space and technology unit d

Set Up Unit D
Getting Started D2
Curriculum Connections D4
Professional Development D6
Reaching All Learners D8
Chapter Pages
12Earth and Space
Science
361–392
Planning Chapter 12 361A
Directed Inquiry Explore What
causes day and night? 364
Lesson 1 What is the Sun? 366
Lesson 2 What causes day and night? 370
Lesson 3 What causes seasons to change? 374
Lesson 4 What can you see in the night sky? 376
Lesson 5 Why does the Moon seem to change? 380
Lesson 6 What is the solar system? 382
Guided Inquiry Investigate How can
you make a model of a constellation? 384
13
Technology in Our
World
393–416
Planning Chapter 13 393A
Directed Inquiry Explore How can
you move the ball? 396
Lesson 1 What is technology? 398
Lesson 2 How does technology help us? 402
Lesson 3 How do we use technology to
communicate? 404

Lesson 4 What are some other ways we use
technology? 406
Lesson 5 How do people make things? 408
Guided Inquiry Investigate How can
you make a maze? 410
Wrap-Up Unit D
Test-Taking Strategies 417
Unit D Wrap-Up 418
Full Inquiry Experiment Which tissue
is the strongest? 420
Full Inquiry Science Fair Projects 424
UNIT D • Space and Technology
D1
D2
UNIT D • Space and Technology
Includes:
• illustrated border
• punch-out picture
• label cards in English
and Spanish
• suggestions for use
• Starry Messenger
by Peter Sis.
Copyright 1996.
ISBN: 0-374-37191-1
• The Planets in Our
Solar System by
Franklyn M. Branley,
Kevin O’Malley
(illustrator).

Copyright 1998.
ISBN: 0-823-41364-0
• The Moon Book
by Gail Gibbons.
Copyright 1998.
ISBN: 0-823-41297-0
• How Many Stars in the
Sky?
by Lenny Hort
ISBN: 0-328-11792-7
Big Book
Collection
Includes:
• materials in
chapter bags
• mobile storage carts
• activity placemats
and trays
• Teacher’s Activity
Guides
Activities Kit materials School-supplied
materials
Chapter
12
p. 364
What causes day and
night?
flashlights
D batteries
dot labels

plastic foam balls
unsharpened pencils
crayons or markers
pp. 384–385
How can you
make a model of a
constellation?
flashlights
D batteries
black construction paper
safety goggles
sharpened pencils
Chapter
13
p. 396
How can you move
the ball?
small metal balls
plastic cups
rulers (with groove)
bar magnets
plastic spoons
books
unsharpened pencils
pp. 410–411
How can you make
a maze?
marbles safety goggles
cardboard
paper tubes

shoe boxes
masking tape
safety scissors
Unit
D
Experiment
Activity
pp. 420–421
Which tissue is the
strongest?
balances
gram cubes
marbles
plastic cups
rubber bands
droppers
plastic jars
facial tissues (3 types)
water
masking tape
UNIT D • Getting Started
D3
Connecting science
skills with reading
skills can help
improve scores and
comprehension in
both Reading and
Science. Students
receive introductory

instruction, have
two opportunities
to practice, and are
assessed on a reading
skill over the course of
each chapter.
Chapter 12: Alike
and Different
Chapter 13: Retell
Science
Process Skills
Chapter
12
Make a model
SE, pp. 364
• Make a definition,
pp. 384–385
• Observe, p. 385
Chapter
13
Communicate
SE, pp. 396, 411
• Predict, p. 410
• Observe, pp. 410,
411
• Communicate, p. 411

Target Reading
Skills and Strategies
Chapter

12

Alike and Different
SE, pp. 369, 383, 389
Below-Level Reader: Earth and Space
On-Level Reader: Discovering Earth
and Space
Advanced-Level Reader: Guide to the
Constellations
Chapter
13

Retell
SE, pp. 403, 409, 415
Below-Level Reader: Technology in
Our World
On-Level Reader: Technology
Advanced-Level Reader: Then and
Now: Flying Machines
D4
UNIT D • Space and Technology
Integrate the following
cross-curricular ideas
into your lessons as you
teach this Space and
Technology unit.
UNIT D • Curriculum Connections
D5
Social Studies in Science, SE/TE, p. 375
The First Telephone, TE, p. 405

Sun-Centered System, TE p. 383
Math in Science, SE/TE, pp. 381, 386, 405, 412
Art in Science, SE/TE, p. 379
Calendar Patterns, TE, p. 371
The Sun, TE, p. 373
Technology in Science, SE/TE, p. 377
NSTA SciLinks, SE, pp. 381, 398
Discovery Channel School DVD “The
Moon”
Students may access the
Online Student Edition at
www.sfsuccessnet.com
Reading Strategy, Alike and Different, SE/TE,
pp. 369, 383, 389
Reading Strategy, Retell, SE/TE, pp. 403, 409,
415
Constellations, TE, p. 377
My Science Journal, TE, pp. 369, 373, 379, 382,
401, 409
Writing in Science, SE/TE, pp. 371, 373, 389,
401, 407, 415
• overarching
questions that tie
questions and
concepts together
• cannot be answered
in single sentence
• help children
develop a richer
understanding of

science
Chapter
12
What are some ways
the Earth moves?
Earth spins, or rotates, on its axis. It also
revolves, or moves in an orbit, around the
Sun. Earth’s movements cause day and
night as well as the seasons of the year.
As Earth moves around the Sun, people
on Earth can see different constellations
throughout the year.
Facilitate Understanding
Have children try to name all of the
planets. Allow children to work together
to list any information they know about
the planets. Encourage children to list
any questions they have about the
planets. Guide children to answer their
questions throughout the chapter.
Ask children to name and describe the
four seasons of the year. Tell children
to include details about the weather
conditions during each season.
D6
UNIT D • Space and Technology
Background information
is available on the Space
and Technology volume
of the Discovery Channel

Professional Development
DVD. Relevant segments
include:
The Sun
The Solar System
Galaxies
Tools of Exploration
Additional content
support is available
online at http://www.
nasa.gov
Also refer to these
technology resources:
at sfsuccessnet.com
UNIT D • Professional Development
D7
Chapter 13
What are some ways
technology helps us?
Technology is the use of science to solve
problems. Cars, airplanes, and trains are
ways that technology helps us to travel.
Vaccines, X-rays, and MRIs are ways
that technology helps us to stay healthy.
Telephones and computers are ways that
technology helps us communicate. Satellites
are one way that technology helps us
gather information. Clothing and bicycles
are examples of products that are made as
a result of technology.

Facilitate Understanding
Tell children that something is invented
when it is made for the first time. Have
children list three inventions they know.
Ask children different ways in which
they can learn new information.
Discuss how these ways are related to
technology. For example, they can learn
from a book that is written and printed
with the help of technology. They can
watch a show on television, which is
produced through technology. They can
learn about conditions in other parts
of the world, which comes through
technology.
for Professional
Development
Additional
Resources
These suggested
strategies can help
you customize
instruction for children
with individual needs.
Advanced Learners
Help children extend their thinking as they
focus on essential questions for Space and
Technology.
Essential Question: What are some
ways the Earth moves?

Brainstorm and Group
20 minutes Small Groups
• Ask children to describe how the Sun’s
position seems to change from sunrise to
sunset.
• Ask groups to list things they do in the
morning, afternoon, and at night.
• As a class, discuss how children follow a
pattern of events related to the continuous
cycle of day and night. For example, they
eat breakfast, brush their teeth, and get
dressed in the morning. At night they eat
dinner, brush their teeth, and change into
pajamas.
Special Needs
Utilize visuals to reinforce concepts
throughout the unit. Select a variety of
visuals, such as pictures, graphic organizers,
and real objects.
Compare and Contrast
20 minutes Small Groups
• Have groups study a visual for one
minute.
• Ask volunteers to describe one thing
about the visual. Encourage as many
descriptions as possible.
• Use their descriptions to discuss how the
visual is related to Earth. For example, if
a picture of the Sun is the visual, children
should relate the visual to light and heat

on Earth. Help children see how their
descriptions can be used to compare
different visuals.
English Language Learners
Modify the presentation of content to support
English Language Learners.
Guided Reading
20 minutes Whole Class
• Draw children’s attention to a selection
from the unit. Have children examine and
describe illustrations or photos on the
page and use them to make predictions
about the text.
• Read the selection to and then with
children. Have children choral read or
echo read (repeat after you one or two
sentences at a time).
• Ask children to locate text on the page
that may confirm their predictions.
Multi-Age Classroom
Children working together in cooperative
multi-age teams have the chance to learn
from one another and to find inconsistencies
in their own thinking.
Compare and Discuss
20 minutes Pairs
• Have children work individually on
assigned Lesson Checkpoint questions,
Scaffolded questions, or Chapter Review
questions.

• Pair each child with a child from another
grade and have them compare and
discuss their answers to the questions.
D8
UNIT D • Space and Technology
Leveled Reader
Teacher’s Guide
Leveled Reader
Teacher’s Guide
Leveled Reader
Teacher’s Guide
Below-Level Leveled Reader has
the same content as Chapter 12, but is
written at a less difficult reading level.
On-Level Leveled Reader has the
same concepts as Chapter 12, and is
written at grade level.
Advanced Leveled Reader is
above grade level and enriches the
chapter with additional examples and
extended ideas.
Leveled Readers deliver the same concepts and skills as the chapter.
Use Leveled Readers for original instruction or for needed reteaching.
Key Content and Skill in Leveled Readers and Chapter 12
Content
Earth and Space
Vocabulary
axis crater
rotation phase
orbit solar system

constellation
Target Reading Skill
Alike and Different
Graphic Organizer
CHAPTER 12 • Differentiating Instruction
361A
sfsuccessnet.com
Use the online database to search for additional
leveled readers by level, title, content, and skill.
by Harriet Stansbury
Space and Technology
Leveled Practice Leveled Practice Leveled Practice
361B
UNIT D • Space and Technology
Lesson/Activity Pacing Science Objectives
Build Background pp. 361–363
Flip Chart Activity What causes the seasons?
Flip Chart Activity What do constellations look like?
20 minutes
• The student identifies words and constructs meaning
from text, illustrations, graphics, and charts using the
strategies of phonics, word structure, and context clues.
Explore What causes day and night? p. 364
How to Read Science p. 365
20 minutes
20 minutes
• The student knows that people use scientific processes
including hypothesis, making inferences, and recording
and communicating data when exploring the natural
world.

1
What is the Sun? pp. 366–369
30 minutes
• The student describes characteristics of the Sun and its
importance to the Earth.
2
What causes day
and night?
pp. 370–373
30 minutes
• The student knows that each time the Earth completes
one rotation, one day has passed and that this takes
24 hours.
• The student knows that the appearance of sunrise and
sunset is due to the rotation of Earth every 24 hours.
3
What causes seasons
to change?
pp. 374–375
20 minutes
• The student knows that the Moon moves around the
Earth, the Earth moves around the Sun, and the Moon
is visible when it reflects the light from the Sun.
4
What can you see in
the night sky?
pp. 376–379
30 minutes
• The student describes objects that are visible in the
night sky.

5
Why does the Moon
seem to change?
pp. 380–381
20 minutes
• The student knows that the Moon moves around the
Earth, the Earth moves around the Sun, and the Moon
is visible when it reflects the light from the Sun.
6
What is the solar
system?
pp. 382–383
20 minutes
• The student knows that stars and planets are always in
the sky.
Investigate How can you make a model of a
constellation? pp. 384–385
30 minutes
• The student analyzes, constructs, and operates models
in order to discover attributes of the real thing.
Wrap-Up Chapter 12 pp. 386–392
Math in Science: Planets in Orbit
Chapter 12 Review and Test Prep
NASA Feature: Mission to Mars
NASA Career: Astronomer
20 minutes
20 minutes
20 minutes
20 minutes
• The student uses mathematical language to read and

interpret data on a simple concrete graph, pictorial
graph, or chart.
• The student knows ways in which tools are used by
scientists.
• The student knows that there are many objects in the
sky that are visible only at night.
Other quick
options . . .
ACTIVITY
TE pp. 362, 366, 370,
374, 376, 380, 382, 386
TRANSPARENCIES 62, 63,
64, 65, 66, 67
SUMMARY
TE pp. 366, 368, 370,
372, 374, 376, 378, 380,
382
CHAPTER 12 • Planning Guide
361C
Vocabulary/Skills Assessment/Intervention Resources/Technology
Process Skills:
Make and use a model
Infer
Communicate
• Chapter Review, SE, pp. 388–389 (1–7) • Science Content
Transparency 12
• Workbook, p. 137
• Graphic Organizer
Transparency 3
• Vocabulary Cards

• Activity Book, pp. 125–126
• Discovery Channel School
DVD, The Moon
Process Skill: Model
Target Reading Skill:
Alike and Different
• Explain Your Results, SE, p. 364
• Activity Rubric
Alike and Different, SE, p. 365
• Activity Book, pp. 121–122
• Activity DVD
• Activity Placemat 26
• Workbook, pp. 138–139
• Every Student Learns, p. 73
• Scaffolded Questions, TE, pp. 367, 369
• Checkpoint Questions, SE p. 369
• Chapter Review, SE, pp. 388–389 (9, 12)
Alike and Different, SE, p. 369
• Workbook, p. 140
• Quick Study, pp. 124–125
• Every Student Learns, p. 74
axis
rotation
• Scaffolded Questions, TE, pp. 371, 373
• Checkpoint Questions, SE, pp. 371, 373
• Chapter Review, SE, pp. 388–389
(1, 6, 8, 10)
• Workbook, p. 141
• Quick Study, pp. 126–127
• Every Student Learns, p. 75

orbit • Scaffolded Questions, TE, p. 375
• Checkpoint Questions, SE, p. 374
• Chapter Review, SE, pp. 388–389 (4)
• Workbook, p. 142
• Quick Study, pp. 128–129
• Every Student Learns, p. 76
constellation
crater
• Scaffolded Questions, TE, pp. 377, 379
• Checkpoint Questions, SE, pp. 376, 379
• Chapter Review, SE, pp. 388–389 (3)
• Workbook, p. 143
• Quick Study, p. 130–131
• Every Student Learns, p. 77
phase • Scaffolded Questions, TE, pp. 381
• Checkpoint Questions, SE, p. 381
• Chapter Review, SE, pp. 388–389 (5, 11)
• Workbook, p. 144
• Quick Study, pp. 132–133
• Every Student Learns, p. 78
solar system • Scaffolded Questions, TE, p. 383
• Checkpoint Questions, SE, p. 383
• Chapter Review, SE, pp. 388–389 (7, 13)
Alike and Different, SE, p. 383
• Workbook, p. 145
• Quick Study, pp. 134–136
• Every Student Learns, p. 79
Process Skill:
Make a definition
• Explain Your Results, SE, p. 385

• Activity Rubric
• Activity Book, pp. 123–124
• Activity DVD
• Activity Placemat 27
Math Skill:
Put in Order
• Scaffolded Questions, TE, p. 387
Alike and Different, SE, p. 389
Chapter 12 Test
www.sfsuccessnet.com/
successtracker
• Workbook, p. 146
• Assessment Book, pp. 87–90
If time is short . . .
• Build Background,
pp. 362–363
• Explore Activity, p. 364
• How to Read Science,
p. 365
• Lesson 1, pp. 366–369
• Lesson 2, pp. 370–373
• Lesson 6, pp. 382–383
Other Resources The following Resources are available for activities found in the Student Edition.
Demonstration Kit If you wish to
rehearse or demonstrate the Chapter
12 activities, use the materials
provided in the Demonstration Kit.
Classroom Equipment Kit
Materials shown above in italic
print are available in the Classroom

Equipment Kit.
Activity Placemats The Equipment
Kit includes an Activity Placemat for
each activity, a work surface that
identifies the materials that need to
be gathered.
Activity Transparencies
Use a transparency to focus children’s
attention on the Quick Activity for each
lesson.
Teacher’s Activity Guide For
detailed information about Inquiry
Activities, access the Teacher’s Activity
Guide at
www.sfsuccessnet.com.
361D
UNIT D • Space and Technology

Explore What causes day
and night? p. 364
Time 15 minutes
Grouping small groups
Materials flashlight and D batteries;
dot label; plastic-foam ball (3 in diam);
unsharpened pencil; crayons or markers
Alternative Materials Small
pieces of masking tape can be used
instead of dot labels.
What to Expect Children will
demonstrate that day and night are

caused by the Sun shining on part of
the Earth as it spins. Light from the
flashlight will light one side of the
foam ball and the other side of the ball
will be dark.
Teaching Tip Have one child in
each group hold the flashlight and
another child hold the model. Children
can take turns holding the flashlight
and the model.
Safety Note Tell children not to
look directly into the flashlight or shine
the light into the eyes of other children.
Activity DVD Unit D,
Chapter 12
Activity Placemat Mat 26

Investigate
How can
you make a model of a
constellation? pp. 384–385
Time 30 minutes
Grouping small groups
Materials flashlight and D batteries;
safety goggles (1 per child); sharpened
pencil; black construction paper
(1 sheet)
Science Center This activity can
be set up in your Science Center for
children to work on throughout the day.

What to Expect Children will
create models of constellations by
shining light through holes they make
in black paper.
Safety Notes Remind children to
wear their safety goggles and to be
careful when poking holes in the paper.

Activity DVD Unit D,
Chapter 12
Activity Placemat Mat 27
Children learn to ask and answer scientific questions as they
progress to greater independence in scaffolded inquiry.
Directed Inquiry A Directed Inquiry activity begins each chapter.
Guided Inquiry A Guided Inquiry activity closes each chapter.
Full Inquiry Experiments and Science Fair Projects at the end of each
unit provide opportunities for Full Inquiry.
24
What to Do
Choose a constellation from
your book.
Make a Model Use
the stickers on the black
construction paper to make a
picture of the constellation.
What do constellations look like?
Materials
Use with Chapter 12
Use the white crayon to label
the constellation you made.

Connect the dots to make the
shape of the constellation.
Explain Your Results
Communicate
Suppose you connect the dots differently.
What other animal or object might the
constellation look like?
black paper
white stickers
white crayon
Using pictures
and using
words are two
ways you can
communicate
what you
learned.
Activity Flip Chart, p. 24
Materials
23
What to Do
Place a black dot sticker on
the globe where you live.
Make and Use a Model
Lay the fl ashlight on a stack
of books so that the light
shines on the middle of the
globe. The fl ashlight stands
for the Sun.
Place the

globe so that
it is tilted away
from the fl ashlight.
Turn on the fl ashlight.
Use a yellow dot to mark the
center of where the light hits
the globe. This is position A.
Move the globe a quarter of
the way around the fl ashlight.
Turn the fl ashlight to shine on
the globe. Spin the globe so
that the yellow dot faces the
fl ashlight. Use another yellow
dot to mark the center of
where the light hits the globe.
This is position B.
Repeat steps 4 and 5 two more
times. Now you have placed
the globe in four different
positions—A, B, C, and D.
Explain Your Results
1. Infer Each position stands for Earth at the beginning
of a different season. Which position is the beginning
of winter where you live? Which position is the
beginning of summer?
2. What causes the seasons to change where you live?
What causes the seasons?
Use with Chapter 12
You use a
model

to infer
where Earth is
in space during
each season.
books
globe
fl ashlight
black and yellow
dot stickers
Activity Flip Chart, p. 23
CHAPTER 12 • Activity Guide
361E
Activity Flip Chart
What causes the seasons?
Use this center activity after teaching Lesson
3 of the chapter.
Process Skills Make and use a
model, infer
Time 15 minutes
Grouping pairs
Materials globe that is permanently tilted
correctly to 23
1
2
degrees; white and yellow
dot stickers; flashlight; books
Procedure
• As children make and use a model,
you may need to help them use the books
to support the flashlight so that the light

strikes the globe in the middle when
rested on the table.
• To help children infer Earth’s position, it may be useful to mark positions A,
B, C, and D on the index cards.
What to Expect Children will observe that the flashlight shines directly
on the globe on different places as the ball is moved from position to position
around the flashlight, but that it strikes on the Equator at positions B (spring)
and D (fall).
Think About It
1. Winter–A; Summer–C
2. Earth’s tilt and its movement in its orbit around the Sun cause the seasons to
change in any one place.
Activity Flip Chart
What do constellations look like?
Use this center activity after teaching Lesson
4 of the chapter.
Process Skills Make a model,
communicate
Time 10 minutes
Grouping pairs
Materials black construction paper
(8
1
2
x 11 in.); glow-in-the-dark white dot
stickers; white crayon
Procedure
• After children make a model, have
children who drew a Big Dipper pair up
with children who drew a Little Dipper

and put their papers together.
• Ask children to communicate by
describing the picture formed by their stars.
• Discuss how travelers long ago used the dippers to tell directions; the North
Star is at the end of the handle of the little Dipper, and the two stars on the
side of the big dipper point to it.
What to Expect Children will illustrate one of the constellations.
Think About It
Answers will vary. For example, for students who chose the Big Dipper, they
might imagine that the handle of the Big Dipper is an animal’s tail.
Workbook, p. 137 Workbook, pp. 138–139
Use with How to Read Science, p. 365
Use with Lesson 1, pp. 366–369 Use with Lesson 2, pp. 370–373
Workbook, p. 140 Workbook, p. 141
Use with Build Background,
pp. 362–363
361F
UNIT D • Space and Technology
© Pearson Education, Inc.
Name ______________________________
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Before You Read Lesson 1
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. The Sun is Earth’s closest star. True Not True
2. The Sun is smaller than Earth. True Not True
3. Without the Sun, nothing could live. True Not True
After You Read Lesson 1

Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. The Sun is Earth’s closest star. True Not True
2. The Sun is smaller than Earth. True Not True
3. Without the Sun, nothing could live. True Not True
Think, Read, Learn
Use with pages 367–369.
What is the Sun?
Workbook Think, Read, Learn 140
© Pearson Education, Inc.
138 How to Read Science Workbook
Name ______________________________
Use with Chapter 12.
Alike and Different
Read the science story.
Look at the pictures.
Spring and Fall
Spring and fall are two seasons of the year.
In spring, the days start to get longer. Many
trees begin to grow leaves. In fall, the days
start to get shorter. The leaves on many trees
change color and fall off. But in both seasons,
the hours of daylight are about the same.
Apply It!
Fill in the graphic organizer on page 137. Tell
how spring and fall are alike. Tell how they
are different.
© Pearson Education, Inc.

Name ______________________________
Before You Read Lesson 2
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. Half of Earth is always lit by the Sun. True Not True
2. Earth turns once every 24 hours. True Not True
3. The Sun moves across the sky
each day. True Not True
After You Read Lesson 2
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. Half of Earth is always lit by the Sun. True Not True
2. Earth turns once every 24 hours. True Not True
3. The Sun moves across the sky
each day. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 370–373.
What causes day
and night?
Workbook Think, Read, Learn 141
Name ______________________________
Vocabulary Preview
Use with Chapter 12.
Draw a picture or write a sentence to go with
each word.

solar system orbit
axis crater
rotation phase
constellation
Directions: Read the words and draw pictures to illustrate them or write sentences
about them. Cut out the boxes to use as word cards.
Home Activity: Give clues to the vocabulary words, such as how Earth goes around
the Sun and a big hole made by a rock, and have your child say the correct words.
Workbook Vocabulary Preview
137
Use the following
Workbook pages to
support content and skill
development as you teach
Chapter 12. You can also
view and print Workbook
pages from the Online
Teacher’s Edition.
CHAPTER 8 • Workbook Support
361G
Use with Lesson 3, pp. 374–375 Use with Lesson 4, pp. 376–379
Workbook, p. 142 Workbook, p. 143
Use with Lesson 5, pp. 380–381
Workbook, p. 144
Use with Lesson 6, pp. 382–383
Workbook, p. 145
© Pearson Education, Inc.
Name ______________________________
Before You Read Lesson 3
Read each sentence. Do you think it is true? Do

you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. The way Earth spins is called an orbit. True Not True
2. Earth’s tilt and Earth’s orbit cause
the seasons. True Not True
3. We get less direct sunlight in winter. True Not True
After You Read Lesson 3
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. The way Earth spins is called an orbit. True Not True
2. Earth’s tilt and Earth’s orbit cause
the seasons. True Not True
3. We get less direct sunlight in winter. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 374–375.
What causes seasons
to change?
Workbook Think, Read, Learn 142
© Pearson Education, Inc.
Name ______________________________
Before You Read Lesson 4
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. Patterns of stars are constellations. True Not True
2. The Moon has a smooth surface. True Not True

3. The Moon can be seen in the
daytime. True Not True
After You Read Lesson 4
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. Patterns of stars are constellations. True Not True
2. The Moon has a smooth surface. True Not True
3. The Moon can be seen in the
daytime. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Workbook Think, Read, Learn
143
Think, Read, Learn
Use with pages 376–379.
What can you see in the
night sky?
© Pearson Education, Inc.
Name ______________________________
Before You Read Lesson 5
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. The Moon orbits Earth. True Not True
2. The Moon makes its own light. True Not True
3. Phases of the Moon have
different shapes. True Not True
After You Read Lesson 5

Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. The Moon orbits Earth. True Not True
2. The Moon makes its own light. True Not True
3. Phases of the Moon have
different shapes. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 380–381.
Why does the Moon
seem to change?
Workbook Think, Read, Learn 144
© Pearson Education, Inc.
Name ______________________________
Before You Read Lesson 6
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. Only planets are in our solar system. True Not True
2. The Sun is the center of our
solar system. True Not True
3. There are nine planets in our
solar system. True Not True
After You Read Lesson 6
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an

X by each answer that you changed.
1. Only planets are in our solar system. True Not True
2. The Sun is the center of our
solar system. True Not True
3. There are nine planets in our
solar system. True Not True
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Think, Read, Learn
Use with pages 382–383.
What is the solar system?
Workbook Think, Read, Learn 145
Assessment
Options
Formal Assessment
• Chapter Review and Test
Prep, SE pp. 388–389
• Assessment Book,
pp. 87–90
• Prescriptions for
remediation are shown
on TE p. 389
Performance
Assessment
• Unit Wrap-Up, SE
pp. 418–419
Ongoing Assessment
• Diagnostic Check,
TE pp. 367, 371, 377
• Scaffolded Questions,

TE pp. 367, 369, 371,
373, 375, 377, 379,
381, 383, 387
Portfolio Assessment
• My Science Journal,
TE pp. 369, 373, 378,
382
• Data management
system to assess
Adequate Yearly
Progress (AYP) and
provide intervention
• Alternative test
formats are available
online or through
ExamView CD-ROM
361H
UNIT D • Space and Technology
Assessment Book, p. 88
Chapter 12 Test
Chapter 12 Test
Assessment Book, p. 87
Assessment Book, p. 90
Chapter 12 TestChapter 12 Test
Assessment Book, p. 89
Use the following Assessment Book pages
and ExamView to assess Chapter 12
content. You can also view and print
Assessment Book pages from the Online
Teacher’s Edition.

© Pearson Education, Inc.
Name ______________________________
ᕨ Which object appears the brightest in the
night sky?
൵ the Sun
൶ the stars
൷ the Moon
൸ the planets
ᕩ The shape of the lighted part of the Moon
changes. What is this shape called?
Ꭽ an axis
Ꭾ a phase
Ꭿ a crater
൳ an orbit
µ Look at the picture.
Think about what is in the picture.
Then complete the sentence.
The planets and other objects that orbit the
Sun are called the
.
൵ craters
൶ night sky
൷ solar system
൸ constellations
Chapter 12 Test
Assessment Book Chapter 12 Test
89
© Pearson Education, Inc.
Name ______________________________
ᕥ Which season is it when your part of Earth

is tilted toward the Sun?
Ꭽ Fall
Ꭾ Spring
Ꭿ Winter
൳ Summer
ᕦ How long does it take Earth to orbit the Sun
one time?
൵ about one day
൶ about one year
൷ about one week
൸ about one month
ᕧ Look at the picture.

Think about what you see in the picture.
What is shown in the picture?
Ꭽ a phase
Ꭾ a crater
Ꭿ a solar system
൳ a constellation
Chapter 12 Test
88 Chapter 12 Test Assessment Book
Living things need heat and light. The Sun gives us
The Moon reflects light from the Sun.
heat and light.
© Pearson Education, Inc.
Name ______________________________
¸ What is a crater?
Ꭽ a large rock from space
Ꭾ a bright object in the night sky
Ꭿ a group of stars that form a picture

൳ a hole in the ground that is shaped like a
bowl
¹ What is in the center of our solar system?
൵ the Sun
൶ Earth
൷ the Moon
൸ the Big Dipper
Write the answers to the questions on the lines.
Ƹ Why do living things on Earth need the Sun?
(2 points)
ƹ Where does the Moon’s light come from?
(2 points)
90 Chapter 12 Test Assessment Book
Chapter 12 Test
Name ______________________________
Read each question and choose the best answer.
Then fill in the circle next to the correct answer.
ᕡ Why does the Sun look bigger than other
stars?
Ꭽ The Sun is hotter than other stars.
Ꭾ The Sun is bigger than other stars.
Ꭿ The Sun is closer to Earth than other stars.
൳ The Sun is farther away from Earth than
other stars.
ᕢ Complete the sentence.
Earth is always spinning on an imaginary
line called __________.
൵ a tilt
൶ an axis
൷ an orbit

൸ a rotation
ᕣ What causes day and night?
Ꭽ Earth’s tilt
Ꭾ Earth’s rotation
Ꭿ Earth’s orbit around the Sun
൳ Earth’s orbit around the Moon
ᕤ Why does the Sun look like it rises and sets?
൵ Earth rotates on its axis.
൶ Earth is tilted on its axis.
൷ The Sun moves around Earth.
൸ The Moon moves around Earth.
Chapter 12 Test
Assessment Book Chapter 12 Test
87
361
what is in the day and
night sky.
how Earth, the Sun, and
the Moon move.
Chapter 12
Earth and Space

knows that the light reflected by
the Moon looks a little different every day but
looks the same again.

knows that the appearance of
sunrise and sunset is due to the rotation of Earth
every 24 hours.

knows that there are many objects
in the sky that are visible only at night.

knows that people use scientific
processes including hypotheses, making
inferences, and recording and communicating
data when exploring the natural world.

understands that most natural
events occur in comprehensible, consistent
patterns.
TEACHING
PLAN
Professional Development
To enhance your qualifications in science:
• preview content in Space and Technology DVD Segments The Sun,
The Solar System, and Stars and Galaxies.
• preview activity management techniques described in
Activity DVD Unit D, Chapter 12.
Technology Link
For additional information on the topics covered in this chapter, have
children view the Discovery Channel School DVD The Moon.
Chapter 12 Concept Web
Children can create a concept web to organize
ideas about Earth and Space.
CHAPTER 12 • Earth and Space
361
spins
on its
is made of

Solar System
planets
orbit
other objects
Earth
has
one
moves
in an
Moon
phasescraters
one of
which is
axis
has holes
called
goes
through
their moons
and
Sun
around
the
★
Science Objectives
The student
The student
The student
The student
The student

If time is short…
Use Build Background page to engage children in
chapter content. Then do Explore Activity, How to
Read Science, and Lessons 1, 2, and 6.
To access student resources:
1. Go to www.sfsuccessnet.com.
2. Click on the register button.
3. Enter the access code frog and your school’s zip code.
Workbook, p. 137
© Pearson Education, Inc.
Graphic Organizer Transparency 3
Three-Column Chart
Graphic Organizer
Transparency 3
Vocabulary Cards
axis
constellation
axis
solar system
rotation
362
© Pearson Education, Inc.
Name ______________________________
Vocabulary Preview
Use with Chapter 12.
Draw a picture or write a sentence to go with
each word.
solar system orbit
axis crater
rotation phase

constellation
Directions: Read the words and draw pictures to illustrate them or write sentences
about them. Cut out the boxes to use as word cards.
Home Activity: Give clues to the vocabulary words, such as how Earth goes around
the Sun and a big hole made by a rock, and have your child say the correct words.
Workbook Vocabulary Preview
137
Build Background

identifies words and constructs
meaning from text, illustrations, graphics, and
charts using the strategies of phonics, word
structure, and context clues.
Chapter 12 Vocabulary Words
axis, p. 370
rotation, p. 370
orbit, p. 374
constellation, p. 376
crater, p. 378
phase, p. 381
solar system, p. 382
Introduce the Concept
Discuss Essential Question
Read the Chapter 12 Essential Question to
children, What are some ways the Earth
moves? Then ask children: What object is in
the sky during the day? Sun What object
is in the sky during the night? Moon Why
do you think we have day and night on
Earth? Lead children to think about the movement

of Earth that causes day and night. Tell children
that in this chapter they will learn about the
movements of Earth.
ACTIVITY
Ask children: What types of objects would
you expect to find in space? Possible
answers: planets, stars, moons. Have children
discuss what they have seen when they have
looked at the sky at night.
Build Background Resources
ELL Support
Access Content Before reading the chapter text, lead children on a
picture/text walk.
362
UNIT D • Space and Technology
★
Science Objective
The student
crater phase
orbit
363
Chapter 12
Vocabulary
axis page 370
rotation page 370
orbit page 374
constellation
page 376
crater page 378
phase page 381

solar system
page 382
CHAPTER 12 • Build Background
363
Introduce Vocabulary
Use the following Prediction/Confirmation chart
provided on sfsuccessnet.com or Graphic
Organizer Transparency 3.
Prediction Confirmation
axis
rotation
orbit
constellation
crater
phase
solar system
On Graphic Organizer Transparency 3, list
vocabulary words under the first column. Explain
to children that you will fill in the Prediction column
of the chart together.
• Pronounce each word. Solicit information from
children as you fill in the Prediction column. For
example, children may predict that an orbit is
the path an object follows through space.
• Guide children as you fill in the Prediction
column by asking a question such as, “What
kind of movement do you think rotation
describes?”
• Tell children they will fill in the last column as
they read the chapter.

Word Recognition Use the Vocabulary Cards
to reinforce recognition of each written word and
its definition.
Practice
Vocabulary Strategy: Which Word?
Using the Vocabulary Cards, read the definition of
a vocabulary word aloud. Ask: Which word is
that?
Ask children to participate in a form appropriate
to their level of skill:
• choral response
• telling a partner
• pointing to the word in the pictures
• selecting the word from the Vocabulary Cards
Science Background
Gravity and the Solar System
• Gravity is the force that holds the solar system together. (Gravity was
explored in Chapter 10.) The force of gravity exerted between the
Sun and other objects holds those objects in the solar system in their
orbits around the Sun.
• Gravitational attraction between two objects increases with mass.
That is, the Sun pulls on Earth as hard as Earth pulls on the Sun. But
because of its large mass, the Sun doesn’t move. The Sun accounts
for about 99.9 percent of the mass of the entire solar system.

Call
1-888-537-4908
with activity
questions.
© Pearson Education, Inc.

Name ______________________________
Explore: What causes night and day?
Scoring Criteria 1234
Student followed directions to complete
this activity.
Student made a model of Earth.
Student used a flashlight to model
the Sun.
Student observed the position and
movement of the Sun and Earth in space
using a flashlight for the Sun and the
model for Earth.
Student explained how the model
showed day and night.
Scoring Key
4 points correct, complete, detailed
3 points partially correct, complete, detailed
2 points partially correct, partially complete, lacks
some detail
1 point incorrect or incomplete, needs assistance
Activity Rubric
Use with Chapter 12, p. 364
T90 Directed Inquiry Activity Book
Activity Rubric
© Pearson Education, Inc.
Name ______________________________
Activity Book Directed Inquiry 121
Use with Chapter 12, p. 364
Notes for Home: Your child observed models to understand that when the Sun
lights the side of Earth we are living on, it is daytime; and when that part of Earth

turns away from the Sun it is nighttime.
Home Activity: Observe the Sun in the sky in the morning and evening of one
day. Discuss how the Sun’s position changed because Earth has moved.
Explain Your Results
How does your model show day and night?
Explore What causes day
and night?
Activity Book pp. 121, 122
Use Activity DVD
Unit D, Chapter
12 to preview
this activity.
364
Explore What causes day and night?
Materials
What to Do
Make a model of Earth.
Turn your model of Earth.
Watch the child.
Explain Your Results
How does your model show
day and night?
foam ball
child
The fl ashlight
is like the Sun.
You can use
models
of
Earth and

the Sun to
understand
what causes
day and night.
foam ball
pencil
dot sticker
crayons or markers
fl ashlight
Shine a fl ashlight on
your model.
red dot sticker
364
UNIT D • Space and Technology

Explore What causes
day and night?

knows that people use scientific
processes including hypothesis, making
inferences, and recording and communicating
data when exploring the natural world.
Build Background
This activity guides children to understand how the
Sun lights the part of Earth where it is daytime.
Managing Time and Materials
Time: 15 minutes
Groups: small groups
Materials: flashlight and D batteries; dot label;
plastic-foam ball; unsharpened

pencil; crayons or markers
*Materials listed in italic are kit materials.
What to Do
Engage Ask children to compare day and night.
Explore Have children rotate the foam ball West
to East to model the motion of Earth on its axis.
Explain Ask groups to describe what each part
of the model represents.
Evaluate Discuss that the side of Earth facing
away from the Sun experiences night, while the
side of Earth facing the Sun experiences day.
Extend Change the speed of Earth’s rotation to
find out how the length of day and night is affected.
Explain Your Results
Model The ball represents Earth and the flashlight
represents the Sun. The part of the ball that is lit up
shows day. The dark side of the ball shows night.
As Earth rotates on its axis, different parts of Earth
experience day and night.
Have each group make and describe their
models to the rest of the class.
Activity Resources
Find more about this activity at our Web site.
• See the Teacher’s Activity Guide for more support.
• An alternative activity is also available to download.
★
Science Objective
The student
Workbook, pp. 138–139
Alike and Different

Alike means how things are the same.
Different means how things are not the same.
Science Pictures
Apply It!
Look at the pictures.
Tell how day and night
are alike and different.
Think of your
model
to help you.
Alike
365
Different
© Pearson Education, Inc.
138 How to Read Science Workbook
Name ______________________________
Use with Chapter 12.
Alike and Different
Read the science story.
Look at the pictures.
Spring and Fall
Spring and fall are two seasons of the year.
In spring, the days start to get longer. Many
trees begin to grow leaves. In fall, the days
start to get shorter. The leaves on many trees
change color and fall off. But in both seasons,
the hours of daylight are about the same.
Apply It!
Fill in the graphic organizer on page 137. Tell
how spring and fall are alike. Tell how they

are different.

Alike and Different

understands similarities and
differences across texts (for example, topics,
characters, problems).
About the Target Skill
The target skill for Earth and Space is Alike and
Different. Children are introduced to the skill as
you guide them through this page.
Introduce
Show children a picture of a dog and a picture of
a cat. Ask children to look carefully at the pictures
and consider how the animals are alike and
different. Ask: Can you name two ways in
which the dog and cat are alike? Can you
name two ways in which the dog and cat
are different? Alike: Both are animals, have four
legs, have fur. Different: Cat is smaller, cat meows,
dog barks.
Model the Skill
Read page 365 together. Have children look at the
Science Pictures. Have them think about ways they
are alike and different.
Practice
Graphic Organizer
Look at the Graphic Organizer together. Work
with children to complete the Graphic Organizer
using the facts from the Science Pictures.

Apply It!
Alike Different
The playground
equipment is there
during the day and
night.
Sun is in the sky during
the day. Moon is in
the sky at night. No
children are at the
playground at night.
CHAPTER 12 • How to Read Science
365
How to Read Science Resource
ELL Support
For more practice on Alike and Different, use Every Student
Learns Teacher’s Guide, p. 73
★
Reading Objective
The student
Workbook, p. 140
366
You Are There
Sung to the tune of “Twinkle Twinkle Little Star”
Lyrics by Gerri Brioso & Richard Freitas/The Dovetail Group, Inc.
In the sky’s a great big star.
It’s the Sun and it’s real far!
The Sun lights up the sky so bright.
It also lights the Moon at night.
Heat and light come from the sun

And that is needed by everyone!
© Pearson Education, Inc.
Name ______________________________
Home Activity: Together talk about your child’s answers. Have your child explain
why his or her answers may have changed after reading the lesson.
Before You Read Lesson 1
Read each sentence. Do you think it is true? Do
you think it is not true? Circle the word or words
after each sentence that tell what you think.
1. The Sun is Earth’s closest star. True Not True
2. The Sun is smaller than Earth. True Not True
3. Without the Sun, nothing could live. True Not True
After You Read Lesson 1
Read each sentence again. Circle the word or
words after each sentence that tell what you
think now. Did you change any answers? Put an
X by each answer that you changed.
1. The Sun is Earth’s closest star. True Not True
2. The Sun is smaller than Earth. True Not True
3. Without the Sun, nothing could live. True Not True
Think, Read, Learn
Use with pages 367–369.
What is the Sun?
Workbook Think, Read, Learn 140
Chapter 12 Lesson 1
What is the Sun?

The student describes characteristics of the Sun
and its importance to Earth.
Introduce

Access Prior Knowledge
Have each child draw a picture of the Sun. As a
class, discuss the pictures and allow volunteers
to explain why they drew the Sun as they did.
Encourage children to think about the shape, size,
and color they selected.
Set Purpose
Tell children they are going to read about the Sun.
Help them set a purpose for reading, such
as to understand what the Sun is and why it is
important.
Teach
Sing or play “The Sun” for children. Then read
page 367 together. Remind children that matter
can be in different forms—solids, liquids, and
gases. The Sun is made mostly of the gases
hydrogen and helium. Tell children that the gases
in the Sun are so hot, they cause the Sun to glow.
Assign Quick Study pp. 124–125 to children who
need help with lesson content.
ACTIVITY
Have children think about a sunny day and a
cloudy day. Have them make a T-Chart with each
as a heading. Encourage children to list some
characteristics of each in the appropriate column.
Prompt their thinking by asking: On which
type of day is it warmer? On which type
of day is it brighter? Which type of day
might bring rain?
SUMMARY

• The Sun is a star made of glowing gases.
• The Sun is closer to Earth than any other star.
Lesson 1 Resources
Use the Science Songs CD to play “The Sun”
for the class.
366
UNIT D • Space and Technology
TRANSPARENCY 62
★
Science Objective
Lesson 1
What is the Sun?
Think of the stars you see in the sky at
night. Stars are made of hot, glowing
gases. The Sun is a star too. The Sun
seems brighter and larger than the
other stars. This is because the Sun is
the closest star to Earth. The Sun is so
bright that you cannot see other stars
during the day.
367
Ask children the following scaffolded questions
to assess understanding.
Scaffolded Questions
1. Name What type of object is the
Sun? A star
2. Explain Why does the Sun seem
brighter than any other star? It is closer
than any other star.
3. Choose Is the Sun solid, liquid, or

gas? Gas
Guide Comprehension
Review the meaning of the word Sun. Tell
children that another word that sounds
like Sun is son. When the word is spelled
s-o-n, it means a male child. Tell children that
words that sound the same but are spelled
differently and have different meanings are
called homophones. Work with children to find
other examples of homophones.
Extend Vocabulary
Diagnostic Check
If
children have difficulty understanding
that the Sun is bigger than it looks,
then. . .
hold up a basketball at different
distances from the class. Show children that
as you move away from them, the ball looks
smaller and smaller. Have children draw a
picture showing how the ball looks at each
position at which you stop.
Leveled Readers
Begin to use the Chapter 12 Leveled Readers with appropriate reading
groups at this time.
Earth and Space has
the same content
as Chapter 12, but
is written at a less
difficult reading level.

Discovering Earth and
Space has the same
concepts as Chapter
12, and is written at
grade level.
Guide to the
Constellations is
above grade level and
enriches the chapter
with additional
examples and
extended ideas.
by Harriet Stansbury
Space and Technology
CHAPTER 12 • Lesson 1
367
Why We Need the Sun
The Sun may look small, but it is really very big.
The Sun is much bigger than Earth. The Sun
looks small because it is so far away.
This is what the
Sun looks like
in space.
368
Science Background
Plants Need Sunlight
• Plants are the first level of most food chains. A food chain describes
how energy flows through an ecosystem. The ultimate source of
energy for most ecosystems is the Sun. Heat and light are forms of
energy.

• Most organisms on Earth depend on plants for food either directly
or indirectly. Plants make and store food through the process of
photosynthesis. During photosynthesis, plants convert the energy of
sunlight into chemical energy stored in food. Without sunlight, plants
could not conduct photosynthesis and therefore make food.

The student describes characteristics of the Sun
and its importance to Earth.
Teach (continued)
Read pages 368–369 with children. Ask children
to look at the picture of the Sun. Tell children that
if Earth were in this picture, it would be about the
size of a dime. Help children understand that the
Sun is many times larger than Earth.
Ask children to think about the other stars they see
in the sky at night. Tell children that when all the
stars are compared, the Sun is average in size.
That means that there are many stars that are
either smaller or larger than the Sun.
Tell children that no matter what the size, all stars
give out light and heat. The light and heat from
the Sun warm the water, land, and air on Earth.
Without the Sun, Earth would be too cold to live
on and the plants we need for food could not
survive. Explain that the light and heat from the
Sun carry a lot of energy. Warn children not to
look directly at the Sun because it can damage
their eyes.
SUMMARY
• The Sun is very big even though it looks small

from Earth.
• We can live on Earth because the Sun gives us
heat and light.
368
UNIT D • Space and Technology
★
Science Objective
The Sun is important to Earth. Earth gets
light and heat from the Sun. Living things
on Earth need light and heat. People,
plants, and animals can live on Earth
because of the Sun.
369
1. Why is the Sun important to living things
on Earth?
2.
How are the Sun and other stars
alike and different?
Ask children the following scaffolded questions
to assess understanding.
Scaffolded Questions
1. Describe How would you describe
the size of the Sun? Very big
2. Explain Why does the Sun look small
from Earth? It is far away.
3. Name What two things does the Sun
give off? Heat and light
Guide Comprehension
Point to the words big and small. Tell children
that these words are opposites, or antonyms.

These words are used to describe objects.
Therefore, they are also adjectives. Explain that
by using adjectives that are antonyms, children
can compare two things. In this case, children
can compare the way the Sun really is with how
it looks from Earth.
Extend Vocabulary
Assess
1. The Sun gives light and heat that living things
need.
2.

The Sun is like other stars because it is a
glowing ball of hot gases. The Sun is different
from other stars because it is closer to Earth than
any other star.
My Science Journal
A Day in the Sun
Tell children to think about something they did on a sunny day. Perhaps
they went to the beach, played soccer in the park, or took a walk. Have
children draw a picture of what they did and describe how the Sun
affected their day.
ELL Support
The Sun is a Star
Reinforce the idea that the Sun is a star by telling children that stars are
made of hot, glowing gases. The Sun is made of hot, glowing gases.
Thus the Sun is a star.
For scaffolded instruction about the Sun, use Every Student Learns
Teacher’s Guide, page 74.
CHAPTER 12 • Lesson 1

369