Lelia's+LEPD

Fifth Grade 5-ESS1 Earth’s Place in the Universe 5-ESS1-1: Support an argument that the apparent brightness of the sun and 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. || Meaning and knowledge are built up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.) not just words. || The Multimodal Principle is one that I believe is crucially important for student engagement, and worth the effort to implement whenever possible. Students should have the opportunity to experience what they are learning in as many modalities as possible so that they can create their own interpretations and understandings of the content. Simply reading a textbook on wild birds, for example, will not be as meaningful as watching videos of how these birds interact, potentially visiting a local raptor center, hearing various recordings of bird calls, etc.
 * Grade Level || 5th Grade ||
 * Content Area || Science ||
 * Standard || Next Generation Science Standards:
 * Principle of Learning || Multimodal Principle:
 * Description of Principle of Learning **


 * Learning Objectives **
 * Students will be able to use academic language to describe the planets, the moon, and their movement around each other and the solar system.
 * Students will analyze scientific claims, and using evidence based practices, create and explain models of the Sun’s, Earth’s, and Moon’s behavior in space.

Begin by bringing students attention to the board where I have project ed an animated diagram of the Sun, Earth, and Moon.
 * Engage **

[|Sun, Earth, and Moon Rotation] media type="youtube" key="_QcgDiF1a14" width="560" height="315"

In their science notebook, I ask them to write 5 observations about the video displayed.

[|Sunrise and Sunset Timelapse] media type="youtube" key="Ys1w9A4DrO4" width="560" height="315"

Then I show them this video. I ask them to write if this supported or changed their observations.

Then I ask them to make 5 inferences about the animation.

Next, they take part in a pair-square-share. Each student shares their observations and inferences with their elbow partner. Then, they join another pair of students and share their ideas with them and listen to their new pairs observations and inferences. After they share, I hand them each a blank sentence strip. As a group they need to decide which two observations and two inferences they are going to share. When they finish writing them, I have them post them on the board in front of the classroom.

We reconvene as a class and read over the observations and inferences made. I pick out key observations and inferences related to the Earth's and moon's motion and movement around the sun. (I am looking to relate their observations and inferences to the rotation and revolution of the Earth and the moon's orbit around the Sun)

Here I introduce and pre-teach vocabulary terms related to the motion of the planets and moon. During this the animated diagram of the Sun, Earth, and Moon's rotation will be displayed again to be used to help identify terms related to the shapes of the Sun, Earth, and moon, and their placement, motion and movement.
 * Explain **

I apply the terms: // axis, rotate, revolve, orbit, // to each relevant part of the animated diagram. I define each word on the board and have students write and illustrate each term in their science notebook.

To help re-enforce the concepts we will watch this video.

[|Earth's Rotation & Revolution] media type="youtube" key="l64YwNl1wr0" width="560" height="315"


 * Explore **

We discuss the perceptions as a whole class about Earth's, moon's, and Sun's placement and movement in space. I post three claims:


 * Claim 1: The Moon and the Sun both circle the Earth
 * Claim 2: The Moon circles the Earth while the sun circles them both
 * Claim 3: Moon circles the Earth while the Earth circles the sun

This game can be displayed or played by students to give them yet another example of how the Sun, Earth, and Moon interact. <span style="background-image: url(">[|Sun, Earth, and Moon Rotation Game - Simple]

__ Creating A Model to Support Our Claim __

<span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">I explain they are creating a model to determine the accurate claim and support it. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">This will illustrate the movements of the Earth and moon in relation to Sun. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">This is an orrery model that I selected. This type of model gives students a visual of the Earth's and moon's motion and supports the remaining lessons in the unit.

<span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">Students will cut out a Sun, Earth, and Moon from a heavy card stock. The Sun, Earth, and Moon will be connected using various lengths of excess card stock, and 2 brass fasteners will connect the parts. Here is an example of student work:

<span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">As they work on their model, I check in with students, making sure their model is correct. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">I look for arrows to show the movement of the Earth and moon as they orbit the Sun.

<span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">fter students create their models, I discuss with students how models and diagrams can help us understand something more concretely instead of just reading about it.

** Elaborate/Evaluate **

__ Using Our Model to Prove Our Claim __ <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">Now I have students write an evidence based explanation to support the claim they determined to be true. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">Their assignment is to explain the Sun's, Earth's, and moon's position and the movement in relation to each other. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">In their explanation, they are describing how they use their model to support the claim. Each explanation must include the terms from earlier in the lesson: //axis, rotate, revolve, orbit, sphere//.

(this is a PDF of the above example)

<span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">Students work on these for the remainder of the class and continue for homework. <span style="background-color: #ffffff; color: #333333; font-family: "Times New Roman"; font-size: 12pt; vertical-align: baseline;">I collect them and use them as a formative assessment.