Earth, Space and Stars
Mystery Science Unit: Spaceship Earth
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 3 George’s Secret Key to the Universe The Man Who Went to the Far Side of the Moon Mayday on Moon of Jupiter Jess and Layla’s Astronomical Assignment Our Mysterious Universe A Black Hole is NOT a Hole Sleuth: “Careers in the Space Industry”; “Charlotte’s Space Travel”; “Moving to Mars”
(5-ESS1-1: Stellar Brightness and Distance) (5-ESS1-2: Daily and Seasonal Sky Change)
Mystery Science 5th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
5-ESS1-1: Stellar Brightness and Distance
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. (Scale, Proportion, and Quantity)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: 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).
Clarification & Boundary Statements
Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.
Boundary Statement: Assessment does not include causes of seasons.
5-PS2-1: Earth's Gravitational Force
Support an argument that the gravitational force exerted by earth on objects is directed down. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.
Boundary Statement: Assessment does not include mathematical representation of gravitational force.
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: What causes the patterns found in star trails?
Anchor
For thousands of years, astronomers have observed the night sky and tried to explain what they saw. In this activity, you’ll start with this photo of the sky and figure out what causes the streaks you see. Like astronomers before you, you’ll create a model that helps you explain what you see in the sky. After each Mystery, you'll add to or change your model as you get new ideas.
Mystery Science Lesson / Connections to Anchor Phenomenon
Day, Night & Earth’s Rotation / How fast does the Earth spin?
Earth’s Rotation & Daily Shadow Patterns / Who set the first clock?
Seasonal Changes & Shadow Length / How can the Sun tell you the season?
Seasonal Patterns & Earth’s Orbit / Why do the stars change with the seasons?
Moon Phases, Lunar Cycle / Why does the Moon change shape?
Planets & Solar System / What are the wandering stars?
Gravity / Why is gravity different on other planets?
Star Brightness & Habitable Planets / Could there be life on other planets?
Performance Task: Night Sky - How can you tell time at night?
Local Colorado Phenomena Connections
Here are some local Colorado phenomena that you can use to address topics in Earth, Space, and Stars for your fifth-grade science class:
Pikes Peak and the Rocky Mountains:
Discuss the geological processes that formed the Rocky Mountains and how these processes relate to plate tectonics.
Explore the impact of altitude on climate and the types of ecosystems found at different elevations.
Great Sand Dunes National Park:
Investigate how wind and water have shaped the landscape to create the tallest sand dunes in North America.
Discuss the role of sand and sediment in the Earth's processes.
Dinosaur Ridge:
Study the fossils and rock formations that reveal Colorado's ancient past and the history of life on Earth.
Connect this to the study of Earth's history and paleontology.
Clear Night Skies in Colorado:
Utilize Colorado’s clear skies to observe stars, constellations, and planets.
Discuss how light pollution affects our ability to observe celestial phenomena.
Colorado’s Weather Patterns:
Explore how the state's unique geography influences weather patterns and climate.
Discuss the Coriolis effect and its impact on weather systems.
These phenomena can help students connect scientific concepts to real-world examples.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
5th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 5th Grade Student Notebook
Stanford 3D Short Performance Assessments (Earth Science 5th Grade)
Spaceship Earth - In this unit, students explore the Earth, Sun, Moon, and stars using observations of shadows and changing patterns in the sky. Students also explore the planets of our Solar System and begin to consider what might lie beyond.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
3-9 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.
3-10 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
Grade Level Expectation:
1.3 The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.
3.1 Stars range greatly in size and distance from Earth, and this can explain their relative brightness.
3.2 Earth’s orbit and rotation and the orbit of the moon around earth cause observable patterns.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
STEM Student Explore Boards
How Many Earths? Visualization
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
Here are some Colorado-based career connections relevant to Earth, Space, and Stars that you can explore for your fifth-grade science class:
NASA's Jet Propulsion Laboratory (JPL) Connections: While not based in Colorado, JPL often collaborates with institutions in Colorado for space missions. You might find speakers or virtual tours available through these partnerships.
University of Colorado Boulder - Laboratory for Atmospheric and Space Physics (LASP): They often have outreach programs and experts who can speak on space science topics.
Ball Aerospace: Based in Boulder, they work on aerospace technology and could provide insights into career paths in space exploration and technology.
NOAA (National Oceanic and Atmospheric Administration): With a presence in Boulder, NOAA scientists can discuss Earth sciences, including climate and atmospheric studies.
Denver Museum of Nature & Science: They offer educational programs and might have experts available to discuss astronomy and earth sciences.
Lockheed Martin Space: Located in Littleton, they work on various space exploration projects and might offer career insights or guest speakers.
These organizations might offer guest speakers, virtual tours, or educational materials that align with your curriculum on Earth, Space, and Stars.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
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