Crystal Burns

Solar System Unit Plan

Part B: Unit Plan Summary

This unit is an introductory unit to the solar system. It focuses on the Sun, the Earth, and
Earths moon. It will more specifically focus on the movements of the Sun, the Earth, and
Earths moon and what these different rotations and orbits cause. At the end of this unit the
students will know what causes: day and night, time zones, the four seasons, moon phases, and
eclipses.

1. Introduction to Astronomy Unit:

This lesson will contain a read aloud, On Earth by Brian Karas, and an investigation of
vocabulary that might be new to the students.

2. Movement of the Earth, Moon, and Sun:

This lesson will teach the students how the Earth, Moon, and Sun move in relation to
each other. Students will actively get up and learn what it means to orbit an object. They
will then play an interactive computer game to learn how the Earth, Moon and Sun move
in relation to each other.

3. Day and Night:

Students will hypothesize in their science journal for what they believe to cause day and
night. We will then read a book, What Makes Day and Night by Franklyn M. Branley,
then discuss as a class how this book helps us explain what causes day and night. There
will be videos for the students to watch to further explain day and night. Students will do
an activity to demonstrate their understanding of day and night, and will also be working
with interactive websites to help creating the meaning of day and night.

4. Time Zones:
Make real life connections to the students and their knowledge of the time zones. After
this discussion the phenomenon will be explained further through watching some videos
and online practice with the time differences.

5. The Reason for the Seasons:

Students will hypothesize about what they think causes the different season. We will
discuss the different theories that the students wrote about in their journals. When this is
done we will work to correct and misconceptions that the students may have had by
doing a read aloud, watching videos, and students creating their own diagrams to describe
the reasons for the seasons.

6. Moon Phases:
Ask the students what the moon looks like from Earth and different reasons why the
moon may appear to be different shapes. We will show a short video about the different
moon phases. Then the students will then act it out by doing the activity we did in class,
when we were the Earth and the Moon was a ball on the end of a pencil. After this
activity is done the students will go back and answer the question that they were asked at

2
 Crystal Burns
Solar System Unit Plan

the beginning of class. We will also discuss the different observations the students had
made about the Moon during the past week in their science journal.

7. Eclipses:
The students will watch a video on eclipses and then think, pair, share about what they
discovered in the video. They will partner up and write down any unknown vocabulary or
concepts that they were unsure about. We can use the same activity that we did in moon
phases to show solar and lunar eclipses. In their science journal they we write the POMS
of the eclipses lesson.

3
 Crystal Burns
Solar System Unit Plan

Part C: Knowledge Background

The students will be faced with concepts that surround the relationship between the Earth,
the Moon, and the Sun. It is important to know about just the Earth first. The Earth is 93 million
miles from the Sun. There is an imaginary line that goes through the Earth from the northern
most point to the southernmost point, this is called the axis. The Earth is tilted on this axis with
respect to the plane of its orbit at an angle of about 23 degrees. Every 24 hours the Earth makes
one rotation in a counterclockwise direction around the axis. As this is going on the Earth is
orbiting the Sun in a counterclockwise direction. It takes the Earth 365 days to make one full
orbit around the Sun. While the Earth is rotating on its axis and orbiting the Sun, the Moon is
orbiting the Earth.
Since the Earth is rotating on its axis while it is orbiting the Sun there are parts of the
Earth in every 24 hour period experiencing day and night. When a certain part of the Earth is
facing the sun it is day and the other half is in night because it is lacking sunlight. Each part of
the Earth can have direct sunlight for a varying duration throughout the year because as the Earth
orbits the Sun the tilt is causing different hemispheres to have direct sunlight. This also causes
the Earth to have different timezones. Timezones are arbitrary regions that were created to
correspond with the amount of daylight in that region. Another product of the Earths tilt is the
season. When a hemisphere is tilted towards the sun, receiving direct sunlight, it is getting
summer weather. When it is tilted away from the sun, receiving indirect sunlight, it is getting
winter weather.
The Moon is the Earths only natural satellite. The Moon orbits the sun but not in an
elliptical manner. This causes the moon to have one side of it lit by the Sun at all times. Different
moon phases are caused because our view point of the moon is also changing. It takes the Moon
about 29 days to go through a full moon phase cycle. Since this is a cycle the moon is continually
repeating these different phases.

4
 Crystal Burns
Solar System Unit Plan

Part D: Standards

NGSS:
1) Obtaining, evaluating, and communicating information.
2) Energy and matter: Flows, cycles, and conservation
3) Earth and Space Sciences
-ESS1.A: The Universe and its Stars
-ESS1.B: Earth and the Solar System

CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text

ISTE.3: Research and information fluency:

Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.

ISTE.6: Technology operations and concepts:

Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems.

5
 Crystal Burns
Solar System Unit Plan

Part E: Resources

For the Unit:

Unit Assessment
Astronomy Lapbook

Lesson 1: Introduction to Astronomy Unit

On Earth by G. Brian Karas
Computers/iPads
Pre-bookmark Websites
Dictionaries/Astronomy Books (used to find definitions)
Vocabulary Graphic Organizer
Pens/pencils
Moon Phases Observation Graphic Organizers

Lesson 2: Movement of the Earth, Moon, and Sun

Science Journals
Computers/iPads
Pre-bookmark Websites
Pens/pencils

Lesson 3: Day & Night

What Makes Day and Night by Franklyn M. Branley and illustrated by Arthur Dorros
Science Journal
Pens/pencils
Computers/iPads
Pre-bookmark Websites
Lamp

Lesson 4: Time Zones

Time Zone Presentation
Computers/iPads
Pre-bookmark Websites
Time Zone Question Worksheet
Time Zone Atlas Activity Worksheet

Lesson 5: The Reason for the Seasons

Science Journals
Pen/pencils
The Reason for the Seasons by Gail Gibbons
Computers/iPads
Pre-bookmarked Websites
Diagram Worksheet

Lesson 6: Moon Phases

Science Journal

6
 Crystal Burns
Solar System Unit Plan

Pen/Pencils
Moon Phases Presentation
Computers/iPads
Pre-bookmarked Websites
Lamp
Spheres (to represent the moon in the experiment)
Pencils/rods
Moon Observation Worksheet

Lesson 7: Eclipses
Science Journals
Pens/Pencils
Eclipse Presentation
Computers/iPads
Pre-marked Websites
Vocabulary Graphic Organizer
Lamp
Spheres (to represent the moon in the experiment)
Pencils/rods
Eclipse Diagram Worksheet

7
 Crystal Burns
Solar System Unit Plan

Part F: Teaching Strategies

Lesson 1: Introduction to Astronomy Unit

Read-Aloud
On Earth by G. Brian Karas
o Let students know that while listening to the story they should be looking for
terms they dont know.
o Allow students to think-pair-share after the read aloud about the book and words
they did not know.

As a class identify vocabulary terms and seek out definitions using books, dictionaries, or
glossaries.
o Students will work in pairs to find the astronomy-related definitions for the
vocabulary words. Students are to put these definitions in their own words. Each
student will receive a graphic organizer to write the vocabulary term and the
definition they created.
o Teacher will review students work before allowing them to move to Quizlet.com
to ensure their definitions are accurate.

Orbit Year Atmosphere Astronomer

Astronaut Planet Moon Gravity
Space Sun Rotating Revolving
Day Night Phases Seasons
Eclipse Solar Lunar Illuminate

Computer Activity
o Quizlet.com
Students are able to create vocabulary flash cards with the terms identified
by the class and the definitions they created. Then they can play games
with them to help learn the terms. The games range from easy to difficult,
and can be done throughout the unit.

Assign Moon Phases Observation

o Students will use a graphic organizer to keep track of the moon each night.
o Students will need to sketch what they observe, record the time they observed,
and what direction (north, south, east, west) the moon was.

Lesson 2: Movement of the Earth, Moon and Sun

Student Demonstration Activity
o Explain that to orbit an object means to move around it, and demonstrate this by
having one child orbit around another child
o Ask children to think, pair, share how they think the sun, the Earth and the Moon
move in relation to each other which body orbits which body?

8
 Crystal Burns
Solar System Unit Plan

o Explain the difference between rotating and revolving, again demonstrating
this by having a child rotate (spin on the spot) and revolve (move in a circle).

Computers, acting it out, and self exploration

o Use interactive diagram at:
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
press Play to see how:
The Earth rotates on an axis
The Earth orbits / revolves around the sun
The Earth (and all of the planets) revolve around the sun
The Moon orbits the Earth change the time settings using the red arrows
and press Go to show how:
It takes the Earth a year (365 days) to orbit the sun
It takes the Moon a month (30 days) to orbit the Earth
It takes the Earth a day (24 hours) to rotate on its axis
Split children into groups of 3 and ask them to act out being the sun, the
Earth and the Moon, repeating this 3 times, with the children swapping
roles each time (remind them not to spin too quickly or to be silly)
Students are able to explore this diagram on their own and take a short
quiz about the Earth, Moon, and Sun.

Science Journal
o Ask children to think, pair, share how the sun, the Earth and the Moon move in
relation to each other again and write it down in their Science Journal

Computer Game
o Earth, Moon, and Sun online game
Complete the activities at
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/earth_sun_
moon/play/ which covers the same points as covered in the intro, but using
a different activity.

Lesson 3: Day & Night

Film, Discussion & Journal Entry
o Watch film
http://www.youtube.com/watch?v=gXh8t6iqKhc
o Ask children to think of an explanation for why we have day and night, write their
explanation in their journal, and share with a partner.

Interactive Activity
o The teacher will place a lamp in the middle of the classroom. Each student will
gather around the lamp.
o The teacher will explain to the students that the lamp represents the sun, while
each individual student represents the Earth. Where their eyes are is where we are
located on the globe.

9
 Crystal Burns
Solar System Unit Plan

o The teacher will explain that when they are facing the Sun (the lamp) it is
daytime, and when they turn around and can no longer see the Sun (the lamp) it is
nighttime.
o The teacher can ask questions to help students understand the rotation of the Earth
by having the students demonstrate when they think sunrise, noon, and sunset are
by angling their bodies.
The Earth rotates counter-clockwise.

Read Aloud, Discussion, & Journal Entry

o What Makes Day and Night by Franklyn M. Branley and illustrated by Arthur
Dorros.
o Discuss the book and create a class explanation of why we have day and night.
o Allow students a chance to write down a new explanation of why we have day
and night

Watch film
o http://www.youtube.com/watch?v=hWkKSkI3gkU
The class will discuss the key points and what they learned from the film.
o Students will go to this website to follow the story and answer the questions:
http://www.beaconlearningcenter.com/weblessons/AsTheEarthTurns/defa
ult.htm

Journal Entry
o Students will take what they learned from the films, read-aloud, interactive web-
site, and demonstration activity to answer the essential questions in their science
journal.

Lesson 4: Time Zones

Introduction Activity (Life Connection)
o Ask children if they have any family or friends in far-away places who they talk
to on the phone when it is a different time in their relatives or friends location,
and if they have, ask them where and how the time is different.
o Ask children if they have ever been on holiday to a place where they needed to
change their watches when they arrived, and if they have, where they went and
how what they had to do with their watches (how many hours forward or back).
o Ask children to think about what we learned about day and night in the previous
lesson does the Earth spin 180 degrees in one go or does it turn slowly? Explain
that this slow rotation of the Earth is why different places have different time
zones

Presentation
o Teacher will introduce students to Time Zones through this brief presentation.
http://www.quia.com/rr/94055.html?AP_rand=138867925

Films

10
 Crystal Burns
Solar System Unit Plan

o These films will allow students to have more of an explanation and information
about time zones.
https://www.youtube.com/watch?v=widWLhIIbzs
https://www.youtube.com/watch?v=UH3ITIMk2uk

Online Practice
o This activity will have students take what they just learned and put it to practice.
These questions start off easy and as students get more answers correct the harder
it gets.
http://www.harcourtschool.com/ss1/skills/g6_u4_ch9.html
http://www.harcourtschool.com/ss1/skills/g5_u6ch1_timezones.html

Worksheet
o Children to answer comprehension questions from the lesson on time zones.
Lower ability to work on sheet and complete partially complete sentences;
higher ability to answer in full sentences in their books
o Children to use atlases to look up places for each different time zone, by cross-
referencing between the maps in the atlas and the world time zones map.
Students will be able to keep track of their work on a graphic organizer.

Lesson 5: The Reason for the Seasons

Journal Entry & Discussion
o Ask students to think why we have seasons and to write their theory down in their
science journal.
o Students will share their theories with the class and discuss why one seems more
reasonable than another.

Read Aloud
o The Reason for the Seasons by Gail Gibbons.
Teacher will do think alouds to demonstrate how the teachers theory
about the seasons with the more information they find out.
The teacher will stop and ask questions and allow students to think-pair-
share their thoughts, questions, and understandings.

Film:
o http://www.neok12.com/video/Seasons/zX5b606f020e437a4e5a4177.htm
o http://www.neok12.com/video/Seasons/zX46597e6176056b697f7059.htm

Journal Entry
o Students will revisit their theory and write down the real reason why we have
seasons. Students will also write about how their created theory is either right,
partially right and incorrect, or incorrect.

Films and Diagram

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

11
 Crystal Burns
Solar System Unit Plan

o http://www.bbc.co.uk/learningzone/clips/how-the-earth-s-tilt-creates-the-
seasons/13527.html
o Watch the videos, tell children to focus on listening for the information that they
will need for their diagrams
Children to annotate a diagram about why the Earth has seasons with the
following information:
The autumn equinox, the spring equinox, the summer solstice and
the winter solstice.
The dates for each equinox.
Which part of the Earth is warmest / coldest and why?
Which part of the Earth has longer / shorter days and why?
General notes section in one of the corners.
o After the films and students fill out their diagrams, they will share their findings
and work with a partner to see if they match up.
Students will discuss any differences in answers to hopefully come up
with a correct answer for both diagrams. If students are not sure of the
answer they can use text resources to find the information out.

Lesson 6: Moon Phases

Discussion and Journal entry
o Ask children to describe what the Moon looks like from Earth; suggest reasons
why they think the moon looks different at different times; and why the Moon is
illuminated.
o Have students write their theories down in their science journals

Presentation
o Presentation will introduce some vocabulary, information on moon phases, and
explain that the Moon does not generate its own light and instead reflects the light
from the sun.

Films
o http://www.youtube.com/watch?v=nXseTWTZlks
o http://www.youtube.com/watch?v=0vXWXqGmPCk
Watch from 1 minute into the film

Journal Entry
o Display Moon phases on the board and ask children to think, pair, share the
vocabulary from the videos and what it meant (e.g. crescent, gibbous, waxing,
waning, etc.) and write down the definitions they come up with in their science
journal.

Act it out
o Moon Phases Demonstration
Place a lamp in the middle of the room (or give a group of students each
their own lamp).

12
 Crystal Burns
Solar System Unit Plan

Have each student poke a hole into their sphere with their pencil and hold
the pencil, with sphere attached, in their left hand. They should be holding
what looks like a spherical lollipop. (This can be done before hand by the
teacher)
Explain to students that the bulb is the Sun, each of their spheres is the
Moon and each student is Earth.
To begin, explain to students that their eyes are the earth and the sphere is
the Moon. Instruct students to extend out their arm and to hold the sphere
slightly above their heads, so that when their back is to the lamp the
sphere is completely lit up on one side (the side they can see). Then have
them fact the light to start out with the first phase.
Step 1: New Moon: As students look at their moon, they will see
that the sunlight is shining on the far side, opposite their view of
the moon. From Earth, the new moon is not seen.
Crescent Moon: Keeping their arms extended in front of their
bodies, have students turn their body and extended arm
counterclockwise about 45 degrees. They should face their balls
and observe what they now see. They should see the right-hand
edge of the sphere illuminated as a crescent. The crescent starts out
very thin and fattens up as the moon moves farther away from the
sun (as the student begins to turn in a circle).
Step 2: First Quarter: Have students continue turning left so their
moon and body are now 90 degrees to the left of their original
position. The right half of the moon should now be illuminated.
This phase is called the first quarter.
Step 3: Full Moon: When students move their moon so it is
directly opposite the sun, as viewed from Earth, the half viewed
from Earth is fully illuminated. (Make sure they hold their moon
high enough so the "sunlight" is not blocked by their head.)
Step 4: Third or Last Quarter: Keep students turning, with arms
extended, so they are now three-quarters of the way around from
their original position. This is the third, or last, quarter. They
should observe that the opposite side from the first quarter moon is
now illuminated.
Step 5: Return to New Moon: The continued counterclockwise
movement brings a thinning crescent and finally a return to a new
moon.

Journal Entry
o Have students to revisit the questions presented at the beginning of the lesson and
write their new understandings down.
o Ask students their theories on why the moon looks different at different times;
and why the moon is illuminated.

Discussion of Moon Phases Observation Assignment

13
 Crystal Burns
Solar System Unit Plan

o Have students bring in their observation sheets from home and as a class discuss
what they have seen.
o Have students think-pair-share about why there may be some differences between
students observations.
o As a class discuss the difference that have been happening and solutions to solve
these problems.
o Assign students to keep observing the moon with the new guidelines created in
the previous step to ensure that the entire class will have similar results.

Lesson 7: Eclipses
Discussion & Journal Entry
o Ask children if they have heard of an eclipse, and if they have, if they can explain
what an eclipse is.
o Students will be able to turn to their partner and talk about eclipses, then students
will write their current understanding of and a theory about eclipses.

Presentation
o To explain that the word solar is used for things that refer to the sun (e.g. solar
power, solar eclipse, etc.) and the word lunar is used for things that refer to the
moon (e.g. lunar landing, lunar eclipse, etc.). The presentation will also contain a
diagram of where the Moon, Sun, and Earth are in relation to each other for each
eclipse.

Film & Journal Entry

o Watch the video about how and why a solar eclipse happens.
http://www.youtube.com/watch?v=-09EHBvvAi4
Ask children to think, pair, share the stages in a solar eclipse, with each
partner talking in turns to describe one stage in the process.
Students will take notes in their science journal of what they shared in
their groups.
o Watch the video about how and why a solar eclipse happens.
http://www.youtube.com/watch?v=V4MyECDAjbc
Ask children to think, pair, share the stages in a lunar eclipse, with each
partner taking it in turns to describe one stage in the process.
Students will take notes in their science journal of what they shared in
their groups.

Word Bank
o Make a class word bank of key vocabulary from the videos and what each word
means (e.g. umbra, penumbra, eclipse, aligned etc.).
o Have students use a graphic organizer to keep track of the vocabulary and
definitions.

Demonstration

14
 Crystal Burns
Solar System Unit Plan

o We can use the same activity we used to demonstrate moon phases to demonstrate
both solar and lunar eclipses.
o http://lasp.colorado.edu/home/wp-
content/uploads/2012/05/A4_Modeling_Eclipses.pdf
o This website provides a detailed explanation on how to do this activity (will have
to be adjusted slightly to be used for this grade level).

Interactive Web Activity

o http://highered.mcgraw-
hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78
778/Eclipses_Nav.swf::Eclipse+Interactive

Worksheet & Think-Pair-Share

o Students will receive two worksheets, one of a solar eclipse and one of a lunar
eclipse, and will be required to annotate the diagram to show how each eclipse
occurs.
o Children to show their diagrams to a partner and explain what each one shows,
discussing any points that they are disagree about or are not clear on.

Journal Entry
o Students will record in their journals their new understandings of eclipses and
draw and annotate diagram of both a solar and a lunar eclipse.

15
 Crystal Burns
Solar System Unit Plan

Part G: Assessments

Formal Assessment:

Diagram: During the course of Lesson 5, the students will be expected to make a diagram about
why the Earth has seasons.

Lapbook: The students will be expected to create an informational lapbook about one of the
following topics:
Why does the earth have seasons?
What are the phases of the moon and why do they occur?
The students will be allowed to pre write, write, edit, and consult with the teacher as they write
this essay. The students will also be expected to create/draw pictures and diagrams to go along
with their essay. The students will conference with the teacher before doing their final draft.

Informal Assessments:

-Students will be expected to journal about what they think or know about a topic before learning
about it (in a lesson) and then again after the lesson is completed. This will help show us what
the students already knew and what misconceptions they may have had. It will also show what
the students learned in the lessons and what they still need help with.

-Class discussions is another form of informal assessment that will be used during the course of
this unit. Having students involved in a discussion can help us learn about their thought
processes and what they are taking away from certain lessons.

-During Lesson 7, the students will make a word bank together as a class. The students will be
expected to identify key vocabulary from the videos that they have just watched.

-Also during Lesson 7, the students will have two worksheets (one for a solar eclipse and one for
a lunar eclipse) and they will be expected to create a diagram showing how each eclipse occurs.
After they do this, the students pair up and discuss their diagrams with each other.

16
 Crystal Burns
Solar System Unit Plan

Part H: Lesson Plan

Day and Night

4th Grade

Essential Questions:
How does the rotation of the Earth affect day and night?
Which way does the Earth rotate?

Enduring Understandings:
The rotation of the Earth around its axis gives the appearance of the sun rising and
setting. As the Earth rotates only part of the earth is facing the sun causing it to be day.
When part of the Earth is opposite the sun it is dark and night time.
The Earth rotates on its axis in a counterclockwise motion.

Assessments:
The teacher will informally assess the students understanding from discussion and
students answers to probing questions. The teacher will formally assess students
understanding from their final journal entry answering the essential questions.

NGSS:
Practices: Constructing explanations (for science)
Concepts: Patterns and Cause and Effect
Core Ideas: ESS1.B

Materials:
Projector
Computers/iPads
Lamp
Student journals
Pen/pencil
What Makes Day and Night

Engage:
Watch film.
o http://www.youtube.com/watch?v=gXh8t6iqKhc
Have students think-pair-share their ideas and understandings to what causes day and
night.
Students will then write their understanding of the causes of day and night in their
journal.
The teacher will then ask students to share their ideas and come up with a general idea for
the cause of day and night.

Explore:

17
 Crystal Burns
Solar System Unit Plan

The teacher will read aloud What Makes Day and Night by Franklyn M. Branley and
illustrated by Arthur Dorros.
o Teacher will stop at predetermined spots to ask questions and engage students in
discussion. The teacher will also do think alouds when information read changes
or adds to the understanding of the classroom.

Explain:
Interactive Activity
o The teacher will place a lamp in the middle of the classroom. Each student will
gather around the lamp.
o The teacher will explain to the students that the lamp represents the sun, while
each individual student represents the Earth. Where their eyes are is where we are
located on the globe.
o The teacher will explain that when they are facing the Sun (the lamp) it is
daytime, and when they turn around and can no longer see the Sun (the lamp) it is
nighttime.
o The teacher can ask questions to help students understand the rotation of the Earth
by having the students demonstrate when they think sunrise, noon, and sunset are
by angling their bodies.
The Earth rotates counter-clockwise.
Teacher can ask the question again and assess the understanding from the read aloud.
Together as a class they can formulate an explanation for day and night.

Elaborate:
Watch film.
o http://www.youtube.com/watch?v=hWkKSkI3gkU
o The class will discuss the key points and what they learned from the film.
Students will go to this website to follow the story and answer the questions:
o http://www.beaconlearningcenter.com/weblessons/AsTheEarthTurns/default.htm

Evaluate:
Students will take what they learned from the films, read-aloud, interactive web-site, and
demonstration activity to answer the essential questions in their science journal.

Adaptations:
The science journal can be an electronic for students who have difficulty writing, it can
also be used for students who communicate their responses to the teacher/assistant who
will then type it up.
Students may also use a diagram that they would label to show their understanding of the
cause of day and night.

Level of Inquiry: Confirmation

18