Cumberland County Science
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Title: Apparent Motion of the Sun and Moon
Number of Days:
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. (5.4)
Summary of Unit: Students investigate the predictable patterns of motion of the sun and moon. Grade Level: by the end of grade 4
Stage 1: Desired Results (Learning Targets)
Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. (5.4.A)
Enduring Understanding
Observable, predictable patterns in the solar system occur because of gravitational interactions and energy from the Sun.
Essential Questions
To what extent are the properties of objects in our solar system predictable?
What causes these patterns? Unit Learning Targets
Students will understand…
Unit Learning Targets Students will be able to… Objects in the sky have patterns of movement.
The Sun and Moon appear to move across the sky on a daily basis. The shadows of an object on Earth change over the course of a day, indicating the changing position of the Sun during the day.
Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day. 5.4.4.A.1
The observable shape of the Moon changes from
day to day in a cycle that lasts 29.5 days. Identify patterns of the Moon’s appearance and make predictions about its future appearance based observational data. 5.4.4.A.2
Earth is approximately spherical in shape. Objects fall towards the center of the Earth because of the pull of the force of gravity.
Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth. 5.4.4.A.3
Earth is the third planet from the Sun in our Solar System which includes seven other planets.
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010)
http://www.nap.edu/catalog.php?record_id=12771#orgs
Adaptability
Complex
Communications/ Social Skills
Non-routine Problem-solving Skills
Self-management/Self-development Systems Thinking
Student use of Technology:
Materials/Equipment needed:
Unit Resources/References Needed: (related websites, reference materials, etc.) National Science Digital Library, Science Digital Literacy Maps
Common Themes: Patterns of Change
http://strandmaps.nsdl.org/?id=SMS-MAP-2436
The Physical Setting: Solar System
http://strandmaps.nsdl.org/?id=SMS-MAP-1282
National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/
National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Gravity
Stage 2: Evidence of Learning Performance Assessment Task 1:
Performance Assessment Task 2:
Other Evidence of Learning
Formative Assessment:
1. Based on your understanding of gravity, predict what you think will happen when an object falls. Conduct experiments that can be used to explain why objects fall.
2. Create organized data tables of long-term observations of the sky to build scientific arguments for general rules for describing when the Sun and Moon are visible.
3. Which of the following best explains why the Sun appears to move across the sky every day? A. The Sun rotates on its axis.
B. Earth rotates on its axis. C. The Sun orbits around Earth. D. Earth orbits around the Sun.
(NAEP) 4. What determines the length of one day on Earth?
A. The time it takes the Sun to circle Earth B. The time it takes Earth to circle the Sun C. The time it takes Earth to spin once on its axis D. The time it takes the Sun to spin once on its axis
(MS) The picture below shows the phases of the Moon.
1. Which phase of the Moon cannot be seen from Earth? A. Full Moon
(MS) These are pictures of how the Moon appears at different times.
2. How long does it take for all the phases shown above to take place? 3. Explain why the Moon looks different at different times.
(LA) 1. Are astronauts really weightless when they orbit Earth?
2. Does the moon have to be full to cause a high tide?
At the end of the last Apollo 15 moon walk, Commander David Scott performed a live demonstration for the television cameras. He held out a geologic hammer and a feather and dropped them at the same time. The Apollo 15 Hammer-Feather Drop is found at:
http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html
3. Based on your understanding of gravity, predict what you think will happen and explain why you cannot recreate this demonstration in your classroom.
4. Which of these is MOST similar to distant stars? A. Saturn, because it has a ring
B. The Sun, because it gives off light C. A meteor, because it moves quickly D. A comet, because it moves in the sky
(MS) Summative Assessments:
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Name of Activity/Lab/Investigation # 2 X hours/Days
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations Extra support
Enrichment or early finishers Various learning styles Limited English proficiency
UNIT REFLECTION
Reflect on the UNIT you have developed and rate the degree to which the UNIT
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
