Unit Plan: Grade 6 SKY SCIENCE



righttop Bilyana Tokusheva40000100000 Bilyana Tokusheva-1289058293735“Out of This World: What do we know about our solar system?”00“Out of This World: What do we know about our solar system?”left250002514600Unit Plan: Grade 6 SKY SCIENCE900000Unit Plan: Grade 6 SKY SCIENCEright3695700Table of ContentsTimelineAdvance PreparationGeneral OverviewPowerPoint attachedObjectivesLessonsIntroductory lesson and materialsInquiry lesson and materialsProject lesson and materialsAssessmentResourcesTechnology IntegrationField Trip PlanIntegrated SubjectsYear Plan171704012065TimelineBest Time to Teach Unit: There are different advantages of teaching this unit in every season. In the fall and the spring the weather is milder therefore it is more comfortable for students to watch the sky. In the winter months students can stargaze earlier in the day which may be more convenient for families. Therefore, we feel that teaching this unit in early spring (March and April) is the most ideal time because students are getting the best of all seasons. The sky becomes dark early enough for students to observe the night sky at home.Time Needed to Teach the Unit: 6 weeks (28 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. 2Cardstock, 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.14Field tripStudents will go on a field trip to the Telus World of Science in Edmonton and take part in IMAX space activities and exploration.1Appropriate clothing, transportation, permission slips. 15ReviewStudents 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.1Computer, screen, paper, pencils, reference books. 16Unit TestStudents will write the unit exam comprised of many types. After exam, students will take part in a an Outerspace Pizza Party and watch the film Apollo 13.1Paper, pencils, Apollo 13. 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 IntroductionMegan Buckley, Jaleesa Hallgren, Danielle Krewda, Katie MurphyGrade: 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: Solar 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 IntroductionMegan Buckley, Jaleesa Hallgren, Danielle Krewda, Kathleen MurphyGrade: 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: Please color in the face that best represent how you worked in a 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.CategoryEvidentNot 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.500316527305 /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:_______________________ CATEGORY 4 3 2 1 Writing - Grammar There are no grammatical mistakes on the trading cards. There are 1-3 grammatical mistakes on the trading cards.There are 4-6 grammatical mistakes on the trading cards.There are more than six grammatical mistakes on the trading cards.Content - Accuracy Every trading card has at least five accurate facts about the planet. Every trading card but one or two have at least five accurate facts about the planet. Every trading card has 3-4 accurate facts about the planet except one or two cards.There are less than 3 facts on most of the trading card. Attractiveness & Organization The trading cards have exceptionally attractive formatting and well-organized information. The trading cards have attractive formatting and well-organized information. The trading cards have well-organized information. The trading cards organization of material is confusing to the reader. Sources Careful and accurate records are kept to document the source of 95-100% of the facts in the trading cards. Careful and accurate records are kept to document the source of 94-85% of the facts in the trading cards.Careful and accurate records are kept to document the source of 84-75% of the facts in the trading cards. Sources are not documented accurately or are not kept on many facts in the trading cards. Knowledge Gained Student can accurately answer all questions related to facts in the trading cards. Student can accurately answer most questions related to facts in the trading cards. Student can accurately answer some questions related to facts in the trading cards.Student can not accurately answer any questions related to facts in the trading ments:/20Name: ______________Step by Step Instructions for Trading Cards:(Check these off as you go!)You should have 1 fact sheet workbook (4 pages)ChecklistRubricWrite your name on all documents.Research at least five facts for each planet and write them in the table provided. Remember you do not have to do the planets in order.Double check that you have at least five facts and you have written the source for every fact.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 and collect the trading card templates.Cut the trading cards out Write your name on every card (small on the bottom).Fill in facts on one side of card. Remember to keep it neat and easy to read.Create graphic side to every card which should include a drawn picture of the planet and the name of the planet.Fill in the rubric yourself and give yourself a grade.Sky Science Fact Sheet Name: ____________________________________The SunFacts:Source:1.2.3.4.5.6.7.8.9.MercuryFacts:Source:1.2.3.4.5.6.7.8.9. Name: ____________________________________MarsFacts:Source:1.2.3.4.5.6.7.8.9.JupiterFacts:Source:1.2.3.4.5.6.7.8.9. Name: ____________________________________SaturnFacts:Source:1.2.3.4.5.6.7.8.9.UranusFacts:Source:1.2.3.4.5.6.7.8.9. Name: ____________________________________NeptuneFacts:Source:1.2.3.4.5.6.7.8.9.PlutoFacts:Source:1.2.3.4.5.6.7.8.9.AssessmentTraditional Assessment:12065-6985Name:Date:00Name:Date:Directions: This is a test of what you have learned during the last six weeks of class. The results of this test will be used to clarify any points of difficulty and thus help you complete the year successfully.There are 15 multiple choice items, 8 matching, 8 fill in the blank, 8 true or false and 5 short answer questions. Since you will be marked based on the number of correct answers, answer every question to the best of your ability.Multiple Choice (15 marks)For each item, select the answer that best completes the statement, or answers the question, and circle the letter of that answer.The source of light that makes it possible for astronomers to see Jupiter which using a telescope isThe SunFlashlightEarthThe moon When you are star gazing at 8 P.M. and then again at 10 P.M. the starts appear to be in different positions. This is due toEarth revolving around the starsEach rotating on its axisWind blowing the constellationsEarth revolving around the sun Use the scenario in the box provided to answer the next 2 questions.457200501650045720099695Susan was telling her parents about the moon that she saw that night. Since her parents knew she was an expert at the moon’s phases they asked her what the definition for the particular moon was. She informed them it was a waxing Gibbous. 00Susan was telling her parents about the moon that she saw that night. Since her parents knew she was an expert at the moon’s phases they asked her what the definition for the particular moon was. She informed them it was a waxing Gibbous. 137160032829500In this situation waxing refers to A. Not being able to see the moonB. Seeing multiple moons C. The visible surface of the moon increasesD. The visible surface of the moon decreasing The next phase that Susan should expect to see isFull MoonWaxing CresentWaning GibbousFirst Quarter -92075273050A teacher decided to teacher his/her students about the phases if the moon. They used a globe to represent earth, a golf ball to represent the moon and a flashlight to represent the sun. 00A teacher decided to teacher his/her students about the phases if the moon. They used a globe to represent earth, a golf ball to represent the moon and a flashlight to represent the sun. Use the following information in the box below to answer the next 3 questions.1966595213360 151955553975 354049618860134963104267201561465103505 2126111027432016002005829303526790511810 32061210168910 In model 1 the teacher positioned the golf ball to represent the moon in the ________________________ phase.Full moonNew moonLast quarter First quarter In model 2 the teacher positioned the golf ball to represent the moon in the ________ phase. Waning gibbous Waxing gibbousWaning gibbousNew moon In model 3 the teacher positioned the golf ball to represent the moon in the ________ phase. New moonFull moonLast quarterWaning gibbous Which of the following planets have moon(s)?JupiterNeptuneEarthAll of the aboveWhich of the following planets is the smallest?MercurySaturnJupiterUranus Which of the following planets is the largest?EarthMarsUranusVenus Would Sally living in South Africa be able to see the big dipper?No, because South Africa has sunlight 24 hours a dayNo, because South Africa is in the Southern hemisphereYes, because everyone on Earth can see the starsYes, because South Africa is in the Northern hemisphere What season would be the best for star gazing?Winter, because the nights are longerSpring, because the nights are longerSpring, because the days are longerWinter, because the days are longer Which of the following correctly lists the planets in order from closest to the farthest away from the sun?Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto Mercury, Venus, Earth, Jupiter, Mars, Saturn, Uranus, Neptune, PlutoMercury, Earth, Venus, Jupiter, Mars, Uranus, Saturn, Neptune, PlutoVenus, Mercury, Earth, Mars, Jupiter, Uranus, Saturn, Neptune, PlutoNumerical Response (2 Marks)Use the following chart to answer the next two questions. When you have your answer write it in the box that corresponds to the missing letter. Day Time of SunriseTime of Sunset Monday7:30 A.M.7:14 P.M.Tuesday7:32 A.M.Y P.M.Wednesday7:34 A.M.7:18 P.M.Thursday7:36 A.M. 7:20 P.M.FridayX A.M.7:22 P.M.Saturday7:40 A.M.7:24 P.M. Sunday 7:42 A.M.7:25 P.M. 78994047625____ :____ _____00____ :____ _____X=789940299085____: ____ ____00____: ____ ____Y= Fill in the Blank (8 marks)Provide is a sequence that represents the phases of the moon. Please label each phase with it’s 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 5619752024380002990850202438000160972533578800029432251100455002762251100455002286002814955002943225281495500160972562420500True of False (7 marks)Answer the next 7 questions by circling T if the statement if true or F if the statement is false.1. The moons phases are predictable T F 2. Planets, comets, and their asteroids are seen by reflected light T F3. Earth is a large part of the known universe T F4. Earth is the only planet that has its own moon T F5. The movement of the objects in the night sky are related to the Earth’s rotation. TF6. It is safe to view the sun directly with a telescope T F7. The light the sun emits can only be been on Earth T F Matching (8 marks)Match the planet to the description that best fit its properties. Indicate your answer by writing the planet next to the description. EarthJupiter MarsNeptunePlutoSaturn UranusVenus E___1. This small grey dwarf planet is the furthest away from the sun.A___2. This planet is the only planet that we know is inhabited.C___3. This “red” planet has two moons and is known for being the hottest planet.B___4. This planet is fourth from the sun. It is also the biggest planet.H___5. This planet is second from the sun and is eighty percent of its surface is covered by volcanic plains.D.___6. This planet has the third largest mass in our solar system. It is the seventh planet from the sun.G___7. This planet has many moons and many rings around it. It is the seventh planet from the sun.F___8. This planet is the second biggest in our solar system and is best known for its rings.Short Answer (10 marks, 2 marks per question. Part marks will be where necessary.)Answer each question below with full sentences. List and describe two sky science technologies.What are the disadvantages of looking directly at the sun? What is an appropriate safety method for viewing the sun?Which objects in the sky emit their own light? Which objects are seen by reflected light?Choose a planet and describe that planet’s moon(s). Describe why the day is longer during the summer. Assessment (ANSWER KEY)Traditional Assessment:12065-6985Name:Date:00Name:Date:Directions: This is a test of what you have learned during the last six weeks of class. The results of this test will be used to clarify any points of difficulty and thus help you complete the year successfully.There are 15 multiple choice items, 8 matching, 8 fill in the blank, 8 true or false and 5 short answer questions. Since you will be marked based on the number of correct answers, answer every question to the best of your ability.Multiple Choice (15 marks)For each item, select the answer that best completes the statement, or answers the question, and circle the letter of that answer.The source of light that makes it possible for astronomers to see Jupiter which using a telescope isThe SunFlashlightEarthThe moon When you are star gazing at 8 P.M. and then again at 10 P.M. the starts appear to be in different positions. This is due toEarth revolving around the starsEach rotating on its axisWind blowing the constellationsEarth revolving around the sun Use the scenario in the box provided to answer the next 2 questions.457200501650045720099695Susan was telling her parents about the moon that she saw that night. Since her parents knew she was an expert at the moon’s phases they asked her what the definition for the particular moon was. She informed them it was a waxing Gibbous. 00Susan was telling her parents about the moon that she saw that night. Since her parents knew she was an expert at the moon’s phases they asked her what the definition for the particular moon was. She informed them it was a waxing Gibbous. 137160032829500In this situation waxing refers to A. Not being able to see the moonB. Seeing multiple moons C. The visible surface of the moon increasesD. The visible surface of the moon decreasing The next phase that Susan should expect to see isFull MoonWaxing CresentWaning GibbousFirst Quarter -92075273050A teacher decided to teacher his/her students about the phases if the moon. They used a globe to represent earth, a golf ball to represent the moon and a flashlight to represent the sun. 00A teacher decided to teacher his/her students about the phases if the moon. They used a globe to represent earth, a golf ball to represent the moon and a flashlight to represent the sun. Use the following information in the box below to answer the next 3 questions.1966595213360 151955553975 354049618860134963104267201561465103505 2126111027432016002005829303526790511810 32061210168910 In model 1 the teacher positioned the golf ball to represent the moon in the ________________________ phase.Full moonNew moonLast quarter First quarter In model 2 the teacher positioned the golf ball to represent the moon in the ________ phase. Waning gibbous Waxing gibbousWaning gibbousNew moon In model 3 the teacher positioned the golf ball to represent the moon in the ________ phase. New moonFull moonLast quarterWaning gibbous Which of the following planets have moon(s)?JupiterNeptuneEarthAll of the aboveWhich of the following planets is the smallest?MercurySaturnJupiterUranus Which of the following planets is the largest?EarthMarsUranusVenus Would Sally living in South Africa be able to see the big dipper?No, because South Africa has sunlight 24 hours a dayNo, because South Africa is in the Southern hemisphereYes, because everyone on Earth can see the starsYes, because South Africa is in the Northern hemisphere What season would be the best for star gazing?Winter, because the nights are longerSpring, because the nights are longerSpring, because the days are longerWinter, because the days are longer Which of the following correctly lists the planets in order from closest to the farthest away from the sun?Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto Mercury, Venus, Earth, Jupiter, Mars, Saturn, Uranus, Neptune, PlutoMercury, Earth, Venus, Jupiter, Mars, Uranus, Saturn, Neptune, PlutoVenus, Mercury, Earth, Mars, Jupiter, Uranus, Saturn, Neptune, PlutoNumerical Response (2 Marks)Use the following chart to answer the next two questions. When you have your answer write it in the box that corresponds to the missing letter. Day Time of SunriseTime of Sunset Monday7:30 A.M.7:14 P.M.Tuesday7:32 A.M.Y P.M.Wednesday7:34 A.M.7:18 P.M.Thursday7:36 A.M. 7:20 P.M.FridayX A.M.7:22 P.M.Saturday7:40 A.M.7:24 P.M. Sunday 7:42 A.M.7:25 P.M. 789940476257____ :38____ _____007____ :38____ _____X=7899402990857____: 16____ ____007____: 16____ ____Y= Fill in the Blank (8 marks)Provide is a sequence that represents the phases of the moon. Please label each phase with it’s 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 True of False (7 marks)Answer the next 7 questions by circling T if the statement if true or F if the statement is false.1. The moons phases are predictable T F 2. Planets, comets, and their asteroids are seen by reflected light T F3. Earth is a large part of the known universe T F4. Earth is the only planet that has its own moon T F5. The movement of the objects in the night sky are related to the Earth’s rotation. TF6. It is safe to view the sun directly with a telescope T F7. The light the sun emits can only be been on Earth T F Matching (8 marks)Match the planet to the description that best fit its properties. Indicate your answer by writing the planet next to the description. EarthJupiter MarsNeptunePlutoSaturn UranusVenus E___1. This small grey dwarf planet is the furthest away from the sun.A___2. This planet is the only planet that we know is inhabited.C___3. This “red” planet has two moons and is known for being the hottest planet.B___4. This planet is fourth from the sun. It is also the biggest planet.H___5. This planet is second from the sun and is eighty percent of its surface is covered by volcanic plains.D.___6. This planet has the third largest mass in our solar system. It is the seventh planet from the sun.G___7. This planet has many moons and many rings around it. It is the seventh planet from the sun.F___8. This planet is the second biggest in our solar system and is best known for its rings.Short Answer (10 marks, 2 marks per question. Part marks will be where necessary.)Answer each question below with full sentences. List and describe two sky science technologies.Answers may vary.What are the disadvantages of looking directly at the sun? What is an appropriate safety method for viewing the sun?It is always dangerous to look at the sun for long periods because it can damage the eye and cause retinal scaring and eye cancer. It is necessary to wear sunglasses when outdoors and a sunscope when wanting to analyze the sun. Which objects in the sky emit their own light? Which objects are seen by reflected light?The sun and other stars emit their own light and the moon and planets are seen by reflected light. Students may also include asteroids and comets.Choose a planet and describe that planet’s moon(s). Answers may vary.Describe why the day is longer during the summer. Because the tilt of the Earth puts us faces the sun during summer, thus giving us more light.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 two class periods (50 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 (25%), the knowledge they gained (25%), the organization and attractiveness of the project (25%) and their sourcing (25%). 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 a student exemplar. They will make one trading card as a class before creating their own. They will receive the handout, checklist and rubric (see lesson plan for these tools). The teacher will verify that they are on the right track before giving the student the playing card cardstock. The set-up of the instructions ensures student success.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 number of points for each description (1-4). The teacher can select the description that best matches the quality of students work. The teacher will add the number of points and that will be the student’s grade (out of 16). 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 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 Trips: 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. Films: 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. Guest Speaker: RDC Astronomy Professor Dr. Bob Gosselin Magazine Article: Mershon, D. H. (1998, November/December). Star trek on the brain: ?Alien minds, human minds. American Scientist, 86(6), 585.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 theses 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: Integrated SubjectsGrade Level: Grade 6 Sky ScienceIntegrated Subjects: We will be integrating this science objective with English Language Arts and Art Curriculum Objectives:Science: 6-7- 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.Language Arts: 1.2 Clarify and Extend- Combine Ideas: Use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding. Art: Component 3- C- Artworks contain symbolic representations of a subject or themeRationale: These subjects and curriculum objectives were chosen because they allow for student creativity. Students will be able to take a concept they learn in science and apply it to another project. This specific outcome ensures that students have knowledge about each planet and can apply this knowledge in creative ways. Integration Activities: LA: Divide students into eight groups and assign each group a planet. Using the tune of a popular song, nursery rhyme, or rap, each group will use the information they researched about their planet to replace the original lyrics. This will be graded using a checklist to ensure that students have included the characteristics and surface conditions of their planet. Students may also find additional information about their planet that they may include in their presentation. The purpose of this activity is for students to use each song as a study tool. Art: Divide students into their LA activity groups (there should be eight). Each group will sign up for a planet and research its physical characteristics (different from the one they made the song for). They will then create a three dimensional model (to scale) of their planet using the characteristics and conditions they previously researched. Each group’s model will be assembled to create a large mobile for the entire classroom. Time in Unit: These two integration activities will be at the end of the unit, and both will be culminating activities. This way, students will have learned the information about each planet and will have the opportunity to extend their knowledge in both auditory and visual representations. These activities will aid in students’ retention of the content matter for the unit test and provincial achievement test. Student Benefits: There are many benefits to integration. Learning is enhanced because students are taking the knowledge they learn in Science and are applying it to different subject areas, thus increasing comprehension, understanding, and application. Another benefit to this is that integration reaches the many learning styles and multiple intelligences. Through making a song or rap in Language Arts, students who are auditory and musical learners benefit. Through the creation of a mobile, tactile, visual/spatial, and kinaesthetic learners’ needs are met. Choosing meaningful connections amongst subject areas helps students build on their prior knowledge and experiences and connects learning to the real world. Both of the above activities would engage students and result in long-term enduring understandings.What will be the student benefit? ................
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