Download Essential Learning for Fifth Grade Space

Essential Learning for Fifth Grade Space
Benchmark:
A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system.
Indicators:
Earth and Space Sciences
The Universe
1. Describe how night and day are caused by Earth's rotation.
2. Explain that Earth is one of several planets to orbit the sun,
and that the moon orbits Earth.
3. Describe the characteristics of Earth and its orbit about the
sun (e.g., three-fourths of Earth's surface is covered by a
layer of water [some of it frozen], the entire planet
surrounded by a thin blanket of air, elliptical orbit, tilted axis
and spherical planet).
4. Explain that stars are like the sun, some being smaller and
some larger, but so far away that they look like points of
light.
The Big Idea:
∗
Earth is one of eight planets in our solar system with it’s own characteristics and cycles.
The Essential Question:
∗
Where is Earth in the solar system and why are there cycles on Earth?
Focus Questions:
1. What are the three major spheres of Earth?
2. What is Earth’s lithosphere?
3. What is Earth’s hydrosphere?
4. What is Earth’s atmosphere?
5. How are day and night on Earth created?
6. What is special about Earth’s axis?
7. What happens when Earth orbits around the sun?
8. What happens when the Moon orbits around the Earth?
9. What else orbits the sun?
10.
What exactly is the sun?
11.
Are there other “suns” in the universe?
Specific Knowledge Required:
1. Three-fourths of Earth’s surface is covered by water.
2. The water on Earth moves through all spheres (Lithosphere, Hydrosphere, and Atmosphere) in the water cycle.
3. Water found at the North and South poles is frozen.
4. The Earth is surrounded by a thin blanked of air.
5. Earth rotates on an axis.
6. The Earth’s axis is slightly tilted.
7. Earth’s rotation on its axis causes day and night.
8. Orbit means to rotate around an object.
9. Earth is a planet that orbits the sun.
10.
As Earth orbits the sun, seasons occur.
11.
The Moon orbits Earth.
12.
We see different phases of the moon as it orbits Earth.
13.
The Moon causes tides on Earth.
14.
The Earth has an elliptical orbit.
15.
The Earth is a spherical planet.
16.
The Earth is a terrestrial planet.
17.
The sun is a star.
18.
19.
20.
21.
22.
23.
Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune are also planets that orbit the sun.
Earth is the third planet from the sun.
Pluto is a dwarf planet that orbits the sun.
Asteroids and meteors orbit the sun.
Some stars are large and some stars are small.
Stars are so far away that they look like little points of light.
Common Vocabulary:
1. Star
2. Rotate
3. Axis
4. Orbit
5. Planet
6. Dwarf Planet
7. Moon
8. Satellite
9. Mercury
10.
Venus
11.
Mars
12.
Jupiter
13.
Saturn
14.
Uranus
15.
Neptune
16.
Pluto
17.
Sun
18.
Atmosphere
19.
Elliptical
20.
Spherical
21.
Terrestrial Planet
22.
Gaseous Planet
23.
Star
24.
Magnitude
25.
Lithosphere
26.
27.
Hydrosphere
Lunar Phase/Cycle
Enduring Understandings:
1. The Earth is one of eight planets that orbit the sun.
2. The Earth’s orbit around the sun creates seasons and it’s rotation around an axis creates day and night.
UNIT:
Task Description:
NASA is working on setting up a new blog for kids where they can post questions they have about Earth and space.
They are looking for fifth graders to maintain this blog and answer other kids’ questions, however they need to be
sure that the students who are going to be answering the questions know about Earth and space. The scientists at
NASA have notified me that the students in our class have been selected as finalists to maintain the blogging
website, however they would like the fifth graders to demonstrate their knowledge of Earth and space prior to being
chosen.
∗
Whole Group Instruction:
Day 1
Unit Introduction
∗
Have students
complete online
preview quiz about
Earth and Space –
Moodle Website
∗
Go over Task
Description with
students
∗
Have students
explore Earth and
Space information
on Moodle Website
Indicator:
Day 2
Day 3
What are Earth’s Layers? Lithosphere
C8-C9
∗
Explore the idea of
∗
Survey the lesson
Pangea and how
C8-C9
continental drift has
∗
Read and discuss
changed the
p.C8-C9 as a class
lithosphere over
∗
Use a globe to show
time…
students the
∗
Have students cut
hydrosphere,
the continents out of
lithosphere and
paper. Have them
atmosphere
try to come up with
∗
Ask students how
ways Earth may
they think scientists
have looked millions
came up with the
of years ago by
name s hydrosphere,
piecing the
lithosphere and
continents
atmosphere
together…(Visual∗
Have student work
Spatial Intelligence)
with a partner to take ∗
Show students
notes over the
NASA Continental
information on p.C8Drift Website:
Day 4
Hydrosphere
•
Read about and
discuss the
hydrosphere as a
class:
http://www.kidsgeo.
com/geography-forkids/0130-thehydrosphere.php
(Verbal-Linguistic
Intelligence)
•
Perform Water
Cycle Reader’s
Theatre:
http://www.enchant
edlearning.com/rt/w
eather/watercycle.s
html (BodilyKinesthetic
Intelligence)
∗
Have students
Day 5
Atmosphere
•
Listen to
Atmosphere Song:
http://www.kidskno
wit.com/educational
-songs/playeducationalsong.php?song=Wh
ere%20Is%20The%
20Stratosphere
(Musical
Intelligence)
•
Read about and
discuss the
atmosphere using
this either website:
http://www.kidsgeo.
com/geography-forkids/0040introduction-to-ouratmosphere.php
Day 6
Day 7
Weighing the Layers
Exploring Earth’s
Activity TM p.C3c (BodilyRotation
Kinesthetic Intelligence,
∗ Complete ODE Lesson:
Logical-Mathematical
The World Turns –
Intelligence)
Grade 5, Day 1
∗
Materials: pencil,
Activities
paper cup, string,
∗ Have students answer
rubber band, paper
the following question
clip, 20cm x30cm
in their science
piece of cardboard,
notebook: What
water, soil
causes day and night
∗
Divide class into
on Earth? Explain
groups with four
your answer using
students in each
words and pictures.
group
Be sure to label your
∗
Have students poke
drawing. (Visualtwo small holes on
Spatial Intelligence)
opposite sides of the ∗ Follow instructional
tip of the paper
procedures for Day
cup…Thread the
1…be sure to follow
string through the
instructional tips
C9
HW: Find out when the
sunrise and sunset times
are for today
Indicator: 5.ESS.3
http://kids.earth.nasa
.gov/archive/pangae
a/index.html …Read
through the site as a
class…discuss the
effects that
continental drift has
on the lithosphere
today.
∗
Fill out Lithosphere
section of the
Earth’s Layers Chart
with a partner…add
information as a
class (VerbalLinguistic
Intelligence)
HW: Find out when the
sunrise and sunset times
are for today
design their own
water cycle reader’s
theatre in small
groups (VerbalLinguistic
Intelligence)
∗
Fill out Hydrosphere
section of Earth’s
Layers Chart with a
partner…add
information as a
class (VerbalLinguistic
Intelligence)
HW: Find out when the
sunrise and sunset times
are for today
Indicator: 5.ESS.3
Indicator: 5.ESS.3
(kid friendly) or
http://msnucleus.org
/membership/html/jh
/earth/atmosphere/l
esson1/atmosphere
1a.html (VerbalLinguistic
Intelligence)
•
Fill out Atmosphere
section of the
Earth’s Layers
Chart with a
partner…add
information as a
class (VerbalLinguistic
Intelligence)
•
Look at NASA
website using the
Smart Board:
http://liftoff.msfc.nas
a.gov/academy/spa
ce/atmosphere.html
…read the graph
together…figure out
what information it
tells you…discuss
with class: how is it
different from other
graphs students
have seen (LogicalMathematical
Intelligence)
HW: Find out when the
sunrise and sunset times
are for today
Indicator: 5.ESS.3
rubberband and tie
each end of the
string to a hole in the
cup, forming a
handle that loops
through the rubber
band
∗
Have students
attach a paper clip to
the top of the piece
of cardboard and
suspend the cup by
handing the rubber
band on the paper
clip
∗
Tell students that the
cup is now full of air
∗
Have students mark
the place where the
bottom of the cup
hits the cardboard
with the word air
∗
Fill the cup with soil
and repeat the last
step, substituting the
word soil for air
∗
Fill the cup with
water and mark the
place where the
bottom of the cup
hits the cardboard
with the word water
∗
Ask students which
layer of Earth is
heaviest…(BodilyKinesthetic
Intelligence, LogicalMathematical
Intelligence)
HW: Find out when the
sunrise and sunset times
are for today
∗ View a model of Earth’s
rotation:
http://www.classzone.
com/books/earth_sci
ence/terc/content/vis
ualizations/es0404/es
0404page01.cfm?cha
pter_no=
visualization (VisualSpatial Intelligence)
∗ Be sure to discuss how
Earth is tilted on an
axis
HW: Find out when the
sunrise and sunset times
are for today
Indicator: 5.ESS.1,
5.ESS.3
Indicator: 5.ESS.3
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Exploring Earth’s
Rotation
∗
Complete ODE
Lesson: The World
Turns – Grade 5,
Day 2 and 3
Activities
∗
Follow instructional
procedures for Day
2 and Day 3
HW: Find out when the
sunrise and sunset times
are for today
Indicator: 5.ESS.1,
5.ESS.3
The Reason for the
The Reason for the
Seasons
Seasons
∗
Discuss the sunrise
∗
Finish National
and sunset times
Geographic: The
over the past few
Sun and the Earth
days…graph what is
Lesson from
happening using the
yesterday
Smart Board
∗
Have students play
(LogicalCosmic Map game
Mathematical
at the Reasons for
Intelligence)
the Seasons Activity
∗
National
∗
Review the seasons
Geographic: The
vocabulary (vernal
Sun and the Earth
equinox, autumnal
Lesson:
equinox, winter
http://www.nationalg
solstice and summer
eographic./xpedition
solstice) (Visuals/lessons/07/g35/se
Spatial Intelligence,
asons.html
Bodily-Kinesthetic
∗
Ask students to
Intelligence)
describe the
∗
As a class discuss
differences between
why the seasons
winter, spring,
occur…Ask students
summer and fall –
to state whether they
record on Smart
are currently closest
Board (Verbalto the vernal
Linguistic
equinox, autumnal
Intelligence)
equinox, winter
∗
Ask students why
solstice or summer
they think the
solstice
seasons
∗
Have students draw
occur…what
a picture of where
happens to Earth to
the Earth is in it’s
make the seasons
path around the sun
change? – record on
on they day we are
Smart Board
doing the
∗
As a class go to
activity…draw a
World Book: The
picture on the Smart
Seasons website
Board…have
then to the Reason
students compare it
for the Seasons
to their
Activity – as a class
pictures…have
find out why the
students label North
seasons occur – as
and South in their
we are reading the
pictures and mark
information as a
about where Oak
class (VerbalHarbor is (VisualLinguistic
Spatial Intelligence)
Intelligence)…have
∗
As a class identify
students draw a
the locations of
picture of Earth in
Santiago, Chile,
the northern
Belem, Brazil, and
hemisphere winter
Fairbanks,
and a second picture
Alaska…discuss
of Earth in the
what they weather
northern hemisphere
might be like in each
summer (Visualof those cities
Spatial Intelligence)
∗
Read and discuss
Earth’s Moon
•
Use Styrafoam balls
to do moon cycle
activity…
•
Science Net Links
Lunar Cycle 1
Calendar Activity:
http://www.sciencen
etlinks.com/tools.cfm
?DocID=39&Grade=
3-5
•
Pass out copies of
this month’s
calendar and the full
lunar cycle
illustrations. Have
students cut out the
lunar cycle
illustrations and
paste them on this
month’s calendar in
the correct sequence
(LogicalMathematical
Intelligence)
•
As a class, go over
the names of the
eight main phases
by rolling over the
illustrations using the
smart board
•
Have students
decide what moon
phase we are in
today (LogicalMathematical
Intelligence)
•
Have students write
the eight phases on
their calendars
•
Have students try to
come up with a way
to remember the
phases of the moon
HW: Go outside this
evening and look at the
phase of the moon
Indicator: 5.ESS.2
Earth’s Moon
•
Sing the lunar cycle
to the tune of the
Ants Go Marching
(Lyrics found:
http://www.lpi.usra.ed
u/education/skyteller
s/moon_phases/activ
ities/phrases_phases
.shtml) (Musical
Intelligence)
• Review the names of the
phases of the moon
• Read about the moon in
The Solar System
and Beyond (VerbalLinguistic
Intelligence)
• Compete Science Net
Links Lunar Cycle 2
Activity:
http://www.sciencene
tlinks.com/tools.cfm?
DocID=40&Grade=35 (Lunar Cycle
Challenge URL
Below)
• Interactive Moon/Lunar
Cycle challenge:
http://www.sciencene
tlinks.com/interactive
s/moon/moon_challe
nge/moon_challenge.
html (LogicalMathematical
Intelligence)
HW:
Indicator: 5.ESS.2
Science Net Links:
Exploring the Solar
System Lesson:
***Need Laptop Cart***
∗ Listen to The Solar
System/Planets
Song:
http://www.kidsknowit
.com/educationalsongs/playeducationalsong.php?song=The
%20Planets
•
http://www.sciencen
etlinks.com/lessons.
cfm?DocID=165
(Musical Intelligence)
•
Have students go to
UCAR Windows to
the Universe: The
Earth’s Moon and
Nine Planets: The
Moon to investigate
the moon (VerbalLinguistic
Intelligence)
•
Using the smart
board, split the
screen into three
sections: Physical
Features (What is
the moon like? Is
there water? gravity?
weather?), Ability to
Sustain Life (Can
you live on the
moon? What do you
need to live on the
moon?), and Flight
Plan (How would you
get there? Can the
space shuttle leave
at any time to get to
the moon? What
does the moon’s
orbit have to do with
planning and getting
to the moon? What
about weather?)–
Have students
brainstorm
everything they know
about the three
topics
•
Split students into 8
groups. Each group
is to plan a trip to
another planet or
Science Net Links:
Exploring the Solar
System Lesson:
***Need Laptop Cart***
•
http://www.sciencen
etlinks.com/lessons.
cfm?DocID=165
•
Have students finish
their research from
yesterday and put
together their
PowerPoint
Proposal about their
planet and proposed
trip (Interpersonal
Intelligence, VisualSpatial Intelligence,
Verbal-Linguistic
Intelligence)
HW:
Indicator: 5.ESS.2
∗
Be sure to cover
vocabulary relating
to the
seasons…vernal
equinox, autumnal
equinox, winter
solstice and summer
solstice
HW:
Indicator: 5.ESS.1,
5.ESS.2, 5.ESS.3
article: The
Revolution of the
Earth:
http://www.kidsgeo.c
om/geography-forkids/0019-therevolution-of-theearth.php
∗
View video of Earth
and Moon Revolving
around the sun:
http://www.ncsu.edu/
scivis/lessons/earthi
nspace3d/earth2.ht
ml
∗
Have students
choose one of the
locations on their
picture and write a
journal entry from a
fifth grader living in
their chosen city
point of view….Have
them include a
description of the
weather in this city
and an explanation
of how the Earth’s
current relationship
to the sun has an
affect on the
weather in that city
(Interpersonal
Intelligence)
HW: Go outside and
observe the moon – write
down your observations
•
•
•
Pluto
Each group needs to
research their planet
and create a
proposal for a trip to
their assigned
planet. They will use
the information they
discover through
research to argue for
or against planning a
trip to the planet…
(see original lesson
plan development
section for more
information)…
students should use
Exploring the Solar
System student
sheet for Detailed
Instructions
(Interpersonal
Intelligence)
Have students begin
researching their
planet (see original
lesson plan
Researching the
Planet section for
more information)
Be sure students use
the Exploring the
Solar System
student sheet for
guidance
HW:
Indicator: 5.ESS.2
Indicator: 5.ESS.1,
5.ESS.2, 5.ESS.3
Day 15
Science Net Links:
Exploring the Solar
System Lesson:
http://www.sciencenetlink
s.com/lessons.cfm?DocI
D=165
•
Have students
present their
PowerPoint
Proposals to the
class (Interpersonal
Intelligence)
•
Have students
complete an
individual
Day 16
Day 17
Compare Asteroids,
Sky and Artist Lesson
Meteors, and Comets to
(Arts Edge Lesson Plan)
Plantes…how are they
•
Have students draw
alike? How are they
a star in their science
different?
notebooks…Compar
***Need Laptop Cart***
e and contrast the
•
In six small groups
different stars
have students
everyone
research asteroids,
drew…Discuss why
meteors and comets
everyone drew the
using bookmarked
stars they way they
websites from our
did (Visual-Spatial
classroom moodle
Intelligence)
site.
•
Ask students: Is this
•
Have groups create a
what stars really look
Day 18
Sky and Artist Lesson,
Continued (Arts Edge
Lesson Plan)
***Need Laptop Cart***
•
Have students view
pictures of stars at
NASA Kids and
HubbleSite
•
Tell students they
have 15 minutes to
explore what real
stars look like
outside of Earth’s
atmosphere…have
students record
Day 19
Exploring the Sun
(Science Net Links
Lesson: The Sun)
***Need Laptop Cart***
•
Listen to The Earth
Goes Around the
Sun:
http://www.kidsknowi
t.com/educationalsongs/playeducationalsong.php?song=The
%20Earth%20Goes
%20Around%20The
%20Sun (Musical
Day 20
Exploring the Sun
(Science Net Links
Lesson: The Sun)
•
In small groups
complete the
preactivity at How
are magnetic fields
related to sunspots?
•
In the same groups
have students
complete the main
activity at How are
Magnetic Fields
Related to Sunspots
•
Have students
Day 21
Exploring Stars
∗
Intro to stars:
read/listen to the
information on Star
Child Website:
http://starchild.gsfc.n
asa.gov/docs/StarCh
ild/universe_level1/st
ars.html
(Interpersonal
Intelligence, VerbalLinguistic
Intelligence)
∗
As a class go to the
website:
•
assessment: Tell
poster with
them to imagine
information about
that 10 million years
their stellar object.
ago there was a
•
Have students
tenth planet in our
choose an asteroid,
solar system. They
meteor or comet and
need to write about
write a letter to their
what it may have
grandmother
been like. They
explaining what it is,
need to answer the
looks like, etc.
following questions:
(Verbal-Linguistic
1. Where was it?
Intelligence, Visual(Describe where the
Spatial Intelligence)
planet was in
HW:
relation to the
existing planets.) 2.
Indicator: 5.ESS.2,
What was the
5.ESS.3
atmosphere like?
(Compare it to an
existing planet) 3.
What was the
surface of the
planet like?
(Compare it to an
existing planet) 4.
Describe the
climate, size, orbit,
etc. (VerbalLinguistic
Intelligence, VisualSpatial Intelligence)
Students also need
to include a drawing
of the solar system
with their tenth
planet included
(Visual-Spatial
Intelligence)
•
•
•
HW:
Indicator: 5.ESS.2
•
•
like from Earth? Why
do people draw them
with points at the
edges instead of as
spheres? Why does
this happen? Has
anyone ever seen a
star twinkle?
Hand out vocabulary
handout…Explain to
students that stars
are actually spheres
of gas and that they
appear to have
points because they
are very far away
and the atmosphere
filters how they
look…Show students
pictures of stars
taken with Hubble…
Ask students when
they believe the first
telescopes were
used…Tell them they
were first used in the
1600s, Galileo used
them to draw craters
on the moon, the
rings of Saturn, the
moons of Jupiter,
and sunspots
Begin discussing
stars in
art…VanGogh
painted The Starry
Night in 1889 – How
do VanGogh’s stars
look? How are they
different from yours?
the same? Do they
have points? Why
are there halos?
(Visual-Spatial
Intelligence)
View other star
paintings by
VanGogh (The Café
Terrace at Night
(1888), Road with
Man Walking,
Carriage, Cypress,
Star and Crescend
Moon (1890))
View Edvard
th
Munch’s 19 Century
version of Starry
Night…Ask students:
•
•
•
•
colors, shapes,
images, or other
information they find
interesting on postits
Ask students: What
do real stars look
like? Do they look
link the stars in any
of the art we looked
at? In what ways?
Are they all white or
are some colorful?
Do they have points
or are they
spherical? Do they
have halos? (VisualSpatial Intelligence,
Verbal-Linguistic
Intelligence)
Have students put
their post-its on a
large chart with four
sections: Colors,
Shapes, Images,
and Information
(Visual-Spatial
Intelligence, VerbalLinguistic
Intelligence)
Have students
create their own
nocturne painting.
They can use white,
blue and black paper
for their
paintings…use
tempra and
watercolor
paint…students can
use rubber cement
over light colored
areas and salt before
the paint is dry to
give a hazy effect.
(Visual-Spatial
Intelligence)
When paintings are
finished, have
students write a
paragraph describing
their piece…they
need to point out
which artist they
modeled their work
after as well as
whether or not
scientific information
•
•
•
•
Intelligence)
As a class read
through the interview
on the Stanford
Solar Center
Website (link is off of
the Science Net
Links: The Sun
lesson plan)
Ask students: How
does the sun fit into
the galaxy? (It is 1 of
100 billion stars in
the Milky Way)
What is the sun
made of? (75%
Hydrogen, 25%
Helium) Why does
the sun describe its
job as just sitting
around making
hydrogen into
helium? (The sun is
constantly changing
hydrogen into helium
through a process
called fission) Can
stars die? (yes) Do
you know anything
about those
unsightly sunspots
that the sun
describes as dark
magnetic
depressions? What
are the “Solar
Flares” or “Coronal
Mass Ejections” that
the sun refers to as
gas?
Have students go to
UCAR Windows to
the Universe and
click on “universe”
then “galaxies” –
have students
explore some of the
information about
galaxies…Ask
students: How does
the sun fit into the
universe?
Have students
explore the following
sites about the sun:
The Sun – A
Multimedia Tour,
The Athena Project:
choose from one of
the following
activities for
assessment: Write a
biography of the sun,
a short story about
the sun, or an
interview that they
had with the sun.
Their writings should
include information
about a day in the
life of the sun
(Verbal-Linguistic
Intelligence)
HW:
∗
∗
Indicator: 5.ESS.4
http://web.syr.edu:80
/~jmlacivi/index.html
…Discuss the life
cycle of a star
(LogicalMathematical
Intelligence)
Start working
through Star Life
Cycle Book – skip
constellation
activities, complete
Level 1 Activities
Discuss vocabulary
as the class works
through the book –
Have students look
up the definitions of
various words in
their science books
as well as on the
Internet (VerbalLinguistic
Intelligence)
HW:
Indicator: 5.ESS.4
What are the
similarities and
differences between
the two Starry
Nights? What colors
were used? Have
students decide
which painting they
think is better and
have them tell why.
Have students view
paintings from Miro’s
Constellation Series
particularly
Constellation – The
Morning Star…Also
view Characters in
the Night, Dragonfly
with Red Wings
Perusing a Serpent…
Have students view
Icarus by
Matisse…Have them
compare Matisse
with Miro, VanGogh
and Munch
Ask students what
they think about the
paintings…are they
accurate depictions
of stars?
•
•
•
was used in the
creation of their
work. (VerbalLinguistic
Intelligence, VisualSpatial Intelligence)
the Sun, SEDS
Project: The Sun,
Standord Solar
Center’s: Today’s
Solar Weather, and
Windows to the
Universe: Sun
HW:
HW:
Indicator: 5.ESS.4
Indicator: 5.ESS.4
HW:
Indicator: 5.ESS.4
Day 22
Exploring Stars
•
Read How Far is a
Star? by Sidney
Rosen as a class
(LogicalMathematical
Intelligence)
•
As a class go to the
website:
http://oposite.stsci.ed
u/pubinfo/amazingspace.html …Review
the life cycle of a star
(LogicalMathematical
Intelligence)
•
Finish working
through Star Life
Cycle Book Level 2
Activities– Skip
constellation
Day 23
Day 24
Exploring Stars
•
Review the life cycle
of a star (LogicalMathematical
Intelligence)
•
Have students
create a flip book
illustrating the life
cycle of a star…see
Discovery Lesson
Plan: Exploring Stars
from the Lesson
Plans Library
(http://school.discove
ry.com/lessonplans/p
rograms/exploringsta
rs/ ) for more details
(LogicalMathematical
Intelligence, VisualSpatial Intelligence)
Exploring Constellations
•
Listen to “Why
Coyote Howls” –
Help students
understand stories
from long ago and
stories of today
(Found at:
http://www.lpi.usra.e
du/education/skytell
ers/constellations/pr
eview.shtml)
(Verbal-Linguistic
Intelligence)
•
Read Sky Stories:
http://school.discover
y.com/schooladventu
res/skywatch/stories/
march.html (VerbalLinguistic
Intelligence)
Day 25
Exploring Light Pollution
• Show students a picture
of the United States
at night
(http://www.darksky.o
rg/images/satelite/us
a_borders.jpg )
• Ask students what they
notice about the
picture
• Ask students what all of
the light-colored
spots in the picture
are
• Ask students how they
think light pollution
affects space
• Read about light
pollution:
• Look at and discuss a
nighttime picture of
Day 26
How Big is Space
***Need Laptop Cart***
∗
Do How Big is
Space? Activity:
http://www.kidsastro
nomy.com/space_siz
e.htm Discuss Each
level of Zoom
∗
Discuss the size of
space…how do
scientists know
exactly how big
space really is?
∗
Have students
complete postassessment on
classroom moodle
site
∗
Split students into 5
groups and have
them finish and post
Day 27
Day 28
activities (LogicalMathematical
Intelligence, VerbalLinguistic
Intelligence)
HW:
•
Indicator: 5.ESS.4
HW:
Indicator: 5.ESS.4
Have students
the Earth
complete the Level 1
(http://www.darksky.o
and Level 2
rg/images/satelite/ida
Constellation
_asp_02.gif )
Activities in their Star • Split students into 5
Life Cycle Book –
groups and have
HW:
Have them choose
them work on the
one of the
pages for our
constellations from
classroom website
the Level 1 Activity
(Earth, Moon, Sun,
and write/illustrate
Stars and Solar
their own
System)
constellation story
HW:
that goes with the
constellation (Verbal- Indicator: 5.ESS.3,
Linguistic
5.ESS.4
Intelligence, VisualSpatial Intelligence)
HW:
Indicator: 5.ESS.3,
5.ESS.4
the pages for our
classroom website
(Earth, Moon, Sun,
Stars and Solar
System)
Assessment Checklists and Rubrics:
Name:
Standard:
Checklist:
Criteria
3. Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth's surface is
covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit,
tilted axis and spherical planet).
Water Cycle Reader’s Theatre
Reader’s Theatre
1. Does your reader’s theatre have a catchy title?
2. Is your reader’s theatre written in the form of a script for people to follow?
3. Does your reader’s theatre have a few different characters?
4. Does your reader’s theatre follow aspects of the water cycle?
5. Did you use correct spelling, capitalization, and punctuation?
Group Work
6. Did you do your share of the work?
7. Did your group use their time wisely?
8. Did you work cooperatively?
9. Did your group distribute the work evenly?
Not Yet
0
Some
Evidence
1
A lot of
Evidence
2
Name:
Standard:
Checklist:
Criteria
Planet:
2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.
Exploring the Solar System
Proposal: Physical Features of Your Planet
1. Does your proposal include what your planet is made of?
2. Does your proposal include the landforms that are found on your planet?
3. Does your proposal include the weather that occurs on your planet?
4. Does your proposal include the type of atmosphere your planet has?
5. Does your proposal include information about your planet’s moons?
6. Does your proposal include the length of days and years on your planet?
7. Does your proposal include the information about the force of gravity on your planet?
8. Does your proposal include what resources are available on your planet (for example water
or minerals for mining)?
9. Does your proposal include other notable characteristics about your planet?
Proposal: Ability to Support Life
10. Does your proposal explain whether or not your planet can sustain life?
11. Does your proposal explain what is needed for survival on this planet?
12. Does your proposal explain how you plan to compensate for conditions that are not suitable
for sustaining life?
Not Yet
0
Some
Evidence
1
A lot of
Evidence
2
13. Does your proposal include a description of the space station, base or robot in detail
through the use of a diagram?
Proposal: Flight Logistics
14. Does your proposal include a diagram of your planet and Earth’s orbits?
15. Does your proposal include a description of how long the trip will be?
16. Does your proposal include a description of where Earth needs to be in its orbit at launch
in order to make the trip successful?
17. Does your proposal include a description of where the destination planet needs to be in its
orbit upon your arrival?
Proposal
18. Does your proposal state whether or not the trip should be attempted?
19. Does your proposal provide supporting evidence for your recommendation whether or not
the trip should be attempted?
Group Work
6. Did you do your share of the work?
7. Did your group use their time wisely?
8. Did you work cooperatively?
9. Did your group distribute the work evenly?
Name:
Standard:
2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.
3. Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth's
surface is covered by a layer of water [some of it frozen], the entire planet surrounded by a thin
blanket of air, elliptical orbit, tilted axis and spherical planet).
Checklist:
Criteria
Meteor, Comet, Asteroid Poster
Poster
1. Does your poster have a catchy title?
2. Does your poster have information about your space object?
3. Does your poster compare your space object to a planet?
4. Does your poster have pictures (either hand drawn or digital)?
5. Did you use correct spelling, capitalization, and punctuation?
Group Work
6. Did you do your share of the work?
7. Did your group use their time wisely?
8. Did you work cooperatively?
9. Did your group distribute the work evenly?
Not Yet
0
Some
Evidence
1
A lot of
Evidence
2
Name:
Standard:
Checklist:
Criteria
4. Explain that stars are like the sun, some being smaller and some larger, but so far away that they
look like points of light.
Life Cycle of a Star Flip Book
Flip Book
1. Does your flipbook have a catchy title?
2. Does your flipbook contain colorful pictures?
3. Does your flipbook contain accurate pictures in the right order?
4. Does your flipbook contain labels for each of the pictures?
5. Did you use correct spelling, capitalization, and punctuation?
Not Yet
0
Some
Evidence
1
A lot of
Evidence
2
Teacher Technolog y Checklist
Teacher Standards Checklist for Technology
Yes
Date
Standard 2: Technology and Society Interaction
Benchmark A: Define responsible citizenship relative to technology
1. Identify and show cooperative and collaborative strategies to work with others when using
technology systems. (5.TSI.1)
2. Distinguish basic issues related to responsible use of technology and information, and relate personal
consequences of inappropriate use. (5. TSI.3)
Benchmark C: Explain and demonstrate the influence of technology throughout history
3. Discuss and create alternative solutions to the ways that people have made tools to provide food,
make clothing and provide protection. (5. TSI.1)
Benchmark D: Practice responsible use of technology, understand school district guidelines for technology
use, and explore technology ownership
4. Discuss patent, copyright, trade name/trademark protection and the rights of the owner of the
work (e.g., inventor, manufacturer, software developer, company, Web site creator, author of
information). (5. TSI.1)
5. 2. Discuss basic issues related to responsible use of technology and describe personal consequences of
inappropriate use (e.g., plagiarism, intellectual property, and the conditions of the district AUP). (5.
TSI.2)
6. 3. Use technology to collaborate with others and credit all participants for their contribution to
the work. (5.TSI.3)
Standard 3: Technology for Productivity Applications
Benchmark A: Understand computer and multimedia technology concepts and communicate using the correct
terminology.
7. Define and use new technology terminology based on the computer and multimedia technology
resources being used. (5.TPA.1)
Benchmark B: Use appropriate tools and technology resources to complete tasks and solve problems.
8. Select the appropriate device to store needed information and independently save and access stored
information from portable devices (e.g., how large is the saved information? do others need to use the
information? what device will best store this information?). (5.TPA.2)
9. Collect information for projects using still and video digital cameras, scanners and electronic
resources. (5.TPA.3)
10. Create a presentation using multimedia software that incorporates graphics, video and sound to
present the findings of a group research project. (5.TPA.4)
11. Investigate technology tools used for researching problems and acquiring information and data.
(5.TPA.5)
12. Use appropriate hand/finger positions to key all letters (e.g., demonstrate ability to appropriately
keyboard and assess accuracy). (5.TPA.6)
Benchmark C: Use productivity tools to produce creative works and prepare
publications.
13. Select and use appropriate software applications to complete content- specific tasks (e.g., use
desktop publishing software to create a newsletter, use drawing programs to create artwork).
(5.TPA.1)
14. Use technology resources for presenting information (e.g., distance learning and interactive boards).
(5.TPA.3)
Standard 4: Technology and Communication Applications
Benchmark A: Identify the concepts and operations of communication systems.
15. Implement basic design components (contrast, size, arrangement) in print or electronic media
productions. (5.TCA.1)
16. Describe and participate in different types of online learning environments (e.g., online classes,
distance learning, videoconferencing and productions). (5.TCA.3)
Benchmark B: Develop, publish and present information in print and digital formats.
17. Produce a slide show from storyboard, using text, graphics and sound with appropriate transitions
and effects. (5.TCA.1)
18. Use a simple authoring tool to create class Web page. (5.TCA.3)
Benchmark C: Use technology communications to participate in online group collaborative interactive
projects and activities
19. Gather and share information in online learning activities (e.g., examine historical journals and share
observations). (5.TCA.3)
Standard 5: Technology and Information Literacy
Benchmark A: Describe types of information: facts, opinions, primary/secondary sources; and formats of
information: number, text, sound, visual, multimedia; and use information for a purpose.
20. Choose a variety of formats for presenting information (e.g., pictures, texts, slides). (5.TIL.2)
21. Understand that there are conditions where information cannot be used (e.g., copyright restrictions
on the use of cartoon characters, copying a classmate's project). (5.TIL.3)
22. Distinguish between relevant and irrelevant information in an information source (e.g., information
matches question to be answered, facts apply to the topic). (5.TIL.4)
Benchmark B: Use technology to find information by applying a research process to decide what information
is needed, find sources, use information and check work.
23. Identify questions related to an assigned topic or personal information need. (5.TIL.1)
24. Determine the best sources to use for the assigned topic or personal information need. (5.TIL.2)
25. Select and access information resources: online library catalog, Web sites and electronic formats
(e.g., CD-ROM, DVD, audio files). (5.TIL.3)
26. Record and use selected information to create a product for the assigned topic or personal
information need. (5.TIL.4)
27. Cite sources used: author, title of resource, publisher or source of information, and copyright
date. (5.TIL.5)
Benchmark D: Identify, access and use electronic resources from both free and fee-based Internet sources.
28. Use a username and password to access an information source (e.g., an online library catalog, a feebased Web site requiring user information to access the site, district network requiring student
login).
Standard 6: Design
Benchmark A: Describe and apply a design process to solve a problem.
29. Arrive at a solution to a technological problem and fabricate a prototype model for the solution.
(5.D.1)
30. Use data to test and evaluate the prototype solution. (5.D.2)
31. Make sketches with a list of parts required for a solution to a technological problem. (5.D.3)
32. Analyze the requirements for a design including such factors as the desired elements and features
of a product or system and limits that are placed on the design (e.g., if the class were to prepare and
deliver food to the homeless or a nursing home, what are the desired features and what limits are there
to what can be done?) (5.D.4)
Science Teacher Checklist
Teacher Standards Checklist for Space
Standard: Earth and Space Science
Benchmark: A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar
system.
Yes
Earth Concepts
1. Three-fourths of Earth’s surface is covered by water.
2. The water on Earth moves through all spheres (Lithosphere, Hydrosphere, and Atmosphere)
in the water cycle.
3. Water found at the North and South poles is frozen.
4. The Earth is surrounded by a thin blanked of air.
5. Earth rotates on an axis.
6. The Earth’s axis is slightly tilted.
7. Earth’s rotation on its axis causes day and night.
8. Orbit means to rotate around an object.
9. Earth is a planet that orbits the sun.
10. As Earth orbits the sun, seasons occur.
11. The Earth has an elliptical orbit.
12. The Earth is a spherical planet.
13. The Earth is a terrestrial planet.
Date
Moon Concepts
14. The Moon orbits Earth.
15. We see different phases of the moon as it orbits Earth.
16. The Moon causes tides on Earth.
Solar System Concepts
17. Earth is the third planet from the sun.
18. Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune are also planets that orbit
the sun.
19. Pluto is a dwarf planet that orbits the sun.
20. Asteroids and meteors orbit the sun.
Star Concepts
21. The sun is a star.
22. Some stars are large and some stars are small.
23. Stars are so far away that they look like little points of light.
Individual Assessment:
*At the end of the unit a summative assessment of students’ work will be done using a portfolio
system. Students will also be taking a post-unit assessment on my classroom moodle website to
help determine the extent of knowledge learned.