The Solar System - Coweta Schoolsblogs.cowetaschools.org/curriculum/ECAWeb/4thGrade/Science 4... · using the Solar System Model Rubric, Performance Task Sheet #2, or have students

S4E2a, b, c, & d 32 The Solar System GYSTC

The Solar System

Key Words: axis, day, diameter, galaxy, Milky Way, moon, moon phases, orbits, planets, revolution, rotation, satellite, scale model, seasons, year

Desired Outcomes

Goals: 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.

S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations.

S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.

b. Use fractions and decimals—halves, thirds, fourths, fifths, tenths, and hundredths--in scientific calculations. S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.


c. Use computers, cameras, and recording devices for capturing information. S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

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.

S4CS5. Students will communicate scientific ideas and activities clearly.

b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

S4CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.

Enduring Understandings: Students will understand that…

• the Earth’s rotation on its axis causes day and night;

• the Earth’s revolution around the sun on its tilted axis causes seasonal changes;

• the moon’s monthly revolution around the Earth creates moon phases;

• the moon reflects the sun’s light; • the sun, nine planets, and their

moons make up our solar system; and

• the Earth and other planets revolve around the sun.

Essential Questions:

• Why can’t everyone on Earth have day and night at the same time?

• Why is it cold in December in Georgia and hot in Australia?

• Why can’t everyone on Earth have summer at the same time and winter at the same time?

• Why does the moon change shape and sometimes disappear?

• How do scientists know how big and far away the planets are?


Students will know. . .

• key words; • what causes day and night; • what causes our year; • what causes the seasons; • what causes the moon’s phases; and • the objects in our solar system and

how they relate to each other in size and distance from the sun.

Students will be able to…

• demonstrate and explain that the Earth’s rotation causes day and night;

• demonstrate and explain that Earth’s revolution around the sun and its tilted axis cause seasons;

• demonstrate and explain the moon’s revolution around the Earth and how it causes moon phases; and

• create a model of the solar system

Lesson Hook: In a large open space (move classroom furniture or use cafeteria, media center, or playground), select three students to be the Earth, sun, and moon. Ask the three students to position themselves the way the sun, Earth, and moon would be arranged. Then ask them to move around the way these objects move in space. There will probably be some confusion and some discussion among observing students. Call on other sets of three students to model the motion and see if correct positions and movements begin to appear. This activity will point out gaps in students’ understandings and set the stage for more exploration. Alternate Lesson Hook: Munching the Moon Offer each child a Moon Pie (or large, round sugar cookie). Tell the students that it takes 13 nights for a full moon to recede (or grow smaller) until it reaches the point at which no moon is visible to you. As you count from 1 to 13, have the students begin nibbling their pies or cookies into smaller and smaller crescent shaped configurations, representing the various phases of the moon, until by number 13, the moon pies or cookies have disappeared. Ask, “How is the real moon like your moon pie or cookie? How is it different?” (Unlike their cookie moons, the real moon does not actually vanish!)

Assessment

Performance Tasks:

• Performance Task: Make A Moon Phase Box (model of moon phases) See instructions on Performance Task Sheet # 1.


• Performance Task: Create a lesson that will demonstrate to another class what causes these things to occur: day and night, a year, seasons. You may use balls, a flashlight, a globe, or even other students in your lesson.

• Performance Task: Create a Model Solar System

Assign groups of students to work together to create models of the solar system.

They may do murals or make three-dimensional models using paper mache, Styrofoam balls hanging on a mobile, etc. They should critique their models using the Solar System Model Rubric, Performance Task Sheet #2, or have students help create a rubric for evaluating their models. If you use the rubric provided, make sure you fully explain the rubric. Samples of “neat” projects should be provide as well as an unacceptable example if possible. Since “attractive” can be somewhat subjective, you must ensure your students know what you deem “unattractive” (not completely painting the planets, exposed glue, etc.). • Performance Task: Conduct a Space Exploration Survey. See instructions on

Performance Task Sheet # 3. Other Evidence:

• Peer Review: Day, Night, Year, and Seasons Students will demonstrate and explain Earth’s day and night, year, and seasons.

Assign students to work as partners. Provide the students with a softball and a ping- pong ball. Tell the students to mark the north and south poles on the ping-pong ball with masking tape. Instruct the students to take turns arranging and moving the sun and Earth around on a tabletop as they explain to each other what causes each of these to happen. a. day and night b. a year c. summer and winter

• Constructed Response

Provide each student with a copy of Assessment Sheet # 1 on which they will draw a picture of the Earth and sun and will label the parts of the Earth experiencing day and night. They will also respond in writing to several short–answer questions.

• Constructed Response: Day, Night, Year, Seasons

Provide each student with a copy of Assessment Sheet # 2 on which they will fill in blanks to complete statements which correctly explain the movement of the Earth on its axis and around the sun.

• Peer Review: Phases of the Moon Assign students to work as partners. Provide the students with a flashlight (sun),


a softball (Earth), and a ping-pong ball (moon). Instruct one of the students to hold the flashlight (sun), while the other moves the Earth (softball) and moon (ping-pong ball) around on the tabletop as he explains what causes the phases of the moon. Then the students will exchange jobs. The student who was the sun will now move the Earth and the moon and demonstrate moon phases.

• Peer Review: Phases of the Moon Assign students to work as partners. Give each pair of students a set of moon phase cards created in Learning Activity # 4 (AIMS, Lunar Looking, Nov. 2002). Ask students to sequence the 8 cards as their partners check their work.

• Selected Response / Oral questioning: True-False cards Copy the statements on the Solar System Assessment Sheet # 3 onto index cards or duplicate them on cardstock and cut apart. Divide the class into 2 teams. Keep

score as members of each team take turns responding to the statements by stating whether they are true or false.

Note: These True-False cards would make an excellent Pre-Post Test, as they deal with some common misconceptions that should be cleared up during the

teaching of the two units—The Night Sky and The Solar System.

Plan of Action

Learning Activities:

1. Activity: How big are the Earth, sun, and moon? (scale model, whole class activity) Ask the students to estimate the diameter of the Earth. You will get a wide variety of responses. Tell the students you will help them to understand the sizes of the sun, Earth, and moon by making a scale model—a model that will be smaller than the real thing, but that will maintain the size relationship between the three objects. Show them a circle that is 4” in diameter. This will represent the Earth. Ask them how big a paper circle you need to represent the moon. You may ask them to cut out a circle the size they think the moon should be and compare their estimates. Now give them the approximate diameters of the real moon and Earth: Moon---about 2,000 miles Earth---about 8,000 miles Ask again, “For a 4” paper Earth, how big should we make our paper moon?” If they don’t see the relationship, point out that 2,000 miles is one-fourth as big as 8,000 miles. Therefore the paper moon should be one-fourth of 4” or one inch in diameter. Cut out a paper moon that size. Now ask, “How big should our sun be?” After allowing some guesses, give


students the approximate diameter of the real sun—about 800,000 miles (1,300,000 km). Ask, “How many times bigger will the paper sun need to be than the paper moon of 1”? 800,000 divided by 2,000 is the same as 800 divided by 2 = 400. So if your paper moon is 1”, the paper sun will be 400” (1000 cm). 400” divided by 36” gives you about 11 yards. (1000 cm divided by 100 cm = 10 meters). To make a circle that big, you can’t use paper. Instead you can draw a circle with chalk on the playground or parking lot. Use a 5 and a half yard piece of string as a radius and draw the circle with chalk. Then trace the paper moon and Earth with chalk for comparison.

2. Activity: Make a scale model of the Earth and moon which demonstrates their relative size and distance apart. (Every student can do this.) Materials: for each student

• A penny • A paper hole punch (1/4 inch in diameter) • A piece of adding machine tape 30 inches long

Procedure: • Explain to the students that if the Earth is a penny, the moon would be as

small as a paper hole punch. • Explain that to show their relative distance apart, you would have to hold

the penny an arm’s length from the hole punch (about 30 inches). • Give each student a 30” piece of adding machine tape. • Have the students tape the penny to one end of the tape and the hole punch

to the other end. • Have the students check their models by holding the penny end of the strip

to their eye and stretching out the strip. Does the paper punch look as big as they remember the moon appearing in the sky? Tell them to take the strip outside and stretch it out while they look at the moon. Does the paper punch look as big as the moon appears in the sky?

• If you add the sun to this model, the sun would be a ball seven feet across and two and a half football fields away from the penny!

3. Activity: Day and Night (demonstration)

Part One: Darken the room. Have 6 children form a circle by joining hands and facing outward. They should continue to walk in a circle. Shine a flashlight on them.

Compare the light to the sun and the children to the Earth turning. When the light shines on them, it is day. When it does not shine on them, it is night.

Part Two: Next have students play “Spin and Say Night or Day”, procedures follow, to simulate day and night in several locations on the Earth (good geography review!).

Procedure:


• Divide the class into groups of 4 students. • Give each group of 4 students a globe and a flashlight. • Each group will choose one student to be the “Sun”. He/she will remain

stationary and will shine the flashlight on the globe. • Each of the other three students will take turns closing their eyes and

taping a small colored disk or piece of tape onto the surface of the globe. (The disks should be 3 different colors so they can tell which one belongs to each student.)

• The three students will take turns spinning the globe. • When it stops spinning, each of the three students will name the country

(or ocean) where his disk is located and tell whether it is day or night there.

• After a few spins, someone else may be the Sun for a while so that the student who was the Sun may have a chance to put a disk on the globe.

4. Activity: Modeling the Seasons (using four globes) Children may find it easier to understand what causes seasons if four globes are used together rather than the usual one globe. Using four globes enables the children to see that the Earth’s axis keeps pointing in the same direction. See diagram below. Procedure:

• Place a lamp (with no shade) in the center of a large table or on the floor. • Place 4 globes evenly around the lamp (sun), making sure that the axes of

the globes all are leaning in the same direction. • Place a sticky dot or piece of tape on the United States (GA) on each

globe. • Ask the children which globes represent summer, fall, winter, spring in

GA.

For a graphic of the seasons and for other great information on this topic visit Windows to the Universe. The Seasonal Merry-Go-Round. Boulder, CO: ©200-04. University Corporation of Atmospheric Research (UCAR), ©1995-1999, 2000. The Regents of the University of Michigan, December 6, 2001. Online. Available: http://www.windows.ucar.edu/tour/link=/the_universe/uts/seasons2.html . July 18, 2006.


5. Activity: Positions of Sun and Earth (demonstrating day-night, year, seasons)

Assign students to work as partners. Provide the students with a softball and a ping-pong ball. Tell the students to mark the north and south poles on the ping-pong ball with masking tape. Instruct the students to take turns arranging and moving the sun and Earth around on a tabletop as they explain to each other what causes each of these to happen. a. day and night b. a year c. summer and winter

6. Activity: Moon Phases demonstration with balls Assign students to work as partners.

Provide the students with a flashlight (sun), a softball (Earth), and a ping-pong ball (moon). Instruct one of the students to hold the flashlight (sun), while the other moves the Earth (softball) and moon (ping-pong ball) around on the tabletop as he explains what causes the phases of the moon. Then the students will exchange jobs. The student who was the sun will now move the Earth and the moon and demonstrate moon phases.

7. Home Activity: Moon Watch

From your local newspaper, a calendar, or an almanac, find out when the next full moon will be. The moon will look full for several days. Find a window where you can look out in the early evening and see the moon. Use a wide windowsill or a tabletop and place a piece of cardboard on it to keep it clean. Put some modeling clay on it and mold the clay to hold a cardboard tube from a paper towel roll. The tube will need to be held in place at an angle at the edge of the sill or table in order for you to look through it. When the full moon can be seen in the window, look through the tube and move it until the moon is centered in it. Mold the clay around the tube to keep it in place without anyone holding it. Look at a clock. Write down the exact time. Be sure no one touches the tube for the next few days. For the next several nights, look through the tube at exactly the same time. Where is the moon? Is it getting higher in the sky each evening, lower in the sky, or staying in the same spot? Our moon is always moving in the sky. The moon moves across the sky not only because the Earth is turning beneath it, but because the moon is orbiting the Earth. It takes the moon about 28 days to make one orbit around the Earth. Continue to watch the moon each night for 28 days. Make a drawing of the way the moon looks each night, using the Moon Watch Log found at http://www.ology.amnh.org/astronomy/stufftodo/moon3.html.


Home Activity (alternate version): Watch a Moonrise Have you ever noticed the moon during the day? At various times of the month, it’s visible at all hours. Sometimes you can barely see it, at least not until the sun goes down and the darkened sky brings out the moon’s outline. And then there is the full moon, seeming to rise out of nowhere! A full moon rising is an unforgettable sight. Have you ever taken a walk when the moon was full? Did you need a flashlight? Watch a full moonrise from the indoors sometime, and mark on the window where the moon first becomes visible. Track it as it continues its arched ascent by taping small circles (or use garage sale sticky dots) on the window every ten minutes or so, right over the circle of the moon itself.

8. Create a flip book using the Moon Watch Log from #7 above- http://www.ology.amnh.org/astronomy/stufftodo/moon3.html 9. Activity: AIMS, Lunar Looking, November 2002 Part One: Read The Moon Book by Gail Gibbons. Point out to students that the moon’s shape each night follows a pattern. Make a transparency using the

sheet provided in the November 2002 AIMS Magazine. Cut each strip apart and tape the four strips together to make one long strip. Use an index card with slits to make a holder. Pull the transparency through on the overhead to show moon phases. Using the copy provided in the AIMS Magazine, prepare a set of eight moon phase cards for each student. Direct the students to sequence the eight cards as you review the transparency strip. Discuss with students the names of the phases, but do not expect them to memorize them.

Part Two: Moon Phases Card Game

Divide the students into groups of four. Have each group combine their sets of moon phase cards to create a four-set deck. Direct one of the students to shuffle the cards and deal eight cards to each student. Explain that the object of the game is to collect a complete eight-card sequence of the moon phases. The student to the left of the dealer randomly draws a card from the hand of any other player and then replaces it with any card from his hand. Play continues in a clockwise manner until someone completes a moon sequence.


10. Activity: Writing a poem about the moon Ask students to create a poem about the moon, using the following pattern. Line 1: Write the word “moon” (noun) Line 2: Write two words describing the moon (adjectives). Separate these words with a comma. Line 3: Write two words ending in “ing” that show the moon’s actions (verbs). Separate these words with a comma. Line 4: Write the word “moon” (noun) again or think of a synonym for moon.

11. Activity: Research and Writing: Studying the Solar System Assign one of the nine planets to individuals or to groups of students for research. Each student (or group of students) should prepare a written report (or PowerPoint presentation) which will answer the following questions.

a. Where did your planet get its name? b. How was it discovered? c. How big is it? d. How far is it from the sun? e. How long is a day on your planet? How long is a year? f. What is the average temperature on your planet? g. Do you think you could live on your planet? Why or why not? h. Pretend you are on a spaceship flying near your planet. Draw a picture of

what you see. i. Tell why your planet is unique and not like any others.

12. Activity: Making Models of the Solar System

a. Human Model Use an outdoor area or a large gymnasium to simulate the approximate distances and movements of planets in the solar system. Place the sun (a volunteer or any appropriate object) in the middle of the area and then have students mark off the following distances in a line from the sun. (Note: a pace is equal to about 3 feet.) Mercury—1 foot Venus—2 feet Earth—3 feet Mars—4 feet Jupiter—5 paces Saturn—8 paces Uranus—17 paces Neptune—26 paces Pluto—34 paces At a given signal, ask nine students, each representing one of the planets, to start orbiting the sun in a counterclockwise direction. Suggest that everyone start orbiting at the same time and move at the same speed. Which planets—those closer to the sun or those farther away—take longer


to make a complete orbit? Why do some orbits take longer? (more distance to cover)

b. Toilet Paper Model Materials: a roll of toilet paper, 10 students, and an area that’s long, straight and flat. If the weather is dry and there is no wind outside, you can use a sidewalk or a playground. If not, you’ll need a hallway that’s at least 33 m (110 feet) long. A school hallway or gym would be perfect. Procedure: The first person (Sun) takes the roll of toilet paper and holds the first sheet down, without tearing it off. Now roll the toilet paper out in a straight line. (The planets are almost never lined up as perfectly as this, though.) Mercury, the first planet, stands on the 3rd sheet. 36 million miles Venus stands on the 5th sheet. 68 million miles Earth stands between the 7th and 8th sheets (7 ½). 94 million miles Mars stands between the 11th and 12th sheets (11 ½). 142 million miles Jupiter stands on the 39th sheet. 485 million miles Saturn stands on the 72nd sheet. 892 million miles Uranus stands on the 144th sheet. 1794 million miles Neptune stands on the 225th sheet. 2811 million miles Pluto stands on the 300th sheet. 3488 million miles

c. Kitchen Solar System Model You can make a tabletop display of the planets with foods and things found right in your kitchen. (Well, you may not keep a beach ball there.)

Use the chart below to round up the foods. Sun beach ball Mercury tiny pea (1/4 mm) Venus pea (5 mm) Earth pea (5 mm) Mars small pea (2 mm) Jupiter orange Saturn tangerine Uranus walnut Neptune walnut Pluto small pea (2 mm)

13. Activity: Planetary Scramble (review of the planets) Give each student a copy of the Planetary Scramble chart, Activity Sheet # 1. Have the students study the chart independently or with a partner until they think they know it well. Then have the students cut the page apart on the dotted lines. The task is to scramble the pieces and then arrange them back

again into their correct order.


Additional Resources:

• Apparent Sizes. (November, 1996). AIMS Education Foundation Magazine • Constellation Cycles. (November, 2004). AIMS Education Foundation Magazine • Lunar Looking. (November, 2002). AIMS Education Foundation Magazine • Out of This World (1991). Fresno, CA: AIMS Education Foundation • Berger, Gilda (1999). Planets Mini-Unit. New York: Newbridge Educational

Publishing • Carson, Mary Kay. (1996). Space (1996). New York: Scholastic • DeWeese, Bob. (1994). Earth, Sun & Moon, Science mini-unit. Monterey, CA:

Evan-Moor • DeWeese, Bob. (1994). Outer Space, Science mini-unit. Monterey,CA: Evan-

Moor • Gibbons, Gail. (1997). The Moon Book. Holiday House. • Keller, Mary Jo. (1998). Space Exploration Activity Book. Edupress • Schlicting, S. and Blackmer, M. (1989). Super Science Sourcebook. Idea Factory,

Inc. • Stark, Rebecca. Our Solar System. Educational Impressions, Inc. • Tolman, Marvin. (1995). Hands-on Earth Science Activities. New York: Parker

Publishing Co. • Van Cleave, Janice. (1991). Astronomy for Every Kid. New York: John Wiley &

Son • Vriesenga, Daryl. (1991). Our Solar System. Grand Rapids: Instructional Fair • Young, Ruth M. (1996). A Science/Literature Unit written for The Magic School

Bus Lost in the Solar System. Huntington Beach: Teacher Created Materials • Georgia Performance Standards: www.georgiastandards.org • NSTA: www.scilinks.org • NSTA journal, Science & Children • Video Clips: www.unitedstreaming.com


The Solar System

Performance Task Sheet # 1 Make a Moon Phase Box

Directions:

a. Suspend a golf ball or ping-pong ball from the middle of the top of a shoe box, using String and brass fasteners or similar items.

b. Cut an opening in one end of the box so that a light source (flashlight, slide projector) can shine into the box.

c. Cut small viewing holes (about 3 cm in diameter) in all four sides of the box. d. While the light is illuminating the golf ball from the front, observe the golf ball

from each of the four sides of the box. You will observe the phases of the moon. Think of the golf ball as the moon, yourself as the observer on Earth, and the flashlight as the sun. Under what conditions do we observe the full moon, half moon, or new moon? Using your moon box, set up those conditions to demonstrate these phases.

e. Show your Moon Phase Box to students in another class and explain to them how it demonstrates moon phases.


Name: __________________ Class: _______________ Date: _________

The Solar System Solar System Model Rubric

Performance Task #2

Category 2 1 0

Accuracy

Planets are displayed in correct position from sun.

One error in planet placement.

Planets are not displayed in correct position from sun.

Attractiveness and

Neatness

The model is attractive in terms of design and neatness.

The model is acceptably attractive though it may be a bit messy.

The model is unattractive and poorly designed.

Labels

All objects in model are labeled correctly.

One object in model is not labeled or labeled incorrectly.

Objects in model are not labeled or more than one object is labeled incorrectly.

Spelling All spelling is correct.

One spelling error. More than one spelling error.

Timeliness Model was turned in on time.

Model was turned in late.

Model was not turned in.

Solar system models will be graded by this rubric. Total Points: _______ Grade: _______ (Grading Scale: 9-10 = A, 7-8 = B, 5-6 = C, 3-4 = D, 0-2 = F)


Name: __________________ Class: _______________ Date: _________

The Solar System Performance Task Sheet # 3

Space Survey What do you, your family, friends, and neighbors think about space? Should we spend a lot of money and get to Mars as quickly as we can? Or are there more important things to spend money on these days? Find out by taking a survey. First find someone to survey. Then ask the person each question below (write in two or more questions of your own) and put a tally mark under YES or NO. The next person’s answers go in the same places. When you’re finished, add up the tallies to get the results. Survey at least 50 people. Try to find people of different ages to survey—some children, some adults, and some older adults. See if people of different ages have different opinions. Make a graph to show your results. Write a summary of your findings and share it with your school newspaper or local newspaper. QUESTIONS YES NO

1. Was sending a human to the Moon a good thing? 2. Should NASA build a space station as part of an international project with other countries? 3. Do you think NASA should send astronauts to Mars? 4. 5.


The Solar System Activity Sheet # 1: Planetary Scramble Puzzle

Directions: Study the chart until you think you know it well. Cut the cards apart on the dotted lines. Scramble the pieces, then arrange them back into their correct order.

Planet

Position

Features

Moons

Mercury

1

Too close to the sun

for comfort

No moons

Venus

2

Thick layer of

clouds

No moons

Earth

3

Surface is mostly

water

1 moon

Mars

4

Red dessert

2 moons

Jupiter

5

Huge ball of gas with rock center

60 + moons

Saturn

6

Big rings made of

rocks

50 + moons

Uranus

7

Rotates on its side as if it were rolling

25 + moons

Neptune

8 (most of the time, but sometimes 9)

Windy and blue

13 moons

Pluto

9 (most of the time, but sometimes 8)

Smallest planet

3 moons


Name: __________________ Class: _______________ Date: _________

The Solar System Assessment Sheet # 1: Day and Night

Answer these questions. Share your answers with a partner to see if you both agree.

1. What causes day and night to happen? ____________________________________________________________________________________________________________________________________

2. Is it daytime for the whole Earth at the same time? Why or why not? ____________________________________________________________________________________________________________________________________

3. How long does it take the Earth to turn around once?

____________________________________________________________________________________________________________________________________

4. What do we call the turning of the Earth? ____________________________________________________________________________________________________________________________________

Draw a picture showing the Earth and the sun. Write “day” on the part of the Earth that is daytime. Use your pencil to color the part of the Earth that is in nighttime.


Name: __________________ Class: _______________ Date: _________

The Solar System Assessment Sheet # 2: Day, Night, Year, and Seasons

Work with a partner. Use a softball and a ping-pong ball as your sun and Earth. Mark the north and south poles on the ping-pong ball with tape or sticky dots before you begin. Take turns arranging and moving the “sun” and “Earth” around on your desktop or tabletop as you explain to each other what causes each of these to happen.

• day and night • a year • summer and winter

________________________________________________________________________ Complete the sentences below by writing the name of what is happening after each explanation. 1. When our part (the top half) of the Earth is tilted toward the sun, the season we are

having is called __________. When our part of the Earth tilts away from the sun, the season we are having is called ____________.

2. When the Earth makes a revolution of the sun, we say a ________ has passed.

3. Each time the Earth rotates once, a ________has passed.

4. When our side of the Earth rotates to face the sun, it is _________.

5. When our side of the Earth faces away from the sun, it is ________.

6. The Earth ___________ on its axis. 7. The Earth ___________ around the sun.


The Solar System

Assessment Sheet # 3 True-False Cards

1. It is warmer in summer because the Earth is nearer the Sun.

7. The moon can often be seen in the daytime.

2. You can’t see a new moon.

8. The moon orbits the Earth about once every 28 days.

3. Days are shorter in winter than in summer.

9. The Earth turns once every 365 days.

4. The Sun is the nearest star.

10. When it is winter in the United States, it is summer in South America.

5. The Sun circles the Earth once every day.

11. Mercury is the smallest planet in the solar system.

6. The Earth travels around the sun in an ellipse.

12. The moon shines with the Sun’s reflected light.


The Solar System Assessment Sheet # 3

True-False Cards (continued)

13. The Sun is the largest planet in the Solar System.

19. The phases of the moon repeat every 28 days.

14. The shadow of the Earth on the moon causes a crescent moon.

20. The moon rotates once every day.

15. The tilt of the Earth’s axis causes the four seasons.

21. The Earth orbits the Sun in exactly 365 days.

16. An eclipse of the Sun is caused when the moon passes directly between the Earth and the Sun.

22. When it is daytime in the U.S., it is night time in Japan.

17. Shadows are usually longer in the winter than in the summer.

23. At night time the Sun is around on the other side of the Earth.

18. The moon orbits the Earth once every 30 days.

24. A constellation is a mass of millions of stars in space.


The Solar System Assessment Sheet # 3

True-False Cards (Answers and Explanations)

1. False The reason it is warmer in summer is because the Earth’s axis is tilted; in summer towards the Sun and in winter away from the Sun. This gives a greater heating effect of the sun’s rays during the summer. 2. True You can’t see a new moon. The new moon is the unilluminated side of the moon. It is high in the sky during the brightness of daylight and cannot be seen. 3. False This is kind of a trick question. During all seasons the day length is 24 hours. It is the hours of daylight that are shorter in the winter. 4. True The sun is the nearest star. 5. False It is the Earth that orbits the Sun, not vice versa. 6. True The Earth’s orbit is an ellipse, but it is so close to being a circle that it it usually easier to think of the path as circular. 7. True The moon can often be seen in the morning or afternoon. 8. True The moon orbits the Earth every 27 day, 7 hours. It is easier to say every 28 days. 9. False The Earth turns once every day. 365 days is approximately the time it takes for the Earth to orbit the Sun. 10. True When it is winter in the northern hemisphere, it is summer in the southern hemisphere. 11. False Pluto is the smallest planet in our solar system. Mercury is the second smallest. 12. True The moon has no light of its own. Moonlight is light from the Sun, reflected from the moon’s surface and received on Earth.


13. False Although by far the largest body in our solar system, the sun is not a planet, but a star. 14. False The phases of the moon are not caused by the Earth’s shadow at all. They are caused by the angle at which we on Earth view the illuminated section of the moon. 15. True When a section of the Earth is tilted toward the Sun, then it is summer. When it is tilted away, it is winter. 16. True The moon’s shadow falls on the Earth causing an eclipse of the Sun. 17. True In the winter, the Sun appears lower in the sky than in the summer. This makes the shadows longer. 18. False The moon orbits the Earth every 28 days. (The phases of the moon, however, repeat roughly on a 30-day cycle.) 19. False Although the moon orbits the Earth almost every 28 days, the cycle of the phases of the moon is nearly 30 days. 20. False The moon rotates once every 28 days, thereby always keeping the same half facing towards the Earth. 21. False Almost true, but the period of orbit is actually 365 days, 6 hours. This gives rise to the need for a leap year (366 days) every 4 years. 22. True When it is daytime in the U.S., it is night time in Japan 23. True At night time, the U.S. is in the shaded half of the Earth, facing away from the Sun. (Japan and Australia, on the other side of the Earth, are facing toward the Sun.) 24. False A constellation is a small number of stars which form a recognizable pattern in the night sky. They are part of our own galaxy.

Documents

The Solar System - Coweta Schoolsblogs.cowetaschools.org/curriculum/ECAWeb/4thGrade/Science 4... · using the Solar System Model Rubric, Performance Task Sheet #2, or have students