Objects in the Sky. (Tracks) and. Alignment Lessons. Objects in the Sky Page 1

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1 Objects in the Sky (Tracks) and Alignment Lessons Objects in the Sky Page 1

2 Table of Contents NC Essential Standards and Clarifying Objectives... 3 Essential Question(s) for the Unit... 4 Pre-Unit Assessment... 4 Notes About the Objects in the Sky Unit... 4 Lesson 1 Sky Watching... 5 Lesson 2 Moon Watching... 7 Lesson 3 Changes in Shadows Lesson 4 Stargazing Lesson 5 Star Guides Lesson 6 Moon Movies Lesson 7 Patterns in the Sky Lesson 8 Movement in the Sky Why? Lesson 9 Other Objects in the Sky Alignment Lesson - Taking a Closer Look at Earth: Landforms Alignment Lesson - Comparing Earth to its Neighbor, Mars Lesson 10 Confusion in the Sky Wilderness Objects in the Sky Page 2

3 NC Essential Standards and Clarifying Objectives 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize the changes in the length or direction of an object s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same. 4.E.1 Explain the causes of day and night and phases of the moon. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.* 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. 3.E.2 Compare the structures of the Earth s surface using models or three-dimensional diagrams. 3.E.2.1 Compare Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. *This fourth grade Essential Standard and related Clarifying Objective have been included with Objects in the Sky because concepts of light are addressed in this unit. This unit of study provides an opportunity to teach the concept of light within the context of sunlight. For example, students will learn that the Moon reflects sunlight, which makes it visible in the night sky. Objects in the Sky Page 3

4 Essential Question(s) for the Unit How do the Earth, Moon, and Sun move in the sky and in relation to each other? How is Earth similar and different to other planets? Pre-Unit Assessment There are two formative assessment probes correlated to the Objects in the Sky unit. One is called Objects in the Sky and it can be found on page 185 of Uncovering Student Ideas in Science Volume 2 (Blue Cover), by Page Keeley, et al. This probe elicits students ideas about when objects can be seen in the sky. Students explanations may reveal their thinking about the role of light in seeing sky objects. Objects in the Sky can be administered as the unit begins in Lesson 1. The other formative assessment probe is called Me and My Shadow. It can be found on page 185 of Uncovering Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley et al. This probe elicits students ideas about light and shadows and probes to find out student s thinking about how shadows change throughout the day. This probe can be administered at the beginning of Lesson 3. Notes About the Objects in the Sky Unit Empty coffee cans and/or soup cans are needed for Lesson 4. Solicit donations from families. Watch for sharp edges and add tape to the edges to prevent cuts or scrapes. You might chose to have students create constellations another way using cardstock circles that fit at the end of a flashlight or half of a file folder that can be placed on an overhead projector. If you choose the alternative method, you would not need to solicit can donations. The concepts introduced in the unit can be abstract for students. Use models to demonstrate concepts and solidify students understanding. Prepare a large calendar so moon observations can be tracked and displayed in the classroom. There are several websites which include the moon phase so weekends can be included on the class calendar. Second graders should have been making moon observations as part of the Air & Weather unit. The goal was for students to recognize a pattern the moon goes through the same phases approximately every 30 days. The goals for this unit in 3 rd grade are for students to understand what causes the phases of the moon and to name the phases of the moon. Teacher information, including science content about the concepts introduced in this lesson, is available at the end of each lesson in the teacher guide. Reviewing the information may assist you in redirecting students misconceptions. Objects in the Sky Page 4

5 Lesson 1 Sky Watching Students will listen to a story about a family on a camping trip. As the setting changes from morning, to noon, then to night, students will draw what the sky would look like. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. Focus Question(s) How do objects in the sky appear in the morning, at noon, and at night? Activity Administer the Objects in the Sky formative assessment probe. Read the opening page of the lesson with the students, and allow them to draw their versions of the daytime and nighttime sky. Discuss the drawings. Students will read the story about a camping trip, and make drawings of the sky each time they come to a stop sign (to move the activity along, teacher may want to read it aloud) Students will meet with a team and reread the story of the camping trip, stopping at each stop sign and comparing and revising their drawings. As students finish, they will complete the Checking Understanding questions to make conclusions about their learning. Ask students, What questions do you have now? Allow for a group discussion of new learning, added background information from teacher, and new questions from students. Teacher will lead a discussion of Checking Understanding. Ask students, What questions do you have now? Allow for a group discussion of new learning, added background information from teacher, and new questions from students. Guiding Questions What might you find in the daytime sky that is different from what you would find in the nighttime sky? What might you find that is the same? Objects in the Sky Page 5

6 Science Content Words Use these terms when teaching the lesson: Earth Moon Star Sun The planet on which we live; the world The natural satellite of the earth, visible (chiefly at night) by reflected light from the sun A fixed luminous point in the night sky that is a large, remote incandescent body like the sun The star around which the earth orbits Integration Hints Students can write their own story and illustrate it in the same way, showing where the sun and other objects in the sky would be at different times. Science Notebook Helper Students could fold and tape in their drawings, and record their conclusions in their notebooks. Assessment Opportunities Formative Assessment Probe Objects in the Sky Student drawings of the sky wilderness Teacher Observation Science notebook entries Objects in the Sky Page 6

7 Lesson 2 Moon Watching Students will observe the moon during the day and night, and record its appearance, position in the sky, and its direction every day for a month. *It s best to begin this lesson when the moon is in its first quarter. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. Focus Question(s) How does the moon change each day? Activity Guiding Questions Have students share their ideas generated from the questions. Read Moon Watching with students, and help them set up pages on which to record their daily moon observations. Explain that Becoming Moon Watchers has two parts: day observations and night observations. Guide students through the pages and explain to them how to complete the Day Moon Calendar. Guide students through the pages and demonstrate how to use hand measures to find the moon's sky position. Take students outside to make and record their observations. Back in the classroom record the moon's shape and any observations on the class chart. Review procedures for night moon watching. Have a student volunteer record the shape of last night's moon, and add any What have you seen when you have watched the moon? What do you think a scientist would record in her notebook when she observes the moon? Why do you think it is important to spend time observing the moon? Objects in the Sky Page 7

8 observations that class wants. Lead teams in going out daily to complete daytime moon watching. While waiting for the moon to complete its phases, continue with reading selections about the moon. Read and discuss the poem "The Wind and the Moon" with the students. Guide teams and class to discuss the class charts and their moon records. Lead a group discussion of new learning, adding background information from the teacher's guide. Ask students, What questions do you have now? Allow for a group discussion of new learning, added background information from teacher, and new questions from students. Science Content Words Use these terms when teaching the lesson: orbit phases spin The path that one object in the sky follows around another. Patterns that happen over and over again. To turn swiftly. Integration Hints Check your school library for books and videos about the moon. Students can create 3-dimesional representations of the lunar cycle to present and explain to others. Students could create a moon brochure about traveling to the moon. Science Notebook Helper Responses to the questions about what students know about the moon can be recorded in the notebooks. Students could record their moon observations in their notebooks. Questions that conclude the lesson can be written in the notebook. Assessment Opportunities Completed moon calendars Objects in the Sky Page 8

9 Teacher observation Science notebook entries Objects in the Sky Page 9

10 Lesson 3 Changes in Shadows Students will investigate how their shadows move, and how they can cause their shadows to change. Then students will investigate how to make their shadows change without moving. *Schedule time in a large, open, paved area that is in the sun for most of the day. Students should go back outside at least an hour later to observe their initial shadow tracings and to create another for comparison. Clarifying Objectives 3.E.1.2 Recognize the changes in the length or direction of an object s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. Focus Question(s) How and why do our shadows change throughout the day? How can we make our shadows change? Activity Administer the Me and My Shadow formative assessment probe. Review the task Shadow Fun, and take students outside to complete the task, and record observations. Return to the classroom and conclude by discussing the questions under Ideas to Think About. Allow for a group discussion of new learning, added background information from teacher, and new questions from students. Assign students to teams (they can work in pairs or teams of three) Review what students know about what causes shadows to change, and if they think their shadows will move if they do not. Review the task of Shadows on the Move. Take students outdoors to complete steps Guiding Questions How might your shadow change in size or shape? How will we know that the shadow has changed? How do you think those changes happened? Why is it important when we are measuring shadows over time to stand in the exact same spot? Will all of the shadows change in the same way, or in the same amount? Why or why not? Can you predict a pattern of change in shadows that will happen every day? Objects in the Sky Page 10

11 1-6. Before taking the students out again, have them make predictions. At least an hour later on the same day... Take students out to complete steps 9-12 of Shadows on the Move. Once students have drawn and measured their shadows question students about how their shadows changed, and how they might determine how much the shadows have changed. To conclude, have a discussion about the changes in student's own shadow, and among teams. Allow teams time to discuss and write responses to the Checking Understanding. Discuss responses as a class. Allow for a group discussion of new learning, added background information from teacher, and new questions from students. Science Content Words Use these terms when teaching the lesson: position A place where someone or something is located or has been put: "the ship's position" shadow A dark area or shape produced by a body coming between rays of light and a surface. *As students are ready, begin to use names of the different moon phases: new, crescent, quarter, gibbous, full (waxing and waning) Integration Hints Changes in shadows can be photographed throughout the day. Students can predict how shadows would change over a course of a day, and then investigate, and discuss results. Students could observe their shadows throughout the year in order to find that the sun s position is not always the same during different seasons. Play shadow tag Objects in the Sky Page 11

12 Science Notebook Helper Students can record their shadow data, predictions and conclusions in their notebooks. The record page could be glued or taped in as well. Assessment Opportunities Teacher observation Science notebook entries Objects in the Sky Page 12

13 Lesson 4 Stargazing Students will read legends about constellations, make a constellation in a can, make their own constellations and write a legend, and locate their constellations on star maps. *Secure a room that can be darkened easily, and with uncluttered walls. Collect coffee or soup cans prior to the lesson. This lesson can be completed using flashlights or the overhead as an option if cans are not available. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. Focus Question(s) How can we observe and describe the position of the stars in the sky? Activity Guiding Questions Read the opening paragraph in the student guide with the class. Lead a discussion of what students know about stars, star watching and constellations. Students will complete CM 4-1 "Stargazing Anticipation Guide", and read the nonfiction selection "Stargazing" in the student guide. Review the activity Making a Constellation, and show a sample. [This activity can also be done by making the patterns smaller and putting them on small tag circles that will fit on the end of the flashlights, or by making them on a half of a file folder, and projecting them on the overhead projector.] When all teams have finished their constellations, hold a star show. Lead a group discussion of new learning, added background information from teacher, and new questions from students. Assist students to work in teams to locate their star pattern and those near it, on a star map. What have you learned about your constellation? Can you compare the constellations' sizes, shapes, and number of stars? Do you recognize any of the patterns of the constellations? Do you think everyone in the world sees the same "pictures", or do they see different figures? Why or why not? Objects in the Sky Page 13

14 Assist students to locate their star pattern on a more complicated star map. Lead the class in a discussion of what they found. Lead a second group discussion of new learning, added background information from teacher, and new questions from students. Invite students to discuss the questions in Sharing Ideas. Science Content Words Use these terms when teaching the lesson: constellation A group of stars forming a pattern that is traditionally named after its apparent form. Integration Hints Students can research the myths or folktales which have inspired the names of constellations. Make constellations in a canister by using film canisters or toilet paper rolls. Canisters could be placed at a center along with a handout about constellations. Students could attempt to identify each one. Science Notebook Helper Students could describe the activities they completed, and draw pictures. Star maps and record page can be glued into the notebook. Assessment Opportunities Students create a model of a constellation and recognize constellations as star patterns. Teacher observation Science notebook entries Objects in the Sky Page 14

15 Lesson 5 Star Guides Students will learn about Polaris and the North Star, and will read legends about the constellations Ursa Major and Cassiopeia. They will make a star finder that will help them locate the Big Dipper, the Little Dipper, and Cassiopeia. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. Focus Question(s) How can we observe and describe the positions and patterns of movement of stars in the sky? Activity Guiding Questions Read and discuss the legends and use overhead to project star constellations students made. Challenge students to use their star maps to locate constellations. Students can draw constellations in their science notebooks. Assign teams and have students construct a Dipper and Queen Finder and then allow time to practice using them after a demonstration. What happens when you change the date and time on your finder? Why do you think that happens? How would you describe to someone else how to find the Big Dipper? What makes the constellations appear to move? Project the seasonal star maps on a blank wall and ask students to align their Dipper and Queen Finder to match the season displayed. Read the legend of Queen Cassiopeia Review with the students the instructions for Star Gazing Invite students to share and compare their nighttime observations, notes, and drawings. Challenge students to predict the positions of the Big Dipper and Cassiopeia at different time of the evening. Read and discuss Annie Jump Cannon Lead a group discussion of new learning, added background information from teacher, and new questions from students. Objects in the Sky Page 15

16 Science Content Words Use these terms when teaching the lesson: constellation Polaris A group of stars forming a pattern that is traditionally named after its apparent form; examples in this lesson include Big Dipper, Cassiopeia, and Ursa Major ( Larger Bear ) the North Star Integration Hints Consider a fieldtrip to Morehead Planetarium in Chapel Hill. They also offer an outreach program called Planets. Students continue their research on how constellations were named. Science Notebook Helper Students can record their observations and drawings of the constellations they observe in the night sky. Predictions about the positions of the Big Dipper and Cassiopeia at different times during the night should be recorded, and conclusions to the lesson. Assessment Opportunities Students respond to the questions in the Checking Understanding section of the student guide. Teacher observation Science notebook entries Objects in the Sky Page 16

17 Lesson 6 Moon Movies Students will review their moon calendars, and sequence illustrations of the moon phases to make moon movies. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. Focus Question(s) How does the moon change in appearance over time? Activity Assemble children with their science notebooks and student guides to read and discuss the nonfiction selection Moon Movies in the student guide. Team students together for making their own Moon Movies. Be sure to emphasize that students should glue the Moon pictures in the same place on the cards. Invite teams to share their Moon Movies with one another and discuss how they made decisions about the order of the Moon pictures. Ask: How would a scientist decide on an answer? Lead a class discussion in which students share their responses to the checking Understanding questions. Facilitate a group discussion of new learning, added background information from teacher, and new questions from students. Guiding Questions How does the moon change in appearance over time? What patterns do you notice related to the moon? How do you know? How can you relate what you noticed to the information we recorded on our Moon Calendars? How did you make decisions about the order of the Moon pictures on your flip book? How did you know you were right? Objects in the Sky Page 17

18 Science Content Words Use these terms when teaching the lesson: first quarter moon full moon gibbous moon moon phases new moon waning moon waxing moon Moon phase between the New and Full Moon where exactly half of the side facing Earth is illuminated. This phase occurs approximately one week after New Moon. The moon when it is visible as a fully illuminated disk. The moon phase between a full moon and a half moon, or between a half moon and a full moon. A lunar phase or phase of the moon is the appearance of the illuminated portion of the Moon as seen by an observer A phase of the Moon in which none of the sides facing Earth is illuminated by the Sun. The moon at any time after full moon and before new moon (so called because its illuminated area is decreasing). The moon at any time after new moon and before full moon, so called because its illuminated area is increasing. Integration Hints Incorporate the use of models to help students understand science concepts. Demonstrate the moon phase cycle using a Styrofoam ball, pencil, and land as described in the teacher guide. Science Notebook Helper Students can respond to the Checking Understanding questions (available in the student guides) and add drawings/diagrams to support their responses. Assessment Opportunities Students complete a moon movie flipbook with the moon phase pictures in the correct order. Teacher observation Science notebook entries Objects in the Sky Page 18

19 Lesson 7 Patterns in the Sky Students review their notebook observations, record pages, and calendars from lesson 2, 3, and 5 and describe changes in the positions of the Sun, Moon, and stars, and draw sky paths. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. Focus Question(s) How can we describe and display the positions and the patterns of movement of the sun, moon, and stars? Activity Have students pull out their science notebooks and review their observations. Allow students time to answer the questions on pages 114 & 115 in the student guide. Briefly discuss students' responses to the questions and have them justify their answers. Introduce the sky path activity to students. Allow teams time to complete their task and circulate around room to assist as needed. Ask teams to explain their reasoning for the placement of the objects. Facilitate a group discussion of new learning, added background information from teacher, and new questions from students. Allow teams time to complete their drawings from Making Sky Paths then compare their models with one another. See "How To Promote Scientific Conversation" in the How-to Handbook. Involve students in making a large model of the patterns they have observed in the Guiding Questions How did you know the answers to the questions in this lesson? Could you explain your answers to someone else? Objects in the Sky Page 19

20 sky. Display enlarged images of the Sun, Moon, and the Big Dipper for students to view. Explain these images will become a model of their observations. Ask students to propose a model that might work. Encourage students to label the images with the time of day or night. Science Content Words Use these terms when teaching the lesson: Big Dipper Cassiopeia celestial Little Dipper A constellation of seven bright stars in Ursa Major (the Great Bear), containing the Pointers that indicate the direction to Polaris. A constellation near the north celestial pole, recognizable by the conspicuous "W" pattern of its brightest stars. Having to do with the skies or visible heavens (the Sun, Moon, stars, and planetary bodies). The seven bright stars of the constellation Ursa Minor. Integration Hints A short lesson/demonstration can be completed using a globe and lamp to explain the cause of seasons (This concept will be further developed in the 5 th grade Weather unit.) Science Notebook Helper Students should answer the questions to Using Records to Find Patterns, and support their answers with data from their notebooks. Individual drawings of the sun s and moon s sky paths can be drawn in notebooks. Assessment Opportunities Listen to student conversation during the "Sharing Ideas" portion of the lesson, taking note of any misconceptions in student thinking and recording on form CM-1 in the Investigating Objects in the Sky teacher guide, Notes for Assessing Student Outcomes. Interview students to probe them for evidence of understanding that objects in the sky have properties, positions, and movements that can observed and described. Modeling of the sky paths Science notebook entries Objects in the Sky Page 20

21 Lesson 8 Movement in the Sky Why? Students will consider why objects in the sky have regular patterns of movements. Teams will make a walking model of an Earth Moon Sun system. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. Focus Question(s) Which objects in the sky have regular patterns of movement? Which objects only appear to move in the sky? Why? Activity Read and discuss the star trails and ask students to explain what they see in the photograph the student guide. Ask students to draw diagrams or pictures to show what they think happened to create the trails. Read and discuss Astronomy Then and Now. Monitor student groups as they complete the Spinning Objects Team Task in the student guide. Monitor student groups as they construct a model of the Earth, Sun, and Moon. Have student teams demonstrate their models and explain their thinking. Group students back together to respond to questions in the Checking Understanding section of the student guide. Ask students, "What questions do you have now?" Facilitate a group discussion of new learning, added background information from teacher, and new questions from students. Guiding Questions How has our knowledge about objects in the sky changed? How do objects in the universe spin? How can you use your model to explain what you've learned about the position and movement of objects in the sky? Objects in the Sky Page 21

22 Science Content Words Use these terms when teaching the lesson: astronomy elliptical model orbit The branch of science that deals with celestial objects, space, and the physical universe as a whole. Egg-shaped: rounded like an egg. A three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original. n. The curved path of a celestial object or spacecraft around a star, planet, or moon, esp. a periodic elliptical revolution. v. (of a celestial object or spacecraft) Move in orbit around (a star, planet, or moon): "Mercury orbits the Sun revolve rotate spin Move in a circular orbit around. To turn around on an axis or center. A rapid turning or whirling motion Integration Hints Share The Stargazers, by Gail Gibbons. Science Notebook Helper Students could write and draw to explain what they modeled. Checking Understanding will help the students conclude the lesson. Assessment Opportunities Students model the movement in Earth s Neighborhood the Earth-Moon-Sun system Teacher observation Science notebook entries Objects in the Sky Page 22

23 Lesson 9 Other Objects in the Sky Students will read about planets, and be encouraged to find out about other objects in the sky. This lesson would provide enrichment only. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. Focus Question(s) What other objects follow patterns of movement in the sky? Activity View and discuss the diagram of the Solar System in the student guide. Have students share their understanding of the plants in the Solar System. Encourage students to find additional resources about the planets. Review the investigation directions in the student guide. Provide time for students to complete their Venn diagrams. Ask for student volunteers to share their Venn diagrams. Have class construct the scale model in a place large enough to place all the planets. Review the questions in the Checking Understanding section of the student guide as a class or in small groups. Ask students, "What questions do you have now?" Facilitate a group discussion of new learning, added background information from teacher, and new questions from students. Guiding Questions Ask students if they can view any of the planets in the sky. Discuss how planets are different from each other. How are planets different from stars? How is Earth similar to other planets in the solar system? How is it different? Objects in the Sky Page 23

24 Science Content Words Use these terms when teaching the lesson: planet position A celestial body moving in an elliptical orbit around a star. Where something is located (often in relation to something else.) scale model solar system A scale model is a physical model, a representation or copy of an object that is larger or smaller than the actual size of the object. The collection of planets and their moons in orbit around a sun, together with smaller bodies such as asteroids, meteoroids, and comets. Integration Hints Students could research a planet or other object in the sky such as comets or asteroids. Science Notebook Helper Students could write explanations of the scale model of the solar system they made in class. Assessment Opportunities Students complete a Venn diagram comparing and contrasting Earth and another planet. Teacher observation Science notebook entries Objects in the Sky Page 24

25 Alignment Lesson - Taking a Closer Look at Earth: Landforms Students participate in viewing a website and a teacher-guided discussion of the Earth's landform features. Clarifying Objectives 3.E.2.1 Compare Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Focus Question(s) What are similarities and differences of the landforms of the Earth? Activity Have students write the heading Landforms in their science notebooks and ask them to write what they know Ask students to share their ideas. Project the landform slideshow (available on CMAPP) and discuss each landform with the class Instruct students to compare and contrast landforms by drawing a Venn diagram or table in their notebooks. Guiding Questions What are similarities and differences of the landforms we have seen today? What do you think caused these landforms? Why do you think so? Have students share their observations. Ask students what questions they may have. Science Content Words Use these terms when teaching the lesson: hills landforms mountains Hills are elevations of the earth's surface that have distinct summits, but are lower in elevation than mountains. Natural features of the landscape, natural physical features of the earths surface, for example, valleys, plateaus, mountains, plains, hills, loess, or glaciers. 1.A large natural elevation of the earth's surface rising abruptly from the surrounding level; a large steep hill. 2. A region where there are many such features, characterized by remoteness and inaccessibility. Objects in the Sky Page 25

26 plains plateau valley Plains are broad, nearly level stretches of land that have no great changes in elevation. A plateau is a large highland area of fairly level land separated from surrounding land by steep slopes. A hollow or surface depression of the earth bounded by hills or mountains, a natural trough in the earth's surface, that slopes down to a stream, lake or the ocean, formed by water and/or ice erosion. Integration Hints Students can create riddles about landforms for peers to solve. Use Google Earth to zoom in on some of Earth s famous landforms such as the Grand Canyon or Mount Everest. Science Notebook Helper Students create a Venn diagram or table in their science notebooks to compare and contrast Earth s landforms. Assessment Opportunities Students accurately complete a Venn diagram or table to compare and contrast Earth s landforms. Teacher observation Science notebook entries Objects in the Sky Page 26

27 Alignment Lesson - Comparing Earth to its Neighbor, Mars Students participate in a lesson comparing and contrasting the land and water features of Earth and Mars. Clarifying Objectives 3.E.2.1 Compare Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Focus Question(s) What surface features do Earth and Mars share in common? How are they different? Why might Earth appear blue from space? Activity A detailed lesson plan is available on CMAPP. Students will talk with a partner about their knowledge of the planet Mars. Present the PowerPoint and ask guiding questions to help students compare and contrast the features of each planet. Facilitate a class discussion of the similarities and differences between the physical features of Earth and Mars. Record class findings on a graphic organizer students can include the graphic organizer in their science notebooks. Guiding Questions Here is a picture of Earth, what do you see? [oceans, weather, atmosphere, continents, polar cap] Here are a couple pictures of Mars, what do you see? [red dirt, huge canyon, ice caps, extremely thin atmosphere] What surface features do Earth and Mars share in common? [volcanoes, polar cap, mountains, valley networks, maybe frozen lakes] How are they different? [no oceans or running water on Mars, thin atmosphere on Mars, larger size of features on Mars] Why might Earth appear blue from space? Science Content Words Use these terms when teaching the lesson: feature Mars A distinctive attribute or aspect of something. A small, reddish planet that is the fourth in order from the sun and is periodically visible to the naked eye. Objects in the Sky Page 27

28 Integration Hints Share books about Earth and its features and/or Mars and its features. Students can explore websites about Mars. Science Notebook Helper Students complete a comparison of Earth and Mars as a class and include notes/graphic organizer in their science notebooks. Assessment Opportunities Students compare Earth and Mars noting similarities and differences, especially that Earth is mostly covered by water. Teacher observation Science notebook entries Objects in the Sky Page 28

29 Lesson 10 Confusion in the Sky Wilderness Students will review what they have learned about objects in the sky by reading a story that contains incorrect information about the appearance and position of the Sun, Moon, and stars, and correcting the mistakes. They will also write in their notebooks about what they have learned during this unit of study, and pose questions they would like to investigate further. Clarifying Objectives 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the Earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize the changes in the length or direction of an object s shadow indicate the apparent changing position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. Focus Question(s) What have you learned about the pattern of movement of the objects in the sky? Activity Read the introduction to the lesson and review team task. Allow teams time to work independently and encourage dialogue with the teams. Let teams present their corrections to the story with the class. Have students look back at their drawing from Lesson 1 to share how they would change their drawings based on what they know now. Collect student notebooks for evaluation. Collect teams' responses to the mistakes in the story in this lesson. Direct students to select one task form the Checking Understanding section and write stories or factual accounts that display Guiding Questions While reading the story, students should consider the following: Is the sun where it belongs? Does the sun look the way it should? Is the moon where it belongs? Does the moon look the way it should? Are the stars where they belong? Do the stars look the way they should? Is the information about the sun, moon, and stars correct? How might incorrect information be corrected? Use evidence from your science notebook. Objects in the Sky Page 29

30 what they have learned in their science notebooks. Science Content Words Use terms introduced throughout the unit. Integration Hints This lesson can be used as a review of concepts introduced in this unit. Students can write a letter to an astronomer and tell her/him what they learned about objects in the sky and list questions they might still have. Science Notebook Helper Students should write their responses about the mistakes in the camping story, and their responses to Checking Understanding in their notebooks. Assessment Opportunities The teacher guide identifies this lesson as an assessment opportunity. Objects in the Sky Page 30