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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