5.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. 5.8(C) 5.8(D) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky identify and compare the physical characteristics of the Sun, Earth, and Moon Previous Grade Level Standards Tested on STAAR (Source: TEA s Assessed Curriculum for Grade 5 Science) Grades 3 and 4 standards included to support the review of important tested content before STAAR collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time identify the planets in Earth s solar system and their position in relation to the Sun 28
5.8(C) Readiness TEKS Scaffold TEKS 8.7(A) Student Expectation model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in seasons (R) Content Builder The Earth rotates on its axis approximately every 24 hours causing: Day/night cycle The apparent movement of the Sun across the sky Major concepts in this standard include: The rotation of the Earth on its axis (approximately every 24 hours) produces the day/night cycle 5.8(C) 3.8(C) 5.8 Earth and space. The student knows that there are recognizable (C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time (S) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions (S) identify the planets in Earth s solar system and their position in relation to the Sun (S) Students learn how the Earth rotates (spins) on its axis, takes approximately 24 hours to complete a day/ night cycle, and that this movement makes the Sun appear to move across the sky. Hands-on models, demonstrations, and visuals can help students understand this abstract concept and connect learning. When you teach this concept, remember to: Choose activities that help students conceptualize how the rotation of the Earth produces the day/night cycle. Use the terms rotate and revolve consistently and accurately during instruction. the differences in the two terms. Vary stimuli in which students analyze and interpret visuals, such as models and diagrams. Confusing the terms "revolve" and "rotate" Not understanding that the Earth rotates on its axis every 24 hours causing day and night Not understanding that the Sun does not move across the sky, but appears to move due to the Earth s rotation on its axis axis* day/night cycle* rotation (rotate)* revolution (revolve) orbit* 5.8(C) 2017 #7 5.8(C) 2015 #18 5.8(C) 2015 #33 5.8(C) 2014 #35 29 * Used on STAAR
5.8(D) Supporting 5.8(D) 5.8 Earth and space. The student knows that there are recognizable (D) identify and compare the physical characteristics of the Sun, Earth, and Moon Relevance 6.11(A) describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets 8.7(B) demonstrate and predict the sequence of events in the lunar cycle In previous grades, students learned about the Earth, Sun, and Moon through the construction of models. In Grade 5, students compare and contrast the Earth, Sun, and Moon's physical characteristics. When to Teach With 5.8(C) Students explore the physical characteristics of the Sun, Earth, and Moon and learn about their size, temperature, gravity, composition, location, and unique physical features. When you teach this concept, remember to: Choose/plan activities where students compare and contrast the physical characteristics of the Sun, Earth, and Moon. Provide students with opportunities to write, communicate, and justify their thinking. Provide a variety of visuals including lists, graphs, pictures, and diagrams for students to analyze and interpret. atmosphere axis* craters Earth* gases Moon* physical characteristics* (temperature, size, composition, physical features, gravity) satellite Sun* Not understanding the compositions of the Sun (gases), Earth, and Moon (mostly rock) Confusing the differences of the atmospheres of the Sun and Earth Thinking that the Moon has an atmosphere (like the Earth) 5.8(D) 2015 #10 30 * Used on STAAR
Supporting 4.8 Earth and space. The student knows that there are recognizable (C) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time Relevance to Grade 5 and STAAR This standard does not directly support a readiness standard. Students collect and analyze data to look for patterns of change in the natural world. Students must identify patterns of change in shadows, seasons, and the observable appearance of the Moon over time. Although students have learned about shadows, seasons, and the Moon previously, this context is new. is tested on Grade 5 Science STAAR. When to Review With STAAR review and 5.8(C) Moon orbit pattern revolve 2013 #7 rotate seasons shadows* tilt Students need to understand that there are observable and predictable patterns in the natural world, specifically through observation and interaction with shadows, seasons, and the appearance of the Moon. Students generally know about seasons from an early age; however, they may not understand why seasons occur. If students are struggling with 5.8(C), can be used as a scaffold to understand patterns in the natural world. When you review this concept, remember to: Provide students with opportunities to understand how shadows look different at different times of the day. Use a variety of visuals to show how the appearance of the Moon changes over time. Point out the identifiable patterns in the changes of the Moon s appearance. Not understanding the patterns of change in regard to shadows (time of day/ length of shadow) Not understanding that there is an observable pattern of the Moon in regard to its appearance and illumination Thinking the Moon produces its own light and that the Moon can only be seen at night Not understanding that seasons occur due to the orbit of the Earth around the Sun and the Earth s axis 31 * Used on STAAR
Supporting 3.8 Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (D) identify the planets in Earth s solar system and their position in relation to the Sun Relevance to Grade 5 and STAAR This standard does not directly support another standard. The content is specific to. Students learn about the planets and their position in relation to the Sun. is tested on Grade 5 Science STAAR. When to Review With STAAR review of Space and 5.8 inner planets model moon orbit outer planets* planet(s)* (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) revolution solar system Sun* Students need to know the planets and their order in relation to the Sun. In Grade 5, students continue learning about the solar system through comparing and contrasting the Sun, Earth, and Moon system. can be used to scaffold learning or during STAAR review of space. When you review this concept, remember to: Provide opportunities for students to review the order of the planets through visuals, such as diagrams or models. Thinking all planets align in a linear pattern Not knowing that Pluto is no longer classified as a planet Thinking all planets are the same distance apart from one another 2016 #28 32 * Used on STAAR