Unit Title: Celestial Motion Number of Days
Standard 5.4 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.
Summary of Unit: Students will explore the movement and effects of the Sun and and axis and rotation of the Earth through analysis of models and simulations.
Grade Level: by the end of 6th grade
Stage 1: Desired Results (Learning Targets)
Strand A. 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.
Enduring Understanding
Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.
Essential Questions
What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun?
What causes these patterns?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
The height of the path of the Sun in the sky and the length of a shadow change over the course of a year.
Generate and analyze evidence (through simulations) that the Sun’s apparent motion across the sky changes over the course of a year. (5.4.6.A.1)
Earth’s position relative to the Sun, and the rotation of Earth on its axis, result in patterns and cycles that define time units of days and years.
Construct and evaluate models
demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun. (5.4.6.A.2)
The Sun’s gravity holds planets and other objects in the solar system in orbit, and planets’ gravity holds moons in orbit.
Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. (5.4.6.A.3)
The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets.
Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. (5.4.6.A.4)
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National
Academy Press, 2010)
Adaptability Complex
Communications/Social Skills
Non-routine Problem-solving
Skills
Self-management/Self-development Systems Thinking Students use of Technology:
Materials/Equipment needed:
Stage 2: Evidence of Learning
1. 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)
2. If you measured your shadow at noon during the summer and at noon during the winter, would the measurements be the same or would they be different? Explain your reasons for the prediction.
(NAEP)
3. In the space below, draw a picture of the Earth to complete a model that explains the reasons for day and night. Be sure to identify day and night and represent the motion of Earth that results in day and night.
model not to scale
4. In the space below, draw a picture of the Earth to complete a model that explains the motion of Earth that causes us to experience spring only once a year. Be sure to identify where Earth would be when we experience spring and represent the motion of Earth that results in a calendar year.
model not to scale
6. Many people who have seen astronauts working on the International Space Station think that there is no gravity in space. Explain why you think that the astronauts appear weightless.
7. NASA has a goal of flying humans to Mars. Mars is much smaller than Earth. The mass of Mars is only 10% of Earth’s. Ignoring the space suit, will the astronauts feel heavier, lighter, or the same as they do on Earth? Why?
8. The Earth's Moon is
A. always much closer to the Sun than it is to the Earth B. always much closer to the Earth than it is to the Sun
C. about the same distance from the Sun as it is from the Earth
D. sometimes closer to the Sun than it is to the Earth and sometimes closer to the Earth than it is to the Sun
(NAEP) 9. In many ways, Earth is like other planets in the solar system. In which way is Earth
different?
A. Earth has a moon. B. Earth orbits the sun. C. Earth has mountains. D. Earth has lots of water.
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
Description
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations Extra support
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson
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 global perspectives
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
