Download Teacher Resource Pack Unit Planning Resources

Teacher Resource Pack
Unit Planning Resources
Subject Area/Grade: Earth Science, grade 3
Unit Theme:
Objects in the Sky
Conceptual Lens:
Systems
Form and function
Identify the Big Ideas:
Objects in the sky have positions and
patterns of movement that can be observed,
described, and used to make predictions.
Enduring Understandings
(Generalizations)
Objects in the sky, specifically the Sun, the
Moon, and the stars, have positions in the sky
that can be observed and described.
The Moon’s position in the sky can be
observed and described sometimes during
the day and sometimes at night.
Objects in the sky, specifically, the Sun, the
Moon, and the stars, have patterns of
movement or apparent movement that can
be observed, described, and used to make
predictions.
From Earth, the observable shape of the
Moon changes from day to day in a cycle that
lasts about a month.
Stars remain in the same patterns relevant
to one another.
The position of constellations change over
the course of the seasons.
Title: Objects in the Sky
Estimated Time Frame: 23 days
GRAPHIC ORGANIZERS:
NC Science Essential Standards; Earth Science, Science Domain; Earth in the Universe, Earth
Systems, Structures and Processes, Energy: Conservation and Transfer Strands
Atlas of Science Literacy http://strandmaps.nsdl.org/?id=SMS-MAP-1282
http://strandmaps.nsdl.org/?id=SMS-MAP-1292
Science Benchmarks, The Earth
http://www.project2061.org/publications/bsl/online/index.php?chapter=4#B2
NC Science Essential Standards
3.E.1 Recognize the major components and
patterns observed in the earth/moon/sun
system.
3.E.1.1 Recognize that the earth is part of a
system called the solar system that includes the
sun (a star), planets, and many moons and the
Earth is the third planet from the sun in our solar
system.
3.E.1.2 Recognize the changes in the length or
direction of an object’s shadow indicate the
apparent changing position of the sun during the
day although the patterns of the stars in the sky,
to include the sun, stay the same.
4.P.3 Recognize that energy takes various
forms that may be grouped based on their
interaction with matter.
4.P.3.2 Recognize that light travels in a straight
line until it strikes an object or travels from one
medium to another, and that light can be
Essential Questions
(Guiding Questions)
How do the earth, moon, and sun move
in the sky, and in relation to each other?
How does the moon appear to change
each day?
How and why do our shadows change
throughout the day?
How can we make our shadows change?
How can we observe and describe the
positions and patterns of movement of
stars in the sky?
Which objects in the sky have regular
patterns of movement and which objects
only appear to move in the sky? Why?
Earth is one of several planets that orbit the
Sun, and the moon orbits Earth.
reflected, refracted, and absorbed.
3.E.2 Compare the structures of the Earth’s
surface using models or three-dimensional
diagrams.
3.E.2.1 Compare Earth’s saltwater and
freshwater features (including oceans, seas,
rivers, lakes, ponds, streams, and glaciers).
3.E.2.2 Compare Earth’s land features
(including volcanoes, mountains, valleys,
canyons, caverns, and islands) by using models,
pictures, diagrams, and maps.
What other objects follow patterns of
movement in the sky?
What are the water and land features of
the Earth, and how can we describe
them?
How can these land and water features
be compared to each other and to other
planets’ features?
Essential Terminology
Phases
Planet
Revolution
Rotation
Orbit
System
Quarter
Identify Misconceptions
Use formative probe: Uncovering Student ideas in Science, Volumes 2, by Page Keeley, et al Objects in the Sky (pg. 185)
Look for these misconceptions in student thinking:
When we cannot see the Sun: it goes behind the hills, clouds cover the Sun, the Moon covers the Sun,
Once a day: the Sun goes behind the Earth, the Earth goes around the Sun once a day, the Earth spins on its axis once a day
Unpacked Content
Science For All Americans
Benchmarks Reference
3.E.1.1 Students know that we live on a
planet that is part of a solar system. Students
know that a solar system includes a star and
planets, and other objects. The planets and
other objects revolve around the star.
Students know that in our solar system Earth
is the third planet from the sun (a star).
3.E.1.2 Students know that the sun and stars
in the sky [appear to] move in consistent
patterns. Students know that shadows are
created by objects blocking the light.
Students know that as the sun changes its
apparent position in the sky, the shadows
cast by objects will change. Students know
that the Earth rotates on its axis and revolves
around the sun.
4.P.3.2 Students know that light travels in a
straight line. Students know that light can be
refracted, reflected, and/or absorbed.
3.E.2.1 Students know that there are bodies
of water on the surface of the earth and that
they are often named based on their
characteristics and location. Some bodies of
water are salty, some are fresh, some are
brackish, and some are frozen in ice sheets
and glaciers. Different t types of organisms
have developed to live in these different
bodies and types of water.
3.E.2.2 Students know that the surface of the
earth has many different types of physical
features and that these features are named
according to their structure. There are many
representations for any given land feature
and these possess correspondences
consistent with their attributes.
During this period, students
can begin to learn some of the
We live on a fairly small planet, the third from the sun in the only surface features of the earth
and also the earth's relation to
system of planets definitely known to exist (although similar
systems are likely to be common in the universe). Like that of all the sun, moon, and other
planets. Films, computer
planets and stars, the earth's shape is approximately spherical, the
simulations, a planetarium, and
result of mutual gravitational attraction pulling its material
telescopic observations will
toward a common center. Unlike the much larger outer planets,
help, but it is essential that all
which are mostly gas, the earth is mostly rock, with three-fourths students, sometimes working
of its surface covered by a relatively thin layer of water and the
together in small groups, make
entire planet enveloped by a thin blanket of air. Bulges in the
physical models and explain
water layer are raised on both sides of the planet by the
what the models show. At the
same time, students can begin
gravitational tugs of the moon and sun, producing high tides
learning about scale (counting,
about twice a day along ocean shores. Similar bulges are
comparative distances,
produced in the blanket of air as well.
volumes, times, etc.) in
The motion of the earth and its position with regard to the sun and interesting, readily understood
the moon have noticeable effects. The earth's one-year revolution activities and readings.
around the sun, because of the tilt of the earth's axis, changes how However, scale factors larger
than thousands, and even the
directly sunlight falls on one part or another of the earth. This
idea of ratios, may be difficult
difference in heating different parts of the earth's surface
before early adolescence.
THE EARTH
produces seasonal variations in climate. The rotation of the planet
on its axis every 24 hours produces the planet's night-and-day
cycle—and (to observers on earth) makes it seem as though the
sun, planets, stars, and moon are orbiting the earth. The
combination of the earth's motion and the moon's own orbit
around the earth, once in about 28 days, results in the phases of
the moon (on the basis of the changing angle at which we see the
sunlit side of the moon).
There are wondrously different kinds of stars that are much larger
and much smaller, much hotter and much cooler, much older and
much younger than our sun. Most of them apparently are not an
isolated single star as our sun is but are part of systems of two or
more stars orbiting around a common center of mass. So too there
are other galaxies and clusters of galaxies different from our own
in size, shape, and direction of motion. But in spite of this variety,
An important point to be made
along the way is that one
cannot determine how the
solar system is put together
just by looking at it. Diagrams
show what the system would
look like if people could see it
from far away, a feat that
cannot be accomplished.
Telescopes and other
instruments do provide
information, but a model is
really needed to make sense
out of the information. (The
realization that people are not
able to see, from the outside,
they all appear to be composed of the same elements, forces, and
forms of energy found in our own solar system and galaxy, and
they appear to behave according to the same physical principles.
In total, there are nine planets of very different size, composition,
and surface features that move around the sun in nearly circular
orbits. Around the planets orbit a great variety of moons and (in
some cases) flat rings of rock and ice debris or (in the case of the
earth) a moon and artificial satellites. Features of many of the
planets and their moons show evidence of developmental
processes similar to those that occur on the earth (such as
earthquakes, lava flows, and erosion).
how the solar system is
constructed will help students
understand the basis for the
Copernican Revolution when
the topic arises later.)
In making diagrams to show,
say, the relative sizes of the
planets and the distances of
the planets from the sun,
students may try to combine
them using a single scale—and
quickly become frustrated.
Perhaps this can lead to a
discussion of the general limits
of graphic methods (including
photographs) for showing
reality. In any case, at this
stage a rough picture of the
organization of the solar
system is enough.
Water offers another
important set of experiences
for students at this level.
Students can conduct
investigations that go beyond
the observations made in the
earlier grades to learn the
connection between liquid and
solid forms, but recognizing
that water can also be a gas,
while much more difficult, is
still probably accessible.
Perhaps the main thrust there
is to try to figure out where
water in an open container
goes. This is neither selfevident nor easy to detect. But
the water cycle is of such
profound importance to life on
earth that students should
certainly have experiences that
will in time contribute to their
understanding of evaporation,
condensation, and the
conservation of matter.
North Carolina Connections: (local and state resources)
http://www.moreheadplanetarium.org UNC Morehead Planetarium in Chapel Hill
https://wakek5science.pbworks.com/w/page/41766017/Starlab Link to info about WCPSS Starlab and how to reserve it
http://www.raleighastro.org Raleigh Astronomy Club
Annotated TEACHER Resources
Websites
http://www.windows2universe.org/earth/earth.html Content knowledge for teachers
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7297 Bill Nye baseball moon video
http://www.billnye.com/for-kids-teachers/home-demo-details/ Bill Nye moon baseball explanation
http://classroom.jc-schools.net/sci-units/earth-features.htm#Interactive_ Earth’s features lessons
http://scaleofuniverse.com Scale of the Universe; shows how large it really is on many levels; great exposure for students
http://video.nationalgeographic.com/video/kids/science-space-kids/solar-system-101-kids Nat Geo for kids Solar System video, website
http://www.volcano.si.edu/index.cfm Earth/Solar system song and websites
http://www.edu.pe.ca/southernkings/mountainmm.htm Landforms Powerpoint
http://starchild.gsfc.nasa.gov/docs/StarChild/shadow/other_places.html Page with many good content linked sites
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.htmlInteractive child friendly site with good content
http://spaceplace.nasa.gov/en/kids/ NASA’s site for kids; age appropriate for 3rd grade
http://www.windows.ucar.edu/windows.html Amazing site with lots of interactive student friendly applications
PDFs
Link to Bill Nye lesson PDF
Link to phases of the moon PDF
Non Fiction Books
Newbridge/Sundance:
Light All Around Us
Other books:
Stargazers by Gail Gibbons
Sun and Earth
Watching The Night Sky
Orbit and Spin
Energy from the Sun
Eye on the Sky
Exploring Light
Earth In Space
Sun by Gregory L. Vogt
Earth by Steven L. Kipp
Zoo in the Sky by Jacqueline Mitton
Find the Constellations by H.A. Rey
Once Upon a Starry Night by Jacqueline Mitton
WRITING PROMPTS
Your little brother thinks that there is a different moon in the sky each night. How could you convince him that there is only one moon?