CURRICULUM GUIDE FOR

Sun, Moon and Earth

(Based on the Discovery Works: Sun, Moon and Earth and Project Earth: Astronomy)

Wallingford Public Schools

5th Grade
Science
Author(s): Alison Gibertoni, 5th grade teacher Rock Hill Elementary School, Jamie Hocking-
Ferrone, 5th grade teacher Pond Hill Elementary School, Christopher Stone, 5th grade teacher
Stevens Elementary School, and Sally Dastoli, K-12 Science Resource Teacher

Science Inquiry Teaching and Learning, is based upon work

supported by the Connecticut State Department of Higher Education through the U.S. State Department
of Education Teacher Quality State Grant Program, under PL 107-110, Title II, Part A, Subpart
3,CDHE# 12060;Agency #DHE66500-20107;Identification #05DHE1028GR.

Approved by Curriculum Council April 25, 2006

Approved by Science Management Team April 2006

Sun, Moon and Earth Page 1 of 48

 Table of Contents

Unit Design
Unit Summary 4
Stage 1: Standards/Goals 4
Stage one identifies the desired results of the unit including the
related state science content standards and expected
performances, enduring understandings, essential questions,
knowledge and skills. What should students understand, know, and
be able to do?
The knowledge and skills in this section have been extracted
from Wallingford’s K-5 Science Scope and Sequence.

Stage 2: Determine Acceptable Evidence 7

Stage two identifies the acceptable evidence that students have
acquired the understandings, knowledge, and skills identified in
stage one. How will we know if students have achieved the desired
results and met the content standards? How will we know that
students really understand?

Stage 3: Lesson Activities 10

What will need to be taught and coached, and how should it best be taught, in
light of the performance goals in stage one? How will we make learning both
engaging and effective, given the goals (stage 1) and needed evidence (stage 2)?
Stage 3 helps teachers plan learning experiences that align with stage one and
enables students to be successful in stage two. Lesson activities are suggested,
however, teachers are encouraged to customize this stage to their own students,
maintaining alignment with stages one and two.

Literature Inquiry Investigation: 17

Literature Resources 27
These literature resources have been purchased to supplement the kit and are housed in
each elementary school library.
Materials List 28
This list identifies the list of materials found in the kit. In many cases, the original kit
material list has been modified from the manufacturers list.

Sun, Moon and Earth Page 2 of 48

Teacher Background Notes 29
These science content background notes were created for teacher use
only. We anticipate that these notes will provide you, the teacher, with
some useful background information as you facilitate inquiry activities for
your students. These notes are not meant to be an overview of the unit, but
as background information for you that go beyond the content of this
particular unit. These notes should not be replicated for your students;
however, you may share some of the content when appropriate for the
developmental level of your students.

Appendix 1 - Day and Night Science Notebook Prompt and Rubric 36

Appendix 2 - Using a Predict and Clarify Strategy to Teach 37
Content Vocabulary
Appendix 3 - Sample Assessment of Day and Night 39
Appendix 4 - Phases of the Moon 40
Appendix 5 - Lunar Phase Matching Game 41
Appendix 6 - Assessment of “The Trees, they are a Changing” 45
Appendix 7 - Exploratorium’s Description of Inquiry 46
Appendix 8 - Map of IFI Inquiry Structure 47
(3 Phases of Inquiry Diagram)

Sun, Moon and Earth Page 3 of 48

 UNIT SUMMARY

This unit focuses on the causes of day and night, the causes of the seasons and the changes (phases) in
the Moon’s appearance. The unit begins with investigations of the reason for day and night. Students
will model the rotation (spin) of the Earth about its axis to demonstrate the 24-hour cycle of one
rotation and observe day and night from Earth. Students will then model the Earth’s revolution or orbit
around the sun on an inclined axis (23.5 o) to recognize the reason for the seasons. Students will
observe and describe changes (phases) in the appearance of the Moon over a lunar cycle
(approximately one month). Students will recognize that the positions of the Earth, Moon and Sun are
predictable and that each “celestial (relating to the sky) body” moves in a predictable pattern. By
having a deeper understanding of these patterns, we have made technological advances such as
telescopes, periscopes, microscopes and even eye glasses to have a better “view” of the world around
us and improve our quality of life.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired results of
the unit including the related state science content standards and expected performances, enduring
understandings, essential questions, knowledge and skills.

Enduring Understandings Essential Questions

Insights earned from exploring generalizations via the
essential questions (Students will understand THAT…) Inquiry used to explore generalizations
K-12 enduring understandings are those understandings
that should be developed over time, they are not expected
to be mastered over one unit or one year.
Overarching Enduring Understandings:
• Science is the method of observation and • How is inquiry used to investigate the answers
investigation used to understand our world. to questions we pose?
(K-12)
• Inquiry is the integration of process skills, the • How does the position of the earth in the solar
application of scientific content, and critical system affect the cycles of day and night?
thinking to solve problems. (K-12)
• How does the position and tilt of the earth’s
axis in the solar system affect seasonal cycles?
Unit Specific Enduring Understandings:
The predictable position of the earth in the • How does the moon’s orbit around the earth
solar system affects the cycles of day and change our perception of the moons surface?
night
The predictable position of the earth in the
solar system affects the cycle of the seasons.
The predictable movement of the
moon accounts for the apparent changes in
its appearance when viewed from earth.

Sun, Moon and Earth Page 4 of 48

 Knowledge and Skills
What students are expected to know and be able to do
The knowledge and skills in this section have been extracted from Wallingford’s
K-5 Science Scope and Sequence.
Knowledge
K1. Analyze relationships between the sun and earth, the earth and moon and the sun, earth and
moon.
K2. Distinguish the difference between revolution and rotation.
K3. Illustrate the four seasons
K4. Explain the changes in appearance of our moon over time
K5. Describe the apparent movement of the sun.
K6. Conclude that the earth’s movement is the reason for the apparent movement of the sun.
K7. Conclude that the earth’s axis is responsible for our seasons.
K8. Conclude that the rotation of the earth is responsible for the cycle of day and night.

Skills
S1. Generate investigable and non-investigable questions.
S2. Observe objects and describe commonalities and differences among them.
S3. Classify in a variety of ways based on properties.
S4. Predict what might happen.
S5. Design a fair test to answer an investigable question.
S6. Revise plan based on observation/ results.
S7. Conduct simple investigations.
S8. Collect and record data using appropriate tools, such as:
• Metric ruler
• Timer
• Non-standard measuring devices
• Etc.
S9. Organize appropriate and accurate measurements and observations, using:
• Graphic organizers
• Charts and graphs
• Illustrations or diagrams
• Journaling
S10. Draw conclusions based on data, observations, or findings.
S11. Communicate results or information in an appropriate manner, using:
• Presentations
• Visuals
• Simple reports

Sun, Moon and Earth Page 5 of 48

 Content Standard(s)
Generalizations about what students should know and be able to do.
CSDE Content Standards CSDE Primary Expected Performances
(CSDE Science Framework 2004) (CSDE Science Framework 2004)
Earth in the Solar System – How does the
position of Earth in the solar system affect B22 Explain the cause of day and night based on
conditions on our planet? the rotation of Earth on its axis.
5.3 - Most objects in the solar system are in a B23 Describe the monthly changes in the
regular and predictable motion. appearance of the moon, based on the moon’s
orbit around the Earth.
• The positions of the Earth and moon
relative to the sun explain the cycles of
day and night, and the monthly moon
phases.

Science and Technology in Society – How do

science and technology affect the quality of our
B25 Describe the uses of different instruments,
lives?
such as eye glasses, magnifiers, periscopes
5.4 - Humans have the capacity to build and and telescopes, to enhance our vision.
use tools to advance the quality of their lives.
Advances in technology allow individuals to
acquire new information about the world.
B INQ.1 Make observations and ask questions
about objects, organisms and the
environment.
B INQ.2 Seek relevant information in books,
magazines and electronic media.
Scientific Inquiry B INQ.3 Design and conduct simple
investigations.
B INQ.4 Employ simple equipment and measuring
tools to gather data and extend the senses.

B INQ.5 Use data to construct reasonable

explanations.
B INQ.6 Analyze, critique and communicate
investigations using words, graphs and
Scientific Literacy
drawings.
B INQ.7 Read and write a variety of science-
related fiction and nonfiction texts.

Sun, Moon and Earth Page 6 of 48

 B INQ.8 Search the Web and locate relevant
science information.
B INQ.9 Use measurement tools and standard
units (e.g., cm, m, g, kg) to describe
Scientific Numeracy
objects and materials.
B INQ.10 Use mathematics to analyze, interpret
and present data.

Common Misconceptions Children Have

By identifying misconceptions early, teachers can design appropriate lessons to address and change student
misconceptions.
• Students may not grasp the differences in size between Earth, the Sun and the Moon or
understand the great distances between them.
• They may see the Sun as completely different from other stars.
• Students might think that the Sun and stars really move to produce the motions we seem to see
them make in the sky.
• They may think the Moon gives off light in the same as the sun. They may believe that the
Moon’s far side is its dark side.
• Students may think that seasons have to do with Earth’s distance from the Sun.
• Students may not be able to connect the motion of the Moon to the disappearance of the Sun in
a solar eclipse.
• The earth is spinning on its axis at approx. 1,000 miles per hours. Because the earth is so large
compared to the size of an average child, we do not feel the spin.

STAGE 2 – DETERMINE ACCEPTABLE EVIDENCE

How will we know if students have achieved the desired results and met the content standards? How
will we know that students really understand? Stage two identifies the acceptable evidence that
students have acquired the understandings, knowledge, and skills identified in stage one.

Performance Task(s) Other Evidence

Authentic application in new context to evaluate student Other methods to evaluate student achievement of
achievement of desired results designed according to desired results.
GRASPS. (Goal, Role, Audience, Setting Performance, Standards)

See Next Two Pages for a See Suggested Learning Activities on

Sample Performance Task Pages 10-16 for additional
and a assessment ideas.
Sample Rubric

Sun, Moon and Earth Page 7 of 48

 Performance Based Assessment
Sun, Moon and Earth
Goal: The goal of this task is to provide answers to our friendly alien, Gorp, visitor’s questions about life
on Earth. See next page for The Private Journal of Gorp.

Role: You are an Earth expert, who is currently working with NASA on a special project involving
communicating with extra-terrestrial life forms.

Audience: Your audience is NASA astronauts and extra-terrestrial life forms.

Product Performance and Purpose:

You will need to read the excerpts from Gorps private diary (see next page). Then you will prepare a
written response to the questions that Gorp has asked.

Standards and Criteria for Success: Your report to NASA and the extra-terrestrial life forms should
include…
1. Reasons for the changing seasons on earth
2. Reasons for day and night on earth
3. Additional information that you believe would be helpful to our alien visitor.
4. Diagrams, models, graphs and/or illustrations.

4 3 2 1
Reason for the Correctly and Identifies the reason Identifies part of the Did not identify the
Seasons thoroughly identifies for the seasons reason for the reason for the
the reason for the seasons seasons
seasons
Reason for day and Correctly and Identifies the reason Identifies part of the Did not identify the
night thoroughly identifies for day and night reason for day and reason for day and
the reason for day night night
and night
Model, graph, Model definitely Yes, but not your Shows effort, but Not your best work
illustration shows what you absolute best work you could do better
learned
Neatness, creativity All parts of the Yes, but not your Shows effort, but Not your best work
project are neat, and absolute best work you could do better
show creativity
Spelling and No errors 2-3 errors 4-6 errors More than 7 errors
grammar
Due date met Due date met 1 day late 2 days late 3 days late
BONUS – additional
information

Sun, Moon and Earth Page 8 of 48

 ! " ! ! #
$ !% $ ! & ' ! !
(

) *
+, " $ ! $ "" " ! !
- & # " ! !% & ! ! " &,
# ' & & !, %
! & % ! ! + " ! !! & !
" ! # $ & " $!
&!, & & $ ! ' & # & !
& ! & " $! # " " & # !
& (

. !
$ ! ! $ $ & / # &&
0 $! ! # $ !% , & $
! "

11 2
$ !% ! !
0 $! " ! ! 3 $ $
&& ! & &# $! ! $ !
# " ! & $ & # ! " , &
! $ " & & ! ! $ $
, & !
4 5

261 1 &
+, ! # ! $!
" & 7 ! " & &! ,
+ ! - ! ! !

' ! $ $ ( ' ! " " $ !

! ( ' & ! $ & " $ (
' & ! $ !% $ ( +! ! $
( ! ! ( / # &
! $! % # # # " $ $ (
+ # ! ! " & !# ! - ! !
! & " & /08

Sun, Moon and Earth Page 9 of 48

 STAGE 3 – LESSON ACTIVITIES
What will need to be taught and coached, and how should it best be taught, in light of the
performance goals in stage one? How will we make learning both engaging and effective, given the
goals (stage 1) and needed evidence (stage 2)? Stage 3 helps teachers plan learning experiences that
align with stage one and enables students to be successful in stage two. Lesson activities are
suggested, however, teachers are encouraged to customize these activities, maintaining alignment
with stages one and two.

The suggested lesson activities are not sequenced in any particular order. Teachers may select which
lesson activities will best meet the needs of their students and the unit objectives. Each lesson activity
is coded with the corresponding knowledge (K) and/or skill (S) objectives that are found in stage one.

** Although there is no specific sequence for these lessons, it is our suggestion that the lessons
should follow the progression – Day and Night, Moon Phases and Seasons.

Science notebooks should be utilized to record and assess student’s use

of inquiry skills and understanding of concepts.

The following lessons from the TEACHER MANUALS found in

the kit ARE aligned with the objectives of this unit:
Discovery Works : Sun, Moon, and Earth
How does earth move each day? Shadow stick sundial pg. B34
How does the earth move throughout the year? Sun paths pg. B32
How does the moon move? Moon Phases pg. 50

Project Earth Science: Astronomy:

Activity 10 pg. 83
Activity 11 pg. 91

** Materials that do not align with these activities have been

removed from the science kit. **

Day and Night:

The predictable position of the earth in the solar system affects the cycles of day and night
o How does the position of the earth in the solar system affect the cycles of day

Sun, Moon and Earth Page 10 of 48

 and night?

Lesson A – Daylight and Darkness journal (K8, S4, S10, S9) –This is an on-going lesson which
will last the entire unit.
The students will make daily, in class observations in their science notebooks. The students will
be tracking the:
• hours of daylight
• hours of darkness
using the Record Journal newspaper (weather page) as a reference tool. The students will have
the opportunity to make predictions and observations based on the data that they have collected.
Students will choose the most appropriate system for gathering, recording and sharing their
data.
To differentiate this lesson, use the following web site and have some students also start track
the phases of the moon. Earth and Moon Viewer at www.fourmilab.ch/earthview/vplant.html).
The approximate latitude and longitude of Wallingford is 41.49 and 72.85.
** You may consider using the Inspiration program software program, Excel spreadsheet, or
Word as a way to integrate technology.
** Lesson A can also be tied into the math objectives for data collection and graphing for grade
five.

Lesson B – Day and Night- Using a Sundial ( K1,K8,K6,K5,S2,S4,S8,S9,S10)

Additional reading in Discovery Works pg. B34-b35 would be helpful to the teacher.
The teacher will introduce the following materials to the students; 8x11 piece of card stock, a
wooden dowel, a compass, science notebook and a pencil.
The teacher will conduct an explore session on a sunny day facilitating students through the
raising of questions for further investigation related to this section's enduring understandings.
Students will choose a question for further investigation and conduct their investigation.
When the investigation is completed, students will share out their findings with the class.
Students should synthesize their own learning (see Appendix 1 for sample writing prompt) in
their science notebook.
The teacher will synthesize the learning by using the enduring understandings, knowledge and
skills related to this investigation.

Lesson C – Earth and Sun- Building a model to show day and night (K1, K8,S2, S4, S7, S8, S9,
S10, S11)
The teacher and students will brainstorm and determine which Styrofoam ball will represent the
sun and the earth, and should be able to defend their reasoning based on prior knowledge. The
teacher will provide markers to the students, and will ask the students to color the “sun” (large
ball) Styrofoam ball yellow and color the “earth “(medium ball) Styrofoam ball blue. Each ball
should be completely colored.
At this point, the teacher will tell the students that the earth rotates on its axis once every
twenty four hours. Using the sun and earth models, the students will be given time to explore

Sun, Moon and Earth Page 11 of 48

why/how we experience day and night. At the end of this inquiry, teacher and students will
synthesize information. It is the goal of this lesson that the students will understand that the
rotation of the earth causes day and night. When the hemisphere that is facing the sun is
experiencing day, the opposite hemisphere must be experiencing night. ( Teacher needs to see
that the students are rotating the earth on an axis, not revolving the earth around the sun ) * See
teacher notes for additional content information.

Lesson D- Assessment of Day and Night

Ideas may include:
Science notebook reflection prompt (See Appendix 1)
Concept map, graphic organizer
Vocabulary reinforcement (See Appendix 2)
Teacher conference with student demonstration using model (See Appendix 3)

Moon Phases
The predictable movement of the moon accounts for the apparent changes in its appearance
when viewed from earth.
o How does the moon’s orbit around the earth change our perception of the moons
surface?

Lesson A - Class Moon Chart ( K1, K4,K6, S2, S3, S4, S8, S9, S10,) This is an on-going activity
which can last for the school year.
Students will create a classroom chart that will show the appearance of the moon on a daily
basis using the website (www.fourmilab.ch/earthview/vplanet.html.), student observations or the
Record Journal newspaper. Teachers can start this at any time; however, it is most dramatic
when started during the new or full moon. Students will also be able to add their own
observations in their science notebooks.

Lesson B – Making predictions ( K1, K4, K6, S2, S3, S4, S8, S9, S10)
The teacher will provide ‘Phases of the Moon’ sheet (see Appendix 4) to each student. Students
will work in pairs. The teacher will instruct the students to write the predicted date that this
moon phase will appear in the bottom right hand corner of each moon block. The students at
this point will meet with their science partner and will discuss their predictions. Students will
justify their predictions in their science notebooks. Each day, the students will look at the class
chart, and note any differences between their predications and the actual appearance of the
moon in their science notebook. Sample questions and/or comments to facilitate discussion can
be found below:
Why is that happening?

Sun, Moon and Earth Page 12 of 48

 Show me how that relates to what we’re studying…
How do you know that?
What do you see, notice, about…?
Where have you seen this pattern before…?
What would you say about…?
How can we find out about…?
What does this remind you of?
Tell me more about…
How are you going to use this information…?
What will happen if…?
What is different about that?
Show me…
I’m noticing that…, how did that happen?

Lesson C – Ping Pong Phases Part I ( K1, K4, K2, S2, S4, S8, S9, S10)
Note: Both lessons C and D can be found in Project Earth Science: Astronomy Pg. 91-102.

Students and teacher will work together for the first part of this experiment. Teacher should
mark the floor with masking tape to show the path that they will follow. There should be a total
of 8 marks on the floor which correspond to the data sheet (found in the Project Earth Science:
Astronomy book page 94) which will be used in this lesson. The teacher will place a bright light
in the center of a darkened room. Make the room as dark as possible. Using their own small
moon Styrofoam ball, the entire class should form a circle around the light. This circle should be
as tight as possible but still allow each student to turn around with one arm extended. All
students should face the light (sun) and hold their ball directly in front of his body or slightly
above his head. Observe what portion of the side of the moon facing you is illuminated by the
sun. Now turn 45 degrees to the left and make the same observation. Continue to make a 45
degree turn until you are once again facing the sun. Students and teacher will synthesize the
information by discussing the following questions and by reflecting in their notebook:
1) How much of the illuminated part of the moon could you see when you were facing the sun?
2) How much of the illuminated part of the moon could you see after each turn?
3) Whether you could see it or not, how much of the ball’s surface area was always illuminated?

Lesson D – Ping Pong Phases, Part II ( K1, K4, K2, S2, S4, S8, S9, S10)
Note: Both lessons C and D can be found in Project Earth Science: Astronomy Pg. 91-102.
Each student will ‘paint’ exactly half of the small moon Styrofoam ball black with a marker.
The simplest way to do this is to cut a hole in the diameter of the ball in a piece of cardboard.
Putting the ball in that hole before coloring it will keep one side protected from the marker. This
simulates the moon with one side illuminated by the sun and the other side facing away from the
sun, the dark side of the moon. Next, stick a pencil into the bottom center of the Styrofoam ball.
Each group of two student ( paired off already) will stand in an open area of the room approx. 2
feet apart and holding the ball at eye level so that the stationary student can see the black side

Sun, Moon and Earth Page 13 of 48

only. The student holding the moon should walk around the stationary student in a circle.
Making sure not to turn the ball and to always face in the same direction; for example facing the
board. The student will have to walk backwards and sideways at times to do this. At each of the
eight portion of the white part of the ball that you can see. Switch places with the student
helping you and repeat the activity. Label your drawings on the data sheet with a name for each
phase of the moon.

Lesson E – Lunar Phase Matching Game ( K1, K4, S2, S8, S9, S10, S11)
*See Appendix 5 –Lunar Phase Matching Game
Teacher will provide students with a copy of Lunar Phase Matching Game (2 pages). Each
student will cut out the photo column of the page and put it aside. Next, they will paste the
remainder of the Lunar Phase Matching paper into their science notebooks. Students will then
cut each individual photo of the moon phases, and will begin to manipulate the photos. Working
in pairs, students will begin to match the photos with the phase name and description. Using
their data collection sheet from Lessons C and D, the students will verify the accuracy of their
matches against their collected data. Students will them paste the corresponding photo to the
phase name and description.

Lesson F – Moon Phase review and assessment ( K1, K4, S2, S10)
Students and teacher will meet to synthesize the data that has been gathered from Lessons B, C
and D. Teacher will post chart paper throughout the room with the following headings:
o New Moon
o Waxing Crescent
o First Quarter
o Waxing Gibbous
o Full Moon
o Waning Gibbous
o Third ( or last) Quarter
o Waning Crescent
Teacher will share the following thinking tool with the students:
o Waning= losing light on the left
o Waxing= gaining light on the right
o Gibbous= ¾
o Crescent= sliver.
Teacher poses the following question to the group, prior to sending them off to add information
to the charts. “Students, before we draw the phases of the moon today, what can you tell me
about the following phases of the moon”. After students have had a chance to visit all 8 charts,
group will review information and teacher will clarify for accuracy. Teacher then hands out
Phases of the Moon (See Appendix 5) for each student. Students will need a pair of scissors, glue
and construction paper. Each student will be asked to begin with the new moon, and to arrange
the phases in order with names and descriptions.

Sun, Moon and Earth Page 14 of 48

Seasons
The predictable position of the earth in the solar system affects the cycle of the seasons
o How does the position and tilt of the earth’s axis in the solar system affect seasonal
cycles?

Lesson A – Reason for the Seasons ( K1, K3, K5, K7, K6, S2, S4, S8, S9, S10)
Note: Complete teacher instruction are located in Project Earth: Astronomy pg. 83-89, 129-131

The teacher will model this activity while the students make observations, and jot wonderings.
Using two globes, arrange a lamp and globes so that the lamp is in the center and the two globes
are approx. 2 ft from either side of the lamp. Darken the room. Students will make and record
observations about the intensity of the light on different parts of the globe that are facing the
light. Take one globe and walk it through an orbit around the sun, making sure that you
maintain the tilt of the axis and keep it oriented in the same direction. At each position, you may
want to spin the globe so that the difference between day and night can be observed. Students
make and record observations about the brightness of light on the United States as the globe
goes through its orbit. Students and teacher synthesize information using the following questions
to spark discussions:
1) How did the brightness of light on the United States compare in the first demonstration
when there was a globe on each side of the light?
2) How can you account for the difference in the brightness of the light?
3) How did the brightness of light on the United States change when the globe was walked
around the sun?
4) At what point in the orbit do you think each of the seasons would occur?
5) When it is summer in the United States, where might it be winter? As a closure activity, in
their science notebooks, students will respond to the following prompt “What I learned
about the seasons so far…..”

Lesson B – Seasonal changes ( K1, K3, K5, K7, K6, S2, S4, S8, S9, S10)
Student will work at their seats for this activity. Using the “earth” Styrofoam ball, the teacher
will guide the students to locate and mark north and south of their model. Next, the teacher will
guide students to locate and mark the equator. Last, the teacher will guide students to locate and
mark our approximate location on the earth, using a stick pin or some other removable object.

Teacher will lead students into a discussion and synthesis on the rotation of the earth (day and
night). Remind the students of yesterday’s activity, and the look of the globe (it is not straight up
and down, it is tilted). Teacher will model with a skewer, that we can simulate the tilt of the
earth by piercing our earth model (at an angle, it does not need to be exactly 23 degrees) with a
skewer so that earth appears to be on an axis. Allow students to “mess around” with the earth
and sun model, making an “I notice” and “I wonder” chart in their notebook while
experimenting with rotation and revolution. The questions that have been raised during this
“messing about” serve as a springboard into the Literature Inquiry Investigation (see page 17).

Sun, Moon and Earth Page 15 of 48

The Literature Inquiry Investigation is part of this unit and can be found after the teacher
background notes. The Literature Inquiry Investigation does not need to be done as part of the
seasonal changes lessons alone, it can be used with any part of this unit to explore a variety of
topics.

Lesson C – The trees, they are a Changin’ ( K1, K3, K5, K7, K6, S2, S4, S8, S9, S10)
Teachers and students discuss the apparent changes in our environment during seasonal shifts.
Explore specific examples of flora or fauna during the year (animals hibernate, trees lose or gain
foliage) and how the position of the sun changes in the sky. Ask the students to think about and
make generalizations on the appearance of the seasons. In their science notebooks, students will
illustrate the changing of the seasons using the playground as location that will change
throughout the year.
The teacher will collect and assess science notebooks using the rubric which can be found in
Appendix 6. Any misconceptions that are discovered after looking at the notebooks, should be
clarified or re-taught.

Lesson D – Assessment – The Trees, They are a Changin’

The teacher will hand out construction paper, and ask each student to fold the paper so that
there are 4 boxes on the paper. The teacher will ask that the student label each section with one
of the four seasons. The students will then draw a scene in the box which represents what would
be seen during each season. The student should include 1 stationary object, such as a tree or
themselves and the position of the sun.
See Appendix 6

Sun, Moon and Earth Page 16 of 48

 Sun, Moon and Earth – Grade 5
A LITERATURE Inquiry
This material, developed by the CT Center for Science Inquiry Teaching and Learning, is based upon work supported by the
Connecticut State Department of Higher Education through the U.S. State Department of Education Teacher Quality State Grant
Program, under PL 107-110, Title II, Part A, Subpart 3,CDHE# 12060;Agency #DHE66500-20107;Identification
#05DHE1028GR.

Authors: Alison Gibertoni and Jamie Hocking-Ferrone

This guide is a tool for helping you plan an inquiry activity. The prime factor is that your
students get the opportunity to practice choosing their own question and planning and carrying
out an investigation to find out what they can learn from investigating that question.

Approx. Time: 1-2 weeks

Related State Content Standard(s): Related State Expected Performance(s):

5.3- Most objects in the solar system are in a B 22. Explain the cause of day and night based
regular and predictable motion. on the rotation of earth on its axis.
B 23. Describe the monthly changes in the
appearance of the moon, based on the moon’s
orbit around the earth.

Related Enduring Understanding(s): Related Essential Question(s):

• The predictable position of the earth in • How does the predictable position of the
our solar system is responsible for the earth affect the cycle of day and night?
cycle of day, night and seasons. • How does the predictable position of the
earth affect the cycle of the seasons?
What simple content objectives/goals do What simple process skills do you want to
you want to accomplish with this improve with this investigation?
investigation?
(see district curriculum documents)
Students will: • Questioning
• Compare day and night • Reflecting
• Clarify their understanding of the phases • Inferring
of the moon • Interpreting
• Understand the causes of the seasons • Communicating

Sun, Moon and Earth Page 17 of 48

 What phase of this investigation will you provide the most modeling/templates/mini-
lessons/scaffolding for better skill development?
Teacher will do a think aloud using the Fact, Question and Reaction model in order for the
students to begin to raise questions ( Phase 1 of the Inquiry Model).

Materials/Resources:
• Chart paper
• Sticky notes
• Markers
• Pencils and pens
• A wide variety of non-fiction books related to the topic of Sun, Moon and Earth.

** Note – Teachers should contact their Library Media specialist to acquire the necessary
books, at a variety of levels, for use in their classroom during this unit. Literature books have
been purchased to support the science kits.

Examples of available books: The Moon Book by Gail Gibbons, The Reason for Seasons by
Gail Gibbons, Kids Discovery Moon

What kinds of investigations do you anticipate students designing?

Sample student investigation questions:
• What causes day and night?
• What cause the seasons?
• Why does the moon look different during a month?

PHASE 1 – Observing and Questioning

INQUIRY STARTERS
• What is the launching activity or inquiry starter for the investigation?
• What will be your inquiry starter prompt? How will you "invite" your audience to work
with the materials?
• What materials will you use for the inquiry starters?
• How will you elicit and collect or display student’s questions? Will they share questions
orally? In writing?
• Choosing investigation questions: How will you help your students determine which
questions they can choose from to investigate? How will you or the students form
investigation groups?

Sun, Moon and Earth Page 18 of 48

 Time Task Hints
Setting the context – Begin session by Uses books from the library for your
5 – 10 min. doing a book talk with the students, book talk and book talk.
highlighting the different types, levels
of books, and topics found in the book
- that students will be looking at.
Provide time for students to do a book
pass.
Teacher models Fact, Question, and • Assessment note: This is an
Reaction technique. Teacher should opportunity for the teacher to
45 min. use a text that they are comfortable formatively assess the ability of
with while doing a think aloud. your students to discriminate
After the think aloud, explain to between fact and opinion, the
students that, during this unit, you will ability to formulate a question, and
be focusing your investigations on personally respond to new
three categories- information.
1. day/night
2. moon phases
3. seasons.
Teacher divides class into smaller
groups to explore literature.
• Create a Fact, Question and • Guided Lesson/Thinking Tool:
Reaction chart on the board. Try to help students rephrase their
45 min. Chart the student’s observations questions into investigable
(Facts). These will naturally lead questions that can be investigated
to questions. If students do not in the “here and now” with the
initially chart their reactions, materials that we have available.
teacher should make observations • See page 2 of this inquiry
and help students with this. investigation for some of the
• At this time teacher should sample questions that students may
introduce students to the additional generate
materials that will be available for
students’ investigations. Teacher
should guide students to websites
that have been previewed and
contain relevant, appropriate
information. This will generate
additional questions.
• Teacher may choose the most
appropriate questions for
investigation based on the content
objectives of this lesson. (see
page 1)

Sun, Moon and Earth Page 19 of 48

Sun, Moon and Earth Page 20 of 48
 Student Samples - Fact, Question, Reaction

Facts… Questions… Reaction…

• The earth turns around • What causes day and • Wow, I didn’t know the
once every 24 hours night? earth was tipped!
• The earth is tipped on its • How tipped is the earth?
axis
Teacher can create groups for • The teacher may want to form groups
5 -10 min. planning and investigating, based on student interest in a particular
(groups of 2-3 are question.
recommended). • Assigning group roles such as materials
• Things to consider: How manager, recorder, communicator, etc.
will you help your students may be helpful.
determine which questions
they can choose from to
investigate? How will
you or students form
investigation groups?

PHASE 2 – Planning and Investigating

INVESTIGATION
• What additional materials will you introduce? How will you introduce additional materials
participants can use to study the phenomena?
• How will you manage/organize materials, set up and clean up?
• How will you support the groups in planning their investigation? Will you provide criteria or
planning sheets?
• How will you facilitate during the investigation?

Time Task Hints

Teacher will review the materials
5 min. (books) available for the groups to use
to investigate their questions.

Class can brainstorm the elements of • This can be done with minimal
an effective plan while the teacher teacher input; in order for students
15 min. records on chart paper. Items to develop their own plans
discussed may include: (mistakes are expected).

Sun, Moon and Earth Page 21 of 48

 o Question • Assessment Note: This is an
o Directions – numbered/sequenced opportunity to formatively assess
steps (key words, glossary, search student planning.
techniques, etc.) • Teachers may choose to use the
o Revise plans when changes are “Investigation Plan Template” (See
made Appendix 1 on page 25). This
o List of materials ( book titles) template can be taped into students’
o Jobs – if assigned journals for future reference.
o Labeled diagrams or drawings • Teacher may choose to model a
o Prediction / hypothesis plan using a question that students
o Type of results you will collect and are not investigating.
how they might be organized
This can remain as a guide for students
to refer to as they plan, or can be
utilized to formulate a rubric.

Teacher directs each group to develop

30 min. a plan to use to investigate their
question. This should be recorded by
each group to share with the class in
words or pictures.
Students will then share their plans • Teacher should be adding key
15 min. with the class (pair share, museum elements of an effective plan to the
walk, chart paper, jigsaw, etc.), original list recorded on chart
possibly modeling specific steps, using paper.
the materials.
Students should revisit their plans at • Teacher should reinforce the fact
15 min. this time, making the necessary that most/all of the important plan
revisions. elements were included in students’
shared plans.

Sun, Moon and Earth Page 22 of 48

 Using their investigation plans and • Materials can be distributed to each
materials, students can conduct their group by the teacher, or a
45 – 60 min. investigations. designated student may gather them
Students will record their observations for his/her group. Plastic café
and findings during the literature trays may be helpful to manage the
investigation in their student journals. materials.
• Teacher should circulate, question
Teacher will facilitate with reminders and guide groups.
to record information. Removing • Remind students that a good plan
students from their materials for a few may still need to be revised once
minutes will help them concentrate on you begin your investigation.
recording observations and noting • Guided Lesson/Thinking Tools:
revisions they made to their plan. Teacher may need to provide a
mini-lesson on data collection and
If students finish their investigation organization of this data. Some
early they can continue to investigate a groups may need a template/chart/
related question or start preparing for graphic organizer to help with data
their presentation/sharing with the collection.
larger group.

Plan on ample time for clean-up

procedures.

Open Ended Questions and Comments to Help Guide Students during the
Investigation
What do you know about…? Tell me about it.
What will you need? What’s your plan for that?
What will you add? What does this remind you of?
I wonder what will happen when…? Tell me more about…
Why is that happening? How are you going to use…?
Show me how that… How will you use this today?
How do you know that? What does it need?
What do you see, notice, hear about…? What else can you do about…?
What does this do? What will happen if…?
Where have you seen…? How can we change that?
What’s happening with this? What happened when you did that?
What would you say about…? What is different about that?
How can we find out about…? What will you do to change that?
What other way can you try? Show me…
What else can you do about…? I’m noticing that…, how did that happen?
What can you use this for?

Sun, Moon and Earth Page 23 of 48

PHASE 3 – Interpreting Results and Communicating

SHARING RESULTS AND PROCESSING FOR MEANING

• How will investigation groups present what they have learned from their investigations?
(visual, oral presentation, combination, etc.) How will you decide the order of the
presentations? (by similar questions, content goals, random, etc.)
• How will the facilitator synthesize the knowledge and findings of the participants for the
group?

Time Task Hints

Prepare to share results. • Guided Lesson/Thinking Tool:
45 – 60 min. Discuss with students what would
Things to consider: How will students be in an “effective presentation”
visually share their results? (overheads, (question, hypothesis/prediction,
chart paper, poster, etc.) overview of procedure, results, and
conclusion).
Teacher will allow an allotted time for • Teachers may find it helpful to take
each group to share their results notes as students present;
(approx 3 minutes). documenting which groups had
evidence of each big idea.
• Teachers may choose to use the
template, called “Preparing to
Share Results,” to prepare for
sharing (See Appendix 2 on page
26)
• Consider charting “findings/
conclusions” after each group
presentation. This will be helpful
later during the synthesis.

Sample Student Visual for Presentation:

Question: What causes day and night?
Plan: First, we will choose different books
Next, we will use the index and table of contents to find keywords
Then we will skim and scan the books looking for information
Last, we will create a picture to show what we learned.
Results (data): If the earth is facing the sun it is day. If the earth is away from the
sun it is night.

Conclusion: The position of the earth during its rotation causes the cycle of day
and night

Sun, Moon and Earth Page 24 of 48

 Synthesis – What have we learned • Use the big ideas to question
15 min. about ……….? Use specific examples students to guide them toward the
from the class to support new content goals of the inquiry
learning/findings. investigation.

Provide a copy (or have students copy

into their journal) of the big
ideas/summary of investigation
findings.

Sample – Big Ideas/Summary of Investigation Findings:

The position of the earth during its rotation causes the cycle of day and night
• The earth rotates once every 24 hours

*NOTE – these should be aligned with the content goals and objectives of the unit found on
page 1
15 min. Follow up activity after synthesis. • What did they learn from revising
Students will be prompted to write in their plans?
their science journals about what they • What did they notice about their
learned during this inquiry. plans as they investigated?
• Was sequence important?
Students will then Pair Share their • Did they develop/consider new
15 – 30 min. journal entries with a student who was questions during their
not in their investigation group. investigation?
• Did their partners notice the same
things?
Whole class discussion regarding • You might ask, “How was this
10 min. student journal entries and Pair Share different than how you have done
discussions. science before?”
• Assessment Note: Teacher will
collect the student science
notebooks for summative
assessment.

Sun, Moon and Earth Page 25 of 48

 Investigation Plan Template
Appendix 1

Team member names:____________________________________________________________

______________________________________________________________________________

Our question is:________________________________________________________________

______________________________________________________________________________

Our hypothesis/prediction is:_____________________________________________________

______________________________________________________________________________

Materials we will use:___________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

PLAN
First, we will___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Then we will___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Next we will___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Finally we will_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What changes/revisions did you make to your original plan?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Sun, Moon and Earth Page 26 of 48

 Preparing To Share Results
Appendix 2

Question: ______________________________________________________________

Hypothesis/Prediction: _____________________________________________________
________________________________________________________________________

Summary of what you did (plan) ____________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

We found out that (data or results)____________________________________________

________________________________________________________________________

Conclusion (WHY?) _____________________________________________________

________________________________________________________________________
________________________________________________________________________

Space for illustration/diagram of investigation plan and/or results.

Sun, Moon and Earth March 2006

Page 27 of 48
 LITERATURE RESOURCES
These literature resources have been purchased to supplement the kit and are housed in each
elementary school library.
Guided Reading Sets (6 copies in each school)
Green Book, Jill Walsh
The Moon Book, Gail Gibbons
Comets, Meteors, and Asteroids, Seymour Simon
Galaxies, Seymour Simon
The Universe, Seymour Simon
The Reasons for Seasons, Gail Gibbons
Charlie and the Great Glass Elevator, Ronald Dahl
Meteor, Patricia Polacco
Kids Discover Magazine: The Moon (12 copies plus Teacher’s Guide)
To the Moon and Beyond, Linda Lott

Read Aloud (1 copy per school)

Exploring the Solar System: The Sun, Giles Sparrow
The Sun and the Moon, Patrick Moore
My Place in Space, Robin Hirst
Stargazers, Gail Gibbons
Zoo in the Sky, Jacqueline Mitton

Related Materials that May Be Found in Your Library

Videos:
All About the Moon
All About the Sun
All About the Earth

Additional Teacher Resources That Are Suggested:

These additional readings are aligned with the unit objectives.
Discovery Works – Sun, Moon and Earth
Pg. B34- B35 – see modified inquiry in “Day and Night” section
Pg. B38-B41, B46-B49, B52–B56, B64-B71, B76-B78.

Sun, Moon and Earth March 2006

Page 28 of 48
 Materials List
Sun, Moon and Earth – Grade 5

Revised January, 2006

Expendable Materials Reusable Materials

12 pieces 11x14 cardboard for sundial 1 teacher’s manual – Discovery Works:
inquiry Sun, Moon and Earth, Silver Burdett
Ginn, 1996
1 box modeling clay Teacher manual – Project Earth Science:
Astronomy

1 roll masking tape 25 student books- Discovery Works

2 packs of multi color markers (8 pk.) Resource manual with Blackline masters

1 curriculum guide
1 copy - excerpt MS Inquiry National
Standards pg. 48-59
6 table tennis balls (ping pong balls)
6 sharpie markers
6 inflatable globes
1 globe pump
1 small world globe with stick through it
1 6 inch globe on stand
Desk lamp with extra bulb
Packed separately - Styrofoam balls 1 clamp lamp
12 – 6 inch sun 10 foot extension cord
24 -3 inch earths 12 flashlights with batteries
24 – 1 inch moons 6 extra flashlight batteries
24 sharpened pencils
12 dowels ( approx. 12 inches long)

Sun, Moon and Earth March 2006

Page 29 of 48
 Teacher Background Notes

These science content background notes were created for teacher use only. We anticipate that
these notes provide you, the teacher, with some useful background as you facilitate inquiry
activities for your students. These notes are not meant to be an overview of the unit, but as
background information for you that go beyond the content of this particular unit. These notes
should not be replicated for your students; however, you may share some of the content when
appropriate for the developmental level of your students.

These notes have been prepared by Evelyn Gallagher, Earth Science Teacher.

What is the cause of day and night? (How does the position of the Earth
relative to the Sun explain day and night?)
1.) The Earth spins (rotates) on an inclined axis. [The spinning is caused by the angular

momentum of the matter that first came together to form the earth - all matter in the solar

system rotates. This is a very abstract concept and is like asking why does an object have

mass?]

2.) The Earth is spinning on its axis at approximately 1,000 miles per hour! Why can’t we

feel the movement? Basically, the size of the Earth compared to humans (and the forces

of gravity which hold us to the Earth) prevent us from “feeling” the spin or rotation and

our atmosphere is also rotating with us so we don’t have a spinning sensations like when

you twirl around.

3.) It takes 24 hours for this planet to spin or rotate once.

4.) When Earth is facing the Sun directly it is day light. When it is facing away from the Sun

it is night time.

Sun, Moon and Earth March 2006

Page 30 of 48
What is the reason for seasons?

Most students (and the majority of adults) think that it is cold in winter because the Earth is

farther from the Sun. In reality, it is not the distance from the sun that affects temperature on

earth, it is the tilt of the earth that affects how cold it is in the winter.

1. The Earth is offset by 23.5 o from its orbital plane.

2. The Earth revolves (orbits) the Sun at 23.5 o throughout the entire 365 +days (or a little

over one year) that it takes for one complete revolution. It takes an extra quarter of a day

per year so every fourth year is a leap year (with an entire day added).

3. The figure above shows a “person” on the right standing in the Northern Hemisphere (for

example Wallingford, CT.) in summer. The Sun’s ray are hitting the person directly

because of the Earth’s tilt on its axis is toward the Sun, From his perspective, the Sun

appears directly overhead, therefore the maximum amount of radiant heat is hitting the

person.

4. The figure on the left, showing the person in the Northern Hemisphere (for example

Wallingford, CT) in winter, is NOT receiving direct sunlight because of the Earth’s tilt

on its axis away from the Sun. The Sun appears at an angle in the sky not directly

overhead from his perspective.

Sun, Moon and Earth March 2006

Page 31 of 48
http://rst.gsfc.nasa.gov/Sect14/agburt2_02_11.jpg

5. In the figure above, the “four seasons” are shown with the direction of the Earth’s axis.

The diagram illustrates that when it is Summer in the Northern Hemisphere, the Northern

Hemisphere is tilted toward the Sun at the same time, the Southern Hemisphere

experiences winter. There are more hours of daylight in the Summer months in the

Northern Hemisphere compared to winter. During Spring and Autumnal Equinoxes, the

Northern Hemisphere and Southern Hemisphere receive the same amount of sunlight,

directed at the equator. “Equinox” means equal day (12 hours) and equal night (12

hours). During our winter, the Northern Hemisphere is tilted away from the Sun. At the

same time the Southern Hemisphere experiences Summer.

Sun, Moon and Earth March 2006

Page 32 of 48
 6. Summer begins on June 21st, Fall begins on September 21st, Winter begins on December

21st and Spring begins on March 21st.

Why does the appearance of the Moon change throughout the month?

1. The Moon orbits (revolves) around the Earth in about 27 to 29 days.

2. The Moon also rotates at the same rate or speed that it revolves, therefore from our

perspective on Earth; we always see the same side. (This is because the gravitational

forces of the Earth are much stronger than the Moon’s and the Earth “pulls” in the Moon

toward its own rotation.

3. The Moon reflects the Sun’s rays and appears to be “lit” up but has no visible energy

source of its own.

Sun, Moon and Earth March 2006

Page 33 of 48
http://www-astronomy.mps.ohio-state.edu/~pogge/Ast161/Unit2/moonphase.gif

4. There is less mass on the Moon (it is about 1/4th the size of Earth) so your weight would

be 1/6th of Earth weight.

5. There is no atmosphere (air) so there is no weather on the moon.

6. “Waxing crescent” moon appears bright on the to the right side; 1st quarter is ½ lit on the

right side; waxing gibbous is three quarters of the moon on the right side lit up; full moon

the entire moon is lit; “waning” gibbous the moon appears three quarters lit on the left

side; 3rd quarter the moon id ½ lit on the left side, waning crescent the moon appears as a

sliver on the left side and a new moon is not visible. Waxing moon or “growing” moon

can be remembered by thinking of pouring wax into the right side of a container. Waning

moon is receding to the left.

How do science and technology affect the quality of our live?

Investigations of the sky date back thousands of years and are essential to the development of

civilization. As humans progress, so do technology and the tools needed for examining the sky,

Sun, Earth and Moon. By understanding how celestial bodies move in a pattern using

technological advances such as telescopes, magnifiers, periscopes and even eye glasses, we have

improved our quality of life. For example, these advances give us higher order processing skills

to improve navigation systems such as radar, GPS, On-Star in our vehicles.

Misconceptions Students May Have:

Why isn’t the length of the day the same all year round?

If the Earth is closer to the Sun in winter, why isn’t it warmer and summertime?

Sun, Moon and Earth March 2006

Page 34 of 48
If the Moon is on the opposite side of the Earth away the Sun, why doesn’t the Earth block the

rays?

Additional topics that may come up or may be investigated for higher level
students.
Tides - Tides are periodic rises and falls of large bodies of water. Tides are caused by the
gravitational interaction between the Earth, Moon and Sun. The gravitational attraction of the
moon to Earth causes the oceans to bulge out in the direction of the moon. Another bulge occurs
on the opposite side, since the Earth is also being pulled toward the moon (and away from the
water on the far side). Since the earth is rotating while this is happening, two high tides and two
low tides (semi-diurnal)occur each day at about every six hours.

http://www.physicalgeography.net/fundamentals/8r.html

Craters- Impact craters are the remains of collisions between an asteroid, comet, or meteorite
and the Moon. They appear as “potmarks” on the surface of the Moon. The Earth also has been
bombarded by asteroids, comets and meteorites but our atmosphere helps to burn most of them
up before they hit the surface. The Moon doesn’t have an atmosphere to protect it or erode away
the evidence of the collisions the way the Earth does. There are some areas on Earth that show
impact craters and it is believed by some scientists that a giant meteorite struck in the Yucatan
Peninsula of Central America causing catastrophic climatic changes that may be responsible for
the extinction of dinosaurs!

Sun, Moon and Earth March 2006

Page 35 of 48
Eclipses – A lunar eclipse occurs when the Earth’s shadow

blocks the Sun’s rays from hitting the Moon.

http://www.enchantedlearning.com/subjects/astronomy/moon/Lunareclipse.shtml

A solar eclipse occurs when the Moon’s shadow blocks the

Sun’s rays from the Earth.

http://www.enchantedlearning.com/subjects/astronomy/sun/solar

eclipses.shtml

Constellation – A constellation is a group of stars that when seen together appear to make a

pattern. Examples are the Big Dipper, Little Dipper, Orion and the zodiac signs.

To view the Earth, Moon and Sun on a daily basis from outer space go to: Main page:
http://www.fourmilab.ch/earthview/vplanet.html
You can view either a map of the Earth showing the day and night regions at this moment, or
view the Earth from the Sun, the Moon, the night side of the Earth, above any location on the
planet specified by latitude, longitude and altitude. By clicking on the blue underlined words
under viewing the Earth.
You can view the Moon from the Earth, by clicking on “Earth,” Under “Viewing the Moon.”

You can also view the Sun on a daily bases by going to

http://www.sec.noaa.gov/SWN/index.html This site from National Oceanic and Atmospheric
Administration (NOAA) shows any sunspots and solar flares.

You can also visit http://www.spaceweather.com/ This site shows the side of the Sun facing the
Earth but also explains what is happening around the opposite side of the Sun. The Sun also
rotates (about every 27 days) so we see the entire surface of the Sun. If there is a lot of solar
activites (called solar weather) like sun flares and explosions, it can affect the Earth’s weather.

Sun, Moon and Earth March 2006

Page 36 of 48
 Appendix 1

Day and Night

Science Notebook Entry Prompt
Summarize the science ideas that you have learned during your investigation.

In addition, you may include any pictures, or diagrams, that explain what you have learned
during your investigation.

Science Notebook Entry Rubric

Science Content

3 – A well written entry which includes all of the following: topic related science vocabulary,
examples from the investigation, diagrams with labels, connections to other students’
investigations.

2 – A written entry which includes most of the following: topic related science vocabulary,
examples from the investigation, diagrams with labels, and connections to other students’
investigations.

1 – An entry which include some of the following: topic related science vocabulary, examples
from the investigation, diagrams with labels, and connections to other students’ investigations.

0 – An entry which includes none of the above characteristics.

Sun, Moon and Earth March 2006

Page 37 of 48
 Appendix 2

Using a Predict and Clarify Strategy to Teach Content Vocabulary.

Purpose: The strategy encourages students to use their prior knowledge about word parts and
information from outside sources (books, text) to predict and clarify the meaning of content
words. This activity is particularly helpful for struggling readers because it builds on prior
knowledge, and improves comprehension of new materials.

Materials:
Note cards
Chart paper
Dictionaries
Text or trade books

Steps:
1. Teacher creates a chart that includes the columns: Words, Predictions and What I’ve
learned.
2. Teacher lists four or five words that students will need to know to understand the
concepts in the unit. Examples may be rotation, revolution, and axis.
3. Teacher models a think aloud, and writes a prediction of the words meaning.
4. Teacher uses textbook, trade book or dictionary to find definition. Teacher records ideas
of words leaning under What I’ve Learned column.
5. Teacher can organize students in pairs or individually. Using a Predict and Clarify sheet
(see appendix??) students will copy the words from the chart onto their own papers.
6. Students will write their predictions on the Predict and Clarify sheet.
7. Students will use textbooks, trade books or dictionaries to find the words meaning.
8. If text books, trade books or dictionaries are not available, or if the teacher would like a
richer activity, you can ask your students to do the following the uncover the meaning of
the word;
a. Skim the pages of books for the word.
b. Read the sentence that contains the word.
c. Discuss the meaning of the word with a partner or group.
d. Predict the word’s meaning based on the sentence and your group’s discussion.
e. Partners or groups share their predications with classmates.

9. Students complete the What I’ve Learned column on their Predict and Clarify sheet.
10. Teacher and class discuss the meaning of words, and clarify any unknown word. Students
will make adjustments to their individual Predict and Clarify sheets if needed.
11. Students keep the Predict and Clarify sheets for use during the unit of study.

* Adapted from Easy Mini-Lessons for Building Vocabulary by Laura Robb

Sun, Moon and Earth March 2006

Page 38 of 48
 Appendix 2
Predict and Clarify

Name__________________________

Word Prediction What I’ve Leaned

Sentences:
Use each word in a sentence that shows you understand the word’s meaning.

1.

2.

3.

Sun, Moon and Earth March 2006

Page 39 of 48
 Appendix 3
Sample Assessment of Day and Night
Teacher Conference with Student Demonstration Using Model

• This is intended to be used during a conference with a student. Students should bring their
Styrofoam model of the earth to you. A light source to represent the sun should be present as
well. Teacher will ask various questions of the student to assess their learning. Modify
questions as appropriate for needs of various learners.

• It is recommended to use a simple 1-3 grading system for this assessment.

• Suggested vocabulary that you may want to hear in a good response is: rotation, axis, and
hemisphere.

Questions for Day and Night

1. Show me with your model what the earth would like in relation to the sun (lit lamp) if it was
nighttime in Wallingford.

2. How would you change your model to show me if it was daytime?

3. Show me where it is nighttime some where on your model.

Sample Rubric
3-Good understanding of day and night, uses adequate vocabulary

2-Understands why day and night occur, may struggle with explanation

1- Could not tell why day or night occurs

Sun, Moon and Earth March 2006

Page 40 of 48
 Appendix 4
Phases of the Moon

Sun, Moon and Earth March 2006

Page 41 of 48
 Appendix 5
Lunar Phase Matching Game
Directions: Cut out the boxes and paste a picture, the name, and description together on a new
sheet, in the correct order.

New Moon

A narrow strip of the moon’s

lighted hemisphere is visible from
Earth. Shaped like a crescent.
This moon cannot be seen. The light is on the right.
The moon is in alignment
with the sun and therefore This moon is east of the sun. It
rises with and sets with the is seen above the sunset glow in
sun. the west at sunset.
(between 4:00 PM & 8:00 PM -
average - 6:00 PM)

Waxing Crescent Waxing Gibbous

First Quarter

Half of the lighted hemisphere Three quarters of the lighted

is visible from Earth. Shaped hemisphere is visible from
like a semicircle. The light is Earth. Shaped like a
on the right. football. Light is on the
right.
This moon rises about noon
and sets at midnight. It is
seen looking south at sunset. Look to the east in the
afternoon hours for rising
this moon

Sun, Moon and Earth March 2006

Page 42 of 48
 Appendix 5

Three quarters of the The moon’s entire

moon’s lighted hemisphere hemisphere, like a full
is visible from earth. circle, is visible from Earth.
Shaped like a football and This moon rises at sunset, is
the light is on the left. Full Moon up all night, and sets at
This moon rises in the east sunrise.
in the hours after sunset Look to the east at sunset
approaching midnight. for the rising of this moon.

Half of the moon’s lighted

shape is visible from Earth.
The light is on the left.
This moon rises in the east
at about midnight and sets
in the west at about noon.

Waning Crescent Third Quarter Waning Gibbous

This moon is seen in the

east in the pre-dawn skies.
Look to the east before the
sun rises to see this crescent
moon. The light is on the
left.

Sun, Moon and Earth March 2006

Page 43 of 48
 Appendix 5
Lunar Phase Matching Game – ANSWER KEY

This moon cannot be seen.

The moon is in alignment
New Moon with the sun and therefore
rises with and sets with the
sun.

ANSWER Waxing Crescent

A narrow strip of the moon’s
lighted hemisphere is visible from
Earth. Shaped like a crescent.
The light is on the right.

This moon is east of the sun. It

KEY
is seen above the sunset glow in
the west at sunset.
(between 4:00 PM & 8:00 PM -
average - 6:00 PM)

Half of the lighted hemisphere

is visible from Earth. Shaped
like a semicircle. The light is
First Quarter on the right.

This moon rises about noon

and sets at midnight. It is
seen looking south at sunset.

Three quarters of the lighted

hemisphere is visible from
Earth. Shaped like a
football. Light is on the
Waxing Gibbous right.

Look to the east in the

afternoon hours for rising
this moon

Sun, Moon and Earth March 2006

Page 44 of 48
ANSWER KEY Appendix 5

The moon’s entire

hemisphere, like a full
circle, is visible from Earth.
This moon rises at sunset, is
Full Moon up all night, and sets at
sunrise.
Look to the east at sunset
for the rising of this moon.

Three quarters of the

ANSWER
moon’s lighted hemisphere
is visible from earth.
Waning Gibbous Shaped like a football and
the light is on the left.
This moon rises in the east
in the hours after sunset

KEY
approaching midnight.

Half of the moon’s lighted

shape is visible from Earth.
The light is on the left.
This moon rises in the east
Third Quarter at about midnight and sets
in the west at about noon.

This moon is seen in the

east in the pre-dawn skies.
Look to the east before the
Waning Crescent sun rises to see this crescent
moon. The light is on the
left.

Sun, Moon and Earth March 2006

Page 45 of 48
 Appendix 6
Assessment of “The Trees, they are a Changing”

There should be four pictures all having the student and a playground object all in the same spot
in every picture. It is expected that the student will be placing the sun in the picture for each of
the seasons. The placement of the sun is what will be assessed for this assignment. Students may
also ad foliage or details to the environment for added color.

Items to be looking for:

Winter drawing- sun should be on the horizon
Spring Drawing- sun should be on left side of picture
Summer drawing- sun should be straight above
Fall drawing- sun should on right side of picture

A simple 1-3 scoring guide is recommended for this assessment.

3- Sun is in correct position for every season

2- Sun is in correct position for 2 seasons

1- Sun is in incorrect positions for 3 or more seasons

Any misconceptions should be addressed in class.

Sun, Moon and Earth March 2006

Page 46 of 48
 Appendix 7

INSTITUTE·FOR·INQUIRY
A DESCRIPTION OF INQUIRY
Appendix A
1998 The Exploratorium

At the Exploratorium Institute for Inquiry our work in science education is deeply rooted
in the belief that human beings are natural inquirers and that inquiry is at the heart of all
learning. The work that we do with educators is designed to give them an opportunity
to personally experience the process of learning science through inquiry. Our hope is
that this experience will stimulate their thinking about how to create classrooms that are
supportive environments for children' s inquiry.
Inquiry is an approach to learning that involves a process of exploring the natural or
material world, that leads to asking questions and making discoveries in the search for
new understandings. Inquiry, as it relates to science education, should mirror as
closely as possible the enterprise of doing real science.
The inquiry process is driven by one' s own curiosity, wonder, interest or passion to
understand an observation or solve a problem.
The process begins when the learner notices something that intrigues, surprises, or
stimulates a question—something that is new, or something that may not make sense in
relationship to the learner'
s previous experience or current understanding.
The next step is to take action—through continued observing, raising questions,
making predictions, testing hypotheses and creating theories and conceptual models.
The learner must find her or his own pathway through this process. It is rarely a
linear progression, but rather more of a back and forth, or cyclical, series of events.
As the process unfolds, more observations and questions emerge, giving occasion for
deeper interaction and relationship with the phenomena—and greater potential for
further development of understanding.
Along the way, the inquirer collects and records data, makes representations of results
and explanations, and draws upon other resources such as books, videos and the
expertise or insights of others.
Making meaning from the experience requires reflection, conversations and
comparison of findings with others, interpretation of data and observations, and the
application of new conceptions to other contexts. All of this serves to help the learner
construct new mental frameworks of the world.
Teaching science using the inquiry process requires a fundamental reexamination of
the relationship between the teacher and the learner whereby the teacher becomes a
facilitator or guide for the learner'
s own process of discovery and creating understanding
of the world.

Sun, Moon and Earth March 2006

Page 47 of 48
 Appendix 8

Map of IFI Inquiry Structure

(3 Phases of Inquiry Diagram)
Appendix B

content goal

INQUIRY STARTER
raising questions from
observing engaging materials

FOCUSED INVESTIGATION
planning and
investigating questions

PROCESS FOR MEANING

thinking about and
communicating what you learned

Sun, Moon and Earth March 2006

Page 48 of 48