Lesson Development Organizer for Curriculum Work
1. Bundle PE’s
2. Do Intent Protocol, record key information on organizer for future reference
· Note possible contexts, driving questions, projects for summative task for unit development
3. Research pertinent misconceptions
4. Determine connections to ELA and math
5. Determine lesson sequence needed to meet identified PE’s
Performance Expectations:5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Driving Question: How big is big?
Summative Task (Project) Description:
Misconceptions:
Many children think the Earth is round like a plate rather than spherical.
Many children think the sun actually rises and sets.
Many children also think the Earth orbits the sun once a day instead of once a year.
Many children believe that gravity is a push force.
Students may think that when the sun sets later (Daylight savings time), that the actual length of the day is shortened, when it is actually the length of daylight.
Students believe that “shooting stars” are stars that are falling out of their orbit in other galaxies.
Connections to ELA and Mathematics:
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer to the question quickly or to solve a problem efficiently.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
MP.4 Model with math.
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Practice(s) in Foreground:
Analyzing and Interpreting Data
Engaging in Argument from Evidence
Cross-cutting Concepts in Foreground:
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Focus Questions / Investigations/Experiences / Claim derived from DCI’s / Learning Outcomes
Where do you find gravity? / *Gravity Pre-assessment from Discovery Education
*Where do you find gravity probe
*Discovery Education Gravity video 9:36
*Group discussion using guided questions/video quiz from D.E.
*Gravity experience (Gravity in Action)/Questions from D.E.
* Gravity post assessment from D.E. / Gravitational force is exerted by Earth on objects. / I can communicate observations of gravitational force on Earth.
Where is down? / *Student questionnaire “What are your ideas about the Earth?”
*Group discussion regarding responses
*Students demonstrate what they believe would happen if a hole was dug through the center of earth and a rock was dropped. / “Down” is a description of the direction that points towards the center of spherical Earth. / I can provide evidence to support an argument about the direction of gravitational force on Earth.
Where did my shadow go? / *No Shadow probe
*Discovery Education Video How did we tell time before we had clocks? 2:13
*Group Discussion about experiences they’ve had with shadows
*Experience: Make a Sundial http://www.nwf.org/kids/family-fun/crafts/sundial.aspx / Daily changes in length and direction of shadows can be observed from Earth. / I can represent data that reveals patterns in length and direction of shadows.
I can make observations to identify patterns on Earth and in the sky.
Are the days really shorter? / *Address student misconceptions about the length of days being shorter. Establish that there is difference between daytime and an actual day. (Patterns in the Sky unit p. 249)
*Shorter days in winter probe
*Poll students for results to probe
*Discussion
*Provide students with sunrise and sunset times for the 15th day of the month for the previous 12 months; have students graph the length of daylight in hours and minutes
*Have students predict and graph the length of daylight for the next month’s 15th day / The orbit and rotation of Earth causes observable patterns.
Math – Model with mathematics (MP.4)
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5.G.A.2) / I can make observations to identify patterns on Earth and in the sky.
I can combine information from multiple sources to explain how the Earth’s movements cause the patterns we observe on Earth and in the sky.
I can analyze data to identify patterns.
How far can we go? / *”Human Space Travel” probe discussing space travel since 2000
*Discussion about how we have relied more on technology in space discovery over the last few decades, rather than human space travel
*Discuss the scale of the solar system (If the sun had a diameter of 6 inches, how far away would Mercury be?)
*Display pictures via web of our Earth as seen from space
*List limitations (whole-class) of space exploration. Why can’t we go further? How far have we gone? / Building block towards:
The sun is a star that appears larger and brighter than other stars because it is closer. / I can support an argument as to why objects in the solar system seem so small from our perspective on Earth.
What’s inside our Solar System? / *”What’s Inside Our Solar System?” probe (can use index cards by writing down the options A-P, and giving each group a set to work with)
*Discuss the items found on Earth, the ones found in our solar system, and the ones outside of our solar system
*Students should create some form of model of the solar system that would be to scale in order for them to grasp the vastness of our galaxy
*Visit
http://www.noao.edu/education/peppercorn/pcmain.html / The sun is a star that appears larger and brighter than other stars because it is closer.
Stars range greatly in their distance from Earth. / I can compare objects in our solar system and discuss their relative distances from Earth.
Cont’d from previous page / This website discusses the sizes of planets in relationship to each other if they were common objects
What is a Shooting Star? / *”Shooting Star” probe (Have 3 students each read a claim made by the girls listed on the probe)
*Ask students who they agree with, and why
*Show DE video “Spaced Out: Meteors and Shooting Stars” (3:32)
*Discussion of who was correct
(Great chance to dispel the misconception of shooting stars actually being stars falling out of orbit or a comet) / Stars range greatly in their distance from Earth. / I can draw on information from multiple sources to describe the sun in relation to other stars.
Is the Sun a Star? / *”Is the Sun a Star?” probe
*Discuss responses and which one is the best choice / The sun is a star that appears larger and brighter than other stars because it is closer.
Stars range greatly in their distance from Earth. / I can discuss why the sun seems so much bigger than the stars we see at night.
Why does the sun move across the sky, but other stars don’t? / *Begin with discussion as to whether or not stars are in the same location every night.
(We see the sun moving across the sky, but do we see the stars moving?)
*Show students the picture entitled “The North Star steady above a Joshua tree, California” by Judd Patterson
*Discuss how the photo is a time-lapse of the same location throughout the course of a night
*Some solar systems have more than one main star. How would their day and night be different from ours?