Science 5 Curriculum Overview Table of Contents Course Description...1 Unit Sequence Timeline...2 Unit 1 Scientific Method...3 Unit 2 The Changing

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1 Science 5 Curriculum Overview Table of Contents Course Description...1 Unit Sequence Timeline...2 Unit 1 Scientific Method...3 Unit 2 The Changing Earth...6 Unit 3 The Earth s Resources...9 Unit 4 Climate...11 Unit 5 Comparing Living Things...13 Unit 6 Respiration...15 Unit 7 Diseases...17 Unit 8 Ecology...18 Unit 9 Astronomy...20 Course Description The science program in the fifth grade is designed to lay the foundation for understanding scientific phenomena by providing hands on experiences. At the same time, students develop the skills of observing, experimenting, predicting, hypothesizing, measuring, interpreting and recording data through a wide variety of activities. Units of study are in the earth, life, and human body areas. Unit Sequence and Timeline Unit 1 Scientific Method Length: 2 weeks Timeframe: September and on-going throughout year Unit 2 The Changing Earth Length: 4-6 weeks (If Earth quake activity is used add 2 weeks) Timeframe: Late September to late October (mid-november) Unit 3 The Earth s Resources Length: 3-4 weeks Timeframe: Late October to late November Unit 4 Climate Length: 4-6 weeks Timeframe: Early December to mid-january Unit 5 Comparing Living Things Length: 3-4 weeks Timeframe: Mid-January to mid-february Unit 6 Respiration Length: 4 weeks Timeframe: Mid-February to mid-march Unit 7 Diseases Length: 4 weeks Timeframe: Mid-March to mid-april Unit 8 Ecology Length: 4-5 weeks

2 Timeframe: Mid-April to mid-may Unit 9 Astronomy Length: 3-4 weeks Timeframe: Mid-May to mid-june

3 Unit 1 Scientific Method Length: 2 weeks Timeframe: September and on going throughout year State Standards: Mathematical Analysis (Standard 1): Key Idea 1: Abstraction and symbolic representation are used to communicate mathematically M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships M1.1a identify independent and dependent variables Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena M2.1a interpolate and extrapolate from data M2.1b quantify patterns and trends Key Idea 3: Critical thinking skills are used in the solution of mathematical problems M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables M3.1a use appropriate scientific tools to solve problems about the natural world Scientific Inquiry (Standard 1): Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations S1.1a formulate questions about natural phenomena S1.1b identify appropriate references to investigate a question S1.1c refine and clarify questions so that they are subject to scientific investigation S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena S1.2a independently formulate a hypothesis S1.2b propose a model of a natural phenomenon S1.2c differentiate among observations, inferences, predictions, and explanations S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

4 Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information S2.1a demonstrate appropriate safety techniques S2.1b conduct an experiment designed by others S2.1c design and conduct an experiment to test a hypothesis S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring observing describing classifying sequencing Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships S3.1b generate and use scales, create legends, and appropriately label axes S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem S3.2a accurately describe the procedures used and the data gathered S3.2b identify sources of error and the limitations of data collected S3.2c evaluate the original hypothesis in light of the data S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation S3.2f make predictions based on experimental data S3.2g suggest improvements and recommendations for further studying S3.2h use and interpret graphs and data tables S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis. Information Systems (Standard 2): Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning Collect data from probes to measure events and phenomena a collect the data, using the appropriate, available tool

5 b organize the data c use the collected data to communicate a scientific concept Process Skills based on Standard 4: General Skills: 1. follow safety procedures in the classroom and laboratory 2. safely and accurately use the following measurement tools: metric ruler stopwatch thermometer 3. use appropriate units for measured or calculated values 4. recognize and analyze patterns and trends 5. classify objects according to an established scheme and a student-generated scheme 7. sequence events 8. identify cause-and-effect relationships Big Ideas: Scientific Method is used to investigate ideas in science Essential Questions: How do scientists solve problems? Prior knowledge: Scientific language from K-4 Unit Objectives: Students will know or be able: to develop problem statements. to collect information. to form and test a hypothesis. to organize, display, and interpret data. to draw conclusions. to identify (simple) dependent and independent variables. to test hypothesis with controlled variables. to use appropriate tools to solve problems that include observing, describing, classifying, and sequencing. to use and interpret graphs and data tables. Resources: Scott Foresman Science 5 Chapter? Suggested activities: Design a simple controlled experiment. (What is the most prominent color in a snack size bag of M&M's?) Teacher demonstration of how to write up a lab properly: (See SF text pg. xii just after table of contents). Could be followed up with Scientific Inquiry activities.

6 Unit 2 The Changing Earth Length: 4-6 weeks (If Earth quake activity is used add 2 weeks) Timeframe: Late September to late October (mid-november) State Standards: Interconnectedness (Standard 6): Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design Select an appropriate model to begin the search for answers or solutions to a question or problem Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation) Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things. Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions Observe patterns of change in trends or cycles and make predictions on what might happen in the future. Living Environment Key Idea 3: Individual organisms and species change over time LE3.2 Describe factors responsible for competition within species and the significance of that competition LE3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past LE3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species. Physical Setting Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land PS2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change PS2.1c The rock at Earth s surface forms a nearly continuous shell around Earth called the lithosphere PS2.1d The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere PS2.1f Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments PS2.1g The dynamic processes that wear away Earth s surface include

7 weathering and erosion PS2.1h The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air PS2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers PS2.2 Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes PS2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins PS2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers - the crust, mantle, outer core, and inner core - have distinct properties PS2.2c Folded, tilted, faulted, and displaced rock layers suggest past crustal movement PS2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together PS2.2e The Theory of Plate Tectonics explains how the solid lithosphere consists of a series of plates that float on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates PS2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes PS2.2g Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions PS2.2h The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another. Process Skills Based on Standard 4 Physical Setting Skills 4. plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution Additional Skills: Refer to scientific method standards Big Ideas: The Earth consists of interrelated components and is constantly changing. Essential Questions: What are the components of the Earth? How has the Earth changed? How is it still changing? How do we know? Prior knowledge: Knowledge of Earth s three layers

8 Science vocabulary knowledge from K-4 Unit Objectives: Students will know or be able: to describe the atmosphere, lithosphere and hydrosphere to describe the crust, mantle, and core to describe the evidence that shows that continents have moved to explain the theory of plate tectonics to describe what events are caused by plate tectonics to describe how rocks change form to identify how rocks are classified and formed to explain how fossils indicate how the Earth has changed Resources: Scott Foresman Science 5 Text: Exploring a Model of the Earth's Layers (Text pg. C6) Suggested activities: Use a (Hard Boiled Egg, or clay) to Model the Earth (Shell- crust, White- mantle Yolkcore) Investigating Moving Continents (Text pg. C12-13) Investigating Weathering (Text pg. C28-29) Make a poster or diorama to show the rock cycle. Create a flipbook to compare and contrast the water cycle with the rock cycle. Create a story of a rock. Pretend you are a rock and tell about your life as you go through the various changes. The Shaky Earth- Activity involves creating an earthquake safe building using only specific teacher material. (popsicle sticks, skewers, straws, tape and clay) See attached activity. Takes 2 weeks to complete Create model of how mantel moves and mountains form. See attached activity. Cornstarch activity. Combine H2O and cornstarch to consistency of slime when squeezed it becomes a solid, when released it becomes movable like the mantel.

9 Unit 3 The Earth s Resources Length: 3-4 weeks Timeframe: End of October End of November State Standards: Living Environment Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment LE7.2 Describe the effects of environmental changes on humans and other populations LE7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc LE7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth s resources. Other skills: Refer to Scientific Method skills Big Ideas: The Earth has limited resources that can be used up or destroyed if not protected. Essential Questions: Are all resources limited? Why should we care about limited resources? What are the effects of pollution and can we do anything about it? Prior knowledge: to define a resource to define the lithosphere, hydrosphere, and atmosphere. Unit Objectives: Students will know or be able: to define and list examples of renewable resources to define and list examples of nonrenewable resources. to describe ways water resources are used. to describe ways to conserve water. to describe ways to reduce water pollution. to list sources of air pollution. to describe effects of air pollution. to explain how air quality can be protected. Resources: Scott Foresman Science 5 Text Exploring the Earth's Resources (Text pg. C42) Investigating Water Pollution (Text pg. C54 550

10 Clean water activity (text pg c-48) Suggested activities: Create a flip book of the water treatment process Investigating Air Pollution (Text pg. C68 69) T-Chart of transportation that causes pollution vs. Transportation that does not cause pollution. Field trip to water Treatment Plant

11 Unit 4 Climate Length: 4-6 weeks Timeframe: Early December to mid-january State Standards: Physical Setting Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land PS2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change PS2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere PS2.1b As altitude increases, air pressure decreases PS2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle PS2.2 Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes PS2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time PS2.2j Climate is the characteristic weather that prevails from season to season and year to year PS2.2k The uneven heating of Earth s surface is the cause of weather PS2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning PS2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and living things. Other Skills: Refer to Scientific Method skills Big Ideas: Water is essential for the survival of all living things Weather is the short-term condition outside while climate is the prevailing weather over time. The effects of the Sun and other natural events determine the climate of a region. Essential Questions: How does water change state? What is the water cycle and why is it important? What is the difference between weather and climate? How can cause a change in the climate of a region?

12 Prior knowledge: to identify Earth s resources to describe ways in which the Earth changes Unit Objectives: Students will know or be able: to list the three states of water to describe each state of water to explain what happens in the water cycle. to explain the difference between weather and climate. to describe the greenhouse effect. to explain how the shape of the Earth affects climate. to list and describe natural events that affect climate. to define global warming. Resources: Current textbook: Scott Foresman Science 5 Unit C Chapter 3 Suggested activities: Create Model of Water Cycle Global Warming flipbook Guest speakers GSI search

13 Unit 5 Comparing Living Things Length: 3-4 weeks Timeframe: Mid-January to mid-february State Standards: Living Environment Key Idea 1: Living things are both similar to and different from each other and from nonliving things LE1.1 Compare and contrast the parts of plants, animals, and one-celled organisms LE1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size LE1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus LE1.1d Some organisms are single cells; others, including humans, are multicellular LE1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems LE1.2 Explain the functioning of the major human organ systems and their interactions LE1.2a Each system is composed of organs and tissues, which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease LE1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal. Process Skills Based on Standard 4 Living Environment Skills 1. Manipulate a compound microscope to view microscopic objects Other Skills: Refer to Scientific Method skills Big Ideas: Characteristics that determine what is living or non living Essential Questions: What makes something living? What are the building blocks of living things? How are plant and animal cells alike or different? What are tissues, organs, and systems? Prior knowledge: None identified Unit Objectives: Students will know or be able: to identify characteristics that determine if something is living or not to identify that all living things are made up of cells to identify the parts of a cell

14 to define and give examples of tissues, organs, and systems Resources: Current textbook as a reference Scott Foresman Unit A Chapter 1 Suggested activities: Create a model of a plant and animal cell label, color and compare Use microscopes to view prepared slides

15 Unit 6 Respiration Length: 4 weeks Timeframe: Mid-February to mid-march State Standards: Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring LE1.2 Explain the functioning of the major human organ systems and their interactions LE1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen LE1.2e The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy, and removes carbon dioxide (gas exchange) LE1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands LE2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring LE2.2a In all organisms, genetic traits are passed on from generation to generation Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions LE5.1 Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium LE5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food Other Skills: Refer to Scientific Method skills Big Ideas: Respiration consists of inhalation, exhalation and gas exchange occurring in between. Excretion is the process of eliminating waste products. The processes of respiration and excretion are vital for human life Essential Questions: What is respiration? How does the respiratory system work? How does the body get rid of stuff it doesn t need (waste)? Prior knowledge: None identified Unit Objectives: Students will know or be able: to describe the respiratory system and its functions. to demonstrate how your nose prepares air for your lungs.

16 to explain how and where oxygen is exchanged for carbon dioxide in your lungs. to identify and label a diagram of the respiratory systems (diaphragm, lungs, air sacs, bronchial tubes, trachea, nasal cavity and mouth) to identify and describe muscle that helps your lungs work. (Diaphragm) to identify how oxygen gets to body cells from your lungs. to describe ways the body gets rid of waste products. to identify the major parts of the excretory system Resources: Current textbook as reference Scott Foresman Unit D chapter 1 Exploring Lung Volume Activity (Pg. D6 in text). Making a Breathing Model (Pg. D14 in text). Experimenting with Exercise and CO2 Activity (Pg. D25 in text). Growing Healthy Curriculum (See respiration unit). "Pat" Model of respiratory system"- students cut and paste organs to body of Pat.

17 Unit 7 Diseases Length: 4 weeks Timeframe: Mid-March to mid-april requirements for this quarter.) State Standards: Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring LE1.2 Explain the functioning of the major human organ systems and their interactions LE1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body LE2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring LE2.2a In all organisms, genetic traits are passed on from generation to generation. Big Ideas: Diseases affect the body in a negative way. Essential Questions: How do diseases affect humans? What can you do to protect yourself from disease? What effect can heredity have on your health? Prior knowledge: None identified Unit Objectives: Students will know or be able: to define and list examples of communicable diseases. to describe ways in which communicable diseases are spread. to describe how the body defends against pathogens. to define and list non-communicable diseases. to list causes of non-communicable diseases. to list ways to prevent, control, and/or treat diseases. to describe ways to prevent injuries. to use the food guide pyramid to determine how to get the nutrients your body needs. Resources: Current textbook Scott Foresman Unit D Chapter 2 Exploring How Diseases Spread Activity. (Pg. D32 in text). Measuring Heart Rates Activity. (Pg. D56 in text).

18 Unit 8 Ecology Length: 5-6 weeks Timeframe: April May State Standards: Living Environment Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring LE2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring LE2.2a In all organisms, genetic traits are passed on from generation to generation Key Idea 3: Individual organisms and species change over time LE3.2 Describe factors responsible for competition within species and the significance of that competition LE3.2a In all environments, organisms with similar needs may compete with one another for resources. Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions LE5.1 Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium LE5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food LE5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods LE5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms LE5.1g The survival of an organism depends on its ability to sense and respond to its external environment Key Idea 6: Plants and animals depend on each other and their physical environment LE6.1 Describe the flow of energy and matter through food chains and food webs LE6.1a Energy flows through ecosystems in one direction, usually from the Sun through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids LE6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem LE6.2 Provide evidence that green plants make food and explain the significance of this process to other organisms LE6.2c Green plants are the producers of food, which is used directly or

19 indirectly by consumers. Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment LE7.1 Describe how living things, including humans, depend upon the living and nonliving environment for their survival LE7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem LE7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. Process Skills Based on Standard 4 Living Environment Skills 6. Classify living things according to a student-generated scheme and an established scheme 7. Interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web Other Skills: Refer to Scientific Method skills Big Ideas: An Ecosystem and its interrelationship Essential Questions: What is an ecosystem and why is it important to understand? Prior knowledge:? Families to read and interpret graphic organizers Unit Objectives: Students will know or be able: to list the parts of an ecosystem. to explain how habitats and niches are related. to explain how populations and communities are related. to describe the role of producers in an ecosystem. to describe how consumers get the energy and nutrients they need. to explain what food chains and energy pyramids show about energy flow. to describe how food webs describe energy flow. Resources: Current text as reference- Scott Foresman Unit A Chapter 4 Earthworm activity on A-110 Writing activity brochure pg. A-113 Create food web bulletin board Teacher made materials

20 Unit 9 Astronomy Length: 3-4 weeks Timeframe: Mid-May to mid-june State Standards: Physical Setting Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective PS1.1 Explain daily, monthly, and seasonal changes on Earth PS1.1a Earth s Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth PS1.1b Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system PS1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth s orbit is nearly circular PS1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth PS1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets PS1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth s rotation and revolution. Earth s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth s revolution around the Sun defines the length of the year as 365 1/4 days PS1.1j The shape of Earth, the other planets, and stars is nearly spherical. Other Skills: Refer to Scientific Method skills Big Ideas: The Earth is one planet within a larger solar system. Essential Questions: What makes up the solar system? What is the effect of the sun on Earth? What is known about stars? Prior knowledge: to recognize and use place value Unit Objectives: Students will know or be able: to name the planets and label a diagram of the solar system (Note: Pluto is no longer officially considered to be a planet. It is now considered to be a dwarf planet.) to explain how models of the solar system have changed to list and define other objects in the solar system e.g. asteroids, moons, meteors, and

21 comets to describe how the sun affects the movement of the Earth to compare the sun with other stars to list properties of stars Resources: Current textbook: Scott Foresman Science 5 Teacher made materials. Astronomy research project Investigating lenses activity (C-136) Trade books Models of Solar System