The Earth’s Place in the Universe - Center for Learning ... · The Earth’s Place in the...

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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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)

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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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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**


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


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



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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


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


4perstudent InnerPlanetsPowerPoint Thumbdrive1perstudent iPad/laptop ClassroomTeacher1perstudent InnerPlanetsPresentationFactsWorksheet Binder1perstudent ScienceJournals ClassroomTeacher




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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


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


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


1 CrashCourseEarth’RotationVideo Thumbdrive6 StyrofoamBalls Bin6 TennisBalls Bin1container Toothpicks Bin1perstudent RotationActivityWorksheet Binder3sets PicturesoftheSun,Earth,andMoon(cutoutandputintoZiplocbags) Bin



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


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




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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.


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Lesson8:Earth’sGravitationalForceBACKGROUND

OverviewoftheLessonStudentswilllearnhowgravityworksbywatchingvideosandparticipatinginactivitieswhichdemonstratethepowerofgravity.FocusStandard5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.StateAssessmentBoundary:Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment. ELAWritingStandards

• Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.

LearningTargetsIcangiveanexampleofaforceIcanexplainhowgravitationalforceworks


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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


DefiningGravityVideo ThumbDrive12 Pennies Bin


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5 Rulers ClassroomTeacher4 Bathroomorkitchenscales Bin6 Objectforweighing ClassroomTeacher5 Stopwatches Bin


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).


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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.


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AssessmentHavestudentsanswerthefollowingpromptintheirsciencejournals:WhatevidencesupportsthatgravityonEarthpullsobjectstowardthecenteroftheplanetinsteadoftowardsomeotherpointonEarth?ScoringRubric

2-pointresponse:● Studentidentifiesthatadroppedobjectfallsdown.● StudentidentifiesthatthisdownwardmotionoccursateveryplaceonEarth,sothatmeansobjectsmovetoward

thecenteroftheplanet.1-pointresponse:

StudentdoesnotnotethatthedownwardmotionofafallingobjectisthesameeverywhereonEarth.0-pointresponse:

Theresponseshowsnounderstandingofthetask/problem


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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


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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


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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


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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

The Earth’s Place in the Universe - Center for Learning ... · The Earth’s Place in the...

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Transcript of The Earth’s Place in the Universe - Center for Learning ... · The Earth’s Place in the...