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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?