Megan Paugh

Title: Earth Patterns, Cycles and Change

Grade: 4


Rationale: It is important for students to learn this because understanding our universe and how
it affects our lives on Earth explains why certain astronomical things happen. Also to learn why
we have 24 hours in a day, why we have leap year, how waves are made, why we have gravity,
etc.

Main Goals or Objectives:
This unit about space and the planets will cover these aspects that are essential for understanding
the universe focusing on:
a) The order of the planets and their relative sizes
b) The relationship between Earth, the moon and the sun
c) What causes the moon phases
d) What causes the seasons

SOLs Covered:
4.7 The student will investigate and understand the organization of the solar system. Key
concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets

4.8 The student will investigate and understand the relationships among Earth, the moon,
and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earths seasons;
c) the causes for the phases of the moon;

Matrix








Science 4.7a Science 4.7b Science 4.7c Science 4.8a Science 4.8b Science 4.8c
Lesson 1 X X X
Lesson 2 X X X
Lesson 3 X
Lesson 4 X X
Lesson 5 X X


Overview
In this unit students will learn about the sun and the eight planets in our solar system. The unit
will focus on the order and relative size and distance from each other of the planets and the
relationship between Earth, the moon and the sun. The phases of the moon and how the seasons
change will also be included in this unit.





Solar System
Planets
Motions
Moon Phases
Seasons
Earth Axis Tilt
Revolving
Earth around Sun Days/weeks
Moon around Earth
New Moon
Waxing Crescent
First Quarter
Waxing Gibbous
Full Moon
Waning Gibbous
Third Quarter
Waning Crescent
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune


Materials:
- Worksheets (first lesson)
- Fruits (first lesson)
- Sticks (second lesson)
- Glue (second lesson)
- Markers (second lesson)
- Tape (second lesson)
- Scissors (second lesson)
- Styrofoam balls (second lesson)
- Large Cardboard boxes (second lesson)
- Black foam board (fourth lesson)
- Box cutter (fourth lesson)
- Circular shaped object to cut around (fourth lesson)
- 8 ball shaped objects to represent the moon - ping pong balls, Styrofoam (fourth lesson)
- Hot glue gun (fourth lesson)
- 1 ball to represent the sun- larger than moon balls (fourth lesson)
- Computer and projector (fifth lesson)


Safety Concerns:

Safety precautions need to be made for:
- Students using scissors
- Students being around hot glue- even though they will not be allowed to use it themselves
- Students using sticks to put their planets together
- Students being around the box cutter- even if they are not allowed to use it themselves











Lesson #1: Learning about the planets- the order and sizes
Introduction: Asking the class what they already know about the planets through making
a KWL chart on the board. We will discuss and fill in the K and W portion of the chart
and on the last day of the lesson as part of the review for the test we will come back to
the chart and focus on the L portion.
Know Wonder Learn










After completing the opening activity, the worksheet below would be handed out and in pairs
students would write the correct name of the planet next to the picture. We would discuss what a
mnemonic device is (something to help remember)- in this case My Very Excited Mother Just
Served Us Noodles.




























To discuss the relative sizes of the planets I would bring in the various fruits in the picture
below. I will place them out on a table and let the class discuss which one they think represents
each planet. Students will get the chance to come up to the table to move them into the order they
think they should be in. After the class is satisfied with the order we will discuss which ones are
in the right order and why.





To close the lesson students will be told to bring in their own nonperishable items that they think
will represent the planets so that we could make our own solar system representation. It will be
done in groups of four, but everyone is told to bring in items to make sure they have the
appropriate sizes they will need. I will remind students to look at the colors of the planets as well
and tell them to try and find appropriate color objects to use if they can.


Lesson #2: Building a solar system model (This lesson would be used for two days)

Since the activity was explained the day before I would just review what we are doing today. The
groups will get together and look at the items they each brought in. Up on the board will be the
example pictures below, which are the different types of models that the groups can make. I will
have the boxes, sticks, poster board, etc for them to choose from. Each group will pick out the 9
objects they will be using to represent the sun and the 8 planets. They will get them approved by
me (to check size ratios and colors if possible) before they begin working.

The class will be given 40 minutes to work on their solar systems. Each planet must be
represented around the sun and a scale of the distances from the sun should be included. Each
planet should be labeled and represented to the best of their abilities. If the groups do not finish
in the allotted time they will be given some time throughout the rest of the unit to work towards
completion.







Lesson #3
Motions and relationship of Earth, the moon and the sun
Relative size, position, age, makeup of Earth, the moon and the sun

The purpose of this lesson is for students to learn the relative motions of the Earth, Sun and
Moon. Awareness of these different motions is needed to develop an understanding of the causes
of the day/night cycle, the seasons and the cycle of lunar phases.

Students will act out the motions of the three objects. This should be done outdoors in a large
cleared area. With a small class this could be done indoors in a gym. It can be an introductory
lesson, and can precede lessons about lunar phases and the Earths seasons

Form groups of three students by having the students count off by 3s. Begin the lesson with the
1s modeling the Sun, the 2s modeling the Earth and the 3s modeling the Moon. Bring the class
outside to the edge of a large field and ask the students modeling the Sun to go out on to the
field. Have the students spread out from each other as much as possible.

1) Start with students modeling the Sun. The students modeling the Sun should begin slowly
rotating.
Question: To be accurate, how long should the student take to make a complete revolution?
(Around 25 to 35 days, depending on latitude.)
Have student rotate briefly and then stop.

2) Next add the motion of the Earth. Have the students modeling the Earth go out on to the
field near their Suns. Earths need to be at least 10 feet away from the Suns. Farther away is better
if there is enough room.
Question: How should the Earth move? (Earth should go around the Sun while rotating.)
The students modeling the Earth should begin rotating while slowly moving around the Sun.
Question: How many times should the students modeling the Earth rotate as he/she goes
completely around the Sun 1 time? (365)

3) Have both students try out motions briefly and then stop.

4) Finally add motion of the Moon. Have the students modeling the Moon go out on to the field
close to their Earths. Be sure that the groups are far enough away from each other so that
members from different groups will not crash into each other as they perform their motions.
Question: How should the Moon move? (Moons should go around the Earths)
Question: Does the Moon also rotate? (Yes)
Have the students modeling the Moon begin orbiting the Earth, telling them that they must
always face the Earth as they go around it.
Question: How long does it take the Moon to go around the Earth? (28 days)
Question: How long does it take the Moon to rotate? (28 days.)

Next have Earths and Suns begin their motions while the Moons continue moving. Earths will
need to orbit slowly so the Moons can keep up.
Have students stop after a few seconds, before anyone gets too dizzy.



5) Have students switch positionsSuns becomes Earths, Earths becomes Moons, Moons
becomes Sunsand begin again. Continue until students have modeled motions of all three
objects.



Source: Glenn Simonelli, Lakeview Elementary School, 6405 S. Main St., Bloomington, IN






Lesson #4L: What causes the phases of the moon

Coming off of the class activity the day before and talking about how long the moon takes to get
around the earth, we would move into making a moon phase board. Students must label each
phase on their boards.

















From this angle (see below), students can quickly see that the lit part of the moon is always the side of the ball
that is facing the sun. Pretty uneventful, but definitely clarifies this view. But as students take the Moon Board
and place their head through the hole, they are immediately taken to the view from Earth (their head being Earth
or it could be explained that we LOOK out from Earth and see the moon as it revolves around the Earth).

















In order to give you a clearer idea of what the students will see, I placed my camera in the hole and continually
rotated the board around counterclockwise (direction of the moon's revolution around the Earth). Here, you can
see the new moon.














Followed by the waxing crescent






The first quarter




Then waxing gibbous














Full moon



Waning gibbous







Third/Last quarter







And finally, waning crescent.





















After completing this activity students will fill in the corresponding
worksheet about the phases of the moon.


Lesson #5: What causes the seasons?

To begin this lesson we will have a class discussion about everything we have talked about in
this unit about Earth. We will talk about how long it takes to get around the sun. Then we will
talk about the different seasons that we have and the students will be asked if any of them know
why we have seasons. A discussion will be allowed to go on for a few minutes and then the class
will be brought back together and the video will be shown.

https://www.youtube.com/watch?v=q4_-R1vnJyw

After the video the class will talk about the video and ask any questions that they might have.


This day will also be used as a review day for the test.
We will bring out the KWL chart for the first day and review the things students put in the K and
W portion of the chart and then we will discuss and write what we have learned about space, the
planets, and the relationship between Earth, the moon and the sun in the L portion.

Know Wonder Learn






















Teaching Aids (handouts, worksheets, pictures, diagrams, other instructional
materials)
Included within each lesson


Assessments tools (tests, observation forms, rubrics)
- Observation and completion rubrics will be used for the planet model and moon phase
model. (___/10 points)
- Participation chart kept for the entire unit
- Unit test (___50 points) which would include
o 10 multiple choice questions (2 points each)
o A diagram of the planets and the students have to label them (10 points)
o A diagram of the moon phases and the students have to label and color in the
correct side for each phase (12 points- 8 for labeling and 4 for shading in correct
side)
o 3 short answer questions involving (2 points each)
the rotations of Earth around the sun
the rotation of the moon around Earth
Why season change
o 1 question about what activity each student liked the most and why (2 points)





Assessment rubric

Solar System/ Planet Model

Size representation of planets ____/2
Distance from sun and other planets ____/2
Planets are labeled properly ____/2
Group worked together successfully ____/2
Overall polished work ____/2

Total: ____/10

Moon Phase Board Model

Phases drawn properly ____/2
Sun is larger than moon and placed correctly ____/2
Moon phases placed evenly around board ____/2
Moon phases labeled ____/2
Overall polished work ____/2

Total: ____/10


Participation Chart

-participating in discussions
-asked/answer questions
-worked well with group
-worked well independently
Day 1
(lesson 1)
Day 2
(lesson 2)
Day 3
(lesson 2)
Day 4
(lesson 3)
Day 5
(lesson 4)
Day 6
(lesson 5)
Names



















Extension activities and activities to meet the needs of diverse learners

Most of these activities are hands-on so most children should be able to participate in the
activities. Things that could be altered as needed are:
- Time to complete each activity
- Giving more already prepped materials to students
- Help cutting out, gluing, completing the activities
- Working in partners on worksheets
- Probing questions specifically to students that dont normally talk to get their
participation points
- Given any worksheets or information that will help them prepare for an activity or lesson







Sources
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-6/stds_science4.pdf

https://www.youtube.com/watch?v=q4_-R1vnJyw

www.pinterest.com

http://overtheretohere.com/how-to-compare-planet-sizes-teach-kids/

http://mrsstudivan.weebly.com/solar-system-model-project.html

http://craftsncoffee.com/2013/05/28/diy-solar-system-poster-for-summer-fun-or-a-school-
project/

http://6kw11.wordpress.com/2012/02/22/683/

http://pumas.jpl.nasa.gov

http://www.education.com/files/121301_121400/121349/learning-moon-phases.pdf

http://teachingjunkie.blogspot.com/2013/03/clearest-way-to-teach-moon-phasesever.html