One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences. Moving beyond rote memorization of facts, conceptual understanding enables students to align intuitive ideas with scientific ones, making meaningful connections. Therefore, students can apply their understanding of concepts to multiple contexts. This article describes a unit to develop second-grade students' conceptual understanding of Earth's movement.