Download Unit Overview Template

Unit Overview Template
Content Area: Science
Unit Title: Sun Moon and Stars
Target Course/Grade Level: 3rd Grade
Unit Summary
The Sun, Moon, and Stars Module consists of three sequential investigations, each designed to introduce
students to objects we see in the sky. Through outdoor observations made during the day and at night,
active simulations, readings, videos, and discussions, students study the Sun, Moon, and stars to learn that
these objects move in regular and predictable patterns that can be observed, recorded, and analyzed.
Primary interdisciplinary connections: writing, math, reading, social studies, technology
21st century themes: Global Awareness
Unit Rationale
The Sun, Moon, and Stars Module emphasizes the development of observation and description skills and
building explanations based on experience.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
A. Understand Scientific Explanations : Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations : Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
D. Participate Productively in Science : The growth of scientific knowledge involves critique
and communication, which are social practices that are governed by a core set of values and
norms.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including
potential and kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
E. Forces and Motion : It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic,
and interconnected systems, and is a part of the all-encompassing system of the universe.
A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion
years under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern
its evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
Content Statements
5.1
 4.A.2 Connections developed between fundamental concepts are used to explain, interpret, build,
and refine explanations, models, and theories.
 4.A.3 Outcomes of investigations are used to build and refine questions, models, and
explanations.
 4.B.1 Building and refining models and explanations requires generation and evaluation of
evidence.
 4.B.2 Tools and technology are used to gather, analyze, and communicate results.
 4.B.3 Evidence is used to construct and defend arguments.
 4.B.4 Reasoning is used to support scientific conclusions.
 4.C.1 Scientific understanding changes over time as new evidence and updated arguments emerge.
 4.C.2 Revisions of predictions and explanations occur when new arguments emerge that account
more completely for available evidence.
 4.C.3 Scientific knowledge is a particular kind of knowledge with its own sources, justifications,
and uncertainties.
 4.D.1. Science has unique norms for participation. These include adopting a critical stance,
demonstrating a willingness to ask questions and seek help, and developing a sense of trust and
skepticism.
 4.D.2. In order to determine which arguments and explanations are most persuasive, communities
of learners work collaboratively to pose, refine, and evaluate questions, investigations, models,
and theories (e.g., scientific argumentation and representation).
 4.D.3. Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
5.2
 2.C.2 An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no
light, objects cannot be seen.
 2.C.3 When light strikes substances and objects through which it cannot pass, shadows result.
 6.C.1 Light travels in a straight line until it interacts with an object or material. Light can be
absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted
light can be predicted.
 4.E.1 Motion can be described as a change in position over a period of time.
 6.E.1 An object’s position can be described by locating the object relative to other objects or a
background. The description of an object’s motion from one observer’s view may be different
from that reported from a different observer’s view.
5.4
 2.A.1 The Sun is a star that can only be seen during the day. The Moon is not a star and can be
seen sometimes at night and sometimes during the day. The Moon appears to have different
shapes on different days.
 4.A.1 Objects in the sky have patterns of movement. The Sun and Moon appear to move across
the sky on a daily basis. The shadows of an object on Earth change over the course of a day,
indicating the changing position of the Sun during the day.
 4.A.2 The observable shape of the Moon changes from day to day in a cycle that lasts 29.5 days.
 6.A.1 The height of the path of the Sun in the sky and the length of a shadow change over the
course of a year.
CPI #
5.1.4.A.2
Cumulative Progress Indicator (CPI)
Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3
Use scientific facts, measurements, observations, and patterns in nature to build and
critique scientific arguments.
5.1.4.B.1
Design and follow simple plans using systematic observations to explore questions and
predictions.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1
Monitor and reflect on one’s own knowledge regarding how ideas change over time.
5.1.4.C.2
Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3
Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1
Actively participate in discussions about student data, questions, and understandings.
5.1.4.D.2
Work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories.
5.1.4.D.3
Demonstrate how to safely use tools, instruments, and supplies.
5.2.2.C.2
Apply a variety of strategies to collect evidence that validates the principle that if there is
no light, objects cannot be seen.
5.2.2.C.3
Present evidence that represents the relationship between a light source, solid object, and
the resulting shadow.
5.2.6.C.1
Predict the path of reflected or refracted light using reflecting and refracting telescopes as
examples.
5.2.4.E.1
Demonstrate through modeling that motion is a change in position over a period of time
5.2.6.E.1
Model and explain how the description of an object’s motion from one observer’s view
may be different from a different observer’s view.
5.4.2.A.1
Determine a set of general rules describing when the Sun and Moon are visible based on
actual sky observations.
5.4.4.A.1
Formulate a general description of the daily motion of the Sun across the sky based on
shadow observations. Explain how shadows could be used to tell the time of day.
5.4.4.A.4
Analyze and evaluate evidence in the form of data tables and photographs to categorize
and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets).
5.4.6.A.1
Generate and analyze evidence (through simulations) that the Sun’s apparent motion
across the sky changes over the course of a year.
Unit Essential Questions
Unit Enduring Understandings
 How does the location of the Sun and moon
affect our life?
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 How does the sun and moon as a system affect
your day-to-day life?
 What makes shadows change over time?
 What is the relationship between the
appearance of the constellations and moon
phases?
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Day happens when a location on Earth is facing
toward the Sun; night happens when a location
on Earth is facing away from the Sun.
The sun, moon, and stars change positions.
The position of the sun provides information
about time, location, and seasons.
The Moon orbits Earth.
The Moon changes its appearance, or phase, in a
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regular pattern over 4 weeks.
Stars are suns positioned at great distances from
Earth.
Different constellations can be seen during
different seasons because Earth revolves around
the Sun.
Unit Learning Targets
Students will ...
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Observe and record how the Sun, Earth’s star, rises in the east and sets in the west in a predictable
pattern.
Learn that Earth rotates on its axis, causing day and night. Day happens when a location on Earth
is facing toward the Sun, and night happens when a location is facing away from the Sun.
Understand that the exact path the Sun takes in the sky varies by season.
Understand that shadows are the areas of darkness created when an opaque object blocks light and
that shadows on Earth depend on the position of the Sun in the sky.
Learn that Earth is one of several planets that orbit the Sun in the solar system.
Learn that the Moon orbits Earth and can appear in the sky during both day and night; observe and
record how the Moon changes its appearance or phase in a regular pattern over 4 weeks.
Learn how useful telescopes are in studying the solar system, as they make distant objects look
closer and larger.
Learn that stars are suns positioned at great distances from Earth and form groups called
constellations that appear to move together across the sky at night.
Use tools to collect and analyze data to develop logical conclusions about the movements of
objects in the sky.
Evidence of Learning
Summative Assessment
 Writing prompts
 Teacher observations
 Assess ability to hypothesize orally and in writing
 Assess ability to draw conclusions from experimentation
 Observations of small group activities
 Student and teacher rubrics to assess collaboration with others
 Review of class notes taken
 Benchmark assessment
 Post Test
Equipment needed: Foss Science Kit, Activboard, Suggested Read Alouds
Teacher Resources:
http://lhsfoss.org/scope/folio/html/SunMoonandStars/1.html
http://atozteacherstuff.com/Themes/Space/
Integrate technology
http://www.earthsunmoon.co.uk/
http://www.alfy.com/teachers/teach/thematic_units/Space/Space_1.asp - Space games
http://www.nasa.gov/ - Resources and games
http://www.surfnetkids.com/spacemysteries.htm - Space Mysteries
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html - NASA's learning centre for young
astronomers, has some great online activities & games.
Webquests
http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/Planets/Planets.html
You have been employed by NASA to find out as much as you can about the nine planets in our Solar
System and find the one which would be the most suitable and cost effective to send a team of people to
colonise. You will need to come up with a presentation showing NASA of your findings.
http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/Space/space_challenge.htm
We need your help. Your task, should you accept it is to take on a role in our program as either a trainee
astronaut or as a member of our team of engineers dedicated to developing an Aussie Space Station.
Formative Assessments
 Science Journals
 Lab reports assessed by student and teacher
rubrics
 Classroom discussions
Lesson Plans
Lesson
Investigation 1: The Sun
Timeframe
3 days
Part 1:
Follow the Sun
Observe Objects that can be seen in the sky
Use a compass as a tool to determine direction
Part 2:
Shadow Tracking
Explore what makes shadows
Investigation 1: The Moon
Part 1:
Night-Sky Observations
Students record the moons appearance in the day
time and at night
Students create a moon calendar
5 days
2 days and ongoing observations of the moon
Part 2:
Phases of the Moon
8 days
Analyze moon calendar after 4 weeks
Discover the sequence of changes
Identify the phases of the moon
Investigation 1: The Stars
3 days
Part 1:
Star Patterns
Introduced to constellations
Engage in a simulation of Earth’s rotation
Observe a demonstration of the relationships and
orientation of Earth, the sun, and the milky way
Part 2:
More About Stars
6 days
Become familiar with how star brightness,
distance, and alignment converge to produce
constellations
Understand the importance of telescopes in
acquiring information about stars, planets, and the
Moon
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
http://lhsfoss.org/scope/folio/html/SunMoonandStars/1.html
http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science
Lesson Plan 1 Template
Content Area: Science
Lesson Title: Investigation 1
Part 1 – Follow the Sun
Timeframe: 3 Days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology: Compass on the Activboard
Equipment needed: Activboard, compasses tape, sidewalk chalk, printables
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Observe and record the
path the Sun takes in the
sky.
 Determine that the Sun
rises in the east and sets
in the west.
 Learn that the Sun
changes position in the
sky from season to
season.
Lesson Sequence
Day 1
1.
Discuss Daytime Sky ObservationsTell students they will be learning about
objects in the sky and about how people get
information about things they discover.
Make a list of objects that students see in
the sky. Go through the list and ask
students to determine which objects are
natural and which are made by humans.
2.
Focus on the Sun- Ask questions to
focus their attention on an important object
in the daytime sky, the sun (See teacher’s
manual for questions p.47)
3.
Bring out the Compasses- Discuss the
use of the compass
4.
Look at the Compass and Demonstrate
the Four DIrections- Disucss the part of the
needle that always points north, teacher the
students cardinal directions
5.
Label the classroom with cardinal
directions
6.
Take the compass outdoors and mark
the cardnial directions on the pavement.
7.
Think about the Sunrise- Where is the
Formative Assessment
Tasks
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
Where’s the Sun?
notebook sheet
Teacher
observations
Class discussions
sun? Where did the Sun rise this morning?
Where will the sun set? When does the
Sun rise in the south or the north?
Day 2
8.
Introduce the Notebook SheetComplete Where’s the Sun? notebook
sheet. Go outside in the morning and
record. Make a prediction about where the
sun will be at noon.
9.
Describe the pointer position again at
around noon and towards the end of the
school day.
10.
Discuss the results- Use questions on
page 53 of the teacher’s manual
Wrapping up Part 1
11.
Reinforce Vocabulary- Create a work
bank
12.
Start a Content Chart
Day 3
13.
Read Sunrise and Sunset- read the
article and answer comprehension
questions. Share and discuss ideas as a
class.
14.
Discuss the reading
Differentiation
Assistance in marking cardinal directions
Adjustable arms for Where’s the Sun?
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars
Lesson Plan 2 Template
Content Area: Science
Lesson Title: Investigation 1
Part 2 – Follow the Sun
Timeframe: 5 Days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
21st Century Skills
Civic Literacy
Health Literacy
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Information
Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology:
Equipment needed: Activboard, compasses tape, sidewalk chalk, printables, overhead projector
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Observe that shadows
form when sunshine is
blocked by a solid
object.
 Observe and collect
shadow data created
when sunlight is
blocked by their bodies.
 Analyze shadow data to
develop a logical
conclusion and explain
that the Sun moves
across the sky during
the day.
 Use shadow data to
predict the position of
the Sun in the sky.
 Learn that day and night
on Earth results from
Earth rotating on its
axis.
Lesson Sequence
Day 1
1. Review cardinal directions
2. Introduce shadows- What is a shadow? Do
you have a shadow all of the time? What do
you need in order to have a shadow? Create a
shadow using the overhead projector and ask
the class questions.
3. Students will practice making other
shadows
4.Discuss shadows outdoors- Do you always
have a shadow outdoors? What do you need
to make a shadow outdoors during the
daytime?
5. Trace shadows once in the morning and
once in the afternoon
6. Trace the shadow and their partner’s shoes
and label it with their name and the time.
Make predictions on which way their shadow
will point in the afternoon.
7. In the afternoon, students will stand in
their own footprints and their partner will
trace their shadow.
8. Discuss the changes in the shadows, make
connections between the Sun’s position in the
sky and the location of their shadows.
Day 2
9. Demonstrate shadows with the globe- The
light from the projector respresents the sun.
Study the shadows. Locate New Jersey on
the globe and place a piece of masking tape
sticking up. Rotate the globe slowly
counterclockwise while the students watch
the shadow of the tape. Rotate the globe
again, hesitating as the triangle just comes in
the light and casts a shadow. Point out
Formative Assessment
Tasks
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Comprehension
questions
Notebook sheet no. 2
Teacher observations
Class discussions
I-Check 1
morning, noon, and afternoon positions.
10. Discuss objects and shadows- use
questions on p. 63 of the Teacher Guide to
direct discussion
11. Have students rotate the globe showing
sunrise, noon, and sunset.
Wrapping Up Part 2
12. Add new words to the class word bank
13. Make content entries
Day 3
14. Read Changing Shadows
15. Students should answer the questions
at the end of the article and be prepared to
share their ideas in class discussion.
16. Discuss the reading
Day 4
17. Read the summary: The Sun and
answer questions on notebook sheet Sun and
Shadows
18. Students will complete I- Check 1
19. Discuss the summary article
Day 5
20. Return students papers for self
assessment and discussion
Differentiation
Modified I-Check 1
Answer starters for notebook sheet no. 2
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars
Lesson Plan 3 Template
Content Area: Science
Lesson Title: Investigation 2
Part 1 – Night-Sky Observations
Timeframe: 3 Days and a
month of observations
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology: The Naval Observatory website
Equipment needed: Activboard, tape, scissors, printables, overhead projector
Goals/Objectives
Students:
 Record observations of
the night sky.
 Learn that Earth and
several other planets
orbit the Sun and that
the Moon orbits Earth.
 Observe and record
changes in the Moon’s
appearance every day
for a month.
 Analyze observational
data to discover the
sequence of changes
that occur during the
Moon’s phase cycle.
Learning Activities/Instructional Strategies
Lesson Sequence
Day 1
1. Observe the daytime moon. Ask students
to decide its location in the sky. Have
students make close observations of the
moon.
2.Draw a circle on the Activboard and have
the students recall the shape of the Moon they
saw outside.
3.Introduce the Moon Calendar. Ask the
students if they feel the moon will look the
same tomorrow or change. Students will keep
a running record of the moon. Teacher will
model how to track the moons progress.
4.Make night-sky observations. Teacher will
explain how this is done at home for
homework and the process.
5. Teacher will introduce the night-sky log.
Students will record on the Night-sky log
sheet for 4 nights.
Day 2
6. Review the night-sky log after students
have observed the night sky for 4 nights.
7. Students will answer Night-Sky Questions
in their group and then the class will have a
discussion.
8.Record moon images on the moon calendar.
Wrapping Up Part 1
9. Add new words to the class word bank
Formative Assessment
Tasks
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Comprehension
questions
Notebook sheet no. 4
Teacher observations
Class discussions
Night Sky Review
10.
Make content entries
Day 3
11.
12.
Read The Night Sky
Students should answer the questions
at the end of the article and be prepared to
share their ideas in class discussion.
13. Discuss the reading
Differentiation
Modified calendar
Answer starters for notebook sheet no. 4
Website which shows moon phases
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars
Lesson Plan 4 Template
Content Area: Science
Lesson Title: Investigation 2
Part 2 – Phases of the Moon
Timeframe: 7 Days (only
completed after students have
observed 4 weeks of the lunar
cycle.
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology:
Equipment needed: Activboard, lamp base and lightbulb, printables, overhead projector, globe, extension
cord, Solar System Lithograph Set
Goals/Objectives
Students:
 Identify several
Learning Activities/Instructional Strategies
Lesson Sequence
Day 1, 2, 3
Formative Assessment
Tasks

Comprehension
questions
constellations as stable,
predictable patterns of
the stars.
 Understand that stars
appear to travel across
the night sky because
Earth rotates on its axis.
 Learn that the stars
visible in the night sky
change with the
seasons.
 Learn that telescopes
that magnify distant
objects, making them
look closer and larger.
1. Introduce the Moon phases. Show and
explain each phase.
2. Introduce Intermediate phases. Teach
students about the crescent moon. Explain in
details waxing, gibbous, and waning.
3.View the video All about the Moon.
4. Introduce Moon-phase modeling by
showing the students the materials and
explaining what everything represents.
5. Demonstrate phase modeling by
performing the modeling activity.
6. The students will have a turn using the
Moon ball to create a phase cycle.
7. Discuss the modeling Activity.
8. Reinforce the phases of the moon.
Distribute notebook sheet no. 5a and a strip of
eight Moon-Phase Representation. The
student should complete this activity and
return all materials and turn in notebook
sheets.
Wrapping Up Part 1
9. Add new words to the class word bank
10. Make content entries
Day 4, 5
11. Read Changing Moon
12. Students should answer the questions
at the end of the article and be prepared to
share their ideas in class discussion.
13. Discuss the reading
14. Read the summary: The Moon and
answer questions in their notebook.
Day 6
15. Students will complete I- Check 2
Day 7
16. Return students papers for self
assessment and discussion
Differentiation
Modified notebook sheets
Website which shows moon phases
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars
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
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
Phases of the Moon
sheet
Teacher observations
Class discussions
I-Check 2
Lesson Plan 5 Template
Content Area: Science
Lesson Title: Investigation 3
Part 1 – Star Patterns
Timeframe: 3 Days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology: Constellation flipchart
Equipment needed: Activboard, lamp base and lightbulb, printables, overhead projector, globe, extension
cord, Solar System Lithograph Set
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
 Identify several
constellations as stable,
predictable patterns of
the stars.
 Understand that stars
appear to travel across
the night sky because
Earth rotates on its axis.
 Learn that the stars
visible in the night sky
change with the
seasons.
Lesson Sequence
Day 1
1.Spend a few minutes reviewing the objects
students have been observing in the sky.
2. Discuss the sun. Ask questions on p. 117
of the Teacher’s Guide.
3. Introduce Constellations.
4. Display the Big Dipper on the Activboard.
Explain that the Big Dipper is part of Ursa
Major.
5. Tell the Ursa Major story
6. Introduce Drawing Constellations.
Students will complete notebook sheet no. 6,
Star Patterns.
7. Share constellations students came up with
on notebook sheet no. 6.
8. Discuss the motion of the stars and have
students discuss why constellations move
across the sky in their groups.
9. Stimulate stars moving past by putting a
Formative Assessment
Tasks
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Comprehension
questions
Notebook sheet no. 7
Teacher observations
Class discussions
picture of Orion on the Activboard and
having the students follow directions.
Day 2
10.
Introduce seasonal change to the
students.
11.
Set up the globe systems and
reproduce seasonal changes by following the
directions on page 122 in the Teacher’s
Guide.
Wrapping Up Part 1
12.
Add new words to the class word
bank
13.
Make content entries
Day 3
14.
Read Stargazing
15.
Students should answer the questions
at the end of the article and be prepared to
share their ideas in class discussion.
16.
Discuss the reading
Differentiation
Modified notebook sheets
Modifications will be made based on skill level.
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars
Lesson Plan 6 Template
Content Area: Science
Lesson Title: Investigation 3
Part 2 – More About Stars
Timeframe: 6 Days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Communication
and Collaboration
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Social Studies, Reading, Writing
Integration of Technology:
Equipment needed: Activboard, DVD player, Video
Goals/Objectives
Students:
 Learn that telescopes
that magnify distant
objects, making them
look closer and larger.
Learning Activities/Instructional Strategies
Lesson Sequence
Day 1
1. Introduce astronomy by reviewing what
the students have learned so far about stars
and constellations. Ask questions on page
128 of the Teacher’s Guide.
2. Define and discuss astronomers.
3. Introduce the video. Hand out notebook
sheet no. 8. Review the questions with the
students before the video.
4. The students will watch the short video,
All about the Stars.
5. The students will answer the questions on
notebook sheet no. 8. The class will have a
discussion about the video.
Wrapping Up Part 2
6. Add new words to the class word bank
7. Make content entries
Day 2, 3
8. Read Looking Through Telescopes and
Star Scientists
9. Students should answer the questions at
the end of the article and be prepared to share
their ideas in class discussion.
10.
Discuss the readings
Day 4
11. Read the summary: The Stars and
answer questions in their notebook.
Day 5
12. Students will complete I- Check 3
Day 6
13.
Return students papers for self
assessment and discussion
14.
Posttest
Differentiation
Modified notebook sheets, I-Check 3, and posttest
Formative Assessment
Tasks
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Comprehension
questions
Notebook sheet no. 8
Teacher observations
Class discussions
I- Check 3
Posttest
Modifications will be made based on skill level.
Resources Provided
 Science Resources book
 Teacher Guide – Sun, Moon, and Stars