EARTH AND SPACE: The Study of the Universe

Grade 9 Science, Academic

Danielle Huggins
Nov 8 2016

Overview:

The unit will cover the objects in our direct solar system. The unit will
focus on three primary topics which will then be followed by a
comprehensive culminating assignment. The first unit of study will be
star properties taught from the main perspective of the Sun. This will
be followed be an exploration into the terrestrial and jovian planets of
this solar system. The content will be delivered through a student-
directed model of inquiry. The final main area of study will be other
celestial bodies of importance. This material will be taught through the
same method as the planets. To conclude the unit, the students will
design a Rover Mission to Mars. The goal for this final assignment is to
synthesize the understanding of what are important characteristics of a
celestial object (specifically pertaining to life), to foster critical thinking
into a semi self-directed research assignment, and to highlight current
initiatives within the Canadian Space Agency.

Lesson Description Number of classes

1 Introduction to The Universe 1
2 Sun, Star Life Cycles 1
3 Terrestrial Planets 4
4 Jovian Planets 4
5 Asteroids, Comets, Dwarf 2
Planets, Meteors and
Meteorites
6 Summative Project 6

Lesson 1 Introduction
Classes: 1

Overview:
The goal of this class is to provide the students with an overview of the
unit content gather information on students current understanding of
material. I will open with a video showing the scale of the observable
universe to spike interest in material. Following that I will do a couple
Kahoot quizzes as a knowledge check for me to assess students
previous education in this subject. At this point, I will begin teaching
the early years of the universe, starting at the Big Bang. Firstly, the
students will partner up and do the activity 1 in (APPENDIX 1). Pairs will
then double up and discuss their findings. From there, each group of 4
will share one observation with the class. Then we will watch a video
explaining the Big Bang. As a conclusion activity, students will
complete activity 2 (APPENDIX 1) as a class. Teacher will circulate and
aid as necessary.

Resources and References:

Opening Video: https://www.youtube.com/watch?v=HiN6Ag5-DrU

Kahoots: https://create.kahoot.it/#quiz/40a5f87d-c2fa-4101-a6f6-
bd2d652cef60 ; https://create.kahoot.it/#quiz/b193b787-337c-
4df9-a703-64475b605b37
Activity 1:
https://school.discoveryeducation.com/curriculumcenter/universe
/pdf/activity2.pdf
Big Bang video: https://www.youtube.com/watch?
v=wNDGgL73ihY

Assessment:
- Assess prior knowledge with Kahoot
- Activity 2 as formative assessment for Big Bang

Specific Expectations:
D2.1 , D3.1 , D3.2 , D2.3

Lesson 2 Sun and Star Life Cycles

Classes: 1

Overview:
Class 1: This lesson will focus on our Sun as a star, and its relationship
with Earth. As this lesson covers the material I used for the Lesson Plan
Assignment, it will be taught from that lesson (APPENDIX 2)

Resources and References:

Lesson Plan and Resources: APPENDIX 2

Assessment:
- Formative assessment of worksheet
- Formative assessment of cookie

Specific Expectations:
D3.4 , D2.1, D2.4 , D2.2

Lesson 3 Terrestrial Planets

Classes: 4
Overview:
This lesson will begin with discussing what are the defining features of
planets based on previous knowledge and what was taught about
stars. Students will be assigned to random groups to brainstorm using
whiteboards as to what defines a planet. These brainstorms will be
shared and discussed. The class will then watch a video providing the
accepted definitions (Video 1). Following the video, students will
complete the activity 1. At this point, the class will begin working
through each of the terrestrial planets. Each planet will be introduced
with a video. The students will then be assigned into a group (4
groups). The group will explore the NASA website (link below) and
create and informational poster to be presented and displayed in the
room. To conclude, in partners the students will hypothesize if any of
these planets (other than Earth) could support life based on the
information provided from the posters. Hypothesizes will then be
shared and discussed with the class in regards to accuracy and validity.

Resources and References:

Video 1: https://www.youtube.com/watch?v=RQU2Q-CU6lY
Activity 1:
http://www.kyrene.org/cms/lib2/AZ01001083/Centricity/Domain/2
980/WorldsInComparison.pdf
Mercury: https://www.youtube.com/watch?v=6KY-oB2i9lo
Venus: https://www.youtube.com/watch?v=h8KrQuPklAw
Earth and Moon: https://www.youtube.com/watch?v=YMY_-
xYmJvE ; https://www.youtube.com/watch?v=3JNNKQrfXzk
Mars: https://www.youtube.com/watch?v=IEDqqy5IRFU
Student resource to complete activity:
https://solarsystem.nasa.gov/planets/

Assessment:
- Assess independent thinking in white board activity
- Asses informational posters based on how accurate and
thorough the students are.
o Student Checklist:
Key features of atmosphere
Key features of surface
Details about the seasons
Distance from Sun and size of the planet
Are there moons? Do any of the moons have
important features to note?
How was the planet formed?
Does the planet have gravitational or magnetic
fields? Why is this important?
Specific Expectations:
D2.1 , D2.4 , D2.5 , D3.3 , D3.5 , D2.2

Lesson 4 Jovian Planets

Classes: 4

Overview:
This lesson will begin a Kahoot the refresh students understand of the
terrestrial planets. Students will be assigned to random groups to
brainstorm using whiteboards how Jovian planets differ from terrestrial
planets. These brainstorms will be shared and discussed. At this point,
the class will begin working through each of the terrestrial planets.
Each planet will be introduced with a video. The students will then be
assigned into a group (4 groups). The group will explore the NASA
website (link below) and create and informational poster to be
presented and displayed in the room. To conclude, in partners the
students will hypothesize if any of these planets (other than Earth)
could support life based on the information provided from the posters.
To conclude, in partners the students will hypothesize if any of these
planets (other than Earth) could support life based on the information
provided from the posters. Hypothesizes will then be shared and
discussed with the class in regards to accuracy and validity.

Resources and References:

Kahoot: https://create.kahoot.it/#quiz/12b854f7-7b29-41b1-
95bb-f5c27e9aa65c
Jupiter: https://www.youtube.com/watch?v=c-RR5mTSKmQ
Saturn: https://www.youtube.com/watch?v=i3pEd6a2XTA
Uranus: https://www.youtube.com/watch?v=QCQv2LMxYPQ
Neptune: https://www.youtube.com/watch?v=EmUvTH7sveg
Student resource to complete activity:
https://solarsystem.nasa.gov/planets/

Assessment:
- Assess independent thinking and inferring ability in white
board activity
- Asses informational posters based on how accurate and
thorough the students are.
o Student Checklist:
 Key features of atmosphere
Key features of surface
Details about the seasons
Distance from Sun and size of the planet
Are there moons? Do any of the moons have
important features to note?
How was the planet formed?
Does the planet have gravitational or magnetic
fields? Why is this important?

Specific Expectations:
D2.1 , D2.4 , D2.5 , D3.3 , D3.5 , D2.2

Lesson 5 Asteroids, Comets, Dwarf Planets, Meteors and

Meteorites
Classes: 2

Overview:
This lesson will begin with a knowledge check. 4 whiteboards will be
placed around the room, each with one of the lesson topics written on
it. The students will complete timed rotations around each topic,
writing as much as they can about the topic. After each group of
students has had a chance to visit each board, the responses will be
read aloud and discussed with the class. Similar to the lessons for the
planets, the class will then be split into groups to complete an
informational poster about one of the topics. There will probably need
to be multiple groups covering each topic (depending on size of the
class).

Resources and References:

Student resource to complete activity:

https://solarsystem.nasa.gov/planets/

Assessment:
- Assess independent thinking in white board activity
- Asses informational posters based on how accurate and
thorough the students are.
o Student Checklist:
What defines the object?
Where do they originate?
What are the compositions?
Do they pose a threat to Earth?
How are they observed?
Specific Expectations:
D2.1 , D2.4 , D2.5 , D3.3 , D3.5 , D1.2 ,

Lesson 6: Summative Project

Classes: 6
Overview:
Students will be assigned into heterogeneous groups to work on the
final project. Each group will design a Rover Mission to Mars. The
project will be completed over 6 classes. The projects will be presented
on the final day through a mini science fair. The class will be split into
two shifts will one shift presenting at a time. The groups visiting will
ask questions to the presenting group and record the answers. After
each group has had the opportunity to visit every other group, they will
vote (and justify based on their questions and responses) which Rover
Mission will receive funding from the agency to complete their mission.

Specific Expectations:
D1.1 , D1.2 , D2.4 , D3.6 , D3.3 ,

Activity Sheet to be given to students:

Activity Introduction:

You and your colleagues are top researchers at the Canadian Space
Agency. The director has asked your group to complete a proposal for a
Rover Mission to determine if Mars is habitable. Your group will have to
identify an area on Mars to land the Rover to best examine its surface
and climate. Once the project is complete, a jury of peers will vote for
the project they believe should be funded to complete the mission.

Steps for Development:

Why Mars?
Provide reasoning for the region choice based off the
characteristics of the object
Research the Canadian Space Agency (and its partners) to
determine why this project is being funded
Design a Rover using current technologies to collect the
necessary data to determine if humans could live on the object?
Determine an approximate cost for the Rover Mission.
How will your mission continue from previous Rover Missions?
Collectively determine a way to present your information to the
jury of peers
 ***REMEMBER TO INCLUDE ALL REFERENCES***
Success criteria:
Identifies why Mars is the chosen planet
Region of Mars clearly identified and justified.
States what is the Rover SPECIFICALLY searching for in YOUR
MISSION
Technologies have been included in the Rover to make it state of
the art? Do all choices have a reason?
Identifies why the Canadian Space Agency should choose this
mission over others
Provides cost for the Mission and justifies expense
Information is presented in a clear and concise way

First Step of the Project:

As a group, complete each activity in this web-based activity. Before
moving from one activity to the next, have the teacher check-in with
your work
http://www-
k12.atmos.washington.edu/k12/pilot/mission_2_mars/index.html

Science Fair Jury Questions:

On the day of the science fair each group will be asking you:
1. Where is your Rover Landing and why did you choose that area?
2. What is your Rover looking for? How is that important to
determine if humans could live there?
3. Why should the Canadian Space Agency fund this mission?

Each group will come up with two more questions to ask the group
presenting

Rubric For Rover:

http://marsed.mars.asu.edu/sites/default/files/stem_resources/
Marsbound%20High%20School%20Alignment
%20Document_4_2014.pdf

Appendix 1 Activity 1
 Activity 2 - ftp://gemini.haystack.mit.edu/pub/edu/pcr/blackholes/Astronomy
%20Modules/08%20-%20The%20Big%20Bang/03%20-%20Big_Bang_Activity.pdf
 Appendix 2
Materials:
1. Projector and computer
2. Licorice, yellow and red sprinkles, chocolate chips, icing
3. cookies (1/student)
Set Up:
1. Post information sheets around the room
2. Organize cookie materials so it ready to handout when it is time.
LESSON PLAN

Introduction: Today we will be examining our Sun from its star 10:00
Check their knowledge
properties.
Check for previous knowledge:
o Popcorn method: assign two students to Activity:
write on the board as students shout out what 2 minutes

they know about the Sun. 10:02

o Discuss what they have answered. Build in
topics and learning objectives for today Discussion:
2 minutes
LEARNING OBJECTIVES:
o By the end of this lesson, students will be
10:04
able to identify what type of star our Sun is.
o By the end of this lesson, students will be Learning objectives:
1 minute
able to understand the fundamentals of the
life cycle of a star. 10:05
o By the end of this lesson, students will be
able to understand the internal structures of
the Sun.

Total lesson time: 5

Teaching Objective 1: ACTIVITY 1 - Find the information :
Students will explore
star properties through
star life cycles.
D3.1
minutes
o Each student receives a handout with Activity 1: 10 minutes
missing information. 10:20
o Students will go around the room to find the
information on the posted sheets.
o Students will fill in their handouts for a
completion mark
o Activity 1
 Activity 1 Take-Up:
o A: Have the students return to their seats to
share their completed forms with the peer Part A: 5 minutes
next to them.
o B: Then take up the sheets as a class. 10:25

Part B: 5 minutes

10:30

Total lesson time: 30

minutes
Teaching Objective 2: TECH BREAK Tech break:
Students will o students are allowed 5 minutes to be on 5 minutes
familiarize themselves
with the proper their phones 10:35
terminology when
referring to the Sun as PowerPoint:
a star. o PowerPoint on the internal structures of our
Sun PowerPoint:
Students will begin to 15 minutes
understand how the
Suns heat impacts 10:50
Earth.

D3.4 Total lesson time:

D2.1 50 minutes
Confirmation Activity Students will decorate a cookie to recreate the Set-up time:
2 minutes
internal structures of the Sun as visible from the
surface. 10:52
o Activity 2
Activity time:
16 minutes

11:13

Clean up time:
2 minutes

11:15

Total lesson time:

70 minutes
 Appendix 2 - Activity 1

The Life Cycle of a Star Worksheet

1. What is a nebula? What are they made of?

2. What happens when gravity overcomes pressure in a star?

3. Why do particularly large stars have much shorter lifespans?

4. What happens to a star if it goes supernova?

5. What is the primary difference (aside from color), between a
white dwarf and a neutron star?

6. Where does the Sun belong on the Hertzsprung-Russel diagram?

Why?

8. Why is a black hole black?

Accessed from http://www.ck12.org/earth-science/Life-Cycles-of-Stars/lesson/Life-Cycles-of-Stars-HS-ES/?

referrer=concept_details#x-ck12-RWFyU2NpLTI2MDEtMDM.

Star Formation
As discussed in the chapter The Solar System, stars are born
in clouds of gas and dust called nebulas, like the one shown
in Figure below.
The Pillars of Creation within the Eagle Nebula are where gas and dust come together as a
stellar nursery.

The Main Sequence

Hertzsprung-Russel diagram.

For most of a stars life, nuclear fusion in the core produces helium
from hydrogen. A star in this stage is a main sequence star. This term
comes from the Hertzsprung-Russell diagram shown in
the Figure above. For stars on the main sequence, temperature is
directly related to brightness. A star is on the main sequence as long
as it is able to balance the inward force of gravity with the outward
force of nuclear fusion in its core. The more massive a star, the more it
must burn hydrogen fuel to prevent gravitational collapse. Because
they burn more fuel, stars that are more massive have higher
temperatures. Massive stars also run out of hydrogen sooner than
smaller stars do.
Our Sun has been a main sequence star for about 5 billion years and
will continue on the main sequence for about 5 billion more years
(Figure below). Very large stars may be on the main sequence for only
10 million years. Very small stars may last tens to hundreds of billions
of years.
Our Sun is a medium-sized star in about the middle of its main sequence life.

Red Giants and White Dwarfs

As a star begins to use up its hydrogen, it fuses helium atoms together
into heavier atoms such as carbon. A blue giant star has exhausted its
hydrogen fuel and is in a transitional phase. When the
light elements are mostly used up, the star can no longer resist gravity
and starts to collapse inward. The outer layers of the star grow outward
and cool. The larger, cooler star turns red in color and so is called a red
giant.

Eventually, a red giant burns up all of the helium in its core. What
happens next depends on how massive the star is. A typical star, such
as the Sun, stops fusion completely. Gravitational collapse shrinks the
star's core to a white, glowing object about the size of Earth, called
a white dwarf (Figure below). A white dwarf will ultimately fade out.

Sirius, the brightest star in the sky, is actually a binary star system. Sirius A is on the main
sequence. Sirius B, the tiny dot on the lower left, is a white dwarf.
Supergiants and Supernovas
A star that runs out of helium will end its life much more dramatically.
When very massive stars leave the main sequence, they become red
supergiants

The red star Betelgeuse in Orion is a red supergiant.

Unlike a red giant, when all the helium in a red

supergiant is gone, fusion continues. Lighter
atoms fuse into heavier atoms up to iron atoms.
Creating elements heavier than iron through
fusion uses more energy than it produces, so
stars do not ordinarily form any heavier
elements. When there are no more elements for
the star to fuse, the core succumbs to gravity
and collapses, creating a violent explosion
called a supernova (Figure below). A supernova
explosion contains so
much energy that atoms can fuse together to produce
heavier elements such as gold, silver, and uranium. A supernova can
shine as brightly as an entire galaxy for a short time. All elements with
an atomic number greater than that of lithium were formed by nuclear

fusion in stars.
(a) NASAs Chandra X-ray observatory captured the brightest stellar explosion so far, 100 times
more energetic than a typical supernova. (b) This false-color image of the supernova remnant
SN 1604 was observed as a supernova in the Milky Way galaxy. At its peak, it was brighter than
all other stars and planets, except Venus, in the night sky.

Neutron Stars
After a supernova explosion, the leftover material in the core is
extremely dense. If the core is less than about four times the mass of
the Sun, the star becomes a neutron star (Figure below). A neutron
star is more massive than the Sun, but only a few kilometers in
diameter. A neutron star is made almost entirely of neutrons, relatively
large particles that have no electrical charge.

After a supernova, the remaining core may end up as a neutron star.

Black Hole
If the core remaining after a supernova is more than about five times
the mass of the Sun, the core collapses into a black hole. Black holes
are so dense that not even light can escape their gravity. With no light,
a black hole cannot be observed directly. But a black hole can be
identified by the effect that it has on objects around it, and by radiation
that leaks out around its edges.
 Appendix 2 - Activity 2
Accessed from http://sunearthday.nasa.gov/2007/materials/solar_cookie.pdf