VITAL INFORMATION
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Instructor Name(s):
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Any (California) third grade teacher |
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Curriculum Framing Questions:
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What effects do the Sun and Moon have on the Earth?
How would life on Earth be different if there was no Sun and no Moon? |
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Unit Summary:
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The effects of the Sun and Moon are essential to life on Earth. What effect does the Sun have on the Earth? The Moon doesn't provide the Earth with sunlight, so if it wasn't there, would we really miss it? |
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Subject(s):
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Language Arts (English), Mathematics, Science, Social Studies, Technology |
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Topic or Unit of Study:
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Science: Life Sciences- The effects of the Sun and Moon on the Earth. |
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Grade/Level:
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3 |
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Objective(s):
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1. Students will be able to explain why the night sky appears different over the course of the year.
2. Students will be able to demonstrate how the Earth orbits the Sun.
3. Students will be able to demonstrate how the Moon orbits the Earth.
4. Students will be able to explain why the Sun changes position in the sky during the day. |
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Standards addressed by unit: | | | | | | | | | |  CA- California K-12 Academic Content Standards | | • Subject : Science
| | • Grade : Grade Three
| | • Area : Earth Sciences
| | • Sub-Strand 4: Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:
| |  Standard a: Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.
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| | Standard b: Students know the way in which the Moon’s appearance changes during the four-week lunar cycle.
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| | Standard c: Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.
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| | Standard d: Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.
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| | Standard e: Students know the position of the Sun in the sky changes during the course of the day and from season to season.
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| | • Area : Investigation and Experimentation
| | • Sub-Strand 5: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
| | Standard a: Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
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| | Standard b: Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
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| | Standard c: Use numerical data in describing and comparing objects, events, and measurements.
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| | Standard d: Predict the outcome of a simple investigation and compare the result with the prediction.
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| | Standard e: Collect data in an investigation and analyze those data to develop a logical conclusion.
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Standards compiled from learning activities: | | | | | | | | | | | CA- California K-12 Academic Content Standards | | • Subject : Science
| | • Grade : Grade Three
| | • Area : Earth Sciences
| | • Sub-Strand 4: Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:
| | Standard a: Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.
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| | Standard b: Students know the way in which the Moon’s appearance changes during the four-week lunar cycle.
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| | Standard c: Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.
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| | Standard d: Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.
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| | Standard e: Students know the position of the Sun in the sky changes during the course of the day and from season to season.
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| | • Area : Investigation and Experimentation
| | • Sub-Strand 5: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
| | Standard a: Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
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| | Standard d: Predict the outcome of a simple investigation and compare the result with the prediction.
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| | Standard e: Collect data in an investigation and analyze those data to develop a logical conclusion.
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IMPLEMENTATION
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Sequence of Lessons:
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| 1. | Movin' and Groovin' Moon | | | Students will collect data by drawing in the moon's appearance over the course of a month. Students will then investigate the effects of the Moon on the Earth during an in-class investigation.
| | | | 2. | Phases of the Moon | | | Students will work on a webquest to study the moon phases. Students will discover their birthday moon phase and graph the information.
| | | | 3. | Earth Science Web Quest | | | | | | | 4. | Starry, Starry Night | | | This is a field trip for the purpose of showing students a night sky in such a way that the constellations are identifiable. Also, students will be able to observe how the stars seem to move across the sky at night and how the constellations change position during the course of a year.
| | | | 5. | Constellation WebQuest | | | What is a Telescope? What is a Microscope? What are they used for? Who uses them? How are they the same? How are they different? Through the discovery of these answers, you will learn the purposes of these scientific tools.
| | | | 6. | Canned Constellations | | | This is a culminating activity after students learn about telescopes and participate in the telescope WebQuest. Students will make their own constellation viewers and learn to identify some constellations
| | | | 7. | Sundial- "Movement" of the Sun Across the Sky | | | The Sun appears to move across the sky during the day. Students will have a chance to explore the movement of the Sun, and then recreate this as they demonstrate their understanding.
| | | | 8. | Planets in Our Solar System | | | Students will work cooperatively to study a planet in the solar system, gather and report information, apply addition, subtraction and rounding math skills, and create a model.
| | | | 9. | Model of the Solar System | | | Students will build a model of our Solar System, picturing the Sun and the nine planets that orbit it: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. They will also be able to access more information about each planet and the sun, as well as, information about Nicolaus Copernicus, the Polish astronomer who developed the model of the solar system in which all the planets orbit the Sun.
| | | | 10. | Solar System Word Search | | | The students will review their learning of moon phases, planet names and planet order as they brainstorm words to use in their word search. They will also be practicing the correct spelling of the vocabulary words.
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Time Required:
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This Unit, as it is written, would take 12 weeks to teach: 2 class periods per week, one hour per class.
* Moovin' & Groovi' Moon: the hands-on activity will take 1 class period; the lunar calendar is a take-home activity for the month previous to the commencement of this activity.
* Phases of the Moon: 3 30-minute lessons.
* Lunar Web Quest: 3 one-hour lessons.
* Starry, Starry Night: Field trip, so this is an optional activity; length of trip varies, but the planetarium show, by itself, lasts 1 hour. Time after trip needs to be allowed for reflection.
* Science Investigators Web Quest: 4 1-hour lessons;
* Sundial: To set up for the data collection in the morning, students will need about 30 minutes. Throughout the day, students to go outside about 5 times for about 10 minutes each to record data. Actual activity will require 1 hour late in the afternoon.
* Planets in Our Solar System: Web Quest will take 1 class period of about 30 minutes.
* Solar System Model: 2 class periods, 45 minutes each.
* Word Search: 2 class periods, 45 minutes each. |
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Prerequisite Skills:
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* Students need to be aware of the scientific process and understand the steps needed when conducting an investigation: form a hypothesis, conduct an investigation and collect the data from it, analyze the data, draw a conclusion based on the analysis. Students also need to know that not all investigations' results are accurate, and students need to be able to explain discrepancies in the data collected between groups.
* Students need to have a basic understanding of computer use including, but not limited to: opening a program, cut and paste, scrolling, Internet use.
* Students must demonstrate ability to work in pairs and/or small groups by cooperating, sharing responsibilities, and being accountable for final product. |
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Author's Comments & Reflections:
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MATERIALS AND RESOURCES
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Instructional Materials:
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The handouts, Web Quests, and other support materials for this unit are all linked with the respective lessons. |
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Resources:
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- Materials and resources:
Please refer to individual lessons for a more thorough list of materials needed for lessons. Some lessons, such as Web quests, would require a higher student:computer ratio, other lessons would only require one computer for a group of 4. - Technology resources:
Frontpage, Inspiration, Word, Digital camera is teacher wants to take pictures of students as they work; may want to record sundial progression. - The number of computers required is 1 per 4 students.
- Students Familiarity with Software Tool:
Students will need to have basic internet surfing skills: opening a window, copy and paste, back button, linking from pictures or text. - Unit is designed to progress from the first lesson through the last, however modifications may be made according to individual classrooms. Some lessons may be omitted or shortened, some may be lengthen for a more thorough investigation.
Links- Lunar WebQuest You have been chosen as the new astronomer for our school. To prepare for your new job you will need to discover how objects in the sky move in regular and predictable patterns. Good luck on your mission!
- NASA for Kids This site has links to several areas that students would enjoy looking at.
- Virtual Journey Through the Universe This site allows students to explore all of the planets in the Solar System.
- Planets This is a collection of many of the best images from NASA's planetary exploration program. The collection has been extracted from the interactive program "Welcome to the Planets". It has also been updated with the addition of more recent images.
- The Space Place A NASA site for children to make and do spacy things, put space science in action, & learn amazing space facts.
- Science Investigators WebQuest What is a Telescope? What is a Microscope? What are they used for? Who uses them? How are they the same? How are they different? Through the discovery of these answers, you will learn the purposes of these scientific tools.
- Planets in Our Solar System WebQuest You are about to embark on a learning journey where you will collect and utilize information about our solar system.
- StarChild The Sun is our closest star. It is a member of the Milky Way galaxy. The Sun is a yellow dwarf star, which means it is a medium size star. It is believed to be over 4 billion years old. The Sun spins slowly on its axis as it revolves around the galaxy.
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ACCOMODATIONS FOR DIFFERENTIATED INSTRUCTION
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Resource Students:
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Mainstreamed students will be included in heterogenous groups and receive support as needed from his/her peers. Teacher will closely moniter inclusion and provide additional support as necessary. Lab write-ups may be modified if needed, but most conclusions are submitted as a group. |
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Culturally and Linguistically Diverse Students:
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Since so much of this science unit is hands-on, changes and modifications for ELL students may only need to be minimal. Furthermore, students will rarely be working alone, which should aid an ELL student's progress through this unit. Photographs and diagrams can be used as needed. |
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Gifted Students:
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Gifted students will be included in heterogenous groups to give groups a balance. These students may be called on to provide additional instruction to group members as a method to further instill the concepts being taught. Students will be shown web sites that provide extention activities as appropriate. |
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ASSESSMENT & STANDARDS
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Assessment Plan:
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Students will collect their data and conclusions in one location. Many of these results will be in an electronic format and will be used in a classroom portfolio as a web site. |
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Unit Rubrics:
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