· web viewthe earth, moon, and stars unit engages students in three dimensional learning...

Reviewer Name_____________________________ Grade:______5____________ Lesson/Unit Title:_Earth, Moon and Stars - Ancient Models_________________ I. Alignment to the NGSS

The lesson or unit aligns with the conceptual shifts of the NGSS:Criteria Specific evidence from materials and

reviewers’ reasoningSuggestions for improvement

A. Grade‐appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three‐dimensional learning to make sense of phenomena and/or to design solutions to problems.

i. Provides opportunities to develop and use specific elements of the practice(s) to make sense of phenomena and/or to design solutions to problems.

ii. Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems.

Students identify models of the World as described by various ancient theories developed with the concept of the sun rising in the East and setting in the West

Students will defend their theory of sunrise/sunset through ancient times using evidence for support.

Present ideas of models and supporting evidence

NJ Common Core 6.2 - World History

Have prepared cities and years (dates) for students to research; identify or chart direction in the class N/S

Have 2D and 3D models

Debate reasons and evidence

Premade timeline; give

iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems.

iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

Identifying theories from around the World through time (can use a timeline)

specific intervals for dates

A unit or longer lesson will also:

Criteria Specific evidence from materials and reviewers’ reasoning

Suggestions for improvement

B. Lessons fit together coherently targeting a set of performance expectations.

i. Each lesson links to previous lessons and provides a need to engage inthe current lesson.

ii. The lessons help students develop proficiency on a targeted set of performance expectations.

C. Where appropriate, disciplinary core ideas from different disciplines are used together to explain phenomena.

D.Where appropriate, crosscutting concepts are used in the explanation of phenomena from a variety of disciplines.

E. Provides grade‐appropriate connection(s) to the Common Core State Standards in Mathematics and/or English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson

Reviewer Name_____________________________ Grade:__________________ Lesson/Unit Title:__________________

Disciplinary Core Ideas (DCIs)

Element Evidence

5-ESS1-1: The Universe and Stars

Stars range greatly in their distance from Earth.

Students identify models of the World as described by various ancient theories developed with the concept of the sun rising in the East and setting in the West.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name___________________________ Grade:_______ Lesson/Unit Title:________________________________

Science and Element Evidence

Engineering Practice (SEP)

5-ESS1-1: Engaging in argument from evidencehttp://www.nap.edu/openbook.php?record_id=13165&page=67

http://www.nap.edu/openbook.php?record_id=13165&page=74

Support an argument with evidence, data, or a model.

Students will defend their theory of sunrise/sunset through ancient times using evidence for support.

Present ideas of models and supporting evidence.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name_____________________________ Grade:__________________ Lesson/Unit Title:__________________

Crosscutting Concepts (CCCs)

Element Evidence

5-ESS1-1: Scale and proportion Natural objects exist from the very NJ Common Core 6.2 - World History





small to the immensely large. Identifying theories from around the World through time (can use a timeline)

Reviewer Name_____________________________ Grade:______5____________ Lesson/Unit Title:_Earth’s Shape and Gravity_________________ I. Alignment to the NGSS





Students discover their preconception of the Earth’s shape (lower elementary - it is round);

Students collaborate to identify the best response to each question given then use a globe and another blank questionaire to record their next responses.

Use another activity from lower elementary where when spinning a pencil, the sphere flattens, shows students gravity and rotation effects the Earth

Discussion starters (listed on the wall);




Students will analyze and discuss their responses. Evaluate (whole group) thoughts on gravity using split Earth model (open center - vertical split).

Pre-cut Earth’s with splits; students “act it out”









E. Provides grade‐appropriate connection(s) to the Common Core State Standards in Mathematics and/or English

Language Arts & Literacy in History/Social Studies, Science and Technical Subjects.




Element Evidence

5-ESS1-2: Earth and the Solar System (?)

The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.

Students discover their preconception of the Earth’s shape (lower elementary - it is round);

Students collaborate to identify the best response to each question given then use a globe and another blank questionaire to record their next responses.

Students will analyze and discuss their responses. Evaluate (whole group) thoughts on gravity using split Earth model (open center - vertical split).

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name___________________________ Grade:_ Lesson/Unit Title:__

Science and Engineering Practice (SEP)

Element Evidence

5-ESS1-1: Engaging in an argument

5-ESS1-2: Analyze and Interpret Datahttp://www.nap.edu/openbook.php?record_id=13165&page=67


Support an argument with evidence, data, or a model.

Represent data in graphical displays to reveal patterns that indicate relationships.http://www.nap.edu/openbook.php?record_id=13165&page=71

In presenting their arguments, students defend their conclusions to questionaire ideas about the Earth.

Students to illustrate their perception of the Earth with a vertical opening to diagram gravity and its flow.











Element Evidence

5-ESS1-2: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.

Students are able to draw a correlation of the placement of a(n) object/person on Earth and its relationship with gravity and its flow. Ie. North, South, East and West areas and dropping a ball.

Reviewer Name_____________________________ Grade:______5____________ Lesson/Unit Title:__Observing the Moon_______________ I. Alignment to the NGSS








D.Where appropriate, crosscutting concepts are used in the

explanation of phenomena from a variety of disciplines.





Element Evidence

5-ESS1-2: Earth and Solar System

The orbit of the moon around Earth and different positions of the sun, moon, and stars at different times of the day, month, and year.

Complete “Mt. Nose a Model of Day and Night” activity prior to lesson.

On a clear day, students find the moon in the day sky, students to diagram the moon and sun as they “see” them.

Students to measure the moon using “fists” and then the distance between the moon and sun. Repeat daily for 30 days.

Ten days into the cycle, summarize data gathered and describe the movement of the moon.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name___________________________ Grade:__


Element Evidence

5-ESS1-2: http://www.nap.edu/openbook.php?record_id=13165&page=67



Diagram phases of the moon daily on chart.

Graph measurement (fists measurement) of the daily rotation of the distance between the moon and sun. (line graph)

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name_____________________________ Grade:__________________ Lesson/Unit Title:__________________









Element Evidence


Calculate the distance between the moon and sun at various intervals and compare findings with other groups/classes. ie. variables - time of day, month

Reviewer Name_____________________________ Grade:_5__ Lesson/Unit Title:__Modeling Moon Phases & Eclipses I. Alignment to the NGSS




The Earth, Moon, and Stars unit engages students in three dimensional learning through use of authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the natural world. The context, questions, or problems, motivates students to engage in three-dimensional learning.

Show videos of moon phases upon completion of activity:https://www.youtube.com/watch?v=f4ZHdzl6ZWg

Facilitate a mix of instructional approaches for a variety of learners such as using multiple





Provides students with background knowledge (either firsthand experiences or through representations) to make sense of a phenomena.

Engages students in disciplinary core ideas and crosscutting concepts to support learners in making sense of phenomena

Provides opportunities for students to connect their explanation of a phenomena.

Students ask questions and develop models to explain the moon phases and eclipses.

representations (e.g., including models, using a range of questions, checking for understanding, flexible grouping, pair-share).

For ESL and Bilingual students, provide supports including word banks, handouts in student’s native language,visuals, sentence frames, and group work.








D.Where appropriate, crosscutting concepts are used in the

explanation of phenomena from a variety of disciplines.



Reviewer Name_____________________________ Grade:_5_ Lesson/Unit Title:__Modeling Moon Phases & Eclipses___


Element Evidence

ESS1.B: Earth and the Solar System The orbits of Earth around the sun

and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Students make models of the moon utilizing opaque balls and light to make shadows of the moon phases.

Students demonstrate the full phase of the moon moving their models in circles using the reflection of the light and explain why the Moon goes through phases.

Students make models of the moon utilizing opaque balls and light to conceptually explain how an eclipse occurs.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name___________________________ Grade:_5_ Lesson/Unit Title:__Modeling Moon Phases & Eclipses_


Element Evidence

Engaging in Argument from Evidence Support an argument with Respectfully provide and receive critiques from

Asking Questions and Defining Models

Developing and Using Models

Constructing Explanations

Obtaining, Evaluating, and

evidence, data, or a model. (5-ESS1-1)

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.

Students ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

Students develop a model of the moon phases using an analogy, example, or abstract representation to describe a scientific principle and/or predict a phenomena

Students use a model to test cause and effect relationships or interactions concerning the function of a natural system.

Students construct an explanation of observed relationships.

Use observational evidence to construct or support an explanation.

Communicating Information

Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

Obtain and combine information from books and/or other reliable media to explain phenomena.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name_____________________________ Grade:_5_ Lesson/Unit Title:___Modeling Moon Phases & Eclipses_


Element Evidence

Patterns Similarities and differences in patterns can be used to sort, classify,

Students observe patterns from their models and explain the factors that influence the similar

Scale, Proportion, and Quantity

communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

outcomes.

In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. (eg: How does the size of the model affect the outcome of the moon phases?

Reviewer Name_____________________________ Grade:______5____________ Lesson/Unit Title: _______________ I. Alignment to the NGSS




Students identify phases of the moon over a given period of time and its changes relative to day and time.


Graph measurement (fists) of the daily rotation of the distance between the moon and sun

Record the phases on a pre-made chart;

various times of day/night - compare data

Use multiple colors for comparison





Element Evidence

5-ESS1-2: Earth and the Solar System

The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include different positions of the sun, moon, and stars at different times of the day, month, and year.http://www.nap.edu/openbook.php?record_id=13165&page=173http://www.nap.edu/openbook.php?record_id=13165&page=175

Students identify phases of the moon over a given period of time and its changes relative to day and time.





Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name___________________________ Grade:_________ Lesson/Unit Title:______________________________


Element Evidence

5-ESS1-2: Analyzing and Interpret Datahttp://www.nap.edu/openbook.php?record_id=13165&page=67




Graph measurement (fists) of the daily rotation of the distance between the moon and sun.











Element Evidence



Reviewer Name_____________________________ Grade:_5__ Lesson/Unit Title:__Using Star Maps_ I. Alignment to the NGSS




The Earth, Moon, and Stars unit engages students in three dimensional learning through use of authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the natural world. The context, questions, or problems, motivates students to engage in three-dimensional learning.

Show videos of moon phases upon completion of activity:https://www.youtube.com/watch?v=f4ZHdzl6ZWg

Facilitate a mix of instructional approaches for a variety of learners such as





Provides students with background knowledge (either firsthand experiences or through representations) to make sense of a phenomena.

Engages students in disciplinary core ideas and crosscutting concepts to support learners in making sense of phenomena

Provides opportunities for students to connect their explanation of a phenomena.

Students ask questions and develop models to convey astronomical concepts. This unit helps students understand that human knowledge is relative and always in the process of change given by new discoveries

using multiple representations (e.g., including models, using a range of questions, checking for understanding, flexible grouping, pair-share).

For ESL and Bilingual students, provide supports including word banks, handouts in student’s native language,visuals, sentence frames, and group work.


Reviewer Name_____________________________ Grade:_5_ Lesson/Unit Title:__Using Star Maps___


Element Evidence

ESS1.B: Earth and the Solar System The orbits of Earth around the sun

and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Based on knowledge learned from previous activity, students use star maps to locate constellations in the night sky.

Students will explain their conceptual understanding of how to locate the North Star (Polaris) and directions on a coordinate plane.


Reviewer Name___________________________ Grade:_5_ Lesson/Unit Title:__Using Star Maps_


Element Evidence

Engaging in Argument from Evidence

Asking Questions and Defining Models

Developing and Using Models

Support an argument with evidence, data, or a model. (5-ESS1-1)

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.

Students ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

Students utilize star maps as an abstract representation to describe a scientific principle and/or predict a natural phenomena

Students use a model to test cause and effect relationships or interactions concerning the function of a natural system.

Constructing Explanations

Obtaining, Evaluating, and Communicating Information

Use observational evidence to construct or support an explanation.

Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.

Obtain and combine information from books and/or other reliable media to explain phenomena.

Evidence that Disciplinary Core Ideas (DCIs), Science and Engineering Practice (SEP) and Crosscutting Concepts (CCCs) were included in this lesson Reviewer Name_____________________________ Grade:_5_ Lesson/Unit Title:___Using Star Maps_


Element Evidence

Patterns

Scale, Proportion, and Quantity

Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

Students observe patterns from their models and explain the factors that influence the similar outcomes.

In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. (eg: How does the size of the model affect the outcome of the moon phases?

· web viewthe earth, moon, and stars unit engages students in three dimensional learning...

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