Patterns of Daily Change SY 2016-17

Description​:
Why does the appearance of stars change throughout the year?
What are the predictable patterns caused by earth’s movement in the solar system?

Standards​:

Next Generation Science Standards (NGSS)

5-PS2-1: ​Support an argument that the gravitational force exerted by earth on objects is directed down​.

5-ESS1-2: ​Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in
the night sky​.

Colorado Academic Standards – Earth Systems Science

SC.4.3.1.d: ​Develop a scientific explanation regarding relationships of the components of the solar system (DOK 1-3)

Concept/Theme:
Patterns of change

19 days

LTT Supporting targets Assessment of Learning

1. I can…
Represent data in graphical displays to reveal
patterns of daily changes in length and direction
of shadows, day and night, and the seasonal
appearance of some stars in the night sky​.
(How you will assess their learning)
1a. I will be able to describe how patterns in the - Science talk on star movement, locate and label Ursa Minor, Ursa
positions of stars and constellations can be used to Major and Polaris
navigate on earth.
 Patterns of Daily Change SY 2016-17
2. I can…
Support an argument that the gravitational force
exerted by earth on objects is directed down​.
1b. I will be able to illustrate the movement of stars
and their patterns to explain ​the seasonal appearance
of some stars in the night sky​.
1c. I will be able to gather data that illustrates the
patterns and movement of the sunrise and sunset, and
the moon and its phases.
1d.I will be able to develop a presentation including
data represented in graphical display which reveals
patterns of daily changes in length and direction of
shadows, day and night, and the seasonal appearance
of some stars in the night sky​.
2a. Describe how different objects fall at different
speeds
2b. Predict how gravitational force affects the rotation
of the earth and the relative positions of the sun and
moon.
2c. Write about how gravitational force affects the
rotation of the earth and the relative positions of the
sun and moon by using a model of a rotating, spherical
earth and the relative positions of the sun and moon to
explain patterns in daily changes in length and direction
of shadows, day and night, and the phases of the
moon.
2f. Explain how the earth is spherical and the
- Use online star tracker to collect data on star movement over a
day/week/month
-Create graph to display star changes
- Split into two expert groups: Moon Changes/ Sun & Shadow
Changes
Moon Group:
-Label the moon phases
-Science Talk “How/When will the moon move in the night sky?”
-use interactive online tool to gather date on the moons move-
ment during the day/week/month
-graph the trends of the moon movement
Sun & Shadow Group:
-mystery science online lesson w/ interactive journal responses
-Science Talk “Where/when will the sun shadow be the longest?
Shortest?”
- Collect sundial data and graph the trends of the sun movement.
- Group presentations highlighting their graph data, the patterns
they identified, and if/what technology/tool they used to obtain
their data
-Students test out dropping various household objects the night
prior. Findings will be described during their morning quick
write time.
Science Talk
-Students will use the NGSS provided text and the “Gravity and
Orbits” on phet.com interactive online tool to explore how the
rotation works, summarize findings in their notebooks, and
reflect on how it connects to their previous nights HW.
 Patterns of Daily Change SY 2016-17
gravitational force of the earth causes objects near the
surface to be pulled toward the planet’s center,
providing evidence.
3. I can… 3a. Identify the elements of daily changes we can see
Develop a scientific explanation regarding on our overnight camping trip and the technology we
relationships of the components of the solar will need to support our observations.
system
3b.Predict the moon phase for the designated date of
the field trip
3c. Demonstrate how to use the star tracker and sketch
the constellations we should be able to find.
3c. Demonstrate how to use the sundial and how we
will be able to use it to keep track of time on our trip
3d. Outline our camping itinerary highlighting the areas
where they can demonstrate their new knowledge
3e. Construct a final proposal of what patterns we will
see and provide scientific evidence to support their
reasoning
Dates LT o Topic
1a. I will be able to predict how the o Stars, constellations, and predictable
Day 1 (50min) patterns and positions of stars in patterns of change
the night sky change.
1b. I will be able to illustrate the o Stars, constellations, and predictable
Day 2 (50min) movement of stars and their patterns of change
patterns to explain ​the seasonal
appearance of some stars in the
night sky​.
-Star patterns, moon phase, sun and shadow positioning using
a sundial, star tracker, compass.
- using the journal entries of moon patterns, write a prediction
on the moon phase the night of the trip.
- Sky and Telescope printable star tracker
-Expert group can demonstrate how to use a sundial,
whole class can make their own
-Whole class (Literacy lesson on writing style)
- Students will sketch their predictions/explanations and
write a scientific explanation for the sun position, moon phase,
and star constellations as their ticket to go on the field trip
-Overnight camping field trip to Sylvan Lake followed with
reflection on how their predictions/plans played out
o Ideas
o Science talk on star movement
o Locate and label, Ursa Minor, Ursa
Major and Polaris
o Use online star tracker to collect
data on star movement over a
day/week/month
(http://skychart.skyandtelescope.c
 Patterns of Daily Change SY 2016-17
1c. I will be able to gather data that
Day 3 (45min) illustrates the patterns and
movement of the sunrise and
Day 4 (50min) sunset, and the moon and its
Day 5 (30min)
phases.
Day 6 (40min) 1d. I will be able to develop a
presentation including ​data
represented in graphical display
which reveals patterns of daily
changes in length and direction of
shadows, day and night, and the
seasonal appearance of some stars
in the night sky​.
2a. Describe how different objects
Day 7 (15 min at home) fall at different speeds
o Moon movement, Sun and Shadows,
predictable patterns of change
o Communication, technology, patterns of
chance
o Gravitational force
om/skychart.php?lat=40&lng=-90
&dst=on&tz=-21600)
o Graph patterns found
- Split into two expert
groups: Moon Changes/
Sun & Shadow
o Changes
o Moon Group:
-Label the moon phases using
moongiant.com and “The Night Sky “
text.
-Science Talk “How/When will the
moon move in the night sky?”
-use interactive online tool to gather
date on the moons movement during
the day/week/month moongiant.com
-graph the trends of the moon
movement
o Sun & Shadow Group:
-mystery science online lesson w/
interactive journal responses
(​https://mysteryscience.com/astronom
y/mystery-2/earth-s-rotation-time/74?
r=1471203&t=student​)
-Science Talk “Where/when will the
sun shadow be the longest? Shortest?”
-Collect sundial data and graph the
trends of the sun movement.
o Group presentations highlighting
their graph data, the patterns they
identified, and if/what
technology/tool they used to
obtain their data
o Students test out dropping various
household objects the night prior.
Findings will be described during
their morning quick write time.
 Patterns of Daily Change SY 2016-17
2b. Predict how gravitational force
Day 8 (20min) affects the rotation of the earth
and the relative positions of the
sun and moon.
2c. Write about how gravitational
Day 9 (50min) force affects the rotation of the
earth and the relative positions of
the sun and moon by using a model
of a rotating, spherical earth and
the relative positions of the sun
and moon to explain patterns in
daily changes in length and
direction of shadows, day and
night, and the phases of the moon.
2f. Explain how the earth is
spherical and the gravitational
force of the earth causes objects
near the surface to be pulled
toward the planet’s center,
providing evidence.
3a. Identify the elements of daily
Day 10 (30min) changes we will see on our
overnight camping trip and the
technology we will need to support
our observations.
3b.Predict the moon phase for the
Day 11 (15min) designated date of the field trip
3c. Demonstrate how to use the
Day 12 (40min) star tracker and sketch the
constellations we should be able to
find.
3c. Demonstrate how to use the
Day 13 (10min+30min) sundial and how we will be able to
use it to keep track of time on our
trip
o Gravitational force, planetary rotation and
alignment.
o Gravitational force, planetary rotation and
alignment, patterns of daily change
o Star patterns, moon phase, sun and shadow
positioning using a sundial, star tracker, and
compass.
o Moon movement, phases, predictions
o Constellations, star patterns, technology
o Sundial, shadow, sun, patterns, technology
o Science Talk (whole class)
o Students will use the NGSS
provided text and the “Gravity and
Orbits” on phet.com interactive
online tool to explore how the
rotation works, summarize
findings in their notebooks, and
reflect on how it connects to their
previous nights HW.
Graphic organizer with images for ELLs
Using the journal entries of moon patterns,
write a prediction on the moon phase the
night of the trip.
Sky and Telescope printable star tracker
(http://www.skyandtelescope.com/astrono
my-resources/make-a-star-wheel/)
Expert group can demonstrate how to use a
sundial, whole class can make their own
(​https://mysteryscience.com/astronomy/m
ystery-2/earth-s-rotation-time/74?r=14712
03&t=student​)
 Patterns of Daily Change SY 2016-17

3d. Outline our camping itinerary o Whole class (Literacy lesson on writing
Day 12 (30min) highlighting the areas were they style)
can demonstrate their new
Day 13 (30min) knowledge

3e. Construct a final proposal of o Students will sketch their

Day 14 (30min) what patterns we will see and predictions/explanations and write a
provide scientific evidence to scientific explanation for the sun position,
Day 15 (50 min) support their reasoning moon phase, and star constellations as
Day 16 (30min) their ticket to go on the field trip
o FIELD TRIP Overnight camping field trip to Sylvan Lake
Day 17 followed with
Day 18
o Reflection on how their predictions/plans
Day 19 (15min) played out