Science Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky

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1 Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will learn how change occurs in the day and night sky. Students will also learn about objects in the day and night sky (stars, Sun, and Moon) and the observable patterns of the Moon. The focus is not on the phases of the Moon but rather that the Moon appears to change. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS 1.8 Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: 1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. 1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: 1.2A Ask questions about organisms, objects, and events observed in the natural world. 1.2D Record and organize data using pictures, numbers, and words. 1.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: 1.3B Make predictions based on observable patterns. 1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: 1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such as paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to support observations of habitats of organisms such as aquariums and terrariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 01 Unit 07 PI 02 Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week period, (b) the Sun as it looks in the morning when school starts and in the afternoon when school ends, and (c) stars in the sky at night. Illustrations should include the student making the observations. Standard(s): 1.3B, 1.8B ELPS ELPS.c.1E, ELPS.c.5B Key Understandings Every month, the Moon proceeds through a series of phases. Why do you think the Moon s appearance seems to change over time? If you were to look up at the night sky tonight, what do you think the Moon will look like? The position of the Sun is fixed and does not change. Last Updated 05/09/2013 page 1 of 20

2 Why do you think the Sun appears to change position during the day? In the morning, the Sun rises; in the evening, it sets. How do you think this occurs? The stars seen at night change location throughout the year following a pattern and returning to the same position after a year has passed. How do you think the stars appear to change location? What patterns can you see of stars in the night sky? Vocabulary of Instruction Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days Moon Sun star pattern sky Materials book (about Moonrise, see Advance Preparation, 1 per class) book (about stars with emphasis on constellations) Optional computer (1 per class) crayons or colored pencils (per group) cups (Styrofoam, 1 per student) flashlights (1 per student group) KLEW chart (in classroom science notebook, 1 per class) projector (1 per class) Optional toothpicks (1 per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: KLEW Chart Handout: Part 1 Moon Observation Chart PI (1 per student) Teacher Resource: Moon Phase Pictures Optional Teacher Resource: Moon Phase Pattern Poster (1 per group) Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky Handout: All About Stars Booklet (1 per student or 1 per small group to share) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Ongoing Performance Indicator: Part 1 of the Performance Indicator is one that will be used daily for a two week period. Choose a two week time period for this Performance Indicator. The teacher can have students begin recording observations at the beginning of the Unit 07 Lesson 01 or begin with this lesson and continue after Unit 07 Lesson 02 is completed (which would continue into the next week of instruction during Unit 08). The teacher will show students the Moon that appeared in the night sky during the previous night. Students will record the observations each day on their chart. The handout has both Part 1 and Part 2 pn the same document. 2. Find a resource to gather information on the Moon s phases throughout the two week period of observations. It might be helpful to conduct an internet search using the key terms Moon phase calendars. 3. Look over the notes in the Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky. Print a copy of the notes of the PowerPoint as a guide during the presentation. 4. Gather the equipment needed to show the PowerPoint (a computer and possible projector). 5. Locate a book that depicts the Moon rising. 6. Gather materials for the Star Stories activity. 7. Prepare attachment(s) as necessary. Background Information Last Updated 05/09/2013 page 2 of 20

3 Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days During this lesson, students will observe and record changes in the appearance of objects in the sky: the Moon and stars- including the Sun. In Grade 1, the focus is not on the phases of the Moon but rather that the Moon appears to change. In addition, they will learn about the apparent movement of the Sun s position in the sky. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE What do we know about the Moon, Stars, and Sun? 1. Construct a KLEW chart. The chart can be recorded in the classroom science notebook cooperatively. 2. Ask students what they already know about the Moon, stars, and our closest star the Sun. Fill in the section under What do we think we know? on the KLEW chart. 3. Distribute the Handout: Part 1 Moon Observation Chart PI. Only give students the page with the chart. 4. Using the Teacher Resource: Moon Phase Pictures to post in the classroomor the Optional Teacher Resource: Moon Phase Pattern Poster that could be distributed to each table group, facilitate the discussion about the pattern of the changes in appearance of the Moon. 5. At this age, students do not need to know the names of the phases of the Moon. However, it is important for them to observe and record what they see in the day and night sky. The big idea for students to understand is that change occurs in the day and night sky and there is a pattern. 6. Choose a time during the day, morning calendar time is recommended, where the teacher can share with the students the way the Moon looked the previous night. The Teacher Resource: Moon Phase Pictures is provided as an example. 7. It might be helpful to conduct an internet search using the key terms Moon Phase Calendars to find lunar calendars to show the Moon phases. 8. The pictures only show four phases: new, crescent, half, and full. There is also a last quarter Moon included, if needed. 9. The teacher can use these pictures (or a resource of choice, such as the Internet) to show students what the Moon looked like each evening during this lesson. 10. Students will then record how the Moon looked on their chart. 11. Lead a discussion of how the Moon looked the night before, last night, and a prediction of how the Moon will look tonight. Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 Materials: KLEW chart (in classroom science notebook, 1 per class) Attachments: Teacher Resource: KLEW Chart Handout: Part 1 Moon Observation Chart PI (1 per student) Teacher Resource: Moon Phase Pictures Optional Teacher Resource: Moon Phase Pattern Poster (1 per group) Check For Understanding: Through the activities of student illustrations and the KLEW chart, the teacher can utilize these activities as formative assessment tools. Instructional Notes: Performance Indicator: Part 1 Moon Observation Chart PI is one that will be utilized daily. Choose a two week time period for this Performance Indicator. The teacher can have students begin recording observations at the beginning of the unit of instruction, or continue after Unit 07 Lesson 02 is completed and will continue into the next week of instruction during Unit 08. The teacher will show students the Moon that appeared in the night sky during the previous night. Students will record the observations each day on their chart. Make copies of the Ongoing Performance Indicator, Moon Observations (Part 1 only at this time. Front and back copies recommended.). Want to use a different form of chart? Try an OWL Chart. O -What can I observe about this topic? W -What do I want to learn about this topic? OR What do I think I will learn? L - What have I learned? EXPLORE/EXPLAIN The Moon and Sun have Patterns Suggested Day 2 There are eight total phases of the Moon, and it takes approximately 27 days for this cycle to occur. Last Updated 05/09/2013 page 3 of 20

4 1. As a class, view the Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky. Discuss the main points from the slide notes with students. There are Guiding Questions to ask embedded in the presentation notes such as: Do you see the changes in the day time sky? Do you see a pattern? Why do you think the Moon s appearance seems to change over time? If you were to look up at the night sky tonight, what do you think the Moon will look like? Allow for various responses, and accept all responses. 2. Important concepts addressed in PowerPoint: The PowerPoint has several important concepts that lay the foundation for learning in future grade levels. Students will think of these as very abstract ideas, but it is important for them to gain understanding of the big ideas, rather than focus on specific details. For example: Students will need to understand that change occurs in the day and night sky; there is a pattern. The Moon appears to change in the night time sky. However, students do not need to know the phases of the Moon. 3. These are the important ideas to focus on during the PowerPoint discussion: There are changes in the appearance of the day and night sky. In the day, the sun rises in the morning and sets in the evening. The Sun does not move. The Earth moves and it makes the Sun appear to be traveling. The Moon is always there, even during the day. The Moon rises in the evening as the Sun is setting. The Moon appears to change over a period of time, this is a pattern. 4. After the PowerPoint, or during this instructional day, read a book that depicts the Moon rising. 5. As you read the story, have students observe the rising Moon. Have students share ideas and make connections from the PowerPoint. 6. Add ideas and new learning to the KLEW Chart. Materials: KLEW chart from previous activity (in classroom science notebook, 1 per class) computer (1 per class) projector (1 per class) Optional book (about Moonrise, see Advance Preparation, 1 per class) Attachments: Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky Instructional Notes: The appearance of the Moon has a pattern to it. The word cycle can also be used to explain to students that the stages of the Moon s appearance are continuous. When choosing books about the Moon, be aware that they can present misconceptions. For example, students seeing a picture of the Moon with a face. If reading these books, be sure to address this misconception. Misconception: Students may think that the Moon can only be seen during the night. Notebooks: Include any new understandings or wonderings on the KLEW chart in the classroom science notebook. Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days 9. As a closing activity, or used as a center activity, students could work in pairs or small groups to create a Venn diagram comparing the Sun and the Moon. EXPLAIN The Stars at Night are Big and Bright Suggested Day 3 1. As a whole class, or small cooperative groups, have students read the Handout: All About Stars Booklet. (AND/OR) 2. Read a book on stars with emphasis on basic constellations. 3. The Handout: All About Stars Booklet contains information about change in the night sky with stars. Important concept: The Sun is a star. This is addressed on the first page in the book. Discuss this with students, and emphasize the importance by adding it to the KLEW chart. 4. Lead a class discussion on what students know about the Sun and other stars. Ask: Why do you think the Sun appears to change position during the day? Allow for various responses. In the morning the Sun rises, in the evening it sets. How do you think this occurs? Answers will vary. Did you know that stars follow a pattern where they change location and travel back to that same location within a years time? How do you think the stars appear to change location? Answers will vary. What star patterns can you see in the night sky? Allow for various responses. Materials: book (about stars with emphasis on constellations) Optional Attachments: Handout: All About Stars Booklet (1 copy per student or 1 copy per small group) Safety Notes: When learning about the Sun, it is important for students to understand how to be safe. For example, we do not stare directly at the Sun. We wear sunglasses to protect our eyes. Scientists take safety measures to observe the Sun through technology such as telescopes. Instructional Notes: Last Updated 05/09/2013 page 4 of 20

5 5. Important ideas for students to understand: The Sun is a star like the other stars in the sky, only much closer to Earth. The stars seen at night change location throughout the year, following a pattern and return to the same position after a year has passed. Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days It is important for students to be introduced to stars and know the basic understandings. However, students do not need to memorize, or identify constellations by name. Big Ideas: The Sun is a star like the other stars in the sky, only much closer to Earth. Stars come in different colors and sizes, but all are sources of energy. Misconceptions: Students may think that stars and constellations appear in the same place in the sky every night. Students may think that all of the stars in a constellation are near each other or that all of the stars are the same distance from the Earth. Students may think the Sun is not a star. ELABORATE Star Stories Suggested Day 4 1. Telling star stories : Now that students have heard a story on stars/constellations, students will work in pairs or in small groups to create their own Star Story. 2. Explain the Star Story Activity. 3. Students should decide on a constellation to make in the bottom of their cup. It should create a shape about which they can create a story. They will poke holes with a toothpick to make the pattern. 4. Using a flashlight as the light source, illuminate the inside of the cup so the constellation appears a blank wall in a darkened room works best. Materials: cups (Styrofoam, 1 per student) toothpicks (1 per student) flashlights (1 per student group) Safety Note: Be careful where you shine the flashlight. Do not shine it directly into your eyes or other students. Remind students of expected behavior when using toothpicks. 5. Note: The teacher may need to model this procedure. In addition, safety will need to be discussed. Instructional Note: This aligns with ELA TEKS 18A. 6. Distribute individual student science notebooks or copy paper (1 piece per student). 7. Students will write a brief story that includes a beginning, middle, and an end that tells a story about the shape of their constellation. 8. Student groups share their stories with the class. 9. Add information to KLEW chart. 10. As a closing activity, or as a center activity, students will work in pairs or in small groups to create their own Star Story. They can use the back of the Handout: All About Stars Booklet. EVALUATE Performance Indicator Suggested Day 5 Grade 01 Unit 07 PI 02 Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week period, (b) the Sun as it looks in the morning when school starts and in the afternoon when school ends, and (c) stars in the sky at night. Illustrations should include the student making the observations. Standard(s): 1.3B, 1.8B ELPS ELPS.c.1E, ELPS.c.5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: Attachments: crayons or colored pencils (per group) Handout: Part 1 Moon Observation Chart PI (from previous activity) and Part 2: Stars in the Night and Day Sky PI Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/09/2013 page 5 of 20

6 Grade 1 Unit: 07 Lesson: 02 Suggested Duration: 5 days Last Updated 05/09/2013 page 6 of 20

7 KLEW Chart Grade 1 What do we think we Know? What are we Learning? What is our Evidence? What are we Wondering? Moon Stars Sun 2012, TESCCC 09/28/12 page 1 of 1

8 Part 1 Moon Observation Chart PI Grade , TESCCC 05/09/13 page 1 of 4

9 Performance Indicator Part 1 Moon Observation Chart: Questions Grade 1 1. Look at the Moon observations chart. Does the Moon s shape appear to change? Explain. 2. Is there a pattern you can see? Explain. 2012, TESCCC 05/09/13 page 2 of 4

10 Performance Indicator Part 2: Stars in the Night and Day Sky Grade 1 Draw a picture of yourself looking at the night sky, including the Moon and stars. 2012, TESCCC 05/09/13 page 3 of 4

11 Grade 1 Part 2: Stars in the Night and Day Sky PI Draw a picture of how the Sun looks in the morning. Include yourself in the picture. Draw a picture of how the Sun looks in the afternoon, at the end of the school day. Include yourself in the picture. 2012, TESCCC 05/09/13 page 4 of 4

12 Teacher Resource: Moon Phase Pictures Grade 1 New Moon 2012, TESCCC 05/09/13 page 1 of 5

13 Grade 1 Crescent Moon 2012, TESCCC 05/09/13 page 2 of 5

14 Grade 1 Half Moon 2012, TESCCC 05/09/13 page 3 of 5

15 Grade 1 Full Moon 2012, TESCCC 05/09/13 page 4 of 5

16 Grade 1 Last quarter Moon 2012, TESCCC 05/09/13 page 5 of 5

17 Teacher Resource: Moon Phases Pattern Poster Grade , TESCCC 05/09/13 page 1 of 1 NASA. (Photographer) (2012). Lunar phases [Print].

18 People have created stories about stars to explain where these large "pictures" in the sky came from. Think of a picture you would like to see in the sky. What would be story about the picture? Draw your picture here:

19 What do you know about stars? You can see stars in the night sky. Stars come in many sizes and colors. Stars can look like shapes or pictures. These stars travel through the night sky following a path. You can see them again at the same time each year. This is a picture of the Big Dipper. It looks like a giant scoop. There are many stars. The closest star to Earth is the Sun. Did you know the Sun is a star? This is a picture of a group of stars called Draco. Draco is a dragon. Can you see the dragon?

20 Performance Indicator Instructions KEY Grade 1 Unit: 07 Lesson: 01 Performance Indicator Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week period, (b) the Sun as it looks in the morning when school starts and in the afternoon when school ends, and (c) stars in the sky at night. Illustrations should include the student making the observations. (1.3B; 1.8B) 1E; 5B Materials: crayons or colored pencils (per group) Attachments: Handout: Moon Observation Chart PI (from previous activity) (Parts 1 and 2) Handout: Part 2: Stars in the Night and Day Sky PI Instructional Procedures: 1. Throughout the lesson, students have been observing and recording on the Handout: Performance Indicator (Part 1- Moon Observation Chart PI). 2. Once students have completed the two week observation chart, they will answer the questions on the back of Part 1: Look at the Moon observations chart. Does the Moon s shape appear to change? Explain. Is there a pattern you can see? Explain. 3. Students will then complete Part 2: Stars in the Night and Day Sky by drawing a picture of him/her looking at the night sky, including the Moon and stars. AND 4. Draw a picture of how the Sun looks in the morning. The student should include himself/ herself in the picture. 5. Draw a picture of how the Sun looks in the afternoon, at the end of the school day, including himself/herself in the picture. 2012, TESCCC 05/09/13 page 1 of 1