Author(s):

Miranda Anker, Natalie Sarnese, Kelsey Butler

Name of Course: I&L1420 – Science in the Primary Years

Assignment: Assignment 3: Unit Plan

Subject:
Earth and Space Science
Grade: Fourth Grade

Name of Unit:
“Earth and Our Neighbors”
Unit Topic:
Our Solar System
Overview of Unit
Topic:
Students will understand all planets in the solar system and their characteristics. The students will understand the distance
of each planet from the Sun. The students will have enough knowledge to be comfortable comparing and contrasting the
planets to one another.
Suggested Length
of Unit:
6 day unit plan, 45 minutes per day
PA State Science
Standards 3.3.2.B.1 Observe and record:
Addressed:  location of the sun in the sky over a day.
 changes in the appearance of the moon over a month.

Big Ideas:
The solar system consists of eight planets that all have special characteristics.
Essential
Questions: What is special about each planet?

Learning Targets:
•Concepts: Concepts- The students will know the visual characteristics of each planet. The students will understand the placement of
•Competencies: each planet within the solar system. ‘
Competencies- The students will observe and complete activities to learn about each of the eight planets.
NGSS Science
Standards with:
PE: Performance PE: Support an argument that differences in the apparent brightness of the sun compared to other stars is due
Expectations to their relative distances from the Earth. 5-ESS1-1
DCI: Disciplinary
Core Ideas
CCC: DCI: ESS1.B: Earth and the Solar System
Crosscutting
Concepts
SEP: Science and The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an
Engineering axis between its North and South poles, cause observable patterns. These include day and night; daily changes
Practices in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the
Addressed day, month, and year. (5-ESS1-2)
CCC: Patterns
Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple
rates of change for natural phenomena. (5-ESS1-2)
SEP: Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to
collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools
should be used.

ELA and
Mathematics
Standards ELA:
Connections AND Standard - CC.1.5.2.B
any Additional Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Standards that
might apply; e.g.,
Social Studies,
Art, etc.)
Goals:
The students will develop the knowledge to understand and recognize all of the planets in the solar system.

Objectives: By the end of the unit, the students will be able to correctly identify characteristics of all eight planets, along with the sun
and moon.
Vocabulary:
Tier 1: distance, big, small, life, characteristics
Tier 2: Compare, contrast, identify, define, recognize, understand
 Tier 3: Astronomer, space, stars, planets, solar system, constellations, telescope

Prioritized Key
Vocabulary for
Student(s) with Provide student will a list of the vocabulary words with the definitions to use as a reference throughout the lesson. The
Exceptional words will remain the same as the rest of the class.
Needs:
See disability profile. Can be adapted for other needs (ADHD, behavioral issues, autism, etc).

Materials to
Prepare for Unit  Earth in a jar
 Flip book

 Moon phase activity

o https://www.jpl.nasa.gov/edu/teach/activity/moon-phases/

 Books
o Earth By: Stacy McAnulty
o Moon! Earths Best Friend By: Stacy McAnulty
o Sun! One In A Billion By: Stacy McAnulty
o Planets By: Elizabeth Carney
  Sun Video
o https://www.youtube.com/watch?v=6FB0rDsR_rc

 Planet poem
o Haiku about a planet of choice

 Venn Diagram Worksheet

 Fruit to planet size comparison

 Mystery planet facts activity

 Final Quiz

Instructional Procedures:
Instructional Procedures: Notes for Teacher
Earth Day One: 45 Minutes

Materials:
Engage:
Student:
1. What is Earth? (Students will brainstorm)
Flip book
2. Students will listen to a read aloud about Earth (Earth By: Stacy McAulty and
think about what they brainstormed. Teacher:
3. The teacher will lead a discussion with the class about what Earth is and details  Earth By: Stacy McNulty
about Earth after learning from the book.  Anchor Chart- What makes a
4. The teacher will record student ideas on an anchor chart that will be kept planet
posted throughout the unit.  Earth in a jar (materials)
 Google Earth access
Explore:
1. What makes Earth livable? Assessment(s):
2. Class discussion and add to the anchor chart  Student participation and
3. Explore Google Earth understanding in making the flip
book (formative)
 Exit Ticket on Earth
Explain:
Instructional Notes:
1. Students will begin their flip books that will be added to each day. The students
will draw what planet they learned about and write/bullet 1-3 things they  Teacher led anchor chart
learned.  Teacher led Earth in a jar

Elaborate: Science Notebooks:

1. The class as a whole with teacher direction will make an Earth in a jar.
2. This will be used as a visual to wrap up everything they learned about Earth.  N/A
3. The students will complete an exit ticket (One thing they found interesting, two
Misconceptions:
questions, three things they learned about Earth)
 Earth is flat

Safety Notes:
 Proper handling with the jar

Adaptations/Modifications:

 Outline for the flipbook

Gifted Extension Activities:

 Research layers of Earth

Instructional Procedures Notes for Teacher:

Sun Day Two: 45 Minutes
Engage:
Materials:
1. Video to introduce the sun
https://www.youtube.com/watch?v=6FB0rDsR_rc Student: Flip book

2. Discuss the video Teacher: Book, video, internet

3. Sun By: Stacy McAulty
4. Discuss physical characteristics on the sun through the video and the book
Assessment(s):
Flip book, student discussion
Explore:
Instructional Notes:
1. How is the sun important to the Earth?
2. How do the planets rotate around the sun? Technology knowledge

Explain: Science Notebooks:

1. Students will add the sun to their flip book and present it to the class.
2. Show students a visual on how far the sun is away from the Earth.
3. Students will discuss the distance with a table mate.
Misconceptions:

The sun is the brightest star

Safety Notes:

Adaptations/Modifications:
Flipbook outline and sentence starters

Gifted Extension Activities:

Research how far the sun is from the
Earth.

Instructional Procedures Notes for Teacher:

Moon Day Three: 45 Minutes
Engage:
Materials:
1. Mentor Text (read aloud): Moon! Earth’s Best Friend By: Stacy McAulty
2. Why is moon considered the Earth’s best friend? Student: Styrofoam ball,
3. Visual representation of the moon wooden skewer, flashlight

Explore: ‘ Teacher: Book

1. Moon phase demonstration
2. https://www.jpl.nasa.gov/edu/teach/activity/moon-phases/ Assessment(s):
3. Discuss moon phases and have the students explore them. Students accurately showing moon
4. Quiz students on the moon phases by saying one randomly and having them phases, flipbook
show with the hands-on manipulative they will have.
 Instructional Notes:
Explain:
1. Students will add the moon to their flip book and share with a table partner.
2. Show distance from the sun.
Science Notebooks:

Misconceptions:

The moon phases are caused by a

shadow or clouds.

Safety Notes:

Adaptations/Modifications:

Sentence starter for flip book

Gifted Extension Activities:

Think of a way to accurately represent

the distance from the moon to the sun
(ex: toilet paper squares=1,000 miles)

Instructional Procedures Notes for Teacher:

Mercury, Venus, Mars Day Four: 45 Minutes

Engage: Materials:
1. Show pictures and brainstorm which photo is which planet. Student: Flip book, poem
paper, envelope activity(pictures
and characteristics)

Teacher:
Explore:
1. Students will be in groups of four to complete an activity on the physical
Assessment(s):
characteristics of the three planets. The students will have a photo of each Flipbook, poem
planet and 12 physical characteristics on individual slips of paper. The students
will match each slip of paper to one of the planets within their groups.
2. Students will view these planets on the Exo Planet App on the class iPads. Instructional Notes:
What is a haiku? 5, 7, 5 syllables
Understanding the characteristics of
Explain:
each planet
1. Students will add all three planets to their flip books and will focus on the
physical characteristics they learned during the activity.
Science Notebooks:
Elaborate:
1. Within their groups, students will choose one of the three planets to write a haiku Misconceptions:
poem on. Mars is hot, Mars is larger than Earth
2. These poems will be used for the interactive bulletin board that will be displayed
in the room.
Safety Notes:
3. Students will write another haiku on their own for homework on one of the other
two planets.

Adaptations/Modifications:
Flipbook sentence starters

Gifted Extension Activities:

Instructional Procedures Notes for Teacher:

Jupiter, Uranus, Neptune, Saturn Day Five: 45 Minutes

Engage: Materials:
1. Show pictures and brainstorm which photo is which planet.
Student: Venn diagram sheet,
pictures, flip book

Teacher:
Explore:
1. Class discussion on each planets characteristics and where it is in proportion to
Assessment(s):
the sun. Flip book, venn diagram responses,
2. Students will be given 4 blank circles and will be in charge of visually displaying planet drawings
each planet after the discussion.
3. Now they have seen all planets, they will explore more about all planets on
Astronomy.com in the kids section with a partner on an iPad. Instructional Notes:

Discussion points on the planets

Explain:
1. Students will choose two of the four planets to record in their flip book and will Science Notebooks:
complete the other two for homework.
2. Students will share their flipbook with another student in the class. Misconceptions:
Mars is bigger than Earth
Elaborate:
1. Students will be in partners or small groups and choose 2 planets to compare
Safety Notes:
and contrast using a venn diagram.

Adaptations/Modifications:
Flipbook sentence starters

Gifted Extension Activities:

Take the venn diagram and write 3-4

sentences on what you learned.

Instructional Procedures Notes for Teacher:

Solar System as a whole Day Six: 45 Minutes

Engage: Materials:
1. Read book National Geographic Kids- Planets By: Elizabeth Carney
2. Discuss facts and characteristics explained in the book Student: Quiz

Elaborate: Teacher: Fruits, quiz, sign out

the gym
 1. The class will go to the gym and use fruit and toilet paper to visually represent the distance of
each planet and also the size of each planet.
Assessment(s):
2. After the gym, we will have a class discussion about Quiz, participation with activity
what we learned about all the planets characteristics
and their distances

Evaluate: Instructional Notes:

Understanding which fruit represents
1. Students will compete a matching quiz on the planets. each planet
*Quiz Attached
Science Notebooks:
Record each planet and the fruit in their
notebooks

Misconceptions:
Pluto is a planet

Safety Notes:
Proper manners in the gym

Adaptations/Modifications:
These students can have a key with the
sizes of the planets.

Gifted Extension Activities: