Cory Sicard EDUC 460 Unit Plan

EDUC 450: Astronomy Unit Plan for Preston Middle School

1. Contextual Information
a. Student Characteristics
8th grade Students
All from a relatively middle class, mainly Caucasian neighborhood
Students have had exposure to astronomy before in elementary, but this will be the first in-depth look
-Students may have a curiosity and interest in the stars and planets already based on exposure
from pop culture/parents/friends
I will use this general curiosity and interest to further blow the minds of the students. Astronomy is
an incredibly humbling topic, and personally, can make you fascinated and terrified at the same time.
Its definitely a topic that lends itself to emotions on every level of the spectrum.
b. Student Needs
Most of my students are relatively interested in science already. Preston is a STEM school with an
emphasis on seeding that interest early. My students require constant engagement and can often find
themselves trailing off into goofing off time. Some of my students can struggle with some of the
mathematical aspects of science and my lessons will be designed to harbor a safe community of
collaboration.
Astronomy can often be kind of hard to teach as a hands-on topic (for obvious reasons), but thats not
to say lessons cant be designed to include labs and activities, videos and games that immerse them
into space, and even creative projects.
c. Local Community
Preston Middle School sits in the southeastern end of Fort Collins in a relatively new and upper-middle
class neighborhood.
There is a HUGE push in America right now for a mars mission. Thats a great starting off point for
relevance in my unit. These students will see someone step foot on mars in there lifetime. There have
also been a number of incredibly good movies and TV shows about space lately that should help pique
interest. My hope is that this unit will get students involved in opportunities from NASA and get them
interested in keeping up with the status of our countries space missions.

Cory Sicard EDUC 460 Unit Plan

2. Goals & Objectives

a. Standards Addressed
Colorado State Standard 3.3: The Solar System is comprised of various objects that orbit the Sun and
are classified based on their characteristics
NGSS MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within
galaxies and the solar system.
NGSS MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar
system
a. Essential Understandings / Big Ideas / Core Ideas
-The universe is big. Like really big
-Our solar system is one of trillions in our galaxy which is also one of trillions in the universe
-Our sun is the essential object for life on our planet and provides the force necessary for orbits
-We have 8 planets in our solar system and each of them has their own unique characteristics
-A planets composition can have an impact on the atmosphere and conditions on the surface
-Gas planets can have unique and interesting aspects to each layer of their atmosphere
-Moons are remnants of proto-planets or space objects that are caught in the gravity of a planet
-Asteroids, comets, and dwarf planets are all freely traveling through space or orbiting stars
-Earths moon is a driving force in many processes that occur on our planet
b. Essential Questions
1) What are the characteristics that make each object in space unique?
2) Why did our solar system form the way it did, and how did that pave the way for life on Earth
3) What is the future of our solar system? Galaxy? Universe?
c. Unit Learning Objectives
1) Students will be able to identify objects in space based on characteristics unique to each.
2) Students will be able to categorize and distinguish between different types of stars, planets, and
dwarf planets in our universe.

Cory Sicard EDUC 460 Unit Plan

3) Students will understand how gravity shapes a solar system, and be able to use these ideas to
construct their own.
3. Assessment Plan
a. Description of Summative Assessment Plan
Students will start with a KWL on their prior knowledge on the planets and objects in our solar system.
They will then be asked to talk to their partners and me about what they know. Each student will stand
up and say one thing that theyd still like to know. KWL is a graphic organizer with three columns. The
first is what the students know, the second is what they want to know, and the final column (which will
be filled out at the end of the unit) is what they learned.
For the summative assessment, students will be asked to (individually, or in groups) design their own
solar system complete with planets, star (s), and any other objects in orbit. They will describe the
characteristics and components of each object, and if there is any life they will design characteristic of
it as well. Students will organize this into a nice large poster, and will then present this information to
the class in a formal public speaking event.
b. Description of Formative Assessment Plan
Students will start each class period with a short 2-3 question quiz that will assess them on what
they learned the previous period. In addition, students will add what they learned to their KWLs at the
end of each lesson. The KWLs will be collected at the end of the unit and graded. Students will also
have a Solar System Vocab Packet they will fill out and take notes from. In addition, I will be
conducting one on one (or two if its a pair) interviews on how the project is coming along and if the
students need more information to complete it.
c. Assessment Visual Organizer
This unit has 3 learning objectives, but they are all tied together. They are all based around the same big ideas and
therefore will be using the same assessments. The final project serves as a summative assessment for each
learning objective, and the KWL/Vocab packet will incorporate all 3 objectives.

Cory Sicard EDUC 460 Unit Plan

Learning
Objective

Assessment

Pre-Assessment

1,2,3

Formative Assessment

Post-Assessment

Description of Assessment

Adaptations

KWL Chart on the different objects in space

No, students will all fill out their

own unique KWL

Students will continuously take notes and fill out their vocab packet and add to
their KWLs

Some students may require a

vocab packet that is a little
more focused (things filled in,
fill-in-the-blank etc etc)

Students will use their object characteristic skills to design their own solar system
in the final project

Every students project will be

different, but the rubric will be
available for each student to
follow.

4. Learning Plan for unit

a. Rationale for why this unit is important for your students to know and do:
There will be a time in the near future that this planet will no longer sustain human life. We need to
start looking to the stars and find a new home. The only way we can advance in this race, is to seed
interest and wonder in the stars and space early on. Learning astronomy is integral to a students
scientific knowledge. We came from the stars and therefore learning about them, and our place in the
universe helps explain our origin (and possibly our future). Students will be using a variety of sources
and activities to gain the knowledge they need to complete their final solar system project. Students
will also collaborate with their peers to assess evidence and photos we have for objects in space, and
use this to complete their vocab packet/KWL charts. We will also have plenty of opportunity for
discussion and questions where students can talk about controversial and confusing topics within the
unit.
b. Schedule

***Students at Preston Middle School have an adjusted block schedule that consists of 1 50 minute and 2 90
minute classes for each period a week. Therefore 2 weeks of class will translate to only 6 days of class.

Cory Sicard EDUC 460 Unit Plan

Day 1- 50 minutes class
Essential Question

What is the scale of our universe, galaxy and solar system?

Learning Objectives

Students will be able to analyze evidence and mathematical models to understand the scope of our universe.
Students will be able to organize a model of the relative distances of objects in our solar system in relation to each other

Assessments

Initial KWL on general space knowledge

Start vocabulary packet

Instructional Activity 1

Students will fill out the beginning of their KWL chart and I will introduce the final project and pass out
rubric

Time allotted
15 minutes
Materials
Computer, SMART
Board, Netflix

Instructional Activity 2

Students will use articles and mathematical data to draw/act out/etc a scale model of our solar system,
our galaxy, and our universe

Time allotted
35 minutes

Students will watch a clip from Cosmos: A Space Journey

Materials
Data, Articles, Model
Examples, Computers,
Paper
Connections to students lives
or experiences

Students will spend the last few minutes of class to fill out what they learned in their KWL for the lesson.
This is the blow their minds section where we talk about just how BIG the universe really is. This will hopefully feed into the
wonder and excitement for the unit

Day 2- 90 minute
Essential Question

What are the various objects that orbit our sun?

Learning Objectives

Students will be able to categorize various space objects based on size, composition, and other characteristics unique to each.

Cory Sicard EDUC 460 Unit Plan

Assessments

Fill out the next section of KWL Space Objects

Continue filling out Vocab packet
Quiz #1
Design a Solar System project approval

Instructional Activity 1

Planet Exploration Webquest. Students will get onto the website and fill out a webquest based around
planets and other orbiting objects in our solar system

Time allotted
50 minutes
Materials
Laptops, webquest
packet

Instructional Activity 2

Students will start brainstorming ideas for their solar system design final project and will write out a
project design bubble outline. I will then approve them for further progression, or instruct them to keep
digging and keep thinking about a better project.

Time allotted
35 minutes
Materials
Laptops, paper, text
book, various
astronomy books

Connections to student lives or

experiences

This will allow the students their own free creativity. The webquest guides them through some prior knowledge, and partial gained
knowledge, but the time for project creation allows them to take it in any direction they choose. Students will be able to dream
up whatever they want!

Day 3- 90 minute class

Essential Question

How has space travel and exploration evolved in the last 300 years of human history?

Learning Objectives

Students will be able to construct a timeline of space exploration in human history.

Students will analyze several space travel missions and make predictions of the future of space travel and exploration.

Cory Sicard EDUC 460 Unit Plan

Assessments

Fill out the next section of KWLs Space Travel and Exploration
Continue with vocab packet
Quiz #2

Instructional Activity 1

Space Travel/Exploration History Lecture and video clips. I will lecture to the students and they will fill
out notes on their powerpoint print out

Time allotted
45 minutes
Materials
Computer, SMART
Board

Instructional Activity 2

Space Travel/Exploration Future Broadcast. Students will design a quick TV broadcast that explains a
significant space event that occurs 50 years from now. Students will pair up, and design the broadcast to
be under 3 minutes. They must describe the event, why its significant, and talk about the details that led
to this event

Time allotted
25 minutes to design,
20 minutes for
presentations
Materials
Long Tag Board sheets,
and a makeshift
cardboard TV screen

Connections to students lives

or experiences

Students watch TV ALL THE TIME. What better way to get more of their creative juices flowing than give them a TV prompt and
ask them to design their own broadcast on a space event/milestone that hasnt happened yet? IE: Astronauts step foot on Titan!

Day 4- 50 minute class

Essential Question

How has space travel and exploration evolved in the last 300 years of human history?
What are the various objects that orbit our sun?

Learning Objectives

Students will be able to categorize and distinguish between different types of stars, planets, and dwarf planets in our universe

Cory Sicard EDUC 460 Unit Plan

Students will analyze several space travel missions and make predictions of the future of space travel and exploration.
Assessments

Quiz #3
Starting on Poster Project

Instructional Activity 1

This is a variable day where students can finish up their space event broadcast and present it, or work
on their design a solar system project. Since we will probably have less time in some periods than
others based on how fast or slow lecture is, its important to have a variable day that can be used to
finish up and catch every one up on the same page. Ive learned this from the various cooperating
teachers Ive had the pleasure of teaching with.

Time allotted
50 minutes
Materials
Various

Day 5- 90 minute class

Essential Question

What do the various planets in our solar system look like, and what are the conditions on their surfaces?
Is there life outside of our solar system?

Learning Objectives

Students will be able to describe each of the 8 planets in our solar system.
Students will be able to creatively and critically think about the possibilities of life outside our solar system.
Students will be able to use evidence and science to debate the possibility of life in the universe.

Assessments

Students will fill out the next section on their KWL Solar System Planets
Students will finish their vocab packets
Debate participation points

Instructional Activity 1,2

After a small lecture and description from me, Students will play the planet exploration game. They will
complete their vocab packet. Once they are done they can have time to work on their project

Time allotted
60 minutes
Materials
Laptops

Instructional Activity 3

Students will separate into two groups and take 10 minutes to brainstorm ideas on why there could be

Time allotted

Cory Sicard EDUC 460 Unit Plan

life, or why there isnt life outside our solar system. Then they will take the last 20 minutes of class to
debate the topic with me as a moderator.

30 minutes
Materials
Laptops/Books/Me

Connection to students lives or

experiences

This could be a topic that hits home for some students. They could be brought up in a home where the idea of life outside our solar
system is ludicrous or against their beliefs. This should help students understand that you can debate something controversial in a
professional and respectful manner using science. Since there is no right or wrong answer, this healthy debate will spark some
more curiosity and thought among the students.

Day 6- 90 minute class

Essential Question

How can I use science, facts, and evidence to describe and present an idea for a possible Solar System in our universe?

Learning Objectives

Students will be able to present their solar systems in a professional and scientific way.

Assessments

Summative and final assessment

Instructional Activity 1

Students will have 15 minutes to put the finishing touches on their poster project

Time allotted
15 minutes
Materials
Posters, project
materials

Instructional Activity 2

Students will present their project to the class. Classmates will critique and offer suggestions and
constructive criticism.

Time allotted
75 minutes
Materials
Posters

Connection to students lives or

experiences

This will give the students a chance to stretch those public speaking muscles that may or may not be developed at all. It will also
serve as a learning opportunity for students to critique their peers work as a scientist would!

Cory Sicard EDUC 460 Unit Plan

5. Lesson Plan Examples

Teacher:

Cory Sicard

School: Preston Middle School

Title: Astronomy

Date: 11/19/15

Grade Level: 8th

Content Area: Science

Lesson #:_1 of 1_

Content Standard(s) addressed by this lesson:

3. 3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics

Understandings:
Students will be able to understand the relationship each object orbiting the sun has in relation to each other. They will be able to
characterize objects based on properties such as atmosphere, orbit, and composition.

Inquiry Questions:
1.
2.

How are the various bodies in the solar system similar and different?
Why do objects such as satellites, Moons and planets stay in orbit?

Evidence Outcomes:
1. I can distinguish different objects in our solar system from one another
2. I am able to characterize objects in our solar system based on properties in their mass, orbit, and atmosphere.

Cory Sicard EDUC 460 Unit Plan

Planned Lesson Activities
Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures

Assessment

Planet Exploration Webquest,
-10 min quiz 1
-5 min KWL
-10 min. Computer and SMART board
-40 min. Planets Webquest
-20 min Further project instruction and brainstorm session

Big Speech Explanation of the webquest. Talk about different types of planets that
have been found in the universe.

See Separate Sheet of Paper for Webquest instructions/guide
Students will be able to navigate the solar system with the webquest. This includes
exploring the different types of asteroids, comets, meteors, planets, and planetoids.
Students will then come up with a coherent idea for a solar system that could exist in
the universe. This will include the characteristics that make it, the atmospheric
composition, and the environment present of any planets.

Cory Sicard EDUC 460 Unit Plan

Teacher:

Cory Sicard

School: Preston Middle School

Title: Astronomy

Date:

Grade Level: 8th

Content Area: Science

Lesson #:_1 of 1_

Content Standard(s) addressed by this lesson:

Understandings:
Students will be able to accurately depict a news broadcast for an exciting space travel or exploration event. They will be able to convey
scientific discovery in a simple and succinct manner.
Inquiry Questions:
1. How is a big scientific discovery typically communicated?
2. What do you think is the future of space travel and exploration, and what implications will this have on our society?
Evidence Outcomes:
1. I can communicate scientific discovery to a broad audience.
2. I can analyze past space discoveries and advancements to predict the future of our societies space exploration programs.

Cory Sicard EDUC 460 Unit Plan

Planned Lesson Activities
Name and Purpose of Lesson

Approx. Time and Materials

Space Travel/Exploration Broadcast

Laptops, Books, other resources, Paper, Cardboard TV cut out

Anticipatory Set

Procedures

Assessment

The year is 2040. You are part of a top secret space organization that has a huge
announcement to make to the world. Using what you know about the advancements
and events that humans have already completed, describe a reasonable future event
that could hypothetically happen! Be as creative as you want, but make sure you stick
to the science!

-Teacher will describe the activity and give ideas/rules
-Students will get with a partner and start brainstorming an idea
-Teacher will approve the idea
-Pairs will then research the data theyd need to make a scientifically reasonable
broadcast
-Pairs will then perform their broadcast to the class, while the class critiques their
peers
I will be grading the students on creativity, accuracy, and ingenuity. Students will
have a chance to peer review others broadcasts in preparation of Design a Solar
System project

Cory Sicard EDUC 460 Unit Plan

Name _____________________________

Planets Webquest Worksheet

Visit : http://teach.fcps.net/trt8/SolarSystem/Planets.htm

Click on the picture of Mercury.

Click on Planetary Facts to answer the following:

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Cory Sicard EDUC 460 Unit Plan

Click on the Back button and then click on Discover Mercury to answer the following:

A. Why is Mercury difficult for us to see?

B. How many earth days equal a Mercury day?

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Venus.

Click on Planetary Facts to answer the following:

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

Cory Sicard EDUC 460 Unit Plan

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Venus to answer the following:

A. Why is Venus normally visible on earth?

B. Why does the Sun rise in the west and set in the east on Venus?

C. Describe the atmosphere and surface of Venus.

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Mars.

Click on Planetary Facts to answer the following:

A. Diameter:

_______________

Cory Sicard EDUC 460 Unit Plan

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Mars to answer the following:

A. Describe the largest volcano on Mars.

B. What are the names of this planets two moons?

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Jupiter.

Click on Planetary Facts to answer the following:

Cory Sicard EDUC 460 Unit Plan

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Jupiter to answer the following:

A. What is the most famous feature on Jupiter, and what is it really?

B. Why could we not breathe the air on Jupiter?

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Saturn.

Cory Sicard EDUC 460 Unit Plan

Click on Planetary Facts to answer the following:

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Saturn to answer the following:

A. What did the two humps observed by Galileo turn out to be?

B. What is the name of Saturns largest moon?

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Uranus.

Cory Sicard EDUC 460 Unit Plan

Click on Planetary Facts to answer the following:

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Uranus to answer the following:

A. What is unusual about the north and south pole and why is this so?

B. What are two important facts about the moons of Uranus?

Cory Sicard EDUC 460 Unit Plan

Click on the Back button until your get back to the Solar System WebQuest. Click on the picture of Neptune
Click on Planetary Facts to answer the following:

A. Diameter:

_______________

B. Density:

_______________

C. Minimum distance from earth: _______________ (in miles)

D. Number of satellites/rings:

_______________

Click on the Back button and then click on Discover Neptune to answer the following:

A. What was first used to discover Neptune?

Cory Sicard EDUC 460 Unit Plan

B. What made the scientist think that Neptune must exist?

C. What is the name of Neptunes largest moon?

Click on the Back button and then click on any of the Discover _(Planet)_ links to get back to the Windows to the
Universe website. Use this website for the remainder of the activity.

Click on the Dwarf Planets link under Solar System to answer the following:

What is a Dwarf Planet, and why are they different from the eight planets of our solar sytem?





Name the five confirmed Dwarf Planets present in our solar system.

Cory Sicard EDUC 460 Unit Plan

Where are the majority of the Dwarf Planets of our solar system located?



Click on the Asteroids link to the left of the page to answer the following:
What is an asteroid, and how do they differ from other space objects?

Cory Sicard EDUC 460 Unit Plan

How many asteroids do scientists think are present in our solar system?



Click on the Meteors link to the left of the page to answer the following:

What is a meteor, and how fast do they typically travel?





What is the difference between a Meteor, a Meteoroid, and a Meteorite?

Cory Sicard EDUC 460 Unit Plan

Click on the Comets link to the left of the page to answer the following:

What is a typical comets composition?






Why do comets have tails?