Unit Overview
Content Area: Science
Unit Title: Earth and Its Neighbors
Unit: 4
Target Course/Grade Level: Astronomy, Fifth
Timeline: 4-5 Weeks
Unit Summary
This unit provides students with knowledge of the solar system in which they live. A variety of activities
will help to demonstrate the relationship between different parts of the solar system. Students will explore
the scale of the solar system and different universe phenomena. They will incorporate their understanding
of inertia and gravity to explain the revolution and rotation of solar bodies. Through modeling, students
are taught the cause of night and day, moon phases, solar and lunar eclipses, tides, and seasons. Finally,
students will investigate constellations in the sky and the myths that surround them. This unit culminates
with the students working in partners to research a solar body and develop a “Universe Fact Book Page”
based on the information gained through their research and learning through the unit.
Primary interdisciplinary connections: Language Arts, Mathematics, Technology, 21st Century Life and
Careers
21st century themes and skills: Physical manipulation of authentic substances, Use of Technology,
Creativity and Innovation
Unit Rationale
“Today more than ever before, science holds the key to our survival as a planet and our security and
prosperity as a nation.” (Obama, 2008)
The world we live in is only a small part of a larger universe. Astronomy is the study of that larger
universe and influences our lives in many ways. Through understanding concepts in this science we can
gain knowledge about the sun and surrounding entities. Astronomy allows us to understand what causes
the moon phases to change and high and low tide. It is essential in our lives because the orbit provides
humans with an annual calendar and is the reason for changes in the weather. Through studying the sun
and constellations, early civilizations were able to predict a change in season and use the constellations as
a navigational tool. Through studying the importance of the Earth and surrounding solar objects, students
will understand its connection to the past and its essential part in our future.
Learning Targets
Standards
5.1 Science Practices
Science is both a body of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principals of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.4 Earth Systems Science
All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems,
and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its
evolution through the processes of stellar birth and death. These same processes governed the
formation of our solar system 4.6 billion years ago.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
 Evidence is generated and evaluated as part of building and refining models and explanations.
 Mathematics and technology are used to gather, analyze, and communicate results.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 The height of the path of the Sun in the sky and the length of a shadow change over the course of a
year.
 Earth’s position relative to the Sun, and the rotation of Earth on its axis, result in patterns and
cycles that define time units of days and years.
 The Sun’s gravity holds planets and other objects in the solar system in orbit, and planets’ gravity
holds moons in orbit.
 The Sun is the central and most massive body in our solar system, which includes eight planets
and their moons, dwarf planets, asteroids, and comets.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Digital media are 21st-century tools used for local and global communication.
 The nature of the 21st-century workplace has shifted, demanding greater individual accountability,
productivity, and collaboration.
CPI #
Cumulative Progress Indicator (CPI)
Use scientific principles and models to frame and synthesize scientific arguments and pose
5.1.8.A.3
theories.
Design investigations and use scientific instrumentation to collect, analyze, and evaluate
5.1.8.B.1
evidence as part of building and revising models and explanations.
Gather, evaluate, and represent evidence using scientific tools, technologies, and
5.1.8.B.2
computational strategies.
Use quality controls to examine data sets and to examine evidence as a means of
5.1.8.B.4
generating and reviewing explanations.
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.1
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.4.6.A.1
Generate and analyze evidence (through simulations) that the Sun’s apparent motion
across the sky changes over the course of a year.
5.4.6.A.2
Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit
of Earth around the Sun.
5.4.6.A.3
Predict what would happen to an orbiting object if gravity were increased, decreased, or
taken away.
5.4.6.A.4
Compare and contrast the major physical characteristics (including size and scale) of solar
system objects using evidence in the form of data tables and photographs.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.E.1
Explain how technology has strengthened the role of digital media in the global society.
9.1.8.F.1
Demonstrate how productivity and accountability contribute to realizing individual or
group work goals within or outside the classroom.
Unit Essential Questions
 What causes the Earth’s seasons, day and night
cycle, and tides?
 Why does the moon appear different during each
phase?
 What causes solar and lunar eclipses?
 What allows Earth and the other planets to rotate
on an axis and revolve around the sun?
 How do we build and refine models that describe
and explain the natural and designed world?
 What constitutes useful scientific evidence?
Unit Enduring Understandings
 Ocean tides are caused by the pull of the moon’s
gravity on Earth. When the moon is located
directly above, below, or on either side of Earth
then the water is at its highest levels in that
location. Day and night are caused by the Earth’s
rotation on its axis while the seasons are caused by
both its rotation and revolution around the sun.
 While the moon orbits the earth only half of the
moon receives sunlight and is illuminated. Due to
this, as well as the amount of the illuminated
portion of the moon that can be seen from Earth,
the moon appears to look different at different
locations. Therefore, appearing in phases.
 A lunar eclipse occurs when the moon receives no
sunlight because it is passing through Earth’s
darkest shadow. A solar eclipse is when part of
Earth receives no sunlight or moonlight due to the
moon passing directly between the sun and Earth.
 Gravity holds the sun and the planets together.
Since gravity alone would pull Earth into the sun,
inertia also works on the planets in the solar
system to allow them to travel in an elliptical path
around the sun.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Explain how the motions of the Earth, sun, and moon define units of time including days, months, and
years.
 Recognize that changes in the Earth’s position relative to the sun and the moon produce differing
amounts of daylight seasonally and cause the phases of the moon.
 Model the motion of the planets and explain that these motions are due to the sun’s gravitational pull
which holds both the planets and the moons in their orbit.
 Demonstrate an understanding of the scale of the solar system that shows the distance and size
relationships among the sun and planets.
 Create a constellation myth and fact sheet based on their understanding of the constellations and their
relative positions in the sky.
Evidence of Learning
Summative Assessment
After learning about the different aspects of the solar system the students will be given a specific solar
body to research. Through the information learned in this unit and that found through research, the
students will create a “Universe Fact Book Page”. The page will include information about the location,
size, name, length of day and year, atmospheric and geological traits, historical information, surface
gravity, and moons (if any) of the solar body.
Equipment needed: Teach computer, SMARTBoard, Laptop
Teacher Instructional Resources: Discovery Education Website
http://www.discoveryeducation.com
McGraw-Hill Earth Science Textbook and Supplemental Materials
Formative Assessments
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Unit Quizzes
Lab Write-Ups
“What Causes Earth’s Seasons?”
Distance vs. Year Bar Graph
Solar System Scale Model
Moon, Sun, and Earth Mat Packets
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Unit Tests
“Earth and Its Neighbors”
“What Keeps the Planets in Orbit?”
Fact Book Page
Constellations and Myths
Integration of Technology: The students will use laptops to research different solar bodies. They use
interactive encyclopedias and a variety of web pages to perform this research. They will also use
Microsoft Office and SMARTBoard applications to complete a variety of tasks that will aid them in the
understanding of information.
Technology Resources
Click the links below to access additional resources used to design this unit:
Discovery Education
http://www.discoveryeducation.com
Kids Astronomy
http://www.kidsastronomy.com/solar_system.htm
Opportunities for Differentiation
This unit caters to students of all learning styles (i.e, kinesthetic auditory, tactile and visual instruction).
The students are given the opportunity to conduct hands-on activities and use a variety of skills such as:
reading comprehension to answer questions and create an outline, graphing skills to develop a distance vs.
year bar graph, and research and writing skills to create a constellation, myth, and fact book page. They
will also complete formal assessments such as quizzes, tests, and lab write-ups. Students will work
independently, with partners, and in groups throughout the unit. The partners and groups change
consistently throughout.
Teacher Notes:
If computer or internet access is not available students can create their myth and fact book page using print
resources such a non-fictional books and encyclopedias.