Rationale:
This science unit will consist of 8 lessons through my seven week practicum and will focus the planets and moons that make up our solar system.
Students will learn about the eight planets and the characteristics that make each planet unique. Students need to know what makes their planet
unique and why it is the only known planet that supports life. Students will also about First Peoples perspectives regarding celestial phenomena,
specifically focusing on constellations and the different origin stories of these star formations.
What are the relationships between Earth and the rest of the
The solar system is part of the Milky Way, which is one universe?
of billions of galaxies.. What is an extreme environment?
Big Idea - Grade 6 ELA What extreme environments exist on Earth and in our galaxy?
Exploring stories and other texts helps us understand What makes Earth unique?
ourselves and make connections to others and to the
world.
Exploring and sharing multiple perspectives extends our
thinking.
Core Competencies:
Developing ideas
Collaborate to plan, carry out, Critical Personal Awareness & Responsibility
and review constructions and Analyze and critique Self-determination
activities Question and investigate Self-regulation
Explain/recount and reflect on Well-being
Develop and design
experiences and Social Responsibility
accomplishments Contributing to community and caring for the environment
Solving problems in peaceful ways Valuing diversity
Building relationships
VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
Curriculum Competencies (grade 6 Science):
Questioning and predicting:
o Demonstrate a sustained curiosity
o Make observations
o Identify questions to answer
o Make predictions
Planning and conducting:
o With support, plan appropriate investigations to answers questions or solve problems they have identified.
o Observe measure and record data to collect to answer their questions.
Processing and analyzing data and information:
o Sort and classify data
o Use tables, simple bar graphs or other formats to represent data, & show simple patterns & trends
o Compare data with predictions, suggesting possible reasons for findings.
Evaluating:
o Reflect on whether an investigation was a fair test/evaluate and identify possible sources of error
o Identify some social ethical, and environmental implications of their and others’ actions
Communicating:
o Represent/communicate ideas and findings in a variety of ways
o Express and reflect on personal experiences
Curriculum Competencies (ELA):
Comprehend and connect:
o Access information and ideas for diverse purposes and from a variety of sources.
o Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.
Content:
Grade 6 Science:
First peoples perspective of celestial phenomena (constellations) and the relationships to Norse and Greek origin stories of
constellations.
Position, motion, and components of our solar system in our galaxy:
KNOW
o Planets
o Moons
o Asteroids/Comets
o Constellations
Grade 6 ELA:
Oral language strategies,
Writing processes
Features of oral language and presentation techniques.
STAGE 2: Assessment Plan
Summative Assessment (of Learning):
VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
Jigsaw to present one of the eight planets to the class.
Creation of a constellation and an origin story of how the constellation is in the sky.
VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
I can demonstrate an area of interest Research one of the 8 planets and share finding with the class.
regarding moons, planets, asteroids, o Location, size, terrestrial vs. gas giant vs ice giants
meteors, and comets. Create a brochure about a different component of our solar system (planet, monn, asteroid,
I can name the planets in our solar comet, meteor)
system. Links to support learning
Through personal inquiry, I can o NatGeo video Solar System 101: https://video.nationalgeographic.com/video/101-
research my area of interest (moons, videos/solar-system-sci
asteroids, planets, comets, meteors) o Cosmos4kids: http://www.cosmos4kids.com
o More than planets: http://www.cosmos4kids.com/files/solsyst2_intro.html
o Solar system exploration: http://www.cosmos4kids.com/files/solsyst2_intro.html
o Teacher resources for the solar system:
https://www.lpi.usra.edu/education/resources/s_system/
I can compare and contrast First Compare and contrast origin and constellation stories from different cultures.
People’s, Norse and Greek myths o Design a constellation using own name and create a story about how the constellation
and stories which explain seasonal ended in up in the sky.
change, aurora borealis, and patterns Create an art piece of constellation
of stars.
After reading First People’s stories, I
can explain some of the lessons that
they are trying to pass down to future
generations.
VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
Interdisciplinary connections: How did you weave Language Arts, Performing Arts, and Educational Technology
together in this instructional sequence?
Reflection
How did it go? How do I know?
Where to next?
VIU Principles of Teaching and Learning F17 B Ed 4 Adapted from Nanaimo/Ladysmith Draft