Understanding by Design Unit Template

Title of
Unit

The Earth, Moon,

and Sun

Grade Level

5th Grade

Content
Area

Science

Time Frame

7 Weeks

Developed
By

Katherine Pook

Brief
Overview
(Summary
of Unit)

In this unit students will learn about planet earth, the sun, and the moon. They
will explore and learn about how the earth, moon, and sun relate to each other
and interact with each other. They will also learn about topics related to the earth,
moon, and sun, such as the causes of day and night, why there are different
seasons, and the different phases of the moon (lunar cycle).
Sequence of Activities
Week 1:
Day 1- Create KWL chart , Discuss learning goals and essential questions
Day 2 Teacher reads portions of The Earth, Moon, and Sun by David
Dreier, students work in pairs to generate 2-3 questions on what they hear
d in the book and do additional research to answer questions
Week 2
Day 1- Students present results of additional research on The Earth,
Moon, and Sun topics with an oral presentation, students will fill out first
reflection chart (answering: What did we do, why did we do this, what did I learn, how
does this relate to other learning we did, what questions do I have?)

Day 2 Lesson on lunar cycle, Look at and Discuss Exploring the Moon:
http://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.moonsurf/expl
ore-the-moon/ and Phases of the Moon:
http://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.mphase/phases
-of-the-moon/ Then introduce moon observation project
Week 3
Day 1 Teacher reads parts of the article Why is Earth Rotating
(http://spaceplace.nasa.gov/review/dr-marc-earth/earth-rotation.html) and
creates chart with class showing picture examples and definitions of
1

vocabulary introduced such as Northern Hemisphere, Southern

Hemisphere, equator, North Pole, South Pole, axis, rotation, day, night,
orbit, year, summer, winter, autumn, spring, equinox. students write a short
paragraph in journals to make predictions and inferences about how these
things effect day and night, and changing seasons then use computers to
explore
http://www.pbslearningmedia.org/resource/npls13.sci.ess.seasons/whyseasons/
Day 2 Complete the Modeling Sunlight on Earth exploration as a full
class:
http://d43fweuh3sg51.cloudfront.net/media/assets/wgbh/ess05/ess05_doc_
lpasunlight/ess05_doc_lpasunlight.pdf After exploration students will
complete reflection chart #2
Week 4
Day 1- As a class, view, explore, and discuss the Global View of Seasons
interactive online:
http://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.seawifs/global
-view-of-the-seasons/ After discussion play the white board game and
have students do a 3X summary on why seasons change
Day 2 Teacher will read What Makes Day and Night by Franlyn M.
Branley. Day and Night exploration in small groups (students will build
models of earth and use flashlights for the sun). Students will use what
they know about earths orbit and rotations to create day and night on
their earth. Full class discussion will follow. Students will complete
reflection chart #3.
Week 5
Day 1- Introduce final project. Students will work in groups of 2-3 to
create a presentation (interview, discussion, oral report, skit, song, or
dramatization), on a topic related to what has been learned. Topics can
include how earths tilt changes tides on earth, how scientists study the
sun, how the changes created by the earths orbit affect us on earth, or any
other appropriate topics approved by teacher). Students will begin work on
projects.
Day 2 Students will bring in results of their moon observations. Students
will be given a chance to share their findings, observations, questions,
learning, noticing of patterns, predictions, etc. in a class discussion.
Following discussion students will participate in the moon phase
exploration. Students will then graph their own results and complete
2

reflection chart #4
Week 6
Day 1 Work time on final projects and conferences with teacher to check
for progress and understanding as work progresses
Day 2 Presentations of final projects
Week 7
Day 1 Finish final project presentations, complete reflection chart #5, fill
in L part of KWL chart
Identify Desired Results (Stage 1)
Key Content and Literacy Standards: Established Goals

CCSS RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas,
concepts in a historical, scientific, or technical text based on specific information from the text

CCSS RI.5.4
relevant text

Determine the meaning of general academic and domain specific words and phrases in a

CCSS W.5.4 Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience

CCSS SL.5.1 Engage effectively in a range of collaborative discussions (ono on one, in groups, teacher led)
with diverse partners, building on others ideas and expressing their own clearly

MSESS1
.1.

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar
phases, eclipses of the sun and moon, and seasons.
Disciplinary Core Idea: Patterns of the apparent motion of the sun, the moon, and stars in the
sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)

MSESS2
.6.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns
of atmospheric and oceanic circulation that determine regional climates.
Disciplinary Core Idea: Weather and climate are influenced by interactions involving
sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary
with latitude, altitude, and local and regional geography, all of which can affect oceanic and
atmospheric flow patterns. (MS-ESS2-6)

5ESS1.2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of
shadows, day and night, and the seasonal appearance of some stars in the night sky
Disciplinary Core Idea: The orbits of Earth around the sun and of the moon around Earth,
together with the rotation of Earth about an axis between its North and South poles, cause
observable patterns. These include day and night; daily changes in the length and direction of
shadows; and different positions of the sun, moon, and stars at different times of the day, month,
and year. (5-ESS1-2)
Science and Engineering Practice: Represent data in graphical displays (bar graphs,
pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Understandings
Students will understand

How the position of the earth

affects day and night
How the position of the earth and
sun create seasons
How the movement of the moon
creates changes in its appearance

Essential Questions

How does the position of the earth and the sun in the solar
system create day and night?
How does the earths position in the solar systems make
different seasons?
How does the moons orbit change the way it looks from
earth?

Knowledge: Students will know Skills: Students will be able to do

The relationship between the

earth, moon, and sun
The movement patterns of the
earth, moon, around the sun (the
earth orbits the sun, the moon

Develop questions related to topics being learned

Understand similarities and differences between the earth,
moon, and sun
Design and carry out investigations to answer questions that
were developed on topic
4

orbit earth)
What causes the four seasons
Why the appearance of the moon
changes
Definitions of axis, tilt, and
rotation
How earths axis, tilt, and rotation
change things on earth such as
seasons and sunlight

Make predications on investigation results, make inferences

during investigations on why things are happening, and
come to conclusions based on information and data gathered
Observe the moon over a period of time and make
conclusions about why its appearance changes
Collect and record data on content of investigations
Communicate results in a variety of ways such as through
journaling, and giving oral presentations

Assessment Evidence (Stage 2)

Key Evidence of learning: What will students be able to do and understand?

Formative
Assessments

Summative
Assessments

Five word summary on post it notes (What was the main idea that we learned today?)
at the end of each day.
After each bigger topic (day and night, seasons, lunar cycles), have students do a 3x
summary. This asks students to write three summaries of the topic. The first is 75-100
words, the second is 30-50 words, and the third is 10-15 words.
Students will create graphic organizers such as Venn diagrams to compare/contrast
ideas, and a KWL chart to track what prior knowledge and what is learned
1-2 times during each topic, give a short 3-5 question quiz. Do not have students put
names on the quiz, then have them hand in the quiz and pass them back out to random
students to grade. Discuss correct answers and have students raise their hands if the
quiz they are grading had the correct answer
Ask students questions about the topic and have them write answers on mini white
boards, then hold the white boards up to show answers
Several times during unit have students complete a reflection after a lesson with the
questions: What did we do, why did we do this, what did I learn, how does this relate
to other learning we did, what questions do I have?

Students will complete a writing prompt after each topic in the unit that will be added
to their science journals. I will read journal entries after the lesson and score them with
a rubric
Students will complete several products throughout the unit such as graphs of moon
phases and seasonal changes, models of the earth, reflection charts, and a final
research project. I will look at these to check for understanding and assess them using
rubrics.
Students will do further research on topics related to the moon and sun and will apply
knowledge from unit to create a presentation for the class at the end of the unit. They
may work with groups and choose from a list of presentation types (interview,
discussion, oral report, skit, song, or dramatization). Presentations will be scored with
a rubric and students will receive written feedback as well
5

What criteria will you use to determine proficiency/essential understanding?

I will use rubrics for any summative assessments that are done. I will also give written feedback to
students for summative assessments, and oral feedback for formative assessments when possible.

Learning Plan (Stage 3)

WHERE TO
The teacher will
W: Where are your
students headed? Where
have they been? How will
you make sure the
students know where they
are going?

Using CFUs

H: How will you hook

students at the beginning
of the unit? Pre-assess
student knowledge,
understanding and skills
Using CFUs

E: What events will help

students experience and
explore the big idea and
questions in the unit?
How will you equip them

The student will

Explain to students what

learning will take place,
discuss the learning goals,
and talk about how this
connects to what they
have already learned.
Display learning goals
related to standards and
essential questions in the
classroom where students
can see them during the
unit

Read portions of books to

engage students and get
them thinking about the
topic (books include The
Earth, Moon, and Sun,
and Why We Have Day
and Night)
Lead Students in the
creation of a KWL chart
and have a discussion to
fill in the K and W
sections on what they
know and what they want
to know.

Provide hands on
activities such as scientific
investigations and hands
on activities that will
allow students to explore

Engage with the teacher in

discussion about what learning
will take place
Ask questions (what do I
already know about the moon
and sun? What do I want to
know about the moon and sun)
and talk about how this
connects to learning that has
already been done

Listen and think about the

reading and how it relates to
what they will be learning
(write thinking in journals for
the unit)
Connect to prior knowledge and
generate questions on what they
want to know to participate in
the creation of the KWL chart

Engage with investigations and

exploration activities
Ask questions and find answers
through exploration of the earth,
moon, and sun

the topic. These will

include designing models
of the earth, moon and
sun, investigation how the
earths tilt affects seasons,
and having students watch
and record data about the
moon over a period of
time.
Provide modeling and
clear and specific
instructions and feedback
so that students know
what to do, and what is
expected during full group
work, small group work,
individual work,
investigations, etc.

R: How will you cause

students to reflect and
rethink? How will you
guide them in rehearsing,
revising, and refining their
work? How will you
rethink or revise the plan?

Give students
opportunities to display
what they have learned.
These will include
journaling, discussions
(large and small group),
answering questions such
as What did we do, why
did we do this, what did I
learn, how does this relate
to other learning we did,
what questions do I have.
Provide written and oral
feedback to students so
that they know what they
are doing well on, and
what they may still need
to refine in their work
Add additional learning
opportunities or models
according to what I notice
students needing more
help with

E: How will you help

students to exhibit and
self-evaluate their growing

with needed skills and

knowledge for expected
performances?

Provide daily formative

assessments and checks
for understanding so that
7

Connect results of
investigations to the topics
being learned such as how the
earths tilt creates different
seasons
Follow directions and ask for
clarification if necessary

Show what they have learned

by fully engaging in activities
provided
Respond appropriately to
feedback and make additions or
changes to work according to
feedback.

Put effort into formative

assessments in order to show
what has been learned, and what

skills, knowledge, and

understanding throughout
the unit?

students can show what

they have learned
Give students chances to
reflect on their own
learning, work, and
feedback

still needs work

Accurately and honestly
evaluate selves. Answer things
like: What did we do, why did
we do this, what did I learn,
how does this relate to other
learning we did, what questions
do I have? (this will be done
using a chart after each major
activity during the unit)

T: How will you tailor and

otherwise personalize the
learning plan to optimize
the engagement and
effectiveness of ALL
students, without
compromising the goals of
the unit?

I will use various

accommodation strategies
that will allow every
student to participate in
planned learning in
whatever way that they
are capable of. These will
include: giving students
who need it extra time to
complete activities/tasks,
breaking up longer tasks
for students who need it,
allowing students to work
with partners or small
groups, providing audio
books for students with
reading difficulties,
providing oral and written
instructions and
expectations, reducing the
length or difficulty of
tasks, having peer/student
tutors, allowing students
to answer/summarize
orally, and letting students
word process work if
necessary

Participate in all learning

activities and discussions to the
best of their abilities using
accommodations given if
necessary

O: How will you organize

and sequence the learning
activities to optimize the
engagement and
achievement of ALL
students?

I will make sure to

organize the learning so
that each lesson builds on
what was learned
previously (see unit
summary for sequence)
I will help students

Connect prior learning to what

is being learned during this unit
Participate in all activities and
learning experiences related to
the 5E structure in order to gain
deeper understanding of content

connect what was already

learned to what they are
learning next
I will make sure each new
learning experience
follows the 5E structure in
order for students to
understand content more
deeply and be more
engaged in learning