Build A Unit!
Unit Planning Pack with Resources
Subject Area/Grade: Earth Science, Grade One Title: Earth in the Universe:Sky Observations
1 Unit Theme:(to be completed by the unit organizer)
2 Conceptual Lens:
(to be completed by the unit organizer)
3 Identify the Big Ideas:
(Align to Essential Standards)
Patterns
Stability and Change
4 Enduring Understanding
(Generalizations)
Patterns can be recognized in the day and night sky.
The movement and appearance of objects in the sky follow a predictable pattern.
5 Essential Questions
(Guiding Questions)
What can we observe in the day or night sky?
How are the day and night sky the same or different?
How does the moon’s appearance change over time?
What kind of patterns can we see/observe in the day or night sky?
What are some examples of changes observed in the sky?
NC Science Essential Standards
1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth.
1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth.
1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day
Essential Terminology
Day, night, earth, moon, sun, sky, appearance, change, pattern, month
GRAPHIC ORGANIZERS: (Some for teachers, some for students)
Qwiki Moon http://www.qwiki.com/q/Moon
Day and night organizer http://www.eduplace.com/science/hmsc/content/organizer/1/org_1d_9_1.pdf
Printable calendar (can be completed as a class) http://www.teachervision.fen.com/tv/printables/scottforesman/sci_2_ARS_C3_inv2.pdf
Enchanted Learning graphic organizers blank http://www.enchantedlearning.com/graphicorganizers/
Science For All Americans (minimum ADULT content knowledge)
THE EARTH
We live on the Earth. The earth's shape is approximately spherical, the result of mutual gravitational attraction pulling its material toward a common center. Unlike the much larger outer planets, which are mostly gas, the earth is mostly rock, with three-fourths of its surface covered by a relatively thin layer of water and the entire planet enveloped by a thin blanket of air. Bulges in the water layer are raised on both sides of the planet by the gravitational tugs of the moon and sun, producing high tides about twice a day along ocean shores. Similar bulges are produced in the blanket of air as well.
Of all the diverse planets and moons in our solar system, only the earth appears to be capable of supporting life as we know it. The gravitational pull of the planet's mass is sufficient to hold onto an atmosphere. This thin envelope of gases evolved as a result of changing physical conditions on the earth's surface and the evolution of plant life, and it is an integral part of the global ecosystem. Altering the concentration of its natural component gases of the atmosphere, or adding new ones, can have serious consequences for the earth's life systems.
The distance of the earth from the sun ensures that energy reaches the planet at a rate sufficient to sustain life, and yet not so fast that water would boil away or that molecules necessary to life would not form. Water exists on the earth in liquid, solid, and gaseous forms—a rarity among the planets (the others are either closer to the sun and too hot or farther from the sun and too cold).
The motion of the earth and its position with regard to the sun and the moon have noticeable effects. The earth's one-year revolution around the sun, because of the tilt of the earth's axis, changes how directly sunlight falls on one part or another of the earth. This difference in heating different parts of the earth's surface produces seasonal variations in climate. The rotation of the planet on its axis every 24 hours produces the planet's night-and-day cycle—and (to observers on earth) makes it seem as though the sun, planets, stars, and moon are orbiting the earth. The combination of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the moon (on the basis of the changing angle at which we see the sunlit side of the moon).
Next Generation Science Standards Framework (adults)
ESS1.B: EARTH AND THE SOLAR SYSTEM
What are the predictable patterns caused by Earth’s movement in the solar system?
The solar system consists of the sun and a collection of objects of varying sizes and conditions—including planets and their moons—that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed from a disk of dust and gas, drawn together by gravity.
Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which are explainable by gravitational forces and conservation laws, in turn explain many large-scale phenomena observed on Earth. Planetary motions around the sun can be predicted using Kepler’s three empirical laws, which can be explained based on Newton’s theory of gravity. These orbits may also change somewhat due to the gravitational effects from, or collisions with, other bodies. Gradual changes in the shape of Earth’s orbit around the sun (over hundreds of thousands of years), together with the tilt of the planet’s spin axis (or axis of rotation), have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of climate change, including the relatively recent cycles of ice ages. Gravity holds Earth in orbit around the sun, and it holds the moon in orbit around Earth. The pulls of gravity from the sun and the moon cause the patterns of ocean tides. The moon’s and sun’s positions relative to Earth cause lunar and solar eclipses to occur. The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact that it shines by reflected sunlight explain the observed phases of the moon. Even though Earth’s orbit is very nearly circular, the intensity of sunlight falling on a given location on the planet’s surface changes as it orbits around the sun. Earth’s spin axis is tilted relative to the plane of its orbit, and the seasons are a result of that tilt. The intensity of sunlight striking Earth’s surface is greatest at the equator. Seasonal variations in that intensity are greatest at the poles.
Grade Band Endpoints for ESS1.B
By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for navigation and appear to move together across the sky because of Earth’s rotation.
Benchmarks for Science Literacy (recommended grade band benchmarks)
During these years, learning about objects in the sky should be entirely observational and qualitative, for the children are far from ready to understand the magnitudes involved or to make sense out of explanations. The priority is to get the students noticing and describing what the sky looks like to them at different times. They should, for example, observe how the moon appears to change its shape. But it is too soon to name all the moon's phases and much too soon to explain them.
By the end of the 2nd grade, students should know that:
· There are more stars in the sky than anyone can easily count, but they are not scattered evenly, and they are not all the same in brightness or color. 4A/P1
· The sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. The sun, moon, and stars all appear to move slowly across the sky. 4A/P2
· The moon looks a little different every day but looks the same again about every four weeks. 4A/P3
Unpacked Content (for students)
1.E.1.1
Students know that objects in the sky have patterns of movement. Students know the sun is a star that can only be seen in the daytime, but the moon can be seen sometimes at night and sometimes during the day. Students know there are more stars in the sky than anyone can count, but they are not scattered evenly, and they are not all the same in brightness or color. Students know the sun, moon and stars all appear to move slowly across the sky.
1.E.1.2
Students know the moon looks a little different every day but looks the same again about every four weeks. They know that the moon’s observable changes follow a pattern.
Identify Student Misconceptions
* Formative probes should be adapted to a format that is suitable for your grade level and students
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment by Page Keeley.
Use formative probes: Uncovering Student ideas in Science, Volumes 1-4, by Page Keeley
Volume Two: Objects in the Sky p.185 Elicits students ideas about when objects can be seen in the sky.
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et. al http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_student_ideas.pdf
http://www.ode.state.or.us/teachlearn/subjects/science/resources/msef2010-formative_assessment_probes.pdf
North Carolina Connections: (local and state resources)
Morehead Planetarium www.moreheadplanetarium.org
Cummins Planetarium Rocky Mount http://museum.imperialcentre.org/planetarium.html
Fayetteville Planetarium http://astro.uncfsu.edu/planetarium/
Schiele Museum Planetarium http://www.schielemuseum.org/planetarium.php
North Carolina Museum of Natural Sciences
11 West Jones St.Raleigh, NC 27601 919-733-7450
North Carolina Museum of Life and Science
Experience how inquiry-based teaching energizes your students and encourages science discovery. 433 West Murray Avenue (street address), P.O. Box 15190, Durham, NC 27704, (919) 220-5429
SciWorks, the Science Center and Environmental Park of Forsyth County
Enjoy interactive, hands-on special exhibits and programs in spacious exhibit halls. 400 West Hanes Mill Rd., Winston-Salem, (336) 767-6730
Online TEACHING Resources
Moon observations during the day
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Investigator_Guide.pdf
Sun, Moon and Stars books
http://beyondpenguins.ehe.osu.edu/issue/polar-patterns-day-night-and-seasons/polar-patterns-virtual-bookshelf
Graphing Monthly Lunar Cycle
http://sciencenetlinks.com/lessons/sky-4-the-moon/
Comparing the day and night sky
http://sciencenetlinks.com/lessons/sky-1-objects-in-the-sky/
Moon information and kids pictures
http://solarsystem.nasa.gov/kids/moon_kids.cfm
Sun information and kids pictures
http://solarsystem.nasa.gov/kids/sun_kids.cfm
Moon phase animation
http://www.teachertube.com/viewVideo.php?video_id=130484
Smart Exchange
http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain
http://www.teachersdomain.org/
Free digital media for educational use.
Science Writing
1) Write an informative text that supplies some facts about objects in the sky.
2) With guidance and support from adults create a graphic organizer for differences in the day and night sky.
3) Use digital tools to create a class book showing changes in the moons appearance over time.
4) Draw a picture and write about what you did when you observed the sky.
5) Write a narrative about the changes in the sky. Use temporal words to signal event order.
READING Resources (scroll to informational text)
http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/exemplar/ela.pdf
http://www.ncpublicschools.org/acre/standards/common-core-tools/