Earth and Space Science UbD

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Earth and Space Science UbD Powered By Docstoc
					Understanding by Design Unit Plan
Astronomy and Weather
Academic Content Standards:
Earth and Space Science:
Students demonstrate an understanding about how Earth systems and processes
interact in the
geosphere resulting in the habitability of Earth. This includes
demonstrating an understanding
of the composition of the universe, the solar system and Earth. In addition
it includes
understanding the properties and the interconnected nature of Earth's
systems, processes that
shape Earth and Earth's history. Students also demonstrate an understanding
of how the concepts
and principles of energy, matter, motion and forces explain Earth systems,
the solar system and
the universe. Finally, they grasp an understanding of the historical
perspectives, scientific approaches
and emerging scientific issues associated with Earth and space sciences.

Life Science:
Students demonstrate an understanding of how living systems function and ho
they interact with
the physical environment. This includes an understanding of the cycling of
matter and flow of energy
in living systems. An understanding of the characteristics, structure and
function of cells, organisms
and living systems will be developed. Students will also develop a deeper
understanding of the principles
of heredity, biological evolution, and the diversity and interdependence of
life. Students demonstrate
an understanding of different historical perspectives, scientific approache
and emerging scientific issues
associated with the life sciences.

Scientific Inquiry:
Students develop scientific habits of mind as they use the processes of
scientific inquiry to ask valid
questions and to gather and analyze information. They understand how to
develop hypotheses and
make predictions. They are able to reflect on scientific practices as they
develop plans of action to
create and evaluate a variety of conclusions. Students are also able to
demonstrate the ability to
communicate their findings to others.
Scientific Ways of Knowing Inquiry:
Students realize that the current body of scientific knowledge must be base
on evidence, be predictive,
logical, subject to modification and limited to the natural world. This
includes demonstrating an
understanding that scientific knowledge grows and advances as new evidence
is discovered to support
or modify existing theories, as well as to encourage the development of new
theories. Students are able
to reflect on ethical scientific practices and demonstrate an understanding
of how the current body
of scientific knowledge reflects the historical and cultural contributions
of women and men who
provide us with a more reliable and comprehensive understanding of the
natural world.

Earth and Space Science:
A. Observe constant and changing patterns of objects in the day and night

C. Observe, describe and measure changes in the weather, both long term and
     short term.

Life Sciences:
B. Explain how organisms function and interact with their
physical environment.

Scientific Inquiry:
A. Ask a testable question.

B. Design and conduct a simple investigation to explore a question.

C. Gather and communicate information from careful observations and simple
     investigation through a variety of methods.

Scientific Ways of Knowing:
A. Recognize that there are different ways to carry out scientific
     Realize that investigations can be repeated under the same conditions
     similar results and may have different explanations.

C. Recognize that diverse groups of people contribute to our understanding
     the natural world.

Enduring Understandings:

The sun, moon, and stars seem to move and change in
predictable patterns in the sky.

The weather on Earth changes in measurable ways; long-term
changes follow seasonal patterns, while short-term changes
do not follow any pattern.

Scientific knowledge is gained by asking questions, and then
designing investigations to find answers to those questions.

Scientists contribute to our understanding of the natural world
by discovering new evidence related to scientific theories.

Essential Questions:

How and why do the sun, moon, and stars seem to move and
change in the sky?

How does the weather change?    How do we know it changes?

How is scientific knowledge generated and validated?    (teacher)

How has scientific knowledge evolved over time?    (teacher)

Where does science come from?    (student)

Earth and Space Science:
1. Recognize that there are more stars in the sky than anyone can easily

2. Observe and describe how the sun, moon and stars all appear to move
  slowly across the sky.
3. Observe and describe how the moon appears a little
  different every day but looks nearly the same again
  about every four weeks.

4. Observe and describe that some weather changes occur
  throughout the day and some changes occur in a repeating
  seasonal pattern.

5. Describe weather by measurable quantities such as
  temperature and precipitation.

Life Sciences:
8. Compare the activities of Ohio's common animals (e.g.,
  squirrels, chipmunks, deer, butterflies, bees, ants, bats and
  frogs) during the different seasons by describing changes in
  their behaviors and body covering.

9. Compare Ohio plants during the different seasons by
  describing changes in their appearance.

Scientific Inquiry:
1. Ask "how can I/we" questions.

2. Ask "how do you know" questions (not "why" questions) in appropriate
  situations and attempt to give reasonable answers when others ask

3. Explore and pursue student-generated "how" questions.

4. Use appropriate safety procedures when completing scientific

5. Use evidence to develop explanations of scientific investigations. (What
  do you think?   How do you know?)

6. Recognize that explanations are generated in response to observations,
  events and phenomena.

7. Use appropriate tools and simple equipment/instruments to safely gather
  scientific data (e.g., magnifiers, non-breakable thermometers, timers,
  rulers, balances and calculators and other appropriate tools).

8. Measure properties of objects using tools such as rulers, balances and
9. Use whole numbers to order, count, identify, measure and
  describe things and experiences.

10. Share explanations with others to provide opportunities to
  ask questions, examine evidence, and suggest alternative

Scientific Ways of Knowing:
1. Describe that scientific investigations generally work the same way unde
  the same conditions.

2. Explain why scientists review and ask questions about the
  results of other scientists' work.

3. Describe ways in which using the solution to a problem might
  affect other people and the environment.

4. Demonstrate that in science it is helpful to work with a team
  and share findings with others.

Science Indicators:
      Earth and Space Science 1-5
      Life Science 8-9
      Scientific Inquiry 1-10
      Scientific Ways of Knowing 1-4

Performance Tasks:

In a small group, you will act out the movement of objects
in the universe. You will play one of the following
objects: Earth, Sun, Moon, or Star. You will present
your completed representation to your teacher and
classmates. A successful representation will show how the
sun, moon, earth, and stars move in predictable patterns
in the sky.

Your task is to predict how our weather will change in two
days and in two months. As a meteorologist, you will
measure current weather conditions, and write and deliver
a weather forecast to be videotaped, and shown to the
class. In two days and in two months, we will revisit
your forecasts to check for accuracy. A successful
broadcast will accurately report on current weather
conditions, and predict and support how our weather will
change in two days and in two months.
Learning Activities:

Lesson #1: Introduction to Astronomy
     Materials: KWL patterns
Complete K and W portions of class KWL chart
Draw the sun, earth, and moon in relation to one another
Discuss astronomers and astronomy
Read The Sun and Other Stars
Make astronomer folders

Lesson #2: Sunshine On My Shoulders
     Materials: “Mystery Beads” recording sheets, UV beads, pipe
Activity: Mystery Beads (Picture Perfect Science)
     Create mystery bead bracelets
     Observe inside; record colors
     Observe outside; record colors
     Discuss what caused the beads to change color
     Experiment to determine the cause of the color change

Lesson #3: Sunshine On My Shoulders, cont.
     Materials: “Mystery Beads” recording sheets, UV beads,
sunscreen, “Sun Strength” recording
     sheets, thermometers
Activity: Mystery Beads (Picture Perfect Science)
     Review the previous day’s findings (The sun caused the
beads to change color.)
     Discuss WHY the sun caused the beads to change
     Read “Sun Safety” article
     Apply sunscreen to beads and observe
Activity: Sun Strength (Space p. 25)
Read information from Space p. 9
Read Sunshine On My Shoulders; listen to CD

Homework: “Sun-sational Reading”

Lesson #4: Day and Night
     Materials: Sun Observations recording sheets, sun dial,
sidewalk chalk
Activity: “Day and Night” (Picture Perfect Science)
     Earlier in the day: Set up and record initial observations
     Discuss current time in cities around the world
Read Somewhere in the World Right Now
     Revisit and record observations; discuss changes
     Discuss why the changes occurred

Lesson #5: Day and Night, cont.
     Materials: “Take a Spin on Planet Earth” mini-books,
globes, flashlights, blue construction paper, globe cut-out
Read What Makes Day and Night
“Take a Spin on Planet Earth” mini-book
Activity: “Day and Night” (Picture Perfect Science)
     Earth rotation demonstration
     Discuss questions from “Somewhere in the World Right Now”
recording sheets
Day/Night pop-up (instructional guide)

Homework: Harcourt WB 54

Lesson #6: The Seasons
     Materials: Styrofoam ball, flashlight
Discuss rotation versus revolution
Read Sunshine Makes the Seasons
Earth rotation/revolution demonstration (science text p. D10)
Read text D11-D15

Homework: Harcourt WB 55
Lesson #7: The Moon
     Materials: aluminum pans, salt, flour, cinnamon, marbles,
“Create Craters”
     recording sheets
Read What the Moon is Like
Activity: “Create Craters” (Space p. 11)

Homework: Moon Survey

Lesson #8: The Changing Moon
     Materials: Styrofoam ball, lamp, Moon Phases flip book
Read Rise the Moon
Activity: “The Changing Moon” (Picture Perfect Science)
     Discuss moon journals (display
     Discuss Moon Surveys
     Moon phase demonstration
     Revisit Moon Surveys
Moon Phases flip book

Homework: Harcourt WB 57

Lesson #9: The Changing Moon, cont.
     Materials: The Moon Book anticipation guide
Activity: “The Changing Moon” (Picture Perfect Science)
     The Moon Book anticipation guide
     Read The Moon Book
     Revisit The Moon Book anticipation guide
     Read Papa Please Get the Moon for Me
     Discuss misconceptions
     Papa Please Get the Moon for Me retelling book

Lesson #10: Oreo Moon Phases
     Materials: Oreos, black construction paper, Moon Phases
Quiz, “Moon Game” booklets
Read The Moon Seems to Change
Activity: Cookie Moon Phases (instructional guide); use text D20
for resource
Moon Phases Quiz
“The Moon Game” booklet (instructional guide)

Homework: Phases of the Moon
Lesson #11: Constellations
     Materials: cups, black construction paper, flashlight,
“Connect the Dots” mini-
Read The Big Dipper
Activity: Invent Constellations (science text D22)
“Connect the Dots” mini-book

Homework: “Year Round Constellations” (Space p. 29)
              Constellation map (Science Is… p. 462, 464

Lesson #12: Stars Versus Planets
     Materials: Venn diagram (Write-on chart 28), “Earth” mini-
Read Magic School Bus: Lost in the Solar System
Read science text D23-25
Stars versus planets Venn diagram
“Earth” mini-book

Homework: Harcourt WB 59

Lesson #13: Stations

Lesson #14: Review
Revisit K and W portions of class KWL chart
Complete L portion of class KWL chart
Play Jeopardy

Homework: Read science text D2-D31; Harcourt WB 60

Lesson #15: Test/Performance Task

Lesson #1: Introduction to Weather
     Materials: KWL chart, KWL patterns, 12”x18” construction
paper, blank calendar grid,
     weather symbols (Carson Dellosa p. 14)
Complete K and W portions of weather KWL chart
Read Cloudy with a Chance of Meatballs
Discuss weather: The way the air is outside over a short period
of time
           Weather can change quickly
Discuss meteorologists: Scientists who study weather, climate,
and the earth’s atmosphere
Create meteorologist folders
Begin weather chart

Homework: WB61

Lesson #2: Air
     Materials: clear glasses, paper towel, large container of
water, 3 balloons, meter stick, string,
     tape, scissors, paper strips, cardboard
Update weather chart
Discuss air: We live at the bottom of an ocean of air – the
            Air is a combination of gases we can not see
Read Air is All Around You
Demonstrations: Air Takes Up Space (Science Is p. 111)
           Air Has Weight (Science Is p. 112)
           Air Has Pressure (Science Is p. 113)

Lesson #3: Elements of Weather
     Materials: Weather tools
Update weather chart
Discuss the elements of weather: Air Temperature
                     Air Pressure
                     Air Movement
                     Air Moisture
Read Weather Words and What They Mean
Show weather tools; have students guess which element of weather
they measure

Homework: Watch weather forecast

Lesson #4: Temperature
     Materials: glass bottle, plastic straw, water, food
coloring, clay, cardboard, tape
Update weather chart
Discuss temperature: How hot or cold the air is
                Changes throughout the day
                High versus Low temperature
Discuss thermometers: Weather tools used to measure temperature
Read Weather Whys p. 26-29
Demonstration: Making a Thermometer (Science Is p. 435)

Homework: WB65

Lesson #5: Pressure
     Materials: plastic straw, rubber band, pin, cardboard,
     balloon, bottle, glue, index card with stand
Update weather chart
Discuss pressure: Pressure is the downward force of air
           High pressure means fair, dry, stable weather
           Low pressure means cloudy, wet, changing weather
Discuss barometers: Weather tools used to measure pressure
Read Weather Whys p. 18-21
Demonstration: Balloon Barometer (Simple Weather Experiments p.

Lesson #6: Movement
     Materials: plastic straws, cardboard, pins, pencils
     (unsharpened), tape, compass, Beaufort Wind Scale
Update weather chart
Discuss movement: Moving air is called wind
             Wind is caused by differences in pressure
Discuss Anemometers: Weather tools that measure wind speed
Discuss Wind Vanes: Weather tools that indicate wind direction
Read Weather Whys p. 30-33
Activity: Wind Direction (construct wind vanes; Science Is p.
Use wind vanes and compass to determine wind direction
Use Beaufort Wind Scale to estimate wind speed

Lesson# 7: Moisture
     Materials: Pinecone, drawing paper, paintbrushes, small
     cups, measuring cups, water, salt, food coloring
Update weather chart
Discuss Moisture: Air holds water in the form of water vapor
                      The amount of moisture in the air is
called the humidity
Discuss Hygrometers: Weather tools that measure humidity
Demonstration: Using a Hygrometer-Or a Pinecone (Carson Dellosa
p. 21)
Activity: Make an Evaporation Painting (Carson Dellosa p. 28)
Lesson #8: The Water Cycle
     Materials: skillet, sauce pan, hot plate, ice, water,
drawing paper
Update weather chart
Discuss the Water Cycle: Evaporation, Condensation,
Read What Makes the Weather
Demonstration: Observe an Instant Water Cycle (Carson Dellosa p.
Activity: Create water cycle diagrams (refer to Harcourt text p.

Homework: WB64

Lesson #9: Clouds
     Materials: clear bottle, hot water, ice cube, cotton balls,
blue construction paper
Update weather chart
Discuss clouds: Clouds are masses of tiny water droplets or ice
          Clouds give clues about how the weather might change
Discuss Rain Gauges: Weather tools used to measure precipitation
Read The Cloud Book
Demonstration: Make a Cloud in a Bottle (Carson Dellosa p. 33)
Discuss Cloud Identification Chart
Activity: Cloud Pictures (Harcourt Manual p. D48)

Homework: Kinds of Clouds (Carson Dellosa p. 35)

Lesson #10: Weather Forecast
     Materials: weather tools, forecast sheets; newspaper
Update weather chart
Discuss Weather Forecasting: Meteorologists measure weather
conditions in order to predict
     future weather
Read Weather Forecasting by Gail Gibbons
Activity: Students make weather forecasts using weather tools
and observation (refer to Science
     Is p. 450-451). Students then write up their forecasts in
newspaper format.
     (Forecasts to be videotaped by a parent volunteer)
Lesson #11: Animal Adaptations
     Materials: teacher clothing, plastic baggies, shortening,
feathers, plastic tubs for water, ice,
     “Warm as Mittens” recording sheet
Update weather chart
Discuss weather: The condition of the air over a short period of
            Changes greatly from day to day and season to season
Discuss climate: The average weather of an area over a long
period of time
            Remains relatively constant
Read Harcourt text p. D35-39
Activity: Animal Adaptations (Picture Perfect)
     Discuss teacher’s clothing (dressed inappropriately for
     Discuss how humans adapt to seasonal weather patterns
     Discuss how animals adapt to seasonal weather patterns
     Test baggie mittens in ice water

Homework: WB62

Lesson #12: Animal Adaptations, cont.
Activity: Animal Adaptations (Picture Perfect)
     Read Animals In Winter
     Chart animal adaptations
     Complete four season posters – Students fold a piece of
     paper into four sections. In each section they illustrate
     themselves, an animal, and a plant to demonstrate
     adaptations to seasonal weather changes

Lesson #13: Review
     Materials: KWL chart, KWL patterns, Jeopardy cards
Update weather chart
Review K and W sections of weather KWL chart
Complete L portion of weather KWL chart
Play Weather Jeopardy
“Wild About Weather” word search

Homework: WB 66, 67

Lesson #14: Test

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