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SCIENCE | LEVEL 6Teacher Edition Sample Page

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Earth’s RotationUnit 17

Readiness Standard – 5.8(C)

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Getting Started

Reporting Category 3The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

TEKSThe student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

5.8(C) Readiness StandardDemonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Unpacking the StandardIn order to master this standard, students should understand the concepts related to day and night and the apparent movement of the Sun at the application level of Bloom’s Taxonomy.

Prerequisite StandardsPrior to 5th Grade, students studied these science concepts which laid the foundation for understanding 5.8(C).

Grade Level TEKS Description

KK.8(B) Identify events that have repeating patterns, including seasons of the year and day and night.

K.8(C) Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

11.8(B)

Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.

1.8(C) Identify characteristics of the seasons of the year and day and night.

2 2.8(D) Observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

33.8(C) Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.

3.8(D) Identify the planets in Earth’s solar system and their position in relation to the Sun.

4 4.8(C)Collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

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5.6(C) Unit 7 Light Energy

Prepare for the Unit Student Pages 67–76

Review the following information to clarify the standard before planning instruction.

Reporting Category 2 – Force, Motion, and Energy

The student will demonstrate an understanding of force, motion, and energy and their relationships.

TEKS 5.6 – The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

5.6(C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted. (Readiness Standard)

Scientific Investigation and Reasoning TEKS Addressed in This Unit5.1(A), 5.1(B), 5.2(A), 5.2(C), 5.2(D), 5.2(F), 5.3(A), 5.3(B), 5.3(C), 5.4

Critical Thinking TraitsStudents may demonstrate multiple critical thinking traits as they participate in the instructional activities for this unit. For example, on the Critical Thinking page, students should apply the following traits: collaborate and strive. (See Critical Thinking Traits in Teacher Resources.)

Prerequisite StandardsPrior to Grade 5, students studied these science concepts which laid the foundation for understanding 5.6(C).

Kindergarten

K.6(A) Use the senses to explore diff erent forms of energy such as light, thermal, and sound.

Grade 1

1.6(A) Identify and discuss how diff erent forms of energy such as light, thermal, and sound are important to everyday life.

Grade 2

2.6(A) Investigate the eff ects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears diff erent in dimmer light or how heat melts butter.

Grade 3

3.6(A) Explore diff erent forms of energy, including mechanical, light, sound, and thermal in everyday life.

Grade 4

4.6(A) Diff erentiate among forms of energy, including mechanical, sound, electrical, light, and thermal.

PartnersIndividual

Key for Recommended Groupings

Groups Whole Class

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Science Teacher Express

Teacher InstructionsUse this information to build your background knowledge or to review content.

Earth’s Rotation• Earth rotates around its axis once approximately every 24 hours. This equals one day.

• Earth rotates counter-clockwise.

• Earth spins at around 1600 kilometers per hour.

• While one half of Earth is lit by the Sun (daytime), the other half is dark (nighttime). Earth continuously rotates, causing daytime and nighttime.

• We are unaware of the movement of Earth because everything around us moves at the same speed. The same thing happens when we ride in a car or airplane. If you close your eyes, it feels as if you are sitting still.

• The 23.5 degree tilt of Earth’s axis and the revolution of Earth around the Sun causes the four seasons: winter, spring, summer, and fall.

• One revolution of Earth around the Sun equals one year.

Sun• Due to Earth’s rotation, the Sun appears to move across the sky during the day. It appears to

change position throughout the day.

• There are approximately 12 hours of daylight and 12 hours of night.

• The rotation of Earth is continuous, however the North and South Poles experience extended day and night. Depending on the time of year, the North and South Poles have daytime or nighttime for weeks. This means that during summer in the North Pole, there will be no darkness. At the same time, the South Pole will experience weeks without sunlight.

• Do not look directly at the Sun. It can cause damage to the eyes and even blindness.

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Light Energy Unit 7 5.6(C)IntroductionEvaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: Mirrors, Coins, and Mirages (45–60 minutes) Student Page 671. Place students in groups and distribute materials.2. Have students tape two mirrors together like a book, with the shiny sides of the

mirror facing each other. Make sure the mirrors move freely for each angle.3. Direct students to use a protractor to align the mirrors to an angle of 120°. Discuss

the importance of making accurate measurements.4. Instruct students to place a penny in the center and record detailed observations.5. Ask students to repeat steps 3 and 4 using an angle of 60°.6. Have students try diff erent angles to make additional observations (optional).7. Next, direct students to follow directions in the student edition to observe a

penny under a cup.8. Discuss the results as a class.9. Introduce the terms reflection and refraction.

10. Relate the terms to the activities conducted.

Activity 2: Lovely Light (45–60 minutes) Student Page 681. Before beginning the activity, prepare materials and station signs.2. The day before the investigation, place water gel crystals in a cup of water.3. On the day of the investigation, add more water to cover the crystals.4. Descriptions of investigations conducted in each station are shown below. Station 1: Dancing Light – Have students explore

shiny surfaces to learn about reflection. Station 2: Fun with Fences – Have students

construct a toothpick fence by standing toothpicks in a stick of clay. Then, have students use clay to place the mirror at an angle, facing one side of the fence, and shine a flashlight through, as shown. Ask students to make observations as the light reflects off the mirror on one side and creates shadows on the other.

Station 3: King Kong’s Thumb – Have students observe their thumbs as the water refracts light.

Station 4: Prism Practice – Allow students to use flashlights and prisms to investigate refraction.

Station 5: What’s Inside? – Secretly soak water gel crystals the day before the investigation. Cover with additional water. Ask students to wear safety goggles. Have students reach into the cup to feel what is inside. Explain that due to refraction, the gel crystals are not visible while the crystals are in the cup of water.

Station 6: Explore Some More – Have students explore nonmetal reflective objects.

5. Place students in groups. Have students follow directions in student editions as they travel to each station.

6. After completing all stations, ask students to analyze the information recorded in student editions. Discuss what has been learned about reflection and refraction.

Questions to Guide Inquiry1. Which stations represent reflected light?2. In which stations did you explore refraction?3. What surprised you the most about reflection and refraction?4. Can an object reflect and refract light?

MaterialsActivity 1: Per Group

• two plastic mirrors • masking tape • penny • protractor • clear 9 oz cup • 4 × 6 index card • water

MaterialsActivity 2Station 1 – Dancing Light

• flashlights • mirrors • aluminum foil • metal spoon

Station 2 – Fun with Fences • clay • toothpicks • mirror • flashlight

Station 3 – King Kong’s Thumb • clear 9 oz cups • water • paper towels

Station 4 – Prism Practice • flashlights • prisms

Station 5 – What’s Inside? • clear 9 oz cup • water • water gel crystals • safety goggles • paper towels

Station 6 – Explore Some More • nonmetal objects that reflect (e.g., clear CD cases, transparencies, dishes, sunglasses)

Per Teacher • station signs, numbered 1–6 • safety goggles

Flashlight

Back of mirror

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Vocabulary Focus

Teacher InstructionsUse the vocabulary builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

The following are essential vocabulary terms for this unit.

apparent movement day night Sun

axis Earth rotate

Vocabulary ActivityWrite the unit vocabulary words on index cards. Place the word cards in a basket. Give the basket to a student. Turn on music. While the music plays, each student passes the basket to the student seated beside him/her. When the music stops, the student holding the basket draws a word and reads it aloud. If the student can define the word, a point is awarded to the student. Continue play until all words have been correctly defined.

Suggested Formative Vocabulary AssessmentAssess student understanding of vocabulary by using the above vocabulary activity and the Science Vocabulary Builder page in the student edition.

Enrichment Connections

Children’s LiteratureWhere Does the Sun Go at Night?: An Earth Science Mystery – Amy S. Hansen

The Day the Earth Stood Still: Earth’s Movement in Space – Isabel Thomas

Why Does the Sun Set? – Terry Allan Hicks

Sun Up, Sun Down: The Story of Day and Night – Jacqui Bailey

Arctic Lights, Arctic Nights – Debbie S. Miller

Science WebsitesWindows to the Universe: http://www.windows2universe.org/the_universe/uts/earth2.html

Office of Naval Research–Observing the Sky in Motion: http://www.onr.navy.mil/focus/spacesciences/observingsky/motion1.htm

The Rotation of Earth: http://www.kidsgeo.com/geography-for-kids /0018-the-rotation-of-the-earth.php

Reading Rainbow–My Shadow: http://searchdiscoveryeducation.com/search.ReadingRainbowMyShadow



Guided Practice (20–30 minutes) Student Page 69

Read each question together and discuss the correct and incorrect responses to reveal misconceptions. Model strategies to help students think logically. Assess student understanding and provide feedback as needed.

Question 1: Which property of light best explains why an image of the plane appears in the water?

Is conduction the property of light that best explains why an image of the plane appears in the water? No, conduction is the ability to transfer energy. Answer A is incorrect.

Is refection the property of light that best explains why an image of the plane appears in the water? Yes, the image of the plane is reflected in the water. Answer B is correct.

Is absorption the property of light that best explains why an image of the plane appears in the water? No, absorption is when light energy is transferred to another surface or material. Answer C is incorrect.

Is refraction the property of light that best explains why an image of the plane appears in the water? No, refraction is the bending of light as it travels through one medium to another. Answer D is incorrect.

Question 2: Does water refract or reflect light?Does water only refract light? No, water can refract light, but it also can reflect light. Answer F is incorrect.

Does water only reflect light? No, water can reflect light, but it also can refract light. Answer G is incorrect.

Does water refract and reflect light? Yes, water can refract light when an object is viewed through water or reflect light from its surface. Answer H is correct.

Is the answer not here? No, answer H is correct. Therefore, answer J is incorrect.

Question 3: What happens when light hits an object that it cannot pass through?When light cannot pass through an object, is it refracted or absorbed? No, although light can be absorbed when it cannot pass through an object, refraction only occurs when light passes through an object. Answer A is incorrect.

When light cannot pass through an object, is it reflected or absorbed? Yes, light can bounce back, or reflect, when it hits an object, or it can be absorbed, transferring energy to the surface of the object. Answer B is correct.

When light cannot pass through an object, is it reflected or refracted? No, it can be reflected but not refracted. Answer C is incorrect.

When light cannot pass through an object, is it refracted or curved? No, neither of these happens with an opaque object. Answer D is incorrect.

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Introduction (student pages 183–184)

Teacher InstructionsActivity 1 is a teacher demonstration. In the second activity, students complete part of the activity during school and finish the other part of the activity at home. Evaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: Rotation1. This activity is a teacher demonstration. Use an orange and a

flashlight to represent the rotation of Earth.2. A student volunteer can be used to hold the flashlight. Stick a

push pin in the orange to represent Texas. Instruct student to point flashlight on one part of the orange and hold it steady. Then begin rotating the orange counter-clockwise to show different parts of it being hit by light. Explain and demonstrate that Earth also revolves around the Sun as it is rotating.

3. Ask students why different parts of the orange were hit by light when it was rotated. Explain that Earth rotates once approximately every 24 hours, causing day and night.

4. Students answer questions and complete an illustration of the demonstration on the student pages.

Activity 2: Apparent Movement1. Students learn about the change in appearance of the Sun due to Earth’s rotation.2. Students observe the appearance of the Sun in the sky at different times of the day. Instruct them

to face south and to check the position at 8:00 A.M., 10:00 A.M., 12:00 P.M., 2:00 P.M., 4:00 P.M., and 6:00 P.M. Instruct students to describe the position and location of the Sun, using landmarks as a reference, and illustrate the position, labeling the time. [Be sure to discuss safety first and tell students to never look directly at the Sun. Students may use sunglasses while observing the position, but still should not observe the Sun directly.]

3. Students need to complete part of the investigation at school and the rest at home. Students may record the evening observations on a separate piece of paper and then copy the results into student books the following day.

4. On the student page, students record the position of the Sun in the sky throughout the day. They need to provide a description of the position. For example, the Sun will be overhead at noon.

5. After collecting the data, illustrate the position of the Sun throughout the day. Be sure students include the time of day the Sun appeared in each position.

6. After illustrating the Sun’s apparent movement throughout the day, students will answer questions at the bottom of the page. Discuss their findings and clear up any confusion. Talk about why the Sun appears to move. Explain that Earth’s rotation causes day and night. Some parts of Earth experience different amounts of sunlight at different times of the year.

Questions to Guide Inquiry1. What causes day and night?2. Why does the Sun appear to move across the sky?3. If we repeated the investigation in 4 months, do you think our results would be the same?4. Why or why not?

Materials

Activity 1: Teacher Demonstration

• orange• flashlight • push pin• pencils

Activity 2: Per Student

• pencils• outdoor area• sunglasses (optional)


Light Energy Unit 7 5.6(C)Guided Practice (continued)

Question 4: When exploring light in an outdoor investigation, which safety rule should be followed?

Should students never look directly at the sun? Yes, looking at the sun can cause eye damage or blindness. Answer F may be the correct answer. Continue to evaluate the other answer choices before making a final selection.

Should students wear a lab coat or apron? No, in an outdoor investigation exploring light, it would not be necessary to protect clothes. Answer G is incorrect.

Should students wear sandals or open-toed shoes? No, whether conducting outdoor or indoor investigations, closed-toed shoes should be worn to protect feet. Answer H is incorrect.

Should students play with their friend while waiting for directions? No, students should wait for the teacher’s instructions. The outdoor investigation is class time, not recess. Answer J is incorrect.

Question 5: Which object above best reflects light?Does a sealable bag best reflect light? No, it may reflect some light, but most light would travel through a sealable bag. Answer A is incorrect.

Does a shower curtain reflect light? No, it may reflect some light, but most light would travel through a translucent shower curtain. Answer B is incorrect.

Does aluminum foil reflect light? Yes, foil is shiny and would allow light to bounce from its surface. Answer C is correct.

Does a drinking glass reflect light? No, it may reflect some light, but most light would travel through a drinking glass. Answer D is incorrect.

Content Practice (20–30 minutes) Student Page 70

Have students complete the Content Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Formative Assessment (5 minutes)

Ask students to form an explanation for the phenomenon shown in the picture below. Have students support their explanations with reasoning and evidence. Guide students to conduct peer reviews to examine, evaluate, and critique explanations. Provide prisms as needed to allow students to use experimental and observational testing to support their explanations.

Phenomenon Explanation

Red

Orange

Yellow

Green

Blue

Indigo

Violet

Prism

White light

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Guided Practice Strategies (student page 185)

Teacher InstructionsAs a class or in small groups, read through each question together and discuss the correct and incorrect responses, revealing common misunderstandings and misconceptions. Model strategies to help students think logically about each answer choice. Assess student understanding as the questions and answers are discussed.

Question 1Which of the following causes the shadow to form in the picture above?

• Does Earth’s rotation cause shadows cast by the Sun? Yes, Earth’s rotation, or spinning on its axis, causes the apparent movement of the Sun across the sky. Earth makes a complete rotation every 24 hours. The time of day determines how long the shadow is. Answer A is correct. Check the other answers to make sure answer A is the best choice.

• Does Earth’s revolution cause the shadows cast by the Sun? No, it takes Earth one year, or 365 days, to make a complete revolution around the Sun. This process does not explain the Sun’s apparent movement. Answer B is incorrect.

• Does the Sun’s revolution cause the shadows cast by the Sun? No, the Sun revolves around the Milky Way Galaxy. This would not cause shadows. Answer C is incorrect.

• Does Earth’s orbit cause the shadows cast by the Sun? No, Earth’s orbit is the path it travels around the Sun. The path does not cause the shadows. Answer D is incorrect.

Question 2Approximately what time of day is it in the picture above?

• Is it 12:00 P.M. in the picture? No, if it were 12:00 P.M. (noon), the Sun would most likely be directly above the tree, casting a very short shadow. Answer F is incorrect.

• Is it 8:00 A.M. in the picture? Yes, the tree’s shadow is long on the west side of the picture, which means the Sun is in the east, and it is morning. Answer G is correct.



InterventionsAfter assessing student learning, use the following activities to provide remediation.

Activity 1: Prism Exploration (15–20 minutes)

Provide students multiple opportunities to work with prisms. Distribute prisms and flashlights. Discuss the geometrical shape of each prism. Shine light through a prism to create a rainbow. Have students create diagrams to trace the path of light from the flashlight, through the prism, to the rainbow. Discuss the diff erences in the path of light seen by the eye and the path of light depicted in the diagrams.

Activity 2: Paths of Light (15–20 minutes)

Have students practice interpreting diagrams that show the path of light with straight black lines. Search the Internet for pictures that depict how light travels when it is reflected or refracted. Print the images and glue them to index cards. Ask students to sort the cards into categories (reflected light, refracted light, and absorption).

Note: Preview Internet websites for appropriate content to ensure that each website meets the instructional goals of the lesson and complies with district/school guidelines for acceptable use.

Extending Student ThinkingAfter assessing student learning, use the following activity to provide enrichment.

Activity 1: Eye Model (20–30 minutes)

Make a model of the eye to learn how lenses focus light. To make the model, gather a white balloon, a small convex lens, a candle, and matches. Partially inflate the balloon, and slip the lens into the opening so that it faces outward and plugs the opening of the balloon. Light the candle, and hold the balloon with the lens facing the candle. Adjust the balloon until an image is projected on the back of the balloon. The image of the flame will be upside down, just as the image is projected to the back of an eye. To show why some people need glasses, gently squeeze the top and bottom of the balloon to lengthen the eye model. Have students observe the diff erence in the flame. Then, gently squeeze the sides of the balloon to shorten the eye and have students observe the changes to the projected flame.

Activity 2: Periscope Construction (20–30 minutes)

Have students build a periscope. Ask students to describe how a periscope uses reflection. Use the following link for directions for periscope construction.

http://www.exploratorium.edu/science_explorer/periscope.html

Note: Preview Internet websites for appropriate content to ensure that each website meets the instructional goals of the lesson and complies with district/school guidelines for acceptable use.

Process Practice (20–30 minutes) Student Page 71

Questions in this section address the process skills, or Scientific Investigation and Reasoning TEKS. Students who experience diff iculty with these questions may need additional instruction in scientific processes.

Have students complete the Process Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Critical Thinking (30–45 minutes) Student Page 72

Use the Critical Thinking activity to review and extend the knowledge of concepts students are learning.

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• Is it 6:00 P.M. in the picture? No, the shadow would be cast on the opposite side because the Sun would be in the western sky. Answer H is incorrect.

• Is it 12:00 A.M. in the picture? No, 12:00 A.M. is during the night. We would not see the Sun at all, and there would be no shadow. It would be dark. Answer J is incorrect.

Question 3Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

• When Earth rotates on its axis, does it cause the phases of the Moon to appear? No, the phases of the Moon are caused by the revolution of the Moon around Earth. Answer A is incorrect.

• Does the rotation of Earth also cause Earth to orbit around the Sun? No, when Earth orbits around the Sun, Earth is said to revolve, not rotate. Answer B is incorrect.

• When Earth rotates on its axis, does it cause the apparent movement of the Sun across the sky? Yes, because of Earth’s rotation, the Sun appears to move across the sky. Answer C is correct.

• Does rotation cause the four seasons? No, seasons are caused by the tilt of Earth’s axis and Earth’s orbit around the Sun. Answer D is incorrect.

Question 4Which of the following would be the best example to explain Earth’s rotation?

• Would a merry-go-round be a good example to show how Earth rotates? Yes, if we imagine we are riding a merry-go-round we can see it spins just like Earth does on its axis, but everything else stays in place. Answer F is correct. Check the other answers to make sure answer F is the best answer.

• Is a funnel like Earth rotating? No, a funnel has a hole in it and does not spin like Earth does. Answer G is incorrect.

• Is a doorknob a good example of Earth rotating? No, a doorknob turns but it does not spin completely and in one direction like Earth. Answer H is incorrect.

• Is a swing a good example of Earth’s rotation? No, a swing moves in a back and forth motion. Answer J is incorrect.


Light Energy Unit 7 5.6(C)Vocabulary FocusThe following are essential vocabulary terms for this unit.

absorb convex lens medium reflectioncamera demonstrate mirror refractionconcave lens light energy prism travel

Activity 1: Science Vocabulary Builder (15–20 minutes) Student Page 73

Use the Science Vocabulary Builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

Activity 2: Picture the Terms (10–15 minutes)

Ask students to bring pictures of example items to school that relate to the unit vocabulary terms. Allow students to share pictures with the class.

Home Connection (5 minutes) Student Page 74

Review the directions for the Home Connection activity. Discuss the Home Extensions and encourage students to complete these with a parent or guardian.

Cross-Curricular ConnectionUse the following activities to provide cross-curricular connections.

Activity 1: Science Journal (15–20 minutes) Student Page 75

Ask students to read the Science Journal prompt, respond, and share responses with a partner.

Activity 2: STEAM: Fine Arts Connection (45–90 minutes) Student Page 75

Take students on a walk around school. Allow students to take pictures documenting reflection and refraction. Ask students to analyze the pictures and classify them as examples of reflection or refraction. Have students print and display pictures on posters, or allow students to develop multimedia presentations with the pictures. Then, direct students to complete the questions in student editions.

Literature Connections (10–60 minutes)

The Illuminating World of Light with Max Axiom, Super Scientist – Emily Sohn

Otto: The Story of a Mirror – Ali Bahrampour

The Energy We See: A Look at Light – Jennifer Boothroyd

Light – Ian F. Mahaney

Voyage of a Light Beam: Light Energy – Andrew Solway

Post-Assessment (15–20 minutes) Student Page 76

Review TEKS 5.6(C) to provide a purpose for the assessment. Have students complete the Post-Assessment in student editions. Following the assessment, conference with students. Provide additional interventions or extensions as needed.

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SCIENCE | LEVEL 6Student Edition Sample Page

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Motivation Station: Mike’s Cool Science Fact


Unit 17 IntroductionName __________________________________________

Readiness Standard 5.8(C)

Earth actually takes 23 hours, 56 minutes, and 4 seconds to make one complete rotation. While

Earth is rotating, it is also revolving around the Sun. It takes an extra 4 minutes for Earth to rotate to

the same spot it was the day before while it is also revolving. This makes a day 24 hours long.

After this lesson I will be able to:

• Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Descriptive Investigations

Activity 1: Rotation

Watch as your teacher presents a demonstration of Earth’s rotation.

What did the orange represent?

What did the flashlight represent during the experiment?

What happened during the demonstration?

Illustrate the demonstration by drawing the position of the light hitting Earth during the demonstration.

Texas during the day Texas at night Texas at sunset


Name __________________________________________Readiness Standard 5.6(C) Unit 7 Introduction

The archerfish has the amazing ability to catch insects by spitting a stream of water at them. A special adaptation allows the archerfish to adjust for the angle of light refraction, making the fish so accurate it almost always hits its prey on the first try. That’s some fish!

Light Energy

After this lesson, I will be able to:

• Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted.

Activity 1: Mirrors, Coins, and Mirages

1. Tape mirrors together so they open and close like a hinge. Use a protractor to arrange the mirrors so they open at the same angle as those listed below. When the mirrors are at each angle, place a penny in the center. Draw what you see. Then, describe and record detailed observations.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Place a penny under a clear, plastic cup. Cover the cup with an index card. Observe the penny through the sides of the cup. Next, add water to the cup. Cover the cup again with an index card. Look through the sides of the cup. Record detailed observations in the space below.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Motivation Station: Scientific Fact

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Unit 17 IntroductionName __________________________________________


Activity 2: Apparent Movement

Never look directly at the Sun.

On the table, record the position of the Sun in the sky throughout the day. Face south when you make your observations. This activity begins at school and is completed at home.

Time Position

8:00 A.M.Description

10:00 A.M.Description

12:00 P.M.Description




Illustrate the position of the Sun throughout the day. Face south for each observation. Be sure to include the time of day the Sun appeared in each position, and include drawings of nearby landmarks.

Why does the Sun appear to change its position throughout the day?

How does Earth’s rotation cause day and night? What would happen if Earth did not rotate?


Name __________________________________________Readiness Standard 5.6(C)Unit 7 Introduction

Activity 2: Lovely LightAs a group, travel to each station to learn more about light energy. Record your data and observations in the boxes below.

Station 1: Dancing Light Use the materials at the station and explore the behavior of light. Record your observations.

Station 2: Fun with FencesMake a clay rope. Stick eight toothpicks in the clay to make a fence. Place the toothpick fence on one side of the desk. Use clay to prop up a mirror on the other side, facing half of the fence at an angle. Shine a flashlight through the fence, toward the mirror. What do you observe?

Station 3: King Kong’s Thumb Put your thumb into the cup of water and make observations. Draw what you observe.

Station 4: Prism Practice Use the flashlight and prisms to explore the behavior of light. Record your observations.

Station 5: What’s Inside? Observe the cup on the table. What do you see?

Reach into the cup to feel what is inside. Record your observations.

Replace the materials, and dry your hands on the paper towel provided.

Station 6: Explore Some More Explore the behavior of light using the materials at the station. Record your observations.

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Unit 17 Guided PracticeName __________________________________________


The picture below represents a June day. Use the picture below and your knowledge of science to answer questions 1 and 2.

South

North

EastWest

1 The Sun appears to change position or move across the sky during daylight hours. Which of the following causes the shadow to form in the picture above?

A Earth’s rotation

B Earth’s revolution

C Sun’s revolution

D Earth’s orbit

2 Approximately what time of day is it in the picture above? 5.2(D)

F 12:00 P.M.

G 8:00 A.M.

H 6:00 P.M.

J 12:00 A.M.

3 Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

A the Moon phases

B the orbiting of Earth around the Sun

C the Sun’s apparent movement across the sky

D the four seasons

4 Which of the following would be the best example to explain Earth’s rotation?

F Merry-go-round

G Funnel

H Doorknob

J Swing

5 In what direction does the Sun appear to move across the sky?

A West to east

B North to south

C East to west

D South to north

6 Many cultures have different methods of telling what time of day it is. Which of the following is an ancient tool invented to determine the time of day? 5.3(D)

F Watch

G Clock

H Sundial

J Compass


Name __________________________________________Readiness Standard 5.6(C) Unit 7 Guided Practice

1 A man floating in a boat on a lake sees an image of an airplane in the water. At the same time he hears a plane and turns to see the source of the sound in the sky.

Which property of light best explains why an image of the plane appears in the water? 5.2(D)

A Conduction C Absorption

B Reflection D Refraction

2 Does water refract or reflect light?

F Only refracts light

G Only reflects light

H Refracts and reflects light

J Not here

5 When light hits different types of objects, it acts differently, depending on the object.

Transparent Translucent Opaque Drinking glass Wax paper Aluminum foil Sealable bag Shower curtain Wood

Which object above best reflects light? 5.2(D)

A Sealable bag C Aluminum foil

B Shower curtain D Drinking glass

3 What happens when light hits an object that it cannot pass through?

A The light is refracted or absorbed.

B The light is reflected or absorbed.

C The light is reflected or refracted.

D The light is refracted or curved.

4 When exploring light in an outdoor investigation, which safety rule should be followed? 5.1(A)

F Never look directly at the sun

G Wear a lab coat or apron

H Wear sandals or open-toed shoes

J When waiting for directions, play with your friends

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Unit 17 Check for UnderstandingName __________________________________________


3 Earth rotates on its axis once every —

A month C year

B 24 hours D 12 hours

4 A person standing in Alabama notices the Sun is rising. At the same moment, a person in Japan sees that the Sun has just set. Which statement correctly describes how it can be sunrise and sunset at the same moment?

F The Sun’s rotation around Earth enables part of Earth to have sunlight while the other part is in darkness.

G The Sun has moved from one location to the other during the course of a day.

H Earth’s rotation on its axis enables part of Earth to have sunlight while the other part is in darkness.

J Earth has circled around the Sun during the course of a day.

5 Which statement correctly describes the Sun’s apparent movement across the sky?

A As Earth spins on its axis, it makes the Sun appear to move across the sky.

B As the Sun spins around Earth, it moves across the sky.

C Earth rotates around the Sun every 24 hours, making the Sun appear to move across the sky.

D The Sun rotates around Earth every 12 hours, making the Sun appear to move across the sky.

6 A student looks outside and observes the Sun in the western sky. Which of the following times could it be?

F Sunrise H Noon

G Sunset J Midnight

1 Which of these does NOT demonstrate how Earth rotates on its axis to cause day and night?

A

North Pole

Equator

B

North Pole

South Pole

C

D

2 Earth’s rotation causes the day and night cycle. It also causes —

F the Sun to appear to move

G the Sun to remain in orbit

H the Sun to orbit Earth

J all of the above


Name __________________________________________Readiness Standard 5.6(C)Unit 7 Content Practice

1 In an activity, a student floats a toy boat in an aquarium.

Why does the bottom of the boat appear to be larger than the top of the boat?

A Reflection C Conduction

B Absorption D Refraction

2 Students classify objects by the properties of reflection and refraction. Which is a list of objects that best reflect light?

F Prism, water, camera

G Water, cardboard, clear container

H Foil, shiny pan, mirror

J Mirror, wood, water

3 What is the difference between refraction and reflection?

A Light bends when it is reflected and bounces off when it is refracted.

B Light bounces off when it is reflected and bends when it is refracted.

C Light travels in curved lines when it is reflected and straight lines when it is refracted.

D When light is refracted, it no longer travels.

4 What happens when light strikes a dark, heavy object?

F Light is refracted.

G The light moves quickly through the medium.

H Light energy is absorbed.

J Light does not strike dark objects.

5 Which of the following objects does NOT reflect light?

A A mirror

B A white car

C A black shirt

D Aluminum foil

6 What is shown in the image below?

F The force needed to push a swing

G The path light takes when it is refracted

H The flow of an electrical current

J The path light takes when it is reflected

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Scientific Investigation and Reasoning Skills: Questions 7–14



7 Which picture was taken at 9:00 A.M.? 5.2(D)

EAST

WEST

A

B

C

D

A Diagram A C Diagram C

B Diagram B D Diagram D

8 Models are not perfect, but models have been used for many years by scientists to help explain ideas. Scientists use models to make predictions about the future as well as understand the vast world in which we live. Why would a physical model demonstrating Earth’s rotation be considered less than perfect? 5.3(C)

F Models are an exact copy of the object or idea they represent.

G Models have limitations in representing the object or idea.

H Models are identical to the object or idea they represent.

J Models match the object or idea they represent exactly.

9 Astronomers are scientists who study the universe. To an astronomer, the word “rotate” means — 5.3(D)

A orbit around another object

B move in opposite directions

C spin around an axis

D revolve around another object

10 A science teacher evaluates students’ understanding of the causes of day and night. Students are asked to draw a diagram to show the process. Which of the following student diagrams correctly shows the process that causes the day/night cycle? 5.3(A)

F

G

H

J


Name __________________________________________Readiness Standard 5.6(C)

Scientific Investigation and Reasoning Skills

Unit 7 Process Practice

1 After testing refraction of light in water, a student makes the following conclusion.

Objects look broken when they are in water, so light is reflected in water.

Is the student’s conclusion accurate? 5.2(F)

A Yes, because when objects appear broken in water, they are reflected.

B Yes, because all objects can reflect light.

C No, because objects submerged in water do not appear broken.

D No, because objects appear broken in water due to refraction of light.

2 Which science tool could be used to reflect light? 5.4

F

Camera

G

Prism

H

Mirror

J

Hand lens

3 Students construct a model of a periscope to prove light travels in a straight line. They place one of the mirrors at position A.

C

B

A

E

D

Where should they place the second mirror in order for the light to exit the opposite end of the periscope from where the students are viewing? 5.3(B)

A Position B C Position D

B Position C D Position E

4 Light travels into a camera lens to form a small, upside down image on the inside of the camera. Which of the following best describes why the lens flips and decreases the size of the image? 5.2(D)

F Light is refracted by the lens.

G Light is absorbed by the lens.

H Light is reflected by the lens.

J Light is transmitted by the lens.

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11 Many cultures believed the Sun traveled around Earth. In the 1500s, a man named Copernicus proposed that Earth traveled around the Sun. A scientist named Galileo found evidence to support Copernicus’ idea. Earth revolves around the Sun, but it also makes a complete rotation. How long does it take Earth to make one complete rotation on its axis? 5.3(D)

A 365 days

B 1 day

C 1 month

D 1 week

12 Observe the diagram below.

EastWest

B

A

D

C

Which of the following shows where the Sun’s position should be at 12:00 P.M.? 5.2(D)

F Position A

G Position B

H Position C

J Position D

13 The picture is a photograph of the night sky over a period of many hours.

Why does the night sky appear to move in a circular pattern as shown in the photograph? 5.2(D)

A Earth rotates on its axis once a day.

B The night sky rotates over Earth.

C Stars travel in a circular direction around Earth.

D Earth rotates on its axis once every 12 hours.

14 In an activity, students make a large human sundial. The sundial uses the Sun to tell the approximate time of day.

How is this possible? 5.2(D)

F The Sun moves across the sky each day because it spins around Earth.

G The sundial measures the distance from Earth to the Sun as it moves across the sky.

H Earth moves around the Sun each day, making the Sun appear to move across the sky.

J The position of the Sun in the sky appears to change during the day because Earth rotates on its axis.


Name __________________________________________Readiness Standard 5.6(C)Unit 7 Critical Thinking

Comparing LensesWork with a group to compare and contrast convex and concave lenses.

1. Illustrate the path light takes when traveling through a convex lens. Include an explanation of the drawing.

Drawing Explanation

2. Illustrate the path light takes when traveling through a concave lens. Include an explanation of the drawing.

Drawing Explanation

3. How do convex and concave lenses differ? ____________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Analysis

Analyze

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Unit 17 Critical ThinkingName __________________________________________


Analyzing Rotation

Observe the picture of Earth, and draw where the Sun would be located to create the view shown.

1. Does the picture show day or night where you live?

2. Why does the Sun appear to move across the sky during the day?

3. How long does it take for Earth to rotate one time?

4. If Earth is constantly spinning, why do we not feel the movement?

5. How many times has Earth rotated since your last birthday?

Formative Assessment

Describe some advantages and disadvantages of the models you used to demonstrate Earth’s rotation?

Analysis

Analyze


Name __________________________________________Readiness Standard 5.6(C) Unit 7 Science Vocabulary Builder

Create cartoon figures to help you remember the meanings of the vocabulary terms.Light Energy

Name of character:

What does the character represent?

Explain how this character is a reminder of the meaning of light.

RefractionName of character:


Explain how this character is a reminder of the meaning of refraction.

ReflectionName of character:


Explain how this character is a reminder of the meaning of reflection.

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Unit 17 JournalName __________________________________________


Pretend you are Earth. Write a story about a 24-hour time period from Earth’s point of view.

Science Journal


Name __________________________________________Readiness Standard 5.6(C)Unit 7 Home Connection

Remembering the meanings of reflection and refraction can be confusing because the terms sound very similar. Compose a rhyme or song to help you differentiate between reflection and refraction. Write your composition in the space below. Share your composition with the class.

1. Look for examples of reflection and refraction around the home.2. Help your child find examples of convex and concave lenses.

Home Extensions

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Unit 17 Vocabulary ActivityName __________________________________________


Science Vocabulary Builder

With a partner, create a vocabulary poster describing Earth’s rotation on its axis. Explain facts about the cycle of day and night, the Sun’s apparent movement across the sky, and facts about Earth’s rotation. Display posters around the classroom, and have a picture walk to see what classmates have created. Include these vocabulary words on your poster: day, night, rotation, axis, apparent movement, and Sun. Use the organizer below to brainstorm ideas for the poster.

Notes


Name __________________________________________Readiness Standard 5.6(C) Unit 7 Cross-Curricular Connection

Science JournalLight travels in a straight line until it strikes an object. Light can be reflected and refracted. Distinguish the difference between reflection and refraction. Draw examples of how light is reflected and refracted.

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

STEAM: Fine Arts ConnectionLearn more about refraction of light through photography. Take a walk and use a camera to capture pictures of reflection and refraction. Print the pictures, and display on posters or in a presentation.

1. How do objects appear when observed through a camera lens? ___________________________

_____________________________________________________________________________

2. What pictures did you take to represent reflection? ____________________________________

_____________________________________________________________________________

3. What pictures did you take to represent refraction? ____________________________________

_____________________________________________________________________________

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Unit 17 HomeworkName __________________________________________


✁

1. Help your child build a model of Earth’s rotation.2. Record the position of the Sun across the sky throughout the day.3. Discuss how the rotation of Earth causes daytime and nighttime.

Parent Activities

Rotation of Earth

Create a model demonstrating Earth’s rotation.

• Use materials found at home to make your model.• Write a brief report about the model in the space below.• Describe why you chose the materials used to make your model.• Explain why the Sun appears to move across the sky throughout the day.

Model Illustration Materials Used to Create Model

Report


Name __________________________________________Readiness Standard 5.6(C)Unit 7 Post-Assessment

1 Students performed an investigation testing refraction of objects in water. First, they recorded how objects looked in hot water. Then, they used cold water to test if the appearance changed. What variable did students test in this investigation? 5.2(A)

A The student who performed the investigation

B The time of day the investigation was performed

C The temperature of the water

D The objects tested

2 Sometimes it is possible to see light rays. An example is when sunlight breaks through the clouds. Sunlight breaking through the clouds demonstrates how light rays travel in —

F curved rays

G straight lines

H zigzag rays

J circular waves

5 A group of students studies light energy. The students write conclusions about reflection.

Student Conclusion1 Reflection occurs when light passes through an object.2 Light that reflects bounces back at an angle.3 Shiny objects reflect light best.4 Reflection is a behavior of light.

Which student’s conclusion is inaccurate? 5.2(F)

A Student 1 C Student 3

B Student 2 D Student 4

3 Students perform an investigation to compare and contrast the effects of reflection and refraction. What tools are most helpful to students when conducting this investigation? 5.4

A Magnets and mirrors

B Prisms and hand lenses

C Hand lenses and cameras

D Mirrors and prisms

4 Bifocals were invented in 1784 by Benjamin Franklin. He invented bifocals to make it easier to see both up close and far away. Bifocal eyeglasses have two different lenses. One lens helps people to see at a distance, and the other is for seeing up close. Why can people who are both nearsighted and farsighted see better through bifocals? 5.3(C)

F The bifocal lenses reflect light.

G The bifocal lenses refract light.

H The bifocal lenses make light less visible.

J The bifocal lenses absorb light.

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