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Shannon Taylor
Unit Topic: The Solar System
Grade Level: 4
NYS Learning Standards and Benchmarks:
(http://www.emsc.nysed.gov/ciai/standards.html)
(http://www.bville.org/district/curriculum/curriculum.cfm)
MST STANDARDS
STANDARD 2—Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Key Idea 1:
Information technology is used to retrieve, process, and communicate information and as
a tool to enhance learning.
• use computer technology, traditional paper-based resources, and interpersonal
discussions to learn, do, and share science in the classroom
• select appropriate hardware and software that aids in word processing, creating
databases, telecommunications, graphing, data display, and other tasks
• use information technology to link the classroom to world events
Key Idea 2:
Knowledge of the impacts and limitations of information systems is essential to its
effectiveness and ethical use.
• use a variety of media to access scientific information
• identify and report sources in oral and written communications
STANDARD 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining
to the physical setting and living environment and recognize the historical development of
ideas in science.
Key Idea 1:
The Earth and celestial phenomena can be described by principles of relative motion and
perspective.
Performance Indicator 1.1
Major Understandings:
1.1a Natural cycles and patterns include:
• Earth spinning around once every 24 hours (rotation), resulting in day and
and apply the themes to these and other areas of learning.
• Earth moving in a path around the Sun (revolution), resulting in one Earth year
• the length of daylight and darkness varying with the seasons
• weather changing from day to day and through the seasons
• the appearance of the Moon changing as it moves in a path around Earth to
complete a single cycle
1.1b Humans organize time into units based on natural motions of Earth:
• second, minute, hour
• week, month
1.1c The Sun and other stars appear to move in a recognizable pattern both daily and
seasonally.
STANDARD 6—Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics,
science, and technology
Key Idea 2:
Models are simplified representations of objects, structures, or systems, used in analysis,
explanation or design.
• analyze, construct, and operate models in order to discover attributes of the real
thing
• discover that a model of something is different from the real thing but can be
used to study the real thing
• use different types of models, such as graphs, sketches, diagrams, and maps, to
represent various aspects of the real world
ELA STANDARDS
STANDARD 1: Language for Information and Understanding
Students will read, write, listen and speak for information and understanding.
Key Idea 1:
Listening and reading to acquire information and understanding involves collecting data,
facts, and ideas; discovering relations hips, concepts, and generalizations; and using
knowledge from oral, written, and electronic sources.
gather and interpret information from children’s reference books, magazines, textbooks,
electronic bulletin boards, audio and media presentations, oral interviews, and from such
forms as charts, graphs, maps, and diagrams
select information appropriate to the purpose of their investigation and relate ideas from
one text to another
select and use strategies they have been taught for note-taking, organizing, and
categorizing information
ask specific questions to clarify and extend meaning
make appropriate and effective use of strategies to construct meaning from print, such
as prior knowledge about a subject, structural and context clues, and an understanding of
letter-sound relationships to decode difficult words
support inferences about information and ideas with reference to text features, such as
vocabulary and organizational patterns.
Science
Grade 4 Earth and Space Sciences
Standard 1: Understands atmospheric processes and the water cycle
SC4.1.2 Knows that the Sun provides the light and heat necessary to maintain the
Standard 3: Understands the composition and structure of the universe and the Earth's
place in it.
SC4.3.1 Knows that the Earth is one of several planets that orbit the Sun and that the
Moon orbits the Earth
Standard 4: Gathers and uses information for research purposes
LA4.4.1 Uses a variety of strategies to plan research (Task Definition)
LA4.4.2 Uses a variety of information seeking strategies (Information Seeking Strategies)
LA4.4.3 Uses a variety of strategies to locate and gather information (Location and Access)
LA4.4.4 Uses strategies to organize information (Use of Information)
LA4.4.4 Uses strategies to compile information (Synthesis)
LA4.4.5 Reviews product and process to revise and/or improve (Review-Evaluation)
temperature of the Earth.
Listening and Speaking
Standard 8: Uses listening and speaking strategies for different audiences and purposes
LA4.8.1 Makes contributions in class and group discussions
LA4.8.2 Uses oral presentation skills
LA4.8.3 Uses a variety of nonverbal communication skills in oral presentations
LA4.8.4 Listens and understands specific information in spoken texts
Unit Goals:
1. Students will compare and contrast the position and movement of the Sun, planets, and
moons.
2. Students will explain and describe how Earth’s tilt and its revolution around the Sun
create seasons.
3. Students will be able to describe how Earth’s rotation causes the cycle of day and night.
4. Students will be able to name the planets in order from the Sun and compare and
contrast features of each planet.
Unit Assessment
Ongoing Assessment:
Online flashcards (Self assessment) Go to: http://flashcarddb.com/ (search Grade 4 Solar
System – Taylor)
The following website contains a short movie that students can watch for review and then can
take a quiz (printed or online; assigned by teacher). There are also options for activities (e.g.
naming and matching, vocabulary building etc) that teacher may assign to students who need
more exposure.
http://www.brainpop.com/science/space/solarsystem/
http://www.brainpop.com/science/space/solarsystem/quiz/
http://www.brainpop.com/science/space/solarsystem/activity/
http://www.brainpop.com/science/space/solarsystem/activity/
http://www.brainpop.com/science/space/moon/
http://www.brainpop.com/science/space/moon/quiz/
http://www.brainpop.com/science/space/moon/activity/
Culminating Unit Assessment: Students will demonstrate what they have learned during this
unit by having the choice of completing one of the activities below:
Create a multimedia teaching tool in the form of a PowerPoint Presentation
Or
Create a non-fiction print resource in the form of a book
Or
Make a 3-D display using clay, Styrofoam balls or any materials that you may think of.
Your project must include:
Name, description, features, size, and position of each planet in the Solar System.
The Moon and the Sun and their role and place within the Solar System.
Graphics/illustrations to support text/facts
For books and power point presentation, you must include a title page.
For models made out of materials, you must include a one page summary of your project
and how/why you created your model in the way that you did.
All projects must contain a works cited page.
Smiles and FUN!!!!!
You will work with a partner and you will present your projects to the class. Have a BLAST!
Content Resources:
Digital/Multimedia Resources
http://www.kidsastronomy.com/solar_system.htm
http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm
Movement of the Earth.
(4:18)
100% Educational Videos, 2004. Video Segment.
4 May 2010.
Available from http://www.discoveryeducation.com/
http://player.discoveryeducation.com/index.cfm?guidAssetId=0304D77C-109C-4D4BB80B-A84CCE27EB9F&blnFromSearch=1&productcode=US
Segment Description
The Earth's movements cause day and night and the seasons. The atmosphere protects the
Earth.
Seasons of the Year. (2:00)
Educational Videos, 2004. Full Video.
4 May 2010.
Available from http://www.discoveryeducation.com/
http://player.discoveryeducation.com/index.cfm?guidAssetId=701675E3-565C-423EAE7D-20E4AF5D17C7&blnFromSearch=1&productcode=US
Title Description
The four seasons of the year, fall, winter, spring and summer are all determined by our planet’s
changing position in relation to the sun. While the Earth orbits the sun, it spins on its own axis. An
axis is an imaginary pole that runs through the center of Earth. The Earth's axis is not straight up
and down, but tilted. This tilt in combination with Earth’s motion around the sun causes the
change of the seasons.
100% Educational Videos. (1998).
The Solar System: A First Look [Full Video].
Available from http://www.discoveryeducation.com/
http://player.discoveryeducation.com/index.cfm?guidAssetId=FE6C4002-EAFD-4DF4AF85-99454368E178&blnFromSearch=1&productcode=US
Title Description
Students take a tour of our solar system. Visit each of the eight planets to learn about their
special features, sizes, and orbits. Learn about the planets' moons and rings, and how gravity
keeps them in orbit. Stop at the sun, discover its immense size, and see sunspots and solar
flares. Find out what scientists have learned about the planets through telescopes, space
missions, and satellites. Also, learn about dwarf planets and why Pluto is no longer considered a
planet.
Maslowski Wildlife Productions. (2001).
A Spin around the Solar System: There's No Place Like Earth [Full Video].
Available from http://www.discoveryeducation.com/
http://player.discoveryeducation.com/index.cfm?guidAssetId=FB032A3E-FE01-472D-9BFC834AEC7E1BEF&blnFromSearch=1&productcode=US
Title Description
This overview of the planet Earth covers a wide range of topics: how the Earth formed, why it has
a hot metal core, how the atmosphere and oceans move, the theory of plate tectonics, the origin
of life, and more. Our home is compared to other planets to help show how different and specially
suited it is for life.
Accessible Text created on Bookbuilder Cast (need to know how to cite this)
Print Resources:
ARTICLES
http://kids.yahoo.com/science/space/article/solarsystem
PICTURE BOOKS
*The above website provides an article that can be printed for students to read with the class or
individually and provides more in-depth information about the Solar System.
Glyman, Caroline. What’s above the Sky? Lake Forest, Illinois: Forest House Publishing Co.
Inc, 1992.
Davis, Kenneth C. Don’t Know Much About the Solar System. USA: Harper Collins, 2001.
Lauber, Patricia. Journey to the Planets. New York: Crown Publishers, Inc., 1982.
Nicholson, Cynthia Pratt. Discover the Planets. Towanda, NY: Kids Can Press Ltd., 2005.
Orme, Helen. Why is the Sun So Bright? Milwaukee, Wisconsin: Gareth Stevens Publishing,
2003.
Svarney, Patricia Barnes. Traveler’s Guide to the Solar System. New York: Sterling Publishing
Co., Inc, 1993.
The Solar System and the Stars. Milwaukee, WI: World Almanac Library, 2001.
Lesson Plans
Lesson Topic: Introduction to our Solar System
Type of Lesson: Recognition
Objectives:
Students will be able to name all of the planets in our Solar System and their order from
the Sun.
Students will be able to identify characteristics of each planet.
Students will be able to define the terms: gravity, orbit, rotation, and density.
Connect to previous lesson/learning/experience: Today we are going to begin a new unit on
the Solar System. Can someone name for me objects that you have seen in the night sky
besides the Moon? (Students may mention stars, planets, meteors) What do you know about
these objects? Record answers on a KWL chart on the Smart Board under the “K” column. What
would you like to learn about the Solar System? Record these answers under the “W” column.
After both columns are completed to satisfaction introduce the new lesson.
Introduce new learning:
Today we are going to watch a video, Junior Space Scientist: Our Solar System. This
video will introduce you to planets of our solar system through video that was taken in space,
animations, and demonstrations. While watching the video, please pay close attention to the
characteristics of each planet (Students will be given a handout with the planets listed and
space to take notes from the video). You will also be introduced to some terms that may or
may not be new to you: gravity, orbit, rotation, stars and density.
Junior Space Scientist: Our Solar System.
Duncan Group, 1995. Full Video.
3 May 2010. <http://www.discoveryeducation.com/>.
Following the video presentation, we will have a discussion about what we learned from the
video. Ask the following questions:
In your opinion, which planet is the most unusual or most interesting and why? (Give
students 5 minutes to think about their answers and then have them share their responses
with the person sitting to the left of them.
What is our solar system? (Have students raise their hands and write their answers on the
Smart Board). Ideal answers: Planets, moons, and other objects that orbit the Sun.
Describe how planets are different than stars. (Have students raise their hands again for the
answer). Ideal answer: Stars are large balls of burning gas that give off light. Planets are
made mostly of solid or thick gases that reflect light.
Using the Smart Board, open up Kidspiration 3. Use the Science Project Web or Picture
View folder to create a web diagram for the following question:
I want all of you to think for a couple of minutes and then raise your hands and tell me as
many facts about planet Earth and its place in the Solar System. Allow students to come to
the Smart Board to fill in the web diagram.
Answers may include:
third planet from the sun
reflects light
one moon
about 4.6 billion years old
about 8000 miles wide
surface = 70% water
24 hours (one day) to complete a rotation
the only planet that we know of that supports life
Assign Guided Practice:
Students work with a partner and then in groups to complete worksheets. Students are given
time to think about their answers before sharing. Teacher will assist as well as monitor
students in their groups, ask questions to check for understanding and encourage students to
ask questions.
Wrap-Up Lesson:
Teacher will distribute a worksheet that students will complete in groups of 4-5. Students
will use resource materials that will be provided by the teacher to identify the correct
answer. The activity sheet will then be turned in.
Students who have difficulty or take longer to complete worksheets, only need to
complete worksheet 1.
Students who complete worksheet 1 and have extra time, may work on worksheets 2-5.
Assessment:
Teacher Monitoring for class participation
Check notes that students create in their groups
Multiple Choice Quiz
Materials:
VIDEO:
Junior Space Scientist: Our Solar System.
Duncan Group, 1995. Full Video.
3 May 2010. <http://www.discoveryeducation.com/>.
Kidspiration 3 Software
Teacher Handouts (Provided at the end of this unit)
Books
1. What’s above the Sky? By Caroline Glyman
2. Don’t Know Much About the Solar System by Kenneth Davis
3. Discover the Planets by Cynthia Pratt Nicolson
4. Why is the Sun So Bright? By Helen Orma
5. Traveler’s Guide to the Solar System by Patricia Barnes Svarney
6. The Solar System and Stars Almanac
Lesson Topic: The Movements of Earth, Moon, and Sun
Type of Lesson: Strategic
Objectives:
Students will be able to define the terms: rotate, revolve.
Students will be able to demonstrate what motion of the earth causes night and day.
Students will be able to describe how a change in the position of the earth’s orbit and tilt
of the axis produces the four seasons.
Connect to previous lesson/learning/experience:
Introduce new learning:
Today we are going to look at some pictures on these PowerPoint Slides. (Show
students images of Earth at nighttime, daytime, summer, winter, fall, and spring) Can
someone tell me that these are pictures of? (Student answers will include: day, night,
seasons) Can anyone tell me what causes us to have night and day or the different
seasons? (We will share these thoughts in whole group discussion and chart our
answers on the Smart Board)
C:\Users\Taylor\Documents\Shannon Taylor UDL Powerpoint presentation.ppt
Today we are going to learn why we have day and night as well as why we have
four seasons during the year. These things are possible because of the movement
of the Earth around the Sun and the position of Earth in space. The Earth moves in
two ways. It rotates and it revolves. (Write these words on the SmartBoard screen
without a definition)
Now I would like to go around the room and count off 1, 2, 3, & 4. I would like all
the ones to go in the back of the room, all of the twos to stand in the front of the
room, the threes to left and the fours to the right. I want one person to represent
the sun. You will hold the yellow ball and stand in the middle while the rest of your
group begins walking in a circle around you “the Sun.” Think about this
movement for a moment and then I want someone from each group to describe
this motion for me. (Student answers should include: moving around, circling, maybe
orbiting. As students are describing this motion, write their answers on the SmartBoard)
This motion that you are describing is what the word REVOLUTION means. You
are revolving around the Sun.
Now I want you to continue walking around the Sun but this time as you walk
around the Sun, I would like you to carefully start to spin slowly. Be careful not to
get dizzy. Think about this for a moment and then in your groups describe this
motion and once again, I would like a different person from your group to describe
this motion to me. (Write student responses down again on the SmartBoard screen –
student responses may include spinning around, ballerina spinning)
This motion that you are describing is what the word ROTATION means. You are
rotating around the Sun.
I am now going to give one person in each group a blue baseball and this person
now represents the Earth and I would like someone different in the group to hold
the yellow ball again and represent the Sun. I would like the “Earth” person to
stand in front of the “Sun” person. I am going to mark on “X” on each blue
baseball. This “X” represents the Northern Hemisphere and this is where we are
on Earth. When our side of the Earth is facing the Sun then it is day. When our
side is facing away from the Sun then it is night. What do you think causes day
and night, rotation or revolution? (rotation)
Now I would like you to tilt the blue ball so that the “X” is closest to the Sun. This
is an example of the position of Earth in space. I would the person holding the
blue baseball to once again revolve around the Sun (think about the motion of
revolving). (Stop students at each position that represents a different season) When
the “X” is tilted directly toward the Sun then it is summer, as it continues to move
and begins to face away from the Sun, it then is fall. When the “X” is tilted all the
way away from the Sun then it is winter and then as is slowly begins to move
toward the Sun again, it is spring.
In your groups, discuss what you think causes the four seasons, rotation or
revolution? (revolution)
You may now go back to your desk and we are going to watch a film that will help
you understand more about rotation and revolution.
Movement of the Earth. (4:18)
100% Educational Videos, 2004. Video Segment.
4 May 2010. http://www.discoveryeducation.com/
Seasons of the Year. (2:00)
EduVideo, 2004. Full Video.
4 May 2010. http://www.discoveryeducation.com/.
I am now going to have you pair up with the person sitting to your right and
you are going to work on the quiz(es) that I am going to pass out.
Assign Guided Practice:
Competition of quiz with a partner.
Exploration of Solar System websites in the computer lab.
Wrap-Up Lesson:
Before we go to the computer lab, I would like someone to come up to the SmartBoard
and write the definition for rotation and revolution as well as which one causes day and
night and which one causes us to have seasons. Help your classmates!
Assessment:
Teacher observation during small group activity.
Asses each students quiz for accurate answers.
Materials:
Teacher created Powerpoint presentation with pictures of earth (day, night, summer, fall,
winter, & spring)
4 Yellow beach balls (used to represent the Sun)
4 baseballs colored blue with an “x” marked on one side to represent the Northern
Hemisphere
Movement of the Earth. (4:18)
100% Educational Videos, 2004. Video Segment.
4 May 2010. http://www.discoveryeducation.com/
Seasons of the Year. (2:00)
EduVideo, 2004. Full Video.
4 May 2010. http://www.discoveryeducation.com/.
Quiz(es) (Hard copy will be given to you)