9.3.3.2 Solar System
Describe how the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.
Explain how the Earth evolved into its present habitable form through interactions among the solid earth, the oceans, the atmosphere and organisms.
Compare and contrast the environmental conditions that make life possible on Earth with conditions found on the other planets and moons of our solar system.
Overview
MN Standard in lay terms:
Our solar system consists of all objects in orbit around our star, the Sun. The solar system includes the Sun, planets, moons, asteroids, comets, meteoroids, and cosmic dust, as well as artificial satellites put into space by humans. The solar system formed from a localized region of interstellar gas and dust - part of a giant molecular cloud - that due to some external force (e.g., nearby supernova) began to collapse. As the nebular gas and dust collapsed, it contracted and began to spin, flattened into a disk, and heated up. The central region of the collapsing material eventually formed the Sun, and the rest of the spinning disk coalesced into a number of smaller matter clumps that grew gravitationally into larger planetesimals. Many of the planetesimals eventually combined to form the 8 major planets, myriad moons, and asteroids in our solar system, and many others were gravitationally flung to the outer realm of the solar system where they exist today as comets. The process of initial planetary formation likely took on the order of millions of years, and through a combination of internal (e.g., nuclear fusion, radioactive decay, volcanism, etc.) and external (e.g., meteorite impacts) processes the objects in our solar system have continued to change and evolve over 4.55 billion years to today.
Big Idea:
Earth Science Literacy: The Big Ideas and Supporting Concepts of Earth Science.
Earth Science Literacy Big Idea 2: Earth is 4.6 billion years old.
2.2 Our solar system formed from a vast cloud of gas and dust 4.6 billion years ago.
2.3 Earth formed from the accumulation of dust and gas, and multiple collisions of smaller planetary bodies.
2.6 Life on Earth began more than 3.5 billion years ago.
Earth Science Literacy Big Idea 3: Earth is a complex system of interacting rock, water, air, and life.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.3 Earth exchanges mass and energy with the rest of the solar system.
Earth Science Literacy Big Idea 4: Earth is continuously changing.
4.1 Earth's geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.2 Earth, like other planets, is still cooling, through radioactive decay continuously generates internal heat.
Earth Science Literacy Big Idea 6: Life evolves on a dynamic Earth and continuously modifies the Earth.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.4 More complex life forms and ecosystems have arisen over the course of Earth's history.
6.5 Microorganisms dominated Earth's early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth's systems.
6.8 Life changes the physical and chemical properties of Earth's geosphere, hydrosphere, and atmosphere.
MN Standard Benchmarks:
9.3.3.2.1. Describe how the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.
9.3.3.2.2. Explain how the Earth evolved into its present habitable form through interactions among the solid earth, the oceans, the atmosphere and organisms.
9.3.3.2.3. Compare and contrast the environmental conditions that make life possible on Earth with conditions found on the other planets and moons of our solar system.
THE ESSENTIALS:
PBS video clip entitled "Origins of the Solar System."
The video is appropriate to use after an engaging introductory activity (early in the unit), to introduce students to the general concepts associated with solar system formation (9.3.3.2.1).
NSES Content Standard D Earth and Space Science (grades 9-12)
The Origin and Evolution of the Earth System
The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. The early earth was very different from the planet we live on today.
Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
Evidence for one-celled forms of life-the bacteria-extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the earth's atmosphere, which did not originally contain oxygen.
NSES Content Standard B Life Sciences (grades 9-12)
Biological Evolution
Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring.
The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
The Physical Setting Science Literacy Maps: Stars, Galaxies and the Universe, Gravity
Project 2061: Benchmarks for Science Literacy (2009).
Chapter 4A
By the end of the 12th grade, students should know that
On the basis of scientific evidence, the universe is estimated to be over ten billion years old. The current theory is that its entire contents expanded explosively from a hot, dense, chaotic mass. 4A/H2ab
Mathematical models and computer simulations are used in studying evidence from many sources in order to form a scientific account of the universe. 4A/H4
As the earth and other planets formed, the heavier elements fell to their centers. On planets close to the sun (Mercury, Venus, Earth, and Mars), the lightest elements were mostly blown or boiled away by radiation from the newly formed sun; on the outer planets (Jupiter, Saturn, Uranus, Neptune, and Pluto) the lighter elements still surround them as deep atmospheres of gas or as frozen solid layers. 4A/H5** (SFAA)
Our solar system coalesced out of a giant cloud of gas and debris left in the wake of exploding stars about five billion years ago. Everything in and on the earth, including living organisms, is made of this material. 4A/H6** (SFAA)
Chapter 4B
By the end of the 12th grade, students should know that
Life is adapted to conditions on the earth, including the force of gravity that enables the planet to retain an adequate atmosphere, and an intensity of electromagnetic waves from the sun that allows water to be present in the liquid state. 4B/H1*
Chapter 4C
By the end of the 12th grade, students should know that
Plants on land and under water alter the earth's atmosphere by removing carbon dioxide from it, using the carbon to make sugars and releasing oxygen. This process is responsible for the oxygen content of the air. 4C/H1*
Chapter 5A
By the end of the 12th grade, students should know that
The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions. 5A/H1a
A great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment. 5A/H1b
Chapter 5F
By the end of the 12th grade, students should know that
Natural selection leads to organisms that are well-suited for survival in particular environments. 5F/H6a
Chance alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvantage for the organism. 5F/H6b
When an environment, including other organisms that inhabit it changes, the survival value of inherited characteristics may change. 5F/H6c
Life on earth is thought to have begun as simple, one-celled organisms about four billion years ago. Once cells with nuclei developed about a billion years ago, increasingly complex multi-cellular organisms evolved. 5F/H8
Chapter 8E
By the end of the 12th grade, students should know that
Computer modeling explores the logical consequences of a set of instructions and a set of data. The instructions and data input of a computer model try to represent the real world so the computer can show what would actually happen. In this way, computers assist people in making decisions by simulating the consequences of different possible decisions. 8E/H1
Chapter 9A
By the end of the 12th grade, students should know that
Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten. 9A/H1
Numbers can be written with bases other than ten. The simplest base, 2, uses just two symbols (1 and 0, or on and off). 9A/H2*
Common Core Standards
High school (grades 9, 10, 11) Mathematics: Geometry and Measurement. Calculate measurements of plane and solid geometric figures; know that physical measurements depend on the choice of a unit and that they are approximations.
9.3.1.3 Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems.
High school (grades 9, 10, 11) Mathematics: Data Analysis and Probability. Explain the uses of data and statistical thinking to draw inferences, make predictions and justify conclusions.
9.4.2.1 Evaluate reports based on data published in the media by identifying the source of the data, the design of the study, and the way the data are analyzed and displayed. Show how graphs and data can be distorted to support different points of view. Know how to use spreadsheet tables and graphs or graphing technology to recognize and analyze distortions in data displays.
9.4.2.3 Design simple experiments and explain the impact of sampling methods, bias and the phrasing of questions asked during data collection.
High school (grades 9-12) V. Geography. B. Essential Skills: The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.
2. Students will make inferences and draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
Misconceptions
Weiler, B. (2004). Children's Misconceptions about Science.
- The earth is the center of the solar system. (The planets, sun and moon revolve around the earth.)
- The solar system is very crowded.
- The solar system contains only the sun, planets and the moon.
- The sun is not a star.
Comins, N.F. (2011). Heavenly errors: Misconceptions about the real nature of the universe.
- Students often believe that all of the planets were "captured" by the sun.
- Students may believe that planets "splashed" out of the sun.
- Students may believe that most of the mass of the solar system is in the planets.
- Some students may believe that there is more than one star in the solar system.
Vignette
Mr. H introduces the topic of solar system formation by holding up a meteorite he borrowed from the Bell Museum of Natural History, and saying: "this is a meteorite...where did it come from?" Students begin sharing their ideas of where the space rock came from. After a couple of minutes of dialogue, Mr. H says, "Meteorites are some of the oldest objects in our solar system. Today we will be considering how our solar system formed." The principal walks into the class a couple of days later, and sees students in groups working at different stations throughout the room: one group is using a picture of the Orion nebula from the University of Texas McDonald Observatory website to add details to a concept map they started the day before; another group is viewing animated simulations of solar system formation from the University of Hawaii and answering questions on a sheet; a third group is constructing a systems diagram illustrating the formation of the solar system and writing an explanation using concepts learned. (Activities from NASA Lesson 19A, details below.) The fourth group of students is reading information about several extrasolar planetary systems and developing a set of questions designed to assist them in determining the consistencies and inconsistencies of the characteristics relative to Earth's solar system in an attempt to determine the likelihood that that system formed in the same way as Earth's solar system. A fifth group is researching information about the meteorite sample on the Internet. The teacher walks over to the principal and says "the students are working through a set of stations related to solar system formation and will conclude the stations activities in class on Friday. Over the next couple of days, students rotate through all stations. When finished with these stations, students will begin working on a comparative planetology research project where they compare and contrast two solar system objects, and evaluate each object's characteristics for the potential of harboring life now, in the past, or in the future.
Resources
Instructional suggestions/options:
An abundance of information, data, animations, and more, exists related to standard 9.3.3.2 - The solar system, sun, and Earth formed over billions of years. To start a lesson on this standard, watch the PBS video clip (provided at the beginning of the Essentials section). Then consider working through NASA Lesson 19A related to the topic, which includes a variety of engaging activities tied to the 5E model (BSCS). Next, consider the concept of deep time by working through the SERC activity (Wenner, 2008). A number of lesson and activity options are presented above, and the more hands-on engagement students can have related to this standard, the better.
Selected activities:
Benchmark 9.3.3.2.1. Describe how the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.
NASA. (n.d.). Lesson19A: Formation of the Solar System.
This lesson from NASA introduces students to the formation of the solar system through a series of activities following the 5E approach. The variety of activities may be used to engage, explore, explain, etc. (9.3.3.2.1)
Windows to the Universe (2011). Solar System Formation.
A launching point from which to explore resources from the Windows2Universe site.
Could be used to help explain the science of solar system formation, either for students or for teachers. (9.3.3.2.1)
Wenner, J. (2008). Deep time - the geologic time scale. Science Education Resource Center (SERC). Retrieved from:
Includes a discussion of geologic time and links to activities appropriate for high school or undergraduate college students in the geosciences. Perhaps make a timescale using pictures/notations of geologic events for engaging and explaining. (9.3.3.2.1)
Benchmark 9.3.3.2.2. Explain how the Earth evolved into its present habitable form through interactions among the solid earth, the oceans, the atmosphere and organisms.
Sol Company. (2011). Stars and habitable planets.
Fundamental to understanding why Earth can have three states of water (solid, liquid, and gas), and therefore directly related to the benchmark, is the idea of a habitable zone.
Use this site for information to help explain the habitable zone and associated characteristics necessary for the evolution and continuation of life. (9.3.3.2.2)
Earth in Habitable Zone (simulator):
Use the simulator to explore characteristics of the "habitable zone" around the sun. This site would be useful for engaging students in understanding the relationships between stellar mass, luminosity, temperature, and distance of the habitable zone from a star.
(9.3.3.2.2)
University of California Museum of Paleontology. (2011). Tour of geologic time.
By clicking on "specific period of time" you will be able to examine each of the time periods of the Earth. The site is potentially useful for students and/or teachers to delve deeper (explaining) into major events of each period of geologic time on the Earth.
(9.3.3.2.2)
Lunar & Planetary Institute (2009). Shaping the Planets.
The web page provides background information about the planet-shaping processes of volcanism, tectonism, erosion, and cratering. The site provides useful details for explaining surface processes either for students or teachers (appropriate for research papers/projects). (9.3.3.2.2)
Hetcher, K., & Hughes, S. (n.d.). Planetary Geology for Teachers: Module 3 - Planetary Processes.
A 2-part module developed at Idaho State University. Includes a variety of links and background information about planetary processes and geology. The web site could be used as a teacher resource for information, or as an elaborate or extend resource for students. (9.3.3.2.2)
Scotese, C.R. (2010). Paleomap project: Earth history.
Information about the geologic time periods of the Earth. The existence and arrangement of continents contribute to factors that affect living things, and include oceanic circulation, temperature, ice ages, etc. Teachers may use this site as a resource to expand their own or their students' understanding of the interrelationships between the many facets of our dynamic Earth. (9.3.3.2.2)
NASA. (n.d.). Unit 6: Lesson10A: The biosphere.
This lesson from NASA introduces students to the influence that life has had on the evolution of Earth's atmosphere through a series of activities following the 5E approach. The activities may be used to engage, explore, explain, etc. (9.3.3.2.2)
Perkins, K., & Wieman, C. (2010). Greenhouse simulation lesson. University of Colorado.
Learn how the greenhouse effect contributes to the habitability of the Earth with this activity. Use this simulation and associated activity to engage students in learning about the greenhouse effect and how gases absorb and emit energy. (9.3.3.2.2)
Discovery Channel. (2009). [video clip] Mass extinctions.
This video relates directly to why certain types of life have been able to evolve on the Earth as a result of specific mass extinctions. Use the video clip to explain the science related to mass extinctions. (9.3.3.2.2)
Benchmark 9.3.3.2.3. Compare and contrast the environmental conditions that make life possible on Earth with conditions found on the other planets and moons of our solar system.
Windows to the Universe (2011). What is a planet?
Learn what a planet is and why Pluto is not considered a formal planet anymore. Use this resource to help explain to students that there are different categories of "planets." (9.3.3.2.3)
International Astronomical Union (2011). Pluto and the developing landscape of our solar system.
IAU presents details about the formal definition of a planet, and why Pluto is now a "dwarf planet." The IAU is the official governing body for astronomy-related information, and this particular link will help explain to teachers and students the specific criteria for defining planets. (9.3.3.2.3)
NASA. (2011). Solar system exploration: Comparison chart.
Solar system objects can be compared and contrasted using NASA's comparison chart and dropdown menus. From the site's menu at left, each solar system planet's characteristics can be examined more completely; can be used to engage, explore, explain, or elaborate on student's current solar system knowledge (great as a resource for research papers/projects as well).(9.3.3.2.3)
Smithsonian National Air and Space Museum. (n.d.). Exploring the planets.
The web page includes information about the planets, and a link entitled "Comparing the Planets," which allows you to compare planetary features (i.e., atmospheres, volcanoes, impacts, wind, water and ice). (9.3.3.2.3)
TERC. (2010). Investigating astronomy: Investigating planets.
The site contains links to activities, topics of exploration, and debates related to the planets in our solar system. A great resource for ideas and investigations for engaging, explaining, and elaborating about planets. (9.3.3.2.3)
Additional resources or links
University of Nebraska, Lincoln. (n.d.). Astronomy Interactives. Astronomy Education at the University of Nebraska - Lincoln.
Interactive simulations about a number of astronomy-related topics (e.g., moon phases, blackbody radiation, etc.). Teachers might use them as class demonstrations, to clarify understanding, or students may use them to explore astronomy issues.
Bennett, J., Donahue, M., Schneider, N., & Voit, M. (2007). The cosmic perspective (4th ed.). San Francisco, CA: Pearson.
A great textbook for reviewing astronomy concepts (for teachers), or a useful resource for students completing research reports/projects.
Biello, D. (2007). Mass extinctions tied to past climate changes. Scientific American.
Global mass extinctions are significant planetary events, and some are believed to be associated with climate changes. See this article for more information about some of the large mass extinction events that have occurred on Earth. Suitable for students and teachers.
Biological Science Curriculum Study. (2011). The 5E instructional model.
The 5E model (e.g., engage, explore, explain, etc.) is a useful approach to take when teaching science (and other disciplines). For those teachers who are unfamiliar, check out this link for more information.
NASA Earth System Science. Table of Contents.
Find a table of contents of earth system (atmosphere, hydrosphere, spacesphere) activities at this web page. Activities follow the 5E approach.
Planetary Society. (2011). Compare the planets.
Compare the planets in our solar system to each other, find out facts about each, and identify recent articles about planetary topics from this informational link.
University of Colorado at Boulder. (2011). Interactive Simulations and Lessons.
Interactive simulations about a number of physics-related topics (e.g., beta decay, blackbody spectrum, etc.). Teachers might use them as class demonstrations, to clarify understanding, or students may use them to explore science issues. Activities are often associated with the simulations, and teachers may sort by grade level and topic.
Trefil, J., & Hazen, R. (2010). The sciences: An integrated approach (6th ed.). Hoboken, NJ: John Wiley & Sons.
A great textbook for reviewing general science concepts (for teachers), or a useful resource for students completing research reports/projects.
Vocabulary/glossary
- Solar system = the sun and all objects that orbit it
- Nebula = cloud of gas and dust
- Nebular Theory = the theory that the solar system and all objects in it formed from a nebula that contracted, flattened into a disk, and led to the accretion of planetesimals, some which became the planets, moons, asteroids, and comets
- Planetary Processes = in general, four surface-forming processes on terrestrial worlds: cratering, erosion/gradation, tectonism, and volcanism
- Cratering = a surface-shaping process that occurs as asteroids, meteoroids, and/or cometary objects impact a terrestrial world
- Volcanism = a surface-shaping process whereby molten rock (and gases) upwells from the interior of a terrestrial world and flows out onto the surface; may result in lava flows, explosive eruptions
- Erosion = a surface-shaping process that occurs as wind, water, air, or ice changes the solid surface of a terrestrial world; examples may include the action of running water, blowing sand, or glacial advance/retreat
- Tectonism = a surface-shaping process resulting from large scale movement of the solid crust (and/or underlying layers); examples may include: plate movement, deformation of the crust due to compressional stress, or contraction of interior layers leading to folding or crumpling of the overlying crust
- Atmosphere = the overlying layers of gas surrounding a planet, moon, asteroid, or comet
- Lithosphere = the outermost solid layers (most typically a solid surface) of a terrestrial object (moon, planet, asteroid, etc.)
- Biosphere = the living portion of a planet or moon
- Hydrosphere = any overlying layer of water, or water-like mixture covering a planetary object (planet, moon, etc.)
- Star = an object that emits light and energy via nuclear fusion
- Planet = according to the International Astronomical Union (IAU) Resolution 5B, a planet is: any object that orbits a star, has enough mass to allow gravity to essentially shape it into a sphere, and has cleared its orbit of planetary debris and other objects
- Moon (natural satellite) = any object that orbits a planet
- Sun (Sol) = the Type G-II star at the center of our solar system
- Evolution = "an ongoing process of change. There are various theories of biological evolution that differ in regard to how fast it proceeds and by what mechanisms" (Trefil & Hazen, 2010, glossary definition)
- Planetesimal = "building blocks of planets, formed by accretion in the solar nebula" (Bennett, Donahue, Schneider, & Voit, 2007, glossary definition)
- Supernova = an exploding star
Stellarium: Stellarium is a free open source planetarium for your computer. It shows a realistic sky in 3D, just like what you see with the naked eye, binoculars or a telescope.
Google Sky: Traveling to the stars has never been easier. Using Google Maps this tool provides an exciting way to browse and explore the universe. You can find the positions of the planets and constellations on the sky and even watching the birth of distant galaxies as seen by the Hubble Space Telescope.
World Wide Telescope: WorldWide Telescope (WWT) enables your computer to function as a virtual telescope, bringing together imagery from the best ground and space-based telescopes in the world.
The Earth is 4.6 billion years old; the time span of the Earth ties well to exponential notation in mathematics.
The solar system and sun formed from the contraction, spinning, and flattening of a disk governed by gravitational and electrostatic forces, which ties well to physical science.
The origination of photosynthetic organisms on the Earth significantly affected the atmosphere of the planet, which ties well to life science.
All living things on Earth rely on DNA/RNA coding for self-propagation, and all life on Earth is descended from a single organism; ties with life sciences.
Assessment
Students:
Bennett, J., Donahue, M., Schneider, N., & Voit, M. (2007). The cosmic perspective (4th ed.). San Francisco, CA: Pearson. [Chapter 8, p. 244; questions 2, 10, 14, and 42 respectively; answers from the associated "Instructor Guide" by same authors]
Questions from:
1. What is the nebular theory and why is it widely accepted by scientists today?
The nebular theory states that the solar system formed from a collapsing cloud of gas and dust billions of years ago. It is widely accepted by scientists today because it explains the properties of the solar system remarkably well. [modified]
2. In the context of planet formation, what are asteroids and comets? [modified]
Asteroids and comets are essentially leftovers from planet formation. They are bits of material that were never swept up into planets, but probably could have been. [modified]
3. How old is the solar system and how do we know?
The solar system is about 4.55 billion years old. We determine this most accurately with meteorites, which have not been altered since the formation of the solar system.
4. How would Earth and other planets be different if all the "wandering planetesimals" had stayed in their location of the solar system instead of colliding or passing near other planets? [modified]
If wandering planetesimals hadn't been flung out of their formation region, the following differences would be apparent: (1) little or no cratering on the terrestrial planets or moons; (2) little or no water or other hydrogen compounds for the terrestrial planets; (3) no comets in our skies; (4) asteroids might have formed a planet; (5) no Oort cloud, and jovian planets might have accreted more ice.
Teachers:
Bennett, J., Donahue, M., Schneider, N., & Voit, M. (2007). The cosmic perspective (4th ed.). San Francisco, CA: Pearson. [Chapter 8, p. 244; questions 15, 16, and 37 respectively; answers from the associated "Instructor Guide" by same authors]
Suppose we found a solar system with the property described. (These are not real discoveries.) In light of what you've learned about the formation of our own solar system, decide whether the discovery should be considered reasonable or surprising. Explain. [Apply to questions 1 and 2 below.]
1. A solar system has five terrestrial planets in its inner solar system and three jovian planets in its outer solar system.
This hypothetical solar system is consistent with our theory of solar system formation. The numbers of planets are different from our solar system, but that difference is not fundamental.
2. A solar system has four large jovian planets in its inner solar system and seven small planets made of rock and metal in its outer solar system.
This discovery would be surprising, because solid objects that form beyond the jovian planets should include a great deal of ice, according to our current theories.
3. Suppose the solar wind had cleared away the solar nebula before the seeds of the jovian planets could gravitationally draw in hydrogen and helium gas. How would the planets of the outer solar system be different? Would they still have many moons? [modified]
Without capture of nebular gas, jovian planets would not accumulate substantial amounts of material into the planets themselves or into the disks surrounding them. The jovian planets would consist of icy cores without the envelopes of light gases (H, He). No satellites would form, as no disk would have formed.
Administrators:
Administrators may see students in groups working at different research stations. Students may be collecting data related to solar system formation. Students might be working on a cooperative planetology research project in which they compare and contrast two solar system objects. Students will be making generalizations and justifying those generalizations using the data collected. Brief presentations by students about their planetary findings would conclude the unit.
Differentiation
Struggling and At-Risk:
Many students are interested in the Search for Extra-Terrestrial Intelligence (SETI) and the prospect of finding life outside of the Earth on other bodies in our solar system, and also on exoplanets. Use this fascination to capture and hold student interest throughout the unit, by relating to 9.3.3.2.2 and 9.3.3.2.3.
McGraw-Hill Education. (n.d.). Improving reading skills in science.
McGraw-Hill Education. (n.d.) Finding science in the real world.
McGraw-Hill Education. (n.d.) High stakes science tests: Will your students be ready?
A number of proper names (i.e., Mercury, Venus, Mars, etc.) are associated with this unit, and so provides an opportunity for all students to learn Latin and/or Greek origination, but also provides opportunities for English-only speakers to learn common names of objects in other languages (e.g., Spanish "luna" for moon); this would be a great opportunity to empower the ELL students in the class. Associated labs/activities might take on the reverse role of labeling objects in non-English languages only, multi-language labels for each object, or random assignment of language to labels.
For details, see:
According to Lee & Buxton (2010), a couple of approaches are useful for assisting English Language Learners (ELLs): teach content while fostering language development and draw on the so-called "funds of knowledge", which are students' personal experiences from home or community. For additional details on this see the original NSTA News posting and the official NSTA position statement.
Lee, O., & Buxton, C.A. (2010, April). NSTA Report: Teaching science to English language learners.
NSTA. (2004). Students with disabilities. Official NSTA Position Statement.
McGraw-Hill Education. (n.d.) English language learners in science.
G/T
There are interesting intricacies related to solar system formation that could be further explored by gifted students. The areas of "condensation sequence" in the early solar nebula, as well as the relationship of the concentration of iron in a dust cloud (or associated star) to planet formation in general, are examples. The "comparative planetology" project would also be a good way to allow gifted students more freedom in research or presentation; for example, a multimedia project or web page would be good options to consider.
Retrieved from Differentiating Science Instruction. McGraw-Hill Education:
Differentiate assessment tools. Assessment does not always have to occur in a standardized format. Consider using alternative assessments, such as:
laboratory practicals
written opinions supported by data
verbal presentations
multimedia projects that target students with different learning preferences
For students with visual impairments, it may be possible to project images of objects onto a large screen in the classroom; or, photos of planetary objects may be enlarged. There are also "tactile guides to the solar system" which provide ways for blind students to "feel" scaled size differences between planets and learn about planet characteristics (see below for resources):
NASA. (n.d.). A feel for astronomy.
Grice, N. (2006). Resources for making astronomy more accessible for blind and visually impaired students. Astronomy Education Review, 5(1), 154-157.
Differentiating Science Instruction. McGraw-Hill Education:
Use flexible grouping and small-group instruction on a regular basis. Science students benefit from interacting and working together toward a common goal.
Official NSTA Position Statement: Students with Disabilities.