2 days of Week 4 and Week 5 September 20 - 28 Learning Standards Instruction Resources Products, Projects, Assessment Labs Vocabulary ELABORATE Week 5 Solar system, Sun, planet, atmosphere, energy, climate, Use the following lessons to Students will learn Students will create temperature, vacuum, hazard, astronaut, garment, support the that influence a model or a collage students’ Earth and space. The accommodations, extremophile, goldilocks zone understanding of how the the habitability of a depicting a habitable student knows allows life planet or or an uninhabitable Earth’s atmosphere moon … components of our solar ENGAGE students daily by to exist in our planet and the and our own Earth!. world. system. The student is accommodations necessary Showing students various and using Think-Pair share expected to: to enable manned about images selected by the teacher. explorations in space The Goldilocks EVALUATE analyze the characteristics Principle: Students will Science Starter 107 Asking the students to reflect on the questions Use “” of objects in our solar Air composition for complete the Atmosphere the short video clip to scaffold students’ learning system that allow life to planet habitability Goldilocks Principle Science Starter 109 exist such as the proximity This activity lab and respond in Space Exploration As students become more familiar understanding this of the Sun, presence of introduces students writing: concept and as time permits, use the "Why do we water, and composition of to the atmospheric explore space"? - a collaborative effort between the differences between Institute for Human and Machine Cognition (IHMC) Describe the
2 days of Week 4 and Week 5 September 20 - 28 Learning Standards Instruction Resources Products, Projects, Labs Assessment Week 5 Earth and space. The student knows components of our solar system. The student is expected to: analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of Vocabulary Solar system, Sun, planet, atmosphere, energy, climate, temperature, vacuum, hazard, astronaut, garment, accommodations, extremophile, goldilocks zone ENGAGE students daily by Showing students various and using Think-Pair share about images selected by the teacher. Asking the students to reflect on the questions “” Use the short video clip to scaffold students’ learning As students become more familiar understanding this concept and as time permits, use the "Why do we explore space"? - a collaborative effort between the Institute for Human and Machine Cognition (IHMC) Use the following lessons to support students’ understanding of how the Earth’s atmosphere allows life to exist in our planet and the accommodations necessary to enable manned explorations in space Science Starter 107 Atmosphere Science Starter 109 Space Exploration Students will learn the that influence the habitability of a planet or moon … and our own Earth!. The Goldilocks Principle: Air composition for planet habitability This activity introduces students to the atmospheric differences between ELABORATE Students will create a model or a collage depicting a habitable or an uninhabitable world. EVALUATE Students will complete the Goldilocks Principle lab and respond in writing: Describe the
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