Download Section 1 - PISDEScience

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
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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
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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)
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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
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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
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Ask an Astronomer - For Kids: The Moon
NASA: The Sun
NASA: The Earth
NASA: The Moon
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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
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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
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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
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