UNIT PLAN – Solar System (SCIENCE)

Unit Topic / Guiding Question:

What makes up our solar system and where is it located in the Milky Way?

Rationale:
This science unit will consist of 8 lessons through my seven week practicum and will focus the planets and moons that make up our solar system.
Students will learn about the eight planets and the characteristics that make each planet unique. Students need to know what makes their planet
unique and why it is the only known planet that supports life. Students will also about First Peoples perspectives regarding celestial phenomena,
specifically focusing on constellations and the different origin stories of these star formations.

STAGE 1: Desired Results

Big Ideas Essential Questions
Big Idea - Grade 6 Science 
UNDERSTAND

What are the relationships between Earth and the rest of the
 The solar system is part of the Milky Way, which is one universe?
of billions of galaxies..  What is an extreme environment?
Big Idea - Grade 6 ELA  What extreme environments exist on Earth and in our galaxy?
 Exploring stories and other texts helps us understand  What makes Earth unique?
ourselves and make connections to others and to the 
world.
 Exploring and sharing multiple perspectives extends our
thinking.
Core Competencies:

Communication Thinking Personal & Social

 Connect and engage with others
(to share and develop ideas)
 Acquire, interpret, and present
information (includes inquiries)
DO
Creative Positive Personal & Social Identity
 Novelty and value  Relationships and cultural contexts
 Generating ideas  Personal values and choices
  Personal strengths and abilities

 Collaborate to plan, carry out,
and review constructions and
activities
 Explain/recount and reflect on
experiences and
accomplishments
Developing ideas
Critical
 Analyze and critique
 Question and investigate
 Develop and design
Personal Awareness & Responsibility
 Self-determination
 Self-regulation
 Well-being
Social Responsibility
 Contributing to community and caring for the environment
 Solving problems in peaceful ways Valuing diversity
 Building relationships

VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Curriculum Competencies (grade 6 Science):
 Questioning and predicting:
o Demonstrate a sustained curiosity
o Make observations
o Identify questions to answer
o Make predictions
 Planning and conducting:
o With support, plan appropriate investigations to answers questions or solve problems they have identified.
o Observe measure and record data to collect to answer their questions.
 Processing and analyzing data and information:
o Sort and classify data
o Use tables, simple bar graphs or other formats to represent data, & show simple patterns & trends
o Compare data with predictions, suggesting possible reasons for findings.
 Evaluating:
o Reflect on whether an investigation was a fair test/evaluate and identify possible sources of error
o Identify some social ethical, and environmental implications of their and others’ actions
 Communicating:
o Represent/communicate ideas and findings in a variety of ways
o Express and reflect on personal experiences
Curriculum Competencies (ELA):
 Comprehend and connect:
o Access information and ideas for diverse purposes and from a variety of sources.
o Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.
Content:
Grade 6 Science:
 First peoples perspective of celestial phenomena (constellations) and the relationships to Norse and Greek origin stories of
constellations.
 Position, motion, and components of our solar system in our galaxy:
KNOW

o Planets
o Moons
o Asteroids/Comets
o Constellations
Grade 6 ELA:
 Oral language strategies,
 Writing processes
 Features of oral language and presentation techniques.
STAGE 2: Assessment Plan
Summative Assessment (of Learning):

VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
  Jigsaw to present one of the eight planets to the class.
 Creation of a constellation and an origin story of how the constellation is in the sky.

Formative Assessment (for Learning):

 Use of Padlet to research information regarding planets and constellations.
 Self-assessment on core competency
 Making constellation art project and origin story.

Stage 3: Learning Plan

Learning Intentions
(brief description here – lesson plans will be used to flesh out each lesson)
 I can create a model or representation
to show the relationship between
Earth and the rest of the universe.
 I can classify the four phases of the
moon.
 I can share what I have learned about
one of the eight planets with the rest
of my class
 I can distinguish between extreme
environments on Earth and in our
solar system.
Instructional Activities
 Earth – position of earth relative to other planets in our solar system
o Earth is third planet from the sun
 Moon
o 4 phases of the Moon – New, 1st quarter, Full, and Last or 3rd Quarter.
o What effects do moons have on the planet they orbit?
 Links to support learning
o You and the universe: http://www.cosmos4kids.com/files/universe_intro.html
o Understanding the Universe: https://www.nationalgeographic.com/science/space/our-
solar-system/?user.testname=photogallery:3
o Great general resource:
 What is an extreme environment?
o Harsh and challenging conditions, humans and other species need to adapt in order to
survive in it
o Deserts, Artic/Antarctica, Oceans, Volcanoes, Outer space
o Design an animal that can survive in an extreme environment and the adaptations that
have been made to survive
 Links to support learning
o Types of extreme environments:
https://serc.carleton.edu/microbelife/extreme/environments.html
o Exploring extremes: https://www.nationalgeographic.org/activity/exploring-
extremes/
o Top 10 extreme environments: https://www.stufftoblowyourmind.com/blogs/top-10-
extreme-environments.htm

VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
  I can demonstrate an area of interest
regarding moons, planets, asteroids,
meteors, and comets.
 I can name the planets in our solar
system.
 Through personal inquiry, I can
research my area of interest (moons,
asteroids, planets, comets, meteors)
 I can compare and contrast First
People’s, Norse and Greek myths
and stories which explain seasonal
change, aurora borealis, and patterns
of stars.
 After reading First People’s stories, I
can explain some of the lessons that
they are trying to pass down to future
generations.
 Research one of the 8 planets and share finding with the class.
o Location, size, terrestrial vs. gas giant vs ice giants
 Create a brochure about a different component of our solar system (planet, monn, asteroid,
comet, meteor)
 Links to support learning
o NatGeo video Solar System 101: https://video.nationalgeographic.com/video/101-
videos/solar-system-sci
o Cosmos4kids: http://www.cosmos4kids.com
o More than planets: http://www.cosmos4kids.com/files/solsyst2_intro.html
o Solar system exploration: http://www.cosmos4kids.com/files/solsyst2_intro.html
o Teacher resources for the solar system:
https://www.lpi.usra.edu/education/resources/s_system/
 Compare and contrast origin and constellation stories from different cultures.
o Design a constellation using own name and create a story about how the constellation
ended in up in the sky.
 Create an art piece of constellation

 I can show my learning about the  Synthesis / summative assessment

solar system  Work in small groups
 Use either Generate-Sort-Connect-Elaborate (Concept Maps) or Connect-Extend-Challenge
from Ron Ritchhart, Making Thinking Visible
o GSCE – Generate ideas, Sort ideas by placing central ones near the centre of concept
map and working outwards, Connect your ideas by drawing lines between them,
Elaborate on any new ideas you have
o CEC - How does what we have learned connect to what we knew before? What new
ideas do we have? What challenges or puzzles have come up?
Resources needed:

Rolling television for hook up to laptop in order to view videos.

Padlet designed by Teacher for students to research from
Materials for activities and experiments (detail in lesson plans)
Copies of worksheets for students as a science workbook
Chart paper for concept maps

VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Interdisciplinary connections: How did you weave Language Arts, Performing Arts, and Educational Technology
together in this instructional sequence?

 Writing as part of jigsaw and brochure (Language Arts)

 Integrate arts education as a way to show constellation story
 Technology – science videos, kahoot.

Reflection
How did it go? How do I know?

Where to next?

VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft