Post on 17-Mar-2022
© 2018 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book herein in sufficient quantities for classroom use only and not for resale.
These materials are based upon work partially supported by the National Science Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.
Amplify Science Elementary is based on the Seeds of Science/Roots of Reading® approach, which is a collaboration between a science team led by Jacqueline Barber and a literacy team led by P. David Pearson.
www.scienceandliteracy.org
Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com
Spinning Earth: Investigating Patterns in the Sky ISBN: 978-1-945192-88-3 AMP.NA18
Safety Guidelines for Science Investigations 1–2
Chapter 1
Sky Observations 1 4
Sky Observations 2 5
Observing the Sky from Different Places 6–7
The Sky for Mya and Rico 8–9
Chapter 2
Daytime and Nighttime on Earth 10
Sai and His Grandma on Earth 12–13
Chapter 3
Sky Observations 3 14
Horizon Observations 15
Morning Sky Observations 1 16
Afternoon Sky Observations 1 17
Explaining Sunset to Sai 18
Chapter 4
Morning Sky Observations 2 19
Afternoon Sky Observations 2 20
Organizing Sky Mural Data 21
Table of Contents
Chapter 5
Organizing Observations fromA Walk Through the Seasons 22
Glossary 23–24
Table of Contents (continued)
1
1. Follow instructions. Listen carefully to your teacher’s instructions. Ask questions if you do not know what to do.
2. Do not taste things. No tasting anything or putting it near your mouth unless your teacher says it is safe to do so.
3. Smell substances like a chemist. When you smell a substance, do not put your nose near it. Instead, gently move the air from above the substance to your nose. This is how chemists smell substances.
4. Protect your eyes. Wear safety goggles if something wet could splash into your eyes, if powder or dust might get in your eyes, or if something sharp could fly into your eyes.
5. Protect your hands. Wear gloves if you are working with materials or chemicals that could irritate your skin.
6. Keep your hands away from your face. Do not touch your face, mouth, ears, eyes, or nose while working with chemicals, plants, or animals.
7. Tell your teacher if you have allergies. This will keep you safe and comfortable during science class.
8. Be calm and careful. Move carefully and slowly around the classroom. Save your outdoor behavior for recess.
1
Safety Guidelines for Science Investigations
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
2
9. Report all spills, accidents, and injuries to your teacher. Tell your teacher if something spills, if there is an accident, or if someone gets injured.
10. Avoid anything that could cause a burn. Allow your teacher to work with hot water or hot equipment.
11. Wash your hands after class. Make sure to wash your hands thoroughly with soap and water after handling plants, animals, or science materials.
2
Safety Guidelines for Science Investigations (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
4
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 1.1
Sky Observations 1
Directions:
1. Observe the sky. 2. Draw what you observe in the sky.3. Label your drawing.
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
5Spinning Earth—Lesson 1.2
Name: _____________________________________ Date: ________________
Sky Observations 2
Directions:
1. Observe the sky. 2. Draw what you observe in the sky.3. Label your drawing.
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
6
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 1.4
Observing the Sky from Different Places
Directions:
1. Observe the sky from each place.2. In the boxes on this page and the next page, draw what
you observe in the sky from each place.
1
2
3
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
7Spinning Earth—Lesson 1.4
Name: _____________________________________ Date: ________________
Observing the Sky from Different Places (continued)
4
5
6
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
8
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 1.5
The Sky for Mya and Rico
Directions:
1. Read about Mya and Rico below.
2. On the next page, draw what Mya sees in the sky right now.
3. Then, draw what Rico sees in the sky right now.
4. Read the question on the next page.
5. Talk with your partner about the question. Use your drawings to help you explain how you will answer the question.
6. Write your answer to the question and explain your thinking.
Mya and Rico are observing the sky. Mya observes that it is daytime, and Rico observes that it is nighttime.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
9Spinning Earth—Lesson 1.5
Name: _____________________________________ Date: ________________
The Sky for Mya and Rico (continued)
What Mya sees right now What Rico sees right now
Do you think Mya and Rico live in the same place or in different places? Explain why you think that.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
10
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 2.3
Daytime and Nighttime on Earth
Directions:
1. Draw an X on a place on Earth where it is daytime right now.2. Draw a circle on a place on Earth where it is nighttime
right now.3. Answer the questions below the picture.
Imagine a person standing where you drew an X. What might this person see in the sky right now?
________________________________________________________
Imagine a person standing where you drew a circle. What might this person see in the sky right now?
________________________________________________________
sun
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
11
Name: _____________________________________ Date: ________________
You can use this page to write notes or make drawings.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
12
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 2.4
Sai and His Grandma on Earth
Directions:
1. Talk to your partner about where on Earth Sai was and where on Earth his grandma was when they talked on the phone.
2. Draw an X on a place on Earth where you think Sai was.3. Draw a circle on a place on Earth where you think Sai’s
grandma was.4. Write your answers to the questions on the next page.
sun
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
13Spinning Earth—Lesson 2.4
Name: _____________________________________ Date: ________________
Sai and His Grandma on Earth (continued)
What ideas helped you decide where to draw an X?
________________________________________________________
________________________________________________________
________________________________________________________
What ideas helped you decide where to draw a circle?
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
14
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 3.1
Sky Observations 3
Directions:
1. Observe where the sun is in the sky. 2. Talk with your partner about how to record where the sun is
in the sky right now.3. In the box below, draw where the sun is right now.
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
15Spinning Earth—Lesson 3.2
Name: _____________________________________ Date: ________________
Horizon Observations
Directions:
1. Write your arrow number on the line below. 2. When you go outside, sit by your arrow.3. Observe the horizon in the direction your arrow points.4. In the box below, draw what you observe.
Arrow number: ________
________________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
16
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 3.3
Morning Sky Observations 1
Directions:
1. Write the time on the line below. 2. Observe your teacher pointing toward the sun. 3. Circle the picture that looks most like your teacher’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe. 6. Label the horizon.
Time: ________
very low low medium-high high very high
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
17Spinning Earth—Lesson 3.3
Name: _____________________________________ Date: ________________
Afternoon Sky Observations 1
Directions:
1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner's arm. 4. Face the direction of the sun.5. In the box below, draw what you observe. 6. Label the horizon.
Time: ________
very low low medium-high high very high
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
18
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 3.6
Explaining Sunset to Sai
Directions:
1. Read the first sentence below.2. Complete the second sentence to explain why it was daytime
when Sai started talking to his grandma.3. Complete the third sentence to explain why it was nighttime
at the end of Sai’s phone call with his grandma.
Daytime changed to nighttime for you because Earth spins.
First, ___________________________________________________
________________________________________________________
________________________________________________________
Then, __________________________________________________
________________________________________________________
________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
19Spinning Earth—Lesson 4.1
Name: _____________________________________ Date: ________________
Morning Sky Observations 2
Directions:
1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe on the horizon.6. Label the horizon.
Time: ________
very low low medium-high high very high
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
20
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 4.1
Afternoon Sky Observations 2
Directions:
1. Write the time on the line below. 2. Observe your partner pointing toward the sun. 3. Circle the picture that looks most like your partner’s arm. 4. Face the direction of the sun.5. In the box below, draw what you observe on the horizon.6. Label the horizon.
Time: ________
very low low medium-high high very high
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
21Spinning Earth—Lesson 4.2
Name: _____________________________________ Date: ________________
Organizing Sky Mural Data
Directions:
1. Use data from the Sky Mural and the Sun Height pictures to complete the Sky Mural Data Table below.
2. Find the row labeled Day 1. Record how high the sun was in the sky during our morning, afternoon, and evening observations on Day 1.
3. Find the row labeled Day 2. Record how high the sun was in the sky during our morning, afternoon, and evening observations on Day 2.
Sky Mural Data Table
Morning Afternoon Evening
Day 1
Day 2
very low low medium-high high very high
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
22
Name: _____________________________________ Date: ________________
Spinning Earth—Lesson 5.1
Organizing Observations from A Walk Through the Seasons
Directions:
1. For each season, find the pages where the girl describes what she saw in the sky in the morning and evening.
2. In the boxes below, draw what she saw in the sky at each time.
morning evening
spring
summer
fall
winter
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
23Spinning Earth
Glossary
data: observations or measurements recorded in an investigation
datos: observaciones o mediciones apuntadas en una investigación
day: a length of time that includes one full daytime and one full nighttime día: un periodo de tiempo que incluye las horas diurnas y las horas nocturnas
daytime: the part of the day when the sky is bright
horas diurnas: la parte del día en la que el cielo está luminoso
Earth: the planet we live on
Tierra: el planeta en el que vivimos
horizon: the line where Earth and the sky look like they come together
horizonte: la línea en donde parece que se juntan la Tierra y el cielo
nighttime: the part of the day when the sky is dark
horas nocturnas: la parte del día en la que el cielo está oscuro
organize: to set things up in a way that makes sense
organizar: ordenar las cosas de manera que tenga sentido
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
24 Spinning Earth
pattern: something we observe to be similar over and over again
patrón: algo que observamos que sea similar una y otra vez
predict: to use what you already know to decide what you think might happen
predecir: usar lo que ya sabes para decidir lo que piensas que podría pasar
record: to draw or write down information
apuntar: dibujar o escribir información
Glossary (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Lawrence Hall of Science:Program Directors: Jacqueline Barber and P. David Pearson
Curriculum Director, Grades K–1: Alison K. Billman
Curriculum Director, Grades 2–5: Jennifer Tilson
Curriculum Director, Grades 6–8: Suzanna Loper
Assessment and Analytics Director: Eric Greenwald
Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky
Operations and Project Director: Cameron Kate Yahr
Student Apps Director: Ari Krakowski
Student Content Director: Ashley Chase
Leadership Team: Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss, Ryan Montgomery,
Padraig Nash, Kathryn Chong Quigley, Carissa Romano, Elizabeth Shafer, Traci K. Shields, Jane Strohm
Spinning Earth: Investigating Patterns in the Sky Unit Team:
Amplify:
Credit: Illustration: Cover: Tory Novikova
Richard T. Ables
Stacy Au-yang
Candice Bradley
Joanna Burgarino
Meghan Comstock
John Erickson
Alya Hameed
Sophia Lambertsen
Deirdre MacMillan
Alestra Flores Menéndez
Christina Morales
Meredith W. Moran
Claire D. Spafford
Jade Sharify Talbot
Irene Chan
Samuel Crane
Shira Kronzon
Charvi Magdaong
Thomas Maher
Rick Martin
Matt Reed
Eve Silberman
Steven Zavari
Published and Distributed by Amplify.www.amplify.com
Your Investigation Notebook
Scientists use notebooks to keep track of their investigations. They record things they learn from other scientists. Sometimes they draw or make diagrams. They record ideas and information they want to remember.
Your Investigation Notebook is a place for you to keep track of:
• investigations you do in class.
• what you learn from reading science books.
• your questions, predictions, and observations.
• your explanations and the evidence you find to support those explanations.
• your ideas!
AMP.NA18