Students who demonstrate understanding can:

MS-ESS1-1.	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.  [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.	Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]  [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

Day 1:  Ancient models of the Earth

Day 2:  Earth - round or flat?  Day and Night?

1.   Is the Earth round or flat?   Can you prove it?

• https://www.youtube.com/watch?v=vzImgJCgUkg
• Notes:  https://docs.google.com/document/d/1Qq3JHW3vCYyuFwf0IAl2yEBZTDcsJI9XYc7woqxLnt8/edit
• watch video

• Please create a new post and title it "Earth, round or flat? How do we know?"  please give a written explanation that proves that the Earth is round.
• Answer questions Investigation 2 #6

Day 3-5 Seasons

• Investigation #3
• Read notebook pages
• Fill in vocabulary page
• Watch videos
• Illustrated notes on the tilt of the Earth
• Pass out notes

THE MOON:

4 Days    Creation of the moon theories

• Watch video of formation of our planet and the moon
• Moon theories video (Ed Portal)
• Summarize, make diagram, add to blog
• Moon Log
• Foss Reading

2 weeks:  Details of the moon

• Watch For all Mankind (clips) 
• Physical features of the moon.
• Scale model of the moon and Earth  FOSS and JPL
• Craters: Types and scale model FOSS and JPL
• Reading from FOSS
• Thinglink Apollo Missions
• Moon Rocks and their density

2 Days  Eclipse

• Eclipse video (Lunar and Solar)
• In groups make a presentation that explains solar and lunar eclipses.
• Draw a diagram  

2 Days Moon Cycle

• Create: https://www.youtube.com/watch?v=pjhEZhEPs44&feature=share
• Read handouts and complete The Moon, Earth's Satellite 
• Fill in notes

Test #1


SOLAR SYSTEM STUDY:

4 days

• Watch video of the tour of the solar system and fill in notes  Inside the Milky Way

• Watch scale solar system short video
• Create scale model

Gravity in the Universe

5 days

• Study different types of galaxies   Watch:  https://www.youtube.com/watch?v=XSVjaklLf24
• Big Bang - Expanding Universe : Jupiter's Family Secrets (JUNO)
• Black Holes
• Life Cycle of a star 
•  Watch:  Supernova and Supergiant Star Life Cycle on EdPortal
• Definitions 
• Create Diagram
• Hubble  - on ground telescopes vs in space.  How is it a time machine?

MARS STUDY:  Mapping and comparing physical features, characteristics of life, changing states of matter and density.

5 Weeks

• Watch the Martian
• JPL Mars eduction with Lego Mindstorm Robot
• Make Habs (surfaee area)
• Make Bio Domes  (changing state of matter)
• Dry Ice (Atmosphere and changing states of matter)
• Review Earth's water cycle and compare it to Jupiter's 
• Review Earth's layers of the atmosphere
• Density - from American Chemical foundation  and Dunking Planets (Juno) Record density of each planet and decide which one/s would sink or float in water.  Make models of Earth's interior layers.
• On what planet would you have the greatest weight ?

JUPITER STUDY:

2 weeks

• Study Juno Mission
• Neato Magneto Planets - study of magnetism
• Make model of Jupiter's interior layers

      

MS.Space Systems

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Students who demonstrate understanding can: MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.  [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]  [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. (MS-ESS1-1),(MS-ESS1-2) Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)	Disciplinary Core Ideas ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3) This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)	Crosscutting Concepts Patterns Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1) Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3) Systems and System Models Models can be used to represent systems and their interactions. (MS-ESS1-2)    - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -          Connections to Engineering,Technology,                      and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -           Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-ESS1-1),(MS-ESS1-2)