Blast Off to Space

rd

Class / Grade: 3 Grade Science

Date(s): -

TEKS:
3.8.C
Students will show the relationship between the Sun, Earth, and Moon within the solar system,
including orbits and positions.
Introduction / Hook:
So you might be thinking Ms. Freeman, how does this apply to me? Why is it REALLY important for
me to know about the relationship between the sun, Earth, and moon? Who in here likes chocolate?
Does anyone know what the main ingredient of chocolate is? The main ingredient is a cocoa bean.
Without the sun and its light, plants could not grow and chocolate couldnt be made! What kind of
world would this be without chocolate?? I have another question. Who in here likes to go to the
beach? How fun do you think the beach would be without light and warmth? Probably not very fun!
Without the earth moving around the sun we wouldnt have a warm and sunny beach to visit for
vacation.
Essential Questions:
1. Did the students understand how the Earth and moon orbit in the solar system?
2. What significance does the Sun play in our solar system?
3. Could the students apply the importance of understanding the relationship of the Sun, moon,
and Earth in real life application?
4. Could the students show where the sun, moon, and Earth were located in the solar system?
5. Could the students compare and contrast the similarities and differences between the Earths
orbit and the moons orbit?
Procedures:
Direct Instruction:
1. Make sure the students have their science journal out and pencil.
2. Verbally restate the TEKS objective and write it on the board in student friendly language.
3. Explain the Big Idea of the objective, why it is important to understand the Earth, Sun, and
Moons orbit and position.
4. I will use a formative assessment tool: Poll the kids using the thumbs up/thumbs down to gain
an understanding of their prior and current knowledge. Thumbs up means the statement is
true, thumbs down means the statement is false.
**The Sun provides light to the Earth? (Thumbs Up)
**The Moon is always closer to the sun? (Thumbs down, it is not always closer, but at certain
points when it makes its orbit around the Earth)
**The Earth and Moon orbit, which means to circle around? (Thumbs Up).
1. Pull up the PowerPoint on computer. I will go through the first 3 slides that show real life
pictures of the Sun, Moon, and Earth. I will ask if any volunteers know the definition of the
word orbit. The next slide defines the word orbit (A circular or elliptical path of one object
around another object). Have the kids write down the definition.
2. I will pull out the 3 inflated balls. The largest ball is the Sun, the medium ball is the Earth, and
the small ball is the moon. Have the students say in unison what each ball represents. The
next slide shows the relationship in which they are positioned in the solar system. Before
viewing, I will ask for volunteers to see how they think the balls should be aligned. Ask the
class how many think the hypothesis is correct. Make sure the balls are in the correct order
and pull up the PowerPoint Slide.
-First, I will demonstrate the relationship between the Earth and Moon. I will show the
students how the moon orbits the earth. I will have the students write down the statement,

Blast Off to Space

The moon orbits the Earth.
-Second, I will demonstrate the Earths orbits around the sun. I will have the students
write down the statement, The Earth orbits around the sun. I will then ask the students,
Based on what we just learned, how is the Sun different from the Earth and Moon in relation to
orbiting/moving? (The Sun does not move, but the Earth and Moon do). Have the students
write down that statement in parenthesis.
-Third, I will demonstrate the ability for the moon to orbit at the same time the Earth
orbits around the Sun. Place the balls on the table and simultaneously move them in a circle,
the moon around the earth and the earth around the sun.
Guided Practice:
3. I will then call for 3 volunteers to represent the Sun, Earth, and Moon. I will have the students
demonstrate the orbit of the moon and orbit of the Earth. This demonstration should prove to
be somewhat difficult. I will focus on the relationship and show the students how complex it is
for the planets to stay on the same orbiting track. I will then ask the students what is similar
and different between the Earth and moons orbit pattern. Similarities- both can move at the
same time Differences- moon orbits around the Earth and the Earth orbits around the sun
4. Go back to the PowerPoint and play the YouTube video to demonstrate a visual relationship
between the three.
5. I will ask the students if they have any questions about what I have taught. I will then use
another formative assessment to ensure comprehension/retention/validity. I will use 2 truths
and a lie. Each statement will be a number and the students will use the correlating number to
determine the lie. These questions will be on the next PowerPoint slide.
-The Sun moves around the Earth. The moon orbits around the Earth. The Earth
orbits around the Sun. (Statement 1 is the false statement- it does not move at all).
- The Sun provides light to the Earth. The moon and Earth cannot move at the
same time. The sun is farther away from the moon than the Earth. (Statement 2 is false- they move at
the same time).
- The sun is important because it creates light and allows for plants and organisms to
grow. The sun is important because it gives the Earth heat. The sun is important because we
need it to live. (TRICK, THEY ARE ALL CORRECT!)
Direct Instruction:
6. Now that we have a better understating of the relationship we have in regards to how they
orbit/rotate/spin around each other, it is important to understand how close they are in relation
to one another.
-Pull up next slide on PowerPoint that lists how many miles the Sun, Earth, and Moon
are to one another. Have the students copy down each bullet. Once they finished copying, I
will present the information in direct application. Now, these numbers are so big that is really
hard to imagine how far away they are to each other? Now if we leave the earth on the table
where do we think the moon would be in relation to the Earth in the school? (Gather some
guesses/ hypothesis about where the students think in regards to classroom lengths. Have
every student write down an answer). Complete the same process for how far away the Earth
is to the sun. (Gather some guesses/ hypothesis about where the students think. Have every
student write down an answer). I have calculated the answer (using each classroom to
represent 50,000 miles) and the moon should be positioned 5 classrooms to the left and the
Sun should be outside on the opposite side of the school by the flagpole. Have the students
follow procedure of leaving the classroom and take them 5 classrooms down and discuss the
real life application- that the Earth, Moon, and Sun are much farther away than in the

Blast Off to Space

classroom. We will come back to the classroom and share answers and see who had the
closest answer.
7. Formative assessment: I will have the students write down 3 facts they have learned in
relation to the objective (science journals closed). When finished they will pass their paper to
the side of the classroom and break into their designated groups (based on learning styles),
except for auditory learners. They will keep their papers and all groups will begin their
independent practice.
Independent practice:
8. Three groups of 8 students and each group is based on learning style.
Group 1 (Tactile)
Each student will have yellow clay, blue clay and green clay. Each student will form a clay ball
and put them in order within the solar system to identify their relationship between one another.
As the teacher walks by the students will then show how the Earth orbits around the sun and
the moon orbits around the Earth.
Group 2 (Auditory)
Each student will present their three facts about the lesson to their group and see how many
students in each group have the same fact. Then have students write down the most written
down fact out of the group.
Group 3 (Visual)
Each student will have a packet of flash cards in which they will match up the definition with a
vocabulary term or a statement with true/false (ex. Orbit- A circular or elliptical path of one
object around another object; the sun orbits the earth-false). The key is attached and the
teacher will check the work of the students.
9. Class will end by me passing out a sheet describing the final assignment. Students will make a
model demonstrating the relationship between the sun, Earth, and moon.
Assessment (Formative/Summative):
Formative:
1. Use thumbs up/thumbs down assessment tool to poll the students and assess their knowledge
on the Sun, Earth, and Moon
2. Use 2 truths and a lie assessment tool to assess the students comprehension of the direct
instruction of the objective.
3. Use important points activity and have the students write down 3 facts about the lesson.
Collect assignment.
Summative:
1. Students will construct a model demonstrating the relationship between the Sun, Earth, and
Moon, in context to orbit and position in the solar system. Worksheet provided with materials
needed and detailed instructions.
Differentiation:
The independent practice for each student will be assigned based upon their learning style. Students
will be grouped into tactile, auditory, and visual.

Blast Off to Space

Accommodations:
I will pass out my PowerPoint notes to any identified children.
On the final assignment, students can cut out the three circles and glue them on a piece of paper in
order of their relationship to one another and label (Sun, Earth, Moon).
Technology:
Computer:
PowerPoint- providing educational information and pictorial examples
YouTube video demonstrating the orbit of the Earth and Moon