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4th Grade Science: Astro-Adventures Curriculum Pacing Calendar Big Ideas: Earth is a sphere. Things on or near the Earth are pulled by the force of gravity. (4-5 ES1A) The weight of an object is a measure of how strongly it is pulled down toward the ground by gravity. A spring scale can measure the pulling force. (4-5 PS1A) The sun is a star. It is central and the largest body in the Solar System. It is the brightest thing in the sky. (4-5 ES1D) Outdoor shadows are longest during the morning and evening, shortest during the middle of the day. This indicates a change of the position of the sun. (2-3 ES1A) Earth’s daily spin in relation to the sun caused day and night. (4-5 ES1B) The moon has predictable phases that change how we view the moon from the Earth. (1-2 ES1C) Earth’s nearly circular yearly orbit around the sun causes us to see different constellations at different times of the year. (4-5 ES1C) Introduction Gravity is a Mystery Unit 1&2 Sun Watching and Sun Movement Essential Questions: What is gravity and what role does it play in the Earth, Sun, and moon system? Describe the Earth and how gravity works on Earth. Describe the sun and its role in the Solar System. Why do outdoor shadows change throughout the day? Describe what causes day and night to happen on Earth. Why does the moon appear to change shape over time? Describe what can be seen in the sky, such as: constellations and planets and how our view changes throughout the year. Unit 3 Moon Gazing Conclusion The Planets in the Solar System *Pacing: approximately 2 weeks *Pacing: approximately 2 weeks *Pacing: approximately 2 weeks *Pacing: approximately 2 weeks What do you know? Preconceptions (see notebook entries) (1 session 45 minutes) Book: Gravity is a Mystery Read the book and try the activities (all Sun Watching Lessons 1-5 (9 sessions Moon Gazing Lessons 1-4 (4 sessions Book: The Planets in our Solar System Read the book and try the activities Book: The Sky is Full of Stars Read the book and try the activities sessions with book and activities are about 2-4 sessions of 45 minutes) Bill Nye: Gravity DVD watch and discuss (2-3 sessions of 45 minutes) Book: Forces Make Things Move Read and try the activities *see book activity suggestions with notebook entries of approximately 45 minutes) Sun Movement Lesson 1 (2 40 minute sessions) Book: The Sun our Nearest Star Read the book and try the activities Book: What Makes Day and Night Read the book and try the activities Book: Sunshine Makes the Seasons Read the book and try the activities *see book activity suggestions with notebook entries of approximately 45 minutes + 10 minute check-in session daily for 4 weeks) Book: The Moon Seems to Change Read the book and try the activities Book: What is the Moon Like Read the book and try the activities *see book activity suggestions with notebook entries *see book activity suggestions with notebook entries FORMATIVE AND SUMMATIVE ASSESSMENT PLANS (assessment documents available on the district website) Formative: Use the end of Unit Assessment as a pre-assessment (make notes of students understandings and lack of understanding) Use notebook entries, essential questions and participation to assess understanding Use notebook entries, essential questions and participation to assess understanding Use notebook entries, essential questions and participation to assess understanding End of Unit Summative Assessment (given at the end of the kit) Meet with students that are unclear on questions/activities and provide them with additional instruction/practice. 1 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar Introduction: Gravity Unit 1&2 The Sun Before you begin the kit: Begin by giving the students the end of unit assessment as a pre-test. After the test have students set up their science notebook and begin with a reflection entry: What do I know about Astronomy and what questions do I have? Gravity is a Mystery Lessons: Begin each lesson with a reflection entry on the essential question(s). After each experience, students should have something new to add to this question. Before beginning Units 1 and 2: Complete a reflection entry: Now what do I know about Astronomy and what questions do I have? The Sun Lessons: Begin each lesson with a reflection entry on the essential question(s). After each experience, students should have something new to add to this question. Essential Questions for Sun Lessons: Unit 3 Moon Gazing Conclusion Planets and Stars Notebook Entry Suggestions Essential Questions for the Introduction: What is gravity and what role does it play in the Earth, Sun, and moon system? Describe the Earth and how gravity works on Earth. Note-taking and scientific drawings: Have students use their notebooks to take notes, add drawings, and write down questions throughout their experiences with gravity activities. Describe the sun and its role in the Solar System. Why do outdoor shadows change throughout the day? Describe what causes day and night to happen on Earth. Before beginning Unit 3: Complete a reflection entry: Now what do I know about Astronomy and what questions do I have? Moon Gazing Lessons: Begin each lesson with a reflection entry on the essential question(s). After each experience, students should have something new to add to this question. Essential Question for Moon Gazing Lessons: Before beginning the conclusion: Complete a reflection entry: Now what do I know about Astronomy and what questions do I have? Conclusion Lessons: Begin each lesson with a reflection entry on the essential question(s). After each experience, students should have something new to add to this question. Essential Question for Conclusion: Describe what can be seen in the sky, such as: constellations and planets and how our view changes Notebook Entries: Be sure to have throughout the year. students add all student activity sheets Note-taking and scientific drawings: from the Moon lessons into their Have students use their notebooks to Notebook Entries: Be sure to have notebooks. take notes, add drawings, and write students add all student activity sheets Note-taking and scientific drawings: down questions throughout their from the Sun lessons into their Have students use their notebooks to experiences with conclusion take notes, add drawings, and write notebooks. activities. down questions throughout their Note-taking and scientific drawings: Have students use their notebooks to experiences with moon activities. take notes, add drawings, and write down questions throughout their experiences with sun activities. Why does the moon appear to change shape over time? 2 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar Vocabulary Introduction: Gravity astronomy gravity center weight pounds friction planet mass gravitational pull force moon push pull -Glossary available on the district website Unit 1&2 The Sun astronomical patterns celestial shadow length sun energy * words are from district added materials Unit 3 Moon Gazing moon phases horizon reflects lunar face (shapes) sequence pattern moon phases: new full waxing crescent waning crescent third quarter first quarter waning gibbous waxing gibbous Conclusion Planets and Stars planet constellation planetoid solar system telescope satellite asteroids comets meteoroids million horizon star billion Common Student Misconceptions -See notes in the Astro Binder for misconceptions by topic-Some students at this age believe that the Earth does not move and all objects rotate around the Earth -Some students believe that the sun shines only during the day and then “turns off” -Many students (through high school) believe that it is air that exerts a force that keeps us from falling of the Earth -Students and adults often believe that gravity increases as your height above the Earth’s surface -Explanations about the day and night cycle, season cycle, and moon cycle can be very confusing for students. Be sure that students master the properties (shape) of the earth first. -Understanding the Earth, sun, and moon system can be confusing, but understanding their relative sizes, distances, and interactions will help clarify all of the cycles Introduction: Gravity Unit 1&2 The Sun Unit 3 Moon Gazing Conclusion Planets and Stars Literature Box Stories (see Science and Literature Support documents on-line for more information) After you have completed After you have completed After you have completed activities and readings for the activities and readings for Unit activities and readings for the Introduction, read the story 3, read the story If You Decide Conclusion, read the story Nicolaus Copernicus. This book is to Go to the Moon, by Faith Benjamin Banneker. This book is included in your literacy support McNulty. This book is included in included in your literacy support box. your literacy support box. box. 3 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar Science Content/Thinking Skills and Standards Introduction: Gravity Unit 1&2 The Sun Unit 3 Moon Gazing Conclusion Planets and Stars CONTENT CONTENT CONTENT CONTENT -Earth is a sphere and things on or near the Earth are pulled by the force of gravity. (4-5 ES1A) -The weight of an object is a measure of how strongly it is pulled down toward the ground by gravity. A spring scale can measure the pulling force. (4-5 PS1A) -The sun is a star. It is central and the largest body in the Solar System. It is the brightest thing in the sky. (4-5 ES1D) -Outdoor shadows are longest during the morning and evening, shortest during the middle of the day. This indicates a change of the position of the sun. (2-3 ES1A) -Earth’s daily spin in relation to the sun caused day and night. (4-5 ES1B) -The moon has predictable phases that change how we view the moon from the Earth. (1-2 ES1C) -Earth’s nearly circular yearly orbit around the sun causes us to see different constellations at different times of the year. (4-5 ES1C) SYSTEMS -Identify at least one of the subsystems of an object, plant or animal (4-5 SYSA) -Specify how a system can do things that of its subsystems can do alone (4-5 SYSB) -Describe what goes into (input) and out of a system (output) and describe what happens if inputs are changed (4-5 SYSC) -Predict what might have if parts of a system are missing or broken (4-5 SYSD) INQUIRY -Identify questions being asked in an investigation and gather evidence that helps answer the question (4-5 INQA) -Be able to plan an investigation that relates to the given question and be able to collaborate and select appropriate tools (4-5 INQB) -Conduct or critique an experiment and share if it is fair or not (4-5 INQC) -Gather, record, and organize data using appropriate units, tables, graphs or maps (4-5 INQD) -Explain the need for additional trials (INQE) -Create simple models, use the model to learn something, explain how the model is similar and different to the thing being modeled (4-5 INQF) -Generate a conclusion based on evidence and scientific principles (4-5 INQG) -Display findings, communicate findings, respond to questions/comments, and discuss differences in findings by others (4-5 INQH) -Explain why records of observations must never be changed, even when observations do not match expectations (4-5 INQI) Application -Describe how people use technology to meet their needs (4-5 APPA) -Give examples of how people around the world use different things to solve the problem (4-5 APPB) -Define an problem and list criteria for a successful solution and research the problem to understand and need and see how others have solved the problem (4-5 APPC) -Work with others to generate possible solutions (4-5 APPD) -Use suitable tools, techniques, and materials to solve the problem and test the solution to see how well it will solve the problem (4-5 APPE) -Communicate the solution effectively (4-5 APPF) -Describe specific ways that science and technology have improved the quality of life (4-5 APPG) -Describe careers that require people to apply knowledge and abilities in science and technology (4-5 APPH) 4 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar FOSS Kit Outlines Kindergarten: Animals 2x2: Students explore some animals (fish, snails, isopods, and worms) and learn about body parts, needs, and behaviors First Grade: New Plants : Students explore plants and learn about life cycles, needs, and plant parts Solids and Liquids: Students learn about and explore different states of matter. They learn about properties and observe and record changes what occur during interactions, such as: mixing, dissolving, layering, and evaporating. Air and Weather: Students learn about properties of air and find that it is matter that takes up space. They learn about and use basic weather tools to gather information about temperature, rainfall, wind, clouds, and seasons. Students also observe movement of objects in the sky, such as: clouds and the moon. Second Grade: Insects: Students explore insects and learn about life cycles, needs, and body parts. Balance and Motion: Students explore stable and unstable systems. They learn how to use counterweights to change the center of mass. They explore two classes of motion: spinning and rolling. Students begin to develop a sense of variables which they control to produce desired outcomes. Pebbles, Sand, and Silt: Students study the properties of rocks and soil. They group rocks based on various properties. They also study properties of soils and explore how they are used as building materials. Third Grade: Physics of Sound: Students explore sounds as a product of a vibrating object. They explore variables that determine sound pitch and amplification and compare how sound travels through air, water, and solids. They learn about sound sources and receivers. Earth Materials: Students learn about 12 of the most important rocks and minerals. They learn that rocks are a combination of minerals. Students explore properties of rocks learn to sort and identify them. Measurement: Students learn about measurement and tackle various measurement activities. This supports later activities in science that require measurement skills. Fourth Grade: Astro-Adventures: Students learn about the various topics: gravity, earth, sun, and moon system, day and night, moon phases, and objects in the sky. Water: Students explore properties of water in its three common states: solid, liquid, and gas. They observe and record what happens with water is changed. Students also explore the water cycle and how it can be used to improve our lives. Magnets and Electricity: Students explore permanent magnetism, electrical circuits, and electromagnetism. 5 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar EALR 4: EARTH and SPACE SCIENCE Grade Level Progression of Big Ideas The Big Ideas Grades 9-11 Earth in Space Earth Systems, Structures, and Processes Earth History Evolution of the Universe Energy in Earth Systems Evolution of the Earth Energy from the Sun drives our weather system and climate, while energy from Earth’s interior drives the rock cycle and crustal plates. Physical principles apply to the origin and development of the Earth and the Universe. Courses Grades 6-8 Earth Science Earth Science Evidence provided by natural radioactive material has made it possible to determine the age of different structures and Earth as a planet. Earth Science The Solar System Cycles in Earth Systems Evidence of Change Our Solar System in held together by gravity. Moon phases and eclipses are explained. KITS Grades 4-5 Astronomy Unit and Weather and Water Earth in Space Earth is spherical in shape. It spins on its axis and orbits the Sun. KITS Grades 2-3 KITS Grades K-1 KITS Earth is interacting system of solids, liquids, and Layers of rocks and different types of fossils gases. Important Earth processes include the provide clues to how conditions on Earth water cycle and rock cycle. have changed over time. Earth Science Earth Science Formation of Earth Materials Earth materials are formed by various natural processes and can used in a variety of ways. Astro-Adventures Earth Materials (3rd Grade) The Sun’s Daily Motion Water and Weather The Sun and Moon have patterns of movement that can be inferred by observing and recording shadows cast by the Sun. Astro-Adventure (4th grade) Observing the Sun and Moon The Sun and Moon have patterns of movement that can be recorded. Air and Weather (1st Grade) Focus on Fossils Fossils provide evidence that environments of the past were quite different from what we observe today. Pebbles (2nd Grade) Earth Materials (3rd Grade) Water is essential in Earth systems. This is seen by observing and recording changes in weather patterns and Earth formations. Air and Weather (1st Grade) Water (4th Grade) Properties of Change Earth materials have various properties. Pebbles (2nd Grade) Earth Materials (3rd Grade) 6 REVISED September 2009 4th Grade Science: Astro-Adventures Curriculum Pacing Calendar Additional Resources Websites: NASA for kids http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html Astronomy for kids http://www.kidsastronomy.com/ Enchanted Learning: Astronomy http://www.enchantedlearning.com/subjects/astronomy/ FOSS Web http://www.fossweb.com/modules3-6/SunMoonandStars/index.html Field Trips: Pacific Science Center, Seattle: http://www.pacsci.org/ Western Washing University Planetarium: http://www.wwu.edu/depts/skywise/ 7 REVISED September 2009