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6th Grade Unit Information

Milestones Domain/: Astronomy 20%

Purpose/Goal(s): Students are expected to have knowledge of the progression of scientific explanations (geocentric and heliocentric models) for the formation of the system. Students should also be able to explain how the Big Bang theory describes the formation of the . Students will identify the ’s place in the . Students should understand that objects in the solar system move in a regular and predictable manner. Those explain such familiar phenomena as days, , phases of the , , and the solar system’s place in the Milky Way Galaxy. Students will understand how governs the of , , and in the solar system. Students will also be able to compare and contrast the features (i.e., physical characteristics, atmospheric conditions, distance from the , and the ability to support ) of the eight planets in the solar system.

Content Map: Astronomy Content Map

Content Descriptors: Astronomy Content Descriptors

Content from Frameworks: Astronomy Content from the Frameworks

Prerequisites: Elementary Standards for Astronomy

Unit Length: Approximately 27 days

Astronomy Unit Test 1 Study Guide | Astronomy Unit Test 1 Study Guide KEY

Astronomy Unit Test 2 Study Guide | Astronomy Unit Test 2 Study Guide KEY

Click on the links below for resources by Essential Question:

EQ 1: How have theories of the formation and structure of the universe changed?

EQ 2: How is our solar system positioned in the Milky Way Galaxy and the universe?

EQ 3: How does compare to other planets in the solar system?

EQ 4: What is the difference between a , meteor, and ?

EQ 5: Why do objects seem to move across the ?

EQ 6: How does the , Earth, and moon affect each other?

EQ 7: What causes ?

EQ 8: What are the reasons for the ? th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The . S6E1a Sample Essential* Priority Standard: first resource is a ppt which provides guidance for the entire Assessment Items Geocentric S6E1a. Relate the of lesson including activating, teaching and summarizing Heliocentric Science to the progression of strategies. The activities listed below the ppt are used during Solar System basic historical scientific the lesson and are identified for use where they are most likely models (geocentric, appropriate in the ppt. The resources can be used as an entire Big Bang Theory heliocentric) as they describe lesson or pulled out for use separately. our solar system, and the Big . Theories of the Universe ppt [“I Do” “We Do” and “You Do”] Supplemental** Bang as it describes the See “Notes” on ppt slides for suggested instructional formation of the universe. approaches where applicable or view the Theories of the Galileo Universe ppt “Notes” document Copernicus Support Standard: . Theory Challenge Activity [“We Do”] – students will work in

S6CS8c. As prevailing groups to do a jigsaw. The activity consists of 10 reading theories are challenged by passages on scientific theories which have been proven new information, scientific false *Essential Vocabulary listed knowledge may change and . Theories of the Universe Notes [“You Do”] in the GPS Standards grow. . Theory Activator in ppt prior to Big Bang Teaching: Balloon

Bang [“I Do”] – Have students stand up and form a large **Supplemental Vocabulary Essential Question: circle. Without saying a word, go to the center of the circle listed in the state 1. How have theories of the and blow up a balloon filled with colored confetti. Hold the frameworks and/or other formation and structure of the balloon high enough for all students to see clearly. Pop the state document universe changed? balloon, still not saying a word. Ask the students “What happened? What event in the history of the universe could this represent?” . The Big Bang Demonstration [“I Do”] – demonstration o Another that the students might be able to understand is the spinning ice skater. Ask students how many of them have seen an ice skater do a spin. Have students describe it. Show a video clip of an ice skater spinning such as: http://www.youtube.com/watch?v=AQLtcEAG9v0 You might have noticed that when the twirling ice skater pulls in her arms, she spins faster. The same thing occurs when a of gas, ice, and in a nebula contracts. As moves toward the center of the cloud, the cloud rotates faster. . Expanding the Universe on a Balloon Demonstration [“I Do”] teacher demonstration TCSS 10/5/2015 2 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question . Models of the Solar System: Great Debate Activity – teacher facilitated, student performed role play . Differentiation: Models of the Solar System Hands-on Sheet [“You Do”] – Can be used for remediation. Students cut out the four known planets at the (including the sun) and place them on a to demonstrate geocentric or heliocentric. The teacher can ask students to model them over and over when instructed or have the students model them and glue them to the paper. . Three Theories of the Solar System Worksheet [“You Do”] . Videos [select one or two of the videos where applicable] o Space Place: How did the solar system form? o : Big Bang [only watch first 10-12 minutes] o Brain Pop: Big Bang Theory [see the academic coach about subscription] o Galileo: Sun-centered System Video Clip . Animations o http://www.classzone.com/books/earth_science/terc /content/visualizations/es0401/es0401page01.cfm? chapter_no=visualization [linked in ppt] . Textbook Pages 740-745 . Anchor Activities [“You Do”] – used for students if they finish an assignment early. This can be used to enrich taught material or to preview future material o Choice Board - Students can use this to choose an assignment that interests them | Cootie Catcher Directions [keep the sheet of directions available for students in the classroom]

TCSS 10/5/2015 3 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. . S6E1b Position of the Essential* Standard(s): The first resource is a ppt which provides guidance for the Solar System Sample Universe S6E1b. Describe the entire lesson including activating, teaching and summarizing Assessment Items Galaxy position of the solar system strategies. The activities listed below the ppt are used during Milky Way in the Milky Way galaxy the lesson and are identified for use where they are most Solar System and the universe. likely appropriate in the ppt. The resources can be used as

an entire lesson or pulled out for use separately. Supplemental** Essential Question: . Position in Solar System ppt Outer rim (arm) 2. How is our solar system [“I Do”, “We Do” and “You Do”] See “Notes” on ppt slides positioned in the Milky Way for suggested instructional approaches where applicable

Galaxy and the universe? or view the Position in the Solar System ppt Notes *Essential Vocabulary listed document in the GPS Standards . Position in Solar System Notes [“You Do”] – Students

should complete the Notes while going through the ppt **Supplemental Vocabulary . Distributed Summarizing: Solar System Location Map listed in the state frameworks [“You Do”] – Students should work individually to and/or other state document complete the short task unless the teacher determines a classroom discussion is needed. . Summarizing Strategy/differentiation: Universe Match-up [“You Do”] - The students should work individually to match up the objects in the universe and place them in order from largest to smallest. . Animations/Simulations/Videos o The Scale of the Universe 2 [linked in ppt] o Digital Universe or watch the video directly from YouTube The Known Universe [linked in ppt] o Classzone: Examine the Milky Way Galaxy at Different Scales [linked in ppt] o http://smithsonianeducation.org/idealabs/univers e/index.html - Needs to be Accelerated or class demonstration. Also may be used after essential question #3 to cover multiple concepts . Textbook Pages 710-713

TCSS 10/5/2015 4 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The first . S6E1c. Planets in Essential* Priority Standard(s): resource is a ppt which provides guidance for the entire lesson the Solar System S6E1e. Explain that including activating, teaching and summarizing strategies. The Sample Assessment Gravity gravity is the force that activities listed below the ppt are used during the lesson and are Items Solar System governs the motion in the identified for use where they are most likely appropriate in the ppt. The Relative size solar system. resources can be used as an entire lesson or pulled out for use Relative distance separately. Atmospheric Features S6E1c. Compare and . Activating Strategy: Comparing Planets Chart and possibly the contrast the planets in Planet Identification sheet to determine what students already Supplemental** terms of: know about the planets [“You Do” or “We Do”]  Size relative to the . Planets PPT [“I Do”, “We Do”, “You Do”] See “Notes” on ppt slides Ellipses earth for suggested instructional approaches where applicable or view the Planets ppt Notes  and Planetary motion . The Solar System: Planet Notes sheet [“You Do”] – Students use atmospheric features Inertia the Planet Notes Sheet to record important information about the  Relative distance Gravitational attraction solar system from the sun (pull) . Planets Comparison Chart [“You Do”] – Students use the Planets Ability to support life Comparison Chart to record important information about the *Essential Vocabulary planets Essential Question: listed in the GPS . Relative Size Demonstration [“I Do” or “We Do”] – Either as a 3. How does Earth Standards teacher demonstration or small group activity, the Sun and the compare to other planets planets are compared to objects such as a peppercorn, coffee in the solar system? **Supplemental bean, acorn, etc. Characteristics of science standards: S6CS3, Vocabulary listed in the S6CS4, state frameworks . The Size and Distance of the Planets Activity [“You Do” or “We . and/or other state Do”] - Students will investigate the concepts of relative size and document distance by creating a basic model of our solar system. Students can work in small groups or as a class to do the activity. However, if students work in small groups, you will need to be in a large room to accommodate all groups Characteristics of science standards: S6CS3 , S6CS4 , S6CS5b . Solar System Scale lab [Characteristics of science standards: S6CS3 , S6CS4 , S6CS5b] . Activities to reinforce the characteristics of the planets: o Planet Mystery [“You Do” or “We Do”] – Students can work individually or in small groups to complete the review o Plant Clue [“You Do” or “We Do”] – Students should work in

TCSS 10/5/2015 5 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question pairs to complete the review o Practice worksheet/homework [“You Do”] o A simple project - http://www.kbteachers.com/astronomy- activities/free-planet-research-project.html . Summarizing Strategy: Comparing Planets [“You Do”] (use as formative assessment for tiered groups in Tiered planet activity below) - The summarizing strategy should be completed by each student individually. The teacher should evaluate each student’s summarizer to determine his/her level of mastery. In this summarizer, students must provide characteristics of the Earth and at least four other planets of their choosing. . After the Summarizing Strategy, use the Tiered Planet Activity to support and extend learning. Use for Tiered activity cut and paste planets - http://www.bestcoloringpagesforkids.com/wp- content/uploads/2013/07/Solar-System-Coloring-Pages-For- Kids.jpg . Anchor Activities o Extreme Planet Makeover- for advanced students or as reinforcement. Reinforces the effect of planet and realtion to distance from the sun . Additional Resources o Human Life on Constructed Response o http://www.solarviews.com/eng/homepage.htm o Astro-Venture: Design a Planet from NASA o http://www.windows2universe.org/our_solar_system/solar_ system_1.html o Simulation demonstrating gravity’s influence o Why is there life on Earth practice worksheet o http://www.kidsastronomy.com/solar_system.htm- can click on planet to get more information o http://spaceplace.nasa.gov/switch-a-roo/en/ - can be used with students for enrichment. Includes additional information for students who have mastered the standard. o Build a Solar System from Exploratorium – For Accelerated or Sponge Activity in computer lab. Interactive . Videos o Suggested videos retrieved from United Streaming: . “: Our Solar System,”

TCSS 10/5/2015 6 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question . “The Solar System: Above and Beyond,” . “A Spin Around The Solar System: How the Solar System Works.” . Instructional strategies- When differentiating or using small groups, these websites can be used with a smart board, smart projector, or promethean board. Students can come to the board one at a time as the teacher monitors while working with small groups. These websites can be used as reinforcement and practice. Or can be used in computer labs as practice. o http://www.softschools.com/science/space/solar_system_ki ds_games/

TCSS 10/5/2015 7 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The first . S6E1f. Comets, Essential* Standard(s): resource is a ppt which provides guidance for the entire lesson Asteroids, Meteors Comet S6E1f. Describe the including activating, teaching and summarizing strategies. The Sample Assessment Meteor characteristics of comets, activities listed below the ppt are used during the lesson and are Items Asteroid asteroids, and meteors. identified for use where they are most likely appropriate in the ppt.

The resources can be used as an entire lesson or pulled out for use Supplemental** Essential Question: separately. 4. What is the difference . Comet, Meteor, Asteroid ppt [“I Do”, “We Do”, “You Do”] - See between a comet, “Notes” on ppt slides for suggested instructional approaches elliptical meteor, where applicable or view the Comet, Meteor, Asteroid ppt Notes and asteroid? . Comet, Meteor, Asteroid Anticipation Guide [“You Do”] – *Essential Vocabulary Activating and Summarizing. The students should individually listed in the GPS read each statement and mark whether it describes a comet, Standards meteor, or asteroid. Remind students that it is an activating

strategy; therefore, students are not expected to know the **Supplemental information yet. You are activating any prior knowledge they have Vocabulary listed in the about comets, meteors, and asteroids. The teacher may want to state frameworks and/or allow students to compare their responses; however, stress to the other state document students that they should not change their answer based on another student’s response. . Objects in Space Graphic Organizer | Comet, Meteor, Asteroid Notes Sheet [“You Do”] – Students should use the sheet to record important information about comets, meteors, and asteroids . Comet, Meteor, Asteroid Images [“You Do”] – give students the images at the beginning and have them tape or glue the image underneath the correct object name OR after going through the characteristics of each object, have students cut out the pictures and then match them to the correct object. Once the teacher checks the student’s matches (and the student should be able to explain how to distinguish them), the student can then tape or glue the image underneath the correct object name. . Comet, Meteor, Asteroid Worksheet [“You Do”] – Use as a bellringer, ticket out the door, or quick formative assessment . Comet, Meteor, Asteroid Tiered Activity [“You Do”] – formative assessment to determine grouping included . Textbook pages 690-709 . Possible Activities [optional activities if needed] o Scale Size Comet, , Asteroid

TCSS 10/5/2015 8 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question [“You Do” or “We Do”] – students cut out paper strips to represent the scaled size of a comet, meteor, and asteroid o Asteroids, Meteoroids, Comets Path Worksheet [“You Do”] students identify whether statements describe a comet, meteor, or asteroid o Let’s Cook Up a Comet! [“I Do”] – best as a demonstration o Meteor Burnout Demonstration [“I Do”] – demonstration o Triple Venn Diagram Organizer | Triple Comparison Organizer [“You Do”] – two graphic organizer options for students to use when comparing a comet, meteor, and asteroid. o Smithsonian Tween Tribune: Messages in a bring news from article . Instructional strategies- When differentiating or using small groups, these websites can be used with a smart board, smart projector, or promethean board. Students can come to the board one at a time as the teacher monitors while working with small groups. These websites can be used as reinforcement and practice in the computer lab or using chrome books. o http://discoverykids.com/games/asteroid-comet-or-meteor- quiz/

TCSS 10/5/2015 9 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The . S6E1d. Motion of Essential* Standard(s): first resource is a ppt which provides guidance for the entire Objects in Sky Sample Relative position S6E1d. Explain the motion lesson including activating, teaching and summarizing Assessment Items of objects in the / strategies. The activities listed below the ppt are used during Supplemental** sky in terms of relative the lesson and are identified for use where they are most position. likely appropriate in the ppt. The resources can be used as an

entire lesson or pulled out for use separately. *Essential Vocabulary listed Essential Question: . Movement of Objects Across the Sky ppt in the GPS Standards 5. Why do objects seem to [“I Do”, “We Do”, “You Do”] See “Notes” on ppt slides for move across the sky? suggested instructional approaches where applicable or **Supplemental Vocabulary view the Movement of Objects Across the Sky ppt Notes listed in the state . Movement of Objects Across the Sky Notes [“You Do”] frameworks and/or other . Possible Activities [“You Do”]: state document o Students can draw a diagram illustrating what causes objects to appear to move across the sky [a box is on the notes sheet for an illustration] o Students can make a flipbook illustrating objects seeming to move across the sky (be sure they include the cause of the appeared movement). The following website provides information on making a flipbook: http://jimmie.squidoo.com/flip-book-fun o Modeling the [“We Do”]

TCSS 10/5/2015 10 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The first . S6E2a,b Sample Essential* Standard(s): resource is a ppt which provides guidance for the entire lesson Assessment Items Alignment S6E2a. Demonstrate the including activating, teaching and summarizing strategies. The Solar phases of the moon by activities listed below the ppt are used during the lesson and are showing the alignment of identified for use where they are most likely appropriate in the ppt. The Phase (wax, wane) the earth, moon, resources can be used as an entire lesson or pulled out for use and sun separately. Supplemental** . Phases of the Moon and Eclipses ppt [“I Do”, “We Do”, “You Do”] S6E2b. Explain the See “Notes” on ppt slides for suggested instructional approaches Luminous alignment of the earth, where applicable or view the Phases of the Moon and Eclipses ppt moon, and sun during Notes solar and lunar eclipses. . Textbook page 663,669,670 *Essential Vocabulary Phases listed in the GPS Essential Question: . Phases of the Moon Notes [“You Do”] – Students use the Notes Standards 6. How does the position sheet to record important information during the lesson of the sun, Earth, and . Phases of the Moon Rap [linked in ppt] **Supplemental moon affect each other? . Suggested Activities [all activities or worksheets are not needed. Vocabulary listed in the Select 2-3 activities as needed or use the varying activities to state frameworks and/or remediate or reinforce the phases] other state document o Moon Phases and Eclipses ActivInspire Interactive Flipchart [“We Do”] – The suggested instructional approach is to use the flipchart in small groups either through differentiation or stations. Students place moon phase images onto a diagram and use images to illustrate the two types of eclipses. Instructional Video for Moon Phases and Eclipses ActivInspire Flipchart o Moon Phase Box [“I Do”] – This might be a good teacher demonstration because it only shows the four main phases. It might help the students understand the concept though in the early stages of the lesson o Phases Flipbook [“You Do”] – students put together a flip book showing the position of the Earth and Sun and the resulting phase of the moon o Marcia Krech: Cut and Paste Moon Phase Activity [“You Do”] – Students cut out pictures of phases of the moon and paste them in the correct position on a diagram. o Moon’s Phases in Oreos | Oreo Moon Phase Key | Oreo Moon Phase Image | Moon Phase Image [“You Do” or “We

TCSS 10/5/2015 11 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question Do”] Students make models of the phases using oreos o Moon [“I Do” or “We Do”] – model the phases of the moon o Phases of the Moon [“You Do”] – Students keep a daily calendar for a period of time in which they write the date, based on their observation of the moon color in the dark part of the moon leaving the bright part . Additionally, they label the phase and circle the location of the moon in relation to the earth and sun in the diagram provided that would cause the observed phase. o Phases of the Moon Wheel Review [“You Do”] – the students construct a “wheel” to reinforce the position of the Earth and Sun and the resulting Moon phase o Moon Phases Worksheet [“You Do”] – students draw the moon phase we would see if we were on Earth in the diagrams shown and then write the name of that moon phase o Learning Moon Phases Worksheet [“You Do”] – the students draw how the moon would look in each phase based on a diagram o Moon Phases Activity Sheet [“You Do”] – Have students add the missing moon phases o The Moon’s Phases Lesson Plan – second page has a clear diagram that may be useful for different versions o Moon Phase Project (Head as Earth) o Kinesthetic Activity for learning moon phases . Phases of the Moon Constructed Response [“You Do”] . Phases Formative Assessment or Summarizer [“You Do”] . Animations of Phases [linked in ppt] o Moon Phase Animation from Harcourt o http://astro.unl.edu/naap/lps/animations/lps.html o http://astro.unl.edu/classaction/animations/lunarcycles/luna rphasequizzer.html o http://ww2.valdosta.edu/~cbarnbau/astro_demos/frameset_ moon.html o http://web.archive.org/web/20060514142413/http://www.ion cmaste.ca/homepage/resources/web_resources/CSA_Astr o9/files/multimedia/unit3/phases_moon/phases_moon.swf

TCSS 10/5/2015 12 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question . Instructional strategies- When differentiating or using small groups, these websites can be used with a smart board, smart projector, or promethean board. Students can come to the board one at a time as the teacher monitors while working with small group. These websites can be used as reinforcement and practice in the computer lab or using chrome books. o http://www.quia.com/quiz/688297.html o http://teachers.henrico.k12.va.us/staffdev/clough_d/moon/P hases.html o http://quizlet.com/10178138/scatter Eclipses . Eclipse Notes [“You Do”] – Students use the Notes sheet to record important information during the lesson . Suggested Activities to demonstrate eclipses [select one or two activities] o Modeling Eclipses Suggestions [“You Do”] . Little Moon Giant Sun Demonstration . Creating Eclipses – Scroll to the bottom to find Eclipse model directions . Blackout () Demonstration o Use the Sun, Earth, and Moon Images [“You Do” or “We Do”] to review eclipses by calling out "Lunar Eclipse" or "Solar Eclipse" and students have to quickly move their pieces into the correct positions. Another option is to form groups of three. One person is the sun, one the moon, and one the Earth. (With only two kids, a large could represent the sun.) As "lunar" or "solar" are called out, they would need to arrange themselves correctly. . Video Clips on Eclipses o http://www.neok12.com/video/Eclipse/zX027e52507b75487 7644063.htm . Animations of Eclipses [linked in ppt] o http://ww2.valdosta.edu/~cbarnbau/astro_demos/frameset_ moon.html . Phases and Eclipses Summarizer [“You Do”] – Each student should complete the summarizer and the teacher should use the summarizer to determine the need for differentiation.

TCSS 10/5/2015 13 th TCSS 6 Science Astronomy Unit

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The . S6E3d. Causes of Essential* Standard(s): first resource is a ppt which provides guidance for the entire Tides Sample Tides S6E3d. Explain the causes lesson including activating, teaching and summarizing strategies. Assessment Items of waves, currents, and The activities listed below the ppt are used during the lesson and Supplemental** tides. are identified for use where they are most likely appropriate in Neap Tides the ppt. The resources can be used as an entire lesson or pulled Spring Tides Essential Question: out for use separately.

7. What causes tides? . Activating Strategy [first slide of ppt] – time lapse video

showing ultra-low to high tide. Do not show the title of the *Essential Vocabulary video nor show the essential question until after the video. listed in the GPS https://www.youtube.com/watch?v=sMKvqMUZwV4 [1:18] Standards . Tides ppt [“I Do”, “We Do”, “You Do”] See “Notes” on ppt

slides for suggested instructional approaches where **Supplemental applicable or view the Tides ppt Notes Vocabulary listed in the . Tides Notes [“You Do”] – Students should use the Tides state frameworks and/or Notes during the lesson to record important information other state document . Activities [select one or two of the activities if needed]: o Rise and Fall of Tides Demonstration [“I Do”] – teacher demonstration or student activity demonstrating bulging o Spring and Neap Tides Wheel: http://www.srh.weather.gov/srh/jetstream/ocean/ll_mo onphase.htm [“You Do”] - Students create a wheel to illustrate the position of the Sun and the Earth, the moon phases, and the tides o Spring or Neap Tide Worksheet [“You Do”] – Students identify Spring or Neap Tides based on diagrams . Tides Formative Assessment | Tides Summarizer [“You Do”] you may decide to use the formative assessment document as the summarizer and vice versa . Videos/Online Resources: o Study Jams Tides [linked in ppt] o http://oceanservice.noaa.gov/education/kits/tides/med ia/supp_tide01.html [shown in ppt] o http://ww2.valdosta.edu/~cbarnbau/astro_demos/tides /neap_sp.html [linked in ppt]

TCSS 10/5/2015 14 th TCSS 6 Science Characteristics of Science

Standard(s) and Vocabulary Resources [Back to Top] Assessment Essential Question The resources below are set up in a model lesson format. The . S6E2c. Seasons Essential* Standard(s): first resource is a ppt which provides guidance for the entire Sample Assessment Tilt S6E2c. Relate the tilt of the lesson including activating, teaching and summarizing Items earth to the distribution of strategies. The activities listed below the ppt are used during Distribution () sunlight throughout the the lesson and are identified for use where they are most likely and its appropriate in the ppt. The resources can be used as an entire Supplemental** effect on climate lesson or pulled out for use separately. Axis . Seasons ppt [“I Do”, “We Do”, “You Do”] See “Notes” on ppt Rotation Essential Question: slides for suggested instructional approaches where Revolution 8. What are the reasons for applicable or view the Seasons ppt Notes Angles of Sunlight the seasons? . Notes on Seasons [“You Do”] – Students use the notes to Solar record important information during the lesson.

. Activities/Demonstrations for angles of sunlight [all are *Essential Vocabulary listed similar in nature so select the most practical one for your in the GPS Standards classroom]

o Sun Rays Demo [“I Do”] - teacher-led demonstration **Supplemental Vocabulary allows students to visualize how the incoming angle listed in the state of the Sun’s rays affects the concentration of solar frameworks and/or other on areas of the Earth state document o Comb Beams [“You Do”] - This demonstration shows how the light rays from the sun can be spread out or concentrated to cover large or small areas o is Hot, Pole is Not Demonstration [“You Do”] - To demonstrate why direct rays of sun are hotter than slanted rays of sun . Seasons Summarizer [“You Do”] . Videos o One Year in 40 seconds [activator in ppt] o Study Jams Seasons [linked in ppt] . Animations [linked in ppt] o Angle of the Sun [linked in ppt] o Astronomy: Journey to the Cosmic Frontier Seasons Interactive o Astronomy Education at the University of Nebraska- Lincoln [similar to the previous animation] . Textbook Pages: 492, 661, 663

TCSS 10/5/2015 15 th TCSS 6 Science Characteristics of Science

S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations.

S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals. b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer. c. Address the relationship between accuracy and precision and the importance of each. d. Draw conclusions based on analyzed data.

S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Estimate the effect of making a change in one part of a system on the system as a whole. c. Read analog and digital meters on instruments used to make direct measurements of length, , weight, elapsed time, rates, and , and choose appropriate units for reporting various quantities.

S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino’s effect on weather) b. Identify several different models (such as physical replicas, pictures, and ) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.

S6CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Understand and describe how writing for scientific purposes is different than writing for literary purposes. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal.

TCSS 10/5/2015 16 th TCSS 6 Science Characteristics of Science

S6CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area of their particular expertise. b. Recognize that there may be more than one way to interpret a given set of findings.

The Nature of Science S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved.

Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change and grow.

S6CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices: a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations. b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society. d. Scientists use technology and mathematics to enhance the process of scientific inquiry. e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.

TCSS 10/5/2015 17