Science Content Module 9 - Tennessee

[Pages:34]Science Module 9

Earth Science: Earth and the Solar System

1

Module Goal

The goal of this module is to provide information that will help educators increase their knowledge of grade-appropriate science concepts, knowledge, and skills to support effective planning or modification of their existing science instructional units for students with significant cognitive disabilities. The module includes important concepts, knowledge, and skills for the following instruction:

Earth's Place in the Universe (elementary)--Earth is one of eight planets in our solar system and is included in the four inner planets that are closer to the sun, smaller in size, and rocky. The outer planets are farther from the sun, larger in size, and gaseous. Earth tilts on its axis and orbits around the sun, resulting in patterns of seasonal changes and length of daylight. Earth rotates on its axis once every 24 hours, which causes day and night. Changes in the length and direction of an object's shadow throughout a day provides evidence of Earth's rotation. Earth's moon orbits around Earth approximately once a month. The moon's appearance changes during a month due to the relative positions of Earth, the moon, and the sun.

Earth's Place in the Universe (middle)--Gravity pulls matter together to make spherical stars and planets. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides. Earth and the other planets orbit around the sun on circular paths as a result of this gravitational pull. Earth's gravity holds its moon in orbit around Earth.

Module Objectives The content module supports educators' planning and implementation of instructional units in science by:

Developing an understanding of the concepts and vocabulary that interconnect with information in the module units.

Learning instructional strategies that support teaching students the concepts, knowledge, and skills related to the module units.

Discovering ways to transfer and generalize the content, knowledge, and skills to future school, community, and work environments.

The module provides an overview of the science concepts, content, and vocabulary related to Earth Science: Earth and the Solar System and provides suggested teaching strategies and ways to support transference and generalization of the concepts, knowledge, and skills. The module does not include lesson plans and is not a comprehensive instructional unit. Rather, the module provides information for educators to use when developing instructional units and lesson plans.

The module organizes the information using the following sections:

I. Tennessee Academic Standards for Science and Related Knowledge and Skills Statements and Underlying Concepts;

II. Scientific Inquiry and Engineering Design; III. Crosscutting Concepts; IV. Vocabulary and Background Knowledge information, including ideas to teach vocabulary; V. Overview of Units' Content; VI. Universal Design for Learning (UDL) Suggestions;

2

VII. Transference and Generalization of Concepts, Knowledge, and Skills; and VIII. Tactile Maps and Graphics.

Section I

Tennessee Academic Standards for Science and Related Knowledge and Skills Statements and Underlying Concepts

It is important to know the expectations for each unit when planning for instruction. The first step in the planning process is to become familiar with the identified academic standards and the Knowledge and Skills Statements (KSSs) and Underlying Concepts (UCs) covered in the module. The KSSs are specific statements of knowledge and skills linked to the grade-specific science academic standards. The UCs are entry-level knowledge and skills that build toward a more complex understanding of the knowledge and skills represented in the KSSs and should not be taught in isolation. It is important to provide instruction on the KSSs along with the UCs to move toward acquisition of the same knowledge and skills. Table 1 includes the academic standards and related KSSs and UCs for Earth Science: Earth and the Solar System. While only the academic standards targeted for the Tennessee Comprehensive Assessment Program/Alternate (TCAP/Alt) are included, instruction on additional standards will aid in student understanding. Standards that are not included still represent important content for students to master. Therefore, the KSSs and UCs included in the table do not cover all the concepts that can be taught to support progress and understanding aligned to the standards.

3

Table 1. Tennessee Academic Standards for Science and Related KSSs and UCs 1

Academic Standards

Knowledge and Skills Statements (KSSs)

Underlying Concepts (UCs)

Earth's Place in the Universe (Elementary)

3.ESS1.1: Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.

3.ESS1.1.a: Ability to use data (e.g., model, diagram, tables) to identify the inner planets as closer to the sun and the outer planets as farther away

3.ESS1.1.UC: Identify a planet in the solar system.

3.ESS1.1.b: Ability to use data (e.g., model, diagram, tables) to identify the inner planets as smaller and rockier and the outer planets as larger and made up mostly of gas

4.ESS1.2: Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.

4.ESS1.2.a: Ability to identify that day occurs when one side of Earth faces the sun and night occurs when one side of the Earth faces away from the sun

4.ESS1.2.b: Ability to identify the relationship of the movement of an object's shadow on the ground to the position of the sun in the sky

4.ESS1.2.UC: Recognize that the sun can only be seen during the day.

5.ESS1.4: Explain the cause and effect relationship between the positions of the sun, Earth, and moon and resulting eclipses, position of constellations, and appearance of the moon.

5.ESS1.4.a: Ability to explain that the moon looks different during a month because the moon travels in an orbit around Earth

5.ESS1.4.UC: Recognize that the moon travels in an orbit around Earth while Earth travels in an orbit around the sun.

5.ESS1.5: Relate the tilt of the Earth's axis, as it revolves around the sun, to the varying intensities of sunlight at different latitudes. Evaluate how this causes changes in daylengths and seasons.

5.ESS1.5.a: Ability to make relative comparisons between the amount of daylight between seasons (e.g., winter compared to summer) using data

5.ESS1.5.b: Identify an Earth-sun model, which demonstrates that Earth's tilt and orbit around the sun cause changes in seasons

5.ESS1.5.UC: Identify characteristics of the four seasons.

4

Earth's Place in the Universe (Middle)

8.ESS1.2: Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity's effect on the motion of celestial objects in our solar system and Earth's ocean tides.

8.ESS1.2.a: Ability to explain that objects in our solar system travel in a circular path as a result of the sun's gravity

8.ESS1.2.b: Ability to describe that the spherical shape of the sun and planets is a result of gravity

8.ESS1.2.UC: Recognize that gravity pulls objects together.

8.ESS1.2.c: Ability to explain that the moon's gravity is the primary reason that there are tides on Earth

1 Instruction is not intended to be limited to the concepts, knowledge, and skills represented by the KSSs and UCs listed in Table 1.

5

Section II

Scientific Inquiry and Engineering Design

It is important for students with significant cognitive disabilities to have the opportunity to explore the world around them and learn to problem solve during science instruction. This approach to science instruction does not involve rote memorization of facts; instead it involves scientific inquiry. A Framework for K?12 Science Education (2012) unpacks scientific inquiry, providing eight practices for learning science and engineering in grades K?12. These practices provide students an opportunity to learn science in a meaningful manner. Students should combine the science and engineering practices as appropriate to conduct scientific investigations instead of using a practice in isolation or sequentially moving through each practice. Support should be provided as necessary for students with significant cognitive disabilities to actively use the practices. A link to Safety in the Elementary Science Classroom is in the resources of this section. See Section VI. Universal Design for Learning Suggestions for support ideas. Following are the eight science and engineering practices (National Research Council, 2012) with added examples.

Asking questions (for science) and defining problems (for engineering). Examples: Why does the amount of daylight change in the winter? What would happen if Earth's tilt changed? How does the moon affect the tides? How can the apparent motion of the sun, moon, and stars in the sky be predicted and explained? Are tides the same level each day of the month? When should companies work on a bridge that spans an intercoastal waterway without being disrupted by tides? Define the criteria for a successful solution to protect structures on a coastline from changing tides.

Developing and using models. Examples: Use a model to describe what would happen to Earth's orbit around the sun if the mass of either Earth or the sun changed (e.g., ). Use a model to show how Earth's tilt and orbit around the sun cause changes in seasons. Create a model illustrating the position of the moon and Earth during a lunar cycle. Describe the limitations of classroom, commercial, and online Earth-sun and Earth-moon models in helping engineers model space flight orbits around Earth. Use a model to test an existing system (e.g., satellite launch, space station) and identify the strengths and limitations of its design. Create models of the day/night pattern caused by the daily rotation of Earth.

Planning and carrying out investigations. Examples: Observe that shadows of stationary objects change length and direction throughout the day compared to the location of the sun to explain the rotation of Earth. Use a flashlight and globe of Earth to conduct an investigation on how Earth's tilt affects the solar energy and temperature. Conduct an investigation of rocket designs to determine the limitations on overcoming the effect of gravity (e.g., ). Investigate seasons by simulating the position of Earth and its tilt as it revolves around the sun, using computer simulations, hands-on models, and videos.

Analyzing and interpreting data. Examples: Use data to determine the characteristics (e.g., size, density) of the planets in the solar system. Use tidal data to graph tide levels and compare to moon phases. Create a bar graph showing the length of day (i.e., sunrise to sunset) over time to illustrate the change due to Earth's tilt and orbit around the sun. Analyze planetary data collected by different types of robotic spacecraft. Use

6

this data to identify the purpose and constraints of each robotic spacecraft. Collect and analyze data to describe patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Using mathematics and computational thinking. Examples: Measure the height of a shadow at different times of the day. Use computation to determine the elapsed time from sunrise to sunset each day to determine whether the lengths of the days are growing longer or shorter. Use mathematical concepts and/or processes to describe patterns of the apparent motion of the sun, moon, and stars in the sky. In a simulated activity on escaping Earth's orbit, determine the velocity required for a water balloon to escape the orbit around a person (e.g., activity1). Reason abstractly and quantitatively when analyzing and using data as evidence to describe phenomena such as: Earth's gravitational force pulls objects "down" (toward the center of Earth); patterns of change, such as the day/night cycle; the change in length and direction of shadows during the day; the apparent motion of the sun across the daytime sky and the moon across the nighttime sky; the changes in the appearance of the moon over a period of four weeks; and the seasonal changes in the position of the stars in the night sky.

Constructing explanations (for science) and designing solutions (for engineering). Examples: Identify evidence in an explanation that supports that Earth rotates on its axis every 24 hours. Explain the relationship between the appearance of the moon and the moon's orbit around Earth. Describe the relationships and interactions between components of the solar system, including gravity as an attractive force between objects. Apply scientific ideas or principles to construct and test a design of a prototype of a rocket to launch equipment into space (e.g., ). Given a problem related to human needs (e.g., length of daylight at different latitudes vs. length of growing season), students use scientific information and principles to generate a design solution (e.g., a system to allow growers to manipulate nature and artificially control flowering cycles) that addresses the human needs and describes how well the solution meets the criteria and constraints (e.g., increased plant yield that comes from producing year-round, regardless of weather conditions and natural sunlight).

Engaging in argument from evidence. Examples: Construct an argument explaining the cause of Earth's seasons using relevant and appropriate evidence. Compare and critique two arguments about how Earth's relationship to the sun affects the seasons and analyze similarities between the two arguments. Present an argument supported by empirical evidence to support or refute an Earth-moon-sun model. Make a claim about the accuracy of information on the outer planets provided by planetary satellites. Use observations as evidence to support an argument that the gravitational force exerted by Earth on objects is directed "down" (toward the center of Earth), no matter the height or location from which an object is released.

Obtaining, evaluating, and communicating information. Examples: Effectively communicate information from reliable sources on the gravitational pull of the sun causing Earth's orbital cycle. Describe the shape of Earth's orbit. Obtain information from gradeappropriate texts and/or media and summarize to describe how Earth's tilt and orbit affect the seasons and length of daylight. Evaluate and communicate information regarding spacecraft recently developed to study space. Communicate information about solutions to human needs (e.g., staying cool in the shade) that allow people to live comfortably (e.g., a shade that mounts on a vehicle).

7

Science Practices Resources2 Safety in the Elementary Science Classroom provides safety information for teachers and students.

actices/safety-in-the-elementary-school-science-classroom.pdf This site categorizes inquiry into three types: structured inquiry, guided inquiry, and open inquiry. Each type provides a wide range of example lessons grouped by elementary and middle school. provides a variety of Earth and space science activities and experiments. This site provides information on introducing models to elementary students.

8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download