What Is This Unit About?

In Patterns of Earth and Sky, students take on the role of astronomers who are helping a team of archaeologists explain the images on a recently discovered, thousand-year-old artifact with a missing piece. Students use mathematical thinking to make sense of patterns in the sky, which they figure out by using models and reading science books. They conduct investigations to figure out how the spin and orbit of our planet cause the daily and yearly patterns of stars we see in the sky.

What Science Vocabulary Words Do Students Use?

These are the most important science words that students use throughout the unit. Getting familiar with these definitions, which are sometimes different from how people use these words in everyday life, may be useful as you support your student’s at-home learning. Your student will have a Glossary that includes these words.

• astronomer: a scientist who studies stars, planets, and other objects in the universe
  astrónomo/a: un/a científico/a que estudia las estrellas, los planetas y otros objetos del universo
  
  

• constellation: an arrangement of stars as seen from Earth
  constelación: una disposición de estrellas según se ven desde la Tierra
  
  

• data: observations or measurements recorded in an investigation
  datos: observaciones o mediciones registradas en una investigación
  
  

• day: a period of time that is 24 hours long and includes daytime and nighttime
  día: un periodo de tiempo que dura 24 horas e incluye las horas diurnas y nocturnas
  
  

• explanation: a description of how something works or why something happens
  explicación: una descripción de cómo algo funciona o por qué algo pasa
  
  

• evidence: information that supports an answer to a question
  evidencia: información que respalda una respuesta a una pregunta
  
  

• investigation: an attempt to find out about something
  investigación: un intento de aprender sobre algo
  
  

• gravity: the pull between Earth and other objects, which acts even without touching
  gravedad: el jalón entre la Tierra y otros objetos, lo cual actúa aun sin tocar
  
  

• model: something scientists make to answer questions about the real world
  modelo: algo que los científicos crean para responder preguntas sobre el mundo real
  
  

• orbit: to move in a regular path around something
  orbitar: moverse en una trayectoria regular alrededor de algo
  
  

• pattern: something we observe to be similar over and over again
  patrón: algo que observamos que sea similar una y otra vez
  
  

• solar system: the sun, the planets that orbit the sun, and other objects that orbit the sun
  sistema solar: el sol, los planetas que orbitan el sol y otros objetos que orbitan el sol
  
  

• star: a huge object in space that gives off heat and light
  estrella: un objeto enorme en el espacio que emite calor y luz
  
  

• sun: the only star in our solar system
  sol: la única estrella de nuestro sistema solar
  
  

• visualize: to make a picture in your mind using information from different sources
  visualizar: hacer una imagen en tu mente con información de diferentes fuentes
  
  

• year: the length of time it takes for Earth to orbit the sun once
  año: la cantidad de tiempo que le toma a la Tierra orbitar el sol una vez

What Do Students Read?

Your student will read these books, which give them a chance to learn about the science concepts in the unit through stories, illustrations and photos, real-world examples, and information about real scientists. Your student does not need to read the books on their own. These books can be enjoyed together, and you can read them multiple times.

*Click for directions to reading the books.

Patterns of Earth and Sky

Questions for At-Home Discussion

Chapter 1

● I hear you’re investigating an ancient artifact that has to do with the Sun and the stars. What can you tell me about it?

● Why do you think we don’t usually see stars in the daytime?

Chapter 2

● What have you learned about the Sun and stars so far? What do you still wonder?

● Why do you think people on the other side of the Earth don’t fall off? Do you think they feel upside down?

Chapter 3

● Let’s think of a time we watched the sun set. What do you think is happening with the Earth and the Sun during a sunset?

● I hear you’re using a model called Mount Nose. Can you show me how it works?

Chapter 4

● What have you learned about constellations of stars and when we see them?

● Let’s try to see stars at night if we have a clear, dark night. What can you tell me about what we are seeing?

● What have you figured out about the ancient artifact? How did you figure it out?

Amplify Family Resources website:  amplify.com/amplify-science-family-resources-es