Download Grade 4 Big Idea 5 final 610 - I

CONNECTION BETWEEN THE LENGTH OF SHADOWS
AND EARTH’S ROTATION
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a
24-hour day.
The student:
 simulates the rotation of the Earth on its axis every 24 hours to produce the night and
day cycle.
 simulates the revolution of the Earth around the Sun in a year.
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the
Sun, Moon, and stars are connected.
The student:
 creates a model to simulate the relative positions of the Moon, Sun, and
constellations as the Earth rotates day and night.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that
support understanding to obtain information (identifying the source), conduct both individual and
team investigations through free exploration and systematic investigations, and generate
appropriate explanations based on those explorations.
SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support.
Keep records that describe observations made, carefully distinguishing actual observations from
ideas and inferences about the observations.
KEY QUESTION
How can a shadow demonstrate Earth’s rotation?
BACKGROUND INFORMATION
Shadows are created from indirect light from the Sun and the Earth’s movement. When an
object blocks light, a shadow is created based on the shape of the object. Indirect light occurs
best in the morning and afternoon. The shadow cast by an object changes over time. Over the
period of several months, the shadow changes in length. A short shadow indicates that the Sun
is high in the sky. A longer shadow indicates that the Sun is lower in the sky. During the day, the
shadow changes in length and position, allowing the Sun to be used as a clock, which
demonstrates the movement of the Earth on its axis.
MATERIALS
Teacher
overhead projector
Per group
1 large sheet of white poster board
1 sharpened pencil or a craft stick
1 clock or watch
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1 compass
1 colored pencil or crayon
1 metric ruler
1 small lump of clay
SAFETY
Always follow OCPS science safety guidelines.
Caution students never to look directly at the Sun!
TEACHING TIPS
1. Select an appropriate outdoor area prior to the activity.
2. Begin this activity as early in the morning as possible. Students will need to observe
shadows every hour throughout the day.
ENGAGE
1. Use the overhead projector as a light source to trace a child’s profile on the board.
2. Ask: What do you see? What caused the shadow to appear? Where do we find
shadows?
EXPLORE
1. Tell students to draw a horizontal line and a vertical line across the middle of a white
poster board. Label the directions: North, South, East, and West.
2. Next, students should place a lump of clay in the center where the two lines intersect
and stand the sharpened pencil straight up in the center of the clay.
3. Take the students outside and direct them to place their shadow trackers out in the
open on a flat surface. They should use a compass to help them position the poster
boards, according to the directions that are marked.
4. Students will use a ruler and a crayon to draw a line, tracing the shadow made by the
pencil (from the center, out to the shadow’s end). Tell students to measure the length of
the shadow line in centimeters and record it on the Shadow Tracker chart under the
correct hour.
5. Have students predict how the line will have changed before each tracing and
measurement is made.
6. Repeat these steps every hour on the hour throughout the school day, if possible.
Hour
Shadow Tracker Chart
Estimated Length of Shadow
Actual Length of Shadow
10:00 a.m.
9 cm
12 cm
EXPLAIN
In what direction did the Sun rise? (East) How do you know?
In what direction will the Sun set? (West) How do you know?
Why does the Sun appear to rise in one direction and set in another? (Have students stand up
and slowly turn around from west to east while noticing in what direction the surroundings
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appear to be moving. The same idea applies to the Earth’s rotation; the Earth spins from west to
east, making the Sun appear to move from east to west.)
When was the shadow line the shortest? (When the Sun was highest in the sky – around noon)
When was the shadow line the longest? (When the Sun was lowest in the sky)
What caused the shadow line to change? (The rotation of the Earth on its axis)
Is the Sun traveling around the Earth? (No, contrary to what it looks like, the Sun doesn’t really
move across the sky; the Earth travels around the Sun.) How do you know?
EXTEND AND APPLY
1. Make a line graph showing the length of the hourly shadow line over time.
2. Have students take their Shadow Trackers back outdoors and place them in the same
position as before. Instead of checking the shadows hourly, watch the shadow pattern
over several weeks to see how it changes.
3. Discuss:
Can you detect a change in the shadow’s length from one week to the next?
How long did it take before you could see a change in the length of a shadow line?
What caused the shadow line to change?
ASSESSMENT
Have students respond to this question:
Why does the length of shadows change throughout the course of a day?
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PHASES OF THE MOON
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course
of about a month.
The student:
 observes and records how the Moon changes from day to day in a cycle that
lasts approximately 28 days.
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of
the Sun, Moon, and stars are connected.
The student:
 creates a model to simulate the relative positions of the Moon, Sun, and
constellations as the Earth rotates day and night.
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to
observe very small things and very large things.
The student:
 observes and studies details of objects using a variety of tools (hand lens,
microscope, telescope, binoculars).
 selects the appropriate observation tool for a given task.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an
explanation in your mind, or a computer model.
KEY QUESTION
Why does the Moon seem to change shape?
BACKGROUND INFORMATION
The Moon is the Earth’s only natural satellite. It takes the Moon approximately 28 days
to complete all of its phases. During the same time, the Moon also rotates once on its
axis; that is why we always see the same side of the Moon from Earth. Half of the
Moon’s surface faces the Sun and reflects the Sun’s light; the Moon does not generate
its own light. The other half of the Moon faces away from the Sun. As the Moon revolves
around the Earth and the Earth and Moon revolve together around the Sun, the relative
positions of the Earth, Moon, and Sun constantly change. The Moon appears to rise in
the east and set in the west, due to the Earth’s rotation from west to east.
We see different amounts of the Moon’s lit surface at different times of the month. This
causes the Moon to seem to have different shapes, called Moon phases. There is no
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exact starting point for the lunar cycle, but the phases do follow each other in an exact
order. The first phase is known as the First Quarter Moon, during which we see half of
the side of the Moon that is reflecting sunlight. The First Quarter Moon occurs when the
Moon has completed the First Quarter of its trip around the Earth – about six to eight
days after the New Moon. The second phase is the Full Moon, during which we see the
full face of the Moon that is reflecting sunlight because the Earth is between the Sun and
the Moon. The third phase is the third quarter Moon, which occurs about three weeks
after the New Moon. The next phase of the Moon is the New Moon. When the New
Moon occurs, we seldom see any part of the Moon from the Earth. As the Moon moves
from new to full, it is said to be waxing. As it moves back to New Moon again, it is said to
be waning.
MATERIALS
Teacher
overhead projector
The Moon Book by Gail Gibbons
Per group
one 4-inch foam ball
Per student
science notebook
SAFETY
Always follow OCPS science safety guidelines. Caution students not to look directly into
the light from the overhead projector.
TEACHING TIPS
1. Make sure every student has the opportunity to participate in the Explore part of
the activity. Inform parents where in the sky to look and approximate times for the
best viewing. Explain that the goal is for students to gain as much information as
possible through direct observations.
2. Moonrise and Moonset information can be found online at the U.S. Naval
Observatory website: http://aa.usno.navy.mil/data/docs/RS_OneDay.php
3. Encourage students to observe the Moon using tools such as binoculars and
telescopes at home or at a place like the Orlando Science Center.
ENGAGE
Say: I am thinking of a certain celestial body. I will give you some clues to help you
guess what it is. (When a student thinks he has the answer, have him give the next clue
rather than the answer.)
• It is relatively small.
• It could fit inside the country of Canada.
• It is the brightest and most easily seen object in the night sky.
• Neil Armstrong was the first human being to walk there.
• It looks different at different times of the month.
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• It is the Earth’s only natural satellite.
Have you guessed what it is? We’re going to find out more about the Moon during the
next activity.
EXPLORE (Part 1)
1. Students should ask their families to join them on a Moon watch. Families can
share a pair of binoculars outside in the evening when the Moon is visible, using
the binoculars to closely observe the Moon’s surface. Inform parents where in the
sky to look and approximate times for the best viewing. Explain that the goal is
for students to gain as much information as possible through direct observations.
2. Have students observe the Moon during a one-month period and encourage
them to keep a record of their observations and sketches in their notebooks.
They should include the date, time, Moon's appearance, and position in the sky.
EXPLAIN (Part 1)
Use the notebooks to discuss how the observable shape of the Moon changes from day
to day in a cycle that lasts approximately 28 days. Ask: What did you notice about the
changes in the Moon phases from night to night?
EXPLORE (Part 2)
1.Instruct students to carefully poke the sharpened end of their pencil into the
Styrofoam ball to create the Moon model.
2.Explain that the students’ heads will represent Earth; the overhead projector
will represent the Sun; the Styrofoam balls will represent the Moon.
3. Instruct the students to hold their Styrofoam balls slightly above their heads in
a position as comfortable as possible while they face the overhead projector.
4. Darken the room and focus the projector light on the Styrofoam balls.
Students should keep their eyes constantly on the Moon at all times, in
order to see the phases.
5. Ask: How much of the Moon is visible from Earth when the Moon is in this
position? (The Moon appears completely invisible when it is in this position
because we only see the half that is covered by shadow; this is a New Moon)
6. Ask students to make a 1/8 turn slowly to the left (counterclockwise). Both the
Earth and the Moon move counterclockwise. Ask: What shape is the illuminated
part of the Moon? (This is called the Crescent Moon)
7. Have the same students make another 1/8 turn slowly to the left. Ask: How
much of the Moon is visible from Earth now? (About one-fourth; this is the First
Quarter Moon)
8. Have students make another 1/8 turn and tell them this is the Gibbous Moon.
9. Have the students turn so that their backs are to the Sun. Ask: How much of
the Moon is visible from Earth now? (The Moon appears completely visible in
this position because we see the half that is covered by the Sun's light) What
phase of the Moon is this? (Full Moon)
10. Have students continue turning 1/8 of a turn each time and continue
questioning until the students have moved through the Gibbous Moon, the Last
Quarter Moon, the Crescent, and back to the New Moon.
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11. Repeat the activity until every student has had a chance to participate.
EXPLAIN (Part 2)
Does the moon make its own light? Where does moonlight come from? (Sunlight reflects
off the moon’s surface)
How much of the Moon is always illuminated by the Sun? (Half of the Moon always faces
the Sun and reflects the Sun’s light.)
When the Moon was directly between the Earth and the Sun, why could people on Earth
not see the Moon easily? (The Sun’s rays illuminate the far side of the Moon only which
means that the reflected sunlight, known as moonlight, does not reach the Earth)
What is this kind of Moon called? (A New Moon)
When did Earth see a Full Moon? (When Earth was between the Sun and the Moon, the
Sun’s rays fell on the side of the Moon nearest the Earth and the reflected sunlight,
known as moonlight, is visible from Earth)
How long does it take for the Moon to move through a complete lunar cycle?
(Approximately 28 days.)
Why does the Moon seem to have different shapes? (The Moon orbits the Earth, and
during this time, it looks as if it is gradually changing shape because we see different
amounts of the Moon’s illuminated side as it orbits the Earth.)
EXTEND AND APPLY
 Learn more about the Moon in The Moon Book by Gail Gibbons.
 Students can research to learn the difference between a solar eclipse and a lunar
eclipse. Have them sketch the Earth, the Sun, and the Moon and explain how
they are aligned during an eclipse.
ASSESSMENT
The student will draw and explain the phases of the Moon in relation to the Sun.
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CONSTELLATIONS
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they
appear to shift across the sky nightly, and different stars can be seen in different
seasons.
The student:
 identifies and labels well-known constellations.
 observes the sky nightly for one week during each season, recording the
location of well-known constellations in a science notebook.
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of
the Sun, Moon, and stars are connected.
The student:
 creates a model to simulate the relative positions of the Moon, Sun, and
constellations as the Earth rotates day and night.
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to
observe very small things and very large things.
The student:
 observes and studies details of objects using a variety of tools (hand lens,
microscope, telescope, binoculars).
 selects the appropriate observation tool for a given task.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in
support.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing
actual observations from ideas and inferences about the observations.
SC.4.N.2.1 Explain that science focuses solely on the natural world.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an
explanation in your mind, or a computer model.
KEY QUESTION
What is a constellation?
BACKGROUND INFORMATION
Astronomers estimate that there are about 1,000 million galaxies (swirling, massive
clusters of solar systems) in the universe and that each galaxy contains about 100,000
million stars! A star is a huge, hot ball of burning gas that radiates light and heat. Our
Sun is just one of those stars, located near the edge of our galaxy, the Milky Way.
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Stars have been a great source of wonder for thousands of years. Some of the best
stories ever told came from the heavens. Ancient people would imagine lines between
various stars so that groups of stars took on different shapes, such as animals, people
and objects. Stories about the stars were passed from generation to generation. Over
time the stories may have changed, but the star groupings are generally the same.
A constellation is a particular area of the sky that contains a particular set of stars. There
are 88 recognized constellations. Most of the constellations can be seen from Earth’s
equator, although even at that location, not all of them can be seen. This occurs
because the Earth blocks the view of part of the sky. Constellations always form the
same shape, but from our view on Earth their positions in the night sky change
throughout the year because of the Earth’s rotation on its axis and its revolution around
the Sun. Some of the familiar constellations are: the Big Dipper (Ursa Major),
Cassiopeia, the Little Dipper (Ursa Minor), Aquarius, and Orion (The Hunter).
The star known as the North Star or Pole Star is perhaps the best-known star in the
northern sky. Because in the current era it lies nearly in a direct line with the axis of the
Earth's rotation "above" the North Pole — the north celestial pole — Polaris stands
almost motionless on the sky, and all the stars of the Northern sky appear to rotate
around it. Therefore, it makes an excellent reference point for navigation.
MATERIALS
Teacher
reference materials on stars and constellations
pre-made constellation viewer (see Teaching Tips)
light source
scissors
Per group
1 cardboard toilet tissue tube
1 black marker
1 flashlight
1 push pin
masking tape
glue
1 circle of black construction paper – the size of the tube opening
1 cardboard circle – the size of the tube opening
1 constellation pattern (black dots on white copy paper the size of the tube opening)
SAFETY
Always follow OCPS science safety guidelines. Use proper caution with scissors and
push pins. Inform students not to look directly into the light source with their naked eyes.
TEACHING TIPS
Set a time for students to visit the media center and also have resource material on
constellations available in the classroom. You can download monthly guides to the night
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sky, including a sky map, free of charge, at:
http://www.skymaps.com/downloads.html. The mythology of the constellations can
be found at this website: http://www.comfychair.org/~cmbell/myth/myth.html.
Prepare ahead of time:
 Make your own constellation viewer to use as a model.
 Cut one small circle of black construction paper for each group – the size of the
toilet tissue tube opening.
 Cut one cardboard circle for each group – the size of the toilet tissue tube
opening.
 Cut one small piece of white copy paper for each group – the size of the toilet
tissue tube opening.
Make sure every student has the opportunity to participate in the Explore part of the
activity. Inform parents where in the sky to look and approximate times for the best
viewing. Explain that the goal is for students to gain as much information as possible
through direct observations. Encourage use of binoculars or telescopes for viewing
stars.
ENGAGE (Part 1)
Draw a constellation on the board where it will not be erased, or put up a picture of one.
Label it, "Mystery Constellation." Choose an easily identifiable one from the Northern
Hemisphere during the season you are currently in. Leave it up for a couple of days to
create interest, then review what students already know about constellations.
Ask: What is a constellation? Can you name some constellations? Which ones have you
seen? What is a myth? (A myth is a story or belief that tries to explain something. A
constellation myth tries to explain why that particular constellation is in the sky and
usually contains a moral with a hero or heroine.) Does anyone know any myths attached
to these constellations?
Have students guess the name of the constellation, writing the names on the board as
they are given. Finally, give them the real name of the constellation and tell them the
myth of how it came to be. Discuss the difference between the creation of myths to
explain something and the use of science to explain something. (Science focuses solely
on the natural world. Scientific explanations are based on observable evidence.)
ENGAGE (Part 2)
1. Instruct students to make a constellation viewer of their own chosen
constellation:
2. Show students your constellation viewer model.
3. Have students create their constellation pattern by making black dots on the
small piece of white paper the size of the cardboard tube opening.
4. Have students place the constellation pattern over a circle of black construction
paper and tape it in place temporarily with transparent tape. Place this over the
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5.
6.
7.
8.
cardboard circle and use a push pin to carefully punch out the constellation
pattern.
Remove the tape and the constellation pattern.
Put some glue around one end of the cardboard tube and then place the circle of
black construction paper over the glue, patterned side up. Stand the tube on this
end until the glue dries.
Use masking tape and a marker to label the tube with the name of the
constellation.
Have students use the viewers by holding the tube with the patterned end toward
the light source while looking through the open end. Then encourage them to
swap viewers and view other constellations.
EXPLORE
Ask: What does an astronomer do? (An astronomer conducts scientific investigations of
objects in space.) Tell students that they will become astronomers as they study stars
and constellations. For one week, during each season of the school year, have students
use journals to record the location of some well-known constellations in the night sky.
After each week, bring in journals to discuss observations students made about the
locations and any patterns or changes they noticed. Challenge students to develop
explanations about their observations based on evidence.
EXPLAIN
What is a star? (A star is a huge, hot ball of burning gas that radiates light and heat.)
What is a constellation? (A constellation is a particular area of the sky that contains a
particular set of stars.)
Why do constellations appear to move? (Constellations always form the same shape,
but from our view on Earth their positions in the night sky change throughout the year
because of the Earth’s rotation on its axis and its revolution around the Sun.)
To demonstrate this, have students stand up and pretend they are the Earth. Tape a
piece of paper with the North Star drawn on it to the ceiling. The teacher should pretend
to be the Earth and tilt on the axis. Tell students that a spot in the middle of the room is
the Sun and the paper hanging from the ceiling is the constellation. Make a revolution
around the room stopping at each season (keep your tilt consistent for each season) and
keep your head facing forward. Ask students if the people on Earth (teacher) can see the
constellation clearly from the position the Earth is in for that particular season. Ask if the
constellation moved or if the Earth move. Allow students to mimic the procedure. Ask
students to explain why constellations appear to move across the night sky. (the
revolution of Earth around Sun makes the constellations appear to move because the
Earth is in different positions)
EXTEND AND APPLY
Create Your Own Constellation - Using white chalk and black construction paper, have
students draw random dots on the paper. Switch papers with a partner. Do they see a
pattern or shape appear? Have the students connect the dots that create the pattern
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they see. They will name their constellation and write a myth about how their
constellation came to be.
ASSESSMENT
On a starry evening, you go outside and stand in a spot so that a bright star is just above
the roof across the street. You return to the exact spot in an hour and the star has
moved quite a distance. Explain why this happened.
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SUN-EARTH-MOON SYSTEM
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its
axis in a 24-hour day.
The student:
 simulates the rotation of the Earth on its axis every 24 hours to produce the
night and day cycle.
 simulates the revolution of the Earth around the Sun in a year.
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of
the Sun, Moon, and stars are connected.
The student:
 creates a model to simulate the relative positions of the Moon, Sun, and
constellations as the Earth rotates day and night.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials
that support understanding to obtain information (identifying the source), conduct both
individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an
explanation in your mind, or a computer model.
KEY QUESTION
What is the relationship between the Earth, Moon, and Sun?
BACKGROUND INFORMATION
The Earth and the Moon are satellites of the Sun. A satellite is a smaller object that
revolves around a larger object. The Earth and Moon revolve around the Sun. The Sun
is at the center of the solar system. It is the star closest to the Earth. It is a very large ball
made of hot gases. The Earth is the planet on which we live. The Earth gets light and
heat from the Sun. The Earth revolves around the Sun. When the Earth has moved all
the way around the Sun, a year has past. While Earth revolves around the Sun, it is also
rotating, or spinning, on its own axis. It takes about 24 hours for Earth to make one
complete rotation, which equals one day. The Moon is the Earth’s only natural satellite. It
takes the Moon approximately 28 days to complete its orbit. During the same time, the
Moon also rotates once on its axis; that is why we always see the same side of the Moon
from Earth.
MATERIALS
Per student
science notebooks
Per group
basketball, tennis ball, ping-pong ball
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SAFETY
Always follow OCPS science safety guidelines. Make sure the space used is clear of
debris so that children can move safely about. Caution students to move slowly and
carefully when modeling the movements and to be aware of their surroundings. Do not
let children rotate or revolve too long to prevent dizziness.
TEACHING TIPS
You will need a large open space for the EXPLORE part of the lesson.
ENGAGE
Ask: What is a system? Record responses on board. Give an example of a bicycle as a
system. A bicycle has many parts, including wheels, handlebars, pedals, gears, etc.
The parts all work together as a whole. What would happen if one of the parts was
broken? The rest of the system could not function as it did before. Ask students for
other examples of systems and discuss. Go back to the responses on the board and
revise the definition of a system. Explain that the Sun, Earth, and Moon also form a
system.
EXPLORE
Have students draw their own diagrams of the Sun, Earth, and Moon. Ask them to show
the relative sizes, locations, and movement of these objects. Do NOT provide them with
a model or example to follow. Use this as a formative assessment piece to uncover
student misconceptions about the relative sizes of these objects and how they move.
Reassure students that this is not about having the right answer; it is just to find out what
they already know. Explain that after our activity, we will go back and revise our
diagrams.
Tell students: Today we are going to construct a model of our Sun-Earth-Moon system.
We will compare two types of movement involving the Earth, and we will discuss the
ways that time is related to the movement of the Earth and Moon.
The portion of our Solar System which interests us the most is composed of one star,
(the Sun), a planet (the Earth), and a moon (our Moon). Select three volunteers, have
the rest observe. One is the Sun, one is the Earth, one is the Moon. Show how the
Moon moves around the Earth in an orbit, while the Earth moves around the Sun in a
different orbit. Identify this type of movement as revolution or revolving. Explain that it
takes 365 ¼ days for Earth to revolve around the Sun one time, which equals one year.
It takes the Moon about 28 days to revolve around Earth, which equals about one
month. To reiterate this concept, ask all students to “revolve” around their tables while
they chant, “revolve, revolve, revolve.”
Explain that not only are the Earth and Moon revolving in space, they are also rotating,
or spinning, on their own axis. The Sun is also rotating on its own axis, but it does not
revolve in our Solar System because it is at the center. Now show how the Moon rotates
as it revolves around Earth, and how the Earth rotates as it revolves around the Sun. Be
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sure to stop students relatively quickly so they don't get too disoriented. Explain that it
takes 24 hours for Earth to make one rotation, which equals one day. It takes the Moon
about 28 days to make one rotation. The Moon's rotation period equals its revolution
period. To reiterate this concept, ask all students to “rotate” or spin in place while they
chant, “rotate, rotate, rotate.”
EXPLAIN
A satellite is a smaller object that revolves around another larger object. Which objects
in our model were satellites? (the Earth and the Moon)
How do we determine the length of a year? (By how long it takes the Earth to revolve
around the Sun.)
How do we determine the length of a day? (By how long it takes the Earth to rotate
around its axis.)
Compare and contrast rotating and revolving. (Both are types of movement, rotating you
stay in one place and spin, revolving you move around something else, etc.)
How are the Sun, Earth, and Moon a system?
EXTEND AND APPLY
1. Students are to work in small groups to construct and demonstrate a Sun-EarthMoon model from different sized spheres. Use a basketball for the Sun, a
softball for the Earth and a ping-pong ball for the Moon.
2. Instruct students to create a double bubble to compare and contrast rotation and
revolution.
ASSESSMENT
Revisit the diagrams that the students made earlier. Have them revise their sketches, or
make new ones if necessary, to include new information they have learned or to correct
previous misconceptions. The diagrams should accurately show the relative sizes,
locations, and movement of the Sun, Earth, and Moon.
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FLORIDA'S SPACE INDUSTRY
BIG IDEA 5: EARTH IN SPACE AND TIME
BENCHMARKS AND TASK ANALYSES
SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy
and culture of Florida.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific
method") but that science does involve the use of observations and empirical evidence.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
KEY QUESTION
How has the space industry affected the economy and culture of Florida?
BACKGROUND INFORMATION
NASA’s astronauts, supported by many scientists, engineers and others, are carrying
exploration onward to new worlds. There are many people who work together to make space
exploration possible. NASA is a huge team. There are the people in Mission Control who help
the astronauts during their flight. Engineers design and build the rockets, satellites, and other
space vehicles. There are people who teach the crew other languages. This helps them work
with crew members from other countries. Doctors make sure the crew is healthy. NASA even
has teachers on its team to get students excited about space science.
NASA headquarters, located in Washington, D.C., provides overall guidance and direction to the
agency. Various field and research installations are located in many states. Some facilities serve
more than one application for historic or administrative reasons. Since the arrival of the NASA
Merritt Island launch sites on Cape Canaveral in 1962, Florida has developed a sizable
aerospace industry, including the construction and launch facilities at John F. Kennedy Space
Center and the tourism and museum sites at the Kennedy Space Center Visitor Complex.
The John F. Kennedy Space Center (KSC) is the U.S. government installation that manages and
operates America's astronaut launch facilities. Currently serving as the base for the country's
three space shuttles, the NASA field center also conducts unmanned civilian launches from
adjacent Cape Canaveral Air Force Station (operated by the 45th Space Wing). KSC has been
the launch site for every U.S. human space flight since 1968. Its iconic Vehicle Assembly
Building (VAB) is the fourth-largest structure in the world by volume. The planned end of the
space shuttle program in 2010 is expected to produce a significant downsizing of the KSC
workforce similar to that experienced at the end of the Apollo program in 1972.
Merritt Island National Wildlife Refuge was established in 1963 as an overlay of the Kennedy
Space Center. Consisting of 140,000 acres, the refuge provides a wide variety of habitats,
including: coastal dunes, saltwater estuaries and marshes, freshwater impoundments, scrub,
pine flatwoods and hardwood hammocks, which are home to more than 1,500 species of plants
and animals. While visiting the refuge, guests can enjoy bird and wildlife observation, a wildlife
drive, manatee observation deck, fishing and hunting, plus boating and paddling. Working on
the Merritt Island Wildlife Refuge comes with the responsibility to tread lightly on the
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environment and KSC showcases its unique balance between technology and nature.
For more current information, visit:
http://www.nasa.gov/centers/kennedy/home/index.html
http://www.kennedyspacecenter.com/
MATERIALS
Per class
Copy of Photograph (in the Engage section)
Copy of Quote from JFK (in Explore, Part 1)
Map of the United States
Post-It Notes or Sticker Labels
Butcher Paper and Markers (or other materials to create a time line)
SAFETY
Always follow OCPS science safety guidelines.
TEACHING TIPS
You may want to supplement this lesson with photographs and readings from other websites
and books from the media center.
ENGAGE
Show students the photograph below (also available at
http://www.nasa.gov/images/content/396119main_apollo%2011-lg.jpg).
Ask: What do you think is happening in this photo? Then help students to analyze the picture.
How would you describe the photograph? What details, such as people, objects, activities, do
you notice? What other information, such as time period, location, season, reason photo was
taken, can you gather from the photo? What questions do you have about the photograph?
How might you find answers to these questions?
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May 20, 1969: The Apollo 11 Saturn V rolls from the Vehicle Assembly Building to Launch
Complex 39A in preparation for the first moon landing during the mission. Image credit: NASA
EXPLORE (Part 1)
To put the picture in historical context, tell the students about “The Space Race,” a competition
between the United States and the Soviet Union to explore outer space. On October 4, 1957,
the Soviet Union launched Sputnik 1, the first artificial satellite successful to orbit the Earth,
which marked the official start of the race. This frightened and alarmed many people in the
United States because of conflict with the Soviet Union in that time. In response, President
John F. Kennedy addressed our nation with the following quote (post or copy for students to
read):
“If we are to win the battle that is going on around the world between freedom and tyranny, if we
are to win the battle for men's minds, the [Soviet Union's] dramatic achievements in space which
occurred in recent weeks should have made clear to us all...the impact of this adventure on the
minds of men everywhere who are attempting to make a determination of which road they
should take.... We go into space because whatever mankind must undertake, free men must
fully share.... I believe this Nation should commit itself to achieving the goal, before this decade
is out, of landing a man on the Moon and returning him safely to earth.” – President John F.
Kennedy, May 25, 1961
Have students create a time line around the classroom to show significant dates in the space
race. You can code the American and Soviet achievements in different colors to show the
competition between the two. Use the following dates:
 October 4, 1957 - The Soviet Union launched Sputnik 1, the first artificial satellite to
successfully orbit the Earth.
 October 1, 1958 - The National Aeronautics and Space Administration (NASA) was
established.
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

January 31, 1958 - The United States launches its first satellite, Explorer I.
September 12, 1959 - The Soviet Union launches Luna 2. This is the first space probe to
hit the moon.
 April 12, 1961 - Soviet cosmonaut Yuri Gagarin becomes the first person to orbit the
Earth.
 May 5, 1961 - Alan Shepard, Jr. becomes the first American astronaut in space.
 February 20, 1962 - John Glenn, Jr. becomes the first American astronaut to orbit the
Earth.
 June 16, 1963 - The first woman in space is Soviet cosmonaut Valentina Tereshkova.
 December 21, 1968 - The United States launches Apollo 8, the first manned space
mission to orbit the moon.
 July 20, 1969 - U.S. astronauts Neil Armstrong, Edwin "Buzz" Aldrin and Michael Collins
make it to the moon. Armstrong is the first man to walk on the moon and was followed by
Buzz Aldrin.
Do you notice a pattern in the success of the Americans and the Soviets? (Overall, there is a
back and forth pattern between the two.) Why do you think that is?
What do you think President Kennedy meant when he said, “We go into space because
whatever mankind must undertake, free men must fully share...?”
EXPLORE (Part 2)
Use labeled post-it notes or stickers on a map of US to locate the following facilities related to
the Apollo program. Locate the Kennedy and Marshall space centers, as well as the Manned
Spacecraft Center (Johnson Space Center). In what states are they located? The Marshall
Space Flight Center developed and tested the Saturn rocket that powered the Apollo spacecraft.
The Manned Spacecraft Center (Johnson Space Center) designed the Apollo spacecraft and
served as the Mission Control Center. The Kennedy Space Center assembled and launched the
rockets. How do you think three different places located hundreds of miles apart could
cooperate on a single project of this magnitude?
1. Manned Spacecraft Center (now Johnson Space Center), Texas
2. National Space Technology Laboratories (now John C. Stennis Space Center),
Mississippi/Louisiana
3. Marshall Space Flight Center and the Alabama Space and Rocket Center (now U.S. Space
and Rocket Center), Alabama
4. Kennedy Space Center, Florida
5. Cape Canaveral AFS, Florida
6. Langley Research Center, Virginia
7. Goddard Space Flight Center, Maryland
8. Plum Brook Operations Division, Ohio
9. Lewis Research Center (now John H. Glenn Research Center at Lewis Field), Ohio
10. Vandenberg AFB, California
11. Jet Propulsion Laboratory, California
12. Goldstone Deep Space Communications Complex, California
13. Ames Research Center, California
14. White Sands Missile Range (now White Sands Test Facility), New Mexico
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EXPLAIN
What event led to the creation of NASA?
What event contributed to the decision to send an American to the Moon by the end of the
1960s?
What evidence indicates that the rivalry with the Soviet Union affected the American space
program?
Why do you think the space program was sometimes called "The Space Race?"
Why was the work for the Apollo program spread out over so many sites? What do you think the
advantages and disadvantages might have been if it had been concentrated in one place?
Why do you think Florida was one of the states selected for a NASA site?
Based on the photos and information presented, what different kinds of work and workers do
you think the space program created?
EXTEND AND APPLY
Unexpected Benefits from Space Research – Under the Technology Utilization Program
program, NASA and other entrepreneurs have joined forces to produce tens of thousands of
new products and processes using technologies originally developed for the space program.
Ask students to refer to the NASA website to identify some of these "spin-offs." Ask students to
identify products developed as a result of the space program that they use in their daily life. Ask
them to consider why NASA might have established the Technology Utilization Program. What
other scientific benefits have grown out of the program? Hold a class discussion about how you
would measure the success of the Apollo program and whether it was worth the many millions
of dollars invested in it.
NASA's Spinoff Homepage: http://www.sti.nasa.gov/tto/Spinoff2009/
NASA's Space Shuttle Spinoffs: http://www.sti.nasa.gov/tto/pdf/Shuttle_spinoffs.pdf
ASSESSMENT
Have students respond to the key question:
How has the space industry affected the economy and culture of Florida? (Answers should
address jobs, tourism, historical significance, and national pride.)
This lesson was adapted from:
Koman, Rita G. America's Space Program: Exploring a New Frontier. Teaching with Historic
Places Lesson Plans. Retrieved from National Park Service website:
http://www.nps.gov/history/NR/twhp/wwwlps/lessons/101space/101space.htm
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4th Grade Science Notebook Rubric
Preliminary Thinking
Data Collection/
Observations

only includes key question

no data or diagrams
1
limited
D



3
above average
B



4
excellent
A



2
average
C
Conclusion/ Reflection


key question is written in
the notebook
no evidence or data used
to support preliminary
thinking (data can be
personal experiences,
previous investigations, or
research information)
preliminary thoughts may
not be related to the key
question


key question is written in
the notebook
limited evidence or data
used to support preliminary
thinking (data can be
personal experiences,
previous investigations, or
research information)
preliminary thoughts are
related to the key question


key question is written in
the notebook
uses data as evidence to
make predictions (data can
be personal experiences,
previous investigations, or
research information)
preliminary thoughts are
related to the key question








no observational data
data charts, graphs, and
tables are not accurate or
not visually appealing
(unreadable)
diagrams are missing
scientific labels
no relevant handouts or
other supplemental
material included (where
applicable)

limited observational data
data charts, graphs, and
tables are not accurate or
not visually appealing
(unreadable)
diagrams include some
scientific labels relevant to
the investigation
some relevant handouts or
other supplemental
material are included
(where applicable)

observations are detailed
and include labels where
applicable
data charts, graphs, and
tables are mathematically
accurate and visually
appealing
diagrams include many
scientific labels that are
relevant to the
investigation
all relevant handouts or
other supplemental
material are included
(where applicable)

Grade 4, Big Idea 5









conclusion only responds to
key question with no
evidence
does not attempt to explain
class data discrepancies
(where applicable)
conclusions have limited
explanations and may not be
linked to evidence
conclusions do not connect
to the investigation and may
relate to irrelevant topics
attempts to explain class
data discrepancies (where
applicable) are incorrect
no connections are made to
real world situations or other
investigations completed in
class
explains and defends
conclusions using evidence
conclusions connect to the
investigation and refer to
some element of the
investigation
attempts to explain class
data discrepancies (where
applicable) are incomplete
connections are made to real
world situations or other
investigations completed in
class
explains and defends
conclusions using evidence
conclusions connect to the
investigation and refer to
some element of the
investigation
accurately explains class
data discrepancies (where
applicable)
connections are made to real
world situations or other
investigations completed in
class
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