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!!!!!!Year 4: Astronomy
(9 lessons)
Image courtesy of NASA.
!Contents include:
The Universe and the Big Bang How we learn about space
Gravity Our Solar System Orbit and RotaFon
The Moon and its phases Eclipses
Meteors, comets and asteroids ConstellaFons
The Universe and our solar system !-‐ The Universe and the Big Bang !-‐ How we learn about space !-‐ Gravity !-‐ Our solar system (inner and outer planets)
Objects in mo7on !-‐ Orbit and rota?on !-‐ The Moon and its phases !-‐ Eclipses The Night Sky !
-‐ Meteors, comets and asteroids !-‐ Constella?ons
-‐ Big Bang modelling using balloons and confeE
-‐ Compare and contrast images of different galaxies.
-‐ Debate about manned space explora?on -‐ Explore clips of astronauts in Interna?onal Space Sta?on
-‐ Use leg weights to give impression of being on a more massive planet
-‐ Children to explore solar system using interac?ve websites.
-‐ Make a fact-‐file about the planets -‐ Make a fruit solar system -‐ Write a mnemonic to remember the order of the planets.
-‐ Use a ball and torch to show illumina?on from the Sun.
-‐ Outdoor ac?vity modelling orbits and rota?on with the children.
-‐ Children to create script to TeacherTube video about why we have seasons.
-‐ Inves?gate phases of the moon. -‐ Create a lunar diary -‐ Create eclipses in the classroom -‐ Explore shadows on Earth -‐ Watch video of solar eclipse in India (Brian Cox)
-‐ Watch BBC clips on asteroids, meteors and comets and write explana?ons. !
-‐ Compare and contrast meteors, comets and asteroids. !
-‐ Role plays of myths behind some of the constella?ons. !
-‐ Make constella?on images on black paper with gold stars and chalk or string.
Science Unit Overview - Year Four!!Astronomy
Applica7on of knowledge
Core Knowledge
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Lesson 1: The Universe and the Big Bang
This lesson is the first in a series that introduces Year 4 children to the topic of astronomy. By its nature, this is both quite a difficult topic for children but also hugely fascinating. In this lesson, children will learn a bit about the origins of the Universe, and also the range of galaxies that exist within it. Galaxies are groups of stars that are held together by gravity. They exist in any different shapes. Our Sun is a star. Within our own galaxy, the Milky Way, there are billions of stars. Beyond our galaxy, are billions more stars in other galaxies. Our nearest neighbour is the Andromeda galaxy but that is 2.5 million light years away! A light year is the distance light can travel in one year. Astronomers have observed that the galaxies are flying away from each other – the universe is expanding. This led to the Big Bang theory. This theory suggests that about 14 billion years ago, all the matter in the universe was condensed into a super-dense point. For some reason, this point exploded and since then, the universe has been expanding.
See pages 328-9 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To understand that the universe includes many types of galaxy, and it is expanding.
• The Universe iseverything that exists -including stars, planetsand galaxies.
• The Universe isexpanding (gettingbigger).
• Our galaxy is called theMilky Way and ournearest neighbour is theAndromeda Galaxy.
• The Big Bang can be modelled byfilling a balloon with coloured confetti,inflating it, and then popping it. If thechildren stand back, and white paperis laid on the floor, and the teacherholds the balloon up to pop it, theconfetti will scatter. Explain thatunlike the confetti, which has fallenand stayed still, the universe isexpanding.
• Expansion of the universe can bemodelled using another balloonactivity – see Discovery Education linkbelow.
• Children can sort, compare andcontrast images of different galaxies,including the Milky Way.
Universe galaxy planet star Sun Milky Way billions expanding
What is the Universe?
What is one theory for how the Universe started?
What is our galaxy called?
What shape is our galaxy?
Resources: The European Space Agency website is designed for children and has lots of information. Poster showing distances in the Universe. The Nuffield Foundation website – a range of activities most designed for older children, but some good presentations with images. National STEM Centre website – link to Big Bang lesson powerpoint with slide images Hubble Telescope website – images of galaxies and you can click to see images just of particular shapes e.g. spiral, cluster, elliptical Discovery Education activity and worksheet modelling expansion of the Universe after the Big Bang.
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Lesson 2: How we learn about space
In this lesson, children explore the different ways we can learn about space. Powerful telescopes have senses and mirrors which allow the eye to focus on objects far away. They were invented in the 1600s. The biggest telescopes are built in observatories, far from light pollution, so they can get a clear view into the night sky. Radio telescopes are also used which allow astronomers to find out about ever more distant galaxies. In 1961, Yuri Gagarin, a Russian, was the first man in space. In 1969, man stepped onto the moon for the first time when Neil Armstrong on the Apollo 11 mission stood on the moon’s surface. The Hubble Space Telescope, which is about as big as a bus, can collect light from far away stars and send the information back to Earth. NASA, the American space agency, built the Space Shuttle which could land like an aeroplane and was used from 1981 to 2011. Unmanned space probes are able to take longer journeys than humans and can carry all sorts of equipment into space which send information back to Earth.
See pages 329-332 of What your Year 4 Child Needs to Know
Learning Objective
Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To explore the ways humans learn about space.
We can observe features in space using telescopes.
Manned flights into space give us more information about space.
Unmanned flights can explore further into space.
Space exploration is an international pursuit, and nations share information and resources.
• Discussion about whethermanned expeditions are a goodidea: could lead to a debate. SeeDebatabase resource.
• Use clips from the internationalspace station and then discusschallenges of working in space.
• Allow children to explore ESAwebsite on life in space.
• Children to write list of questionsthey would like to ask anastronaut, and then try to findthe answers through the ESAwebsite. This could be done inthe form of a script for a radioshow.
telescope manned unmanned explore international debate expedition
How do we observe features in space?
Why are manned expeditions a good idea?
What are the benefits of unmanned expeditions?
What are the challenges faced by astronauts working in space?
Would you like to be an astronaut? Why or why not?
Resources: The Debatabase is a FANTASTIC website for teachers with pros and cons on numerous topics of interest to children. Debatabase on ‘This House believes in manned space flights’ BBC clip on weightlessness in space; BBC clip on what it’s like to be an astronaut. European Space Agency website on life in space
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Lesson 3: Gravity
In this lesson, the children explore the force of gravity. Gravity is a force between bits of matter, attracting every bit to the centre of the Earth or other celestial bodies. The power of the pull of gravity between two objects depends on their mass and how far apart they are. The more massive something is, and the closer things are, the stronger the pull of gravity. It is the gravitational pull of the moon that causes the tides in the oceans on Earth. Black holes are places in the universe where the force of gravity is so strong that not even light can escape from them. The Moon is less massive than the Earth – that is why if you jumped on the moon, you would go higher (the force of gravity is weaker there). On Jupiter, which is much more massive than the earth, you would struggle to lift your feet from the ground because the force of gravity is so much stronger than you are used to.
See pages 339-40 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To understand that the force of gravity can be different.
•Gravity is a force between bits ofmatter.
• The strength of the force of gravitybetween two objects depends on theirmass and how far apart the objects are.
• Black holes are areas of the universewhere gravity is so strong that nothingcan escape from them – not even light.
• The force of gravity from the Mooncauses tides on Earth.
• To give the children a feel for what itwould be like to be on a more massiveplanet, leg weights can be used (withcaution!) – these Velcro around theankles making it harder to lift your legsup – which is how it would feel on aplanet with stronger gravity.
• Show a globe and discuss what happenswhen you drop things in different places
– children should know if you dropsomething in Australia, it still falls to theground. This will illustrate that gravity ispulling to the centre of the Earth.
• Explore black holes and tidal forcesthrough clips and then write adescription.
gravity black hole force
tides
What is gravity?
Why might the force of gravity be different on different planets?
How would it feel if you walked on the moon?
How would it feel if you were walking on Jupiter?
What are black holes?
Resources: Leg and ankle weights with Velcro are available on Amazon. BBC clip from Brian Cox about why black holes are invisible. Black holes explained on a website for children including a clip. How Stuff Works video with good explanation – better for teachers than for the children and has idea about an experiment to do in class to show gravity. Teacher Tube clip on the moon and tides. Great animation explaining tidal forces and gravity.
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Lesson 4: Our Solar System
The Solar System means all the planets, moons and other heavenly bodies that circle around our Sun. This may take more than one lesson to cover fully. This lesson focuses on the planets of our solar system including: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto (which is now considered a dwarf planet). The Moon and the concepts of orbit and rotation will be covered in other lessons, as will comets and shooting stars. Children will learn about each planet including key facts about each, their relative sizes and locations.
See pages 343-49 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To know about the planets in our solar system.
• The Sun is the source of energy (heat and light) in our solar system.
• There are eight planets and one dwarf planet in our solar system.
• The planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune – Pluto is a dwarf planet.
• Children to explore the solar system using interactive websites (see below). They could record key information about each planet to make a fact-file. This could link to the astronaut interview activity in Lesson 2.
• Make a fruit solar system using the Royal Observatory Greenwich resources.
• Make a mnemonic to remember the order
of the planets.
planet dwarf planet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto solar system
What is the source of heat and light in our solar system? How many planets are there in our solar system? What are their names? Which planet is nearest to the Sun?
Resources: Spacekids website on the solar system, designed for children. NASA’s interactive website for children about the solar system. Royal Observatory Greenwich activity for making a solar system out of fruit. Children’s University of Manchester website and interactive activity on ordering the planets. BBC clip from ‘Bang goes the theory’ about each planet in the solar system.
Lesson 5: Orbit and rotation
This lesson includes some of the history of what people have thought was happening in the Solar System. This includes Ariastarchus and Copernicus, both of whom suggested that the Earth circled the Sun, rather than the other way round as was the common belief. The children learn that all of the planets in the solar system orbit (go around), and as they orbit the Sun, they also rotate. As the Earth rotates, parts of the Earth face the Sun, and others are in darkness – this is why we have day and night, and why it looks as if the Sun is moving when in fact it is the Earth. Children will learn why the sun rises in the east and sets in the west due to the rotation of the Earth. The Earth’s axis (the imaginary line around which it rotates) is at an angle which is what causes our seasons.
See pages 334-36 of What your Year 4 Child Needs to Know
Learning Objective
Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To be able to explain why we have day and night.
Planets orbit the Sun
As the planets orbit the Sun, they also rotate. This causes day and night.
The Sun appears to rise in the East and set in the West.
We have seasons because the Earth’s axis is tilted.
Explain Ariastarchus’ and Copernicus’ models using the CK book – illustrate using models.
Use a ball and a torch to show how half of the ball is illuminated when the torch shines on it. This can also be shown using the MET office animation.
Take class outside. Everyone should hold hands making a big circle, facing outwards. This is the Sun. Remove four children and they hold hands to be the earth. The Earth children should rotate anticlockwise and say whether it is day or night for them. Move children around so they can experience the view from Earth. You can then make them rotate and orbit the Sun. The Sun is about 100 times the diameter of the Earth so ask children to think how many children should be making the Sun.
Watch TeacherTube video on mute and children can write script to accompany the video explaining the seasons.
planet orbit Sun rotate day night axis seasons
What is at the centre of our solar system? Can you describe the movement of the planets in our solar system? Why do we have day and night? Why do we have seasons?
Resources: Children’s University of Manchester website and animation about day and night, with quiz. Children’s University of Manchester website and activity about changing day length through the year. MET office animation and activities on day and night. TeacherTube video on seasons on Earth.
Lesson 6: The Moon and its phases
The Moon is a satellite of the Earth – this means it orbits the Earth. The Moon does not make its own light – it reflects the light cast on it by the Sun. Although the Moon appears to change shape in the sky, it doesn’t actually change. Depending on the position of the Moon and the Sun in relation to our eyes, we either see all, none, or part of the Moon. It takes 29 days for the Moon to orbit the Earth. When it gets bigger, we say it is waxing, and when it is getting smaller, it is waning. The moon is made from rock and has no atmosphere - no air, no water, no clouds – so nothing will grow there. Humans visited the Moon and walked on the surface in 1969.
See pages 337-39 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To know what the Moon is and why its appearance changes through a month.
The Moon is a satellite of the Earth.
As it orbits the Earth, the Moon rotates so we always see the same face.
As the Moon’s position changes, it appears differently in the sky.
• See BBC clip or do the activity inclass with a revolving chair (Earth),moon, and light source. This showsthat the Moon’s shape is changingas viewed from Earth.
• Investigate phases of the moonand then complete a matchingactivity of names to phases, andthen positioning them correctly(see Royal Observatory resources).
• Over a month, children can createa ‘lunar diary’ showing the shapeof the Moon each night. If you arevery unlucky with the weather,these can be viewed here.
Moon orbit waxing waning new moon crescent
What is the Moon?
Why can we see the Moon?
Why does the Moon’s shape change in the sky?
Resources: Children’s University of Manchester website and activity about the phases of the moon. Royal Observatory Greenwich phases of the moon activity BBC clip about the moon – its history and phases. Good alternative if you cannot do the activity from the clip in class. Touches on eclipses.
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Lesson 7: Eclipses
An eclipse happens when an object gets in between you and another object and blocks your view. In this lesson, children will learn about solar and lunar eclipses. Sometimes, as the Moon orbits Earth, it moves in between the Earth and the Sun, blocking our view of the Sun, and casting a shadow on the Earth – this is a solar eclipse. A lunar eclipse is when the Earth moves between the Sun and the Moon, which blocks the sunlight from reaching the Moon, and the Earth casts a shadow on the moon.
See pages 341-42 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To be able to explain why an eclipse happens.
An eclipse happens when an object gets between you and another object, and blocks your view.
A solar eclipse happens when the Moon is directly between the Earth and the Sun, and it casts a shadow on the Earth.
A lunar eclipse is when the Earth is directly between the Sun and Moon, and it casts a shadow on the moon.
• Create eclipses in the classroom(see UNAWE resource)
• Explore shadows on earth e.g.measuring shadows outside.Link the concept of shadows toeclipses. Children can writeexplanations about why wehave eclipses.
• Watch video of Brian Coxobserving a solar eclipse.
eclipse light shadow solar lunar
What is an eclipse?
What causes a solar eclipse?
What causes a lunar eclipse?
Now we know what causes eclipses – in the past, what do you think people might have thought they were?
Resources: UNAWE resource on creating eclipses in the classroom. Video of Brian Cox observing a solar eclipse in India.
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Lesson 8: Comets, meteors and asteroids
The Asteroid Belt is between Mars and Jupiter. It is made up of thousands of chunks of rock and metal that are orbiting the Sun. Some asteroids are as small as a rugby ball, others are as big as a mountain. The biggest is Ceres which is 600 miles across. Scientists think asteroids are bits left over from when the solar system was first formed because the bits weren’t big enough to join together and become planets. Meteors are what are commonly called shooting stars. They are not stars – they are actually bits of matter soaring through space which sometimes fall through the Earth’s atmosphere. As they are travelling so fast, the burn up and make the fiery streaks we can see. If a meteor doesn’t burn up completely, and lands on the Earth, it is called a meteorite. Comets are made of ice, rock and dust. When they go near the Sun, the Sun melts some of the ice which causes a tail of gas and dust. There are millions of comets orbiting the Sun and sometimes comets which passed close enough to Earth will come back hundreds of years later for example Halley’s Comet which will next be visible in 2061.
See pages 345 and 350-51 of What your Year 4 Child Needs to Know
Learning Objective Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To be able to describe and explain comets, meteors and asteroids.
Asteroids are rocky, airless worlds that orbit our sun, but are too small to be called planets.
Comets are cosmic snowballs of frozen gases, rock and dust roughly the size of a small town.
Little chunks of rock and debris in space are called meteoroids. They become a meteor when they fall through a planet’s atmosphere. If they hit the ground, they are called a meteorite.
Watch BBC clip on comets and then children can write explanation of what comets are.
Watch BBC clip on meteors and then children can write explanation of what meteors are.
Children could compare and contrast asteroids, meteors and comets.
asteroid comet meteor meteoroid meteorite
What are asteroids? What are comets? Why do comets have tails when we see them from Earth? What are meteors?
Resources: BBC clip about comets. Very good clip – explained clearly and then they make a comet using dry ice. BBC clip about meteors with lots of images of meteors and explanations of what they are. NASA website on asteroids. Patrick Moore explaining asteroids. BBC website on asteroids, meteors and comets.
Lesson 9: Constellations
Constellations are the shapes people have made by creating ‘join the dots’ pictures with the stars in the sky. These constellations have names. An easy one of children to spot is the Plough which is part of the constellation called Ursa Major (the Great Bear). The constellations appear to flip as the Earth moves through space over a year. It is possible to use the stars to navigate. Polaris, or the Pole Star, can be found by using the Plough. When you are facing Polaris, you are facing North – this will enable you to find the other compass points. Sailors used stars and constellations to navigate.
See pages 343-49 of What your Year 4 Child Needs to Know
Learning Objective
Core Knowledge Activities for Learning Related Vocabulary
Assessment Questions
To be able to describe and name some constellations.
• A constellation is a group of stars that,when seen from Earth, form a pattern.
• The Plough is a constellation which iseasy to spot and is part of the Ursa Majorconstellation. (Children should know theshape of the Plough)
• You can use the stars to navigate byusing the Pole Star to find North.
• Children can do role plays of themyths behind the constellations(see BBC role play cards).
• Link dots of constellations anddiscuss the shape they make (BBCworksheet).
• On black paper, children can stickgold stars in the right places tomake a chosen constellation, andthen join the dots either usingchalk or a silver pen.
constellation star pattern Ursa Major Plough
What are constellations?
Why do we give constellations names?
Resources: • The Nuffield Foundation website – a range of activities most designed for older children, but some good presentations with images.• BBC join the dots worksheet of the Plough• Video of the 17th century map of the constellations• BBC role play cards of Greek myths connected to the constellations.• Night Sky app for iPhone/iPad allows you to point camera at night sky and identify the plants and constellations (homework activity)• National Schools Observatory website shows the night sky each night
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