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Subject(s) __Geophysical Science______ Grade(s) __10-12_____ Designer___Chris Hauss____

STAGE 1 DESIRED RESULTS


Unit Title: Beginnings: The Universe, Solar System, Earth, and Earths Basic Properties

Standards:

State Standards Covered:


o 3.1: The history of the universe,
solar system and Earth can be
inferred from evidence left from
past events
o 3.2: As part of the solar system,
Earth interacts with various
extraterrestrial forces and
energies such as gravity, solar
phenomena, electromagnetic
radiation, and impact events that
influence the planets geosphere,
atmosphere, and biosphere in a
variety of ways
National Standards Covered:
o C.4.1: Characteristics of land,
atmosphere, and ocean systems on Earth.
o C.4.8: Origin, evolution, and planetary
behaviors of Earth.
o C.4.9: Origin, evolution, and properties of
the universe.
o C.4.10: Fundamental processes of
investigating in the Earth and space
sciences.
Students will know:

How to differentiate between the common use of


the word "theory" and the scientific use of the word
"theory."
How to describe the beginning of the Universe
using evidence for the Big Bang Theory.
How stars form from clouds of dust (Nebulae).
How planets formed based of debris from the early
Universe.
The different layers of the Earth.
Why some layers of the Earth are solid, while others
are liquids (molten).
How early biological activity with large changes in
atmospheric composition.
How atmospheric composition affects climate, and
how changes in composition affect climate.

Essential Questions:

What is the difference between the common use


of the word theory and the scientific use of the
word theory?
What does the Big Bang Theory tell us about the
beginning of the universe?
What is the evidence for the Big Bang?
How do stars form?
How to planets form in a Solar System?
Why are inner planets mostly solid, while outer
planets are mostly gaseous?
What did the early Earth look like?
What causes the Earth to have an atmosphere,
while other planets do not?
How has the atmosphere of Earth changed from
its start to current day conditions?
Where is the water on Earth thought to have
come from?
How are the Earths layers physically different?
What is the function of each of Earths layers?
How do we know if a source is credible?

Students will be able to:

Research evidence for the Big Bang Theory both


online and in textbooks.
Use data from graphs to explain how the
atmosphere has changed since the formation of the
Earth.
Compare and contrast the Earth's atmosphere with
atmospheres of other planets.
Explain why the Earth has an atmosphere, while
other planets do not.
Develop a logical argument for why the Earth has
supported life, while other planets in our solar
system are not expected to support any forms of
life.
Research competing hypotheses for Earth's oceans
and present a single hypothesis and evidence for
the hypothesis (Jigsaw).
Create a logical argument and provide evidence to
defend it for the question, "Could the Earth have
always supported all forms of life?"
Compare thicknesses of Earth's layers.
Create/Decode/Report figures on Earth's
atmosphere (percent composition, volumes,
number of different gasses, amount of moisture,
etc.) Decode current research on climate change
from online databases, and summarize its findings.
Critique, support, and/or revise research methods
from a variety research sources.

Subject(s) __Geophysical Science______ Grade(s) __10-12_____ Designer___Chris Hauss____

Performance Task:

STAGE 2 ASSESSMENT EVIDENCE


Other Evidence:

Individual Pre-Test/Post-Test:

Students can initially discover what


content knowledge they have
Students will set (S.M.A.R.T.) goals for
learning specifically what they do and do
not know
Students will takes the Post-Test as a
final, summative assessment to prove
their understanding and growth
Students will look at progress after the
Post-Test, and determine what
behaviors/techniques helped or hindered
their learning for the semester

Assess whether an online source is credible or not.

Research Collaboration (Jigsaw)


Class Discussion
Independent Research
Class Collaborations
Decoding readings/articles
Create/Decode/Report data tables and

figures
Student created mock quiz, Group
mock quiz

STAGE 3 LEARNING PLAN


Summary of Learning Activities:

Lesson Plan 1: (Estimated Time: 2 Class Periods)

Day 1: Class discussion on the common vs. scientific use of the word theory, Begin study of origin of the
Universe with independent Big Bang Reading, Class discussion of reading to summarize key points,
Short Video on Big Bang to reinforce reading

Day 2: Break students into 4 groups where each group researches a different piece of evidence for the
Big Bang Theory and then shares (Jigsaw), Afterwards students read (independently or in the same
group) about the conditions of the early Universe, with a quick class discussion summarizing the key
points.
o Standards Covered: State: 3.1: The history of the universe, solar system and Earth can
be inferred from evidence left from past events, National: C.4.9: Origin, evolution, and
properties of the universe.

Lesson Plan 2: (Estimated Time: 2 Class Periods)

Day 1: Begin class with quick review of previous lesson, Then short video on star formation, Transition
into individual or group research of different classifications and characteristics of stars and discuss as a
class afterwards

Day 2: Begin class with short video on planet formation, Students then read article on planet formation to
reinforce video and then class discussion to summarize, Look at diagram of our solar system leading to
teacher-direction discussion about planetary differences, Then watch short video on unique planets

Subject(s) __Geophysical Science______ Grade(s) __10-12_____ Designer___Chris Hauss____

Standards Covered: State: 3.1: The history of the universe, solar system and Earth can be inferred from
evidence left from past events 3.2: As part of the solar system, Earth interacts with various extraterrestrial
forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that
influence the planets geosphere, atmosphere, and biosphere in a variety of ways, National: C.4.9: Origin,
evolution, and properties of the universe. C.4.8: Origin, evolution, and planetary behaviors of Earth. C.4.10:
Fundamental processes of investigating in the Earth and space sciences.

Lesson Plan 3: (Estimated Time: 3 Class Periods)

Day 1: Review material from previous lesson about star and planet formation, Students independently read article on
early conditions of Earth and draw what an early Earth would look like and then describe to a partner, Transition into
class discussion about early Earth, Watch a short video to reinforce early Earth conditions

Day 2: Begin class with students reading online tutorial on Earths layers and layer properties, Students then
independently research how Earths inner layers contribute to the Earths atmosphere, Then a class discussion
summarizing Earths layers and layer properties and also how inner/outer core contribute to Earths atmosphere

Day 3: Review Earths layers and layer properties, Students read online article about competing hypotheses on the
origin of Earths water and then discuss with a partner, Entire class talks about the competing ideas and which one
they think seems the most compelling, Watch short video on Earths water to reinforce competing hypotheses.
o

State Standards: 3.1: The history of the universe, solar system and Earth can be inferred from evidence left
from past events. 3.2: As part of the solar system, Earth interacts with various extraterrestrial forces and
energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the
planets geosphere, atmosphere, and biosphere in a variety of ways. National Standards: C.4.1:
Characteristics of land, atmosphere, and ocean systems on Earth. C.4.8: Origin, evolution, and planetary
behaviors of Earth. C.4.10: Fundamental processes of investigating in the Earth and space sciences.

Lesson Plan 4: (Estimated Time: 4 Class Periods)

Day 1: Quick class review of previous lesson, Transition into group or individual reading about Earths early
atmosphere and how biological life changed the atmosphere, Watch video to reinforce the Earths early atmosphere
and its changes.

Day 2: Break students into pairs where each pair researches the atmosphere on another planet, Class discussion
about different atmospheres and review magnetic fields and solar winds, Switch gears into talking about winds,
Watch video on what causes wind and the Coriolis effect.

Day 3: Students will spend the day taking the mock quiz as a class and asking any questions that they are unsure
of or are stumped on.

Day 4: Students take the Post-Test


o

State Standards: 3.1: The history of the universe, solar system and Earth can be inferred from evidence left
from past events. 3.2: As part of the solar system, Earth interacts with various extraterrestrial forces and
energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the
planets geosphere, atmosphere, and biosphere in a variety of ways. National Standards: C.4.1:
Characteristics of land, atmosphere, and ocean systems on Earth. C.4.8: Origin, evolution, and planetary
behaviors of Earth. C.4.10: Fundamental processes of investigating in the Earth and space sciences.

Subject(s) __Geophysical Science______ Grade(s) __10-12_____ Designer___Chris Hauss____

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