Unit 6: The Solar System (March 21-April 15)

SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric.
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
SC.8.E.5.9.1 Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction
SC.8.E.5.9.2 Explain the impact of objects in space on each other including: 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
SC.8.E.5.12 Summarize the effects of space exploration on the economy and culture of Florida.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.

Students will:
• differentiate between the various historical models of the solar system, including geocentric and heliocentric
o NOS Focus- theories may be modified but are rarely discarded
• create a model of the solar system o NOS Focus-using models to make sense of the collected evidence
o NOS Focus- scientific knowledge changes with new evidence
• differentiate between characteristics of objects in the solar system (including the sun, planets and their moons) with Earth in terms of: o gravitational force, distance from the Sun, speed, movement, orbital path, temperature, and atmospheric conditions

• explain how the length of year of a planet is related to the distance from the sun

• compare the atmospheres of the planets to the atmosphere of Earth in terms of surface temperature, including: o presence, absence, or relative thickness
o demonstrate the effects of Earth’s rotation and revolution in relationship to the sun, such as: o day and night vs. length of a year
• diagram to explain how Earth’s tilted axis and its revolution around the Sun produces seasons

• explain how the Earth stays in orbit because of its inertia and the gravitational pull of the sun
• demonstrate to explain how the phases of the moon are created

• explain how the tides are the result of the pull of gravity by the Sun and Moon.

• differentiate between solar and lunar eclipses
o discuss the effects of space exploration on the economy and culture of Florida
o explain how political, social, and economic concerns can affect science, and vice versa at the levels of community, state, national, and international levels

Activities Include:
Nearpods
Hands on Foldables
PHET Labs
Gizmos Computer Based simulations/labs
BrainPOP
Crash Course Astronomy
Generation Genius
Reading Passages
PowerPoints & Notes
CPalms.org
Kahoot & Quizlet review games

DIA April 14 & 15