8th Grade Science Unit:
Planet X
Unit Snapshot
Topic: Physical Earth – The Composition of the Interior of the Earth
Duration:
Grade Level: 8
10 Days
Summary
This inquiry-based lesson allows students to compare densities of various
materials and construct a model of planetary differentiation.
CLEAR LEARNING TARGETS
“I can”…statements
____ construct a model of how a planet’s interior became organized into layers
from cosmic debris.
____ explain the effect of gravity on newly forming planets.
____ design a method to determine the relative density of a material.
____ orally present to the class, using a model to explain that as planets form, the
materials which are most dense move to the core, and materials become part
of the planet in decreasing degrees of density. (planetary differentiation)
Activity Highlights and Suggested Timeline
Days 1-2
Day 3-4
Days 5-6
Days 7-8
Day 9
Day 10
Engagement: Magic Golf Ball gives students the opportunity to relate their prior
knowledge of density to the exploration, by observing a golf ball suspended in a
solution.
Layered Liquids: Students ponder a container of substances of varying density layered
to show differentiation. Entrance ticket.
Exploration:
Dense Sense – Students propose a method to determine the density of 3 materials and
test their hypothesis.
Journey to the Center of Planet X- Students hypothesize how the materials from Dense
Sense will settle to form layers and create a model of Planet X’s interior in a bottle.
Explanation: Students present solutions for finding relative densities. Teacher reviews
the Formula Method for calculating the volume and density of a regular geometric
solid and the Displacement Method for finding the Volume and density of an irregular
solid.
Teacher guides students to explain that substances with greater densities “sink” closest
to the center of gravity.
Elaboration: A New Planet is Born - Using density data of various materials, students
design a new planet and construct a model illustrating its layers.
Evaluation: In their presentations, students explain that planets’ layers differentiate in
layers during formation, due to gravity and density, with the densest layers forming at
the center of the planet.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
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LESSON PLANS
NEW LEARNING STANDARDS:
8.ESS.1 The composition and properties of Earth’s interior are identified by the behavior of
seismic waves.
Content Elaboration – Different layers of a planet are ordered by density during formation. (planetary
differentiation) Seismic waves travel differently through materials with various densities and
composition.
Note: The thicknesses of each layer of Earth can vary and be transitional, rather than uniform and distinct as
often depicted in textbooks.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering) that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
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MATERIALS:
VOCABULARY:
Engage
Golf Balls
Clear Beakers
Salt
Water
Aircraft Carrier Entrance Ticket 1/each
student
Crust
Density
Displacement
Float
Inner Core
Lithosphere
Mantle
Mass
Outer Core
Planetary Differentiation
Sink
Volume
Explore
Layered Liquids Entrance Ticket
Sugar
Water
Clear graduated cylinder or test tube
Food coloring (4 colors)
Small ball bearings (least expensive
substitute is ¼ inch steel slingshot balls,
available at any hunting supply retailer)
Another alternative is small metal beads.
Rock pebbles
Small plastic beads
Triple beam balances or electronic scales
Graduated cylinders
Measuring tape, rulers, calipers, string
Stopwatches
Calculators
Beakers, plastic cups, overflow containers
small.
Clear, plastic jars or bottles with lids
Magnets to separate steel from rock in
clean-up (optional)
Explain
Stephen Hawking’s Formation of the Solar
System http://youtu.be/Uhy1fucSRQI
Layers of the Earth 3-2-1 Entrance Ticket
Elaborate
A Planet is Born
Themed Planet Cards
Example picture of Swuffy
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STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: Properties of materials can change due to heating or freezing. Forces change the motion of an
object.
Grades 3-5: Matter exists in different states. Heating and cooling can change the state of matter. Heat is a
form of energy. Energy can cause motion. Earth’s surface is changed in many ways. Light changes
direction when it moves from one medium to another; it can be reflected, refracted or absorbed.
Grades 6-7: Matter is made up of atoms. Igneous, metamorphic and sedimentary rocks form in different
ways and in different environments. Magma from Earth’s interior forms igneous rocks. Position and speed
can be measured and graphed as a function of time. Matter and energy can be transferred through
Earth’s spheres. Energy can be transformed from one form to another. Thermal energy can be transferred
through radiation, convection and conduction. Electromagnetic waves transfer energy when they interact
with matter. Seismic and oceanic waves are found in PS grade 7.
Future Application of Concepts
High School: Waves (all types), gravitational energy, energy transformation and transfer, and radioactivity
are studied in greater detail. In addition, Earth’s formation and the formation of the solar system are used as
the formation of the universe is introduced.
Have rags or paper towels available for water spills.
Be vigilant of students with small objects that could become projectiles.
SAFETY
(ball bearings, pebbles, etc.)
Students must have prior understanding of how to find mass using a
scale or balance. If this skill is not developed, it must be included within
the “Explain” portion of the lesson or addressed in intervention sessions.
Students must have prior knowledge of how to measure volume of
regularly and irregularly shaped objects. If this skill is not developed, it
must be included within the “Explain” portion of the lesson or addressed
in intervention sessions.
ADVANCED
PREPARATION
Magic Golf Ball –
1. Mix salt in a beaker of warm water with a golf ball. Continue
adding salt and stirring until the golf ball rises to the midpoint.
Have this available for student engagement and discussion as
they enter.
2. Prepare a materials table with extra golf balls, beakers,
graduated cylinders, salt, sugar, cornstarch
Layered Liquids -Prepare a small graduated cylinder with layered
liquids, colored differently for each density. Have this available for
student observation and discussion as they enter.
1. Line up four plastic glasses. Add 1 tablespoon (15 g) of sugar to
the first glass, 2 tablespoons (30 g) of sugar to the second glass, 3
tablespoons of sugar (45 g) to the third glass, and 4 tablespoons
of sugar (60 g) to the fourth glass.
2. Add 3 tablespoons (45 ml) of water to each of the first 4 glasses.
Stir each solution. If the sugar does not dissolve in any of the four
glasses, then add one more tablespoon (15 ml) of water to each
of the four glasses.
3. Add 2-3 drops of red food coloring to the first glass, yellow food
coloring to the second glass, green food coloring to the third
glass, and blue food coloring to the fourth glass. Stir each
solution.
4.
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5. Make a rainbow using the different density solutions. Fill the
graduated cylinder about one-fourth full of the blue sugar
solution.
6. Carefully layer some green sugar solution above the blue liquid.
Do this by putting a straw against the inside wall of the
graduated cylinder, just above the blue layer, and pouring the
green solution slowly over the straw. If you do this right, you won't
disturb the blue solution much at all. Add green solution until the
glass is about half full.
7. Now layer the yellow solution above the green liquid, using the
straw. Fill the cylinder to three-quarters full.
8. Finally, layer the red solution above the yellow liquid. Fill the
cylinder the rest of the way.
Dense Sense and Journey to the Center of Planet X
1. Place approx. 10cm3 (mL) each of steel balls, gravel and beads
in three separate small cups for each group
2. Prepare a materials table with the filled cups, small plastic
bottles with lids, measurement tools
Objective: Students will explain their understanding of density as a relationship
of both weight and volume through an exploration of a golf ball suspended in
a solution.
ENGAGE
(2 Days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
What is the teacher doing?
What are the students doing?
Magic Golf Ball (Days 1-2)
See Planet X – Engage - Teacher
Procedures
Distribute entrance ticket
Discuss answers
Magic Golf Ball (Days 1-2)
1. Hypothesizing
2. Observing
3. Drawing conclusions
4. Proposing, designing and
conducting investigations
5. Discussing and writing about
science.
Perform the Golf Ball Density
Demo.
Objective: When supplied with various instruments of measurement, students
can determine the best tools and techniques to compare the density of the 3
lab materials.
Students can can design and conduct a scientific investigation.
EXPLORE
(2 Days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Dense Sense (Days 3-4)
See Planet X – Explore - Teacher
Procedures
Facilitate entrance ticket
using Layered Liquids display.
Dense Sense (Day 3-4)
Teacher displays three
materials (metal balls,
pebbles, plastic beads) and
asks, “How could I tell which
of these materials is the
densest?”
Assist students as they
develop a way to test the
densities of the 3 materials.
-Students will use the CCS
Lab Report template.
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1. Complete entrance ticket and
discuss the variables involved in
density.
2. Students propose a method to
determine the relative density of
the 3 materials.
Use the CCS lab report template to
conduct an investigation to test the
densities of the materials.
3. Students agree on roles for their
investigation (Materials
Manager, Data Collector,
Recorder, Reporter, Manipulator
5
Facilitate testing and lab
report completion.
Facilitate a follow-up
discussion.
4. Students gather materials for
their investigation from supply
table. 3 cups with steel, pebbles,
beads. Measurement tools.
5. Students conduct their
investigation and complete their
data table. Students do not
need to quantify density, but
must be able to determine
relative density. Therefore, it is
acceptable for students to
choose to place the materials in
a small jar, add water, shake
and observe how the materials
settle. In this event, ask students
if the top material is the most or
least dense. Ask them to explain
why they think this. Invite them to
do internet research as
homework to strengthen their
argument. If no group chooses
this technique, ask groups who
finish early what they think would
happen if they placed the items
in a bottle of water and shook it
up. Ask them to try this.
6. Students analyze their data and
write their conclusion in their lab
report.
Objective: Students can explain that planetary differentiation is a process in
which more dense materials sink to the center of the planet during formation,
while less dense materials stay on the surface.
EXPLAIN
(2 Days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Relative Densities (Days 5-6)
See Planet X – Explain – Teacher
Resource
Distribute entrance ticket.
Discuss answers.
Relative Densities (Days 5-6)
1. Have the students choose a
method of presenting “How a
Planet is Formed.” See provided
student choice board.
Divide the class into groups
of 3-5 students.
Facilitate as students create
and plan presentation for
planetary differentiation.
2. Students compose and present
a creative explanation of
planetary differentiation. This is
scored on a rubric.
3. Students share their creative
presentations.
Use the rubric as an
assessment.
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Objective: Students can apply their understanding of planetary differentiation
to new situations using real world materials.
ELABORATE
(2 Days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
A Planet is Born (Days 7-8)
Distribute or display the
criteria for “A Planet is Born”
After going over the
directions for this, have a
couple students summarize
the expectations, in their
own words, for the class.
It is an option for the teacher
to offer extra points for
students to find or calculate
the densities of their layer
material. This can also be an
expectation for advanced
students. Include the
directions for these
differentiation options during
this phase of the lesson.
A Planet is Born (Days 7-8)
Break students into small
groups of 3-4 members.
Assign each group a card
with the name of a themed
planet.
Student groups brainstorm
materials, which would be
readily available at home,
which could be used to
construct their planets.
1. Orally summarizing the directions
and expectations of the model
planet for their peers.
2. Brainstorming materials, which
could be used to construct a
model planet.
Display a pre-created
model, or the example
picture of Swuffy.
Brainstorming groups share
their ideas with the whole
class.
Students work on their
drawings of their design. If
possible, the models will be
constructed at home and
then presented in class.
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3. Designing a model planet.
4. If possible, students build their
planet at home and then
presented in class
7
Objective: Students can orally present to the class, using their models to explain
that as planets form, the materials, which are most dense, coalesce to the
core, and materials adhere to the planet in decreasing degrees of density.
(planetary differentiation)
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Formative
How will you measure learning as it occurs?
1.
2.
3.
4.
5.
Consider developing a
teacher-created formative
assessment.
Entrance tickets
Share from “Think-Pair-Share”
Teacher observation of
scientific inquiry process skills
Sharing of investigations
Discussion of students during
group work.
EXTENSION
1. Students explore the timing
of the events in the
formation of our solar system.
http://www.lpi.usra.edu/edu
cation/timeline/activity/
2.
EXTENSION/
INTERVENTION
(1 day or as needed)
Students calculate the
densities of various materials.
3. Students design an entire
solar system and create a
model, following the
principles of density.
4. Students use tuning forks and
devise a method for
detecting the variance of
sound waves traveling
through substances of
different densities.
Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. Student’s explanation of the
roles of density and gravity in the
formation of a new planet.
Scored with a rubric.
2. Teacher created short-cycle
assessment can assess all
learning targets (Day 9)
INTERVENTION
1. Penny Boat Float Lab
investigates density by
maintaining the volume of an
aluminum boat system while
increasing its mass by adding
pennies.
2. Gizmos – Density
3. Densities of Earth’s Layers
(handout) with 2D task.
4. Use of Density Cubes
(manipulatives)
5. Density of Some Materials
handout can be used as a quick
check formative assessment
during intervention by having
students determine which
materials might be found in the
core of a planet. Explain.
6. Layers of the Earth Video:
http://youtu.be/HOd7PRJMkkQ
Misconceptions about density:
COMMON
MISCONCEPTIONS
1. Students substitute weight for density. They assume that heavier objects are
denser without considering weight per size.
2. Students find it hard to attend to two variables at once and focus on the
relationship between them as understanding density requires. They attend to
only one variable at a time (weight, size, shape, etc.) Often they attach
more importance to one variable than the others.
3. When learning about density, students often think that density cannot
change.
4. Students think that because weight is additive, so is density, so if you have
twice as much material, you have twice as much weight and twice as much
density.
5. Students think that because volume is additive, so is density, so if you have
twice as much material, you have twice as much volume and twice as
much density.
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Strategies to address misconceptions:
1. Teachers can address these by reminding students that the same amount
(mass) of H2O fills a different amount of space (volume) when it is in its solid
state (ice) and that materials can be compressed making them denser.
Under standard conditions of temperature and pressure, the density of a
material stays the same. However, changes in temperature and/or pressure
can lead to changes in density.
Lower-Level: Materials for planet models can be provided, along with their
respective densities. Some possibilities include dryer lint, cotton
balls, play dough, modeling clay, wax crayon shavings, etc.
Higher-Level: Students can research actual planets and how scientists have
hypothesized the composition of these planets.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume
ntID=105523
Textbook
CPO Physical Science Chapter 12 pp. 298 – 302
Prentice Hall Earth Science Textbook: Chapter 5, pp. 124-131.
Prentice Hall Earth Science All-In-One Teaching Resources: pp. 295-360.
Websites:
http://www.lpi.usra.edu/education/explore/marvelMoon/background/
This site has a detailed description, and illustrations of how our Moon
was formed in layers.
ADDITIONAL
RESOURCES
http://www.indiana.edu/~geol105/1425chap3.htm - Basic information
for the teacher.
http://youtu.be/BUf2sZHtRTk - A time-lapse (very short) video of a model
of differentiation in action.
http://youtu.be/Uhy1fucSRQI - Stephen Hawking’s Formation of the
Solar System
Discovery Ed:
How The Universe Works: Extreme Planets
http://app.discoveryeducation.com/player/view/assetGuid/644EFF09EBB9-410C-B74A-FC2B24E84A52
The Chemistry 01 Tutor: Volume 01: Section 05: Density
http://app.discoveryeducation.com/player/view/assetGuid/DAFE8A3A1D5D-4C3D-AFD0-2ACF99411350
Literature:
Literature available is non-fiction texts. An extension of this lesson could be
added in which students create a story or illustrated children’s book about
density.
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Planet X – Engage - Teacher Procedures
1. As students enter, have them respond in their interactive notebook or journal to the
following question. “How can large aircraft carriers made of metal float?” (Entrance
ticket)
2. Have several students share their entrance ticket responses. Collect data on students’
prior knowledge of density as the cause of floating and sinking.
3. Show the students the beaker of salt solution and the golf ball.
4. Have students hypothesize what will happen when you add the golf ball to the
beaker. Think-Pair-Share
5. Carefully add the golf ball and ask students to observe silently.
6. Have students draw conclusions based on their observations. Think-Pair-Share
7. Invite students to think about how they could make the ball sink to the bottom/float to
the top.
8. When students begin to propose solutions for how to make the golf ball float or
completely sink, invite them to investigate as time permits.
9. Facilitate their investigations, evaluating their scientific inquiry process skill proficiency
for planning grouping/intervention during explore phase of lesson.
10. Conducting a demo
11. Facilitating students, listening to discussions to determine prior knowledge of density=
mass/volume
12. Addressing misconceptions by asking questions about this activity as related to the
entrance question?
a. Q: So how much space the object takes up is just as important as its weight?
o A: Yes, density considers both physical properties.
13. Gathering data on process skills using performance-based formative assessment for
intervention / enrichment.
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Name ________________________________
Period ___________ Date ______________
Aircraft Carrier Entrance Ticket
“How can large aircraft carriers, made out of metal, float?”
Name ________________________________
Period ___________ Date ______________
Aircraft Carrier Entrance Ticket
“How can large aircraft carriers, made out of metal, float?”
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Planet X – Explore – Teacher Resource/Answer Key
1. As students enter, teacher has container of Layered Liquids displayed and students
respond to the question, “If each of the layers contains the same volume of liquid,
what can you infer about the physical properties of these liquids?” (Entrance ticket)
Student responses should mention that the masses (weight) for each color are
different. The densest liquid is blue; the least dense is red. Teacher uses the data from
this formative assessment to guide intervention during the investigation.
2. Dense Sense – Teacher displays the three materials. (metal balls, pebbles, plastic
beads) and asks, “How could I tell which of these materials is the densest?”
3. Tell students they will share their investigations tomorrow. Students discuss how they will
do this during remaining time.
4. Teacher goes to each group to ask guiding questions about the physical properties of
the substances (similarities and differences), address misconceptions (e.g. “If density is
found using 2 variables, mass and volume, then do you want to keep one of them
constant?[Yes] Which one?”[Either is correct with appropriate justification], note
proficiency in measuring skills, and examine lab reports for completeness.
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Name ___________________________________
Period ___________ Date ______________
Layered Liquids Entrance Ticket
The cup on the right contains five layers of liquids. If each of the
layers contains the same volume of liquid, what can you infer
about the physical properties of these liquids?
Name ________________________________
Period ___________ Date ______________
Layered Liquids Entrance Ticket
The cup on the right contains five layers of liquids. If each of the
layers contains the same volume of liquid, what can you infer about
the physical properties of these liquids?
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Middle School
Science Lab Report
2013 – 2014
Title: A descriptive complete sentence.
Introduction: This section should include an introductory paragraph discussing question(s)/
problems in which you are trying to answer. This paragraph should also include preliminary
observations or basic researched information about the subject as well as listing any formulas
that will be used during the lab.
Hypothesis: This section requires you to write a possible solution for the problem found with in
the introductory paragraph. Make sure this solution is testable and written as a complete
sentence. (Use “If/Then” statements for 6th grade)
Materials: Create a bulleted list of all items used in the lab
Safety Concerns: Create a list of all safety precautions/concerns within the lab.
Procedure: This section will be numerically listed (1,2,3…) step by step list of instructions to
complete the lab exercise. These steps must be written so that another person can use the
directions to complete the activity.
Results/ Data: This section should include all observations or additional notes you make
during the lab. It must include appropriate labeled tables, graphs and charts needed to
simplify your data. Add color when appropriate.
Conclusion: The conclusion section of your lab should be at least a paragraph long. Your
conclusion should begin with restating your hypothesis. Then you need to either support or
reject your hypothesis based on your results and analyzed data taken from your lab. Explain
why you supported or rejected your hypothesis-support your decision with facts from your
lab. Additionally state one thing you learned from the lab and describe how it applies to
real-life situations.
Diagram/Illustration (if necessary): Examples: Draw a visual representation of your lab set up
describing what occurred/ draw what you saw under the microscope/ before and after illustration
of the lab results. This will be determined by your teacher.
*Lab reports should be written using Third Person. However, use your best judgment when it concerns
your students. (Modeling will help.)
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Lab Report
Name:
Date:
Period:
Title: _____________________________________________________________________________________
Introduction:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Hypothesis:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Materials:
Safety Concerns: ________________________________________________________________________
_________________________________________________________________________________________
Procedure:
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
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5. _______________________________________________________________________________________
6. _______________________________________________________________________________________
7. _______________________________________________________________________________________
8. _______________________________________________________________________________________
9. _______________________________________________________________________________________
10._______________________________________________________________________________________
Results/Data
Conclusion: ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Planet X – Explain – Teacher Resource/Answer Key
1. Distribute or project Layers of the Earth 3-2-1 Entrance Ticket
2. Student lab groups present their investigations. As groups present, teacher highlights the procedures
used.
3. If any groups measured the weight/mass of the objects, have them clearly explain how this is done. If
not, then the teacher should demonstrate, allowing for the tare weight if a container is used. Remind
students that scientists have agreed to use only metric units, so that we are consistent around the world.
4. If any groups used the Displaced Water method to determine volume, have the students clearly explain
how this is done. If not, then the teacher should demonstrate how to find the density of an irregularly
shaped object. (Find the mass of a small object. Add a measurable amount of water to a graduated
cylinder. Record the Start volume. Add a quantity of the pebbles to the graduated cylinder. Record the
finish volume. Subtract the ‘start’ from the “finish” to determine the volume of water displaced by the
pebbles. Explain that the volume of displaced water is equal to the volume of the pebbles. If the object
floats, then it must be pushed down until it is submerged under the surface.
5. Teacher introduces, or reviews, the formula for density. The focus of this lesson is not on
calculating density, but in fully understanding that density increases as you move
towards the core of a planet and decreases as you move toward the lithosphere. These
changes in density cause wave energy to transfer differently through the layers of the planet. The
differences in seismic movement help scientists to hypothesize about the composition of a planet.
6.
7. Teacher explains that mass and weight are similar and both terms are acceptable for this lesson. Weight
is a measure of how gravity pulls on mass. It is really a measure of force.
8. Gravity is explained as the force (pull) of one object on another because of its mass. The more mass an
object has, the more gravity it has. In our investigations, the gravity, which pulled the objects down,
was the Earth’s gravity. Floating is the term we use to describe a relationship between the densities of
objects. If an object floats, its density is less than the density of the substance in which it is floating.
Helium is significantly less dense than air, so helium balloons float. Solid water (ice) is a little less dense
that liquid water, so ice cubes rise to the top in water.
9. In space, where there is no air, objects’ masses determine the amount of gravitational pull. A very large
mass of gas would pull on lesser masses of gas, making the core mass even greater as the outliers
collide with the core. This is how a star is formed. A very large rock in space would pull dust, smaller
rocks, ice and minerals towards it. This is how planets are formed. As the planet formed, the inner layers
were most dense with the less dense materials “floating” on top of them.
10. Show the video – Stephen Hawking’s Formation of the Solar System http://youtu.be/Uhy1fucSRQI
11. Teacher is demonstrating and elaborating on the concept and measuring of density.
12. Teacher is explaining the concept of gravitational force on Earth and in space.
A. Accept any materials that might be found inside the Earth
B. Inner Core; Outer Core; Mantle; Crust; Lithosphere
C. Accept any reasonable answer
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
17
Name _______________________________________ Date____________ Period________
Layers of the Earth
List 3 materials that are inside the Earth
1. _____________________________
2. _____________________________
3. _____________________________
Name 2 layers of the Earth
1. _____________________________
2. _____________________________
Give one reason why you think the Earth formed into layers.
1.________________________________________________________________________
__________________________________________________________________________
Name _______________________________________ Date____________ Period________
Layers of the Earth
List 3 materials that are inside the Earth
1. _____________________________
2. _____________________________
3. _____________________________
Name 2 layers of the Earth
1. _____________________________
2. _____________________________
Give one reason why you think the Earth formed into layers.
1.________________________________________________________________________
__________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
Name_____________________________________Date________________________Period______
How Planets Are Formed
Skit
Instrumental
Music
Song or Rap
Dance
Poem
Chalk Talk
Children’s
Book
4-5 members act out the story of how a planet is formed using
dialog.
2 members compose and perform a piece of music, which is
descriptive of how a planet is formed.
3 – 4 members write and perform a song which details how a planet
is formed (must have at least one verse written by each member)
3-5 members choreograph and perform a dance which illustrates
how a planet is formed
1 individual writes a poem which describes how a planet is formed.
This must be edited by another student and revised by the poet.
1 individual draws in chalk while describing how a planet is formed.
This must be rehearsed in front of two other students and revised
after feedback from them.
2 members author a picture book which explains where planets
come from, in language appropriate for 5-7 year olds
Rubric
Creativity
Collaboration
Content
4
3
2
1
The piece is entirely unique
and holds the audience’s
(reader’s) attention for the
entire time. Quality effort and
attention to detail in
producing the piece is
instantly obvious.
The piece is entirely
unique and holds the
audience’s (reader’s)
attention for most of
the time.
Reasonable effort
and attention to
detail in producing
the piece is obvious.
The piece is mostly
unique and holds
the audience’s
(reader’s) attention
for most of the time.
Some effort and
attention to detail in
producing the piece
is apparent.
The piece is contains
significant work similar to
something seen elsewhere
or fails to hold the
audience’s (reader’s)
attention for most of the
time.
The piece appears to have
been thrown together with
little effort.
All members worked together
respectfully in process and
product the entire time.
All members worked
together respectfully
in process and
product most of the
time.
Most members
worked together
respectfully in
process and
product most of the
time.
More than one member
refused to work together
respectfully in process and
product or was frequently
off task.
Student(s) work displayed
exceptional knowledge of
the processes, applications
and forces involved in
planetary differentiation.
Student(s) work
displayed proficient
knowledge of the
processes,
applications and
forces involved in
planetary
differentiation.
Student(s)
knowledge of the
processes,
applications and
forces involved in
planetary
differentiation was
evident upon
questioning.
Student work and response
to questions exhibit
considerable confusion or
misconceptions about
planetary differentiation.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
19
A Planet Is Born
In a corner of our Universe, far far away, a planet is in the process of forming. It is your task to
create a small model of this planet. Your planet must
Be no larger than 20 cm in diameter
Have at least three distinct layers, composed of three different materials
The layers must be arranged in order of density
You will present your planet to the class tomorrow. Your presentation will be evaluated
based on the rubric below.
4
Understanding
Product
Oral
Presentation
3
2
1
Student displays a
thorough
understanding of
planetary
differentiation and
can explain how
relative densities
were determined.
Student displays
a proficient
understanding of
planetary
differentiation
and can explain
how relative
densities were
determined.
Student displays a
basic
understanding of
planetary
differentiation
and can explain
how relative
densities were
determined.
Student’s model
has at least 3 layers
of distinct materials.
The model is neatly
constructed, and is
exceptionally
attractive.
Student’s model
has at least 3
layers of distinct
materials. The
model is neatly
constructed,
and attractive.
Presenter maintains
eye contact with
the audience, can
be heard and
understood from all
points in the room.
The presentation
has a structure and
flows logically from
beginning, middle,
to end.
Presenter makes
eye contact with
the audience,
can be heard
and understood
from most points
in the room. The
presentation
flows logically
from beginning,
middle, to end.
Student’s model
has at least 3
layers of distinct
materials. Some
care has been
taken in the
construction of
the model.
Presenter makes
eye contact with
the audience,
can be heard
and understood
from some points
in the room. The
presentation has
an attempt at
structure.
Student displays
confusion about
the role relative
densities play in
planet formation
or no attempt
was made to
compare the
densities of the
materials.
Student’s model
has less than 3
layers of distinct
materials.
Presenter never
looks at the
audience, or
cannot be heard
or understood. Or
the presentation
shows no
evidence of
planning.
Total
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
20
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
SweetToothia
Niketer
JunkDrawertune
MickeyDtonia
Themed Planet Cards
21
Foamy
Sponge World
Foodio
AlphaTapetori
Themed Planet Cards
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22
SWUFFY
Swuffy has a core of chewed
bubble gum, a mantle of
granulated sugar, and a crust
of cotton.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
23
Extension
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
24
Name:________________________________
Date:_________________ Period:________
Penny Boat Float
Question:
Can I design and build a boat that will hold as many pennies as possible without sinking?
Hypothesis: My best boat will float with _______ pennies and sink when I add the ______
penny.
Experiment:
Materials (per group)
Pennies
1 – 30 cm x 30 cm square of aluminum foil
Paper Towels
1 – Ruler
Procedure:
1. Obtain a piece of aluminum foil. Use a ruler and measure a 30 cm x 30 cm square of
aluminum foil. Build your boat and place it in the water. Describe your 1st boat design
under the data section. Make a hypothesis as to how many pennies the boat will hold
in the data section.
2. Make a guess as to how many pennies your boat will hold. Record it under the data
section.
3. Weigh your boat. Record the mass (weight) in the Data section.
4. Place boat in water container. Add one penny to the boat at a time until the boat
starts to sink. Record your number of pennies (minus the one that sank it) in the data
section.
5. Clean up any spilled water and your work area. Carefully dump out the water into the
nearest sink.
Dry off the pennies and return them to the penny bucket.
6. Design a second boat and repeat steps
7. Answer the questions in the data section and write your conclusion on the back of
your paper.
Data:
Boat 1 Approximate length __________ width ___________ depth ____________
Volume of Boat 1 = (length x width x depth) _______________ cm 3
Weight of empty boat _________
Average weight of 1 penny = 2.5 g
Number of pennies boat 1 would hold before sinking _________ X 2.5 g = _________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
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Total maximum weight (mass) that boat 1 can carry _________________
Boat 2 Approximate length __________ width ___________ depth ____________
Volume of Boat 2 = (length x width x depth) _______________ cm 3
Weight of empty boat _________
Average weight of 1 penny = 2.5 g
Number of pennies boat 2 would hold before sinking _________ X 2.5 g = _________
Total maximum weight (mass) that boat 2 can carry _________________
Density of Earth's Layers
http://pubs.usgs.gov/gip/interior/
Using a drawing compass, draw a diagram of Earth’s layers OR use computer
drawing software to complete this task.
Illustrate the approximate relative thickness of the layers.
Using one crayon, represent the density by increasing the density of the
color as you fill-in the layers.
Label the layers with their names and densities.
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Curriculum Leadership and Development
Science Department June 2013
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Use the internet to find images of at least one type of rock for each layer.
Copy small images to a MS-Word document and print a copy. Cut out the
pictures and add them to the layers, with captions naming the rocks.
Densities of Some Planetary Materials
Substance
Density g/cm3
Aluminum
2.643
Aragonite
Brass
2.93
Calcite
2.71
Chlorite
2.42
Copper
8.94
Diamond
3.51
Pectolite
2.86
Gold
17.64
Iron
7.86
Lead
11.37
Magnesium, Pure
1.7
Manganese
7.608
Nickel
8.602
Quartz
2.62
Silver, Pure
10.5
Sulfur
2.06
Titanium
4.5
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8.553
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