Grade 4 Earth Science Unit (4.E.1)
Decision 1: What will students learn in this unit?
Standards Addressed:
1. Science: 4.E.1
2. Reading Informational Text: R.I.4.4 -.4.3- 4.7
3. Math: 4.MD.1 4.NBT.5
4. Writing: W.4.2d W.4.2e
5. Technology
6. Other
What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?
Know
Understand
Do
The cause of day and night as a
result of the rotation of the Earth.
The cause of day and night as a
result of the rotation of the Earth.
The phases of the moon in order
(New, Full, Waxing, and Waning).
The phases of the moon in order
(New, Full, Waxing, and Waning).
Explain the cause of day and night
as a result of the rotation of the
Earth.
Explain the monthly changes in
the appearance of the moon.
Create a model of the phases of the
moon: New, Full, Waxing, and
Waning.
Decision 1 – What will students learn in this unit?
Decision 2: Assessment
Formative assessment opportunities are distributed in each lesson throughout the unit.
Final Summative Assessment:
http://www.ncsmt.org/i3laser_pdfs/Grade4Moon4E119A20DD.pdf
Pages 6-9
Decision 2: Assessments – Rubric Reminders:
Scale
1
2
What does each number or adjective in your scale mean?
Indicators
Criteria
Decision 2 – Assessment: Rubric Reminders
3
(Proficient)
4
Decision 3: Student Learning Map
Key Learning Targets:
I can describe the causes of day and night.
I can explain the monthly changes in the appearance of the moon.
Concept:
Concept:
Concept:
The Earth rotates on an axis and
this rotation causes one side of
our planet to receive light rays
from the sun while the other side
is in darkness (day and night).
This rotation occurs over a 24hour period.
The moon’s appearance (phase)
is determined by its position
relative to the Earth and Sun.
Learning Targets:
Learning Targets:
I can explain the cause of day and
night as a result of the rotation of
the Earth.
I can explain and sequence the
moon’s phases.
Vocabulary:
Vocabulary:
rotate/rotation
revolve/revolution
axis
orbit
moon
lunar
waxing
waning
reflect
The appearance of the moon
changes in a specific pattern
(New, Waxing, Full, Waning)
and repeats this sequence over
the course of approximately 28
days.
I can model the phases of the
moon to change.
Vocabulary:
full
cycle
phase
crescent
Decision 3 – Student Learning Map
Decision 4: Launch Activities
Hooks and Links:
1. Anticipation Guide: See attachment Anticipation Guide- 4.E.1.doc
Have students complete anticipation guide. Students will answer True or False for each of the
questions. As a later formative assessment, have students correct their answers and make false
statements true.
2. Watch Study Jams video “A Day on Earth”
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm
Decision 4 – Launch Activities
Decision 5: Acquisition Lesson One: Day and Night
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain the cause of day and night as a result of the rotation of the Earth.
Activating Strategies: (Learners Mentally Active)
See Hooks and Links activities.
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Model day and night:
Use flashlights (sun), mirrors (moon), and globe (earth) to model. (Talk about day and night, in relation
to the rotation of the earth and in relation to the sun. Use a flashlight and a globe to model this. Be sure
to point out that the earth’s axis is on a tilt, a 23.44-degree tilt, to be exact.)
After acting it out as a class and in small groups, draw diagram showing how day and night occur
(include sun and earth, and lines showing direction of light).
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
In science journals, have students draw a diagram and write to explain the cause of day and night as a
result of the rotation of the earth.
Lesson Resources
Study Jams.com http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-onearth.htm
Materials:
flashlight
globe or other kind of sphere
mirrors
science journals
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Two: Day and Night
Language Objective(s), where appropriate:
R.I. 4.4
R.I. 4.3
R.I.4.7
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain the cause of day and night as a result of the rotation of the Earth.
Activating Strategies: (Learners Mentally Active)
Disney Pixar Short- “Day and Night” (Access through Gaggle account to show in classroom)
Introduce key vocabulary (rotate, revolve, axis, orbit) Kinesthetic Activity: model possible movements
to go along with each word.
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Non-fiction Scott Foresman Leveled Reader: Darkness into Light 4.3.3 (p.3-7)
Divide students into small groups and jigsaw read sections. Each group will create and present a poster
to illustrate their learning.
Math integration for day/night:
1. The sun rose at 7:00 am and set at 5:45 pm today. How many hours of sunlight did we have?
2. How many hours are in 5 days on Earth?
3. How many hours are in the month on January?
Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize and Answer Essential Questions
“Give Me a. and a?” activity. See attached organizer (“Give Me” doc).
Alternate summarizers are also applicable.
Lesson Resources
Scott Foresman Leveled Reader: Darkness into Light
Disney Pixar Short: Day and Night
Poster making essentials- chart paper, markers, etc.
“Give Me a. and a?” organizer
Post-it Notes
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Three: Phases of the Moon
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain and sequence the moon’s phases.
I can model the phases of the moon to change.
Activating Strategies: (Learners Mentally Active)
Study Jams video: “Moon” http://studyjams.scholastic.com/studyjams/jams/science/solarsystem/moon.htm
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Create a foldable with one flap for each moon phase (see attached photo).
On the outside flap, label with the phase name and cut out or draw an example.
On the inside of each flap, write a description of that phase.
Homework: Moon journal. Record what the moon looks like each night by
drawing a picture and record the date and time for a two-week period of time.
Math integration for phases of the moon:
1. One lunar month is about 28 days. How many days are in three lunar months?
2. How many hours are in a lunar month?
Writing prompt for phases of the moon:
As a result of your reputation as a lunar expert, you have been asked by NASA to narrate their next
documentary on the phases of the moon. The time lapsed video begins with a new moon. You are to
name and describe what the viewer is seeing as each phase appears in the video. Your goal today is to
write the script you will be reading. Use the space below to plan what you will say. Then write your
script on notebook paper.
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Students “Give One-Get One” fact that they have learned about the phases of the moon.
Lesson Resources
Study Jams video (link above)
Construction Paper (18 x 24, black). One for each student.
White construction paper for cutting circles for moon models.
Paper for writing information to glue inside foldable.
Scissors
Glue
Decision 5 – Acquisition Lesson Planning
Decision 5: Acquisition Lesson Four: Phases of the Moon
Language Objective(s), where appropriate:
Lesson Essential Question(s) or “I Can” Statement(s):
I can explain and sequence the moon’s phases.
I can model the phases of the moon to change.
Activating Strategies: (Learners Mentally Active)
Brainpop.com video: Moon Phases
Oreo Phases of the Moon Activity
http://www.leosciencelab.com/educators/lesson-plans/oreo_moon_phases.php
Acceleration/Previewing: (key vocabulary)
Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided
Practice; Distributed Summarizing; Graphic Organizers)
Math integration for phases of the moon:
1. One lunar month is about 28 days. How many days are in 3 lunar months?
2. How many hours are in a lunar month?
Summarizing Strategies: Learners Summarize and Answer Essential Questions
Students “Give One-Get One” fact that they have learned about the phases of the moon.
Lesson Resources
Study Jams video (see link above)
Construction Paper (18 x 24, black). One for each student.
White construction paper for cutting circles for moon models.
Paper for writing information to glue inside foldable.
Scissors
Glue
Decision 5 – Acquisition Lesson Planning
Decision 6: Extending Thinking Activities
Include extending activities for several lessons in the essential units.
Cause/Effect
Compare/Contrast
Deduction
Justification
Induction
Analyzing Perspective
Error Analysis
Abstracting
Evaluation
Classifying
Constructing Support
Writing Prompt
Decision 6 - Extended Thinking Activities
Decision 7: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and
ability levels of all students?
choice menus
Compacting
grouping
seating
visual, auditory, kinesthetic activities
scaffolding
real world meaning
Interests
Decision 7 – Differentiating the Unit
Decision 8: Unit Calendar
Determine the most viable sequence for the experiences, activities, and lesson and create a
timeline.
Decision 8 – Unit Calendar
Decision 9: Resources
Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this
unit.
Decision 9 – Resources
Unit Designers:
Date: 1/22/2013
Name
School
Dana
Donna Godley
Adrienne Pomeroy
Fletcher
Ryan Mitchell
Sugarloaf
Deborah Taylor
Sugarloaf
Rosemary Stalter
Atkinson
Cara Vaughn
Marlow
Unit Designers