3.8(C) Unit 13 Sun, Earth, and Moon Models

Size: px
Start display at page:

Download "3.8(C) Unit 13 Sun, Earth, and Moon Models"

Transcription

1 Teacher Edition Sample Page 3.8(C) Unit 13 Sun,, and Moon Models s Rotation Prepare for Unit Student Pages Review following information to clarify standard before planning instruction. Getting Started Unit 17 Readiness Standard 5.8(C) Reporting Category 3 and Space Reporting Category 3 The The student student will will demonstrate demonstrate an an understanding of of components, components, cycles, cycles, patterns, patterns, and and natural natural events of events of and space systems. and space systems. TEKS 3.8 The student knows that re are recognizable patterns in natural world and among objects in sky. The student is expected to: TEKS 3.8(C) construct models that demonstrate relationship of Sun,, and The student knows that re are recognizable patterns in natural world and among Sun,, Moon, including orbits and positions. and Moon system. Scientific Investigation and Reasoning TEKS Addressed in This Unit 3.1(A), 3.1(B), 3.2(A), 3.2(B), 3.2(C), 3.2(D), 3.2(F), 3.3(A), 3.3(B), 3.3(C), (C) Readiness Standard Demonstrate that rotates on its axis once approximately every 24 hours causing day/night Critical cycle Thinking and Traits apparent movement of Sun across sky. Students may demonstrate multiple critical thinking traits as y participate in instructional activities for this unit. For example, on Critical Thinking page, students should apply following traits: adapt and create. (See Critical Unpacking Thinking Traits Standard in Teacher Resources.) In order to master this standard, students should understand concepts related to day and night and STAAR Connection apparent movement of Sun at application level of Bloom s Taxonomy. Student knowledge of 3.8(C) is fundamental for success on Grade 5 STAAR. 3.8(C) builds background for success in following Grade 5 standard. Prerequisite Standards Readiness Prior to Standard 5th Grade, 5.8(C) students studied se science concepts which laid foundation for understanding 5.8(C). Demonstrate that rotates on its axis once approximately every 24 hours causing day/night cycle and apparent Grade movement of Sun across sky. Level TEKS Description K.8(B) Identify events that have repeating patterns, including seasons of year and day and night. K Prior to Grade K.8(C) 3, students Observe, studied describe, se and illustrate science objects concepts in sky which such laid as clouds, foundation Moon, and for stars, understanding including 3.8(C). Sun. Kindergarten Observe and record changes in appearance of objects in sky such as clouds, Moon, and stars, including 1.8(B) K.8(B) 1 Identify events Sun. that have repeating patterns, including seasons of year and day and night. K.8(C) Observe, 1.8(C) Identify describe, characteristics and illustrate of objects seasons of in year sky and such day as and night. clouds, Moon, and stars, including Sun (D) Observe, describe, and record patterns of objects in sky, including appearance of Moon. Grade 1 3.8(C) Construct models that demonstrate relationship of Sun,, and Moon, including orbits and positions. 1.8(B) 3 Observe and record changes in appearance of objects in sky such as Moon and stars, including 3.8(D) Sun. Identify planets in s solar system and ir position in relation to Sun. 1.8(C) Identify characteristics Collect and analyze of data seasons to identify of sequences year and and predict day patterns and night. of change in shadows, tides, seasons, and 4 4.8(C) observable appearance of Moon over time. Grade 2 2.8(C) Observe, describe, and record patterns of objects in sky, including appearance of Moon. Prerequisite Standards motivationscience LEVEL 5 ILLEGAL TO COPY ILLEGAL TO COPY totalmotivationscience LEVEL 3

2 Teacher Edition Sample Page Unit 17 Readiness Standard 5.8(C) Introduction Sun,, and Moon Models Unit (C) Evaluate student understanding throughout activities as a formative assessment of learning. Science Teacher Express Activity 1: The Sun,, and Moon (10 15 minutes) Student Page 143 Teacher 1. Instructions Use this activity to identify misconceptions about relationship Materials s Rotation Use this between information sun, to build, your and background moon. knowledge or to review content. 2. Ask students to think about relationship between sun,, and Activity 1: Per Student moon. Have students imagine how sun,, and, moon look in space. student edition s 3. Have Rotation students draw pictures that show orbits and positions of pencil sun, rotates, around and moon its in axis student once editions. approximately every 24 hours. This equals one day. 4. Pair rotates students counter-clockwise. and ask m to compare ideas. Have students complete questions and discuss findings. Activity 2: Human Orbit Model (10 15 minutes) Student Page 144 spins at around 1600 kilometers per hour. While 1. Designate one half a of student to is represent lit by Sun sun. (daytime), Give student or a half sign is labeled dark (nighttime). continuously rotates, Sun, causing and instruct daytime student and nighttime. to stand in center of outdoor area. Materials We 2. are Use unaware chalk or yarn of to create movement an orbit of path around because sun. everything Designate around us moves Activity at 2: Per same Class speed. a student to represent. Give student a sign labeled, The same thing happens when we ride in a car or airplane. If you close your eyes, large it outdoor feels as area if you and instruct student to walk along orbit path. Explain that one are sitting still. chalk or yarn complete orbit around sun takes 365¼ days, or one year. sign labeled Sun The 3. Explain 23.5 degree that tilt of also s rotates axis as it and orbits around revolution sun. of Choose around a Sun causes four sign labeled seasons: different winter, student spring, to represent summer, and and fall. instruct student to turn sign labeled Moon One counterclockwise revolution of while around orbiting around Sun equals sun. one year. 4. Choose or students to represent sun and. Designate someone to represent moon. Give each student ir respective signs. As rotates and orbits around Sun sun, have student representing moon rotate and orbit around. Due 5. Have to s students rotation, freeze in Sun place, appears and use to chalk move or across yarn to trace sky during motion paths. day. It appears to change 6. Repeat position activity, throughout allowing or day. students to represent sun,, and, moon. Have sun rotate as and moon revolve around it. There are approximately 12 hours of daylight and 12 hours of night. 7. Return to classroom, and allow students to revise ideas about positions and orbits of sun,, and The moon. rotation Instruct of students is continuous, to draw new however images in student North editions. and South Explain Poles that experience scientists revise extended ideas day as new and information night. Depending is learned. on time of year, North and South Poles have daytime or nighttime for weeks. This means that during summer in North Pole, re will be no darkness. At same time, Activity South 3: Coin Pole Model will experience (10 15 minutes) weeks without sunlight. Student Page 144 Do 1. not Give look each directly student at a quarter Sun. to It represent can cause damage sun. Instruct to students eyes and to even blindness. place coin on circle under directions for Activity 3. Materials 2. Give a penny to each student to represent. Have students push Activity 3: Per Student penny in a counterclockwise orbit around quarter to represent s quarter orbit around sun. Have students use pencils to trace orbit paths. penny 3. Have students practice rotating flat penny as y push it in a circular dime orbit. Use a pencil to trace penny at a fixed point and draw a motion chart paper path to show s rotation. pencil 4. Give a dime to each student to represent moon. Pair students and instruct m to take turns moving moon around as revolves around sun. Have students use a pencil to trace moon at a fixed point and draw motion paths to show moon s rotation and orbit. 5. Discuss limitations of model and have students complete questions in student editions. 6. Use chart paper to create a class diagram of relationship of sun,, and moon, including positions, orbits, and motion paths. Compare diagram to two previous diagrams drawn by students. Discuss how ideas changed over time. Questions to Guide Inquiry 1. How can models help understand scientific concepts? 2. Why do scientific ideas change over time? 212 ILLEGAL TO COPY motivationscience LEVEL 5 mentoringmindsonline.com totalmotivationscience LEVEL 3 ILLEGAL TO COPY 87

3 Teacher Edition Sample Page 3.8(C) Unit 13 Sun,, and Moon Models s Rotation Guided Practice (20 30 minutes) Student Page 145 Unit 17 Readiness Standard 5.8(C) Read each question toger and discuss correct and incorrect responses to reveal misconceptions. Model strategies to help students think logically. Assess Vocabulary student understanding Focus and provide feedback as needed. Question Teacher Instructions 1: Which of following is NOT a limitation of sun,, and moon system Use model? vocabulary builder in student edition and vocabulary activity to review and practice Is unit vocabulary order of terms. celestial bodies something that is not a limitation of model? Yes, sun,, and The moon following can be are positioned essential in vocabulary this order. Therefore, terms for it this not unit. a limitation. Answer A may be correct answer. Continue to evaluate or answer choices before making a final selection. Is apparent size of movement celestial bodies something daythat is not a limitation of night model? No, sizes are Sun a limitation because axis model represents all three celestial bodies as same size. rotate The sun,, and moon are not same size. Answer B is incorrect. Is color of celestial bodies something that is not a limitation of model? No, sun, moon, and Vocabulary are not Activity white in color. This is a limitation. Answer C is incorrect. Is Write distance unit vocabulary between words celestial on bodies index cards. something Place that is word not a cards limitation in a of basket. model? Give No, basket sun, to a moon, student. and Turn on are music. much farr While apart music than shown plays, in each model. student This passes is a limitation. basket Answer to D is student incorrect. seated beside him/her. When music stops, student holding basket draws a word and reads it aloud. Question If student 2: What can would define be word, best a point fruit is to awarded represent to student. moon? Continue play until all words have Is been a banana correctly best defined. fruit to represent moon? No, banana does not reflect moon s shape or size in comparison to sun and. Answer F is incorrect. Suggested Is a grapefruit Formative best Vocabulary fruit to represent Assessment moon? No, a grapefruit is larger than an orange, which represents. The moon is not larger than. A grapefruit is not best choice. Answer G is incorrect. Assess student understanding of vocabulary by using above vocabulary activity and Science Is Vocabulary a lime best Builder fruit page to represent in student moon? edition. No, a moon is approximately ¼ size of. The lime is close in size to an orange and would not make a good representation for comparing sizes of sun,, and moon. Answer H is incorrect. Is cherry best fruit to represent moon? Yes, cherry is closest to size and shape of moon when compared to or fruits that represent sun and. Answer J is correct. Enrichment Connections Question 3: Which safety rule should be followed while students observe movement of Children s Literature Where sun across Does Sun sky? Go at Night?: An Science Mystery Amy S. Hansen sun s The Day movement. Gloves Stood protect Still: s hands. Movement Answer A is in incorrect. Space Isabel Thomas Should Why Does students Sun locate Set? fire Terry extinguisher Allan Hicks as a safety precaution? No, sun will not cause a fire simply from Sun observing Up, Sun Down: it. Answer The B Story is incorrect. of Day and Night Jacqui Bailey Is Arctic precaution, Lights, Arctic never Nights look directly Debbie at S. Miller sun, a safety precaution students should follow? Yes, Should students wear gloves as a safety precaution? No, gloves will not protect student while observing sun s ultraviolet rays are very powerful and can damage eyes. It is never safe to look directly at sun. Answer C is correct. Science Should Websites students follow all of above procedures as a safety precaution? No, students only need to follow Windows precaution to stated Universe: in answer C. Therefore, answer D is incorrect. Office of Naval Research Observing Sky in Motion: observingsky/motion1.htm The Rotation of : /0018--rotation-of--earth.php Reading Rainbow My Shadow: ReadingRainbowMyShadow motivationscience LEVEL 5 ILLEGAL TO COPY ILLEGAL TO COPY totalmotivationscience LEVEL 3

4 Teacher Edition Sample Page Unit 17 Readiness Standard 5.8(C) Guided Practice (continued) Introduction Sun,, and Moon Models Unit (C) s Rotation Question 4: Where should teacher be placed in relation to students who represent moon and? (student pages ) Should teacher be in center of model? Yes, teacher should be placed in center, with two Teacher Instructions students representing and moon revolving around her. This is correct relationship. Answer F may be Activity 1 is correct a teacher answer. demonstration. Continue to evaluate In second or activity, answer choices students before complete making part a final of selection. activity during school Should and finish teacher or revolve part of around activity student at home. who Evaluate represents student? understanding No, sun does throughout not revolve around activities. as a formative revolves assessment around sun. of learning. The sun is center of our solar system. Answer G is incorrect. Should teacher revolve around student who represents moon? No, sun does not revolve Activity 1: around Rotation moon. The moon revolves around, which revolves around Materials sun. Answer H is incorrect. 1. This activity is a teacher demonstration. Use an orange and a Should teacher revolve around students who represent and moon? No, model flashlight to represent rotation of. should show and moon revolving around sun, which would Activity be an accurate 1: Teacher representation Demonstration of 2. A student relationship. volunteer Answer can J is be incorrect. used to hold flashlight. Stick a orange push pin in orange to represent Texas. Instruct student to flashlight point flashlight on one part of orange and hold it steady. Question 5: What or characteristic could be placed in push pincolumn? Then begin rotating orange counter-clockwise to show Is considered outermost part of sun,, and moon system? pencils No, moon can be farr from different sun parts than of. it being Answer hit by A is light. incorrect. Explain and demonstrate that also revolves around Sun as it is rotating. Activity 2: Per Student 3. Ask Is students considered why different center parts of of orange system? were No, hit sun by is considered center of system because everything revolves around it. Answer B is incorrect. light when it was rotated. Explain that rotates once pencils approximately Does every revolve 24 around hours, causing moon? day No, and moon night. revolves around. outdoor Answer areac is incorrect. 4. Students answer questions and complete an illustration of sunglasses (optional) Does revolve around sun? Yes, revolves around sun. Answer D is correct. demonstration on student pages. Content Practice (20 30 minutes) Student Page 146 Activity 2: Apparent Movement 1. Students learn about change in appearance of Sun due to s rotation. Have students complete Content Practice questions in student editions. After students complete 2. Students assignment, observe analyze results appearance and provide of additional Sun in instruction sky at as different needed. times of day. Instruct m to face south and to check position at 8:00 A.M., 10:00 A.M., 12:00 P.M., 2:00 P.M., 4:00 P.M., and 6:00 P.M. Instruct students to describe position and location of Sun, using landmarks as a reference, Formative and Assessment illustrate position, (5 minutes) labeling time. [Be sure to discuss safety first and tell students to never look directly at Sun. Students may use sunglasses while observing position, but still should not observe Sun directly.] 3. Students need to complete part of investigation at school and rest at home. Students may record misconceptions evening observed. observations on a separate piece of paper and n copy results into student books following day. 4. On student page, students record position of Sun in sky throughout day. They need to provide a description of position. For example, Sun will be overhead at noon. 5. After collecting data, illustrate position of Sun throughout day. Be sure students include time of day Sun appeared in each position. 6. After illustrating Sun s apparent movement throughout day, students will answer questions at bottom of page. Discuss ir findings and clear up any confusion. Talk about why Sun appears to move. Explain that s rotation causes day and night. Some parts of experience different amounts of sunlight at different times of year. Provide students with an assortment of round objects. Ask students to choose three objects to represent sun,, and moon. Then, ask students to use objects to demonstrate relationships between sun,, and moon. Analyze student choices and ir demonstration of relationships. Plan instruction to correct any Questions to Guide Inquiry Key for Recommended Groupings 1. What causes day and night? 2. Why does Sun appear to move across sky? 3. If we repeated investigation in 4 months, do you think our Individual results would Partners be same? 4. Why or why not? Groups Whole Class 214 ILLEGAL TO COPY motivationscience LEVEL 5 mentoringmindsonline.com totalmotivationscience LEVEL 3 ILLEGAL TO COPY 89

5 Teacher Edition Sample Page 3.8(C) Unit 13 Sun,, and Moon Models s Rotation Interventions After assessing student learning, use following activities to provide remediation. Activity 1: Understanding Motion Guided Practice Strategies (20 30 minutes) (student page 185) Unit 17 Readiness Standard 5.8(C) Gar a top, a yo-yo, and a swing. Explore and compare motions of a top, a doorknob, a yo-yo, and a swing. Ask Teacher students Instructions to choose which object moves in a motion most similar to turning. Have students justify ir As choices a class by or citing in small evidence groups, from read ir through observations. each question toger and discuss correct and incorrect responses, revealing common misunderstandings and misconceptions. Model strategies to Activity 2: Globe Motion (20 30 minutes) help students think logically about each answer choice. Assess student understanding as questions Show and students answers a are globe. discussed. Ask students to locate where y live on globe. Allow students to compare location to or places on globe. Discuss how land and water are represented on globe. Ask students what or features y notice on globe and discuss function of each (e.g., latitude and longitude lines, international Question 1 date line, equator, continents, oceans, north and south pole, time dial). Which of following causes shadow to form in picture above? Extending Student Thinking (45 60 minutes) Does s rotation cause shadows cast by Sun? After assessing Yes, s student rotation, learning, or spinning use following on its axis, activity causes to provide apparent enrichment. movement of Sun across sky. Activity: Eclipses makes a complete rotation every 24 hours. The time of day determines how long shadow is. Answer A is correct. Check or answers to make sure answer A is best choice. Have students research solar and lunar eclipses. Ask students to plan and create models to explain why solar and lunar Does eclipses s occur. revolution Additionally, cause have students shadows research cast when by next Sun? solar and lunar eclipses will occur. Allow students No, it to takes present one models year, and or research 365 days, to to make class. a complete revolution around Sun. This process Note: does Preview not explain Internet websites Sun s for apparent appropriate movement. content to Answer ensure that B is each incorrect. website meets instructional goals of lesson and complies with district/school guidelines for acceptable use. Does Sun s revolution cause shadows cast by Sun? No, Sun revolves around Milky Way Galaxy. This would not cause shadows. Answer C is incorrect. Process Practice (20 30 minutes) Student Pages Questions Does in s this section orbit address cause process shadows skills, cast or Scientific by Investigation Sun? and Reasoning TEKS. Students who experience No, s difficulty orbit with is se path questions it travels may around need additional Sun. instruction The path in does scientific not cause processes. shadows. Answer Have students D is incorrect. complete Process Practice questions in student editions. After students complete assignment, analyze results and provide additional instruction as needed. Critical Thinking (45 60 minutes) Student Page 149 Question 2 Use Approximately Critical Thinking what activity time to review of day and is extend it in picture knowledge above? of concepts students are learning. After students complete activity, utilize Formative Assessment component to gar information about student progress, Is it to 12:00 guide P.M. instructional picture? decisions, and to assess what students know and understand about unit concepts. No, if it were 12:00 P.M. (noon), Sun would most likely be directly above tree, casting a very short shadow. Answer F is incorrect. Is it 8:00 A.M. in picture? Yes, tree s shadow is long on west side of picture, which means Sun is in east, and it is morning. Answer G is correct. motivationscience LEVEL 5 ILLEGAL TO COPY ILLEGAL TO COPY totalmotivationscience LEVEL 3

6 Teacher Edition Sample Page Unit 17 Readiness Standard 5.8(C) Vocabulary Focus s Rotation Is The it 6:00 following P.M. in are essential picture? vocabulary terms for this unit. No, shadow would be cast on opposite side because Sun would be in western sky. construct limitation orbit rotation Answer H is incorrect. day model position star Is it demonstrate 12:00 A.M. in picture? moon relationship sun No, 12:00 A.M. is during night. We would not see Sun at all, and re would be no shadow. motion revolution year It would be dark. Answer J is incorrect. Use Science Vocabulary Builder in student edition and vocabulary activity to review and practice Question unit 3 vocabulary terms. rotates on its axis approximately once every 24 hours, causing day/night Activity 2: Give Me a Hint (15 20 minutes) cycle and Clip a vocabulary card on back of each student. Keep extra cards. Direct students to travel around room When and allow or rotates students on its give axis, ir does one hint it cause about ir phases card. Instruct of Moon student to appear? to only listen to or No, students phases y of give Moon a hint. are When caused a student by thinks revolution he/she of knows Moon which around term is on. card, Answer have A m state is incorrect. term. If student is correct, clip a new card on back of student. Does rotation of also cause to orbit around Sun? No, Home when Connection orbits around (5 minutes) Sun, is said Student to revolve, Page not 151 rotate. Answer B is incorrect. Review directions for Home Connection activity. Discuss Home Extensions and encourage students to When rotates on its axis, does it cause apparent movement of Sun complete se with a parent or guardian. across sky? Yes, because of s rotation, Sun appears to move across sky. Answer C is correct. Does rotation cause four seasons? No, Use seasons following are caused activities by to provide tilt of s cross-curricular axis and connections. s orbit around Sun. Answer D is incorrect. Ask students to read Science Journal prompt, respond, and share responses with a partner. Question 4 Literature Connections (10 60 minutes) Which of following would be best example to explain s rotation?, Moon & Sun Peter Riley Would a merry-go-round be a good example to show how rotates? Sun and Moon Melinda Lilly Yes, if we imagine we are riding a merry-go-round we can see it spins just like does on its axis, but : everything Our Planet else in Space stays in place. Seymour Answer SimonF is correct. Check or answers to make sure answer The F is Moon best Book answer. Gail Gibbons Me and My Place in Space Joan Sweeney Is a funnel like rotating? No, a funnel A Child s has Introduction a hole in it to and does Night not Sky: spin The like Story of does. Stars, Answer Planets G and is incorrect. Constellations and How You Can Find Them in Sky Michael Driscoll Is a doorknob a good example of rotating? No, a doorknob turns but it does not spin completely and in one direction like. Answer H is incorrect. Is a swing a good example of s rotation? No, a swing moves in a back and forth motion. Answer J is incorrect. Sun,, and Moon Models Unit (C) Activity 1: Science Vocabulary Builder (15 20 minutes) Student Page 150 Cross-Curricular Connection Activity: Science Journal (15 20 minutes) Student Page ILLEGAL TO COPY motivationscience LEVEL 5 mentoringmindsonline.com totalmotivationscience LEVEL 3 ILLEGAL TO COPY 91

7 Unit 13 Introduction Unit 17 Introduction Motivation Station: Scientific Fact Motivation Station: Mike s Cool Science Fact People once believed that sun and all actually planets takes orbited 23 hours, 56 minutes, and around. In 1543, a scientist named 4 seconds Nicolaus to make Copernicus one complete rotation. While developed and published a ory that is used rotating, mamatics it is also revolving to around Sun. prove our solar system revolves around It takes an sun. extra 4 minutes for to rotate to same spot it was day before while it is also revolving. This makes a day 24 hours long. Sun,, and Moon Models After After this this lesson, I will be be able able to: to: Construct Demonstrate models that that demonstrate rotates on its axis relationship once approximately of every Sun,, 24 hours and causing Moon, including day/night orbits cycle and positions. apparent movement of Sun across sky. Activity 1: The Sun,, and Moon Think about relationship between sun,, and moon. Draw a picture that Descriptive Investigations shows orbits and positions of sun,, and moon. Activity 1: Rotation Watch as your teacher presents a demonstration of s rotation. What did orange represent? What did flashlight represent during experiment? What happened during demonstration? Compare your drawing to one completed by a classmate. What ideas about positions and orbits of sun,, and moon are same? Illustrate demonstration by drawing position of light hitting during demonstration. Texas during day Texas at night Texas at sunset What ideas about positions and orbits of sun,, and moon are different? motivationscience LEVEL 5 ILLEGAL TO COPY 183 totalmotivationscience LEVEL 3 ILLEGAL TO COPY 143

8 Unit 13 Introduction Unit 17 Introduction Activity 2: Human Orbit Model Activity Follow 2: Apparent teacher s Movement directions to demonstrate positions and motions of sun,, Never and moon look system. directly at Sun. Think about what you learned from participating in Human Orbit Model. Revise On table, record position of Sun in sky throughout day. Face south when you make drawing your created observations. in Activity This activity 1 based begins on evidence at school learned and is completed from at Human home. Orbit Model investigation. Time Position Description 8:00 A.M. 10:00 A.M. 12:00 P.M. Description Description 2:00 P.M. Description Activity 3: Coin Model Description Place 4:00 a P.M. quarter on shaded circle. Follow teacher s directions to demonstrate positions and motions of sun,, and moon system. Description 6:00 P.M. Illustrate position of Sun throughout day. Face south for each observation. Be sure to include time of day Sun appeared in each position, and include drawings of nearby landmarks. Why does Sun appear to change its position throughout day? How did your ideas about sun,, and moon change? How does s rotation cause day and night? What would happen if did not rotate? Do ideas in science change over time? Why or why not? 184 ILLEGAL TO COPY motivationscience LEVEL ILLEGAL TO COPY totalmotivationscience LEVEL 3

9 1 A model of sun,, and moon are The shown picture below. below represents a June day. Use picture below and your knowledge of science to answer questions 1 and 2. West Sun Moon North East Which of following is NOT a limitation of sun,, and moon system South model? 3.3(B) Unit 13 Guided Practice Unit 17 Guided Practice 4 Two students and ir teacher are 3 creating rotates a human on its model axis approximately of sun, once, every 24 and hours, moon causing system. The day/night teacher cycle represents and sun. Where should teacher A Moon be placed phasesin relation to students who represent moon and B? orbiting 3.4 of around Sun C Sun s apparent movement across F The teacher should be in center sky of model. D four seasons G The teacher should revolve around student who represents. 1 A The The Sun order appears of to change celestial position bodies or move across sky during daylight hours. B Which The of size of following celestial causes bodies shadow to form in picture above? C The color of celestial bodies A s rotation D The distance between B celestial s revolution bodies C Sun s revolution D s orbit 2 A student creates a model of sun,, and moon system. He chooses a cantaloupe for sun and a small orange for. What would be best fruit to represent moon? 3.3(B) F Banana H Lime G Grapefruit J Cherry 2 Approximately what time of day is it in picture above? 5.2(D) F 12:00 P.M. 3 Which safety rule should be followed while G 8:00 students A.M. observe movement of sun across sky? 3.1(A) H 6:00 P.M. A Wear gloves J 12:00 A.M. B Locate fire extinguisher C D Never look directly at sun All of above H The teacher should revolve around 4 Which of student following who would represents be best example moon. to explain s rotation? J F Merry-go-round The teacher should revolve around students who represent G Funnel and moon. H Doorknob J Swing 5 A group of students constructs a chart to show characteristics and relationships seen in sun,, and moon system. 5 In what direction does Sun appear to move across sky? Sun Moon A West to east Center of Rotates Rotates B system North to souvery 24 Revolves C Planets East to west hours around revolve D South to north around it Made of gases 6 Many cultures have different methods of What telling or what time characteristic of day it is. could Which be of placed in following is an column? ancient tool 3.2(C) invented to determine time of day? 5.3(D) A Outermost part of system F Watch B Center of system G Clock C Revolves around moon H Sundial D Revolves around sun J Compass motivationscience LEVEL 5 ILLEGAL TO COPY 185 totalmotivationscience LEVEL 3 ILLEGAL TO COPY 145

10 Unit 13 Content Practice Unit 17 Check for Understanding 1 A student observes rising and setting 1 of Which sun of se for a does two-week NOT demonstrate time period and how concludes rotates that on its axis to cause day and night? A makes one complete revolution North Pole around sun every 24 hours B makes one complete rotation A every 24 hours C North Pole Equator moon makes one complete revolution around sun every 24 hours D sun makes one complete rotation around every 24 hours B 4 Students are studying relationship 3 between rotates on sun, its moon, axis once and every. They learn that sun is a burning ball A month C year of gas, while moon and are solid B 24 objects. hours The moon D 12 is hours a satellite, while is a planet. Based on this information, what is difference 4 between A person standing sun, in moon, Alabama and notices? Sun is rising. At same moment, a F person The in sun Japan is a sees planet that and Sun has and just set. Which moon statement are stars. correctly describes how it can be sunrise and sunset at G same The moment? sun is a star and and moon are planets. F The Sun s rotation around enables H part The of sun is a to star, have sunlight is a while planet, or and part moon is in darkness. is a satellite. South Pole 2 How many days does it take for to C orbit sun? F 24 H 227 G 365 J 31 D 3 How many stars are in our solar system? A One B One hundred 2 C s One rotation thousand causes day and night cycle. It also causes D One million F Sun to appear to move G Sun to remain in orbit H Sun to orbit J all of above J G The Sun sun has is a moved planet, from one is a location planet, to and or moon during is a satellite. course of a day. H s rotation on its axis enables part of to have sunlight while or part is in darkness. 5 Which J description has circled best around explains Sun during relationship course between of a day. sun,, and moon? 5 Which statement Moon orbits correctly sun describes Sun s apparent movement across sky? A orbits sun A As spins is center on its axis, of solar it makes Sun appear systemto move across sky. B As Sun spins around, it moves across sky. orbits moon B is center of solar C rotates around Sun every 24 system hours, making Sun appear to move across Moon sky. orbits sun D The Sun rotates around every 12 hours, Moon making orbits Sun appear to move C across sky. orbits sun Sun is center of solar system 6 A student looks outside and observes Moon orbits Sun in western sky. Which of D following Sun times orbits could it be? Moon is center of solar system F Sunrise H Noon G Sunset J Midnight 186 ILLEGAL TO COPY motivationscience LEVEL ILLEGAL TO COPY totalmotivationscience LEVEL 3

11 Standard Name 3.8(C) Unit 13 Process Practice Unit 17 Check for Understanding Scientific Investigation and Reasoning Skills Scientific Investigation and Reasoning Skills: Questions After studying sun,, and moon 3 All of following are scientific system, class finds that celestial evidences that constantly moves 7 Which picture was taken at 9:00 A.M.? 9 Astronomers are scientists who study bodies move at different speeds. in space EXCEPT 3.3(C) 5.2(D) universe. To an astronomer, word rotate means 5.3(D) Sun,, and Moon System A eyewitness accounts from astronauts A orbit around anor object Average Average B satellite photos taken of from Part of Revolution Length B move space in opposite directions System Speed of Orbit W ES A Average Rotation Speed (km/hour) C(km/hour) (days) E A S T T , Moon C spin photos around of an axis taken by spacecraft D revolve eyewitness around accounts anor object from airplane pilots According to data, all of statements B are true EXCEPT D 3.2(B) A rotates faster than moon A Diagram A C Diagram C B moon rotates slower than B Diagram B D Diagram D C has a shorter orbit than moon D takes longer to orbit sun than moon takes to orbit 8 Models are not perfect, but models have been used for many years by scientists to help explain ideas. Scientists use models to make predictions about future as well as 2 Students understand use clay vast and world foam in which balls to we live. model Why would relationship a physical model of demonstrating sun,, and s moon. rotation What be is considered best way less to than clean up perfect? materials 5.3(C) after this activity? 3.1(B) F Models are an exact copy of object F Place foam balls and unused clay or idea y represent. back in containers and throw G used Models clay have in limitations trash in representing object or idea. G Throw everything in trash H Models are identical to object or idea H Save y represent. all clay for later use and throw foam balls in trash J Models match object or idea y J Place represent foam exactly. balls and clay in containers for later use 10 4 A teacher science teacher displays evaluates a working students model of understanding sun,, of and causes moon system. of day and As she night. turns Students model s are asked handle, to draw a revolves diagram to around show process. sun and Which moon of revolves following student around diagrams. Students correctly record shows observations process that in causes notebooks. day/night cycle? 5.3(A) Student 1 The sun was F spinning around and moon moved too. G H Student 2 Sun Moon Student 3 The moon was turning around and around. Student 4 and moon were spinning. Moon Which student s entry most accurately communicates what teacher modeled? 3.4 J F Student 1 H Student 3 G Student 2 J Student 4 motivationscience LEVEL 5 ILLEGAL TO COPY 187 totalmotivationscience LEVEL 3 ILLEGAL TO COPY 147

12 Unit 13 Process Practice Unit 17 Check for Understanding Scientific Investigation and Reasoning Skills 11 Many cultures believed Sun traveled 13 The picture is a photograph of night sky 5 Below around are. objects In that 1500s, could a man be used named to 7 What over a type period of of scientist many hours. studies orbits represent Copernicus proposed sun,, that and moon. traveled of moon and? 3.3(C) around Sun. A scientist named Galileo found evidence to support Copernicus idea. BB revolves orange around basketball Sun, but it also makes a complete rotation. How long does marble peanut tennis ball it take to make one complete rotation A B Paleontologist Geographer on apple its axis? lemon 5.3(D) bowling ball C Meteorologist A 365 days Which would best model sizes of D Astronomer B sun, 1 day, and moon? 3.3(B) Why does night sky appear to move C 1 month in a circular pattern as shown in A Sun BB, basketball, photograph? 5.2(D) D moon apple 1 week 8 A moves rotates with on two its axis different once a motions day. B Sun orange, tennis ball, in sun,, and moon system. moon marble Which B The diagram night sky correctly rotates over represents. s movements? 3.3(B) C Stars travel in a circular direction C Sun bowling ball, marble, around. moon BB D rotates on its axis once every D Sun orange, peanut, F 12 hours. Sun moon lemon Moon 12 Observe diagram below. 6 A student draws diagram below. B 14 In an activity, students make a large human sundial. The sundial uses Sun to tell approximate time of day. West A Sun Moon C East G Sun Moon D Which comment would a teacher most likely Which write of on following student s shows work? where 3.3(A) Sun s position should be at 12:00 P.M.? 5.2(D) F Nice work. The sun,, and moon F Position A have proper sizes and orbits. G Position B G Try again. The sun should be larger H than Position, C which should be larger than moon. The moon should J Position D orbit while orbit sun. H J Try again. The sun,, and moon are proper sizes, but should be in center. Try again. The sun should be slightly larger than moon. H How is this possible? 5.2(D) Sun Moon F The Sun moves across sky each day because it spins around. G The sundial measures distance from to Sun Moon as it moves across sky. H moves around Sun each day, J making Sun appear to move across sky. Sun J The position of Sun in sky appears to change during day because rotates on its axis. 188 ILLEGAL TO COPY motivationscience LEVEL ILLEGAL TO COPY totalmotivationscience LEVEL 3

13 Model of Sun,, and Moon Analyzing Rotation Unit 13 Critical Thinking Unit 17 Critical Thinking Synsis Analysis Create Analyze Common everyday items can be used to represent relationships of sun,, and Observe moon. Construct picture a of model, that and draw shows where relationships Sun would be and located positions to create of view sun, shown. and moon. Use model to show motions of sun,, and moon. Illustrate and label 1. Does sun, picture, show and day moon or night system where model you live? in space below. 2. Why does Sun appear to move across sky during day? 3. How long does it take for to rotate one time? 4. If is constantly spinning, why do we not feel movement? What objects did you use to represent sun,, and moon? What are limitations of model? 5. How many times has rotated since your last birthday? Formative Assessment Formative Illustrate and Assessment label s rotation and orbit in table below. Describe some advantages s Rotation and disadvantages of models you used s to demonstrate Orbit s rotation? motivationscience LEVEL 5 ILLEGAL TO COPY 189 totalmotivationscience LEVEL 3 ILLEGAL TO COPY 149

14 Unit 13 Science Vocabulary Builder Unit 17 Journal Complete following graphic organizers for each term. Science Journal Pretend you are. Write a story about a 24-hour Model time period from s point of view. Definition Related words Picture Sentence (Use vocabulary term and related words in a sentence.) Orbit Definition Related words Picture Sentence (Use vocabulary term and related words in a sentence.) 190 ILLEGAL TO COPY motivationscience LEVEL ILLEGAL TO COPY totalmotivationscience LEVEL 3

15 Unit 13 Home Connection Unit 17 Vocabulary Activity Many ideas about positions and motions of sun,, and moon were made Science by astronomers Vocabulary that studied Builder sky. Use sky map below to observe stars and constellations. Visit Internet to access winter, spring, or summer sky maps. Keep a log With of a partner, objects create you see a vocabulary in day poster and night describing sky s and changes rotation you on its notice. axis. Explain facts about cycle of day and night, Sun s apparent movement across sky, and facts about s rotation. Display posters around classroom, and have a picture walk to see what classmates have created. Include se vocabulary words on Nyour poster: day, night, rotation, axis, apparent Big Dipper movement, and Sun. Use organizer below to brainstorm ideas for poster. Little Dipper Perseus Andromeda Cassiopeia Cepheus Draco Aries Lyra Pisces Pegasus Summer Triangle Aquila Hercules Fall Aquarius Sagittarius Capricornus S Sky Log Monday Tuesday Wednesday Thursday Friday Notes Home Extensions 1. As a family, look for changes in night sky. Help your child identify changes in constellations, moon, and planets. 2. Discuss lengths of time related to patterns in sky (days, months, years). motivationscience LEVEL 5 ILLEGAL TO COPY 191 totalmotivationscience LEVEL 3 ILLEGAL TO COPY 151

16 Unit 13 Cross-Curricular Connection Unit 17 Homework Science Journal Pretend Rotation you of are moon. Tell about your journeys around sun and. Create a model demonstrating s rotation. Use materials found at home to make your model. Write a brief report about model in space below. Describe why you chose materials used to make your model. Explain why Sun appears to move across sky throughout day. Model Illustration Materials Used to Create Model Report Parent Activities 1. Help your child build a model of s rotation. 2. Record position of Sun across sky throughout day. 3. Discuss how rotation of causes daytime and nighttime ILLEGAL TO COPY ILLEGAL TO COPY totalmotivationscience LEVEL motivationscience 5 3

Getting Started. TEKS The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

Getting Started. TEKS The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. Teacher Edition Sample Page Unit 17 Readiness Standard 5.8(C) Getting Started Reporting Category 3 The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth

More information

Descriptive Investigations. Illustrate the demonstration by drawing the position of the light hitting Earth during the demonstration.

Descriptive Investigations. Illustrate the demonstration by drawing the position of the light hitting Earth during the demonstration. Student Edition Sample Page Name Readiness Standard 5.8(C) Unit 17 Introduction Motivation Station: Mike s Cool Science Fact Earth actually takes 23 hours, 56 minutes, and 4 seconds to make one complete

More information

Earth s Rotation. How often does the day-and-night cycle occur on Earth?

Earth s Rotation. How often does the day-and-night cycle occur on Earth? How often does the day-and-night cycle occur on Earth? Earth moves through space in several important ways. One type of motion is called rotation. A rotation is a spin around a center. For example, imagine

More information

Patterns of Change on Earth

Patterns of Change on Earth TEKS collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time Patterns of Change on Earth Patterns and

More information

Earth s Rotation. reflect

Earth s Rotation. reflect reflect In ancient Greece, people believed that powerful gods were responsible for all things that happened in nature. The Greeks believed that Helios, the Sun god, drove his fiery chariot from one end

More information

Define umbra and penumbra. Then label the umbra and the penumbra on the diagram below. Umbra: Penumbra: Light source

Define umbra and penumbra. Then label the umbra and the penumbra on the diagram below. Umbra: Penumbra: Light source Lesson 3 Eclipses and Tides LA.8.2.2.3, SC.8.E.5.9, SC.8.N.1.1 Skim or scan the heading, boldfaced words, and pictures in the lesson. Identify or predict three facts you will learn from the lesson. Discuss

More information

What Patterns Can Be Observed in a Year?

What Patterns Can Be Observed in a Year? LESSON 3 What Patterns Can Be Observed in a Year? From this vantage point, you can see the moon, sun, stars, and Earth. From Earth s surface, there are patterns to how the sun, moon, and stars appear in

More information

1st Grade. Slide 1 / 90. Slide 2 / 90. Slide 3 / 90. The Sun, Moon, Earth and Stars. Table of Contents The Sun.

1st Grade. Slide 1 / 90. Slide 2 / 90. Slide 3 / 90. The Sun, Moon, Earth and Stars. Table of Contents The Sun. Slide 1 / 90 Slide 2 / 90 1st Grade The Sun, Moon, Earth and Stars 2015-11-20 www.njctl.org Table of Contents Slide 3 / 90 Click on the topic to go to that section The Sun The Moon The Stars The Seasons

More information

ì<(sk$m)=cdfdhh< +^-Ä-U-Ä-U

ì<(sk$m)=cdfdhh< +^-Ä-U-Ä-U Standards Preview Earth Sciences Standard Set 4. Earth Sciences 4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept: 4.a. Students know the patterns

More information

As the World Turns. Vocabulary rotate, revolve, tilt, frame of reference, spin, axis. Science Enhanced Scope and Sequence Grade 3

As the World Turns. Vocabulary rotate, revolve, tilt, frame of reference, spin, axis. Science Enhanced Scope and Sequence Grade 3 As the World Turns Strand Earth Patterns, Cycles, and Change Topic Seasons, day and night Primary SOL 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key

More information

3. a. In the figure below, indicate the direction of the Sun with an arrow.

3. a. In the figure below, indicate the direction of the Sun with an arrow. Astronomy 100, Fall 2005 Name(s): Exercise 2: Seasons in the sun The following exercise illustrates some basic ideas about time, and how our position in the solar system uniquely configures the measurement

More information

b. Assuming that the sundial is set up correctly, explain this observation.

b. Assuming that the sundial is set up correctly, explain this observation. Astronomy 100 Name(s): Exercise 3: Seasons in the sun The following exercise illustrates some basic ideas about time, and how our position in the solar system uniquely configures the measurement of time.

More information

Rotation and Revolution

Rotation and Revolution On Earth, each day begins at sunrise and ends at sunset. You see the Sun come up or rise in the morning and go down or set at night. When we use these phrases, what do you think they imply about the way

More information

Earth & Space Science, Interpreting Data DURATION Preparation: 5 minutes Activity: 40 minutes (total over one day)

Earth & Space Science, Interpreting Data DURATION Preparation: 5 minutes Activity: 40 minutes (total over one day) Objectives In this activity students will: 1. Observe how the position of the sun in the sky changes during the course of the day 2. Discover the cardinal directions by tracking the motion of the sun Materials

More information

Earth, Sun, and Stars

Earth, Sun, and Stars Earth, Sun, and Stars Daily Patterns Earth Spins Earth is always moving, even though you don t feel it. One way Earth moves is by spinning around an imaginary line. One end of the line would come out of

More information

1-ESS1 Earth s Place in the Universe 1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

1-ESS1 Earth s Place in the Universe 1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year. LESSON: Sunlight GRADE: 1 OBJECTIVES: 1-ESS1 Earth s Place in the Universe 1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year. MATERIALS & RESOURCES:

More information

Patterns on Earth 4.8C

Patterns on Earth 4.8C Have you ever made shadow puppets? If you put your hand between a flashlight and a wall, you will make a shadow. You might have made a rabbit shape or some other animal shape with your hands. Your hand

More information

This clementine orange is an oblate spheroid. Earth is more rounded than this clementine, but it is still an oblate spheroid.

This clementine orange is an oblate spheroid. Earth is more rounded than this clementine, but it is still an oblate spheroid. On Earth, each day begins at sunrise and ends at sunset. You see the Sun come up or rise in the morning and go down or set at night. When we use these phrases, what do you think they imply about the way

More information

Science Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky

Science Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky This lesson is one approach to teaching the State Standards associated

More information

A. the spinning of Earth on its axis B. the path of the Sun around Earth

A. the spinning of Earth on its axis B. the path of the Sun around Earth stronomy 1 Packet Write answers on your own paper 1. The Sun appears to move across the sky each day. What causes this?. the spinning of Earth on its axis. the path of the Sun around Earth. the production

More information

Earth & Space Science

Earth & Space Science Earth & Space Science Grade 6 Written by Tracy Bellaire The activities in this book have two intentions: to teach concepts related to earth and space science and to provide students the opportunity to

More information

THE SUN, THE MOON AND OUR SOLAR SYSTEM TEACHER NOTES TO SHARE WITH STUDENTS

THE SUN, THE MOON AND OUR SOLAR SYSTEM TEACHER NOTES TO SHARE WITH STUDENTS THE SUN, THE MOON AND OUR SOLAR SYSTEM TEACHER NOTES TO SHARE WITH STUDENTS The Sun is the biggest feature in our solar system. It is the largest object and contains approximately 98% of the total solar

More information

LESSON PLAN OUTLINE JMU Elementary Education Program

LESSON PLAN OUTLINE JMU Elementary Education Program LESSON PLAN OUTLINE JMU Elementary Education Program A. INTRODUCTION TO PHASES OF THE MOON B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD Cover unknown vocabulary: - Phases of the moon - First quarter

More information

CHAPTER 2 Strand 1: Structure and Motion within the Solar System

CHAPTER 2 Strand 1: Structure and Motion within the Solar System CHAPTER 2 Strand 1: Structure and Motion within the Solar System Chapter Outline 2.1 EARTH, MOON, AND SUN SYSTEM (6.1.1) 2.2 GRAVITY AND INERTIA (6.1.2) 2.3 SCALE OF SOLAR SYSTEM (6.1.3) 2.4 REFERENCES

More information

8.7A Seasons and Day/Night. October 21st-28th

8.7A Seasons and Day/Night. October 21st-28th 8.7A Seasons and Day/Night October 21st-28th Day One- Friday October 21th,2016 TEK 8.7A Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun

More information

Full Moon. Phases of the Moon

Full Moon. Phases of the Moon Phases of the Moon The Moon takes 29.5 days to orbit Earth. This is a lunar month. The gravity of the Earth keeps the Moon in orbit. The Moon does not produce light. We see the Moon because it reflects

More information

Section. 1 Our Planet, Earth. Prepare to Read

Section. 1 Our Planet, Earth. Prepare to Read 1 Section Step-by-Step Instruction Objectives Social Studies 1. Learn about Earth s movement in relation to the sun. 2. Explore seasons and latitude. Reading/Language Arts Use context clues from surrounding

More information

What Is It Like Outside?

What Is It Like Outside? What Is It Like Outside? Focus: Students will describe daily changes in temperature and weather. Specific Curriculum Outcomes Students will be expected to: 1.0 pose questions that lead to exploration and

More information

Name Date Study Guide for Science Shadows, Tides, Seasons and the Moon

Name Date Study Guide for Science Shadows, Tides, Seasons and the Moon Name Date Study Guide for Science Shadows, Tides, Seasons and the Moon Review on Tides 1. Use the diagram below to complete the questions: There is a high tide occurring at Position B, and it is 6:00 AM.

More information

ACTIVITY CLASSROOM. Observe the Moon's Phases. General Information

ACTIVITY CLASSROOM. Observe the Moon's Phases. General Information CLASSROOM ACTIVITY Observe the Moon's Phases General Information Grade level: All cycles Students per group: Individual or group activities When: After the Planetarium visit Duration: One 50-minute period,

More information

Unit 7: Partner Resource. Sun and Moon

Unit 7: Partner Resource. Sun and Moon Earth and Space Systems: Relative Positions of Sun, Earth and Moon, Patterns and Seasons Washington University in St. Louis Institute for School Partnership Unit 7: Partner Resource Sun and Moon Additional

More information

Student Exploration: Seasons: Earth, Moon, and Sun

Student Exploration: Seasons: Earth, Moon, and Sun Name: Date: Student Exploration: Seasons: Earth, Moon, and Sun Vocabulary: altitude, axis, azimuth, equinox, horizon, latitude, revolution, rotation, solstice Prior Knowledge Questions (Do these BEFORE

More information

Scott Foresman Science 4.17

Scott Foresman Science 4.17 Genre Comprehension Skill Text Features Science Content Nonfiction Cause and Effect Captions Labels Diagrams Glossary Earth Cycles Scott Foresman Science 4.17 ISBN-13: 978-0-328-34240-2 ISBN-10: 0-328-34240-8

More information

Today in Space News: Earth s oldest rock found on the Moon.

Today in Space News: Earth s oldest rock found on the Moon. Today in Space News: Earth s oldest rock found on the Moon https://www.lpi.usra.edu/features/012419/oldest-rock/ Study Points Predict the approximate time of day/night you should look for first quarter

More information

Earth Motions Packet 14

Earth Motions Packet 14 Earth Motions Packet 14 Your Name Group Members Score Minutes Standard 4 Key Idea 1 Performance Indicator 1.1 Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent

More information

b. So at 12:00 p.m., are the shadows pointing in the direction you predicted? If they are not, you must explain this observation.

b. So at 12:00 p.m., are the shadows pointing in the direction you predicted? If they are not, you must explain this observation. Astronomy 100 Name(s): Exercise 2: Timekeeping and astronomy The following exercise illustrates some basic ideas about time, and how our position in the solar system uniquely configures the measurement

More information

Science Grade 05 Unit 07 Exemplar Lesson 02: Day and Night Cycle

Science Grade 05 Unit 07 Exemplar Lesson 02: Day and Night Cycle Grade 05 Unit 07 Exemplar Lesson 02: Day and Night Cycle Unit: 07 Lesson: 02 Suggested Duration: 6 days This lesson is one approach to teaching the State Standards associated with this unit. Districts

More information

3rd Grade Object in the Sky Assessment

3rd Grade Object in the Sky Assessment Name Date 1. Which of the following below would be the best model to study how the Earth rotates on its axis? A. map B. cross-section of Earth C. photo of Earth D. globe 2. The water featured in the picture

More information

How Does Earth Move in Space? G4_EI_00008 MULTIPLE CHOICE

How Does Earth Move in Space? G4_EI_00008 MULTIPLE CHOICE How Does Earth Move in Space? G4_EI_00008 MULTIPLE CHOICE 1. Patti decided to use a basketball as a model of Earth. She placed the ball on the floor and then spun it. What was Patti demonstrating with

More information

Earth rotates on a tilted axis and orbits the Sun.

Earth rotates on a tilted axis and orbits the Sun. Page of 7 KY CONCPT arth rotates on a tilted axis and orbits the Sun. BFOR, you learned Stars seem to rise, cross the sky, and set because arth turns The Sun is very large and far from arth arth orbits

More information

The Reason for Seasons

The Reason for Seasons activity 19 The Reason for Seasons BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 19 SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and

More information

Earth & Space. Learning Target:

Earth & Space. Learning Target: Earth & Space Learning Target: Most of the cycles and patterns of motion between the Earth and sun are predictable. You understand this when you know: 1) 1 Revolution of the Earth takes approximately 365

More information

When: Before the Planetarium visits your school. Type of activity: Observation, visualization, discovery

When: Before the Planetarium visits your school. Type of activity: Observation, visualization, discovery CLASSROOM ACTIVITY Sundials General information Grade level: Elementary cycle three Students per group: Individual activity When: Before the Planetarium visits your school Duration: One to two 50-minute

More information

View Through a Telescope Classroom Activity

View Through a Telescope Classroom Activity View Through a Telescope Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to

More information

Tutoring information, as announced in class

Tutoring information, as announced in class Announcements Register for Connect, register your iclickers - Register iclickers at https://www1.iclicker.com/ or REEF account profile - Purchase the REEF polling app, create an account, register and get

More information

12.1. The Night Sky. Earth s Motions

12.1. The Night Sky. Earth s Motions 12.1 The Night Sky LEARNING TIP Skim Section 12.1. Consider information gathered from the title, headings, figures, and words in bold. What do you expect to learn in this section? Astronomy is the branch

More information

GRADE 6: Earth and space 1. UNIT 6E.1 12 hours. The movement of the Earth and the Moon. Resources. About this unit. Previous learning.

GRADE 6: Earth and space 1. UNIT 6E.1 12 hours. The movement of the Earth and the Moon. Resources. About this unit. Previous learning. GRADE 6: Earth and space 1 The movement of the Earth and the Moon UNIT 6E.1 12 hours About this unit This unit is the only unit on Earth and space in Grade 6. The unit requires some knowledge of light

More information

Lecture 2: Motions of the Earth and Moon. Astronomy 111 Wednesday August 30, 2017

Lecture 2: Motions of the Earth and Moon. Astronomy 111 Wednesday August 30, 2017 Lecture 2: Motions of the Earth and Moon Astronomy 111 Wednesday August 30, 2017 Reminders Online homework #1 due Monday at 3pm Labs start next week Motions of the Earth ASTR111 Lecture 2 Observation:

More information

THE GREAT SUN-EARTH-MOON LINE-UP

THE GREAT SUN-EARTH-MOON LINE-UP NAME DATE PARTNERS THE GREAT SUN-EARTH-MOON LINE-UP Activity 1: Where Do Lunar Phases Come From? The phases of the moon have fascinated people for thousands of years. They have appeared in myths, art,

More information

UNIT 11: Moon at a glance

UNIT 11: Moon at a glance UNIT 11: Moon at a glance WORDS LEVEL 1 LEVEL 2 LEVEL 3 Air Backpack Dark Earth Full Hide Moon Night Smooth Yawn Breathe Footprints Human Miles Million Orbit Phases (Moon) Planet Shade Spacesuit Travel

More information

Don t Duck Look Up Educator s Guide

Don t Duck Look Up Educator s Guide Don t Duck Look Up Educator s Guide Synopsis: This show presents the benefits of observing one s surroundings. Dudley is a duckling who lives on a farm. Dudley discovers many exciting features of the day

More information

Studying Earth and Space

Studying Earth and Space Studying Earth and Space The Sun Stars are made of hot, glowing gases. The Sun is a star. It is made of hot, glowing gases. The Sun is the closest star to Earth. This is why it looks bigger and brighter

More information

The purpose of this visit is to investigate lunar phases. After this lab, the students will be able to demonstrate and apply these concepts:

The purpose of this visit is to investigate lunar phases. After this lab, the students will be able to demonstrate and apply these concepts: Lunar&Phases& The purpose of this visit is to investigate lunar phases. After this lab, the students will be able to demonstrate and apply these concepts: The Earth rotates from counterclockwise as you

More information

What Objects Are Part of the Solar System?

What Objects Are Part of the Solar System? What Objects Are Part of the Solar System? Lesson 1 Quiz Josleen divided some of the planets into two main groups. The table below shows how she grouped them. Paul created a poster showing the solar system.

More information

Rotation and Revolution

Rotation and Revolution Lesson 2 Rotation and Revolution Earth has circled around the Sun for about 4.6 billion years. What has kept Earth in its path around the Sun for so long? 422 ENGAGE ESS.41 Explain why the Moon, Sun, and

More information

SAMPLE First Midterm Exam

SAMPLE First Midterm Exam Astronomy 1000 Dr C. Barnbaum SAMPLE First Midterm Exam Note: This is a sample exam. It is NOT the exam you will take. I give out sample exams so that you will have an understanding of the depth of knowledge

More information

Practice Exam #3. Part 1: The Circumpolar Constellations

Practice Exam #3. Part 1: The Circumpolar Constellations Practice Exam #3 2002 Ann Bykerk-Kauffman, Dept. of Geological and Environmental Sciences, California State University, Chico * Some Comments on the Real Exam This exam covers all material related to astronomy.

More information

Activity Title: It s Either Very Hot or Very Cold Up There!

Activity Title: It s Either Very Hot or Very Cold Up There! Grades 3-5 Teacher Pages Activity Title: It s Either Very Hot or Very Cold Up There! Activity Objective(s): In this activity, and the follow-up activity next week, teams will design and conduct experiments

More information

What's Up, Earth? Header Insert Image 1 here, right justified to wrap. Grade Level. 3rd. Time Required: 60 minutes

What's Up, Earth? Header Insert Image 1 here, right justified to wrap. Grade Level. 3rd. Time Required: 60 minutes What's Up, Earth? Header Insert Image 1 here, right justified to wrap Image 1 ADA Description:? Caption:? Image file path:? Source/Rights: Copyright? Grade Level 3rd Time Required: 60 minutes Group Size:

More information

Lesson 1 The View from Earth

Lesson 1 The View from Earth Lesson 1 The View from Earth Student Labs and Activities Page Launch Lab 8 Content Vocabulary 9 Lesson Outline 10 MiniLab 12 Content Practice A 13 Content Practice B 14 Math Skills 15 School to Home 16

More information

Earth is rotating on its own axis

Earth is rotating on its own axis Earth is rotating on its own axis 1 rotation every day (24 hours) Earth is rotating counterclockwise if you are looking at its North pole from other space. Earth is rotating clockwise if you are looking

More information

Practice Questions: Seasons #1

Practice Questions: Seasons #1 1. Seasonal changes on Earth are primarily caused by the A) parallelism of the Sun's axis as the Sun revolves around Earth B) changes in distance between Earth and the Sun C) elliptical shape of Earth's

More information

Day, Night, Year, and Seasons

Day, Night, Year, and Seasons Welcome Astronomers to the Sun, Moon, and Earth! The relationship between the Sun, Moon, and Earth is very important to the existence of life on Earth. Our quest is to find out how their relationships

More information

Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Bay Area Scientists in Schools Presentation Plan Lesson Name: We Love Gravity! Presenter(s) Virginia Lehr, Laura Hidrobo Grade Level 5 Standards Connection(s) Solar System and Gravity Teaser: Gravity is

More information

Go to Click on the first animation: The north pole, observed from space

Go to  Click on the first animation: The north pole, observed from space IDS 102 The Seasons on a Planet like Earth As the Earth travels around the Sun, it moves in a giant circle 300 million kilometers across. (Well, it is actually a giant ellipse but the shape is so close

More information

Astronomy 101 Lab: Lunar Phases and Eclipses

Astronomy 101 Lab: Lunar Phases and Eclipses Name: Astronomy 101 Lab: Lunar Phases and Eclipses Pre-Lab Assignment: In this week's lab, you will be using a lamp, a globe, and a ball to simulate the Sun, Earth, and the Moon. You will be able to see

More information

Classroom Activities/Lesson Plan. Students will read supported and shared informational materials, including social

Classroom Activities/Lesson Plan. Students will read supported and shared informational materials, including social Grade Band: Middle School Unit 18 Unit Target: Earth and Space Science Unit Topic: This Is the Solar System Lesson 5 Instructional Targets Reading Standards for Informational Text Range and Level of Text

More information

8.5(E) Unit 5 Evidence of Chemical Reactions and the Earth s Rotation

8.5(E) Unit 5 Evidence of Chemical Reactions and the Earth s Rotation Teacher Edition Sample Page 8.5(E) Unit 5 Evidence of hemical Reactions and the Earth s Rotation Law of onservation of Mass Prepare for the Unit Student Pages 49 58 Review the following information to

More information

2. The distance between the Sun and the next closest star, Proxima Centuari, is MOST accurately measured in

2. The distance between the Sun and the next closest star, Proxima Centuari, is MOST accurately measured in Name: Date: 1. Some scientists study the revolution of the Moon very closely and have recently suggested that the Moon is gradually moving away from Earth. Which statement below would be a prediction of

More information

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN. SC.E The student understands the arrangement of planets in our Solar System.

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN. SC.E The student understands the arrangement of planets in our Solar System. activity 12 Earth Orbits the Sun BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 12 SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition

More information

Day and Night. Fast Facts. Stage 1 Desired Results. Established Goals. Understandings. Essential Questions

Day and Night. Fast Facts. Stage 1 Desired Results. Established Goals. Understandings. Essential Questions Day and Night Fast Facts Curriculum Area: Science Grade Level: Grade 1 Suggested Duration: 120 minutes Stage 1 Desired Results Established Goals Science Content Standard 4: Students, through the inquiry

More information

Sun, Earth, and Moon. Student Activity Packet. Name:

Sun, Earth, and Moon. Student Activity Packet. Name: Sun, Earth, and Moon Student Activity Packet Name: lesson 1 I can describe where the sun, moon, and earth are located in space and compare their sizes. Important Vocabulary: solar system: Directions: Use

More information

LETTER TO FAMILY. Science News. Cut here and paste onto school letterhead before making copies. Dear Family,

LETTER TO FAMILY. Science News. Cut here and paste onto school letterhead before making copies. Dear Family, LETTER TO FAMILY Cut here and paste onto school letterhead before making copies. Dear Family, Science News We are about to begin a study of objects in the sky the Sun, Moon, and planets. We ll start with

More information

SCIENCE Year 5. Principles of Science:

SCIENCE Year 5. Principles of Science: Principles of Science: Topic Overview: Earth and Space Pupils should be introduced to a model of the Sun and Earth that enables them to explain day and night. Pupils should learn that the Sun is a star

More information

Boy Scout Badge Workshop ASTRONOMY

Boy Scout Badge Workshop ASTRONOMY Boy Scout Badge Workshop ASTRONOMY Welcome to the Schenectady Museum & Suits-Bueche Planetarium! During this workshop, you will explore the museum, see a show in the planetarium, and try out some other

More information

Q25: Record the wavelength of each colored line according to the scale given.

Q25: Record the wavelength of each colored line according to the scale given. C. Measurement Errors and Uncertainties The term "error" signifies a deviation of the result from some "true" value. Often in science, we cannot know what the true value is, and we can only determine estimates

More information

Name: Exam 1, 9/30/05

Name: Exam 1, 9/30/05 Multiple Choice: Select the choice that best answers each question. Write your choice in the blank next to each number. (2 points each) 1. At the North Pole in mid-november, the sun rises at a. North of

More information

AST 301 Introduction to Astronomy

AST 301 Introduction to Astronomy AST 301 Introduction to Astronomy John Lacy RLM 16.332 471-1469 lacy@astro.as.utexas.edu Myoungwon Jeon RLM 16.216 471-0445 myjeon@astro.as.utexas.edu Bohua Li RLM 16.212 471-8443 bohuali@astro.as.utexas.edu

More information

ASTRONOMY MERIT BADGE WORK SHEET BYU MERIT BADGE POWWOW

ASTRONOMY MERIT BADGE WORK SHEET BYU MERIT BADGE POWWOW ASTRONOMY MERIT BADGE WORK SHEET BYU MERIT BADGE POWWOW Revision July 2013 Scout s Name Instructor s Name Scout s Address City State Instructions 1) The Scout is to review the merit badge book before the

More information

7 th Grade Science DO NOW. OBJECTIVES: By the end of today s lesson, you will be able to

7 th Grade Science DO NOW. OBJECTIVES: By the end of today s lesson, you will be able to 7 th Grade Science Unit: Earth, Sun, and Moon Lesson: ESM 4_Rotation and Revolution Name: Date: Monday, October 24, 2016 Homeroom: DO NOW SWBAT define and identify lines of latitude and longitude. SWBAT

More information

Moon. Grade Level: 1-3. pages 1 2 pages 3 4 pages 5 page 6 page 7 page 8 9

Moon. Grade Level: 1-3. pages 1 2 pages 3 4 pages 5 page 6 page 7 page 8 9 Moon Grade Level: 1-3 Teacher Guidelines Instructional Pages Activity Page Practice Page Homework Page Answer Key pages 1 2 pages 3 4 pages 5 page 6 page 7 page 8 9 Classroom Procedure: Approximate Grade

More information

The Earth Orbits the Sun Student Question Sheet (Advanced)

The Earth Orbits the Sun Student Question Sheet (Advanced) The Earth Orbits the Sun Student Question Sheet (Advanced) Author: Sarah Roberts - Faulkes Telescope Project Introduction This worksheet contains questions and activities which will test your knowledge

More information

Academic Year Second Term. Science Revision Sheet. Grade

Academic Year Second Term. Science Revision Sheet. Grade Academic Year 2017-2018 Second Term Science Revision Sheet Grade 6 Name: Grade Date: Section: Part A. Science Practice. Circle the letter of your answer. 1. When the moon is waxing, its lighted part appears

More information

The Ever-Changing Sky

The Ever-Changing Sky The Ever Changing Sky The Ever-Changing Sky By Megan McGibney Look up at the sky. You will see the sun. It is bright and shiny, warming everything in the world. Look up at the sky again at night. You may

More information

First Grade Lesson Plan: The Moon

First Grade Lesson Plan: The Moon First Grade Lesson Plan: The Moon Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the educator.

More information

Tilted Earth Lab Why Do We Have Seasons?

Tilted Earth Lab Why Do We Have Seasons? Name Class Tilted Earth Lab Why Do We Have Seasons? Purpose: In this investigation, you are going to figure out how the axis (or tilt) of the Earth, combined with the revolution (orbit) of Earth around

More information

HOW TO TRAVEL ON EARTH WITHOUT GETTING LOST

HOW TO TRAVEL ON EARTH WITHOUT GETTING LOST HOW TO TRAVEL ON EARTH WITHOUT GETTING LOST Using a globe to learn how a position on Earth can be described. Rui Dilão, Instituto Superior Técnico Curriculum topic latitude, longitude, coordinate system

More information

1. Which continents are experiencing daytime? 2. Which continents are experiencing nighttime?

1. Which continents are experiencing daytime? 2. Which continents are experiencing nighttime? Name: Section: Astronomy 101: Seasons Lab Objective: When you have completed this lab, you will be able to describe the seasons of the year and explain the reasons for those seasons. Answer the questions

More information

Thanks. You Might Also Like. I look forward helping you focus your instruction and save time prepping.

Thanks. You Might Also Like. I look forward helping you focus your instruction and save time prepping. Thanks Connect Thank you for downloading my product. I truly appreciate your support and look forward to hearing your feedback. You can connect with me and find many free activities and strategies over

More information

Astronomy Review. Use the following four pictures to answer questions 1-4.

Astronomy Review. Use the following four pictures to answer questions 1-4. Astronomy Review Use the following four pictures to answer questions 1-4. 1. Put an X through the pictures that are NOT possible. 2. Circle the picture that could be a lunar eclipse. 3. Triangle the picture

More information

C) the seasonal changes in constellations viewed in the night sky D) The duration of insolation will increase and the temperature will increase.

C) the seasonal changes in constellations viewed in the night sky D) The duration of insolation will increase and the temperature will increase. 1. Which event is a direct result of Earth's revolution? A) the apparent deflection of winds B) the changing of the Moon phases C) the seasonal changes in constellations viewed in the night sky D) the

More information

Moon (Na tin nik) by Mary Larson and Tami Morrison. Grade level K - 4. Time required Five to ten 60 minute class periods

Moon (Na tin nik) by Mary Larson and Tami Morrison. Grade level K - 4. Time required Five to ten 60 minute class periods Moon (Na tin nik) by Mary Larson and Tami Morrison Grade level K - 4 Time required Five to ten 60 minute class periods Summary Students will learn scientific facts about the Moon and how some American

More information

Planetary Science Unit Map Grade 8

Planetary Science Unit Map Grade 8 Planetary Science Unit Map Grade 8 Course Goal and Description: In Planetary Science students study the Earth as a celestial object before progressing to lunar science/exploration, and then to Solar System

More information

4 th Grade: Sun, Moon, and Earth Unit Assessment Study Guide

4 th Grade: Sun, Moon, and Earth Unit Assessment Study Guide Name: Teacher: Test Date: 4 th Grade: Sun, Moon, and Earth Unit Assessment Study Guide Vocabulary: Solar System: A group of objects that revolve around a single star. Sun: The central (and only) star in

More information

CA1 2.11: Designing an Equatorial Sundial Activity

CA1 2.11: Designing an Equatorial Sundial Activity Purpose: To design an equatorial sundial and learn about motions of the sun and earth that have a bearing on its design. Materials: poster board, length of stiff wire or dowel rod, tape, protractor, ruler,

More information

5 - Seasons. Figure 1 shows two pictures of the Sun taken six months apart with the same camera, at the same time of the day, from the same location.

5 - Seasons. Figure 1 shows two pictures of the Sun taken six months apart with the same camera, at the same time of the day, from the same location. Name: Partner(s): 5 - Seasons ASTR110L Purpose: To measure the distance of the Earth from the Sun over one year and to use the celestial sphere to understand the cause of the seasons. Answer all questions

More information

Directed Reading. Section: Viewing the Universe THE VALUE OF ASTRONOMY. Skills Worksheet. 1. How did observations of the sky help farmers in the past?

Directed Reading. Section: Viewing the Universe THE VALUE OF ASTRONOMY. Skills Worksheet. 1. How did observations of the sky help farmers in the past? Skills Worksheet Directed Reading Section: Viewing the Universe 1. How did observations of the sky help farmers in the past? 2. How did observations of the sky help sailors in the past? 3. What is the

More information

Earth in Space. The Sun-Earth-Moon System

Earth in Space. The Sun-Earth-Moon System in Space The --Moon System What do you think? Read the two statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree with the statement or a D if

More information

Lab Activity on the Moon's Phases and Eclipses

Lab Activity on the Moon's Phases and Eclipses Lab Activity on the Moon's Phases and Eclipses 2008 Ann Bykerk-Kauffman, Dept. of Geological and Environmental Sciences, California State University, Chico * Objectives When you have completed this lab

More information

Inquiry (Investigating Lunar Phases)

Inquiry (Investigating Lunar Phases) Inquiry 5.1 5.3 (Investigating Lunar Phases) Directions: Write down on a sheet of note book paper the purpose and any answer to questions that are asked throughout the inquiry. Purpose: What causes Earth

More information