Unit Title Subject and Grade Level The Stars & Our Solar System Science 4 ( Curriculum Map ) Stage 1: Desired Results CCGPS/GPS Science (GPS), Grade 4, Earth Science S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth's tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system. Science (GPS), Grade 4, Habits of the Mind S4CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent
corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts. c. Identify patterns of change in things such as steady, repetitive, or irregular change using records, tables, or graphs of measurements where appropriate. Science (GPS), Grade 4, Nature of Science S4CS8 Students will understand important features of the process of scientific inquiry. a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Scientists use technology to increase their power to observe things and to measure and compare things accurately. Enduring Understandings Stars vary in size and appearance. Their distance from earth affects their appearance to us. The sun is a star, but not the largest star. (S4E1a) Stars appear to twinkle in the night sky while planets shine steadily. Stars maintain a constant position over time, while planets appear in different areas at different times. (S4E1b) The patterns of stars in the sky stay the same, although because of earth s rotation, they appear to move across the sky nightly, and different stars can be seen in different seasons. (S4E1c) Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye. (S4E1d) Essential Questions How are stars alike and different from each other? (S4E1a) How are stars alike from planets? (S4E1b) How are stars different from planets? (S4E1b) What is a constellation and why do they remain in the same pattern? (S4E1c) How can technology be used to observe distant objects in the sky? (S4E1d) Why do we have day and night? (S4E2a ) Why are different phases of the moon observed throughout the month? (S4E2b) Why do we have seasons? (S4E2c) What is the relative size and order of the
The Earth rotates on its axis. It makes one complete rotation on its axis every 24 hours. (S4E2a) Parts of the moon reflect light depending on the position of the Earth in relation to the Sun and Moon. (S4E2b) The tilt of the Earth s axis is what actually produces the seasons. (S4E2c) Planets change their positions because of their location and revolution around the sun.the earth is one of several planets that orbit the sun and the moon orbits the earth. (S4E2d) planets from the sun in our solar system? (S4E2d) Content There are more stars in the sky than a person can count one at a time during an entire lifetime. Stars vary according to size and color. The colors of stars vary according to the temperature of the stars. There is just one star in our solar system, the sun. The sun is a medium sized star, but it appears larger than other stars because it is so close to Earth. Some planets are formed mostly from rock. Other planets and stars are made of gases. Planets are made of substances which reflect sunlight, whereas, stars consist of hot gases which produce light. Stars are much further away than planets are. Stars are grouped together according to patterns known as constellations. Stars are stationary, but seasonal changes in the locations of constellations are due to the revolution of Earth. Both planets and stars look like points of light in the night sky. When viewed through a telescope or binoculars, planets appear Skills Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. Identify how technology is used to observe distant objects in the sky. Explain the day/night cycle of the earth using a model. Explain the sequence of the phases of the moon. Demonstrate the revolution of the earth around the sun and the earth's tilt to explain the seasonal changes.
as disks, whereas, stars look like fuzzy lights. With the use of technology, the number of planets in our solar system (and some in other galaxies) have been determined. The number of stars in the universe can only be estimated. Technological resources, such as telescopes, satellites, the space station, and space probes are used to observe distant objects in the sky. Day and night occur because the Earth rotates on its axis once every day. Earth s moon reflects the light of the sun. Different phases of the moon are observed every four weeks because of the relative positions of the moon to the Earth. Since the Earth is tilted on its axis as it orbits the sun, seasonal changes occur on Earth. For example, when the northern half of the Earth tilts toward the sun, summer occurs in the northern hemisphere and winter occurs in the southern hemisphere. Our solar system includes different sized planets, which are located at different distances from the sun. The order of the planets from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. The relative size of the planets (from largest to smallest): Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury. KEY TERMS: rotation, revolution, phases, axis, tilt, diameter, waxing, waning, constellation, orbit, hemisphere, planet, moon, telescope, star, satellites, seasons, galaxy, universe, relative size and order, model, sequence, magnify, compare and contrast, patterns Demonstrate the relative size and order from the sun of the planets in the solar system.
Stage 2: Assessment Evidence Assessment There is not a CCSD performance task for this unit. Stage 3: Learning Plan Learning Activities Pre assess student knowledge and understanding of the standards. Analyze the standards with your students. Identify the language of the standards (LOTS) that are familiar and unfamiliar to students. Best science practice suggests that students should explore and build understanding of science concepts before attaching technical vocabulary to the concepts (i.e., activity before content and content before vocabulary). This can be facilitated through the 5E Instructional Model. Throughou t the unit, formatively assess student learning. Page Keeley Formative Assessment Probes can be used as formative assessments prior to Differentiation Strategies for All Students additional instructional time graphic organizers repetition systematic, sequential instruction manipulatives collaborative learning activities chunking addressing learning modalities accommodating learning style preferences providing additional guided practice cueing and signaling appropriate question and response skills research based effective teaching strategies identifying similarities and differences summarizing and note taking reinforcing effort and providing recognition homework and practice nonlinguistic representations
and/or following instruction to gauge student understanding. S4E1a Where do Stars Go? Uncovering Student Ideas in Science, Vol. 3, pgs. 191 196 This assessment probe is designed to elicit students ideas about stars. The probe is designed to examine students ideas about the location of stars during the day time. Show the attributes of the stars such as magnitude, color, position/patterns, and number. Video: Seeing Stars students are introduced to physical attributes of stars S4E1b Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. Compare and Contrast with summary S4E1c Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations relative to the constellations at different times. For example, you may notice how the Big Dipper pattern of stars seems to rotate around the North Star and is in a different position at different seasons of the year. You may want to read some of the stories and myths about cooperative learning setting objectives and providing feedback generating and testing hypotheses cues, questions, and advance organizers Strategies for SWD explicit direct instruction modelling or demonstration extended time advance organizers mnemonics or memory strategies frequent short assessments task analysis with student checklist small group collaboration Strategies for ELL verbal and written directions questioning strategies appropriate to student s level of language acquisition sufficient think time use of contextual clues use of visuals and graphic organizers connections to primary language and cultures flexible grouping cooperative learning groups frequent checks for understanding
the Big Dipper (Big Bear) constellation. Model a Constellation: HSP Insta Lab, pg. 91 Students model a constellation using a paper towel tube. Research, view, and model patterns of stars. Create a presentation depicting models of common constellations (such as the Big Dipper, Orion, etc.). S4E1d Make a Telescope: HSP Investigation, pgs. 84 85 Students make a telescope. Obtain pictures of distant objects in the sky (such as planets, stars, etc.) as viewed through a telescope or binoculars and compare to the unaided views of distant objects in the night sky. Telescopic views of the night sky can be found online and in reference books. S4E2a Darkness at Night Uncovering Student Ideas in Science, Vol. 2, pgs. 171 176 This assessment probe is designed to elicit students ideas about the day/night cycle. This assessment probe works well with a Sticky Bar Graph. Prior to and after instruction, students answer the posed question on a sticky note. It is suggested that a different color sticky note be used for pre and post. The teacher collects the sticky notes and uses them to create a bar graph of answers.
Teachers and students observe and discuss how their thinking changed throughout the lesson/unit. Objects in the Sky Uncovering Student Ideas in Science, Vol. 2, pgs. 185 190 This assessment probe is designed to elicit students ideas about when objects can be seen in the sky. Day and Night, Picture Perfect Science, pgs. 263 275 In this activity students explore time zones and how time zones change. They also observe the position of the Sun in the sky at different times of day. If this resource and the accompanying children s books are not available at your school, please contact Amy Peacock ( peacocka@clarke.k12.ga.us ) to check out a set. Sunrise, Sunset: HSP Insta Lab, pg. 61 Students model day and night. Day and Night Task ( Teacher, Student ): Students create a model to show how day becomes night and night becomes day. S4E2b Moonlight Uncovering Student Ideas in Science, Vol. 4, pgs. 161 165 This assessment probe is designed to elicit students ideas about light and the Moon. Prior to instruction, this assessment probe works well with Four Corners in order to reveal students ideas about moonlight.
Students move to a designated area of the room that matches their response to the question. This activity provides quick, formative data for the teacher, but also provides quick groups for discussion of the answer among students. This activity can again be repeated post instruction. Going Through a Phase Uncovering Student Ideas in Science, Vol. 4, pgs. 183 187 This assessment probe is designed to elicit students ideas as to what accounts for the phases of the Moon. When used prior to instruction, this assessment probe is designed to reveal the variety of ideas students have about the phases of the moon. Following instruction, this assessment probe works well with a Line of Learning. After instruction, students revisit their original answer to the question by drawing a line under the original response (the LOL) and revising or adding to the response as a result of new learning. The Changing Moon, Picture Perfect Science pgs. 247 262 In this activity students explore the movement and phases of the Moon. If this resource and the accompanying children s books are not available at your school, please contact Amy Peacock
( peacocka@clarke.k12.ga.us ) to check out a set. Full Moon to New Moon : HSP Animation Students explore the phases of the moon. Observing the Moon : Students create a Moon Journal to observe changes in the shape of the moon over time. S4E2c Summer Talk Uncovering Student Ideas in Science, Vol. 3, pgs. 177 184 This assessment probe is designed to elicit students ideas about seasons. This assessment probe works well with I used to think..., but now I know... Prior to and after instruction, students answer the posed question. This assessment strategy asks students to reflect verbally or in writing on how their thinking has changed throughout a lesson or unit. For example, I used to think seasons were caused by..., but now I know seasons are caused by.... Seasons and Sunlight: HSP Investigation, pgs. 58 59 Students investigate seasons, sunlight, and temperature. This activity also addresses S4E2a. Modelling the Seasons Demonstration : Students model the seasons with their own earth globes Record, over a period of time, the position on the horizon where the sun's apparent rising and setting
occur. Make predictions using models to explain the position where these will occur at a future date and observe the accuracy of your prediction. Times of the sun rising and setting are available through weather reports and in the newspaper. For example, find a reference point in your yard, or locate a window where the sun shines through in the morning (an eastern view). If you look out of the window when you get up in the morning for a period of time, you will notice that the sun appears to be in different places. That movement is a pattern. The same is evident at the end of the day. You can look out and observe where the sun is setting in your yard or visible through a window (a western view). The pattern of the sun setting is also evident. Explain your observations of the rising and setting sun in terms of your reference point. "The sun was up and shining brightly through the window in my kitchen this morning. The sun set over the swing set in my backyard before we ate dinner last night." Measure the shadows of fixed objects such as a flagpole or telephone poles at different times of the day and record the orientation relative to North position and length (metric) of the shadows. Periodically throughout the year, repeat the activity to note how the shadow lengths and orientation change
during the school year. Use what you know to model how the change in the sun's position results in shadows of changing lengths and orientations. S4E2d Distance Between Planets: HSP Investigation, pgs. 70 71 Students use knots to model the distances between planets. Alternate Activity: Modeling the Planets in the Solar System Planet Sizes: HSP Insta Lab, pg. 75 Students use balls to model the sizes of the planets. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. The Planets Graphic Organizer : Students complete research about the planets to complete this graphic organizer. Resources Harcourt Science Resources (Print): Harcourt Science Textbook, Grade 4; Chapter 2: Planets and Stars Lesson 1: How Do Earth and Its Moon Move? Lesson 2: What Objects Are in the Solar System? Lesson 3: What Can We See in the Sky? Harcourt on line resources: Think Central
Other Websites GADOE Framework The Stars and Our Solar System PebbleGo Password required Help Teaching Test Generator: Grade 4 Astronomy Solar System Scope Kids Astronomy Study Jams: Our Solar System Inner Planets Study Jams: Our Solar System Outer Planets Brainpop Jr The Moon Subscription required students are introduced to the moon and its phases Brainpop Moon Phases Subscription required students are introduced to the phases of the moon. Brain Pop Seasons Subscription required students are introduced to the idea of seasons and why they come and go Brain Pop, Jr. Solar System Subscription required students are introduced to the planets in our solar system Phases of the Moon Rap Phases of the Moon Lunar Challenge students use an interactive game to predict the phases of the moon. BBC: Earth, Sun and Moon Other Resources: Books to Support 4th Grade Science Instruction The Solar System The Starlab Portable Planetarium is available to you from two sources. The education staff at Sandy Creek Nature Center will bring the Starlab Portable Planetarium to your school and run it for one day. Oconee River GYSTC at NEGA RESA will check out the Starlab Portable Planetarium for a week to teachers who have been trained in its operation. Training is available through GYSTC. They also have a Solar System kit that may be checked out.. Toilet Paper Solar System Model Chart Planet Cut Outs for Activity This activity shows students the relative distance of planets from the sun. Instructional Resources:
Picture Perfect Science Lessons by Karen Ansberry and Emily Morgan More Picture Perfect Science Lessons by Karen Ansberry and Emily Morgan Even More Picture Perfect Science Lessons by Karen Ansberry and Emily Morgan Uncovering Student Ideas in Science Vols. 1 4 by Page Keeley Science Formative Assessments: 75 Practical Strategies for Linking Assessment, Instruction, and Learning by Page Keeley Family Support Check books out of the public library on the solar system and read them with your child. Before going to bed, ask your child to look out the window and make observations of the stars and moon in the night sky. Keep a "home science" journal to record your child's reading, experiments and observations at home, connected with each fourth grade science unit.