Essential Learning for Fifth Grade Space - Bowling Green …edhd.bgsu.edu/~sbanist/611/final/stephm/essentialspac… · · 2010-10-07Essential Learning for Fifth Grade Space

Essential Learning for Fifth Grade Space

Benchmark: A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system.

Indicators: Earth and Space Sciences The Universe

1. Describe how night and day are caused by Earth's rotation. 2. Explain that Earth is one of several planets to orbit the sun,

and that the moon orbits Earth. 3. Describe the characteristics of Earth and its orbit about the

sun (e.g., three-fourths of Earth's surface is covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet).

4. Explain that stars are like the sun, some being smaller and

some larger, but so far away that they look like points of light.

The Big Idea: ∗ Earth is one of eight planets in our solar system with it’s own characteristics and cycles.

The Essential Question: ∗ Where is Earth in the solar system and why are there cycles on Earth?

Focus Questions: 1. What are the three major spheres of Earth? 2. What is Earth’s lithosphere? 3. What is Earth’s hydrosphere? 4. What is Earth’s atmosphere? 5. How are day and night on Earth created? 6. What is special about Earth’s axis? 7. What happens when Earth orbits around the sun? 8. What happens when the Moon orbits around the Earth? 9. What else orbits the sun? 10. What exactly is the sun? 11. Are there other “suns” in the universe?

Specific Knowledge Required: 1. Three-fourths of Earth’s surface is covered by water. 2. The water on Earth moves through all spheres (Lithosphere, Hydrosphere, and Atmosphere) in the water cycle. 3. Water found at the North and South poles is frozen. 4. The Earth is surrounded by a thin blanked of air. 5. Earth rotates on an axis. 6. The Earth’s axis is slightly tilted. 7. Earth’s rotation on its axis causes day and night. 8. Orbit means to rotate around an object. 9. Earth is a planet that orbits the sun. 10. As Earth orbits the sun, seasons occur. 11. The Moon orbits Earth. 12. We see different phases of the moon as it orbits Earth. 13. The Moon causes tides on Earth. 14. The Earth has an elliptical orbit. 15. The Earth is a spherical planet. 16. The Earth is a terrestrial planet. 17. The sun is a star.

18. Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune are also planets that orbit the sun. 19. Earth is the third planet from the sun. 20. Pluto is a dwarf planet that orbits the sun. 21. Asteroids and meteors orbit the sun. 22. Some stars are large and some stars are small. 23. Stars are so far away that they look like little points of light.

Common Vocabulary: 1. Star 2. Rotate 3. Axis 4. Orbit 5. Planet 6. Dwarf Planet 7. Moon 8. Satellite 9. Mercury 10. Venus 11. Mars 12. Jupiter 13. Saturn 14. Uranus 15. Neptune 16. Pluto 17. Sun 18. Atmosphere 19. Elliptical 20. Spherical 21. Terrestrial Planet 22. Gaseous Planet 23. Star 24. Magnitude 25. Lithosphere

26. Hydrosphere 27. Lunar Phase/Cycle

Enduring Understandings: 1. The Earth is one of eight planets that orbit the sun. 2. The Earth’s orbit around the sun creates seasons and it’s rotation around an axis creates day and night.

UNIT: Task Description:

∗ NASA is working on setting up a new blog for kids where they can post questions they have about Earth and space. They are looking for fifth graders to maintain this blog and answer other kids’ questions, however they need to be sure that the students who are going to be answering the questions know about Earth and space. The scientists at NASA have notified me that the students in our class have been selected as finalists to maintain the blogging website, however they would like the fifth graders to demonstrate their knowledge of Earth and space prior to being chosen.

Whole Group Instruction: Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Unit Introduction ∗ Have students

complete online preview quiz about Earth and Space – Moodle Website

∗ Go over Task Description with students

∗ Have students explore Earth and Space information on Moodle Website

Indicator:

What are Earth’s Layers? C8-C9 ∗ Survey the lesson

C8-C9 ∗ Read and discuss

p.C8-C9 as a class ∗ Use a globe to show

students the hydrosphere, lithosphere and atmosphere

∗ Ask students how they think scientists came up with the name s hydrosphere, lithosphere and atmosphere

∗ Have student work with a partner to take notes over the information on p.C8-

Lithosphere ∗ Explore the idea of

Pangea and how continental drift has changed the lithosphere over time…

∗ Have students cut the continents out of paper. Have them try to come up with ways Earth may have looked millions of years ago by piecing the continents together…(Visual-Spatial Intelligence)

∗ Show students NASA Continental Drift Website:

Hydrosphere • Read about and

discuss the hydrosphere as a class: http://www.kidsgeo.com/geography-for-kids/0130-the-hydrosphere.php (Verbal-Linguistic Intelligence)

• Perform Water Cycle Reader’s Theatre: http://www.enchantedlearning.com/rt/weather/watercycle.shtml (Bodily-Kinesthetic Intelligence)

∗ Have students

Atmosphere • Listen to

Atmosphere Song: http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=Where%20Is%20The%20Stratosphere (Musical Intelligence)

• Read about and discuss the atmosphere using this either website: http://www.kidsgeo.com/geography-for-kids/0040-introduction-to-our-atmosphere.php

Weighing the Layers Activity TM p.C3c (Bodily-Kinesthetic Intelligence, Logical-Mathematical Intelligence) ∗ Materials: pencil,

paper cup, string, rubber band, paper clip, 20cm x30cm piece of cardboard, water, soil

∗ Divide class into groups with four students in each group

∗ Have students poke two small holes on opposite sides of the tip of the paper cup…Thread the string through the

Exploring Earth’s Rotation ∗ Complete ODE Lesson:

The World Turns – Grade 5, Day 1 Activities

∗ Have students answer the following question in their science notebook: What causes day and night on Earth? Explain your answer using words and pictures. Be sure to label your drawing. (Visual-Spatial Intelligence)

∗ Follow instructional procedures for Day 1…be sure to follow instructional tips

C9 HW: Find out when the sunrise and sunset times are for today Indicator: 5.ESS.3

http://kids.earth.nasa.gov/archive/pangaea/index.html …Read through the site as a class…discuss the effects that continental drift has on the lithosphere today.

∗ Fill out Lithosphere section of the Earth’s Layers Chart with a partner…add information as a class (Verbal-Linguistic Intelligence)

HW: Find out when the sunrise and sunset times are for today Indicator: 5.ESS.3

design their own water cycle reader’s theatre in small groups (Verbal-Linguistic Intelligence)

∗ Fill out Hydrosphere section of Earth’s Layers Chart with a partner…add information as a class (Verbal-Linguistic Intelligence)


(kid friendly) or http://msnucleus.org/membership/html/jh/earth/atmosphere/lesson1/atmosphere1a.html (Verbal-Linguistic Intelligence)

• Fill out Atmosphere section of the Earth’s Layers Chart with a partner…add information as a class (Verbal-Linguistic Intelligence)

• Look at NASA website using the Smart Board: http://liftoff.msfc.nasa.gov/academy/space/atmosphere.html …read the graph together…figure out what information it tells you…discuss with class: how is it different from other graphs students have seen (Logical-Mathematical Intelligence)


rubberband and tie each end of the string to a hole in the cup, forming a handle that loops through the rubber band

∗ Have students attach a paper clip to the top of the piece of cardboard and suspend the cup by handing the rubber band on the paper clip

∗ Tell students that the cup is now full of air

∗ Have students mark the place where the bottom of the cup hits the cardboard with the word air

∗ Fill the cup with soil and repeat the last step, substituting the word soil for air

∗ Fill the cup with water and mark the place where the bottom of the cup hits the cardboard with the word water

∗ Ask students which layer of Earth is heaviest…(Bodily-Kinesthetic Intelligence, Logical-Mathematical Intelligence)


∗ View a model of Earth’s rotation: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0404/es0404page01.cfm?chapter_no= visualization (Visual-Spatial Intelligence)

∗ Be sure to discuss how Earth is tilted on an axis

HW: Find out when the sunrise and sunset times are for today Indicator: 5.ESS.1, 5.ESS.3

Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14

Exploring Earth’s Rotation ∗ Complete ODE

Lesson: The World Turns – Grade 5, Day 2 and 3 Activities

∗ Follow instructional procedures for Day 2 and Day 3

HW: Find out when the sunrise and sunset times are for today Indicator: 5.ESS.1, 5.ESS.3

The Reason for the Seasons ∗ Discuss the sunrise

and sunset times over the past few days…graph what is happening using the Smart Board (Logical-Mathematical Intelligence)

∗ National Geographic: The Sun and the Earth Lesson: http://www.nationalgeographic./xpeditions/lessons/07/g35/seasons.html

∗ Ask students to describe the differences between winter, spring, summer and fall – record on Smart Board (Verbal-Linguistic Intelligence)

∗ Ask students why they think the seasons occur…what happens to Earth to make the seasons change? – record on Smart Board

∗ As a class go to World Book: The Seasons website then to the Reason for the Seasons Activity – as a class find out why the seasons occur – as we are reading the information as a class (Verbal-Linguistic Intelligence)…have students draw a picture of Earth in the northern hemisphere winter and a second picture of Earth in the northern hemisphere summer (Visual-Spatial Intelligence)

The Reason for the Seasons ∗ Finish National

Geographic: The Sun and the Earth Lesson from yesterday

∗ Have students play Cosmic Map game at the Reasons for the Seasons Activity

∗ Review the seasons vocabulary (vernal equinox, autumnal equinox, winter solstice and summer solstice) (Visual-Spatial Intelligence, Bodily-Kinesthetic Intelligence)

∗ As a class discuss why the seasons occur…Ask students to state whether they are currently closest to the vernal equinox, autumnal equinox, winter solstice or summer solstice

∗ Have students draw a picture of where the Earth is in it’s path around the sun on they day we are doing the activity…draw a picture on the Smart Board…have students compare it to their pictures…have students label North and South in their pictures and mark about where Oak Harbor is (Visual-Spatial Intelligence)

∗ As a class identify the locations of Santiago, Chile, Belem, Brazil, and Fairbanks, Alaska…discuss what they weather might be like in each of those cities

∗ Read and discuss

Earth’s Moon • Use Styrafoam balls

to do moon cycle activity…

• Science Net Links Lunar Cycle 1 Calendar Activity: http://www.sciencenetlinks.com/tools.cfm?DocID=39&Grade=3-5

• Pass out copies of this month’s calendar and the full lunar cycle illustrations. Have students cut out the lunar cycle illustrations and paste them on this month’s calendar in the correct sequence (Logical-Mathematical Intelligence)

• As a class, go over the names of the eight main phases by rolling over the illustrations using the smart board

• Have students decide what moon phase we are in today (Logical-Mathematical Intelligence)

• Have students write the eight phases on their calendars

• Have students try to come up with a way to remember the phases of the moon

HW: Go outside this evening and look at the phase of the moon Indicator: 5.ESS.2

Earth’s Moon • Sing the lunar cycle

to the tune of the Ants Go Marching (Lyrics found: http://www.lpi.usra.edu/education/skytellers/moon_phases/activities/phrases_phases.shtml) (Musical Intelligence)

• Review the names of the phases of the moon

• Read about the moon in The Solar System and Beyond (Verbal-Linguistic Intelligence)

• Compete Science Net Links Lunar Cycle 2 Activity: http://www.sciencenetlinks.com/tools.cfm?DocID=40&Grade=3-5 (Lunar Cycle Challenge URL Below)

• Interactive Moon/Lunar Cycle challenge: http://www.sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html (Logical-Mathematical Intelligence)

HW: Indicator: 5.ESS.2

Science Net Links: Exploring the Solar System Lesson: ***Need Laptop Cart*** ∗ Listen to The Solar

System/Planets Song: http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=The%20Planets

• http://www.sciencenetlinks.com/lessons.cfm?DocID=165 (Musical Intelligence)

• Have students go to UCAR Windows to the Universe: The Earth’s Moon and Nine Planets: The Moon to investigate the moon (Verbal-Linguistic Intelligence)

• Using the smart board, split the screen into three sections: Physical Features (What is the moon like? Is there water? gravity? weather?), Ability to Sustain Life (Can you live on the moon? What do you need to live on the moon?), and Flight Plan (How would you get there? Can the space shuttle leave at any time to get to the moon? What does the moon’s orbit have to do with planning and getting to the moon? What about weather?)– Have students brainstorm everything they know about the three topics

• Split students into 8 groups. Each group is to plan a trip to another planet or

Science Net Links: Exploring the Solar System Lesson: ***Need Laptop Cart*** • http://www.sciencen

etlinks.com/lessons.cfm?DocID=165

• Have students finish their research from yesterday and put together their PowerPoint Proposal about their planet and proposed trip (Interpersonal Intelligence, Visual-Spatial Intelligence, Verbal-Linguistic Intelligence)


∗ Be sure to cover vocabulary relating to the seasons…vernal equinox, autumnal equinox, winter solstice and summer solstice

HW: Indicator: 5.ESS.1, 5.ESS.2, 5.ESS.3

article: The Revolution of the Earth: http://www.kidsgeo.com/geography-for-kids/0019-the-revolution-of-the-earth.php

∗ View video of Earth and Moon Revolving around the sun: http://www.ncsu.edu/scivis/lessons/earthinspace3d/earth2.html

∗ Have students choose one of the locations on their picture and write a journal entry from a fifth grader living in their chosen city point of view….Have them include a description of the weather in this city and an explanation of how the Earth’s current relationship to the sun has an affect on the weather in that city (Interpersonal Intelligence)

HW: Go outside and observe the moon – write down your observations Indicator: 5.ESS.1, 5.ESS.2, 5.ESS.3

Pluto • Each group needs to

research their planet and create a proposal for a trip to their assigned planet. They will use the information they discover through research to argue for or against planning a trip to the planet… (see original lesson plan development section for more information)… students should use Exploring the Solar System student sheet for Detailed Instructions (Interpersonal Intelligence)

• Have students begin researching their planet (see original lesson plan Researching the Planet section for more information)

• Be sure students use the Exploring the Solar System student sheet for guidance


Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Science Net Links: Exploring the Solar System Lesson: http://www.sciencenetlinks.com/lessons.cfm?DocID=165 • Have students

present their PowerPoint Proposals to the class (Interpersonal Intelligence)

• Have students complete an individual

Compare Asteroids, Meteors, and Comets to Plantes…how are they alike? How are they different? ***Need Laptop Cart*** • In six small groups

have students research asteroids, meteors and comets using bookmarked websites from our classroom moodle site.

• Have groups create a

Sky and Artist Lesson (Arts Edge Lesson Plan) • Have students draw

a star in their science notebooks…Compare and contrast the different stars everyone drew…Discuss why everyone drew the stars they way they did (Visual-Spatial Intelligence)

• Ask students: Is this what stars really look

Sky and Artist Lesson, Continued (Arts Edge Lesson Plan) ***Need Laptop Cart*** • Have students view

pictures of stars at NASA Kids and HubbleSite

• Tell students they have 15 minutes to explore what real stars look like outside of Earth’s atmosphere…have students record

Exploring the Sun (Science Net Links Lesson: The Sun) ***Need Laptop Cart*** • Listen to The Earth

Goes Around the Sun: http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=The%20Earth%20Goes%20Around%20The%20Sun (Musical

Exploring the Sun (Science Net Links Lesson: The Sun) • In small groups

complete the preactivity at How are magnetic fields related to sunspots?

• In the same groups have students complete the main activity at How are Magnetic Fields Related to Sunspots

• Have students

Exploring Stars ∗ Intro to stars:

read/listen to the information on Star Child Website: http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level1/stars.html (Interpersonal Intelligence, Verbal-Linguistic Intelligence)

∗ As a class go to the website:

assessment: Tell them to imagine that 10 million years ago there was a tenth planet in our solar system. They need to write about what it may have been like. They need to answer the following questions: 1. Where was it? (Describe where the planet was in relation to the existing planets.) 2. What was the atmosphere like? (Compare it to an existing planet) 3. What was the surface of the planet like? (Compare it to an existing planet) 4. Describe the climate, size, orbit, etc. (Verbal-Linguistic Intelligence, Visual-Spatial Intelligence)

• Students also need to include a drawing of the solar system with their tenth planet included (Visual-Spatial Intelligence)


poster with information about their stellar object.

• Have students choose an asteroid, meteor or comet and write a letter to their grandmother explaining what it is, looks like, etc. (Verbal-Linguistic Intelligence, Visual-Spatial Intelligence)

HW:

Indicator: 5.ESS.2, 5.ESS.3

like from Earth? Why do people draw them with points at the edges instead of as spheres? Why does this happen? Has anyone ever seen a star twinkle?

• Hand out vocabulary handout…Explain to students that stars are actually spheres of gas and that they appear to have points because they are very far away and the atmosphere filters how they look…Show students pictures of stars taken with Hubble…

• Ask students when they believe the first telescopes were used…Tell them they were first used in the 1600s, Galileo used them to draw craters on the moon, the rings of Saturn, the moons of Jupiter, and sunspots

• Begin discussing stars in art…VanGogh painted The Starry Night in 1889 – How do VanGogh’s stars look? How are they different from yours? the same? Do they have points? Why are there halos? (Visual-Spatial Intelligence)

• View other star paintings by VanGogh (The Café Terrace at Night (1888), Road with Man Walking, Carriage, Cypress, Star and Crescend Moon (1890))

• View Edvard Munch’s 19th Century version of Starry Night…Ask students:

colors, shapes, images, or other information they find interesting on post-its

• Ask students: What do real stars look like? Do they look link the stars in any of the art we looked at? In what ways? Are they all white or are some colorful? Do they have points or are they spherical? Do they have halos? (Visual-Spatial Intelligence, Verbal-Linguistic Intelligence)

• Have students put their post-its on a large chart with four sections: Colors, Shapes, Images, and Information (Visual-Spatial Intelligence, Verbal-Linguistic Intelligence)

• Have students create their own nocturne painting. They can use white, blue and black paper for their paintings…use tempra and watercolor paint…students can use rubber cement over light colored areas and salt before the paint is dry to give a hazy effect. (Visual-Spatial Intelligence)

• When paintings are finished, have students write a paragraph describing their piece…they need to point out which artist they modeled their work after as well as whether or not scientific information

Intelligence) • As a class read

through the interview on the Stanford Solar Center Website (link is off of the Science Net Links: The Sun lesson plan)

• Ask students: How does the sun fit into the galaxy? (It is 1 of 100 billion stars in the Milky Way) What is the sun made of? (75% Hydrogen, 25% Helium) Why does the sun describe its job as just sitting around making hydrogen into helium? (The sun is constantly changing hydrogen into helium through a process called fission) Can stars die? (yes) Do you know anything about those unsightly sunspots that the sun describes as dark magnetic depressions? What are the “Solar Flares” or “Coronal Mass Ejections” that the sun refers to as gas?

• Have students go to UCAR Windows to the Universe and click on “universe” then “galaxies” – have students explore some of the information about galaxies…Ask students: How does the sun fit into the universe?

• Have students explore the following sites about the sun: The Sun – A Multimedia Tour, The Athena Project:

choose from one of the following activities for assessment: Write a biography of the sun, a short story about the sun, or an interview that they had with the sun. Their writings should include information about a day in the life of the sun (Verbal-Linguistic Intelligence)


http://web.syr.edu:80/~jmlacivi/index.html …Discuss the life cycle of a star (Logical-Mathematical Intelligence)

∗ Start working through Star Life Cycle Book – skip constellation activities, complete Level 1 Activities

∗ Discuss vocabulary as the class works through the book – Have students look up the definitions of various words in their science books as well as on the Internet (Verbal-Linguistic Intelligence)


What are the similarities and differences between the two Starry Nights? What colors were used? Have students decide which painting they think is better and have them tell why.

• Have students view paintings from Miro’s Constellation Series particularly Constellation – The Morning Star…Also view Characters in the Night, Dragonfly with Red Wings Perusing a Serpent…

• Have students view Icarus by Matisse…Have them compare Matisse with Miro, VanGogh and Munch

• Ask students what they think about the paintings…are they accurate depictions of stars?

HW:

Indicator: 5.ESS.4

was used in the creation of their work. (Verbal-Linguistic Intelligence, Visual-Spatial Intelligence)


the Sun, SEDS Project: The Sun, Standord Solar Center’s: Today’s Solar Weather, and Windows to the Universe: Sun


Day 22 Day 23 Day 24 Day 25 Day 26 Day 27 Day 28 Exploring Stars • Read How Far is a

Star? by Sidney Rosen as a class (Logical-Mathematical Intelligence)

• As a class go to the website: http://oposite.stsci.edu/pubinfo/amazing-space.html …Review the life cycle of a star (Logical-Mathematical Intelligence)

• Finish working through Star Life Cycle Book Level 2 Activities– Skip constellation

Exploring Stars • Review the life cycle

of a star (Logical-Mathematical Intelligence)

• Have students create a flip book illustrating the life cycle of a star…see Discovery Lesson Plan: Exploring Stars from the Lesson Plans Library (http://school.discovery.com/lessonplans/programs/exploringstars/ ) for more details (Logical-Mathematical Intelligence, Visual-Spatial Intelligence)

Exploring Constellations • Listen to “Why

Coyote Howls” – Help students understand stories from long ago and stories of today (Found at: http://www.lpi.usra.edu/education/skytellers/constellations/preview.shtml) (Verbal-Linguistic Intelligence)

• Read Sky Stories: http://school.discovery.com/schooladventures/skywatch/stories/march.html (Verbal-Linguistic Intelligence)

Exploring Light Pollution • Show students a picture

of the United States at night (http://www.darksky.org/images/satelite/usa_borders.jpg )

• Ask students what they notice about the picture

• Ask students what all of the light-colored spots in the picture are

• Ask students how they think light pollution affects space

• Read about light pollution:

• Look at and discuss a nighttime picture of

How Big is Space ***Need Laptop Cart*** ∗ Do How Big is

Space? Activity: http://www.kidsastronomy.com/space_size.htm Discuss Each level of Zoom

∗ Discuss the size of space…how do scientists know exactly how big space really is?

∗ Have students complete post-assessment on classroom moodle site

∗ Split students into 5 groups and have them finish and post

activities (Logical-Mathematical Intelligence, Verbal-Linguistic Intelligence)



• Have students complete the Level 1 and Level 2 Constellation Activities in their Star Life Cycle Book – Have them choose one of the constellations from the Level 1 Activity and write/illustrate their own constellation story that goes with the constellation (Verbal-Linguistic Intelligence, Visual-Spatial Intelligence)

HW: Indicator: 5.ESS.3, 5.ESS.4

the Earth (http://www.darksky.org/images/satelite/ida_asp_02.gif )

• Split students into 5 groups and have them work on the pages for our classroom website (Earth, Moon, Sun, Stars and Solar System)

HW: Indicator: 5.ESS.3, 5.ESS.4

the pages for our classroom website (Earth, Moon, Sun, Stars and Solar System)

HW:

Assessment Checklists and Rubrics: Name: Standard: 3. Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth's surface is

covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet).

Checklist: Water Cycle Reader’s Theatre Criteria Not Yet

0 Some

Evidence 1

A lot of Evidence

2

Reader’s Theatre 1. Does your reader’s theatre have a catchy title? 2. Is your reader’s theatre written in the form of a script for people to follow? 3. Does your reader’s theatre have a few different characters? 4. Does your reader’s theatre follow aspects of the water cycle? 5. Did you use correct spelling, capitalization, and punctuation? Group Work 6. Did you do your share of the work? 7. Did your group use their time wisely? 8. Did you work cooperatively? 9. Did your group distribute the work evenly?

Name: Planet: Standard: 2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.

Checklist: Exploring the Solar System Criteria Not Yet

0 Some

Evidence 1

A lot of Evidence

2

Proposal: Physical Features of Your Planet 1. Does your proposal include what your planet is made of? 2. Does your proposal include the landforms that are found on your planet? 3. Does your proposal include the weather that occurs on your planet? 4. Does your proposal include the type of atmosphere your planet has? 5. Does your proposal include information about your planet’s moons? 6. Does your proposal include the length of days and years on your planet? 7. Does your proposal include the information about the force of gravity on your planet? 8. Does your proposal include what resources are available on your planet (for example water or minerals for mining)? 9. Does your proposal include other notable characteristics about your planet? Proposal: Ability to Support Life 10. Does your proposal explain whether or not your planet can sustain life? 11. Does your proposal explain what is needed for survival on this planet? 12. Does your proposal explain how you plan to compensate for conditions that are not suitable for sustaining life?

13. Does your proposal include a description of the space station, base or robot in detail through the use of a diagram? Proposal: Flight Logistics 14. Does your proposal include a diagram of your planet and Earth’s orbits? 15. Does your proposal include a description of how long the trip will be? 16. Does your proposal include a description of where Earth needs to be in its orbit at launch in order to make the trip successful? 17. Does your proposal include a description of where the destination planet needs to be in its orbit upon your arrival? Proposal 18. Does your proposal state whether or not the trip should be attempted? 19. Does your proposal provide supporting evidence for your recommendation whether or not the trip should be attempted? Group Work 6. Did you do your share of the work? 7. Did your group use their time wisely? 8. Did you work cooperatively? 9. Did your group distribute the work evenly?

Name: Standard: 2. Explain that Earth is one of several planets to orbit the sun, and that the moon orbits Earth.

3. Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth's surface is covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet).

Checklist: Meteor, Comet, Asteroid Poster Criteria Not Yet

0 Some

Evidence 1

A lot of Evidence

2

Poster 1. Does your poster have a catchy title? 2. Does your poster have information about your space object? 3. Does your poster compare your space object to a planet? 4. Does your poster have pictures (either hand drawn or digital)? 5. Did you use correct spelling, capitalization, and punctuation? Group Work 6. Did you do your share of the work? 7. Did your group use their time wisely? 8. Did you work cooperatively? 9. Did your group distribute the work evenly?

Name: Standard: 4. Explain that stars are like the sun, some being smaller and some larger, but so far away that they

look like points of light.

Checklist: Life Cycle of a Star Flip Book Criteria Not Yet

0 Some

Evidence 1

A lot of Evidence

2

Flip Book 1. Does your flipbook have a catchy title? 2. Does your flipbook contain colorful pictures? 3. Does your flipbook contain accurate pictures in the right order? 4. Does your flipbook contain labels for each of the pictures? 5. Did you use correct spelling, capitalization, and punctuation?

Teacher Technology Checklist Teacher Standards Checklist for Technology

Yes Date Standard 2: Technology and Society Interaction Benchmark A: Define responsible citizenship relative to technology 1. Identify and show cooperative and collaborative strategies to work with others when using technology systems. (5.TSI.1)

2. Distinguish basic issues related to responsible use of technology and information, and relate personal consequences of inappropriate use. (5. TSI.3)

Benchmark C: Explain and demonstrate the influence of technology throughout history 3. Discuss and create alternative solutions to the ways that people have made tools to provide food, make clothing and provide protection. (5. TSI.1)

Benchmark D: Practice responsible use of technology, understand school district guidelines for technology use, and explore technology ownership 4. Discuss patent, copyright, trade name/trademark protection and the rights of the owner of the work (e.g., inventor, manufacturer, software developer, company, Web site creator, author of information). (5. TSI.1)

5. 2. Discuss basic issues related to responsible use of technology and describe personal consequences of inappropriate use (e.g., plagiarism, intellectual property, and the conditions of the district AUP). (5. TSI.2)

6. 3. Use technology to collaborate with others and credit all participants for their contribution to the work. (5.TSI.3)

Standard 3: Technology for Productivity Applications Benchmark A: Understand computer and multimedia technology concepts and communicate using the correct terminology. 7. Define and use new technology terminology based on the computer and multimedia technology resources being used. (5.TPA.1)

Benchmark B: Use appropriate tools and technology resources to complete tasks and solve problems. 8. Select the appropriate device to store needed information and independently save and access stored

information from portable devices (e.g., how large is the saved information? do others need to use the information? what device will best store this information?). (5.TPA.2) 9. Collect information for projects using still and video digital cameras, scanners and electronic resources. (5.TPA.3)

10. Create a presentation using multimedia software that incorporates graphics, video and sound to present the findings of a group research project. (5.TPA.4)

11. Investigate technology tools used for researching problems and acquiring information and data. (5.TPA.5)

12. Use appropriate hand/finger positions to key all letters (e.g., demonstrate ability to appropriately keyboard and assess accuracy). (5.TPA.6)

Benchmark C: Use productivity tools to produce creative works and prepare publications.

13. Select and use appropriate software applications to complete content- specific tasks (e.g., use desktop publishing software to create a newsletter, use drawing programs to create artwork). (5.TPA.1)

14. Use technology resources for presenting information (e.g., distance learning and interactive boards). (5.TPA.3)

Standard 4: Technology and Communication Applications Benchmark A: Identify the concepts and operations of communication systems. 15. Implement basic design components (contrast, size, arrangement) in print or electronic media productions. (5.TCA.1)

16. Describe and participate in different types of online learning environments (e.g., online classes, distance learning, videoconferencing and productions). (5.TCA.3)

Benchmark B: Develop, publish and present information in print and digital formats. 17. Produce a slide show from storyboard, using text, graphics and sound with appropriate transitions and effects. (5.TCA.1)

18. Use a simple authoring tool to create class Web page. (5.TCA.3) Benchmark C: Use technology communications to participate in online group collaborative interactive projects and activities 19. Gather and share information in online learning activities (e.g., examine historical journals and share observations). (5.TCA.3)

Standard 5: Technology and Information Literacy Benchmark A: Describe types of information: facts, opinions, primary/secondary sources; and formats of information: number, text, sound, visual, multimedia; and use information for a purpose. 20. Choose a variety of formats for presenting information (e.g., pictures, texts, slides). (5.TIL.2) 21. Understand that there are conditions where information cannot be used (e.g., copyright restrictions on the use of cartoon characters, copying a classmate's project). (5.TIL.3)

22. Distinguish between relevant and irrelevant information in an information source (e.g., information matches question to be answered, facts apply to the topic). (5.TIL.4)

Benchmark B: Use technology to find information by applying a research process to decide what information is needed, find sources, use information and check work. 23. Identify questions related to an assigned topic or personal information need. (5.TIL.1) 24. Determine the best sources to use for the assigned topic or personal information need. (5.TIL.2) 25. Select and access information resources: online library catalog, Web sites and electronic formats (e.g., CD-ROM, DVD, audio files). (5.TIL.3)

26. Record and use selected information to create a product for the assigned topic or personal information need. (5.TIL.4)

27. Cite sources used: author, title of resource, publisher or source of information, and copyright date. (5.TIL.5)

Benchmark D: Identify, access and use electronic resources from both free and fee-based Internet sources. 28. Use a username and password to access an information source (e.g., an online library catalog, a fee-based Web site requiring user information to access the site, district network requiring student login).

Standard 6: Design Benchmark A: Describe and apply a design process to solve a problem. 29. Arrive at a solution to a technological problem and fabricate a prototype model for the solution.

(5.D.1)

30. Use data to test and evaluate the prototype solution. (5.D.2) 31. Make sketches with a list of parts required for a solution to a technological problem. (5.D.3) 32. Analyze the requirements for a design including such factors as the desired elements and features of a product or system and limits that are placed on the design (e.g., if the class were to prepare and deliver food to the homeless or a nursing home, what are the desired features and what limits are there to what can be done?) (5.D.4)

Science Teacher Checklist Teacher Standards Checklist for Space Standard: Earth and Space Science Benchmark: A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar

system. Yes Date Earth Concepts 1. Three-fourths of Earth’s surface is covered by water. 2. The water on Earth moves through all spheres (Lithosphere, Hydrosphere, and Atmosphere) in the water cycle. 3. Water found at the North and South poles is frozen. 4. The Earth is surrounded by a thin blanked of air. 5. Earth rotates on an axis. 6. The Earth’s axis is slightly tilted. 7. Earth’s rotation on its axis causes day and night. 8. Orbit means to rotate around an object. 9. Earth is a planet that orbits the sun. 10. As Earth orbits the sun, seasons occur. 11. The Earth has an elliptical orbit. 12. The Earth is a spherical planet. 13. The Earth is a terrestrial planet.

Moon Concepts 14. The Moon orbits Earth. 15. We see different phases of the moon as it orbits Earth. 16. The Moon causes tides on Earth. Solar System Concepts 17. Earth is the third planet from the sun. 18. Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune are also planets that orbit the sun. 19. Pluto is a dwarf planet that orbits the sun. 20. Asteroids and meteors orbit the sun. Star Concepts 21. The sun is a star. 22. Some stars are large and some stars are small. 23. Stars are so far away that they look like little points of light. Individual Assessment:

*At the end of the unit a summative assessment of students’ work will be done using a portfolio system. Students will also be taking a post-unit assessment on my classroom moodle website to help determine the extent of knowledge learned.

Documents

Essential Learning for Fifth Grade Space - Bowling Green …edhd.bgsu.edu/~sbanist/611/final/stephm/essentialspac… · · 2010-10-07Essential Learning for Fifth Grade Space