0 Performance Task Unit 1 Regents-Based Item Bank
5E Instructional Model Plans
Origin of the Universe 5E Instructional Model Plan Life Cycle of a Star 5E Instructional Model Plan Structure of the Solar System 5E Instructional Plan Orbital Motion of Celestial Objects 5E Instructional Model Plan
Laboratory Experience
What is Density? Lab
Highlighted Resources
Waves, Redshift, and Blueshift (Doppler Effect) Forces Within A Star - Fe [26] Game Gravity Investigation Star in a Box What Types of Stars are in Our Universe? - Creating and Analyzing a Hertzsprung-Russell Diagram Planet Data Cards Modeling Scale & Structure of the Universe
ES Unit 1: ES: Origin of the Universe and Our Solar System
Browse Components
Unit Overview
Origin of the Universe & Solar System Unit Plan Earth is an Ideal Place for Life Anchor Phenomenon Hunting for Earth 2.0 Performance Task Unit 1 Regents-Based Item Bank
5E Instructional Model Plans
Origin of the Universe 5E Instructional Model Plan Life Cycle of a Star 5E Instructional Model Plan Structure of the Solar System 5E Instructional Plan Orbital Motion of Celestial Objects 5E Instructional Model Plan
Laboratory Experience
What is Density? Lab
Highlighted Resources
Waves, Redshift, and Blueshift (Doppler Effect) Forces Within A Star - Fe [26] Game Gravity Investigation Star in a Box What Types of Stars are in Our Universe? - Creating and Analyzing a Hertzsprung-Russell Diagram Planet Data Cards Modeling Scale & Structure of the Universe
5E Instructional Model Plan:

Orbital Motion of Celestial Objects 5E Instructional Model Plan

Plan for teaching about the motion of celestial objects using the 5E Instructional Model as a framework

5 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 1

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

ES 1.1

PERFORMANCE INDICATOR 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

ES 1.1a

MAJOR UNDERSTANDING 1.1a: Most objects in the solar system are in regular and predictable motion.

ES 1.1a.ii
  • Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.
ES 1.1b

MAJOR UNDERSTANDING 1.1b: Nine planets move around the Sun in nearly circular orbits.

ES 1.1b.i
  • The orbit of each planet is an ellipse with the Sun located at one of the foci.
ES 1.2

PERFORMANCE INDICATOR 1.2: Describe current theories about the origin of the universe and solar system.

ES 1.2d

MAJOR UNDERSTANDING 1.2d: Asteroids, comets, and meteors are components of our solar system.

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

SI 1.2

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

NY State Earth Science Reference Tables:
ESRT 3

Equations (p.1)

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.3

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

9-10.R.ST.4

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.R.ST.7

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

9-10.R.ST.10

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

9-10.W.HST.10

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

The Earth, Moon, Sun and planets move in a predictable pattern. During this 5E sequence, students will demonstrate their understandings about different patterns of celestial motion by constructing a model that includes the role gravity and by making predictions about the orbital motion of planets.

Resources: