Our SOlAr SyStem And BeyOnd Tell It Again! Read-Aloud .
AstronomyGrade 3Core Knowledge Language Arts Listening & Learning StrandOur Solar System and BeyondTell It Again! Read-Aloud Anthology
AstronomyOUR SOLAR SYSTEM AND BEYONDTell It Again! Read-Aloud AnthologyListening & Learning StrandGRADE 3Core Knowledge Language Arts
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Table of ContentsAstronomyOUR SOLAR SYSTEM AND BEYONDTell It Again! Read-Aloud AnthologyAlignment Chart for Astronomy: Our Solar System and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vIntroduction to Astronomy: Our Solar System and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Lesson 1: Our Planet Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Lesson 2: Our Solar System, Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 3: Our Solar System, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Lesson 4: Galaxies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 5: Gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Pausing Point 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Lesson 6: Stars and Constellations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Lesson 7: The Big Bang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Lesson 8: Nicolaus Copernicus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Lesson 9: Space Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Lesson 10: Mae Jemison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Pausing Point 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Domain Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Alignment Chart for Astronomy: Our Solar System and BeyondThe following chart contains the core content objectives addressed inthis domain. It also demonstrates alignment between the Common CoreState Standards and corresponding Core Knowledge Language Arts(CKLA) goals.LessonAlignment Chart forAstronomy: Our Solar System and Beyond12345678910Core Content ObjectivesIdentify the sun as a constant source of heat and light energy Classify the sun as a star Identify our planet Earth as the third planet from the sun andideally suited for life Demonstrate how day and night on Earth are caused by Earth’srotation Explain why the sun seems to rise in the east and set in thewest Explain what happens during a solar eclipse and lunar eclipse Explain the reasons for seasons Describe the eight planets of our solar system and theirsequence from the sun Identify our solar system as the sun and all of the smallerbodies that orbit it, e.g., the planets, moons, asteroids, etc. Describe the characteristics of a planetExplain that Pluto has been reclassified as a dwarf planet Describe the asteroid belt Compare and contrast asteroids, meteoroids, and comets Describe stars as hot, distant, and made of gas Describe the characteristics of starsCompare and contrast our sun and other stars Describe a galaxy as a very large cluster of many stars Identify the Milky Way as our own galaxy and Andromeda asthe closest spiral galaxy in our universe Astronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundationv
Alignment Chart forAstronomy: Our Solar System and BeyondLesson12Describe the universe as a vast space that extends beyond theimagination3456 78910 Describe gravity Describe the effects gravity has on Earth, within the solarsystem, and in the universe Explain what constellations are and how they are useful Recognize and name important constellations Describe tools and methods used to study space and shareinformation Identify and use vocabulary important to the process ofscience Explain the Big Bang theory as an important scientific theoryof the origin of the universe Describe the life and contributions of Copernicus Recall key details about the history of space exploration, e.g.,Galileo’s invention of the telescope, Sputnik I, Apollo 11, andthe Hubble Space Telescope Describe the life and contributions of astronaut Mae Jemison Reading Standards for Informational Text: Grade 3Key Ideas and DetailsSTD RI.3.1CKLAGoal(s)Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basisfor the answers.Ask and answer questions (e.g., who,what, where, when, why, how), orallyor in writing, requiring literal recall andunderstanding of the details and/or factsof a nonfiction/informational read-aloud Ask and answer questions, orallyor in writing, that require makinginterpretations, judgments, or givingopinions about what is heard in anonfiction/informational read-aloud,including asking and answering whyquestions that require recognizing orinferring cause/effect relationships STD RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.CKLAGoal(s)Determine the main idea of a nonfiction/informational read-aloud; recount the keydetails and explain how they support themain ideaviAstronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundation
LessonAlignment Chart forAstronomy: Our Solar System and BeyondSTD RI.3.31234567810Describe the relationship between a series of historical events, scientific ideas or concepts, or steps intechnical procedures in a text, using language that pertains to time, sequence, and cause/effect.With assistance, create and/or interprettimelines and lifelines related to content ina nonfiction/informational read-aloudSequence four to six pictures orsentences illustrating/describing eventsfrom a nonfiction/informational read-aloudCKLAGoal(s)9 Describe the relationship between aseries of historical events, scientificideas or concepts, or steps in technicalprocedures in a nonfiction/informationalread-aloud, using language that pertainsto time, sequence, and cause/effect Distinguish nonfiction/informationalread-alouds that describe events thathappened long ago from those thatdescribe contemporary or current events Craft and StructureSTD RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to aGrade 3 topic or subject area.Determine the literal and nonliteralmeanings of and appropriately usecommon sayings and phrasesCKLAGoal(s) Determine the meaning of generalacademic and domain-specific wordsand phrases in a nonfiction/informationalread-aloud relevant to a Grade 3 topic orsubject areaSTD RI.3.6Distinguish their own point of view from that of the author of a text.CKLAGoal(s)Distinguish their own point of view fromthat of the author of a text Astronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundationvii
Alignment Chart forAstronomy: Our Solar System and BeyondLesson12345678910Integration of Knowledge and IdeasSTD RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, and how key events occur).Describe images, orally or in writing, andhow they contribute to what is conveyedby the words in a nonfiction/informationalread-aloud (e.g., where, when, why, andhow key events occur)CKLAGoal(s)CKLAGoal(s) Use images (e.g., maps, photographs)accompanying a nonfiction/informationalread-aloud to check and supportunderstandingInterpret information from diagrams,charts, graphs, and/or graphic organizersSTD RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,cause/effect, first/second/third in a sequence).Describe the logical connection betweenparticular sentences and paragraphs in anonfiction/informational read-aloud (e.g.,comparison, cause/effect, first/second/third in a sequence) Sequence four to six pictures orsentences illustrating/describing events orprocesses from a nonfiction/informationalread-aloud STD RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.CKLAGoal(s)Compare and contrast the most importantpoints and key details presented in twononfiction/informational read-alouds onthe same topic Writing Standards: Grade 3Text Types and Purposes: NarrativeSTD W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptivedetails, and clear event sequences.STD W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfoldsnaturally.CKLAGoal(s)viiiIdentify and use parts of a paragraph,including a topic sentence, supportingdetails and a concluding statement, in anarrative piece Establish a situation and introduce anarrator and/or characters; organize anevent sequence that unfolds naturally Astronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundation
LessonAlignment Chart forAstronomy: Our Solar System and Beyond123456789STD W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events orshow the response of characters to situations.CKLAGoal(s)Use dialogue and descriptions of actions,thoughts, and feelings to developexperiences and events or show theresponse of characters to situationsSTD W.3.3cUse temporal words and phrases to signal event order.CKLAGoal(s)Use temporal words and phrases tosignal event order in a narrative pieceSTD W.3.3dProvide a sense of closure.CKLAGoal(s)Provide a sense of closure in a narrativepiece10 Production and Distribution of WritingSTD W.3.4With guidance and support from adults, produce writing in which the development and organization areappropriate to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3above.)CKLAGoal(s)With guidance and support from adults,produce writing in which the developmentand organization are appropriate to taskand purpose, i.e., ideas and paragraphspresented clearly and in a logical orderSTD W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning,revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 upto and including Grade 3 on pages 28 and 29.)CKLAGoal(s)With guidance and support from peersand adults, use the writing process ofplan, draft, revise, edit, and publish todevelop and strengthen writingSTD W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboardingskills) as well as to interact and collaborate with others. Share writing with othersCKLAGoal(s)With guidance and support from adults,use technology to produce and publishwriting (using keyboarding skills) aswell as to interact and collaborate withothers** Research to Build and Present KnowledgeSTD W.3.7Conduct short research projects that build knowledge about a topic.CKLAGoal(s)Conduct short research projects thatbuild knowledge about a topic Astronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundationix
Alignment Chart forAstronomy: Our Solar System and BeyondSTD W.3.8CKLAGoal(s)125678910Gather information from print and digitalsources; take brief notes on sources andsort evidence into provided categories Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. With guidance and support from peersand adults, use the writing process ofplan, draft, revise, edit, and publish todevelop and strengthen writing (extendedtime frame)Write sentences to represent themain idea and details from a fiction ornonfiction/informational read-aloud (shorttime frame)x4Make personal connections (orally orin writing) to events or experiences in afiction or nonfiction/informational readaloud, and/or make connections amongseveral read-aloudsWrite responses to fiction and nonfiction/informational read-alouds thatdemonstrate understanding of the textand/or express/support opinion, usingexamples from a text and distinguishingown point of view from that of the author,narrator, or characters (short time frame)CKLAGoal(s)3Recall information from experiences or gather information from print and digital sources; take brief notes onsources and sort evidence into provided categories.Categorize and organize facts andinformation within a given domainSTD W.3.10LessonAstronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundation
LessonAlignment Chart forAstronomy: Our Solar System and Beyond12345678910Speaking and Listening Standards: Grade 3Comprehension and CollaborationSTD SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly.STD SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparationand other information known about the topic to explore ideas under discussion.CKLAGoal(s)Carry on and participate in a conversationwith an adult or peer for at least six turns,staying on topic, building on others’ideas, and expressing their own ideasclearly Demonstrate preparedness for adiscussion, having read or studiedrequired material, explicitly drawing onpreparation and other information knownabout the topic to explore content underdiscussion Prior to listening to a read-aloud, identify(orally or in writing) what they know andhave learned that may be related to thespecific read-aloud or topic Make predictions (orally or in writing) priorto and during a read-aloud, based on thetitle, images, and/or text heard thus far,and then compare the actual outcomes topredictions STD SL.3.1bFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others withcare, speaking one at a time about the topics and texts under discussion).CKLAGoal(s)Use agreed-upon rules for groupdiscussions, e.g., look at and listen to thespeaker, raise hand to speak, take turns,say “excuse me” or “please,” etc.STD SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments tothe remarks of others.CKLAGoal(s)Interpret information presented, andthen ask questions to clarify informationor the topic in a fiction or nonfiction/informational read-aloudSTD SL.3.1dExplain their own ideas and understanding in light of the discussion.CKLAGoal(s)During a discussion, explain ideas andunderstanding in relation to the topic Astronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundationxi
Alignment Chart forAstronomy: Our Solar System and BeyondLesson123456789STD SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diversemedia and formats, including visually, quantitatively, and orally.CKLAGoal(s)Determine the main ideas and supportingdetails of a read-aloud or informationpresented in diverse media and formats,including visually, quantitatively, and orallySTD SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.CKLAGoal(s)Ask and answer questions to clarifydirections, exercises, and/or classroomroutines and/or what a speaker saysabout a topic to gather additionalinformation or deepen understanding of atopic or issue 10 Presentation of Knowledge and IdeasSTD SL.3.4CKLAGoal(s)Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,descriptive details, speaking clearly at an understandable pace.Summarize (orally or in writing) read-aloudcontent and/or oral information presentedby others Retell (orally or in writing) importantfacts and information from a fiction ornonfiction/informational read-aloud STD SL.3.6Speak in complete sentences when appropriate to task and situation in order to provide requested detail orclarification. (See Grade 3 Language Standards 1 and 3 on pages 28 and 29 for specific expectations.)CKLAGoal(s)Speak in complete sentences whenappropriate to task and situation in orderto provide requested detail or clarification Language Standards: Grade 3Knowledge of LanguageSTD L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.STD L.3.3aChoose words and phrases for effect.*CKLAGoal(s)Choose words and phrases for effect* Vocabulary Acquisition and UseSTD L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3reading and content, choosing flexibly from a range of strategies.STD L.3.4aUse sentence-level context as a clue to the meaning of a word or phrase.CKLAGoal(s)Use sentence-level context as a clue tothe meaning of a word or phrasexiiAstronomy: Our Solar System and Beyond Alignment Chart 2013 Core Knowledge Foundation
LessonAlignment Chart forAstronomy: Our Solar System and Beyond12345678910STD L.3.4bDetermine the meaning of the new word formed when a known affix is added to a known word (e.g.,agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).CKLAGoal(s)Determine the meaning of the new wordformed when a known affix is addedto a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,care/careless, heat/preheat)STD L.3.4cUse a known root word as a clue to
Explain what happens during a solar eclipse and lunar eclipse Explain the reasons for seasons Describe the eight planets of our solar system and their sequence from the sun Identify our solar system as the sun and all of the smaller bodies
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responding to the solar direction. The solar tracker can be used for several application such as solar cells, solar day-lighting system and solar thermal arrays. The solar tracker is very useful for device that needs more sunlight for higher efficiency such as solar cell. Many of the solar panels had been
4. Solar panel energy rating (i.e. wattage, voltage and amperage). DESIGN OF SYSTEM COMPONENTS Solar Panels 1. Solar Insolation Solar panels receive solar radiation. Solar insolation is the measure of the amount of solar radiation received and is recorded in units of kilowatt-hours per square meter per day (kWh/m2/day). Solar insolation varies .
There are three types of solar cookers, solar box cookers or oven solar cookers, indirect solar cookers, and Concentrating solar cookers [2-10]. Figure 1 shows different types of solar cookers namely. A common solar box cooker consists of an insulated box with a transparent glass or plastic cover that allows solar radiation to pass through.
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The Solar Energy System Disclosure Document and Solar Contract: What You Need to Know Solar Energy System Disclosure Document The Solar Energy System Disclosure Document is a standardized document created by the Contractors State License Board (CSLB). By law, a solar provider must give you a Solar Energy System Disclosure
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