Earth Systems Unit

Candidate Name: Josephine Mattison

Host Teacher Name: Janet Hunter

School: Ravenwood Elementary

Grade Level: 1 & 2

Date Range Unit: October 3 21, 2016

Length of Unit: 3 weeks

Overall Theme of Unit: Earth Systems

Content Area: Science

# of Students: 23

Describe the demographic make-up of your target classroom:

There are 23 students total, 10 in 1st grade and 13 in 2nd grade. 3 students receive ELL services. 5 students are
below grade level in one or more areas.
Materials:
Instructional Materials:
1 Computer, Projector, Document Camera & Set External Speakers
1 Globe
1 Lunar Transporter model
1 set Earth Systems Vocabulary Cards: rotation, revolution, orbit, horizon, cycle, new moon, waxing crescent,
first quarter, waxing gibbous, full moon, waning gibbous, third quarter, waning crescent, vernal equinox, fall
equinox, summer solstice, winter solstice
Oreos (3 packages)
Paper plates (13 total)
Plastic butter knives (13 total)
Napkins
Texts, 1 copy of each:
Earth: Our Planet in Space by Seymour Simon
What is a Cycle
Arctic Lights Arctic Nights by Debbie Miller
What Makes Day and Night by Franklyn Branley
Activity and Assessment Materials, 1 per student:
Pencils, Glue, Scissors, Crayons, short brad
Science notebooks
Earth, Sun, Moon copies for model creation
Moon phases foldable notebook entry
Seasons foldable notebook entry
Sun and Seasons worksheet
Alaska Content and Subject area Standards
1. 1-ESS1.A: The Universe and its Stars
Patterns of the motion of the sun, moon, and stars in the sky can be observed,
described, and predicted.
2. Alaska Cultural Standard E
Culturally-knowledgeable students demonstrate an awareness and appreciation of the relationships and
processes of interaction of all the elements in the world around them.
3. 1-ESS1.B: Earth and the Solar System
Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
4. W.2.8
1

Recall information from experiences or gather information from provided sources to answer a question.
5. SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
TRANSFER GOALS (Unpacked Standards)
1. I can describe how the Earth, sun and moon interact and move.
2. I can describe relationships and observations of the world around me.
3. I can tell how day and night is formed.
4. I can answer questions by using my own experiences or getting information from sources like books .
5. I can talk with other students in my class about what we are learning and share my thoughts.
STAGE 1 Enduring Understandings
Enduring Understanding(s)
Students who demonstrate understanding can.
use observations of the sun, moon, and stars to
describe patterns that can be predicted.
create and use models to demonstrate Earth,
moon, sun relationships.
describe and predict astronomical patterns such as
the phases of the moon.
make observations at different times of year to
relate the amount of daylight to the time of year.
predict and describe astronomical patterns
(seasonal changes: amount of daylight during the
different seasons).

STAGE 1
OBJECTIVES/ Learning Targets (LTs) Key
Learning
The student will use observations of the sun, moon,
and stars to describe patterns that can be predicted.
The student will create and use models to
demonstrate Earth, moon, sun relationships.
The student will describe and predict astronomical
patterns such as the phases of the moon.

Stage 1 - Essential Questions

What Essential Questions will be Considered? (Q)
How do the Earth, moon and sun interact?
What causes day and night?
What causes seasons?
What causes sunlight changes throughout the year?
What causes moon phases or the view of the moon to
change?

STAGE 2
ASSESSMENTS/Evidence of Student Learning
Performance: The student will demonstrate Earth, moon
and sun relationships utilizing their created Earth, moon
and sun model.
Summative: The student can explain characteristics of
Earth within their Science notebook writing.
Performance: The student will identify phases of the
moon: new moon, waxing crescent, first quarter, waxing
gibbous, full moon, waning gibbous, third quarter,
waning crescent using the lunar transporter.
Formative Task: The student will identify phases of the
moon: new moon, waxing crescent, first quarter, waxing
gibbous, full moon, waning gibbous, third quarter,
waning crescent using their drawn phases within their
Science notebooks.
2

Summative: The student can explain characteristics of

Earths moon within their Science notebook writing.
The student will predict and describe astronomical
patterns (seasonal changes: amount of daylight
during the different seasons).

Performance: The student will explain how seasons and

daylight relate using their created seasons model.
Summative: The student will explain the relationship
between Earth, the sun and seasons by completing the
Sun & Seasons worksheet.

STAGE 3 OPPORTUNITIES TO LEARN

Dates

Processes and products

Differentiation/Accommodations/ Formative Assessments

Modifications

Day 1,
Week 1

- Read aloud, Earth: Our

Planet in Space by Seymour
Simon.

Allow additional time to create and Students can demonstrate

explore models as needed.
Earth, moon and sun
relationships utilizing models.

- Discuss relationships and

movement. Demonstrate with
classroom and student
movement as Earth, moon and
sun.
- Introduce vocabulary terms:
rotation, revolution and orbit.
- Create Earth, moon and sun
models.
Day 2,
Week 1

- Read aloud, What is a Cycle.

Write shared responses collectively Students can explain

to model fact writing for students. characteristics of Earth.

- Group discussion on the

characteristics of the sun, Earth, Students can write more than the
and moon.
minimum facts required for their
grade level.
- Each group reports out on
their characteristics of Earth
and select facts are written on
the anchor chart. Students
select facts to write in their
Science notebooks (minimum 2
for 1st grade, 4 for 2nd grade).

Day 3,
Week 2

- Read aloud, What Makes Day Small group opportunities to ask

and Night by Franklyn M.
and answer questions throughout
Branley.
the activities.
- Watch and discuss Rotating
Earth Day & Night video:
https://youtu.be/OUAkZ1FOA
UQ

Discuss answers to worksheet as a

class.

Students can identify patterns

of the sun and Earth
relationship that cause day
and night cycles.
Students can define
vocabulary terms of rotation,
revolution and orbit.

- Review vocabulary terms:

rotation, revolution and orbit.
- Students role-play relationship
between Sun and Earth using
their bodies on identified points
in the classroom.
- Students complete Day &
Night worksheet.
Day 4,
Week 2

- Read aloud, The Moon Book

by Gail Gibbons.
- Introduce lunar
phases/vocabulary terms: new
moon, waxing crescent, first
quarter, waxing gibbous, full
moon, waning gibbous, third
quarter, waning crescent.

Students will work in small groups Students can explain the

to identify moon phases.
phases of the moon depend on
the moons position in
relation to the sun and Earth.

- Show and discuss Moon

Phases video:
http://teachers.henrico.k12.va.u
s/staffdev/clough_d/DragDrop/
MoonPhases.html
- Explore moon phase view
using interactive tool:
http://www.sumanasinc.com/we
bcontent/animations/content/mo
onphase.html
- Look up current lunar activity
using online lunar calendar:
http://www.moongiant.com/cal
endar
- Sing along to Moon Phases
Rock song:
https://www.youtube.com/watc
4

h?v=c4zpRmUdu7I
Day 5,
Week 2

- Finish reading, The Moon

Book by Gail Gibbons.
- Review lunar
phases/vocabulary terms: new
moon, waxing crescent, first
quarter, waxing gibbous, full
moon, waning gibbous, third
quarter, waning crescent.

Lab is completed in partners.

Students can identify phases

of the moon: new moon,
waxing crescent, first quarter,
waxing gibbous, full moon,
waning gibbous, third quarter,
waning crescent.

- Complete oreo lab for moon

phases in partners.

Day 6,
Week 3

- Students use lunar transporter Write shared responses collectively Students can explain
and identify/view moon phases. to model fact writing for students. characteristics of Earths
moon.
- Students record moon phases Students can write more than the
in their Science notebooks.
minimum facts required for their
grade level.
- Group discussion on the
characteristics of the moon.
- Each group reports out on
their characteristics of moon
and select facts are written on
the anchor chart. Students
select facts to write in their
Science notebooks (minimum 2
for 1st grade, 4 for 2nd grade).

Day 7,
Week 3

- Read Arctic Lights Arctic

Nights by Debbie S. Miller.

Allow additional time to create and Students can explain how

explore models as needed.
seasons and daylight relate.

- Introduce vocabulary terms:

vernal equinox, fall equinox,
summer solstice, winter
solstice. Review vocabulary
term of rotation vs. revolution.
- Watch and discuss Earths
Tilt video:
https://youtu.be/Pgq0LThW7Q
A
- Explore sunlight and seasons
using online simulator:
http://astro.unl.edu/naap/motion
1/animations/seasons_ecliptic.s
wf
- Students start seasons foldable
model for their Science
notebook.
Day 8,
Week 3

- Finish reading Arctic Lights

Arctic Nights by Debbie S.
Miller.

Small group opportunities to ask

and answer questions throughout
the activities.

- View sunlight chart from

book data.

Discuss answers to worksheet as a

class.

Students can explain

characteristics of the sun.

- Review vocabulary terms:

vernal equinox, fall equinox,
summer solstice, winter
solstice. Review vocabulary
term of rotation vs. revolution.
- Students finish seasons
foldable model for their Science
notebook.
- Group discussion on the
characteristics of the sun.
- Each student completes Sun
& Seasons worksheet and adds
to their Science notebook.