unit 7: partner resource sun and moon - washu...

Earth and Space Systems:

Relative Positions of Sun, Earth and M

oon, Patterns and Seasons

Washington U

niversity in St. LouisInstitute for School Partnership

Sun and Moon

Unit 7: Partner Resource

2Unit 7 (version 9.16.16) | Sun and MoonWashington University in St. Louis Institute for School Partnership

Additional Teacher ResourcesBOOKS

Me and My Place in Space, by Joan Sweeny and Annette Cable

Explore the Solar System!, by Anita Yasuda

Backyard Stars: A Guide for Home and the Road

Amazing Science: Spots of Light -- A Book About Stars, by Dana Meachen Rau

Look to the Stars, by Buzz Aldrin

Patterns in Nature: Day and Night, by Margaret Hall

Starry Night Elementary: Bring a Universe of Excite-ment to Your Students, by Imaginova Corporation

Amazing Science: Night Light -- A Book About the Moon, by Dana Meachen Rau

Kids Book of the Night Sky, by Jane Drake & Ann Love

ONLINE RESOURCES

A Trip To The Moon: http://www.readworks.org/passages/trip-moon

Earth’s Moon: http://www.readworks.org/passages/earths-moon

Longest and Shortest Days: http://www.readworks.org/passages/longest-and-shortest-days. Read-works Passage with questions

From Morning to Night: http://www.readworks.org/passages/morning-night. Readworks Passage with questions

The Moon Journal: http://www.readworks.org/pas-sages/moon-journal

Sunlight In The Night: http://www.readworks.org/passages/sunlight-night

A Big Star: http://www.readworks.org/passages/big-star

What Are Stars?: http://www.readworks.org/pas-sages/what-are-stars

Day To Night: http://www.readworks.org/passages/day-night

“Why Do The Seasons Change?” http://wonderopolis.org/wonder/why-do-the-seasons-change-2

“Why Do You Have To Go To Bed Before Dark?” http://wonderopolis.org/wonder/why-do-you-have-to-go-to-bed-before-dark

“When Is Your Half Birthday?” http://wonderopolis.org/wonder/when-is-your-half-birthday

“How Did The Months Of The Year Get Their Names?” http://wonderopolis.org/wonder/how-did-the-months-of-the-year-get-their-names

“Where Is The Big Dipper?” http://wonderopolis.org/wonder/where-is-the-big-dipper

“When Are The Dog Days Of Summer?” http://wondero-polis.org/wonder/when-are-the-dog-days-of-summer

“What’s Your Zodiac Sign?” http://wonderopolis.org/wonder/whats-your-zodiac-sign

“How Were Birthstones Chosen For Each Month?” http://wonderopolis.org/wonder/how-were-birth-stones-chosen-for-each-month

LOANER ITEMS

Trippensee Elementary Planetarium Model (ISP 100-9930): http://schoolpartnership.wustl.edu/prod-ucts/trippensee-elementary-planetarium-model/

DISCOVERY ED (Subscription Needed)

Constellations: http://bit.ly/1T9uMC0Tips: Patterns in the sky

The Sun at Different times of Day: http://bit.ly/1IsThEd

Days: http://bit.ly/1S1WaABTips: 24 hours

Night and Day: http://bit.ly/1GpltIMTips: choose the appropriate clip(s)

Summer: http://bit.ly/1IsUATL

Winter: http://bit.ly/1MFwiHz

Phases of the Moon: http://bit.ly/1GaMKNU

I Spy a Starry Sky: http://bit.ly/1HZD2MaTips: Animated, choose the appropriate clip(s)


CAREER CONNECTIONS

NASA SpacePlace: http://spaceplace.nasa.gov/space-place-live/en/

Space Research Scientist: http://pbskids.org/dragon-flytv/scientists/scientist3.html

Space Suit Researchers: http://pbskids.org/dragonfly-tv/scientists/scientist42.html

NASA Researcher: http://pbskids.org/dragonflytv/scientists/scientist46.html

Astronomer: http://pbskids.org/dragonflytv/scien-tists/scientist60.html

Electrical Engineer: http://pbskids.org/dragonflytv/scientists/scientist26.html

Aerospace Engineer: http://www.careergirls.org/careers/aerospace-engineer


Teacher Background Information

In this unit, students learn about cycles and make ob-servations to find out more about how the sky appears to change. Students will learn the basis for under-standing both our place in the universe and time.

CYCLESCycles repeat themselves over and over again. They are predictable patterns in your everyday life, such as your birthday. Your birthday will come again year after year. Students in this unit are looking at patterns related to the sky, such as shadows, day and night, moon phases and constellations.

SHADOWSA shadow is a dark spot that is formed when an object blocks light. As the sun changes position in the sky, the size and location of a shadow changes. Shadows are longer in the morning and evening. Shadows are the shortest at noon. A shadow caused by sunlight completes a cycle. Some of the first clocks (sundials) used shadows to tell time and some people still use shadows today to predict the time.

DAY AND NIGHTDay and night is caused by the rotation or spinning of the Earth on its axis. The axis is an imaginary line that runs through the center of the Earth from the North Pole to South Pole. Each rotation takes about 24 hours, which marks the length of one day on Earth. Earth rotates counterclockwise and this causes the sun to appear to move across the sky from east to west. Some people may say that the Sun rises and sets, however this appearance is due to a location on Earth’s position compared to the Sun.

The Earth is also tilted on its axis. When it is summer in the northern hemisphere, the North Pole is tilted towards the sun. That is the reason there are longer periods of daylight in the northern hemisphere in the summer. When it is winter in the northern hemi-sphere, the North Pole is tilted away from the sun. This causes shorter amounts of daylight in the winter.

The same is true for the southern hemisphere. When the South Pole is tilted towards the sun, the southern hemisphere experiences summer. When the South Pole is tilted away from the sun, the southern hemi-sphere experiences winter. In the areas near the equa-tor, the length of day and night are pretty close all year, and they experience wet and dry seasons instead of summer and winter. Near the Earth’s poles, the length of day and night changes from 0-24 hours depending on whether or not the pole is tilted towards or away from the sun.

CONSTELLATIONSStars seem to appear in the night sky in different sea-sons. They seem to form different shapes or pictures. These shapes/pictures are called constellations. As the Earth revolves to different sides of the Sun, different constellations are in the night sky. Constellations also seem to move across the night sky. This is due to the Earth’s rotation. The position of a constellation in the sky can change, but the stars that make up the constel-lation remain the same.

FURTHER READING AND SOURCES

Shadows: http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/3/

About Day and Night: http://www.lpi.usra.edu/education/skytellers/day_night/

Moon Phase Calculator: https://stardate.org/nightsky/moon

Constellations: http://spaceplace.nasa.gov/review/dr-marc-space/constellations.html

Motion of the Stars: http://physics.weber.edu/schroeder/ua/StarMotion.html

Polaris is the North Star: http://earthsky.org/bright-est-stars/polaris-the-present-day-north-star

5Unit 7 | Sun and MoonWashington University in St. Louis Institute for School Partnership

Name: Date:

Unit 7: Sun and Moon Circle one: Pre- OR Post-Assessment

1. Look at the pattern of the moon phases below. Circle one cycle of the pattern. Continue the pattern by drawing two moons on the two empty lines.

1a. Complete the pattern by drawing a picture and completing the words.

2. Look at the two pictures of the bear sitting in the sun. The bear is missing his shadow in each picture. Draw the bear’s shadow for the part of day shown.

DAY DAYNIGHT NIGHT


3. Look at the picture of the sun and the Earth. Look at the X on the Earth. Is it day or night in the place where the X is on Earth? Circle your answer.

4. Circle the objects that we can see during the day.

5. What happens each day on Earth?

a. The earth does not rotate.

b. Twenty-four hours pass by.

c. The sun goes up and never goes down.

X

day or night

SUN STARS PLANET CONSTELLATIONMOON


6. Use the graph to answer the questions that follow.

6a. How many daylight hours are there in January?

6b. Which month has the most daylight hours?

6c. Which season has the longest number of daylight hours to play in the park?

a. Spring

b. Summer

c. Winter

7. How long does it take the moon to go through all of its phases?

a. A day

b. A month

c. A year


Name: SCORING GUIDE: 14 points total Date:

Unit 7: Sun and Moon Circle one: Pre- OR Post-Assessment

1. Look at the pattern of the moon phases below. Circle one cycle of the pattern. Continue the pattern by drawing two moons on the two empty lines. 3 POINTS

1a. Complete the pattern by drawing a picture and completing the words. 2 POINTS. 1 point for each part of the pattern: sun/day and then moon/night.

2. Look at the two pictures of the bear sitting in the sun. The bear is missing his shadow in each picture. Draw the bear’s shadow for the part of day shown. 2 POINTS

shadow should be right of bear shadow should be left of bear

DAY NIGHTDAY DAYNIGHT NIGHT

West East


3. Look at the picture of the sun and the Earth. Look at the X on the Earth. Is it day or night in the place where the X is on Earth? Circle your answer. 1 POINT

4. Circle the objects that we can see during the day. 2 POINTS

5. What happens each day on Earth? 1 POINT

a. The earth does not rotate.

b. Twenty-four hours pass by.

c. The sun goes up and never goes down.

X

day or night

SUN STARS PLANET CONSTELLATIONMOON


6. Use the graph to answer the questions that follow.

6a. How many daylight hours are there in January?

6b. Which month has the most daylight hours?

6c. Which season has the longest number of daylight hours to play in the park?

a. Spring

b. Summer

c. Winter

7. How long does it take the moon to go through all of its phases? 1 POINT

a. A day

b. A month

c. A year

3 POINTS. 1 point for each correct answer for a, b and c.

10

June


Unit 7: Sun and Moon Assessment Standards Breakdown

STANDARDS ADDRESSED IN QUESTION 1: (Lessons 1 & 6)

GLE UN 2 B k bESS1.A: The Universe and its Stars

• Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

STANDARDS ADDRESSED IN QUESTION 1A: (Lessons 1 & 6)

GLE UN 2 B k b

STANDARDS ADDRESSED IN QUESTION 1B: (Lessons 1 & 6)



STANDARDS ADDRESSED IN QUESTION 1C: (Lessons 1 & 6)



STANDARDS ADDRESSED IN QUESTION 2: (Lesson 2)

GLE UN 2 A 3 a


GLE UN 2 C 3 a





GLE UN 2 C 3 aESS1.A: The Universe and its Stars


STANDARDS ADDRESSED IN QUESTION 6: (Lessons 5 & 8)

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

SCIENCE & ENGINEERING PRACTICES DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS

Analyzing and Interpreting Data • Use observations (firsthand or from

media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

ESS1.B: Earth and the Solar System• Seasonal patterns of sunrise and sunset can

be observed, described, and predicted.

Patterns • Patterns in the natural world can be

observed, used to describe phenome-na, and used as evidence.


Name: Date:

Unit 7: Sun and Moon Assessment Checklist

Materials Needed: Student Pages from student science journal

LESSON 1 - BEGINNING 2 - DEVELOPING 3-PROFICIENT

1

Student is able to draw different kinds of patterns in his/her science journal. Completed during Evaluate.

2

Student is able to represent how shadows change position throughout the day according to the position of the sun in the sky via illustration in his/her science journal. Completed during Evaluate.

3

Student is able to draw the sun and earth rotating between day and night in his/her science journal. Completed during Evaluate.

4

Student is able to identify when day and night is experienced by people on Earth in his/her science journal. Completed during Evaluate.

5

Student is able to compare the amount of sunlight in different seasons. Completed during Evaluate.

6

Student is able to identify the different phases of the moon in his/her science journal. Completed during Evaluate.

7

Student is able to label objects that cause the patterns we see in the sky in his/her science journal. Completed during Evaluate.

8

Student is able to work with a group to create and explain a poster that shows an observable pattern. Completed during Evaluate.


Unit 7: Sun and Moon Assessment Checklist

Materials Needed: Student Pages from student science journal

LESSON & OBJECTIVE

STUDENT NAMES

STUDENT SCORES (1 - BEGINNING, 2 - DEVELOPING, OR 3 - PROFICIENT)

LESSON 1: Student is able to draw different kinds of patterns in his/her science journal. Completed during Evaluate.

LESSON 2: Student is able to represent how shadows change position throughout the day according to the position of the sun in the sky via illustration in his/her science journal. Completed during Evaluate.

LESSON 3: Student is able to draw the sun and earth rotating between day and night in his/her science journal. Completed during Evaluate.

LESSON 4: Student is able to identify when day and night is experienced by people on Earth in his/her science journal. Completed during Evaluate.


LESSON & OBJECTIVE

STUDENT NAMES

STUDENT SCORES (1 - BEGINNING, 2 - DEVELOPING, OR 3 - PROFICIENT)

LESSON 5: Student is able to compare the amount of sunlight in different seasons. Completed during Evaluate.

LESSON 6: Student is able to identify the different phases of the moon in his/her science journal. Completed during Evaluate. LESSON 7: Student is able to label objects that cause the patterns we see in the sky in his/her science journal. Completed during Evaluate.

LESSON 8: Student is able to work with a group to create and explain a poster that shows an observable pattern. Completed during Evaluate.

Teacher Pages

Unit 7: Sun and M

oon

Teacher Page 01Unit 7 (version 9.16.16) | Sun and MoonWashington University in St. Louis Institute for School Partnership

Bear Shadows Answer KeySection 1, Lesson 2


Clock WorksheetSection 2, Lesson 4

121

2

6

3

4

5

9

8

7

10

11



121

2

6

3

4

5

9

8

7

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11


Day and Night Answer KeySection 2, Lesson 4

DIRECTIONSFill in the blanks with these words: day night pattern 24 hours

Day following night is a .

It takes for the Earth to rotate one time.

At noon (12:00 PM) it is .

At midnight (12:00 AM) it is .

Write the word night under where the “X” is in night and day where the “X” is in daylight.

XX

pattern24 hours

day

day

night

night


Summer LightSection 2, Lesson 5

NORTH

SOUTH

sun never sets

long days sunlight

short days

sun never rises

rotation axis

equal days and nights


Day & Night Worksheet Section 2, Lesson 5


Hours of Daylight in a YearSection 2, Lesson 5

Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov

Write the seasons that go with the months.

Word Bank: Winter, Spring, Summer and Fall

Winter Spring Summer Fall

24232221

20191817161514131211

10987654321

0

Num

ber

of H

ours


Moon PhasesSection 3, Lesson 6


Moon Phases Answer KeySection 3, Lesson 6

The correct order for the Moon Phases worksheet (Student Page 08) is: New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Third/Final Quarter, Waning Crescent


Moon Phase EvaluationSection 3, Lesson 6

DIRECTIONSWrite the correct moon phase under the picture. Word Bank: New Moon, Full Moon, Crescent Moon, Quarter Moon

new moon

crescent moon full moon

quarter moon


Evaluating Patterns Answer KeySection 4, Lesson 7

DIRECTIONSLabel the drawing with the correct words.

WORD BANKEarthMoonSunOrbitStars starsmoon

earth

sun

orbit


AXISan imaginary line that passes from the North Pole to the South Pole through the center of the Earth

CLOCKa tool used to measure time, including minutes and hours

CONSTELLATIONa group of stars that seem to form a pattern or a picture in the sky

CYCLEa series of events that are regularly repeated in the same order

DAYthe time needed for Earth to complete one rotation on its axis, 24 hours

GLOBEa spherical shaped map of the Earth

HEMISPHEREone half of the Earth, either divided as north and south or east and west

HOURa unit of time equal to one of the 24 parts of a day and night; 60 minutes

Vocabulary & GlossaryAll Sections and Lessons

We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come across the concept. MySci students work collaboratively and interact with others about science content, thus increasing vocabulary. Also, the hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to use scientific vocabulary; therefore, the vocabulary should not be taught in isolation.


LIGHT BLOCKERsomething that blocks the light from a surface, often creating a shadow

LIGHT SOURCEthe source of illumination

MODELa picture, idea or object that represents another object or process

MOONa natural object that orbits a planet

ORBITa path that one object in space takes as it revolves around another object in space

PATTERNsomething that repeats; consis-tent and recurring; may help in the identification of a phenome-non or problem

PHASE(of the moon) the regular changes in the way the moon looks from Earth

REVOLVEto move in an orbit around another object

ROTATEto spin on an axis

SHADOWan area of darkness created when a source of light is blocked

STARan object in space that produc-es its own light and heat

TILTto lean on an angle, not upright

unit 7: partner resource sun and moon - washu...

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