Unit Plan Cover Page
Unit Topic: Gravity and Orbits Time Frame: 2 weeks+ 1 week for project
Subject/Course: Astronomy Grade Level:10-12
ARIZONA SCIENCE STANDARDS
List all appropriate Arizona State Science Standards that align to this unit.
HS.E2U1.16 Construct an explanation of how gravitational forces impact the evolution of planetary motion, structure, surfaces, atmospheres, moons,
and rings.
ANCHORING PHENOMENA/ESSENTIAL QUESTION(S)
Anchoring Phenomena: This is the contextualized, observable event students will make sense of throughout the unit.
The planets orbiting around the sun in a complicated dance
Essential Question: What is the question driving this unit?
Why do the planets orbit the sun the way they do?
ASSESSMENTS
List formative and summative assessments that will be utilized to gauge student learning throughout the unit. This may include traditional quizzes or
exams, as well as major learning activities such as labs, models, CERs, etc.
Worksheet for simulator
Create a Lab worksheet
Model creation and calculations
Kepler’s Laws Worksheet
RESOURCES/MATERIALS
List all technology and resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of all resources
you will need to create or borrow (including textbook chapters, additional readings, videos, power points and teaching notes, handouts, assessments,
etc.)
https://phet.colorado.edu/sims/html/gravity-and-orbits/latest/gravity-and-orbits_en.html
PHET Lab worksheet
Kepler’s Laws worksheet
https://www.youtube.com/watch?v=fJuaPyQFrYk orbits youtube video
Satellite and escape/orbital velocity powerpoint based on this https://pressbooks.bccampus.ca/astronomy1105/chapter/3-5-motions-of-
satellites-and-spacecraft/#:~:text=The%20orbit%20of%20an%20artificial,is%2011%20kilometres%20per%20second.
Sample model done by me or previous student
https://astro.unl.edu/classaction/animations/renaissance/kepler.html
https://science.nasa.gov/resource/orbits-and-keplers-laws/
https://svs.gsfc.nasa.gov/4790
https://www.atnf.csiro.au/outreach/education/senior/cosmicengine/classicalastronomy.html
“E” Component Teacher Actions Student Actions Objective(s)
Engage Teacher will Show Students Students will write Students will have a
the Video on orbits questions on the video and wall of questions
they will be anonymously about the video
shared with the class.
Explore Teacher will give students Students will explore the Students will
access to the PHET PHET simulation and using a conduct an
simulation single variable of the investigation with a
simulation they will phet simulation to
construct an experiment compare how mass
effects the orbit
celestial bodies
Explain Teacher will give the Students will connect the Students will relate
students the gravitational gravitational equation with gravitational
equation the findings from their equation with the
experiments phet exploration
Explore 2 Teacher will show the Students will document for Students will use a
students various models each law on a worksheet worksheet to come
and simulations what they believe the law is up with their
representing each of and what evidence supports interpretations of
Kepler's 3 laws this in the models and Kepler’s laws
demonstrations
Explain 2 The teacher will use student Students will go over their Students will revise
explanations to go over the own evidence and their worksheets and
exact of Kepler’s laws interpretation of Kepler’s interpretations of
laws and correct and Kepler’s laws with
reorganize knowledge of the
actual written laws
Elaborate Teacher will explain escape Students will come up with Students will
and orbital velocities their own ideas of how construct an
satellites are able to go into explanation of how
orbit and compare low satellites are able to
earth orbit and high earth achieve and maintain
orbit orbit as well as
benefits and drawbac
of different orbits
Evaluate Teacher will give students a Students will use art or Students will use
project assignment and give similar mediums to craft a their knowledge of
an example model of a solar system gravity and Kepler’s
with at least two stages of laws to create a
orbits and at least three model of a unique
celestial bodies solar system
Unit Calendar
(For each class period, include the “E” and a short explanation of what is happening that day. You may indicate major instructional activities or standards if
you choose.)
(Insert or delete days of the week as appropriate for your school district calendar. Add or delete weeks depending on the length of your unit.)
MONDAY (50 minute TUESDAY (no class) WEDNESDAY (90 minute THURSDAY (no class) FRIDAY (90 minute class
class) class)
Engage 1 Explore 1 Explore 2
Explore 1 Explain 1 Students will be given
Video and Phet PHET simulation will be the worksheet and
simulation will be given finished and the teacher will go over all
gravitational equation will of the different model
be given examples
Explain 2 Elaborate Evaluate start
Student explanations will Lecture on orbital/escape Students will be given
be discussed and the velocity will be given and their project assignment
Kepler’s exact laws will the students will fill out as well as be given the
be given their explanations on a entire class period to
worksheet work on it.
Evaluate Work day Evaluate Due date
Students have a full Students will turn in
workday on the model their model and they
project will be displayed around
the classroom
Scoring:
5e Unit Plan
4 = superior; 3 = meets; 2 = approaches; 1 = deficient
Component Score
Standard Congruency
Contextualized Anchoring Phenomena
Assessment- Both Formative and Summative
All 5E elements present
Student actions for all 5 Es
Teacher actions for all 5 Es
5E objectives are congruent to standard and build
to understanding of the phenomena
Calendar clear and complete
Resources identified properly
