Jennifer.O’brien@uconn.edu Kathleen.Penta@uconn.

edu
Nichole.Pitruzzello@uconn.edu Rebecca.Swol@uconn.edu

Elementary Science Methods Unit Project

5th grade unit:
Space and Time

~Standard #1~
Enduring Understanding: We base time on the position of the Earth, the Sun, the Moon, and
the stars. Space is unfathomably large.

Essential Questions:
How big is space? How big are we compared to space?
How do we use space to determine time in different units?

Unit Summary:
In this unit, we are exploring the connection between space and time. We will start off by
investigating day and night by studying our shadows that the light forms. We will then build on
that through examining the month cycle in relation to the moon and stars. Then we will introduce
the seasons by comparing our experience to the Earth’s position throughout the calendar year.
Students will explain their thoughts through creating and revising models throughout the entire
unit. The unit will conclude with assessing these student-created models, data and their verbal
explanations.

~Standard #2~
NGSS crosscutting concepts: Similarities and differences in patterns can be used to sort,
classify, communicate and analyze simple rates of change for natural phenomena.(5-ESS1-2)

Science and Engineering Practices: Represent data in graphical displays (bar graphs,
pictographs, and/or pie charts) to reveal patterns that indicate relationships (5-ESS1-2)

Performance Expectations: 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. (5-ESS1-2)

Core Disciplinary Ideas: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)
~Standard #3~
Lessons will take place three times a week for 45 minutes each day.

1) How big is space?

-Class discussion about what they think space is/looks like
-Video https://www.youtube.com/watch?v=1Eh5BpSnBBw
-Toilet paper activity: Use sheets of toilet paper as a measuring unit to
show distance between planets in our solar system
Adapted from: https://astrosociety.org/edu/family/materials/toiletpaper.pdf
2) Day/night evidence from our perspective
-See Lesson
3) Shadows and sun child/chalk investigation
-See Lesson
4) Rotation of Earth
-See Lesson
5) Cycle of the moon from our perspective
-Oreo activity: visually illustrate what we see during a moon cycle
Adapted from: https://sciencebob.com/oreo-cookie-moon-phases/
6) Cycle of the moon from space (tie into month cycle and related to stars)
-Pass these out to groups, have them take turns “being the Earth” so they
can see the phases of the moon from our perspective (and from Space)

Adapted from: http://www.teachjunkie.com/sciences/21-super-activities-teaching-moon-phases/

-Students then discuss their understandings of how the month cycle
looks/works
-Look up students’ horoscopes and discuss relation of months and
stars via website
7) What we experience seasons to be
-Word web of seasons
-Create models of how we experience seasons on earth
-Make and share predictions of how/why it happens
-Create models of what it looks like from outer space
8) What seasons look like from outer space
-Activity with the globe/string/sun to show what happens throughout
whole
calendar year
Adapted from Dave Moss’s class
-Revise models of seasons from outer space
9) History of time tracking and uniformity
-Train travel and time zones
-Time zone activity in small groups on BrainPop
 (https://www.brainpop.com/science/space/timezones/)
-Individual practice with time zone game on BrainPop
10) Review of unit and introduce assessment
-Discuss major themes of unit and double check EUs and EQs
-Introduce assessments and some examples
11) Summative Assessment - using what we have learned in this unit, describe Commented [1]: Our summative assessment is
one or more aspects of our time system and how it relates to space (can differentiated because students can choose their own
assessment
be acted out, song, literary piece, video, model, craft, etc)
-Decide and check layout of project with teacher
-Begin working on assessment in small groups or individually
12) Finish Summative Assessment
-In class time to work on/finish project of their choosing

~Standard #4~
Lesson objectives:
Content:
- Diagram how day and night are formed on Earth.
- Explore and analyze how the rotation of Earth can be used to track time.
- Represent data in a data table to reveal patterns that indicate relationships.
Language:
- Predict and discuss orally the relationship between the Sun and Earth, and the Earth’s
rotation, over the course of a 24-hr period.
- Explain the way we see light here on Earth.
- Describe the vocabulary relevant to the lesson.

~Standard #5~
KEY
Discourse - Yellow
Science Journals - Blue
 Differentiation- Pink

Lesson 2, Day 2) Day and night evidence from our perspective
Discuss and Predict: How does day and night work on Earth?
Model: Draw a model of how you see day and night progress on Earth.
Draw a model of how day and night work/look from outer space.
Commented [2]: Our lesson is differentiated because
it is varied. We provide opportunities for students to
view a model, write/draw a model, and discuss
Commented [3]: Differentiation: can be verbalized to a
teacher

Teacher does/says: Student does/says:

Pose question: “How does day and night work Thinking time/partner talk Commented [4]: Discourse: Using NGSS Crosscutting
on Earth?” Concept

Instruct: “Draw a model of how you see day
and night progress on Earth.”
Instruct: “Draw a model of how day and night
work/look from outer space.”
Drawing time/group talk Commented [5]: Students will draw all models in their
science journals. They will be able to analyze the
progression of their understanding from the beginning
to end of the unit
Drawing time/group talk
Commented [6]: Discourse: Share ideas about NGSS
(can be verbalized to a teacher)
Crosscutting Concept

Have each group pick a student to share their Student describes model and class Commented [7]: Discourse: Share ideas about NGSS
Crosscutting Concept
model on the board/ on smart cam. discusses.
Commented [8]: Differentiation: can be verbalized to a
teacher
Commented [9]: Discourse: Share ideas about NGSS
Lesson 3, Day 3) Shadows and sun child/chalk investigation Crosscutting Concept
Discuss and Predict: Does your shadow change throughout the day? Commented [10]: Our lesson is differentiated because
*Let building know that we will be using chalk outside on the playground and it will wash away it is varied. We provide opportunities for students to do
with rain. a physical activity, view a model, write/draw a model,
and discuss

Teacher says/does: Student says/does:

Pose question: “Does your shadow change Brainstorm and discuss as class on board. Commented [11]: Discourse: Share ideas using NGSS
throughout the day?” Crosscutting Concept

Escort class outside with chalk & tape Listens/observes/asks questions. Commented [12]: Discourse: Questions using NGSS
measure. Scaffold taking data and outlining Crosscutting Concept
shadow in pairs with one person facing North.
(Data table: time x shadow length)

On the hour every hour starting at 9:00 am
and ending at 3:00 pm go outside and draw
shadow from same place each time, facing
North.
Come back inside and fill out data table each
hour.
Outline shadow in chalk, measure and take
pictures of chalk drawing for data and add to
science journal.
Fill out data tables throughout the day.
Commented [13]: Performance Expectation:
Represent data in graphical displays to reveal patterns
of daily changes in length and direction of shadows
Commented [14]: Science and Engineering Practices:
Represent data in graphical displays to reveal patterns
that indicate relationships (5-ESS1-2)

At the end of the day, discuss findings/how it Discuss in pairs then whole group and revise Commented [15]: Discourse: Share ideas using NGSS
Crosscutting Concept and Core Disciplinary Ideas
 relates to a clock and revise “from Earth” models of day/night from Earth.
model.

Lesson 4, Day 4) Rotation of the Earth Commented [16]: Our lesson is differentiated because
it is varied. We provide opportunities for students to do
a physical activity, view a model, write/draw a model,
Teacher says/does: Student says/does: and discuss

Scaffold example of earth/flashlight/stick Ask and answer questions and make Commented [17]: Differentiation: teacher can work
activity and asks which is day/night. observations. with groups as needed
Commented [18]: Discourse: Ideas related to using
NGSS Crosscutting Concept

(adapted from http://www.unawe.org/activity/eu-unawe1321/)

Give students earth on a stick with house on Plays with model.

it (in respective area to where we live) and a
flashlight.

Draw students attention to shadows of house Follow directions.

while they explore.

Lead discussion about what they see and Discuss and revise model from space. Commented [19]: Discourse: using NGSS
have them revise models. Crosscutting concept

Lead share-out Share both models and analyze the

connections. Commented [20]: Discourse: using NGSS
Crosscutting concept and Core Disciplinary Ideas

~Standard #6~
Assessment plan:
-Use rubric to determine students’ relevance and clarity in discussion. Commented [21]: Our assessment plan is
differentiated because it is varied. It includes both
Grade: 1 2 discussion and opportunities to write/draw
A=4
B=3
2 or lower = C
 Clarity Assertions vague: Difficult to Ideas clearly presented-
follow - rambling Logical coherent presentation
of ideas

Relevance Connection of prompts to the Addresses issue(s) from the

readings not apparent investigation
(Adapted from EDCI 4120 Discussion Prompt Rubric)

-Collect data tables and look for:

A=4 B= 3 C = 2 or lower

All column headings are Less than 75% of columns Columns are not labeled
present and all include are labeled or are missing
units units

Data is accurate and Data is close to actual Data is not possible with the
precise numbers instruments or weather
conditions

All data is recorded Most data is recorded Less than 70% of data is
recorded

Data table is drawn and Data table is not drawn or Data table is not drawn or no
labeled neatly not labeled neatly data table is turned in
(Adapted from www.txkisd.net/curriculum/focusplans/ Data Table Grading Rubric)

-Collect before and after models from each student and look for growth and revision in the
space model and for the Earth model.

A=4 B=3 C=2

Information Revised models include Revised models include Revised models include
Gathering a lot of information some information no information gathered
gathered from gathered from from
investigation/discussion investigation/discussion investigation/discussion

Model Models include all Models include some Models include no

Features features (explanations, features features
labels, direction)

Content Models include all Models include some Models include no

Features aspects of day/night aspects of day/night cycle aspects of day/night
cycle (Sun, Earth, cycle
rotation, shadow)
 Vocabulary Revised models include Revised models include Revised models include
a lot of vocabulary some vocabulary no vocabulary gathered
gathered from gathered from from
investigation/discussion investigation/discussion investigation/discussion
(Adapted from
http://webcache.googleusercontent.com/search?q=cache:iLgsRCSTDNsJ:www.sd67.bc.ca/teachers/jarcuri/Science%25208/Water/
Model%2520Rubric.doc+&cd=1&hl=en&ct=clnk&gl=us)