* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download overview - FOSSweb
Definition of planet wikipedia , lookup
Constellation wikipedia , lookup
Aquarius (constellation) wikipedia , lookup
Rare Earth hypothesis wikipedia , lookup
Chinese astronomy wikipedia , lookup
International Ultraviolet Explorer wikipedia , lookup
History of astronomy wikipedia , lookup
Corvus (constellation) wikipedia , lookup
Archaeoastronomy wikipedia , lookup
Stellar kinematics wikipedia , lookup
Observational astronomy wikipedia , lookup
Tropical year wikipedia , lookup
Comparative planetary science wikipedia , lookup
History of Solar System formation and evolution hypotheses wikipedia , lookup
Astronomical unit wikipedia , lookup
Extraterrestrial life wikipedia , lookup
Formation and evolution of the Solar System wikipedia , lookup
Lunar effect wikipedia , lookup
Satellite system (astronomy) wikipedia , lookup
Geocentric model wikipedia , lookup
Lunar theory wikipedia , lookup
Ancient Greek astronomy wikipedia , lookup
Dialogue Concerning the Two Chief World Systems wikipedia , lookup
GRADES 3–4 OVERVIEW SUN, MOON, AND STARS CONTENT GOALS The Sun, Moon, and Stars Module consists of three sequential investigations, each designed to introduce students to objects we see in the sky. Through outdoor observations made during the day and at night, active simulations, readings, videos, and discussions, students study the Sun, Moon, and stars to learn that these objects move in regular and predictable patterns that can be observed, recorded, and analyzed. FOSS EXPECTS STUDENTS TO • Observe and record how the Sun, Earth’s star, rises in the east and sets in the west in a predictable pattern. • Learn that Earth rotates on its axis, causing day and night. Day happens when a location on Earth is facing toward the Sun, and night happens when a location is facing away from the Sun. • Understand that the exact path the Sun takes in the sky varies by season. • Understand that shadows are the areas of darkness created when an opaque object blocks light and that shadows on Earth depend on the position of the Sun in the sky. OVERVIEW CONTENTS Content Goals 1 FOSS and National Standards 2 Sun, Moon, and Stars Module Matrix 4 Science Background 6 FOSS Components 8 Learn that Earth is one of several planets that orbit the Sun in the solar system. The FOSS Teacher Guide Organization 10 Learn that the Moon orbits Earth and can appear in the sky during both day and night; observe and record how the Moon changes its appearance or phase in a regular pattern over 4 weeks. The FOSS Investigation Organization 11 Science Notebooks 16 • Learn how useful telescopes are in studying the solar system, as they make distant objects look closer and larger. Working in Collaborative Groups 19 • Learn that stars are suns positioned at great distances from Earth and form groups called constellations that appear to move together across the sky at night. FOSS for All Students 20 Connecting the Experience 22 Safety in the Classroom and Outdoors 24 Scheduling the Module 25 Scope and Sequence 28 • • • Use tools to collect and analyze data to develop logical conclusions about the movements of objects in the sky. SUN, MOON, AND STARS 1012437_01_Overview.indd 1 FOSS Instructional Pedagogies 12 1 1/17/08 3:45:41 PM SUN, MOON, AND STARS OVERVIEW FOSS AND NATIONAL STANDARDS The Sun, Moon, and Stars Module emphasizes the development of observation and description skills and building explanations based on experience. This module supports the following National Science Education Standards.* SCIENCE AS INQUIRY Develop students’ abilities to do scientific inquiry. • Ask and answer questions about objects and events in the environment. • Use data to construct reasonable explanations. • Communicate investigations and explanations. CONTENT: EARTH AND SPACE SCIENCE “By observing the day and night sky regularly, children in grades K–4 will learn to identify sequences of changes and to look for patterns in these changes. As they observe changes, such as the movement of an object’s shadow during the course of a day, and the positions of the sun and the moon, they will find patterns in these movements. They can draw the Moon’s shape for each evening on a calendar and then determine the pattern in the shapes over several weeks. These understandings should be confined to observations.” † Develop students’ understanding of objects in the sky. • The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. Develop students’ understanding of changes in the earth and sky. • Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. *National Science Education Standards (Washington, DC: National Academy Press, 1996). †National Science Education Standards (Washington, DC: National Academy Press, 1996), page 130. 2 1012437_01_Overview.indd 2 FULL OPTION SCIENCE SYSTEM 1/17/08 3:45:41 PM SCIENCE AND TECHNOLOGY Develop students’ understanding about science and technology. • People have always had questions about their world. Science is one way of answering questions and explaining the natural world. • Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work. • Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do. HISTORY OF SCIENCE Develop students’ understanding of science as a human endeavor. • Science and technology have been practiced by people for a long time. • Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science. “Students can learn some things about scientific inquiry and significant people from history, which will provide a foundation for the development of sophisticated ideas related to the history and nature of science that will be developed in later years. Through the use of short stories, films, videos, and other examples, elementary teachers can introduce interesting historical examples of women and men (including minorities and people with disabilities) who have made contributions to science.”† †National Science Education Standards (Washington, DC: National Academy Press, 1996), page 141. SUN, MOON, AND STARS 1012437_01_Overview.indd 3 3 1/17/08 3:45:42 PM SUN, MOON, AND STARS MODULE MATRIX SYNOPSIS 1. THE SUN Students use a compass to study the position of the Sun in the sky at different times during the day. They observe the Sun’s position, record, make predictions, and make new observations later in the day to check their predictions. Students explore shadows created by blocking sunlight on the schoolyard. They trace shadows, predict where shadows will be later in the day, and return to check their predictions. Students read about the changing position of the Sun in the sky. 2. THE MOON Students observe the Moon in the sky during the day and night for a period of 4 weeks. They record the appearance of the Moon and analyze the data to discover a sequence of changes, the lunar cycle. Students learn the names of the Moon phases and how to predict the next step in the sequence. Concepts are reinforced through simulations, readings, a video, and writing. 3. THE STARS Students look to the night sky to observe the stars and are introduced to the constellations people have named. Students engage in simulations to understand why the stars appear to move across the sky during the night and why different stars can be seen from Earth at different seasons. Students read about the role of telescopes in astronomy research and about star scientists. 4 1012437_01_Overview.indd 4 SCIENCE CONTENT THINKING PROCESSES • Day happens when a location on Earth is facing toward the Sun; night happens when a location on Earth is facing away from the Sun. • Observe and record the path the Sun takes in the sky. • Observe and collect shadow data at different times of day. • The Sun appears to rise in the east and set in the west every day. • Analyze shadow data to develop an explanation about the Sun’s daily movements. • A compass is a tool used to determine directions (east, west, north, south). • Shadows are the areas of darkness created when an opaque object blocks light. • Use shadow data to predict the position of the Sun in the sky. • Use models to develop explanations. • The shapes of shadows change over a day and depend on the position of the Sun in the sky. • Communicate observations. • The exact path the Sun takes in the sky varies by season. • Objects in the night sky include the Moon, stars, and other planets. • Earth is one of several planets that orbit the Sun in the solar system. • The Moon orbits Earth. • The Moon can appear in the sky during both night and day. • The Moon changes its appearance, or phase, in a regular pattern over 4 weeks. • Observe and record changes in the Moon’s appearance over a month. • Analyze observations to discover the sequence of changes that occur during the Moon’s phase cycle. • Use models to develop explanations. • Moon phase is the portion of the illuminated half of the Moon that is visible from Earth. • Learn the vocabulary associated with Moon phases. • Stars are suns positioned at great distances from Earth. • Identify several constellations as stable, predictable patterns of stars. • Groups of stars form patterns called constellations. • Stars (constellations) appear to move together across the night sky because Earth rotates. • Use models and simulations to develop explanations. • Stars can be observed from Earth’s surface only at night. • Different constellations can be seen during different seasons because Earth revolves around the Sun. • Stars are different sizes and have different brightnesses. • Telescopes make distant objects look closer and larger. FULL OPTION SCIENCE SYSTEM 1/17/08 3:45:42 PM READING AND WRITING EXTENSIONS ASSESSMENT • Sunrise and Sunset Math Extensions Survey • Changing Shadows • Problem of the week. Embedded Assessment • Summary: The Sun • Continue Sun tracking. • Science Notebook: Students record and predict the movement of the Sun. They respond to questions on the Sun and shadows. • Find a schoolyard gnomon. • Science Notebook Benchmark Assessment Language Extension • Describe shadows. • I-Check 1 Art Extension • Create silhouettes. • The Night Sky Math Extensions Embedded Assessment • Changing Moon • Problem of the week. • Science Notebook • Summary: The Moon • Continue using Moon Calendar. • Science Notebook: Students record their observations of the Moon over time. They show their understanding of the lunar cycle. • Investigate eclipses. Benchmark Assessment • I-Check 2 Language Extension • Find out about the Apollo program. Social Studies Extension • Read Moon myths and legends. • Stargazing Math Extension Embedded Assessment • Looking through Telescopes • Problem of the week. • Science Notebook • Star Scientists Science Extensions Benchmark Assessment • Use star maps. • I-Check 3 • Summary: The Stars • Science Notebook: Students explain the apparent motion of the stars across the night sky. • Use other online star resources. • Explore star brightness. Posttest Language Extension • Write constellation stories. Social Studies Extension • Read constellation myths and legends. SUN, MOON, AND STARS 1012437_01_Overview.indd 5 5 1/31/08 11:37:13 AM