Download TLW design a model that describes the position and relationship of

Fifth Grade Unit Two
Position and Motion of Objects in the Sky
Section 1:
TLW explain how the Earth’s position and motion cause the seasons and define
a year.
(Gist: Seasons)
Enduring Understanding(s)

A year is defined as the amount of time it takes for the Earth to revolve around the Sun.

Seasons on the Earth are the result of variations in the intensity of sunlight caused by
the tilt of the Earth on its axis and revolution around the Sun
Essential Questions


How is a year related to Earth's revolution around the Sun?
What are the apparent movements of the Sun, Moon, and Earth?
New Vocabulary
axis
tilt
Concepts & Information
Note: See the Alignment of Starlab Materials to Curriculum Crafter Content 5th Grade resource
(in the Resource Folder) for a guide to the use of the STARLAB portable school planetarium in
this unit and in other 5th Grade units. The STARLAB portable school planetarium and resources
are available from REMC8 for participating schools in Kent Intermediate School District's
REMC8 region (616-365-2232 or 616-365-2393) http://www.starlab.com,
http://starlab.com/sl_manual.html
The seasons on Earth are the result of the 23.5 degree tilt of the Earth’s axis, the Earth’s
revolution around the Sun, and the varying intensity of the Sun at a given location on Earth.
The Sun is the largest body in our solar system.
The Sun is at the center of our solar system.
The first day of summer (summer solstice) in the northern hemisphere is characterized by the
Earth’s northern hemisphere being oriented toward the Sun at an angle of 23.5° from vertical.
Spring and fall are characterized by the Earth’s axis not being tilted toward nor away from the
Sun. The first day of spring is the spring (vernal) equinox, and the first day of fall is the fall
(autumnal) equinox. The first day of winter (winter solstice) in the northern hemisphere is
characterized by the Earth’s northern hemisphere being oriented away from the Sun at an angle
of 23.5° from vertical. The seasons in the southern hemisphere are opposite from those of the
northern hemisphere.
The Earth revolves or orbits around the Sun in an elliptical (but nearly circular) pattern.
The Earth’s axis always points toward the North Star causing the North Pole to tilt toward the
Sun during a portion of its revolution around the Sun and away from the Sun during the rest of
its revolution around the Sun. When the northern hemisphere is tilted toward the Sun, it receives
more direct sunlight. When the southern hemisphere is pointed toward the Sun, the northern
hemisphere receives less direct sunlight. This causes winter in the northern hemisphere.
Between summer and winter are spring and fall; the daylight and nighttime hours are equal in
length on the spring and fall equinox.
The Earth gets the same amount of light each day, but since the Earth is tilted on its axis, the
light is unevenly divided into two hemispheres. The hemisphere that is tilted toward the Sun and
is receiving more of the direct light is experiencing spring and summer. The hemisphere that is
tilted away from the Sun is receiving less direct light is experiencing fall and winter.
It takes 365.25 days or one year for the Earth to complete one revolution of the Sun.
Every four years an extra day is added to the calendar to keep the calendar the same as Earth's
movements. This is defined as leap year.
Real World Context
Many naïve ideas are perpetuated through observations and assumptions about the day and
night sky. It is important that students become aware of misinformation in their everyday lives.
Find examples to share with the class. Discuss why pictures or models can be incorrect or
misleading. For example, in many of the illustrations regarding the seasons, the Sun is nearly
the same size as the Earth and its distance is very close to the Earth. It isn’t possible to draw
the Sun and Earth in their correct relative sizes and distances. It is important to point these
examples out to students.
Students are familiar with the seasons and seasonal changes. They observe the daylight hours
getting longer or shorter, the temperature changes associated with the seasons, the height of
the Sun in the sky during summer and winter, and animal and foliage behavior during the
seasons.
Seasons can be related to the need for alternative energy sources and the impact that the
seasons have on our natural resources.
Relate global warming concerns and issues to evidence of climate and seasonal changes.
Common Misconception
A common misconception is that the distance between the Earth and the Sun causes the
seasons.
Lesson Ideas:
1. TLW use a model to demonstrate the seasons.CCSS/CE(s): S.IA.05.11; S.IA.05.12; S.IA.05.13; S.IA.05.14;
S.IA.05.15; S.IP.05.11; S.IP.05.12; S.IP.05.13; S.IP.05.14; S.IP.05.15; S.IP.05.16; S.RS.05.11; S.RS.05.12; S.RS.05.13;
S.RS.05.15; E.ES.05.61; E.ES.05.62;
(Resources: Model of the Seasons; Earth in Orbit Around Sun; Tilt!; Seasons)
Display pictures of the four seasons. Discuss the characteristics of each season. What is the
students’ favorite season? Have any students lived in a location with fewer than four seasons? As
a pre-assessment, individually or in collaborative groups, instruct students to draw a picture to
explain the cause of the seasons in their journals. Share ideas. Record questions that may have
been generated during the class discussion.
The changes in the seasons are the result of variations in the intensity of sunlight caused by the
tilt of the Earth on its axis and the revolution of Earth around the Sun.
Solar Motion Demonstrator link
For differentiation for tactile learners, use AIMS "Pasta Parallels," available for $2.00 in a downloadable
2005 version AIMS "Pasta Parallels" link of an activity that was first published in the January 1995 issue
of AIMS Magazine.
Resource: Model of the Seasons gives a diagram for a classroom model that uses a globe and a
flashlight in a darkened classroom to model the seasons. Hold the base of the globe so the axis is
always pointed in the same direction as shown in the diagram. Shine the flashlight (representing
the Sun) on the globe. Choose a starting point, such as summer. Shine the light so that the most
concentrated beam is at the Tropic of Cancer. Students will observe that the light becomes less
concentrated at latitudes at greater distances from the concentration point. Then, move the globe
around the Sun to mimic the fall equinox where the axis is neither toward nor away from the
Sun. Shine the light so that the most concentrated beams are at the equator. Students will observe
that the light becomes less concentrated at latitudes at greater distances from the concentration
point and that the concentrations are similar at equal distances north and south of the equator.
Next, move the globe around the Sun to mimic the winter solstice. Shine the light so that the
most concentrated beam is at the Tropic of Capricorn. Students will observe that the light
becomes less concentrated at latitudes at greater distances from the concentration point. Finally,
move the globe around the Sun to mimic the spring equinox, where as with the fall equinox, the
axis is neither toward nor away from the Sun. Shine the light so that the most concentrated
beams are at the equator. Students will observe that the light becomes less concentrated at
latitudes at greater distances from the concentration point and that the concentrations are similar
at equal distances north and south of the equator.
Students should relate the varying intensity of the Sun to the seasons in the northern hemisphere, and
to the calendar. They should then make connections to the seasons in the southern hemisphere and
how winter and summer in Australia or Argentina, for example, are the opposite of what we experience
in Michigan.
Starlab Connection: See the Starlab 5th Grade Alignment to CC Standards resource for a guide to the use
of the STARLAB portable school planetarium in this lesson and elsewhere in 5th Grade. The STARLAB
portable school planetarium and resources are available from REMC 8 for participating schools in Kent
Intermediate School District's REMC 8 region. (616-365-2232 or 616-365-2393) http://www.starlab.com.
Starlab resources for this lesson: Activities for the School Planetarium, Volume 2, pages 39-43;
Stonehenge, Volume 12 (extension activities to challenge students)
2. TLW explain that a year is defined as the amount of time it takes for Earth to make one revolution
around the Sun. CCSS/CE(s): E.ES.05.62; S.RS.05.15;
Refer to the model in the first lesson and relate that one full revolution around the Sun takes one year.
Relate to the calendar and discuss that it takes the Earth from January 1 through December 31 to
revolve once around the Sun.
An interesting phenomenon for students to reason through and demonstrate is why we have
approximately the same hours of daylight on April 21st as we do on August 21st. Early November (fall)
also has approximately the same hours of daylight as early February (winter).
Instructional Resources
Trippensee portable manual desktop planetarium http://www.trippensee.com
Section 2:
TLW design a model that describes the position and relationship of the Sun, the
planets, and other objects of the solar system and explain how gravity affects
them.
(Gist: Solar System)
Enduring Understanding(s):

As the Moon orbits the Earth, it appears to have different phases because we see different
amounts of the Moon that is lighted by the Sun.

Constellations appear to move across the nighttime sky due to the rotation of the Earth on
its axis.

Gravity is the force that keeps most objects in the solar system in regular and predictable
orbits.

Objects in the sky move in regular and predictable patterns around the Sun.

The combined gravitational effect of the Sun and the Moon produce tides on the Earth.

The Sun is the central and largest body in our solar system, which includes other planets,
their moons, and smaller objects such as asteroids and comets. Earth is the third planet
from the Sun.
Essential Questions:

How does gravity affect the orbit of objects in the solar system?

What are tides and what causes them?

What is the Sun and how does it relate to other objects in the solar system?

Why do constellations seem to move across the nighttime sky?

Why does the Moon appear to change shape during the course of a month?
New Vocabulary:
asteroid
axis
comet
constellation
eclipse
lunar
moons
planet
solar
Solar System
Concepts & Information:
Note: See the Alignment of Starlab Materials to Curriculum Crafter Content 5th Grade resource
(in the Resource Folder) for a lesson-by-lesson guide to the use of the STARLAB portable
school planetarium in this unit and in other 5th Grade units. The STARLAB portable school
planetarium and resources are available from REMC8 for participating schools in Kent
Intermediate School District's REMC8 region (616-365-2232 or 616-365-2393)
http://www.starlab.com, http://starlab.com/sl_manual.html
Stars are spheres of hot, luminous, gases in space which emit energy in the form of heat and
light. Our Sun is the nearest star to Earth and is the source of all energy that sustains life and
powers weather. The Sun illuminates all of the solar system.
Our solar system is made up of planets, dwarf planets, moons, asteroids and comets. Planets,
dwarf planets, plutoids, comets and asteroids orbit the Sun. Moons orbit the planets.
There are currently eight planets and three or four (depending on the source) identified plutoids
and dwarf planets in our solar system. Dwarf planets and plutoids are smaller, orbit the Sun, have
enough mass and gravity to maintain their spherical shape, but do not have a clear/clean orbit, as
do planets. Plutoids are located beyond Neptune. Dwarf planets are located within the asteroid
belt between Mars and Jupiter. This demonstrates how science knowledge is changing and the
information from scores of years ago is changed through further research and evidence.
The Earth is the third planet from the Sun in our solar system. The planets have a specific
location and path within the solar system. From the Sun, the order of the planets is Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. All planets orbit the Sun in a
counterclockwise and elliptical (but nearly circular) path. Planets rotate on their axes. Each
planet has its own rotational period, which defines a day on each planet.
A natural satellite is a celestial body that orbits a larger body. A moon is a natural satellite. Six of
the planets in our solar system have smaller bodies or moons that orbit them. All moons rotate on
their axes but have different patterns of rotation. Our Moon is a natural satellite that orbits the
Earth. Technically, the Earth could be considered to be a moon of the Sun.
The Moon revolves around the Earth. The Moon rotates on its axis. The Moon only completes
one rotation during each orbit around the Earth. The Moon revolves once around the Earth in
about 27.3 days or about one month. The Moon’s rotation and revolution equal approximately
one month. Because the rotation and revolution of the Moon take the same amount of time,
observers on Earth always see the same side of the Moon. The Moon reflects light from the Sun
and that amount is constant. The Sun always lights half of the Moon. The light we see when we
look at the Moon depends on the Moon’s location in its orbit. From Earth, people see only the
portions lit by the Sun that are facing Earth. The different portions of the lit half facing the Earth
as the Moon revolves around the Earth cause the apparent change in the Moon’s shape. Moon
phases follow a predictable pattern each month: new moon, waxing crescent, first quarter,
waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent.
All objects exert a gravitational force on other objects. The strength of the force is related to the
mass of the object and the distance between the objects. Celestial bodies rotate on their axes and
revolve around other bodies in elliptical and circular orbits created by the balance between
gravitational pull and forward motion (inertia). Planets move in an elliptical (but nearly circular)
orbit around the Sun due to gravity between the Sun and the planet. Planets stay in a circular
orbit and do not crash into the Sun because they do not have enough speed to escape the Sun’s
gravity but have enough speed to not be pulled in by the Sun’s gravity. The Earth’s gravity keeps
the Moon in orbit and the Sun’s gravity keeps the planets orbiting around it. Planets stay in their
orbit and do not go out into space because gravity pulls the object into a curved path instead of
flying off in a straight line.
The Earth rotates in a counterclockwise direction (west to east). Because of the Earth’s rotation,
the Moon and the Sun appear to move across the sky in a regular pattern. They seem to rise in
the east, move across the sky and set in the west.
Constellations are composed of stars. The movement of the Earth as it turns on its axis makes the
constellations appear to move through the sky. In the northern hemisphere all of the
constellations seem to move around a point that is directly above the Earth’s North Pole. A star
located directly above the North Pole (Polaris) does not seem to move. In the southern
hemisphere, all constellations appear to move around a point directly above the South Pole.
Because the Earth is in different positions as it revolves around the Sun, different constellations
are seen at different times of the year and in different positions. People living in the northern or
southern hemisphere see different constellations.
Constellations are groups or patterns of stars as viewed from Earth. People have created stories
in which the constellation represents imaginary figures in the night sky. Finding the Big Dipper
helps us locate Polaris, the star that shows us north. Polaris seems to move very little because it
is aligned with Earth’s axis. Some constellations change position with each season due to the
Earth’s movement. Stars in the same constellation are not all the same distance from Earth but
have a constant relative position to each other and to Earth.
Use of constellations includes directional guideposts for sailors, explorers, fleeing slaves (Follow
the Drinking Gourd); indicators of seasonal change and planting times; time of night; and a
source of myths and folk tales.
Cultures from different eras and locations have developed interpretations of the stars as mythical
or religious figures, places or animals. Many constellations are named after Greek or Roman
gods or other mythological characters. Other cultures (Native American, Persian, Chinese,
Egyptian) also have interpretations of the constellations.
The ancient Greeks believed the Earth to be the center of the universe (geocentric theory). For
centuries, this belief was accepted. Polish astronomer Nicolaus Copernicus first proposed the
theory of a sun-centered universe (heliocentric theory) in the early 1500s. However, this theory
was not accepted for another hundred years until it was validated by the observations made
through a telescope by Galileo Galilei. Galileo was persecuted for his beliefs about a heliocentric
universe, but his beliefs have become universally accepted due to validations of observations
through technology.
Tides are periodic high and low sea levels caused by the gravitational pull of the Moon and Sun.
The Earth has a gravitational pull on the Moon and the Moon has a gravitational pull on the
Earth. Because the Earth is more massive, it has a greater pull of gravity that keeps the Moon
revolving around the Earth. The Moon’s weaker gravitational pull affects the Earth by causing
tides.
The Moon’s pull of gravity on the side of the Earth facing the Moon makes the easily movable
waters of the oceans on that side bulge out toward the Moon. This bulge is called a high tide. At
the same time, another high tide is formed on the opposite side because this is the furthest point
from the Moon where gravitational pull is the weakest on the Earth. The water that is drawn in to
make the bulge at these two points comes from the remaining water at the opposite points on
Earth. These lower levels are called low tides.
Because of the Earth’s rotation every 24 hours, the Earth has two high tides and two low tides
every 24 hours at different points on Earth. Every point on Earth experiences two high tides and
two low tides every 24 hours. Because the Moon rises about 50 minutes later each day, high tide
and low tide change times each day.
The semi-monthly variations called spring and neap tides are the result of the alignment of the
Earth, Moon, and Sun. During the full and new moons, the Sun’s and Moon’s gravity work
together to produce higher high tides and lower low tides (spring tides). During the first and third
quarter, the combined gravitational effect is reduced to produce lower high tides and higher low
tides (neap tides). (Tides are also influenced by the rotation of the Earth-Moon system,
producing a high tide on the opposite side of the Earth from the Moon. This aspect of tides will
not be addressed with fifth grade students.)
Common Misconceptions
Students may think that:
The Earth is the center of the solar system and that planets, Sun, and Moon revolve around the
Earth.
The solar system contains only the Sun, planets, and the Moon.
The phases of the Moon are caused by the Moon moving in the Earth’s shadow.
The Earth is the largest object in the solar system.
All the stars in a constellation are near each other.
The constellations form patterns that clearly resemble people, animals, or objects.
A common misconception is that the moon is only visible at night. The moon’s rise has an
approximate one-hour difference each day. The moon rises in the daytime and appears to move
across the daytime sky.
Real World Context
Students are aware of objects in the sky that can be seen in the day and nighttime sky. Because
they have been making observations since they were young children, they may have developed
their own ideas to explain natural phenomena. It is important that students become aware of their
naïve ideas and begin to resolve them through the activities and research while they study the
motion and position of objects in the solar system.
Students cannot directly observe the planets and their moons. They do, however, have a natural
curiosity about space. Movies, books, newspaper articles, and games enhance student
understanding and interest.
Lesson Ideas:
1. TLW design a model that describes the position and relationship of the planets and other
objects to the Sun.CCSS/CE(s): E.ST.05.11; S.IA.05.11; S.IA.05.12; S.IA.05.13; S.IA.05.14; S.IP.05.11;
S.IP.05.12; S.IP.05.13; S.IP.05.14; S.IP.05.15; S.IP.05.16; S.RS.05.12; S.RS.05.15;
(Resources: Solar System Model; Motion of Objects Around the Sun; Relative Sizes and
Distances of the Sun and Planets; Make a Comet)
Divide students into groups of three or four. Give each group a ball of clay (each group receives
a different amount of clay). Instruct students to divide the ball into fifty equal-sized balls.
Students will then choose one average-sized ball. Tell them to combine the other 49 pieces into
one large ball. Challenge them to determine what their model represents. Explain that although
each group’s model contains different-sized objects, each model is to scale (49:1).
The students have constructed a model of the Earth and its moon. Our Moon is closest object in
the sky. Next, ask students to predict the ratio of the Earth’s diameter to that of the Moon.
Through collaboration, students discover that the Earth’s diameter is roughly four times that of
the Moon. (3.7:1). Each group should calculate the same ratio.
Finally, challenge students to estimate how far apart the Moon and Earth should be in their scale
model system. Each group should arrive at consensus, set up their Earth-Moon system and
measure the distances.
Then design a scale model of the solar system using the Solar System Model Resource. The
resource Relative Sizes and Distances of the Sun and Planets can serve as a resource or
confirmation.
A virtual model of the planets and the Sun can be designed using the instructions and
calculations from:
http://www.exploratorium.edu/ronh/solar_system/
Put 100 in the mm box for the Sun (equal to 10 cm) and push "Calculate" – calculations will
automatically appear giving the relative sizes of the planets and the radius of the orbit (distance
of the planet from the Sun) in order to build a scale model in a a large area such as a playground.
At this scale, the Earth will be approximately 1mm in diameter. Anything smaller would be
difficult for fifth grade students to comprehend (or see). Earth will be approximately 10.7 meters
from the Sun. For information (photo and facts) about the Sun and planets, click on the name in
the column "Body." Continue to scroll down, find links to other solar system resources. Students
should be aware that the classification of Pluto has changed from planet to dwarf planet.
Resource: Relative Sizes and Distances of the Sun and Planets is included in the case of no or
limited access to the Internet, but the exploratorium website is preferable.
Students’ models will be limited to comparing the position and motion of the different planets
and other objects in our solar system with the sun being the largest and at the center.
http://kepler.nasa.gov/ed/pdf/HumanOrrery.pdf
Other objects include dwarf planets, comets, and asteroids. Diagram the movement of Earth, Sun
and Moon and show the path of a comet, illustrating the direction of the tail in six locations
along the orbit.
Asteroids are small rocky bodies that orbit the sun. Most asteroids orbit the sun in a belt located
between Mars and Jupiter.
Comets are objects, which contain ice and dust. As they get closer to the Sun, they develop a tail.
Comets have highly elliptical orbits around the Sun. Conduct the activity described in Make a
Comet Resource.
http://nssdc.gsfc.nasa.gov/planetary/planets/asteroidpage.html is a resource for teachers about
comets, asteroids, and other nonplanetary solar system bodies.
http://www.exploratorium.edu/ronh/age/index.html for rotation and revolution of planets.
http://www.nineplanets.org/
Astro-Vventure: Astronomy Educator Guide link – Scroll to Part 3: Astronomical Factors.
Students demonstrate their understanding of the position of the planets, dwarf planets, asteroids
and comets through illustrations and written explanations.
Starlab Connection: Starlab Manual: Astronomy and More, Part 2, K-6 Activities and Lessons
for Use in the STARLAB Portable Planetarium, page 15
2. TLW describe the motion of planets and moons in terms of rotation on axis and orbits
due to gravity.CCSS/CE(s): E.ST.05.21; S.RS.05.15;
(Resources: Cosmic Dance; Planets Distance from the Sun Investigation)
Investigate the question, "How does a planet's distance from the sun affect its period of
revolution?"
Students create operational definitions of the gravitational force that keeps planets and moons in
an orbital path.
Motions of the Planets link
Use a Trippensee portable manual desktop planetarium (http://www.trippensee.com) to
demonstrate motion of planets due to rotation on axis.
http://www.exploratorium.edu/ronh/weight/index.html for a comparison of gravity on the various
planets.
AIMS, Out of This World, "Weight in Space," pages 133-139 in 2007 edition
Starlab Connection: Starlab Manual: Astronomy and More, Part 2, K-6 Activities and Lessons
for Use in the STARLAB Portable Planetarium, page 15; Starlab Manual: Astronomy and More,
Part 3, 7-12 Activities and Lessons for Use in the STARLAB Portable Planetarium, page 98
3. TLW explain Moon phases as they relate to the position of the Moon in its orbit around
the Earth, resulting in a varying amount of observable reflected light.CCSS/CE(s): E.ST.05.22;
S.IA.05.12; S.IA.05.13; S.IP.05.11; S.IP.05.13; S.IP.05.14; S.IP.05.15; S.IP.05.16; S.RS.05.15;
(Resources: Moon Phases, Moon Phase Clock)
In fourth grade, students investigated the predictable cycle of the Moon. In fifth grade, students
build on their understanding of moon phases. They explore the position and motion of objects in
the sky and study how they relate to moon phases. Students generate questions about moon
phases based on nightly observations of the Moon over several months. A moon calendar can be
started in the fall so data is available during the solar system unit.
Use a model of the Sun, Earth, and Moon to demonstrate. Phases of the Moon to be
demonstrated with the model are: first quarter, full, third quarter, and new. New moon to full
moon is waxing while full moon to new moon is waning. New moon is when the moon is not
visible in the sky and full moon is when the full face of the moon is visible.
Students use tools and equipment to create a model to visualize, demonstrate and explain Moon
phases. Equipment: Styrofoam ball on a craft stick painted half black (vertical) per student to
represent the Moon, a bright light bulb to represent the Sun, and students’ heads to represent the
Earth. Hold the Moon ball in the left hand with an outstretched arm. The white side of the ball is
always facing the student. (The black side is the side of the Moon that we never view from
Earth.) Ask, “How much of the ball do you see at one time?” (Half) Darken the room. Turn on
the bright light and look at the ball from several angles. Is any part of the ball illuminated?
Describe the location of the lit part in relation to the bright light. Instruct that the Moon orbits the
Earth each month. Stand facing the light. Hold the Moon ball outstretched in front so it appears a
little left of the light. Is a lit area visible on the Moon? Students should see a small crescent on
the right side of the Moon. Slowly turn to the left (counterclockwise), keeping the ball
outstretched.
If a student’s head blocks the light from the bulb, tell him/her to raise the ball slightly so the light
can reach it. Observe how the illuminated part of the ball varies as its position changes. Move the
ball around its orbit several times to observe patterns.
Discuss and draw conclusions from observations. The moon reflects light from the Sun, half of
the Moon is illuminated at all times; we see half of the Moon at all times, but we can only
observe the part of the Moon that is illuminated. Students illustrate or create a model to explain
the apparent phases when the Moon is in various positions in its orbit around the Earth.
Phases of the Moon resource:
http://tycho.usno.navy.mil/vphase.html
http://www.stardate.org/nightsky/moon/
http://www.quia.com/rd/11412.html
Starlab Connection: Starlab Manual: Astronomy and More, Part 2, K-6 Activities and Lessons
for Use in the STARLAB Portable Planetarium, page 13, 63; Starlab Manual: Astronomy and
More, Part 3, 7-12 Activities and Lessons for Use in the STARLAB Portable Planetarium, pages
81-82, 83; Starlab Manual, Part 4, Cylinder Guides, Moon Cylinder, Lessons 1 and 2, pages 1826, Starlab resources: Astronomy of the Americas, Volume 11, page 11; Starfield Cylinder, Moon
Cylinder
4. TLW explain that the Moon, stars, constellations, and the Sun appear to move because
the Earth rotates on its axis and orbits the Sun. CCSS/CE(s): E.ST.05.23; S.IA.05.12; S.IA.05.13;
S.IA.05.15; S.IP.05.11; S.IP.05.13; S.IP.05.15; S.IP.05.16; S.RS.05.11; S.RS.05.13; S.RS.05.15; S.RS.05.19;
(Resources: Circumpolar Star Map; Constellations and Changes in the Night Sky; Constellation
Challenge)
Elaborate on position and motion of objects in the sky by investigating the apparent motion of
the stars and the Sun. Challenge the students to think about objects in the sky. Which objects are
moving? Which objects are stationary? How do we know? Over a period of a week, students
make hourly observations of the Sun’s location in the sky and the Moon’s location in the sky
(with reference to a stationary object such as a rooftop). Students can use their fists to measure
distance above the horizon. Students collect and organize data into charts. Based on their
observations, students generate questions and develop a claim or hypothesis about the movement
or apparent movement of the Sun and stars in the sky.
Students conduct a simple investigation to test their claims. Students will use reference materials,
activities, interviews, online research, etc., to test and provide evidence of the strengths and
weaknesses of their claims. They present their findings to the class. The class will evaluate the
strengths and weaknesses of the groups’ claims, arguments and data regarding the reasons that
the Sun and stars appear to move across the sky.
Construct a working star chart which locates constellations in the night sky.
Common constellations include Orion, Ursa Major, Leo, Ursa Minor. Students construct
constellation finder star charts. Make a Star Finder link (Starfinder patterns available for each
month. Observations of the night sky can be compared from month to month.)
Students use planetarium charts from Abrams Planetarium Sky Calendar newsletter to assist in
monthly constellation search http://www.pa.msu.edu/abrams/SkyCalendar/; 517-355-4676;
subscription form: Sky Calendar Subscription Order Form link
Roger Chaffee Planetarium, Van Andel Public Museum of Grand Rapids, 616-456-3977 to
request information from a curator or to make group reservations.
Differentiate between stars and constellations, diagram a selected constellation, and show the
relationship of Polaris to the Earth’s northern axis.
Skyscout is a Celestron instrument (handheld starfinder) available from
http://www.celestron.com/skyscout/
Discuss uses of constellations throughout history (for mythology, navigation, etc.) (S.RS.05.19)
Starlab Connection: Starlab Manual: Astronomy and More, Part 2, K-6 Activities and Lessons
for Use in the STARLAB Portable Planetarium, pages 11,19-23, 25-27, 31, 35-45, 55, 56, 57, 59,
60, 61, 64, 65, 66, 67, 72; Starlab Manual: Astronomy and More, Part 4, Cylinder Guides:
Starfield Cylinder, pages 3-13; Starlab resources: Activities for the School Planetarium, Volume
2, pages 23-24; Constellations Tonight, Volume 5; Starfield Cylinder; Constellation Cylinder
5. TLW explain lunar and solar eclipses based on the relative positions of the Earth, Moon,
and Sun and the orbit of the Moon. CCSS/CE(s): E.ST.05.24; S.RS.05.15;
(Resource: Phases of the Moon)
Explain means to clearly describe by means of illustrations (drawing), demonstrations, written
reports, or verbally how lunar and solar eclipses are based on the relative positions of the Earth,
Moon and Sun, and the orbit of the Moon.
A lunar eclipse occurs when the Sun, Earth and Moon are aligned with the Earth in the middle.
The Moon then passes through the Earth’s shadow. The Moon is not able to reflect the Sun’s
light because the light is blocked. The Earth’s shadow falls on the Moon. An eclipse of the Moon
occurs only when there is a full Moon, when the Earth is between the Moon and the Sun.
A total lunar eclipse is rare because the tilt of the Moon’s orbit reduces the chance that the Sun,
Earth and Moon will align in the same plane.
A solar eclipse occurs when the Moon passes between the Sun and the Earth so that the Sun’s
light is blocked. A solar eclipse happens only when there is a new moon. The Moon’s shadow
falls on the Earth.
A solar eclipse does not happen every month because the Moon’s orbit is tilted about 5 degrees.
The Moon usually passes between the Earth and the Sun either too high or too low for its shadow
to fall on the Earth.
Eclipse resource:
http://sunearth.gsfc.nasa.gov/eclipse/eclipse.html
Starlab Connection: Starlab Manual: Astronomy and More, Part 3, 7-12 Activities and Lessons
for Use in the STARLAB Portable Planetarium, page 74-75; Who "Discovered" America?
Volume 10, pages 50-52; Starlab Manual: Cylinder Guides, Moon Cylinder, Lesson 2, pages 2326; Moon Cylinder
6. TLW explain the tides of the oceans as they relate to the gravitational pull and orbit of
the Moon.CCSS/CE(s): E.ST.05.25; S.IA.05.13; S.RS.05.15;
(Resource: Tides)
Elaborate on the position and gravitational pull of the Earth-Moon system by investigating the
cause and effect of tides. Conduct research and create models, diagrams or activities to
demonstrate ocean tides.
Fifth graders should comprehend that tides are caused by the Moon’s gravity pulling on the
oceans of the Earth and the changes in the alignment of the Sun and the Moon due to the Moon’s
orbit. The Sun has a much greater gravitational pull than the Moon, but the Moon is much closer,
so its effect is greater. High tide will always be in alignment with the Moon’s gravity, causing
higher tides when it is in alignment with the Sun and the two gravitational forces work together.
Make a transparency of Resource: Tides and illustrate the respective tides with different color
vis-a-vis markers.
NOAA Ocean Service Education: Neap and Spring Tides link
NOAA Ocean Service Education: Tides and Water levels link – Click on links on the right of
screen.
Visit http://images.google.com and search for "tides" and "Bay of Fundy" to see many diagrams
and photos.
7. TLW research a selected planet, constellation, type of eclipse, or spacecraft, design a
visual aid and deliver a presentation on the selected topic. CCSS/CE(s): S.RS.05.15; S.RS.05.19;
(Resource: Planet, Constellation, Spacecraft, or Eclipse Presentation)
It is common to find misinformation in movies, stories and other media regarding space, space
travel, and distant galaxies. Students should be aware of how this misinformation can cause
misconceptions. Share news articles regarding space research and technological advances.
NASA websites are full of information for students who are interested in space and space travel.
Presentation should include the mythological origin of the planet, constellation, or type of eclipse
or the historical/technological significance of the spacecraft and its discoveries.
Presentation on types of eclipses should include explanations of the phenomenon from earlier
times.
Examples of spacecraft and probes include: Apollo, Voyager 1 and 2, Mars Pathfinder and
Global Surveyor, Magellan, Mariner 10, and weather satellites that orbit the Earth.
Starlab Connection: Greek Mythology Cylinder, Starfield Cylinder
Instructional Resources
Max Goes to Mars: A Science Adventure with Max the Dog
, by Jeffrey Bennett, Big Kid Science, 2006 ISBN 0-9721819-1-1 (Distributed to Kent County
Schools containing fifth grade classrooms by Project ASTRO Polaris and GVSU)
AIMS Out of This World, 2007