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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