Unit Plan: Grade 6 SKY SCIENCE
righttop 40000100000 -128905829373500left250002514600Unit Plan: Grade 6 SKY SCIENCE900000Unit Plan: Grade 6 SKY SCIENCEright3695700Time Needed to Teach the Unit: 6 weeks (31 teaching days). Outline of Lessons to be Taught:LessonTopic (Outcome)ActivityClass #Materials1Sky Science introductionStudents will go on a simulated space exploration and research facts about sky science.1Computer, screen, speakers, paper, pencils, laptop computers.2Light emission, reflection, and shadowsStudents will learn about how light is reflected and about how their shadow changes at different times throughout the day. 2Computer, screen , paper, pencils, chalk.3Constellations and star movementStudents will view images on a large screen of important constellations and complete a fill-in-the-blank sheet about how the stars move and take part in a star gazing activity. 2Computer, screen, paper, pencils, telescopes.4Objects moving in the skyStudents will learn about objects in the night sky and track object movement in the sky (ex. Space Station). 2Computers, screen, paper, pencils.5Sun safetyStudents will research facts about the sun and its dangers to their eyes and then create a sunscope.2Computer, screen, laptop computers, paper, pencils, reference books, shoe box, tin foil, black construction paper, scissors, tape, white paper, needles.6Plotting the movement of the SunStudents will create a sun dial to observe and plot the movement of the sun throughout the day.2Computer, screen, paper, pencils, stick, rocks, chalk.7Day length and seasonal changesStudents will plot length of day for a period of time and draw inferences. They will also track the seasons.2Computer, screen, paper, pencils, daily newspapers.8Cycle of the moon’s phasesStudents will learn about each of the eight cycles of the moon through inquiry and discovery. They will view simulations of the moon’s phases. 2Computer, screen, white volleyball, flashlight, paper, pencils.9Models of the moon’s phasesStudents will construct models of each moon phase and portray these in a creative manner. 2Computer, screen, poster board, markers, CD player. 10Our other planetsStudents will create planet trading cards that highlight important characteristics and differences among the planets. 5Cardstock, paper, pencils, laptop computers, markers, reference books11Many moonsStudents will research about each planet’s moons and create a project depicting the information they find. 2Laptop computers, paper, pencils.12Sky science technologiesStudents will do a Cosmic Quest to learn about spacecrafts, astronauts, telescopes, and space stations. 2Laptop computers, paper, pencils.13Our solar systemStudents will learn that our solar system is only a tiny part of the universe and complete solar system information sheet. They will create a story based on what else they think is ‘out there.’ Students will begin the pre-trip KWL chart.2Computer, screen, paper, pencils.14ReviewStudents will review the unit through the completion of a review booklet and educational videos and through discussion of the field trip. They will finish the KWL chart.2Computer, screen, paper, pencils, reference books. 15Unit TestStudents will write the unit exam comprised of many types. 1Paper, pencils Advance PreparationIn order to be ready to teach this unit, teachers must have an understanding of each outcome in the Skills, Attitudes, and Understandings sections. Teachers will incorporate the Skills and Attitudes Outcomes into the Understandings outcomes throughout each lecture, activity, project, and performance in the overall unit. It is also imperative that teachers gather resources and materials and know how to properly and effectively use each resource within the class. Teachers must create assessment pieces for students that include both traditional and authentic testing. It is beneficial that teachers have a succinct understanding of the learning styles of their students so that instruction can be differentiated in order for every student to comprehend and retain information. A field trip is to be incorporated into the unit, so teachers must prepare well in advance in order to obtain permission, volunteers, and transportation. Teachers may also wish to decorate the classroom to match the unit, as this will pique student interest upon entering the room and can provide instant resources for references (i.e., posters on the wall, diagrams, models, etc.). General OverviewBig Question: “Out of This World: What do we know about our solar system?”*See PowerPoint ObjectivesFocus: The focus of our unit is Science. There are elements of Technology and Society throughout the unit; however most of the content, skills, and attitudes have a strong relation to scientific concepts in space and the solar system. Program of Studies:Topic C: Sky ScienceOverviewStudents learn about objects in the day and night sky. Through direct observation and research, students learn about the motions and characteristics of stars, moons and planets. Using simple materials, such as balls and beads, students create models and diagrams which they use to explore the relative position and motion of objects in space. As a result of these studies, students move from a simple view of land and sky, to one that recognizes Earth as a sphere in motion within a larger universe. With new understanding, students revisit the topics of seasonal cycles, phases of the Moon and the apparent motion of stars.General Learner ExpectationsStudents will:6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.Specific Learner ExpectationsStudents will:1. Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space, including Earth’s Moon, planets and their moons, comets, and asteroids, are seen by reflected light.2. Describe the location and movement of individual stars and groups of stars (constellations) as they move through the night sky.3. Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this apparent movement is related to Earth’s rotation.4. Understand that the Sun should never be viewed directly, nor by use of simple telescopes or filters, and that safe viewing requires appropriate methods and safety precautions.5. Construct and use a device for plotting the apparent movement of the Sun over the course of a day; e.g., construct and use a sundial or shadow stick.6. Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon.7. Recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases.8. Illustrate the phases of the Moon in drawings and by using improvised models. An improvised model might involve such things as a table lamp and a sponge ball.9. Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.10. Recognize that not only Earth, but other planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.11. Identify technologies and procedures by which knowledge, about planets and other objects in the night sky, has been gathered.12. Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universeFrom Alberta Education. (1996). Science (Elementary).LessonsFirst Lesson Plan of UnitSky Science IntroductionGrade: 6 Subject: ScienceUnit: Sky ScienceDate: March 2011Program of Studies Outcomes:6–7 Observe, describe and interpret themovement of objects in the sky; andidentify pattern and order in thesemovements.Materials Required:-Computer (screen and speakers)-Paper-Pencils-Laptop computers Anticipatory Set:-Once students enter the room, let them know that all they need on their desks is a pencil. Have a whole-class discussion and create a web on the Smart Board with student ideas and information about what they already know about space and the sky.-Then start the class by introducing that today the new unit, Sky Science, is starting. Have students watch the YouTube video Space Shuttle Atlantis Launch. They have now begun their mission. Modeling Instructions:Give students a general overview of the topics (SLE 1-12) that they will be discovering throughout the new unit. Let them know they will be researching and creating projects. Explain that this new unit is a mission during which they will gain valuable information about far away places completely different from our world.Instructions/Guided Practice:Students will be getting into six groups (with roughly five students per group). There will be stations set up with clusters of desks and each cluster will have a laptop on it that is ready with a different website (see below). The websites vary, from games to news articles to webquests about sky science). Each student will receive a handout that has a section for each station where they will write down the information they find on each website. Students are responsible for filling out their own sheets, and each student should get a turn being the “computer leader” at each separate station, they will be the ones doing the typing/clicking. Students will get about five minutes at each station, so it is imperative that they are on task. There will be a timer set for five minutes, and once this goes off they must move quickly in order to survive on the mission. The teacher will circulate to ensure students are on task and that each student gets a turn with a laptop.Independent Practice:No independent practice for this lesson, as students have not yet learned any concepts that requires practice in order to retain the information.Closure:Have a whole-group discussion about each station and ask students what they liked or disliked about each one. Have students volunteer to share information they learned about sky science during the class. Then have students fill out an exit card where they rate their experience on the mission from 1-10, and write down a one thing they learned, one thing they found very interesting or shocking, and one thing they would still like to know or to be further explained.5510305Assessment: As this is an introductory lesson to capture students’ attention on the unit topic, their responses on the handouts will not be marked. However, the exit cards could be used as a checklist for student input and participation during the activity (Evident vs. Non-Evident).Contingency Plan: If students finish at each station before the allotted five minutes (unlikely), they are to complete a cue card about what they learned today. Note: *These cards will be used throughout the unit as early finishersReferences: 403225-165100Our First Mission00Our First MissionSolar System: What are two things you learned about the solar system?NASA Space Place: What is at the core of Uranus?Kids Astronomy: What are the top three space events of the day?Astro Adventure: What are four facts you learned during the game?Wonderville: What is at the center of our solar system?Space Sense: Write down five answers your group came up with.Exit CardWhat is one thing you learned today?__________________________________________________________________________________________________________________________________________________________. What is one thing you want to learn throughout the unit?___________________________________________________________________________________________________________________________________________________________.On a scale from 1 to 10 (10 being the highest) how would you rate your first mission?12345678910 *I look forward to completing the rest on the mission with you! If you have any questions of concerns please feel free to ask me!Inquiry Lesson PlanSky Science IntroductionGrade: 6 Subject: ScienceUnit: Sky ScienceDate: November 15, 2010Program of Studies Outcomes:7. Recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases.8. Illustrate the phases of the Moon in drawings and by using improvised models. An improvised model might involve such things as a table lamp and a sponge ball.Inquiry Question: “How does the moon change over time?”Materials Required:-Computer (screen and speakers) -Poster board-Markers-Moon phases information packages-Dodge balls (10)-Flashlights (10)Anticipatory Set: Teachers will introduce themselves and today’s topic of “phases of the moon.” Students will watch the YouTube video “Phases of the Moon Rap.”Modeling Instructions: Explain to students that there are eight phases of the moon, and today we are going to be identifying them and learning about why it changes. Students will be grouped into groups of four or five. Each student will receive a card as they enter the classroom with a phase of the moon on it that will be color coded as well. Students will find their other group members. Each group will be given a flashlight and a ball and will be asked “how can you demonstrate the different phases of the moon using these materials?” Students will be given two minutes to experiment with the materials. Teacher will ask the class if anyone has figured out how to represent the different phases of the moon. If so, that group will show the class. If not, the teacher will ask the following questions: “does it make a difference where you hold the flashlight?” “Does it make a difference if you stand still or if you rotate?” Students will continue experimenting for approximately two more minutes. Teacher will give a proper demonstration of how to represent the different phases of the moon.Instructions/Guided Practice:Now that students have physically represented the different phases of the moon, they will use their newly gained knowledge as well as other resources to represent their understanding in another way.Students will be able to choose one of the following ways to represent their knowledge and understanding: create a: poster, song, rap, poem, or scripted skit.A slide will be shown that will indicate what each project must have (this will also be the checklist that will be used to assess their project)The students who are red are the researchers, blue are the recorders, yellow are the presenters, and green are the gophers who will motivate the group, keep them on track, “go-for” materials, and help with every role. Students who are in groups of five will have an additional cheerleader who will be an all around helper. The gophers will come gather materials from the front of the class that will be displayed on the front table. Materials will include: phases of the moon information, markers, paper and poster board (depending on what they choose)One student will be asked to explain what the students are supposed to doDesks will be in groups of four, so that there are eight desk clusters.There will have been an example shown through the anticipatory set (it would take away from student originality to have too many examples). Teachers will circulate the classroom to ensure they understand what is to be done, that each student is completing his or her specific role, and that the group is on task. Each teacher will monitor two groups. Each group member will have a cleanup role. Red will bring back the resources (handouts and books), Blue will clean up craft materials, Yellow will rearrange desks and chairs (if necessary), and Green will clean up any scraps of paper. Additional group members will help with overall cleanup. One or two groups can present. Independent Practice: Students are to look at the moon at home and record what type of moon it is and why it looks like that. They will share their findings in the next class. Closure: Have students sit at their desks and have a whole-group discussion about the activity. Ask students if this activity helped them to learn about the different phrases. Ask students if they now know and understand the different phases of the moon. Who thinks they could list and/or describe each phase of the moon right now? Did we answer our inquiry question? Students will also fill out an exit card.321020510Assessment: Formative assessment will occur as an ongoing evaluation of student learning throughout the unit. Teachers will be monitoring student work throughout the lesson in terms of being on task. Students will also fill out an exit card that will explain the level that they felt they contributed to their group. Summative assessment will occur as a checklist for each student project based on whether they have each phase of the moon identified and explained. Students will receive the checklist at the start of the group work so they know what they are expected to have. Contingency Plan: If groups are off task, teachers will be there to get them back on track and offer ideas/explanations. If groups are done early, they may complete their cue cards for studying purposes. Note: As not all groups will be able to present in the thirty minutes allotted, explain to students that the rest of the groups will have the chance to go next day. References: -69850199390Group Work Exit Card00Group Work Exit CardSelf EvaluationPlease color in the face that best represent how you worked in the groupI contributed to the group by providing useful ideas and adding to the discussion.I provided the best quality of work that I was capable of.I used my time effectively.I was focused on the task.I worked well with others.20320003810CategoryEvidentNot EvidentYour group has created a poster, a song, a rap, a poem, or a scripted skit.All of the eight phases of the moon are mentioned.There is an explanation of how/why the moon moves through the different phases. /3Comments: Project Lesson Plan with RubricPlanet Trading CardsGrade: 6 Subject: ScienceUnit: Sky ScienceDate: March 2011Program of Studies Outcomes:9. Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.Materials Required:- Cardstock Blank Trading Card Templates (Final Copy)- Blank Fact and Source Worksheet (Rough Copy)- Student Exemplar- Student Checklist-Markers and Scissors- Books about the solar system - Access to the internet Anticipatory Set:-Students will watch the YouTube video “Bill Nye the Science Guy on Outer space”. -Teacher will inform students that our next topic is the properties of the known planets.Modeling Instructions:-Teacher will hand out and go over the assignment and the rubric.-The teacher will show a student exemplar and explain what are the exemplars strengths and weaknesses. Instructions/Guided Practice:-Students will receive a rough draft worksheet.-As a class (guided by teacher), students will review information from a resource book, select the most important facts and use them to make a trading card for the sun (information side only). Independent Practice:-Using resource books, students will research and take notes on facts about the planets. -They will then fill in their facts and sources on the worksheet.-Once the teacher has verified that they have done an adequate job the student will receive the cardstock template and may begin the final copy of their trading cards.Closure:Teacher should allow students some time to show their work to their peers and compare facts.321010205Assessment: See attached rubric.Note: A possible variation to this activity would be allowing students to work in groups and assigning one card/planet to each group member.References: *Rubric on following pageName: ______________Step by Step Instructions for Trading Cards:(Check these off as you go!)You should have 1 fact sheet workbook (4 pages), a checklist and a rubricWrite your name on all cards (the app will prompt you for your name)Research your planets. Make sure you have all the information needed - it is listed on your checklist. You do not have to do the planets in order. check that you have all the information and have used your checklist and rubric.Make sure you have no spelling errors and the grammar is correct. (You may wish to peer-edit with a friend.)Show your work to the teacher before making a good copyCreate your cards. If not using a computer - remember to keep it neat and easy to read. If using the computer: go to SEARCH “trading card creator” (first link on the list)GET STARTEDCut the trading cards out or print them outFill in the rubric yourself and give yourself a grade.Sky Science Fact Sheet Name: ____________________________________The SunFacts:Where is it located (found)?In between planet ______________________ and planet _____________________The sun is not a planet, it is a _________Age:Importance to Earth:temperaturephysical state: solid or gas (circle one)Interesting factInteresting factMercuryFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18. Name: ____________________________________MarsFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18.JupiterFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18. Name: ____________________________________SaturnFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18.UranusFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18. Name: ____________________________________NeptuneFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18.PlutoFacts:1.10.2.11.3.12.4.13.5.14.6.15.7.16.8.17.9.18.Sky Science Fact Sheet Name: ____________________________________The SunFacts:Where is it located (found)?In between planet ______________________ and planet _____________________The sun is not a planet, it is a _________Age:Importance to Earth:temperaturephysical state: solid or gas (circle one)Interesting factInteresting factMercuryFacts:#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting fact Name: ____________________________________MarsFacts:#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting factJupiterFacts:#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting fact Name: ____________________________________SaturnFacts:#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting factUranus#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting fact Name: ____________________________________Neptune#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting factPluto#_______planet from the sunIn between planet ______________________ and planet _____________________Inner planet or outer planet (circle one)Planet ringsPlanet moon(s)Planet temperaturePlanets physical state: solid or gas (circle one)Interesting factInteresting factName:_________________________Planet Trading Card RubricPlanetsEPBLLocation Student accurately identifies the planet’s location in relation to the sun, other planets around their planet, and whether it is an inner or outer planet.Details Student describes the planet’s rings, moons, temperature, and physical state (solid or gas). Student includes the two interesting facts about their planet and one image.Picture Students includes at least one hand drawn or printed image of the planet.Research Sheet Student completes the trading card research sheet. WORK QUALITY Student completed the trading cards to the best of their ability and was turned in on time. (Name on project, best handwriting, spelling, punctuation and capitalization are very important!) Name:_________________________Planet Trading Card checklistLocationidentified the planet’s location in relation to: the sunidentified the planet’s location in relation to: other planets around their planetidentified the planet’s location in relation to: whether it is an inner or outer planetDetailsdescribed the planet’s ringsdescribed the planet’s moonsdescribed the planet’s temperaturedescribed the planet’s physical state (solid or gas).Included two interesting facts about the planetPictureIncluded at least one hand drawn or printed image of the planet.Research Sheetcompleted the trading card research sheetWORK QUALITYcompleted the trading cards to the best of your ability Name is on projectHas your best handwriting (if applicable)Has perfect spellingHas proper punctuationHas proper capitalizationName: Sky Science Unit QuizPlease answer the following questions be circling the letter of the best answer.Most of the objects we see in the night sky are:satellitesstarsplanetscometsConstellations were first recorded and named by the:The RomansAstronomersThe GreeksAstrologersThe North Star is also known as:CygnusPolarisUrsa MajorUrsa MinorWhile looking up at the night sky, you remember that an object that emits its own light is calleda moona stara planetan asteroidIn the morning, you observe the sun rising in thenortheastsouthwestAt 10:00 P.M., you notice the constellation of the Big Dipper and the star Polaris. When you wake up at midnight, you notice that the Big Dipper appears to have moved.10:00 p.m. MidnightThe reason that the Big Dipper appears to have moved is thatthe stars randomly change their positionsthe Moon’s gravity causes the stars to change their positionsEarth tilts closer to the Sun as it rotates during the nightEarth rotates on its axis as it revolves around the SunAt 2 A.M., the position of the Big Dipper would bePeople on Earth always see:2 sides of the moon3 sides of the moon1 side of the moonPlanets can be seen because they:reflect lightgive off their own lightmove around the Earthare reflected by the MoonNicole predicted that the length of the shadow at 3:00 P.M. would be140 mm160 mm170 mm180 mmTime of dayLength of the sundial’s shadow09:0080 cm10:0070 cm11:0050 cm12:0040 cm13:0050 cm14:00?15:00?Tanner explained that the length of a shadow changes throughout the day because of themovement of the sunrotation of Earth on its axisrevolution of Earth around the suntilt of Earth on its axisDays are longer during the summer than they are during the winter becausethe Sun is closer to Earththe Sun travels more slowly across the skyEarth’s axis is tilted more toward the SunEarth is rotating on its axis at a slower speedWhile looking up at the night sky, you see a bright, full moon. You explain that the Moon does not light up the sky as much as the Sun does because the Moonis much farther away from the Earth than from the Sunonly reflects some of the light produced by the Sunis smaller than the Earthonly reflects light from the EarthPlanetDistance from the Sun (million kmTime for planet to circle the SunMercury5888 daysVenus108225 daysEarth1501 yearJupiter78012 yearsSaturn1430Uranus287084 yearsNeptune4500165 yearsFrom this information, Francine hypothesized that the planet Saturn, 1 430 million kilometers from the Sun, would circle the Sun about once every100 days10 years30 years100 yearsBrittany correctly explained that when viewed from Earth, the Moon in position P would appear to be afull moonquarter moonhalf moonnew moonPlace the correct number beside each statement. (13 marks)Mars5. Uranus9. Venus13. Satellite6. Saturn10. Spiral GalaxyJupiter7. Mercury11. Milky WayEarth8. Neptune12. Light Year___ Closest to the Sun___ Largest planet___ Distance light travels in one year___ Has 4 rings___ 7th planet from the sun___ Name of the galaxy we live in___ Closest planet to the Earth___ Has the greatest numbers of rings___ A man made or heavenly body that orbits around a larger object___ 4th planet from the sun___ Only planet known to have life on itShort AnswerName the Planets of our Solar System in order from the Sun. (5 marks)What is the shortest day of the year?Name a planet and 3 facts about it.Fill in the Blank (8 marks)Provided is a sequence that represents the phases of the moon. Please label each phase with its proper term in the box under each diagram. Use the word bank provided. Note: Each word will be used once. 22860020955First QuarterWaning CrescentFull MoonWaning GibbousLast QuarterWaxing CrescentNew MoonWaxing Gibbous 00First QuarterWaning CrescentFull MoonWaning GibbousLast QuarterWaxing CrescentNew MoonWaxing Gibbous 1590675341058500Name: Sky Science Unit Quiz (M)Please answer the following questions be circling the letter of the best answer.Most of the objects we see in the night sky are:starsplanetsConstellations were first recorded and named by the:AstronomersThe GreeksThe North Star is also known as:PolarisUrsa MajorWhile looking up at the night sky, you remember that an object that emits its own light is calleda moona starIn the morning, you observe the sun rising in thenortheastsouthwestAt 10:00 P.M., you notice the constellation of the Big Dipper and the star Polaris. When you wake up at midnight, you notice that the Big Dipper appears to have moved.1162050-19050010:00 p.m. MidnightThe reason that the Big Dipper appears to have moved is thatthe Moon’s gravity causes the stars to change their positionsEarth rotates on its axis as it revolves around the SunAt 2 A.M., the position of the Big Dipper would bePeople on Earth always see:2 sides of the moon1 side of the moonPlanets can be seen because they:reflect lightgive off their own lightNicole predicted that the length of the shadow at 3:00 P.M. would be140 mm180 mmTime of dayLength of the sundial’s shadow09:0080 cm10:0070 cm11:0050 cm12:0040 cm13:0050 cm14:00?15:00?Tanner explained that the length of a shadow changes throughout the day because of themovement of the sunrotation of Earth on its axisDays are longer during the summer than they are during the winter becauseEarth’s axis is tilted more toward the SunEarth is rotating on its axis at a slower speedWhile looking up at the night sky, you see a bright, full moon. You explain that the Moon does not light up the sky as much as the Sun does because the Moonis much farther away from the Earth than from the Sunonly reflects some of the light produced by the SunBrittany correctly explained that when viewed from Earth, the Moon in position P would appear to be afull moonnew moonPlace the correct number beside each statement. (13 marks)Mars5. Uranus9. Venus13. Satellite6. Saturn10. Spiral GalaxyJupiter7. Mercury11. Milky WayEarth8. Neptune12. Light Year___ Closest to the Sun___ Largest planet___ Distance light travels in one year___ Has 4 rings___ 7th planet from the sun___ Name of the galaxy we live in___ Closest planet to the Earth___ Has the greatest numbers of rings___ A man made or heavenly body that orbits around a larger object___ 4th planet from the sun___ Only planet known to have life on itShort AnswerName all the Planets of our Solar SystemWhat is the shortest day of the year?Name a planet and 3 facts about it.Fill in the BlankProvided is a sequence that represents the phases of the moon. Please label each phase with its proper term in the box under each diagram. Use the word bank provided. Note: Each word will be used once. 22860020955First QuarterWaning CrescentFull MoonWaning GibbousLast QuarterWaxing CrescentNew MoonWaxing Gibbous 00First QuarterWaning CrescentFull MoonWaning GibbousLast QuarterWaxing CrescentNew MoonWaxing Gibbous Authentic/ Alternative/Performance Assessment: Form of Assessment: Trading Card Project Tool of assessment: RubricBenefits of the assessment: Rubrics are beneficial to students because it lets them know what the project expectations are and what criteria will be assessed. Students can use the rubrics to do a self-assessment before handing in their project. Because rubrics are a standardized form of assessment they leave no room for biases. They are a great tool for teachers because it allows teachers to see where the students are struggling or excelling. Alternative assessment is a great way to have students demonstrate their learning, especially for students who do not have strong test-taking skills. Time frame required to perform assessment: It will take the students five class periods (60 minutes each) to create the trading cards. Specific criteria for assessments: For the trading card assignment students will be assessed on the accuracy of their content, the knowledge they gained, the organization and attractiveness of the project. For more information on the criteria please see attached rubric. Describe how you will administer the assessment: Students will receive the rubric at the same time as they receive the project so they will know exactly what the teacher is looking for. The students will also receive a checklist that they can use to ensure they have done everything required for the project. Teachers will use the rubric to give students a grade.The instructions you will provide to students: Students will see an exemplar. They will receive the handout, checklist and rubric (see lesson plan for these tools). The teacher will go through each of the informational handouts using the exemplar.Explanation of how the assessment tool will help students demonstrate their knowledge of the science objective: The curriculum objective is for students to be able to “recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences”. For the trading card project, students must list at least five accurate facts for every planet. This ensures the outcome is being met.How you will assess the student’s learning: Students will receive a rubric. The rubric will have four main criterions. Each of the criterions will have four descriptions and a level for each description (EPBL). The teacher can select the description that best matches the quality of students work. Form of assessment: Poster/ Song/ Rap/ Poem/ Scripted Skit Presentation Tool of assessment: ChecklistBenefits of the assessment: This is a great project because students are able to select how they will present their knowledge. It is fun and engaging. It is a great study tool for students.Benefits of the assessment tool: Checklists are a great tool for teachers because they are not time consuming to construct or use. They are easy to understand when written in student friendly language.Time frame required to perform assessment: It will take the students one class period (50 minutes each) to create their poster/ song/rap/poem/ scripted skit.Specific criteria for assessments: For the phases of the moon project students will be assessed on the completion of their project (evident/not evident), whether all the phases of the moon were identified (evident, not evident) and whether students have identified why the moon moves through different phases (evident/not evident).Describe how you will administer the assessment: Students will receive the checklist at the same time as they receive the project so they will know exactly what the teacher is looking for. At the end of the lesson students will present their project. While the students are presenting, teachers can use the checklist to assess them. This will allow teachers to give students instant feedback.The instructions you will provide to students: Students will receive instruction on how to complete the project orally. They will already know the phases of the moon and will be using the assessment as a way to demonstrate their knowledge.Explanation of how the assessment tool will help students demonstrate their knowledge of the science objective: The curriculum objective is for students to be able to “recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases”. In their poster/ song/rap/poem/ scripted skit students must have all phases of the moon and a description of each phase. They must also describe why they are predictable. This ensures the outcome is met. How you will assess the student’s learning: Students will receive a checklist. For the phases of the moon project students will be assessed on the completion of their project (evident/not evident), whether all the phases of the moon were identified (evident, not evident) and whether students have identified why the moon moves through different phases (evident/not evident).ResourcesBooks/Stories: Clarke, A. C., & Maule, D. (2001). 2001: A space odyssey. Toronto, Ontario: Pearson Education. Rabe, T. (2009). There's no place like space. New York, NY: Random House Children's Books. Rau, D. M. (2005). Our solar system: Constellation. Minneapolis, Minnesota: Compass x Point Books. Rau, D. M. (2005). Our solar system: Earth. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Jupiter. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Mars. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Mercury. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Neptune. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Pluto. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Saturn. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: The milky way. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Uranus. Minneapolis, Minnesota: Compass Point Books. Rau, D. M. (2005). Our solar system: Venus. Minneapolis, Minnesota: Compass Point Books. Shatner, W., Reeves-Stevens, J., & Reeves-Stevens, G. (1996). Star trek: The return. Round the World in 84 Days by Gerald P. CarrSmith, A. G. (2010). The Illustrated Guide to the Solar System. Southwater. Moore, P. (2007). Philip's altas of the universe (Illustrated ed.). Philip's.Field Trip possibility: TELUS World of Science link will direct you to their information on a specific exhibit gallery that directly relates to sky science called Space Place in the TransCanada PipeLines Gallery. This section explains exactly how it ties into the unit, gives you information on the program that they offer for field trips as well as another link to a teacher guide and sample activity sheets. Film choices: Bay, M. (Director). (1998). Armageddon [Motion picture]. United States: Touchstone Pictures. Bluth, D., Goldman, G., & Vitello, A. (Directors). (2000). Titan A.E. [Motion picture]. United States: Fox Animation Studios.Filoni, D. (Director). (2008). Star Wars: The Clone Wars [Motion picture]. United States: Warner Bros.Grazer, B. (Producer), & Howard, R. (Director). (1995). Apollo 13 [Motion picture]. United States: Universal Pictures.Kubrick, S. (Director). (2001). A Space Odyssey [Motion picture]. United States: Warner Bros. Leder, M. (Director). (1998). Deep Impact [Motion picture]. United States: Paramount Pictures.Spielberg, S. (Director). (1982). ET The Extra Terrestrial. [Motion picture]. United States: Universal Pictures. Online Magazines: this website you can find information about Air and Space magazine as well as learn how to subscribe to it. This website has so much new, exciting information that relates to sky science that is well worth looking into in order to make your sky science unit relevant, current and engaging. website is an online version of Astronomy; the world’s best selling astronomy magazine. This website gives you information on how to subscribe to the magazine, as well as lots of information included in the magazine. It also gives you links to the magazine’s blog as well as information on what tonight’s sky will look like. The “tonight’s sky” section alone would be very useful to use during the unit in order to make the learning relevant and current to the students’ lives. website is an online version of Odyssey magazine. The website has lots of great information for not only kids but also teachers. There are also lots of links that will give you access to other great online resources. website is an online version of the Sky and Telescope magazine; the essential magazine of astronomy. This website has ample information about astronomy that directly relates to the sky science unit and has so many interesting articles that you could incorporate into your classroom. In terms of teaching to STS, this would be a great resource to incorporate the society aspect, which is harder to do in the sky science unit.Online Resources:National Earth Science Teachers Association. (2000). Lunar Lollipops [Data file]. Retrieved from National Earth Science Teachers Association. (2000). Modeling Phases of the Moon [Data file]. (n.d.). Retrieved from Alberta Education. (1996). Science (Elementary). Retrieved from Online Video Clips:Longish. (2006, October 1). Animaniacs Yakko’s Universe Song [Video file]. Retrieved from . (2008, January 8). Phases of the Moon [Video file]. Retrieved from . (2008, March 22). Space Shuttle Atlantis Launch [Video file]. Retrieved from Wealthvibesdotcom. (2008, July 16). Cosmic Space Music [Video file]. Retrieved from : is an interactive website that “takes you” on an astro-adventure to outer space. During the journey, the adventure gives you tidbits of information about sky science and has quick, fun little activities that requires you to answer questions based on the knowledge you receive. is an interactive website that has lots of information related to the sky science unit. Not only is there fun facts that are concise and easy to understand, there is also games and activities that students could play in order to learn about sky science. website is from the NASA kids club. This link takes you to a fun, interactive game that tests your knowledge about space. website is from the NASA website and has been designed just for kids. With just the click of the button you can learn about all sorts of things in space as well as play fun, interactive games that solidify the learning. website was created by the National Earth Science Teachers Association. It gives lots of interesting information about space as well as fun, interactive games that the students would really enjoy accessing while they learn! two links to the same website would be absolutely phenomenal to use in the sky science unit. The first link has a video that gives a variety of examples of careers in space exploration. This video would be great to use at the start of the unit in order to get students engaged about sky science. The second link has a video that describes the phases of the moon in an engaging, easy to understand way. It would be excellent to use when teaching the phases of the moon to the students.Technology IntegrationLab activitiesStar Gazing:If a class star gazing activity is planned, it could be as part of a whole school event. If it’s a class event, parent volunteers could be recruited to help. A local astronomy club or organizations in the city could be invited to bring a variety of telescopes and binoculars on tripods. Students would have to get parent permission to come to the school after hours. Best to do this at the start of March when the nights are warmer and it is dark out at a reasonable time. Before you go out student should have a basic understanding of the constellations.Students would go on kids astronomy and play the game constellation hunt to gain a general knowledge of the constellations.Outcome met: Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space, including Earth’s Moon, planets and their moons, comets, and asteroids, are seen by reflected light.Reference:Constellation hunt. (2010). Astronomy for kids. Retrieved November 3, 2010, from Kidsastronomy website: Star Tracking:For one week students could track the movement of the big dipperThey will track where they find the big dipper in relation to the night beforeStudents will then create a star map on for one week indicate if the stars look like what the map indicates.Outcomes met:Describe the location and movement of individual stars and groups of stars (constellations) as they move through the night sky.Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this apparent movement is related to the Earth’s rotation.Reference:Walker, J. (2003, April 18). Your sky. Retrieved from Creating a Sundial:Students will create their very own sundials Find a sunny spot in the lawn or even on a sidewalk.Put the stick in the ground.? If it is a sidewalk, put the stick in the play dough and use that to hold the stick upright on cement.Throughout the day, place a rock, or mark with chalk for each hour indicating where the shadow falls at that time.? Depending on your time, you may have to place rocks over a couple of days before your sundial is complete.Now the sundial is ready to use.? When you want to tell the time, just look for the shadow.? Outcome met: Construct and use a device for plotting the apparent movement of the Sun over the course of a day; e.g. construct and use a sundial or shadow stick.Reference:Sundial. (2008). Science kids at home. Retrieved November 7, 2010, from Season Tracker:Throughout the whole school year students once a month will indicate what time the sun rose and set. Students can refer to National Research Council Canada website if they need assistance. Outcome met:Describe seasonal changes in the length of the day and night and the angle of the Sun above the horizon.Reference:National research council Canada [Sunrise/sunset calculator]. (2010, August 31). Retrieved November 3, 2010, from Internet use by students:Mission: ScienceThis website has information about science in general and lots on space. I would use this website for the Sky Sky Safari activity. Students can pick the telescope they want to use and the month they are to view. It then shows them what the stars will look like. It also gives the names of what you are seeing if there is something that looks particularity interesting to the students. Outcomes met:Describe the location and movement of individual stars and groups of stars (constellations) as they move through the night sky.Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this apparent movement is related to Earth’ rotation.Reference:Games & activities. (n.d.). Mission: Science. Retrieved November 2, 2010, from Love 2 LearnThis website allows you to click on the unit you are teaching in science and gives you interactive games for the students to play. For the sky science unit there is 36 interactive games to play. Some of them fit in with the curriculum. I would suggest going though all of them before letting students go on the website. Earth in space game outcome:Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identifyPhases of the moon game outcome:Recognize that the Moon’ s phases are regular and predictable, and describe the cycle of its phases.Earth and beyond game (Length of a day) outcome:Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizonReference:Science : gr. 6 online interactives. (2010). Kids love 2 learn. Retrieved November 4, 2010, from Education Society website: Place:This websites gives interactive games and activities for multiple science units.The Solar System Explorer game lets students go through all the plants and play games on each one. I think these fun games will help students remember the properties of each planet. Outcomes met:Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.Recognize that not only Earth, but other planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.Reference:The space place. (2010, September 2). Retrieved November 4, 2010, from Cosmic Quest: In this website students can click on multiple simulations and activities. The first activity students will pretend they are astronauts and they have to go through a variety of questions. The goal of the game is to build and maintain a space station that would be suitable to live and work in. Students need to remember that they are in outer space.There are also sections where students can click on different planets and information about the planets: mass diameter and temperature and fun facts are given. There is also a place where students can learn about astronomers from ancient times to today. The last thing students can go is to click through the different spacecrafts that are all around our solar system. Although this activity doesn’t hit a direct outcome it would be a great early finisher to get students excited about the unit they are learning. Reference:Cosmic quest. (2010). Retrieved from Children's Museum website: ................
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