Objectives

Objectives

• The goal of this presentation is to provide an in-depth overview of Unit 4 (the Falling Stars Unit) from SAIL’s fifth-grade yearlong curriculum.

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Specifically, we will:

• Provide a detailed overview of each lessons and major takeaways
• Provide connections to 3-D learning and learning performances for each lesson
• Highlight key language instructional shifts

Unit 1 (Physical Science)

What happens to our garbage?

Unit 2 (Life Science)

Why did the tiger salamanders disappear?

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Unit 4 (Space Science)

Why do falling stars fall?

Unit 3 (Earth Science)

Why does it matter if I drink tap or bottled water?

• During today’s PD, you will see symbols that indicate action. Let’s review them now.

Key symbols we will use for PD

This green check means we will carry out an investigation together. We will engage in the investigation, just as our students do in the classroom.

Key symbols we will use for PD

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This pencil means that we will write. For example, we might write an argument based on evidence, just as our students in the classroom.

This book icon indicates that you should open the SAIL Lesson Plan and read along.

This play button means that we will watch a video from the lesson.

Key symbols we will use for PD

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This lightbulb icon indicates that we will share the “So What?” or the takeaway to our partners.

Unit 4

Anchoring Phenomenon

Phenomenon and Driving Question

Driving Question: Why do falling stars fall?

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Overview of Unit 4:

Space systems

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NGSS Performance Expectations in Unit 4

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5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.

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5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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5-PS2-1. Support an argument that the gravitational force exerted by earth on objects is directed down.

NGSS Science & Engineering Practices in Unit 4

1. Ask questions (for science) and define problems (for engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations (for science) and design solutions (for engineering)
7. Engage in argument from evidence
8. Obtain, evaluate, and communicate information

NGSS Disciplinary Core Ideas in Unit 4

NGSS Crosscutting Concepts in Unit 4

1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change

Structure of the falling stars unit

��To align with our philosophy,� �we want to SHOW you the shifts, �not just TELL you about the shifts.

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Experience comes first.

Modalities

FALLING STARS UNIT

CLUSTER 1

Lesson 1-1

What do you see in the sky?

Lesson 1-1 Overview (1 class)

1. Making observations about falling stars (2 videos)

2. Asking questions and finding patterns in falling stars

3. Forming DQ Board and DQ, Why Do Falling Stars Fall?

4. SEN entry; making predictions about why do falling stars fall?

• Top of p.3: Introduce the video. Tell students, One night in June at 10 PM, photographers set up several video cameras in NY. The cameras videotaped the night sky for several hours in hopes of capturing something interesting. We will view the first video now. This video is recorded in real time. As you carefully watch the video, make observations. Be ready! This happens fast.

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Lesson 1-1: Video 1

Click on the image above to watch the video!

• What did you see in the sky? (students will write this down in their SEN)
• Talk to a partner about what you observed

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Lesson 1-1: Video 1

• We will view the second video now. This video is recorded in time lapse, meaning several hours will go by in a short period of time. As you watch the video, think about questions you have.
• Show Video: #2. What are your questions about the two videos you watched?

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Lesson 1-1: Video 2

Click on the image above to watch the video!

• What are your questions about the two videos you watched? Write them on sticky notes now.

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Lesson 1-1: Video 2

• What did you observe in the sky? Does anyone know what the videos show? (p. 3)
• E.g., meteors, falling stars, shooting stars, meteor shower, falling star shower
• If students do not bring out the terms on their own, introduce them. These terms mean the same thing. We pick “falling stars” for our observation. (p. 4)
• PowerPoint Lesson 1-1 introduces students to Bootes constellation

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Lesson 1-1: Introducing falling stars term

• This time students view the video, have them make observations to identify patterns. Looking for patterns will help us generate more questions about falling stars. (p. 4)

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• Show Video: #3. What patterns did you observe? What is similar for all three observations of falling stars in the video? (p. 5)
• Direction of falling stars; they all fall down; the falling stars move in straight lines, some are bright and some are dim

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• What questions do you have about falling stars after observing and thinking about patterns?

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Lesson 1-1: Finding patterns

Click on the image above to watch the video!

Important teacher background on p. 2:

• Three short videos introduce the anchoring phenomenon of the night sky with falling stars. In these videos, students observe meteor showers (aka falling stars) that emanate from the Bootes (Boe-OH-teez) constellation. Knowing that meteor showers emanate from a particular constellation is important to the storyline which establishes ideas about rotation and orbit of Earth later in the unit.

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Lesson 1-1: Teacher background

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Let’s create the DQ board!

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Organize the DQ board into categories that reflect the organization of the unit (p. 6)

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Possible categories:

• Composition of materials (What are falling stars made of?)
• When falling stars are visible (What time of day or the year do we see falling stars?)
• Downward movement �(How do falling stars fall?)
• Miscellaneous questions

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Lesson 1-1: Creating the DQ board

Page 7: Class Check! Making predictions about why falling stars fall. Based on the patterns you saw in the videos, why do you think falling stars fall?

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Lesson 1-1: SEN Entry

SEP:

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DCI:

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CCC:

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Lesson 1-1: Where is the 3-D learning?

SEP: Asking Questions

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DCI: Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted

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CCC: Patterns

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Lesson 1-1: Where is the 3-D learning?

1. Students experience the phenomenon of falling stars and establish the Driving Question: Why do falling stars fall?

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1. Students make predictions based on patterns that they notice

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Phenomenon

Lesson 1-1: MAJOR TAKEAWAYS

Lesson 1-2

What are the properties of falling stars?

1. Establish the sub-question, “What Are the Properties of Falling Stars?” from the DQ Board

Lesson 1-2 Overview (2 Classes)

DAY 1

2. Measure properties of falling stars

1. Use patterns in properties to identify falling stars in a sample of earth materials

Lesson 1-2 Overview (2 Classes)

DAY 2

2. Complete the Exit Slip 1-2

• CLASS CHECK! Making Predictions about Why Falling Stars Fall Follow-up (p. 2)

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• Establish sub-question: What are the properties of falling stars? (p. 2)

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• Get students excited about falling stars and tell them that you have a sample of them from NASA, but they are mixed with other materials like rocks.

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Lesson 1-2: Measuring properties of falling stars

• Let’s measure the properties of the Earth sample
• Introduce the materials students will use to investigate. (p.3 of teacher book)

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Lesson 1-2: Measuring properties of falling stars

Magnet / Imán

Magnifying glass / Lupa

Streak plate / Placa de raya

• Let’s measure the properties of falling stars!
• Introduce the materials students will use to investigate. (p.3)
• Note: Students make their own data tables in their SEN. They are not meant to copy the table on p. 4.

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• Mix the falling star pieces with a bag of other rocks.

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Lesson 1-2: Measuring properties of falling stars

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Learning Progressions

Learning progression

Data table from Unit 1

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Phenomenon

Experiencing the phenomenon

• DO NOW: Make the properties chart, and look at the suggested properties in this student’s chart

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Lesson 1-2: Measuring properties of Earth materials

• DO NOW: Make the properties chart, and look at the suggested properties in this student’s chart

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Lesson 1-2: Measuring properties of Earth materials

• With your group, look at and record the properties in your sample of Earth materials
• Which rock do you think is the falling star?

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SO WHAT?

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Were you able to use properties to identify the falling star pieces?

Debrief

Logistics: Don’t hand out the magnets too early ☺

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• Tell students that now that they identified the properties of different materials, they are going to determine which ones are the falling star pieces in their sample of Earth materials.

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• Say, How will you determine if there are falling star pieces mixed in the Earth materials sample? Direct students to look for patterns in the properties they found and identify which rock might be a falling star.

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Lesson 1-2: Using patterns in properties to identify falling stars in a sample of Earth materials

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• SMALL GROUP CHECK! Using Patterns in Properties to Identify Falling Stars (p.5)
• How will you determine whether there are falling stars in the Earth materials sample?
• What are the properties of falling stars?
• What are the properties of the other Earth materials?
• How are the properties of falling stars and other Earth materials similar or different?
• Are there certain properties that are particularly useful for distinguishing falling stars from other Earth materials?

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Lesson 1-2: Using patterns in properties to identify falling stars in a sample of Earth materials

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• CLASS CHECK! Critiquing an Argument about Whether Falling Stars are Different from Rocks
• DO NOW: Exit Slip 1-2 (Answer key p.9 in teacher book)
• Since we are suggesting combining two class periods for this lesson, you may assign this Exit Slip as homework.

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• Connect to the next question. What are the properties of falling stars? Is a falling star a star? (pp. 6-7)

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Lesson 1-2: Using patterns in properties to identify falling stars in a sample of Earth materials

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• Do not lose the falling star pieces. Each group will get about 5-6 falling star bits in their sample. Make sure the students account for the falling stars after the sort. Take classroom time to collect them – do not lose them ☺

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• Hold back on passing out the magnets until students ask.

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• Hold onto the falling stars for future years – they are expensive.

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Lesson 1-2: Logistics

SEP:

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DCI:

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CCC:

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Lesson 1-2: Where is the 3-D learning?

SEP: Planning and carrying out an investigation

DCI: Measurements of a variety of properties can be used to identify materials

CCC: Patterns

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Lesson 1-2: Where is the 3-D learning?

1. Students identify falling stars from a sample of rocks. Because falling stars are the only magnetic rock in the sample, students are able to identify the falling stars.

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1. Students will use evidence from this lesson (property data) to eventually argue whether falling stars are stars. SPOILER ALERT: They’re not! They’re rocks!

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Lesson 1-2: MAJOR TAKEAWAYS

FALLING STARS UNIT

CLUSTER 2

Lesson 2-1

Is a falling star a star?

1. Make observations of the sun and other stars.

2. Students are introduced to Stellarium to make observations of stars

Lesson 2-1 Overview (3 Classes)

DAY 1

Lesson 2-1 Overview (3 Classes)

DAY 2

1. Obtain information about the properties of stars from Article: How Bright Are Stars?

2. Draw the properties of stars.

1. Argue from evidence to answer the question, Is a falling star a star?

Lesson 2-1 Overview (3 Classes)

DAY 3

• CLASS CHECK! Critiquing an Argument about Whether Falling Stars are Different from Rocks Follow-up
• Return Exit Slip 1-2 to students. Based on their responses, review the practice of engaging in argument from evidence as needed.
• Introduce new sub-question, Is a falling star a star? (p.2)
• Direct students to SEN entry 2-1: Ideas About Properties of Stars (p. 9 in student book)

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• Make observations of the sun, the closest star.
• What are the properties of the sun? (p.3)
• Students watch the Video Lesson 2-1: The Sun and refer to the image from PowerPoint Lesson 2-1 to observe properties of the sun.

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Lesson 2-1: Day 1

Watch the video here

• Introduce Stellarium software to make observations about the properties of other stars.
• To help us answer these questions, we can use Stellarium software as a tool for space observations…We are going to look at the constellation Bootes (Boe-OH-teez), which is the location of the falling stars/meteors we observed in the videos. (p.4)

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Lesson 2-1: Day 1

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BREAK – END OF CLASS PERIOD

• We are skipping the article today. Article takeaways:
• Stars are unique objects in space with specific properties – all stars are made of gas and give off light.
• The sun is a star.
• Different stars have different properties -- some are hotter and bigger than the sun; some are cooler and smaller than the sun
• A light-year is a measure that describes the distances between stars.
• The article provides a star data table.

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Students obtain information about the properties of stars from Article: How Bright are Stars? (pg.10-15 in student book)

Lesson 2-1: Day 2

• Students cut out and draw (really color) the properties of assigned star.

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• All groups are assigned a star.
• Each group will cut out their group’s star (you can access the stars in the PowerPoint slide here and on the next slide of this PPT).
• One the star, they will color it in (according to the chart in Article 2-1: How Bright are Stars?) and write its size and other properties including the star’s distance in light years from Earth.

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Lesson 2-1: Day 2

SOME STUDENT EXAMPLES:

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Lesson 2-1: Day 2

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BREAK – END OF CLASS PERIOD

The Sun

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Pollux

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Regulus

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Arcturus

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Alpha Centauri

Mirfak

Rigel

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Betelgeuse

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• INDIVIDUAL CHECK! Arguing from Evidence about Whether Falling Stars are Stars (p.9)
• Students write argument individually
• Note: Students are no longer using argument/explanation template.
• Talk through the argument with a partner now: Are falling stars stars?

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Claim: A falling star is not a star.

Evidence: From the investigation, we found that the properties are hard, black in color, and magnetic. From the article, we found that stars are made of gas, give off light, and are gigantic.

Reasoning: Since falling stars and stars have different properties, they must be different materials.

Lesson 2-1: Day 3

SEP:

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DCI:

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CCC:

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Lesson 2-1: Where is the 3-D learning?

SEP: Obtaining information, engaging in argument

DCI: Properties; The sun is a star…

CCC: Scale, proportion, and quantity

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Lesson 2-1: Where is the 3-D learning?

1. Through an article, students obtain information about the sun and other stars.

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1. Students argue that falling stars are not stars, they are rocks with specific properties.

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Lesson 2-1: MAJOR TAKEAWAYS

Lesson 2-2

Why is the sun brighter than other stars?

1. Planning and carrying out light meter investigation

Lesson 2-2 Overview (4 Classes)

DAY 1

1. Analyzing and interpreting light meter data

Lesson 2-2 Overview (4 Classes)

DAY 2

1. Developing physical space system model

Lesson 2-2 Overview (4 Classes)

DAY 3

1. Constructing an Explanation

Lesson 2-2 Overview (4 Classes)

DAY 4

• Tell the class, Our star data provided evidence that stars like Rigel are bigger than the sun. But the sun is brighter in the sky? Why is that? (p. 3)

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• Summarize the discussion, Some of you suggested that distance has an effect on brightness. Does the distance of an object from an observer have an effect on the brightness of that object? (p. 3)

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• Demonstrate how to use a light meter with student volunteers. (p. 3)

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Lesson 2-2: Light meter investigation

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Lesson 2-2: Light meter investigation

• Guide the planning of the investigation (p. 4)
• What is the purpose of the investigation?
• What data will you collect?
• What will you control so you have a fair test?

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• Direct groups to answer questions #5 and #6 based on the investigation plan. (p. 4)

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• Groups carry out Investigation 2-2: Light and Distance. (p. 5)

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Lesson 2-2: Light meter investigation

• With your group, use the markings on the ground to carry out Investigation 2-2: Light and Distance. (p. 15)

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Lesson 2-2: Light meter investigation

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Logistics:

• Make the room as dark as possible.
• Groups will need to share the light meter.
• You will have to share the light meter with class.

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Lesson 2-2: Light meter investigation

SO WHAT?

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What did you figure out about distance and brightness?

Debrief

• Direct students to graph and interpret their data to identify patterns that show relationships (p. 6)

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• Summarize, The closer a light source is, the brighter the light is for the observer.

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Lesson 2-2: Light meter investigation

• Ask, Can we answer our question: Why is the sun brighter than other stars? (partially) Do we know how close the sun is to Earth compared to other stars? (no)
• Develop Space System Model as a class. (pp. 8-9)
• Each group is assigned the same star as in Lesson 2-1.
• Each star comes with a string to represent the star’s distance from Earth.

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Logistics:

Do you want to pre-cut string and stars or have students do this?

Lesson 2-2: Developing physical space system model

• What do you notice about the sun’s distance from Earth?

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• What do you notice about the other stars’ distances from Earth?

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• What do the other stars looks like in the sky in comparison to the sun?

(p. 9)

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Lesson 2-2: Developing physical space system model

Just a reminder…

students are using the stars from Lesson 2-1

The Sun

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Pollux

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Regulus

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Arcturus

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Alpha Centauri

Mirfak

Rigel

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Betelgeuse

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• Tell students they will use their data as evidence to answer the question, Why is the sun brighter than other stars? (p. 11)
• DO NOW: Organize your evidence on p. 26 in preparation to construct an explanation

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Lesson 2-2: Constructing an explanation

Lesson 2-2: Constructing an explanation

Can you verbally explain to your partner…

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Why is the sun brighter than other stars?

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Claim: ???

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Evidence: ???

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Reasoning: ???

Talk to your partner

Will someone share their explanation?

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Why is the sun brighter than other stars?

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Claim: ???

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Evidence: ???

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Reasoning: ???

Share

Sample explanation

• INDIVIDUAL CHECK! Have students construct an explanation for why the sun is brighter than other stars. (p. 12)
• CLAIM:
• EVIDENCE:
• REASONING:

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• Use Teacher Rubric 2-2 to provide feedback on student explanations. (p. 12)

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• Connect to the next question, Why do we have day and night? (p. 12)

Lesson 2-2: Developing physical space system model

SEP:

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DCI:

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CCC:

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Lesson 2-2: Where is the 3-D learning?

Lesson 2-2: Where is the 3-D learning?

SEP: Planning and carrying out an investigation; Analyzing and interpreting data; Constructing an explanation

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DCI: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.

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CCC: Patterns

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1. The light meter investigation provides evidence that distance affects brightness, hence why the sun appears brighter than other stars (because it is closer to us than other stars). Students construct an explanation to articulate this.

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Lesson 2-2: MAJOR TAKEAWAYS

FALLING STARS UNIT

CLUSTER 3

Lesson 3-1

Why do day and night occur?

1. Watch an investigation video that guides students through analysis of shadow data + complete a SEN entry

2. Develop individual Solar System Models

Lesson 3-1 Overview (5 Classes)

DAY 1

1. Set up Investigation 3-1: Shadows to make observations of the sun

2. Make predictions about the shadows data

Lesson 3-1 Overview (5 Classes)

DAY 2

1. Go outside to collect shadow data for Investigation 3-1: Shadows

Lesson 3-1 Overview (5 Classes)

DAY 3

1. Graph shadow length data that students collected

2. Complete Investigation 3-1: Sun’s Positions using Stellarium

Lesson 3-1 Overview (5 Classes)

DAY 4

3. Connect patterns to conclude that Earth rotates

1. Groups test their ideas of why day and night occur using a physical model

Lesson 3-1 Overview (5 Classes)

DAY 5

2. Complete Exit Slip 3-1

• Make observations of Night and Day by watching a series of videos.

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• Show Video Lesson 3-1: Sunrise and PowerPoint 3-1: Sunrise, Atlantic.

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• Have a discussion about the video and share what it means when we say sunrise or sunset.

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• Direct students to talk with a partner about their thinking of why we have day and night and what happens to the sun at night.

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• Students record their responses in SEN Entry 3-1: Observations of Day and Night

Lesson 3-1: Observations of day and night

Direct students to develop a model that shows the relationships of Earth and the sun to answer the question, “Why do day and night occur?”

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Students can discuss their individual models in groups, then share their models with the class.

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Lesson 3-1: Developing individual model

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BREAK – END OF CLASS PERIOD

Display the PowerPoint Lesson 3-1: Student with shadow.

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Have students describe the image and ask them about their experiences with shadow outside, When did you see the shadow? Where was the sun?

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Describe, “we cannot make observations of the sun directly, but shadows can help us make observations indirectly by giving us information about the position of Earth relative to the sun. This will help us understand why day and night occur and why we see falling stars at night.”

Lesson 3-1: Connecting the sun to shadows

Tell students they will use shadows formed by toothpicks to help them make observations of the sun in the daytime and help them answer the question, “Why do day and night occur?” As astronomers, we will use data from observations of the sun and shadows to find patterns. They will collect data about the length of shadows at different times of the day.

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Lesson 3-1: Setting up the investigation

The folder is labeled with cardinal directions.

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When collecting data on the shadow length, the folder is always placed in the same location and direction. The direction of the folder is an important variable to control when we make measurements outside (p. 7).

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Lesson 3-1: Setting up the investigation

Clay and toothpick will be used to collect data on the shadow length.

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Note to teachers:

Students will collect shadow data under the sun outside.

Before the students measure the data outside, take the day to practice

collecting data using a flashlight to represent the sun.

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Click here for a video demonstration of the Shadow Investigation (Part 1 and 2)

Display PowerPoint Lesson 3-1: My Predictions to show students the shadow length data.

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Say, Here is shadow length data I have collected for two days. What patterns do you find in the data? What do you think this pattern tells us about why day and night occur?

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Have students predict what will happen to the length of the shadows the next day and answer questions in Investigation 3-1: Shadows (Investigation Plan) (student book p. 30).

Lesson 3-1: Using patterns to make predictions about sun measurement data

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BREAK – END OF CLASS PERIOD

Lesson 3-1: Collecting measurements data on shadow

Direct students to work in groups for the Investigation 3-1: Shadows.

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Guide students to make a shadow measurement folder.

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Take class outside for the measurement of shadow length. Return to classroom to record the data.

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Direct students to fill out data table with the shadow length data.

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BREAK – END OF CLASS PERIOD

Lesson 3-1: Using patterns to begin shadow data interpretation

• Describe the importance of patterns, Astronomers look for patterns in data. To find patterns, they first analyze the data and then interpret patterns in the data. One way to analyze data is to represent the data in a graph. The graph can reveal patterns. After finding patterns, astronomers interpret the patterns to find relationships between variables. The patterns and relationships become evidence for an answer to our questions and can help us make predictions (p. 10).

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• Guide students to analyze and interpret the patterns found in the shadow data.

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• Ask your studeWhat do the patterns in the shadow data show? (The pattern of shadows being long, short, and long again is repeated each day.)

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Lesson 3-1: Graphing shadow data

Take out Investigation 3-1: Shadows.

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Each student will analyze the data by graphing the shadow length for Day 3 (the data they collected) and the graphing title is “Shadow Length Day 3 Graph”.

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Guide the students through the sequence to graph data points as follows:

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• Students use the coordinate plane paper in Investigation 3-1: Shadows to graph data points.
• Students label the coordinate plane:
1. title: Shadow Length Day 3 Graph
2. x-axis title: Time, 1 hour time intervals
3. y-axis title: Shadow Length (cm), 0.5 cm shadow length intervals

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• Students mark data points on the graph with ordered pairs
• Students connect the points with lines.

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Lesson 3-1: Comparing day 3 graphs and discussing to find patterns

Students will share their group’s graph with a different group (jigsaw). Students will compare the graphs, noting similarities and differences in the patterns found among their original groups.

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When students return to their original groups, each student describes the patterns observed in their jigsaw groups.

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Lesson 3-1: Adding data points to look for patterns

Display PowerPoint Lesson 3-1: Shadow Length Data Day 3.

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Lead a class discussion to make the observation that the data points connect in a pattern with a

specific shape (a curve, bowl shape, part of an oval).

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Lesson 3-1: Comparing day 3 graphs with pre-made day 1 and day 2 graphs to find patterns

Display PowerPoint Lesson 3-1: Shadow Length Data Day 1 and Day 2.

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Call on students to describe the similarities and differences among their original group graph, the jigsaw group graphs, and the 2 teacher graphs (we find the same pattern in all the graphs). Lead a class discussion where students interpret the shadow data.

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Possible teacher prompts:

• What patterns did you find? (The graphs were similar. The shape of the graph is like a bowl, half oval, curve.)
• What pattern in the graphed shadow data do you find? (The shadows are longest at sunrise and sunset.)

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Lesson 3-1: Connecting patterns in shadow data to the sun’s position data using Stellarium

• Students used shadows to help them make observations of the sun in the day time. We found patterns in the data we collected on shadows. Ask the students, What kind of patterns do you think we would observe if we looked directly at the sun?

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• We cannot look directly at the sun, but we can use Stellarium (http://stellarium-web.org). We can use a planetarium to make observations over a long period of time. Tell students, Our planetarium can be advanced by the hour to cover any length of time. Instead of going outside again and making observations about the sun’s position each hour, we will make observations more quickly and safely using Stellarium.

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• Describe to the students that the Stellarium uses a 24-hour clock. To figure out the time in Stellarium, you add 12 to the hour you want to observe. For example, 8:00 PM + 12 hours = 20:00.

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Lesson 3-1: Connecting patterns in shadow data to the sun’s position data using Stellarium

• Direct students to open up to Investigation 3-1: Sun’s Positions in the student book (p. 37).

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• Use Stellarium as a class (teacher-led) to record the sun’s position over several hours starting at the current time and going over 24 hours. For example:
• 10:00
• 12:00 (noon)
• 14:00
• 19:00 (sunset)
• 7:00 (sunrise the next day)
• 10:00 (the next day)

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Note: Use the mouse scroll to change the screen display so that the red letters “E” for east and “W” west are visible (in other words, zoom out).

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Lesson 3-1: Connecting patterns in shadow data to the sun’s position data using Stellarium

• Click the box in the bottom right corner to open the “Date and Time” window. Direct students to record the sun’s position and the time on Investigation 3-1: Sun’s position by drawing a circle where the sun is and writing the time above or below it. Tell students, The day is advancing in normal time. The sun changes positions as time passes from your point of view as the observer.

Drag the blue dot below the date and time to the right to advance faster.

Lesson 3-1: Connecting patterns in shadow data to the sun’s position data using Stellarium

• Stop at 12:00 (noon). Tell students to record the sun's position and time in their Investigation handout. Place an “x” where you predict the sun will be at 2pm.

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• Drag to advance to 14:00 (2pm). Students check their predictions and draw a circle where the sun actually is, and compare to the predicted position. Students make a new prediction for 19:00 and place an “x”. Repeat this process for 19:00 (7pm).

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• Continue the steps 5 more times during the next day on the Stellarium (e.g., 10:00, 12:00 (noon), 14:00, 19:00 (sunset), 7:00 (dawn the next day), and 10:00).

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• Direct students to talk with a partner about the pattern they find in the sun’s position data. Ask, Can you draw a straight line with a ruler to connect the 5 observations? (no). What shape is the line from one observation to the next? (a curve).

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• Drag across the entire spectrum to show the planetarium over 24 hours and ask students what they observe about the sun’s position throughout the day and what they notice when you compare the patterns in the sun’s position data and the patterns of the shadow data collected.

Lesson 3-1: Connecting patterns in shadow data to the sun’s position data using Stellarium

Through a class discussion, connect the patterns in the shadow data to the patterns in the sun’s position data, guiding students to the following observations:

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1. The pattern of change in shadow length is the same every day.
2. The pattern of change in the sun’s positions is the same every day.
3. Both the shadow data and the sun data are curved graphs (bowl shape, not a straight line).
4. Once we know the pattern, we can predict shadow length and the sun’s positions. The patterns of change are regular. They mean something. But what do they mean? (Something is moving to create the patterns in the shadow data, the sun is moving to create the patterns(*), the Earth is moving to create the patterns)

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CLASS CHECK! Using Patterns in Data to Make Predictions about Why Day and Night Occur.

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Collect student’s investigation handout and look for whether their predictions are based on patterns in the data. In the next class, students will test their ideas about the cause of the patterns to answer the question, “Why do day and night occur?”

BREAK – END OF CLASS PERIOD

Lesson 3-1: Testing ideas of why day and night occur with a physical model

• Describe that students will test their predictions about why day and night occur with a physical model of the Solar System. Demonstrate the investigation plan as you describe the components of the physical model:

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Each group will need: For the class:

• 1 toothpick • 1 Lamp and bright light bulb
• 1 3’’ Styrofoam ball
• 1 pencil
• 1 permanent marker

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Lesson 3-1: Testing ideas of why day and night occur with a physical model

• The Styrofoam ball represents Earth. Insert the pencil into the Styrofoam ball. The pencil through the Styrofoam ball represents the axis of Earth. Define the axis of Earth, The axis is the imaginary line through Earth’s center from North Pole to South Pole. The direction up is north and the direction down is south.

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• The dot represents our location. Use a permanent marker to make a dot on the Styrofoam ball about halfway between Equator and Arctic Circle.

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• The toothpick represents our shadow investigation. Press the toothpick into the Styrofoam ball where you have marked the dot.

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• The light represents the sun. Place the light in the center of the room.

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• Hold Earth out at arm’s length. Describe that you have to look carefully at the area around the toothpick to see the shadows’ pattern of change.

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Lesson 3-1: Testing ideas of why day and night occur with a physical model

After each group has had a chance to test their ideas, introduce the term rotation in context. Describe, Many of you showed Earth turning around its axis. When an object turns around its axis, scientists call that rotating. In your models, you showed how Earth’s rotation causes patterns in the length of shadows in a day.

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Share the answer this question with your partner, Have your ideas changed about why day and night occur? (Earth rotates, which causes day and night)

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Lesson 3-1: Exit slip

CLASS CHECK! Earth’s Rotation Causes Observable Patterns

• Have students complete Exit Slip 3-1 individually.

With your group, can you show me how Earth moves to create day and night using your physical model?

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When you have an idea that is ready to test, we will call you up to the “sun” to try it out!

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Lesson 3-1

Let’s test some ideas.

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We will start.

• Person 1 is playing the role of teacher
• Person 2 is playing the role of student

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Lesson 3-1

Now we introduce the term ROTATION in context…

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Many of you showed Earth turning around its axis. When an object turns around its axis, scientists call that rotating.

In your models, you showed how Earth’s rotation causes

patterns in the length of shadows in a day.

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Share the answer this question with your partner, Have your ideas changed about why day and

night occur? (Earth rotates, which causes day and night)

Lesson 3-1

SEP:

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DCI:

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CCC:

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Lesson 3-1: Where is the 3-D learning?

SEP:

• Planning and carrying out investigation
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Developing and using models

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DCI: The orbits of Earth around the sun and the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.

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CCC: Patterns

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Lesson 3-1: Where is the 3-D learning?

1. Earth’s 24-hour rotation on its axis causes day and night to occur.

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Lesson 3-1: MAJOR TAKEAWAYS

Lesson 3-2

How do we see falling stars at night?

1. Intro to Stellarium: Make observations of constellation positions over one night using Stellarium

Lesson 3-2 Overview (4 Classes)

DAY 1

1. Represent Stellarium observations using a physical model

2. Revise individual Solar System Models to include Earth’s rotation

Lesson 3-2 Overview (4 Classes)

DAY 2

1. Write individual explanations to answer the question, How do we see falling stars at night?

Lesson 3-2 Overview (4 Classes)

DAY 3

1. Develop a class consensus Solar System Model to include Earth’s rotation.

Lesson 3-2 Overview (4 Classes)

DAY 4

• P. 2: What was the first question we asked? (Why do day and night occur?)
• How did we investigate this question? What kind of data did we collect? (Shadow length data from the video investigation. We observed the sun’s position at different times of the day. We tested our ideas using a physical model.)
• How did we use the data? (We looked for patterns)
• Many of our observations have been during the day. To answer our question, How do we see falling stars at night?, we can use Stellarium software to make observations of what we see at night.
• Follow the instructions on pp. 3 – 6 to demo Stellarium

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Lesson 3-2: Day 1

In the full version of the curriculum, Stellarium is introduced in lesson 2-1. In the condensed version, we only introduce Stellarium in lesson 3-2.

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To introduce Stellarium to your students, use the teacher text from lesson 2-1 pp. 3-5. Let’s go there now. I will model walking students through Stellarium.

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You can give students the “Stellarium Cheat Sheet” to follow along with as you demonstrate.

Lesson 3-2: Stellarium

1. Go to www.stellarium-web.org
2. Allow the website to use your current location.
3. Using the Stellarium cheat sheet, play around for a few minutes on the website.

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Lesson 3-2: Stellarium

1. Go to www.stellarium-web.org
2. Complete Investigation 3-2: Nighttime - Bootes on page 41 of the SEN.

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Lesson 3-2: Stellarium

So What?

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What did you figure out in Stellarium?

Lesson 3-2: Share

Representing Stellarium observations of constellations from the space view (p. 7)

• Set up the light as the sun and one of the Styrofoam balls as Earth from last class. Hold up the Styrofoam ball that represents Earth. Call on students to name that the pencil represents the axis of Earth and the direction of North is up and South is down.

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Lesson 3-2: Day 2

Representing Stellarium observations of constellations from the space view (p. 7)

• Tell the students we are going to expand our scale and represent a space view. Display the star Arcturus on one wall of the room. Other stars may be displayed, too. Ask, How does adding the star Arcturus change our model from the Solar System Model from last class? (Arcturus is not in our solar system. Arcturus is very, very far away).

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Lesson 3-2: Day 2

Representing Stellarium observations of constellations from the space view (p. 7)

• Ask, When did we see the star Arcturus from the Bootes Constellation? (at night in the Southeast). Call on volunteers to model day and night on Earth for several days and describe the view of Arcturus at night.

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Lesson 3-2: Day 2

P. 7:

• Call on students to narrate the positions. Turn Earth toward the right or the east so that the dot that representing NYC is on the line that indicates sunset. About what time is it? (6:00 pm) Is Arcturus visible? (no)

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• Turn the Earth component right or to the east slightly. What time is it? (24:00) Is Arcturus visible? (yes). Continue to sunrise for NYC. Is Arcturus visible? (probably not). Continue to 12:00 noon. Is Arcturus visible? (no) Why? (the only star visible during the day is the sun).

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• Direct students to talk with a partner to answer this question, How did our investigation today help us figure out the question, How do we see falling stars at night?

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• Check for understanding about why the star Arcturus was selected for the activity. (Falling stars are named for the constellation they appear in. Arcturus is one of the stars in the constellation Bootes, so modeling when we can see Arcturus helps us think about when we can see the Bootes falling stars)

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Lesson 3-2: Day 2

Revising the solar system model to include Earth’s rotation (p. 8):

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Lesson 3-2: Day 2

• P. 10: Students construct an explanation to answer the question, How do we see falling stars at night?, in Investigation 3-2: Nighttime.

• Look at the handout – the CER scaffold has been released.

Lesson 3-2: Day 3

Sample student explanation (pp. 10):

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Claim: We see falling stars at night because Earth rotates and makes the night sky visible.

Evidence: We know Earth rotates from our observations of patterns during the day and night. The shadow investigation revealed a pattern that shadows are long in the morning, short at noon, and long again in the evening. The Stellarium observations revealed a pattern that constellations change positions from East to West over a night. The physical model showed that Earth’s rotation causes these patterns.

Reasoning: Since Earth is rotating, it gets dark at night when where I live faces away from the sun. When it is dark, falling stars are visible so Earth’s rotation allows me to see falling stars at night.

Lesson 3-2: Day 3

Connect to the next question (pp. 13):

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• Describe, We figured out why we can see falling stars at night, but if we observe the night sky tonight, do you think we will see falling stars (probably not) That makes us wonder why we can see falling stars only on certain nights of the year.

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• Refer to a question on the DQ Board, if present there, or state that the class has a new question, Why don’t we see falling stars all year long? (other possible questions from DQ Board: Why do we see falling stars at certain times in the year? Why are falling stars not visible at night all year long?) Next time we will investigate this question.

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Lesson 3-2: Day 3

Develop class consensus Solar System Model through class discussion.

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What do all systems have in common? (all systems have components and interactions)

Call on students to name a component:

• The sun
• Earth
• Falling stars/meteors

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Lesson 3-2: Class consensus model

SEP:

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DCI:

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CCC:

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Lesson 3-2: Where is the 3-D learning?

SEP: Developing and using models; construct an explanation.

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DCI: …the rotation of Earth about an axis between its North and South poles, cause[s] observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day

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CCC: Patterns

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Lesson 3-2: Where is the 3-D learning?

1. Earth rotates on its axis, causing us to see falling stars at night when we are facing away from the sun.

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1. Evidence to support this claim includes shadow lengths from an investigation, Stellarium data, and the physical model.

Lesson 3-2: MAJOR TAKEAWAYS

Lesson 3-3

Why do we see falling stars at certain times of the year?

1. Making observations of stars at different times of the year

Lesson 3-3 Overview (3 Classes)

DAY 1

1. Using a physical model to test ideas

Lesson 3-3 Overview (3 Classes)

DAY 2

1. Revising individual and class consensus models to include Earth’s orbit

Lesson 3-3 Overview (3 Classes)

DAY 3

2. Complete Exit Slip 3-3

• We see falling stars at night because Earth rotates. But we don’t see falling stars every night. That makes us ask, Why do we see falling stars at certain times of the year? (p. 3)

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• Remind students that falling stars are named after specific constellations. (pp. 3-4)

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• Students complete Investigation 3-3: Star Observations in a Year.

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Lesson 3-3: Making observations of stars at different times of the year

• Describe the components of the physical model:
• Sun (represented by a light)
• Earth (represented by Styrofoam ball)
• Earth’s axis (represented by pencil)
• Falling stars (represented by hanging mobiles) (pp. 7-8)

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• Task: with your group, answer what movement of Earth would allow us to see both groups of falling star debris?

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Lesson 3-3: Using a physical model to test our ideas

• Facilitate a class discussion to make sense of patterns in star observations over a year. (p. 7)
• What patterns did you observe for each star over a year?
• How do these patterns compare with the patterns we observed earlier?
• What is the cause of the patterns?
• What do you predict the data would show if we checked the stars’ positions next year?

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• Tell the class that we can develop a physical model of the solar system in the classroom to represent these observations and test our ideas.

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Lesson 3-3: Using a physical model to test our ideas

• Possible teacher prompts:
• What movement of Earth would allow us to see both groups of falling stars?
• How does your test explain why falling stars are visible at certain times of the year?
• Does your idea account for falling stars NOT being visible at certain times during a year? (p. 8)

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• After each group has had a chance to test their ideas, introduce the term orbit in context, When an object moves around another object, scientists call that orbiting. (p. 8)

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Lesson 3-3: Using a physical model to test our ideas

• Direct students to revise their individual models based on evidence from Stellarium observations and the classroom physical model. (p. 9)

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• SMALL GROUP CHECK! (p. 9)

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Questions that focus on components

and relationships of the system

Questions that focus on patterns in the system and the cause of those patterns

Questions that focus on using patterns to explain the phenomenon

Lesson 3-3: Revising models to include Earth’s orbit

• Revise class consensus model. (pp. 9-11)

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Lesson 3-3: Revising models to include Earth’s orbit

• CLASS CHECK! Exit Slip 3-3 (p. 11)

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• Why doesn’t Rigel appear as bright as the sun?
• Why can Josue see Rigel only at certain times of the day?
• Why can Josue see Rigel only at certain times of the year?

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Lesson 3-3: Exit slip

SEP:

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DCI:

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CCC:

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Lesson 3-3: Where is the 3-D learning?

SEP: Developing and using models

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DCI: The orbit of the Earth around the sun causes observable patterns, including different positions of the stars at different times of the year.

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CCC: Cause and effect

Lesson 3-3: Where is the 3-D learning?

1. Earth’s 24-hour rotation on its axis causes us to see falling stars at night, AND Earth’s 365-day orbit around the sun causes us to only see falling stars at certain times of the year.�

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Lesson 3-3: MAJOR TAKEAWAYS

FALLING STARS UNIT

CLUSTER 3

Lesson 4-1

What makes falling stars fall to Earth?

1. Introducing gravity with Article 4-1: Texas News Report

Lesson 4-1 Overview (3 Classes)

DAY 1

1. Groups develop Earth models to represent initial ideas about falling stars

2. Obtain information about gravity from PowerPoint Lesson 4-1

3. Revise Earth models to include gravity

Lesson 4-1 Overview (3 Classes)

DAY 2

1. Groups present Earth models to class

2. Students construct an explanation

Lesson 4-1 Overview (3 Classes)

DAY 3

• CLASS CHECK! Return exit slips to review what the class has figured out so far. (pp. 2-3)

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• Point to the lesson sub-question, What makes falling stars fall? (p. 3)
• Direct students to read Article 4-1: Texas News Report with a partner, highlighting sentences that help answer the sub-question. (Student Book p. 57-58)
• Show video in PowerPoint: Lesson 4-1, Texas News Report. (p. 3)

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Lesson 4-1: Asking a sub-question, “what makes falling stars fall to Earth?”

• Direct students to read Article 4-1: Texas News Report with a partner, highlighting sentences that help answer the sub-question. (Student Book p. 57-58)
• Show video in PowerPoint: Lesson 4-1, Texas News Report. (p. 3)

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Lesson 4-1: Obtaining information from article 4-1 about a specific falling star

• Probe students’ prior knowledge of gravity (p. 4)
• Put a pencil on a book. Ask, Why doesn’t the pencil float away?
• Hold up a book, rock, and feather. Ask, Why doesn’t the feather float away even though it’s much lighter than the rock and book?
• Direct students to jump into space!

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• Describe, An invisible force is pulling on us and these objects. The force is one of the unsolved mysteries of science. The name of the force is…GRAVITY! (p. 4)

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Lesson 4-1: Testing prior knowledge about and introducing gravity

• Groups develop initial Earth models. (teacher book p. 5)
• Display PowerPoint: Lesson 4-1, What makes falling stars fall to Earth? (pp. 5-6)
• Gravity pulls downward everywhere on Earth.
• Gravity pulls toward Earth’s center.
• Gravity is strong so rockets need great speed to leave Earth and travel to space.

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• Groups discuss and make additions to their Earth models and revise with the new evidence from the video.

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Lesson 4-1: Developing a Model of Earth (Gravity)

• Groups discuss and make additions to their models (pp. 9-10)

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Lesson 4-1: Modeling gravity

• Set expectations for groups to prepare for presentation of their models to the class:
• Each member of the group should have some parts of the “story” represented in the model to tell the class
• Identify evidence
• Practice your part and help other group members with their parts
• Other expectations for behavior and oral presentations (e.g., respect others, loud voice, point to model for reference, face audience)

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• Emphasize evidence as groups finish. Elicit responses from class to each group’s presentation, What was their evidence? (p. 8).

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Lesson 4-1: Presenting group solar system models with evidence

• INDIVIDUAL CHECK! Have students write an explanation to answer the question, What makes falling stars fall to Earth? (p. 10)

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• Claim: Gravity makes falling stars fall to Earth.
• Evidence: Objects in class; Videos from PowerPoint
• Reasoning: Since gravity pulls on all objects, it must also be pulling on falling stars when Earth’s orbit interacts with them.

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• Use Teacher Rubric 4-1 to provide feedback on student explanations. (p. 11)
• Assign completion of the explanation as homework if you are short for time.
• Ask, Do we have enough evidence to answer our DQ? (p. 9)

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Lesson 4-1: Constructing an explanation

SEP:

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DCI:

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CCC:

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Lesson 4-1: Where is the 3-D learning?

SEP: Obtaining, evaluating, and communicating information; Constructing an explanation

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DCI: The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

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CCC: Cause and effect

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Lesson 4-1: Where is the 3-D learning?

1. Students combine evidence to construct an explanation of why falling stars fall to Earth. The explanation should include gravity, Earth’s orbit, and Earth’s rotation.

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Lesson 4-1: MAJOR TAKEAWAYS

Lesson 4-2

Why do falling stars fall?

2. Direct students to revise individual solar system model by adding gravity

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1. Re-watch Video: Bootid Falling Stars #2 from the beginning of the unit to prompt student reflection on what they’ve figured out

Lesson 4-2 Overview (1 Class)

DAY 1

3. Revise class consensus Solar System Model

• Show Video Lesson 4-1: Bootid Falling Stars #2 from beginning of the unit.

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• Ask students, Let’s think about what we have figured out about falling stars in particular and space systems in general. What did you know when you first viewed the falling star video? What do you know now that you did not know then?

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Lesson 4-2: Re-viewing the original falling star video

• Direct students to complete their individual solar system models:
• Incorporate the group Earth model from last class as a part of their individual solar system models.
• Represent gravity with a symbol that is also included in the model key.
• Include relationships of gravity and falling stars as a statement of a cause and effect.

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Lesson 4-2: Revising individual solar system models

SELF AND PEER CHECK! (p. 3)

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Pair students and have each student answer the questions below using their model. As each student answers the questions aloud, their partner completes Lesson 4-2: SELF AND PEER CHECK!.

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1. Why do we see falling stars at night?
2. Why do we see falling stars at certain times of the year?
3. What makes falling stars fall?

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Lesson 4-2: Sharing individual solar system models in partners

• Revise class consensus model (pp. 3-4)

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Lesson 4-2: Revising class consensus model

• Review what the class has figured out.
• Display PowerPoint: Hubble Stars and Planets.
• Announce the date of the next meteor shower!

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Lesson 4-2: Ending the unit

1. The culminating task of the unit is the final model.

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1. Models should show gravity, Earth’s orbit, Earth’s rotation.

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Lesson 4-2: MAJOR TAKEAWAYS

Collaborative planning

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Logistics

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THANK YOU

& GO SAIL!

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