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Year 4: Astronomy (9 lessons) Image courtesy of NASA. !
Contents include: The Universe and the Big Bang How we learn about space Gravity Our Solar System Orbit and RotaFon The Moon and its phases Eclipses Meteors, comets and asteroids ConstellaFons
Objects in mo7on -­‐ Orbit and rota?on The Universe and our solar system !
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-­‐ The Moon and its phases !
-­‐ Eclipses
The Night Sky !
-­‐ The Universe and the Big Bang !
-­‐ How we learn about space !
-­‐ Gravity !
-­‐ Meteors, comets and asteroids !
-­‐ Constella?ons Core Knowledge
-­‐ Our solar system (inner and outer planets)
Science Unit Overview - Year Four!
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Astronomy
-­‐ Big Bang modelling using balloons and -­‐
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confeE Compare and contrast images of different galaxies. Debate about manned space explora?on Explore clips of astronauts in Interna?onal Space Sta?on Use leg weights to give impression of being on a more massive planet Children to explore solar system using interac?ve websites. Make a fact-­‐file about the planets Make a fruit solar system Write a mnemonic to remember the order of the planets.
Applica7on of knowledge
-­‐ Watch BBC clips on asteroids, meteors and !
-­‐ Compare and contrast meteors, comets and !
-­‐ Use a ball and torch to show illumina?on from -­‐
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the Sun. Outdoor ac?vity modelling orbits and rota?on with the children. Children to create script to TeacherTube video about why we have seasons. Inves?gate phases of the moon. Create a lunar diary Create eclipses in the classroom Explore shadows on Earth Watch video of solar eclipse in India (Brian Cox)
comets and write explana?ons. asteroids. -­‐ Role plays of myths behind some of the !
constella?ons. -­‐ Make constella?on images on black paper with gold stars and chalk or string. 1
Lesson 1: The Universe and the Big Bang
This lesson is the first in a series that introduces Year 4 children to the topic of astronomy. By its nature, this is both quite a difficult topic for children but also hugely fascinating. In
this lesson, children will learn a bit about the origins of the Universe, and also the range of galaxies that exist within it. Galaxies are groups of stars that are held together by gravity.
They exist in any different shapes. Our Sun is a star. Within our own galaxy, the Milky Way, there are billions of stars. Beyond our galaxy, are billions more stars in other galaxies. Our
nearest neighbour is the Andromeda galaxy but that is 2.5 million light years away! A light year is the distance light can travel in one year. Astronomers have observed that the
galaxies are flying away from each other – the universe is expanding. This led to the Big Bang theory. This theory suggests that about 14 billion years ago, all the matter in the universe
was condensed into a super-dense point. For some reason, this point exploded and since then, the universe has been expanding.
See pages 328-9 of What your Year 4 Child Needs to Know
Learning Objective
To understand that the
universe includes many
types of galaxy, and it is
expanding.
Core Knowledge
•
The Universe is
everything that exists including stars, planets
and galaxies.
•
The Universe is
expanding (getting
bigger).
•
Our galaxy is called the
Milky Way and our
nearest neighbour is the
Andromeda Galaxy.
Activities for Learning
•
•
•
The Big Bang can be modelled by
filling a balloon with coloured confetti,
inflating it, and then popping it. If the
children stand back, and white paper
is laid on the floor, and the teacher
holds the balloon up to pop it, the
confetti will scatter. Explain that
unlike the confetti, which has fallen
and stayed still, the universe is
expanding.
Expansion of the universe can be
modelled using another balloon
activity – see Discovery Education link
below.
Children can sort, compare and
contrast images of different galaxies,
including the Milky Way.
Related
Vocabulary
Universe
galaxy
planet
star
Sun
Milky Way
billions
expanding
Assessment Questions
What is the Universe?
What is one theory for
how the Universe
started?
What is our galaxy
called?
What shape is our
galaxy?
Resources:
The European Space Agency website is designed for children and has lots of information. Poster showing distances in the Universe.
The Nuffield Foundation website – a range of activities most designed for older children, but some good presentations with images.
National STEM Centre website – link to Big Bang lesson powerpoint with slide images
Hubble Telescope website – images of galaxies and you can click to see images just of particular shapes e.g. spiral, cluster, elliptical
Discovery Education activity and worksheet modelling expansion of the Universe after the Big Bang.
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Lesson 2: How we learn about space
In this lesson, children explore the different ways we can learn about space. Powerful telescopes have senses and mirrors which allow the eye to focus on objects far away. They were
invented in the 1600s. The biggest telescopes are built in observatories, far from light pollution, so they can get a clear view into the night sky. Radio telescopes are also used which
allow astronomers to find out about ever more distant galaxies. In 1961, Yuri Gagarin, a Russian, was the first man in space. In 1969, man stepped onto the moon for the first time
when Neil Armstrong on the Apollo 11 mission stood on the moon’s surface. The Hubble Space Telescope, which is about as big as a bus, can collect light from far away stars and send
the information back to Earth. NASA, the American space agency, built the Space Shuttle which could land like an aeroplane and was used from 1981 to 2011. Unmanned space
probes are able to take longer journeys than humans and can carry all sorts of equipment into space which send information back to Earth.
See pages 329-332 of What your Year 4 Child Needs to Know
Learning
Objective
To explore the
ways humans
learn about
space.
Core Knowledge
We can observe features in
space using telescopes.
Manned flights into space give
us more information about
space.
Unmanned flights can explore
further into space.
Space exploration is an
international pursuit, and
nations share information and
resources.
Activities for Learning
•
•
•
•
Discussion about whether
manned expeditions are a good
idea: could lead to a debate. See
Debatabase resource.
Use clips from the international
space station and then discuss
challenges of working in space.
Allow children to explore ESA
website on life in space.
Children to write list of questions
they would like to ask an
astronaut, and then try to find
the answers through the ESA
website. This could be done in
the form of a script for a radio
show.
Related
Vocabulary
telescope
manned
unmanned
explore
international
debate
expedition
Assessment Questions
How do we observe features
in space?
Why are manned expeditions
a good idea?
What are the benefits of
unmanned expeditions?
What are the challenges faced
by astronauts working in
space?
Would you like to be an
astronaut? Why or why not?
Resources:
The Debatabase is a FANTASTIC website for teachers with pros and cons on numerous topics of interest to children.
Debatabase on ‘This House believes in manned space flights’
BBC clip on weightlessness in space; BBC clip on what it’s like to be an astronaut.
European Space Agency website on life in space
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Lesson 3: Gravity
In this lesson, the children explore the force of gravity. Gravity is a force between bits of matter, attracting every bit to the centre of the Earth or other celestial bodies. The power of
the pull of gravity between two objects depends on their mass and how far apart they are. The more massive something is, and the closer things are, the stronger the pull of gravity. It
is the gravitational pull of the moon that causes the tides in the oceans on Earth. Black holes are places in the universe where the force of gravity is so strong that not even light can
escape from them. The Moon is less massive than the Earth – that is why if you jumped on the moon, you would go higher (the force of gravity is weaker there). On Jupiter, which is
much more massive than the earth, you would struggle to lift your feet from the ground because the force of gravity is so much stronger than you are used to.
See pages 339-40 of What your Year 4 Child Needs to Know
Learning Objective
To understand that the
force of gravity can be
different.
Core Knowledge
Activities for Learning
• Gravity is a force between bits of
matter.
• To give the children a feel for what it
would be like to be on a more massive
planet, leg weights can be used (with
caution!) – these Velcro around the
• The strength of the force of gravity
ankles making it harder to lift your legs
between two objects depends on their
up – which is how it would feel on a
mass and how far apart the objects are.
planet with stronger gravity.
• Black holes are areas of the universe
where gravity is so strong that nothing • Show a globe and discuss what happens
when you drop things in different places
can escape from them – not even light.
– children should know if you drop
something in Australia, it still falls to the
• The force of gravity from the Moon
ground. This will illustrate that gravity is
causes tides on Earth.
pulling to the centre of the Earth.
Related
Vocabulary
gravity
black hole
force
tides
Assessment
Questions
What is gravity?
Why might the force
of gravity be different
on different planets?
How would it feel if
you walked on the
moon?
How would it feel if
you were walking on
Jupiter?
What are black holes?
• Explore black holes and tidal forces
through clips and then write a
description.
Resources:
Leg and ankle weights with Velcro are available on Amazon.
BBC clip from Brian Cox about why black holes are invisible. Black holes explained on a website for children including a clip.
How Stuff Works video with good explanation – better for teachers than for the children and has idea about an experiment to do in class to show gravity.
Teacher Tube clip on the moon and tides. Great animation explaining tidal forces and gravity.
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Lesson 4: Our Solar System
The Solar System means all the planets, moons and other heavenly bodies that circle around our Sun. This may take more than one lesson to cover fully. This lesson
focuses on the planets of our solar system including: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto (which is now considered a dwarf
planet). The Moon and the concepts of orbit and rotation will be covered in other lessons, as will comets and shooting stars. Children will learn about each planet
including key facts about each, their relative sizes and locations.
See pages 343-49 of What your Year 4 Child Needs to Know
Learning Objective
To know about the
planets in our solar
system.
Core Knowledge
Activities for Learning
• The Sun is the source of
• Children to explore the solar system using
energy (heat and light) in our interactive websites (see below). They could
solar system.
record key information about each planet to
make a fact-file. This could link to the
astronaut interview activity in Lesson 2.
• There are eight planets and
one dwarf planet in our solar
• Make a fruit solar system using the Royal
system.
Observatory Greenwich resources.
• The planets are Mercury,
Venus, Earth, Mars, Jupiter, • Make a mnemonic to remember the order
Saturn, Uranus, Neptune –
of the planets.
Pluto is a dwarf planet.
Resources:
Spacekids website on the solar system, designed for children.
NASA’s interactive website for children about the solar system.
Royal Observatory Greenwich activity for making a solar system out of fruit.
Children’s University of Manchester website and interactive activity on ordering the planets.
BBC clip from ‘Bang goes the theory’ about each planet in the solar system.
Related
Vocabulary
planet
dwarf planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
solar system
Assessment
Questions
What is the source
of heat and light in
our solar system?
How many planets
are there in our
solar system?
What are their
names?
Which planet is
nearest to the Sun?
Lesson 5: Orbit and rotation
This lesson includes some of the history of what people have thought was happening in the Solar System. This includes Ariastarchus and Copernicus, both of whom
suggested that the Earth circled the Sun, rather than the other way round as was the common belief. The children learn that all of the planets in the solar system orbit
(go around), and as they orbit the Sun, they also rotate. As the Earth rotates, parts of the Earth face the Sun, and others are in darkness – this is why we have day and
night, and why it looks as if the Sun is moving when in fact it is the Earth. Children will learn why the sun rises in the east and sets in the west due to the rotation of the
Earth. The Earth’s axis (the imaginary line around which it rotates) is at an angle which is what causes our seasons.
See pages 334-36 of What your Year 4 Child Needs to Know
Learning
Objective
Core Knowledge
To be able to

explain why we
have day and

night.


Activities for Learning
Planets orbit the Sun

Explain Ariastarchus’ and Copernicus’ models using the CK
book – illustrate using models.
As the planets orbit the Sun,
they also rotate. This causes day
and night.

Use a ball and a torch to show how half of the ball is
illuminated when the torch shines on it. This can also be
shown using the MET office animation.
The Sun appears to rise in the
East and set in the West.

We have seasons because the
Earth’s axis is tilted.

Take class outside. Everyone should hold hands making a big
circle, facing outwards. This is the Sun. Remove four children
and they hold hands to be the earth. The Earth children
should rotate anticlockwise and say whether it is day or night
for them. Move children around so they can experience the
view from Earth. You can then make them rotate and orbit
the Sun. The Sun is about 100 times the diameter of the
Earth so ask children to think how many children should be
making the Sun.
Watch TeacherTube video on mute and children can write
script to accompany the video explaining the seasons.
Resources:
Children’s University of Manchester website and animation about day and night, with quiz.
Children’s University of Manchester website and activity about changing day length through the year.
MET office animation and activities on day and night.
TeacherTube video on seasons on Earth.
Related
Vocabulary
planet
orbit
Sun
rotate
day
night
axis
seasons
Assessment
Questions
What is at the
centre of our
solar system?
Can you
describe the
movement of
the planets in
our solar
system?
Why do we
have day and
night?
Why do we
have seasons?
Lesson 6: The Moon and its phases
The Moon is a satellite of the Earth – this means it orbits the Earth. The Moon does not make its own light – it reflects the light cast on it by the Sun. Although the
Moon appears to change shape in the sky, it doesn’t actually change. Depending on the position of the Moon and the Sun in relation to our eyes, we either see all,
none, or part of the Moon. It takes 29 days for the Moon to orbit the Earth. When it gets bigger, we say it is waxing, and when it is getting smaller, it is waning. The
moon is made from rock and has no atmosphere - no air, no water, no clouds – so nothing will grow there. Humans visited the Moon and walked on the surface in
1969.
See pages 337-39 of What your Year 4 Child Needs to Know
Learning Objective
To know what the
Moon is and why its
appearance changes
through a month.
Core Knowledge
Activities for Learning
The Moon is a satellite of the Earth.
• See BBC clip or do the activity in
class with a revolving chair (Earth),
moon, and light source. This shows
that the Moon’s shape is changing
as viewed from Earth.
As it orbits the Earth, the Moon
rotates so we always see the same
face.
As the Moon’s position changes, it
appears differently in the sky.
• Investigate phases of the moon
and then complete a matching
activity of names to phases, and
then positioning them correctly
(see Royal Observatory resources).
Related
Vocabulary
Moon
orbit
waxing
waning
new moon
crescent
Assessment
Questions
What is the Moon?
Why can we see the
Moon?
Why does the
Moon’s shape
change in the sky?
• Over a month, children can create
a ‘lunar diary’ showing the shape
of the Moon each night. If you are
very unlucky with the weather,
these can be viewed here.
Resources:
Children’s University of Manchester website and activity about the phases of the moon.
Royal Observatory Greenwich phases of the moon activity
BBC clip about the moon – its history and phases. Good alternative if you cannot do the activity from the clip in class. Touches on eclipses.
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Lesson 7: Eclipses
An eclipse happens when an object gets in between you and another object and blocks your view. In this lesson, children will learn about solar and lunar eclipses.
Sometimes, as the Moon orbits Earth, it moves in between the Earth and the Sun, blocking our view of the Sun, and casting a shadow on the Earth – this is a solar
eclipse. A lunar eclipse is when the Earth moves between the Sun and the Moon, which blocks the sunlight from reaching the Moon, and the Earth casts a shadow on
the moon.
See pages 341-42 of What your Year 4 Child Needs to Know
Learning Objective
To be able to explain
why an eclipse
happens.
Core Knowledge
An eclipse happens when an object
gets between you and another
object, and blocks your view.
Activities for Learning
•
•
A solar eclipse happens when the
Moon is directly between the Earth
and the Sun, and it casts a shadow
on the Earth.
A lunar eclipse is when the Earth is
directly between the Sun and
Moon, and it casts a shadow on
the moon.
•
Create eclipses in the classroom
(see UNAWE resource)
Explore shadows on earth e.g.
measuring shadows outside.
Link the concept of shadows to
eclipses. Children can write
explanations about why we
have eclipses.
Watch video of Brian Cox
observing a solar eclipse.
Related
Vocabulary
eclipse
light
shadow
solar
lunar
Assessment
Questions
What is an eclipse?
What causes a
solar eclipse?
What causes a
lunar eclipse?
Now we know
what causes
eclipses – in the
past, what do you
think people might
have thought they
were?
Resources:
UNAWE resource on creating eclipses in the classroom.
Video of Brian Cox observing a solar eclipse in India.
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Lesson 8: Comets, meteors and asteroids
The Asteroid Belt is between Mars and Jupiter. It is made up of thousands of chunks of rock and metal that are orbiting the Sun. Some asteroids are as small as a
rugby ball, others are as big as a mountain. The biggest is Ceres which is 600 miles across. Scientists think asteroids are bits left over from when the solar system was
first formed because the bits weren’t big enough to join together and become planets. Meteors are what are commonly called shooting stars. They are not stars – they
are actually bits of matter soaring through space which sometimes fall through the Earth’s atmosphere. As they are travelling so fast, the burn up and make the fiery
streaks we can see. If a meteor doesn’t burn up completely, and lands on the Earth, it is called a meteorite. Comets are made of ice, rock and dust. When they go near
the Sun, the Sun melts some of the ice which causes a tail of gas and dust. There are millions of comets orbiting the Sun and sometimes comets which passed close
enough to Earth will come back hundreds of years later for example Halley’s Comet which will next be visible in 2061.
See pages 345 and 350-51 of What your Year 4 Child Needs to Know
Learning Objective
Core Knowledge
Activities for Learning
To be able to describe
and explain comets,
meteors and asteroids.
 Asteroids are rocky, airless worlds
that orbit our sun, but are too
small to be called planets.
 Watch BBC clip on comets and
then children can write
explanation of what comets are.
 Comets are cosmic snowballs of
frozen gases, rock and dust
roughly the size of a small town.
 Watch BBC clip on meteors and
then children can write
explanation of what meteors are.
 Little chunks of rock and debris in
space are called meteoroids. They
become a meteor when they fall
through a planet’s atmosphere. If
they hit the ground, they are called
a meteorite.
 Children could compare and
contrast asteroids, meteors and
comets.
Resources:
BBC clip about comets. Very good clip – explained clearly and then they make a comet using dry ice.
BBC clip about meteors with lots of images of meteors and explanations of what they are.
NASA website on asteroids. Patrick Moore explaining asteroids.
BBC website on asteroids, meteors and comets.
Related
Vocabulary
asteroid
comet
meteor
meteoroid
meteorite
Assessment
Questions
What are asteroids?
What are comets?
Why do comets
have tails when we
see them from
Earth?
What are meteors?
Lesson 9: Constellations
Constellations are the shapes people have made by creating ‘join the dots’ pictures with the stars in the sky. These constellations have names. An easy one of children
to spot is the Plough which is part of the constellation called Ursa Major (the Great Bear). The constellations appear to flip as the Earth moves through space over a
year. It is possible to use the stars to navigate. Polaris, or the Pole Star, can be found by using the Plough. When you are facing Polaris, you are facing North – this
will enable you to find the other compass points. Sailors used stars and constellations to navigate.
See pages 343-49 of What your Year 4 Child Needs to Know
Learning
Objective
To be able to
describe and
name some
constellations.
Core Knowledge
•
A constellation is a group of stars that,
when seen from Earth, form a pattern.
•
The Plough is a constellation which is
easy to spot and is part of the Ursa Major
constellation. (Children should know the
shape of the Plough)
•
You can use the stars to navigate by
using the Pole Star to find North.
Activities for Learning
• Children can do role plays of the
myths behind the constellations
(see BBC role play cards).
• Link dots of constellations and
discuss the shape they make (BBC
worksheet).
Related
Vocabulary
constellation
star
pattern
Ursa Major
Plough
Assessment
Questions
What are
constellations?
Why do we give
constellations
names?
• On black paper, children can stick
gold stars in the right places to
make a chosen constellation, and
then join the dots either using
chalk or a silver pen.
Resources:
• The Nuffield Foundation website – a range of activities most designed for older children, but some good presentations with images.
• BBC join the dots worksheet of the Plough
• Video of the 17th century map of the constellations
• BBC role play cards of Greek myths connected to the constellations.
• Night Sky app for iPhone/iPad allows you to point camera at night sky and identify the plants and constellations (homework activity)
• National Schools Observatory website shows the night sky each night
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