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5th Grade - Elementary Science Bundle # 1 Title Science Investigation and Reasoning (2 weeks) / Sun, Earth, and Moon (1 week, continues into Bundle 2) Link to Integrated Process Skills Link to Assessment Link to Related Assurance Words Suggested Dates Aug 24 - Sept 10 (13 days) Link to Related Non-Fiction Big Idea/Enduring Understanding Guiding Questions Making responsible choices in the use of tools and materials in all investigations ensures safe learning and conservation of resources. Why do we need to be safe when we are doing investigations? What important practices help ensure safety during investigations? Students record, develop, and share learning using their science notebooks as a storehouse for experiences, ideas, questions, and evidence. Science is an ongoing cycle of questioning, evidence gathering, and problem solving. The Sun, Earth, and Moon are physical bodies with unique characteristics that interact in recognizable patterns. How do we organize our thoughts and data, including direct and indirect evidence, to form reasonable conclusions? What physical characteristics of the Sun, Earth, and Moon are similar and different?? What causes the day/night cycle and apparent movement of the Sun? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Knowledge & Skills with Student Expectations District Specificity/Examples Suggested Resources (See note above) Science Notebooks: As part of Bundle 1, students set up their science notebook. This includes adding all of the components and making an initial entry. Initial entries should be made outside of a regular investigation and should be a lesson itself. Throughout the year, notebooks should be used as a teaching tool for various ELA skills and should be done through teacher modeling and group entries as well as individual entries. Scientific Investigation and Reasoning 5.1 Scientific investigations and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1a demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations 5th Grade Bundle 1, 2010-2011 Including: No tasting unless instructed Safe smelling – wafting Eye and skin protection, as needed Wait for teacher directions Wash hands after science investigations Directly pointing out / planning for safety risks Proper use of all applicable safety equipment Encourage students to identify safety precautions on their own throughout the year 6/25/2017 Page 1 of 6 5th Grade - Elementary Science Bundle # 1 5.1 Scientific investigations and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1b make informed choices in the conservation, disposal, and recycling of materials 5.2 Scientific investigations and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2a describe, plan, and implement simple experimental investigations testing one variable 5.2b ask well-defined questions, formulate testable hypothesis, and select and use appropriate equipment and technology 5.2c collect information by detailed observation and accurate measuring 5.2d analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence 5.2e demonstrate that repeated investigations may increase the reliability of results 5.2f communicate valid conclusions in both written and verbal forms 5.2g construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: Add statement here about IESI, Paper Retriever Experimental Investigations including: Whole group participation Small group participation Partner participation Individual participation Experimental Investigations including: Pre-determined inquiry (i.e. AIMS activities) Guided inquiry Full inquiry Experimental Investigation (Scientific Method) steps including: Problem / Question Hypothesis Materials Procedure Data / Results Conclusions NOTE: Not all investigations / activities are experimental investigations Including: Discussing, analyzing, considering evidence and multiple points of view 5.3a in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations so as to encourage critical thinking by the student 5th Grade Bundle 1, 2010-2011 6/25/2017 Page 2 of 6 5th Grade - Elementary Science Bundle # 1 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3c draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3d connect grade level appropriate science concepts with the history of science, science careers, and contributions of scientists Including: Student generated models Three models, on average, per concept Asking / considering the following questions: o What is the model for? o What do the parts of the model represent? o How is the model the same as the real thing? o How is the model different from the real thing? o How well does the model represent the real thing; what can’t it show? Including: Science refers to a system of acquiring knowledge using observation and experimentation to describe and explain natural phenomena. TAKscopes Earth and Moon (old 5.12c) Engage / Explore / Explain (make 2D / 3D models) Science is a systematic field of study or the knowledge gained from it NASA: Space related careers What is a Scientist? Nicolaus Copernicus Information (Sun, Earth, Moon portion of bundle) The purpose of science is to produce useful models of reality Natural Sciences: the study of the natural world Social Sciences: the systematic study of human behavior and society 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4a collect, record, and analyze information using tools including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices including clocks and stopwatches, and materials to support the observation of habitats of organisms such as terrariums and aquariums 5.4b use safety equipment including safety goggles and gloves 5th Grade Bundle 1, 2010-2011 Scientist o Broad definition: any person who engages in a systematic activity to acquire knowledge Including: Metric units of measure Bag – N – Tag Vocabulary, including tools, technique NOTE: Scaffolding for introducing new tools: 1. Tools are modeled 2. Students are exposed and gain experience through group interaction 3. Individuals develop skills through multiple opportunities for practice throughout year Sun, Earth, Moon Including: Notebooks Sun, Earth, and Moon model(s) 6/25/2017 Page 3 of 6 5th Grade - Elementary Science Bundle # 1 Computer Sun, Earth, and Moon (1 week, continue as needed into first week of Bundle 2) 5.8 Earth and Space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 5.8d identify and compare the physical characteristics of the Sun, Earth, and Moon Review TEKS: 3.8c, 3.8d 3.8c: construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions 3.8d identify the planets in Earth's solar system and their position in relation to the Sun Including: SUN Center of our solar system; major source of energy for our solar system Huge gas star; largest mass and therefore largest gravitational pull in our solar system Tilted on its axis Extremely hot temperature o Core temperature: approximately 13, 600, 000°C (24, 500,000° F) Rotates on its axis (can be observed by observing sunspots) Note: The Sun does not rotate as a solid body; movement of sunspots indicate that the Sun rotates once every 27 days at the equator, but only once in 31 days at the poles Source of Solar Energy; emits light and heat/thermal energy Does not support life as we know it Identifying features: prominences, sunspots, solar flares No landforms Consists of layers EARTH Third planet from Sun 5th largest and densest planet in Solar System Less gravitational pull than the Sun and more than the moon Terrestrial planet (rocky mass); largest of the 4 terrestrial planets Rotates on its axis; tilted on its axis Revolves around the Sun Supports many life forms Atmosphere, therefore weather, wind, water cycle, various climates, etc Surface: majority is water, rocks, landforms (including hills, mountains, valleys, polar caps, impact craters) Consists of layers Back to Top AIMS 5th Grade Earth Science Texas Core Curriculum “Physical Features of the Earth and Moon”, page 135 “They Come from Outer Space”, page 141 (as a demo not whole activity) “Night and Day”, page 83 AIMS 3rd Grade Earth Science Texas Core Curriculum “Sun Prints”, page 40 “Our Star, the Sun”, page 33 Gateways, 5th Grade 3.1 The Sun 3.2 The Moon 3.4 The Systems of the Moon, Earth, and Sun FOSS Kit: Sun, Moon, and Stars Investigation 1: The Sun (track/record change in position) FOSS Web: Sun, Moon, Stars - Activity: Pacific Coast Sunsets -Module Summary (Page 4: Investigation 1) Student Sheets: Investigation 1: The Sun Inv 1: Where’s the Sun (draw Sun’s position in sky) (page 1); 2: Sun and Shadows (questions) (page 2) Ask an Astronomer - For Kids: The Sun Ask an Astronomer - For Kids: The Earth MOON About ¼ the size of Earth Not a significant atmosphere, therefore no weather, wind, water cycle, etc Tilted on its axis (but the moon’s tilt is very slight at only 1.5 degrees) Less gravitational pull than the Earth; although the Moon’s proximity combined with its gravitational pull affects tides on Earth 5th Grade Bundle 1, 2010-2011 6/25/2017 Ask an Astronomer - For Kids: The Moon NASA: The Sun NASA: The Earth NASA: The Moon Page 4 of 6 5th Grade - Elementary Science Bundle # 1 Temperatures range from daytime highs of about 130° C to about -110° C (temperatures also vary between the dark-side and sun-facing side) Reflects the Sun’s light Rotates on its axis at the same speed it orbits the Earth Note: This is why we see the same face of the moon; in the 27.32 days it takes the Moon to revolve around the Earth, the Moon also spins about its axis one full rotation Surface: dry, dusty, rocky, Lunar landforms (such as maria, mountains, rilles, impact craters, valleys, polar caps, clefts) Note: one reason there are more craters evident on the surface of the moon than on the surface of the Earth is because of Earth’s atmosphere Consists of layers NASA Science: For Kids NASA Kid's Club United Streaming: “Our Home in Space” Segments: Earth (1:55), The Sun and Earth (2:54), Moon and Earth (1:43) “Junior Space Scientist: Our Solar System” Segments: Welcome to Solar System (:52), Earth (:39), Sun (:41) “This is Our World” “The Solar System: Above and Beyond” (review) Segments: “The Objects that Orb it the Sun” (1:42); About the Moon (1:08); About the Sun (1:13) “A Closer Look at Space: The Planets” (review) “Earth: A First Look” – see segment Land, Air and Weather: Three important features of Earth 5.8 Earth and Space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: 5.8c demonstrate that Earth rotates on its axis once every 24 hours causing the day / night cycle and the apparent movement of the Sun across the sky 5.7 Earth and Space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to: Connection TEKS: Identify the Sun as the source of Solar energy, an alternative energy form. Energy is more directly covered in Bundle 7. 5.7c identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels Related Assurance Words Back to Top Assessment Assessment Probes Back to Top Performance Assessment Understanding Student Ideas in Science (Page Keeley), Volume 2 “Darkness at Night”:, page 171 TAKscopes, Systems Structures, and Processes- Earth Systems *Rewrite teaching points to match TEKS 5th Grade Bundle 1, 2010-2011 6/25/2017 Page 5 of 6 5th Grade - Elementary Science Bundle # 1 “Objects in the Sky”, page 185 *Instruction – rewrite #3, add to #1 Understanding Student Ideas in Science (Page Keeley), Volume 3 “Doing Science”, page 93 “What is a Hypothesis”, page 101 Understanding Student Ideas in Science (Page Keeley), Volume 4 “Is It a Model?”, page 73 “Is It a System?”, page 81 “Moonlight”, page 161 Scenario / Open-Ended Multiple Choice What physical features are common to the Earth, Moon, and the Sun? How are inferences different from observations? Related Non-Fiction 5th Grade Bundle 1, 2010-2011 Back to Top 6/25/2017 Page 6 of 6