Student Log | Level 5 Module 3 | PhD Science Texas 2024 | 8.21.23

5

MODULE 3

Sun, Earth, and Moon System

WITH SPOTLIGHT LESSONS AND A CAPSTONE PROJECT ON Forces, Motion, and Energy

TEXAS

Level 5 Module 3:

Sun, Earth, and Moon System

WITH SPOTLIGHT LESSONS AND A CAPSTONE PROJECT ON Forces, Motion, and Energy

Science Logbook

Student Name:

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© 2024 Great Minds PBC. Except where otherwise noted, this content is published under a limited public license with the Texas Education Agency. Use limited to noncommercial educational purposes. Where indicated, teachers may copy pages for use by students in their classrooms. For more information, visit https://gm.greatminds.org/texas.

Printed

ISBN 979-8-88588-550-8

Sun, Earth, and Moon System TEXAS

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Name:

LESSON 1 ACTIVITY GUIDE A

Observe the Sky

Date:

Choose a place where you can observe the sky and see the Sun. For three days in a row, record detailed observations of the sky at the same place. Do this at the same time each day.

Safety Note: Do not look directly at the Sun, even with sunglasses. Looking directly at the Sun can damage your eyes.

Date: Time:

Sketch:

Date: Time:

Sketch:

Date: Time:

Sketch:

Make a Prediction

Where do you think the Sun will be the next day?

Date: Time:

Sketch:

Name:

LESSON 1 ACTIVITY GUIDE B

Navigate in Your School

Record your directions to the location you chose in your school.

Date:

Boxes and Bullets

Main idea:

Key details:

Name:

LESSON 1 ACTIVITY GUIDE C

Draw a Celestial Navigation Model

Date:

How do you think people use celestial objects for navigation? Draw a model.

Name:

LESSON 2 ACTIVITY GUIDE

Draw a Space-View Model

Date:

What do you think Alan Shepard might have seen from space? Draw a model.

Name:

LESSON 3 ACTIVITY GUIDE A

Analyze Gateway Arch Shadows

Complete the comparison chart.

How are Figure 1 and Figure 2 similar?

Date:

How are Figure 1 and Figure 2 different?

Figure 1

Figure 2

How would you draw light rays on the Gateway Arch photographs to show how the shadows form? Write an explanation.

Name:

LESSON 3 ACTIVITY GUIDE B

Investigate Shadows

Question: Record the question you are investigating.

Date:

Investigate: Record the class investigation plan.

Fair Test Criteria

Predict: What do you think will happen in each test? Write a prediction for each.

Collect Data: Complete the table headings. Then record the data you collect.

Draw Conclusions: How does each variable affect the length of the shadow? Write a summary statement for each test.

Name: Date:

LESSON 5 ACTIVITY GUIDE A

Record what you notice and wonder.

Name:

LESSON 5 ACTIVITY GUIDE B

Draw a Ray Diagram

Date:

Draw a ray diagram to show how shadows change during a day. Use your diagram to help you write the explanation.

Explain how the Sun appears to move in the sky. Then explain how this motion affects shadows during the day.

Name:

LESSON 6 ACTIVITY GUIDE A

Draw an Earth-View Model

Draw and label your group’s Earth-view model.

Date:

Name:

LESSON 6 ACTIVITY GUIDE B

Complete a 3–2–1 Response

Topic: “Galileo and the Moons of Jupiter”

Three most important ideas

Two supporting details

One question

Date:

1. 2.

3.

1.

2.

1.

Name:

LESSON 7 ACTIVITY GUIDE

Date:

Make a Claim About Daytime and Nighttime

Think about the city your teacher chose. Is it daytime or nightime there? Write your claim and explain your reasoning. To help organize your thoughts, you can draw in the box.

Name:

LESSON 8 ACTIVITY GUIDE

Draw a Shadow Clock Model

Date:

Draw a model that explains how to use the Sun to keep track of time. Label the parts of your model. The post in the model represents the pencil.

Name:

LESSON 9 ACTIVITY GUIDE

Investigate Space-View Sundials

Space-View Sundial

Date:

How can you use the space-view sundial model to tell the time of day at the toothpick’s location?

Space-View Sundial in Two Locations

Draw a model to explain the differences in the shadows at two locations at the same time.

Name:

LESSON 10 ACTIVITY GUIDE A

Presentation Checklist

Date:

With your group, decide on the best way to share what you created and learned. Use the checklist and the Presentation Notes space to plan your presentation.

We can use our space-view model to explain why our sundial shows changing shadows in our global city.

We can use our model to explain what causes the east-west appearance of the Sun in the sky of our city.

We can use our model to show and explain the differences between the shadow patterns we see at our school and in our global city.

We each have a role for the presentation. Presentation Notes

Name:

LESSON 10 ACTIVITY GUIDE B

Prepare a Presentation

Date:

Draw or write how your group will present the following explanations.

How does a sundial keep track of time during the day in our global city?

How does our space-view model support this explanation?

How does the Sun appear to move across the sky from the perspective of someone in our global city?

How does our space-view model support this explanation?

How is the shadow pattern in our global city different from the shadow pattern at our school?

How does our space-view model support this explanation?

Name:

LESSON 10 ACTIVITY GUIDE C

Ask Questions

Date:

During presentations, ask questions about the sundials and the space-view models. Choose one of the following questions or ask one of your own.

▪ Which city did you choose? Where is it located on the globe?

▪ How does your sundial show shadows changing over time in your city?

▪ What causes the east-west appearance of the Sun in the sky of your city?

▪ How ar e the shadow patterns different between your city and our school?

Or write your own question:

Name:

LESSON 10 ACTIVITY GUIDE D

Reflect on the Presentations

Use this checklist to reflect on your knowledge.

Date:

I can use our space-view model to explain why our sundial shows shadows changing over time in our global city.

I can use our model to explain what causes the east-west appearance of the Sun in the sky of our city.

I can use our model to show and explain the pattern of shadows changing over time in our global city.

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher comments

Name:

LESSON 11 ACTIVITY GUIDE

Compare Sundials Around the World

Complete the comparison chart.

Date:

How are observations of sundials in the Northern and Southern Hemispheres similar?

How are observations of sundials in the Northern and Southern Hemispheres different?

Northern Hemisphere Southern Hemisphere

Name:

LESSON 12 ACTIVITY GUIDE

Observe Laser Photographs

Date:

What happens to the light ray as it passes from one medium into another medium? Use evidence from the photographs to support your explanation.

Name:

LESSON 13 ACTIVITY GUIDE

Model a Sunset

Complete the model.

Date:

LESSON 14 ACTIVITY GUIDE A

Record what you notice and wonder.

Name:

LESSON 14 ACTIVITY GUIDE B

Date:

Draw a Space-View Model of the Moon

Draw the space-view model that shows the locations of the Sun, Earth, and Moon when the Moon is visible from the Earth at night. Explain your model.

Think about how the Moon appears to move across the sky. How does your Earth-view model explain this?

Name:

LESSON 15 ACTIVITY GUIDE

Date:

Model Moon Visibility During Daytime

Draw a space-view model that shows how the Moon can be visible from Earth during daytime. Then explain your model.

Name:

LESSON 16 ACTIVITY GUIDE

Analyze Moonrise and Moonset

Date:

In what ways did your Earth-view model show daytime and nighttime?

How did your Earth-view model show the Moon being visible during different times of day?

Name:

LESSON 17 ACTIVITY GUIDE

Investigate the Behavior of Light

Observations

Record your observations of the object in the light ray box.

Model

Date:

Draw a model that shows how the light ray behaves when it shines on the uncovered pencil.

Draw a model that shows how the light ray behaves when it shines on the pencil covered with black paper.

Explain why the two objects appear different when you look in the light ray box.

Name:

LESSON 18 ACTIVITY GUIDE A

Date:

Explain the View of the Moon from Earth

In the first column, record possible explanations for why the Moon is visible from Earth. As you gather evidence, add it to the second column with your reasoning.

Possible Explanation

Supporting Evidence and Reasoning

Name:

LESSON 18 ACTIVITY GUIDE B

Model the View of a Full Moon

Date:

Draw a model to show how a full moon is visible from Earth. Your model should show the full moon as seen from Earth’s equator.

Name:

LESSON 19 ACTIVITY GUIDE

Observe the Shape of the Moon

Record what you notice and wonder.

Date:

Observe the photograph of the Moon. Draw a model that shows the Earth–Sun–Moon system when the Moon appears to be the shape shown in the photograph. Show the view from above Earth’s North Pole in your model.

Quick Write

Respond to your teacher’s prompt.

Name:

LESSON 20 ACTIVITY GUIDE A

Date:

Compare the Sun, the Moon, and Stars

How are the Sun, the Moon, and stars similar?

How are the Sun, the Moon, and stars different?

The Sun The Moon Stars

Explain how light allows us to see the Sun, the Moon, and stars from Earth.

Name:

LESSON 20 ACTIVITY GUIDE B

Date:

Investigate Distance and Apparent Size

How can objects of different sizes appear to be the same size? Draw a model and write a short explanation.

How can objects that are the same size appear to be different sizes? Draw a model and write a short explanation.

Construct an Explanation

Write down the Sun, the Moon, and stars in order from closest to Earth to farthest from Earth. Then explain the relationship between distance and apparent size.

Name:

LESSON 21 ACTIVITY GUIDE A

Date:

Investigate Distance and Apparent Brightness

Observe how apparent brightness changes with distance. Record your observations.

Draw a model to show how a very bright star can appear less bright than the Sun. Then explain your model.

Name:

LESSON 21 ACTIVITY GUIDE B

Draw a Ray Diagram

Date:

Draw a ray diagram to show why a nearby star appears brighter than a distant star to an observer. Explain your model.

Name:

LESSON 22 ACTIVITY GUIDE

Explain the Apparent Motion of Stars

Date:

How does your Earth-view model explain the apparent motion of stars in the night sky?

Name:

LESSON 23 ACTIVITY GUIDE

Date:

Explain the Apparent Motion of Polaris

Why does Polaris not appear to move from east to west across the sky?

Why is Polaris always visible in the northern sky? Draw a model from the space perspective to show why.

Is Polaris visible to people south of the equator? Explain your reasoning. Draw a model to support your claim.

Name:

LESSON 24 ACTIVITY GUIDE A Notice and Wonder

Record what you notice and wonder.

Date:

Name:

LESSON 24 ACTIVITY GUIDE B

Analyze Star Maps

Collect Data

Date:

Place a check (✓) in the table if the entire constellation is present on your star map.

Month:

Constellation

Ursa Major

Ursa Minor

Canis Major

Leo

Orion

Cygnus

Virgo

Hercules

Gemini

Observe Patterns

Present (✓)

What patterns do you observe in star visibility across months and years?

Name:

LESSON 24 ACTIVITY GUIDE C

Make

a Claim About Star Visibility

Claim: Write down your claim.

Evidence

List the evidence that supports your claim.

Date:

Reasoning

Explain how this evidence supports your claim.

Name:

LESSON 25 ACTIVITY GUIDE

Write a Constellation Myth

Date:

Choose a constellation you studied in class. Then write your own myth that explains why that constellation is visible for only part of the year.

LESSON 26 ACTIVITY GUIDE A

Key Terms About Patterns in the Sky

Key Terms

Cut out the key terms related to patterns in the sky.

Map

Create a relationship map in the space below. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the terms to the paper.

Name:

LESSON 26 ACTIVITY GUIDE B

Answer the Essential Question

Date:

Essential Question: How can we explain our observations of the Sun, the Moon, and stars from Earth?

Name:

LESSON 26 ACTIVITY GUIDE C

Collaborative Conversation Strategies

Date:

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

That idea relates to .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Share a different point of view.

I politely disagree with because .

That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about .

In other words, are you saying ?

Return to a question or idea.

Let’s go back to what said about .

Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

The idea that is interesting. Can you say more about that?

Summarize the conversation.

I think the main idea is .

Do we agree that ?

Forces, Motion, and Energy

LESSON 1 ACTIVITY GUIDE A

Name:

LESSON 1 ACTIVITY GUIDE B

Model Light Rail Train Motion

Date:

Draw arrows to show the forces that act on a train as it leaves the station. Draw a different arrow to show the train’s motion.

Explain how the forces cause the train to start moving.

Name:

LESSON 2 ACTIVITY GUIDE A

Record Evidence

Date:

Name:

LESSON 2 ACTIVITY GUIDE B

Investigate Forces and Motion

Question: Record the investigation question.

Date:

Initial Claim: Make an initial claim that answers the investigation question.

Plan: Record your investigation plan.

Data: Add headings to the data table. Then collect and record your data.

What patterns do you observe in your data?

Revised Claim: Use your new knowledge to update your claim.

Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Name:

LESSON 4 ACTIVITY GUIDE

Investigate Force and Mass

Predict: Write your prediction. Explain your reasoning.

Date:

Collect Data: Record your data.

Analyze Data: Record a pattern you observe.

Stop and Jot: In what ways did the speed of this system depend on forces and energy transfer?

Name:

LESSON 5 ACTIVITY GUIDE A

Explore Slowing and Stopping

Draw or write ideas about how to slow and stop the train model.

Date:

Name:

LESSON 5 ACTIVITY GUIDE B

Date:

Demonstrate Slowing and Stopping Forces

Draw a friction arrow on the diagram to show the forces acting on a train that is slowing down.

Wheel Brake

Explain how brakes create friction to slow down and stop a light rail train.

Name:

LESSON 6 ACTIVITY GUIDE A Analyze

Chemical Energy

Record your ideas to complete the Frayer model.

Date:

Definition Characteristics

Examples Non-Examples

Name:

LESSON 6 ACTIVITY GUIDE B

Model a Light Rail Train Circuit

Use your model to complete the diagram.

Date:

1. On the diagram, trace the path of electrical energy in the circuit. Use arrows to show the direction of the flow along the path.

2. Label the diagram with the materials you used in your model.

Describe how electrical energy and mechanical energy can move the train.

Name:

LESSON 7 ACTIVITY GUIDE

Date:

Investigate Electrical Conductors and Insulators

Materials Testing Chart

Use your light rail system circuit model to test each material. Record your data as you work.

Material Object

Carbon Pencil graphite

Copper Penny Cotton Cotton ball

Glass Flat glass bead

Plastic Bingo chip

Rubber Eraser

Steel Nail

Motor On or Motor Off?

Conductor or Insulator?

Pantograph Diagram

Follow the instructions to complete the diagram.

1. Write a C near the parts of the diagram that need to be conductors.

2. Write an I near the parts that need to be insulators.

3. Trace the path of electrical energy.

Contact wire (copper)

Upper arm (steel)

Lower arm (steel)

Collector head

Contact strips (carbon and copper mixture)

Lifting device

Base frame (steel)

Insulator coils (glass and plastic mixture)

Explain your reasoning.

Train car body (steel)

Identify Patterns

Analyze your data for all the circuits. Identify and summarize any patterns you notice.

Name:

LESSON 9 ACTIVITY GUIDE

Date:

Build a Circuit with Multiple Devices

Circuit 1

Draw and label your circuit.

Circuit 2

Draw and label your circuit.

Circuit 2 Updates

Draw and label your circuit.

Draw a Conclusion

Which circuit would you use on a light rail train? Explain your reasoning.

Name:

LESSON 10 ACTIVITY GUIDE A

Compare Thermal Conductors and Insulators

Make a list of materials that conduct thermal energy.

Date:

Make a list of materials that insulate thermal energy.

Name: Date:

LESSON 10 ACTIVITY GUIDE B

Evaluate Insulating Windows

Which type of glass window will keep passengers warmest in the winter? Explain your reasoning.

LESSON 11 ACTIVITY GUIDE A

Name:

LESSON 11 ACTIVITY GUIDE B

Define the Problem

Date:

Define each rider’s accessibility problem. To do this, use your knowledge of forces, mechanical energy transfer, circuits, energy transformation, and information from the rider cards.

Eliza’s accessibility problem is

Patrick’s accessibility problem is

Name:

LESSON 11 ACTIVITY GUIDE C

Ask, Imagine, and Plan

Ask About a Problem

Rider:

Date:

Read your rider card. With your group, discuss and respond to these questions.

Define the problem. What accessibility improvements does your rider need or want?

What ideas do you have to solve this problem?

What do you need to know before you can build a prototype?

Imagine Solutions

Research Science and Engineering Solutions

How have other people solved similar problems? Write or draw your response.

How can you use your knowledge of forces, mechanical energy transfer, circuits, and energy transformation to help solve the problem? Write or draw your response.

Brainstorm and Investigate Materials

In the first column, create a list of materials that you think could help solve your accessibility problem.

Observe the materials in the Materials Area. In the second column, create a list of the available materials you can use to solve the problem.

Brainstormed Materials Available Materials

How will the available materials help solve the problem?

Brainstorm Designs

How will you solve the problem? Draw and label two ideas.

Idea 1

Idea 2

Prepare the Project Proposal

Select a Solution

Describe the solution you will design.

Identify Criteria and Constraints

Complete the chart. Criteria

What does the design need to do?

Constraints

What are the limitations?

Test for Success

How will you test your design?

Make a Project Plan

Draw your design. Label the materials you will use.

Eliza Groups: Label your design to identify motion and opposing forces. In what ways does your design use force and mechanical energy transfer to help solve the accessibility problem?

Patrick Groups: Label your design to identify the circuit parts. In what ways does your design transform energy to help solve the accessibility problem?

Name:

LESSON 12 ACTIVITY GUIDE

Create and Improve

Test Your Design

Date:

Create a data table in the space below. Test your design. Record your observations in the table.

Analyze your observations. Does your design solve the accessibility problem? Use your understanding of forces, mechanical energy transfer, circuits, and energy transformation to explain your reasoning.

Test Your Design and Receive Feedback

Create a data table for the peer test. Observe the test of your design. Record your observations in the table.

Test Another Group’s Design and Provide Feedback

Identify the Accessibility Problem

Patrick needs the train station map to communicate using light, not sound energy.

Eliza needs her wheelchair to stay in place when the train starts to move and when it slows down.

What science knowledge did you apply to the design to solve the problem? Choose all that apply.

Balanced and unbalanced forces

Mechanical energy transfer

Electrical circuits

Energy transformation

Draw a diagram of the design you tested. Use labels to show the science knowledge you used to solve the problem.

Share Test Results

Compare the observations and data collected from each test. Record information for your group in the space provided.

In what ways could the design you tested be improved? Explain your reasoning.

Improve the Design Improve

Draw or describe improvements to your design.

Use what you have learned about forces and energy transformation to explain why you are making these changes.

Test

Create a data table in the space below. Test your improved design. Record your observations in the table.

Analyze your observations. Explain how your improved design compares with your initial design.

Plan Your Presentation

Which rider did you choose to help?

Determine the best way to share what your group created and learned. Use the checklist and the notes space to plan your presentation.

I can explain the accessibility problem we chose to solve.

I can explain the design and how it uses forces, mechanical energy transfer, circuits, or energy transformation to make a light rail train system more accessible.

I can explain the changes we made to our design and why we made those improvements.

I have a role in the presentation.

My Presentation Notes

Name:

LESSON 15 ACTIVITY GUIDE A

Ask Questions

Date:

During presentations, ask questions about the group’s solution and design process. Choose one of the questions below or ask one of your own.

▪ What materials did you use in your design? Why did you choose those materials?

▪ How do the parts of your design use forces or transform energy to make the light rail train systems more accessible?

▪ What changes did you make to your design? Why did you make those changes?

▪ How does your design use

▪ balanced and unbalanced forces acting on an object?

▪ mechanical energy transfer and motion?

▪ the transformation of chemical to electrical to light energy?

▪ a complete and working electrical circuit? Or write your own question:

Name: Date:

LESSON 15 ACTIVITY GUIDE B

Reflect on the Share Stage

Use this checklist to reflect on your knowledge.

I can explain the materials we used in our design and why we chose them.

I can explain the design and how it uses forces or transforms energy to make a light rail train system more accessible.

I can explain the changes we made to our design and why we made those improvements.

I can explain how unbalanced forces in a system transfer mechanical energy to move or stop an object.

I can explain how balanced forces in a system prevent an object from moving.

I can explain how energy transforms from chemical into electrical and light energy.

I can explain how electrical energy flows in a complete circuit.

I can identify the parts of a complete and working electrical circuit.

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher Comments

Name:

LESSON 16 ACTIVITY GUIDE A

Make a Relationship Map

Cut out these terms related to forces, motion, and energy.

Date:

Accessible Chemical energy Circuit

Conductor

Electrical energy Energy

Force Friction Insulator

Mass Switch

Thermal energy

Transit

Concept Map

Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. When you have finished your map, glue the terms to the paper.

Name:

LESSON 16 ACTIVITY GUIDE B

Notice and Wonder Notice

Date:

Bibliography

Sun, Earth, and Moon System

Helies, Tony. 2002. “Galileo and the Moons of Jupiter.” Highlights for Children, February 2002, 40–41.

Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Frankie Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif,

Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner, Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

Journey with astronauts, astronomers, and ancient navigators to explore the Sun, Moon, and stars. Learn how scientists accurately measured and predicted Earth’s movement long before astronauts ventured into space. Uncover surprising patterns that help explain your observations of objects in the sky.

In the Spotlight: How can you use forces and energy to meet people’s needs? Investigate the parts of a light rail transit system to find out. Then use what you learn to help make light rail trains more accessible. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 5 MODULES

1 EARTH PROCESSES with Spotlight Lessons on Physical Properties of Matter

2 ECOSYSTEMS

3 SUN, EARTH, AND MOON SYSTEM with Spotlight Lessons and a Capstone Project on Forces, Motion, and Energy

ON THE COVER

Celestial Navigation, 1958

Joseph Cornell, American, 1903–1972

Assemblage of painted wood and printed papers, aperitif glasses, marbles, plaster head, painted cork ball, metal rods, brad nails, and painted glass

Whitney Museum of American Art, New York, NY, USA

Photo

ISBN 979-8-88588-550-8 9 798885

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science®, Eureka Math®, Eureka Math2 ®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

© 2022 The Joseph and Robert Cornell Memorial Foundation

credit: Whitney Museum of American Art, 60th Anniversary Gif of Estée Lauder, Inc./Licensed by Scala/Art Resource, NY