Education Standards
0.- Earth and Space Earth's Patterns of Movement
0-WA OER EFSIS 5th Grade Earth and Space Patterns in the Sky Google Slides
A. Elementary Framework Template
B.-WA OER Fifth Grade EFSIS Lesson plans
C.-WA OER Fifth Grade EFSIS Lesson plans
D.-Sun Followed by the Moon Timelapse
E.-Earth and Space Lesson 1 Notice Wonder T-Chart
F.-Student Initial Model Lesson 1
G.-What I know about the sun and stars T Chart
H.-The Sun and Other Stars video
I. -Our Sun, How Well Do You Know It? NASA Investigations
J.-Observations and Inferences Teachers' Pet tutorial video
K.-Inferences Tutorial Video
L.-NASA Article: How Does our Sun Compare with Other Stars
M. -Crash Course Star Personalities
N. WA OER Distance and Brightness Observation Table
P.-Generation Genius: Earth's Orbit and Rotation
Q.-WA OER Time of Day Shadow Lenght Data Table docx
R.-Crash Course: Earth's Rotation and Revolution
S.-Interactive PhET Gravity and Orbit Simulatio
T.-Crash Course for Kids: Seasons and the Sun
U.-What Causes the Season? NASA Article
V.-Why Do We Have Seasons? simulation
W.- Sun Earth Moon model to construct
X.-Crash Course for Kids: Constellation Location
Y.-Online Planetarium
Fifth Grade Elementary Science and Integrated Subjects-Earth & Space: Patterns in the Sky
Overview
The Fifth Grade Elementary Framework for Science and Integrated Subjects,Earth and Space: Patterns in the Sky, uses the phenomena of perceived sun and moon movements that seem to move around the Earth to explore stars, Earth orbit and rotation and moon orbit around Earth. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Standards, Phenomena, Big Ideas and Routines
Development Team
Bambi Pescasio and Kristi McLean; Kennewick School District
Georgia Boatman Elementary Frameworks for Science and Integrated Subjects Facilitator
5th Grade
Fifth Grade Earth and Space Science: Patterns in the Sky
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Fifth Grade Disciplinary Core Ideas include ePS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3
For ESS1, ESS2, and ESS3, students are expected to develop an understanding of:
- how to use models to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
- how to describe and graph data to provide evidence about the distribution of water on Earth
- patterns of daily changes in length and direction of shadows, day and night, and
- the seasonal appearance of some stars in the night sky
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns
- scale, proportion, and quantity
- systems and systems models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- developing and using models
- analyzing and interpreting data
- using mathematics and computational thinking
- obtaining, evaluating, and communicating information
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. (5-ESS2-1) Develop a model using an example to describe a scientific principle.
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. (5-ESS1-2) Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships
Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. (5-ESS2-2) Describe and graph quantities such as area and volume to address scientific questions.
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). (5-ESS1-1) Support an argument with evidence, data, or a model.
Obtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. (5-ESS3-1) Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(5-ESS1-2) Patterns-Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
(5-ESS1-1) (50ESS2-2) Scale, Proportion, and Quantity-Natural objects exist from the very small to the immensely large.
(5-ESS2-1) (5-ESS3-1) Systems and System Models- A system can be described in terms of its components and their interactions.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
(RI.5.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS1-1) (5-ESS3-1)
(RI.5.2) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
(RI.5.5) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
(RI.5.7) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1-1) (5-ESS2-1) (5-ESS2-2) (5-ESS3-1)
(RI.5.9) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS1-1) (5-ESS3-1)-read one of three texts about stars and with a student team synthesize the information to develop bullet points about distance of various stars and their brightness
(W.5.9) Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
(W.5.1) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-ESS1-1)
(W.5.8) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2) (5-ESS3-1)
(W.5.2.D) Use precise language and domain-specific vocabulary to inform about or explain the topic.
(L.5.4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 5th grade reading and content, choosing flexibly from a range of strategies.
(SL.5.3) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
(SL.5.5) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2) (5-ESS2-1) (5-ESS2-2)
Mathematics Standards
How will I Integrate Mathematics Standards?
(MP.4) Model with mathematics. (5-ESS1-1) (5-ESS1-2) (5-ESS2-1) (5-ESS2-2) (5-ESS3-1)
(.5.MD.B.2) Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
(5.NBT.A.2) Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-ESS1-1)
Phenomena
Students investigate a phenomenon of changing amounts of daylight per day over a year. The sun appears to move across the sky throughout the day and at times it seems bigger than other days. Is the sun changing? The motion and position of the Earth in the Solar System causes daily and annual patterns that can be accurately predicted over time. The tilt of the Earth explains variation of the light from the Sun in different places on Earth. The position of the revolution of Earth around the Sun combined with the rotation of the Earth on its axis are the reasons for the difference in daylight hours. The rotation of Earth is the reason for day and night patterns.
- Why do the sun and moon seem to be moving across the sky?
- Why is the sun so bright?
- What are stars and do they move in the sky?
- Can we use the sun to tell the time?
- Can the appearance of the sun tell us what season we are in?
Examples of regional place-based questions teachers might consider:
- The sun appears to be the largest star in the sky because it is the closest star to Earth.
- Some stars are larger than the sun and some stars are smaller than the sun.
Common Misconceptions
Misconceptions Common misconceptions about cycles and patterns in the Solar System at this grade level include:
- Students believe the sun is moving behind the clouds. (The clouds are moving.)
- Day is replaced by night, the Sun sets behind the hills. (The Earth rotating on its axis is what causes day and night.)
- The sun and moon revolve around the stationary Earth every 24 hours. (The Earth revolves around the Sun and the moon revolves around the Earth.)
- The Earth rotates in an up/down direction and the Sun and moon are fixed on opposite sides. (The Earth rotates on its axis and revolves around the Sun. The Sun also rotates in space very slowly.)
- The Earth gets heat from the Sun. (The Sun is actually too far from the Earth to heat it directly. Instead, the light from the Sun is reflected or absorbed by objects on Earth. Absorbed light usually increases the energy in an object, causing the object to heat up.)
- All stars in a constellation are near one another. (Each constellation is a collection of stars that are different distances from Earth. They appear to be near each other because we are viewing them from very far away.)
- The North Star is the brightest star in the sky. (The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the Sun, is Sirius.)
- Stars leave the sky during the daytime. (In reality we cannot see the stars during the day because of the Sun’s bright light.)
- All stars are the same size. All stars are the same distance from the Earth. (Stars can be light years away.)
- The Sun rises exactly in the East and sets exactly in the West every day. (The Earth is rotating and revolving, making it look like the Sun is rising and setting.)
- Stars and constellations appear in the same place in the sky every night. (The position of stars depends on the rotation and revolution of the Earth.)
- The brightness of a star depends ONLY on its distance from the Earth. (The size, distance and age determines brightness. The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the sun, Sirius.)
- The Sun is not a star. (The Sun is a star. The closest star in our galaxy) - The Sun will never burn out, it will last forever. (The Sun is a star and eventually it will run out of hydrogen in its core. This will take about 5 billion years.)
- NASA lists common misconceptions for all ages about the sun and the Earth athttp://www- istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html - For examples of misconceptions that elementary students may have about the solar
Phenomena Resources:
The Sun Followed by the Moon (timelapse)
Communicating in Scientific Ways | OpenSciEd
Big Ideas
Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did.
Objects in the sky, including Earth appear to move in predictable patterns which we can observe and quantify.
Classifying Stars and their relationship to Earth.
What patterns can we observe from Earth’s orbit around the sun?
Does the moon switch off like a night light?
What patterns can we observe from Earth’s rotation on its axis
Open Sci Ed Routines
Routine | Description of Routine |
|---|---|
Anchoring Phenomenon Routine | Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon |
Navigation Routine | Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. |
Investigation Routine | Use scientific practices to investigate and make sense of a phenomenon. |
Putting Pieces Together Routine | Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on. |
Problematizing Routine | Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. |
Lesson 1: What’s Happening with the Sun and Moon? (2 days)
Lesson 1: What’s Happening with the Sun and Moon? (2 days)
Anchoring Phenomena Routine
Materials
- Science notebook/journal or interactive version of slides for student recording using a platform such as Pear Deck or interactive notebook
- Lesson 1 Slides 1-9 https://tinyurl.com/earth-space-patterns
- The Sun Followed by the Moon (timelapse)
- Notice and Wonder T-Chart Handout
https://docs.google.com/document/d/1Zh9hNvzYn_pegPkK3Qr0mzPgWhniTzDz/copy
- Student Initial Model Handout https://docs.google.com/document/d/14gxZkPQ8212wnVXoBgdvHdv6V3p77KU_/copy
- Chart for recording the Initial Class Consensus Model OR an electronic whiteboard such as Jamboard https://edu.google.com/products/jamboard/
- Chart paper for Driving Question Board and Post-its or slips of paper to tape on OR an virtual whiteboard such as Jamboard https://edu.google.com/products/jamboard/
Preparation
- Become familiar with the Google Slides 1-7 for Lesson 1
- Queue up the Sun Followed by the Moon Timelapse to be sure it runs
- Print the Notice and Wonder T-Chart Handout for each student if not using Science Notebooks or a virtual interactive recording method
- Print the Student Initial Model Handout for each student if not using Science Notebooks or a virtual interactive recording method
- Create a Driving Question Board on chart paper or using an electronic whiteboard such as Jamboard
Vocabulary
- notice-observing or paying attention to something
- observation/observing-what we can notice using our senses of sight, hearing, smell, taste and touch
- wonder-being curious about something
- model-a representation of a system, idea, events or processes
- phenomena-a fact or situation that is observed to exist or happen, especially one whose cause or explanation is puzzling or in question
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Tell students that you saw the craziest video the other day and it really made you wonder what was happening with the sun and the moon. Let them know that they will get to see the video in a minute and see what they think.
- Before viewing the video, ask students to start a Vocabulary Chart, starting on the 6th page in, from the back of their Science Notebooks that copies that on Slide 2. Tell them that these are words that are going to be important so that we can talk scientifically and understand each other. Have them add their thinking to the second column, “What I Think This Means”. (W.5.2.D) (L.5.4)
Procedure 2
- To prepare for the video, have students draw a Notice and Wonder Chart in their science notebook like they see on Slide 3 OR hand out the Notice and Wonder T-Chart Handout.
https://docs.google.com/document/d/1Zh9hNvzYn_pegPkK3Qr0mzPgWhniTzDz/copy
- Explain that the time on the video has been sped up to show 24 hours in just a few minutes. Tell them that they should carefully notice or make observations of what they can see in the video. Remind them that observations are those things we can see, touch, hear, taste or smell. In this video they will be using their sight/seeing mostly as they notice or observe what the sun and moon are doing.
- Show the video of the Sun Followed by the Moon timelapse https://www.youtube.com/watch?v=uI2yZQOKOGk
- Ask students to turn to their T-Chart and record all of the things they noticed in the video, especially about the motion of the sun and the moon. You may need to show the video again for students.
Procedure 3
- Now show the video again, explaining that you want students to watch and think about questions they have, what they wonder or have questions about the motion of the sun and the moon.
- Show the video of the Sun Followed by the Moon timelapse one more time. https://www.youtube.com/watch?v=uI2yZQOKOGk
- Give students time to return to their T-Chart and record what they wonder about the motion of the sun and the moon.
Procedure 4
- Ask students to share with an elbow partner or tablemates what they noticed and what they wondered about in the video. Move around the room listening for ideas that you want to elevate in whole class discussion or perhaps confront later in the lessons as more is learned about the sun and the moon.
- At this time don’t confirm or confront any student ideas.
Procedure 5
- Have students turn to their next clean Science Notebook page OR hand out the Initial Model Handout https://docs.google.com/document/d/14gxZkPQ8212wnVXoBgdvHdv6V3p77KU_/copy
- Show Slide 4. Tell them that they will get the opportunity to draw a model of what they think is happening with the sun and the moon. Tell them that a model can be drawings or diagrams or something we build that can help us think about phenomena that we observe and have questions about. The phenomena we are trying to figure out is about the movement of these objects in the sky, the sun and the moon. (You can show the fun Muppets Phenomena video or include it for virtual learning if you find it helpful in explaining phenomena. It could also be a great GLAD chant for a chart. It is hidden in the slide show so be sure to “unhide” or “unskip” it if you intend to use it.)
This could be a good place for a break if you need to spread this lesson over two days
Procedure 6
- Bring students together as a Scientist Circle, preferably seated in a circle away from desks/tables but not vital. Have them bring their Science Notebooks or Handouts to the Scientist Circle.
- Show Slide 6 and explain that we are going to have a Consensus Discussion and try to create a first model of what we are thinking and still wonder about as a group.
- Review the purpose of the discussion and the questions to think about during our discussion. This is a good time to review Norms for Scientific Discussion and Collaboration. Use your classroom norms or consider using the OpenSciEd Norms https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Have students share their ideas from their Noticings and their questions from their Wonderings as well as how they drew their models and what they included. Give all students an opportunity to share or confirm ideas from others that they agree with. The can also respectfully question or disagree with ideas from others.
- Begin to draw a Consensus Model as students contribute ideas. At this point accept all ideas without attempting to correct misconceptions but frequently ask if everyone thinks that should be part of the Consensus Model or if we have questions about that idea. Ideas may change later and be removed. New ideas will come up that can be added over time.
Example of a Consensus Model (all ideas here may not be accurate)
Formative Assessment Opportunity:
As students share their observations and questions, note ideas that are partially formed or that are misconceptions to address in future lessons. Listen for ideas about
- the Earth actually moving in orbit around the Sun
- The Moon orbiting the Earth
- the Earth rotating on an axis
- The Sun being very far away and the Moon being closer to Earth
Procedure 7
- Show Slide 7. Let students know that now the class will come up with some questions that we might investigate to learn more about this phenomena of the movement of the objects in the sky. go over the elements that make a question that we can actually investigate.
- Show Slide 8 or Slide 9. Have students work with an elbow partner to write down questions they have about the movement of the sun and the moon, one question per post-it. Each partner group could contribute more than one question if time permits. If using Jamboard show students how to do a stickie and have each student contribute one question and save it on the Jamboard. It is useful to have everyone use the same color of post-it/stickie
- If time permits you could group the questions into categories such as “Sun”, “Moon”, “Distance from Earth”, “Movement”, etc. If time is short you can group the questions around categories you determine and review the Driving Question Board with its categories and types of questions at the start of Lesson 2.
Example Driving Question Board
Lesson 2: Classifying Stars and their Relationship to Earth (2 days)
Investigation Routine, Putting Pieces Together Routine
What makes a star a star? Why does the sun appear brighter and larger than any other star? What is the relationship of the stars to Earth?
Students will learn how to classify stars by what they are made of and how they look. Students will demonstrate that the sun is the brightest star because it is the closest star to Earth using claim, evidence, and reasoning.
- Construct an argument using evidence that shows the cause of why the sun appears larger and brighter than other stars because it is the closest star to the Earth.
- Analyze data about stars including distance, size, and brightness.
Materials
- Lesson 2 Slides 10-29 https://tinyurl.com/earth-space-patterns
- What do you know about the Sun and the Stars? https://docs.google.com/document/d/1WZwgJSJXiiTEegLtVHtd5Y3o2QAncuZx/copy
- The Sun and Other Stars Generations Genius Video (linked in slide deck)
- It’s Big, Big Really Big Investigation on NASA Our Sun: How Well Do You Know It? site Procedure to investigation (linked in slide deck on Investigation A)
- 2 large yellow (other colors would work but the yellow stands our more) balls (the same size to represent two stars), with one marked A, the other B
- Observation Video (use as needed as a quick explanation of what observation is)(linked in slide deck)
- Inference Video (use as needed as a quick explanation of what inference is)(linked in slide deck)
- Article: How Does Our Sun Compare with Other Stars(linked in slide deck)
- Handout of Article: How does the Sun Compare with Other Stars? https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Crash Course Star Personalities (linked in slide deck)
- Khan Academy Summarizing (use as needed as a quick explanation of how to Summarize) (linked in slide deck)
- Student Science Notebook or virtual student response such as Google Classroom or other virtual platform if using remotely
- Flashlights
- Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy
Preparation
- Review the Google Slides 10-30 for Lesson 2 and, if using the slides as a Google Classroom Interactive slides prepare them as an interactive science notebook
- View the videos about Summarizing, Observation and Inference to determine if you wish to use them.
- Queue up each video to be sure it runs appropriately.
- Print for each student Article: How Does Our Sun Compare with Other Stars if you want/need to have students have a hard copy by right clicking and choosing print.
- Print the Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy for each student if not using interactive methods or Science Notebooks
- Practice with the Online Planetarium. Students could use the coordinates or search for their city by clicking “Change Location” button on the right.
Vocabulary
- Classify-arrange things in groups or categories according to shared qualities or characteristics.
- Galaxy-a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction.
- Star-a fixed brightly shining point in the sky which is a large, and far away Sun
- Solar System-the collection of eight planets and their moons in orbit around the sun
- Constellation-a group of stars forming a recognizable pattern that is traditionally named after its apparent form or identified with a mythological figure.
- Sun-the star that our solar system is organized around
Integration Points Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- If students have not completed the columns from yesterday in their Cognitive Content Dictionary chart (vocabulary chart) in the back of their science notebooks or virtually in their Google Classroom Slide Deck.
- Show Slide 11 and review the key vocabulary words in the Cognitive Content Dictionary chart for Lesson 2 and have students record the words and their ideas about what they mean in the appropriate column. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words. (W.5.2.D) (L.5.4)
Procedure 2
- Discuss the phenomenon from yesterday, that students will continue to explore.
- Show Slide 12. Tell students to make the T-Chart in their Science Notebook as they see it on the slide. Give them 2-3 minutes to record what they think they know about the Sun and about Stars in the appropriate column.
- Have them draw a line under their writing and tell them that as we learn more they can add them to their T-Chart.
- Leverage the Driving Question Board by saying “we had some questions about our Sun yesterday on our DQB and some more things we need to know about the Sun to understand the phenomena we saw yesterday. Today we will think about the question, “Is the sun the brightest star in our solar system because it is the biggest?”
Procedure 3
- Show Slide 13. Tell students to be ready to record some evidence about the Sun and Other Stars. Review the questions to be answered on the slide.
- Show the video The Sun and Other Stars Generations Genius Video (linked in slide deck) Stopping as needed for various pieces of evidence.
- Have students jot these ideas under the line of learning in their Sun and Stars T- chart in appropriate columns or use the slide interactively. (RI.5.7)
Procedure 4
- Lead students in reading through the information on Slide 14. Tell them that we are going to investigate to see if the statement “The Sun looks bigger than other stars because it is so much closer to the Earth” in the text is accurate.
- Students will participate in the investigation on Slide 15 and document their evidence or in their Science Notebook. The investigation is explained at https://soho.nascom.nasa.gov/classroom/elem_poster09_allweb.pdf
- Discuss the importance of observations and what they mean in science and how they lead to inferences. (The video on Slide 16 can be used to help students clarify what observation is. If not using the videos on this slide, hide it prior to the lesson).
- Have students read through the investigation with an elbow partner.
- Put students in Thinking Partners groups of 2-4 and conduct the investigation.
Procedure 5
- Discuss different types of evidence that can be used in investigation and the importance of scientific articles as an important source of evidence. Teacher will also discuss what are key details and how to find them in an article. Remind them of the importance of using articles that come from credible sources, ones that we can count on for accuracy. This article is from NASA and that is a very reliable source when we are investigating space.
- Distribute handouts or provide students with the link to the article. Students will read the article How Does Our Sun Compare with Other Stars and write 5 key details on Slide 17 or in their interactive journal or in the Sun Column of the T-Chart shown on Slide 18 in their Science Notebook.
- Have them review the Sun/Stars T-Chart and put one line through any items that they have discovered to be inaccurate in their investigation so far. (RI.5.2)
Formative Assessment Opportunity: Monitor student T-Charts for evidence about Sun and Stars that they are gathering. Note important ideas that they may have missed and be sure to elevate those for the class in the next session.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Show Slide 19. Tell students that they will write a summary of the video: Crash Course Star Personalities (linked in slide deck)
- Review what it means to summarize and, if desired, use the Khan Academy video on Summary.
- Have students view the video and write a summary of the information in the video in their Science Notebooks or interactive journal/Google Slides.
- Have students share their summaries with an elbow partner to guide instruction. (RI.5.2)
Formative Assessment Opportunity: As students share their summaries make note of the key ideas and details students have included.
Look for these ideas:
- Stars are different distances away
- Our galaxy the Milky Way has lots of stars
- Stars can have different amounts of energy
- Stars have different colors and sizes
- The redder the star the cooler it is, the bluer the star the hotter it is. Our Sun is right in the middle and yellow
- Some stars are much bigger than our Sun and some are smaller. Our Sun is middle-sized
- You can’t tell the distance stars are away from Earth by their brightness
- Slide 20 can be used as a quick check activity using individual whiteboards, Science Notebook entries, interactive slides or a four corners type of activity,
Procedure 7
- Show Slide 21 and explain that the class will do a quick investigation to see if we can confirm the evidence we have been hearing about distance and brightness.
- Put students into groups of 2-4 and have them use a flashlight to conduct an investigation to see how the brightness of stars is connected to their distance from Earth and document their evidence on Slide 21, interactively, Investigation B Observation Table Handout https://docs.google.com/document/d/1kfcNN7zWsgspKMbA0ub8xuNOJa0SZyC1/copy, or in their Science Notebook.
- Show Slide 22 and ask students to add any new information they have learned about stars and/or the Sun.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 8
- Show Slide 23 and tell students that the class will spend a few minutes thinking about how far away stars can be from Earth. Review the content of the slide, telling students the Sun isn’t even one light year from Earth. It is about 93,000,000 miles away. That’s a long way, but pretty close compared to other stars. Explain the distance a light year covers in miles and light from the Sun takes about 8 minutes to reach Earth.
- Now point out the table that shows some example stars and how many light years away they are. Even the next closest star, Proxima Centauri is about 4.2 light years away. Demonstrate multiplying 4.2 x 6,000,000,000,000 (six trillion...12 zeros) miles for students. Then have them work with you to multiply the next star, Sirius A’s number of light years by 6 trillion to compare. It is helpful to line up the zeros from the ones place over to make comparing the numbers easier to see.
- Have students continue the multiplication of the numbers, it should be relatively easy if they remember to multiply the number of light years by 6 and then add 12 zeros. (5.NBT.A.2)
- Show Slide 24 and ask students to write down pattern(s) that they notice as they do this multiplication.
Procedure 9
- On Slide 25 students will review how to write a claim supported by evidence, and reasoning. There is a quick review video linked in the slide. Have students write down a claim in their Science Notebook or using interactive slides.
- Slide 26 reinforces what counts as evidence and Slide 27 reinforces what reasoning is. Point out that the reasoning can be written for each piece of evidence or as a separate paragraph.
- Show Slide 28. Students will use their data to write a paragraph that makes a claim, is evidence based and explains their reasoning and how their data supports or contradicts their claim. Students can document their claim, evidence and reasoning on interactive Slide 28 or in their Science Notebook.
Procedure 10
- Show Slide 29. What did you figure out to help answer our questions about the Sun and the Moon and their movements phenomena? Go to the Driving Question Board on chart paper or in a virtual whiteboard and move answered questions into the “questions answered” column or onto a separate chart. There may not be a lot yet.
Sample of questions answered DQB
- Review with students what questions you still have to investigate and if any new questions have come up that should be added to the DQB.
Formative Assessment Opportunity: Use this opportunity to see if students perceive that the questions about the Sun’s distance from Earth, relative distance to other stars and size have been answered. If not, provide reminders about those questions from the content of the lessons so far.
Lesson 3: What Patterns can we Observe from the Earth’s Rotation on its Axis? (2 Days)
We can tell the time of day and year based on the Earth’s rotation on its axis. The shadow moves in a circle because the Earth spins. Shadows are different throughout the year because the sun appears lower in the sky in the winter and appears higher in the sky in summer. Earth rotates on its tilted axis about every 24 hours. From nearly all points on Earth, the Sun appears to move across the sky from east to west each day. Of Course, the Sun is not moving from east to west at all; Earth is rotating.
Investigation Routine
Materials
- Lesson 3 Slides 30-49 https://tinyurl.com/earth-space-patterns
- Patterns We Can Observe from Earth’s Movement https://docs.google.com/document/d/1jYDliKY1KlonlZ_-WZeTB8bL8opGVKbA/copy
- Generation Genius: Earth’s Orbit and Rotation
- 3-WA OER Lesson 3 Time of day/Shadow length Data Table https://docs.google.com/document/d/1Ovnj5tE_HRmVMW6SH5hP4s1JFW8V5gu9/copy
- measuring tapes for groups of 3-5 teachers
- Crash Course: Earth’s Rotation and Revolution
- Animated Diagram of the Sun, Earth and Moon
Preparation
- Share the Google Slide with your class or use the slides as a teaching too to recreate in an interactive science journal
- Print out resources if students do not have access online.
- Print Sun, Earth, Moon Model
- Plan for 4-5 times of day to take the class outside to measure shadows. These should be earlier morning mid-morning, noon, mid- afternoon and/or late afternoon.
Vocabulary
- Axis-An axis is an invisible line around which an object rotates, or spins.
- Rotation-the action of turning on an axis or center
- Revolution-an objections movement around another object
- Daytime-natural light from the of the day
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- While on the Lesson 3 Slide 30, tell students that now we know a little bit more about the Sun. We know it is a star and how it compares to some other stars. When we looked at the video at the start of this unit our questions were about the movement we saw of the Sun and the Moon. We still have some questions about what we saw there on our Driving Question Board (if there weren’t questions on the DQB about the phenomena the teacher could add their own questions at any point or surface questions about the movement by reshowing the video from the Anchoring Phenomena lesson.
- Show Slide 31. Tell students before we get started take a few minutes to jot down what you know about patterns in daylight hours and patterns in seasons. They can record their ideas in their Science Notebook, on the Patterns We Can Observe from Earth’s Movement https://docs.google.com/document/d/1jYDliKY1KlonlZ_-WZeTB8bL8opGVKbA/copy , or on the slide in Google Slides virtually.
Procedure 3
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 32, student Science Notebook and/or on a class word wall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 4
- Use Slide 33, as needed, to help clarify the meanings of observations and making inferences. If using, be sure to unhide the slide. Have students practice inferencing and observations.
- Tell students to be ready to answer the questions on the slide. On Slide 34 click the link to a brief explanation of the rotation and orbit of the sun. Stop the video at 1:40 as the rest is advertising.
- Have students answer the questions in their science notebooks or on an interactive slide.
Procedure 5
- Prior to this lesson have in mind 4-5 times of day to take the class outside to measure shadows. These should be earlier morning, mid-morning, noon, mid- afternoon and/or late afternoon. Show Slide 35. Explain that in the video they showed us very briefly what happens with shadows and how they can help us understand the rotation of Earth each day. Tell them that the class will do a shadow experiment to see if we can get some data that helps us think about this.
- Have students create a data table like the one on Slide 35, use the Time of day/Shadow length Data Table https://docs.google.com/document/d/1Ovnj5tE_HRmVMW6SH5hP4s1JFW8V5gu9/copy , or record in the slide interactively.
- Group students in groups of 3-4 to work together on the experiment. Throughout the day or over two days take students outside with measuring tapes and have them measure the length of one of their group mates’ shadow. They should measure from the same spot each time and use the same person as the “shadowmaker:. You might have them mark a spot on the playground at the time of the first measurement.
- Be sure students observe the sun’s location in the sky each time. It could be observations like, “a little above the ground in the east”, “almost overhead”, “straight overhead”, “toward the west”, etc.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Have students take out their data from measuring shadows. Show Slide 36. Have them create a graph, provide them with graph paper or use the slide interactively, for a line plot of their data.
- Give students an opportunity to discuss and compare their line plots and challenge them to develop a word problem about their graphs. (.5.MD.B.2)
Procedure 7
- Show Slide 37. Tell students to remember how they summarized earlier when they learned about stars. Remind them that a summary is a short retelling of a text, or in this case a video, with only the important details included. Click on the linked video to watch the video Earth’s Rotation and Revolution https://youtu.be/l64YwNl1wr0.
- Have students write their summaries in their science notebook or on the slide interactively. Allow them to share their summaries with an elbow partner. (W.5.8)
Procedure 8
- Show Slide 38 and ask students to answer the questions What did you figure out to help explain the phenomena? and What questions do you still have to investigate?
Procedure 9
- Revisit the Driving Question Board, Slide 39, and move questions that have been answered to the questions answered section or chart. Make note of any partially answered questions to keep track of.
Lesson 4: Movement Patterns of the Earth, Sun, and Moon (3 days)
Investigation Routine, Problematizing Routine, Putting Pieces Together Routine
Earth’s revolution around the Sun causes the length of the year, seasonal changes in the Northern and Southern hemispheres and the apparent change of the position of stars.
Materials
- Lesson 4 Slides 40-49 https://tinyurl.com/earth-space-patterns
- Interactive Simulation Phet Simulation of Earth’s Orbit
- Season Video Science Crash Course Kid
- Article: What Causes the Seasons https://spaceplace.nasa.gov/seasons/en/ (linked in slide)
- Article: What Causes the Seasons Handout https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT
- Why do we have Seasons? simulation https://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html#
- Sun, Earth, Moon Model Space Freebie by Melissa Iglesias
- Sun, Earth, Moon Model handout
- https://docs.google.com/document/d/1jgq2uK_SlhhuB8HfK6SfdmMRGDTGlV-u/copy
- Brads for model
Preparation
- Share the Google Slide with your class or use the slides as a teaching tool Read through the Sun, Earth Moon Model Space Freebie to understand the directions for students
- Print out one copy for each person of the Sun, Earth, Moon Model on heavy paper or cardstock
- Queue up all video links and be sure they are active and working
- have ready the link to the article What Causes the Seasons or prepare copies of the article for each student
Vocabulary
- orbit-the curved path of an object in space around a star, planet, or moon.
- seasons-each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, caused by the earth's changing position to the sun.
- equator-an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres
- constellations-a group of stars forming a recognizable pattern that is traditionally named after its apparent form
- hemisphere-a half of the earth, usually as divided into northern and southern halves by the equator, or into western and eastern halves by an imaginary line passing through the poles.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- While showing Slide 40 tell students that we have learned quite a bit about the rotation of the Earth on its axis and how that causes day and night, or sun shining on our part of the Earth which we call day, and sun shining on the opposite side of the Earth which we call night.
- Now we are going to think more about another pattern of the Earth and Sun bu investigating how the Earth moves around the Sun.
Procedure 2
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 41, student Science Notebook and/or on a class wordwall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 3
- Show Slide 42 and tell students that we will be using a simulation or a computerized model to investigate the movement of the Earth in relation to the Sun.
- Ask students to remember that they will need to be prepared to record 5 observations from using the simulation. Provide students individually with the link or if this is not possible allow the whole class to view the simulation together on the teacher’s screen. Click on the Model option and point out the Earth, the Sun, and the day counter. Students should not adjust any of the sliders at this point as the point is to observe the revolution of Earth around the Sun and how long that takes to go once around.
- Give time to watch multiple times and then have students record 5 observations. They should notice that the sun doesn’t move, the Earth goes around the sun, Earth orbits once in 365 days, the Sun is much larger, the orbit is not perfectly round but more oval. (RI.5.1)
Procedure 4
- Now that we understand that Earth goes around the Sun, what are the patterns we can observe that are caused by this movement? Show Slide 43. Say, “let’s watch this video to see what we can find out about these patterns.” Tell students to be on the lookout for answers to the questions: The northern hemisphere is described as what fractional part of the Earth?During the summer the northern hemisphere is tilted toward or away from the sun?, If the Earth is tilted away from the sun what seasonal pattern are we in? How do you know?
- Click the link in the slide to show the video Seasons and the Sun https://www.youtube.com/watch?v=b25g4nZTHvM Give students time to answer the questions on the slide and discuss the answers to the questions as a class.
Procedure 5
- Provide students with the link to the NASA Article What Causes the Seasons https://spaceplace.nasa.gov/seasons/en/ or provide handouts of the Article: What Causes the Seasons Handout https://drive.google.com/drive/u/0/folders/1Tw7w5kxZAUMwj-BtB-UY48HBus8SBnvT for each student.
- Show Slide 44. provide time for individual, partner or guided group reading. Ask students to record 5 details from the article and video in Science Notebooks or interactively using slides. (RI.5.9)
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 6
- Click on the Why do we have Seasons? simulation linked in Slide 45. This is best done as a whole class. Practice with the simulation ahead of time. You should note that you will need to click on the blue points around the Earth’s orbit of the sun to move the Earth. Also not that each button on the side reveals a little blurb that should be read together to get more information.
- Ask students to notice the angle of the Earth’s axis at each point in the season. The axis angle does not change.
- As you click each point stop to read relevant details from the side bar, Also ask students to study the diagrams at the bottom that show direction and angle of the Sun’s rays. Have students observe which part of Earth is closest to the Sun in each Season.
Procedure 7
- Review the process of constructing a claim, with evidence, and reasoning as seen on the slide, Give students the claim for the investigation: “I can determine the season by the Earth’s revolution/orbit around the sun”, or work together as a class to construct this type of claim.
Procedure 8
- Show Slide 46. Give students the directions and time to construct their own Sun, Earth, Moon model Sun, Earth, Moon Model handout
https://docs.google.com/document/d/1jgq2uK_SlhhuB8HfK6SfdmMRGDTGlV-u/copy
and brads for model and time to manipulate and observe it. They should look for how Earth moves around the Sun and how that is different for how the Moon moves around the Earth but doesn’t have its own around the Sun. This might be a good homework activity. Note: Students will need to use this model again for the next Procedure.
This could be a good place for a break if you need to spread this lesson over multiple days
Procedure 9
- Show Slide 47 and tell students that we will look at our model of the Sun, Earth and Moon. Tell them to take a few minutes to quick write what they think they know about how the moon moves in relation to the Earth. They can write in their Science Notebook or us the slide interactively.
- Show Slide 48 and tell students, “Now let’s see what the moon is doing in our model.” Have students manipulate the model or at least show them your model and manipulate the Moon around the Earth and the Earth around the Sun. The should notice that the moon would go around the Earth as the Earth goes around the Sun but the moon does not directly orbit the Moon.
- As Slide 49 is shown, either provide links to the simulation for students or demonstrate the simulation for students. Point out that they should click on , and then choose the icon and make observations about the relate movement of each of these objects in the sky.They could also click the icon to see how the moon moves in relation to the Earth.
- Students should use the model to answer the bulleted questions on the slide.
- Give students time to write their complete answer to the question “How do the moon and Earth move in relation to each other and the Sun?”
Lesson 5: More About Stars and Their Relationship to Earth (1 Day)
Investigation Routine, Problematizing Routine, Putting Pieces Together Routine
The stars seem to set in the east and set in the west. Actually they are relatively fixed in the sky and the Earth’s rotation on its axis along with its revolution around the sun can cause us to see specific star constellations in the sky from places on Earth at certain times of the year.
Materials
- Lesson 5 Slides 50-59 https://tinyurl.com/earth-space-patterns
- Crash Course Kids Constellation Location https://youtu.be/BbzCA0Lgf3Y
- Online Planetarium https://in-the-sky.org/skymap.php
- Chart for recording the Initial Class Consensus Model OR an electronic whiteboard such as Jamboard https://edu.google.com/products/jamboard/
Preparation
- Practice with the Online Planetarium. Students could use the coordinates or search for their city by clicking “Change Location” button on the right.
- Make Driving Question Board available for viewing
- Prepare chart for a Class Consensus Model or prepare on virtual whiteboard
Vocabulary
- equator-an imaginary line drawn around the earth equally distant from both poles, dividing the earth into northern and southern hemispheres
- constellations-a group of stars forming a recognizable pattern that is traditionally named after its apparent form
- star-a fixed brightly shining point in the sky which is a large, and far away Sun
- tilted-into a sloping or slanted position
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedure 1
- Show Slide 50 and tell students that we have learned a lot about stars including our own Sun.
- Review the key vocabulary words that will probably be encountered in this lesson in a CCD (Cognitive Content Dictionary chart seen on Slide 51 , student Science Notebook and/or on a class word wall. At the teacher’s discretion, this slide can be used interchangeably throughout the lesson. It is recommended that if used in the beginning of the lesson, to come back to clear up misunderstandings of words.
Procedure 2
- Have students observe each of the 4 pictures on Slide 52 and record what they notice in each one. They might notice that each picture is the same shape, the shape is in different directions in each picture...upside down, with the handle up, with the handle down, etc. Ask students if they think the stars move in our night sky.
Procedure 3
- Show Slide 53 and tell students to get ready to summarize what they are going to see in the short video that is linked in the slide. Crash Course Kids Constellation Location https://youtu.be/BbzCA0Lgf3Y
- Give students time to summarize what the key points are in the video. (W.5.8)
- Discuss the key details that students captured and elevate any they may have missed.
Procedure 4
- If you choose to use it, Slide 54 provides a quick fact check opportunity for students if using the slides virtually, or in class.
Procedure 5
- The Online Planetarium https://in-the-sky.org/skymap.php is linked on Slide 55. This can be a whole class demonstration or the link could be provided to students. Have students follow the directions on the slide. They will need to orient to how to use the Online Planetarium.
- On the right they can type in their location city/town. They may have to choose a larger city nearby.
- The time can be changed using the button right above and to the right of the star map. Teachers should practice ahead of time to be comfortable with assisting students.
Procedure 6
- On Slide 56 the original anchor phenomena is linked. Tell students to think back to their original thinking about this as they watch the phenomena again.
- Ask students to look back at their original model . Show Slide 57. Have them modify that model or, if time permits draw a new model to reflect their learning.
Summative Assessment Opportunity: Use this opportunity to see if students’ express an understanding that:
- Earth rotates on its axis which takes about 24 hours for one rotation. When a spot on Earth is facing toward the sun that spot is in daylight and when the spot faces away from the Sun that spot is daylight.
- Because the Earth is rotating it appears that the Sun is moving but actually the Earth is moving.
- The Sun seems bright because it is the closest star to Earth. It is a medium bright star.
- The Moon is in the sky all of the tme. We just see it best when the spot on the Earth where we are is facing away from the Sun and in the dark.
- The Moon orbits around the Earth.
- the Earth orbits or revolves around the sun and this along with the tilt of the Earth on its axis, causes the seasons.
Procedure 7
- Show Slide 58. Revisit the Driving Question Board to discuss answers to the questions on the board. Be sure to elevate the ideas above.
Procedure 8
- Assemble the whole class together, either in person or virtually, Share Slide 59 and tell students that we will construct a whole class Consensus Model to put all of our learning together. Give students time to individually share what they have learned, how they changed their models.
- in front of the class, using chart paper and markers or a virtual whiteboard such as whiteboard such as Jamboard https://edu.google.com/products/jamboard/ , draw the Final Consensus Model including student ideas and elevating those ideas that speak to why objects in the sky appear to move.
Summative Assessment Opportunity: Use this opportunity to see if students’ express an understanding that:
- Earth rotates on its axis which takes about 24 hours for one rotation. When a spot on Earth is facing toward the sun that spot is in daylight and when the spot faces away from the Sun that spot is daylight.
- Because the Earth is rotating it appears that the Sun is moving but actually the Earth is moving.
- The Sun seems bright because it is the closest star to Earth. It is a medium bright star.
- The Moon is in the sky all of the tme. We just see it best when the spot on the Earth where we are is facing away from the Sun and in the dark.
- The Moon orbits around the Earth.
- the Earth orbits or revolves around the sun and this along with the tilt of the Earth on its axis, causes the seasons.