Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen

Understanding by Design
Unit Cover Page

Unit Title: Earth, Moon, and Sun______ Grade Levels: Fourth

Topic/Subject Areas: Solar System/Science
Key Words: Solar system, Planets, Earth, Moon, Sun
Designed By: Leah Madsen

Time Frame: Fall 2015

School District: Regent University

School: Teacher Ed & IDS Dept.

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

This unit is designed to teach students about the solar system and the relationship among the Earth,
moon, and sun. Students will learn about moon phases, Apollo missions, astronomers, planets,
rotation/revolution, as well as the sun, moon, and Earths association. Students will understand a wide
range of concepts, but overall they will grasp the importance of the effects that the moon and sun have
on the Earth. Students will study four different astronomers beliefs and create a model/report to
present their findings. Ultimately, students will learn what todays scientist believe and have discovered
about our universe.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

X Completed rubrics

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

STAGE 1 DESIRED RESULTS

Unit Title: Earth, Moon, and Sun_____________________________

Design Topic
Earth,
Moon,
Established
Goals
(cite specific
VAand
SOL):Sun
VBO

Subject Science Grade 4 Designer(s) Leah Madsen

SCI.SS.4.1 The student will understand the organization of the solar system and the
relationship among Earth, the moon, and the sun.
SCI.4.1.1 Analyze scientific discoveries that have changed our understanding of the sun,
moon, and solar system.
SCI.4.1.2 Sequence the eight planets in the solar system based on their position from the

sun.

SCI.4.1.3 Classify planets as terrestrial or as gas giants.

SCI.4.1.4 Sequence the eight planets in the solar system according to relative size.
SCI.4.1.5 Compare and contrast the major characteristics of Earth, the moon, and the

sun.

SCI.4.1.6 Explain how Earths movement and position relative to the sun determines
cycles on Earth.
SCI.4.1.7 Explain how the moons movement and position determines its appearance from
Earth.

SCI.SS.4.0 The student will demonstrate an understanding of inquiry, using knowledge gained
to analyze data and make reasoned conclusions.
SCI.4.0.3

Construct simple physical models to clarify explanations, show relationships, and

solve needs.

(VBO, 2015)
Understandings: Students will understand that
(Provide 3 to 5)

Essential Questions:
(Provide 3 to 5)

Scientific observation helps us to understand

relationships in the universe.

How are new scientific discoveries made?

The earth, as well as other planets, orbit the sun

and the moon orbits the earth.

How do models help us see?

How has scientific inquiry changed our view of

Patterns often reveal relationships within science.
the world?

How does the Earth, Moon, Sun system create

stability on Earth?
How are the conditions on Earth affected by its
conditions in the solar system?

Students will know:

(Give at least 5)

Students will be able to:

(List at least 5 skills)

Models help scientists investigate systems that Differentiate between terrestrial planets and
are not directly observable.
gas giants.
Source:
Once
a month,bythe
moon
a Template (Wiggins/McTighe
Describe2005)
the differences between waning and
Understanding
Design,
Unitcompletes
Design Planning
2
revolution around the Earth.
waxing crescent.
The position of the Earth and sun determine
Create a model of the planets in order from
the appearance of the moon.
the sun.

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

(Briefly describe 1 to 3 authentic assessments)

GRASPS- students will create a model

that supports their astrologers theories
and a statement to present to the class.
Solar System Fun- students will draw the
planets in order from largest to smallest
and include a brief description of each
planet.
Solar System Sort- students will research
planets and fill in a graphic organizer
(Gosselin, 2014)

(List 3 including MC quiz)

Homework- students will create

flashcards with their unit vocabulary

Prompt- Students Journal about planet

they would visit and what it is like

Partner share- student quizzes shoulder

buddy on 5 of the flash cards then
switches

Quiz- Students will complete multiple

choice Earth, moon, sun quiz.

Waning and Waxing Poem- student will

create a poem, with their group, sharing
the differences between waning and
waxing

Student Self-Assessment and Reflection

(List at least 2)

Students fill out self-assessment sheet on moon phases

Students fill out strength and weakness chart on Earth, Moon, Sun
Students will complete self-assessment on their performance and participation in the group
GRASPS assignment.
Students partner discuss what they learned in this unit for the first time and what they are still
confused about

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.
2.
3.
4.
5.
6.

Students will find moon phase from the previous month using the date of their favorite number.
Introduce essential questions and discuss unit performance tasks. Show students a sample GRASPS so they
can begin thinking of ideas.
Fill in the blanks pre-assessment on Earth, moon, sun, and planets.
Introduce moon phases with picture chart- the moon phases will be shown in order, the student and teacher will
add the correct name to each picture.
Waning and waxing poem- the students will create a poem with their group sharing the difference between
waning and waxing moon phases.
Show Brain Pop- moon phase video. Students will complete the assessment at the end as a whole class.
(BrainPOP, 2015)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Assessment on moon phases. Students will draw the phases of the moon in order using a blank moon template
provided by the teacher.
Self-assessment sheet to be filled out about moon phases knowledge.
Show and discuss Youtube Apollo Mission video. Discuss the importance of the mission. (Manoz, 2009)
Introduce unit vocabulary and go over vocab using pictures. Students will create flashcards for homework from
a unit vocabulary list.
Teacher introduces four astronomers (Aristotle, Ptolemy, Galileo, and Copernicus) using PowerPoint.
Students complete matching activity sorting the differences between the astronomers.
Students create a concept map, using sticky notes to explain the relationship between the Earth, sun, and moon.
Introduce rotation/revolution relationship between the Earth, sun, and moon using youtube video. (Rotation and
Revolution of Earth, 2015)
Students will create an interactive model of the Earth, moon, and sun rotating.
Multiple choice assessment on Earth, moon, and sun relationships.
Self-assessment chart on strengths and weaknesses based on Earth, moon, and sun assessment.
Introduce planets- including their relative size and distance from the sun using youtube video. (Planets & Stars
Size Comparison, 2013)
Partner quiz using unit flashcards previously created for homework.
Introduce song listing the planets in order from the sun.
Journal entry and share about what planet besides Earth the students would like to visit and what it is like.
Students should write a descriptive journal entry and include a detailed picture. All students will present to
class.
Solar system fun activity- students will draw planets in order from largest to smallest and include a brief
description.
Earth, moon, and sun jeopardy review game on the SMARTboard.
Assessment on Planets order from the sun and based on size. Students will list the planets in order from the
sun, draw the planets with a label based on size, and write about the importance of the Apollo Missions
Teacher will put students in groups based off their performance on assessments and assign an astronomer.
Teacher will review GRASPS instructions and rubric.
Research Astronomer to make connections between their beliefs and what we have studied in the unit.
(Rotation/revolution, planets, moon phases, etc)
Library Research for GRASPS.
Unit review using Jeopardy game on SMARTboard.
Unit assessment- multiple choice, short answer, and fill in the blank assessment.
GRASPS model- students will write their speech and begin gathering materials for their model.
Create GRASPS model and practice presentation with group.
Students will present the GRASPS project to class. Each group will summarize the other groups information
when they are completed.
Self-assessment- Students will complete self-assessment on their performance and participation in the group
GRASPS assignment.
Teacher will play Jeopardy with the students again to review unit material.
Partner discuss what was learned in this unit for the first time and what still is an area of confusion is.
Students will use iPads to fill in a survey of the areas they still have confusion; teacher will go over all areas of
confusion the students submit.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday

Tuesday

1.
-Students will find moon
phase from the previous
month using the date of their
favorite number.
-Introduce essential
questions and discuss unit
performance tasks. Show
students a sample GRASPS
so they can begin thinking of
ideas.

2.

6.

7.
- Introduce

-Students complete
matching activity sorting the
differences between the
astronomers.
-Students create a concept
map, using sticky notes to
explain the relationship
between the Earth, sun, and
moon.

-Fill in the blanks preassessment on Earth, moon,

sun, and planets.
-Introduce moon phases with
picture chart- the moon
phases will be shown in
order, the student and
teacher will add the correct
name to each picture.

rotation/revolution
relationship between the
Earth, sun, and moon using
youtube video. (Rotation
and Revolution of Earth,
2015)
-Students will create an
interactive model of the
Earth, moon, and sun
rotating.

Wednesday

Thursday

Friday

3.
- Waning and waxing poem-

4.
- Assessment on moon

5.
- Show and discuss Youtube

the students will create a

poem with their group
sharing the difference
between waning and waxing
moon phases.
-Show Brain Pop- moon
phase video. Students will
complete the assessment at
the end as a whole class.
(BrainPOP, 2015)

phases. Students will draw

the phases of the moon in
order using a blank moon
template provided by the
teacher.
-Self-assessment sheet to be
filled out about moon phase
knowledge.

Apollo Mission video.

Discuss the importance of
the mission. (Manoz, 2009)
-Introduce unit vocabulary
and go over vocab using
pictures. Students will
create flashcards for
homework from a unit
vocabulary list.
-Teacher introduces four
astronomers (Aristotle,
Ptolemy, Galileo, and
Copernicus) using
PowerPoint.

8.

9.

-Multiple choice assessment

on Earth, moon, and sun
relationships.
-Self-assessment chart on
strengths and weaknesses
based on Earth, moon, and
sun assessment.

-Introduce planets- including

their relative size and
distance from the sun using
youtube video. (Planets &
Stars Size Comparison,
2013)
-Partner quiz using unit
flashcards previously
created for homework.
-Introduce song listing the
planets in order from the
sun.

10.
- Journal entry and share

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

about what planet besides

Earth the students would like
to visit and what it is like.
Students should write a
descriptive journal entry and
include a detailed picture.
All students will present to
class.

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen
11.
-Solar system fun activitystudents will draw planets in
order from largest to
smallest and include a brief
description.
-Earth, moon, and sun
jeopardy review game on the
SMARTboard.

12.
- Assessment on Planets
order from the sun and
based on size. Students will
list the planets in order from
the sun, draw the planets
with a label based on size,
and write about the
importance of the Apollo
Missions.

13.

14.

-Teacher will put students in

groups based off their
performance on
assessments and assign an
astronomer. Teacher will
review GRASPS instructions
and rubric.
-Research Astronomer to
make connections between
their beliefs and what we
have studied in the unit.
(Rotation/revolution, planets,
moon phases, etc)

-Library Research for

GRASPS.
-Unit review using Jeopardy
game on SMARTboard.

16.
- GRASPS model- students

17.
- Create GRASPS model and

18.
- Half the groups will present

19.
- Rest of groups will present

will write their speech and

begin gathering materials for
their model.

practice presentation with

group.

the GRASPS project to class.

Each group will summarize
the other groups
information when they are
completed.
-Self-assessment- Students
will complete selfassessment on their
performance and
participation in the group
GRASPS assignment.

their GRASPS model.

Teacher will play Jeopardy
with the students again to
review unit material.

(Copy and Paste Your Rubric on the last page)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

15.
- Unit assessment- multiple
choice, short answer, and fill
in the blank assessment.

20.
-Partner discuss what was
learned in this unit for the
first time and what still is an
area of confusion is.
-Students will use iPads to
fill in a survey of the areas
they still have confusion;
teacher will go over all areas
of confusion the students
submit.

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen
References
BrainPOP - Moon Phases - Movie. (2015). Retrieved October 12, 2015.
Manoz, D. (2009, July 14). Apollo 11 moon mission animated. Retrieved October 12, 2015.
Planets & Stars Size Comparison. (2013, April 7). Retrieved October 12, 2015.
Rotation and Revolution of Earth. (2015, April 25). Retrieved October 12, 2015.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen
Rubric for G.R.A.S.P.S. Assignment
Directions: You are an astronomer and need to create a model of your theory that clearly depicts what is going on in the Universe. You
will also need to write a brief statement about why your theory is correct and how the other astronomers theories are incorrect. You may
also draw a model of the other astronomers theories to reference if you would like.
Advanced Proficient
Proficient
Needs Improvement
Knowledge/Resear
ch
40%

Presentation
25%

Model
25%

30-40%
Student researches
information on theorist
using multiple sources
and shows understanding
of theory. Student knows
about other theories and
can compare and contrast
their theorist vs. others.
20-25%
Student plays a major role
in the presentation.
Student speaks clearly
and loudly. Student
presents the information
so everyone can
understand and proves
that their theorist is
correct. All information is
factual.
20-25%
Model is big, clear, and
easily understood by the
audience. Labels, colorful
drawings, and brief
descriptions are present.
All information is factual.

20-29%
Student researches
information on theorist and
shows understanding of
theory. Student knows little
about other theories but
does not compare and
contrast their theorist vs.
others.
12-19%
Student plays a role in the
presentation. Student
speaks clearly or loudly.
Student proves that their
theorist is correct. 75% or
more of the information is
factual.

1-19%
Student does little research for
information on theorist and does not
fully understand theory. Student
does not research other theorist.

12-19%
Model is big, clear, and
understood from close up.
Labels, colorful drawings, or
a brief description if
present. 75% or more of the
information is factual.

1-11%
Model is not big, clear, or
understandable. Lacks labels,
colorful, drawings, or a brief
description. Less than 75% of the
information is factual.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

1-11%
Student plays a small role in the
presentation. Student does not
speak clearly or loudly. Student does
not prove that their theorist is
correct. Less than 75% of the
information is factual.

Design Topic Earth, Moon, and Sun Subject Science Grade 4 Designer(s) Leah Madsen
Team Work
10%

9-10%
Student works well with
their group and provides
input. Student is actively
engaged in all activities
and plays a major role in
the final project.

6-8%
Student works with their
group and provides some
input. Student is engaged
in some activities and plays
a role in the final project.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

1-5%
Student works poorly with their group
and provides little input. Student is
not engaged in activities and plays
little or no role in the final project.