The Earth’s Place in the Universe - Center for Learning ... · The Earth’s Place in the...
Transcript of The Earth’s Place in the Universe - Center for Learning ... · The Earth’s Place in the...
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TheEarth’sPlaceintheUniverse
EarthandSpaceScience/Grade5
Inthisunit,studentswillexplorepatternsofthemotionpertainingtothesun,moonandstars.Theywillobserve,describe,andlearntopredictthesepatterns.Hands-onactivitiesandeducationalvideossupplementtheclassdiscussionsandlecturesinordertoaidstudentcomprehension.
LisaMarceau,Grade5Teacher,ColegroveParkElementarySchoolConnorMulhall,Statisticsmajor,WilliamsCollegeLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsMichaelSmith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArts
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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)
Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591andmaybedownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefreetoShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditionsAttribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution©2016TeachtoLearn.Allrightsreserved.TranslationsIfyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn)
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TableofContents
UnitPlan
Lesson1:OurSolarSystem
Lesson2:TheSun-OurMostImportantStar
Lesson3:Planets
Lesson4:InnerPlanets
Lesson5:OuterPlanets
Lesson6:Earth-Rotation,Tilt,andRevolution
Lesson7:Earth’sMoonPhases
Lesson8:Earth’sGravitationalForce
UnitResources
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UnitPlanStage1DesiredResults[2006]3-5-ES-13.Recognizethattheearthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheearthisthethirdplanetfromtheSuninoursolarsystem.ELAReadingStandard:2.Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.ELAWritingStandard:
• Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
• Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.
• Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.
MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Patternsofthemotionofthesun,moon
andstarscanbeobserved,describedandpredicted.
● Seasonalpatternsofseasonalchangescanbeobserved,describedandpredicted.
ESSENTIALQUESTIONS QQ1.Howdoesthepositionoftheearth,
sun,andmoonaffecttheirinteractions?
StudentLearningTargetsStudentswillbeableto:
● Summarizeanarticleaboutthesolarsystem● Restatekeypointsfromanarticle● Identifyevidencethatsupportsthemainideaofthetext● IdentifythattheEarthisthethirdplanet,andthatthereareotherplanetsinthesolarsystem
● RecognizetheSunappearstobetheclosesttotheearthcomparedtootherstars● RecognizetheSunasthecenterofoursolarsystem● UseacalendartosupporttheideathattheEarthrevolvesaroundtheSunonceayear(365days)
● UseamodeltoexplainhowtheEarth’srotationonitsaxiscausesdayandnight
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5-ESS1-1.Useobservations,first-handandfromvariousmedia,toarguethattheSunisastarthatappearslargerandbrighterthanotherstarsbecauseitisclosertoEarth.StateAssessmentBoundary:Otherfactorsthataffectapparentbrightness(suchasstellarmasses,age,orstage)arenotexpectedinstateassessment[2006]3-5-14.RecognizethattheearthRevolvesaround(orbits)theSuninayear’stimeandthattheearthrotatesonitsaxisonceapproximatelyevery24hours.Makeconnectionsbetweentherotationoftheearthandday/night,andtheapparentmovementofthesun,moon,andstarsacrossthesky.[2006]3-5-ES-15.Describethechangesthatoccurintheobservableshapeofthemoonoverthecourseofamonth.5.ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patterns
● CreateamodeltoillustratethedistancesbetweentheplanetsintheSolarSystem● KnowtheorderinwhichtheplanetsarealignedintheSolarSystem● Nametheinnerandouterplanets● Describethepropertiesoftheinnerandouterplanets● Describethedifferencesbetweentheinnerandouterplanets● IdentifythattheEarthrotatesonitsaxisevery24hours● Identifyandnamethephasesofthemoon● DrawadiagramoftheSun,Earth,andMoonforaspecificphase● Drawapictureofthemoonforaspecificphase● UseacalendartocalculatethelengthoftimeittakestheMoontogothroughafullcycle
● Giveanexampleofaforce● Explainhowgravitationalforceworks.
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indailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.ClarificationStatement:ModelsshouldillustratethattheEarth,Sun,andMoonarespheres;includeorbitsoftheEartharoundtheSunandoftheMoonaroundEarth;anddemonstrateEarth’srotationaboutitsaxis.StateAssessmentBoundary:Causesoflunarphasesorseasons,oruseofEarth’stiltarenotexpectedinstateassessment.5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.StateAssessmentBoundary:Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment.
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Stage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany) EndofUnitAssessment OE
1. ExitTickets2. ScienceJournals3. ClassDiscussions4. ThinkPairShare5. GroupPresentations
Stage3–LearningPlanPriorGradeLevelKnowledge:Pleasebeawarethattheneedsofyourclassmayvaryandsometopicsmayneedtoberevisited.PreK-ESS1-1(MA).DemonstrateawarenessthattheMooncanbeseeninthedayandnight,andthatthemoonchangesshapesoverthecourseofamonth.ClarificationStatement:Thenamesofmoonphasesorsequencingofmoonphasesisnotexpected.PreK-ESS1-2(MA).ObserveanduseevidencetodescribethattheSunisindifferentplacesintheskyduringtheday.Grade1-ESS1-1.UseobservationsoftheSun,Moon,andstarstodescribethateachappearstoriseinonepartofthesky,moveacrossthesky,andsets.Grade1-ESS1-2.Understandrelationshipsamongseasonalpatternsofchange,includingsunriseandsunset,seasonaltemperatureandrainfallorsnowfallpatterns.ClarificationStatement:Examplesofseasonalchangestotheenvironmentcanincludefoliagechanges,birdmigration,anddifferencesinamountofinsectactivity.Grade4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.ClarificationStatements:1)Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.2)Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.3)Focusshouldbeonrelativetime.StateAssessmentBoundary:Specificdetailsofthemechanismsofrockformationorspecificrockformationsand
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layersarenotexpectedinstateassessmentLesson1:OurSolarSystem—Activatepriorknowledgebycompletingthelessonopening,inwhichstudentsdiscusstheirideasaboutthesolarsystem,creatingaworkingdefinition.ThestudentswillbeintroducedtovocabularythroughaPowerPointandthenwillbebrokenupintogroupsof4studentstocompleteajigsawactivitywiththeprovidedarticle.Lesson2:TheSun-OurMostImportantStar—StudentswilllearnabouttheSunasthecenterofthesolarsystem.ThestudentswillobservethattheSunappearsasthelargestandbrighteststarbecauseitisclosesttotheEarth.StudentswilllearnthattheEarthrevolvesaroundthesun.Videoswillbeusedasvisualaidswithinthelesson.Lesson3:Planets—Studentswilllearntheorderoftheplanetsaswellasthetraitsthateveryplanethasincommon.Theclasswillparticipateinanactivitywheretheycreateascalemodelofthesolarsystemtogetasenseofthedistancebetweenplanetsandthesun.Thestudentswilllearnthatthereareinnerandouterplanetswhichareseparatedbytheasteroidbelt.Lesson4:InnerPlanets—Studentswilllearntodescribeandcomparetheinnerplanets.StudentswillreceivemostofthematerialbywatchingaPowerPointpresentation.Thisinformationwillbereinforcedthroughresearchandapresentationfromeachstudentgroupaboutaspecificinnerplanet.Lesson5:OuterPlanets—Studentswilllearnthepropertiesoftheouterplanets.Studentswilllearnaboutplantsthathaveringsaroundthem.Studentswillalsolearnthatsomeplanetscanbegaseous,unlikeEarth(whichhasarockysurface).Thestudentswillreadanarticlewithfactsabouttheouterplanetsandwillthendoanexperimentwithjello.Lesson6:Earth-Rotation,Tilt,andRevolution—InthislessonstudentswilllearnthattheEarthrotatesonitsaxisover24hours,whichmakesupaday.ThestudentswillalsolearnthattheEarthrevolvestheSunonceeveryyear,or365days.Lesson7:Earth’sMoonPhases—Inthislessonstudentswillwatchavideoofthefirsthumanmoonlandingtocreateexcitementaroundthetopic,thentheywillwatcharapvideoaboutthephasesofthemoon.Studentswillparticipateinthreeactivitiesfocusedonthephasesofthemoon.TheactivitiesinvolvemakingmoonphasesoutofOreos,creatingapersonalsinglephasemoonviewer,andusingthefull
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cyclecardboardmoonphaseviewer.Thesethreeactivitieswillhelpstudentsdrawdiagramsofthepositionsoftheearth,sun,andmoon.Lesson8:Earth’sGravitationalForce—Studentswilllearnhowgravityworksbywatchingvideosandparticipatinginactivitieswhichdemonstratethepowerofgravity.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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TieredVocabularyListTierOne TierTwo TierThree
GravityStarPlanetSunriseSunsetRocky
ClockwiseCounterclockwise
DegreesOrbit
MagnitudeDistance
InnerPlanetsOuterPlanetsRotationRevolutionOrbitPhaseWaxingWaning
SolarGravityAsteroidsMeteoroidSolarSystemSolarFlareSunspots
AsteroidBeltSatellitesGaseous
JovianPlanetsAxis
CrescentGibbous
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Lesson1:OurSolarSystem
BACKGROUND
OverviewoftheLesson Activatepriorknowledgebycompletingthelessonopening,inwhichstudentsdiscusstheirideasaboutthesolarsystem,creatingaworkingdefinition.ThestudentswillbeintroducedtovocabularythroughaPowerPointandthenwillbebrokenupintogroupsof4studentstocompleteajigsawactivitywiththeprovidedarticle.FocusStandard(s)[2006]3-5-ES-13.Recognizethattheearthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheearthisthethirdplanetfromtheSuninoursolarsystem.5.RI.2.Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext.ELA(2017)ReadingStandard:Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.ELA(2017)WritingStandard:
• Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.o Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasare
logicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.o Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.
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LearningTargetsIcansummarizeanarticleaboutthesolarsystem.
ICanidentifyevidencethatsupportsthemainideaofthetextwithsupportingdetails.IcanidentifythattheEarthisthethirdplanet,andthatthereareotherplanetsinthesolarsystem.AssessmentExitTicket:Whatholdstheplanetsandotherobjectsofoursolarsysteminorbitaroundthesun?
a) Thegravitationalforcesbetweentheplanetsb) ThegravitationalforcesbetweentheSunandtheplanetsc) Therotationoftheobjectsd) Theatmosphere
KeyVocabulary
Tier1:gravity,star,planetTier2:orbitTier3:asteroid,meteoroid,solarsystem,galaxy
RESOURCESANDMATERIALSQuantity Item Source
1perstudent OurSolarSystemArticle Binder1perstudent ScienceJournal ClassroomTeacher8pieces LargeChartPaper ClassroomTeacher
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“TheUniverse:IntroductiontoVocabulary”PowerPoint Thumbdrive**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Theclassroomteachershouldsetupa“fourcorners”activitywithfourdifferentpostersaroundtheclassroomandlabelthetopofthemwiththewords“Space,”“SolarSystem,”“Earth,”and“Sun.”Putthestudentsintogroupsoffour,thesegroupswillbeusedmultipletimesthroughoutthislesson.Havethestudentsdiscussthewordatthetopoftheposterandgiveeachgroupadifferentcoloredmarkertoaddanyinformationtheyknowaboutthewordontheposter.Afterthegroupshavevisitedallfourposters,bringthemtothefrontoftheclassroomanddiscusstheinformationlistedaskingpromptingquestionstogetstudentstocontinuethinkingaboutthesewords.Theteachershouldguidethisdiscussioninordertotouchonimportantconceptsandtoensuretheaccuracy.
DuringtheLesson
1. Introducethefollowingvocabularytermsfromwhichwillbeaddressedinthearticle.Writethefollowingwordsontheboard,makesurethewordsarebigenoughforthestudentstoread.Explaintothestudentsthattheywillcreateworkingdefinitionsbyreadinganarticle.
a. Solarb. Gravityc. Orbitd. Asteroide. Meteoroid
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f. SolarSystemg. Galaxy
2. SetupthePowerPointandprojectitatthefrontoftheclassroom.Aseachslidecomesup,theteachershouldcheckthe
presentationnotesforquestionstoasktheclassorclarificationstomake.Thearticlethattheywillbereadlaterwillusethesewords,somakesuretheclasshassomebasiclevelofunderstandingofeachword.
3. Askthestudentstogetbackintotheirgroupsfromtheopeningactivityandassigneachmemberofthegroupanumber.Explainthateachmemberofthegroupwillberesponsibleforreadingonesectionofthearticlecorrespondingwiththeirassignednumber.Thestudentsshouldwritedownthevocabularywordsthatappearintheirsection,aswellasaworkingdefinitionbasedoncontextualcluesandpriorknowledge.
4. PassoutacopyoftheOurSolarSystemarticle(inbinderandalsoonthumbdrive)toeachstudent.Youmaywantto
suggestthatstudentsuseapenorhighlightertocircleorunderlineimportantinformationthathelpsthemwritetheirdefinitions.
5. Givethegroupstimetoreadtheirassignedsectionofarticle-remindstudentstoreadquietlyorintheirheadastonotdisruptothers.Oncethestudentshavefinishedreadingtheirsectionhaveeachstudentsummarizetheirsectionfortherestofthegroup.
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6. Thegroupsshouldsynthesizeacompletesummaryofthearticlebasedontheircombinedreadingsandwillwritethissummaryonapieceofchartpaper.Theywillincludethepreviouslymentionedlistofvocabularyonthischartpaper,aswellastheircontextualdefinitionsforthesewords.Thegroupswillthenpresenttheirsummaryanddefinitionstotheclass.
LessonClosingAskthestudentstowriteonenewwordtheylearnedtoday,onenewfacttheylearnedtoday,andtwoquestionstheyhaveaboutthesolarsystemintheirsciencejournal.AssessmentExitTicket:Whatholdstheplanetsandotherobjectsofoursolarsysteminorbitaroundthesun?
a. Thegravitationalforcesbetweentheplanetsb. ThegravitationalforcesbetweentheSunandtheplanetsc. Therotationoftheobjectsd. Theatmosphere
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Lesson2:TheSun:OurMostImportantStar
BACKGROUND
OverviewoftheLesson StudentswilllearnabouttheSunasthecenterofthesolarsystem.ThestudentswillobservethattheSunappearsasthelargestandbrighteststarbecauseitisclosesttotheEarth.StudentswilllearnthattheEarthrevolvesaroundthesun.Videoswillbeusedasvisualaidswithinthelesson.FocusStandard(s)5-ESS1-1.Useobservations,firsthandandfromvariousmedia,toarguethattheSunisastarthatappearslargerandbrighterthanotherstarsbecauseitisclosertoEarth.[2006]3-5-14.Recognizethattheearthrevolvesaround(orbits)theSuninayear’stimeandthattheearthrotatesonitsaxisonceapproximatelyevery24hours.Makeconnectionsbetweentherotationoftheearthandday/night,andtheapparentmovementofthesun,moon,andstarsacrossthesky.LearningTargets
• IcanrecognizetheSunappearstobetheclosesttotheearthcomparedtootherstars.• IcanrecognizetheSunasthecenterofoursolarsystem.• IcanuseacalendartosupporttheideathattheEarthrevolvesaroundtheSunonceayear(365days).• IcanuseamodeltoexplainhowtheEarth’srotationonitsaxiscausesdayandnight.
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AssessmentExitTicket
1. TheSunisthelargestbodyinthesolarsystem.TheSunisa…a. moonb. planetc. satellited. star
2. TheSunappearstomoveacrosstheskyeachday,risingintheeastandsettinginthewest.Whatcausesthisapparent
motion?a. TherotationofEarthonitsaxisb. TherevolutionoftheEartharoundtheSunc. TheEarth’sdistancefromtheSund. ThepropertiesofEarth’satmosphere
WIDALanguageObjectives
(DependentontheneedsofyourELLstudents.)KeyVocabulary
Tier1:sunrise,sunsetTier2:magnitudeTier3:solarflare,sunspots
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RESOURCESANDMATERIALSQuantity Item Source
CrayonsorMarkers ClassroomTeacher Scissors ClassroomTeacher1Box Pushpins Bin1perstudent PaperPlate Bin1perstudent PlasticStraws Bin1perstudent Pencils ClassroomTeacher Earth’sRotationandRevolution:
https://www.youtube.com/watch?v=l64YwNl1wr0Thumbdrive
I’mSoHotVideo:https://www.youtube.com/watch?v=t-kzdR93bqw Thumbdrive1-2 Globe ClassroomTeacher1 Flashlight Bin1copyforteacher SundialDirections:https://www.nwf.org/kids/family-fun/crafts/sundial.aspx Binder1perstudent ScienceJournals ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Havethestudentsreviewwhatthey’velearnedinthepreviouslesson(aswellaswhattheyalreadyknowaboutthis
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subject).NowplaytheI’msoHotVideo:https://www.youtube.com/watch?v=t-kzdR93bqwAfterwatchingthevideo,makesurethestudentsunderstandtheimportanceoftheSunbeingthecloseststartoEarth.
DuringtheLesson
1. TellthestudentsthatnothingismoreimportanttousonEarththantheSun.WithouttheSun'sheatandlight,theEarthwouldbealifelessballofice-coatedrock.TheSunwarmsourseas,stirsouratmosphere,generatesourweatherpatterns,andgivesenergytothegrowinggreenplantsthatprovidethefoodandoxygenforlifeonEarth.TheonlyreasontheSunisabletodothisisbecauseofthedistancefromtheEarth.Tellthestudentsthatthesunisactuallyastar.
2. WhentheSunrisesandsetsweareactuallywatchingtheEarthrotateonitsaxis.Theaxisisanimaginarylinethatruns
fromtheNorthpoletotheSouthpole.WhenyourlocationonEarthfacestheSun,thatistheday.Whenyourlocationfacesaway,itisnight.Thisisasinglerotation(1Day).Whenthisprocesshashappened365timesitisarevolution(1Year).Nowplaytheearthrotationvideo:https://www.youtube.com/watch?v=l64YwNl1wr0.Askthestudentstocomeupwithworkingdefinitionsof“revolution”and“rotation”beforeprovidingthemwiththecorrectdefinitions(ifnecessary).
3. KinestheticModelingofRotationandRevolutionAfterwatchingthevideohavestudentsdemonstratetheEarth's
rotationandrevolution.Havethetwostudentsdemonstratethistotheclass,withoneactingastheSunwhiletheother(theEarth)spinswhilealsorevolvingaroundthesun.ThenhavestudentsworkingroupsoftwotosotheycanexperiencehowtheEarthrevolvesaroundtheSun.Thenpartnerscanswitchroles.Theteachercansay“Revolve”or“Rotateonyouraxis”toensurestudentscandemonstratethedifferencesbetweentheseconcepts.Notdirectlymodeled
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inthisactivityarethetiltoftheEarthortheshapeoftheEarth’sorbit.Theseadditionaltopics(tiltoftheEarth’saxiscausesseasonsandshapeoforbitisclosetocircular)canbediscussed,ifappropriate.
4. OtherRotationandRevolutionModelsAfterthestudentshavedemonstratedrotationandrevolutionwiththeirbodies,useaglobeandaflashlighttodemonstratehowtheEarthlookswhentheSunisshiningonitatdifferentpositions(Followtheprocedureinthevideofromstep2.Makesurethattheroomiscompletelydark.)
Thisisagoodbreakingpointiftherearetimeconstraints.
5. MakeaSundial.Note:Thisprojectisbestdoneonasunnyday.Itmaybebesttobeginthisactivityinthemorningso
studentscanobservetheirsundialthroughouttheday.Beforebeginningtheprojecthavestudentsmakepredictionsintheirsciencejournalsastowheretheshadowwillfallthroughouttheday[SP-3:PlanningandCarryingoutInvestigations]
6. TheSunappearstomovetomoveacrosstheskybecauseoftherotationoftheEarth.Sundialsareamongtheoldest
knowninstrumentsfortellingtime.Thesurfaceofasundialhasmarkingsforeachhourofdaylight.AstheSunmovesacrossthesky,anotherpartofthesundialcastsashadowonthesemarkings.Thepositionoftheshadowshowswhattimeitis.Explaintostudentsthatnowtheywillbemakingsundials,whichwereusedtotelltimebeforetherewereclocks.Passoutthesundialdirectionworksheettoeachstudentandletthemknowtheywillbegoingoutsidetotestthem.
a. Note:Thisprojectisbestdoneonasunnyday.Giveeachstudenttheirownpaperplate,apencilorpairofscissors,andastraw.Usethepencilorscissorstopokeaholethroughthecenterofthepaperplate-thisis
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wheretheywillplacetheirstraw.Followingthesedirectionswhenmakingthesundials:https://www.nwf.org/kids/family-fun/crafts/sundial.aspx.Youcanprintthesedirectionsoutforstudentstofollowifthatwouldbehelpful.
b. Atnoonhavetheclassgooutsidetosetuptheirsundials(followingthedirectionsonthewebsite)andthencheckbackeveryhours-foratleastafewhourstomarkafewhoursonthesundial.Youmayneedtousepushpinsorsomethingheavytoholddownthesundialstoensuretheydon’tblowaway.
AssessmentExitTicket1.TheSunisthelargestbodyinthesolarsystem.TheSunisa…
a. moonb. planetc. satellited. star
2.TheSunappearstomoveacrosstheskyeachday,risingintheeastandsettinginthewest.Whatcausesthisapparentmotion?
a. TherotationofEarthonitsaxisb. TherevolutionoftheEartharoundtheSunc. TheEarth’sdistancefromtheSund. ThepropertiesofEarth’satmosphere
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Lesson3:PlanetsBACKGROUND
OverviewoftheLesson Studentswilllearntheorderoftheplanetsaswellasthetraitsthateveryplanethasincommon.Theclasswillparticipateinanactivitywheretheycreateascalemodelofthesolarsystemtogetasenseofthedistancebetweenplanetsandthesun.Thestudentswilllearnthatthereareinnerandouterplanetswhichareseparatedbytheasteroidbelt.FocusStandard(s)2006]3-5-ES-13.Recognizethattheearthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheearthisthethirdplanetfromtheSuninoursolarsystem.ELAReadingStandards
• Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.• SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-
led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.LearningTargets
• Icancreateamodeltoillustratethedistancesbetweentheplanets.• IcanexpressandknowtheorderinwhichtheplanetsarealignedintheSolarSystem.
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Assessments● Havethestudentscompletethelabelingplanetsworksheet.● Studentsrespondtothefollowingpromptintheirjournals:“Youaresentonaspacemissionandarriveataplanet
otherthanEarth.Writealetterbacktoyourfamilytellingthemwhichplanetyoulandedonandsomeinterestingthingsaboutthatplanetthatyoulearnedinclasstoday.”
KeyVocabulary
Tier1:planetTier2:distanceTier3:orbit
RESOURCESANDMATERIALSQuantity Item Source
1 LargeOpenSpace(FieldofGymnasium) ClassroomTeacher ToiletPaperRolls Bin HowtheSolarSystemwasFormed:https://www.youtube.com/watch?v=Uhy1fucSRQI Thumbdrive1perstudent PlanetsLabelWorksheet Binder1 ToScaletheSolarSystem:https://www.youtube.com/watch?v=zR3Igc3Rhfg Thumbdrive1perstudent ScienceJournals ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
Beginthelessonwithareviewofwhathasbeenlearnedinpreviouslessonsthroughathink-pair-shareactivityandusethisdiscussiontobuildintothevideoandactivitythatfollows.Showthefollowingvideo:https://www.youtube.com/watch?v=Uhy1fucSRQI.Thisvideowillcovertheformationofthesolarsystemandexplainsomekeyfactsabouteachplanet,whichcanbeaddressedmoreintheinnerandouterplanetlessons.
DuringtheLesson
1. Telltheclassthattodaytheywillbeexploringthesizeofthesolarsystem.Inthelastlessontheystudiedthesun,andtodaytheywillbestudyingtheplanetsthatrevolvearoundtheSun.Askthestudentshowbigtheythinkthesolarsystemisandhowbigsomeplanetsmightbecomparedtoeachother.(BiggesttoSmallest:Jupiter,Saturn,Uranus,Neptune,Earth,Venus,Mars,Mercury).Theteachershouldguidethisdiscussionmakingsurethattheinformationiscorrect.Thenshowthefollowingvideohttps://www.youtube.com/watch?v=zR3Igc3Rhfgaboutcreatingascalemodelofthesolarsysteminbothsizeanddistance.Afterthevideo,havethestudentsparticipateinaturnandtalkwiththeirneighboranddiscussthepartstheyfoundmostinteresting.Oncetheyhavehadtimetodiscussthevideo,lettheclassknowthattheywillnowbemakingasmallerscalemodelofthesolarsystemtogether.Havethestudentsdothisinpairsanddoa“TurnandTalk”
2. ReadtheArticleoffamousScaleModelwalkinGainesville,Florida
3. Begintheactivitybyhavingthestudentsmeasurethedistancebetweenplanetsinourscaledmodelbycuttingtoilet
paperrollstosymbolizethedistancesbetweenplanets.Usethegivendistancesinthetablebelow.Thereare2versions
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oftheactivitysobesuretousethecorrectscale(100ftor100m).Tellthestudentsthatunlikethevideo,wearenotgoingtofocusonscalingthesizeoftheplanetsbecausetheywouldbetoosmall.TheyalreadyknowtheSunisthelargestbodyinthesolarsystem,soforreferenceletthemknowthatifusingthe100ftscale,weareshrinkingthesolarsystemuntiltheSunwouldbeaboutthesizeofonethirdofadime.Ifusingthe100mscale,tellthemtheSunwouldbeaboutthesizeofanentiredime.
4. Next,movetoalargespace(eitherthegymnasiumoroutside)andgroupthestudentssothateveryoneisassignedtoaplanetortheSun,andhavethembegintolineupwiththeSunandMercuryplacingthefirsttoiletpaperpiecesbetweenthetwogroups,continueuntilalloftheplanetsnowhavetheirdistancefromtheSuncorrectlyscaled.Askthestudentswhattheynoticeaboutthespreadoftheplanets.TheyarelikelytonoticetheinnerplanetsarecrowdedtogetherveryclosetotheSunandtheouterplanetsbeingmuchmorespreadout.Nowaskthemguidingquestionsinordertoallowthemtocometotheconclusionthataplanet’sdistancefromtheSunaffectsitsproperties.SomegoodquestionscouldrelatetotemperatureorhowlongittakesplanetstoorbittheSun,etc.
5. HavethestudentsreturntotheclassroomandaskthemiftheythinkittakeslongerfortheinnerorouterplanetstomoveallthewayaroundtheSunandwhytheybelievetheiransweriscorrect.Allowstudentstheopportunitytosharetheiranswerandrationale.PlanetdistancesfromtheSun
Planet 100ftScale(lengthoftoiletpaperfromlastobject) 100mScale(lengthoftoiletpaperfromlastobject)
Mercury 15”(15”) 1.3m(1.3m)
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Venus 29”(14”) 2.4m(1.1m)
Earth 40”(11”) 3.3m(0.9m)
Mars 61”(21”) 5.1m(1.8m)
Jupiter 17’3”(12’2”) 17.3m(12.2m)
Saturn 31’9”(14’6”) 31.8m(14.5m)
Uranus 63’9”(32’0”) 63.8m(32.0m)
Neptune 100’(36’3”) 100m(34.2m)
LessonClosingFortheclosing,teachthestudentsamnemonicdevicetoremembertheorderoftheplanets.Youcaneithercomeupwithoneasaclass,oragreatoneis“MyVeryExcellentMotherJustServedUsNachos”.Afterlearningandpracticingthemnemonicdeviceafewtimeshavetheclasscometogetherandaskforvolunteerstolisttheorderoftheplanets.Assessments
● Havethestudentscompletethelabelingplanetsworksheet.● Studentsrespondtothefollowingpromptintheirjournals:“Youaresentonaspacemissionandarriveataplanet
otherthanEarth.Writealetterbacktoyourfamilytellingthemwhichplanetyoulandedonandsomeinterestingthingsaboutthatplanetthatyoulearnedinclasstoday.”
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Lesson4:InnerPlanetsBACKGROUND
OverviewoftheLesson:Studentswilllearntodescribeandcomparetheinnerplanets.StudentswillreceivemostofthematerialbywatchingaPowerPointpresentation.Thisinformationwillbereinforcedthroughresearchandapresentationfromeachstudentgroupaboutaspecificinnerplanet.FocusStandard(s)[2006]3-5-ES-13.RecognizethattheEarthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheEarthisthethirdplanetfromtheSuninoursolarsystem. ELAReadingStandards
• Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.• SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-
led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly. LearningTargets Icannamethe4innerplanets.Icandescribethepropertiesoftheinnerplanets.Assessments
Studentswillrespondtothefollowingpromptsintheirsciencejournals:
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● Whataresomecharacteristicsfoundincommonamongalltheinnerplanets?● WhataresomecharacteristicsuniquetoEarththatmighthelpusliveonit?”
WIDALanguageObjectives
(DependentontheneedsofyourELLstudents.)KeyVocabulary
Tier1:Planets,RockyTier2:InnerPlanets,OuterPlanetsTier3:AsteroidBelt,satellites
RESOURCESANDMATERIALSQuantity Item Source
4perstudent InnerPlanetsPowerPoint Thumbdrive1perstudent iPad/laptop ClassroomTeacher1perstudent InnerPlanetsPresentationFactsWorksheet Binder1perstudent ScienceJournals ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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Beginwithareviewofwhatwastaughtinpreviouslessonsthroughathink-pair-shareactivity.Havethepairssharewhattheyfoundmostinterestingfromthepreviouslessons.Next,telltheclassthattheywillbefocusingonthefourplanetsclosesttotheSun,thesearecalledtheinnerplanets.Asktheclasstolistthefourinnerplanetsusingthemnemonicdevicetaughtinthepreviouslesson.
DuringtheLesson
1. ShowtheclasstheinnerplanetsPowerPoint.Besuretohavetheclasspaycloseattentiontotheinformationyouarepresentingbecausetherewillbeashortquizattheend.Youmaywanttoasksomequestionsafteryoupresenteachplanettoensurethereisunderstanding.
2. [SP-8:Obtaining,Evaluating,andCommunicatingInformation]Nowdividetheclassintofourgroups,tellthemthattheywillbecreatingapresentationaboutoneoftheinnerplanets.AssigneachgroupadifferentplanetandpassouttheiPads/laptopsalongwiththeinnerplanetspresentationworksheet.Usinginternetaccess,thegroupsshouldeachfilloutthefactsabouttheirplanetandthencomeupwithawaytopresentalltheinformationusingatleasttwovisualaids.Ifanygroupsarehavingahardtimecomingupwithinterestingfacts,suggestthattheylooktoseeifNASAhaseversentamissiontotheirplanetorwhenandbywhomtheplanetwasfirstdiscovered.Beforethegroupspresentpassoutthreemorefactworksheetssothatthestudentscanfilltheminforeachplanetasthefollowingalongduringthepresentations.Bytheendoftheclasstheyshouldhaveaworksheetforeachoftheinnerplanets.
LessonClosing
Attheconclusionofthepresentations,theteachershouldthenleadtheclassinadiscussion.Havestudentstalkaboutwhattheylearned,sharedifferencesandsimilaritiesbetweentheinnerplanets,andtheirexperienceresearchinginformationforthepresentation.
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Assessments
Studentswillrespondtothefollowingpromptsintheirsciencejournals:● Whataresomecharacteristicsfoundincommonamongalltheinnerplanets?● WhataresomecharacteristicsuniquetoEarththatmighthelpusliveonit?”
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Lesson5:OuterPlanetsBACKGROUND
OverviewoftheLesson Studentswilllearnthepropertiesoftheouterplanets.Studentswilllearnaboutplantsthathaveringsaroundthem.Studentswillalsolearnthatsomeplanetscanbegaseous,unlikeEarth(whichhasarockysurface).Thestudentswillreadanarticlewithfactsabouttheouterplanetsandwillthendoanexperimentwithjello.FocusStandard(s)[2006]3-5-ES-13.Recognizethattheearthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheearthisthethirdplanetfromtheSuninoursolarsystem. ELAReadingStandards
• Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.• SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-
led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.ELAWritingStandards
• Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.
LearningTargets • Icanidentifytheouterplanets• Icandescribethepropertiesoftheouterplanets
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• Icandescribethedifferencesbetweentheinnerandouterplanets
AssessmentJournalEntry:Intheirjournal,studentswillwriteaparagraphsummarizingtheplanets,givingfactsabouteachplanet.Studentswillidentifyiftheplanetisaninnerplanetoranouterplanet. KeyVocabulary
Tier1:planetTier2:inner,outerTier3:gaseous,asteroidbelt,satellites,jovianplanets
RESOURCESANDMATERIALSQuantity Item Source
1perstudent CharacteristicsoftheOuterPlanetsArticle Binder1package IndexCards Bin1 Small-MediumPlasticBins(thatcanbefilledwithafewinchesofwater) Bin5 Oranges:torepresentSaturn(needtobepeeled-youwillonlybeusingthepeel
sotryandpeelitoffinonepiece)ContactSueBeauchamp
1bunch Grapes:torepresentEarth ContactSueBeauchamp**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSDividetheclassintogroupsoffourstudentsandgiveeachgroupfourindexcards.Eachcardwillbelabeledwithoneoftheouterplanets(Jupiter,Saturn,Uranus,andNeptune).Theteacherwillinstructthegroupstobrainstormandwritedown3factstheybelievetrueabouteachplanetontheindexcard.Givethestudentsabout5-10minutestocompletethistask.(Maybedogroupsof8)Havestudentsbeassignedaplanetandhavethemgetinthecorrectorderandhaveeachstudenttell3ormorefactsabouttheirplanet.Studentsdiscussandidentifyfactsthataretrueandmaybeincorrectfactsgivenbygroupmembers.Nowaskastudenttonamethefourinnerplanetsandwritethenamesincolumnformontheboard.Thenaskthestudentstosharewhattheylearnedabouteachinnerplanetsfromthepreviouslesson.Astheyshare,theteachercanwritedownkeypointsandleaveitontheboardforstudentstoreview/reference.Theteacherwillthensolicitsomeofthefactsthestudentsbrainstormedabouttheouterplanets.Tellthestudentsthattheywillbelearningmoreabouttheouterplanetstodayandtheywillseeifthefactstheybrainstormedareaccurateornot.
DuringtheLesson
1. Nowsplitthestudentsintopairs2. Givethestudentsthearticle,CharacteristicsoftheOuterPlanets.Priortohavingthepairsreadthearticle,givethe
studentssuggestionsofhowtoguidetheirreading.3. Afterthepairisfinishedreading,havethemcompletetheworksheet(whichisattheendofthereading).4. Comebacktogetherasaclassanddiscusshowthefourouterplanetsaresimilarandhowtheymightdiffer.Makesure
tolistsomeimportantfactsabouteachoftheouterplanetsontheboardsothatstudentscanreference/review.5. Askthestudentsthefollowingquestionstogetthemthinkingaboutthesurfacesoftheouterplanets:Iftheplanetsdo
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nothaveasolidsurface,whatkindofsurfacedotheyhave?Whatcoulditfeellike?Couldyoulandonanouterplanet?Whyorwhynot?[SP-7:EngaginginArgumentsfromEvidence]
6. Followtheactivityoutlinedhere(onlyneedtodosteps5-9butyoucandotheentireactivityifyou’dlike):http://www.lpi.usra.edu/education/explore/solar_system/activities/bigKid/dunking/
7. Youdonotneedtohaveafruittorepresenteveryplanet,insteadyoucanuseanorangepeelorcoconuttorepresentSaturnandagrapetorepresentEarth.
8. Havetheclassgatheraroundaplasticbinfilledwithwaterandhavethemmakepredictionsofwhatwillhappenwhenyouputthefruitintothewater-youcanhavethemwritethesepredictionsintheirsciencejournals.
9. Youcandotheentireactivitybuttheonlystepsthatareessentialyoufollowaresteps5-9intheactivitysection.10. Onceyou’vecompletedtheactivity,havethestudentswriteafewsentencesaboutwhattheyobservedandiftheir
predictionswerecorrect.Encouragethestudentstousepicturesanddiagramstoshowwhattheyobserved.LessonClosingAskthestudentsafewquestionsaboutboththeinnerandouterplanets.Whataresomecharacteristicsoftheinnerplanets?Whataresomecharacteristicsoftheouterplanets?Whatdotheinnerplanetshaveincommonwiththeouterplanets?Whatmakesthemdifferentfromeachother?
AssessmentJournalEntry:Intheirjournal,studentswillwriteaparagraphsummarizingtheplanets,givingfactsabouteachplanet.Studentswillidentifyiftheplanetisaninnerplanetoranouterplanet.
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Lesson6:Earth-Rotation,Tilt,andRevolution
BACKGROUND
OverviewoftheLesson InthislessonstudentswilllearnthattheEarthrotatesonitsaxisover24hours,whichmakesupaday.ThestudentswillalsolearnthattheEarthrevolvesaroundtheSunonceeveryyear,or365days.FocusStandard(s)5-ESS1-2Earth'sPlaceintheUniverseRepresentdataingraphicaldisplaystorevealpatternsofdailychangesinlengthanddirectionofshadows,dayandnight,andtheseasonalappearanceofsomestarsinthenightsky.OldStandard[2006]3-5-14.Recognizethattheearthrevolvesaround(orbits)theSuninayear’stimeandthattheearthrotatesonitsaxisonceapproximatelyevery24hours.Makeconnectionsbetweentherotationoftheearthandday/night,andtheapparentmovementofthesun,moon,andstarsacrossthesky.LearningTargetsIcanidentifythattheEarthrotatesonitsaxisevery24hoursIcanexplainwhythelengthofdaylightchangesslightlyeveryday.Assessment
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StudentswillwriteaparagraphaboutrotationandrevolutionoftheEarthintheirsciencejournals. KeyVocabulary
Tier1:clockwise,counterclockwise,degrees,orbitTier2:rotation,revolutionTier3:axis
RESOURCESANDMATERIALSQuantity Item Source
1 CrashCourseEarth’RotationVideo Thumbdrive6 StyrofoamBalls Bin6 TennisBalls Bin1container Toothpicks Bin1perstudent RotationActivityWorksheet Binder3sets PicturesoftheSun,Earth,andMoon(cutoutandputintoZiplocbags) Bin
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Dividethestudentsintogroupsofthree.HandeachgroupaZiplocbagthatcontainsacutoutoftheEarth,thesun,andthemoon.Askthestudentsineachgrouptopickonepicturefromthebaggie.NowhavethepersonholdingtheSunstandin
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frontandthenthestudentsholdingtheEarthandthemooncanstandbehindthem.Instructthestudentstobeginmovinghowtheythinkthesethreeobjectswouldinteract.OncethestudentshaveplayedaroundwiththisconceptforawhilehavewriteintheirjournalhowtheythinktheEarth,moon,andSuninteractwitheachother.
DuringtheLesson
1. Watchthevideo:CrashCourseEarth’sRotationonthethumbdriveorcanbelocatedonYouTube2. PairReadthearticleonSeasonsKidsscience:Earth'sSeasons-Ducksters
3. Aftervideo,writethedefinitionofthewordrotationontheboard.Rotateistospinaround.4. Nowwritethewordclockwiseontheboardanddemonstratewhatitmeanstospinclockwise.5. Nowwritethewordcounterclockwiseontheboard.Youcanaskastudenttodemonstratespinningcounterclockwise
orcanshowtheclassyourself.TellthestudentsthatthisisthewaytheEarthrotatesonitsaxis,fromwesttoeast.6. Nowask:HavestudentsdoThinkPairShareorTurnandTalk-WhatwouldhappeniftheEarthdidnotrotate?(One
sideoftheEarthwouldhaveconstantsunlightandtheothersidewouldhavenosunlight),givethestudentsafewminutestotalkamongsttheirpeers.
7. Nextintroducetheconceptoftheearthrotatingonitsaxiseveryday,thismovementcreatesnightanddayforus.OnehalfoftheEarthfacingtheSunexperiencesdaylight.Duringthatsametime,theotherhalfoftheEarthexperiencesnighttimebecauseitisfacingawayfromtheSun.However,theEarthdoesnotrotatewithitsaxisvertically.Theearth'saxisisactuallytilted23degrees.
8. Finallyaskthestudents…WhatwouldhappeniftheEarthdidnottilt?[Answer:Wewouldnothaveseasons]
Rotation/RevolutionModels[SP-2:DevelopingandUsingModels]
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1. NowtakeasmallStyrofoamballandinserttwotoothpicksinthetopandbottomofittorepresenttheearth'saxis.A23degrees’tiltisalmost1/3ofa90degrees’angle.
2. Nowaskonestudenttoholdatennisballwhichwillrepresentthesun.3. TheteacherwilltilttheStyrofoamballanddemonstratecounterclockwiserotationoftheearthwithatiltof23degrees.4. Notethatthetiltremainsthesameasitrotatesonitsaxisandrevolves.5. Theteacherwillwritethedefinitionofrevolveontheboard.Revolveistomovearoundanotherobject.6. Finally,introducethewordorbit,theorbitfortheEarth'srevolutionisthepaththatittakesaroundthesun.7. Thentheteacherwilldemonstraterevolvingbywalkingaroundthestudentholdingthesun.8. Notethattheearthrevolvesalsoinacounterclockwisedirectiontoo.9. AcompletedemonstrationoftheearthrotatingonitsaxisandrevolvingaroundtheSunwillbedonebyholdingthe
Styrofoamball,tiltingit23degrees,rotatingitcounterclockwisewhilewalkinginacounterclockwisedirectionaroundthestudentholdingthesun.
10. Theteacherwillaskthefollowingquestion:Howmanytimesdoestheearthrotateonitsaxistocompleteonerevolutionofthesun?Hopefully,oneofthestudentswillanswer365timeswhichcreatesoneyearforus.
11. Breakthestudentsintogroupsoffourorfiveandpassoutarotationactivityworksheettoeachstudent.12. Havethemfollowthedirectionsontheworksheetandcompletetheexperiment.13. Whentheycompletetheexperiment,eachgroupwillpresentwhattheybrainstormedaboutrevolutionandrotation.
AssessmentStudentswillwriteaparagraphaboutrotationandrevolutionoftheEarthintheirsciencejournals.
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Lesson7:Earth’sMoonandItsPhasesBACKGROUND
OverviewoftheLesson Inthislessonstudentswillwatchavideoofthefirsthumanmoonlandingtocreateexcitementaroundthetopic,thentheywillwatcharapvideoaboutthephasesofthemoon.Studentswillparticipateinthreeactivitiesfocusedonthephasesofthemoon.TheactivitiesinvolvemakingmoonphasesoutofOreos,creatingapersonalsinglephasemoonviewer,andusingthefullcyclecardboardmoonphaseviewer.Thesethreeactivitieswillhelpstudentsdrawdiagramsofthepositionsoftheearth,sun,andmoon.FocusStandard(s)[2006]3-5-ES-15.Describethechangesthatoccurintheobservableshapeofthemoonoverthecourseofamonth.5.ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.ClarificationStatement:ModelsshouldillustratethattheEarth,Sun,andMoonarespheres;includeorbitsoftheEartharoundtheSunandoftheMoonaroundEarth;anddemonstrateEarth’srotationaboutitsaxis.StateAssessmentBoundary:Causesoflunarphasesorseasons,oruseofEarth’stiltarenotexpectedinstateassessment
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ELAReadingStandards• Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.• SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-
led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.LearningTargets
• Icanidentifyandnamethephasesofthemoon• IcandrawadiagramoftheSun,Earth,andMoonforaspecificphase• Icandrawapictureofthemoonforaspecificphase• IcanuseacalendartocalculatethelengthoftimeittakestheMoontogothroughafullcycle
AssessmentTheteachershouldusethestudent's’participationintheclosingthinkpairsharediscussiontoassesstheirlevelofunderstanding,aswellasthefollowingactivity:HavethestudentspullouttheirsciencejournalsandshowthePowerPointtitled“MoonPhaseAssessment”ontheprojector.ThePowerPointhasslidesthatwilleitherhave:1)anameofaphaseofthemoon,2)apictureofthemoon,or3)adiagramoftheSun,Earth,andMooninaspecificposition.Foreachnumberedslide,thestudentsshouldprovidetheothertwopiecesofinformationintheirsciencejournal.WIDALanguageObjectives
(DependentontheneedsofyourELLstudents)KeyVocabulary
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Tier2:orbit,phase,waxing,waningTier3:satellite,crescent,gibbous
RESOURCESANDMATERIALSQuantity Item Source
1 Projector ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1perstudent “MoonRapLyrics” Binder1 “MoonPhaseAssessment”PowerPoint Thumbdrive1 PackofOreos Bin1perstudent PlasticSpoons Bin1set Moondiagrams Thumbdrive1 Lunarcalendar
http://www.moonconnection.com/moon_phases_calendar.phtmlClassroomTeacher
1 NeilArmstrongVideo Thumbdrive1 MrLee.PhasesoftheMoonRap Thumbdrive1 MoonPhaseViewerVideo Thumbdrive
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
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Telltheclassthattheywilllearnaboutthemoonanditsphasesinthislesson,introducethefirstvideoofthemoonlandingfrom1969.TellthemthatthespacecraftistheApollo11andthatthevoicetheyhearisNeilArmstrong,anastronaut.https://www.youtube.com/watch?v=cwZb2mqId0A.Hisquote“That’sonesmallstepforman,onegiantleapformankind”isincrediblyfamous.Afterthevideotelltheclassthathewasthefirstmanonthemoonandtheprogressitshowedformankindwasthegiantleapeventhoughallheneededtodowasstepoffofaladderandontothemoon.DuringtheLesson
1. Passouttheworksheettitled“MoonRapLyrics”toeachstudenttofollowalongwiththevideo.NowshowtheMr.LeeRapvideo:https://www.youtube.com/watch?v=79M2lSVZiY4,isarapaboutthephasesofthemoon.TellthemtowatchandlistencloselytoinformationaboutApollo11,thespacemissiontheyjustwatchedlandonthemoon.Afterthevideo,re-emphasizethatthedifferencebetweenwaxingandwaningmoonphasescanbeeasilyfiguredoutbyonesimpletrick.“WaxingrhymeswithrelaxingwhichstartswithanRforright.Soiftherightsideofthemoonislitupitisinthewaxingperiod.”Tellthemthiswillbeespeciallyhelpfultorememberinthefollowingactivitywiththeoreos.Thenuseacalendartocalculatethatthemoongoesthroughafullcycleinjustunderamonth(28-30days).Thiscalendarcaneitherbeanonlinelunarcalendarfoundathttp://www.moonconnection.com/moon_phases_calendar.phtml,ortheclassroommayalreadyhavealunarcalendarthatcanbehungonawallandobservedatoverthenextfewweeks.
2. Activity1:OreoPhasesoftheMoonDividethestudentsintogroupsof4-5andgiveeachstudentanoreo.Askthemtousetheoreostocreateeveryphaseofthemoon.Thestudentsmayeatthetopcrackerofeachoreotoexposethefilling.Usingspoons,theyshouldscrapeouttheshapeofthenewmoon,crescentmoon,quartermoon,gibbousmoon,and
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fullmoon.Thentheteachershouldwalkaroundandhaveeachgroupusetheircookiestodemonstratetheorderofthephasesofthemoonfromthesong.Thisisagoodtimetoremindthemaboutwaxingrhymingwithrelaxingsowaxingphaseshavetherightsidelitup.Oncethegrouphascorrectlydemonstratedacycleofthemoon(theywillneedtochangetheorientationonsomeofthemtocompletebothwaxingandwaning),theycaneattheOreos.
OptionalExtension:Usegooglecardboardsandhavestudentsseewhatitwouldlookliketoexploreinspace.LessonClosing
Askeachstudenttowritedownafewfactsaboutthemoonthattheylearnedtoday.Havethemreadoverthelyricstotherapagaintotryandpulloutinformation.Thestudentsshouldthenpairwithaneighborandusebothoftheirliststocreateanevenlargerlistofmoonfacts.
AssessmentTheteachershouldusethestudent's’participationintheclosingthinkpairsharediscussiontoassesstheirlevelofunderstanding,aswellasthefollowingactivity:HavethestudentspullouttheirsciencejournalsandshowthePowerPointtitled“MoonPhaseAssessment”ontheprojector.ThePowerPointhasslidesthatwilleitherhave:1)anameofaphaseofthemoon,2)apictureofthemoon,or3)adiagramoftheSun,Earth,andMooninaspecificposition.Foreachnumberedslide,thestudentsshouldprovidetheothertwopiecesofinformationintheirsciencejournal.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson8:Earth’sGravitationalForceBACKGROUND
OverviewoftheLessonStudentswilllearnhowgravityworksbywatchingvideosandparticipatinginactivitieswhichdemonstratethepowerofgravity.FocusStandard5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.StateAssessmentBoundary:Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment. ELAWritingStandards
• Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.
LearningTargetsIcangiveanexampleofaforceIcanexplainhowgravitationalforceworks
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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AssessmentHavestudentsanswerthefollowingpromptintheirsciencejournals:WhatevidencesupportsthatgravityonEarthpullsobjectstowardthecenteroftheplanetinsteadoftowardsomeotherpointonEarth?
ScoringRubric2-pointresponse:
● Studentidentifiesthatadroppedobjectfallsdown.● StudentidentifiesthatthisdownwardmotionoccursateveryplaceonEarth,sothatmeansobjectsmovetoward
thecenteroftheplanet.1-pointresponse:
StudentdoesnotnotethatthedownwardmotionofafallingobjectisthesameeverywhereonEarth.0-pointresponse:
Theresponseshowsnounderstandingofthetask/problem KeyVocabulary
Tier1:Mass,ForceTier2:GravitationalForceTier3:AirResistance
RESOURCESANDMATERIALSQuantity Item Source
DefiningGravityVideo ThumbDrive12 Pennies Bin
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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5 Rulers ClassroomTeacher4 Bathroomorkitchenscales Bin6 Objectforweighing ClassroomTeacher5 Stopwatches Bin
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorAskstudentswhattheyknowaboutgravity.Howdoesgravitywork?Wheredoesitcomefrom?Continuetheconversationuntilyouhaveextractedallofthepossibleknowledgetheyhave.Showthegravityvideotogiveabriefoverview.
DuringtheLesson1. FallingObjects:Studentswillinvestigatedifferentfallingobjectstoseethatnomatterwhichdirectionanobjecttravels,it
alwaysfallsdowntotheEarth.a. Splitstudentsintogroupsof4-5.Studentswillrotateroleswithinthegroup,withatleastthefollowingroles:
“dropper,”“observer,”and“recorder.”The“dropper”istheonedroppingthecoins,the“observer”istheonewatchingtoseewhichhitsthegroundfirst,andthe“recorder”writesdownthedataintheirsciencejournal.Technology(suchasiPadsorstopwatches)canbeusedtovideothedropsortorecordthetimes,butthisisnotrequired.
b. Ingroups,studentswillstartbyconfirmingthattwoofthesamecoinsdroppedfromthesameheightwillhitthegroundatthesametime.Theycantryusingtheirhands,andmayrealizethatit’sdifficulttodropthemattheexactsametime.Seeiftheycanfigureoutastrategytoconsistentlydropthetwocoinsatthesametime(pushingthemoffthesideofadeskorothersurfaceworkswell).
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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c. Nowstudentswillpredictwhichwillhitthegroundfirst,acoindropped(asbefore)oronepushedsideways(butreleasedatthesametimeasthedroppedcoin).Studentsshouldrecordtheirpredictionsintheirsciencejournals,alongwithanexplanationforwhytheythinkthiswilloccur.Theycantalkintheirgroupsoryoucanhavethewholeclassdiscussbriefly.
d. Oncethepredictionshavebeenrecorded,studentswilldoanumberoftrialstoseewhichcoin(pushedordropped)hitsthegroundfirst.Itmaytakesomepracticetogetbothcoinstobereleasedatthesametime,butthisiscriticaltohaveafaircomparison.Usingarulertopushoffoneofthecoinsworkswell.Studentsmaybesurprisedthatthecoinshitatthesametime,andyoucanengagetheminsmallgrouporwholeclassdiscussionsaboutwhythismightbehappening.Themaintakeawayforstudentsisthateventhoughoneofthecoinstravelsfurtherhorizontally(totheside),itstillhitsatthesametimebecausegravityalwayspullsitdowninthesamewayastheothercoin.
2. WeightisameasureofEarth’sgravityonanobject:studentswillnowusescalestoseehowweightcanchange.a. Usingthescalesfromthebinsandinsmallgroupsof4-5,studentsshouldrecordtheweightofalargeobject(help
themselectsomethingfromtheclassroomthatisheavyenoughtoregisteronthescale).b. Oncetheweightisrecordedintheirsciencejournals,studentsshouldseeiftheycangettheweighttochangeby
pushingorliftingontheobject.Theyshouldobservethateventhoughtheobjectisn’tchangingitsweightappearstogetlargerorsmallerdependingonwhethertheyarepushingorliftingit.
c. Studentscannowexperimentbyholdingthescalevertically(forexample,placingitagainstawall)andseeinghowtheirobject’sweightchanges.TheyshouldnoticethattheobjecthasnoweightwhenthescaleisnotbetweentheobjectandtheEarth/floor.
d. Themaintakeawayforstudentsisthatgravityalways“pullsobjectsdown,”evidencedbythefactthatobjectsonlyhaveweightwhenthescaleisbetweentheobjectandEarth.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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AssessmentHavestudentsanswerthefollowingpromptintheirsciencejournals:WhatevidencesupportsthatgravityonEarthpullsobjectstowardthecenteroftheplanetinsteadoftowardsomeotherpointonEarth?ScoringRubric
2-pointresponse:● Studentidentifiesthatadroppedobjectfallsdown.● StudentidentifiesthatthisdownwardmotionoccursateveryplaceonEarth,sothatmeansobjectsmovetoward
thecenteroftheplanet.1-pointresponse:
StudentdoesnotnotethatthedownwardmotionofafallingobjectisthesameeverywhereonEarth.0-pointresponse:
Theresponseshowsnounderstandingofthetask/problem
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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ListofUnitResourcesLesson1
Quantity Item Source1perstudent OurSolarSystemArticle Binder1perstudent ScienceJournal ClassroomTeacher8pieces LargeChartPaper ClassroomTeacher “TheUniverse:IntroductiontoVocabulary”PowerPoint Thumbdrive
Lesson2
Quantity Item Source CrayonsorMarkers ClassroomTeacher Scissors ClassroomTeacher1Box Pushpins Bin1perstudent PaperPlate Bin1perstudent PlasticStraws Bin1perstudent Pencils ClassroomTeacher Earth’sRotationandRevolution:https://www.youtube.com/watch?v=l64YwNl1wr0 Thumbdrive I’mSoHotVideo:https://www.youtube.com/watch?v=t-kzdR93bqw Thumbdrive1-2 Globe ClassroomTeacher1 Flashlight Bin
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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1copyforteacher
SundialDirections:https://www.nwf.org/kids/family-fun/crafts/sundial.aspx Binder
1perstudent ScienceJournals ClassroomTeacher
Lesson3
Quantity Item Source1 LargeOpenSpace(FieldofGymnasium) ClassroomTeacher ToiletPaperRolls Bin HowtheSolarSystemwasFormed:https://www.youtube.com/watch?v=Uhy1fucSRQI Thumbdrive1perstudent PlanetsLabelWorksheet Binder1 ToScaletheSolarSystem:https://www.youtube.com/watch?v=zR3Igc3Rhfg Thumbdrive1perstudent ScienceJournals ClassroomTeacher
Lesson4
Quantity Item Source4perstudent InnerPlanetsPowerPoint Thumbdrive1perstudent iPad/laptop ClassroomTeacher1perstudent InnerPlanetsPresentationFactsWorksheet Binder1perstudent ScienceJournals ClassroomTeacher
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson5
Quantity Item Source1perstudent CharacteristicsoftheOuterPlanetsArticle Binder1package IndexCards Bin1 Small-MediumPlasticBins(thatcanbefilledwithafewinchesofwater) Bin5 Oranges:torepresentSaturn(needtobepeeled-youwillonlybeusingthepeelsotry
andpeelitoffinonepiece)ContactSueBeauchamp
1bunch Grapes:torepresentEarth ContactSueBeauchamp
Lesson6
Quantity Item Source1 CrashCourseEarth’RotationVideo Thumbdrive6 StyrofoamBalls Bin6 TennisBalls Bin1container Toothpicks Bin1perstudent RotationActivityWorksheet Binder3sets PicturesoftheSun,Earth,andMoon(cutoutandputintoZiplocbags) Bin
Lesson7
Quantity Item Source1 Projector ClassroomTeacher
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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1perstudent ScienceJournals ClassroomTeacher1perstudent “MoonRapLyrics” Binder1 “MoonPhaseAssessment”PowerPoint Thumbdrive1 PackofOreos Bin1perstudent PlasticSpoons Bin
1set Moondiagrams Thumbdrive1 Lunarcalendar
http://www.moonconnection.com/moon_phases_calendar.phtmlClassroomTeacher
1 NeilArmstrongVideo Thumbdrive1 MrLee.PhasesoftheMoonRap Thumbdrive1 MoonPhaseViewerVideo Thumbdrive
Lesson8
Quantity Item Source DefiningGravityVideo ThumbDrive12 Pennies Bin5 Rulers ClassroomTeacher4 Bathroomorkitchenscales Bin6 Objectforweighing ClassroomTeacher5 Stopwatches Bin