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PBL Overview

Title: Earths Place in The Universe Est. Start Date: Duration: 8 weeks
Teacher: Cardenas, McLemore, Villalobos Grade Level: 9
th
Grade
Content Focus: Earth and Space Sciences Other subject areas to be included: Algebra 1
Project Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem
Students will be able to utilize mathematics while discovering the different concepts
regarding the creation of Earth and the universe. Activities/assessments include
designing a model of Earths tilt and its rotation of the Sun, calculating distance of Earth
from the Sun from different times of the year (and making estimations of given dates),
determining how many atoms make up basic elements that were present after the Big
Bang.

Essential
Question:
What evidence can be gathered to
determine Earths place in the
Universe?
Driving
Question
How big is our planet, Earth?

Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)
Next Generation Science Standards
HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the
role of nuclear fusion in the suns core to release energy in the form of radiation.

HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence
of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce
elements.

HS-ESS1-4: Use mathematical or computational representations to predict the motion of
orbiting objects in the solar system.

HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic
crust and the theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites,
and other planetary surfaces to construct an account of Earths formation and early history.

Common Core Standards
MP.2: Reason abstractly and quantitatively. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3),(HS-
ESS1-4),(HS-ESS1-5),(HS-ESS1-6)

MP.4: Model with mathematics. (HS-ESS1-1),(HS-ESS1-4)

HSN-Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale
and the origin in graphs and data displays. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4),(HS-
ESS1-5),(HS-ESS1-6)

HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-
1),(HS-ESS1-2),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6)

HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when
reporting quantities. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4),(HS-ESS1-5),(HS-ESS1-6)

HSA-SSE-A.1: Interpret expressions that represent a quantity in terms of its context. (HS-
ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
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HSA-CED-A.2: Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-1),(HS-
ESS1-2),(HS-ESS1-4)

HSA-CED-A.4: Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)













T+A E T+A E

21
st
Century
Skills and MPS
to be explicitly
taught and assessed
(T+A) or that will
be encouraged (E)
by Project work but
not taught or
assessed:
Presentation of Solar
System Model
X
Calculating Distance X
Researching X X
Critical Thinking X X


Presentation Audience

Culminating
Products and
Performances







Group:





Solar System Project, Sandwich
Simulation, Dropping objects activity,
Class Discussions
Class

X
School


Community

Individual:
Class Readings and responses, quizzes,
tests, individual assignment on
demonstrating understand of Earths
rotation, Learning logs of findings
Experts
Science teacher
X
Web

X
Other: Peers
Project Overview

Entry event
to launch inquiry,
engage students:

Outline or

How big is our planet?
Students will do a 5-minute quick-write activity answering this question. Students will
have a variety of responses. Students will do the Pair-Share with their partner and then
the entire class. The question is all about perspective. Ultimately, the teacher will focus
the class discussion on the perspective of Earth compared to the rest of the universe.
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Conceptual
Flow
Include assessment
points:






























Assessments and Activities will be bolded. Information/concepts students will be
learning is on standard shading.
I. The Universe and its Stars
A. The Big Bang Theory (This first section is mostly direct instruction, reading/writing
question responses)
i. 13.7 Billion years ago.
ii. Theory on how universe formed
iii. Theory supported by observations of distant galaxies receding from Earth
iv. Creation of many galaxies, including our own (Milky Way) (Quiz on findings)
B. Atoms and Elements
i. What are atoms and elements? (Reading on Elements and Atoms, Discussion
on findings)
ii. Most of universe made up of Hydrogen and Helium gasses, which began forming
minutes after Big Bang.
iii. Other elements began forming in cores of stars
1. Oxygen, Carbon
2. Periodic Table
Students will be explicitly taught the relation between the element numbers and the
number of atoms that are present in that specific element. Once students practice as
a whole class with a few elements, students will be assigned additional elements to
calculate. For those students who are advanced, teacher and also bring up
relationship between different parts of an atom (protons, neutrons, electrons) and
their relation with Element number.
II. The Solar System
A. Location
i. Inside of Milky Way Galaxy (Google Earth exploring in computer lab)
B. The Sun
i. Our Star
C. Planets, Moons, and other objects (Mostly direct instruction, reading assignments,
class discussions)
i. 8 planets in total (including Earth)
ii. Some planets have one or more moons
iii. Asteroids, meteors, comets
D. Patterns of Movement
i. Planets orbit around sun (Constructing individual rotations around the sun,
worksheet, understanding distance and rotation)
ii. Moons orbit around planets
iii. Patterns of movement are predictable (Class simulation with objects. Students
will be able to drop a variety of objects while standing on top of a counter.
They will record how fast objects drop.)
1. Gravitational pull
2. Conservation Laws
iv. Earths Tilt
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1. Can effect climates through orbit throughout year (seasons)
2. Earths tilt slowly changing.
Students will be able to design a model of the Solar system. Students will need to explicitly
demonstrate their understanding of Earth (and the other planets) rotation around the sun.
Students will also need to demonstrate Earths tilt and how it affects the planet at different
times of the year. Students will be able to do this project in a number of ways. This includes,
but not limited to creating a PowerPoint, doing a reenactment (or skit), creating a three
dimensional scaled model, and more. Teacher will provide rubrics outline essential
information that must be covered in the presentation. Students must do research in order to
determine how long a planets rotation is and its distance between it and the sun.
III. History of Earth
A. Using natural features in Earth to learn about planets history (Direct instruction, reading
activities)
i. Rock Formations
1. Older rocks in bottom, younger on top (how much radiation exposure
can determine age rock)
a. Continental Rocks (4 billion years old)
b. Ocean Rocks (200 million years old)
ii. Plate Tectonics
1. Creation of new ocean floor
2. Earthquakes and Volcanoes (sudden and quick)
3. Canyons and mountains (slow to develop)
Great activity I got from a colleague. Students, in groups, will need to construct an
multilayered sandwich. Students will grab a piece of bread and spread chunky peanut butter.
Students will put a piece of bread on top of the slice and press a bit on the sandwich (to
flatten it slightly). Students will then spread chopped pickles and ketchup on top of the
sandwich. Place another slice of bread on top. Slightly press again. Keep repeating process a
couple more times with jelly and bananas. After you have enough layers, cut the sandwich in
half. Slide sandwiches (demonstrating earthquake). Put sandwich back together. Press halves
together. Students will be able to see ridges, mountain formation, how layers shift based on
plate tectonics, etc. Students will log and record their findings. This will lead to class
discussion.

Assessments













Formative
Assessments
(During Project)
Quizzes/Tests X

Journaling/Learning Log X

Preliminary Plans/Outlines
(seeing students research for
Solar System Project)
X

Rough Drafts

Online Tests/Exams


Summative
Assessments
(End of Project)
Written Product(s), with rubric Other Products

Oral Presentation, with rubric X Peer Evaluation
X
5



Multiple Choice/Short Answer
Test
X Self-Evaluation
X
Essay Test X Other



Resources
Needed
On-site people, facilities
Science teacher, counter, classroom with sink is highly recommended),
computer lab
Equipment
LCD Projector, ELMO, Laptop, Class set of textbooks, computers for research
Materials
Will vary based on student projects, worksheets to supplement reading
material, supplies for Sandwich activity (plastic knives, bread, peanut butter,
jelly, pickles, bananas), variety of objects to drop to demonstrate Newtons
Law of gravity, quizzes, tests, notebooks for class responses/discussions
Community resources
Donations for class projects would be greatly appreciative, PTSA



Reflection
Methods


(Individual, Group,
and/or Whole Class)
Journal/Learning Log X Focus Group

Whole-class Discussion X Fishbowl Discussion

Survey X Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:

The sun is a star that will burn out over a lifespan
of approximately 10 billion years. (HS-ESS1-1).


Student needs to be able to:

Calculate the distance from Earth (and other planets
in the Solar System) to the Sun.

Student needs to be able to:

Create and Design a model of The Solar System,
displaying the Earths tilt and its rotation around
the Sun. In addition, students will need to properly
display the rotation of the other 7 planets around
the sun. (HS-ESS1-2),(HS-ESS1-3).



Student needs to be able to:

Heavier elements are produced when certain
massive stars achieve a supernova stage and
explode. (HS-ESS1-2),(HS-ESS1-3)

Student needs to be able to:

Demonstrate through how the Big Bang theory is
the measured composition of stars and non-stellar
gases, and of the maps of spectra of the primordial
radiation (cosmic microwave background) that still
Student needs to be able to:


Keplers laws states orbits may change due to the
gravitational effects from, or collisions with, other
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fills the universe. (HS-ESS1-2)




objects in the solar system. (HS-ESS1-4)
Students will be able to drop a variety of objects while
standing on top of a counter. They will record how fast
objects drop



Questions to be Provided by the Project Teacher
(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to recall facts, make observations, or
demonstrate understanding:

What is the approximate lifespan of the sun?
What did you find out about the suns current
state?
What do you know about the Big Bang Theory ?






Teacher asks questions to summarize, analyze, organize, or
evaluate:

What evidence can you offer that proves the Big
Bang Existed?
Why is the Big Bang a theory even though it is
widely accepted by the scientific community?
What evidence can you offer to prove that the
earths tilt has an effect on climate?

Teacher asks questions to apply or relate:

How would you illustrate the Big Bang Theory
How would you collect data of climate levels to
show the effects of the earths tilt?
Can you show me why seasonal variations in
that intensity are the greatest at the poles?














Teacher asks questions to predict, design, or create:

How would you design a model of the earth that
would demonstrate the tilt and the effects of the
sun?
How can you teach the earths rotation of the
sun to the class?
Can you develop a proposal that would either
prove or disprove the Big Bang as a theory?



Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?

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