Science
SCI.V.4.1
Grade: 2
Strand:
Using Scientific Knowledge in Earth Science
- Galaxy and Universe
Standard:
All students will compare and contrast our planet and sun to other planets
and star systems
Benchmark: Compare and contrast characteristics of the Sun, Moon, and Earth.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
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Observations of the Moon, Earth, and safe
observations of the Sun.
Planet
Star
Sphere
Pace
Solar system
Larger/smaller
Closer/further
Solid/gaseous
Heat
Light
Resources
Knowledge and Skills
Benchmark Clarification:
Coloma Resources:
Within our solar system, the Sun, Moon, and Earth
have similarities and differences. These similarities
and differences can be observed and measured.
Similarities and differences include size, shape,
location, and capable of producing their own light.
The big book and manual “Out in Space”:
Solar System Poster
Teacher Note: Earth produces its own geothermal heat
but the production site is within the mantle and core so
light isn’t visible. Jupiter, a gaseous giant and perhaps a
failed star produces its own heat but again not within the
visible portion of the spectrum. It is enough for students
at this level need to know that planets are capable of
producing their own light. Many students in college
incorrectly believe that the moon phases are produced
through clouds or through its own power. Stress that the
only way the moon or earth can be seen is through the
sun’s illumination.
Students will:
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Compare the similarities among the Sun, Moon,
and Earth
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Contrast the differences among the Sun, Moon,
and Earth
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Other Resources (continued from column at right)
Theology page – American Museum of Natural
History – Astronomy – AWESOME site! – excellent
lessons, information, games and graphics!
http://ology.amnh.org/astronomy/
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.4.E.1.html
Small Books:
What Makes Day and Night?
Moon
Stars
Sun Model
Earth Model
Theme Units: (in the Unit Kits)
Gets Lost in Space
Out of this World
Videos
Other Resources:
NASA – Starchild – The Solar System – Lots of
information and games, beautiful site!
http://starchild.gsfc.nasa.gov/docs/StarChild/so
lar_system_level1/activity.html
NASA Kids – The Moon – EXCELLENT
resource – current moon phase, games, planet
info, and more!!!
http://kids.msfc.nasa.gov/earth/moon/
NASA - Spacelink – Our Solar System –
Curriculum materials – OUTSTANDING
resource –
http://www.spacelink.msfc.nasa.gov/Instruction
al.Materials/Curriculum.Support/Space.Science
/Our.Solar.System/.index.html
Branley, Franklin. What Makes Day & Night?
Franklin, 1986.
Fowler, Allan. Energy From The Sun. ROOKIE
READ- ABOUT SERIES. Children’s Press,
1998.
Cole, Joanna. Magic School Bus- Lost in the Solar
System. Scholastic, 1990.
Nicholson, Cynthia. Earth. STARTING WITH
SPACE SERIES. Kids Can Press, 1997.
Van Cleave, Janice. Janice Van Cleave’s Solar
System. Wiley, 2000.
Stott, Carole. I Wonder Why Stars Twinkle &
Other Questions About Space. Kingfisher,
1997.
(resources continued to left)
Assessment
Instruction
Focus Question: How are the Sun, Moon, and
Earth alike and different?
The teacher will pose the focus question.
Chart:
Size
Shape
Location
Capable of
producing its
own light?
Star?
Planet?
SUN
MOON
EARTH
Students will be divided into three groups. Each
group will be given a set of books dealing with one
of the following: the Sun, the Moon, or the Earth.
Each group will present to the class a description
of their topic including the size, shape, location,
and the production of heat and light. Students will
take notes on each presentation.
Students will work in small groups and create a
three-sided mobile that contains characteristics of
the Sun, Moon, and Earth. One side each will be
for the Sun, Moon, and Earth. The students will
attach the information on the correct side of the
mobile. After constructing the mobile, students will
present their projects to the class.
The teacher should correct misconceptions during
the discussion of presentations; students should
correct their three-sided mobiles.
Students create a Venn diagram comparing sun,
moon and earth. Students may use resources
in and around the room and their notes from
presentations.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Correctness of similarities (of Sun,
Moon, and Earth)
Apprentice – Few similarities are correct.
Basic - Some similarities are correct.
Meets - Many similarities are correct.
Exceeds - All similarities are correct.
Criteria: Correctness of differences (of Sun,
Moon, and Earth)
Apprentice – Few differences are correct.
Basic - Some differences are correct.
Meets - Many differences are correct.
Exceeds - All differences are correct.
Criteria: Correctness of labels
Apprentice – Few labels are correct.
Basic - Some labels are correct.
Meets - Many labels are correct.
Exceeds - All labels are correct.
Teacher Notes:
Comparing and contrasting our planet and the sun to other planets and star systems
Students' understanding of the solar system, galaxy and universe begins with understanding our sun, earth,
and moon system. In the earliest grades, children can be introduced to the concepts that the earth is a planet,
the sun is a star and the earth orbits the sun. Research with children tells us that the ideas that our sun is a
star and that the earth orbits the sun are difficult ideas for students to understand.
Observations of the moon may include the identification and prediction of moon phases. These observations
provide first hand experiences for students to which they can tie their subsequent learning. Repeated in the
middle school years, these same observations might be extended by telescopes or binoculars and include
other space objects such as other planets and their satellites, stars, constellations, and comets.