Abney and Stack Final Unit

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A Space Voyage through Our Solar System

A science unit exploring Scale, the Earth, the Moon, the Sun, and Stars
May 8, 2013 ED109.01

By: Daltrey Abney and Katie Stack
Table of Contents
Unit Introduction .......................................................................................................................................... 2 Grade Level ............................................................................................................................................... 2 Unit Purpose and Sequence ...................................................................................................................... 2 Notes on Engagement and Motivation ..................................................................................................... 3 Science Background ...................................................................................................................................... 3 Part A: Content Standards ........................................................................................................................ 3 Part B: Inquiry Standards .......................................................................................................................... 7 Lesson Plans .................................................................................................................................................. 8 Lesson 1: Introduction to Space (Daltrey) ................................................................................................ 8 Lesson 2: Scale of the Universe (Daltrey) ............................................................................................... 22 Lesson 3: Why is a Day 24 Hours and a Year 365 Days? (Katie).............................................................. 59 Lesson 4: Earth-Moon System (Katie) ..................................................................................................... 63 Lesson 5: Stars are Stationary (Joint Lesson) .......................................................................................... 68 Lesson 6: Space Voyage (Joint Lesson) ................................................................................................... 73 Final Assessment ......................................................................................................................................... 85 References .................................................................................................................................................. 91
Unit Introduction
Grade Level: This unit is designed for a third grade classroom.
Unit Purpose and Sequence

The purpose of this unit is to provide students with a greater understanding of their existence within the universe. Although we live on the Earth and it seems to a large place, space is immeasurably larger. Students will learn about our solar system and its workings to grasp this idea. The unit begins with a type of overview in Lesson 1 (Introduction to Space) designed to provide an overview of the things we find in space such as stars, planets, moons, etc. It introduces terms that will continue to be used throughout the unit. Lesson 2 (Scale of the Universe) builds of the first lesson, using many of the same term, but putting them in perspective. This lesson is designed to help students understand the concept of scale. Using objects students are more familiar with along with object in space, student will develop a better understanding of the size of the objects in space and the distances of objects in space as well. Lesson 3 (Why is a day 24 hours and a year 365 days?) builds off the idea of orbits and introduces rotate. Students will learn the difference between the words, and apply the ideas to the earths movement about itself and the sun. They will discover why a day is 24 hours and a year is 365 days, as a result of orbits and rotations. Continuing with explanations of everyday phenomena, Lesson 4 (Earth-Moon System) questions why the shape of the moon changes. Students will watch videos and simulations that show different vantage points, both a birds eye view over the earth and the view from earth. Such will help students to recognize the interrelatedness of objects in space. Now that students understand events relative to their lives, such as changes from night to day and the everchanging moon, the unit zooms out to focus on stars and their patterns in Lesson 5 (Stars are Stationary). Students have learned that the Earth and Moon are both objects that move in space, so they may believe that all objects move. The purpose of Lesson 5 is to clarify that stars do not move; their movement across the sky is an illusion resultant of earths rotation. Lesson 5 also introduces students to the history or constellations and how different zodiac signs are visible in different seasons, due to Earths orbit. Lesson 6 (Space Voyage) differs from the traditional lessons discussed in the above paragraph. From Lesson 1 through Lesson 5, students will be in groups, each assigned to one of the following topics: Sun, Moon, Jupiter, Mars, or Constellations. The first 10-15 minutes of each class will be designated as research time for the students to find information about their topics. As evidences by the sequence of lessons, each of these topics is relevant and will have been discussed during Lessons 1-5. Then during Lesson 6, the unit is wrapped up by the Space Voyage project during which students partake in a gallery-walk that showcases each groups poster; data is collected at each station. This activity gives students the opportunity to take a closer look at certain parts of the solar system, but also helps to solidify things learned throughout the unit. The project creates a summative ending to the unit.
Notes on Engagement and Motivation

Since learning about an abstract concept, such as the solar system, can be challenging, each lesson has been infused with activities that strive to make the content tangible and relatable. When students can grasp a relatable idea, it is instantly more engaging. For example, it may be difficult for a student to recognize the difference between orbit and rotate, so in Lesson 3, a kinesthetic activity is used to engage students. Since the activity helps them to understand the words, they will be more motivated to respond to the teachers prompts about orbits and rotations later in the lesson. Another example of engaging content is the use of Stellarium software, which transforms the classroom into a type of planetarium. The goal is to motivate student involvement through engaging digital media. The whole unit is infused with similar strategies to spark student engagement and motivation.
Science Background
Part A: Content Standards
Lesson #1: Introduction Standards
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13. Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system. (Mass Standards)
Elaboration Earth is one of eight planets in our solar system. A solar system consists of a star (the sun), the planets that orbit around the sun, and the moons that orbit the planets. Earth is not the only planet with a moon. Other planets have many moons. To fully understand this system students must understand what the earth is, what the definition of planets, moons, sun, and stars are, as well as what a solar system is, how it fits into a galaxy, and how that fits into the whole universe. Misconceptions o o o Planets cannot be seen with the naked eye. Planets appear in the sky in the same place every night. The sun is not a star.
4 Lesson #2 Standards Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a systems structure or performance. (NEXT GENERATION)
Elaboration The system we are focusing this standard on in particular is the solar system. Understanding how the different objects in the solar system relate in size and how scale can be used to represent this is essential. This includes everything from everyday objects on the earth, to huge stars and planets in the solar system.
Misconceptions The earth is larger than the sun. All stars are the same size.
Lesson #3: What causes night and day? Standard Recognize that the earth revolves around (orbits) the sun in a years time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. (Mass. Standards) The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. 4B/E2bc AAAS
Elaboration The earth has a tilted axis about which it revolves every 24 hours, thus causing night and day. Although the earth has a North and South poles, they are not vertically perpendicular with the direction of sunlight; line between the poles is actually at a 23.5. Different areas of the earth experience night and day at different times. The side of the earth facing the sun will receive light and is during the day whereas the side of the earth facing away from the sun will experience night. Because the earth rotates, it creates the illusion that stationary objects move across they sky, however they do not. The earth rotates on its axis about 365 times during its orbit around the sun, therefore the full orbit takes one year.
5 An orbit is the 365 day path the earth follows around the sun, whereas rotation is the spinning movement of the earth.
Student Misconceptions Students may think the Earths orbit around the sun causes night and day. Students may think it is always day or always night everywhere on the Earth as it corresponds their personal setting.
Lesson #4: Why does the shape of the moon change? Standards

Describe the changes that occur in the observable shape of the moon over the course of a month. (Mass Standards) The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. 4B/E2bc (AAAS)
Elaboration
Over the course of a month, the moon cycle is completed. The first stage is a new moon (nonvisible). Then the moon waxes, or increases in size, as it becomes a crescent moon. As the crescent moon grows larger, it is called the first quarter moon. Once the full front of the moon is visible, it is a full moon. The process reverses as the moon wanes, or decreases in size, to another quarter moon. Size continues to decrease until only a crescent is visible. Finally the moon is no longer visible, or has become a new moon once again. These changes occur as a result of the positions of the earth, moon, and sun. The same side of the moon is always facing the earth, but because the sun only illuminates the side facing the sun, the moon appears to change shape over the course of a month. As the moon moves behind the earth, more of the front side becomes visible/illuminated whereas the visible/illuminated side decreases as the moon orbits back between the earth and sun.
Student Misconceptions
Students may think shadows cause phases of the moon. o This may be because students think the moon orbits the sun on a flat orbit, rather than the five degree tilted orbit. Students may not be aware that we can only see half of the whole sphere of the moon, so a full moon is only half of the moon, a half moon is only a quarter of the moon, etc Students may think the moon orbits the sun
6 Lesson #5: Stationary Stars Standard The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. (4A/E1) (AAAS) Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. (Mass. Standards) o Only focusing on the stars. Inclusion of this standard to note how the AAAS and Mass Standards relate
Elaboration Stars are stationary in the sky, however the earths orbit creates the illusion that stars rise and set each day. As the earth orbits around the sun, various stars/constellations are visible based on the earths position in the sky. Some constellations are seen only in certain seasons if they are along the horizon, because as the earth continues along its orbit, away from the position where these constellations are located, the vantage point of the earth inhibits their visibility. Other stars are either more northern or more southern. In the northern hemisphere, stars that are more north can be seen all year round, just as stars that are more southern can be seen all year in the southern hemisphere. Misconceptions Students may think that stars rise and set each day. Students may think that stars move around the Earth. Students may think that the same stars are always visible in all locations around the Earth.
Lesson #6: Space Voyage Project Lesson 6 is designed to reinforce and elaborate on the standards already covered. For example instead of just learning that mars is a rock planet, and is the fourth planet from the sun; they will learn more facts about Mars, see pictures, etc. No entirely new concepts will be addressed. This project will help to dispel misconceptions students as well as introduce new, exciting facts about topics that were only touched lightly on. In this regard, it meets the following standard: Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system. (Mass Standards) In terms of the Space Voyage projects, students will learn extra content on the Moon, the Sun, Jupiter, Mars, and Constellations. Students will understand that there are planets within our solar system range in type and size (Jupiter is the largest planet; Jupiter is gaseous whereas Mars is rocky).
Part B: Inquiry Standards

Standard #1 Mass. Science/Technology Frameworks: Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations. Elaboration Tools and technology that support, engage, and further student learning should be utilized to strengthen lessons. These tools and technology can range from ordinary lab instruments to digital media. Misconceptions N/A because teacher makes decisions about tools and technology. Student will not be directly exposed to this standard. Where it is met Lesson 4: Earth-Moon-Sun model from ERC Lesson 5: Stellarium Software, Earth-Moon-Sun model from ERC Lessons 1-6: content-appropriate books for exploration of Space Voyage topics Jupiter by Rosanna Hansen Mars by Conrad J. Storad The Moon by Ralph Winrich The Sun by Tamra Orr (assign to struggling readers) Constellations by F.S. Kim Standard #2 AAAS Inquiry: Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed, along with a logical argument. 1B/E4 Elaboration Students should develop science literacy skills through writing that includes a valid claim, supported by data and evidence, and is logically reasoned with learned concepts to produce a conclusion. Since the solar system is a difficult topic for students to perform experiments and collect data, the evidence portion of literacy may not be relevant. Be sure to encourage claims and reasoning and emphasize that one is not valid without the other. Misconceptions Students may think evidence and reasoning are synonymous or may have difficulty distinguishing the two. Students may think claim means opinion. Students may overlook the necessity of including all three ideas. Where it is met Lesson 4: Students write two claims supported by reasoning about night/day and why a year is 365 days. They are encouraged to provide evidence from the Teacher model.
Lesson Plans
Lesson 1: Introduction to Space (Daltrey)
OVERVIEW OF THE LESSON Overarching Goal: How do you see this lesson fitting into the big picture of the students long-term learning? This lesson provides an introduction to the unit. It introduces topics like the earth, sun, moon, planets, stars, solar system, galaxy, and universe. It also is designed to introduce the Space Voyage project that students will be working on throughout the unit.
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? Students will understand what the make up of the earth, sun, moon, planets, stars, solar system, galaxy, and universe are. They will demonstrate this by completing worksheet 1. 13. Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system. (MASS STANDARDS) 4. Systems and system models. Defining the system under studyspecifying its boundaries and making explicit a model of that systemprovides tools for understanding and testing ideas that are applicable throughout science and engineering. (Next Generation) Language Objective1: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Earth: the planet we live, 3rd planet from the sun, the only known planet with life Sun: a star which planets orbit around Moon: a natural satellite of a planet, (satellite: something that orbits a planet) Planet: an object in orbit around a star Stars: a mass of gas in space Solar System: sun and the bodies orbiting it Galaxy: a group of stars, planets, gas and dust held together by gravitational forces Universe: all matter and energy in space
Assessment: What specific, tangible evidence will show that each student has met the two types of objectives? Assessment of the objective: Students should be able to independently complete worksheet 1 at the end of the lesson. Content: What are the specific details of the lessons content knowledge? Which aspects of the content knowledge may be confusing for students? This content may or may not be new to students, but in any case can be overwhelming. Thinking about how infinite space is can be difficult to grasp. Going slowly and answering all of the students questions may be necessary for the unit as a whole to get off to a good start. Misconceptions include: 1. The earth is sitting on something. 2. The earth is larger than the sun. 3. The sun disappears at night. 4. The earth is round like a pancake. 5. Planets cannot be seen with the naked eye. 6. The sun will never burn out. 7. The sun is not a star.
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PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives. Opening (_5_ minutes 2): How will you introduce the instructional objective to the students, preteach/ preview vocabulary, and prepare them to engage with the lesson content? 1. Have everyone come to the meeting area. Explain to students that we are going to begin a new unit on space. Ask students what some things they know about space are. Then tell students they will be spending some more time today learning about parts of space. 2. Tell students that next they will be working in groups to answer questions about the topic they are given. Using name sticks, put students in groups of three, handing them one of the 8 large note cards (see attached
During Lesson (30-40 minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives?
1. Students will work in their groups to fill out their note cards. Allow 10-15 minutes for this. Allow students to use classroom resources as needed, such as the dictionary, computer, or science textbooks. 2. Have everyone come back to the meeting area. Have groups volunteer to share their card with the class, but have them save the questions portion for later. As students do this, place their cards on the board from largest to smallest asking students to justify why they think their card goes in a certain spot. Allow misconceptions about this to remain on the board until the end of all the sharing. Then assist the students in rearranging them if need be, explaining why. (10-15 minutes) 3. Every group should have 1-3 questions on the back of their card as well. Read the questions aloud to the class and answer the questions to help dispel misconceptions. If you do not know the answer, then let the students know and look it up later. Get back to the students with the answer later. (10 minutes) 4. Have students return to their desk and complete worksheet 1. (10 minutes)
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Closing (15 minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned? 1. Introduce the Space Voyage project. Tell students that they will be working in groups to make a poster board about a specific topic pertaining to space. Each group will have a book they will use to help them complete a checklist of things to include on their board. Eventually the whole class will use their poster to learn more about that topic. Explain that today we will be getting into our groups, looking at out checklists, and exploring our books. 2. Put the students into their 5 groups. Tell them where they will be going in the classroom to work. Tell them that this will be their designated project spot for the whole unit. Allow students to transition to these spot and pass out the books and checklists to each of their respective groups. Allow students 10 minutes to look at their books and checklist and discuss their project. Use this time to collect the worksheet assessments on the students desks. 3. Have students return the materials to the teacher and transition to the next class, reminding them that the next class will begin with these same groups in these same places to work on the same project. FINAL DETAILS OF THE LESSON Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson? Worksheet 1 8 large note cards Space voyage books Jupiter by Rosanna Hansen Mars by Conrad J. Storad The Moon by Ralph Winrich The Sun by Tamra Orr (assign to struggling readers) Constellations by F.S. Kim
Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students continue to work toward the lessons overarching goal? Students will review these concepts the next day in order to understand the next lesson on scale. They will also continue work on their Space Voyage Projects.
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Name:________________________________________ Worksheet 1
Directions: Define the following by using complete sentences and pictures. Earth: ___________________________________________________
Sun: ___________________________________________________
Moon: ___________________________________________________
Planet: ___________________________________________________
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Stars: ___________________________________________________
Solar System: ___________________________________________________
Galaxy: ___________________________________________________
Universe: ___________________________________________________
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***Note: each of the following worksheets will have the term printed in large font on the back
Earth
What are some things we already know about this? 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________
What are some things we learned about this through research? 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________
What are some things we still would like to know about this? 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________
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Sun What are some things we already know about this? 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________
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Moon
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Planets
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Stars
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Solar System Earth
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Galaxy
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Universe
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Lesson 2: Scale of the Universe (Daltrey)

OVERVIEW OF THE LESSON Overarching Goal: How do you see this lesson fitting into the big picture of the students long-term learning? This lesson is the second lesson in a unit designed to familiarize students with the components and elements of our universe, particularly our solar system. It increases awareness of how Earth fits into the natural order of the universe.
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? SWBAT to explore and discover the scale of objects in our universe by completing an exploratory jigsaw activity in which they find information, and then share what they know with students who explored other information.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a systems structure or performance. (next generation)
Language Objective3: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Scale: a ratio that represents size Planet: an object in orbit around a star Solar System: sun and the bodies orbiting it Galaxy: a group of stars, planets, gas and dust held together by gravitational forces Universe: all matter and energy in space Students will demonstrate knowledge of these terms by using them in their discussions and on their worksheets properly
Please refer to any read aloud training materials (elementary), academic language training materials (secondary), or any other course materials for decisions regarding which comprehension strategies and tiers of vocabulary to teach your student(s). Please note that these materials can help you to develop well-informed planning habits that support the effective teaching of language and language concepts to all students.
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Assessment: What specific, tangible evidence will show that each student has met the two types of objectives? Assessment of the instructional objective: Formal: Worksheet with specific questions related to the instructional objective completed with correct answers Informal: students will be doing a jigsaw activity. During the second part of this activity, students should be explaining what they learned in the first part of the activity. Circulate through the room and informally observe how students are talking about scale. Assessment of the language objective: Informal: Use vocabulary in conversations with each other and on worksheets. Listen to students conversations in small and large group discussion. See how they are using their vocabulary. Optimally they will use it frequently and properly, ensuring that they have learned it.
Content: What are the specific details of the lessons content knowledge? Which aspects of the content knowledge may be confusing for students? Students will have gone over what many of the elements in space are in the lesson preceding this one. This includes planets, stars, sun, moon, earth, etc. Much of the vocabulary for this lesson is an extension of the vocabulary used in the last lesson, and will not be taught in detail during this lesson. Therefore it is important that students understand relatively well what a planet, solar system, galaxy, and universe are before beginning. The assessment at the end of the last lesson should be able to gage that. Common misconceptions on the topic of scale in the universe are: -The earth is larger than the sun - The distance between the earth and sun and the earth and moon are relatively the same - The Milky Way Galaxy is not much larger than our Solar System
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PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives. Opening (_15_ minutes 4): How will you introduce the instructional objective to the students, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content? In preparation for their Space Voyage students will get into their small groups and work on their projects. Last class students were put into their small groups, given a specific area of the classroom to work in, and given a specific topic to work on. Each group has a checklist of items that need to be included on their final posters. Today each group will be given a specific book concerning their topic. Each group has specific pages in their books to read, and specific questions that go with these pages on their worksheets. 1. Introduce the activity 2. Make sure each student remembers where they are going 3. Go over the rules of group work in the classroom (indoor voices, sharing responsibility, staying on topic & working hard) 4. Release students into groups 5. Monitor student groups & give time warnings (during this time, set up laptops for next activity) 6. Clean up and return to seats
Planning Tip: To facilitate the pacing of your lesson, try to estimate (and then write down) the number of minutes for each section.
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During Lesson (_40_ minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives?
Introduction (5-10 minutes) Location: meeting area 1. Use Russian dolls from the last class to review what a planet, solar system, galaxy, and universe are. Have students first do a turn and talk with their neighbor to remind each other of the vocabulary. Then call on students having them recall each of the concepts. Use questions to prompt them in the right direction if need be. For example if they cannot recall what a solar system is, ask them what the word solar makes them think of to help guide them. Give examples of the words as well to solidify their understanding. Make sure that they use clear definitions. 2. Introduce the topic of scale. Using objects in the classroom, ask students to compare the size of certain objects. For example use a bouncy ball and a water bottle. Students will say the ball is smaller than the water bottle, or that the water bottle is bigger than the ball. Then take another object, like a chair, that is much bigger than the water bottle. Ask the students to compare the chair to the size of the ball and the water bottle. Then ask students, If the water bottle and the chair are bigger than the ball are they the same size? No. How much bigger is the chair compared to the water bottle? A lot bigger or just a little bit bigger? It is difficult to describe exactly how much bigger or smaller something is right? Have students then imagine how much more difficult this is with larger objects that we cannot even see. Direct students focus to the classroom map of the United States. Ask students which state is bigger, Texas or Massachusetts. Ask them how they know. Ask them if the states are actually the size as they are shown on the map. Inform students that the map is to scale and that putting things on a larger or smaller scale help us to see them better. Scale is a way to more accurately compare the sizes of different objects. Explain that students will be exploring the scale of things in the universe in the next activity. Jigsaw Activity (30 minutes) Location: tables Have the scaleofuniverse.com up on each laptop (go over laptop rules) then explain how it works and how to navigate it. Explain that students will be put into groups of 3 and that each group has 5 questions. Every student needs to write down all the answers on their own worksheet. Put students into groups of 8 groups of 3 (There are 4 sets of worksheets. Each set has two groups of experts) Before releasing students, explain the activity. Each group of 5 will have a different worksheet answering different questions. Each group member needs to fill out their own worksheet and be an expert on the information they find. Release students to tables and have them work in groups for 15 minutes (place worksheets for next jigsaw throughout the room in 5 groups) Then have the students look at the top corner of their worksheet and see what number they are, based on those numbers they will be put into 6 groups of 4 for the next section of the jigsaw. Direct each student to the group areas in the classroom. Tell them that at the new station they will each be experts on one question on the worksheet. Release students to new stations and have them work for 15 minutes
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Closing (_5_ minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned?
Have everyone go to the meeting area again with his or her worksheet. Each of the second jigsaw groups focused on one vocabulary word (planet, solar system, galaxy, and universe). Have one person from each group share the most interesting thing they learned from the class to debrief, making sure they are using the vocabulary words and using them correctly. Explain that next time we will be working more on our Space Voyage projects and will explore a different system that the earth is also a part of, the earth-moon system.
SUPPORTING ALL LEARNERS Learner Factors: If teaching a small or whole group, what will you do to ensure success from all students including struggling students who may need additional strategies; students on special educational plans; English language learners; and students who may need an extended challenge? Check off all that apply.
Adjust Grouping Formats Oral, Pointing, Signed Responses Give Additional Examples Write Homework List Give Daily Progress Report Use of Braille or Large Print Give Student Copy of Directions Provide an Alternate Reading Level for a Reading Extend Time of Selected Work Reread Directions Use Assistive Devices to Respond Post visual picture or schedule Give Verbal Reminders Use of Interpreter Give Verbal Cues to Emphasize Main Ideas Use Page Markers Give More Frequent Breaks Handout Hard Copy of Board Notes Word Processor/Computer Seating Near Advanced Students Use Graphic Organizer Increase the Number of Review Activities Pair Students
Specific Example: Choose 1 example from the list above and explain in detail the differentiation.5 Because this lesson involves a lot of reading, it is important to put struggling readers in groups with strong readers so that they are not caught up on the reading but rather focus on the content.
For each lesson that you teach, choose a different example from the above list to describe in detail.
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FINAL DETAILS OF THE LESSON Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson? Laptops with scaleofuniverse.com Worksheets - 1 space voyage check list for each group - 24 Jigsaw 1 worksheets (6 of each of the 4 different worksheets) - 24 Jigsaw 2 worksheets (8 of each of the 3 different worksheets) Classroom objects - Water bottle - Bouncy ball - Chair Classroom map - United States political map Space voyage research books Jupiter by Rosanna Hansen Mars by Conrad J. Storad The Moon by Ralph Winrich The Sun by Tamra Orr (assign to struggling readers) Constellations by F.S. Kim
Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students continue to work toward the lessons overarching goal? Next lesson students will continue to learn about the earth and its role in the universe by learning about the earth-moon system.
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GROUPS FOR JIGSAW 1 1. 2. 3. 4. 5. 6. 7. 8. Triangle Triangle Circle Circle Square Square Squiggle Squiggle
GROUPS FOR JIGSAW 2 1. 2. 3. 4. 5. 6. In Space In Space Large on Earth Large on Earth Small on Earth Small on Earth
On each of the Jigsaw 1 worksheets, circle 1, 2, 3, 4, 5, or 6 in the top right corner of the worksheet. Each of the 4 different worksheets should have 1-6 circled only once. The Jigsaw 2 worksheets groups are based on these groups. Every Jigsaw 2 group should have one triangle, on circle, on square, and one squiggle in their group.
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Jigsaw 1 Group 1
Directions: Using both words and pictures, describe the relationship between the sizes of the two objects.
1. An elephant and a redwood tree
2. Rhode Island and Mount Everest
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3. C a l i f o r n ia and the moon
4. Earth and Neptune
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5. The Sun and the Earth
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Jigsaw 1 Group 2
1. An elephant and a redwood tree
2. Rhode Island and Mount Everest
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3. C a l i f o rnia and the moon
4. Earth and Neptune
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5. The Human and the Giraffe
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Jigsaw 1 Group 3
1. The sun and the earth
2. Titan (a moon) and Mercury
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3. J u p i t e r and Saturn
4. Jupiter and Sirius B (a star)
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5. A ruler and a giant earthworm.
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Jigsaw 1 Group 4
1. The sun and the earth
2. Titan (a moon) and Mercury
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3. J u p i t e r and Saturn
4. Jupiter and Sirius B (a star)
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5. A ruler and a giant earthworm.
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Jigsaw 1 Group 5
1. The distance between the sun and Earth and the distance between the earth and the moon.
2. Polaris (a star) and the sun
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3. M e r c ury and the United States
4. A sunflower and a human
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5. A matchstick and a basketball
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Jigsaw 1 Group 6
1. The distance between the sun and Earth and the distance between the earth and the moon.
2. Polaris (a star) and the sun
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3. M e r c u r y and the United States
4. A sunflower and a human
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5. A matchstick and a basketball
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Jigsaw 1 Group 7
1. A Saguaro cactus and Tyrannosaurus Rex
2. A Blue Whale and an Boeing 747 (airplane)
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3. T h e G r eat Wall of China and Pluto
4. Uranus and Saturn
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5. The Milky Way Galaxy and The Kuiper Belt (area surrounding our solar system) [Hint: The Milky Way is MUCH larger than the Kuiper belt, which is MUCH larger than the sun]
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Jigsaw 1 Group 8
1. A Saguaro cactus and Tyrannosaurus Rex
2. A Blue Whale and an Boeing 747 (airplane)
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3. T h e G r eat Wall of China and Pluto
4. Uranus and Saturn
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5. The Milky Way Galaxy and The Kuiper Belt (area surrounding our solar system) [Hint: The Milky Way is MUCH larger than the Kuiper belt, which is MUCH larger than the sun]
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Jigsaw 2 Group 1 In Space
Directions: Use the information you know and the information your group members know to answer the following questions. 1. Which of the following best describes the relationship between the size of Earth and Neptune? a. Earth and Neptune are about the same size b. Earth is much larger than Neptune c. Neptune is much larger than Earth
2. Choose the correct answer: a. b. c. d. Jupiter is bigger than some stars Jupiter and Saturn are similar in size Moons can be as big as planets All of the above
3. How does the distance between the sun and the earth compare to the distance between the earth and the moon?
4. Estimate how many times could Uranus fit into Saturn.
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Jigsaw 2 Group 2 In Space Directions: Use the information you know and the information your group members know to answer the following questions. 1. Which of the following best describes the relationship between the size of Earth and Neptune? a. Earth and Neptune are about the same size b. Earth is much larger than Neptune c. Neptune is much larger than Earth 2. Choose the correct answer: a. b. c. d. Jupiter is bigger than some stars Jupiter and Saturn are similar in size Moons can be as big as planets All of the above
3. How does the distance between the sun and the earth compare to the distance between the earth and the moon?
4. Estimate how many times could Uranus fit into Saturn.
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Jigsaw 2 Group 3 Small on Earth
Directions: Use the information you know and the information your group members know to answer the following questions. 1. Which of the following best describes the relationship between the size of a human and a giraffe? a. A giraffe is about twice as large as a human b. A human is about twice as large as a giraffe c. A human is about three times smaller than a giraffe d. They are about the same size 2. Choose the correct answer: a. A ruler and a giant earthworm are about the same size b. A ruler is larger than a giant earthworm c. A ruler is smaller than a giant earthworm 3. Draw a human and a sunflower next to each other to scale.
4. Estimate how many times larger a Saguaro Cactus is than a Tyrannosaurus Rex.
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Jigsaw 2 Group 4 Small on Earth
Directions: Use the information you know and the information your group members know to answer the following questions. 4. Which of the following best describes the relationship between the size of a human and a giraffe? a. A giraffe is about twice as large as a human b. A human is about twice as large as a giraffe c. A human is about three times smaller than a giraffe d. They are about the same size 5. Choose the correct answer: d. A ruler and a giant earthworm are about the same size e. A ruler is larger than a giant earthworm f. A ruler is smaller than a giant earthworm 6. Draw a human and a sunflower next to each other to scale.
4. Estimate how many times larger a Saguaro Cactus is than a Tyrannosaurus Rex.
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Jigsaw 2 Group 5 Large on Earth
Directions: Use the information you know and the information your group members know to answer the following questions. 1. Which of the following best describes the relationship between the size of a California and the moon? a. They are about the same size b. The moon is twice as large as California c. The moon is three times as large as California d. The moon is much larger than California 2. Choose the correct answer: a. The earth and the sun are the same size b. The earth is larger than the sun c. The earth is smaller than the sun, but not by much d. The earth is much smaller than the sun
3. Draw the United States and Mercury next to each other to scale.
4. Estimate how many times larger Pluto is than the Great Wall of China.
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Jigsaw 2 Group 6 Large on Earth
Directions: Use the information you know and the information your group members know to answer the following questions. 4. Which of the following best describes the relationship between the size of a California and the moon? a. They are about the same size b. The moon is twice as large as California c. The moon is three times as large as California d. The moon is much larger than California 5. Choose the correct answer: a. The earth and the sun are the same size b. The earth is larger than the sun c. The earth is smaller than the sun, but not by much d. The earth is much smaller than the sun
6. Draw the United States and Mercury next to each other to scale.
4. Estimate how many times larger Pluto is than the Great Wall of China.
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Lesson 3: Why is a Day 24 Hours and a Year 365 Days? (Katie)

Purpose The purpose of this lesson is to have students recognize what causes night and day and how that relates to the Earths yearly orbit. Students will need to differentiate between the terms orbit and rotate. Time: 45 minutes Age: Third Grade Materials Lamp Paper and tape Earth-Moon-Sun model from ERC Materials Management The lamp will be held by a volunteer student; however the teacher should choose a student who is responsible. The teacher will use the paper and tape to make signs of two locations on opposite sides of the world. The ERC model will be used mostly by the teacher, but students may manipulate it as well during a small-group session. Student Misconceptions Students may think the Earths orbit around the sun causes night and day. Students may think rotate means orbit or vice versa. Students may think it is always day or always night everywhere on the Earth as it corresponds their personal setting.
Standards Recognize that the earth revolves around (orbits) the sun in a years time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. (Mass. Standards) The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. 4B/E2bc AAAS
Instructional Objective
60 SWBAT write claims and reasoning about why day and night occur and why there are 365 days in a year after observation of Teacher as Earth model.
Procedures Space Voyage Projects (14-16 minutes) o Students should continue work on Space Voyage Projects. o Project a stopwatch onto the board for 13 minutes. o Oversee students and ensure they are on task. Be sure to remind them to refer to their checklists. o Theyre research/data collection should be about 75% complete today. Next lesson will be the first day of cutting, pasting, poster construction, etc o Remind students when there are two minutes left. They should finish up writing. At one minute, they should begin cleaning up. Remind them that they need to be sitting on the rug when the timer hits zero. Opening: Kinesthetic Activity to define the difference between Orbit and Rotate (5-10 minutes) o Raise your hands quietly if you remember hearing the word orbit in the first few lessons. Okay good. Now raise your hands quietly if you remember hearing the word rotate during the first few lessons. These two words can be confusing, so we are going to do a quick activity to remember what they mean. Everybody stand up quietly and find your own space in the classroom. Eyes to the front of the room once you have found your spot! First we will rotate. Stand still, but has anyone ever spun in so many circles that you felt dizzy? Okay, so spinning like that is rotating. The Earth does not rotate super-fast, so lets remember that as we slowly spin in a few circles. [students spin] We call this rotating. The Earth rotates everyday; it takes 24 hours for a full rotation. How long is 24 hours? Right, one day. So everyday, the Earth makes rotates once. Also, can anyone tell me if we moved while we were rotating or did we stay in one spot? Right, we stayed in one spot. So, when the Earth rotates, it is not moving anywhere; it is only spinning in circles. Second we are going to orbit. Orbit is a little different from rotating. When the Earth orbits, it is actually moving along a pathway around the Sun. So, instead of spinning in circles (or rotating), we will need to walk in a circle, like this [demonstrate so that students can imitate the size of the circle that is being made]. Let me see everyone orbit! Have students orbit, then rotate, then orbit to solidify idea. Now is the tricky part. Does the Earth just rotate or just orbit? No, it does both, at the same time! Because the Earth is always rotating and orbiting, days are always passing and eventually its a new year. Remember that, I will ask you later. Do you think you all can rotate and orbit at the same time? Okay, we will try for 30 seconds, its very tough! Then we will all go back to our desks quietly. Earths, you may begin rotating around your orbits in 3-2-1
61 During (20-25 minutes) o Allow a moment for students to calm down from the Kinesthetic Activity. o Ask: Can anyone tell me what this was [teacher rotates]? Write rotate on board and ask students for an explanation. Do the same for orbit. o Have students take out their Science Journals and write a hypothesis for (1) What causes night and day? (2) Why are there 365 days in a year? Remind them that these are hypotheses so its okay if they are not correct. Students should turn to a partner and discuss their hypotheses. o Explanation #1: Teacher as Earth and Student as Sun Explain that the teacher will be the Earth. Write current location on one piece of paper and tape it to your front. Ask students for a location on the other side of the world. Write that location on another piece of paper and tape it on your back. Ask for a volunteer to be the Sun. Volunteer will come to front of the room and hold a small light and lamp. Refrain from using a flashlight because it may fuel a misconception about the sun. Sunlight is always shining in all directions; it does not follow the orbit of the Earth. Rotate once. Ask how many days have passed. One, because one rotation is one day. Make a circle around the lamp while explain the Earths orbit around the sun. One orbit is equivalent to one year. How many times do you think the Earth has to rotate in one year? Explain that there are 365 days in a year. Write the number on the board. Stand with Current Location Sign facing the Sun. Ask the Sun if there is light on the sign. Ask if that means it is night or day. Ask if class agrees. Ask class what will happen as I rotate. Rotate slowly. Stop when Other Location Sign is in the light. Ask if it is daytime or nighttime in Current Location; what about Other Location? Repeat a few of these instances. Also asks questions about when it is morning or evening and why. Be sure to convey 1. It is daytime when the sunlight shines on a location. 2. It is nighttime when that same location is blocked from sunlight. 3. Opposite sides of the Earth experience day and night at opposite times. 4. It is always nighttime somewhere and it is always daytime somewhere. 5. One orbit takes one year and one rotation takes one day.
62 Ask if there are questions. o Have students reread their hypotheses. Underline anything that you know is wrong. Put parentheses around anything you are still unsure about. Now, write a claim. Allow students 3 minutes to revise their claims. Ask if anyone has questions. Re-form model again if necessary. Tell students to give a thumbs-up when they understand. Once most students understand, instruct them to write their final claim and also reasoning: Remember, a claim is cannot be accepted unless it is backed up with evidence and a logical argument, which means your own thinking about the topic. Its difficult to have evidence here, because we do not have real data. Instead, write your thinking, or your reasoning, for why you think your claims are true. After you write your claim, it is sometimes helpful to draw a picture with your reasoning. o AAAS Inquiry Standards: Scientists do not pay much attention to claims about how something they know about works unless the claims are backed up with evidence that can be confirmed, along with a logical argument. 1B/E4 Invite any confused students up to the rug and explain the idea again, but with the ERC Earth-Moon-Sun model. (This method would be best to teach, however it is too difficult to teach a whole-group lesson with such a small model.) Work with these students until content objective is reached. They should return to desks and write a claim and reasoning in Science Journals. Closing (5-7 minutes) o Call students to carpet. Have a few students share their claim and reasoning. Note the positives and areas for improvement. Discuss content and show ERC model. o If there is extra time to be filled: Ask students to resume their personal spot from the beginning of the lesson. Review rotation versus orbit I am going to ask some questions, and if anyone rotates or orbits out of control, you are going to have to sit down. Show me ONE rotation. How long would that have taken for the Earth? One day! Show me ONE orbit. How long would that have taken for the Earth? One year!
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Lesson 4: Earth-Moon System (Katie)

Purpose The moon appears to be a slightly different shape every night until it entirely disappears or until it becomes a full moon. Students should be able to apply scientific knowledge to this phenonmena to describe why it happens. This lesson will provide students with the proper knowledge and vocabulary to describe the phases of the moon. Additionally, students have learned in Lesson 1 and Lesson 2 that the Earth orbits around the Sun. It is essential that they realize the moon orbits around the Earth as the moon orbits around the Earth. Together, these three planetary spheres create the Earth-Moon-Sun System. SWBAT gain greater perspective on the interrelatedness of our solar system. Time: 45 minutes Age: Third Grade Materials iPads/computers or projector Moon Phases Worksheet (attached at end)
Materials Management Ideally, there will be enough iPads or computers to be shared between groups of 2-3 students. If resources are unavailable, use a projector and complete the worksheet activity as a whole group.
Student Misconceptions Students may think shadows cause phases of the moon. o This may be because students think the moon orbits the sun on a flat orbit, rather than the five degree tilted orbit. Students may not be aware that we can only see half of the whole sphere of the moon, so a full moon is only half of the moon, a half moon is only a quarter of the moon, etc Students may think the moon orbits the sun Standards

Describe the changes that occur in the observable shape of the moon over the course of a month. (Mass Standards) The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day. 4B/E2bc (AAAS)
64 Instructional Objective SWBAT orally identify the phases of the moon (new, cresent, quarter, full) by watching a video and completing the Moon Phases worksheet in small groups. Procedures Space Voyage Projects (14-16 minutes) o Students should continue work on Space Voyage Projects. o Project a stopwatch onto the board for 13 minutes. o Oversee students and ensure they are on task. Be sure to remind them to refer to their checklists. o Theyre research/data collection should be about 75% complete today. Next lesson will be the first day of cutting, pasting, poster construction, etc o Remind students when there are two minutes left. They should finish up writing. At one minute, they should begin cleaning up. Remind them that they need to be sitting on the rug when the timer hits zero. Opening: Brainstorm Discussion and Simulation Activity (10-12 minutes) o Students should be seated at their desks. o Say: I know everyone knows where the moon is and when we can see it, right? We see it in the sky at nighttime! But, I am curious, what is the shape of the moon? Accept student suggestions. If they say key words (crescent, half, quarter, full), write them on the board. Discuss any words that were not mentioned. Students should be exposed to the various phases of the moon o Say: These are what we call phases of the moon. The moon looks different at different times of the month. Does anyone have any ideas why that is? Accept all suggestions and write all ideas on the board, even if incorrect. **Since many misconceptions surround this topic, it is helpful for students to see which answers are not correct. Leave all ideas on the board, but as the lesson continues, certain misconceptions will be dispelled. Call students attention back to the board and cross out the incorrect answers. Explain why it cannot be true. Discuss the words wax and wane. o Watch the Simulation Video in whole-group. Link: http://aspire.cosmic-ray.org/labs/moon/lunar_phase3.swf First, explain the simulation to students. The sun is on the right, indicated by the arrows. We are looking down on the earth, over the North Pole. The Moon is higher is the sky than the Earth. o Expand on this to dispel misconceptions about shadows. Note the what you see from the Earth box. Explain that half of the moon is always illuminated, but we can only seethe part of the moon marked by the green line. Play the simulation once. Ask students to watch as the moon makes a full orbit around the earth. Ask what students noticed.
65 Refer to what their ideas written on the board. Accept or reject ideas accordingly. Play the simulation again. Play it a third time, but stop it along the way to explain ideas. Ask for questions. During: Video/Worksheet (15-20 minutes) o Watch the Moon Phases BrainPop video http://www.brainpop.com/science/space/moonphases/ Preferably, students will be divided into groups of 2-3 with a computer or iPad so they can watch the video and complete the worksheet in small groups. If this is not possible, the video can be watched as a class. Instruct students to watch the video once and complete the front of worksheet, referring back to the video if necessary. After completing the worksheet, watch the video a second time. Then, without referring back to the video, try to complete the back of the worksheet. o Instructor notes about the video: 4:08 in total 0:39 wax 0:42 wane 0:55-1:00 the phases of the moon are not caused by Earths shadow. 1:03 Unfamiliar word: Eclipse define for kids, not important but important to understand the video 1:22-35: Moons orbit tilted about 5 degrees; therefore, shadows caused by the earth and the moon completely miss each other 2:01 new moon 2:28 first quarter moon (or half moon) 2:45 full moon 3:19-3:22 About 29.5 days between new moons Closing: Review Worksheets and Science Journal Entry (12-15 minutes) o Orally review the worksheet. As the worksheet is reviewed, refer back to the words and ideas on the board from the opening activity. o Project the simulation video again. Tell students to recognize their learningthey should note how much more sense the video makes now as compared to the first time they read it. o Ask students to take our their science journals. While the simulation continues to play on a loop (set to a slower speed), ask students to answer the question Why does the moon change shape? Be sure to explain why. I know the moon changes from a crescent to a quarter, but why? o Walk around to monitor progress and answer questions. o Collect science journals and worksheets to assess student learning.
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Name ________________________________ Watch the BrainPop video and follow the instructions below.
Phases of the Moon
Check off the following words as you hear them. These are words are important for the video but you do not need to remember them: eclipse: when you cannot see the moon because the Earth is blocking it lunar month: the name for whole moon cycle
Fill in the blanks with the correct word. ____________ means the moon appears to growing. ____________ means the moon appears to be shrinking.
Listen very carefully to what the characters say from 0:55-1:00. Rewind and listen again. The phases of the moon are not caused by the Earths ______________. Order of the Moon Cycle: 1. When we cannot see the moon, we call it a _______________________. 2. Next we can see a small sliver of the moon called a 3. The moon grows bigger into the first ____________ moon, which we sometimes call a half moon. 4. The moon grows bigger. 5. When we can see the whole front of the moon, we call it a ______________. 6. The moon starts to grow smaller. 7. Now we see a ____________ again because we can see half of the moon. 8. The moon grows smaller until we can only see a small sliver called a ____________. 9. Lastly, we cannot see the moon again, so it is a __________________. One complete Moon Cycle happens every ____________ day. Now, STOP, and watch the video again.
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The Moons Phases

Label the 8 moons with their correct name and draw where the sun is. Also, label which arrow is waxing and which is waning
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Lesson 5: Stars are Stationary (Joint Lesson)

Purpose Stars are visible on a nightly basis; therefore students are very familiar with a general concept of stars. In this lesson, a fuller understanding of stars and their position in the sky will be achieved. Students will learn what constellations are and how different constellations are visible during different seasons. It is the fifth lesson in a six lesson unit on the Solar System which has an overall purpose of providing students with perspective of their existence within the expansive universe. Time: 30 minutes Age: Third Grade Materials Projector Downloaded Stellarium software (free and reputable) Papers with students birthdays/Zodiac constellation Earth/Sun model Star-cut out paper Tape
Materials Management Students will take a paper with their birthday and constellation upon entering the room in order to save time later. Only the teacher will use the projector, Stellarium software, and Earth/Sun model. As students are writing on their star paper, the teacher will hand out a small piece of tape for each student to post their star on the board. Student Misconceptions Students may think that stars rise and set each day. Students may think that stars move around the Earth. Students may think that the same stars are always visible.
AAAS Standard: The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. (4A/E1)
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Instructional Objective SWBAT demonstrate knowledge of how stars move across the night sky and why different constellations are visible in different seasons by participating in discussion, lecture, and wholegroup activities.
Procedures Opening (2-3 minutes) As students enter, have them pick up a piece of paper with their zodiac constellation and birthday month. To be used later in lesson. Bell ringer: o Ask: How many stars are in the universe? Students should write down answer. o Ask: Who thinks there are more than 1,000 stars in the universe? 1 million? 1 billion? There are between 200-400 billion stars! Keep in mind which student guessed the closest. If there is extra time at the end, the student who guessed closest will have their Star Story read aloud. Are there any mythology standards in ELA that you could link too? If so, this could become an interesting thematic unit. During (20-5 minutes) Transition: Now that we know there are billions of stars, lets look at how many stars we can see in a typical night sky. Activity 1: Project Stellarium on board o Have the date set to current day. Play the Stellarium video on slow setting. This is how tonights sky should look from Boston. o Ask: What do you notice about the video? About the sky? About the stars? Make sure students notice stars appear to rotate. (This is the content standard/goal) o Does anyone know what a group of stars is called? Explain constellations. Briefly mention that ancient civilizations used constellations for stories, but emphasize how they were used as a calendar. Switch to constellation view in Stellarium. o Increase the speed on Stellarium until three months from the current date have passed. Different constellations should be visible. Ask students what they notice. o Explain that you can see different constellations in different seasons (that is how ancient civilizations used the stars as a calendar). o In a PowerPoint, show four screenshots of Stellarium labeled March 21, June 21, Sept. 21, and Dec. 21 to correlate with seasons. I like that you used screen shots here. Wondering if you should have these printed for kids to better see and make sense of?
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o What are you doing with the PP images of the 4 dates? What is the point? Guiding questions? Etc.
Activity 2: Students as Constellations Model o This activity will allow students to understand the concept by being visually and physically involved in the explanation. o Now were going to figure out why the stars look different in each season o Based on students birthday/constellation paper, have them stand in appropriate places around the room. While students are moving to appropriate places, place the earth and sun model in the center of the room. Explain that they each represent a different constellation (put up Stars Position in Sky image on screen). I would imagine you would really need to emphasize this. Give the kids a sign to hold? Explain that each constellation is always in the same place. They never move. Use earth model to demonstrate earths position in different seasons. Ask questions such as When the earth is here, in summer, what constellations are visible? Which cannot be seen? Ensure that students know that the constellations are always in the same position in the sky. It is the position of the earth in the sky that determines which constellations are visible. o Show screenshots of Stellarium again to reinforce the concept. Are you talking about the 4 PP images? What are you trying to reinforce? Activity 3 (optional): Star Story Read Aloud if time permits o This portion is optional, because the mythology of constellations is not as important in the science context of this lesson. Might link to ELA standards? Closing (5 minutes): Pass out star-shaped pieces of paper and have students write one thing that they learned today. Post to board. Review the key concepts by reading each paper aloud and expanding upon ideas is necessary. I would suggest changing this question. Instead of focusing on the fact, get them to explain the main idea of the lessonDo we see the same stars every season? Why or why not? Or Why do we see different stars in different seasons?
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Screenshots of PowerPoint (images from Stellarium) Four slides to demonstrate how different constellations are visible in different seasons:
(1)
(2)
(3)
(4)
Comparison Slide
Bigger Picture Slide
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Template for Star Paper. Used for assessment purposes at end of lesson.
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Lesson 6: Space Voyage (Joint Lesson)

OVERVIEW OF THE LESSON Overarching Goal: How do you see this lesson fitting into the big picture of the students long-term learning? This lesson is designed as the closing lesson to this unit. It allows for further expansion on topics already briefly discussed in class. The questions asked in this lesson are designed to reinforce lesson objectives as well as expand upon content objectives with various facts. Students will not be assessed on all questions, however we believe it is important to expose students to certain ideas, such as humans cannot breather on other planets and that people have walked on the moon. Students will be told they are responsible for this information on the test, but the assessment will be along the lines of "answer three of the five following short answer questions."
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? SWBAT build upon previous knowledge learned in this unit by completing a series of worksheets. The answers to these worksheets will be found in student projects around the room. NRC Standard: Objects in the sky (pg. 107) Language Objective6: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Craters: Craters are bowl-shaped dots on the Moons surface. They form when objects collide with the Moon. They can be very large (as Canada) or very small. Solar Eclipse: When the Moon blocks the Sun from view. The Sun becomes dark. Solar Flare: an eruption of high energy gas from the sun Constellation: Groups of stars that form imaginary pictures in the sky Asterism: a cluster of stars smaller than a constellation
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Assessment: What specific, tangible evidence will show that each student has met the two types of objectives? Assessment of the instructional objective: students own projects and the completion of the packet of worksheets
Assessment of the language objective: proper inclusion of the vocabulary in their projects as well as correctly defining the words on their Space Voyage worksheets
Content: What are the specific details of the lessons content knowledge? Which aspects of the content knowledge may be confusing for students? This lesson really builds on previous lesson in this unit. If students are confused about what a planet is, what a star is, or what a moon is this may be more challenging. However, this lesson also helps to develop knowledge if it is not already there, and expand on the knowledge students do have.
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PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives. Opening (5-10 minutes 7): How will you introduce the instructional objective to the students, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?
1. Students have been working on their projects throughout this unit for the past couple of weeks. At this point the projects should be complete. However, there are always finishing touches to be made. Allow students at this time to set up their projects around the perimeter of the room and put final touches on their projects. There should be a specific place designated for each group, and the worksheets should go in order of the rotation so as not to cause confusion amongst students.
2. Hand out the packets (one for each student) and explain it to them. Explain how each group, just like their group, had a checklist of things to put on their board. Each board should have pictures and facts that help answer the questions on the worksheets. Have students find the worksheet for their own project and fill it out based on what is on their own boards as an example for what is happening. Explain that students will have 5 minutes at each station to explore and that a timer will be projected to help them pace themselves. During Lesson (_25-30_ minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives? 1. Begin the Space Voyage! Set the timer for 5 minutes and allow the students to start their rotation. Circulate around the room asking questions, helping answer questions, and making sure students are on task. When the 5 minutes is up, have students point to where they are going next in the rotation to ensure efficient classroom traffic flow, and then allow students to rotate. 2. Repeat until students have completed all the stations.
Planning Tip: To facilitate the pacing of your lesson, try to estimate (and then write down) the number of minutes for each section.
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Closing (15-20 minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned? 1. Have students come to the meeting area with their clipboards, worksheets, and green correction colored pencils. Because students might be excited and energetic at this time, take a moment to make sure everyone has calm bodies and listening ears. 2. Open this time by allowing students to share something exciting or cool that they just learned on their space voyage. Allow about five minutes for this. 3. Because students will be assessed on this knowledge soon, it is important to make sure students have the correct answers on their worksheets. Having students use their green colored pencils, go through the packet calling on students to answer all of the questions, and have students correct or add to the answers they have. 4. If time allows, open the floor to questions about the space test they will have next class. 5. Have one person from each group grab their group project and put it behind the teachers desk and transition to the next subject.
FINAL DETAILS OF THE LESSON Classroom Management: -Project timer on board to allow students to gage their time at each rotation point. -Circulate around room to ensure everyone is on task - Use clapping to grab the students attention when rotating or transitioning
Materials: Clipboard for each student Jupiter by Rosanna Hansen Mars by Conrad J. Storad The Moon by Ralph Winrich The Sun by Tamra Orr (assign to struggling readers) Constellations by F.S. Kim Worksheets, which are attached. Each respective group should receive their proper worksheet/checklist during Lesson 1. On Lesson 6, all students receive a copy of the Space Voyage worksheet
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Moon Group
Instructions Part 1: Read The Moon by Ralph Winrich. Answer the questions and write your answer below each question. Check off each question once you find the answer. Is the Earth or Moon bigger? Earth is bigger Can people breathe on the Moon? Why or why not? No, there is no air on the Moon. What are are craters and what are they shaped like? What causes craters to form? Are they large or small? Craters are bowl-shaped dots on the Moons surface. They form when objects collide with the Moon. They can be very large (as Canada) or very small. Who were the first astronauts on the Moon? When did they land on the Moon? Neil Armstrong and Buzz Aldrin landed on the Moon on July 20, 1969. True or False: A different side of the Moon always faces the Earth. False: The same side of the Moon always faces the Earth. Instructions Part 2: Make a poster with your group. Include all of the check boxes on your poster. Include all of the information you found from the question above. Include a drawing of how big the Moon is compared to how big the Earth is. Draw a picture of Moon phases and label the following phases: crescent Moon, first quarter Moon (half Moon), full Moon, second quarter Moon (half Moon), new Moon. Think back to our Moon lesson, and see page 21. Include two or more fun facts.
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Mars Group
Instructions Part 1: Read Mars by Conrad J. Storad. Answer the questions and write your answer below each question. Check off each question once you find the answer. What is another name for the planet Mars? The Red Planet What type of planet is Mars? (rock or gas) Rock What covers the surface of Mars? How is this different than the surface of Earth? Red dust and soil cover the surface of the Earth. There is no water, so it is different than the Earth. True or False: Mars is half the size of the Sun. False: Mars is half the size of the Earth. Can people breathe on Mars? Why or why not? No, there is not enough oxygen on Mars.
Instructions Part 2: Make a poster with your group. Include all of the check boxes on your poster. Include all of the information you found from the question above. Print out a picture of Mars and attach it to your poster. Include a drawing of how big Mars is compared to how big the Earth is. Include two or more fun facts.
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Jupiter Group
Instructions Part 1: Read Jupiter by Rosanna Hansen. Answer the questions and write your answer below each question. Check off each question once you find the answer. What type of planet is Jupiter? (rock or gas) Gas Could you walk on Jupiter? Why or why not? No, it is made of frozen clouds and gases. You would sink! True or False: Jupiter is the smallest planet in the solar system. False, it is the largest. More than 1,300 Earths could fit inside of Jupiter! Jupiter is a stormy planet. What is the name of the largest storm on Jupiter? The Great Red Spot Earth has one Moon. Is Jupiter like Earth? Think about if it has zero Moons, one Moon, or many Moons. Jupiter has 63 Moons Instructions Part 2: Make a poster with your group. Include all of the check boxes on your poster. Include all of the information you found from the question above. Draw a picture showing how big Jupiter is compared to how big the Earth is. Look at page 16 for help. Print out a picture of Jupiter and attach it to your poster. Include two or more fun facts.
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Sun Group
Instructions Part 1: Read The Sun by Tamra Orr. Answer the questions and write your answer below each question. Check off each question once you find the answer. Which star is closest to Earth? The Sun Describe a solar eclipse. When the Moon blocks the Sun from view. The Sun becomes dark. Could people live on the Sun? Why or why not? No, it is made of gas. Also it is too hot. Temperatures reach millions of degrees. Sometimes the fire from the Sun reaches into space and makes a flare. True or False: Flares can knock out power and block cell phone service! True Instructions Part 2: Make a poster with your group. Include all of the check boxes on your poster. Include all of the information you found from the question above. Print out a picture of a flare on the Sun and include it on your poster. Include two or more fun facts.
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Constellations Group
Instructions Part 1: Read Constellations by F. S. Kim. Answer the questions and write your answer below each question. Check off each question once you find the answer. Explain what a constellation is. Groups of stars that form imaginary pictures in the sky During ancient times, did people use the stars for anything? If so, for what? Yes, for telling the time, as a calendar, and for directions. They also used them to tell stories (myths). Is there a difference between constellations and asterisms? Yes, asterisms are not official constellations, but we still recognize them. True or False: Small stars are farther away from the Earth than big stars. False: Some stars are closer to the Earth than other stars, but if a star is small, it does not mean it is farther away than big stars. Why do we see different stars in different seasons? As the Earth continues on its orbit around the Sun, different stars are visible along the horizon. Stars never move; only the Earth moves. Instructions Part 2: Make a poster with your group. Include all of the check boxes on your poster. Include all of the information you found from the question above. Include pictures or three different constellations and their names. Create a map of the Earths orbit around the Sun to show how we see different stars in different seasons. Include two or more fun facts.
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Name _________________________________ Group ____________________
Space Voyage
Instructions: Walk around to each stop along the space voyage route. You will have eight minutes at each location to collect data. MOON Is the Earth or Moon bigger? Earth is bigger Can people breathe on the Moon? Why or why not? No, there is no air on the Moon. What are craters and what are they shaped like? Craters are bowl-shaped dots on the Moons surface. True or False: A different side of the Moon always faces the Earth. False: The same side of the Moon always faces the Earth.
SUN Which star is closest to Earth? The Sun Could people live on the Sun? Why or why not? No, it is made of gas. Also it is too hot. Temperatures reach millions of degrees. Sometimes the fire from the Sun reaches into space and makes a flare. True or False: Flares can knock out power and block cell phone service! True
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MARS What type of planet is Mars? (rock or gas) Rock What covers the surface of Mars? How is this different than the surface of Earth? Red dust and soil cover the surface of the Earth. There is no water, so it is different than the Earth. True or False: Mars is half the size of the Sun. False: Mars is half the size of the Earth. Can people breathe on Mars? Why or why not? No, there is not enough oxygen on Mars.
JUPITER What type of planet is Jupiter? (rock or gas) Can you walk on Jupiter? Gas. No, it is made of frozen clouds and gases. You would sink! True or False: Jupiter is the smallest planet in the solar system. False, it is the largest. More than 1,300 Earths could fit inside of Jupiter! Jupiter is a stormy planet. What is the name of the largest storm on Jupiter? The Great Red Spot
CONSTELLATIONS Explain what a constellation is. Groups of stars that form imaginary pictures in the sky
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During ancient times, did people use the stars for anything? If so, for what? Yes, for telling the time, as a calendar, and for directions. They also used them to tell stories (myths). True or False: Small stars are farther away from the Earth than big stars. False: Some stars are closer to the Earth than other stars, but if a star is small, it does not mean it is farther away than big stars. Why do we see different stars in different seasons? As the Earth continues on its orbit around the Sun, different stars are visible along the horizon. Stars never move; only the Earth moves.
Thinking about Size and Scale: If the picture below is the size of the Earth, use the data you have collected about the Moon, Mars, and Jupiter to draw how big they are compared to the Earth. Make sure to label each drawing! Hint: You will not be able to fit all of Jupiter on this paper, but draw part of it.
Earth
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Final Assessment Name____________________________________ Questions 1-6: Circle the letter of the best answer. 1) Which sentence do scientists currently believe? A. All stars rise and set each day. B. Stars orbit around the earth. C. We always see the same stars. D. Stars are always in the same place. 2) Which sentence do scientists currently believe? A. All planets orbit the earth B. All stars are about the same size C. Everything in our galaxy orbits the sun D. All planets are different sizes 3) How long does it take the earth to make one rotation? A. One year B. 27.3 days C. 24 hours D. 3 months Solar System Exam
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4) How long does it take the earth to make one orbit? A. One year B. 27.3 days C. 24 hours D. 3 months **Flip to the Moon Phases diagram in Question 9 for Question 5-6** 5) Look at the two moons with letters under them. Moon A. is A. Waning (growing larger). B. Waning (getting smaller). C. Waxing (growing larger). D. Waxing (getting smaller).
6) Look at the two moons with letters under them. Moon B. is A. Waning (growing larger). B. Waning (getting smaller). C. Waxing (growing larger). D. Waxing (getting smaller).
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7) List these from largest to smallest: solar system, Sun, the Earths moon, and Earth. Solar system, sun, Earth, the Earths moon _____________, _______________, ______________, ______________ Questions 8-9: Answer in complete sentences. Explain your reasoning. 8) If you live in Boston, Massachusetts, and it is daytime at 2:00PM in the afternoon, is it daytime or nighttime in Hong Kong, China, on the other side of the Earth? Circle one: daytime / nighttime. Why did you circle that? Draw a picture and explain it to support your answer. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ It is nighttime, because the sun can only shine on one side of the Earth at a time. If it is shining on our side of the Earth, it cannot be shining on China on the other side. The big arrow is the sunlight and it cannot shine on Hong Kong since it is shining on Boston.
Hong Kong EARTH
Boston
SUN
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9. Describe the Earth, in terms of its shape and position from the Sun. _______________________________________________________ _______________________________________________________ The Earth is spherical and is the third planet from the Sun.
10. Label the stages of the moon (only label the moons that have lines).
New moon
Crescent moon
Crescent moon
A.
First quarter moon/ half moon
B.
Second quarter moon /half moon
Full moon
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Question 11: Open-Ended Response: Read the question, and write your answer in complete sentences. 11. Do you see different stars during different seasons? Explain why or why not. Draw a picture to support your explanation. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ You see different stars during different seasons, because the Earth orbits around the Sun. When the Earth is in different places, you can see different stars. The stars never move. Sometimes there are stars that you can always see, such as the North Star, because they are high in the sky. These stars are not blocked from view as the Earth continues to orbit.
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Rubric for Open-Ended Question

Claim Does not state a claim or states an incorrect claim, such as You do not see different stars in different seasons. Reasoning Picture
Provides incorrect or no evidence.
Does not draw a picture.
States a clear and correct claim, such as You see different stars in different seasons.
Provides one, or part, of the four pieces of reasoning: Stars are stationary. The earth orbits the sun, so it faces different stars in different seasons. Any explanation about a specific constellation only being visible in a certain season OR discussion about stars that are high in the sky being visible year-round. Stars along one part of Earths orbit cannot always be seen from another part of its orbit OR the earth is constantly moving so stars disappear from view. Provides two of the four pieces of reasoning: Stars are stationary. The earth orbits the sun, so it faces different stars in different seasons. Any explanation about a specific constellation only being visible in a certain season OR discussion about stars that are high in the sky being visible year-round. Stars along one part of Earths orbit cannot always be seen from another part of its orbit OR the earth is constantly moving so stars disappear from view. Provides three+ of the four pieces of reasoning: Stars are stationary. The earth orbits the sun, so it faces different stars in different seasons. Any explanation about a specific constellation only being visible in a certain season OR discussion about stars that are high in the sky being visible year-round. Stars along one part of Earths orbit cannot always be seen from another part of its orbit OR the earth is constantly moving so stars disappear from view.
Picture includes two of the following: Earth Orbit 2+ stars located around the orbit
Picture includes all of the following: Earth Orbit 2+ stars located around the orbit
----------------------------
----------------------------
----------------------------
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References
Gardner, Robert (2008). Far-out Science Projects about the Earths Sun and Moon. Berkeley Heights, NJ: Enslow Publishers Inc. Hansan, Rosanna. (2010). Jupiter. Minneapolis, MN: Learner Publications Company.
Huang, Cary. Scale of the Universe, n.d. Scaleofuniverse.com.
Kim, F. S. (2010). Constellations. New York, NY: Scholastic Inc. Orr, Tamra. (2012). The Sun. Hockessin, Delaware: Mitchell Lane Publishers. European Southern Observatory. (2007). Stellarium. Retreieved from http://www.stellarium.org/. Storad, Conrad J. (2010). Mars. Minneapolis, MN: Learner Publications Company. Winrich, Ralph. (2005). The Moon. Mankato, Minnesote: Capstone Press.

Abney and Stack Final Unit

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Abney and Stack Final Unit

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1

A Space Voyage through Our Solar System

May 8, 2013 ED109.01

Unit Purpose and Sequence

Notes on Engagement and Motivation

Part B: Inquiry Standards

Solar System: ___________________________________________________

Solar System Earth

Lesson 2: Scale of the Universe (Daltrey)

1. An elephant and a redwood tree

2. Rhode Island and Mount Everest

3. C a l i f o r n ia and the moon

4. Earth and Neptune

5. The Sun and the Earth

1. An elephant and a redwood tree

2. Rhode Island and Mount Everest

3. C a l i f o rnia and the moon

4. Earth and Neptune

5. The Human and the Giraffe

1. The sun and the earth

2. Titan (a moon) and Mercury

4. Jupiter and Sirius B (a star)

5. A ruler and a giant earthworm.

1. The sun and the earth

2. Titan (a moon) and Mercury

4. Jupiter and Sirius B (a star)

5. A ruler and a giant earthworm.

2. Polaris (a star) and the sun

3. M e r c ury and the United States

4. A sunflower and a human

5. A matchstick and a basketball

2. Polaris (a star) and the sun

3. M e r c u r y and the United States

4. A sunflower and a human

5. A matchstick and a basketball

1. A Saguaro cactus and Tyrannosaurus Rex

2. A Blue Whale and an Boeing 747 (airplane)

3. T h e G r eat Wall of China and Pluto

4. Uranus and Saturn

1. A Saguaro cactus and Tyrannosaurus Rex

2. A Blue Whale and an Boeing 747 (airplane)

3. T h e G r eat Wall of China and Pluto

4. Uranus and Saturn

Jigsaw 2 Group 1 In Space

4. Estimate how many times could Uranus fit into Saturn.

4. Estimate how many times could Uranus fit into Saturn.

Jigsaw 2 Group 3 Small on Earth

Jigsaw 2 Group 4 Small on Earth

Jigsaw 2 Group 5 Large on Earth

Jigsaw 2 Group 6 Large on Earth

Lesson 3: Why is a Day 24 Hours and a Year 365 Days? (Katie)

Lesson 4: Earth-Moon System (Katie)

Phases of the Moon

The Moons Phases

Lesson 5: Stars are Stationary (Joint Lesson)

Bigger Picture Slide

Lesson 6: Space Voyage (Joint Lesson)

Name _________________________________ Group ____________________

Hong Kong EARTH

Rubric for Open-Ended Question

Provides incorrect or no evidence.

Does not draw a picture.

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Name _____________ Group