5th Grade Astronomy Unit—Helpful Teacher Tips

General Unit Tips

Models are used extensively throughout the unit. Any time a model is used, students should consider the following three points:

• What does the model show or represent?
• How is the model like the object or process it represents?
• How is the model different from the object or process it represents?

Students should become quite skilled at assessing the strengths and weakness of the models they use in class.

Throughout the unit, students should maintain a science journal. A binder is the recommended format. Periodic checks of the journals should be completed to ensure completion, organization, and understanding of the concepts.

Lesson 1: Foss Investigation #1 Where Am I?

Part 1:

• Identify an outside location where you can take the students to create maps of the school environment.
• The emphasis of the lesson should not be on students' ability to construct a map. The map is merely a tool for students to consider models/representations (a map in this lesson) and relative position.

Part 2:

• For the photos, use either the ones provided in the TG/Planetary Resource or go to www.google.com and select maps. If using google, input "2929 Shabonee Trail, Northbrook, IL" and select "satellite" map. Aerial maps are also available online from USGS; however, their size is rather limited. The google maps stretch across the entire screen. If an electronic map is used, the "Overlay Grid" provided in the TG is not applicable. To show the concept of school, neighborhood, community, and area on the google map, select the following levels on the maximize/minimize bar at the left of the screen:
• school = second notch from top "+" sign
• neighborhood = fourth notch from top "+" sign
• community = seventh notch from top "+" sign
• area = tenth notch from top "+" sign

The Where Am I Sheet should not be used as a formal assessment.

Part 3:

• Complete Steps 1-7. If electronic maps were used, the lesson outlined in the TG will need to be modified.
• Supplementary Resource: The Powers of Ten video is available in the library. See Step 2 on page 53 in the TG. Viewing the video is optional.

Parts 1-3 are very important to encourage students to begin thinking about their location not only in their community but also on Earth, which is located in our solar system. These ideas need to be revisited at the end of the lesson.

In addition to using Google Maps, you may opt to use Google Earth.  This is an application that can be downloaded by going to http://earth.google.com/intl/en/download-earth.html#no_redirect

Once you download and install the program on your computer, you can use it in much the same matter as Google Maps.

In the “fly to” box in the upper left type: 2929 Shabonee Trail, Northbrook, IL

Hit enter and Google Earth does the rest.

On the right side of the screen, there are three tools.  The top tool is to change your orientation.  The second tool from the top moves the center of the window.  And the last button controls the zoom.

Lesson 2: FOSS Investigation #2 Round Earth/Flat Earth

Part 1:

• See pages 65-68 for items to make ahead of time (students can make the paper boats).
• Copy pages 7 & 9 from Planetary Science Notebook.
• CD-Rom is used. Practice ahead of time.

Supplementary Resource: How We Learned the Earth is Round by Patricia Lauber The book is an outstanding, optional read-aloud. It shows the ship activity and details the history of understanding the earth is round. The first portion of the book could be read as introduction to the activity and/or the entire book could be read at the conclusion of Parts 1 or 2. Copies of the book are available in the library (on loan from HP and Grove).

Part 2:

• See pages 71 and 72 for items to make ahead of time.
• If doing the activity indoors:
• Plan to darken your room or find an alternative space that can be darkened.
• Plan for a "Sun" source (a projector or bare light bulb—a light bulb and socket is contained in the kit)
• You will need to need to have a discussion of sunlight and shadows; however, do not provide the information outlined in Step 11 on page 76. Students will have the opportunity to discover these ideas in Lessons 3 through 5.
• Collect and review, not grade, the sheets from Step 16. Use students' performance to determine whether additional instruction on the shape of the earth is necessary.

Lesson 3: Light Travels in a Straight Line

General Note about Light Lessons
Project 2061 recommends students have an introduction and simplistic understanding of light at this age. Upon completion of the lessons and unit, students are not expected to have a comprehensive understanding of light.

Things to Do or Make Ahead of Time and Helpful Hints

• Estimated time to complete this lesson is only about 15 minutes, including discussion.
• Prepare 5" x 8" Index cards with one-inch diameter holes cut into them at different spots.

Group discussion begins by asking students how they set up the cards. Draw this on the board as best you can. The holes in the cards should have been lined up in order for light to shine on the hand. Ask students why the holes needed to be lined up. If students have difficulty understanding the question, draw a squiggly line around the cards drawn on the board, and ask if the light could have traveled this way (see drawing below). Hopefully, they will say no, so then ask, "Why not?" Students should eventually say something like the benchmark, "light travels in a straight line."

Discuss whether or not this was a good way to "prove" light travels in a straight line. If the teacher had just told them that fact, would it have been as memorable as trying to prove it?

Lesson 4: DSM Lenses and Mirrors Activity 1, Mirrors and Reflection

Things to Do or Make Ahead of Time and Helpful Hints

• Advanced preparation on page 7 of Teacher's Guide.
• Use modified Mirrors and Reflection worksheet, which is available through the electronic blueprint.
• Do not use acetate over flashlights.
• Cover windows with black paper; need the room as dark as possible.
• Estimated time of this lesson is 30 minutes.

Supplementary Resource: Light: Shadows, Mirrors, and Rainbows by Natalie Rosinsky The book is a very simple, optional read-aloud following the lesson. It helps advance the idea of light being reflected. With solid discussion and questions by the teacher, it has the potential to be an effective teaching tool. The book is available through the library (on loan from HP).

Background Information on Light Reflection:

• Reflection occurs when light or any other wave bounces off an object. Opaque objects block light and cause some or most of the light to be reflected. Reflection enables one to see objects that don't produce their own light. This lesson introduces the idea of light reflection through the use of mirrors.
• The idea of light reflection will be integrated throughout the unit. By the end of the unit students should understand that the moon and planets, including earth, do not produce light. It is the reflection of sunlight that illuminates the earth (daytime), planets, and moon. On the other hand, stars produce their own light.
• For additional information on the behavior of light and reflective surfaces that allow one to see fully reflected images, see pages 5-6 in the DSM Lenses and Mirrors Teacher's Guide. Need an online primer on light? Read Key Ideas: Light Interaction.

Lesson 5: Light Interaction

The lesson is designed to show students light rays bending and being absorbed. The focus is not on the liquids but what is observed as a result of light interacting with objects. Liquid is one of the best mediums for showing light refracting (bending). Refraction can be revisited in the star section of the curriculum through read-alouds/books that address twinkling stars. Without a comprehensive study of color, the idea of light being absorbed versus reflected is difficult for students to understand. In general, the students should be exposed to the idea of light being absorbed.

Things to Do or Make Ahead of Time and Helpful Hints

With the exception of milk, the supplies have been added to the kit. For each station:

• 1 flashlight
• 1 slit card with all but 2 slits covered by masking tape
• 1 transparent cup
• 1 or 2 slit card holders

Each station should have one item to test: milk, ginger ale or 7-up, cooking oil, cola, and an empty cup. In total, there should be six stations.

For each child: 1 activity sheet packet (available through the electronic blueprint)

General Preparation:

• Make room as dark as possible by covering windows with black construction paper.
• Make sure flashlights have fresh batteries and are as bright as possible.
• Tape over all but two slits on the slit card with masking tape ahead of time.
• Fill the cups with the liquids.

Procedure

1. Set up flashlight, slit card with all but two slits taped with masking tape, and a cup in that order with about two to three inches between each. Set up stations around the room for each type of liquid and the empty cup--six stations total.
2. Students will use the activity sheet to first predict the path of the light beams.
3. Small groups of students move through the stations to test all liquids and record observations.
4. Students answer questions.
5. Class discussion.

Lesson 6: Reviewing the Behavior of Light

Using the same general procedure as Lesson 5, students will test the following materials: concave mirror, convex lens, clear part of a CD cover, a book, wax paper, and a blank CD. The students could also select some additional items to test.

Students should make their own observation sheet, modeled after the one in Lesson 5.

The students should see that when light interacts with various materials it bends (lens), is redirected/reflected (CD, mirror, and possibly book), and passes through (clear CD cover). Light being absorbed will still be very difficult to show students. Again, since students do not need to have a comprehensive understanding of light, the teacher may need to simply remind students that light can also be absorbed. Typically, teaching light absorption is most successful through labs that involve taking the temperature of various substances exposed to light. The amount of time do conduct and explain those types of experiments extends beyond the scope of this unit. A discussion about items that block, but don't reflect light, can lead to the idea of them absorbing light. For example, buildings clearly block light. Sometimes the siding or brick on a building is very hot to the touch in summer due to the absorption of heat from the sun. Sidewalks and asphalt streets are also good examples.

The following website, found in June of 2006, has some outstanding photographs of light being reflected by objects. As the general behavior of light is reviewed through this lesson, these pictures would help students generalize. Since the content of the site changes, it is imperative that the teacher review the site and confirm that only appropriate images for viewing are present. The photos show light being reflected by objects other than mirrors. Scroll past the first few pictures for better, more dramatic examples. http://www.photo.net/bboard/nw-fetch-msg?msg_id=00CJpY&unified_p=1

Required Supplementary Resource: Day Light, Night Light By Franklyn Branley The book is an excellent resource for pulling together ideas on light. It also leads into the concepts introduced in Lesson 8. The book has been added to the kit.

Lesson 7: Light Assessment

To assist assessment and evaluation of student performance on the quiz/assignment, use the rubric available on the electronic blueprint.

Lesson 8: FOSS Investigation 3, Day and Night

Things to Do or Make Ahead of Time and Helpful Hints

• This lesson will take about four days (Part 1 lasts about two days and Part 2 requires about two days.).
• CD-Rom component to this lesson. Practice ahead of time.
• Copy page 13 from FOSS Planetary Lab Notebook.
• See page 95 for details on preparing globes.

Procedure

• Complete Parts 1 & 2 only.
• Part 2: Complete Steps 1-3, 6 & 7
• Administer Day and Night Written Assessment (teacher-generated assessment sheet available through the electronic blueprint) after completing Part 2. While students work on the assessment, call individual students to do a demonstration "quiz"--using globe and light bulb.
• The performance assessment is basically a repeat of Step 3 on page 96.
• When conducting the performance assessment, make sure to correct any student who rotates the globe in the wrong direction prior to having him/her show sunrise and sunset.
• To assist assessment and evaluation of student performance on the demonstration quiz and assessment questions, use the rubrics available on the electronic blueprint.

Supplementary Resource: What Makes Day and Night by Franklyn Branley The book is an optional read-aloud following Part 1 or prior to Step 5 in Part 2. It helps advance the idea of day and night. The book is available through the library (on loan from HP).

Supplementary Resource: Starry Night simulation software Starry Night can be used for a quick illustration of the apparent movement of the sun and moon rising and setting. Contact the Math/Science Coordinator or Tech Support Teacher for the program and assistance.

Lesson 9: DSM Solar System Activity 9, Days and Years

Things to Do or Make Ahead of Time and Helpful Hints

• Do not complete number 3 on page 76 in Teacher's Guide. Disregard Question Two on Days and Years Activity Sheet 9.
• Administer Day and Night Assessment at the conclusion of the lesson and only after students have had sufficient time and experiences to understand the difference between days and years.

Do not do session 2.

Lesson 10: DSM Solar System Activity 1, Meet Our Solar System

Procedure
Complete Guiding the Activity Steps 1-3 only.

Lesson 11: DSM Solar System Activity 4, Making Circles

Procedure
Use teacher-created worksheet (Making and Measuring Circles) in place of Activity Sheet 4. The sheet is available through the electronic blueprint.

Please note: the term “focus” has been changed to “center” on Activity Sheet 4.

Lesson 12: DSM Solar System Activity 5, Scale and Relative Size

No tips required.

Lesson 13: DSM Solar System Activity 6, Modeling Planet Sizes

Things to Do or Make Ahead of Time and Helpful Hints

• Check Teacher's Guide for materials that need to be made ahead of time.
• Explain that the paper sun is a medium-sized star, which will be surprising to many students. Help the students think about how large the sun is to us on earth, yet there are many other larger stars in the universe that only look like tiny points of light to people on earth.

Supplementary Resource: IMC Book Boxes containing 3 to 4 books on the solar system are available. The books can be used to examine pictures (models/representations) of the planets. Most students are astounded by the size of the sun versus the planets. Examining books can help students understand how they created their own prior conceptions of the size of the sun and planets. Most students have seen them depicted in books; however books often fail to accurately represent the relative sizes.

Lesson 14: Project ASTRO, D-2, Clay Models of Earth and Moon

Things to Do or Make Ahead of Time and Helpful Hints

• Lesson requires clay. Combine 4-5 sticks of clay into one ball per group.
• Partnerships work best.
• Use Teacher-generated sheet (A 3-D Model of the Earth and Moon) to facilitate the lesson. The sheet is available through the electronic blueprint.

Supplementary Resource: The Moon Book by Gail Gibbons The book is an optional read-aloud. It illustrates the moon orbiting the earth, discusses the great distance between the moon and earth, reiterates that the moon doesn't make its own light, and introduces the moon phases. Whether it is through this moon book, some other resource, or class discussion, students should exit the lesson knowing that the moon's light is actually reflected sunlight and the moon orbits the earth. The second part of the book goes into tides, moon surface, and moon study. If time permits, students may enjoy exposure to the additional information. The book is available through the IMC.

Supplementary Resources: The FOSS CD contains a moon simulation that demonstrates the moon's orbit. Select the "Day/Night" simulation (the hanging mobile icon). Once in that section, select the "earth, moon, sun" and "daily" buttons. Selecting the 5 and 90 degree points of view also offer different views that are interesting to watch. The following web site also provides a visual display of the moon and earth's orbit.
http://www.fearofphysics.com/SunMoon/sunmoon1.html

It would also be appropriate to use the Earth-Moon model from the FOSS kit to help students visualize the orbit of the moon around the earth.

Lesson 15: DSM Solar System Activity 7, Scale and Relative Distance, and Toilet Paper Model of the Solar System

Things to Do or Make Ahead of Time and Helpful Hints

• Suggested scale: one centimeter on paper is to one meter in the room, or one centimeter is to 50 cm.
• Each group needs one role of toilet paper.
• Use Teacher-generated sheet (Toilet Paper Scale Model of the Solar System), which is available through the electronic blueprint.

Procedure

Day One: DSM Solar System Activity 7
Note: This activity is foundational to modeling relative distances of the planets.

Day Two: Toilet Paper Model of the Solar System
Use Scale Model of the Solar System sheet--directions on sheet. (Copy of sheet is available through the electronic blueprint.)

Supplementary Resource: The same IMC Book Boxes used in Lesson 12 can be used to examine the way the distance between planets is portrayed in many books. Each book box contains a variety of representations, some more accurate than others. Students are often surprised at the spacing between planets. Most students have a preconceived idea of the relative distance between the planets, which is often influenced by pictures and posters. Examining the representations in various books allows students to consider the strengths/limitations of the models.

Lesson 16: Models of Planets Assessment

To assist assessment and evaluation of student performance on the quiz/assignment, use the rubric available on the electronic blueprint.

Lesson 17: DSM Astronomy Activity 1, The Sky in Motion

Things to Do or Make Ahead of Time and Helpful Hints

• Allow a great deal of time to prepare the SkyCaps.
• Use Vis-à-vis markers instead of grease pencils.
• Lesson requires significant instruction for students to understand what they are seeing when using the SkyCaps.
• Students will receive many charts during this activity. Students must keep these charts for future lessons.
• The Sky in Motion Think Sheet has been created and is available through the electronic blueprint. It can be used at the beginning of the lesson. The questions have been extracted from the Teacher's Guide (Steps 1-3 on pages 10 & 11).
• Journal Question "Why do you think the stars and Sun appear to move westward across the sky?" is an excellent pre-assessment of the following benchmark, which is addressed in Activity 2.

  4B(3-5)#2: Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night-and-day cycle. To people on earth, this turning of the planet makes it seem as though the sun, moon, planets, and stars are orbiting the earth once a day.

• The lesson serves as an excellent opportunity to revisit the size of stars and models. The SkyCaps have different sized dots to represents differences in brightness of stars. That representation is a bit deceiving, and most students will think it represents differences in the sizes of the stars. Stargazers use the differences in brightness to help locate stars and various constellations. While stars definitely vary in size, they are so far away to us on earth that they all look tiny, regardless of actual size.

Supplementary Resource: The Starry Sky—The Stars by Patrick Moore, pages 1-8 The book is an optional read-aloud after completion of Lesson 16 or 17. It addresses many ideas (size of stars and why they look like tiny points of light, the fixed positions of stars, and the apparent movement of stars across the sky). Page 14 reinforces a K–2 benchmark regarding the color of stars. The designated pages are packed with information that should be carefully reviewed and processed with the students. The book is available through the library (on loan from Grove).

Lesson 18: DSM Astronomy Activity 2, As the Earth Turns

Things to Do or Make Ahead of Time and Helpful Hints

• Allow time to prepare the models.
• When making a model, substitute a pipe cleaner for the wire and clay.

Required Supplementary Resource: National Geographic—Stars by Steve Tomecek The book has been added to the kit for a read-aloud, which should also be revisited after Lesson 19. It addresses the "star" benchmarks (size of stars, why stars look like tiny points of light, and the apparent movement of stars across the sky). The size of stars and why they look like tiny points of light to humans is not addressed through a specific activity. Thus, reading and discussing the content of the book is imperative.

Supplementary Resource: Starry Night simulation software
Starry Night can be used for a quick illustration of the apparent movement of stars rising and setting. Contact the Math/Science Coordinator or Tech Support Teacher for the program and assistance. To simulate the earth's movement from Lesson 18, set the time flow for 3,000 and select the following: Favorites, Solar System, Earth, Home. Starry Night Direction Sheet for Lesson 18.

Lesson 19: DSM Astronomy Activity 4, Stars Throughout the Year

Things to Do or Make Ahead of Time and Helpful Hints

Supplementary Resource: Starry Night simulation software
Starry Night can be used to illustrate different stars (constellations) visible throughout the year. Contact the Math/Science Coordinator or Tech Support Teacher for the program and assistance. Starry Night Direction Sheet for Lesson 19.

Supplementary Resource: A Closer Look at the Sun and Stars
The DVD is available through the library (on loan from HP). Viewing the DVD is optional.

Lesson 20: Stars Throughout the Night and Year Assessment

To assist assessment and evaluation of student performance on the quiz/assignment, use the rubric available on the electronic blueprint.

Lesson 21: DSM Astronomy Activity 6, Planet Watch

Suggested Changes to the Lesson:

• Skip the use of the SkyCaps—students seem to have tremendous difficulty switching between the models. The purpose of the lesson can be effectively achieved without using the SkyCaps.
• Day1: Steps 1-4 on pages 53-58
  Have student create an alternative chart to use in place of the one on the worksheet. If time permits, it is valuable to have students brainstorm try to create the table rather than have them copy one off the board.
  
  

  Planet	Constellation Location
  	First Month	Second Month	6 Months Later
  Venus
  Mars
  Jupiter
  Saturn

  
  
  
• Day 2: Parts 6-9 on pages 58-69 (Skip Question #8 on the worksheet)

This lesson also provides a good opportunity to revisit students' understanding of the following benchmark:

4A(3-5)#1: The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.

Students can't truly learn that planets change their positions against the background of stars if they don't know/believe that stars have fixed positions.

Supplementary Resource: Starry Night simulation software
Starry Night can be used to show stars as backdrops to different planets throughout the year. Contact the Math/Science Coordinator or Tech Support Teacher for the program and assistance. Starry Night Direction Sheet for Lesson 21.

Lesson 22: Stars and Planets Assessment

To assist assessment and evaluation of student performance on the quiz/assignment, use the rubric available on the electronic blueprint.

Lesson 24: Independent Student Astronomy Assessment

• Affix one SkyCap and one Solar System Orbit Map to the board and label them. This should serve as a reminder to students of the items when completing the model section on the assessment.
• Use the rubric available on the electronic curriculum