Science
Patterns of Earth and Sky
September-October
Approximately six weeks
What's in This Unit?Humans have been observing the Moon, the stars, and other objects in space and recording their observations since the Paleolithic Era. Records that demonstrate an attention to the observable patterns in space range from miniature to megalithic and can be carved or built from stone, crafted from clay or metal, or carved in bone. Observing and recording the apparent patterns of movement of the Moon, the sun, and other stars has allowed people to track and mark the passage of time for millennia. Archaeoastronomers investigate how ancient cultures viewed and understood astronomical phenomena and the role that astronomy played in society. In this unit, students take on the role of astronomers, helping a team of archaeologists at the fictional Museum of Archaeology. Students are asked to figure out and explain the significance of the illustrations on a recently discovered thousand-year-old artifact with a missing piece, the anchor phenomenon for the unit. Students observe and investigate patterns in the sky by day and by night with kinesthetic models, as well as using a digital simulation, and informational text. They learn that stars are all around us in space, develop an understanding of scale and distance in the universe, and discover how the spin and orbit of our planet causes us to observe daily and yearly patterns of stars. Students apply their understanding of why we see different stars at different times to explain what is shown on the artifact, and what might be on the missing piece.
Why?The spatial reasoning involved in understanding many space science ideas is challenging. In this unit, it involves understanding the position of stars in relation to Earth and the sun, as well as figuring out how Earth’s spin and orbit cause us to see different things across a day and across a year. Over the course of the unit, students have repeated opportunities to investigate these patterns, through multiple models. Through the use of these models, students also begin to develop a sense of the large distances and scale of objects in the universe. Access to these ideas through a series of kinesthetic models, physical models, a computer model, and text enables students to have the collection of experiences that are necessary for students to begin to own these ideas.
Being able to explain the illustrations on an ancient artifact that shows changes in the sky over time and to figure out what might be on the missing piece is an intriguing and complex task. It’s one that requires knowledge of Earth’s daily and yearly movement as well as an understanding of gravity. As such, the problem provides a compelling series of real world phenomena (as captured in the illustrations on the artifact) for students to figure out and explain. In addition, the task of explaining the artifact unifies a set of related and important space science ideas, often taught separately.
How?In Chapter 1, students use models to figure out where the stars are in space in relation to Earth and why the only star we see in daytime is the sun, while we see other stars at night, but not the sun. Using the Patterns of Earth and Sky Simulation and reading How Big Is Big? How Far Is Far?, students investigate the distances of stars from Earth and figure out that the sun is the only star in our solar system—all other stars are much, much farther away. Students apply what they learn to explain why the artifact doesn’t show the sun and the other stars visible at the same time.
In Chapter 2, students begin to think about the daily pattern of stars we see and why this happens. The class continues to investigate using the Sim, kinesthetic classroom models, and read Which Way Is Up?, a book about the effects of gravity. Students are introduced to pattern-seeking as a scientific practice and begin to look for patterns in order to help them make sense of data from their investigations. In addition to considering Earth’s spinning motion and how this affects what we see in a day, students also apply their understanding of gravity to our sense of what is down (toward the ground) and what is up (the opposite of down), regardless of where we are on Earth. At the end of the chapter, students apply what they’ve learned to explain why the artifact shows a repeating pattern of the sun and other stars up in the sky in each panel.
In Chapter 3, students shift from thinking about daily patterns to yearly patterns. They investigate how Earth’s yearly orbit around the sun affects what stars we see. They observe the position of constellations over time with the Simulation, and use the classroom walls to visualize what a person on Earth sees as a year goes by. Students also read Dog Days of Summer, which gives them an opportunity to think more about yearly star patterns and what these observations have meant to humans over the centuries. After identifying three constellations depicted on the artifact with the help of the Simulation and the reference book, Handbook of Stars and Constellations, students suggest which constellation might have appeared on the missing piece and what the artifact as a whole portrays.
In Chapter 4, students independently plan, conduct, and revise their own investigations of star patterns. After reading about astronomer Gibor Basri in Star Scientist, which details how professional scientists apply investigative practices, student pairs select an investigation question and begin to set up their own systematic investigations. They use the Simulation to collect evidence, and then, as part of the process, students reflect on their work, deciding whether their data tables need revising or whether their efforts are leading to an answer. Students learn that scientists face challenges, and that conducting an investigation is not always a linear process—investigations require revisions and perseverance, and seeing a pattern can be a first step toward finding an answer.
*www.amplify.com
September-October
Approximately six weeks
What's in This Unit?Humans have been observing the Moon, the stars, and other objects in space and recording their observations since the Paleolithic Era. Records that demonstrate an attention to the observable patterns in space range from miniature to megalithic and can be carved or built from stone, crafted from clay or metal, or carved in bone. Observing and recording the apparent patterns of movement of the Moon, the sun, and other stars has allowed people to track and mark the passage of time for millennia. Archaeoastronomers investigate how ancient cultures viewed and understood astronomical phenomena and the role that astronomy played in society. In this unit, students take on the role of astronomers, helping a team of archaeologists at the fictional Museum of Archaeology. Students are asked to figure out and explain the significance of the illustrations on a recently discovered thousand-year-old artifact with a missing piece, the anchor phenomenon for the unit. Students observe and investigate patterns in the sky by day and by night with kinesthetic models, as well as using a digital simulation, and informational text. They learn that stars are all around us in space, develop an understanding of scale and distance in the universe, and discover how the spin and orbit of our planet causes us to observe daily and yearly patterns of stars. Students apply their understanding of why we see different stars at different times to explain what is shown on the artifact, and what might be on the missing piece.
Why?The spatial reasoning involved in understanding many space science ideas is challenging. In this unit, it involves understanding the position of stars in relation to Earth and the sun, as well as figuring out how Earth’s spin and orbit cause us to see different things across a day and across a year. Over the course of the unit, students have repeated opportunities to investigate these patterns, through multiple models. Through the use of these models, students also begin to develop a sense of the large distances and scale of objects in the universe. Access to these ideas through a series of kinesthetic models, physical models, a computer model, and text enables students to have the collection of experiences that are necessary for students to begin to own these ideas.
Being able to explain the illustrations on an ancient artifact that shows changes in the sky over time and to figure out what might be on the missing piece is an intriguing and complex task. It’s one that requires knowledge of Earth’s daily and yearly movement as well as an understanding of gravity. As such, the problem provides a compelling series of real world phenomena (as captured in the illustrations on the artifact) for students to figure out and explain. In addition, the task of explaining the artifact unifies a set of related and important space science ideas, often taught separately.
How?In Chapter 1, students use models to figure out where the stars are in space in relation to Earth and why the only star we see in daytime is the sun, while we see other stars at night, but not the sun. Using the Patterns of Earth and Sky Simulation and reading How Big Is Big? How Far Is Far?, students investigate the distances of stars from Earth and figure out that the sun is the only star in our solar system—all other stars are much, much farther away. Students apply what they learn to explain why the artifact doesn’t show the sun and the other stars visible at the same time.
In Chapter 2, students begin to think about the daily pattern of stars we see and why this happens. The class continues to investigate using the Sim, kinesthetic classroom models, and read Which Way Is Up?, a book about the effects of gravity. Students are introduced to pattern-seeking as a scientific practice and begin to look for patterns in order to help them make sense of data from their investigations. In addition to considering Earth’s spinning motion and how this affects what we see in a day, students also apply their understanding of gravity to our sense of what is down (toward the ground) and what is up (the opposite of down), regardless of where we are on Earth. At the end of the chapter, students apply what they’ve learned to explain why the artifact shows a repeating pattern of the sun and other stars up in the sky in each panel.
In Chapter 3, students shift from thinking about daily patterns to yearly patterns. They investigate how Earth’s yearly orbit around the sun affects what stars we see. They observe the position of constellations over time with the Simulation, and use the classroom walls to visualize what a person on Earth sees as a year goes by. Students also read Dog Days of Summer, which gives them an opportunity to think more about yearly star patterns and what these observations have meant to humans over the centuries. After identifying three constellations depicted on the artifact with the help of the Simulation and the reference book, Handbook of Stars and Constellations, students suggest which constellation might have appeared on the missing piece and what the artifact as a whole portrays.
In Chapter 4, students independently plan, conduct, and revise their own investigations of star patterns. After reading about astronomer Gibor Basri in Star Scientist, which details how professional scientists apply investigative practices, student pairs select an investigation question and begin to set up their own systematic investigations. They use the Simulation to collect evidence, and then, as part of the process, students reflect on their work, deciding whether their data tables need revising or whether their efforts are leading to an answer. Students learn that scientists face challenges, and that conducting an investigation is not always a linear process—investigations require revisions and perseverance, and seeing a pattern can be a first step toward finding an answer.
*www.amplify.com