Performance Expectation
5- Support an argument that differences in the apparent brightness of the sun
ESS1- compared to other stars is due to their relative distances from the Earth.
1. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of
stars. Assessment does not include other factors that affect apparent brightness
(such as stellar masses, age, stage).]
Disciplinary Core Idea
ESS1.A: The Universe and its Stars
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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. (5-ESS1-1)
Earth’s Place in the Universe
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What is the universe, and what is Earth’s place in it?
The planet Earth is a tiny part of a vast universe that has developed over a huge
expanse of time. The history of the universe, and of the structures and objects
within it, can be deciphered using observations of their present condition
together with knowledge of physics and chemistry. Similarly, the patterns of
motion of the objects in the solar system can be described and predicted on the
basis of observations and an understanding of gravity. Comprehension of these
patterns can be used to explain many Earth phenomena, such as day and night,
seasons, tides, and phases of the moon. Observations of other solar system
objects and of Earth itself can be used to determine Earth’s age and the history
of large-scale changes in its surface.
ESS1.A: THE UNIVERSE AND ITS STARS
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What is the universe, and what goes on in stars?
The sun is but one of a vast number of stars in the Milky Way galaxy, which is
one of a vast number of galaxies in the universe.
The universe began with a period of extreme and rapid expansion known as the
Big Bang, which occurred about 13.7 billion years ago. This theory is supported
by the fact that it provides explanation of observations of distant galaxies
receding from our own, of the measured composition of stars and nonstellar
gases, and of the maps and spectra of the primordial radiation (cosmic
microwave background) that still fills the universe.
Nearly all, observable matter in the universe is hydrogen or helium, which
formed in the first minutes after the Big Bang. Elements other than these
remnants of the Big Bang continue to form within the cores of stars. Nuclear
fusion within stars produces all atomic nuclei lighter than and including iron, and
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the process releases the energy seen as starlight. Heavier elements are produced
when certain massive stars achieve a supernova stage and explode.
Stars’ radiation of visible light and other forms of energy can be measured and
studied to develop explanations about the formation, age, and composition of
the universe. Stars go through a sequence of developmental stages—they are
formed; evolve in size, mass, and brightness; and eventually burn out. Material
from earlier stars that exploded as supernovas is recycled to form younger stars
and their planetary systems. The sun is a medium-sized star about halfway
through its predicted life span of about 10 billion years.
Grade Band Endpoints for ESS1.A
By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the
sky can be observed, described, and predicted. At night one can see the light
coming from many stars with the naked eye, but telescopes make it possible to
see many more and to observe them and the moon and planets in greater detail.
By the end of grade 5. The sun is a star that appears larger and brighter than
other stars because it is closer. Stars range greatly in their size and distance from
Earth.
By the end of grade 8. Patterns of the apparent motion of the sun, the moon,
and stars in the sky can be observed, described, predicted, and explained with
models. The universe began with a period of extreme and rapid expansion
known as the Big Bang. Earth and its solar system are part of the Milky Way
galaxy, which is one of many galaxies in the universe.
Performance Expectation
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. [Clarification Statement: Examples of patterns could
5include the position and motion of Earth with respect to the sun and selected
ESS1stars that are visible only in particular months.] [Assessment Boundary:
2.
Assessment does not include causes of seasons.]
Disciplinary Core Idea
ESS1.B: Earth and the Solar System
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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)
ESS1.B: EARTH AND THE SOLAR SYSTEM
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What are the predictable patterns caused by Earth’s movement in the solar
system?
The solar system consists of the sun and a collection of objects of varying sizes
and conditions—including planets and their moons—that are held in orbit
around the sun by its gravitational pull on them. This system appears to have
formed from a disk of dust and gas, drawn together by gravity.
Earth and the moon, sun, and planets have predictable patterns of movement.
These patterns, which are explainable by gravitational forces and conservation
laws, in turn explain many large-scale phenomena observed on Earth. Planetary
motions around the sun can be predicted using Kepler’s three empirical laws,
which can be explained based on Newton’s theory of gravity. These orbits may
also change somewhat due to the gravitational effects from, or collisions with,
other bodies. Gradual changes in the shape of Earth’s orbit around the sun (over
hundreds of thousands of years), together with the tilt of the planet’s spin axis
(or axis of rotation), have altered the intensity and distribution of sunlight falling
on Earth. These phenomena cause cycles of climate change, including the
relatively recent cycles of ice ages.
Gravity holds Earth in orbit around the sun, and it holds the moon in orbit
around Earth. The pulls of gravity from the sun and the moon cause the patterns
of ocean tides. The moon’s and sun’s positions relative to Earth cause lunar and
solar eclipses to occur. The moon’s monthly orbit around Earth, the relative
positions of the sun, the moon, and the observer and the fact that it shines by
reflected sunlight explain the observed phases of the moon.
Even though Earth’s orbit is very nearly circular, the intensity of sunlight falling
on a given location on the planet’s surface changes as it orbits around the sun.
Earth’s spin axis is tilted relative to the plane of its orbit, and the seasons are
Earth and the moon, sun, and planets have predictable patterns of movement.
These patterns, which are explainable by gravitational forces and conservation
laws, in turn explain many large-scale phenomena observed on Earth.
a result of that tilt. The intensity of sunlight striking Earth’s surface is greatest at
the equator. Seasonal variations in that intensity are greatest at the poles.
Grade Band Endpoints for ESS1.B
By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed,
described, and predicted.
By the end of grade 5. 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 and seasonal changes in the length and direction of shadows; phases of the
moon; and different positions of the sun, moon, and stars at different times of
the day, month, and year.
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Some objects in the solar system can be seen with the naked eye. Planets in the
night sky change positions and are not always visible from Earth as they orbit the
sun. Stars appear in patterns called constellations, which can be used for
navigation and appear to move together across the sky because of Earth’s
rotation.
By the end of grade 8. The solar system consists of the sun and a collection of
objects, including planets, their moons, and asteroids that are held in orbit
around the sun by its gravitational pull on them. This model of the solar system
can explain tides, eclipses of the sun and the moon, and the motion of the
planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over
the short term but tilted relative to its orbit around the sun. The seasons are a
result of that tilt and are caused by the differential intensity of sunlight on
different areas of Earth across the year.
Days One, Two: Our Sun and other stars Materials- four flashlights, meter stick
Engage: Capture students’ attention by asking them to draw a picture of what they think
our solar system looks like, a picture of what they think our galaxy looks like, and a
picture of what they think the Universe looks like. Use the three-box chart for students
to draw. After students are finished, show them diagrams and computer-generated
pictures of what they actually look like.
Explore: Ask “How can we see any of these objects in space?” Several will answer
telescopes. Discuss how telescopes allow us to see into space, but push for a simpler
answer. If they don’t immediately say stars that give off light, turn out the lights and ask
them what allows us to see in the classroom. This will allow them to think about
starlight in space. Ask “How far do you think the Sun is from Earth?”, “How about our
closest neighboring star; how far do you think it is?” Discuss four stars: our Sun, Proxima
Centauri, Sirius B, and Kepler 11. Talk about what kind of stars they are and where they
are in relationship to our planet. Go to the gym and turn out all the lights. Complete the
brightness investigation below:
Explain: Input- Students will complete the diagram in their ISNs. Output- Describe in
your own words why our Sun appears brighter to us than any of the other three stars
and draw an illustration or cartoon to help explain.
Day Three: Our Sun and other stars: Apparent Brightness and True Luminosity
Materials- two lanterns, three bulbs [smallest brightest, biggest middle, medium most
dim]
Explore: Distance is not the only factor that contributes to how brightly a star appears
to glow. Through teacher demonstration, students will learn the difference between
apparent brightness (distance affects) and true luminosity (how brightly it actually glows
without distance playing a factor). Using two lanterns with varying lumens, ask students
to guess which will be brighter and why. Offer a hypothesis, “If we turn on both lanterns
side by side, they will glow with the same brightness.” What students do not know is
that one lantern has a greater number of lumens than the other. This will be apparent
when you turn on both lanterns. Discuss what would happen if the brighter lantern
were farther away. Create a new hypothesis, “If the lantern with more lumens is farther
away, than it will appear less bright.” Test this hypothesis by again going to the gym and
turning out all the lights. Once completed, test one more idea about size influencing the
brightness of stars. Show students three different sizes of bulbs. Ask students to put
them in order of which will glow the brightest. Most will say the smallest to the largest.
Test the order by putting them in a lamp. The smallest will be brightest with the largest
being in the middle and the middle size bulb being the weakest. Discuss that these bulbs
have different wattage, which makes them glow at varying degrees of luminosity and
stars are the same way. Just because they are small does not mean they will not give off
a bright glow.
Explain and Elaborate: Watch Crash Course Kids Glow On 20.2
https://www.youtube.com/watch?v=ZosKzMWYFA&index=8&list=PLhz12vamHOnagseIgy26MoPI79NXiFBwN
Evaluate: Students will answer the questions about apparent brightness vs. true
luminosity from the video.
Day Four: Does the Sun move or do we? Materials- flashlight, paper cutout
Engage: Ask students to discuss this question at their tables and try to come up with
evidence based on their observations of light and darkness, shadows, etc.
Explore: Complete the shadows investigation as outlined below:
Explain and Evaluate: Input- Students will complete the diagram below in their ISNs.
Discuss whether or not they would like to change their hypothesis based on the
demonstration.
Explore and Elaborate: Preview the next investigation by watching Crash Course Kids
Following the Sun 8.2 https://www.youtube.com/watch?v=1SN1BOpLZAs
but stop at 2:17 so she doesn’t give away the results of the next investigation. See
directions below:
Day Five: Shadows Materials- meter stick
Explore and Elaborate: Set up the investigation previewed yesterday. Ask students to
hypothesize at what time they think shadows will be the longest and shortest
throughout the day and why. This investigation will begin the next day. Assign student
partners to check the shadow length at specific times throughout the day tomorrow.
Elaborate and Evaluate: In leveled groups, students will read The Stars (pages 29-32)
and answer comprehension question in the reader in their ISNs.
Days Six and Seven: Shadows
Investigation: Students will take readings throughout the day.
Explore and Explain: Students will complete a flipped classroom investigation about
constellations in the sky. They will watch a Crash Course Kids Constellations 31.1
https://www.youtube.com/watch?v=MZffhapfOgg
Students will choose one of the constellations from my website and find out more about
it by answering the questions on the Flipped Classroom question sheet.
Elaborate: Students will watch Crash Course Kids Constellation Location 31.2
https://www.youtube.com/watch?v=BbzCA0Lgf3Y
Students will answer questions from the video on the Flipped Classroom question sheet.
Evaluate: During computer lab, students will answer a blog question about
constellations and respond to two other students.
Input- As a whole group, complete the constellations diagram in students’ ISNs.
Day Eight: Shadows Investigation
Explore: Input-Students who took readings throughout the previous day will share their
information for students to put into their charts.
Explain: Complete the remainder of the Crash Course video from the previous day. Ask,
“Was your hypothesis correct or incorrect? Why?”
Evaluate: Output-Students will complete the line graph and draw conclusions about the
length of shadows and what causes them.
Days Nine and Ten: Even More Picture Perfect Science, Chapter 19, Sunsets and
Shadows
*See book for lesson plans
Days Eleven, Twelve, and Thirteen: Length of Days Materials- five Styrofoam balls and
flashlights
Engage: Why does the day seem to be longer or shorter depending on the time of year?
Ask students to give you a date to look up on the Navy data website to see how many
hours of daylight and darkness it has.
http://aa.usno.navy.mil/data/docs/Dur_OneYear.php
Explore: Assign each lab group a city around the world to research online using the Navy
website.
Students will complete the data table and draw a graph representing the hours of
daylight throughout the year.
Explain: The reporter for each group will share their data. Compare and contrast as a
group the differences in daylight in any given month across the globe. Draw their
attention to where the cities are located on the globe. Hopefully, they will naturally
infer that the cities with longest daylight in June are in the northern hemisphere and
those with longest days in December are in the southern hemisphere. Ask. “Why do you
think June has the longest hours of daylight in the north and December has the longest
in the south?” Allow students to hypothesize. They may use the Styrofoam ball and
flashlight at their tables to demonstrate their hypotheses. Allow them to share with the
class.
Elaborate: Watch the Crash Course Kids Earth’s Rotation and Revolution 8.1
https://www.youtube.com/watch?v=l64YwNl1wr0
Allow students to try the investigation at their tables with the Styrofoam balls and
flashlights.
Elaborate and Evaluate: Students will read about rotation and revolution in the passage
“Morning Sunshine” and answer comprehension questions.
Days Fourteen and Fifteen: Picture Perfect Science, Chapter 17, Lunar Phases
*See book for lesson plans
Days Sixteen and Seventeen: Lunar Phases
Elaborate and Evaluate: The moon looks different depending on where it is in the lunar
cycle. Complete the demonstration below:
Input: Students will complete the following chart in their ISNs.
Output: Students will complete the follow up above making predictions about the next
phase of the lunar cycle.
Evaluate: Students will read The Moon (pages 25-28) and complete comprehension
questions.
Day Eighteen: Test Review
Day Nineteen: Test