Space Systems

Discovery Education Unit: Ever Changing Moon

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Ever Changing Moon DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-ESS1-1: Earth-Sun-Moon System

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 & Boundary Statements

Clarification Statement: Examples of models can be physical, graphical, or conceptual.

Boundary Statement: none

MS-ESS1-2: Gravity and Motions in Space

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. (Systems and System Models)

Clarification & Boundary Statements

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).

Boundary Statement: 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: Scale Properties in the Solar System

Analyze and interpret data to determine scale properties of objects in the solar system. (Scale, Proportion, and Quantity)

Clarification & Boundary Statements

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.

Boundary Statement: Assessment does not include recalling facts about properties of the planets and other solar system bodies.

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Ever Changing Moon

DRIVING QUESTION: How does the appearance of the moon change?

Anchor

Students develop a model of the Earth-sun-moon system. After examining a video and photo of how the appearance of the moon changes over a month, they relate the changes in appearance to the light reflected from the surface of the moon. The hands-on investigation allows them to investigate phases of the moon by designing a 3-D model of the Earth-sun-moon system to determine how sunlight and movements within the system create the predictable patterns of the moon’s phases.

Discovery Education Lesson / Connections to Anchor Phenomenon

Exploring the Ever-Changing Moon / How does the appearance of the moon change?
Moon’s Changing Shape / Why does the moon look a little different each day as shown in Clip 1?
Red Moon / If Clip 1 showed the phases of the moon, what is happening in Clip 2?
Disappearing Sun / If the moon can sometimes be in Earth’s shadow, can Earth ever be in the moon’s shadow?
Objects in the Night Sky / How do objects, like the moon, stay in orbit around other objects, like the Earth?

Local Colorado Phenomena Connections

NGSS standard MS-ESS1-1 focuses on developing and using a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Here are some Colorado-specific phenomena you could consider:

Great Sand Dunes National Park: Discuss how the park's environment is influenced by the Earth's tilt and orbit, affecting temperature and climate patterns.

Alpine Tundra in the Rocky Mountains: Explore how the high altitude and specific tilt of the Earth impact the extreme seasonal weather conditions and ecosystems.

Denver's Mile-High Altitude: Use the unique altitude of Denver to explain how the Earth's position relative to the sun affects climate and daylight hours.

Solar Eclipses Visible in Colorado: Review past and upcoming solar eclipses visible from Colorado to illustrate the Earth-moon-sun alignment.

Front Range Weather Patterns: Investigate how seasonal shifts affect weather patterns along the Front Range, demonstrating Earth's axial tilt and orbit.

These examples can help make the concept of Earth-sun-moon interactions more relatable to your students by connecting them to local environments and events.

MS-ESS1-3 involves analyzing and interpreting data to determine scale properties of objects in the solar system. Here are some local Colorado phenomena that could help address this standard:

Great Sand Dunes National Park: Explore the role of wind patterns and their effects on the dunes, comparing them to similar processes on Mars.

Rocky Mountain National Park: Study the geological history of the park to understand how planetary surfaces can evolve over time.

Dinosaur Ridge: Examine fossilized tracks and remains to discuss the history of Earth and its position in the solar system over time.

The Denver Basin: Investigate the sedimentary layers to understand Earth's past climates and compare them to other planetary bodies.

The Pawnee National Grassland: Use this area to study the impact of meteorites and how such events contribute to our understanding of the solar system.

These phenomena provide opportunities to connect local geography and history to broader concepts in planetary science.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

To help your 6th-grade students explore career connections related to Space Systems in Colorado, consider these options:

Ball Aerospace: Located in Boulder, they work on space missions and technologies. They often offer outreach programs and tours.

Lockheed Martin Space Systems: Based in Littleton, they are involved in satellite and space exploration projects. They provide educational resources and sometimes host student events.

University of Colorado Boulder - Laboratory for Atmospheric and Space Physics (LASP): This research institute offers programs and tours for students to learn about space research and technology.

Space Foundation Discovery Center: Located in Colorado Springs, this center offers interactive exhibits and educational programs focused on space exploration.

National Oceanic and Atmospheric Administration (NOAA): While primarily focused on atmospheric research, NOAA's Boulder location can provide insights into satellite technology and space weather.

These organizations can offer valuable insights into careers in space systems and might have educational programs or resources for your students.

Hands On, Minds On Connections

Discovery

Discovery Hands-On Refurbishments

Refurbishment Order Form

St Vrain Science Center

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

6) Observing the Sky Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

Star Talk - Neil DeGrasse Tyson Explains Tides

How Many Earths? Visualization

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

3.9: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.

Grade Level Expectation:

3-1: Motion is predictable in both solar systems and galaxies.
3-2: The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, lunar phases, and seasons.

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)