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2014-2015 Curriculum Blueprint Course: Science Essential Question(s) How are the stars, the planets, the moons, asteroids and comets interrelated? How can Earth’s place in the Solar System be described? Time Allowed: Topic/Idea: Unit 5 – Big Idea 5 Earth in Space and Time Learning Goal(s) Students will understand that many objects including stars, comets, asteroids, moons, gas and dust share the galaxy with Earth. Grade: Fifth 1st Quarter Unit Overview In this unit, students learn the basic components of a galaxy and how those components appear as a result of proximity to Earth. Students differentiate among objects that comprise the solar system; learning the common characteristics of all planets but also the differences between the inner and outer planets. The rotation of the Earth and its position during the day and the night along with how the movement of the sun, moon, and stars are connected to the rotation of the Earth are investigated. Focus Benchmarks/Focus Instruction Vertical Progression: Bullets are the benchmark clarifications. These should be used to develop concise learning statements/daily 4th Grade: Students have explored the impact of space research and exploration on the economy and culture of Florida. They objectives/scales. The content limits are included in this section to help with alignment to standards based have described the changes in the shape of the moon and observed patterns of stars in the sky. They have recognized that instruction. The Nature of Science Standards (N) are taught throughout the science course. Bold = Annually Earth revolves around the Sun in and year and rotates on its axis in a 24-hour day. They have related this rotation of Earth to day and night while recognizing that the movements of the sun, moon, and stars are connected. SC.5.E.5.1: (DOK 1) Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. 6th Grade: Big Idea 5 is not addressed. identify the basic components of a galaxy Textbook Support Academic Language explain how stars can be different Be selective in choosing content from the textbook resource identify the Sun as a star that emits energy that meets the full intent of the focus benchmark(s). Galaxy Star Milky Way identify that the Sun’s appearance is due to its proximity to Earth. Solar System Sun Planet FCAT 2.0 Content Limits Pearson FL Interactive Science Chapter 2, Lesson Moon Asteroid Comet Items will only assess a conceptual understanding of a galaxy and will not assess the name of 1, 2, 3, and 4 Inner Planets Outer Planets Orbit our galaxy in isolation. Items will not assess objects orbiting stars. Items that assess stars are Pearson FL Interactive Science Chapter 2, pg. 58: Revolution Rotation limited to brightness, size, or appearance in relation to distance, and that stars emit energy. How are the sizes of the inner and outer planets Items that address energy emitted by a star are limited to visible light. Items will not assess different? Higher Order Questions/Stems the effects of the Sun’s energy on Earth. Items will not assess numeric values for distance or 1. How do the characteristics of the inner and outer planets number of stars. Items may assess that stars are made of gases but not the specific chemical Wonders FL Reading/Writing Workshop pgs. 348compare and contrast? composition of stars. 361: “Changing Views of Earth” 2. What are common characteristics of planets in our solar SC.5.E.5.3: (DOK 3) Distinguish among the following objects of the Solar System -- Sun, planets, moons, Wonders FL Literature Anthology pgs. 404-421: system? asteroids, comets -- and identify Earth's position in it. “When Is a Planet Not a Planet” 3. How does the sun compare to other stars in the Milky Way distinguish among objects in our solar system based on their relative positions and/or their galaxy? characteristics Supporting & Additional Resources: 4. How can the solar system be modeled? identify common characteristics of all planets Link to Webb’s DOK Guide 5. How are the Earth, Sun, and Moon interrelated? compare and/or contrast the common characteristics of inner and outer planet groups Link to Scale FCAT 2.0 Content Limits Galaxies 5E Lesson Items will address a conceptual understanding of our solar system and the characteristics of Writing Connections Galaxies PowerPoint objects in our solar system. Items will not assess characteristics of the Sun. Items assessing Solar System 5E Lesson inner and outer planet groups are limited to: surface composition (whether they are mostly 1. My Science Journal Solar System PowerPoint solid or gas), presence of an atmosphere, size, relative position to the Sun, presence of moons 2. After reading “Changing Views of Earth” create a Flow Galaxies and Solar Systems Activity or rings, relative temperature, and relative length of a year. Items will not require specific Map or a sequencing organizer that orders how the Asteroid Attack Passage and Questions knowledge of quantitative astronomical data. Items will not assess interactions of objects in scientific knowledge about the solar system has changed A New World Passage and Questions our solar system. Items will not assess the force of gravity. over time. Use the information from the Flow Map or Mission Pluto sequencing organizer to write a descriptive summary. Be A Day on Earth - Video SC.4.E.5.4: (DOK 3) Relate that the rotation of Earth (day and night) and apparent movements of the Sun, sure to cite evidence from the text including text features. The Universe - Video Moon, and stars are connected. 3. After reading “When Is a Planet Not a Planet?” write an Our Solar System - Inner Planets - Video describe how the rotation of Earth and apparent movement of the Sun, Moon, and/or stars are essay in which you explain what constitutes a planet in the Our Solar System - Outer Planets - Video related Solar System. This will enable you to answer: Why is Pluto identify that the pattern of stars appears to shift across the sky nightly or that different stars not a Planet? Support your response with evidence from can be seen in different seasons the text. Include at least 3 key details or examples from describe the visual changes in the appearance of the Moon the text in your response. explain that Earth revolves around the Sun in a year 4. Do you agree with the IAU’s decision to demote Pluto to a explain that Earth rotates on its axis in a 24-hour day. 2014-2015 Curriculum Blueprint Course: Science Grade: Fifth Topic/Idea: Unit 5 – Big Idea 5 Earth in Space and Time FCAT 2.0 Content Limits Items will assess a conceptual understanding of the apparent movements of the Sun, Moon, and stars and resulting patterns. Items will not assess the causes of moon phases. Items will not assess or use vocabulary associated with moon phases, such as waning, waxing, and gibbous. Items will not require the identification of specific constellations. Items will not require specific knowledge of quantitative astronomical data. Items will not assess the causes of seasons, directness of sunlight, or Earth’s tilt. Items will not assess solar or lunar eclipses. o Scenarios referring to patterns of stars in the sky will not use the term constellation. SC.5.E.5.2: (DOK 2) Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. recognize that planets orbit around a star, such as the Sun recognize other common characteristics of all planets including orbit, rotation, axial tilt, atmosphere, gravity, and mass recognize that there are two main types of planets: large “gas giants” and smaller, terrestrial planets recognize that inner planets tend to be orbited by few or no moons, while outer planets tend to be orbited by several moons identify the four inner terrestrial planets (Mercury, Venus, Earth, and Mars) and the four outer gas giants (Jupiter, Saturn, Uranus, and Neptune). FCAT 2.0 Content Limits Items assessing inner and outer planet groups are limited to surface composition (whether they are mostly solid or gas), presence of an atmosphere, size, relative position to the Sun, presence of moons or rings, relative temperature, and relative length of a year. Time Allowed: 1st Quarter 5. Dwarf Planet? Why or Why not? After reading “Mission: Pluto” write a paragraph in which you take a position you are able to defend. Support your argument with evidence from the text. After watching the videos “Our Solar System – Inner Planets and Our Solar System – Outer Planets” create a Double Bubble Map or a compare and contrast organizer that explains the similarities and differences between the planets and summarize the information in a written constructed response.