Download TENTH GRADE SCOPE AND SEQUENCE DRAFT

Sky Watchers Scope and Sequence with Prioritized Standards
(August - December)
This document is correlated to the Delaware Science Content Standards and the Building Blocks of Science Sky Watchers unit.
Students use physical and computer generated models to investigate earth rotation and revolution and the effects on seasonal change
and moon phases. Students investigate the effects of the sun in producing light and heat. Students investigate the components of the
solar system.
Big Ideas
 Observation and Evidence: (observe and collect data for the daytime and nighttime sky).
 Models: (demonstrate rotation and revolution).
 Investigation: (investigate the effects of the Sun and its pattern of movement across the sky).
 Cycles: (demonstrate that day, night, the phases of the moon, and the seasons are repeating, predictable patterns).
 Technology: (use tools to observe and collect data).
 Change Over Time: (observe and record the temperatures in shade and sun, trace the path of a shadow and relate it to the apparent
movement of the sun across the sky).
Enduring Understandings for the Unit
Students will understand that…
 Scientific inquiry involves asking scientifically-orientated questions, collecting evidence, forming explanations, connecting
explanations to scientific knowledge and theory, and communicating and justifying the explanation.
 There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.
 Most objects in the Solar System orbit the Sun.
 Technology expands our knowledge of the Earth, Moon, and Sun System.
 Technology enables us to better understand Earth’s systems. It also allows us to analyze the impact of human activities on
Earth’s systems and the impact of Earth’s systems on human activity.
Essential Questions for the Unit
 What makes a question scientific? What constitutes evidence? When do you know you have enough evidence? Why is necessary
to justify and communicate an explanation?
 How do science and technology influence each other?
 How have past scientific contributions influenced current scientific understanding of the world? What do we mean in science
when we say that we stand on the shoulders of giants?
 What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these
patterns?
 What is Earth’s place in the Solar System?
 How has technology expanded our knowledge of the Earth, Moon, and Sun System?
 How does technology extend human senses and understanding?
Knowledge & Skills for the Unit
Students will know….
 Different objects appear in the daytime and nighttime sky.
 Night and day are caused by the rotation of the earth on its axis.
 The earth revolves around the sun once a year.
 The tilt of the earth results in seasonal changes.
 The sun gives us energy in the form of light and heat.
 The position of the sun in the sky appears to change over the course of a day.
 The moon appears to change shape in a predictable, repeated monthly pattern of phases.
 The sun, the center of our solar system, is only one of billions of stars in the universe.
 The planets differ in size, composition, and characteristics.
 The planets all orbit the sun in a fixed arrangement in the solar system.
Students will be able to…
 Measure and record temperature.

Measure and record height of shadows.

Use simple tools to take measurements including temperature and height.

Use models to demonstrate and describe rotation and revolution, day and night, and seasonal change.
 Illustrate moon phases, shadow tracings, and features in the day and night sky.
 Conduct simple experiments and draw conclusions from the results.
 Make predictions about the sun’s position in the sky, temperatures in sunlight and shade, and phases of the moon.
 Communicate ideas, observations, and experiences through discussion, writing, and drawings.
 Observe characteristics of the planets.
 Create a model of the solar system.
 Observe the size of the sun and moon in the sky.
 Use models to illustrate the approximate size and distance relationship between the sun and the moon.
 Explain why the sun and moon appear to be similar in size when observed in the sky.
 Use photos gathered from terrestrial telescopes, robot probes, the Hubble telescope and manned exploration of the moon to
examine pictures of the planets and moon.
Standard 1 is incorporated in all lessons. (Prioritization - E for all lessons)
Standard
Standard 1: Nature
and Application of
Science and
Technology
1.1.A. - Essential
1.1.B. - Essential
1.1.C. - Essential
1.1.D. - Essential
1.1.E. - Essential
1.1.F. - Important
1.2.A. - Compact
1.3.A. - Compact
GLE
Generate focused questions and informed predictions about the natural world.
Design and conduct simple multi-step investigations in order to test predictions. Keep constant all but the
condition being tested.
Accurately collect data using observations, simple tools and equipment. Display and organize data tables,
charts, diagrams, and bar graphs or plots over time. Compare and question results from others.
Construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing
results with other sources or after further investigation.
Communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence
to form an argument.
Use mathematics, reading, writing, and technology when conducting scientific inquiries.
Lesson 1: What Can We See in the Sky? (Lesson Prioritization - I)
Students record what they know about the visible objects in the day and night skies.
Assessment: Teacher Observation - Assessment Chart
Student Journals
Class discussion
Activity Sheet 1: Day and Night
Standard
GLE
Standard 4: Earth in
Describe our Sun as a star that is similar to other stars that are seen in the night sky. Explain why our Sun
Space
appears to be larger in size than other stars.
4.1.D. – Important
4.2.A. – Important
Lesson 2: Rotation and Revolution (Lesson Prioritization - E)
Students model the earth’s rotation and revolution. Students demonstrate the earth’s tilt while modeling rotation and revolution.
Assessment: Teacher Observation - Assessment Chart
Class Discussion
Student Journals
Activity Sheet 2: Rotation and Revolution
Standard
GLE
Standard 4: Earth in
Use models to describe how the Earth’s rotation on its axis causes one half of the Earth to always be illuminated
Space
by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to
explain why the Sun appears to move across the sky each day from east to west.
4.1.A. – Essential
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance
4.1.B. – Essential
relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when
4.1.D. – Important
observed in the sky.
4.2.A. – Important
Lesson 3: The Effects of the Sun: Heat and Light (Lesson Prioritization - E)
Students trace the path of a shadow. Students compare temperatures in sun and shade.
Assessment: Teacher Observation - Assessment Chart
Class Discussion
Student Journals
Activity Sheet 3-A: Changing Shadows
Activity Sheet 3-B: Temperatures in Sun and Shade
Standard
GLE
Standard 4: Earth in
Observe and describe the path of the Sun as it appears to move across the sky from east to west during the
Space
course of a day.
Use models to describe how the Earth’s rotation on its axis causes one half of the Earth to always be illuminated
4.1.A. – Essential
by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to
4.2.A. – Important
explain why the Sun appears to move across the sky each day from east to west.
Lesson 4: The Phases of the Moon (Lesson Prioritization - I)
Students record the monthly pattern of the phases of the moon.
Assessment: Teacher Observation - Assessment Chart
Class Discussion
Student Journals
Month Moon Log
Activity Sheet 4: Phases of the Moon
Standard
GLE
Standard 4: Earth in
Using newspapers, the internet, and actual sky observations when possible, charts the appearance of the Moon
Space
in the night sky over the course of at least two months. Identify the basic patterns of the Moon’s appearance.
Classify the Moon’s appearance by using the terms new, first quarter, full, last (third) quarter.
4.1.C. – Essential
Use photos gathered from terrestrial telescopes, robot probes, the Hubble telescope, and manned exploration of
4.1.D. – Important
the Moon to examine pictures of the planets and Moon.
4.2.A. – Important
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance
4.4.A. – Compact
relationship between the Sun and the Moon. Explain why the Sun and the Moon appear to be similar in size
4.4.B – Compact
when observed in the sky.
Lesson 5: Our Place in Space: The Nine Planets (Lesson Prioritization - I)
Students investigate the solar system.
Assessment: Teacher Observation - Assessment Chart
Class Discussion
Student Journals
Model of the Solar System
Activity Sheet 5: The Nine Planets
Planet Research Project
Standard
GLE
Standard 4: Earth in
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance
Space
relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when
observed in the sky.
Identify and order the major planets and describe how they all revolve around the Sun.
4.1.D. – Important
Research and develop a short report on one of the planets in the Solar System. Compare the information learned
4.2.A. – Important
in the reports.
4.4.A. – Compact
Use photos gathered from terrestrial telescopes, robot probes, the Hubble telescope, and manned exploration of
4.4.B. – Compact
the Moon to examine pictures of the planets and Moon.
DELAWARE SCIENCE STANDARDS
Sky Watchers Unit
Standard 1: Nature and Application of Science and Technology
Science is a human endeavor involving knowledge learned through inquiring about the natural world. Scientific claims are evaluated and
knowledge changes as a result of using the abilities and understandings of inquiry. The pursuit of scientific knowledge is a continuous process
involving diverse people throughout history. The practice of science and the development of technology are critical pursuits of our society.
Strand 1: Understandings and Abilities of Scientific Inquiry
Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting
explanations to scientific knowledge and theory, and communicating and justifying the explanation.
Essential Questions:



1.1.A.
What makes a question scientific?
What constitutes evidence? When do you know you have enough evidence?
Why is it necessary to justify and communicate an explanation?
Understand that: Scientific investigations involve asking a focused scientific question. Investigations differ depending upon the question
being asked.
Be able to: Generate focused questions and informed predictions about the natural world. (E)
1.1.B.
Understand that: Fair test design supports the validity of the investigation. Sometimes it is not possible to know everything that will have
an effect on the investigation or control all conditions.
Be able to: Design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being
tested. (E)
1.1.C. Understand that: The purpose of accurate data collection is to provide evidence to compare with the prediction.
Be able to: Accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams,
and bar graphs or plots over time. Compare and question results with and from others. (E)
1.1.D. Understand that: The body of scientific knowledge grows as scientists ask questions, conduct investigations, develop explanations and
compare results with what is already known.
Be able to: Construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with
other sources or after further investigation. (E)
1.1.E.
Understand that: The purpose of communicating is to share and justify results. Scientists communicate their results to others, including
the details that allow others to replicate the results.
Be able to: Communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an
argument. (E)
1.1.F.
Understand that: The use of mathematics, reading, writing, and technology are important in conducting scientific inquiries.
Be able to: Use mathematics, reading, writing, and technology when conducting scientific inquiries. (I)
Strand 2: Science, Technology, and Society
Enduring Understanding: The development of technology and advancement in science influence and drive each other forward.
Essential Question: How do science and technology influence each other?
1.2.A.
Science and technology are related. Technology provides the tools needed for science to investigate questions and may provide solutions
to society’s problems, wants, or needs. Not all technological solutions are effective, uniformly beneficial, or equally available to everyone.
(C)
Strand 3: History and Context of Science
Enduring Understanding: Understanding past processes and contributions is essential in building scientific knowledge.
Essential Questions:


1.3.A.
How have past scientific contributions influenced current scientific understanding of the world?
What do we mean in science when we say that we stand on the shoulders of giants?
Contributions by individuals have been essential in advancing the body of scientific knowledge. (C)
Standard 4: Earth in Space
Our Solar System is a collection of gravitationally interacting bodies that include Earth and the Moon. Universal principles of gravitation allow
predictions regarding the motions of objects within the Galaxy and beyond. Earth’s motion, position, and posture account for a variety of cyclic
events observable from Earth. While the composition of planets vary considerably, their components and the applicable laws of science are
universal. The motions and interactions of objects within the Solar System are consistent with the hypothesis that it emerged from a large disk of
gas and dust. Our Solar System is part of the Milky Way Galaxy, which, in turn, is one of many galaxies in the known Universe.
Strand 1: The Earth/Moon/Sun System
Enduring Understanding: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day/night.
Essential Question: What causes the predictable, observable patterns that occur as a result of the interaction between the Earth, Moon, and Sun?
4.1.A.
The apparent path of the Sun, as seen from Earth, is from east to west. Over the course of a day, half of the Earth is always illuminated
by the Sun causing day, and the half not illuminated by the Sun experiences nighttime. (E)
4.1.B.
The cycle from day to night is caused by the Earth’s rotation. Earth undergoes one complete rotation about every 24 hours. (E)
4.1.C. The Moon orbits the Earth. The appearance of the Moon changes as it moves through its orbit. These changes are called phases. (E)
4.1.D. The Sun is much larger than the Moon. Although the Moon is closer to Earth than the Sun, the two appear to be the same size when
viewed from Earth. This is because objects appear smaller as the distance from the viewer increases. (I)
Strand 2; The Solar System
Enduring Understanding: Earth is part of a system that includes other planets.
Essential Question: What is Earth’s place in the Solar System?
4.2.A.
Earth is one of the planets in our Solar System that orbits the Sun. The Sun we see during the day is our nearest star. Stars we see at
night lie outside our Solar System. (I)
Strand 4: Technology and Applications
Enduring Understanding: Technology expands our knowledge of the Earth, Moon, and Sun System.
Essential Question: How has technology expanded our knowledge of the Earth, Moon, and Sun System?
4.4.A.
Humanity’s view of the Solar System has expanded enormously as a result of our exploration of outer space. The Hubble telescope gives
us a better view of the many planets than the view we have from the Earth. Robot probes, sent to planets, send back close-up pictures of
their surfaces. (C)
4.4.B. Terrestrial telescopes allow people to observe objects in the sky from Earth. (C)