Outcomes and Indicators:
Grade 6: Earth and Space Science: Our Solar System (SS)
SS6.1
Research and represent the physical characteristics of the major components of the solar system, including the sun,
planets, moons, asteroids, and comets. [CP, SI]
b) Analyze historical and current technological developments that have enabled human observation of the
major components of the solar system.
g) Create scale-distance and/or scale-size models to represent the major components of the solar system.
SS6.2
Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases,
eclipses, and seasons. [CP, SI]
e)
f)
Demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution
around the sun causes the yearly cycle of seasons.
Propose explanations for how the yearly cycle of seasons might differ if Earth’s axis were not tilted.
SS6.3
Evaluate past, current, and possible future contributions of space exploration programs including space probes and human
spaceflight, which support living and working in the inner solar system. [DM, TPS]
a.
Design a model of a habitable space vehicle that can travel to and return from a student-selected
location in the inner solar system.
b.
Investigate the work being done in preparation for future space travel and make predictions about
future achievements related to living and working in space.
Project:
A. Construct a model of Sol [ss 6.1g] --Application level of
Bloom’s Taxonomy
-Using the information learned in class, construct a
model
of the Solar System.
-Include all 8 planets, as well as Earth’s Moon and the
Sun
Adaptations:
-Simplify number of items in solar system required
-Allow for student to work with a partner if construction alone is
an insurmountable challenge.
-Allow for students to “draw” 2d model if 3d construction is
impossible
-provide chart with required values of the model for students
who have trouble researching.
Rubric:
Not Yet Mtg
Approaching
meeting
Exceeding
Accurate scale
and position
Evidence of
careful
planning and
execution
Overall
aesthetic
(looks)
B) Create a short video of the model with voice-over of
historical technological breakthroughs associated with each
major part of the solar system [ss 6.1 b] --Creation level of
Bloom’s Taxonomy
-Film using your model. Be sure to focus on each planet as
you talk about it.
-Such technological breakthroughs could include discovery
dates, satellites sent, or if humans have ever been there.
Adaptations:
-Students who lack the appropriate software or tools to make a
video could instead make a script of their voice over.
-An audio recording (done at school or home) could also be
accepted if video is an obstacle.
-A comic would also be an acceptable form of alternative media
for this assignment.
-A fact sheet (with varying degrees of completeness) could be
given for students who experience difficulty researching.
Rubric:
Not Yet Mtg
Exciting and
Engaging
product
Evidence of
careful
planning,
research, and
execution
Basic required
facts and
length
Approaching
meeting
Exceeding
C) Make a poster (using pictures of your model or drawings) to
demonstrate how the Earth’s rotation causes the day/night
cycle and how the tilt and revolution of the Earth cause the
seasons [ss 6.2 e] --Application and Creation level of Bloom’s
Taxonomy
-Explain briefly how the Earth’s positioning affects the
day/night cycle and the seasons.
-Feel free to be creative with your poster design.
Adaptations:
-Poster could be made on computer for those “less
confident” in their own artistic skills.
-Poster could be done in pairs or groups to maximize strength
through collaboration
-An oral ‘interview’ could be held between teacher and
students who have trouble researching - in which the
students may ask the teacher questions, but are responsible
for taking notes of the required information.
Rubric:
Not Yet Mtg
Approaching
meeting
Exceeding
Explains
rotation and
tilt and how
they affect
the days and
the seasons.
Evidence of
serious effort
Overall
aesthetic
(looks)
D)
a. Write a short story in which the tilt of the earth is, or
becomes, zero. Describe how this would affect the
seasons and days/nights where you live. Correlate how
this change to Earth would affect other planets in your
model. [ss 6.2 f] --Understanding and Creation level of
Bloom’s Taxonomy
-Compare your writing to the poster you made
previously.
What differences do you think there will be?
-If you wish, you may also write about if the Earth’s
rotation were to stop.
b. Workshop peer writing in groups (of about 4).
Constructively criticize the scientific ideas as well as the
writing style. --Analysing and Evaluating level of Bloom’s
Taxonomy
-Compare your writing with your peers. What changes did
they have compared to yours?
-Exchange drafts of your writing. Provide feedback to at least
one other group member.
Adaptations:
for writing:
-the expected length of the short story could be shortened for
students with exceptionalities that would hinder their writing
ability.
-comics, videos, radio plays, puppet shows, or other media
could be accepted, alongside a basic script, for students who
approach content more naturally through such interfaces.
-An oral interview could be conducted to ascertain whether the
student has the basic understanding of the concepts (if the
student is unable/unwilling to make a story).
for workshopping:
-provide a sheet with a scale of constructively critical comments
- matched up with ‘emocon’ faces so that the student can give
feedback based on their initial feelings, even if unable to
articulate it.
-have a system of colours so that parts may be circled in the
colours that correspond to criticisms (i.e. red = needs
work/unclear, yellow = minor error/word choice, green = OK!,
blue = fantastic!)
Rubric:
a.
Not Yet Mtg
Approaching
meeting
Exceeding
Approaching
meeting
Exceeding
Accuracy
describing
changes
resulting from
no tilt
Writing
mechanics
(flow, errors,
voice)
Originality and
creativity
Anecdotal notes:
b.
Actively
engaged as
peer listener
Provides
feedback
constructively
Is open to the
constructive
feedback of
peers
Not Yet Mtg