PA Academic Standards
The main topic of this unit focuses on these PA Academic Standards:
Science & Technology
3.4. Physical Science, Chemistry and Physics
3.4.4. D. Describe the composition and structure of the universe and the earth’s place in it.
· Recognize earth’s place in the solar system.
· Explain and illustrate the causes of seasonal changes.
· Identify planets in our solar system and their general characteristics.
· Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.
Other PA Academic Standards covered in this unit plan are:
Science & Technology
3.1. Unifying Themes
3.1.4. A. Know that natural and human-made objects are made up of parts.
· Identify and describe what parts make up a system.
3.2. Inquiry & Design
3.2.4. B. Describe objects in the world using the five senses.
· Recognize observational descriptors from each of the five senses
· Use observations to develop a descriptive vocabulary.
Reading, Writing, Speaking, & Listening
1.5. Quality of Writing.
1.5.5. B. Write using well-developed content appropriate for the topic.
· Write paragraphs that have a topic sentence and supporting details.
1.6. Speaking & Listening
1.6.5. D. Contribute to discussions.
· Ask relevant questions.
· Respond with relevant information or opinions to questions asked.
1.6.5. E. Participate in small and large group discussions and presentations.
· Participate in everyday conversation.
Mathematics
2.3. Measurement & Estimation.
2.3.5. B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area.
2.3.5. C. Estimate, refine and verify specified measurements of objects.
2.3.5. D. Convert linear measurements within the same system.
Geography
7.2. Physical characteristics of Places and Regions..
7.2.6. A. Describe the physical characteristics of places and regions.
· Components of Earth’s physical systems
· Comparison of the physical characteristics of different places and regions
Essential Question(s)
What is the solar system, and how do the Earth, Sun, and Moon function to create the physical world around us?
Ø Why is it coldest in January, when the Earth is actually the closest to the Sun?
Ø Why does the moon appear to have different shapes, but the sun always appears round?
Ø Why would it be unsafe for humans to visit other planets?
Students will use these Science Process Skills:
Ø Observing (Lessons 1, 3, 6, 7, 8, & 9)
Ø Measuring (Lessons 3, & 8)
Ø Classifying (Lessons 1, 4, & 8)
Ø Inferring (Lessons 1, 2, 5, 7, 8, & 9)
Ø Predicting (Lessons 3, 5, & 9)
Ø Experimenting (Lessons 3,7, 8, & 9)
Ø Hypothesizing (Lessons 5, & 9)
Ø Communicating (Lesson 1, 2, & 6)
Materials needed for this unit are:
· Large pictures of space, including pictures of earth, the other planets, stars, comets, asteroids, meteorites, etc.
· any other materials/props that can be used to turn the classroom into a “solar system”
· Items in scaled size of planets & sun in solar system (exercise ball, raquet ball, tennis ball, softball, baseball, beads of correct size – see chart)
· Computer projection, or document camera, or black/white board.
· Video clip of rocket launching into space (optional)
· exploration guide for Lesson 1
· science journals (binders)
· 3D models of objects in space
· Globe(s)
· Sunlamps
· Thermometers
· Computer Access
· Craft sticks / Popsicle sticks
· Styrofoam Balls in different sizes
· Styrofoam boards
· Markers
· Pipe cleaners
· Measuring Tape
· Rulers
· Tape
· Scissors
· Orange
Vocabulary
Solar system – our sun and everything that travels around it.
Sol = sun > it is the system that moves around the sun
Planet –a large, round mass in space that travels around a star
Star – a gigantic ball of glowing gas
Galaxy – a group of billions of stars and their planets held together by gravity
Milky Way – the galaxy that our sun is part of
Universe – everything that physically exists (time, space, matter, energy, etc.)
Atmosphere – all the air and gases that surround a planet or other body in space
Earth’s axis – invisible straight line from the North Pole to the South Pole that the
earth turns around (it is slightly tilted – not straight up and down)
Rotate – to turn around a fixed point (what Earth does on its axis)
Revolve – to circle around something (what Earth does around the sun)
Orbit – path of one object in space as it revolves around a larger object
(ex. Earth around sun; Moon around Earth, satellite around the earth or the moon, etc.)
Lunar eclipse – when the earth passes between the sun and the moon, and its shadow can be
seen moving across the moon
Solar Eclipse – when the moon moves between the sun and the earth, casting a shadow on the
earth during the daytime.
The main topic of this unit focuses on these PA Academic Standards:
Science & Technology
3.4. Physical Science, Chemistry and Physics
3.4.4. D. Describe the composition and structure of the universe and the earth’s place in it.
· Recognize earth’s place in the solar system.
· Explain and illustrate the causes of seasonal changes.
· Identify planets in our solar system and their general characteristics.
· Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.
Other PA Academic Standards covered in this unit plan are:
Science & Technology
3.1. Unifying Themes
3.1.4. A. Know that natural and human-made objects are made up of parts.
· Identify and describe what parts make up a system.
3.2. Inquiry & Design
3.2.4. B. Describe objects in the world using the five senses.
· Recognize observational descriptors from each of the five senses
· Use observations to develop a descriptive vocabulary.
Reading, Writing, Speaking, & Listening
1.5. Quality of Writing.
1.5.5. B. Write using well-developed content appropriate for the topic.
· Write paragraphs that have a topic sentence and supporting details.
1.6. Speaking & Listening
1.6.5. D. Contribute to discussions.
· Ask relevant questions.
· Respond with relevant information or opinions to questions asked.
1.6.5. E. Participate in small and large group discussions and presentations.
· Participate in everyday conversation.
Mathematics
2.3. Measurement & Estimation.
2.3.5. B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area.
2.3.5. C. Estimate, refine and verify specified measurements of objects.
2.3.5. D. Convert linear measurements within the same system.
Geography
7.2. Physical characteristics of Places and Regions..
7.2.6. A. Describe the physical characteristics of places and regions.
· Components of Earth’s physical systems
· Comparison of the physical characteristics of different places and regions
Essential Question(s)
What is the solar system, and how do the Earth, Sun, and Moon function to create the physical world around us?
Ø Why is it coldest in January, when the Earth is actually the closest to the Sun?
Ø Why does the moon appear to have different shapes, but the sun always appears round?
Ø Why would it be unsafe for humans to visit other planets?
Students will use these Science Process Skills:
Ø Observing (Lessons 1, 3, 6, 7, 8, & 9)
Ø Measuring (Lessons 3, & 8)
Ø Classifying (Lessons 1, 4, & 8)
Ø Inferring (Lessons 1, 2, 5, 7, 8, & 9)
Ø Predicting (Lessons 3, 5, & 9)
Ø Experimenting (Lessons 3,7, 8, & 9)
Ø Hypothesizing (Lessons 5, & 9)
Ø Communicating (Lesson 1, 2, & 6)
Materials needed for this unit are:
· Large pictures of space, including pictures of earth, the other planets, stars, comets, asteroids, meteorites, etc.
· any other materials/props that can be used to turn the classroom into a “solar system”
· Items in scaled size of planets & sun in solar system (exercise ball, raquet ball, tennis ball, softball, baseball, beads of correct size – see chart)
· Computer projection, or document camera, or black/white board.
· Video clip of rocket launching into space (optional)
· exploration guide for Lesson 1
· science journals (binders)
· 3D models of objects in space
· Globe(s)
· Sunlamps
· Thermometers
· Computer Access
· Craft sticks / Popsicle sticks
· Styrofoam Balls in different sizes
· Styrofoam boards
· Markers
· Pipe cleaners
· Measuring Tape
· Rulers
· Tape
· Scissors
· Orange
Vocabulary
Solar system – our sun and everything that travels around it.
Sol = sun > it is the system that moves around the sun
Planet –a large, round mass in space that travels around a star
Star – a gigantic ball of glowing gas
Galaxy – a group of billions of stars and their planets held together by gravity
Milky Way – the galaxy that our sun is part of
Universe – everything that physically exists (time, space, matter, energy, etc.)
Atmosphere – all the air and gases that surround a planet or other body in space
Earth’s axis – invisible straight line from the North Pole to the South Pole that the
earth turns around (it is slightly tilted – not straight up and down)
Rotate – to turn around a fixed point (what Earth does on its axis)
Revolve – to circle around something (what Earth does around the sun)
Orbit – path of one object in space as it revolves around a larger object
(ex. Earth around sun; Moon around Earth, satellite around the earth or the moon, etc.)
Lunar eclipse – when the earth passes between the sun and the moon, and its shadow can be
seen moving across the moon
Solar Eclipse – when the moon moves between the sun and the earth, casting a shadow on the
earth during the daytime.
Unit Preparation:
Classroom Preparation: to prepare for this unit plan, start a week or two ahead of time, gathering pictures, posters, and other “space” items, as well as creating items, to create all or part of the classroom into a virtual solar system. Include 2D or 3D sun, moon, earth, and planets in correct proportion. These can be Styrofoam balls hanging from the ceiling, paper mache balls or crescents protruding from a wall, etc. Make sure the following are included: at least one real globe (other globes can be like the inflated kind, etc.) sun, moon, earth, stars, each of the planets, comets, asteroids, meteors, clusters of stars, galaxies, satellites, space probes in space and on other planets/moon. Other ideas: a large, painted cardboard “rocket ship” at entrance, or propped up in class somewhere with arc cut-out that kids can walk through to enter reading area or science area.
Science Journals: Have the students keep a science journal throughout the year in a binder, so that pages can be added. For each unit, they will begin a new section in their journals, so have them add a divider for the Solar System unit – perhaps they could decorate it in art, or in their free time.
Always make plenty of reading material available: Have books about space, planets, earth, moon, stars, etc. available and on display and available for students to read during SSR or free time for the duration of this unit plan.
SOLAR SYSTEM Lesson Plan #1
I. Earth exists in a Solar System.
II. PA State Academic Standard(s)
Science & Technology
3.1. Unifying Themes
3.1.4. A. Know that natural and human-made objects are made up of parts.
· Identify and describe what parts make up a system.
3.4. Physical Science, Chemistry, and Physics
3.4.4. D. Describe the composition and structure of the universe
and the earth’s place in it.
· Recognize earth’s place in the solar system.
Reading, Writing, Speaking, & Listening
1.5. Quality of Writing.
1.5.5. B. Write using well-developed content appropriate for the topic.
· Write paragraphs that have a topic sentence and supporting details.
1.6. Speaking & Listening
1.6.5. D. Contribute to discussions.
· Respond with relevant information or opinions to questions asked.
1.6.5. E. Participate in small and large group discussions and presentations.
· Participate in everyday conversation.
III. Objectives:
Third or Fourth grade students will access prior knowledge through an imaginative exploration, identifying parts of the solar system they are already familiar with. At the conclusion, they will be able to list at least one way that we know that things far away in the solar system really exist, and at least one thing that we can see that gives us evidence that they do exist.
IV. Materials
o See “Unit Preparation”
o Computer projection, or document camera, or black/white board.
o Video clip of rocket launching into space (optional)
o exploration guides
o science journals (in binder form or at least having a folder)
V. Lesson Outline
A. Engagement (2-3 min): Show the short video clip of a rocket launching into space. Tell the students they are going to begin a journey into outer space.
Ask them to think about where earth is in the universe and what they know about outer space.
B. Exploration (10 – 15 min): Have the children split up into pairs and tell them that they are going to pretend that they are astronauts exploring space. Have them walk around the room, looking at all the different pictures and models of space. They should work together with their partner and think about the answers to the questions given (see attached). Prompt with questions as they explore: What do they remember about our solar system that they’ve already learned? What do they imagine that they would see, hear, or feel on their journey as astronauts? Are there any dangers (flying objects, etc.)? What things from space that they see in the classroom can they identify?
C. Explanation (15 – 20 min): Students return to their seats. Ask: does anyone know what is all of outer space called? (Universe) Explain that the part of the universe where Earth exists is a called a solar system. There are many solar systems, and ours is in a Galaxy called the Milky Way, which contains about 200 billion stars (point out a picture of Milky Way in the classroom). One of those stars is our sun. Ask: what are some things from our solar system that you recognized?
Start a K-W-L chart with the students on an overhead or board: K - List any vocabulary words that students give or know. Write any vocabulary words they haven’t
mentioned and ask if they have heard of them. List any they don’t know under W. (don’t worry about definitions just yet) Also ask what else they would like to know about of
our solar system so that you can make any possible adjustments to the Unit.
D. Elaboration (10 min.): Ask the students to look at the last 2 Think About it questions on their exploration guides: If we can’t see them from earth, how do we know these things really exist? What are some things that we can see that supports what we know about the Earth and the rest of our solar system? (try to direct the answers to the science instrument/ machines and to the evidence of day/night, seasons, etc.)
Evaluation (10 – 15 min): Have the students write a 1 paragraph summary of their “astronaut” experience, as well as fill out any missing information from their exploration
guides. (these will both be added to their science journals) Were students able to identify at least two things that they recognized or remembered from their knowledge of
space? After discussion, could student list at least one way that we know that things far away in the solar system really exist, and at least one thing that we can see that
gives us evidence that they do exist?
Classroom Preparation: to prepare for this unit plan, start a week or two ahead of time, gathering pictures, posters, and other “space” items, as well as creating items, to create all or part of the classroom into a virtual solar system. Include 2D or 3D sun, moon, earth, and planets in correct proportion. These can be Styrofoam balls hanging from the ceiling, paper mache balls or crescents protruding from a wall, etc. Make sure the following are included: at least one real globe (other globes can be like the inflated kind, etc.) sun, moon, earth, stars, each of the planets, comets, asteroids, meteors, clusters of stars, galaxies, satellites, space probes in space and on other planets/moon. Other ideas: a large, painted cardboard “rocket ship” at entrance, or propped up in class somewhere with arc cut-out that kids can walk through to enter reading area or science area.
Science Journals: Have the students keep a science journal throughout the year in a binder, so that pages can be added. For each unit, they will begin a new section in their journals, so have them add a divider for the Solar System unit – perhaps they could decorate it in art, or in their free time.
Always make plenty of reading material available: Have books about space, planets, earth, moon, stars, etc. available and on display and available for students to read during SSR or free time for the duration of this unit plan.
SOLAR SYSTEM Lesson Plan #1
I. Earth exists in a Solar System.
II. PA State Academic Standard(s)
Science & Technology
3.1. Unifying Themes
3.1.4. A. Know that natural and human-made objects are made up of parts.
· Identify and describe what parts make up a system.
3.4. Physical Science, Chemistry, and Physics
3.4.4. D. Describe the composition and structure of the universe
and the earth’s place in it.
· Recognize earth’s place in the solar system.
Reading, Writing, Speaking, & Listening
1.5. Quality of Writing.
1.5.5. B. Write using well-developed content appropriate for the topic.
· Write paragraphs that have a topic sentence and supporting details.
1.6. Speaking & Listening
1.6.5. D. Contribute to discussions.
· Respond with relevant information or opinions to questions asked.
1.6.5. E. Participate in small and large group discussions and presentations.
· Participate in everyday conversation.
III. Objectives:
Third or Fourth grade students will access prior knowledge through an imaginative exploration, identifying parts of the solar system they are already familiar with. At the conclusion, they will be able to list at least one way that we know that things far away in the solar system really exist, and at least one thing that we can see that gives us evidence that they do exist.
IV. Materials
o See “Unit Preparation”
o Computer projection, or document camera, or black/white board.
o Video clip of rocket launching into space (optional)
o exploration guides
o science journals (in binder form or at least having a folder)
V. Lesson Outline
A. Engagement (2-3 min): Show the short video clip of a rocket launching into space. Tell the students they are going to begin a journey into outer space.
Ask them to think about where earth is in the universe and what they know about outer space.
B. Exploration (10 – 15 min): Have the children split up into pairs and tell them that they are going to pretend that they are astronauts exploring space. Have them walk around the room, looking at all the different pictures and models of space. They should work together with their partner and think about the answers to the questions given (see attached). Prompt with questions as they explore: What do they remember about our solar system that they’ve already learned? What do they imagine that they would see, hear, or feel on their journey as astronauts? Are there any dangers (flying objects, etc.)? What things from space that they see in the classroom can they identify?
C. Explanation (15 – 20 min): Students return to their seats. Ask: does anyone know what is all of outer space called? (Universe) Explain that the part of the universe where Earth exists is a called a solar system. There are many solar systems, and ours is in a Galaxy called the Milky Way, which contains about 200 billion stars (point out a picture of Milky Way in the classroom). One of those stars is our sun. Ask: what are some things from our solar system that you recognized?
Start a K-W-L chart with the students on an overhead or board: K - List any vocabulary words that students give or know. Write any vocabulary words they haven’t
mentioned and ask if they have heard of them. List any they don’t know under W. (don’t worry about definitions just yet) Also ask what else they would like to know about of
our solar system so that you can make any possible adjustments to the Unit.
D. Elaboration (10 min.): Ask the students to look at the last 2 Think About it questions on their exploration guides: If we can’t see them from earth, how do we know these things really exist? What are some things that we can see that supports what we know about the Earth and the rest of our solar system? (try to direct the answers to the science instrument/ machines and to the evidence of day/night, seasons, etc.)
Evaluation (10 – 15 min): Have the students write a 1 paragraph summary of their “astronaut” experience, as well as fill out any missing information from their exploration
guides. (these will both be added to their science journals) Were students able to identify at least two things that they recognized or remembered from their knowledge of
space? After discussion, could student list at least one way that we know that things far away in the solar system really exist, and at least one thing that we can see that
gives us evidence that they do exist?
SOLAR SYSTEM Lesson Plan #3
I. The sun and planets: their size and the distance between them.
II. PA State Academic Standard(s)
Science & Technology
3.4. Physical Science, Chemistry, and Physics
3.4.4. D. Describe the composition and structure of the universe and the earth’s place in it.
· Recognize earth’s place in the solar system.
· Identify planets in our solar system and their general characteristics.
Mathematics
2.3. Measurement & Estimation.
2.3.5. B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area.
2.3.5. C. Estimate, refine and verify specified measurements of objects.
2.3.5. D. Convert linear measurements within the same system.
III. Objectives:
Third or Fourth grade students will obtain correct calculations for scale model of solar system and measure objects and distances, choosing the correct objects to represent the sun, each planet, and the dwarf planet Pluto, and placing the first 4 – 5 planets in correct distance and order from the sun.
IV. Materials
o See chart: objects in correct proportion to scale model of solar system.
o Measuring tape
o Ruler
o Tape
V. Lesson Outline
A. Engagement (2-3 min): Show the various sized objects to the children and tell them each represents the sun or a planet in our solar system. Have them try to predict which ones might represent the sun and different planets in a scale model of the solar system. Also have them try to predict how far apart the objects would be in a model where the distance was to scale.
B. Exploration (10 – 15 min): Have them use the online calculator to determine the measurements and write them down. Using the ruler and/or measuring tape, measure the items and choose the correct ones to represents each planet and the sun. (Of course, you would have pre-measured the items and for any that did not have an easily accessible object with the exact measurement, just cut a circle out of a foam board or felt) Next take them outside with the objects, measuring tape, tape, and a marker or a pen. Using the measuring tape, in a wide, flat area (parking lot, etc) Have them place the sun and measure out the distance out to the first 4 -5 planets (this will be from about 1/10 mi. to about 1/3 mi., so it depends how much time and space you have – any more would be too far.)
C. Explanation (15 – 20 min): Students return to the classroom. Have them look at the rest of the figures and discuss the results and what they learned? What did they expect. How were the results different than what they expected? How were they the same?
D. Elaboration (10 min.): Ask the students; Why do they think that models of the solar system are often not done to scale? After seeing this model, do they think that there is more of a chance or less of a chance that two of the planets might ever collide?
E. Evaluation (10 – 15 min): Have the students record the chart of the measurements of the accurate scale model and list the planets in the order that they placed them and file that data in their science journals. Next to the information have them write a brief paragraph about the results and how the actual model compared with their thoughts of what the solar system looks like.
Prompt for journal: Add the chart where you recorded the data for an accurate scale model and on the next page write two things that you either learned, thought was interesting, turned out how you thought, or turned out different than you thought.
I. The sun and planets: their size and the distance between them.
II. PA State Academic Standard(s)
Science & Technology
3.4. Physical Science, Chemistry, and Physics
3.4.4. D. Describe the composition and structure of the universe and the earth’s place in it.
· Recognize earth’s place in the solar system.
· Identify planets in our solar system and their general characteristics.
Mathematics
2.3. Measurement & Estimation.
2.3.5. B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area.
2.3.5. C. Estimate, refine and verify specified measurements of objects.
2.3.5. D. Convert linear measurements within the same system.
III. Objectives:
Third or Fourth grade students will obtain correct calculations for scale model of solar system and measure objects and distances, choosing the correct objects to represent the sun, each planet, and the dwarf planet Pluto, and placing the first 4 – 5 planets in correct distance and order from the sun.
IV. Materials
o See chart: objects in correct proportion to scale model of solar system.
o Measuring tape
o Ruler
o Tape
V. Lesson Outline
A. Engagement (2-3 min): Show the various sized objects to the children and tell them each represents the sun or a planet in our solar system. Have them try to predict which ones might represent the sun and different planets in a scale model of the solar system. Also have them try to predict how far apart the objects would be in a model where the distance was to scale.
B. Exploration (10 – 15 min): Have them use the online calculator to determine the measurements and write them down. Using the ruler and/or measuring tape, measure the items and choose the correct ones to represents each planet and the sun. (Of course, you would have pre-measured the items and for any that did not have an easily accessible object with the exact measurement, just cut a circle out of a foam board or felt) Next take them outside with the objects, measuring tape, tape, and a marker or a pen. Using the measuring tape, in a wide, flat area (parking lot, etc) Have them place the sun and measure out the distance out to the first 4 -5 planets (this will be from about 1/10 mi. to about 1/3 mi., so it depends how much time and space you have – any more would be too far.)
C. Explanation (15 – 20 min): Students return to the classroom. Have them look at the rest of the figures and discuss the results and what they learned? What did they expect. How were the results different than what they expected? How were they the same?
D. Elaboration (10 min.): Ask the students; Why do they think that models of the solar system are often not done to scale? After seeing this model, do they think that there is more of a chance or less of a chance that two of the planets might ever collide?
E. Evaluation (10 – 15 min): Have the students record the chart of the measurements of the accurate scale model and list the planets in the order that they placed them and file that data in their science journals. Next to the information have them write a brief paragraph about the results and how the actual model compared with their thoughts of what the solar system looks like.
Prompt for journal: Add the chart where you recorded the data for an accurate scale model and on the next page write two things that you either learned, thought was interesting, turned out how you thought, or turned out different than you thought.