Download Astronomy Daily Learning Guide DRAFT - Burlington

Daily Guide
Science
Science Grade ____ Core Content
Science Practices
1. Systems: thinking makes it possible to analyze and understand complex phenomena. Systems
concepts begin with the idea of part to whole relationship in the earliest grades, adding the idea of
systems analysis in middle school and emergent properties, unanticipated consequences, and
feedback loops in high school.
th
8 Grade - Astronomy
2. Inquiry is the bedrock of science and refers to the activities of students in which they develop
knowledge and understanding of scientific ideas, as well as an understanding of how the natural
world works. Students ask and answer questions that facilitate growth in their understanding of the
natural world. Inquiry includes the idea that an investigation refers to a variety of methods that can
be used to answer a scientifically oriented question, including: systematic observations, field studies,
models and simulations, open-ended explorations, and controlled experiments. Construct viable
arguments and critique the reasoning of others.
3. Application includes the ability to use the process of technological design to solve real-world
problems, to understand the relationship between science and technology and their influence on
society, and to become aware of the wide variety of careers in scientific and technical fields. These
abilities are needed for people to apply what they learn in school to meet challenges in their own
lives, to understand and help solve societal problems involving science and technology, and
contribute to the prosperity of their community, state, and nation.
4. The Domains of Science focus on nine Big Ideas in the domains of Physical Science, Life
Science, and Earth and Space Science that all students should fully understand before they graduate
from high school so that they can participate and prosper as citizens in modern society.
Assessment Considerations
English Language Development Standards
Concepts and Procedures
Students can explain and apply scientific concepts and interpret and carry out
scientific procedures
Problem Solving
Students can solve a range of complex well-posed problems in pure and applied
science making productive use of knowledge and problem solving strategies.
Communicating Reasoning
Students and clearly and precisely construct viable arguments to support their own
reasoning and to critique the reasoning of others.
Modeling and Data Analysis
Students can analyze complex, real-world scenarios and can construct and use
scientific models to interpret and solve problems.
Listening/Speaking Standards
 The student uses listening and observation skills and strategies to gain
understanding.
 The student uses communication skills and strategies to interact/work effectively
with others.
 The student uses communication skills and strategies to effectively present ideas
and one’s self in a variety of situations.
 The student analyzes and evaluates the effectiveness of communication.
Reading
 The student understands and uses different skills and strategies to read.
 The student understands the meaning of what is read.
 The student reads materials for a variety of purposes.
Writing
 The student writes in a variety of forms for different audiences and purposes.
 The student writes clearly and effectively
BESD February 14, 2012
Daily Guide
Science
Science Assessment Plan
Assessment Title
Moon Phases
Eclipses
Reason for Seasons
Unit Test
BESD February 14, 2012
Time Frame
Standards Assessed
6-8 ES1A - The Moon’s monthly cycle of phases can be explained by its changing
relative position as it orbits Earth. An eclipse of the Moon occurs when the Moon
enters Earth’s shadow. An eclipse of the Sun occurs when the Moon is between the
Earth and Sun, and the Moon’s shadow falls on the Earth.
6-8 ES1C - Most objects in the Solar System are in regular and predictable motion.
These motions explain such phenomena as the day, the year, phases of the Moon, and
eclipses.
6-8 ES1C - Use a simple physical model or labeled drawing of the Earth-Sun-Moon
system to explain day and night, phases of the Moon, and eclipses of the Moon and
Sun.
Daily Guide
Science
Burlington-Edison School District Science Daily Guide
(Review and refer to District Curriculum/Pacing Guides for each subject to get additional descriptions, timelines, standards, unit focus, etc.)
Reading
(Harcourt, Comprehension Toolkit, Fountas and
Pinnell Phonics, Regie Routman, Daily Café)
Foss – Weather and Water Investigation 3
Online resources as listed in the learning guide.
Writing
(Write Source, D. Matteson)
Compare and Contrast
 Eclipses and phases
 Solar system and galaxy
 Sizes of planets and other planetary objects
Journal Writing
Possible Research Project
 Allow students to research any given
astronomy topic or astronomer and prepare a
 tri-fold informational research project
Reading Standards for Literacy
3. Follow precise a multistep procedure when
carrying out experiments, taking measurements, or
performing technical tasks.
7. Integrate quantitative or technical information
expressed in words in a text with a version of that
information expressed visually (e.g. in a flowchart,
diagram, model, graph, or table).
9. Compare and contrast the information gained from
experiments, simulations, video, or multimedia
sources with that gained from reading a text on the
same topic.
(If you do the research activity…)
Writing Standards for Literacy
2a. Introduce a topic clearly, organizing ideas,
concepts and information into broader categories…
include formatting, graphics etc.
6 Use technology, including the internet, to produce
and publish writing and present the relationships
between information and ideas clearly and efficiently
7. Conduct short research projects to answer a
question drawing on several sources and generating
additional related, focused questions that allow for
multiple avenues of exploration.
8. Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following
standard format for citation.
BESD February 14, 2012
SCIENCE
Daily Guide
Science
10. Write routinely over extended time frames (time
for reflection and revision) and shorter time frames
for a range of discipline-specific tasks, purposes, and
audiences. (Science journals)
District
Assess
BESD February 14, 2012
Daily Guide
Science
Core Content:
Timeline:
STANDARD
6-8 ES1A
The Moon’s monthly cycle of phases can
be explained by its changing relative
position as it orbits Earth. An eclipse of
the Moon occurs when the Moon enters
Earth’s shadow. An eclipse of the Sun
occurs when the Moon is between the
Earth and Sun, and the Moon’s shadow
falls on the Earth.
Learning Targets
Use a physical model or diagram
to explain how the Moon’s
changing position in its orbit
results in the changing phases of
the Moon as observed from Earth.
Why does the moon seem to go
through phases?
Explain how the cause of an
eclipse of the Moon is different
from the cause of the Moon’s
phases.
Model
Orbit
Phases
Eclipse
Gibbous
Crescent
Waxing
Waning
Solstices
equinoxes
How is an eclipse different from
the moon’s phases?
6-8 ES1C Most objects in the
Most
Solar
objects
System
in the
areSolar
in
regular and predictable
Systemmotion.
are in regular
These and
motions explain such
predictable
phenomena
motion.
as the
These
day, the year, phases
motions
of the
explain
Moon,such
and
eclipses.
phenomena as the day,
the year, phases of the
Moon, and eclipses.
Resources and
Materials
Vocabulary
Use a simple physical model or
labeled drawing of the Earth-SunMoon system to explain day and
night, phases of the Moon, and
eclipses of the Moon and Sun.
FOSS Weather and Water
Investigation 3 Seasons
and Sun
Styrofoam “moons” and
light - Lollipop Moons

Moon Cards for phase
games and vocabulary
awareness:
 Go Moon (Go
Fish)
 Phase Match –
match term to
picture
 Invent a card
game for
learning, write
rules and how it
assists with
learning
Use Moon Cards for visual check of students understanding of moon phases
Core Content:
BESD February 14, 2012
Activity – students use
Styrofoam balls to “see”
moon phases and eclipses
Online Resources
The Reason for Seasons
http://msteacher.org/epu
bs/science/science7/lesso
ns.aspx
Foldables
Assessment:
Notes
Timeline:
Moon Cards – Donna
Remote Control Moon
$20
http://store.discovery.co
m/discovery-moon-in-myroom/detail.php?p=86189
Daily Guide
Science
STANDARD
6-8 ES1B
Earth is the third planet from the sun in a
system that includes the Moon, the Sun,
seven other major planets and their moons,
and smaller objects such as asteroids,
plutoids, dwarf planets and comets. These
bodies differ in many characteristics (e.g.,
size, composition, relative position).
Learning Targets
Compare the relative sizes and
distances of the Sun, Moon,
Earth, other major planets,
moons, asteroids, plutoids, and
comets.
How do the sizes of the
different planetary objects
compare?
How can I best show that?
Vocabulary
System
Asteroid
Plutoids
Dwarf planets
Comets
Inner planets
Outer planets
Resources and
Materials
Planet Size Comparison
http://sciencenetlinks.co
m/interactives/messenger
/psc/PlanetSize.html
Planet and Star
Comparisons
http://sciencenetlinks.co
m/interactives/messenger
/psc/PlanetSize.html
Planet Sizes using food
with lessons
http://www.lpi.usra.edu/e
ducation/explore/solar_sy
stem/activities/planetSize
s.shtml
Planet Comparison Cards
http://cse.ssl.berkeley.ed
u/AtHomeAstronomy/acti
vity_10.html
Compare and Contrast
Inner and Outer Planets
Assessment:
BESD February 14, 2012
Notes
Daily Guide
Science
Core Content:
Timeline:
STANDARD
6-8 ES1D
Gravity is the force that keeps planets in
orbit around the Sun and governs the rest
of the motion in the Solar System. Gravity
alone holds us to the Earth’s surface.
Learning Targets
Predict what would happen to an
orbiting object if gravity were
increased, decreased, or taken
away.
What would happen to an
orbiting object if gravity were
increased, decreased, or taken
away.
Assessment:
BESD February 14, 2012
Vocabulary
Gravity
Force
Orbit
motion
Resources and
Materials
Pendulum Lab
Notes
See Donna’s website for
now – From Kristin L.
Daily Guide
Science
Core Content:
Timeline:
STANDARD
6-8 ES1E
Our Sun is one of hundreds of billions of
stars in the Milky Way galaxy. Many of
these stars have planets orbiting around
them. The Milky Way galaxy is one of
hundreds of billions of galaxies in the
universe.
Learning Targets
Construct a physical model or
diagram showing Earth’s position
in the Solar System, the Solar
System’s position in the Milky
Way, and the Milky Way among
other galaxies.
Where is our Earth relatively
located in our Solar System?
Where is our Solar System
compared to other systems or
galaxies?
Assessment:
BESD February 14, 2012
Vocabulary
Galaxy
Model
System
orbiting
Resources and
Materials
Background Information
http://www.lpi.usra.edu/e
ducation/skytellers/galaxi
es/about.shtml
http://www.lpi.usra.edu/e
ducation/skytellers/galaxi
es/web_sites.shtml
The Hidden Lives of
Galaxies
http://imagine.gsfc.nasa.g
ov/docs/teachers/galaxies
/imagine/toc.html
Activities,
lessons,
handouts and
multimedia on
galaxies –
Perfect!
Notes