Star Stuff Fourth Grade©*

Note to the Teacher

We have been concentrating on the Virginia SOL's for our Astronomy curriculum. In the fourth grade, many of the Virginia SOL are review for students who have worked with this curriculum from its inception in kindergarten. Knowledge of the sun and the moon (including revolution and rotation), historical contributions in understanding the Earth-moon-sun system, and the causes of the Earth's seasons and phases of the moon have already been presented. Thus, after a basic review lesson, this unit will focus on the study of the nine planets which are part of our solar system. Lessons will adhere to the National Science Standards.

Assessment for this unit can vary and include more than pen and pencil tests. Reports, essays, technology presentations, etc., can serve as assessment tools. The intent of the lessons is to actively develop student understanding of the nine planets by combining knowledge with reasoning, research, and critical thinking skills.

This is the time to help students try to imagine that which is difficult for most of us to understand - a universe, which some scientists believe, has no boundaries and no limits.

Lesson One
Review

Objective
The student will:
- review the attributes of the moon, the phases of the moon, etc.
- create a moon calendar

Materials
Bill Nye the Science Guy video "The Moon" (running time 26 minutes)
bar of soap
National Geographic Picture Pack transparencies (Solar System) and Teacher's Guide

Procedure
Show the Bill Nye video, an excellent review of information presented in grade 3. The material that accompanies the video suggests using a bar of soap to draw the phases of the moon on a window. This can easily be accomplished on a classroom window. Even a moon calendar can be attempted as we can often see the moon in the daytime. All such daytime moon observations on classroom windows should be dated. A project like this will provide an impressive learning environment.

A student may wish to create his/her own moon calendar by going outdoors in the evening and observing the moon for four weeks. It doesn't matter what phase the moon is in when the student begins the observations. The last day the moon is observed, it should look like it did on the first day. Each time the moon is seen, it is drawn on the calendar and the month, date, and time of day marked. Completion of this project can provide a means of assessment.

Use of the National Geographic Picture Pack transparencies can also serve as an excellent review source. Relevant transparencies are:
- Craters on the surface of the moon (#13)
- Moon in waxing gibbous phase (#14)
- Diagram: Phases of the moon (#15)

Objectives
The student will:
- establish the unique properties of the planet Earth
- participate in the preparation of a class report

Materials
scale model of the solar system
paper
scissors
hole punch
drawing compass
resource books, including a recent encyclopedia
access to computers, CD's, videos, electronic encyclopedias
inflatable globe

Procedure
Explain that students will soon be asked to prepare their own research reports on one of the planets (Lesson Four) and as a prerequisite to those reports they will participate in the preparation of a research report about their own home, the planet, Earth. Begin by soliciting questions about the uniqueness of the Earth. A simple but effective way of doing this is to prepare a "What We Know" chart and " What We Want To Know" chart. Sample entries might include:

What We Know

Eight planets are named for mythical deities. This is an appropriate time to remind students of the mythical names of the other planets.

What We Want to Know

Why is Earth called the "Blue Planet?"

Answer-- Earth is called the "Blue Planet" because when seen from space most of the planet appears blue as more than 70% of the Earth's surface is covered with water.

An uncomplicated and interactive way to prove this fact and to add a touch of math to the lesson is to toss an inflatable globe from person to person. As it is caught, each person states where their thumb has landed, whether on an area of water or an area of land. The teacher notes the information. Students will soon realize how often one's thumb lands on water. Percentages can then be calculated.

What we Know

We have been unable to prove that other planets are capable of sustaining life.

What We Want to Know

What makes the planet, Earth, the only planet capable of sustaining life?

When this question appears, a quick and easy activity is to have students draw a circle with a 109 cm. diameter (newsprint paper works well). Then have them punch out an additional circle using a hole punch. See if students can discover why you have inserted this activity at this particular time.

The large circle represents the Sun and the smaller one the Earth. Not only do these two circles provide an excellent visual to demonstrate the difference in size between the Earth and the Sun but they also suggest how significant a role the Sun plays in the ability of the planet, Earth, to sustain life.

Answer-- Life on Earth is possible because it is the right distance from the sun and water can exist as a liquid. If the Earth were just a little closer or a little further away, it could be as hot as Venus, or a frozen wasteland such as Mars.

Answer-- Life on Earth is also possible because of the Earth's atmosphere-a layer of gas that surrounds the planet. Of all nine planets, Earth's atmosphere is unique because it contains so much oxygen.

What We Know

The Earth orbits the Sun and spins like a top every day.

What We Want to Know

Why does this spinning and orbiting make a difference to life on Earth?

Answer: Along with the atmosphere, the Earth's rotation helps keep temperatures from reaching extremes.

What We Know

Intelligent beings live on the Earth and create technology.

What We Want to Know

How does this set the Earth apart from the other planets?

Fact: Human beings create technology and, therefore, thousands of artificial satellites orbit our planet, enabling us to communicate with one another, monitor the weather, and sometimes, keep an eye on others.

Divide students into groups depending on how many "What We Want to Know" questions have arisen. Allow time for research on the Internet, with encyclopedias, resource materials, etc. Assist any students having difficulty locating answers. Encourage students to use the Internet sites referred to in Lesson Four.

Once answers to "What We Want to Know" have been completed, create a chart of "What We Have Learned" and turn that information into the format of a class research report. Use this report as a model for their upcoming assignment. Make sure the report contains some innovative and creative materials such as imported pictures from the Internet, photos, puzzles, clip art, etc. (see Lesson Five).

Lesson Three
Eight Other Planets Unique in Their Own Way

Objectives
The student will:
- create a sentence to identify and memorize the names of the planets
- identify the inner and outer planets
- develop questions to be answered in a research presentation

Materials
numerous books on planets and outer space
a solid scale model of the solar system
National Geographic Picture Pack (Solar System)
Access to computers and the Internet

Procedure
Begin this lesson by returning to the historical aspects of astronomy and explain that people long ago began to notice different celestial bodies that seemed to shimmer and twinkle in the sky. They also noticed that some of these bodies changed position in the sky from week to week and season to season but always seemed to stay in the same formation. These were the stars. However, other lights seem to move around the sky, wandering in and out and among each other. They named these bodies planetes, which meant, "wandering stars." From this word comes our term, planet, which means a large space object orbiting the sun.

As astronomers studied the planets in our solar system, they divided them into two groups: the inner planets and the outer planets. Ascertain, using the solar system model, which are the four inner planets (Mercury, Venus, Earth, Mars). Have students observe all the planets on the model and see if they can discover what about the inner planets led astronomers to divide the planets into two groups ( the four planets closest to the sun, relatively small in size compared to the outer planets). Have students locate and name the outer planets (Jupiter, Saturn, Uranus, Neptune and Pluto).

In order to memorize the names of the planets in our solar system, have each child create a sentence beginning each word in the sentence with the beginning letter of a planet. If this becomes too difficult, the old standby can be used.

Example: My Very Excellent Mother Just Served Us Nine Pizzas.

To begin the process of individual research reports, have students brainstorm "What We Want to Know" questions about the remaining eight planets.

Possible Examples:

1. Why is Neptune called Uranus's Twin?
2. Could life be sustained on this planet? If not, why not?
3. What is unique about this planet?
4. What are the physical features, atmosphere, and temperature on this planet?
5. Does this planet have moons, rings?
6. What is the rotation time and pattern of this planet?
7. When was this planet discovered and by whom?
8. What about the gravity on this planet?
9. How far away is this planet?
10. Is it conceivable that man will ever reach this planet?
11. What would I weigh on this planet? (see chart below)

Once a list of questions has been generated, students can begin their research.

What is Your Weight?

Your weight is partially determined by the amount of gravity on Earth. Earth's gravity has been given a value of one. Astronomers have figured out the gravitational values of the other planets. If you want to know your weight on other planets, you must first weigh yourself on Earth and then multiply your Earth weight by the gravitational value on each of the other planets.

Lesson Four
Project Plan for Planets

Objectives
The student will:
- research one planet in depth

Materials
numerous books, photos, articles on planets (suggestions at end of lesson)
computers
CD ROMs (Encarta, Crossword, Wordsearch)
National Geographic Picture Pack (Solar System)
recent encyclopedia

Procedure
Depending on the number of students in your class, place them in pairs or in groups of three. Have them draw the name of a planet at random. With questions from previous lesson in hand, allow adequate time for research. Reports need not be extensive but should be made interesting by the use of computer graphics, National Geographic transparencies (contains multiple transparencies of each planet) or pictures from an up-to-date space book. Some wonderful sites on the Internet follow: (Research and preparation should not take more than 2-3 class periods.)

The Nine Planets for Kids - http://www.tcsn.net/afiner
(Directions: On Home Page click on "Let's Go" ­click on desired planet)

StarChild - http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
(Directions: On Home Page click on "Level 1 Solar System" Read information. Click on "Planets")

Welcome to Astronomy for Kids - http://www.dustbunny.com/afk
(Directions: On Home Page click on Planets -- wonderful information along with printable pictures and print out postcards)

Amazing Space - http://amazing-space.stsci.edu/

The four sites above are age appropriate. Many other sites are available if students do not wish to use these; however, to make their work easier, we would suggest using "Yahooligans" as the primary search engine.

Hundreds of books on the planets are available at your school and public library. Be careful, however, to check the dates as some will date before man walked on the moon.

Three particularly outstanding books are:

Stars and Planets. The Nature Company Discoveries Library:Published by Time-Life Books, 1996.

Star Date (Guide to the Solar System). Available from NASA.

The Kingfisher Young People's Book of Space. Kingfisher Publications, 1998

Lesson Five
Presentations

Objectives
The student will:
- prepare a research report on one of the eight planets
- communicate research information to classmates
- learn attributes of other planets

Materials
overhead projector
VCR
access to computers and the Internet
National Geographic's Picture Pack of Space transparencies
videos

Procedure
Assist students in preparing research reports. Encourage them to use innovative and creative ideas so that reports are stimulating and knowledge conveyed in a clear and easy to remember manner. One way for students to accomplish this is with visuals and a special activity to accompany the presentation. They can import pictures from the Internet, use transparencies from the National Geographic set, create their own transparencies and/or models, and even show short clips from videos.

Some suggestions for special activities include:

Clip art, word searches, crossword puzzles, mazes, etc. All of these can be completed and printed out from:

http://school.discovery.com/teachers/index.html

Students might also choose to have postcards created as was suggested in Lesson Four.

Approaching the report from the prospect of "What would it be like if you lived on (name of planet) could make an interesting introduction for some of the pieces.

If feasible, a return trip to an observatory or planetarium would be extremely beneficial at this juncture. Students would realize how much more of the universe has opened up to them in a single year.

Virginia SOL's Covered in 4th Grade Curriculum

Science
Earth Patterns, Cycles and Change
4.7 The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include:
- phases of the moon
- the relative size, position, and makeup of the Earth, moon and sun
- unique properties of the Earth as a planet and as part of the solar system

English
Oral Language
4.1 The student will use effective oral communication skills in a variety of settings - (all subcategories addressed)
4.2 The student will make and listen to oral presentations and reports

Reading/Literature
4.3 The student will read and learn the meanings of unfamiliar words
- use word reference materials including the glossary, dictionary and thesaurus
4.5 The student will demonstrate comprehension of a variety of literary forms (all subcategories addressed)

Writing
4.7 The student will write effective narratives and explanations (all subcategories addressed)
4.8 The student will edit final copies of writings (all subcategories addressed)

Research
4.9 The student will use information resources to research a topic (all subcategories addressed)

Computer/Technology
C/T5.2 The student will:
- develop basic technology skills
- select and use technology appropriate to tasks
- operate peripheral devices
- apply technology to strategies for problem solving and critical thinking
C/T5.3 The student will:
- process, store, retrieve, and transmit electronic information
- use search strategies to retrieve electronic information using databases, CD-ROMs
- use electronic encyclopedias
C/T5.4 The student will:
- communicate through application software
- use simple computer graphics
- integrate graphics into documents

Math
Computation and Estimation
4.8 The student will find the product of two whole numbers when one factor has two digits or less and the other factor has three digits or less, using estimation and paper and pencil.
Measurement
4.12 The student will:
- estimate length using actual measuring devices
- describe the results in both metric and U.S customary units, including part of an inch, feet, yards, millimeters, centimeters, etc.

National Standards of Science for this grade level were also addressed.

* This lesson is © 2000 - Institute for Connecting Science Research to the Classroom (http://www.icsrc.org)