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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)