Fourth Grade Mini-Unit 2 – Moon, Sun, Earth

Elaborated Unit Focus

In this unit, students will learn about how the position of the Earth affects the length of day and night as well as how
the tilt of the Earth affects the seasons throughout the year. Students will also learn about the different phases of
the moon.

At the end of this unit, students will write a narrative report after collecting information on LaGrange, GA that
Culminating Task
explains the student’s understanding of day, night, and seasonal changes.

S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth
and the moon in relation to the sun as observed from the Earth.

GSE for Science a. Develop a model to support an explanation of why the length of day and night change throughout the year.
(standards and
elements) b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new,
crescent, quarter, gibbous, and full).

c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.

Patterns

•Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of
change for natural phenomena and designed products
Cross-cutting Concepts
•Patterns of change can be used to make predictions

Systems and System Models

•A system can be described in terms of its components and their interactions.

Troup County Schools 2017-18

Fourth Science
Quarter 3
 Literacy standards
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
ELAGSE4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
Connection to Literacy
Standards for Science ELAGSE4RI10: By the end of the year, read and comprehend informational texts, including history/social studies,
(reading and/or science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the
writing) high end of the range.
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience
ELAGSE4W7: Conduct short research projects that build knowledge through investigation of different aspects of a
topic.

Available Literature to Booksource (6 copies per school)

enhance instruction
● The Moon  (Level I)

● The Phases of the Moon (Level I)

● The Sun (Level I)

● Sun (Level K)

● Moon (Level K)

Troup County Schools 2017-18

Fourth Science
Quarter 3
 ● Our Earth (Level L)

● Earth’s Moon (Level P)

Essential Questions and Related Supporting/Guiding Questions

● How would you explain why North America is warmer in June and colder in December?

● Why is it winter in the Southern Hemisphere when it is summer in the Northern Hemisphere?
Essential Question

● What are the seasons like where you live? How are seasons different in other parts of the world?

Guiding Questions
S4E2a

● What technology is used to observe distance objects in the sky?

● What are telescopes?
● What are the different types of telescopes?
● What are the different types of optical telescopes?
● What is the Hubble Space Telescope?
● What are space probes?

S4E2b

● What is a star?
● What physical attributes do scientist use to compare and contrast stars?
● What does the color of a star determine?
● What determines the brightness of a star?

Troup County Schools 2017-18

Fourth Science
Quarter 3
 ● Why do stars appear to move east to west in the night sky.
● Why do stars change position in the night sky throughout the year?

S4E2c

● What are the characteristics of a star?

● What are the characteristics of a planet?

S4E2d

● What celestial objects make up the solar system?

● How are the planets in our solar system classified?
● What is the relative order of the planets from the sun?
● What are relative sizes of the planets in our solar system compared to each other and the sun?
● What are the different ways the planets move throughout our solar system?

● Compare and contrast the Hubble Space Telescope and other optical telescopes.
● Compare and contrast refracting telescopes and reflecting telescopes.
● Compare and contrast optical telescopes and radio telescopes.
● Compare and contrast space probes and telescopes.
● Explain how technological advances have changed information on distant objects in the sky throughout history.
● Compare and contrast inner and outer planets.
● Classify stars by their attributes.
Learning Targets
● Compare and contrast a star and a planet
● Compare and contrast the inner planets and the outer planets.
● Compare and contrast rotate and revolve.
● Construct a model of our solar system then evaluate its strengths and limitations as it relates to relative size, oder,
appearance and composition of planets and the sun.
● Construct a model of our solar system then evaluate its strengths and limitations as it relates to relative size, oder,
appearance and composition of planets and the sun.

Troup County Schools 2017-18

Fourth Science
Quarter 3
Troup County Schools 2017-18
Fourth Science
Quarter 3
 Instructional Activities
Phenomenon: - Show students the video of a time lapse between winter and summer in Finland. Show students the dates at the
bottom and allow them to think about what season that may be here. Allow them to watch for a few minutes. As they are
watching, ask them to jot down their observations. The hope is that they will notice that during the summer, it never gets dark. By
the end of this unit, they should be able to answer why.
Secondary Phenomenon:
Lesson 1: In this lesson, students will learn about the rotation and the revolution of the Earth and that this is what causes day and
night. They will participate in a classroom demonstration during this lesson that will help them understand the difference between
"rotation" and "revolution". The materials that are needed for this lesson are:
● a lamp with a bright bulb (the lampshade is removed)
● 1 wrap around map per student partnership or group. (Make enough copies for each group).
● tape or sticker to connect the ends of the wrap around map
● a globe

1. Show the students this quick video from the International Space Station. Tell them to think about what is happening in the
video and how the Earth goes from day to night and back again. Allow them to "Timed-Pair-Share" cooperative learning
strategy and have the students talk with their shoulder partner to discuss what is happening in the video. Give each student
30 seconds to share their ideas and ask if anyone wants to share what their partner told them. Record the students' shared
ideas on an anchor chart so that we can look over it later to see if their ideas were correct.
2. Ask students to draw or write in their Science Notebooks a description of how day and night occur. This can be used as a
quick pre-assessment to see what the kids already know about day and night.
3. Next, students will complete an activity that allows them to think about what causes day and night. Set up the lamp
(without a shade) in the middle of the room. Allow students to talk about what part of the solar system that represents
(Sun). Show students the wrap around map (One student will wrap this map around them and act as if they are a globe.) Put
a star on our location to make it relevant for students. Have one student volunteer to come up and wrap the map around
them (like a belt). You can also use a globe with this experiment, but the movement of a student helps them visualize what
is taking place. Ask if the map is to scale. (They should say no based on what we learned about models in Unit 1). You can
print a map for each group and let them take turns experimenting with the sun and the wrap around map which represents
Earth. *** Remind students not to touch the lamp as the bulb may be hot.
4. Have the volunteer student start with their back to the lamp and I ask the class if they think it is night or day in our city.

Troup County Schools 2017-18

Fourth Science
Quarter 3
 Then, have the volunteer rotate slowly in a counterclockwise direction until their left arm is on the same side as the "Sun"
ask the students again whether they think it is night or day in our city. The volunteer student should continue to rotate in a
counter clockwise direction until they faces the "Sun". Repeat the question to the students about whether they think it is
day or night and ask them what time they think it is. Have the volunteer student rotate slowly until their right arm is
towards the "Sun" and repeat the question about whether it is day or night. Finally, have the volunteer student rotate to the
beginning spot with their back to the "Sun".
5. Demonstrate this rotation of the Earth with a globe as the student volunteer is rotating so that the students can compare
the 2 models. Talk to students about the word axis and show where the axis would be on the globe.
6. Distribute the wrap around maps to each science group and tell them that they will take turns being the "Earth". Allow
student groups to experiment with the wrap around map and what time of day it is. Let them spread out around the lamp
and practice “rotating”. Remind them to discuss what time of day it is based on their position. Remind students that they
need to rotate in a counterclockwise direction. You may need to review what clockwise and counterclockwise means. Place
the lamp in the center of the room and make sure that there is enough space so that the students can all practice this
model. Give the students about 10 minutes to complete this exploration and remind them that they need to discuss in their
groups what time of day it is as the student "Earth" is rotating. Remind them that they need to rotate in a counterclockwise
direction.
7. After everyone is done experimenting (about 10 mins), talk with them about what is happening with the Earth as it turns
from day to night.
8. Give students the opportunity to explore some vocabulary words that they need to be familiar with: axis, rotation, spin,
clockwise, counterclockwise, midnight, noon, sunrise, and sunset. Give students the vocabulary graphic organizer. Allow
students to predict what they think each word means first (some words will already be familiar). Then allow them to use
wordcentral.com or another kid friendly online dictionary to look up the actual meaning of the word. Finally, have them
draw a quick picture of what the definition means to them.
9. Distribute the Day and night worksheet for them to complete for them to show what they learned about the rotation of the
Earth. You may need to give an explanation of how they would use arrows to show rotation.
10. Collect and check to see that students understand day and night.

Lesson 2:

Troup County Schools 2017-18

Fourth Science
Quarter 3
Students will need:
brass paper fasteners
glue
scissors
1. Show students the following video: Sun, Earth, Moon Animation. Let them watch the video once. On the second viewing of
the video, have students Give 5, Make 5. They will give you 5 observations that they notice and make 5 inferences based on
what they have seen.
2. Next students will use the pair-square-share method to talk about the observations and inferences they made. After they
share, hand them each a blank sentence strip. As a group they need to decide which two observations and two inferences
they are going to share. When they finish writing them, post them on the premade t-chart labeled observations and
inferences. Reconvene as a class and read over the observations and inferences made. Pick out key observations and
inferences related to the Earth's and moon's motion and movement around the sun. (Look to relate their observations and
inferences to the rotation and revolution of the Earth and the moon's orbit around the Sun)
3. Have students add 2 more words to their vocabulary graphic organizer: revolve and orbit. Allow them to predict, look up
the definition, and draw a picture.
4. Explain to students that there are often misconceptions about the Sun, Earth, and Moon and how they relate to each other.
Show them the 3 claims and give them a chance to look at it. , and then create a model to prove which claim is true.
5. Pass out the orrery model template and allow students to but out and try to place the pieces together.
6. Once you have made sure that students have pieced together their orrery model correctly, have them write an evidence
based explanation to support the claim they determined to be true. Their assignment is to explain the Sun's, Earth's, and
moon's position and the movement in relation to each other. In their explanation, they are describing how they use their
model to support the claim that they saw to be true. Each explanation must include the terms from earlier in the lesson:
axis, rotate, revolve, orbit.
7. To ensure that students have the understanding of rotate and revolve, put the lamp back in the center of the room. Have
students circle around the lamp with their backs facing the lamp. Ask students to demonstrate day and night by standing in
one place (rotate).
8. Next, have them discuss whether they feel the Earth sits in one place and spins or if it moves while it is spinning on its axis.
Ask them to demonstrate what they think happens based on their knowledge and their orrery model. Demonstrate to them
what rotation and revolution look like if you are Earth. Continue allowing students the opportunity to demonstrate
understanding using their movements and their orrery model.

Troup County Schools 2017-18

Fourth Science
Quarter 3
Lesson 3- Students will start working to explain why the length of day and night changes throughout the year.
1. Allow them to quickly discuss (and they can demonstrate) the difference between rotate and revolve.
2. Have students take out the orrery models they made yesterday and show you rotate vs. revolve.
3. You can give them the handout or have them draw the graphic organizer: Earth’s Motion and Movement in Space
4. Let them fill out what they can first. Then talk to them about rotation and how long one rotation takes (24 hours/1 day) and
how long one revolution takes (365 days/ 1 year). Don’t tell them yet that a revolution causes the seasons.
5. Ask students "What kind of changes do you notice throughout a year?" Look for students to recognize that seasons change.
Identify seasons, and explain that we are going to look more carefully at why seasons change and how the Sun appears
differently in the sky between seasons.
6. Investigating Earth's Tilt- You can do the below demonstration as a class (you already have the materials) or you can do this
experiment in groups (materials were not listed on the original materials sheet). You can also use this interactive model to
further demonstrate the tilt and how seasons change.
Doing a class activity: Create a physical model to demonstrate how the angle of sunlight striking Earth's surface varies for
different locations at different points in Earth's orbit. Use a globe (or make a model Earth out of play dough) and place an
unshaded lamp(or a flashlight) in the center of the room to represent the Sun. The model should show Earth's axis and
highlight the Equator and talk about Northern and Southern Hemispheres. Place short sticks at various locations on the
model's surface. In a darkened room, move the model Earth around the light, making sure that its axis is always tilted about
23.5 degrees and pointed in the same direction, and that it is always at the same height above the floor. The intensity of
sunlight is indicated by the shadows of the sticks—the more direct the light, the shorter the shadows. Students will be able
to see how the intensity of sunlight at noon varies for different locations at different points in the orbit. By rotating the
globe on its axis, you can also illustrate sunrise/sunset and the duration of daylight. Allow students to observe and discuss
why days are longer during the summer and shorter during the winter.
Next, remove the sticks and put a sticker on Georgia and show all students so that they will have a reference point.. The
Earth (globe) and Sun (lamp or flashlight) need to be about 5 feet apart. There will be 4 positions (A, B, C, D) around the sun.
The Earth will need to stop at each position. As Earth rotates in that position, allow students to talk about how much sun
Georgia is receiving. Have them discuss which of the four seasons it may be. This is where you will also talk about the length
of day. You can introduce Northern and Southern Hemisphere and have them discuss what is happening in the other
hemisphere. As you are using a model to show students, have them answer the following questions in their notebook:
● What does your model Earth look like at position A?
● What areas of the world are experiencing more direct sunlight?
● What areas of the world are experiencing less direct sunlight?

Troup County Schools 2017-18

Fourth Science
Quarter 3
 These questions are the same for positions B, C, and D.
*** If students don’t understand the concept of direct vs. indirect sunlight, you can complete this experiment with them.
7. Have students complete the seasons model to show they understand how the seasons work as the Earth revolves around the
sun. Allow them to draw arrows coming off of the sun and onto Earth in each position to show where the direct sunlight is
hitting at each position. After students have completed the season’s model, allow them to write a paragraph explaining how
the Earth’s orbit, with its consistent tilt, affects seasonal changes. They will also need to talk about how the time of day or
the amount of sunlight we receive during each season is affected.
8. Show them the current Day and Night world map to continue discussion on day and night.

Lesson 4: Reflecting back on the phenomenon (This lesson will prepare students for the culminating task)
1. Allow students to view the video again.
2. Using the globe, show students exactly where Finland is.
3. On your smartboard, pull up this link to observe current conditions in Finland.
4. Next, you will want to discuss observations for Finland over the summer months. Select Sun and Moon tab, select Sun
Calculator, type Kuopio, Finland in the “Place or Country” search, select month(June) and year (2018)for the chart, select. T
GO. This will show you a graph of sunlight during the month of June in Finland. Show students how to read the chart. You
will only need to look at Sunrise/Sunset and Daylength. Talk to them about what they daylength means. Look at June 22.
Have students discuss the information that they see in the chart for June 16. Students should see that the sun comes up
really early and sets really late. Now show them Dec 24. They should see the opposite. (The dates that we are looking at are
the dates in the video- just a different year.)
5. Allow students to research the length of day and night in Finland at each solstice. (4 times a year; season). Based on all the
models we have looked at and the website they are viewing, let each group create an explanation of why the length of day
and night changes throughout the year in Finland. They should also answer the phenomenon- why does it appear in the
video that it never gets dark in June in Finland?

Lesson 5: Moon Phases

1. Begin class by inviting students to quickly draw their own picture of the Moon. After taking a quick look around, mention
that there are normally never two drawings that appear the same.
2. Show students a series of Moon images that intrigue you. (There are examples on the CD that was included in the Moon
Troup County Schools 2017-18
Fourth Science
Quarter 3
 Phase kit or you can find pictures that you like. Make sure images show a variety of the Moon’s appearances.)
3. Ask students: “Have you ever wondered why the Moon’s appearance changes from one day to the next?
4. Give students time to discuss and share.
5. Give students the following prompt to write in their science journal: Write down your own theory to explain why you think
the Moon’s appearance is constantly changing. You may use words, sentences, and drawings. Feel free to write down
everything else you already know about the Moon.
6. Put students into groups of 3-4 and allow them to share what they wrote. Have each group agree on three to four important
ideas to share with the whole class about the Moon and its changing appearance.
7. Use a K-W-L chart and allow groups to share out ideas. Ask clarifying and probing questions to elicit students’ ideas. Help
students realize that there is still a lot they don’t know about the Moon.
8. Ask students: “What activities can we do in class to help us explain why the Moon’s appearance changes from one day to
the next?”
9. Investigation: Distribute the desktop models from the Moon phase kit (there are enough to have 6 groups). Instruct
students to use the models and make careful observations to help answer the inquiry question. Students will just talk and
use the models to observe different situations right now. As you walk around, ask questions to guide thinking. Have
students discuss possible explanations , based on their observations of the model, to state why the Moon’s appearance
changes from one day to the next.
10. After plenty of observation and talk time, have students individually review their original statement about why the
appearance of the moon changes and make corrections if necessary to their original thinking.
11. Have groups share out after they share with each other.

Lesson 6: Materials: Moon Phase Graphic Organizers for students to fill in while teacher demonstration is going on. Give
students the opportunity to fill in each phase with a drawing and the name of each phase.
1. Present the following teacher-led activity, designed to explain a correct conceptual understanding of the phases of the
moon. (Use the guide/images in the lesson plan book that was provided in the kit or on the CD to help give a visual).
2. Explain that the Sun, Earth, and Moon form a “system” (a set of individual parts that are connected in a unique way).
3. Explain that you will help students make a model of this system. Point out that scientists often make models to improve
their understanding of natural phenomena. In this case, the model will help the class explain the reason for the changing
appearance of the Moon.
4. Set up the floor plan according to the diagram on page 7 of the guide, using 4 chairs to mark the path of the Moon’s orbit
around the Earth (adapt as needed).
5. Detach the Moon from the rubber stand.
Troup County Schools 2017-18
Fourth Science
Quarter 3
 6. Attach the Moon to the short demonstration rod by slipping the plastic “loop” of the Moon onto the eye-hook at the end of
the rod.
7. Place the Sun on a desk outside the demonstration area representing the Moon’s orbit.
8. Place the Earth on the desk at the center of the demonstration area making sure that the bluish-whiteside of the Moon
always faces the Sun. Explain why this placement of the Earth is important, noting that half the Earth is always illuminated
(daytime) and half the Earth is always darkened (nighttime).
9. This model is concerned with illumination. Therefore, students SHOULD NOT “spin the Earth” on its imaginary axis during
the demonstration. This model will only be concerned with the appearance of the illuminated Moon as it orbits the Earth.
10. Suspend the Moon above the first chair in the circle, making sure that white half of the Moon— always faces the same
direction, as seen on the diagram on page 6. State that each new appearance, or shape, of the Moon is called a “phase.” The
first phase occurs on “day 1” of the “lunar cycle.” During this phase, none of the Moon’s illuminated half is visible. This is
called the “new moon.”
11. Walk slowly in a counter-clockwise direction toward the second chair, stopping repeatedly to ask students how the Moon’s
appearance is changing. Make sure you keep the Moon facing the same direction as it journeys around the Earth. This will
help model the fact that the illuminated half of the Moon is always facing the Sun.
12. Instruct the students as you help them describe and name each moon phase. A “waxing crescent” is
seen on days 2-7. Between days 7 and 8, students will see a half moon, also called the “first quarter” half-moon since the
Moon has completed one quarter of its journey around the Earth. From days 8 -14, students will see a “waxing gibbous”
moon. Between days 14 and 15, students will see a “full moon.” On days 15–21, students will see a “waning gibbous” moon.
Between days 21 and 22, students will see the “third quarter” half-moon since the Moon has completed three-quarters of
its journey around the Earth. On days 22-29.5, students will see a “waning crescent” moon. This completes the “lunar
cycle,” which continues on the next day with yet another new moon.

Lesson 7- Creating a model of the moon phases

1. Students will now create their own model of the moon phases using a flipbook and completing the pictures while you walk
through a slideshow and discuss. This will allow students to practice and have a reference for studying.
2. All students to play moon phase card sort to try and remember the order and name each moon phase.
3. There are several ways that students can demonstrate understanding of moon phases. You can all them to complete the
Oreo Cookie Phases using this Moon Phase Oreo Activity Template. They could also complete the Moon Phases project to
show understanding.

Troup County Schools 2017-18

Fourth Science
Quarter 3
Additional Study Resources for this Unit:
Study Jams A Day on Earth
Sunset/Sunrise Read Works Passage
Paired Text-Ever Changing Sky
Paired Text Questions
The Sun, Earth, and Moon Reading A-Z book (Level U)

Culminating Task
Lesson 8:
Students will develop a model to explain how the length of day and night change throughout the year as it relates to the Earth’s
orbit and tilt to affect seasonal changes.
1. Use the website Sunrise/Sunset Table to chart the changes in length of day throughout the year:
2. 2 ways to access:
a) Go to www.timeanddate.com, select Sun and Moon tab, select Sun Calculator, type 30241 in the
“Place or Country” search, select month(Jan) and year (2018)for the chart, select GO
b) Direct link: https://www.timeanddate.com/sun/@z-us-30241?month=1&year=2018
3. Using the student investigation sheet Charting the Length of Daylight, students will record and graph the
length of daylight hours for the 15th and the 28th of each month in LaGrange, GA and draw conclusions
on the relationship between length of day and change of seasons. Teachers may need to help students navigate through the
website in order to access the LaGrange data by showing them where to advance the month using the drop down menu. Tell
students to record the whole number only (Ignore/drop the decimal). For a more effective recognition, tell students to
change the color used to make the bar graphs every 3 months to correspond to the seasons(for example: Jan-March use
gray, April-June green, July-Sept blue, Oct-Dec red)

Troup County Schools 2017-18

Fourth Science
Quarter 3
 4. Create a year timeline: Using poster board, tri-fold board or some other exhibiting medium, students will
display their Length of Daylight graphed data by seasons and label the corresponding 4 seasons.

5. Above or below each season/graph students will correctly draw the sun and earth relationship within that
corresponding season clearly showing the tilt of the Earth and positioning of the axis in the season using
these dates for reference:
(example - https://www.exploringnature.org/db/view/Changing-Seasons-The-Tilted-Earth
example images: Earth Tilt_Seasons; Earth Tilt_Seasons 1
a) Winter Solstice Dec. 21;
b) First Day of Spring March 20;
c) Summer Solstice June 21;
d) First Day of Fall Sept. 22

6. In a narrative report, answer these questions:

a) When you placed the length of daylight charts side by side to see the whole year lined up, what did you notice about the
seasons and length of day? How do you think this affects the seasons? Do you believe it is a pattern that repeats year after
year? Tell why you answered that way.
b) How does your model help explain the idea that the position and movement of the earth affects seasonal changes? Do you
believe it is a pattern that repeats year after year? Tell why you answered that way.

Other lessons provided by the Georgia Department of Education:

Activity Title Summary Materials

Troup County Schools 2017-18

Fourth Science
Quarter 3
 ●
Million Dollar Playground
1

Earth, Moon, and Sun

2

Troup County Schools 2017-18

Fourth Science
Quarter 3