Download Unit 5

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.