Survey
* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Download Unit 3 - Our Earth, Sun, and Moon
Transcript
Unit Overview Content Area: Science Unit Title: Our Earth, Sun, & Moon Unit: 3 Target Course/Grade Level: First Grade Timeline: 6-8 weeks Unit Summary This unit investigates two central themes – the relationship between our Earth, sun, and moon and the role the sun’s energy plays on our universe and on Earth. Students discover the predictability of sun and its impact on us. Experiments help students discover more information about the energy from the sun, the shadow cast by the sun’s light, gravity’s affect on the Earth and our moon, light as a resource, and tracking the sun and moon. Students create a moon calendar and observe both at home and at school the phases of the moon. This observation and classroom activity establishes a pattern and an explanation of this pattern. Primary interdisciplinary connections: Language Arts, Art, Music, Math 21st century themes and skills: Critical Thinking and Problem Solving, Creativity and Innovation, Collaboration, Teamwork, and Leadership, Interpersonal Communication, Communication and Media Fluency Unit Rationale This unit will offer students the understanding that in life there are explanations and expectations for many aspects of our universe and life here on Earth. Through observations and experiments we can learn more about these patterns and relationships. Learning Targets Standards 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. B. Generating Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. 5.4 Earth Systems Science All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. 9.1 21 – Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. st Content Statements Evidence is used to construct and defend arguments. Reasoning is used to support scientific conclusions. Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence. The Sun warms the land, air, and water. An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no light, objects cannot be seen. When light strikes substances and objects through which it cannot pass, shadows result. The Sun is a star that can only be seen during the day. The Moon is not a star and can be seen sometimes at night and sometimes during the day. The Moon appears to have different shapes on different days. The observable shape of the Moon changes from day to day in a cycle that lasts 29.5 days. The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Digital media are 21st –century tools used for local and global communication. CPI # Cumulative Progress Indicator (CPI) 5.1.P.B.3 Identify and use basic tools and technology to extend exploration in conjunction with science investigations. 5.1.4.B.4 Communicate and justify explanations with reasonable and logical arguments. 5.1.4.C.2 Revise predictions or explanations on the basis of learning new information. 5.2.2.C.1 Compare, citing evidence, the heating of different colored objects placed in full sunlight. Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen. Present evidence that represents the relationship between a light source, solid object, and the resulting shadow. 5.2.2.C.2 5.2.2.C.3 5.4.2.A.1 5.4.4.A.2 9.1.4.A.1 9.1.4.A.5 Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations. Identify patterns of the Moon’s appearance and make predictions about its future appearance based observational data. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities. Unit Essential Questions How do we know that things have energy? What causes the patterns of objects in our solar system? Why is it important to make and follow a written plan or procedure when completing an investigation? How do we communicate the results of our investigation to others? Unit Enduring Understandings The Earth, Moon, Sun and other planets all move through space in various ways. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Observable, predictable patterns in the solar system occur because of gravitational interactions and energy from the Sun. The sun is a star that can only be seen during the day. The moon is not a star and can be seen sometimes at night and sometimes during the day. The moon appears to have different shapes, but it is only the amount of sunlight being reflected that changes. Observing and investigating helps us learn. The sun warms the land, air, and water. An object can be seen when light strikes it and is reflected to a viewer’s eye. If there is no light, objects cannot be seen. Scientists use inquiry skills and science tools to find out information. The growth of scientific knowledge involves critique and communication, which are social practices. Unit Learning Targets Students will ... • Justify how day and night are caused by Earth’s rotation. • Explain how the phases of the Moon are caused by our observation of its revolution around the Earth. • Explain that gravity is a force which acts between bodies, and which holds us to the Earth. • Categorize colored objects that will heat more due to sun’s energy. • Predict direction of an object’s shadow. • Role-play the revolution of the moon, Earth, and sun. • • Identify or illustrate a phase of moon following a given phase of the moon. Tell where the sun will rise and set. Evidence of Learning Summative Assessment Show students image of the Commander David Scott from the last Apollo 15 moon walk holding a geological hammer and a feather on the moon. Students predict and demonstrate understanding of what they think will happen when these two items are dropped and why we cannot recreate this demonstration in your classroom. View the video after the assessment to see Commander David Scott perform a live demonstration for the television cameras. The Apollo 15 Hammer-Feather Drop is found at: http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html Sort (according to its pattern) and label the phases of the moon. Given a particular phase of the moon, students identify the next phase using illustrations. Explain where the sun goes during our night in New Jersey and where will it be in the morning. Present evidence (draw a prediction) that represents the relationship between a light source, solid object, and the resulting shadow. Illustrate objects with a light source and without. Illustrate and explain different objects reaction to the sun’s light. Explain when you can see the moon during the day. Explain why the Moon looks different at different times. Equipment needed: spheres, objects, light source , calendars, art supplies Teacher Instructional Resources: On line light and shadow applications http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071 The Physical Setting: Use of Earth’s Resources http://strandmaps.nsdl.org/?id=SMS-MAP-1699 National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/ Science Curriculum Topic Study Energy Transformation p. 213 trade books Formative Assessments Center/Independent/Guided Activities Interactive Whiteboard Activities Moon Calendar Creating an advertisement/commercial PowerPoint presentations Journal entries/responses Experiments Observation Participation/discussions Skill Sheets Question/Answer Construct a diagram Role playing/demonstrations Poems Integration of Technology: SMARTBoard, websites, ELMO, computers, CD player, DVD Technology Resources Click the links below to access additional resources used to design this unit: National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Gravity http://strandmaps.nsdl.org/?id=SMS-MAP-1372 National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/ http://www.googleearth.com http://www.sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html http://www.woodlands-junior.kent.sch.uk/time/moon/shape.htm http://www.nasa.gov National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Gravity http://strandmaps.nsdl.org/?id=SMS-MAP-1372 National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/ http://www.scilinks.org/ Opportunities for Differentiation VAKT learning modalities – instructional and assessments Cooperative grouping Student centered activities Multiple Intelligence learning styles Scaffold lower leveled learners with concrete examples Higher leveled learners receive more complex and abstract problems Teacher Notes: Instructional Guidance To assist in meeting this CPI, students may: Explore the belief of some students that the Moon is visible only at night and the Sun is visible only during the day. Share and discuss observational data to determine if the Moon looks the same to students in different regions of the world as it does in the student’s home town. Use direct observations, charts and graphs available through the media, or simulations to develop a generalized set of rules describing when the Sun and Moon are visible. Note: Students should be supported in developing simple observation protocols to collect, analyze and report on the findings. Note: Observing and understanding the predictable patterns of movement of the Sun and Moon are important at this grade level. Students will identify specific moon phases at a later grade level. Model the differences between the moon “shining” and the Sun “shining.” Use actual sky observation data, collected over a long period of time, and describe the patterns of the Moon’s appearance. (e.g., when the Moon visible, if the shape is predictable) Use published lunar phase data to make predictions about what the moon will look like on subsequent nights and days Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Consider scaffolding students’ understanding by teaching: 1. The Earth is spherical before teaching day/night cycles, phases of the moon, and seasons. 2. Teach “light reflection” and how the moon gets light from the sun before phases of the moon.
