Professional Documents
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Description:
Why does the appearance of stars change throughout the year?
What are the predictable patterns caused by earth’s movement in the solar system?
Standards:
5-PS2-1: Support an argument that the gravitational force exerted by earth on objects is directed down.
5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in
the night sky.
SC.4.3.1.d: Develop a scientific explanation regarding relationships of the components of the solar system (DOK 1-3)
Concept/Theme:
Patterns of change
19 days
2. I can… 2a. Describe how different objects fall at different -Students test out dropping various household objects the night
Support an argument that the gravitational force speeds prior. Findings will be described during their morning quick
exerted by earth on objects is directed down. write time.
2b. Predict how gravitational force affects the rotation Science Talk
of the earth and the relative positions of the sun and
moon.
2c. Write about how gravitational force affects the -Students will use the NGSS provided text and the “Gravity and
rotation of the earth and the relative positions of the Orbits” on phet.com interactive online tool to explore how the
sun and moon by using a model of a rotating, spherical rotation works, summarize findings in their notebooks, and
earth and the relative positions of the sun and moon to reflect on how it connects to their previous nights HW.
explain patterns in daily changes in length and direction
of shadows, day and night, and the phases of the
moon.
3. I can… 3a. Identify the elements of daily changes we can see -Star patterns, moon phase, sun and shadow positioning using
Develop a scientific explanation regarding on our overnight camping trip and the technology we a sundial, star tracker, compass.
relationships of the components of the solar will need to support our observations.
system
3b.Predict the moon phase for the designated date of - using the journal entries of moon patterns, write a prediction
the field trip on the moon phase the night of the trip.
3c. Demonstrate how to use the star tracker and sketch - Sky and Telescope printable star tracker
the constellations we should be able to find.
3c. Demonstrate how to use the sundial and how we -Expert group can demonstrate how to use a sundial,
will be able to use it to keep track of time on our trip whole class can make their own
3d. Outline our camping itinerary highlighting the areas -Whole class (Literacy lesson on writing style)
where they can demonstrate their new knowledge
3e. Construct a final proposal of what patterns we will - Students will sketch their predictions/explanations and
see and provide scientific evidence to support their write a scientific explanation for the sun position, moon phase,
reasoning and star constellations as their ticket to go on the field trip
1a. I will be able to predict how the o Stars, constellations, and predictable o Science talk on star movement
Day 1 (50min) patterns and positions of stars in patterns of change o Locate and label, Ursa Minor, Ursa
the night sky change. Major and Polaris
1b. I will be able to illustrate the o Stars, constellations, and predictable o Use online star tracker to collect
Day 2 (50min) movement of stars and their patterns of change data on star movement over a
patterns to explain the seasonal day/week/month
appearance of some stars in the (http://skychart.skyandtelescope.c
night sky.
Patterns of Daily Change SY 2016-17
om/skychart.php?lat=40&lng=-90
&dst=on&tz=-21600)
o Graph patterns found
1c. I will be able to gather data that o Moon movement, Sun and Shadows, - Split into two expert
Day 3 (45min) illustrates the patterns and predictable patterns of change groups: Moon Changes/
movement of the sunrise and Sun & Shadow
Day 4 (50min) sunset, and the moon and its o Changes
Day 5 (30min) o Moon Group:
phases.
-Label the moon phases using
moongiant.com and “The Night Sky “
text.
-Science Talk “How/When will the
moon move in the night sky?”
-use interactive online tool to gather
date on the moons movement during
the day/week/month moongiant.com
-graph the trends of the moon
movement
o Sun & Shadow Group:
-mystery science online lesson w/
interactive journal responses
(https://mysteryscience.com/astronom
y/mystery-2/earth-s-rotation-time/74?
r=1471203&t=student)
2c. Write about how gravitational o Gravitational force, planetary rotation and o Students will use the NGSS
Day 9 (50min) force affects the rotation of the alignment, patterns of daily change provided text and the “Gravity and
earth and the relative positions of Orbits” on phet.com interactive
the sun and moon by using a model online tool to explore how the
of a rotating, spherical earth and rotation works, summarize
the relative positions of the sun findings in their notebooks, and
and moon to explain patterns in reflect on how it connects to their
daily changes in length and previous nights HW.
direction of shadows, day and
night, and the phases of the moon.
3c. Demonstrate how to use the o Constellations, star patterns, technology Sky and Telescope printable star tracker
Day 12 (40min) star tracker and sketch the (http://www.skyandtelescope.com/astrono
constellations we should be able to my-resources/make-a-star-wheel/)
find.
3c. Demonstrate how to use the o Sundial, shadow, sun, patterns, technology Expert group can demonstrate how to use a
Day 13 (10min+30min) sundial and how we will be able to sundial, whole class can make their own
use it to keep track of time on our (https://mysteryscience.com/astronomy/m
trip ystery-2/earth-s-rotation-time/74?r=14712
03&t=student)
Patterns of Daily Change SY 2016-17
3d. Outline our camping itinerary o Whole class (Literacy lesson on writing
Day 12 (30min) highlighting the areas were they style)
can demonstrate their new
Day 13 (30min) knowledge