Set Up Unit D Getting Started D2 Curriculum Connections D4 Professional Development D6 Reaching All Learners D8 Chapter Pages 12Earth and Space Science 361–392 Planning Chapter 12 361A Directed Inquiry Explore What causes day and night? 364 Lesson 1 What is the Sun? 366 Lesson 2 What causes day and night? 370 Lesson 3 What causes seasons to change? 374 Lesson 4 What can you see in the night sky? 376 Lesson 5 Why does the Moon seem to change? 380 Lesson 6 What is the solar system? 382 Guided Inquiry Investigate How can you make a model of a constellation? 384 13 Technology in Our World 393–416 Planning Chapter 13 393A Directed Inquiry Explore How can you move the ball? 396 Lesson 1 What is technology? 398 Lesson 2 How does technology help us? 402 Lesson 3 How do we use technology to communicate? 404 Lesson 4 What are some other ways we use technology? 406 Lesson 5 How do people make things? 408 Guided Inquiry Investigate How can you make a maze? 410 Wrap-Up Unit D Test-Taking Strategies 417 Unit D Wrap-Up 418 Full Inquiry Experiment Which tissue is the strongest? 420 Full Inquiry Science Fair Projects 424 UNIT D • Space and Technology D1 D2 UNIT D • Space and Technology Includes: • illustrated border • punch-out picture • label cards in English and Spanish • suggestions for use • Starry Messenger by Peter Sis. Copyright 1996. ISBN: 0-374-37191-1 • The Planets in Our Solar System by Franklyn M. Branley, Kevin O’Malley (illustrator). Copyright 1998. ISBN: 0-823-41364-0 • The Moon Book by Gail Gibbons. Copyright 1998. ISBN: 0-823-41297-0 • How Many Stars in the Sky? by Lenny Hort ISBN: 0-328-11792-7 Big Book Collection Includes: • materials in chapter bags • mobile storage carts • activity placemats and trays • Teacher’s Activity Guides Activities Kit materials School-supplied materials Chapter 12 p. 364 What causes day and night? flashlights D batteries dot labels plastic foam balls unsharpened pencils crayons or markers pp. 384–385 How can you make a model of a constellation? flashlights D batteries black construction paper safety goggles sharpened pencils Chapter 13 p. 396 How can you move the ball? small metal balls plastic cups rulers (with groove) bar magnets plastic spoons books unsharpened pencils pp. 410–411 How can you make a maze? marbles safety goggles cardboard paper tubes shoe boxes masking tape safety scissors Unit D Experiment Activity pp. 420–421 Which tissue is the strongest? balances gram cubes marbles plastic cups rubber bands droppers plastic jars facial tissues (3 types) water masking tape UNIT D • Getting Started D3 Connecting science skills with reading skills can help improve scores and comprehension in both Reading and Science. Students receive introductory instruction, have two opportunities to practice, and are assessed on a reading skill over the course of each chapter. Chapter 12: Alike and Different Chapter 13: Retell Science Process Skills Chapter 12 Make a model SE, pp. 364 • Make a definition, pp. 384–385 • Observe, p. 385 Chapter 13 Communicate SE, pp. 396, 411 • Predict, p. 410 • Observe, pp. 410, 411 • Communicate, p. 411 Target Reading Skills and Strategies Chapter 12 Alike and Different SE, pp. 369, 383, 389 Below-Level Reader: Earth and Space On-Level Reader: Discovering Earth and Space Advanced-Level Reader: Guide to the Constellations Chapter 13 Retell SE, pp. 403, 409, 415 Below-Level Reader: Technology in Our World On-Level Reader: Technology Advanced-Level Reader: Then and Now: Flying Machines D4 UNIT D • Space and Technology Integrate the following cross-curricular ideas into your lessons as you teach this Space and Technology unit. UNIT D • Curriculum Connections D5 Social Studies in Science, SE/TE, p. 375 The First Telephone, TE, p. 405 Sun-Centered System, TE p. 383 Math in Science, SE/TE, pp. 381, 386, 405, 412 Art in Science, SE/TE, p. 379 Calendar Patterns, TE, p. 371 The Sun, TE, p. 373 Technology in Science, SE/TE, p. 377 NSTA SciLinks, SE, pp. 381, 398 Discovery Channel School DVD “The Moon” Students may access the Online Student Edition at www.sfsuccessnet.com Reading Strategy, Alike and Different, SE/TE, pp. 369, 383, 389 Reading Strategy, Retell, SE/TE, pp. 403, 409, 415 Constellations, TE, p. 377 My Science Journal, TE, pp. 369, 373, 379, 382, 401, 409 Writing in Science, SE/TE, pp. 371, 373, 389, 401, 407, 415 • overarching questions that tie questions and concepts together • cannot be answered in single sentence • help children develop a richer understanding of science Chapter 12 What are some ways the Earth moves? Earth spins, or rotates, on its axis. It also revolves, or moves in an orbit, around the Sun. Earth’s movements cause day and night as well as the seasons of the year. As Earth moves around the Sun, people on Earth can see different constellations throughout the year. Facilitate Understanding Have children try to name all of the planets. Allow children to work together to list any information they know about the planets. Encourage children to list any questions they have about the planets. Guide children to answer their questions throughout the chapter. Ask children to name and describe the four seasons of the year. Tell children to include details about the weather conditions during each season. D6 UNIT D • Space and Technology Background information is available on the Space and Technology volume of the Discovery Channel Professional Development DVD. Relevant segments include: The Sun The Solar System Galaxies Tools of Exploration Additional content support is available online at http://www. nasa.gov Also refer to these technology resources: at sfsuccessnet.com UNIT D • Professional Development D7 Chapter 13 What are some ways technology helps us? Technology is the use of science to solve problems. Cars, airplanes, and trains are ways that technology helps us to travel. Vaccines, X-rays, and MRIs are ways that technology helps us to stay healthy. Telephones and computers are ways that technology helps us communicate. Satellites are one way that technology helps us gather information. Clothing and bicycles are examples of products that are made as a result of technology. Facilitate Understanding Tell children that something is invented when it is made for the first time. Have children list three inventions they know. Ask children different ways in which they can learn new information. Discuss how these ways are related to technology. For example, they can learn from a book that is written and printed with the help of technology. They can watch a show on television, which is produced through technology. They can learn about conditions in other parts of the world, which comes through technology. for Professional Development Additional Resources These suggested strategies can help you customize instruction for children with individual needs. Advanced Learners Help children extend their thinking as they focus on essential questions for Space and Technology. Essential Question: What are some ways the Earth moves? Brainstorm and Group 20 minutes Small Groups • Ask children to describe how the Sun’s position seems to change from sunrise to sunset. • Ask groups to list things they do in the morning, afternoon, and at night. • As a class, discuss how children follow a pattern of events related to the continuous cycle of day and night. For example, they eat breakfast, brush their teeth, and get dressed in the morning. At night they eat dinner, brush their teeth, and change into pajamas. Special Needs Utilize visuals to reinforce concepts throughout the unit. Select a variety of visuals, such as pictures, graphic organizers, and real objects. Compare and Contrast 20 minutes Small Groups • Have groups study a visual for one minute. • Ask volunteers to describe one thing about the visual. Encourage as many descriptions as possible. • Use their descriptions to discuss how the visual is related to Earth. For example, if a picture of the Sun is the visual, children should relate the visual to light and heat on Earth. Help children see how their descriptions can be used to compare different visuals. English Language Learners Modify the presentation of content to support English Language Learners. Guided Reading 20 minutes Whole Class • Draw children’s attention to a selection from the unit. Have children examine and describe illustrations or photos on the page and use them to make predictions about the text. • Read the selection to and then with children. Have children choral read or echo read (repeat after you one or two sentences at a time). • Ask children to locate text on the page that may confirm their predictions. Multi-Age Classroom Children working together in cooperative multi-age teams have the chance to learn from one another and to find inconsistencies in their own thinking. Compare and Discuss 20 minutes Pairs • Have children work individually on assigned Lesson Checkpoint questions, Scaffolded questions, or Chapter Review questions. • Pair each child with a child from another grade and have them compare and discuss their answers to the questions. D8 UNIT D • Space and Technology Leveled Reader Teacher’s Guide Leveled Reader Teacher’s Guide Leveled Reader Teacher’s Guide Below-Level Leveled Reader has the same content as Chapter 12, but is written at a less difficult reading level. On-Level Leveled Reader has the same concepts as Chapter 12, and is written at grade level. Advanced Leveled Reader is above grade level and enriches the chapter with additional examples and extended ideas. Leveled Readers deliver the same concepts and skills as the chapter. Use Leveled Readers for original instruction or for needed reteaching. Key Content and Skill in Leveled Readers and Chapter 12 Content Earth and Space Vocabulary axis crater rotation phase orbit solar system constellation Target Reading Skill Alike and Different Graphic Organizer CHAPTER 12 • Differentiating Instruction 361A sfsuccessnet.com Use the online database to search for additional leveled readers by level, title, content, and skill. by Harriet Stansbury Space and Technology Leveled Practice Leveled Practice Leveled Practice 361B UNIT D • Space and Technology Lesson/Activity Pacing Science Objectives Build Background pp. 361–363 Flip Chart Activity What causes the seasons? Flip Chart Activity What do constellations look like? 20 minutes • The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues. Explore What causes day and night? p. 364 How to Read Science p. 365 20 minutes 20 minutes • The student knows that people use scientific processes including hypothesis, making inferences, and recording and communicating data when exploring the natural world. 1 What is the Sun? pp. 366–369 30 minutes • The student describes characteristics of the Sun and its importance to the Earth. 2 What causes day and night? pp. 370–373 30 minutes • The student knows that each time the Earth completes one rotation, one day has passed and that this takes 24 hours. • The student knows that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours. 3 What causes seasons to change? pp. 374–375 20 minutes • The student knows that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is visible when it reflects the light from the Sun. 4 What can you see in the night sky? pp. 376–379 30 minutes • The student describes objects that are visible in the night sky. 5 Why does the Moon seem to change? pp. 380–381 20 minutes • The student knows that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is visible when it reflects the light from the Sun. 6 What is the solar system? pp. 382–383 20 minutes • The student knows that stars and planets are always in the sky. Investigate How can you make a model of a constellation? pp. 384–385 30 minutes • The student analyzes, constructs, and operates models in order to discover attributes of the real thing. Wrap-Up Chapter 12 pp. 386–392 Math in Science: Planets in Orbit Chapter 12 Review and Test Prep NASA Feature: Mission to Mars NASA Career: Astronomer 20 minutes 20 minutes 20 minutes 20 minutes • The student uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph, or chart. • The student knows ways in which tools are used by scientists. • The student knows that there are many objects in the sky that are visible only at night. [...]... Space and Technology DVD Segments The Sun, The Solar System, and Stars and Galaxies • preview activity management techniques described in Activity DVD Unit D, Chapter 12 Technology Link For additional information on the topics covered in this chapter, have children view the Discovery Channel School DVD The Moon If time is short… Use Build Background page to engage children in chapter content Then do... day and night? Use with Chapter 12, p 364 Activity Rubric Use Activity DVD Unit D, Chapter 12 to preview this activity Explore: What causes night and day? Explain Your Results How does your model show day and night? Scoring Criteria 1 2 3 4 Student followed directions to complete this activity Student made a model of Earth Student used a flashlight to model the Sun Student observed the position and. .. Earth and Space is Alike and Different Children are introduced to the skill as you guide them through this page Introduce Apply It! Look at the pictures Tell how day and night are alike and different Think of your model to help you Alike Show children a picture of a dog and a picture of a cat Ask children to look carefully at the pictures and consider how the animals are alike and different Ask: Can you... greater independence in scaffolded inquiry Directed Inquiry A Directed Inquiry activity begins each chapter Guided Inquiry A Guided Inquiry activity closes each chapter Full Inquiry Experiments and Science Fair Projects at the end of each unit provide opportunities for Full Inquiry Explore What causes day and night? p 364 Time 15 minutes Grouping small groups Materials flashlight and D batteries; dot label;... written at a less difficult reading level Discovering Earth and Space has the same concepts as Chapter 12, and is written at grade level Guide to the Constellations is above grade level and enriches the chapter with additional examples and extended ideas CHAPTER 12 • Lesson 1 367 ★ Science Objective The student describes characteristics of the Sun and its importance to Earth Teach Why We Need the Sun The... the Sun and Earth in space using a flashlight for the Sun and the model for Earth Have each group make and describe their models to the rest of the class 364 UNIT D • Space and Technology © Pearson Education, Inc Model The ball represents Earth and the flashlight represents the Sun The part of the ball that is lit up shows day The dark side of the ball shows night As Earth rotates on its axis, different... the Sun Heat and light are forms of energy • Most organisms on Earth depend on plants for food either directly or indirectly Plants make and store food through the process of photosynthesis During photosynthesis, plants convert the energy of sunlight into chemical energy stored in food Without sunlight, plants could not conduct photosynthesis and therefore make food 368 UNIT D • Space and Technology. .. children to illustrate the idea of Earth’s tilt on its axis by having them hold a pencil or ruler straight up -and- down and then tilted toward and away from another object Ask them to identify the season each position indicates Discuss changes in the length of day and night as the seasons change There are more hours of daylight in the summer, and fewer during the winter Extend Vocabulary Tell children... the word in the pictures • selecting the word from the Vocabulary Cards CHAPTER 12 • Build Background 363 Explore What causes day and night? Explore What causes day and night? ★ Materials What to Do Make a model of Earth foam ball foam ball red dot sticker Science Objective child pencil The student knows that people use scientific processes including hypothesis, making inferences, and recording and communicating... child in each group hold the flashlight and another child hold the model Children can take turns holding the flashlight and the model Safety Note Tell children not to look directly into the flashlight or shine the light into the eyes of other children Activity DVD Unit D, Chapter 12 Activity Placemat Mat 26 Materials flashlight and D batteries; safety goggles (1 per child); sharpened pencil; black construction . Science Fair Projects 424 UNIT D • Space and Technology D1 D2 UNIT D • Space and Technology Includes: • illustrated border • punch-out picture • label cards in English and Spanish • suggestions. each child with a child from another grade and have them compare and discuss their answers to the questions. D8 UNIT D • Space and Technology Leveled Reader Teacher’s Guide Leveled Reader Teacher’s. Chapter 12, and is written at grade level. Advanced Leveled Reader is above grade level and enriches the chapter with additional examples and extended ideas. Leveled Readers deliver the same