• The characteristics of the planets of the solar system are affected by each planet's location in relationship to the Sun.

• The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density.

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

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

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.

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

• 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.

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

• The orbit of each planet is an ellipse with the Sun located at one of the foci.

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

MAJOR UNDERSTANDING 1.2a: The universe is vast and estimated to be over ten billion years old. The current theory is that the universe was created from an explosion called the Big Bang. Evidence for this theory includes:

• Cosmic background radiation

• A red-shift (the Doppler effect) in the light from very distant galaxies.

MAJOR UNDERSTANDING 1.2b: Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs. Fusion releases great amounts of energy over millions of years.

• The stars differ from each other in size, temperature, and age.

• Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies.

MAJOR UNDERSTANDING 1.2c: Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the other planets to become layered according to density differences in their materials.

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

PERFORMANCE INDICATOR 1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one's thinking.

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

PERFORMANCE INDICATOR 1.3: Work towards reconciling competing explanations; clarify points of agreement and disagreement

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

PERFORMANCE INDICATOR 3.3: Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported

Equations (p.1)

Electromagnetic Spectrum (p.14)

Characteristics of Stars (p.15)

Solar System Data (p.15)

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

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. 

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.

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.

Reading: Integration of Knowledge and Ideas

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

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

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.

Writing: Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing: Production and Distribution of Writing

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Writing: Research to Build and Present Knowledge

Draw evidence from informational texts to support analysis, reflection, and research.