Design Topic The Solar System Subject(s) Science Grade(s) 4th Designer(s) Tiffani Cosendine

Unit Cover Page

Unit Title: The Solar System Grade Levels: 4th

Topic/Subject Areas: Science

Key Words: Sun, Earth, Moon

Designed By: Tiffani Cosendine Time Frame: 4 weeks

Cooperating Teacher: Ms. Mawhinney

Brief Summary of Unit (including curricular context and unit goals):

Students will learn about four important astronomers and their beliefs and discoveries about
the solar system. They will understand how our solar system is heliocentric. Students will
learn about Earth’s patterns, such as what causes day and night and Earth’s seasons, and how
the terms rotation and revolution play a role in this. They will understand and identify
relationships between the Sun, Moon, and Earth. They will also be reintroduced to the Moon
phases. Students will learn about the 8 planets and will be able to order them by distance from
the Sun as well as size (largest to smallest) and will be able to classify them as terrestrial or
gas giants. Students will be assessed on each of these concepts throughout the unit. At the end,
they will complete a post-assessment using Wixie, a digital drawing platform, to showcase
their learning.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Design Topic The Solar System Subject(s) Science Grade(s) 4th Designer(s) Tiffani Cosendine

STAGE 1 – DESIRED RESULTS

Unit Title: The Solar System

Established Goals:
(VA SOL Fourth Grade Science 4.7) The student will investigate and understand the organization of
the solar system. Key concepts include a) the planets in the solar system; b) the order of the planets in
the solar system; and c) the relative sizes of the planets.

(VA SOL Fourth Grade Science 4.8) The student will investigate and understand the relationships
among Earth, the moon, and the sun. Key concepts include a) the motions of Earth, the moon, and the
sun; b) the causes for Earth’s seasons; c) the causes for the phases of the moon; d) the relative size,
position, age, and makeup of Earth, the moon, and the sun; and e) historical contributions in
understanding the Earth-moon-sun system.

Understandings: Students will understand that… Essential Questions:

 The solar system is represented by a
heliocentric model where the Sun is at the
center with the planets, Earth, and the
moon revolving around it.
 The relationships between the moon,
Earth, and the sun cause day and night,
the seasons, moon phases, and tides.
 Scientific observation helps us to
understand the relationships in our world.
 How are new scientific discoveries made?
 How has scientific inquiry changed our view
of the world?
 How do models help us learn about the solar
system?
 How does the Earth, Moon, Sun system
create stability on Earth?

Students will know: Students will be able to:

 The four astronomers (Galileo, Copernicus,
Ptolemy, & Aristotle) and their model beliefs
(geo or heliocentric) and their contributions to
science
 The planets and their names, sizes, and order
from the Sun
 The phases of the moon
 What causes day and night and Earth’s
seasons
 What an eclipse is, the different types, and
what causes them
 Vocabulary definitions such as rotation,
revolution, axis, illuminate, scientific inquiry
 Draw and label a heliocentric model of the
solar system
 Identify each of the astronomer’s model of the
solar system
 Describe the historical contributions of each
astronomer
 Order the planets according to their distance
from the Sun
 Order the planets according to their size
 Identify and classify the eight planets as
terrestrial or gas planets
 Describe the relationship between Earth’s
movement and cycles (day & night, seasons)
 Explain how the moon’s movement and
position determines its appearance from
Earth.
 Draw pictures to represent Moon phases,
Earth’s patterns, the relationship of Sun,
Moon, and Earth, etc.
 Compare and contrast characteristics of the
Earth, Moon, and Sun
Design Topic The Solar System Subject(s) Science Grade(s) 4th Designer(s) Tiffani Cosendine

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

 Students will record moon phases for 8 days  Pre-Assessment (Mighty Sky Challenge):
by filling out a chart. Students will observe Students create virtual drawing of the solar
the moon each night and draw what they system.
see in the chart as well as write what phase  Assessment: Astronomers
it is.  Assessment: Moon Phases
 Planet Poster: Students color, cut out, and  Assessment: Comparing Sun, Moon, &
glue planets on a large piece of paper in Earth
correct order from the Sun.  Assessment: Planets
 Earth, Moon, & Sun Relationships Packet  Homework: Planets Packet
 Earth Patterns & Moon Phases Activity
(Differentiated)
 Planet Research Worksheet

Student Self-Assessment and Reflection

 Create a heliocentric model of the solar system (Wixie)

 KidBlog: Students blog about scientific discoveries in space
 At the end of the unit, students will recreate a model of the solar system using Wixie that
includes all of the new information they learned about throughout the unit. (How does their
model compare with the pre-assessment they created at the beginning of the unit?)

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Pre-Assessment (Mighty Sky Challenge): Using Wixie (an online paint program), students will
create a virtual drawing of the solar system. Students will include all they remember about the
solar system, and the teacher will use the drawings to determine what students already know
about the parts of the solar system (Earth, sun, moon, planets, etc.).
2. Morning Meeting: Astronomer Research. During morning meeting, students will be assigned
one of the four astronomers to research on their Chromebooks (Aristotle, Ptolemy, Copernicus,
or Galileo). On a piece of paper, they will write down any information they find that they feel is
important to share about the astronomer.
3. Morning Meeting Share. Later in the day during Science, the lesson will begin with students
sharing what they wrote about the astronomer they were assigned during Morning Meeting.
This will provide the class with some background knowledge before the astronomers are
introduced. Students will meet with others who researched the same astronomer, share their
research, and as a group they will determine the most three important facts to share with the
whole class.
4. Introduce historical astronomers with Google Slides. Students will also have notes to cut and
paste into their science notebooks. These notes will involve students matching the astronomer
with their picture and contributions, as well as drawing the solar system model that the
astronomers believed in and identifying the model as geocentric or heliocentric.
5. Independent Activities: Students will independently complete the following tasks—
- Watch StudyJams for the Moon and Solar System
- Watch BrainPOP video on the Solar System
- Read Wonderopolis articles on the moon, earth, and sun
6. Introduce Moon Phase Record. Students will fold a sheet of paper into eight squares and write
one day of the week in each square. Each night for eight nights, students will look at the moon
and draw a picture in the square of what they see. If they can identify the moon phase,
students should record that in their chart as well.
Design Topic The Solar System Subject(s) Science Grade(s) 4th Designer(s) Tiffani Cosendine

7. Introduce phases of the moon with Google Slides. Students will also have notes to cut and
paste into their science notebooks. These notes will involve students filling in blanks, matching
vocabulary words with definitions, and drawing their own pictures of the moon phases.
8. Now that they have learned about geocentric and heliocentric models, students will create their
own digital drawing of a heliocentric model of the solar system using Wixie.
9. Introduce Earth Patterns (day/night, the seasons) and Eclipses with Google Slides. Students
will also have notes to cut and paste into their science notebooks. These notes involve
students filling in blanks and drawing pictures of the Earth as well as the different types of
eclipses.
10. Begin Earth, Moon, and Sun Relationships packet (independent work). With this packet,
students will read more about and answer questions on the four astronomers and their
beliefs/studies and the different models of the solar system. There is a practice quiz on the
astronomers in it as well. This will take several days to complete during independent time.
Students will study this packet for their assessment later on (#12).
11. Earth Patterns & Moon Phases Activity (differentiated & independent). Students will complete
an activity where they create models of Earth’s seasons, day and night, and the moon phases
using pictures and labels on a Slides presentation. There are two versions of this activity for
different learners. This will take several days to complete.
12. Astronomers Assessment: Students will be asked to match each astronomer to their
observations/discoveries as well as identify if they believed in an earth-centered (geocentric) or
sun-centered (heliocentric) model of the solar system.
13. Compare & contrast characteristics of Earth, Moon, and Sun with chart. Students will be given
a chart with headings such as Surface Conditions, Size (compared to Earth), and Age
(compared to Earth). On a separate sheet, they will be given squares containing information on
each of those headings. Students will cut out the squares and glue them under the correct
heading in the chart for the Sun, Moon, and Earth. This is completed whole group as a class.
14. Moon Phases Assessment: Students will be given pictures of the phases of the moon as well
as definitions. They must glue them down in order, match them to their definition, and then
write the name of the phase.
15. Kidblog: Students will use Kidblog to write and share about scientific inquiry and discoveries in
space. Students may consider questions such as: Who made discoveries and how was it made
possible to explore space? What is the most fascinating discovery to you? What new things
have you learned about the solar system so far? What more would you like to learn?
16. To introduce the 8 Planets, students will create a poster. Students will color and cut out
pictures for each of the planets and the Sun and then try to lay them out on a piece of paper in
correct order from the Sun. Before gluing them down, students will look through a book on the
planets to check their order. Students will also look in the book to identify which planets are
terrestrial and which are gas giants. They will label them on the poster, as well as where the
asteroid belt is located.
17. Planets Packet (homework): During the week, students will complete a packet where they read
and answer questions about each of the 8 planets.
18. Planet Research Worksheet (independent work). Students independently research planets to
find their distance from the sun, length of revolution, diameter, temperature, and number of
moons. Students will complete what they did not finish at home.
19. Planet Review for Test: Students complete a practice worksheet where they sequence the 8
planets from the Sun, identify planets as terrestrial or gas planets, and sequence planets
according to size (largest to smallest). Students will use acronyms such as My Very Eager
Mother Just Served Us Nachos and JSUN EV MM. After it is reviewed as a class, students will
take this home and study it for the test.
20. Planets Assessment: Students will sequence the 8 planets from the Sun, identify planets as
terrestrial or gas planets, and sequence planets according to size (largest to smallest).
21. Solar System Post-Assessment w/ Wixie. Using Wixie, students will create a final model of our
heliocentric solar system using all of what they have learned during the unit. This includes
planets (in order from the sun), the moon, and other information they feel is necessary to
include to showcase their learning.
Design Topic The Solar System Subject(s) Science Grade(s) 4th Designer(s) Tiffani Cosendine

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

1. Pre- 2. Morning No content. No content. 4. Finish

Assessment Meeting: astronomers
(Mighty Sky Astronomer Slides and notes
Challenge): Research
Students create 3. Morning
virtual drawing of Meeting share
the solar system during science
4. Introduce
historical
astronomers with
Google Slides &
notes page
6. 7. 8. 9. 10.

No content. 5. Independent 7. Introduce phases 8. Create 10. Begin Earth,

activities: of the Moon with heliocentric model Moon, & Sun
StudyJams, Slides and notes using Wixie Relationships
BrainPOP videos, page 9. Introduce Earth packet
Wonderopolis Patterns and 11. Begin Earth
articles Eclipses with Patterns & Moon
6. Introduce Moon Slides and notes Phases Slides
Phase Record: page activity
Students observe
and draw the
moon for 8 nights
11. 12. 13. 14. 15.

10. Finish Earth, 11. Finish Earth 14. Moon Phases 6. Review and 17. Continue
Moon, & Sun Patterns & Moon Assessment discuss moon Planets Packet
Relationships Phases Activity if 15. Kidblog: phase record for homework
Packet not complete Students write about 16. Planets Poster
11. Continue 12. Astronomers discoveries in space 17. Begin Planets
working on Earth Assessment (scientific inquiry) Packet for
Patterns & Moon 13. Compare & homework
Phases Activity contrast
characteristics of
Earth, Moon, and
Sun with chart

16. 17. 18. 19. 20.

17. Continue 17. Finish Planets 19. Planet Review 20. Planets 21. Solar System
Planets Packet for Packet for for Test Assessment Post-Assessment
homework homework (Wixie)
18. Planet
Research
Worksheet