S4E2: Obtain, evaluate, and communicate information to model the effects of…
Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.
The Georgia Standards of Excellence, Science outcome S4E2 (Earth and Space Science) for Grade 4 says: “Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. a. Develop a model to support an explanation of why the length of day and night change throughout the year. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.” This Fieldbook unit teaches it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Sun, Earth and Moon Grades 4–5
Why it's breakfast time in Calgary and bedtime in Singapore, why your shadow swings round the stick, why the Moon changes shape and why some places barely have seasons. Students build models with balls and lamps, track real shadows and read real sky data from cities around the world.
- Why does the Moon change shape? 45–60 min, plus 2 minutes a night for two weeks
Students hold a ball on a stick at arm's length and turn slowly in front of a lamp, and the Moon's phases appear in their own hands. They test the idea that Earth's shadow makes the phases, then start a two-week Moon diary to check the model against the real sky.
- Why are there seasons, and why do some places barely have them? 60 min, or two 35-minute periods
Teams shine a flashlight on squared paper at different angles, then carry a tilted ball around a lamp to see how the Sun's height and day length change through the year. They graph real day lengths for London, Singapore and Cape Town and explain seasons with tilt, not distance.
Printable practice for S4E2
These pages practise a closely related idea; the match to S4E2 is partial.
- Sun, Earth and Moon workbook included with the unit
4 English-support pages, 4 practice pages, 4 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- The Reason for the Seasons: Tilt, Daylight and the Solstice workbook included with the unit
3 English-support pages, 3 practice pages, 3 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- Stars and the Night Sky workbook included with the unit
2 English-support pages, 2 practice pages, 2 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
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Compared with NGSS: MS-ESS1-1 (partial), 5-ESS1-2 (partial).
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