Physics: Unit 1 Physics & the Universe

Stage 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.a
Explain orbital motions of
moons and planets in
terms of gravitational
forces.
UN.2.C.d
Predict 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.e
Explain how tides are the
result of gravitational
forces between the Earth,
moon, and Sun.
FM.2.B.a
Describe gravity as an
attractive force between
objects.
FM.2.B.b
Compare the gravitational
forces between objects.
FM.2.B.c
Describe weight as a
measurement of the force
of gravity acting on an
objects mass.
UN.2.C.c
Provide evidence that

Transfer
Students 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 Earths 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.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
The universe has observable properties and structures Why is Earth the only planet in the solar system with
that result from gravitational forces.
life on it?
Stars are the primary source of electromagnetic energy Is it possible that life exists in somewhere in the
in the universe.
universe?
Acquisition
Knowledge
Skills
Students will know
Students will be skilled at
Relative positions and motions of objects within solar
Predicting the rise/set of the moon, its phases and
systems and galaxies.
eclipses.
What gravity is and what factors affect its magnitude.
Using reference points and laws of motion to provide
evidence that Earth rotates on its axis and revolves
What weight is.
around the Sun.
The role gravity plays in the motions of moons and

Determining the appropriate tool(s) to collect data

planets.
about the universe.
Relationship between gravity and tides.

Using information collected to determine

The role that Earths axis plays in seasons.
characteristics of celestial bodies.
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

Earth rotates on its axis

and revolves around the
Sun.
UN.2.C.b
Explain how seasons are
caused by Earths tilt and
orbit.
UN.2.C.a
Relate units of time to the
motion of the planets.
UN.1.B.a
Explain how Earths
location and
environmental
characteristics allow it to
support life.
UN.1.B.b
Compare 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.a
Identify stars as the source
of all electromagnetic
energy.
ME.2.E.b
Explain the role of nuclear
energy as a source of
energy for the Earth, stars
and human activity.
ME.2.C.b
Describe how
electromagnetic energy

living organisms.
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

moves through space.

gravity
UN.1.C.b
pulsar
Evaluate the advantages
quasar
and disadvantages of using radiation zone
different tools to gather
radio telescope
information about the
reflecting telescope
universe.
refracting telescope
IN.1.B.c
revolution
Determine the
rotation
appropriate tools and
solar eclipse
techniques to collect,
solar flare
analyze, and interpret
solar system
data.
solar wind
ST.1.B.a
solstice
Recognize the relationship
spectrograph
linking science and
technology.
UN.1.C.a
Identify information that
we can learn about stars
and the universe through
the electromagnetic
spectrum.
ME.2.A.f
Describe the effect of
different frequencies of
electromagnetic waves on
Earth and living organisms.
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 Earths 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 doesnt 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 - Evidence
Code

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

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

UN.1.B.a
Explain
how Earths
location
and
environmental
characteris-

Evaluative
Criteria

6 Faucets of Understanding
Explanation
Interpretation

Perspective

Empathy

Self Knowledge

PERFORMANCE TASK(S):
Describe
Students will show that they really understand by evidence of
how gravity
and inertia
FAT-P for Power Standards UN.1.A.a & UN.2.C.c
work to keep
You are currently working as an Aerospace Educator-in-Residence at the Smithsonian National Air and Space
all objects in
Museum. You have been asked to create a hands-on demonstration that illustrates how the movements of the
the universe
Earth, Sun, and Moon affect tides, phases of the moon, seasons, and eclipses. Your demonstration should last
in motion.
approximately 30 minutes and be geared toward middle school students.

Application

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

FAT-P for Power Standard UN.1.B.a

You 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.a

Prepare 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

tics allow it
to support
life.

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

cannot.
Continuum of Evidence

Identify how
stars
produce
energy.

Performance Event (FAT-P1, FAT-P2, FAT-P3)

Quizzes
Tests
Student Work Samples
Observations
Other pre- & post-test

Stage 3 Learning Plan

Code

Pre-Assessment

Learning Events

Progress Monitoring