the evolution of the t2l science curriculumthe sun and of the moon around earth; and demonstrate...

TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade5 Earth’sPlacein

theUniverse

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page1of60

Earth’sPlaceintheUniverse

EarthandSpaceScience/Grade5

Inthisunit,studentswillexplorepatternsofthemotionpertainingtothesun,moonandstars.Theywillobserve,describe,andlearntopredictthesepatterns.Hands-onactivitiesandeducationalvideossupplementtheclassdiscussionsandlecturesinordertoaidstudentcomprehension.


CreationandRevisionHistory

AuthorsLisaMarceau,Grade5Teacher,ColegroveParkElementarySchoolConnorMulhall,Statisticsmajor,WilliamsCollegeLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsMichaelSmith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArtsRevisions,Summer2018:StephanieNguyen,ElementaryEducation,InterdisciplinaryStudies,MassachusettsCollegeofLiberalArts


License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.

Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)


TableofContents

UnitOverviewandBackgroundUnitPlan.................................................................................................................................................................................................5LessonsataGlance.........................................................................................................................................................................10LessonKeyFeature.........................................................................................................................................................................12TierVocabulary................................................................................................................................................................................13

LessonPlansLesson1:OurSolarSystem........................................................................................................................................................14Lesson2:TheSun-OurMostImportantStar....................................................................................................................19Lesson3:Planets............................................................................................................................................................................26Lesson4:InnerPlanets................................................................................................................................................................30Lesson5:OuterPlanets...............................................................................................................................................................36Lesson6:Earth-Rotation,Tilt,andRevolution...............................................................................................................40Lesson7:Earth’sMoonPhases.................................................................................................................................................45Lesson8:Earth’sGravitationalForce....................................................................................................................................50

UnitResourcesOracyandScienceTalkinT2L...................................................................................................................................................55MasterListofMaterialsandResources.................................................................................................................................57


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.

5-ESS1-1.Useobservations,first-handand

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Patternsofthemotionofthesun,moon

andstarscanbeobserved,describedandpredicted.

● Seasonalpatternsofseasonalchangescanbeobserved,describedandpredicted.

ESSENTIALQUESTIONS QQ1.Howdoesthepositionoftheearth,

sun,andmoonaffecttheirinteractions?

StudentLearningTargetsStudents“Ican”statements

● Icansummarizeanarticleaboutthesolarsystem● Icanrestatekeypointsfromanarticle● Icanidentifyevidencethatsupportsthemainideaofthetext● IcanidentifythattheEarthisthethirdplanet,andthatthereareotherplanetsinthesolarsystem

● IcanrecognizetheSunappearstobetheclosesttotheearthcomparedtootherstars● IcanrecognizetheSunasthecenterofoursolarsystem● UseacalendartosupporttheideathattheEarthrevolvesaroundtheSunonceayear(365days)

● IcanuseamodeltoexplainhowtheEarth’srotationonitsaxiscausesdayandnight● IcancreateamodeltoillustratethedistancesbetweentheplanetsintheSolarSystem● IcanknowtheorderinwhichtheplanetsarealignedintheSolarSystem● Icannametheinnerandouterplanets● Icandescribethepropertiesoftheinnerandouterplanets


fromvariousmedia,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)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overa

● Icandescribethedifferencesbetweentheinnerandouterplanets● IcanidentifythattheEarthrotatesonitsaxisevery24hours● Icanidentifyandnamethephasesofthemoon● IcandrawadiagramoftheSun,Earth,andMoonforaspecificphase● Icandrawapictureofthemoonforaspecificphase● IcanuseacalendartocalculatethelengthoftimeittakestheMoontogothroughafullcycle

● Icangiveanexampleofaforce● Icanexplainhowgravitationalforceworks.


month,andoverayear.ClarificationStatement:ModelsshouldillustratethattheEarth,Sun,andMoonarespheres;includeorbitsoftheEartharoundtheSunandoftheMoonaroundEarth;anddemonstrateEarth’srotationaboutitsaxis.StateAssessmentBoundary:Causesoflunarphasesorseasons,oruseofEarth’stiltarenotexpectedinstateassessment.5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.StateAssessmentBoundary:Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment.

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:SpecificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessmentLesson1:OurSolarSystem—Activatepriorknowledgebycompletingthelessonopeningwhichrequiresstudentstodiscusstheirideasaboutthesolarsystemandcreateaworkingdefinition.ThestudentswillbeintroducedtovocabularythroughaPowerPointandthenwillbebrokenupintogroupsof4tocompleteajigsawactivitywiththeprovidedarticle.Lesson2:TheSun-OurMostImportantStar—StudentswilllearnthattheSunisthecenterofthesolarsystem.ThestudentswillobservethattheSunisthelargestandbrighteststarbecauseitisclosesttotheEarth.StudentswilllearnthattheEarthrevolvesaroundthesun.Videoswillbeusedasvisualaidswithinthelesson.


Lesson3:Planets—Studentswilllearntheorderoftheplanetsaswellasthetraitsthateveryplanethasincommon.TheclasswillparticipateinanactivitywheretheycreateascalemodelofthesolarsystemtounderstandthedistancebetweentheplanetsandtheSun.Thestudentswilllearnthatthereareinnerandouterplanetswhichareseparatedbytheasteroidbelt.Lesson4:InnerPlanets—Studentswilllearntodescribeandcomparetheinnerplanets.StudentswilllearnmostoftheinformationfromaPowerPointpresentation.Thisinformationwillbereinforcedthroughresearch.Attheend,eachgroupofstudentswillpresentapresentationaboutaspecificinnerplanet.Lesson5:OuterPlanets—Studentswilllearnaboutthepropertiesoftheouterplanets.Studentswilllearnaboutplantsthathaveringsaroundthemandthatsomeplanetscanbegaseous(unlikeEarthwhichhasarockysurface).Thestudentswillreadanarticlewithfactsabouttheouterplanetsandwilldoaninvestigationwithjello.Lesson6:Earth-Rotation,Tilt,andRevolution—Inthislesson,studentswilllearnthattheEarthrotatesonitsaxisevery24hourswhichmakesupaday.ThestudentswillalsolearnthattheEarthrevolvestheSunonceeveryyearor365days.Lesson7:Earth’sMoonPhases—Inthislesson,studentswillwatchavideoaboutthefirsthumanmoonlandingtocreateexcitementaroundthetopic.Then,theywillwatcharapvideoaboutthephasesofthemoon.Studentswillparticipateinthreeactivitiesfocusedonthephasesofthemoon.TheactivitiesinvolvemakingmoonphasesoutofOreos,creatingapersonalsinglephasemoonviewer,andusingthefullcyclecardboardmoonphaseviewer.Thesethreeactivitieswillhelpstudentsdrawdiagramsofthepositionsoftheearth,sun,andmoon.Lesson8:Earth’sGravitationalForce—Studentswilllearnhowgravityworksbywatchingvideosandparticipatinginactivitieswhichdemonstratethepowerofgravity.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


LessonsataGlance

KEY Independentonlinestudentresearch TechIntegration YouTubeVideo

Outdooreducation KinestheticLesson CoreActivities AspectsofLesson1. OurSolarSystem ● SolarSystemVocab

● Powerpoint● OurSolarSystemArticle

2.TheSun:OurMostImportantStar

● KinestheticModelingofRotationandRevolution

● OtherRotationandRevolutionModels● MakeaSundial

3.Planets ● PlanetsAroundtheSun

● ScaleModelArticle● DistancesBetweenPlanets● CreatingaSolarSystem

4.InnerPlanets ● InnerPlanetsPowerpoint

● InnerPlanetPresentation

5.OuterPlanets ● CharacteristicsoftheOuterPlanets


● ModelingPlanetswithFruit

6.Earth-Rotation,TiltandRevolution

● Earth’sRotation● Earth’sSeasons● SpinningCounterclockwise● Earth’sRotationandSunlight● Rotation/RevolutionModels

7.Earth’sMoonandItsPhases ● MoonRapLyrics● OreoPhasesoftheMoon

8.Earth’sGravitationalForce ● FallingObjects

● WeightisaMeasureofEarth’sGravityonanObject


LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Icons

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconcepts,andisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

CalloutsTeachingTip

Inthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.


TieredVocabularyListTierOne TierTwo TierThree

GravityStarPlanetSunriseSunsetRocky

ClockwiseCounterclockwise

DegreesOrbit

MagnitudeDistance

InnerPlanetsOuterPlanetsRotationRevolutionOrbitPhaseWaxingWaning

SolarGravityAsteroidsMeteoroidSolarSystemSolarFlareSunspots

AsteroidBeltSatellitesGaseous

JovianPlanetsAxis

CrescentGibbous


Lesson1:OurSolarSystem

BACKGROUND

OverviewoftheLesson Priorknowledgewillbeactivatedbycompletingthelessonopeningwhichrequiresstudentstodiscusstheirideasaboutthesolarsystemandcreateaworkingdefinition.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,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.

o Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.


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 “TheUniverse:IntroductiontoVocabulary”PowerPoint CMCWebsite

**Itemsinboldshouldbereturnedforusenextyear**


LESSONDETAILSLessonOpening/Activator

Theclassroomteachershouldsetupa“fourcorners”activitywithfourdifferentpostersaroundtheclassroomandlabelthetopofthemwiththewords“Space,”“SolarSystem,”“Earth,”and“Sun.”Putthestudentsintogroupsoffour;thesegroupswillbeusedmultipletimesthroughoutthislesson.Havethestudentsdiscussthewordatthetopoftheposterandgiveeachgroupadifferentcoloredmarkertoaddanyinformationtheyknowaboutthewordontheposter.Afterthegroupshavevisitedallfourposters,bringthemtothefrontoftheclassroomtodiscusstheinformationlisted,askingpromptingquestionstogetstudentstocontinuethinkingaboutthesewords.Theteachershouldguidethisdiscussioninordertotouchonimportantconceptsandtoensuretheaccuracy.

DuringtheLesson

1. SolarSystemVocab:Introducethefollowingvocabularytermsfromwhichwillbeaddressedinthearticle.Writethefollowingwordsontheboard,makesurethewordsarebigenoughforthestudentstoread.Explaintothestudentsthattheywillcreateworkingdefinitionsbyreadinganarticle.

a. Solarb. Gravityc. Orbitd. Asteroide. Meteoroidf. SolarSystemg. Galaxy


2. Powerpoint:SetupthePowerPointandprojectitatthefrontoftheclassroom.Aseachslidecomesup,theteachershouldcheckthepresentationnotesforquestionstoasktheclassorclarificationstomake.Thearticlethattheywillbereadlaterwillusethesewords,somakesuretheclasshassomebasiclevelofunderstandingofeachword.

3. Askthestudentstogetbackintotheirgroupsfromtheopeningactivityandassigneachmemberofthegroupanumber.

Explainthateachmemberofthegroupwillberesponsibleforreadingonesectionofthearticlecorrespondingwiththeirassignednumber.Thestudentsshouldwritedownthevocabularywordsintheirsciencejournalsthatappearintheirsectionaswellasaworkingdefinitionbasedoncontextualcluesandpriorknowledge.

4. OurSolarSystemArticle:PassoutacopyoftheOurSolarSystem

article(inbinderandalsoonCMCWebsite)toeachstudent.Youmaywanttosuggestthatstudentsuseapenorhighlightertocircleorunderlineimportantinformationthathelpsthemwritetheirdefinitions.

5. Givethegroupstimetoreadtheirassignedsectionofarticle-remindstudentstoreadquietlyintheirheadastonotdisruptothers.Oncethestudentshavefinishedreadingtheirsectionhaveeachstudentsummarizetheirsectionfortherestofthegroup.Providestudentswithgraphicorganizerssuchastwocolumnnotes,webs,etc.

TeachingTipUse pictures to introduce the vocabulary. Keep them posted while reading. Visuals help to reinforce understanding. Teach the vocabulary before reading the article.

TeachingTipDifferentiate here for your low readers, or do small guided reading group while the rest are doing paired or individual reading.

TeachingTipThis lesson requires synthesizing or summarizing. Teacher should model this skill before expecting the students to do it.


6. Thegroupsshouldsynthesizeacompletesummaryofthearticlebasedontheircombinedreadingsandwillwritethissummaryonapieceofchartpaper.Theywillincludethepreviouslymentionedlistofvocabularyonthischartpaperaswellastheircontextualdefinitionsforthesewords.Studentsmayincludetinysketchesbesidestheirdefinitionsasavisualaidforvisuallearners.Thegroupswillthenpresenttheirsummaryanddefinitionstotheclass.

LessonClosingAskthestudentstowriteonenewwordtheylearnedtoday,onenewfacttheylearnedtoday,andtwoquestionstheyhaveaboutthesolarsystemintheirsciencejournal.AssessmentExitTicket:Whatholdstheplanetsandotherobjectsofoursolarsysteminorbitaroundthesun?

a. Thegravitationalforcesbetweentheplanetsb. ThegravitationalforcesbetweentheSunandtheplanetsc. Therotationoftheobjectsd. Theatmosphere


Lesson2:TheSun:OurMostImportantStar

BACKGROUND

OverviewoftheLesson StudentswilllearnthattheSunisthecenterofthesolarsystem.ThestudentswillobservethattheSunisthelargestandbrighteststarinoursolarsystembecauseitisclosesttotheEarth.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.


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



CrayonsorMarkers ClassroomTeacher Scissors ClassroomTeacher1Box Pushpins Bin1perstudent PaperPlate Bin1perstudent PlasticStraws Bin1perstudent Pencils ClassroomTeacher Earth’sRotationandRevolution:

https://www.youtube.com/watch?v=l64YwNl1wr0CMCwebsite

I’mSoHotVideo:https://www.youtube.com/watch?v=t-kzdR93bqw CMCwebsite1-2 Globe ClassroomTeacher1 Flashlight Bin1copyforteacher SundialDirections:https://www.nwf.org/kids/family-fun/crafts/sundial.aspx Binder1perstudent ScienceJournals ClassroomTeacher



Havethestudentsreviewwhatthey’velearnedinthepreviouslesson(aswellaswhattheyalreadyknowaboutthissubject).Theteachershoulddrawaconceptmaponthewhiteboardandaskstudents“WhatwaysdoestheSunhelptheEarth?”Then,playtheI’msoHotVideofromCMCwebsite(orYouTubehttps://www.youtube.com/watch?v=t-kzdR93bqw)Afterwatchingthevideo,makesurethestudentsunderstandtheimportanceoftheSunbeingthecloseststartoEarth.


DuringtheLessonTellthestudentsthatnothingismoreimportanttousonEarththantheSun.WithouttheSun'sheatandlight,theEarthwouldbealifelessballofice-coatedrock.GivestudentsafewminutestobrainstormwaysthattheSunhelpsEarthandthencallonafewstudentsforanswers.Next,nametheotherwaystheSunisessentialtoEarth’ssurvival.Forinstance,theSunwarmsourseas,stirsouratmosphere,generatesourweatherpatterns,andgivesenergytothegrowinggreenplantsthatprovidethefoodandoxygenforlifeonEarth.TheonlyreasontheSunisabletodothisisbecauseofthedistancefromtheEarth.Tellthestudentsthatthesunisactuallyastar.PossibleDiscussionQuestions:Whatdoyouthinkwouldhappenifwehadnosunlight?WhatdoweturnontoseewhentheSunsets?Whatdoplantssuchasvegetablesandfruitneedtogrow?Wouldwebeabletoeatplantsiftherewasnosunlight?Whichseasoniswarmer?Summerorwinter?Whydoyouthinkso?Thinkabouthowmuchsunlightwereceiveinsummerincomparisontowinter.

1. WhentheSunrisesandsets,weareactuallywatchingtheEarthrotateonitsaxis.Projectanimageoftheearthonthewhiteboard,thenpointouthowtheaxisisanimaginarylinethatrunsfromtheNorthpoletotheSouthpole.WhenyourlocationonEarthfacestheSun,thatistheday.Whenyourlocationfacesaway,itisnight.Thisisasinglerotation(1Day).Whenthisprocesshashappened365timesitisarevolution(1Year).Nowplaytheearthrotationvideo:https://www.youtube.com/watch?v=l64YwNl1wr0.Askthestudentstocomeupwithworkingdefinitionsof“revolution”and“rotation”beforeprovidingthemwiththecorrectdefinitions(ifnecessary).Oncetheclassagreesononedefinitionfor“revolution”and“rotation”,studentsshouldwritethesedefinitionsintheirsciencejournals.

2. KinestheticModelingofRotationandRevolutionAfterwatchingthevideohavestudentsdemonstratetheEarth's

rotationandrevolution.Havethetwostudentsdemonstratethistotheclass,withoneactingastheSunwhiletheother


(theEarth)spinswhilealsorevolvingaroundthesun.Thenhavestudentsworkingroupsoftwo,sotheycanmodelhowtheEarthrevolvesaroundtheSun.Then,thepartnerscanswitchroles.Theteachercansay“Revolve”or“Rotateonyouraxis”toensurestudentscandemonstratethedifferencesbetweentheseconcepts.NotdirectlymodeledinthisactivityarethetiltoftheEarthortheshapeoftheEarth’sorbit.Theseadditionaltopics(tiltoftheEarth’saxiscausesseasonsandshapeoforbitisclosetocircular)canbediscussed,ifappropriate.

3. OtherRotationandRevolutionModelsAfterthestudentshavedemonstratedrotationandrevolutionwiththeirbodies,useaglobeandaflashlighttodemonstratehowtheEarthlookswhentheSunisshiningonitatdifferentpositions(Followtheprocedureinthevideofromstep2.Makesurethattheroomiscompletelydark.)

Thisisagoodbreakingpointiftherearetimeconstraints.Lessoncontinuesonnextpage.


4. MakeaSundial.Note:Thisprojectisbestdoneonasunnyday.Itmaybebesttobeginthisactivityinthemorningsostudentscanobservetheirsundialthroughouttheday.Beforebeginningtheprojecthavestudentsmakepredictionsintheirsciencejournalsastowheretheshadowwillfallthroughouttheday.Wecannotassumethatstudentsknowwhatasundialis,orhowtheywork.Aminilessonincorporatedherewouldflownicelyintothelesson.[SP-3:PlanningandCarryingoutInvestigations]

5. TheSunappearstomovetomoveacrosstheskybecauseoftherotationoftheEarth.Sundialsareamongtheoldest

knowninstrumentsfortellingtime.Thesurfaceofasundialhasmarkingsforeachhourofdaylight.AstheSunmovesacrossthesky,anotherpartofthesundialcastsashadowonthesemarkings.Thepositionoftheshadowshowswhattimeitis.Explaintostudentsthattheywillbemakingsundialswhichwereusedtotelltimebeforetherewereclocks.Passoutthesundialdirectionworksheettoeachstudentandletthemknowtheywillbegoingoutsidetotestthem.

a. Note:Thisprojectisbestdoneonasunnyday.Giveeachstudenttheirownpaperplate,apencilorpairofscissors,andastraw.Usethepencilorscissorstopokeaholethroughthecenterofthepaperplate-thisiswheretheywillplacetheirstraw.Followingthesedirectionswhenmakingthesundials:https://www.nwf.org/kids/family-fun/crafts/sundial.aspx.Youcanprintthesedirectionsoutforstudentstofollowifthatwouldbehelpful.Makesuretomodelhowtomakethesundialforthestudents.Thereshouldbeasundialmodelforstudentstoalsosee.

b. Atnoonhavetheclassgooutsidetosetuptheirsundials(followingthedirectionsonthewebsite).Youmayneedtousepushpinsorsomethingheavytoholddownthesundialstoensuretheydon’tblowaway.Then,studentswillsketchtheirsundialsandwritedownthetime(12:00pm)nexttotheirsketch.After,checkbackonthesundialseveryhour,foratleastafewhours.Eachtimethestudentschecktheirsundials,theyshoulddrawasketchofthesundialsandlabelitwiththetime,sotheycanseehowthesunmarksthepassageoftime.


SundialExtension:Studentgroupsorpairscouldbrainstormandpossiblybuildoneortwooutsideusingorganicmaterialssuchasrocksandsticks.AssessmentExitTicket1.TheSunisthelargestbodyinthesolarsystem.TheSunisa…

a. moonb. planetc. satellited. star

2.TheSunappearstomoveacrosstheskyeachday,risingintheeastandsettinginthewest.Whatcausesthisapparentmotion?

a. TherotationofEarthonitsaxisb. TherevolutionoftheEartharoundtheSunc. TheEarth’sdistancefromtheSund. ThepropertiesofEarth’satmosphere


Lesson3:Earth-Rotation,Tilt,andRevolution

BACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnthatittakes24hoursfortheEarthtorotateonitsaxisonce.Therefore,onedayismadeupof24hours.ThestudentswillalsolearnthattheEarthrevolvesaroundtheSunonceeveryyearor365days.FocusStandard(s)5-ESS1-2Earth'sPlaceintheUniverseRepresentdataingraphicaldisplaystorevealpatternsofdailychangesinlengthanddirectionofshadows,dayandnight,andtheseasonalappearanceofsomestarsinthenightsky.OldStandard[2006]3-5-14.Recognizethattheearthrevolvesaround(orbits)theSuninayear’stimeandthattheearthrotatesonitsaxisonceapproximatelyevery24hours.Makeconnectionsbetweentherotationoftheearthandday/night,andtheapparentmovementofthesun,moon,andstarsacrossthesky.LearningTargetsIcanidentifythattheEarthrotatesonitsaxisevery24hours.Icanexplainwhythelengthofdaylightchangesslightlyeveryday.AssessmentStudentswillwriteaparagraphabouttherotationandrevolutionoftheEarthintheirsciencejournals.


KeyVocabulary Tier1:clockwise,counterclockwise,degrees,orbitTier2:rotation,revolutionTier3:axis


1 CrashCourseEarth’RotationVideo CMCWebsite6 StyrofoamBalls Bin6 TennisBalls Bin1container Toothpicks Bin1perstudent RotationActivityWorksheet Binder3sets PicturesoftheSun,Earth,andMoon(cutoutandputintoZiplocbags) Bin


LESSONDETAILSLessonOpening/ActivatorReviewlessonbyintroducingthenecessityofthesunandhowEarthrotatesonitsaxisandrevolvesaroundthesun.Alsoreviewtheconceptsofrevolution,rotation,andaxisfromlessontwo.

Then,dividethestudentsintogroupsofthree.HandeachgroupaZiplocbagthatcontainscut-outsoftheEarth,thesun,andthemoon.Askthestudentsineachgrouptopickonepicturefromthebaggie.NowhavethepersonholdingtheSunstandinfrontandthenthestudentsholdingtheEarthandthemoonstandbehindthem.Instructthestudentstodemonstratewiththeirbodieshowtheseplanetsorbitinthesolarsystem.Afterthestudentshaveplayedaroundwiththis


conceptforawhile,havethemwriteintheirjournalshowtheythinktheEarth,moon,andSuninteractwitheachother.DuringtheLesson

1. Earth’sRotation:Watchthevideo:CrashCourseEarth’sRotationontheCMCWebsiteorcanbelocatedonYouTube2. Earth’sSeasons:PairReadthearticleonSeasonsKidsscience:

Earth'sSeasons-Ducksters3. Afterthevideo,writethedefinitionofthewordrotationontheboard.

Rotateistospinaround.4. Nowwritethewordclockwiseontheboardanddemonstratewhatit

meanstospinclockwise.5. SpinningCounterclockwise:Nowwritethewordcounterclockwise

ontheboard.First,demonstratethiswordbyspinningcounterclockwise.Then,havethestudentsstandupandspincounterclockwise.TellthestudentsthatthisisthewaytheEarthrotatesonitsaxis-fromwesttoeast.

6. Nowask:(ScienceTalk:Think-Pair-Share):Havestudentsanswerthisquestion;whatwouldhappeniftheEarthdidnotrotate?(OnesideoftheEarthwouldhaveconstantsunlightandtheothersidewouldhave

nosunlight).Givethestudentsafewminutestotalkamongsttheirpeers.7. Earth’sRotationandSunlight:Next,introducetheconceptthattheearthrotatesonitsaxiseveryday;thismovement

createsnightanddayforus.ThehalfoftheEarththatfacestheSunexperiencesdaylight.Duringthatsametime,theotherhalfoftheEarthwhichfacesawayfromtheSunexperiencesnighttime.RemembertoexplaintostudentsthattheEarthdoesnotrotatewithitsaxisverticallybecausetheaxisisactuallytilted23degrees.

8. Finallyaskthestudents…WhatwouldhappeniftheEarthdidnottilt?[Answer:Wewouldnothaveseasons.]

TeachingTipDepending on students reading levels you may want to consider reading “Earth’s Season” whole group followed by a class discussion to gage comprehension. Another option is to assign each group a section of the reading and have each write down three facts that they learned. Each group can then present their section. How it is presented is teacher discretion. Students can write the facts in their journals, on a poster board, or predetermined worksheet. Struggling readers can work with a teacher, assistant, or Science Fellow on their section.


Rotation/RevolutionModels[SP-2:DevelopingandUsingModels]1. NowtakeasmallStyrofoamballandinserttwotoothpicksinthetopandbottomofittorepresenttheearth'saxis.A23

degreetiltisalmost1/3ofa90degreeangle.2. Nowaskonestudenttoholdatennisballwhichwillrepresentthesun.3. TheteacherwilltilttheStyrofoamballanddemonstratecounterclockwiserotationoftheearthwithatiltof23degrees.4. Notethatthetiltremainsthesameasitrotatesonitsaxisandrevolves.5. Theteacherwillwritethedefinitionofrevolveontheboard.Revolveistomovearoundanotherobject.6. Finally,introducetheword,orbit.TheorbitfortheEarth'srevolutionisthepaththatittakesaroundthesun.7. Then,theteacherwilldemonstraterevolvingbywalkingaroundthestudentholdingthesun.8. Notethattheearthrevolvesalsoinacounterclockwisedirectiontoo.9. AcompletedemonstrationoftheearthrotatingonitsaxisandrevolvingaroundtheSunwillbedonebyholdingthe

Styrofoamball,tiltingit23degrees,rotatingitcounterclockwisewhilewalkinginacounterclockwisedirectionaroundthestudentholdingthesun.

10. Theteacherwillaskthefollowingquestion:Howmanytimesdoestheearthrotateonitsaxistocompleteonerevolutionofthesun?Hopefully,oneofthestudentswillanswer365timeswhichisoneyearforus.

11. Splitthestudentsupintogroupsoffourorfiveandpassoutarotationactivityworksheettoeachstudent.12. Havethemfollowthedirectionsontheworksheetandcompletetheinvestigation.13. Whentheycompletetheinvestigation,eachgroupwillpresentwhattheybrainstormedaboutrevolutionandrotation.

AssessmentStudentswillwriteaparagraphabouttheEarth’srotationandrevolutionintheirsciencejournal

TeachingTipIf students are struggling to answer, give them a hint such as one complete revolution of the sun is one year for us. How many days are in a year?


Lesson4: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.


Assessments● Havethestudentscompletethelabelingplanetsworksheet.● Studentsrespondtothefollowingpromptintheirjournals:“Youaresentonaspacemissionandarriveataplanet

otherthanEarth.Writealetterbacktoyourfamilytellingthemwhichplanetyoulandedonandsomeinterestingfactsaboutthatplanetthatyoulearnedinclasstoday.”

KeyVocabulary

Tier1:planetTier2:distanceTier3:orbit


1 LargeOpenSpace(FieldofGymnasium) ClassroomTeacher ToiletPaperRolls Bin HowtheSolarSystemwasFormed:https://www.youtube.com/watch?v=Uhy1fucSRQI CMCWebsite1perstudent PlanetsLabelWorksheet Binder ToScaletheSolarSystem:https://www.youtube.com/watch?v=zR3Igc3Rhfg CMCWebsite1perstudent ScienceJournals ClassroomTeacher




(ScienceTalk:think-pair-share):Beginthelessonwithareviewofwhathasbeenlearnedinpreviouslessonsthroughathink-pair-shareactivityandusethisdiscussiontoleadintothevideoandactivitythatfollows.Showthefollowingvideo:https://www.youtube.com/watch?v=Uhy1fucSRQI.Thisvideowillcovertheformationofthesolarsystemandexplainsomekeyfactsabouteachplanetwhichwillbeaddressedmoreintheinnerandouterplanetlessons.

DuringtheLesson

1. PlanetsAroundtheSun(ScienceTalk:think-pair-share):Reviewthevocabularyfrompreviouslessonherebeforemovingontonextlesson. Telltheclassthattodaytheywillbeexploringthesizeofthesolarsystem.Inthelast

lessontheystudiedthesun,andtodaytheywillbestudyingtheplanetsthatrevolvearoundtheSun.Askthestudentshowbigtheythinkthesolarsystemisandhowbigsomeplanetsmightbecomparedtoeachother.(BiggesttoSmallest:Jupiter,Saturn,Uranus,Neptune,Earth,Venus,Mars,Mercury).itmightbeagoodideatoseewhattheyknowabouttheplanetsandtheirlocationinthesolarbygivinggroupsofstudentssetsofcardstoarrangebyorderofsize.

2. Theteachershouldguidethisdiscussionmakingsurethattheinformationiscorrect.Then,showthefollowingvideo

https://www.youtube.com/watch?v=zR3Igc3Rhfgaboutcreatingascalemodelofthesolarsysteminbothsizeanddistance.Afterthevideo,studentsshouldwriteajournalentry.Theirentrycananswerquestionssuchas:

StudentThinkingAlertIf a student mentions Pluto, tell them that they are correct that it is a planet. However, the class will be focusing on large planets. Since Pluto is a dwarf planet, the class will not learn about it.


OnefactthatIlearned…Ithinkthatit’scool…Ithinkthatitisinterestingthat…Ilikedthevideobecause…OnefunfactthatIlearned....Ithinkthatit'scool.....Oncetheyhavehadtimetowritetheirentries,lettheclassknowthattheywillnowbemakingasmallerscalemodelofthesolarsystemtogether.

3. ScaleModelArticle:ReadtheArticleoffamousScaleModel walkinGainesville,Florida

4. DistancesAroundtheSun:Studentswillmeasurethedistance

betweenplanetsinourscaledmodelbyrippingstripsoftoilet papertosymbolizethedistancesbetweenplanets.Usethegivendistancesinthetablebelow.Thereare2versionsoftheactivitysobesuretousethecorrectscale(100ftor100m).Tellthestudentsthatunlikethevideo,wearenotgoingtofocusonscalingthesizeoftheplanetsbecausetheywouldbetoosmall.TheyalreadyknowtheSunisthelargestbodyinthesolarsystem,soforreferenceletthemknowthatifweareusingthe100ftscale,weareshrinkingthesolarsystemuntiltheSunisabout⅓ofadime.Ifweareusingthe100mscale,tellthemtheSunisaboutthesizeofadime.

5. CreatingaSolarSystem:(Showingamodelfirstmighthelpthestudentsbettervisualizetheactivity.)Next,theteachershouldbringtheclassoutside(orthegymnasiumifthereisbadweather)andgroupthestudents,sothateveryoneisassignedtoaplanetortheSun.Then,tellthestudentstolineupbehindthesun.Thestudentsshouldplace

TeachingTipTeaching scale is a difficult concept. Pre-teaching and practice will be needed for this portion of the lesson before doing the actual activity.


thetoiletpaperstripsbetweentheSunandMercury.Then,studentsshouldcontinueplacingdowntoiletpaperuntilthedistancesbetweentheplanetsandSunarecorrectlyscaled.Askthestudentswhattheynoticeaboutthedistancesbetweentheplanets.TheyarelikelytonoticetheinnerplanetsarecrowdedtogetherveryclosetotheSunandtheouterplanetsbeingmuchmorespreadout.Nowaskthemguidingquestionsinordertoallowthemtocometotheconclusionthataplanet’sdistancefromtheSunaffectsitsproperties.SomegoodquestionscouldrelatetotemperatureorhowlongittakesplanetstoorbittheSun,etc.PossibleQuestions:Howdoyouthinktheplanets'distancefromthesunaffectsthem?Doyouthinkthatalloftheplanets'orbitsarethesame?Doyouthinkthatsomeplanetsarewarmerthanothers?Whyisthat?HavethestudentsreturntotheclassroomandaskthemiftheythinkittakeslongerfortheinnerorouterplanetstomoveallthewayaroundtheSunandwhytheybelievetheiransweriscorrect.Allowstudentstheopportunitytosharetheiranswerandrationale.Ifstudentsneedsomesupport,possiblesentencestarters:Ithink"insertinnerorouterplanet"willtake"longerorshorter"toorbittheSunbecause.....PlanetdistancesfromtheSun

Planet 100ftScale(lengthoftoiletpaperfromlastobject) 100mScale(lengthoftoiletpaperfromlastobject)

Mercury 15”(15”) 1.3m(1.3m)

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.Writealetterbacktoyourfamilytellingthemwhichplanetyoulandedonandsomeinterestingfactsaboutthatplanetthatyoulearnedinclasstoday.”Youcoulddifferentiatethisassessmentbyhavingstudentswritepostcardsfromtheirplanetsandlist2-3factstheylearnedthendrawapictureonthefront.


Lesson5:InnerPlanets

BACKGROUND

OverviewoftheLesson:Studentswilllearntodescribeandcomparetheinnerplanets.StudentswillreceivemostofthematerialbywatchingaPowerPointpresentation.Thisinformationwillbereinforcedthroughresearchandapresentationfromeachstudentgroupaboutaspecificinnerplanet.FocusStandard(s)[2006]3-5-ES-13.RecognizethattheEarthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheEarthisthethirdplanetfromtheSuninoursolarsystem. ELAReadingStandards● Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.● SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-

led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly. LearningTargets Icannamethe4innerplanets.Icandescribethepropertiesoftheinnerplanets.


Assessments

Studentswillrespondtothefollowingpromptsintheirsciencejournals:● Whataresomecharacteristicsfoundincommonamongalltheinnerplanets?● WhataresomecharacteristicsuniquetoEarththatmighthelpusliveonit?”

WIDALanguageObjectives

(DependentontheneedsofyourELLstudents.)KeyVocabulary

Tier1:Planets,RockyTier2:InnerPlanets,OuterPlanetsTier3:AsteroidBelt,satellites


4perstudent InnerPlanetsPowerPoint CMCWebsite1perstudent iPad/laptop ClassroomTeacher1perstudent InnerPlanetsPresentationFactsWorksheet Binder1perstudent ScienceJournals ClassroomTeacher




Beginwithareviewofwhatwastaughtinpreviouslessonsthroughathink-pair-shareactivity.Havethepairssharewhattheyfoundmostinterestingfromthepreviouslessons.Next,telltheclassthattheywillbefocusingonthefourplanetsclosesttotheSun;thesearecalledtheinnerplanets.Asktheclasstolistthefourinnerplanetsusingthemnemonicdevicetaughtinthepreviouslesson.

DuringtheLesson

1. InnerPlanetPowerpoint:ShowtheclasstheinnerplanetsPowerPoint.Besuretohavetheclasspaycloseattentiontotheinformationyouarepresentingbecausetherewillbeashortquizattheend.Considergivingoutanotetakingworksheettohelpstudentsunderstandthemainpointsofthepowerpoint.Youmaywanttoasksomequestionsafteryoupresenteachplanettoensurethereisunderstanding.

2. InnerPlanetPresentation:[SP-8:Obtaining,Evaluating,andCommunicatingInformation]Nowdividetheclassintofourgroups.Telltheclassthateachgroupwillcreateapresentationaboutoneoftheinnerplanets.AssigneachgroupadifferentplanetandpassouttheiPads/laptopsalongwiththeinnerplanetspresentationworksheet.Usinginternetaccess,thegroupsshouldeachfilloutthefactsabouttheirplanetandthencomeupwithawaytopresentalltheinformation,usingatleasttwovisualaids.Studentsshouldfilloutgraphicorganizerssuchasvenndiagrams,webs,etc.Thentheyshouldthegraphicorganizerstocreateaposterwithfactsandvisuals.Ifanygroupsarehavingahardtimecomingupwithinterestingfacts,suggestthattheylooktoseeifNASAhaseversentamissiontotheirplanetorwhenandbywhomtheplanetwasfirstdiscovered.Beforethegroupspresent,handoutthreeblankworksheetstoeachstudent,sothatthestudentscanfillthemoutforeachpresentation.Bytheendoftheclasstheyshouldhaveaworksheetforeachoftheinnerplanets.

TeachingTipRemind students what mnemonic means. You may also have to remind them of the order of the plants.


LessonClosing

(ScienceTalk:classdiscussion):Attheconclusionofthepresentations,theteachershouldthenleadtheclassinadiscussion.Havestudentstalkaboutwhattheylearned,sharedifferencesandsimilaritiesbetweentheinnerplanets,andtheirexperienceresearchinginformationforthepresentation.Studentsshoulddrawavenndiagramintheirsciencejournalstocompareandcontrasttheinnerplanets.

Assessments

Studentswillrespondtothefollowingpromptsintheirsciencejournals:● Whataresomecharacteristicsfoundincommonamongalltheinnerplanets?● WhataresomecharacteristicsuniquetoEarththatmighthelpusliveonit?”


Lesson6:OuterPlanetsBACKGROUND

OverviewoftheLesson Studentswilllearnaboutthepropertiesoftheouterplanets.Studentswilllearnaboutplanetsthathaveringsaroundthemandplanetsthataregaseous(unlikeEarthwhichhasarockysurface).Thestudentswillreadanarticlewithfactsabouttheouterplanetsandwillthendoaninvestigationwithjello.FocusStandard(s)[2006]3-5-ES-13.Recognizethattheearthispartofasystemcalledthe“solarsystem”thatincludestheSun(astar),planets,andmanymoons.TheearthisthethirdplanetfromtheSuninoursolarsystem. ELAReadingStandards● Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.● SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-

led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.ELAWritingStandards● Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarize

orparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.LearningTargets ● Icanidentifytheouterplanets.● Icandescribethepropertiesoftheouterplanets.


● Icandescribethedifferencesbetweentheinnerandouterplanets.

AssessmentJournalEntry:Intheirjournal,studentswillwriteaparagraphlongsummaryabouttheplanets.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**

LESSONDETAILS


Startwithareviewoftheinnerplanets.(Ex:Havestudentslistlistthemintheorderfromthesun,maybegiveafactabouteach,each,etc…). Theteachercouldalsoaskastudenttonamethefourinnerplanetsandwritethenamesincolumnformontheboard.Then,askthestudentstosharewhattheylearnedabouteachinnerplanetsfromthepreviouslesson.Astheyshare,theteachercanwritedownkeypointsandleaveitontheboardforstudentstoreview/reference.

Dividetheclassintogroupsoffourstudentsandgiveeachgroupfourindexcards.Eachcardwillbelabeledwithoneoftheouterplanets(Jupiter,Saturn,Uranus,andNeptune).Theteacherwillinstructthegroupstobrainstormandwritedown3factsabouteachplanetontheindexcard.Givethestudentsabout5-10minutestocompletethistask.Assignaplanettoeachstudentineverygroup.Eachstudentineachgroupshouldthengetintothecorrectplanetorder.Then,eachstudentwilltelltheteacher3ormorefactsabouttheirplanet.Studentswillthendiscussandidentifytrueandfalsefactsgivenbytheirgroupmembers.

Tellthestudentsthattheywillbelearningmoreabouttheouterplanetstodayandtheywillseeifthefactstheybrainstormedareaccurateornot.

DuringtheLesson

1. Nowsplitthestudentsintopairs.2. CharacteristicsoftheOuterPlanets:Givethestudentsthearticle,CharacteristicsoftheOuterPlanets.Priortohaving

thepairsreadthearticle,givethestudentssuggestionsofhowtoguidetheirreading.3. Afterthepairisfinishedreading,havethemcompletetheworksheet(whichisattheendofthereading).

StudentThinkingAlertWhen asking the students to brainstorm about the outer planets, remember that their facts can be as simple as it’s a gaseous planet, it’s red, it has rings, etc…) Their info is all coming from previous knowledge.


4. Comebacktogetherasaclassanddiscusshowthefourouterplanetsaresimilarandhowtheymightdiffer.Organizethisinformationinavenndiagramandhavethestudentscopyitdown.Makesuretounderlinetheimportantfactsabouteachoftheouterplanetsontheboardsothatstudentscanreference/reviewthemlateron.

5. Askthestudentsthefollowingquestionstogetthemthinkingaboutthesurfacesoftheouterplanets:Iftheplanetsdonothaveasolidsurface,whatkindofsurfacedotheyhave?Whatcoulditfeellike?Couldyoulandonanouterplanet?Whyorwhynot?Studentsshouldanswerthesequestionsintheirjournalstoassesstheirunderstandingandlearning.[SP-7:EngaginginArgumentsfromEvidence]

PossibleExtension:StudentscoulddoastheydidinLesson45andcreateinformationalpostersfortheouterplanetswithvisualsandfactsfollowedbyapresentation.

6. Research,synthesising,discussions,presentingwithagraphicorganizer.7. Includecommonalitiesbetweentheouterplanets

8. ModelingPlanetswithFruit:Followtheactivityoutlinedhere(onlyneedtodosteps5-9butyoucandotheentire

activityifyou’dlike):http://www.lpi.usra.edu/education/explore/solar_system/activities/bigKid/dunking/9. Youdonotneedtohaveafruittorepresenteveryplanet,insteadyoucanuseanorangepeelorcoconuttorepresent

SaturnandagrapetorepresentEarth.10. Havetheclassgatheraroundaplasticbinfilledwithwaterandhavethemmakepredictionsofwhatwillhappenwhen

youputthefruitintothewater-youcanhavethemwritethesepredictionsintheirsciencejournals.11. Youcandotheentireactivity,buttheonlyessentialstepsare5-9intheactivitysection.12. Onceyou’vecompletedtheactivity,havethestudentswriteafewsentencesaboutwhattheyobserved.Also,students

shouldwritewhetherornottheirpredictionswerecorrectorincorrect.Encouragethestudentstousepicturesanddiagramstoshowwhattheyobserved.


LessonClosingAskthestudentsafewquestionsaboutboththeinnerandouterplanets.Whataresomecharacteristicsoftheinnerplanets?Whataresomecharacteristicsoftheouterplanets?Whatdotheinnerplanetshaveincommonwiththeouterplanets?Whatmakesthemdifferentfromeachother?AssessmentJournalEntry:Intheirjournal,studentswillidentifyalltheplanetsintheirorderandwritingasummaryaboutwhattheylearnedaboutoneormoreofthem.(Teacherwillsetuparubricofwhathe/sheislookingfortomeasureunderstandingandprogresstowardintendedoutcomes).


Lesson7:Earth’sMoonandItsPhasesBACKGROUND

OverviewoftheLesson Inthislesson,studentswillwatchavideoofthefirsthumanmoonlandingtocreateexcitementaroundthetopic.Then,theywillwatcharapvideoaboutthephasesofthemoon.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


ELAReadingStandards● Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.● SpeakingandListening:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-

led)withdiversepartnersongrade5topicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.LearningTargets ● Icanidentifyandnamethephasesofthemoon.● IcandrawadiagramoftheSun,Earth,andMoonforaspecificphase.● Icandrawapictureofthemoonforaspecificphase.● IcanuseacalendartocalculatethelengthoftimeittakestheMoontogothroughafullcycle.

AssessmentTheteachershouldusethestudents’participationintheclosingthink-pair-sharediscussiontoassesstheirlevelofunderstanding.Studentswillalsobeassessedonthepowerpointactivitywhichwillbeprojectedonthewhiteboard.ThePowerPoint,“MoonPhaseAssessment”,willhaveslidesthatwilleitherbe:1)anameofaphaseofthemoon,2)apictureofthemoon,or3)adiagramoftheSun,Earth,andMooninaspecificposition.Foreachnumberedslide,thestudentsshouldprovidetheothertwopiecesofinformationintheirsciencejournal.WIDALanguageObjectives

(DependentontheneedsofyourELLstudents)KeyVocabulary

Tier2:orbit,phase,waxing,waningTier3:satellite,crescent,gibbous



1 Projector ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1perstudent “MoonRapLyrics” Binder1 “MoonPhaseAssessment”PowerPoint CMCWebsite1 PackofOreos Bin1perstudent PlasticSpoons Bin1set Moondiagrams CMCWebsite1 Lunarcalendar

http://www.moonconnection.com/moon_phases_calendar.phtmlClassroomTeacher

1 NeilArmstrongVideo CMCWebsite1 MrLee.PhasesoftheMoonRap CMCWebsite1 MoonPhaseViewerVideo CMCWebsite


LESSONDETAILSLessonOpening/ActivatorTelltheclassthattheywilllearnaboutthemoonanditsphasesinthislesson.Introducethefirstvideoofthemoonlandingfrom1969.TellthemthatthespacecraftistheApollo11andthatthevoicetheyhearisNeilArmstrong,anastronaut.https://www.youtube.com/watch?v=cwZb2mqId0A.Hisquote“That’sonesmallstepforman,onegiantleapformankind”isincrediblyfamous.Afterthevideo,telltheclassthathewasthefirstmanonthemoon.Thiswasagiantleapformankindbecauseitshowedprogress.


DuringtheLesson

1. MoonRapLyrics:Passouttheworksheettitled“MoonRapLyrics”toeachstudenttofollowalongwiththevideo.NowshowtheMr.LeeRapvideoontheCMCwebsite(orYouTubehttps://www.youtube.com/watch?v=79M2lSVZiY4),whichshowsarapaboutthephasesofthemoon.TellthemtowatchandlistencloselytoinformationaboutApollo11,thespacemissiontheyjustwatchedlandonthemoon.Afterthevideo,re-emphasizethatthedifferencebetweenwaxingandwaningmoonphasescanbeeasilyfiguredoutbyonesimpletrick.“WaxingrhymeswithrelaxingwhichstartswithanRforright.Soiftherightsideofthemoonislitupitisinthewaxingperiod.”Teachersmaywanttoshowthisvideotwiceandhavestudentstakenotesintheirjournals.TellthemthiswillbeespeciallyhelpfultorememberinthefollowingactivitywiththeOreos.Then,useacalendartocalculatethatthemoongoesthroughafullcycleinjustunderamonth(28-30days).Thislunarcalendarcanbefoundonlineathttp://www.moonconnection.com/moon_phases_calendar.phtml,ortheclassroommayalreadyhavealunarcalendarthatcanbehungonawallandobservedatoverthenextfewweeks.

2. OreoPhasesoftheMoonDividethestudentsintogroupsof4-5andgiveeachstudentanOreo.AskthemtousetheOreostocreateeveryphaseofthemoon.ThestudentsshouldtakeoffthetopcookieofeachOreotoexposethefilling.Usingspoons,theyshouldscrapeouttheshapeofthenewmoon,crescentmoon,quartermoon,gibbousmoon,andfullmoon.Then,theteachershouldwalkaroundandhaveeachgroupusetheircookiestodemonstratetheorderofthephasesofthemoonfromthesong.Thisisagoodtimetoremindthemaboutwaxingrhymingwithrelaxing,sowaxingphaseshavetherightsidelitup.Studentswillsketcheachphaseofthemoonintheirsciencejournalsandlabelwhetheritiswaxingorwaning.Oncethegrouphascorrectlydemonstratedacycleofthemoon(theywillneedtochangetheorientationonsomeofthemtocompletebothwaxingandwaning),theycaneattheOreos.


OptionalExtension:Usegooglecardboardsandhavestudentsseewhatitwouldlookliketoexploreinspace.LessonClosing

Askeachstudenttowritedownafewfactsaboutthemoonthattheylearnedtoday.Havethemreadoverthelyricstotherapagaintotryandpulloutinformation.Thestudentsshouldthenpairwithaneighborandusebothoftheirliststocreateanevenlargerlistofmoonfacts.

AssessmentTheteachershouldusethestudents’participationintheclosingthink-pair-sharediscussiontoassesstheirlevelofunderstanding.Studentswillalsobeassessedonthepowerpointactivitywhichwillbeprojectedonthewhiteboard.ThePowerPoint,“MoonPhaseAssessment”,willhaveslidesthatwilleitherbe:1)anameofaphaseofthemoon,2)apictureofthemoon,or3)adiagramoftheSun,Earth,andMooninaspecificposition.Foreachnumberedslide,thestudentsshouldprovidetheothertwopiecesofinformationintheirsciencejournal.


Lesson8:Earth’sGravitationalForceBACKGROUND

OverviewoftheLessonStudentswilllearnhowgravityworksbywatchingvideosandparticipatinginactivitieswhichdemonstratethepowerofgravity.FocusStandard5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.StateAssessmentBoundary:Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment. ELAWritingStandards● Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarize

orparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.LearningTargetsIcangiveanexampleofaforce.Icanexplainhowgravitationalforceworks. AssessmentHavestudentsanswerthefollowingpromptintheirsciencejournals:WhatevidencesupportsthefactthatgravityonEarthpullsobjectstowardthecenteroftheplanetinsteadoftowardsomeotherpointonEarth?


ScoringRubric2-pointresponse:

● Studentidentifiesthatadroppedobjectfallsdown.● StudentidentifiesthatthisdownwardmotionoccursateveryplaceonEarth,sothatmeansobjectsmovetoward

thecenteroftheplanet.1-pointresponse:

StudentdoesnotnotethatthedownwardmotionofafallingobjectisthesameeverywhereonEarth.0-pointresponse:

Theresponseshowsnounderstandingofthetask/problem. KeyVocabulary

Tier1:Mass,ForceTier2:GravitationalForceTier3:AirResistance


DefiningGravityVideo CMCWebsite12 Pennies Bin5 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”istheonewatchingtoseewhichobjecthitsthegroundfirst,andthe“recorder”writesdownthedataintheirsciencejournal.Technology(suchasiPadsorstopwatches)canbeusedtorecordthedropsortorecordthetimes,butthisisnotrequired.

b. Ingroups,studentswillstartbyconfirmingthatwhentwocoinsaredroppedfromthesameheight,theywillhitthegroundatthesametime.Theycantryusingtheirhandsandmayrealizethatit’sdifficulttodropthemattheexactsametime.Seeiftheycanfigureoutastrategytoconsistentlydropthetwocoinsatthesametime(pushingthemoffthesideofadeskorothersurfaceworkswell).

c. Now,studentswillpredictwhichcoinwillhitthegroundfirst,dependingonhowtheyaredropped.Forinstance,theywilldroppedonecoinasbeforeandpushtheothercoinsideways,buttheymustreleasethecoinsatthesametime.Studentsshouldrecordtheirpredictionsintheirsciencejournals,alongwithanexplanationforwhytheythinkthiswilloccur.Theycantalkintheirgroupsoryoucanhavethewholeclassdiscussbriefly.Theteachershouldcreateorhaveachartwithdifferenttrialsstudentscantestandrecord.


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’tchangingitsweight,theobjectappearstogetlargerorsmallerdependingonwhethertheyarepushingorliftingit.

c. Studentscannowexperimentbyholdingthescalevertically(forexample,placingitagainstawall)andseeinghowtheirobject’sweightchanges.TheyshouldnoticethattheobjecthasnoweightwhenthescaleisnotbetweentheobjectandtheEarth/floor.

d. Themaintakeawayforstudentsisthatgravityalways“pullsobjectsdown,”whichisshownbythefactthatobjectsonlyhaveweightwhenthescaleisbetweentheobjectandEarth.

Assessment

Havestudentsanswerthefollowingpromptintheirsciencejournals:WhatevidencesupportsthefactthatgravityonEarthpullsobjectstowardthecenteroftheplanetinsteadoftowardsomeotherpointonEarth?


ScoringRubric2-pointresponse:

● Studentidentifiesthatadroppedobjectfallsdown.● StudentidentifiesthatthisdownwardmotionoccursateveryplaceonEarth,sothatmeansobjectsmovetoward

thecenteroftheplanet.1-pointresponse:

StudentdoesnotnotethatthedownwardmotionofafallingobjectisthesameeverywhereonEarth.0-pointresponse:

Theresponseshowsnounderstandingofthetask/problem.


ScienceTalkandOracyinT2LUnitsSciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listen toothers tounderstand, clarifyandelaborate ideas, andreflectupon theirunderstanding.These formsof talkcanbedevelopedusingscaffoldssuchastheA/BTalkprotocol(below)andstrategiesforclassdiscussions(fromtheTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical, linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinordertodevelopathoughtfulspeaker.Beingabletodisplayappropriatebodylanguage,usepropertoneandgrammar,bethoughtfulandconsiderate thinkers, andallowspace forothers thoughtsandopinionsareall important facetsoforacy toworkonand throughwithstudents. Incorporating the appropriate scaffolding is an important aspect of fostering these skills. Techniques for teaching effectivescience talk often include modeling, discussion guidelines, sentence-starters, and generating roles, while gradually putting moreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.

● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf


A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.Shareyourideas

PartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsmeknowmoreabout_______because…

● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?

● Iheardyousay_______.● Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid

_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.


ListofUnitResourcesLesson1

Quantity Item Source1perstudent OurSolarSystemArticle Binder1perstudent ScienceJournal ClassroomTeacher8pieces LargeChartPaper ClassroomTeacher “TheUniverse:IntroductiontoVocabulary”PowerPoint CMCWebsite

Lesson2Quantity Item Source

CrayonsorMarkers ClassroomTeacher Scissors ClassroomTeacher1Box Pushpins Bin1perstudent PaperPlate Bin1perstudent PlasticStraws Bin1perstudent Pencils ClassroomTeacher Earth’sRotationandRevolution:https://www.youtube.com/watch?v=l64YwNl1wr0 CMCWebsite I’mSoHotVideo:https://www.youtube.com/watch?v=t-kzdR93bqw CMCWebsite1-2 Globe ClassroomTeacher1 Flashlight Bin1copyforteacher

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=Uhy1fucSRQICMCWebsite

1perstudent PlanetsLabelWorksheet Binder1 ToScaletheSolarSystem:https://www.youtube.com/watch?v=zR3Igc3Rhfg CMCWebsite1perstudent ScienceJournals ClassroomTeacher

Lesson4

Quantity Item Source4perstudent InnerPlanetsPowerPoint CMCWebsite1perstudent iPad/laptop ClassroomTeacher1perstudent InnerPlanetsPresentationFactsWorksheet Binder1perstudent ScienceJournals ClassroomTeacher

Lesson5

Quantity Item Source1perstudent CharacteristicsoftheOuterPlanetsArticle Binder1package IndexCards Bin1 Small-MediumPlasticBins(thatcanbefilledwithafewinchesofwater) Bin


5 Oranges:torepresentSaturn(needtobepeeled-youwillonlybeusingthepeelsotryandpeelitoffinonepiece)

ContactSueBeauchamp

1bunch Grapes:torepresentEarth ContactSueBeauchamp

Lesson6

Quantity Item Source1 CrashCourseEarth’RotationVideo CMCWebsite6 StyrofoamBalls Bin6 TennisBalls Bin1container Toothpicks Bin1perstudent RotationActivityWorksheet Binder3sets PicturesoftheSun,Earth,andMoon(cutoutandputintoZiplocbags) Bin

Lesson7

Quantity Item Source1 Projector ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1perstudent “MoonRapLyrics” Binder1 “MoonPhaseAssessment”PowerPoint CMCWebsite1 PackofOreos Bin1perstudent PlasticSpoons Bin1set Moondiagrams CMCWebsite1 Lunarcalendar ClassroomTeacher


http://www.moonconnection.com/moon_phases_calendar.phtml1 NeilArmstrongVideo CMCWebsite1 MrLee.PhasesoftheMoonRap CMCWebsite1 MoonPhaseViewerVideo CMCWebsite

Lesson8

Quantity Item Source DefiningGravityVideo CMCWebsite12 Pennies Bin5 Rulers ClassroomTeacher4 Bathroomorkitchenscales Bin6 Objectforweighing ClassroomTeacher5 Stopwatches Bin

the evolution of the t2l science curriculumthe sun and of the moon around earth; and demonstrate...

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