Download Grade 5 CPSD Science Curriculum Guide

Grade 5
CPSD Science Curriculum Guide
Domain: Earth and Space Science
Unit 4: Space Systems: Stars and the Solar System
2015 – 2016
Unit Overview
In this unit, students will develop an understanding of patterns of daily changes in length and direction of shadows, day
and night, and the seasonal appearance of some stars in the night sky.
The Performance Expectations of this unit expect students to demonstrate grade-appropriate proficiency in supporting
an argument that the gravitational force exerted by Earth on objects is directed down; Supporting an argument that
differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the
Earth; and representing data in graphical displays to reveal patterns of daily changes in length and direction of shadows,
day and night, and the seasonal appearance of some stars in the night sky.
Science and Engineering Practices
Students will use the following practices to develop and demonstrate understanding of the core ideas as they investigate
a set of guiding questions.
•
•
Analyzing and Interpreting Data
Engaging in Arguments from Evidence
Crosscutting Concepts
Students will use the following concepts to deepen their understanding of the core ideas, and make connections
between science topics.
•
•
•
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Guiding Questions for this Unit:
1. What Does Gravity Do?
2. Why Is the Sun Brighter Than Other Stars?
3. Why Is There Day and Night?
4. How Do Shadows Change During the Day and Year?
5. How Do Stars Seem to Move During the Night and Year?
6. How Does the Moon Seem to Move and Change Shape?
7. What Tools Do Scientists Use to Observe Space?
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 1
Grade 5
CPSD Science Curriculum Guide
Unit 4: NGSS Earth and Space Science
Clover Park School District
2015 – 2016
Page 2
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: What does gravity do?
Engage
Science & Engineering
Practices
Cross Cutting
Concepts
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-PS2-1.
Support an argument that the
gravitational force exerted by
Earth on objects is directed
down.
What does gravity do?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Disciplinary Core Idea (DCI)
PS2.B: Types of Interactions
The gravitational force of Earth
acting on an object near Earth’s
surface pulls that object toward
the planet’s center. (5-PS2-1)
A-Z Non-fiction Book
Force and Motion (focus on gravity)
A-Z Quick Read
Weightless
Engaging in Argument
from Evidence
A-Z Focus Book
Gravity in the Solar System
More Picture Perfect Lessons
Roller Coasters – Lesson 14
Students use evidence,
data or a model to support
an argument about
gravity.
Cause and
Effect
Students utilize
cause and
effect in their
support of an
argument.
Explain/Evaluate
(students answer question in C-E- R format)
What does gravity do?
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
2 Where Do People Live- Astronomy
3 Falling Through the Earth-Astronomy
38 The Tower Fall- Physical Science
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 3
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: Why is the sun brighter than other
stars?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
Why is the sun brighter than other stars?
5-ESS1-1.
Support an argument that
differences in the apparent
brightness of the sun compared
to other stars is due to their
relative distances from Earth.
Class Discussion, Public charting or individual student
journal responses
Disciplinary Core Idea (DCI)
ESS1.A: The Universe and its
Stars
The sun is a star that appears
larger and brighter than other
stars because it is closer. Stars
range greatly in their distance
from Earth. (5-ESS1-1)
Scale,
Proportion,
and Quantity
Students
compare
Explore
apparent size
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
ScienceA-Z
Focus Book
Light From Space
Outside the Solar System
Non-Fiction Book
Earth, Moon, Sun, and Stars
Investigation Pack
Properties of Stars
*These lessons provide facts and information about different
types of stars. This information does not help students attain the
performance expectation. The information should be used to
establish the idea of differences in star size and its relationship on
apparent brightness in relation to our perspective (and distance
from us) on Earth.
of an
everyday
Engaging in Argument
from Evidence
Students make a claim
about the apparent
brightness of the sun and
support it with evidence,
data or a model.
Students use evidence,
data or a model to
compare and explain the
brightness of the sun and
other stars.
object when
placed at
different
distances from
a given
viewpoint.
Students
explore the
relationship
between
apparent size
of multiple
objects (of
different sizes)
when placed
Explain/Evaluate
at different
(students answer question in C-E- R format)
distances from
Why is the sun brighter than other stars?
a given
viewpoint.
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
10 Pizza Sun- Astronomy
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 4
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: Why is there day and night?
Engage
Science & Engineering
Practices
Cross Cutting
Concepts
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS1-2.
Represent data in graphical
displays to reveal patterns of
daily changes in length and
direction of shadows, day and
night, and the seasonal
appearance of some stars in the
night sky.
Why is there day and night?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Digital Resource
Disciplinary Core Idea (DCI)
ESS1.B: Earth and the Solar
System
The orbits of Earth around the
sun and of the moon around
Earth, together with the rotation
of Earth about an axis between
its North and South poles, cause
observable patterns. These
include day and night; daily
changes in the length and
direction of shadows; and
different positions of the sun,
moon, and stars at different
times of the day, month, and
year. (5-ESS1-2)
SUN OR MOON RISE/SET TABLE FOR ONE
YEAR http://aa.usno.navy.mil/data/docs/RS_OneYear.php
Science A-Z
Video- Earth: K-2: Earth, Moon, and Sun
Earth Orbits the Sun
Earth revolves around the Sun over the course of one
year. As it orbits the Sun, Earth also rotates on its tilted
axis. Earth's rotation and orbit determine day and night
and the four seasons. (Video only)
Picture Perfect Lessons
Patterns
Analyzing and
Interpreting Data
Students utilize multiple
sources of data to
create a graphical
representation that best
reveals patterns in day
and night.
How do
patterns help
us discuss day
and night?
How do we
reveal
patterns in
graphical
displays of
data?
Day and Night –Lesson 18
Explain/Evaluate
(students answer question in C-E- R format)
Why is there day and night?
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
5 The Two Rs- Astronomy
7 Sunrise to Sunset – Astronomy
9 What’s Moving- Astronomy
13 Shorter Days in Winter- Astronomy
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 5
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: How do shadows change during the
day and year?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS1-2.
Represent data in graphical
displays to reveal patterns of
daily changes in length and
direction of shadows, day and
night, and the seasonal
appearance of some stars in the
night sky.
Disciplinary Core Idea (DCI)
ESS1.B: Earth and the Solar
System
The orbits of Earth around the
sun and of the moon around
Earth, together with the rotation
of Earth about an axis between
its North and South poles, cause
observable patterns. These
include day and night; daily
changes in the length and
direction of shadows; and
different positions of the sun,
moon, and stars at different
times of the day, month, and
year. (5-ESS1-2)
How do shadows change during the day and
year?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Analyzing and
Interpreting Data
Students collect shadow
length and direct data
over the course of
day/month/year for the
purposes of identifying
patterns.
Science A-Z
Process Activity
Explore Shadows
Diagram
Earth’s Seasons
Focus Book
Seasons and Climate (focus on the diagrams of earth’s
rotation)
Even More Picture Perfect Lessons
Sunsets and Shadows – Lesson 19
Students graphically
display data that best
reveals patterns in
shadow length and
direction during the
day/month/year.
Patterns
How do
patterns in
data connect
different
ideas of light
and time?
How do we
reveal
patterns in
graphical
displays of
data?
Explain/Evaluate
(students answer question in C-E- R format)
How do shadows change during the day and
year?
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
8 No Shadow- Astronomy
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 6
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: How do stars seem to move during the
night and year?
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS1-2.
Represent data in graphical
displays to reveal patterns of
daily changes in length and
direction of shadows, day and
night, and the seasonal
appearance of some stars in the
night sky.
Disciplinary Core Idea (DCI)
ESS1.B: Earth and the Solar
System
The orbits of Earth around the
sun and of the moon around
Earth, together with the rotation
of Earth about an axis between its
North and South poles, cause
observable patterns. These
include day and night; daily
changes in the length and
direction of shadows; and
different positions of the sun,
moon, and stars at different
times of the day, month, and
year. (5-ESS1-2)
How do stars seem to move during the night and
year?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
More Picture Perfect Lessons
Stargazers – Lesson 18
This lesson should be modified to address the point
below.
*This lesson focuses on constellations, which is not the
intent of the standards. However, students recognizing a
few basic constellations would give them a consistent
point of reference when viewing the night sky or diagrams
and trying to note changes in star positions.
Analyzing and
Interpreting Data
Students utilize multiple
sources of data (text
and visual medial) to
identify patterns in
apparent star
movement in the night
sky.
Students compare data
from different times of
year to identify
similarities and
differences in apparent
star movement in the
night sky
Students graphically
display data that best
reveals patterns in star
movement in the night
sky.
Explain/Evaluate
Patterns
How do
patterns in
data connect
different
ideas?
How do we
reveal
patterns in
graphical
displays of
data?
(students answer question in C-E- R format)
How do stars seem to move during the night and
year?
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
14 Changing Constellations- Astronomy
6 Where Did the Sun Go?- Astronomy
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 7
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Space Concepts
Guiding Question: How does the moon seem to move
and change shape?
Science & Engineering
Practices
Cross Cutting
Concepts
Analyzing and
Interpreting Data
Patterns
Engage
(eliciting background knowledge & misconceptions)
Performance Expectation (PE)
5-ESS1-2.
Represent data in graphical
displays to reveal patterns of
daily changes in length and
direction of shadows, day and
night, and the seasonal
appearance of some stars in the
night sky.
Disciplinary Core Idea (DCI)
ESS1.B: Earth and the Solar
System
The orbits of Earth around the
sun and of the moon around
Earth, together with the rotation
of Earth about an axis between its
North and South poles, cause
observable patterns. These
include day and night; daily
changes in the length and
direction of shadows; and
different positions of the sun,
moon, and stars at different
times of the day, month, and
year. (5-ESS1-2)
How does the moon seem to move and change
shape?
Class Discussion, Public charting or individual student
journal responses
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Focus Book
Shadows in Space
Diagram
Phases of the Moons
Lunar Eclipse
Picture Perfect
The Changing Moon – Lesson 17
Students utilize multiple
sources of data to
create a graphical
representation that best
reveals patterns in
moon movement and
shape.
How do
patterns help
us understand
the moon?
How do we
reveal
patterns in
graphical
displays of
data?
Explain/Evaluate
(students answer question in C-E- R format)
How does the moon seem to move and change
shape?
Class Discussion, Public charting or individual student
journal responses
NOTES:
Assessment Probe options:
18 Does the Moon Orbit the Earth?- Astronomy
19 Earth or Moon Shadow?- Astronomy
Unit 4: NGSS Earth and Space Science
Clover Park School District
Page 8