Mississippi Science ESS.1B

ESS.1B is a cluster heading. These are the individual standards under it.

• ESS.1B.1

  Read and evaluate scientific information for mechanisms/results (e.g., the solar nebular theory) to explain how the solar system was formed. Cite evidence and d...

• ESS.1B.2

  Compare and contrast celestial bodies (e.g., planets, natural satellites, comets, asteroids, and the Oort cloud) and their motion in our solar system (e.g., rev...

• ESS.1B.3

  Design a model (e.g., a gravity simulation using PVC and a neoprene screen) to demonstrate Kepler’s laws and the relationships of the orbits of objects in our s...

01

What Students Need to Do

Students use evidence to explain how the solar system formed from a disk of gas and dust. They compare planets, moons, comets, asteroids, and the Oort cloud, including how objects rotate and orbit. They plot an analemma and use Kepler’s laws and Newton’s gravity to explain orbital motion.

02

What Mastery Looks Like

A student can use an orbit diagram to show where a planet moves fastest and explain how gravity and inertia affect its path. They can cite an observation of a disk around a young star as evidence for solar system formation. Their analemma plots the Sun’s position at the same clock time across the year.

03

Common Misconceptions

Students may think planets formed from pieces of the Sun rather than from a shared disk of gas and dust. They confuse rotation with revolution or assume planets move at constant speed in perfect circles. They may call the Oort cloud one object rather than a distant region of icy bodies.

04

How to Assess It

Give students an elliptical orbit diagram with the Sun at one focus. Ask them to mark where a planet moves fastest and explain why using gravity and inertia.

1. 01

   Stretch a neoprene sheet over a PVC hoop, place a heavy ball at its center, and roll marbles to test how their paths change.

2. 02

   Read a NASA image caption of a protoplanetary disk, then write a formation claim and cite one detail from the caption.

3. 03

   Sort Earth, Moon, Halley’s Comet, Vesta, and Oort cloud cards, then label each orbit or, for the cloud, its location.

4. 04

   Print weekly Sun azimuth and altitude data for your town at 12:00 standard time, then plot a dated analemma to explain shifting sundial noon.

• ESS.1A

  Students will develop an understanding of the universe, its development, immense size, and composition.

• ESS.3

  Students will develop an understanding of Earth’s systems and cycles.

• E.6.8

  Students will demonstrate an understanding of Earth’s place in the universe and the interactions of the solar system (sun, planets, their moons, comets, and ast...

• E.2.8

  Students will demonstrate an understanding of the appearance, movements, and patterns of the sun, moon, and stars.