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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 4
Unit One Organizer: The Stars and Our Solar System
(Approximate Time: 7 Weeks)
OVERVIEW:
This unit focuses on a study of stars in the universe and of our solar system. In regard to the study of stars, students observe stars in the night
sky and they use various texts and media resources to learn about the physical attributes of stars. The number, colors, sizes, and positions of
stars in the sky are addressed. Various constellations are identified. For the study of our solar system, planets are described according to
appearance, position, and number as viewed in the night sky; then, planets and stars are compared and contrasted with each other. In addition,
reference materials are used to develop models of planets according to relative size and order from the sun.
Relationships involving the Earth-moon-sun are described. Models, graphic displays, and written reports are developed by students to
explain Earth’s day/night cycle, phases of the moon, and seasonal changes on Earth.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color, and patterns.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
S4E2 Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in
determining sequence of the phases of the moon.
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 1 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
S4CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding
features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original
counterparts.
c. Identify patterns of change in things-such as steady, repetitive, or irregular change-using records, tables, or graphs of measurements
where appropriate.
S4CS8 Students will understand important features of the process of scientific inquiry.
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere,
collecting specimens for analysis, and doing experiments.
b. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
ENDURING UNDERSTANDINGS
Students will understand:
The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in
different seasons (Project 2061, p. 63).
Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can
be seen through telescopes is dramatically greater than can be seen by the unaided eye (Project 2061, p. 63).
Planets change their positions against the background of stars (Project 2061, p. 63).
The earth is one of several planets that orbit the sun, and the moon orbits the earth (Project 2061, p. 63).
Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light (Project 2061, p. 63).
ESSENTIAL QUESTIONS:
1. What is a star?
2. How are stars alike and different from each other?
3. How does the sun compare to other stars in the night sky?
4. How are constellations alike and different?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 2 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
5. Why are some constellations observed during some seasons, but not during other seasons?
6. How are planets and stars alike and different in relation to appearance, position, and number in the night sky?
7. Why are planets seen in different locations in the night sky throughout the year?
8. How can technology be used to observe distant objects in the sky?
10. Why are different phases of the moon observed throughout the month? What is the sequence of those phases?
12. What are the relative sizes of the planets in our solar system?
13. What is the relative order of the planets from the sun in our solar system?
MISCONCEPTIONS
PROPER CONCEPTIONS
1. Our solar system is an Earth-centered solar system in which the sun
1. Our solar system is a sun-centered system in which the planets,
and planets revolve around Earth.
including Earth, revolve around the sun.
2. The sun moves around the Earth, i.e. it rises in the East and sets in
2. Day and night occur because the Earth rotates on its axis. Half of
the West, to form day and night.
Earth, which faces the sun, has day; at the same time, the other half of
3. The change of seasons occurs because the Earth revolves around the the Earth has night. As the Earth rotates, the locations of Earth having
sun in an elliptical (oval-shaped) orbit. When Earth nears the sun,
day and night change.
summer occurs; and when the Earth is farthest from the sun, winter
3. The change of seasons is caused by the tilt of the Earth and its
occurs.
position in relation to the sun as the Earth orbits the sun in almost
4. Planets and stars are alike.
perfect circles. For example, when the northern half of the Earth tilts
5. All stars are alike.
toward the sun, summer occurs in the northern hemisphere and winter
6. The sun is the largest star in the sky.
occurs in the southern hemisphere.
7. Constellations move across the sky at night.
4. Planets and stars are different in their appearance and motion.
8. Earth’s moon produces its own light.
5. Stars vary according to size and color.
9. Lunar phases are caused by Earth’s shadow being cast on the moon. 6. The sun is a medium-sized star, but it appears larger than other
10. The same stars can be seen during the entire year.
stars because it is so close to Earth.
11. There are thousands of stars in our solar system.
7. Changes in the locations of constellations during the night are due
to the rotation of Earth on its axis.
8. Earth’s moon reflects the light of the sun.
9. Different phases of the moon are observed because of the relative
positions of the moon to the Earth.
10. Different stars can be seen during different seasons.
11. There is just one star in our solar system, i.e. the sun.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 3 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
CONCEPTS:
The students will know…
There are more stars in the sky than a person can count one-at-a-time during an entire lifetime.
Some stars are bigger than other stars.
The colors of stars vary according to how hot the stars are.
Stars are grouped together according to patterns known as constellations.
For a comparison of planets to stars in regard to appearance, both planets and stars look like points of light in the night sky, because
they are so far away. When viewed through a telescope or binoculars, planets are not as bright as stars. In addition, planets appear as
disks, whereas, stars look like fuzzy lights. When a comparison of the actual sizes and compositions of planets and stars is made, many
differences exist. Planets are much smaller than stars. In regard to composition, planets are made of substances which reflect sunlight,
whereas, stars consist of hot gases which produce light.
For a comparison of planets to stars in regard to position, planets appear to change their positions in relation to the stars, whereas, stars
appear to remain in fixed positions in relation to each other.
For a comparison of planets to stars in regard to number, planets and stars in the night sky appear quite different; only a few planets, but
many stars, can be seen.
Because stars are so far away from us, changes in their positions are barely noticeable; thus, constellations appear to remain the same.
Planets are closer to us than stars and the planets are in constant motion as they orbit the sun; therefore, they can be seen in different
locations in the night sky in relation to the constellations.
Technological resources, such as telescopes and space probes, are used to observe distant objects in the sky.
The position and the motion of the Earth in relation to the sun causes night and day.
Because of the moon’s orbit around Earth, the moon appears to change its shape every night, but it looks the same again about every
four weeks.
Because the Earth is tilted on its axis as it orbits the sun, seasonal changes occur on Earth.
Our solar system includes different-sized planets, which are located at different distances from the sun.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 4 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
Students will be able to…
Observe and describe how parts influence one another in things with many parts.
Use number sequences, graphs, diagrams, sketches, maps, and stories to represent corresponding features of objects and processes in the
real world. In addition, students will be able to identify ways in which the representations do not match their original counterparts.
Identify patterns of change in things-such as steady, repetitive, or irregular change-using records, tables, or graphs of measurements.
Conduct scientific investigations.
Use technology to increase their power to observe things and to measure and compare things accurately.
Demonstrate comprehension of a variety of literary and informational texts.
Produce informational writing (e. g. report, procedures, and correspondence.)
Participate in student-to teacher, student-to-student, and group verbal interactions.
LANGUAGE:
Stars, planets, orbit, rotation, revolution, galaxy, universe, phases, satellite, moon, constellation, telescope, relative size and order, axis
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Culminating Activity: Developing Exhibits and a Demonstration for a Science Museum Exhibit Area, The Stars and Our Solar System
GRASPS
Goal:
(a) Students will compare and contrast the physical attributes of stars, star patterns, and planets.
(b) Students will model the position and motion of the Earth in the solar system and will explain the role of relative position and motion in
determining sequence of the phases of the moon.
Role: The curator of a science museum is requesting your help for the development of a new exhibit area, The Stars and Our Solar System.
Your task is to create exhibits for the new museum area and to present a space-related demonstration to museum visitors.
Audience: Science museum curator and science museum visitors
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 5 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
Scenario: Exhibits are to be developed to show the physical attributes of stars, star patterns, and planets and the relationships among them.
The exhibits should consist of 3-dimensional models, sketches, and/or charts. Brief, written descriptions of the science information represented
by the exhibits should be presented along with the exhibits. Specific space-related ideas to be addressed by the exhibits include:
a. The number, size, color, and patterns of stars
b. Comparison of planets to stars to include appearance, position, and number in the night sky
c. An explanation of why the patterns of stars in a constellation appear in the same locations in the night sky, but planets can be seen in
different locations at different times
d. The use of technology for observing distant objects in the sky
e. Day/night cycle of the Earth
f. Sequences of the phases of Earth’s moon
g. Revolution of the Earth around the sun and the Earth’s tilt to explain seasonal changes
h. Relative size and order from the sun of the planets in the solar system
In addition to the development of exhibits, you need to present a space-related demonstration to the museum visitors. Your demonstration may
be presented in one of two ways: (a) Select one of the exhibits, show how the exhibit works, and describe the science concepts represented by
the exhibit; or (b) Create a demonstration related to the science concepts of one exhibit. Rather than to use the actual exhibit, you may use
whatever materials you desire to describe your selected space-related science concept. Present your information to museum visitors.
Product: Development of exhibits for a museum area, The Stars and Our Solar System, and a space-related demonstration
Standard: Rubric (included) checks for correct science content, attractive science exhibits, and appropriate use of language to describe
information in the written descriptions and oral explanation.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 6 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
GRASP Rubric: The Stars and Our Solar System
Exhibits
Number of
Exhibits
Science
Content
Attractiveness
of Exhibit
4
All exhibits were
completed.
All science
content was
complete and
correct.
All exhibits were
very neat. Both
art work and
handwriting were
attractive.
Language
Skills
(punctuation,
capitalization,
spelling, and
word usage)
The use of
appropriate
language skills in
the written
descriptions of all
exhibit materials
was evident.
Science
Content
All science
content was
complete and
correct.
Excellent
quality…
All criteria for
the oral
presentation were
met.
Oral
Presentation
(loud, clear,
eye-contact,
good
expression)
3
Most (between 57) exhibits were
completed.
2
Some (between
3-5) exhibits
were
completed.
Most science
Some science
content was
content was
complete and
complete and
correct.
correct.
Most exhibits
Some exhibits
were very neat.
were very neat.
The art work and The art work
handwriting were and
generally
handwriting
attractive.
were generally
attractive.
The use of
The use of
appropriate
appropriate
language skills in language skills
the written
in the written
descriptions of
descriptions of
most exhibit
some exhibit
materials was
materials was
evident.
evident
Space-related Demonstration
Most science
Some science
content was
content was
complete and
complete and
correct.
correct.
High quality…
Good quality…
Most criteria for
Many of the
the oral
criteria for the
presentation were oral
met.
presentation
were met.
1
A few
(between1-2)
exhibits were
completed.
Most science
content was
neither complete
nor correct.
A few exhibits
were neat, but
improvement in
handwriting and
/or art work was
needed for most
exhibits.
The use of
appropriate
language skills in
the written
descriptions of a
few of the exhibit
materials was
evident
0
No exhibits were
completed.
Most science
content was
neither complete
nor correct.
Fair quality…
Some of the
criteria for the
oral presentation
were met.
Either science
content was not
provided or it
was not correct.
None of the
criteria for the
oral presentation
were met.
Either science
content was not
provided or it
was not correct.
All exhibits
require improved
handwriting and
art work.
Appropriate
language skills
were not evident
in any of the
exhibit materials
Student Name___________________________________ Total Score_____________________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 7 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Grade 4
Supporting ELA standards:
ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible
explanation of a variety of literary and informational texts.
ELA4W2 The student demonstrates competence in a variety of genres.
b. The student produces informational writing (e.g., report, procedures, correspondence).
ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if…”; “Very
likely…”; “I’m unsure whether…”).
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar
expansions.
ELALSV2 The student listens to and views various forms of text and media in order to gather and share
information, persuade others, and express and understand ideas.
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the interests and background
knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
e. Shapes content and organization according to criteria for importance and impact rather then according
to availability of information in resource materials.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
The Stars and Our Solar System Unit  Grade 4
April 16, 2007  Page 8 of 8
Copyright 2007 © All Rights Reserved