Brenham ISD Unit 9 Plan: Science
Unit 9: Space | 8th Grade Science | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
8.8A describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification | 8.8B recognize that the Sun is a medium-sized star located in a spiral arm of the Milky Way galaxy and that the Sun is many thousands of times closer to Earth than any other star; 8.8C identify how different wavelengths of the electromagnetic spectrum such as visible light and radio waves are used to gain information about components in the universe 6.11C understand that gravity is the force that governs the motion of our solar system | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential standards | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: Waves
Components of the universe
Life Cycle of a star
Models for classification of stars
History of the Universe
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What academic language / vocabulary should students acquire and use? (Term and definition see above) | Absolute magnitude - a star's magnitude when compared at a standard distance from earth apparent magnitude- a star's magnitude when viewed from earth Brightness - a measure of how much light a star gives off elliptical galaxy - a type of galaxy that looks like a flattened disc electromagnetic spectrum - a graph that organizes electromagnetic waves based on their energy Frequency - how often a wave occurs in a give cycle gamma ray - a type of electromagnetic wave with the greatest frequency and shortest wavelength HR Diagram - a chart that compares the size, temperature, and brightness of a star irregular galaxy - a galaxy with no regular shape light wave - the only part of the electromagnetic spectrum that is visible to the human eye Luminosity - another term for the brightness of a star main sequence star - any star that has a hot, dense core which fuses hydrogen into helium to produce energy Microwave - a type of radio wave Milky Way galaxy - the name of our galaxy; a type of spiral galaxy Nebulae - a cloud of gas and dust where stars from radio wave - a type of electromagnetic wave with the shortest frequency and longest wavelength spectral class - a group of stars grouped by the spectrum of light the emit Star - a sphere of hot, glowing gas
Supergiant - a size of star that is most massive and brightest Ultraviolet wave - a type of electromagnetic wave that has more energy than visible light but less than an x-ray Universe - all of space and everything in it white dwarf - a faint star; the star is in the final stages of life where the core is faintly glowing Wavelength - the distance between two like parts of a wave X-ray - a type of electromagnetic wave that has less energy than a gamma ray but more than a UV wave | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following:
Sample Question. Which of the following is white supergiant?
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
1 | Waves and Spectrum - Graphic Organizer, Exit Ticket | |
1 | Components of Universe - Quizlet, Galaxy Sort | |
2 | Star Composition and Life Cycle - Graphic Organizer, Task Cards | |
3 | HR Diagram - Quiz and Bingo | |
1 | History of the Universe | |
2 | Skills lab | |
1 | Test | |