-
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
Also Assesses - Clarification :
Students will compare and/or contrast the characteristics of objects in the Solar System.
Students will identify and/or explain the role that gravity plays in the formation and motion of planets, stars, and solar systems.
Students will compare and/or contrast various historical models of the Solar System. - Content Limits :
Items will not require the use of the formula for the Law of Universal Gravitation or the gravitational constant.
Items may assess the presence, absence, and/or relative thickness of planetary atmospheres, but not the chemical composition of the atmosphere.
Items may assess the relationship between distance from the Sun and the length of year and/or the relationship between distance from the Sun and average surface temperature.
Items will not require memorization of quantitative astronomical data.
Items may refer to but will not assess the relative size of the Sun.
Items will not assess the relative distance of objects in our solar system from the Sun.
Items will not assess the change in velocity dependent upon distance from the Sun for a single planet.
Items will not assess characteristics of the Sun in isolation.
Items may assess the concept of eccentricity of orbital paths of astronomical bodies in terms of the differing shapes of orbits, but not specific values of eccentricity or the term eccentricity.
Items may assess the general properties of specific planets, but will not assess characteristics of inner and outer planets as groups. - Stimulus Attributes :
Distances will be given in units of astronomical units (AU) or light-years. - Response Attributes :
Distances will be given in units of astronomical units (AU) or light-years. - Prior Knowledge :
Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.E.5.4, SC.5.E.5.2, and SC.5.E.5.3.
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.
SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric.
- Test Item #: Sample Item 1
- Question: The surface of Mercury has many more craters than the surface of Earth has. Which of the following statements best explains why Mercury has many more craters than Earth has?
- Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
Related Access Points
Related Resources
Lesson Plans
Original Student Tutorial
Perspectives Video: Teaching Idea
Teaching Idea
Text Resources
Tutorial
Unit/Lesson Sequence
Video/Audio/Animations
Virtual Manipulatives
STEM Lessons - Model Eliciting Activity
Students will work in teams to conduct research and compare Mars and Earth. They will develop a procedure and explain their reasoning to rank different rover models to determine which one could be the best to deploy as a part of Mars Exploration Project.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Students must decide the destination of a multi-billion dollar space flight to an unexplored world. The location must be selected based on its potential for valuable research opportunities. Some locations may have life, while others could hold the answers to global warming or our energy crisis. Students must choose the destination that they feel will be most helpful to human-kind.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Students rank locations that NASA should search within our solar system for life. Students begin by reading about the origins of life on Earth and locations within our solar system with the potential for life. After students create a ranked list, they must report their findings to NASA in the form of a letter that also includes the procedure used in ranking their choices. A second request is sent from NASA to include distance from Earth as a factor in the ranking of locations and students must return a letter with their revised rankings and the new procedure used.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials Science - Grades K-8
Compare conditions on Venus, Earth, and Mars, and learn why Earth is an ideal place for life in this interactive tutorial.
Student Resources
Original Student Tutorial
Compare conditions on Venus, Earth, and Mars, and learn why Earth is an ideal place for life in this interactive tutorial.
Type: Original Student Tutorial
Text Resource
This Frequently Asked Question page can be used by educators and students as a scientific resource to answer the question, "Why isn't Pluto a planet?". From the International Astronomical Union, the definitive answer from the governing body that classified Pluto as a dwarf planet.
Type: Text Resource
Tutorial
This website contains numerous interesting facts, images and activities intended to support greater understanding of properties of our solar system.
Type: Tutorial
Video/Audio/Animations
This video provides a historical background about the definition of a planet and how different objects discovered in space were classified as planets or fir into a different category
Type: Video/Audio/Animation
A collection of crossword puzzles that test the knowledge of students about some of the terms, processes, and classifications covered in science topics
Type: Video/Audio/Animation
More than 155 planets have been found outside of our solar system since the first extra-solar planet was identified in 1995. The search has long been heavily biased towards finding massive planets with short orbits. Now, to find an Earth-like planet, scientists are looking for a planetary setup that is similar to our own, in which a Jupiter-like planet lies a good distance away from its sun. This video segment adapted from NOVA explores how the arrangement of planets in our solar system may have affected the development of life on Earth.
Type: Video/Audio/Animation
This animation simulates a voyage from the sun past all nine planets. For convenience, the planets are lined up in the same direction. The animation shows each planet's average distance from the sun.
Type: Video/Audio/Animation
Join teenager Hannah on a trip through the solar system in this "hip-hopera" that uses song and dance to introduce the planets, moons, asteroids and more. Download the lyrics for students to learn and perform or just play the videos in class.
Type: Video/Audio/Animation
Virtual Manipulative
This resource provides an interactive tool for the exploration of the solar system. To navigate the interactive solar system move the mouse to hover the target over different objects, to learn more about each click to access images, information about scientists, homework help, articles, news, missions, time lines, and important facts.
Type: Virtual Manipulative
Parent Resources
Perspectives Video: Teaching Idea
Does the concept of relative distance register with you? Try this solar system activity.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Teaching Idea