Download Earth in the Universe

Build A Unit!
Unit Planning Pack with Resources
Subject Area/Grade: Earth Science, Grade Four
Phases
Title: Earth in the Universe
Day/Night & Moon
1 Unit Theme:
(to be completed by the unit organizer)
2 Conceptual Lens:
(to be completed by the unit organizer)
3 Identify the Big Ideas: Crosscutting Concepts
(Align to Essential Standards)
Patterns
Systems and System Models
4 Enduring Understanding
(Generalizations)
Predictable patterns and cycles are a result of changes in the Earth’s relative position in space.
The rotation of Earth on its axis causes day and night.
The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer and the fact that it
shines by reflected sunlight explain the observed phases of the moon.
5 Essential Questions
(Guiding Questions)
What causes day and night?
How does the moon’s appearance change over time?
What patterns of change can we observe in the sky?
What causes the phases of the moon to change?
NC Science Essential Standards
4.E.1 Explain the causes of day and night and phases of the moon.
4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.
4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.
Essential Terminology
Day, night, earth, moon, sun, sky, appearance, change, pattern, month
GRAPHIC ORGANIZERS: (Some for teachers, some for students)
Qwiki Moon http://www.qwiki.com/q/Moon
Day and night organizer http://www.eduplace.com/science/hmsc/content/organizer/1/org_1d_9_1.pdf
Printable calendar http://www.teachervision.fen.com/tv/printables/scottforesman/sci_2_ARS_C3_inv2.pdf
Atlas of Science Literacy Strand Map http://strandmaps.nsdl.org/?id=SMS-MAP-1282
Enchanted Learning graphic organizers blank http://www.enchantedlearning.com/graphicorganizers/
Science For All Americans
(minimum ADULT content knowledge)
THE EARTH
The motion of the earth and its position with regard to the sun and the moon have noticeable effects. The earth's oneyear revolution around the sun, because of the tilt of the earth's axis, changes how directly sunlight falls on one part or
another of the earth. This difference in heating different parts of the earth's surface produces seasonal variations in
climate. The rotation of the planet on its axis every 24 hours produces the planet's night-and-day cycle—and (to
observers on earth) makes it seem as though the sun, planets, stars, and moon are orbiting the earth. The combination
of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the
moon (on the basis of the changing angle at which we see the sunlit side of the moon).
Next Generation Science Standards Framework (adults)
Core Idea ESS1 Earth’s Place in the Universe What is the universe, and what is Earth’s place in it?
The planet Earth is a tiny part of a vast universe that has developed over a huge expanse of time. The history of the
universe, and of the structures and objects within it, can be deciphered using observations of their present condition
together with knowledge of physics and chemistry. Similarly, the patterns of motion of the objects in the solar system
can be described and predicted on the basis of observations and an understanding of gravity. Comprehension of these
patterns can be used to explain many Earth phenomena, such as day and night, seasons, tides, and phases of the
moon. Observations of other solar system objects and of Earth itself can be used to determine Earth’s age and the
history of large-scale changes in its surface.
ESS1.A: THE UNIVERSE AND ITS STARS
What is the universe, and what goes on in stars?
The sun is but one of a vast number of stars in the Milky Way galaxy, which is one of a vast number of galaxies in the
universe.
The universe began with a period of extreme and rapid expansion known as the Big Bang, which occurred about 13.7
billion years ago. This theory is supported by the fact that it provides explanation of observations of distant galaxies
receding from our own, of the measured composition of stars and non-stellar gases, and of the maps and spectra of the
primordial radiation (cosmic microwave back- ground) that still fills the universe.
Nearly all observable matter in the universe is hydrogen or helium, which formed in the first minutes after the Big Bang.
Elements other than these remnants of the Big Bang continue to form within the cores of stars. Nuclear fusion within
stars produces all atomic nuclei lighter than and including iron, and the process releases the energy seen as starlight.
Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Stars’ radiation of
visible light and other forms of energy can be measured and studied to develop explanations about the formation, age,
and composition of the universe. Stars go through a sequence of developmental stages—they are formed; evolve in
size, mass, and brightness; and eventually burn out. Material from earlier stars that exploded as supernovas is recycled
to form younger stars and their planetary systems. The sun is a medium-sized star about halfway through its predicted
life span of about 10 billion years.
Grade Band Endpoints for ESS1.A
By the end of grade 2. Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and
predicted. At night one can see the light coming from many stars with the naked eye, but telescopes make it possible to
see many more and to observe them and the moon and planets in greater detail.
By the end of grade 5. The sun is a star that appears larger and brighter than other stars because it is closer. Stars
range greatly in their size and distance from Earth.
ESS1.B: EARTH AND THE SOLAR SYSTEM
What are the predictable patterns caused by Earth’s movement in the solar system?
The solar system consists of the sun and a collection of objects of varying sizes and conditions—including planets and
their moons—that are held in orbit around the sun by its gravitational pull on them. This system appears to have formed
from a disk of dust and gas, drawn together by gravity.
Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which are explainable by
gravitational forces and conservation laws, in turn explain many large-scale phenomena observed on Earth. Planetary
motions around the sun can be predicted using Kepler’s three empirical laws, which can be explained based on
Newton’s theory of gravity. These orbits may also change somewhat due to the gravitational effects from, or collisions
with, other bodies. Gradual changes in the shape of Earth’s orbit around the sun (over hundreds of thousands of years),
together with the tilt of the planet’s spin axis (or axis of rotation), have altered the intensity and distribution of sunlight
falling on Earth. These phenomena cause cycles of climate change, including the relatively recent cycles of ice ages.
Gravity holds Earth in orbit around the sun, and it holds the moon in orbit around Earth. The pulls of gravity from the sun
and the moon cause the patterns of ocean tides. The moon’s and sun’s positions relative to Earth cause lunar and solar
eclipses to occur. The moon’s monthly orbit around Earth, the relative positions of the sun, the moon, and the observer
and the fact that it shines by reflected sunlight explain the observed phases of the moon. Even though Earth’s orbit is
very nearly circular, the intensity of sunlight falling on a given location on the planet’s surface changes as it orbits
around the sun. Earth’s spin axis is tilted relative to the plane of its orbit, and the seasons are a result of that tilt. The
intensity of sunlight striking Earth’s surface is greatest at the equator. Seasonal variations in that intensity are greatest
at the poles.
Grade Band Endpoints for ESS1.B
By the end of grade 2. Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
By the end of grade 5. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of
Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily
and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun,
moon, and stars at different times of the day, month, and year.
Some objects in the solar system can be seen with the naked eye. Planets in the night sky change positions and are not
always visible from Earth as they orbit the sun. Stars appear in patterns called constellations, which can be used for
navigation and appear to move together across the sky because of Earth’s rotation.
Benchmarks for Science Literacy (recommended grade band benchmarks)
Students should begin to develop an inventory of the variety of things in the universe. Planets can be shown to be
different from stars in two essential ways—their appearance and their motion. When a modest telescope or pair of
binoculars is used instead of the naked eyes, stars only look brighter—and more of them can be seen. The brighter
planets, however, clearly are disks. (Not very large disks except in good-sized telescopes, but impressive enough after
seeing a lot of stars.) The fixed patterns of stars should be made more explicit, although learning the constellation
names is not important in itself. When students know that the star patterns stay the same as they move across the sky
(and gradually shift with the seasons), they can then observe that the planets change their position against the pattern
of stars.
Once students have looked directly at the stars, moon, and planets, use can be made of photographs of planets and
their moons and of various collections of stars to point out their variety of size, appearance, and motion. No particular
educational value comes from memorizing their names or counting them, although some students will enjoy doing so.
Nor should students invest much time in trying to get the scale of distances firmly in mind. As to numbers of stars in the
universe, few children will have much of an idea of what a billion is; thousands are enough of a challenge. (At this stage,
a billion means more than a person could ever count one-at-a-time in an entire lifetime.)
Students' grasp of many of the ideas of the composition and magnitude of the universe has to grow slowly over time.
Moreover, in spite of its common depiction, the sun-centered system seriously conflicts with common intuition. Students
may need compelling reasons to really abandon their earth-centered views. Unfortunately, some of the best reasons are
subtle and make sense only at a fairly high level of sophistication.
Some ideas about light and sight are prerequisite to understanding astronomical phenomena. Children should learn
early that a large light source at a great distance looks like a small light source that is much closer. This phenomenon
should be observed directly (and, if possible, photographically) outside at night. How things are seen by their reflected
light is a difficult concept for children at this age, but is probably necessary for them to learn before phases of the moon
will make sense.
Unpacked Content
(for students)
4.E.1.1
Students know that the Earth rotates on an axis and that this rotation causes one side of our planet to receive light rays
from the sun while the other side is in darkness (day/night). This rotation occurs over a 24-hour period.
4.E.1.2
Students know that the moon rotates and revolves around the Earth. The moon’s appearance (phase) is determined by
its position relative to the Earth and the Sun. The appearance of the moon changes in a specific pattern and repeats
this sequence over the course of approximately 28 days. During part of this cycle, the moon’s visible portion appears to
grow larger (waxes). This is followed by a period during which the moon’s visible portion appears to reduce in size
(wanes). Students are familiar with the following phases of the moon: New Moon, First Quarter, Full Moon, and Last
Quarter.
Identify Student Misconceptions
* Formative probes should be adapted to a format that is suitable for your grade level and students
*Construct formative assessment probes – see ‘how to’ on pages 85, 102, and 183 in Science Formative Assessment
by Page Keeley.
Use formative probes: Uncovering Student ideas in Science, Volumes 1-4, by Page Keeley
Volume 1 Gazing at the Moon p.77, Volume 1 Going through a Phase p183, Volume 2 Darkness at night P.171
Volume 2 Emmy’s Moon and Stars p.177, Volume 4 Moonlight p.161
Formative Assessment Probes (articles, how-to, free-online) by Page Keeley, et al
http://pal.lternet.edu/docs/outreach/educators/education_pedagogy_research/assessment_probes_uncovering_student
_ideas.pdf
North Carolina Connections: (local and state resources)
Morehead Planetarium www.moreheadplanetarium.org
Cummins Planetarium Rocky Mount http://museum.imperialcentre.org/planetarium.html
Fayetteville Planetarium http://astro.uncfsu.edu/planetarium/
Schiele Museum Planetarium http://www.schielemuseum.org/planetarium.php
Imagination Station Science Museum
Interactive programs are designed to promote student investigation into various science concepts. 224 East Nash
Street, Wilson, NC 27894 Phone (252) 291-5113.
North Carolina Museum of Natural Sciences
11 West Jones St. Raleigh, NC 27601 919-733-7450
North Carolina Museum of Life and Science
Experience how inquiry-based teaching energizes your students and encourages science discovery. 433 West Murray
Avenue (street address), P.O. Box 15190, Durham, NC 27704, (919) 220-5429
SciWorks, the Science Center and Environmental Park of Forsyth County
Enjoy interactive, hands-on special exhibits and programs in spacious exhibit halls. 400 West Hanes Mill Rd., WinstonSalem, (336) 767-6730
TEACHING Resources
American Museum of Natural History
http://www.amnh.org/explore/ology/astronomy
Lunar phase booklets
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Phases_Flip_Book.pdf
Oreo Phases
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf
Model of earth/moon/sun system
http://www.sciencekids.co.nz/gamesactivities/earthsunmoon.html
Moon Phase Activity
http://www.ehow.com/way_5482039_phases-moon-activities-kids.html
Moon Phases
http://www.nasa.gov/centers/jpl/education/moonphases-20100913.html
Day and Night
http://www.lpi.usra.edu/education/explore/marvelMoon/activities/whatIf/spin/
Moon Phase activity
http://www.kidscosmos.org/solar_system/moon_phases.php
Moon Phases Images (choose the date)
http://tycho.usno.navy.mil/vphase.html
Lunar Cycle
http://sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html
Phases diagram and background information article
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.mphase/
Modeling Day and Night (activity one)
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.mphase/
Day and Night Modeling
http://www.eyeonthesky.org/lessonplans/05sun_daynight.html
Day and Night
http://serc.carleton.edu/sp/mnstep/activities/25483.html
Common Misconceptions with Day and Night
http://beyondpenguins.ehe.osu.edu/issue/polar-patterns-day-night-and-seasons/common-misconceptions-about-dayand-night-seasons
Day and Night
http://solarsystem.nasa.gov/educ/lesson-view.cfm?LS_ID=891
Videos
Moon
http://solarsystem.nasa.gov/news/whatsup-view.cfm?WUID=42
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Why_Does_the_Shape.html
Smart Exchange http://exchange.smarttech.com/search.html
A directory of Smart Board lessons that teachers can download and use.
Teachers Domain http://www.teachersdomain.org/
Free digital media for educational use.
Writing Connections
1) Write an informative/explanatory text to explain the reason we have day and night.
2) Use digital tools to create a book showing moon phases and write information to explain images.
3) Write an informative text explaining why the moon appears different over the course of a month.
4) Write about an imaginary trip to the moon. Explain what you would need to bring and why?
5) Write an opinion piece about whether you think astronauts should return to the moon.
READING Resources (scroll to informational text)
http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/exemplar/ela.pdf
http://www.ncpublicschools.org/acre/standards/common-core-tools/
Britannica School Edition
http://www.school.eb.com/elementary/article?articleId=353489&query=moon&ct=
Light and Reflection
http://www.school.eb.com/elementary/article?articleId=353386&query=moon&ct=ebkids
Earth Rotation
http://www.school.eb.com/elementary/article?articleId=353074&query=earth%20rotation&ct=null