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4th Grade Unit Plan Designed by Jamie L. Sanborn Grand Valley State University Winter 2013
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Earth, Moon and Sun Unit Table of Contents

Page # Unit Overview. Introduction. State of Michigan Content Standards. Unit Goals... Unit Objectives... Unit Sequence and Timespan. Content Area Integration Blooms Taxonomy Levels Learning Styles and Accommodations.. Technology. Affective Domain... Final Assessment Lesson 1: A System in the Sky.. Lesson 2: Phases of the Moon Lesson 3: Why Does the Moon Change?.......................................................................... Lesson 4: How Does the Earth Move?.............................................................................. Lesson 5: How Are the Earth and Moon Different?.......................................................... Lesson 6: The Sun.. Lesson 7: Can You Trust Your Eyes?................................................................................ Lesson 8: Seasons... Lesson 9: Unit Wrap-up. Lesson 10: Final Project/Assessment Appendix Project Moonwatch!.......................................................................................... Our Moon......................................................................................................... Why Does the Moon Change?.......................................................................... 4-9 4 4 5 5-6 6 6 7 8 8 8-9 9 10-14 15-18 19-22 23-25 26-29 30-33 34-37 38-41 42-45 46-49 50-69 50 51 52

Moon Phase foldable. How Earth Moves... Earth and Moon comparison chart. The Sun: guided notes. Images for Anticipatory SetLesson 7.. Can You Trust Your Eyes progress check.. Reasons for Seasons... Images for Anticipatory SetLesson 8.. Directions for Basketball Review... Directions for Trivia Review.. Rotation vs. Revolution partner game Jeopardy review game PowerPoint presentation.. Brochure Project template.. Brochure Project Rubric

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Unit Overview
Sun, Moon and Earth by Jamie Sanborn (2013)
Introduction
This unit was written for fourth grade students who are a part of a regular education classroom. There is one student who comes to the class as a special education student with extreme visual impairment and difficulties in learning stemming from cerebral palsy. This unit introduces the Sun, Moon, and Earth as working together in a system as part of our galaxy. The unit includes ten lessons with the introduction and assessment.

State of Michigan Content Standards

E.ST.04.11 TLW identify common objects in the sky, such as the sun and the moon. (Michigan Department of Education) E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. (Michigan Department of Education) E.ST.04.21 TLW describe the orbit of the Earth around the sun as it defines a year. (Michigan Department of Education) E.ST.04.22 TLW explain that the spin of the Earth creates a day and night. (Michigan Department of Education) E.ST.04.23 TLW describe the motion of the moon around the Earth. (Michigan Department of Education) E.ST.04.24 TLW explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. (Michigan Department of Education) E.ST.04.25 TLW describe the apparent movement of the sun and moon across the sky through day/night and the seasons. (Michigan Department of Education) R.CM.04.04 TLW apply significant knowledge from grade-level science text. CCSS.ELA-Literacy.W.4.1b TLW provide reasons that are supported by facts and details. (Common Core State Standards Initiative, 2012)

Unit Goals
TLW begin to understand how the moon and Earth move in a predictable pattern around the sun. (Michigan Department of Education) TLW have a general understanding of how the predictable patterns of the Earth and moon define a day, year, and moon phases. (Michigan Department of Education) TLW become familiar with how the sun appears to move in a predictable pattern across the sky. (Michigan Department of Education)

Unit Objectives
Lesson 1: I CAN identify the sun and moon as objects we see in the sky. I CAN explain that the moon appears to change shape. I CAN tell someone what I know about the earth, moon, and sun.

Lesson 2: I CAN identify the sun and moon as objects we see in the sky. I CAN describe ways the Earth and moon are the same and different. I CAN use information from the text to support an idea.

Lesson 3: I CAN explain the way the moon moves around the Earth. I CAN describe how and why the moon looks like it changes shape during a whole month. I CAN predict the next moon phase based on the one in the sky last night.

Lesson 4: I CAN describe how the Earth moves around the Sun. I CAN demonstrate the reasons for night and day using a foam ball and a flash light.

Lesson 5: I CAN list ways the Earth and Moon are alike and how they are different. I CAN explain why the Earth can support life and the Moon cannot.

Lesson 6: I CANtell someone else the names of things I can see in the sky. I CANlist the similarities and differences between the sun, moon, and Earth. I CANshow the orbit of the Earth around the sun in a drawing and tell that it takes 365 days, one year. I CANexplain how the rotation of the Earth causes night and day. I CANcreate a drawing to show how the sun and moon look like they move in different parts of the sky during different seasons. Lesson 7: I CAN compare and contrast relative sizes of the Earth, moon and sun with each other. I CAN use play-doh to show that we cannot trust human eyesight alone to measure the size of an object in our solar system. Lesson 8: I CAN demonstrate the orientation of the Earth on its axis for each season as it revolves around the sun. I CAN label a diagram of the Earth in its seasonal positions around the Sun correctly with season names, according to the position of the Northern Hemisphere. Lesson 9: I CAN recall information presented during this unit to correctly answer questions about the sun, moon and Earth. I CAN explain what causes day and night and tell why we have seasons. I CAN use printed pages from this unit to find information for answering questions about the sun, moon and Earth. Lesson 10: I CAN locate information from lessons of this unit to correctly fill in answers on a final assessment project.

Unit Sequence and Time Span

This unit will be presented over the course of 11 class periods. Science groups meet for 40 minutes on Monday-Thursday. There is time built into the unit for adjusting time as necessary to accommodate learner needs.

Content Area Integration

Students will use reading and writing skills throughout this unit as they apply new content knowledge to pre-existing knowledge as they demonstrate understanding of key concepts. Students will be required, over various lessons, to use evidence from the text to answer specific content questions. They will also be required to use their writing skills as they explain what they have learned during lesson progress checks and on the final project assessment. I have also integrated the mathematical concept of comparing and contrasting in an activity that requires students to chart characteristics of the Earth and moon. Students will make connections to phases of the moon based on their understanding of fractions as part of a whole.

Blooms Taxonomy Levels

The following table shows the distribution of Blooms Taxonomy Levels in each lesson. Knowledge Comprehension Application Analysis L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Synthesis Evaluation

Learning Styles and Accommodations

Each lesson in this unit covers several of the learning styles put forth by Howard Gardner. The following table highlights each of the learning styles included in each lesson. All lessons also include extension activities as well as remediation strategies that can be implemented as needed for optimal learning to occur. Verbal Logical L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 x x x x x x x x x x x Visual x x x x x x x x x x x x x x x x x x x x x x Musical Interpersonal Naturalist Kinesthetic Intrapersonal

Technology
Technology is utilized in several lessons through the use of video segments for the anticipatory set portion of the lesson. I also take advantage of having a document camera with projector to help with presenting material to students. One of the final activities of the unit involves using the computer/projection system to engage students in a trivia style review game.

Affective Domain
The students social/emotional health will be taken into account throughout the unit. Each lesson will be taught with total inclusion in mind. NO student will be ridiculed for input or lack of participation. Each student will be lovingly encouraged to

participate at their comfort level each day. I will work to make each meeting one in which students feel safe, appreciated and successful.

Final Assessment
Lesson 10 of this unit encompasses the final assessment. Students will be required to complete a brochure project that highlights important concepts and vocabulary learned throughout the unit. Students will be given the brochure template and allowed to use any guided notes they have in their science folder, including the moon phase foldable, as resources for showcasing their knowledge of content and their ability to locate and use information correctly and accurately. Students will be encouraged to work carefully and will be given plenty of time to do their best work. This final project will be graded according to a rubric which is aligned with the Grade Level Content Expectations that form the foundation for this unit.

A System in the Sky Designed by: Jamie Sanborn Unit: Sun, Moon, and Earth Lesson 1 4th Grade STANDARD: E.ST.04.11 TLW identify the sun and moon as common objects in the sky. (Michigan Department of Education) E.ST.04.23 TLW describe the motion of the moon around the Earth. (Michigan Department of Education) E.ST.04.24 TLW explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. (Michigan Department of Education) OBJECTIVE/TARGET: I CAN identify the sun and moon as objects we see in the sky. I CAN explain that the moon appears to change shape. I CAN tell someone what I know about the earth, moon, and sun.

ATICIPATORY SET: Have students watch The Earth, Moon, and Sun System on YouTube. Stop the video at 3:35. (4min.) (aleachman, 2011) Ask, Why do you think I showed this video? Share/Discuss 4-5 student responses. (710 min) Present overall goals for unit---Sun, Moon, and Earth. (5-7 min) o Students will be able to: Identify the sun and moon as common objects in the sky. Compare and contrast the characteristics of the sun, moon and Earth, including relative distances and abilities to support life. Describe the orbit of the Earth around the sun as it denes a year. Explain that the spin of the Earth creates day and night. Describe the motion of the moon around the Earth.

Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

INPUT: A. Procedure: Read pgs.6-9 in A System in the Sky (10-15 min) (Mary Atwater, 1995) o Have students turn to a neighbor and brainstorm what they know about the Earth, Sun, and Moon. o Students report to the class to create a KWL chart. o Come up with questions we might still have Transition--- First part of our unit is looking at the Moon. Read The Sun and its Family pp204, 206-7. (7-10min) (McGraw-Hill School Division, 2000) o Talk about phases of moon; what are they? What do they look like? Reference the bulletin board. Introduce Project Moonwatch! (10-15min) (Mary Houston) o Give instructions for project. Students will observe the moon every night for two weeks, and watch it go through its phases. Students will write down the date and draw the phase you see. o Model what project will look like when complete. o Talk about using www.moonconnection.com for cloudy nights. (Show students the website.) B. Thinking Levels (Blooms Taxonomy): Knowledge: Students will access prior knowledge of the earth, moon and sun as they make connections to the topic of this unit.

Comprehension: Students will explain that the moon appears to change shape as the days go by in month. Application: Students will apply their prior knowledge to observing and recording data about the moon for Project Moonwatch!

C. Learning Styles and/or Accommodations: Remediation: o Reading materials and handouts will be enlarged for visually challenged student. o Shared reading to accommodate all levels of readers and maximize comprehension. Extensions: o Science in Literature: students have access to the following books as a literature connection to the central topic. The Truth About the Moon by Clayton Bess The Sun by Seymour Simon My Place in Space by Robin and Sally Hirst The Orphan Boy by Tololwa M. Mollel Sunshine Makes the Seasons by Franklyn M. Branley

o Show phases of the moon using chocolate sandwich cookies. Use a toothpick to scrape away frosting, leaving only the portion of the moon lit during each phase. Multiple Intelligences: o Visual/Spatialstudents will watch a short Youtube video; reference a bulletin board with pictures of the moon phases o Verbal/Linguisticstudents will discuss what they know about the Earth, Moon and Sun; record observations of the moon. D. Method and Materials: Method: This lesson will be presented by lecture, presentation/demonstration and discussion.

Materials needed: o Textbook: A System in the Sky (Mary Atwater, 1995.) o Textbook: The Sun and its Family (McGraw-Hill School Division, 2000) o Internet access and projector connection for YouTube video content. o Chart paper and markers o Moonwatch Activity data collection page; copies for each student (Appendix A) o White board and markers o Bulletin board posters of moon phases and vocabulary.

MODELING: I will model the assigned activity by showing students how to fill in the required information and illustrating what a completed observation form will look like. I will also participate in the brainstorming section of the anticipatory set to model requested information. CHECKING FOR UNDERSTANDING: I will check for student understanding by asking for thumbs-up/thumbs-down responses as self-check. I will encourage any questions for clarification and answer them accordingly. I will also monitor comprehension of written materials by noticing body language and facial expression during shared read aloud. GUIDED PRACTICE: Guided practice will take place through modeling the activity and during discussion of video/reading material. INDEPENDENT PRACTICE: Students will complete a two week observation chart of the phases of the moon. CLOSURE:

I will wrap the lesson up by restating the goal of the unit and introducing the next days topic: continuing to look at and learn about the moon. ASSESSMENT: I will assess student understanding of the information covered today through discussion and questions. I will know that the lesson objectives have been met by student responses to discussion and upon student completion (and handing in) of the Project Moonwatch! activity sheet. Level of completion will inform future requirements of this activity. REFLECTION: to be completed after lesson is taught. 1-30-13: This lesson went really well. Students enjoyed the introduction using the Youtube video. We had good discussion as we created a KWL chart. This lesson took longer than I had anticipated and I will need to adjust for that the next time I teach it. I felt really rushed as I introduced the Moonwatch activity. This was a little confusing as we transitioned from one text to another; I will try to plan for a smoother transition next time.

Phases of the Moon Designed by: Jamie Sanborn Unit: Sun, Moon, and Earth Lesson 2 4th Grade

STANDARD: E.ST.O4.11 o TLW identify the sun and moon as common objects in the sky. (Michigan Department of Education) E.ST.04.12 o TLW compare and contrast the characteristics of the sun, moon and Earth, including relative distances and ability to support life. (Michigan Department of Education) CCSS.ELA-Literacy.W.4.1b o TLW provide reasons that are supported by facts and details. (Common Core State Standards Initiative, 2012)

OBJECTIVE/TARGET: I CAN identify the sun and moon as objects we see in the sky. I CAN describe ways the Earth and moon are the same and different. I CAN use information from the text to support an idea.

ANTICIPATORY SET: Begin by asking who saw the moon the previous night; invite them to explain what it looked like; have a couple of students draw what they saw on the board. o check www.moonconnection.com if needed. (5-10 min.)

INPUT: A. Procedure: Watch Youtube video Space School: The Moon. 5:03 (6 min.) ( Discovery TV, 2009) Discuss video: Say, TTYP and tell them 3 things you noticed in the video clip; switch and let the other person do the same. Share with whole group. (10-15 min.) Family p.208: What is the moon like?; optional, if time: demonstrate moon reflecting light using a ball and flashlight. (7-10 min) (McGraw-Hill School Division, 2000) Family p.210-11: How are the Earth and moon different?

o Our Moon writing assignment/handout (Appendix B) ---students will think about the differences between Earth and the moon and then write a paragraph about whether or not they would want to take a two-week vacation on the moon. (15-20 min.) (McGraw-Hill School Division, 2000) B. Thinking Levels (Blooms Taxonomy): Knowledge: Students will participate in discussion/brainstorming KWL chart after watching Youtube video. Comprehension: Students will participate in discussion /demonstration of moon phases using flashlight and ball. Application: Students will use information gained during reading to write a paragraph about the feasibility of vacationing on the moon.

C. Learning Styles and/or Accommodations: Remediation: o Students that have difficulty writing can type their paragraph on the computer or draw a representation and explain it to the teacher/class. o Student can present their argument of why they would or wouldnt vacation on the moon verbally while another student or teacher writes it down. Extensions: o Have students physically model the orbit of the moon around the Earth. One student stands in the middle (the Earth) while the moon walks around him/her. o Students can create a poster showing the phases of the moon and the path it takes around the earth. o Take the paragraph assignment a step further and turn it into a story where a character is trapped/forced to live on the moon---imagine what it would be like, what would he/she need to have, etc. Multiple Intelligences: o Visual/Spatial: students will be watching a video; witnessing a demonstration of the phases of the moon with flashlight and ball. o Bodily/Kinesthetic: have students take turns participating in the moon phase demonstration. o Verbal/Linguistic: students will write a paragraph stating their reasoning on a topic.

D. Method and Materials: Method of instruction for this lesson will include lecture, shared reading, presentation and demonstration. Materials needed:

o o o o o o o

Youtube video clip; Space School: The Moon chart paper/markers or white board/markers projector document camera internet access flashlight and ball Our Moon activity sheet; enough copies for each student to have one (Appendix B)

MODELING: Teacher will model the brainstorming for the KWL chart by participating in the discussion. Teacher will also model the writing assignment using the document camera to show his/her work. Reading will be done with teacher reading aloud to model proper pronunciation, pacing, and reading with expression. Students will follow along in their own text for added comprehension.

CHECKING FOR UNDERSTANDING: The teacher/TAs will monitor student understanding by noticing facial expressions and body language as well as taking not of off-task behavior that may signify lack of understanding. Teacher will ask questions to gauge student comprehension throughout the lesson.

GUIDED PRACTICE: Students will write a paragraph telling why they would or wouldnt want to take a twoweek vacation on the moon. They will need to reference the reading material for specific reasons.

INDEPENDENT PRACTICE: Students will continue working on Project Moonwatch!

CLOSURE: Recap the high points of the video and readings. Remind students to continue working on their moon observation. Preview the next days topic: Why does the moon change?

ASSESSMENT:

Students will submit their paragraph. I will know the lesson objectives have been met if the writing reflects the reasons why the moon cannot sustain life as we know it on Earth.

REFLECTION: 1-31-13: Because of yesterdays lesson running long, I cut the flashlight demonstration from todays lesson. I ended up with extra time, though and not a whole lot to do. In the future with this lesson I will teach it as planned and adjust for time at the end as necessary. I really like the think-pair-share today. I had them stand up and find someone new to partner with. It was good to get them moving for a minute.

Why does the Moon change? Designed by Jamie Sanborn Unit: Sun, Moon and Earth Lesson 3 4th Grade STANDARD: E.ST.04.23 TLW describe the motion of the moon around the Earth. (Michigan Department of Education) E.ST.04.24 TLW explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. (Michigan Department of Education) OBJECTIVE/TARGET: I CAN explain the way the moon moves around the Earth. I CAN describe how and why the moon looks like it changes shape during a whole month. I CAN predict the next moon phase based on the one in the sky last night.

ANTICIPATORY SET: Ask, Why does the moon change? Discuss various student answers. (5-7 min)

INPUT: A. Procedure: System pp49, 52-57; Why Does the Moon Change? (Mary Atwater, 1995) o Read the text and complete the graphic organizer for this information. (Appendix C) (15-20 min) Introduce/complete foldable activity for the 4 main phases of the moon. (20-30 min) (See Appendix E for complete instructions, information, and example photo.) (Mary Houston) o Instruct students on construction; model folding the paper. o Work as a whole group to fold, cut, and label the outside flaps. o Work through information for inside flaps, one section at a time; use document camera.

B. Thinking Levels (Blooms Taxonomy): Knowledge: Students will recognize that the moon appears to change shape. Comprehension: Students will describe the main phases of the moon after reading text. Application: Students will apply their knowledge to illustrating the four main moon phases. Synthesis: Students will create a foldable that depicts/describes the four main moon phases. Evaluation: Students will evaluate their work for completeness and inclusion of necessary details. C. Learning Styles and/or Accommodations: Remediation: o Teacher will prepare ahead of time the components for the foldable to assist students with fine-motor difficulties. o Allow students to type their descriptions for the foldable. o Time extensions for completing the activity will be given for those needing it. Extensions: o Using access to www.moonconnection.com, students can work to predict when a certain moon phase will appear; on their birthday, the next holiday, first day of summer break, etc. Learning Styles: o Verbal/Linguisticdirections will be given verbally; text read aloud. o Existentialpondering the question, Why does the moon change? and discussing possible reasons and implication. o Interpersonalfollowing direction; comprehension of othersideas. o Bodily/Kinestheticbeing able to move while working on the project and writing down required information into the foldable activity. o Visual/Spatialteacher will model making the foldable so that students can see what they need to do as well as hear it.

o Logical/Mathematicalexplanations of procedure using logical vocabulary or mathematic terms to illustrate reasoning behind study or activity. For example, instructing students to fold their paper in and then in 1/3s in order to achieve the correct dimensions for the project. D. Method and Materials: Methoddiscussion, lecture, presentation/modeling. Materials needed: o Text, System, pp.49, 52-57. o guided notes page o construction paper o scissors o glue o pencils o internet connection/computer to view www.moonconnection.com o document camera o white board/markers MODELING: As students are creating their foldable, the teacher will demonstrate each step as a visual aid for students. Teacher will add information to foldable as he/she instructs students to do so.

CHECKING FOR UNDERSTANDING: Teacher will visually monitor student understanding by noticing completion of guided notes, noting accuracy. Teacher will mingle among students as they work together to determine information necessary to each assignment; guiding students as necessary.

Working as a whole group to complete the guided notes and foldable activities. Making sure that each student has the required information in their possession to aid in comprehension of the main idea of the lesson.

INDEPENDENT PRACTICE: Continue recording the moon phases as observations each night for Project Moonwatch!

CLOSURE: Review necessary information to be included in foldable. Allow for time to finish during future meetings. Preview the next days topic: The Earth

ASSESSMENT: I will look at completion of guide notes and foldable activity to gauge level of understanding and knowledge in order to adjust future lessons accordingly. REFLECTION: 2-1-13: Todays lesson went well. I had students come up to the front and draw the moon phase they saw the previous night. Then we looked at moonconnection.com to notice any patterns. Students were making connections between the phase they saw and the representation on the web site. We also started the moon phase foldable today. I had the availability of two TAs for assistance and sent a group of students with each of them for small group work. Students followed directions great during this lesson. I do not have anything I would change at this time.

How Does the Earth Move? Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 4 4th Grade

STANDARD: E.ST.04.21 TLW describe the orbit of the Earth around the Sun as it defines a year. (Michigan Department of Education)

OBJECTIVE/TARGET: I CAN describe how the Earth moves around the Sun. I CAN demonstrate the reasons for night and day using a foam ball and a flash light.

ANTICIPATORY SET: Display a 3 foam ball and flashlight on the podium as students enter the classroom; make sure they are in a spot where students will notice them. Write on the whiteboard/Ask students: What might we be doing with these objects today? Discuss with a classmate. (3-5 min)

INPUT: A. Procedure: Ask for any comments on moon observations. (3-5min.) Watch Space School: The Earth on Youtube. (7-10 min) (Science Channel, 2008) o Ask: What makes the Earth unique? A: It is the only planet to support life. Read: System pp.12-13, 16-25; (7-10min) (Mary Atwater, 1995) o How does the Earth move? p12-13 Go back to question about the foam ball and flashlight---revisit student ideas about what used for. Demonstrate night and day by putting a black dot on the ball to show where a person is standing; mount the ball on a pencil/chop stick for ease of turning; turn on the flashlight for the sun and show night/day by turning the ball. (5-7 min) o How Earth Moves p16-21 o Seeing better p22-25 Pass out guided notes, from the reading, for students to complete. Students work in pairs to complete the notes sheet (Appendix E). (10-15min) Go over completed notes under document camera. (5-7min)

B. Thinking Levels (Blooms Taxonomy):

Knowledge: Students will use existing knowledge to aid in comprehension of new material. Comprehension: Students will demonstrate understanding of content through participation in small group activity and demonstration. Application: Students will use props to show their understanding of the lesson content. Synthesis: Students will recognize difference in rotation of Earth in relation to day or night.

C. Learning Styles and/or Accomodations: Remediation: o Extended time for classwork will be given to students needing this accommodation; o enlarged print material for student with impaired vision. Extensions: o Students with clear understanding can help in demonstration of content. Multiple Intelligences: o Visual/Spatial learners will benefit from demonstration of content and video presentation. o Bodily/Kinesthetic learners will benefit from participation in demonstration of night and day with foam ball and flashlight. o Verbal/Linguistic learners will benefit from small/whole group discussion of content. o Logical/Mathematical learners will benefit from the causal information given to explain the existence of night and day on Earth.

D. Method and Materials: Method: Lesson content will be delivered through a combination of video presentation, lecture, demonstration and modeling Materials needed: o Text, A System in the Sky o internet connection for Youtube video o document camera o copies of guided notes; Appendix E o 3 foam ball, flashlight, pencil/chopstick o plan for pairing students

MODELING: Teacher will model good reading practices through shared reading of text. Teacher will demonstrate the movement of the Earth to produce periods of night and day.

Teacher will show completed notes for students to check their own understanding.

CHECKING FOR UNDERSTANDING: Teacher will gauge student understanding through participation in whole/small group discussion and answers to lesson questions. Teacher will ask students to assess their own level of understanding through display of thumbs-up/down response.

GUIDED PRACTICE: Small group completion of guided notes page.

INDEPENDENT PRACTICE: Students will continue to make and record observations of the moon phases.

CLOSURE: Closure will take place through recap of lesson key points. Looking ahead to the next lesson: How are the Earth and Moon different?

ASSESSMENT: Formative assessment of student comprehension will take place through observation of participation and completion of assignment. I will assess students through questioning during whole and small group discussion.

REFLECTION: 2-4-13: My plan for working with small groups to read and fill in the guided notes page was not thought through very well. When it was time to divide into groups I realized that I didnt have a plan in place; I tried to wing-it. This did not work very well. We persisted with the plan, though and got students settled down to do some of the work. I also did not give clear directions for the assignment before sending students to groups. I will have a clear plan for putting students into small groups before attempting this lesson or using small groups with another question. Advice from my CT include making sure Ive gone over procedures for working in a group to make sure students know what group work should look and sound like.

How are the Earth and Moon different? Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 5 4th Grade STANDARD: E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. (Michigan Department of Education) OBJECTIVE/TARGET: I CAN list ways the Earth and Moon are alike and how they are different. I CAN explain why the Earth can support life and the Moon cannot.

ANTICIPATORY SET: Display the following questions on the board as students enter the room/transition to Science from previous subject: In what ways are the Earth and Moon similar? How are they different? INPUT: A. Procedure: Record student suggestions/answers on the white board or on a list shown under the document camera; list could also be done on chart paper. (5-7min) Read: System, pp. 59, 62-66, 69 (10-15min) (Mary Atwater, 1995) Divide students into small groups to record information on comparison chart (Appendix F). (15-20 min) (Mary Houston) Go over entries to chart as whole group using document camera. (5-10min) Work on completing Moon Phase foldable started in lesson 3, if necessary.

B. Thinking Levels (Blooms Taxonomy): KnowledgeStudents will tap into their previous knowledge during the anticipatory set and build upon knowledge through participation in reading.

ComprehensionStudents will demonstrate comprehension through participation in class discussion and asking related question. ApplicationStudents will use information from the text to complete a guided notes page. AnalysisStudents will compare and contrast information about the Earth and the Moon. SynthesisStudents will organize information into a chart. EvaluationStudents will choose which information is relevant to the chart and what should be left out.

C. Learning Styles and/or Accommodations: Remediation: o Students can be given page number references to assist in completion of the comparison chart. o Students with limited fine motor ability can use a computer to complete the assignment or dictate their answers to a peer or aide. Extensions: o Students can create a poster depicting some of the similarities/differences between the Earth and the Moon. o Students can write a short story about the feasibility of living/vacationing on the moon---an extension of the paragraph written for lesson 2. Multiple Intelligences: o Visual/Spatial learners will benefit from the illustrations in the text as well as the organization of information into a chart. o Verbal/Linguistic learners will benefit from working with at partner/small group to discuss information to be included on the chart. o Logical/Mathematical learners will benefit from the organization of the chart and logical points of comparison included. o Interpersonal learners will benefit from being able to work together on the assignment.

D. Method and Materials: Method: lecture, demonstration, modeling, small group cooperative work. Materials needed: o Text, The Sun and its Family. o Comparison chart (Appendix F); enough for each student to have one. o White board/markers o document camera MODELING: Teacher will model completion of guided notes page for student comprehension.

CHECKING FOR UNDERSTANDING: As students work in pairs/small groups the teacher will circulate among them briefly checking in to gauge understanding through observation and questioning; providing guidance and support as needed. GUIDED PRACTICE Students will work independently or in small groups to complete a comparison chart on the Earth and Moon using information from the text reading. INDEPENDENT PRACTICE: Students will finish any work not completed during class time. Students will continue to observe/record observations of the moon for Project Moonwatch! CLOSURE: Compare findings from reading to initial list/chart from the anticipatory set questions. Ask, What did we know already? What did we learn? Is there anything we still have questions about? Preview lesson for next day: The Sun

ASSESSMENT: Formative assessment only at this time; based on level of participation for each student, perceived comprehension, level completion/attention to task. REFLECTION: Again, my pacing was off. I did not allot enough time to complete the foldable as well as the lesson planned for today. I will have to fit in the comparison chart tomorrow. I am hoping to have students complete the paper in pairs. This assignment is one that will be used on the final assessment so it is important that students have the opportunity to finish it in class. I will have to make adjustments to how I present the moon phase foldable during the next science rotation as I will need time to line the students up and send them back to their own room. Mrs. Houston recommended I teach the foldable over several days, filling in facts one flap at a time.

The Sun Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 6 4th Grade STANDARD: E.ST.04.11 TLW identify common objects in the sky, such as the sun and the moon. (Michigan Department of Education) E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. (Michigan Department of Education) E.ST.04.21 TLW describe the orbit of the Earth around the sun as it defines a year. (Michigan Department of Education) E.ST.04.22 TLW explain that the spin of the Earth creates a day and night. (Michigan Department of Education) E.ST.04.25 TLW describe the apparent movement of the sun and moon across the sky through day/night and the seasons. (Michigan Department of Education) OBJECTIVE/TARGET: I CANtell someone else the names of things I can see in the sky. I CANlist the similarities and differences between the sun, moon, and Earth. I CANshow the orbit of the Earth around the sun in a drawing and tell that it takes 365 days, one year. I CANexplain how the rotation of the Earth causes night and day. I CANcreate a drawing to show how the sun and moon look like they move in different parts of the sky during different seasons. ANTICIPATORY SET: Take students to Learn Lab for class. Watch Space School: The Sun from Youtube; discuss. (7-10min) (Discovery TV, 2009)

INPUT: A. Procedure: Family pp. 194, 196-201; partner read and fill in guided notes (20 min) (McGraw-Hill School Division, 2000) After set amount of time, go over notes page; collect and give credit (7-10min) Discuss any questions students have about reading. If time remains, students can look through bin of informational text on this topic; work in partners or small group to find related facts to todays reading.

B. Thinking Levels (Blooms Taxonomy): Knowledge: Students will use knowledge to complete a guided notes page they can then use as a resource for the units final project. Comprehension: Students will work in small groups/partners to read selected text and locate important details for notes. Application: Students will use information from the text to illustrate the different positions of the sun in the sky during the various seasons. Analysis: Students will work cooperatively to distinguish important details from the text. Evaluation: Students will choose applicable information from a selected text to determine important facts for the lesson. C. Learning Styles and/or Accommodations: Remediation: o Students will have access to computer for typing notes if necessary. o Students can dictate to another person (peer, T.A., teacher) who will write his/her notes down. o Enlarged text will be provided for vision impaired student. o Additional time will be given for assignment completion as needed. Extensions:

o Students can use information gathered today to create a model of the Earth, Moon and Sun in their relationship to one another. o Students can create an illustration showing the different seasons and what the earth and sun look like in relation to each other during those times. Multiple Intelligences: o Interpersonal: the ability to work in a group toward a common goal. o Verbal/Linguistic: students ability to discuss what theyve read accurately. o Visual/Spatial: the ability to represent an idea with an illustration. o Logical/Mathematical: student understanding of the movement and position of the Earth in orbit around the sun as causal to the changing seasons. D. Method and Materials: Method: direct instruction, small group/paired work, modeling. Materials needed: o text, The Sun and its Family o internet access to watch Youtube video o whiteboard/markers o copies of guided note page, enough for each student to have one.(Appendix G) o drawing utensils: colored pencils, crayons o document camera MODELING: Teacher will model illustration on the white board or underneath the document camera. Teacher will provide completed guided notes for students to check against their own and ask questions as necessary. CHECKING FOR UNDERSTANDING: The teacher will circulate among small groups to gauge understanding by observation and questioning. GUIDED PRACTICE:

Students will work together in pairs or small groups to complete a guided notes exercise that goes along with todays selected text.

INDEPENDENT PRACTICE: Students will continue to work on Project Moonwatch!

CLOSURE: Teacher will recap main points of todays readings/lesson. Remind students to continue moon observations for Project Moonwatch! Look ahead to next days lesson: Can you trust your eyes to determine the size of something? ASSESSMENT: Formative assessment will take place as the whole class goes over correct information for guided notes page. REFLECTION: 2-6-13: I am continuing to run into time issues that will need to be resolved somehow before the next class starts its science rotation. Other than that, this lesson went well. Students are actively participating in discussion. I am trying to make sure everyone is being heard at one point or another during the lesson; focusing on not calling on the same students all the time. One thing I need to improve on is doing activities that model the idea/concept being taught. I would like to incorporate the use of our classroom globe more to make the information from the text more relatable for students.

Can you trust your eyes? Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 7 4th Grade STANDARD: E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. (Michigan Department of Education) OBJECTIVE/TARGET: I CAN compare and contrast relative sizes of the Earth, moon and sun with each other. I CAN use play-doh to show that we cannot trust human eyesight alone to measure the size of an object in our solar system. ANTICIPATORY SET: Project, onto white board, images of objects looking smaller than they really are. o In printed form under document camera (Appendix H), or o From Images file on flash drive. As students enter/transition for science, ask them if the images are real? Discuss responses. (7-10min) INPUT: A. Procedure: Shared reading of System pp. 26-27: Can you trust your eyes about size? (Mary Atwater, 1995) o Divide students into small groups to answer questions about the reading (Part A, Appendix I); groups report to whole class. o Discuss final question/situation together as whole class.(Part B, Appendix I) In same small groups, students will use play dough rolled into a ball to demonstrate the inability to judge size of an object accurately using just the human eye. (10-15min) o Give each group two small chunks of dough; approximately golf ball sized.

o Instruct them to roll it into two balls about the same size. o Half of the group should place one ball on a desk top while the other half of the group places the other ball on a desktop approximately 10 feet away. o Students should bend down until the closest ball is at eye level then look in the same line of sight to the second ball. The second ball should appear a bit smaller in size because it is further away---even though they were made to be the same size just moments before. o After each group has had a chance to complete this activity---discuss findings and how they relate to judging the size of an object in space. B. Thinking Levels (Blooms Taxonomy): Knowledge: Students will apply knowledge from previous lessons as they build knowledge of the Earth, Moon, and Sun. Comprehension: Students will demonstrate comprehension of main idea by participating in the play dough activity. Application: Students will apply what they know to discussion question from questions page. Analysis: Students will construct their own learning through participation in play dough activity. Synthesis: Knowledge gained in todays lesson will build upon previous knowledge to create a greater understanding of the unit. C. Learning Styles and/or Accommodations: Remediation: o Individual copies of images for students with vision impairment. o Permission to stand and move as necessary for students unable to sit still during whole group reading. o Additional directions and modeling as needed. o Time extension given where needed for comprehension. Extensions:

o The class could extend the activity using other objects outside of the classroom or out on the playground to demonstrate the inability to use the human eye alone to accurately gauge the size of an object in the distance. o Students will look for other things that prove the findings of the play dough activity as they leave school and go home, throughout the community. Multiple Intelligences: o Visual/Spatial: teacher will show as well as tell students directions for small group activity. o Bodily/Kinesthetic: moving and actively participating in group activity with play dough. o Interpersonal: working in groups to benefit from each others input. D. Method and Materials: Method: demonstration, discussion, small group discovery Materials needed: o text, A System in the Sky o Image document (Appendix H) o question page to accompany reading (Appendix I) o play dough o method for dividing students into groups o document camera/projector system MODELING: Teacher will model expected dialog during group discussion. Teacher will model play dough activity to show students what they need to be doing.

CHECKING FOR UNDERSTANDING: Teacher will check for student understanding and comprehension by asking for a display of thumbs-up or down to indicate level of understanding. Teacher will rotate among groups as they work independently to observe and assist as needed.

GUIDED PRACTICE: Students will work in small groups to complete a question page connected to the text. Students will work in pairs/small groups to complete an activity with play dough as they discover the feasibility of using only eyesight to judge the size of far away objects. INDEPENDENT PRACTICE: Remind students to continue working on Project Moonwatch! It will be turned in on the last day of class. CLOSURE: Teacher will recap lesson by reading from System pp.34-5; Dont trust your eyes (Mary Atwater, 1995) Look ahead to the next lesson: Are there reasons for the seasons? (Mary Atwater, 1995) ASSESSMENT: Successful participation in demonstration activity will provide me with the knowledge of students that understand the material presented. REFLECTION: 2-7-13: This lesson was fun. We started out by talking about the moon phases and transitioned into todays topic. Students were able to make connections to the text content through an activity using play-doh. It was great; good discussion came out of the activity, though, next time I would do this in pairs instead of small groups.

Are there reasons for the Seasons? Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 8 4th Grade STANDARD: E.ST.04.25 TLW describe the apparent movement of the sun and moon across the sky through day/night and the seasons. (Michigan Department of Education) OBJECTIVE/TARGET: I CAN demonstrate the orientation of the Earth on its axis for each season as it revolves around the sun. I CAN label a diagram of the Earth in its seasonal positions around the Sun correctly with season names, according to the position of the Northern Hemisphere. ANTICIPATORY SET: As students enter the classroom/transition for science, display document containing the diagram of the Earths orbit around the sun and images of each of the seasons, either using the document camera or through the PC and the projector. (Appendix K) Encourage discussion about what they think todays topic is? How are all the images related? (7-10min) INPUT: A. Procedure: Shared reading of text; System pp.70-71, 74-75, 77-79. (Mary Atwater, 1995) o Take time after pg. 71 to do the activity on pg. 72 whole group; utilize the document camera for whole group viewing. The activity calls for use of a pencil stuck vertically into a small lump of clay then placed in the center of a piece of graph paper. Using a flashlight, represent the varying angles of sunlight throughout the changing seasons by shading in the area on the graph paper lit up---use different colors to represent the different angles of sunlight.

o Continue shared reading of pgs.74-5 and 77-9. o Students complete graphic organizer (Appendix J) independently. (15-20min) If time allows, watch video clips from McGraw-Hill Companies about the seasons. (McGraw-Hill Companies, 2006) (4min) o www.mhschool.com/science (4th grade, Chapter 8, Lesson 1:Science in Motion) o Ask students if their answers on the handout match the information from the video. o Hand out a green pen to each student; ask them to make any changes/additions to their paper using the pen. Collect. (7-10min)

B. Thinking Levels (Blooms Taxonomy): Knowledgedrawing on information taught in previous lessons of this unit, and personal knowledge, to make connections with new content. Comprehensionanswering questions according to information presented. Applicationusing information from the text to demonstrate knowledge. Analysislooking at a diagram to label the different seasons according to the placement of the Earth in its orbit around the sun. Synthesiscombining information learned from the text, demonstration and lecture to complete the graphic organizer. C. Learning Styles and/or Accommodations: Remediation/Accommodations: o Having students work in pairs to facilitate lower level learners accomplishing assigned tasks. o Frequent progress checking to catch gaps in understanding sooner. o Give extra cues and prompts to facilitate students making connections to material. Extensions: o Students can work in pairs to do the direct/indirect sunlight activity. o Making illustrations to go along with guided notes. o Creating a board/card game for review of content. Multiple Intelligences:

o Visual/Spatialallow students to use colored pencils to fill in guided notes. o Bodily/Kinestheticstudents use models to teach each other concepts. o Existentialthinking about the relationship between the objects in our solar system and how they work together to facilitate life on Earth. D. Method and Materials: Method: lecture, demonstration, peer discussion, whole group share Materials needed: o Text, A System in the Sky (Mary Atwater, 1995) o guided notes page (Appendix J) o graph paper, pencil, flashlight and clay/putty o document camera o internet access to mhschool.com for review video (McGraw-Hill Companies, 2006) o pencils MODELING: The teacher will demonstrate the difference between direct and indirect sunlight on the Earth and the effect it has on the changing seasons to help students make a connection between the text and the world we live in. CHECKING FOR UNDERSTANDING: The teacher will use choral response as one strategy to check student understanding. Students will complete the guided notes independently as a progress check for the teacher. GUIDED PRACTICE: Students will complete the notes page after shared reading of material and participation in demonstration. Students may use their text to complete the assignment. INDEPENDENT PRACTICE:

Independent practice continues to be in the form of student participation in Project Moonwatch! followed by class discussion and relating of project to daily lessons.

CLOSURE: Restate teaching objectives for this lesson. Remind students to keep observing the moon whenever they can; Project Moonwatch! is due in 3 days. Use moonconnection.com as necessary to assist. Look ahead to the next lesson: Beginning to sum up the unit and review for the final assessment/project. ASSESSMENT: I will assess student learning through their response during discussion and ability to find and record information on a guided notes page. REFLECTION: 2-12-13: This lesson was taught by my CT when I was at PD. She said it went well. Students completed the progress check with little/no trouble.

Lesson title: Unit Wrap Up Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 9 4th Grade STANDARDS: (Michigan Department of Education) E.ST.04.11 TLW identify common objects in the sky, such as the sun and the moon. E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. E.ST.04.21 TLW describe the orbit of the Earth around the sun as it defines a year. E.ST.04.22 TLW explain that the spin of the Earth creates a day and night. E.ST.04.23 TLW describe the motion of the moon around the Earth. E.ST.04.24 TLW explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. E.ST.04.25 TLW describe the apparent movement of the sun and moon across the sky through day/night and the seasons. OBJECTIVE/TARGET: I CAN recall information presented during this unit to correctly answer questions about the sun, moon and Earth. I CAN explain what causes day and night and tell why we have seasons. I CAN use printed pages from this unit to find information for answering questions about the sun, moon and Earth. ANTICIPATORY SET: Use the projector to display an image of the Sun, Moon, and Earth with a game show background. Have one part of the room, or set of table groups, highlighted with a poster advertising a trivia type game. Have another part of the room, or set of table groups, set up for a card game. A third part of the room, or set of table groups, set up for a basketball game.

INPUT: A. Procedure: Students enter the classroom and speculate about the days activities. Explain that well be doing some review in preparation for the final project/assessment that will take the final two days of class. Review will consist of rotation between 3 different review games: a Jeopardy-type trivia game, a card game, and a basketball game. Split the class into 6 groups, two for each game type. Utilize TAs to facilitate explanation at each game station for better use of time. Tell students that the adult at their two tables will explain the review game for that station. Once explained, students will play the game for a specific amount of time. A bell will signal when the time is up---clean up that station and rotate to the next one as directed. Each group should have time at each station. B. Thinking Levels (Blooms Taxonomy): Knowledgeapplication of knowledge to quiz-type questions. Comprehensionunderstanding wording of review questions in order to offer an appropriate response. C. Learning Styles and/or Accommodations: Remediation/Accomodations: o Extra time for answering trivia questions as needed. o Keeping questions/answers short and to the point. Extensions: o Students can submit quiz questions to the teacher for the games. o Teacher can also choose to use a Jeopardy PowerPoint game included in the appendix section of this unit. Multiple Intelligences: o Bodily/Kinesthetic learners will benefit from the activity involved during review games.

o Visual/Spatial learners will benefit from reading as well as hearing quiz questions. D. Method and Materials: Method: demonstration, lecture, active participation, cooperative groups Materials needed: o background image for projecting onto whiteboard o miniature basketball hoop and ball o quiz questions written on cards (2 sets) o small white boards for keeping score; white board markers o poster board displays for game stations o rules and instructions for each game (Appendices L and M) o rotation/revolution card game (Appendix N--2 sets) (Parlett) o game display/answer board for the jeopardy-type game MODELING: The teacher will explain the days events to students as a whole group before dividing them into the individual game stations. TAs will assist in managing the various game stations for review. CHECKING FOR UNDERSTANDING: This will be done by asking if clarification is needed and providing it as necessary.

GUIDED PRACTICE: Students will play review games for the entire period.

INDEPENDENT PRACTICE: none

CLOSURE: Ask for favorite moments of the unit/day.

Remind students that Project Moonwatch! is ending and they need to turn in their paper in the next two classes. Preview the final project/assessment. Tell students they will be able to use notes taken throughout the unit to complete the project and will be given two full class periods to do so.

ASSESSMENT: Assessment of todays activities will be in the form of observing student participation. If rotation between stations isnt feasible; review will take place whole group using each of the three strategies if possible. REFLECTION: 2-13-13: I decided to play the PowerPoint version of Jeopardy! for this lesson as a whole group activity. I made this decision based on time restrictions and lack of preparation for small group work. The game went well with a majority of the students. I ran into a problem when asking bonus parts to questions and students wanting to know how many points each was worth. I forget just how competitive they can be. I did notice that some students were not as engaged as I wouldve hoped and will think about trying to rotate between review games for the next class.

Lesson title: Final Project/Assessment Designed by: Jamie Sanborn Unit: Sun, Moon and Earth Lesson 10 4th Grade STANDARDS: (Michigan Department of Education) E.ST.04.11 TLW identify common objects in the sky, such as the sun and the moon. E.ST.04.12 TLW compare and contrast the characteristics of the sun, moon, and Earth, including relative distances and abilities to support life. E.ST.04.21 TLW describe the orbit of the Earth around the sun as it defines a year. E.ST.04.22 TLW explain that the spin of the Earth creates a day and night. E.ST.04.23 TLW describe the motion of the moon around the Earth. E.ST.04.24 TLW explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. E.ST.04.25 TLW describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

OBJECTIVE/TARGET: I CAN use information from lessons of this unit to correctly fill in answers on a final assessment project. ANTICIPATORY SET: Hand back student work for them to reference during the assessment.

INPUT: A. Procedure: Display a brochure template underneath the document camera.(Appendix O) Tell students that they will use their guided note pages to fill in the correct information on the brochure. This will be the final assessment for the unit on the Earth, Sun, and Moon. Display and go over grading rubric for the assessment. (Appendix P)

Encourage students to use their best hand writing and take their time. They will have two full class periods to complete the project. They can add color as time allows but it is not necessary to earn full credit.

Ask for any questions. Answer them and clarify instructions as necessary. Tell students to remain seated when finished. The teacher will pick up their work and offer them a book to read. Hand out the brochure template to each student and have them begin. Circulate and offer guidance as needed.

B. Thinking Levels (Blooms Taxonomy): Knowledgestudents will label a diagram of the four main moon phases. Comprehensionstudents will give examples to support answers to certain questions. Applicationstudents will choose, illustrate and label phases of the moon. Analysisstudents will compare and contrast certain features of the Earth, Moon, and sun in a chart. Synthesisstudents will generate a diagram of the Earth in orbit around the sun. Evaluationstudents will justify given answers to certain questions.

C. Learning Styles and/or Accommodations: Remediation/Accommodations: o Time extensions for completion of project as required by IEP or 504 plan for individual students. Multiple Intelligences: o Verbal/Linguistic learners will benefit from being able to express their answers in words; having the opportunity to explain their answers. o Visual/Spatial learners will benefit from the opportunity to illustrate what they know. D. Method and Materials: Method: Direct instruction, scaffolding as needed. Materials needed:

o student work to hand back o pencils, colored pencils/crayons (optional) o copies of the brochure template (Learning)(Appendix O) MODELING: Teacher will go over expectations for completion of assessment as well as the rubric for grading the assessment with students prior to handing out the assignment. CHECKING FOR UNDERSTANDING: Prior to starting the assessment, students will be given ample opportunity to ask questions for clarification of instructions. During the assessment, students can ask questions as needed for additional clarification by raising their hand. GUIDED PRACTICE: Students will work independently to complete the unit assessment. Teacher will circulate among students to offer assistance and guidance as required.

INDEPENDENT PRACTICE: none CLOSURE: Students hand in completed brochure project for grading. Students hand in completed Project Moonwatch!

ASSESSMENT: I will know that the unit objectives have been met when students achieve a passing grade according to the rubric for this project. REFLECTION: 2-14-13 and 2-18-13: This lesson/assessment was extended over two class periods to allow for adequate time to complete. I liked this set-up because it allowed my students to do their best without feeling rushed. As students finished they were invited to read

quietly from a collection of Earth, Moon and Sun related informational texts from a bin in the classroom. They were also given a word search of moon-related words to pass the time. After grading this assessment, I am happy with the choice to allow the two class periods for completion. All students achieved a grade well-above passing while consistently showing their ability to locate and provide correct answers to questions directly related to the content standards covered in this unit.

Name_____________________________________ Date:______________________________

Project Moonwatch!
Directions: Observe the moon every night for the next two weeks. Write the date in the space and color in any part of the moon that you CANT see each night. If it is cloudy, just leave the moon blank for that night.

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Date:

Name:___________________________________ Date:_________________________

Imagine you had the opportunity to visit the moon for a two-week vacation. Would you want to go? Tell why or why not.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Name:______________________________________ Date:____________________________

Why Does the Moon Change?

Directions: Use the following terms or phrases to complete the concept map.

crescent moon last quarter moon

full moon

cannot see the moon first quarter moon

new moon
can see a thin sliver

moon is way around Earth

moon is way around Earth can see entire lighted side of moon

Instructions for creating a foldable that displays the four main phases of the moon:
1. Have construction paper sheets (11x 17), one for each student. 2. Fold the paper lengthwise (hotdog fold); make sure to line up corners and edges. 3. Make a hard crease at the fold. 4. Fold the long paper in half lengthwise; then in half again, to create quarters. ___

Make hard creases at the folds. 5. Open up the paper to expose all the folded lines. Make three cuts from the long edge to the center, following each of the folded lines, to create four flaps that can be lifted up to expose text/illustrations underneath.

6. Label the front flaps: New Moon, First Quarter, Full Moon, and Last Quarter.

7. Lift up each to illustrate the moon phase and add important information.

Facts for each phase: New Moon: Illustration: Represent the Earth, Sun and Moon as shown. Label.

Text: on the underside of the flap. The Moon is between the Sun and Earth. The surface of the Moon facing Earth is in complete darkness and cannot be seen.

First Quarter: Illustration: Represent the Earth, Sun and Moon as depicted. Label.

Text: on the underside of the flap. The Moon has traveled around the Earth. The surface of the Moon facing Earth is said to be waxing when the size of its shining surface increases each night.

Full Moon: Illustration: Represent the Earth, Sun and Moon as shown. Label.

Text: on the underside of the flap. The surface of the Earth is in full light. The Sun can shine brightly on the Moons surface. The Moon has traveled way around the Earth.

Last Quarter: Illustration: Represent the Earth, Sun and Moon as shown. Label.

Text: on the underside of the flap. The Moon is a of its orbit away from new moon. The surface of the moon facing Earth is said to be waning when the size of its shining surface decreases each night.

Name:________________________________________

Date:_______________________

Directions: Use pages 16-25 in the text, A System in the Sky, to fill in the missing words or phrases below.

HOW EARTH MOVES Earth ____________, or spins, once in each 24-hour day. It is ____________ when the Earth is facing away from the Sun. It is day when the Earth ____________ the Sun. We know that Earth has day and night because of the way Earth moves. Earth ______________ around the Sun in an orbit. It takes ___________ days for the Earth to go around the Sun one time. The moon and Earth move together around the sun as a _______________. The moon _________________ around the Earth. The Earth __________________ around the Sun.

Write a definition for the following words.

1. rotation 2. revolution

Name:_________________________________________

Date:_________________________

Directions: Use information from the text to complete the chart below.

Earth and Moon

Features
Size Day Temperature Night Temperature Does it have air? What is it made of? Does it have soil? Are there living things there? Does it have craters? Does it have gravity? How much would a child weigh? Does it have water?

Earth

Moon

Name:___________________________________ Date:____________________________

Directions: Use information from The Sun and its Family to fill in the blanks with words from the work bank.

Sun tilted night time

South Pole rotates

rotation revolves

axis revolution

What Causes Night and Day? (pg. 196)

The rotation of the Earth can cause day and night. As the Earth _______________, or turns, it is daylight where the Earth faces the ________________ and ________________ where Earth is turned away from the sun. It takes 24 hours for Earth to make one complete ____________________.

What is Earths Position in Space? (pg.197)

Earth spins on an ________________, a real or imaginary line through the center of a spinning object. Earths axis is not straight up and down. It is slightly __________________. The north end of the axis is the North Pole and the south end is the ________________________.

What is a Year? (pgs. 198-199)

Rotation is only one way the Earth moves. Earth also ________________, or moves in a circle around another object. Earth moves in a specific path called an orbit. It takes 365 days for the Earth to make one complete ___________________________ around the Sun. The combination of the Earths tilted axis and its orbit around the Sun cause us to have the different seasons.

How Does the Suns Path in the Sky Change?

Use the information from the text, on p. 200, to create a drawing that shows the paths of the sun during different times of the year. Label your drawing to show what time of year is shown.

brainz.org

abovetopsecret.com

smallorfaraway.blogspot.com

financialphilosopher.typepa

Name______________________________________ PART A.

Date___________________________

Write the letter of the correct answer in the blank.

________ 1. As an object moves farther away, it appears to ______________. a. get larger b. get smaller c. stay the same size

________ 2. Which is in the correct order from smallest to largest? a. Earth, moon, sun b. moon, Earth, sun c. sun, Earth, moon d. sun, moon, Earth

________ 3. The sun is ______________. a. almost as close to Earth as the moon is b. closer to Earth than the moon is c. much farther from Earth than the moon is d. as far from Earth as the moon is

________ 4. Which of the following does Earth get from the sun? a. light and air b. heat and water c. light and water d. heat and light

PART B. Answer the question in the space provided. 5. A child and an adult are standing beside each other in a field. How should you tell them to move so that both would appear to be the same size? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Name______________________________________ Date__________________________ Directions: Label each picture of Earth with the correct season it would experience in that positoin of its orbit around the sun.

____________________

____________________

____________________

____________________
Image from: www.successlink.org

Answer the following question in the space provided. What is special about the Earth that causes us to experience the changes in weather we call seasons? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Basketball Review game for Earth, Sun and Moon unit. how to play: o Divide group into two teams; no more than 4 people per team. o Roll a die to see which team will receive a question first; higher number wins. o An adult reads the review question. o Team has 5 seconds to come up with an answer---they can talk about it. o A correct answer earns a shot with the basketball---a basket is worth 2 points. o An incorrect answer means the other team tries to answer the same question---correct answer earns a shot with the basketball; again, a basket is worth 2 points. If a team answers a question previously missed, they then get a chance at a new question. If both teams answer incorrectly, the adult will read the correct answer, discuss if necessary. o Play continues until all questions have been answered correctly, until time runs out, or a designated number of points have been scored.

Trivia Review game for Earth, Sun and Moon unit. Prepare poster board with columns/categories; different colors for each category and set of point values. Use sticky notes, or index cards with Velcro, to attach point value for each question. Questions are printed beneath the sticky note/index card. Answers are printed on the back of the sticky note/index card. Students are divided into two teams; no more than 4 people per teamas few as 2 per team. Students take turns choosing a category and point value for question (similar to playing Jeopardy) and saying the teams answer. An adult reads the question; the team has 5 seconds to collaborate on an answer. o A correct answer awards the point value to the team. An incorrect answer allows the other team an opportunity to answer the question for the points. o A correct answer by a team on the second attempt at a question earns that team a chance to choose the next category and point value. o If both teams answer the same question incorrectly, the adult will read the correct answer. Discuss if necessary. Play continues until all questions have been answered, allotted time is passed or a designated point value has been reached.

Rotation vs. Revolution Partner game is available at www.teacherspayteachers.com or

at www.classroomgamenook.com. I found this resource on Teacherspayteachers as a free download which I could then print out in color or as B/W. I also posted it as a downloadable document here on my weebly.

Jeopardy Review Powerpoint is available as a download from the unit page on my

weebly. It has some bugs; It worked perfectly the first time through, though when I tried to use it in another class many of the links to different pages were messed up. I am not very technical and have not figured out yet how to restore it to full function. Feel free to download it and try to fix.

Earth
What are the two ways Earth moves? Explain each. a. _____________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ b. _____________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Make a drawing to show the Earth as it moves around the Sun. Label the different parts of the year.

Earth, Sun, and Moon

By: __________________________

SU N

Draw one of the four main phases of the moon and label it.

Comparing the Earth, Moon and Sun

Place an X in the spaces under EARTH, MOON, or SUN to show the characteristics of each. EARTH MOON SUN
gravity oxygen water rotates on an axis makes own light follows an orbit the largest of the three Which of the places above could you live on? Give at least two reasons for your answer.

The Phases of the Moon

Color the phases of the moon as they would look in each position. Remember to label them.

1. What would happen if the Earth did not spin on its axis?

___________________________ ___________________________ ___________________________

2. Is the Sun important to Earth? Why or Why not?

_________

___________________________
Sun _________

___________________________
Earth _________

___________________________ ___________________________

_________

___________________________
3. What is the closest body to the Earth in space?

____________________________ ____________________________ ____________________________ ____________________________

Why does it look like the moon changes shape? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

___________________________ ___________________________
4. How long does it take the moon to go through all eight phases? ________________________________ ________________________________

Science Unit Assessment Rubric: Earth, Moon, and Sun

Name:____________________________ Description of required information: Section 1: Front cover
Name (1pt) Accurate drawing of one main moon phase. (2pts) Accurate label of the phase drawn. (1pt)

Score: _____/50 Points Points possible earned 4

Section 2: Comparing the Earth, Moon, and Sun

Correctly pairing characteristic with each object. (11pts) Clear answer and explanation of question. (2pts) Has two reasons for answer.(1pt)

14

Section 3: Phases of the Moon

Accurate drawings of four main moon phases.(2pts) Correct placement of each phase in the orbit around Earth.(2pts) Correct labeling of each phase.(2pts) Clear answer to why we see phases of the moon.(1pt)

Section 4: Short answer questions.

Correct and complete answers to each question. Question 12pts Question 22pts Question 31pt Question 41pt

Section 5: Earth
Correctly naming and explaining each of the ways Earth moves.(4pts)

4 10

Section 6: Earths movement around the Sun.

Correct placement of Earth around the sun.(4pts) Correct labeling of each position.(4pts) Clear and correct answer to the question.(2pts)

Mechanics:
Neatness and legibility of handwriting. Spelling of key vocabulary.

5 50

Comments: TOTAL:

Bibliography
Discovery TV. (2009, July 3). Space School-The Moon. Retrieved January 12, 2013, from YouTube: http://www.youtube.com/watch?v=0HtG9opCmOE aleachman. (2011, March 30). The Earth, Moon, and Sun System. Retrieved January 12, 2013, from YouTube: http://www.youtube.com/watch?v=ssA7Ew_BQHY Common Core State Standards Initiative. (2012). English Language Arts Standards>Writing>Grade 4. Retrieved January 12, 2013, from Common Core State Standards Initiative: http://www.corestandards.org/ELA-Literacy/W/4 Discovery TV. (2009, July 3). Space School-The Sun. Retrieved January 12, 2013 , from YouTube: http://www.youtube.com/watch?v=1Swmddp6GKg Learning, L. (n.d.). Retrieved January 13, 2013, from Teachers Pay Teachers: http://www.teacherspayteachers.com Mary Atwater, P. B. (1995). A System in the Sky. New York: Macmillan/McGraw-Hill School Publishing Company. Mary Houston, 4. G. (n.d.). Fremont, Michigan, USA. McGraw-Hill Companies. (2006). Science: A Closer Look Grade 4. Retrieved January 28, 2013, from McGraw-Hill Education: http://www.macmillanmh.com/science/2008/student/na/scienceinmotion/Common /SIM.html?Module=../Grade4/Chapter8-EarthRevolvesAroundTheSun/ McGraw-Hill School Division. (2000). The Sun and Its Family. New York: McGrawHill. Michigan Department of Education. (n.d.). K-4 Science GLCE Companion Document . Retrieved January 12, 2013, from Michigan Department of Education: http://www.michigan.gov/documents/mde/4-Science_COMPLETE_12-1007_218319_7.pdf Parlett, R. (n.d.). Rotation vs. Revolution Partner Game. Retrieved January 2013, from www.teacherspayteachers.com. Science Channel. (2008, August 20). Space School-Earth. Retrieved January 12, 2013, from YouTube: http://www.youtube.com/watch?v=YMY_-xYmJvE