Earth, Moon, and Sun 1

Teacher: Michelle Anderson

Grade: 3rd Grade

Natural Cycles: Earth, Moon, and Sun

Standards of Learning:
Science SOL 3.1 The student will plan and conduct investigations in which
a) predictions and observations are made;
j) inferences are made and conclusions are drawn; and
k) natural events are sequenced chronologically.
Science SOL 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include:
a) patterns of natural events (day and night, seasonal changes, phases of the moon, and
tides);

Unit Objectives:
Know

Understand

The Earth rotates on its axis.

Natural patterns exist on

Earth.

One complete rotation occurs

every 24 hours.

A cycle is a repeated pattern.

The part of the Earth toward

the sun has daylight while the
part of the Earth away from
the sun has night.
The Earth revolves around the
sun.

A sequence is a series of
events that occur in natural
order.

The Earth takes 365 days, or

one year, to make one
revolution.

The relationship between and

among the Earth, sun, and
moon result in various
patterns that impact all living
things on Earth.

Do
Explain how some events in
nature occur in a pattern or
cycle, such as seasons, day
and night, phases of the moon,
and tides.
Recognize that the
relationships that exist
between and among the Earth,
the sun, and the moon result in
day and night, seasonal
changes, phases of the moon,
and the tides.
Model and describe how
Earths rotation causes day
and night.
Model and describe how the
suns rays strike Earth to cause
seasons.
Observe, chart, and illustrate
phases of the moon.

Earth, Moon, and Sun 2

The pattern of seasonal
changes takes place because
Earths axis is tilted toward or
away from the sun during its
revolution around the sun.
The moon revolves around the
Earth.

Describe the changing pattern

of the moon as it revolves
around Earth.
Collect and analyze data from
simple tide tables to determine
a pattern of high and low
tides.

The visible portion of the

moon that we see each night
follows a pattern.
The cycle of the moon phases
occurs as the moon makes one
revolution around the Earth.
The tide pattern is caused for
the most part by the
gravitational attraction
between the Earth and the
moon.
The tides follow a pattern of
two high and two low tides
every 24 hours.

Pre-Assessment
Students will take a pre-test to determine students prior knowledge and to guide instruction
based on the strengths and weaknesses of the class.

Lesson 1: As the World Rotates and Revolves

Lesson Objectives:
The students should be able to
explain how some events in nature occur in a pattern or cycle, such as seasons and day
and night;
recognize that the relationships that exist between and among the Earth, sun, and moon
result in day and night and seasonal changes;
model and describe how Earths rotation causes day and night; and
model and describe how the suns rays striking Earth at various angles cause seasons.

Assessment:

Earth, Moon, and Sun 3

Learning Objective

Assessment Strategy

Explain how some events in nature occur in a

pattern or cycle, such as seasons and day and
night.

Formative Assessment:
Class discussion
Interactive notebook
Summative Assessment: End of Unit IA Test
Formative Assessment:
Class discussion
Interactive notebook
Summative Assessment: End of Unit IA Test
Formative Assessment:
Class discussion
Interactive notebook
Formative Assessment:
Class discussion
Interactive notebook

Recognize that the relationships that exist

between and among the Earth, sun, and moon
result in day and night and seasonal changes.
Model and describe how Earths rotation
causes day and night.
Model and describe how the suns rays striking
the Earth at various angles cause seasons.

Materials:

Book On Earth by G. Brian Karas

Four inflatable globes
Lamp with clear 100 watt bulb
Flashlight

Implementation
Introductory Activities
Read Aloud
1. Have students sit on the carpet. Ask them about what patterns and cycles we have been
studying (animal and plant life cylces).
2. Ask students if they can think of any other patterns and cycles that occur in nature.
3. Read On Earth by G. Brian Karas. Discuss key vocabulary and highlight important
points during the reading. Ask the students what cycles were mentioned in the book
day and night and the four seasons.

Developmental Activities
Whole GroupTeacher Talk/Discussion
1. Position your light source so that you can move the globe around it during the discussion.
Draw a human figure on the tiny portion of a sticky note. Dim the lights in the room for

Earth, Moon, and Sun 4

the demonstration. Use your own version of the following conversation to get the class
ready for the As the World Turns demonstration.
2. Lets look at this globe. What things do you notice about this globe? (Its a special kind
of map. It shows us where the oceans and landmasses are on the Earths surface.) Lets
find where we live on this globe. (Point out Virginia on the globe. Attach the tiny sticky
note with the figure drawn on it to Virginia. Make sure that the little figure is looking
toward the North Pole.)
3. This little figure is going to represent us as we talk about the globe. Why do you think
the North Pole is at the top of the globe? There is actually no reason that we couldnt put
the South Pole at the top. If the first mapmakers had lived in Australia, we might be
studying a globe that had the South Pole at the top! However, most of the early explorers
and mapmakers came from the top half of the Earth, so globes have north at the top.
4. As we talk about the movements of the sun and Earth, we will pretend that we are
standing in Virginia and facing the North Pole. This is our point of view or frame of
reference.
Whole GroupActivity
Rotation of the Earth Demonstration
1. Have students form a circle around the room. Stand in the middle of the room with a
globe and the lamp. Give one student a sign that says rotate and another student a sign
that says revolve.
2. Ask the students, Can anybody tell me what the word rotate means? (To spin around an
imaginary line called an axis.) Ask all of the students to rotate, and have one student be
the rotate sign holder, holding up the sign every time you say the word rotate. Turn the
globe slowly counterclockwise, and explain that Earth rotates in a counterclockwise
direction.
3. Ask, What do we mean by the term counterclockwise? Ask the students to make circles
with an arm in the direction in which the hands on a clock move clockwise. Then,
have them make circles in the opposite direction counterclockwise. When we say that
Earth turns in a counterclockwise direction, remember that we are looking at Earth from
above the North Pole. Ask all of the students to rotate in a counterclockwise direction,
using their arms to represent their axis of rotation. Have the rotate sign holder hold up
the sign.)
4. Say, This light we have set up represents the sun. As you rotate, imagine that your nose
is you and the top of your head is the North Pole. Notice that your nose goes through a
repeating cycle night (away from light) day (facing light) night day night
day, and so on. Also, the sun seems to rise in the east and set in the west, but its really
you who is moving, not the light (sun).
5. Demonstrate the same phenomenon the sequence of night and day using the globe.
Be sure to point out the little figure that represents us. Follow the little figure through
several cycles of night and day. Where is the sun when the little figure sees the dawn
start? (Just appearing in the east) Where is the sun when the little figure is ready for
lunch around noon? (Close to overhead in the sky) Where is the little figure when its
sunset? (Just disappearing in the west) Where is the little figure when its night? (On

Earth, Moon, and Sun 5

the far side of Earth, which is in shadow) Depending on the ability level of your students,
you may want to add that this is why the stars, moon, and planets also appear to rise and
set. Emphasize that these objects arent really moving across our sky from east to west,
but that Earths rotation in the opposite direction, west to east, makes all of these objects
look like they are moving rising and setting.
6. Can anyone tell how long it takes Earth to rotate once on its axis, from noon to noon?
(One day, or 24 hours)
Revolution of the Earth Demonstration
1. Say, Now, were going to learn about another movement that Earth makes. It has a
special word too. At the same time that Earth is rotating on its axis, its making a circle
or revolution around the sun. We say that Earth revolves around the sun. Have a
student be the revolve sign holder, holding up the sign every time you say the word
revolve. Have the students walk in a circle around the lamp counterclockwise. Make sure
everyone gets the idea of revolving. Now switch between revolving and rotating. Make
sure students understand the difference.
2. Say, Lets do one last movement around the sun! I want everyone to make one
revolution around the sun and rotate on your axis at the same time. Go slowly so that you
dont get too dizzy! Can anyone tell me how long it takes for Earth to revolve around the
sun one time? (One year)
3. Now explain that the Earth is tilted on its axis. The Earths axis is an imaginary line that
goes through Earth from the North Pole to the South Pole. Using the globe, show the
students how the Earth revolves around the sun tilted on its axis.
Small GroupActivity
1. Have students return to their seats.
2. Provide each group with a globe and a flashlight.
3. Have students discuss in small groups their theories for what causes the four seasons
based on what we discussed about how the Earth moves around the sun.
4. Have students share their theories and record on the board.
5. Show the Bill Nye video on seasons https://www.youtube.com/watch?v=KUU7IyfR34o.
Stop at specific points to discuss how the information in the video proves or disproves
their theories.
6. Model the Earth revolving around the sun tilted on its axis. Ask students what season do
they think it is at different locations and why.

Closing Activities
Independent Practice
1. Review the important information discussed during this lesson.
2. Have students complete the rotation, revolution, and seasons portion of their interactive
Science notebook.

Earth, Moon, and Sun 6

Lesson 2: Moon Phases Part 1

Lesson Objectives:
The students should be able to
explain how some events in nature occur in a natural pattern or cycle, such as phases of
the moon;
describe the changing patterns of the moon as it revolves around the Earth; and
explain how the position of the moon in relation to the Earth and sun causes the phases of
the moon.

Assessment:
Learning Objective

Assessment Strategy

Explain how some events in nature occur in a

natural pattern or cycle, such as phases of the
moon.

Formative Assessment:
Class discussion
Exit Slip
Summative Assessment: End of Unit IA Test
Formative Assessment:
Class discussion
Exit Slip
Summative Assessment: End of Unit IA Test
Formative Assessment:
Class discussion
Exit Slip
Summative Assessment: End of Unit IA Test

Describe the changing patterns of the moon as

it revolves around the Earth.

Explain how the position of the moon in

relation to the Earth and sun causes the phases
of the moon.

Materials:

7 Flashlights or lamps
7 White Styrofoam balls on pencils
2 Interactive posters
Moon PowerPoint

Implementation
Introductory Activities
Whole GroupDiscussion
1. Show Peep Moon Mission video, https://www.youtube.com/watch?v=gdj8lPvW0rc. Tell
class that we are going to answer Peeps question at the endHow does the moon do
that?

Earth, Moon, and Sun 7

2. Ask the class what their theories are on why the moon looks different at different times.
Write their theories on the board.

Developmental Activities
Whole GroupTeach Talk
1. Show and discuss Moon PowerPoint up through slide 12.
2. Revisit the students theories.
Small GroupLearning Stations
1. Demonstrate the two learning stations:
a. Station 1: Model
Directions: In this model, your head is the Earth, the Styrofoam ball (on a pencil)
is the moon, and the flashlight or lamp is the sun. Have a partner hold the lamp or
flashlight to represent the sun. The sun does not move or change positions. Now
hold the moon slightly above your head and rotate your whole body holding the
moon in front of you. Note how the lighted portion of the moon changes.
b. Station 2: Interactive Poster
Directions: Place your head in the center of the poster. Start with the sun directly
in front of you. Slowly rotate the poster and note how the lighted portion of the
moon changes.
2. Split the class into two groups and assign a learning station. Give the students about 10
minutes to explore and discuss their findings. Then rotate the groups.
Whole GroupDiscussion
1. Have students share their thoughts, findings, and questions based on their experiences at
the learning stations.
2. Revisit the students theories.
3. Tell students that we will learn about the names for the different phases during our next
class.

Closing Activities
Independent Practice
1. Have students complete an exit slip.
2. Exit slip:
a. Explain in your own words what causes the different phases of the moon.
b. Write down one question you have or one topic your would like to explore further.

Earth, Moon, and Sun 8

Lesson 3: Moon Phases Part 2

Lesson Objectives:
The students should be able to
observe, chart, and illustrate phases of the moon and describe the changing pattern of the
moon as it revolves around the Earth.

Assessment:
Learning Objective

Assessment Strategy

Observe, chart, and illustrate phases of the

moon and describe the changing pattern of the
moon as it revolves around the Earth.

Formative Assessment:
Moon Phase Diagram
Class discussion
Summative Assessment: End of Unit IA Test

Materials:

Moon by Steve Tomecek

Black construction paper
White crayon

Implementation
Introductory Activities
1. Read and discuss Moon by Steve Tomecek.
2. Review what we discussed in the previous lessons and activate students prior knowledge
about the moon.

Developmental Activities
Whole GroupTeacher Talk
1. Discuss the phases of the moon using the Moon PowerPoint slides 13 to end.
2. Using a moon phase calendar at http://www.almanac4kids.com/sky/thismonth.php
discuss the different phases of the moon. Ask the students questions about what they
notice from looking at the calendar.
3. Call on different students to label the interactive poster we used in the previous lesson.
Individual PracticeActivity

Earth, Moon, and Sun 9

1. Students will draw and label the phases of the moon on black paper.
2. Conference with students to discuss their drawings and address any misconceptions.

Closing Activities
1. Play the Mr. Lees Phases of the Moon Rap https://www.youtube.com/watch?
v=79M2lSVZiY4

Lesson 4: Time and Tide

Lesson Objectives:
The students should be able to
explain how some events in nature, such as tides, occur in a pattern or cycle;
recognize that the relationships that exist between and among the Earth, sun, and moon
result in tides;
analyze data from simple tide tables to determine a patterns of high and low tides.

Assessment:
Learning Objective

Assessment Strategy

Materials:

PowerPoint Presentation
Tide Cards

Implementation
Introductory Activities
Read Aloud
1.
2.
3.
4.

Read Catching the Moon by Myla Goldberg

Ask students to describe tides by drawing on their own experiences.
Define a tiderise and fall of the ocean waters.
Show BrainPop video, Tides, https://www.brainpop.com/science/earthsystem/tides/

Developmental Activities
Whole GroupActivity

Earth, Moon, and Sun 10

This activity involves only 12 students at a time, so you may have to repeat it to give all of your
students an opportunity to participate.
1. Show a simplified tide table on a PowerPoint slide.
2. Explain to students that they will be making a living graph of the low tides and high
tides that occur over a three-day period.
3. Distribute to each student a copy of the Tide Card that you have copied onto blue paper.
4. Show the students how to read the Tide Table, pointing out the days, times, and low and
high tides.
5. Assign each student a day, tide, and time. For example, your first student would be
assigned Monday, Low Tide at 3:30 a.m. Two or more students will be assigned the
same day, tide and time if you choose to do this activity more than once so that each child
may participate.
6. Once students have their assignments, instruct them to write their day on the card, circle
the correct tide, write in the time, and circle a.m. or p.m. on their Tide Cards.
7. Students are now ready to form their living graph! Ask the students to line up in the
front of the room in chronological order beginning with Monday, Low Tide at 3:30
a.m.
8. Instruct students who are high tides to hold their cards above their heads. Students who
are low tides should hold their cards waist high. The difference created between high
and low tide should be about two and a half feet which is the actual difference in high
and low tides in the Chesapeake Bay! Use your yardstick to show the usual height
difference between high and low tide in Virginia tidal waters.
Whole GroupDiscussion
1. Lead a discussion, using the following prompts:
a. How many high tides usually occur in one day? (2)
b. How many low tides usually occur in one day? (2)
c. What is the approximate time interval between one high tide and the following
low tide? (6 hours)
d. Would you describe tides as occurring in a cycle that follows a natural pattern?
Why or why not? (Yes, tides occur in pattern; a high tide is always followed by a
low tide and they are approximately 6 hours apart)
e. Name so other cycles found in nature.
f. Name some people who need to know where to find and how to read tide tables.
(Beach vacationers, lighthouse keepers, lifeguards, boaters, swimmers, surfers,
anyone who works or lives near coastal waters)
2. Using various tide charts, have students practice answering questions based on the charts.
Questions should include:
a. How many times are there low tides? High tides?
b. Based on the tide chart, what will probably be the high tide height on a specific
date?
c. What pattern do you see in the tide chart?
Whole GroupDemonstration

Earth, Moon, and Sun 11

1. Using a globe, moon, and flexible hula hoop, demonstrate how the gravitational pull of
the moon and sun affects the tides.
2. Have one student hold the globe in the center of the hula hoop. Have another student
hold the moon on the outside of the hula hoop.
3. Push the sides of the hula hoop in to create the oval shape showing high and low tides.
4. Have the student holding the moon change positions and adjust the shape of the hula
hoop accordingly.
Individual Activity
1. Students will create Organizer 1 (shows tides in relation to location of Earth and moon)
and 2 (shows ebb and flood of tides on coastline) for their Interactive Earth, Moon, and
Sun Notebook.
2. Discuss how the organizers model the tides.

Closing Activities
1. Students will complete an individual practice sheet checking for understanding and
reading tide tables.