Spinning Earth - learning.amplify.com

Investigation Notebook

Spinning Earth:Investigating Patterns in the Sky

© 2018 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book herein in sufficient quantities for classroom use only and not for resale.

These materials are based upon work partially supported by the National Science Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.

Amplify Science Elementary is based on the Seeds of Science/Roots of Reading® approach, which is a collaboration between a science team led by Jacqueline Barber and a literacy team led by P. David Pearson.

www.scienceandliteracy.org

Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com

Spinning Earth: Investigating Patterns in the Sky ISBN: 978-1-945192-88-3 AMP.NA18

Safety Guidelines for Science Investigations 1–2

Chapter 1

Sky Observations 1 4


Observing the Sky from Different Places 6–7

The Sky for Mya and Rico 8–9

Chapter 2

Daytime and Nighttime on Earth 10

Sai and His Grandma on Earth 12–13

Chapter 3


Horizon Observations 15

Morning Sky Observations 1 16

Afternoon Sky Observations 1 17

Explaining Sunset to Sai 18

Chapter 4

Morning Sky Observations 2 19

Afternoon Sky Observations 2 20

Organizing Sky Mural Data 21

Table of Contents

Chapter 5

Organizing Observations fromA Walk Through the Seasons 22

Glossary 23–24

Table of Contents (continued)

1

1. Follow instructions. Listen carefully to your teacher’s instructions. Ask questions if you do not know what to do.

2. Do not taste things. No tasting anything or putting it near your mouth unless your teacher says it is safe to do so.

3. Smell substances like a chemist. When you smell a substance, do not put your nose near it. Instead, gently move the air from above the substance to your nose. This is how chemists smell substances.

4. Protect your eyes. Wear safety goggles if something wet could splash into your eyes, if powder or dust might get in your eyes, or if something sharp could fly into your eyes.

5. Protect your hands. Wear gloves if you are working with materials or chemicals that could irritate your skin.

6. Keep your hands away from your face. Do not touch your face, mouth, ears, eyes, or nose while working with chemicals, plants, or animals.

7. Tell your teacher if you have allergies. This will keep you safe and comfortable during science class.

8. Be calm and careful. Move carefully and slowly around the classroom. Save your outdoor behavior for recess.

1

Safety Guidelines for Science Investigations

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

2

9. Report all spills, accidents, and injuries to your teacher. Tell your teacher if something spills, if there is an accident, or if someone gets injured.

10. Avoid anything that could cause a burn. Allow your teacher to work with hot water or hot equipment.

11. Wash your hands after class. Make sure to wash your hands thoroughly with soap and water after handling plants, animals, or science materials.

2

Safety Guidelines for Science Investigations (continued)


4

Name: _____________________________________ Date: ________________

Spinning Earth—Lesson 1.1

Sky Observations 1

Directions:

1. Observe the sky. 2. Draw what you observe in the sky.3. Label your drawing.

________________________________________________________

________________________________________________________

________________________________________________________


5Spinning Earth—Lesson 1.2

Name: _____________________________________ Date: ________________

Sky Observations 2

Directions:

1. Observe the sky. 2. Draw what you observe in the sky.3. Label your drawing.

________________________________________________________

________________________________________________________

________________________________________________________


6

Name: _____________________________________ Date: ________________


Observing the Sky from Different Places

Directions:

1. Observe the sky from each place.2. In the boxes on this page and the next page, draw what

you observe in the sky from each place.

1

2

3



Name: _____________________________________ Date: ________________

Observing the Sky from Different Places (continued)

4

5

6


8

Name: _____________________________________ Date: ________________


The Sky for Mya and Rico

Directions:

1. Read about Mya and Rico below.

2. On the next page, draw what Mya sees in the sky right now.

3. Then, draw what Rico sees in the sky right now.

4. Read the question on the next page.

5. Talk with your partner about the question. Use your drawings to help you explain how you will answer the question.

6. Write your answer to the question and explain your thinking.

Mya and Rico are observing the sky. Mya observes that it is daytime, and Rico observes that it is nighttime.



Name: _____________________________________ Date: ________________

The Sky for Mya and Rico (continued)

What Mya sees right now What Rico sees right now

Do you think Mya and Rico live in the same place or in different places? Explain why you think that.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


10

Name: _____________________________________ Date: ________________


Daytime and Nighttime on Earth

Directions:

1. Draw an X on a place on Earth where it is daytime right now.2. Draw a circle on a place on Earth where it is nighttime

right now.3. Answer the questions below the picture.

Imagine a person standing where you drew an X. What might this person see in the sky right now?

________________________________________________________

Imagine a person standing where you drew a circle. What might this person see in the sky right now?

________________________________________________________

sun


11

Name: _____________________________________ Date: ________________

You can use this page to write notes or make drawings.


12

Name: _____________________________________ Date: ________________


Sai and His Grandma on Earth

Directions:

1. Talk to your partner about where on Earth Sai was and where on Earth his grandma was when they talked on the phone.

2. Draw an X on a place on Earth where you think Sai was.3. Draw a circle on a place on Earth where you think Sai’s

grandma was.4. Write your answers to the questions on the next page.

sun



Name: _____________________________________ Date: ________________

Sai and His Grandma on Earth (continued)

What ideas helped you decide where to draw an X?

________________________________________________________

________________________________________________________

________________________________________________________

What ideas helped you decide where to draw a circle?

________________________________________________________

________________________________________________________

________________________________________________________


14

Name: _____________________________________ Date: ________________


Sky Observations 3

Directions:

1. Observe where the sun is in the sky. 2. Talk with your partner about how to record where the sun is

in the sky right now.3. In the box below, draw where the sun is right now.

________________________________________________________

________________________________________________________

________________________________________________________



Name: _____________________________________ Date: ________________

Horizon Observations

Directions:

1. Write your arrow number on the line below. 2. When you go outside, sit by your arrow.3. Observe the horizon in the direction your arrow points.4. In the box below, draw what you observe.

Arrow number: ________

________________________________________________________

________________________________________________________

________________________________________________________


16

Name: _____________________________________ Date: ________________


Morning Sky Observations 1

Directions:

1. Write the time on the line below. 2. Observe your teacher pointing toward the sun. 3. Circle the picture that looks most like your teacher’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe. 6. Label the horizon.

Time: ________

very low low medium-high high very high



Name: _____________________________________ Date: ________________

Afternoon Sky Observations 1

Directions:

1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner's arm. 4. Face the direction of the sun.5. In the box below, draw what you observe. 6. Label the horizon.

Time: ________



18

Name: _____________________________________ Date: ________________


Explaining Sunset to Sai

Directions:

1. Read the first sentence below.2. Complete the second sentence to explain why it was daytime

when Sai started talking to his grandma.3. Complete the third sentence to explain why it was nighttime

at the end of Sai’s phone call with his grandma.

Daytime changed to nighttime for you because Earth spins.

First, ___________________________________________________

________________________________________________________

________________________________________________________

Then, __________________________________________________

________________________________________________________

________________________________________________________



Name: _____________________________________ Date: ________________

Morning Sky Observations 2

Directions:

1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe on the horizon.6. Label the horizon.

Time: ________



20

Name: _____________________________________ Date: ________________


Afternoon Sky Observations 2

Directions:

1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe on the horizon.6. Label the horizon.

Time: ________




Name: _____________________________________ Date: ________________

Organizing Sky Mural Data

Directions:

1. Use data from the Sky Mural and the Sun Height pictures to complete the Sky Mural Data Table below.

2. Find the row labeled Day 1. Record how high the sun was in the sky during our morning, afternoon, and evening observations on Day 1.

3. Find the row labeled Day 2. Record how high the sun was in the sky during our morning, afternoon, and evening observations on Day 2.

Sky Mural Data Table

Morning Afternoon Evening

Day 1

Day 2



22

Name: _____________________________________ Date: ________________


Organizing Observations from A Walk Through the Seasons

Directions:

1. For each season, find the pages where the girl describes what she saw in the sky in the morning and evening.

2. In the boxes below, draw what she saw in the sky at each time.

morning evening

spring

summer

fall

winter


23Spinning Earth

Glossary

data: observations or measurements recorded in an investigation

datos: observaciones o mediciones apuntadas en una investigación

day: a length of time that includes one full daytime and one full nighttime día: un periodo de tiempo que incluye las horas diurnas y las horas nocturnas

daytime: the part of the day when the sky is bright

horas diurnas: la parte del día en la que el cielo está luminoso

Earth: the planet we live on

Tierra: el planeta en el que vivimos

horizon: the line where Earth and the sky look like they come together

horizonte: la línea en donde parece que se juntan la Tierra y el cielo

nighttime: the part of the day when the sky is dark

horas nocturnas: la parte del día en la que el cielo está oscuro

organize: to set things up in a way that makes sense

organizar: ordenar las cosas de manera que tenga sentido


24 Spinning Earth

pattern: something we observe to be similar over and over again

patrón: algo que observamos que sea similar una y otra vez

predict: to use what you already know to decide what you think might happen

predecir: usar lo que ya sabes para decidir lo que piensas que podría pasar

record: to draw or write down information

apuntar: dibujar o escribir información

Glossary (continued)


Lawrence Hall of Science:Program Directors: Jacqueline Barber and P. David Pearson

Curriculum Director, Grades K–1: Alison K. Billman

Curriculum Director, Grades 2–5: Jennifer Tilson

Curriculum Director, Grades 6–8: Suzanna Loper

Assessment and Analytics Director: Eric Greenwald

Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky

Operations and Project Director: Cameron Kate Yahr

Student Apps Director: Ari Krakowski

Student Content Director: Ashley Chase

Leadership Team: Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss, Ryan Montgomery,

Padraig Nash, Kathryn Chong Quigley, Carissa Romano, Elizabeth Shafer, Traci K. Shields, Jane Strohm

Spinning Earth: Investigating Patterns in the Sky Unit Team:

Amplify:

Credit: Illustration: Cover: Tory Novikova

Richard T. Ables

Stacy Au-yang

Candice Bradley

Joanna Burgarino

Meghan Comstock

John Erickson

Alya Hameed

Sophia Lambertsen

Deirdre MacMillan

Alestra Flores Menéndez

Christina Morales

Meredith W. Moran

Claire D. Spafford

Jade Sharify Talbot

Irene Chan

Samuel Crane

Shira Kronzon

Charvi Magdaong

Thomas Maher

Rick Martin

Matt Reed

Eve Silberman

Steven Zavari

Published and Distributed by Amplify.www.amplify.com

Your Investigation Notebook

Scientists use notebooks to keep track of their investigations. They record things they learn from other scientists. Sometimes they draw or make diagrams. They record ideas and information they want to remember.

Your Investigation Notebook is a place for you to keep track of:

• investigations you do in class.

• what you learn from reading science books.

• your questions, predictions, and observations.

• your explanations and the evidence you find to support those explanations.

• your ideas!

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