Objects in the Sky -...

Objects in the Sky

Objects in the Sky

(Tracks)

and

Alignment Lessons

Objects in the Sky

Table of Contents NC Essential Standards and Clarifying Objectives ......................................................................................... 3

Essential Question(s) for the Unit ................................................................................................................. 4

Pre-Unit Assessment ..................................................................................................................................... 4

Notes About the Objects in the Sky Unit ....................................................................................................... 4

Lesson 1 – Sky Watching ............................................................................................................................... 5

Lesson 2 – Moon Watching ........................................................................................................................... 7

Lesson 3 – Changes in Shadows .................................................................................................................. 10

Lesson 4 – Stargazing .................................................................................................................................. 13

Lesson 5 – Star Guides ................................................................................................................................ 15

Lesson 6 – Moon Movies ............................................................................................................................ 17

Lesson 7 – Patterns in the Sky..................................................................................................................... 19

Lesson 8 – Movement in the Sky…Why? .................................................................................................... 21

Lesson 9 – Other Objects in the Sky ............................................................................................................ 23

Alignment Lesson - Taking a Closer Look at Earth: Landforms ................................................................. 25

Alignment Lesson - Comparing Earth to its Neighbor, Mars...................................................................... 27

Lesson 10 – Confusion in the Sky Wilderness ............................................................................................. 29

Objects in the Sky

NC Essential Standards and Clarifying Objectives 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize the changes in the length or direction of an object’s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same. 4.E.1 Explain the causes of day and night and phases of the moon. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.

4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.* 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams. 3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

*This fourth grade Essential Standard and related Clarifying Objective have been included with Objects

in the Sky because concepts of light are addressed in this unit. This unit of study provides an opportunity

to teach the concept of light within the context of sunlight. For example, students will learn that the

Moon reflects sunlight, which makes it visible in the night sky.

Objects in the Sky

Essential Question(s) for the Unit How do the Earth, Moon, and Sun move in the sky and in relation to each other?

How is Earth similar and different to other planets?

Pre-Unit Assessment There are two formative assessment probes correlated to the Objects in the Sky unit. One is called

“Objects in the Sky” and it can be found on page 185 of Uncovering Student Ideas in Science Volume 2

(Blue Cover), by Page Keeley, et al. This probe elicits students’ ideas about when objects can be seen in

the sky. Students’ explanations may reveal their thinking about the role of light in seeing sky objects.

“Objects in the Sky” can be administered as the unit begins in Lesson 1.

The other formative assessment probe is called “Me and My Shadow.” It can be found on page 185 of

Uncovering Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley et al. This probe elicits

students’ ideas about light and shadows and probes to find out student’s thinking about how shadows

change throughout the day. This probe can be administered at the beginning of Lesson 3.

Notes About the Objects in the Sky Unit Empty coffee cans and/or soup cans are needed for Lesson 4. Solicit donations from families. Watch

for sharp edges and add tape to the edges to prevent cuts or scrapes. You might chose to have students

create constellations another way – using cardstock circles that fit at the end of a flashlight or half of a

file folder that can be placed on an overhead projector. If you choose the alternative method, you would

not need to solicit can donations.

The concepts introduced in the unit can be abstract for students. Use models to demonstrate

concepts and solidify students’ understanding.

Prepare a large calendar so moon observations can be tracked and displayed in the classroom. There

are several websites which include the moon phase so weekends can be included on the class calendar.

Second graders should have been making moon observations as part of the Air & Weather unit. The goal

was for students to recognize a pattern – the moon goes through the same phases approximately every

30 days. The goals for this unit in 3rd grade are for students to understand what causes the phases of the

moon and to name the phases of the moon.

Teacher information, including science content about the concepts introduced in this lesson, is

available at the end of each lesson in the teacher guide. Reviewing the information may assist you in

redirecting students’ misconceptions.

Objects in the Sky

Lesson 1 – Sky Watching Students will listen to a story about a family on a camping trip. As the setting changes from morning, to noon, then to night, students will draw what the sky would look like.

Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system.

Focus Question(s)

How do objects in the sky appear in the morning, at noon, and at night?

Activity Guiding Questions

Administer the “Objects in the Sky” formative assessment probe.

Read the opening page of the lesson with the students, and allow them to draw their versions of the daytime and nighttime sky.

Discuss the drawings.

Students will read the story about a camping trip, and make drawings of the sky each time they come to a stop sign (to move the activity along, teacher may want to read it aloud)

Students will meet with a team and reread the story of the camping trip, stopping at each stop sign and comparing and revising their drawings.

As students finish, they will complete the Checking Understanding questions to make conclusions about their learning.

Ask students, “What questions do you have now?”

Allow for a group discussion of new learning, added background information from teacher, and new questions from students.

Teacher will lead a discussion of Checking Understanding.

Ask students, “What questions do you have now?”

Allow for a group discussion of new learning, added background information from teacher, and new questions from students.

What might you find in the daytime sky

that is different from what you would find

in the nighttime sky?

What might you find that is the same?

Objects in the Sky

Science Content Words

Use these terms when teaching the lesson:

Earth The planet on which we live; the world

Moon The natural satellite of the earth, visible (chiefly at night) by reflected light from the sun

Star A fixed luminous point in the night sky that is a large, remote incandescent body like the sun

Sun The star around which the earth orbits

Integration Hints

Students can write their own story and illustrate it in the same way, showing where the sun and other

objects in the sky would be at different times.

Science Notebook Helper

Students could fold and tape in their drawings, and record their conclusions in their notebooks.

Assessment Opportunities

Formative Assessment Probe “Objects in the Sky”

Student drawings of the sky wilderness

Teacher Observation

Science notebook entries

Objects in the Sky

Lesson 2 – Moon Watching Students will observe the moon during the day and night, and record its appearance, position in the sky, and its direction every day for a month. *It’s best to begin this lesson when the moon is in its first quarter.

Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

Focus Question(s)

How does the moon change each day?


Have students share their ideas generated

from the questions.

Read Moon Watching with students, and

help them set up pages on which to record

their daily moon observations.

Explain that Becoming Moon Watchers has

two parts: day observations and night

observations.

Guide students through the pages and

explain to them how to complete the Day

Moon Calendar.

Guide students through the pages and

demonstrate how to use hand measures to

find the moon's sky position.

Take students outside to make and record

their observations.

Back in the classroom record the moon's

shape and any observations on the class

chart.

Review procedures for night moon

watching.

Have a student volunteer record the shape

of last night's moon, and add any

What have you seen when you have

watched the moon?

What do you think a scientist would record

in her notebook when she observes the

moon?

Why do you think it is important to spend

time observing the moon?

Objects in the Sky

observations that class wants.

Lead teams in going out daily to complete

daytime moon watching.

While waiting for the moon to complete its

phases, continue with reading selections

about the moon.

Read and discuss the poem "The Wind and

the Moon" with the students.

Guide teams and class to discuss the class

charts and their moon records.

Lead a group discussion of new learning,

adding background information from the

teacher's guide. Ask students, “What questions do you

have now?” Allow for a group discussion of new

learning, added background information from teacher, and new questions from students.



orbit The path that one object in the sky follows around another.

phases Patterns that happen over and over again.

spin To turn swiftly.

Integration Hints

Check your school library for books and videos about the moon.

Students can create 3-dimesional representations of the lunar cycle to present and explain to others.

Students could create a “moon brochure” about traveling to the moon.


Responses to the questions about what students know about the moon can be recorded in the

notebooks. Students could record their moon observations in their notebooks. Questions that conclude

the lesson can be written in the notebook.


Completed moon calendars

Objects in the Sky

Teacher observation


Objects in the Sky

Lesson 3 – Changes in Shadows Students will investigate how their shadows move, and how they can cause their shadows to change. Then students will investigate how to make their shadows change without moving. *Schedule time in a large, open, paved area that is in the sun for most of the day. Students should go back outside at least an hour later to observe their initial shadow tracings and to create another for comparison.

Clarifying Objectives

3.E.1.2 Recognize the changes in the length or direction of an object’s shadow indicate the apparent

changing position of the sun during the day although the patterns of the stars in the sky, to include the

sun, stay the same.

4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium

to another, and that light can be reflected, refracted, and absorbed.

Focus Question(s)

How and why do our shadows change throughout the day?

How can we make our shadows change?


Administer the “Me and My Shadow” formative assessment probe.

Review the task Shadow Fun, and take

students outside to complete the task, and

record observations.

Return to the classroom and conclude by

discussing the questions under Ideas to

Think About.

Allow for a group discussion of new

learning, added background information

from teacher, and new questions from

students.

Assign students to teams (they can work in

pairs or teams of three)

Review what students know about what

causes shadows to change, and if they

think their shadows will move if they do

not.

Review the task of Shadows on the Move.

Take students outdoors to complete steps

How might your shadow change in size or

shape?

How will we know that the shadow has

changed?

How do you think those changes

happened?

Why is it important when we are

measuring shadows over time to stand in

the exact same spot?

Will all of the shadows change in the same

way, or in the same amount? Why or why

not?

Can you predict a pattern of change in

shadows that will happen every day?

Objects in the Sky

1- 6.

Before taking the students out again, have

them make predictions.

At least an hour later on the same day...

Take students out to complete steps 9 - 12

of Shadows on the Move.

Once students have drawn and measured

their shadows question students about

how their shadows changed, and how they

might determine how much the shadows

have changed.

To conclude, have a discussion about the

changes in student's own shadow, and

among teams.

Allow teams time to discuss and write

responses to the Checking Understanding.

Discuss responses as a class.

Allow for a group discussion of new



students.



position A place where someone or something is located or has been put: "the ship's position"

shadow A dark area or shape produced by a body coming between rays of light and a surface.

*As students are ready, begin to use names of the different moon phases: new, crescent, quarter,

gibbous, full (waxing and waning)

Integration Hints

Changes in shadows can be photographed throughout the day.

Students can predict how shadows would change over a course of a day, and then investigate, and discuss results.

Students could observe their shadows throughout the year in order to find that the sun’s position is not always the same during different seasons.

Play shadow tag

Objects in the Sky


Students can record their shadow data, predictions and conclusions in their notebooks. The record page

could be glued or taped in as well.


Teacher observation


Objects in the Sky

Lesson 4 – Stargazing Students will read legends about constellations, make a “constellation in a can,” make their own constellations and write a legend, and locate their constellations on star maps. *Secure a room that can be darkened easily, and with uncluttered walls. Collect coffee or soup cans prior to the lesson. This lesson can be completed using flashlights or the overhead as an option if cans are not available.


3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star),

planets, and many moons and the Earth is the third planet from the sun in our solar system.

Focus Question(s)

How can we observe and describe the position of the stars in the sky?


Read the opening paragraph in the student

guide with the class.

Lead a discussion of what students know

about stars, star watching and

constellations.

Students will complete CM 4-1 "Stargazing

Anticipation Guide", and read the non-

fiction selection "Stargazing" in the

student guide.

Review the activity Making a

Constellation, and show a sample. [This

activity can also be done by making the

patterns smaller and putting them on

small tag circles that will fit on the end of

the flashlights, or by making them on a

half of a file folder, and projecting them

on the overhead projector.]

When all teams have finished their

constellations, hold a star show.


added background information from

teacher, and new questions from students.

Assist students to work in teams to locate

their star pattern and those near it, on a

star map.

What have you learned about your

constellation?

Can you compare the constellations' sizes,

shapes, and number of stars?

Do you recognize any of the patterns of

the constellations?

Do you think everyone in the world sees

the same "pictures", or do they see

different figures? Why or why not?

Objects in the Sky

Assist students to locate their star pattern

on a more complicated star map.

Lead the class in a discussion of what they

found.

Lead a second group discussion of new



students.

Invite students to discuss the questions in

Sharing Ideas.



constellation A group of stars forming a pattern that is traditionally named after its apparent form.

Integration Hints

Students can research the myths or folktales which have inspired the names of constellations.

Make “constellations in a canister” by using film canisters or toilet paper rolls. Canisters could

be placed at a center along with a handout about constellations. Students could attempt to

identify each one.


Students could describe the activities they completed, and draw pictures. Star maps and record page

can be glued into the notebook.


Students create a model of a constellation and recognize constellations as star patterns.

Teacher observation


Objects in the Sky

Lesson 5 – Star Guides Students will learn about Polaris and the North Star, and will read legends about the constellations Ursa Major and Cassiopeia. They will make a star finder that will help them locate the Big Dipper, the Little Dipper, and Cassiopeia.




Focus Question(s)

How can we observe and describe the positions and patterns of movement of stars in the sky?


Read and discuss the legends and use

overhead to project star constellations

students made. Challenge students to use

their star maps to locate constellations.

Students can draw constellations in their

science notebooks.

Assign teams and have students construct

a Dipper and Queen Finder and then allow

time to practice using them after a

demonstration.

Project the seasonal star maps on a blank

wall and ask students to align their Dipper

and Queen Finder to match the season

displayed.

Read the legend of Queen Cassiopeia

Review with the students the instructions

for Star Gazing

Invite students to share and compare their

nighttime observations, notes, and

drawings.

Challenge students to predict the positions

of the Big Dipper and Cassiopeia at

different time of the evening.

Read and discuss Annie Jump Cannon


added background information from

teacher, and new questions from students.

What happens when you change the date

and time on your finder? Why do you think

that happens?

How would you describe to someone else

how to find the Big Dipper?

What makes the constellations appear to

move?

Objects in the Sky



constellation A group of stars forming a pattern that is traditionally named after its apparent form; examples in this lesson include Big Dipper, Cassiopeia, and Ursa Major (“Larger Bear”)

Polaris the North Star

Integration Hints

Consider a fieldtrip to Morehead Planetarium in Chapel Hill. They also offer an outreach

program called ‘Planets.’

Students continue their research on how constellations were named.


Students can record their observations and drawings of the constellations they observe in the night sky.

Predictions about the positions of the Big Dipper and Cassiopeia at different times during the night

should be recorded, and conclusions to the lesson.


Students respond to the questions in the Checking Understanding section of the student guide.

Teacher observation


Objects in the Sky

Lesson 6 – Moon Movies Students will review their moon calendars, and sequence illustrations of the moon phases to make “moon movies.”




4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around

the Earth.

4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium

to another, and that light can be reflected, refracted, and absorbed.

Focus Question(s)

How does the moon change in appearance over time?


Assemble children with their science

notebooks and student guides to read and

discuss the nonfiction selection Moon Movies

in the student guide.

Team students together for making their

own Moon Movies. Be sure to emphasize

that students should glue the Moon

pictures in the same place on the cards.

Invite teams to share their Moon Movies

with one another and discuss how they

made decisions about the order of the

Moon pictures. Ask: How would a scientist

decide on an answer?

Lead a class discussion in which students

share their responses to the checking

Understanding questions.

Facilitate a group discussion of new



students.

How does the moon change in appearance over time?

What patterns do you notice related to the moon? How do you know?

How can you relate what you noticed to the information we recorded on our Moon Calendars?

How did you make decisions about the order of the Moon pictures on your flip book?

How did you know you were right?

Objects in the Sky



first quarter moon

Moon phase between the New and Full Moon where exactly half of the side facing Earth is illuminated. This phase occurs approximately one week after New Moon.

full moon The moon when it is visible as a fully illuminated disk.

gibbous moon The moon phase between a full moon and a half moon, or between a half moon and a full moon.

moon phases A lunar phase or phase of the moon is the appearance of the illuminated portion of the Moon as seen by an observer

new moon A phase of the Moon in which none of the sides facing Earth is illuminated by the Sun.

waning moon The moon at any time after full moon and before new moon (so called because its illuminated area is decreasing).

waxing moon The moon at any time after new moon and before full moon, so called because its illuminated area is increasing.

Integration Hints

Incorporate the use of models to help students understand science concepts. Demonstrate the

moon phase cycle using a Styrofoam ball, pencil, and land as described in the teacher guide.


Students can respond to the Checking Understanding questions (available in the student guides) and add

drawings/diagrams to support their responses.


Students complete a “moon movie” flipbook with the moon phase pictures in the correct order.

Teacher observation


Objects in the Sky

Lesson 7 – Patterns in the Sky Students review their notebook observations, record pages, and calendars from lesson 2, 3, and 5 and describe changes in the positions of the Sun, Moon, and stars, and draw “sky paths.”




4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.

Focus Question(s)

How can we describe and display the positions and the patterns of movement of the sun, moon, and

stars?


Have students pull out their science

notebooks and review their observations.

Allow students time to answer the

questions on pages 114 & 115 in the

student guide.

Briefly discuss students' responses to the

questions and have them justify their

answers.

Introduce the sky path activity to students.

Allow teams time to complete their task

and circulate around room to assist as

needed.

Ask teams to explain their reasoning for

the placement of the objects.




students.

Allow teams time to complete their

drawings from Making Sky Paths then

compare their models with one another.

See "How To Promote Scientific

Conversation" in the How-to Handbook.

Involve students in making a large model

of the patterns they have observed in the

How did you know the answers to the questions in this lesson?

Could you explain your answers to someone else?

Objects in the Sky

sky.

Display enlarged images of the Sun, Moon,

and the Big Dipper for students to view.

Explain these images will become a model

of their observations. Ask students to

propose a model that might work.

Encourage students to label the images

with the time of day or night.



Big Dipper A constellation of seven bright stars in Ursa Major (the Great Bear), containing the Pointers that indicate the direction to Polaris.

Cassiopeia A constellation near the north celestial pole, recognizable by the conspicuous "W" pattern of its brightest stars.

celestial Having to do with the skies or visible heavens (the Sun, Moon, stars, and planetary bodies).

Little Dipper The seven bright stars of the constellation Ursa Minor.

Integration Hints

A short lesson/demonstration can be completed using a globe and lamp to explain the cause of

seasons (This concept will be further developed in the 5th grade Weather unit.)


Students should answer the questions to Using Records to Find Patterns, and support their answers with

data from their notebooks. Individual drawings of the sun’s and moon’s sky paths can be drawn in

notebooks.


Listen to student conversation during the "Sharing Ideas" portion of the lesson, taking note of

any misconceptions in student thinking and recording on form CM-1 in the Investigating Objects

in the Sky teacher guide, Notes for Assessing Student Outcomes.

Interview students to probe them for evidence of understanding that objects in the sky have

properties, positions, and movements that can observed and described.

Modeling of the sky paths


Objects in the Sky

Lesson 8 – Movement in the Sky…Why? Students will consider why objects in the sky have regular patterns of movements. Teams will make a “walking model” of an Earth – Moon – Sun system.




4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.

Focus Question(s)

Which objects in the sky have regular patterns of movement?

Which objects only appear to move in the sky? Why?


Read and discuss the star trails and ask

students to explain what they see in the

photograph the student guide.

Ask students to draw diagrams or pictures to

show what they think happened to create the

trails.

Read and discuss Astronomy Then and

Now.

Monitor student groups as they complete

the Spinning Objects Team Task in the

student guide.

Monitor student groups as they construct

a model of the Earth, Sun, and Moon.

Have student teams demonstrate their

models and explain their thinking.

Group students back together to respond

to questions in the Checking

Understanding section of the student

guide.

Ask students, "What questions do you

have now?"




students.

How has our knowledge about objects in

the sky changed?

How do objects in the universe spin?

How can you use your model to explain

what you've learned about the position

and movement of objects in the sky?

Objects in the Sky



astronomy The branch of science that deals with celestial objects, space, and the physical universe as a whole.

elliptical Egg-shaped: rounded like an egg.

model A three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original.

orbit n. The curved path of a celestial object or spacecraft around a star, planet, or moon, esp. a periodic elliptical revolution.

v. (of a celestial object or spacecraft) Move in orbit around (a star, planet, or moon): "Mercury orbits the Sun

revolve Move in a circular orbit around.

rotate To turn around on an axis or center.

spin A rapid turning or whirling motion

Integration Hints

Share The Stargazers, by Gail Gibbons.


Students could write and draw to explain what they modeled. Checking Understanding will help the

students conclude the lesson.


Students model the movement in Earth’s Neighborhood – the Earth-Moon-Sun system

Teacher observation


Objects in the Sky

Lesson 9 – Other Objects in the Sky Students will read about planets, and be encouraged to find out about other objects in the sky. This lesson would provide enrichment only.




Focus Question(s)

What other objects follow patterns of movement in the sky?


View and discuss the diagram of the Solar

System in the student guide.

Have students share their understanding of

the plants in the Solar System.

Encourage students to find additional

resources about the planets.

Review the investigation directions in the

student guide.

Provide time for students to complete

their Venn diagrams.

Ask for student volunteers to share their

Venn diagrams.

Have class construct the scale model in a

place large enough to place all the planets.

Review the questions in the Checking

Understanding section of the student

guide as a class or in small groups.

Ask students, "What questions do you

have now?"




students.

Ask students if they can view any of the planets in the sky.

Discuss how planets are different from each other.

How are planets different from stars?

How is Earth similar to other planets in the solar system? How is it different?

Objects in the Sky



planet A celestial body moving in an elliptical orbit around a star.

position Where something is located (often in relation to something else.)

scale model A scale model is a physical model, a representation or copy of an object that is larger or smaller than the actual size of the object.

solar system The collection of planets and their moons in orbit around a sun, together with smaller bodies such as asteroids, meteoroids, and comets.

Integration Hints

Students could research a planet or other object in the sky such as comets or asteroids.


Students could write explanations of the scale model of the solar system they made in class.


Students complete a Venn diagram comparing and contrasting Earth and another planet.

Teacher observation


Objects in the Sky

Alignment Lesson - Taking a Closer Look at Earth: Landforms Students participate in viewing a website and a teacher-guided discussion of the Earth's landform features.


3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Focus Question(s)

What are similarities and differences of the landforms of the Earth?


Have students write the heading Landforms

in their science notebooks and ask them to

write what they know

Ask students to share their ideas.

Project the landform slideshow (available

on CMAPP) and discuss each landform

with the class

Instruct students to compare and contrast

landforms by drawing a Venn diagram or

table in their notebooks.

Have students share their observations.

Ask students what questions they may have.

What are similarities and differences of

the landforms we have seen today?

What do you think caused these

landforms? Why do you think so?



hills Hills are elevations of the earth's surface that have distinct summits, but are lower in elevation than mountains.

landforms Natural features of the landscape, natural physical features of the earths surface, for example, valleys, plateaus, mountains, plains, hills, loess, or glaciers.

mountains 1.A large natural elevation of the earth's surface rising abruptly from the surrounding level; a large steep hill.

2. A region where there are many such features, characterized by remoteness and inaccessibility.

Objects in the Sky

plains Plains are broad, nearly level stretches of land that have no great changes in elevation.

plateau A plateau is a large highland area of fairly level land separated from surrounding land by steep slopes.

valley A hollow or surface depression of the earth bounded by hills or mountains, a natural trough in the earth's surface, that slopes down to a stream, lake or the ocean, formed by water and/or ice erosion.

Integration Hints

Students can create riddles about landforms for peers to solve.

Use Google Earth to zoom in on some of Earth’s famous landforms such as the Grand Canyon or

Mount Everest.


Students create a Venn diagram or table in their science notebooks to compare and contrast Earth’s

landforms.


Students accurately complete a Venn diagram or table to compare and contrast Earth’s

landforms.

Teacher observation


Objects in the Sky

Alignment Lesson - Comparing Earth to its Neighbor, Mars Students participate in a lesson comparing and contrasting the land and water features of Earth and Mars.


3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Focus Question(s)

What surface features do Earth and Mars share in common? How are they different?

Why might Earth appear blue from space?


A detailed lesson plan is available on CMAPP.

Students will talk with a partner about their knowledge of the planet Mars.

Present the PowerPoint and ask guiding questions to help students compare and contrast the features of each planet.

Facilitate a class discussion of the similarities and differences between the physical features of Earth and Mars.

Record class findings on a graphic organizer – students can include the graphic organizer in their science notebooks.

Here is a picture of Earth, what do you see? [oceans, weather, atmosphere, continents, polar cap]

Here are a couple pictures of Mars, what do you see? [red dirt, huge canyon, ice caps, extremely thin atmosphere]

What surface features do Earth and Mars share in common? [volcanoes, polar cap, mountains, valley networks, maybe frozen lakes]

How are they different? [no oceans or running water on Mars, thin atmosphere on Mars, larger size of features on Mars]

Why might Earth appear blue from space?



feature A distinctive attribute or aspect of something.

Mars A small, reddish planet that is the fourth in order from the sun and is periodically visible to the naked eye.

Objects in the Sky

Integration Hints

Share books about Earth and its features and/or Mars and its features.

Students can explore websites about Mars.


Students complete a comparison of Earth and Mars as a class and include notes/graphic organizer in

their science notebooks.


Students compare Earth and Mars noting similarities and differences, especially that Earth is

mostly covered by water.

Teacher observation


Objects in the Sky

Lesson 10 – Confusion in the Sky Wilderness Students will review what they have learned about objects in the sky by reading a story that contains incorrect information about the appearance and position of the Sun, Moon, and stars, and correcting the mistakes. They will also write in their notebooks about what they have learned during this unit of study, and pose questions they would like to investigate further.


3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize the changes in the length or direction of an object’s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

Focus Question(s)

What have you learned about the pattern of movement of the objects in the sky?


Read the introduction to the lesson and

review team task.

Allow teams time to work independently

and encourage dialogue with the teams.

Let teams present their corrections to the

story with the class.

Have students look back at their drawing

from Lesson 1 to share how they would

change their drawings based on what they

know now.

Collect student notebooks for evaluation.

Collect teams' responses to the mistakes in

the story in this lesson.

Direct students to select one task form the

Checking Understanding section and write

stories or factual accounts that display

While reading the story, students should consider the following:

Is the sun where it belongs? Does the sun look the way it should? Is the moon where it belongs? Does the moon look the way it should? Are the stars where they belong? Do the stars look the way they should? Is the information about the sun, moon,

and stars correct? How might incorrect information be

corrected? Use evidence from your science notebook.

Objects in the Sky

what they have learned in their science

notebooks.


Use terms introduced throughout the unit.

Integration Hints

This lesson can be used as a review of concepts introduced in this unit.

Students can write a letter to an astronomer and tell her/him what they learned about objects

in the sky and list questions they might still have.


Students should write their responses about the mistakes in the camping story, and their responses to

Checking Understanding in their notebooks.


The teacher guide identifies this lesson as an assessment opportunity.

Objects in the Sky -...

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Transcript of Objects in the Sky -...