Unit Lesson Plan: Earth and Space Science
Target Audience: ​Second Grade
Group Members: ​Stephanie Wallace, Ashley Frew, Mike Rawls, Lacy Cargle, Amanda Jones
Module 1: Position of the Sun-​​Plan and
carry out an investigation to determine the
effect of the position of the sun in relation to a
fixed object on earth at various times of the
day.
Standards for the 21st Century Learner:
Inquire- Build new knowledge by inquiring,
thinking critically, identifying problems, and
developing strategies for solving problems;
Create-Learners engage with new knowledge
by following a process that includes: 1. Using
evidence to investigate questions. 2. Devising
and implementing a plan to fill knowledge
gaps. 3. Generating products that illustrate
learning;
Learning Outcome:​​ For students to
understand that the position of the sun
changes throughout the day resulting in
shadows changing size and shape
throughout the day.
Georgia Performance Standard: ​ S2E2.
Obtain, evaluate, and communicate
information to develop an understanding of
the patterns of the Sun and the moon and the
sun’s effect on the Earth.
a. Plan and carry out an
investigation to determine the
effect of the position of the sun
in relation to a fixed object on
earth at various times of the
day.
b. Design and build a structure
that demonstrates how
shadows change throughout
the day.
ISTE Standard for Students:
Knowledge Constructor - Students critically
curate a variety of resources using digital
tools to construct knowledge, produce
creative artifacts and make meaningful
learning experiences for themselves and
others.
Creative Communicator - Students
communicate clearly and express themselves
creatively for a variety of purposes using the
platforms, tools, styles, formats and digital
media appropriate to their goals.
Essential Question: ​What is the effect of the
position of the sun on a fixed object on Earth?
Student Learning Outcomes: ​Students will
be able to effectively use digital tools to
create models that demonstrate patterns of
the sun and the moon and/or the sun’s effect
on the Earth.
I Can Statement:
I can plan an experiment to observe the effect
of the sun on a stationary object on Earth.
I can identify changes in the position of the
sun.
I can record changes in the position of the
sun.

Lesson: Position of the Sun Materials:

Day 1 ​Teacher will initiate a discussion about
the sun. Teacher will ask students to turn and
talk to their neighbor sharing something they
know about the sun. After allowing time for
students to share, teacher will allow students
to share on a course Padlet​, What do you
know about the sun?​ Each student will add a
response to the padlet, and then after
refreshing the padlet page, the teacher will
review students responses, clearing up any
misconceptions.
-​​book of choice about the sun. Options can
include ​Bear Shadow​ by Frank Asch,​ ​The
Sun our Nearest Star​ ​by Franklyn M.
Brandley, or ​Objects in the Sky​ by Rachel
Hudson.
Each group gets each of the following-
“Our Investigation Sheet”
Digital Timeline Tool
Padlet

Show Video: ​Crash Course Kids-The Sun​.

This video is an introduction that explains
why some shadows are longer than others.
Have students log their thoughts in their
science journal for later use. For further
extension, show the video through EdPuzzle
and embed questions throughout the video to
ensure students are grasping the concept
covered in the video.

Day 2
The teacher will tell the children he/she wants
to find out what effect the sun has on a
certain object throughout the day. Children
will be put into three or four small groups (3-4
children in a group).

The teacher should pass out “Our

Investigation” paper and ask children to think
of an investigation they could carry out to
determine the effect of the position of the sun
in relation to a fixed object at various times of
the day.
Each group is introduced to the collection of
materials that can be used to investigate the
position of the sun.

Students will work in groups to plan an

experiment to investigate the position of the
sun. The children should fill out an
investigation sheet about what they are
planning to do. Student groups will use the
materials to create one object to observe and
take the object outside with their clipboards,
paper pencils and place their object
somewhere on the playground. Creations
may need modification. Then the team
should get their investigation approved by the
teacher.

Day 3

Quick review from the day before and begin

today’s lesson with an interactive lesson from
Measuring Shadows​. After students finish the
online lesson, have students go outside (if
weather permits) and complete the
assessment at the end of the lesson. This
should show student understanding if they
can correctly identify the projection of the
shadow.
Have students log their thoughts in their
science journal for later use.

The teacher will have to give students 3 or 4

opportunities to go outside to their fixed
object and investigate. Each time students go
out they should make observations and take
notes about the effect the sun has on the
fixed object. (temperature of object, shadow,
location of sun, and or time of day)
Teacher can observe student work and
support students as needed. Struggling
groups may need assistance completing the
investigation sheets, language or vocabulary
and completing investigation sheets.

Assessment: ​At the end of the observation

day the teacher should allow students access
to ​Readwritethink-​ a digital timeline tool.
Students can work as a group to list on the
timeline, the time of day and how far the
shadow moved during each visit observing
the shadow and effect of the sun on the
object they created. Students should print
and share the timelines and with their
observations with the class.

A conversation about what worked best with

the observation and what needs improvement
should take place at the end of the reports
allowing students to make improvements for
the next time group work is necessary in
science.

Enrichment activity:​Day and Night in the

World​. Having the students investigate the
difference between day and night by
comparing nocturnal and diurnal animals
allows students to understand what happens
when the sun is visible in different parts of the
world.

Resources- ​“Our Investigation Sheet”

Data Collection Experiment-
https://www.giftofcuriosity.com/recording-
the-earths-rotation-with-shadows/
Sundials experiment-
http://www.livebinders.com/media/get/MTg
0MjE1MDI=
ReadWriteThink- Digital Timeline Tool-
http://www.readwritethink.org/classroom-r
esources/student-interactives/timeline-300
07.html

Unit Lesson Plan: Earth and Space Science

Target Audience: ​Second Grade

Group Members: ​Stephanie Wallace, Ashley Frew, ​Mike Rawls​​, Lacy Cargle, Amanda
Jones
Module 2: Seasons Change ​Students
represent data (length of day and night) in
tables and/or graphs to recognize the change
in seasons.
Standards for the 21st Century Learner:
Inquire- Build new knowledge by inquiring,
thinking critically, identifying problems, and
developing strategies for solving problems;
Create-Learners engage with new knowledge
by following a process that includes: 1. Using
evidence to investigate questions. 2. Devising
and implementing a plan to fill knowledge
gaps. 3. Generating products that illustrate
learning;
Student Learning Outcomes:
Students will access a variety of digital
resources and collect information about the
changing of seasons related to shortening or
lengthening of daylight hours.
Students will be able to effectively use digital
media to clearly communicate scientific data
(about length of day and night) collected in
tables and/or graphs.
Duration: 2 days
Day 1: As a review of seasons, from First
Grade Science Standards, show video, ​Bill
Nye​.
Have students place the following image in
their science journal.
Georgia Performance Standard: ​ S2E2.
Obtain, evaluate, and communicate
information to develop an understanding of
the patterns of the Sun and the moon and the
sun’s effect on the Earth.
c. Represent data in tables and/or graphs of
the length of the day and night to recognize
the change in the seasons.
ISTE Standard for Students:
Knowledge Constructor - Students critically
curate a variety of resources using digital
tools to construct knowledge, produce
creative artifacts and make meaningful
learning experiences for themselves and
others.
Creative Communicator - Students
communicate clearly and express themselves
creatively for a variety of purposes using the
platforms, tools, styles, formats and digital
media appropriate to their goals.
Essential Questions:
What are the seasons?
Why do the seasons happen in an order?
How are seasons related to length of day and
night?
How do seasons affect people, animals, and
plants?
I Can Statement:
I can represent data (length of day and night)
in tables and/or graphs in order to recognize
the change in the seasons.
Materials:
Chromebooks, tablets, or other computers
Internet Access
Create-A-Graph​​ website
Farmer’s Almanac website
Month Sunrise Sunset Total
Daylight
Jan 7:42 AM 5:36 PM 10
 Feb 7:33 AM 6:05 PM 11

Mar 7:04 AM 6:31 PM 11

Apr 7:22 AM 7:56 PM 12

May 6:45 AM 8:20 PM 13

Jun 6:23 AM 8:43 PM 14

Jul 6:26 AM 8:52 PM 14

Aug 6:45 AM 8:37 PM 14

Sep 7:08 AM 8:01 PM 13

Oct 7:30 AM 7:19 PM 12

Nov 7:56 AM 6:41 PM 11

Dec 7:24 AM 5:24 PM 10

Image taken from ​What Causes the Seasons

website.
Access data on sunrise and sunset from the
Farmer’s Almanac​. Have students print the
data chart to use the next day.

Day 2: For students to be able to graph their

data digitally, students will need to access the
Create-A-Graph​​ ​website. Using information
gained from the ​Farmer’s Almanac​​ ​website,
students will need to input the data into the
Create-A-Graph​​ ​website and print their
digital graph.

Have students take a picture of their graph

upon completion and then use Adobe Spark
video to upload and voice over their learning
about the length of day and how that relates
to the seasons.

Assessments:
Graphs created and printed
Adobe Spark video

Digital Resources:
Create-A-Graph​​ website
Farmer’s Almanac​​ website
Adobe Spark-
Unit Lesson Plan: ​Use data from personal observations to describe, illustrate, and predict
how the appearance of the moon changes over time in a predictable pattern.
Target Audience: ​Second Grade
Group Members: ​Stephanie Wallace, Ashley Frew, Mike Rawls, Lacy Cargle, Amanda Jones
Module 3: Changes in the Moon
Use data from personal observations to
describe, illustrate, and predict how the
appearance of the moon changes over time
in a predictable pattern.
Learning Outcome: ​To understand how the
moon’s shape changes in a predictable
pattern over time.
Duration: 3 days
Lesson:
Day 1 – ​Watch the SciKids Show video, ​Why
Does the Moon Change?
Ask questions throughout the video, ask
students to summarize video, talk about their
favorite parts, what they already knew, if they
learned anything. Complete the KWL chart.
Georgia Performance Standard: ​ S2E2.
Obtain, evaluate, and communicate
information to develop an understanding of
the patterns of the Sun and the moon and the
sun’s effect on the Earth. d. Use data from
personal observations to describe, illustrate,
and predict how the appearance of the moon
changes over time in a predictable pattern.
AASL Standards: ​Students will apply
research skills to answer student-generated
questions about the cycle of the moon and
the effects the movement of the moon has on
earth.
Essential Question:
How can we predict the shape of the moon
over time?
I Can Statement:
I can predict the shape of the moon based on
my personal observations.
Materials​​:
Chromebooks or other computers
Internet Access
Have students log their thoughts in their
science journal.

Day 2:​​ Short review of video from day 1. Log

in to ​www.getepic.com​ and view the online
book ​The Moon Changes Shape​. After
reading the book together, students should
take the quiz afterward as a quick
assessment. Show video, ​Phases of the
Moon​ from Brainpop to support student
understanding through visually showing the
phases moon. A group of students will take
the Brainpop Phases of the Moon Quiz at the
end of the video as an informal assessment.

Day 3:​​ Show​ ​Moon Phases Digital

Animation​ to further clarify how the position of
the earth affects how we see the moon. Have
students create a piktochart illustrating what
they have learned about the patterns of the
moon. It is not necessary that students know
the specific name of each cycle, just that they
recognize the pattern the moon follows.

Assessments:
Science Journal
KWL
Moon Changes Shape quiz
Brainpop quiz
Chatterpix using an iPad to explain the
patterns associated with the changing phases
of the moon.

Resources:
Moon Phases Digital Animation
Chatterpix
GetEpic
Why Does the Moon Change?