Download Planets anD moons

unit overview
The Grade 4–5
Planets and Moons kit components:
Materials and equipment—Each kit contains a set
of high-quality materials and equipment for a class of
32 students. Consumable items are provided for two
classes. Refill packages are available.
Teacher’s Guide—A comprehensive teacher’s guide
provides easy-to-use, step-by-step instructions for
presenting the unit. The guide includes a number of
optional presentation approaches to meet the unique
needs of your students.
Student Books—Eighteen copies of each of nine
student books are included with the kit.
Summative Assessment Booklet—Contains a set of
pre-post assessments designed to enable teachers to
measure student gains over the course of a unit.
Investigation Notebook—The investigation notebook
can be duplicated, or additional copies may be
purchased separately and provided to each student.
Copymaster Booklet—A copymaster booklet is
provided in each kit with full-size copymasters,
including transparencies and student handouts.
Seeds of science/roots of reading ®
Planets and Moons
What’s in the Planets and Moons Unit?
Planets and Moons is 40 sessions in length. The unit immerses students in learning about
the Solar System with a focus on how technology is used to explore the Solar System. The
unit has four investigations­— each with 10 sessions. Nine student books engage students
in doing, talking, reading, and writing about the science of planets and moons. About half
of the sessions in the unit have a literacy focus. As students read the books, they work to
master the reading comprehension skills of setting goals, visualizing, and synthesizing;
they write scientific explanations; and they learn to use nonfiction text features, such as
photographs and data tables.
Investigation 1—Earth’s Shape and Motion. Students pose questions about space and
then read Exploring Planets and Moons, about ways that scientists and engineers explore
space. They discuss their ideas about Earth’s shape and gravity, then gather evidence to
write explanations about why you cannot launch a spaceship by dropping it off the edge
of Earth. They use two different models to investigate Earth’s rotation, then read about
rotation and orbit in Spinning Through Space. They write a scientific explanation about why
the lengths of a day on Jupiter and on Earth are different.
Investigation 2—The Moon and Beyond. Students get evidence about the Moon’s
changing appearance from reading Observing the Moon. They use this evidence to construct
two different models. They revisit lunar phases using a computer simulation and discuss
questions about the Moon in a Roundtable Discussion. They analyze Galileo’s observations
of Jupiter’s moons, and they write a scientific explanation about whether Jupiter’s moons
would have phases. They observe the planets using Solar System Objects cards, construct a
scale model of the Solar System, then read about size and scale in How Big Is Big? How Far
Is Far? They use a reference book, Handbook of Planets and Moons, to make comparisons
between different planets and moons.
Investigation 3—Solar System Objects. Students expand their understanding of what is
in the Solar System using the Solar System Objects cards to observe, compare, and classify
the Sun, planets, moons, asteroids, comets, and Kuiper Belt objects. They read about why
Pluto is no longer classified as a planet in What About Pluto? and write an explanation
about the classification of a recently discovered space object. They investigate conditions
and surface features on different Solar System objects. They read about how a scientist uses
models to study surface features in Planetary Scientist, and then they choose a planet or
moon to research and write about.
Investigation 4—Designing for Exploration. In the final investigation, students focus
on how engineers design technology to explore space. Students design landers that would
work on the fictional planet Oobleck and write about how their landers meet mission goals.
They read about the design process in Tomato Landers and about different technologies
designed to achieve particular goals in Technology for Exploration. They focus on the planet
or moon they researched and work in teams to design a lander to explore that planet or
moon. They write explanations about their landers and share their designs in presentations
to the class.
UNIT OVERVIEW
unit overview
What Students Do
Investigation 1—Earth’s Shape and Motion
Students read Exploring Planets and Moons, about how scientists and engineers explore
space. They discuss Earth’s shape and gravity and gather evidence about gravity from a
video. They write a scientific explanation about why you can’t launch a spaceship by dropping
it off the edge of Earth. Students participate in a model in which their head represents Earth,
and a lightbulb represents the Sun. They use a second model involving a globe to investigate
night and day. They read Spinning Through Space and examine a data table about the length
of days and years on other planets. Students write a scientific explanation about why a day on
Jupiter is shorter than a day on Earth.
Investigation 2—The Moon and Beyond
Students read Observing the Moon, then create a classroom model showing how the Moon
appears in the sky on different nights. They use the Lunar Spheres Model to explain why the
Moon appears to change shape. They observe a computer simulation of lunar phases and engage
in a Roundtable Discussion of questions about the Moon. They analyze Galileo’s observations
of Jupiter’s moons. They write a scientific explanation about whether Jupiter’s moons would go
through phases like Earth’s Moon. Students observe the planets using the Solar System Objects
cards. They go outside to create a scale model of the Solar System and read about size and
distance in How Big Is Big? How Far Is Far? They use a reference book, Handbook of Planets
and Moons, to compare planets and moons.
Investigation 3—Solar System Object
Students use Solar System Objects cards to explore the characteristics of planets, moons,
comets, and asteroids. They read What About Pluto? and write scientific explanations about
whether a recently discovered space object is a planet. They investigate atmosphere and air
resistance by constructing parachutes and watching a video of spacecraft landings. They
compare Earth’s gravity and temperature with other Solar System objects, observe craters,
and participate in a Discourse Circle about whether or not all Solar System objects could have
craters. They read Planetary Scientist, about a scientist who uses models to investigate surface
features on other planets and moons. They use different sources to research one planet or moon.
Investigation 4—Designing for Exploration
Students investigate a sample of surface material from the fictional planet Oobleck and use their
observations to design landers for a mission to that planet. They write explanations about their
landers and read about the design process in Tomato Landers. They then redesign their landers
based on feedback and participate in a Discourse Circle about whether their Oobleck landers would
work on Mars. Students read Technology for Exploration, which provides them with information
to help design a mission to the planet or moon they researched. They design landers and write
explanations about them. They make presentations to the class about their lander designs.
Seeds of science/roots of reading ®
What Students Learn
Investigation 1—Earth’s Shape and Motion
Students learn that Earth is a sphere, and that gravity pulls toward the center of Earth.
They learn that models help scientists understand and explain how things work. Students
learn that a scientific explanation includes a claim supported with evidence. They learn that
visualizing is a useful strategy in reading and in science, and it is helpful in preparation for
writing. Students learn that Earth’s rotation explains why we have day and night. They learn
that one day is the time it takes for a planet to rotate once, and a year is the time it takes for
a planet to orbit the Sun once. They learn that data tables are useful features of nonfiction
text, and that setting a goal for reading helps you read in a focused way.
Investigation 2—The Moon and Beyond
Students learn that the Moon orbits Earth, and that its motion explains lunar phases. They are
introduced to the strategy of synthesizing across text and experience. They learn that the four
inner planets are composed of rock, while the four outer planets are composed of gas. Students
learn that scientists use technology to make observations. Students learn that scientific
explanations include evidence from more than one source. They learn what a scale model is,
and that distances in the Solar System are vast. They learn that reference books are organized
in ways that help readers find information quickly. They learn that models are always like the
things they represent in some ways and different in other ways.
Investigation 3—Solar System Objects
Students learn that planets orbit the Sun, and moons orbit planets. They learn that other
objects in the Solar System include comets, asteroids, and Kuiper Belt objects. They
continue to develop the reading comprehension strategies of setting goals, visualizing, and
synthesizing. They learn that scientists classify objects to help them make comparisons. They
learn that scientific explanations include reasoning, which helps show how evidence supports
the claim. They learn that temperature and gravity are very different on different planets
and moons. They also learn about different surface features on planets and moons, such as
craters. They learn that it is helpful to use multiple sources when researching a topic.
Investigation 4—Designing for Exploration
Students learn that when engineers design technology for a mission, they must take into
account mission goals and conditions. They learn that creativity and teamwork are important
for engineers, and that the design process includes learning from mistakes and testing and
revising designs. They learn that technology is designed for particular purposes, and that
features that make designs function in certain conditions may not work in other conditions.
Students learn that scientists and engineers present their ideas to others, both orally and in
writing, in order to communicate and share information.
UNIT OVERVIEW
unit overview
At-a-Glance Chart
investigation 1
Science Knowledge/Conceptual Vocabulary
Session
WEEK 1
1.1 Exploring Planets and
Moons
ReADING, page 14
1.2 Questions About
Earth
SCIENCE INQUIRY, page 22
1.3 Investigating Earth
Science inquiry, page 36
1.4 Making Sense of Earth’s
Shape and Gravity
Planets and Moons
Earth’s Shape and Motion
Knowledge
Science
••Earth is spherical.
••Gravity pulls all objects toward Earth's center.
••The globe is one model of Earth.
Literacy
••Setting goals is a useful strategy for reading nonfiction text.
••Setting goals helps readers focus as they read.
••Photographs are a useful feature of nonfiction text.
••Setting a goal for reading can help you find specific
information.
••Visualizing is a strategy for making something that is
difficult to understand more clear.
••A scientific explanation begins with a claim.
••A claim is usually the answer to a question.
••A scientific explanation includes evidence that supports the
claim.
science/literacy, page 50
1.5 Writing About Earth’s
Shape and Gravity
Vocabulary
Inquiry
Science Content
design
engineer
exploration
gravity
mission
moon
planet
Solar System
sphere
••pose questions
••set goals
••use features of informational
Science Inquiry
claim
communicate
creativity
evaluate
evidence
explanation
model
observe
Nature and Practices of Science/
Oral and Written Discourse
Science Inquiry/Reading Comprehension
text to locate information
••access and apply prior
knowledge
••use models
••make explanations from
evidence
••visualize and use mental
How Science Works,
What Scientists Do
Reading
••set reading goals
••pose and answer questions
••analyze visual information
••make inferences
••discuss word meanings and
use
knowledge
models
••make observations
••evaluate models
••make claims
••use text features
••synthesize information
••pose questions
••access and apply prior
••visualize
••pose and answer questions
••learn topic-specific
••Scientists and engineers
••write to record
••write to reflect
••participate in discussions
••pose and answer questions
••listen actively
••support claims with evidence
••build on others’ ideas
••use topic-specific vocabulary
••compare and contrast
••write to communicate
••gather information
••write explanations
••draw conclusions
••Claims in science are based on
••write to reflect
••pose and answer questions
••draw conclusions
••use topic-specific vocabulary
••synthesize information
••gather information
••write to communicate
••write to record
••participate in discussions
••listen actively
••compare and contrast
••support claims with evidence
••write explanations
explore space in a variety of
ways.
••Scientists learn by asking
questions and investigating.
••Scientists use evidence to
make explanations.
••Models help us understand
something by making it
simpler or easier to see.
••Scientists use models to show
their ideas and explain how
things work.
••Visualizing is when you
picture something in your
mind, using what you already
know.
••Every model is similar to the
real thing in some ways and
different in others.
••Evidence can come from text
and from investigations.
••evaluate information
••visualize
••access and apply prior
Writing,
Listening/Speaking
literacy development,
page 62
WEEK 2
1.6 Modeling the Spinning
Earth
science Inquiry, page 74
1.7 Investigating Day and
Night
Science inquiry, page 88
1.8 Spinning Through Space
Reading, page 100
1.9 Writing About Rotation
literacy development,
page 108
1.10Making Sense of
Orbiting and Rotating
science/literacy, page 118
Seeds of science/roots of reading ®
Science
••Earth rotates once every 24 hours.
••Earth’s rotation causes the apparent motion of the Sun (and
other stars).
••Light from the Sun shining on the rotating Earth causes day
and night.
••The time of day is different at different places on Earth.
••When it is day on one side of Earth, it is night on the other
side.
••A day is the time it takes for a planet to rotate once.
••A day is a different length on every planet.
••Earth orbits around the Sun as well as rotates on its axis.
••Every object in the Solar System rotates.
••A day on Jupiter is shorter than a day on Earth because
Jupiter rotates faster than Earth.
••The length of a day on a planet depends on how fast it
rotates.
••A year is the time it takes for a planet to orbit the Sun once.
••Earth orbits the Sun once every 365 days.
••A year is a different length on every planet.
Science Content
orbit
planet
rotate
Solar System
sphere
Science Inquiry
claim
creativity
evidence
explanation
model
observe
knowledge
••use models
••evaluate models
••visualize
••make observations
••set goals
••analyze data
••compare and contrast
••make claims
••take notes
••make explanations from
evidence.
vocabulary
••synthesize information
••set reading goals
••monitor comprehension
••use text features
••evaluate information
••refer to textual evidence
••access and apply prior
knowledge
evidence
••evaluate and revise models
••use features of informational
text to locate information
Literacy
••Data tables are a useful feature of nonfiction text.
••Data tables can be used for seeing patterns.
UNIT OVERVIEW
unit overview
At-a-Glance Chart
investigation 2
Planets and Moons
The Moon and Beyond
Science Knowledge/Conceptual Vocabulary
Session
WEEK 3
2.1 Observing the Moon
Reading, page 140
2.2 Modeling Lunar Phases
Science Inquiry, page 150
2.3 Making Sense of Lunar
Phases
Science/Literacy, page 164
2.4 Observing Jupiter’s
Moons
science Inquiry, page 178
2.5 Writing About Lunar
Phases
literacy development,
page 192
WEEK 4
2.6 Introducing the Planets
Science Inquiry, page 202
2.7 Scale Model of the
Solar System
science Inquiry, page 218
2.8 How Big Is Big? How Far
Is Far?
Reading, page 232
2.9 Handbook of Planets
and Moons
Reading, page 240
2.10Making Sense of the
Planets
Knowledge
Vocabulary
Science
••The Moon appears to change in a regular cycle.
••The Moon can be visible during the day.
••The different shapes the Moon appears to have are called
phases.
••Keeping track of observations can help you see patterns.
••When the Sun and the Moon are on opposite sides of Earth,
the Moon looks full.
••The Moon orbits Earth about once every 30 days.
••The bright side of the Moon is always the side facing the
Sun.
••The light we see from the Moon is reflected sunlight.
••As the Moon orbits Earth, we see more or less of the lighted
part of the Moon.
••The Moon appears to go through one cycle of phases every
time it orbits Earth, about every 30 days.
••Other planets have moons.
••Moons orbit planets.
••Light from other planets and moons comes from the Sun.
Science Content
design
exploration
lunar phase
mission
moon
orbit
planet
rotate
sphere
technology
Science Inquiry
claim
evaluate
evidence
explanation
model
observe
Nature and Practices of Science/
Oral and Written Discourse
Science Inquiry/Reading Comprehension
Inquiry
••access and apply prior
knowledge
••pose questions
••set goals
••synthesize
••analyze data
••use models
••evaluate models
••make explanations from
evidence
••make observations
••visualize
••make claims
••record notes
How Science Works,
What Scientists Do
Reading
••set reading goals
••analyze visual information
••visualize
••synthesize information
••discuss word meanings and
••Visualizing can help you
••write to record
••write to reflect
••participate in discussions
••pose and answer questions
••support claims with evidence
••compare and contrast
••listen actively
••build on others’ ideas
••use topic-specific vocabulary
••draw conclusions
••write to communicate
••gather information
••write explanations
••In a scale model, the parts of
••write to record
••write to reflect
••pose and answer questions
••use topic-specific vocabulary
••compare and contrast
••participate in discussions
••draw conclusions
understand a model.
••Models can help you look for
patterns.
••Different models of the
same thing can be useful in
different ways.
••Scientists use technology to
make observations.
••Scientists look for patterns to
help them make explanations.
use
••evaluate information
••make inferences
••access and apply prior
knowledge
Writing,
Listening/Speaking
Literacy
••Synthesizing is a strategy readers use to connect
information and formulate new ideas.
••A scientific explanation includes evidence from more than
one source.
••A scientific explanation includes a conclusion that brings the
writing to a close.
Science
••There are eight planets in our Solar System.
••The small, inner planets are Mercury, Venus, Earth, and Mars.
••The large, outer planets are Jupiter, Saturn, Uranus, and
Neptune.
••The inner planets are composed of rock.
••The outer planets are composed of gases.
••Objects in the Solar System are very small compared to the
distances between them.
••There is a lot of empty space in the Solar System.
••The size of Solar System objects varies greatly.
••Distances between objects in space are vast.
••Sizes and distances in space are relative.
Literacy
••Reference books give a lot of information about one topic.
••Reference books are organized in ways that help readers find
information quickly.
••Tables can help you make comparisons.
Science Content
composition
exploration
mission
moon
orbit
planet
Solar System
Solar System object
sphere
surface feature
technology
Science Inquiry
claim
classify
data
evaluate
evidence
model
observe
••access and apply prior
knowledge
••make observations
••compare and contrast
••pose questions
••use models
••evaluate models
••set goals
••visualize
••use features of informational
text to locate information
••analyze visual information
••pose and answer questions
••discuss word meanings and
the model are all increased or
decreased in size by the same
amount.
••Scientists use reference books
to learn what other scientists
have discovered about planets
and moons.
••Scientists use comparative
language to explain how two
things are alike and different.
••Models can be improved.
use
••make connections
••access and apply prior
knowledge
••synthesize information
••set reading goals
••visualize
••monitor comprehension
••refer to textual evidence
••use text features
••locate information
science/literacy, page 248
Seeds of science/roots of reading ®
UNIT OVERVIEW
unit overview
At-a-Glance Chart
investigation 3
Planets and Moons
Solar System Objects
Science Knowledge/Conceptual Vocabulary
Session
Knowledge
Vocabulary
WEEK 5
3.1 Classifying Solar System
Objects
Science
••Solar System objects include the Sun, moons, planets, and
other things that orbit the Sun.
••The Sun is the only star in our Solar System.
••Many kinds of objects orbit the Sun, but they are not all
classified as planets.
••Solar System objects can be classified based on composition,
size, location in the Solar System, and shape of their orbits.
••Solar System objects include comets, asteroids, and Kuiper
Belt objects.
••Planets have been discovered outside our Solar System.
••Most places in our Solar System and other solar systems are
not habitable.
••Falling objects slow down when there is air resistance.
••If a Solar System object has no atmosphere, there is no air
resistance.
••All Solar System objects have gravity, but only some of them
have atmospheres.
••Parachutes can be used on missions to planets and moons
that have atmospheres.
Science Content
atmosphere
composition
conditions
design
exploration
gravity
mission
moon
orbit
planet
Solar System
Solar System object
sphere
technology
SCIENCE INQUIRY, page 272
3.2 What About Pluto?
Reading, page 284
3.3 Comparing Solar System
Objects
Science/literacy, page 292
3.4 Writing About
Classification
Literacy Development,
page 304
3.5 Investigating Air
Resistance
Science inquiry, page 316
WEEK 6
3.6 Conditions on Other
Planets and Moons
science Inquiry, page 326
3.7 Observing and Discussing
Surface Features
Science/Literacy, page 336
3.8 Planetary Scientist
Reading, page 346
3.9 Researching Planets and
Moons
Science/literacy, page 356
3.10Making Sense of
Other Planets and Moons
science/literacy, page 364
Seeds of science/roots of reading ®
Literacy
••Synthesizing helps readers connect what they have read
with their firsthand experiences.
••Tables can be used to organize and analyze information.
••Scientific explanations include reasoning that helps show
how the evidence supports the claim.
Science
••Temperature, gravity, and atmosphere are all examples of
conditions.
••Conditions on other planets and moons are very different
than on Earth.
••Most planets have atmospheres, but most moons do not
have atmospheres.
••Most Solar System objects are colder than Earth.
••Many Solar System objects have less gravity than Earth.
••Solar System objects that are composed of rock or ice
usually have craters.
••Craters are caused when something traveling through space
hits the surface of a Solar System object.
••Most Solar System objects have craters.
••Some of Earth's surface features can be found on other
planets and moons.
••Studying Earth can help us to learn more about other
planets.
••There is a great deal of variation among planets and moons
in the Solar System.
••Solar System objects have diverse characteristics.
Literacy
••When researching a topic, it is helpful to consult multiple
sources of information.
Nature and Practices of Science/
Oral and Written Discourse
Science Inquiry/Reading Comprehension
Inquiry
••make observations
••compare and contrast
••sort and classify based on
evidence
••pose questions ••access and apply prior
knowledge
••synthesize
••organize and represent data
••make claims
••make explanations from
evidence
How Science Works,
What Scientists Do
Reading
Writing,
Listening/Speaking
••discuss word meanings and
••Scientists classify Solar
••write to record
••participate in discussions
••build on others’ ideas
••pose and answer questions
••summarize main ideas
••listen actively
••write explanations
••support claims with evidence
••use topic-specific vocabulary
••draw conclusions
••discuss word meanings and
••Planetary scientists use
••write to reflect
••write to communicate
••write to record
••write descriptions
••participate in discussions
••pose and answer questions
••build on others’ ideas
••present information clearly
••support claims with evidence
••listen actively
••compare and contrast
••use topic-specific vocabulary
use
••analyze visual information
••access and apply prior
knowledge
••make predictions
••set reading goals
••synthesize information
••locate information
••refer to textual evidence
••visualize
System objects based on their
characteristics.
••Our knowledge of the Solar
System is always changing as
technology advances and new
discoveries are made.
••Scientists may change their
explanations when they
acquire new evidence.
••Scientists classify Solar
System objects to help them
make comparisons.
••investigate scientific
questions
Science Inquiry
claim
classify
communicate
evaluate
evidence
explanation
observe
Science Content
atmosphere
composition
conditions
design
exploration
gravity
mission
moon
orbit
planet
Solar System
Solar System object
sphere
surface feature
technology
••make observations
••compare and contrast
••make claims
••make explanations from
evidence
••evaluate evidence
••revise explanations
••set goals
••synthesize
••evaluate models
••use features of informational
text to locate information
••record notes
••pose questions
use
••visualize
••learn topic-specific
vocabulary
••analyze visual information
••refer to textual evidence
••set reading goals
••make connections
••synthesize information
••use text features
••locate information
••access and apply prior
knowledge
a variety of methods for
learning about space,
including exploration and
models.
••Models don’t always look like
the things they represent.
••One way scientists learn
about Solar System objects
is by reading what other
scientists have discovered.
••Observing photographs and
analyzing data tables are
ways of gathering information
about Solar System objects.
Science Inquiry
claim
classify
communicate
creativity
data
evaluate
evidence
model
observe
UNIT OVERVIEW
unit overview
At-a-Glance Chart
investigation 4
Planets and Moons
Designing for Exploration
Science Knowledge/Conceptual Vocabulary
Session
WEEK 7
4.1 Investigating Oobleck
science inquiry, page 386
4.2 Designing Oobleck
Landers
science inquiry, page 394
Knowledge
Vocabulary
Science
••Conditions that affected the Mars Exploration Rover mission
included rocks, hills, and slippery sand.
••Missions to different Solar System objects require different
designs.
Science Content
atmosphere
composition
conditions
design
engineer
exploration
gravity
mission
planet
surface feature
technology
Literacy
••Reasoning helps link ideas in a scientific explanation.
••Readers actively connect ideas as they read.
4.3 Writing About
Oobleck Missions
Literacy Development,
page 402
Science Inquiry
claim
communicate
creativity
data
evaluate
evidence
explanation
observe
4.4 Tomato Landers
Reading, page 414
4.5 Making Sense of the
Design Process
science/literacy, page 422
WEEK 8
4.6 Technology for
Exploration
Reading, page 432
4.7 Planning Lander Designs
science Inquiry, page 440
4.8 Designing Planet and
Moon Landers
science inquiry, page 448
4.9 Writing About Planet
and Moon Missions
literacy development,
page 456
4.10Sharing Lander Designs
science/literacy, page 464
Seeds of science/roots of reading ®
Science
••There are many things that are not known about planets and
moons in our Solar System.
••Conditions on different planets and moons vary widely.
Literacy
••Synthesizing helps readers understand important ideas.
••Text features, such as headings, tables of contents, and
photographs, can help you find information in a book
quickly.
••Synthesizing involves putting ideas together from a variety
of sources.
••A scientific explanation presents ideas to a reader in a way
that is clear and understandable.
Science Content
atmosphere
conditions
design
engineer
exploration
gravity
mission
moon
planet
Solar System object
sphere
surface feature
technology
Nature and Practices of Science/
Oral and Written Discourse
Science Inquiry/Reading Comprehension
Inquiry
••investigate scientific
questions
••make observations
••record notes ••access and apply prior
knowledge
••visualize
••make claims
••make explanations from
evidence
••set goals
••synthesize
••evaluate evidence
••revise explanations
••set goals
••synthesize
••record notes
••use features of informational
text to locate information
••visualize
••make claims
••make explanations from
evidence
••compare and contrast
Reading
••visualize
••pose and answer questions
••access and apply prior
How Science Works,
What Scientists Do
Writing,
Listening/Speaking
••Knowing the conditions on a
••write to record
••write to reflect
••participate in discussions
••pose and answer questions
••present information visually
••listen actively
••build on others’ ideas
••write explanations
••support claims with evidence
••use topic-specific vocabulary
••present information clearly
••Technology is used to aid in
••write to record
••write to reflect
••write to communicate
••summarize main ideas
••build on others’ ideas
••listen actively
••pose and answer questions
••present information visually
••participate in discussions
••organize information
••write explanations
••support claims with evidence
••use topic-specific vocabulary
••present information clearly
••compare and contrast
planet or moon is important
for designing a mission.
••Engineers must consider
conditions as they create their
designs.
••Engineers design technology
based on goals.
••Engineers use creativity to
design technology.
••Engineers can design many
different types of technology
that meet the same goal.
••Engineers test their designs
and make changes based on
the results.
••Many missions are not
successful.
••Learning from design flaws
is an important part of the
design process.
••Scientists engage in
discussions about evidence.
knowledge
••make connections
••set reading goals
••synthesize information
••locate information
••refer to textual evidence
••set reading goals
••synthesize information
••discuss word meanings
exploration.
••Technology is designed to
serve particular purposes.
••Different conditions call for
different kinds of technology.
••Technology can help address
challenging conditions on a
planet or moon.
••Designing successful
technology requires both
creativity and knowledge.
••Scientists present their ideas
to others in public forums.
and use
••locate information
••analyze visual information
••visualize
••access and apply prior
knowledge
••make connections
Science Inquiry
claim
communicate
creativity
data
evaluate
evidence
explanation
observe
UNIT OVERVIEW