Earth & Space

Earth & Space

Grade 6
Earth &
Space
Grade 6
Science 6
 First Peoples’ Perspectives on Science: An Introduction

"For thousands and thousands of years different peoples have tried to make some sense of the
world upon which they lived. They needed to understand where they lived so that they could take
advantage of the different seasons by preparing food stores to survive seasons where little or no
light would be available or where the sun would never set (the Inuit of Canada's north), where
different seasons, and what we came to call months, produced different foods (berries, grains, nuts)
or different runs of fish (herring and salmon) and when some food was safe to eat and times when
it might not be safe to eat (red tide and shellfish).

Different people explained somewhat similar situations with stories that were handed down from
generation to generation. Those stories, because of their importance, did not change from teller to
teller. The important truths in them (that Spring follows Winter and Fall follows Summer) had to
stay constant. The lessons that those truths told had to survive or people would not.

Reading about different stories and myths allow us to look for the lessons in each story. We can
then see how that story could be used to bring understanding and order to the lives of people.

First Peoples' stories, from around the world, are almost always based on their close observations
about what was happening where they lived. When we ask you to act as if you were a scientist or
engineer, we are asking you to do what people have done over many generations. Stop. Think
through a set of actions. Observe phenomena. Record your observations (through a
story or through notes). Make conclusions. Repeat the process.

Over the last few thousand years we have created a set of tools that help with this process (specific
words - fall, summer), story structures, tools to record notes, languages to explain those notes,
measuring devices, optical tools (magnifying glasses, microscopes and telescopes). Over the next
long periods of time the children of our great, great great grandchildren will, as our ancestors did
and we are doing, refine those tools and deepen their understanding of the world, solar system and
universe in which they live."

Image Source: https://www.mcgill.ca/fph/channels/event/2nd-annual-aboriginal-awareness-week-218140

Big Ideas …
Content ...
Curricular Elaborations…

= Topic … Main Ideas … and Details

 Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:
Learning ultimately supports the well-being of the self, the family, the community,
the land, the spirits, and the ancestors:
Understanding our solar system has helped us to understand seasons and tides. We can use tidal information
to predict flooding in Lewis Park for example. First Nations used knowledge of the seasons in all of their food
gathering activities.

Learning involves patience and time:

Learning to use information about seasons and tides took many years. As different communities gained this
knowledge, they could move fishing and hunting camps to different parts of their territories.
 Suggested Ways to Embed Assessment for Learning Strategies:

When we ask lots of questions, our students get curious and THEY do the work. The simple
act of asking questions has the massive potential of turning passive learners into actively
engaged students. So ask lots of open-ended questions!
 What are you noticing?

 Why…?

 How else…?

 What if…?

 What surprises you?

 What happens if…?

 What are you doing as a researcher today?

 What are you working on?

 What part is hard for you?

 What makes sense? What doesn’t?

 What’s working? What’s not?

 Where to next?
 Suggested Ways to Engage Students in Science Inquiry:
A Need to Know To establish a need to know with your students, show them the Red Bull
stratosphere jump ~ https://www.youtube.com/watch?v=7f-K-XnHi9I
https://www.youtube.com/watch?v=dYw4meRWGd4
Now that you’ve watched the video, imagine that you were part of the science
team that sent a rocket to Mars. The video is from the outer atmosphere to the
ground. How would you build a device that would allow for a safe landing on
another planet? (Remember that the atmosphere on Mars is quite thin.
Jumping off a platform may not work.) Explore and research different ways that
we have tried in order to accomplish this. Science doesn’t always work out
because we’re going into extreme environments. Have a look at the examples
running across the top of this link: http://www.space.com/10930-mars-landings
-red-planet-exploration.html
And what more fun could there be than to make a water rocket!?

A Driving Question What are the relationships between Earth and the rest of the universe? What is
an extreme environment? What extreme environments exits on Earth or in our
galaxy?

An authentic Purpose Understanding our solar system has helped us to understand seasons and tides.
We can use tidal information to predict flooding in Lewis Park for example. First
Nations used knowledge of the seasons in all of their food gathering activities.
 Assessment Framework
Subject: Science Grade: 6
Strand: Earth & Space

Unit
Earth & Space Earth and the Universe I can … create a model or representation to show the relationship
between Earth and the rest of the universe.
I can classify the four phases of the moon.

I can predict tidal patterns and infer from these patterns the impact
that high and low tides have in different seasons (In December the king
tide in the Comox Valley is likely to cause flooding).

Extreme Environments I can distinguish between extreme environments on Earth and in our
solar system.
I can describe the characteristics of extreme environments on Earth
and in our solar system.
Components of our Solar I can demonstrate an area of interest regarding moons, planets,
System asteroids, meteors, and comets.
I can name the planets in our solar system.

Through personal inquiry, I research my area of interest (moons,

planets, asteroids, meteors, and comets)
I can compare and categorize meteors, meteorites, and meteroids,
asteroids, and comets.
First People’s I can compare and contrast First People’s myths and stories which
Perspectives explain seasonal change, aurora borealis, patterns of stars, and length
of day with similar stories from other cultures.

Once myths and stories are understood, I can see how First Peoples
and people in other cultures could use this information to structure
their lives.
After reading a First People’s story, I can explain some of the lessons
that they trying to pass down to future generations.
Canadian Contributions Through personal inquiry, I can demonstrate an area of interest
regarding Canadian contributions to exploration technologies
(Canadarm, Newt suit, Venus, and Neptune programs).
 Links to Support the Assessment Framework
Subject: Science Grade: 6

Unit

Earth and the You and the Universe: http://www.cosmos4kids.com/files/universe_intro.html

Universe Understanding the Universe: https://www.youtube.com/watch?v=3AE-rm_vJ4Q
Story of the Universe: https://www.esa.int/esaKIDSen/SEMX4EBE8JG_OurUniverse_0.html
Earth & Space

Our Expanding Universe: http://www.space.com/52-the-expanding-universe-from-the-big-bang-to-

today.html

Universe - from National Geographic: http://science.nationalgeographic.com/science/space/

universe/
Great general resource - NASA Solar system videos: http://www.nasa.gov/topics/solarsystem/
videos/index.html

Extreme The Extreme Environments of Earth and Beyond: https://www.youtube.com/watch?v=3AE-rm_vJ4Q

Environments Life in Extreme Environments: http://learn.genetics.utah.edu/content/astrobiology/environments/
Top 10 Extreme Environments: http://www.stufftoblowyourmind.com/blog/list/top-10-extreme-
environments/

Types of Extreme Environments: http://serc.carleton.edu/microbelife/extreme/environments.html

Design, Build and Test a way to Study an Extreme Place: http://nationalgeographic.org/media/

extreme-environments/
Exploring Extremes: http://nationalgeographic.org/activity/exploring-extremes/

Just for fun – Minecraft Extreme Environment School Project: https://www.youtube.com/watch?

v=fLxYEuo6Fm8

Components National Geographic video Solar System 101 - http://video.nationalgeographic.com/

video/101-videos/solar-system-sci
of our Solar
Cosmos4kids - http://www.cosmos4kids.com/
System
More than Planets - http://www.cosmos4kids.com/files/solsyst2_intro.html
Solar System Exploration - http://solarsystem.nasa.gov/planets/
Solar System FAQ from the Hubble Site - http://hubblesite.org/reference_desk/faq/
all.php.cat=solarsystem
NASA Websites from A to Z - http://www.nasa.gov/audience/forstudents/k-4/finditfast/K-
8_Alpha_Index.html
Teacher Resources for the Solar System - http://www.lpi.usra.edu/education/resources/
s_system/
 Links to Support the Assessment Framework
Subject: Science Grade: 6

Unit

Canadian Alouette 1 - video - https://www.youtube.com/watch?v=c9qoBD1o6pQ

Contributions Alouette 1 (our first satellite) - http://spaceref.ca/space-exploration-1/space-quarterly/
alouette-1---celebrating-50-years-of-canada-in-space.html
Earth & Space

Space Technology - http://www.thecanadianencyclopedia.ca/en/article/space-technology/

Canadians in Space - http://www.asc-csa.gc.ca/eng/missions/

Chris Hadfield videos - https://www.youtube.com/user/ColChrisHadfield

Canadarm - Canadian Encyclopedia - http://www.thecanadianencyclopedia.ca/en/article/

canadarm/

Canadarm video - https://www.youtube.com/watch?v=oMSctD2PNaI

Explore the Activities Sectors to see areas where Canadians might contribute - http://
www.asc-csa.gc.ca/eng/activities.asp

Space Careers: http://spacecareers.uk/?p=job_profiles

2016 versus 2006
Please note:
In our 2006 curriculum, extreme environments were stand-alone topics that lead to areas of
interest for students. In our redesigned curriculum, as we explore solar system we can identify
different environments and use them to understand how our environment adapted over time.
Extreme environments become a tool to understand our environment and the environment
on other planets. (e.g. We can understand the environment on Mars by exploring Canada’s
north mountain tops and deserts.)

We have learned about other planets from the rocks that we have collected (meteorites and
moon rocks).
 Notice, Think, and Wonder
Please make time for the books within this science unit to be shared among students in an
informal way. During silent reading time, books from this kit and from those gathered at
your school library may be shared in a casual buddy reading/info circles format. As students
share these books, who knows what might occur … students may naturally launch into requests
of, “Can we try this?” Inquiry is born from subtle suggestions toward an intended destination!

“Maybe … perhaps … or I think … “ Exploratory talk like this brings multiple minds together to
work on the same problem in powerful ways.
Peter Johnson author of Choice Words

Acknowledge and affirm the question and the curiosity. Use the ‘language of possibility’ …
‘maybe’, ‘could be’, ‘what if’… Experiment, explore, discover, wonder, persist, re-think, model,
wonder aloud … then walk away and see what happens!
Kath Murdoch author of Collaborative Inquiry
 An Interdisciplinary Approach
As the introduction to this unit explains, First Peoples' stories, from around the world, are almost
always based on their close observations about what was happening where they lived. Invite
students to read myths and legends as this science unit unfolds. From book series like those
below, students can extract stories which explain phenomena about our solar system, seasons, and
tides. These stories represent what people have done over many generations. Stop. Think
through a set of actions. Observe phenomena. Record your observations (through a story or
through notes). Make conclusions. Repeat the process.
In Destiny, do a series search for Aboriginal Legends of Canada to find
this series, or look for a set in your school library.
As I read through a variety of myths
and legends, I can find explanations
regarding scientific phenomenon.
 Name of Myth or
Scientific Phenomenon explained: Brief explanation:
Legend:

As I read through a
variety of myths and
legends, I can find
explanations
regarding scientific
phenomenon.
Establish a need Red Bull stratosphere jump ~ https://www.youtube.com/watch?v=7f-K-XnHi9I
to know
https://www.youtube.com/watch?v=dYw4meRWGd4

Have fun and Is there life of Mars?

learn about
travelling Make a water rocket ~ (Google images for this!) doing this activity connects Newton’s Laws to
through space Space Exploration. given one or two 2 litres bottles (carbonated water sends a better message
than pop) , and a rocket launcher and pump, design a water bottle rocket. How big do the
fins need to be? How many fins are best? What materials are best for these fins? How much
water should be added?
(***Safety glasses needed) Always angle it, never straight up!
Scale Smithsonian Night Sky book pgs 12, 13 Using string, create ellipses on a sheet of paper that
mimic how planets travel around the Sun
Smithsonian Night Sky book pgs. 10,11 Make paper planets; go to the gym or outside to
reproduce the scale of our solar system.
https://www.youtube.com/watch?v=5NU2t5zlxQQ
Structure Smithsonian Night Sky book Make a lunar calendar ~ pgs 22, 23; use apps to track the phases
of the moon in conjunction with an analysis of local tidal charts. Use this combination of
information to predict the next flooding of Lewis Park, or when to surf at Long Beach on the
West Coast of Vancouver Island. http://earthsky.org/moon-phases/
understandingmoonphases http://www.space.com/18880-moon-phases.html
https://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=4404 http://www.google.ca/sky/
http://www.google.com/moon/
 http://www.google.com/mars/ (track where Mars Explorer is! Zoom in. Where would
you drive to next?)
 Rick Crosslin Science Moon Phase Model
 Smithsonian Night Sky book Make Martian Soil ~ pgs 32, 33 Why is Mars Red? Check out
the webcam for Mars ( FYI ~ it doesn’t broadcast 24/7)
 Smithsonian Night Sky book p.36, 37 “Stormy Weather” Using Milk and food colouring,
mimic the ferocious winds and storms that stir the gases into colourful stripes and
whirlpools on Jupiter.
 Smithsonian Night Sky book pgs 16,17 make a sundial ~ a sundial tells us the time of
the day based on the position of the sun.

Age of universe  Smithsonian Night Sky book pgs 68,69 The Expanding Universe. With an explanation of
the Big Bang theory, this experiment demonstrates the ever-growing nature of our
universe.
A tight connection to our curriculum …
Skyways: Astronomy Handbook for Teachers provides
lots of background information along with suggested
classroom activities. Several of the suggestions include
a trip outdoors … an opportunity to stretch the body as
well as the brain.
Please note: This book includes other suggestions to
create a scale model of the Earth, Moon, and Sun.
Other activities to consider from Skyways.:
 Image Source

Our relationship with the sun

Sun in the Middle - http://www.cosmos4kids.com/files/solsyst_sun.html

Crash Course in Astronomy #10 - https://www.youtube.com/watch?v=b22HKFMIfWo
Earth's Rotation & Revolution - https://www.youtube.com/watch?v=l64YwNl1wr0
Bill Nye Explains Seasons - https://www.youtube.com/watch?v=KUU7IyfR34o
Do a Google search, “Purchasing Seeds from Space.”
http://gizmodo.com/buy-these-seeds-from-space-and-make-yourself-an-interga-
1561503822

Seeds from space can be ordered and grown to compare with regular seeds from
Earth.
Primary Resources from the UK has many black line masters and activity suggestions
for this unit (and other science units too).

http://primaryresources.co.uk/science/science4d.htm
http://primaryresources.co.uk/science/science4d.htm
http://primaryresources.co.uk/science/science4d.htm
 Galaxy Zoo
https://www.galaxyzoo.org/?utm_source=ScienceWorld&utm_medium=Web
Taking the next steps through inquiry projects
Mini-Inquiry: An exploration of space and extreme environments provide an
opportunity for students to investigate some Canadians and their contributions
to space technology ... Students may choose to do some research about a
Canadian person or a technological contribution.
http://bccurriculum.pbworks.com/w/page/40756251/Ocean
The images above are examples of the Canada Arm which
is still regularly being used by the international space
station.
The first Canadian in space was Marc Garneau. He is now a
member of Parliament. Students can research Canadian
astronauts. The most recent Canadian astronaut was Chris
Hadfield. Have students check out his Facebook page. he
is always talking about science and is a brilliant
ambassador for science, space, and Canada.
https://www.facebook.com/AstronautChrisHadfield
And please share the following video with Chris Hadfield
singing Major Tom in Space.
Nelson Literacy 6C has a unit called Exploring Space which
offers articles with access for the whole class.
 An electronic copy of this teacher guide can be found on Learn71 at
https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx
Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas,
Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier,
Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swift, Carol Walters.

School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes.

Published July 2016