Frameworks for Success in Science MSP Grant WORKING DRAFT COHORT I & II Kaʻūmana, Hilo Union, Kalanianaʻole and Ha aheo Elementary Schools

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1 Timeline > Quarter Three ( lessons) Science: How can we describe the objects in the day and night sky? How can we describe the similarities and differences between objects in the day and night skies? Language Arts: How can we relate the terms beginning, middle and end to help write about the sun s path during a day or the moon s shape during a month? How can we use non fiction text to build our vocabulary word wall? How can we use our science notebook to write about our observations, our learning, our class data and new vocabulary? How can we use new science terms to describe objects we see in the day and night skies? Math: Guiding Questions How is a bar graph drawn to show totals with collected data from a tally table? What conclusions can we draw from the data portrayed by the different tally tables we make? How can we use different measuring tools (rain gauge/anemometer) and measuring units (day, night, week, time)? Social Studies: How can we use our examples from weather and the moon to show how things change over time? How do we use maps and globes to find locations (cardinal directions) to identify physical characteristics OF THE SUN rising in the east and setting in the west? Art/Physical Education: How can we draw/illustrate and label sketches for a science notebook? How can we create 3 D models that show what we have learned about how the earth s rotation causes day and night? How can we use drama and movement to demonstrate our understanding of celestial objects movementin the sky? GLO#1: Self Directed Learner: General Learner Outcomes Students will follow directions to complete the class and homework tasks. GLO#2: Community Contributor: Students will share their math, science and literacy products with other members of their class or another classroom. GLO#3: Complex Thinker: Students will use their problem solving, math and writing skills to investigate the

2 similarities and differences between celestial objects in the day and night sky. GLO#4: Quality Producer: Students will create several products (poster/model/graphs/data tables) that illustrate their understanding about GLO#5: Effective Communicator: Students will listen, discuss and record information from their different lessons through oral, written and math pieces that illustrate concepts they have learned. Students will orally share their products with other students. GLO#6: Effective and Ethical User of Technology: Students will utilize technology to record observations, categorize items, and supplement their constructed response questions. Assessments Formative and summative textbook assessments. Constructed response (math, language arts, science) Content Area: Science Grade: K Quarter: 3 Big Idea(s) / Major Understanding(s): Students will understand that... 5 senses are used to make an observation. Observations lead to questions and questions lead to more observations. Weather and seasons change. There are celestial objects in the day and night sky HCPS III Benchmarks: K.1.1 Scientific Inquiry Use the senses to make observations K.1.2 Scientific Inquiry Ask questions about the world around them K.2.1 Science, Technology, and Society Identify different types of technologies at home, in the classroom, and/or in the world K.6.1 Nature of Matter Classify objects by their attributes (e.g., physical properties, materials of which they are made) K.8.1 Forces that Shape the Earth Report and describe weather changes from day to day and over the seasons K.8.2 The Universe Identify different types of celestial objects seen in the day and night sky

3 s Scientific Inquiry Benchmark SC.K.1.1 Use the senses to make observations The student: Uses the five senses (i.e., sight, smell, hearing, touch, and taste) to make observations about objects and events. Partially Use appropriate senses to Use appropriate senses to Use the senses to make make detailed observations on make observations on what limited observations on what is actually observed is actually observed what is observed Use the senses to make observations that are inaccurate or inferred Scientific Inquiry Benchmark SC.K.1.2 Ask questions about the world around them The student: Asks questions about objects, organisms, events, places, or relationships in the environment. Partially Consistently ask relevant questions about the world around them Usually ask relevant questions about the world around them Sometimes ask questions, with assistance, about the world around them Rarely ask questions, even with assistance, about the world around them Science, Technology, and Society Benchmark SC.K.2.1 Identify different types of technologies at home, in the classroom, and/or in the world The student: Identifies examples of technologies that exist at home, in the classroom, and/or in the world (e.g., knife, pencil, computer, pencil sharpener, refrigerator). Partially Identify and explain examples of technology at home, in the classroom, and/or in the world Identify different types of technologies at home, in the classroom, and/or in the world Provide limited examples of Recognize, with assistance, technologies at home, in the examples of technologies at home classroom, and/or in the or in the classroom world Forces that Shape the Earth Benchmark SC.K.8.1 Report and describe weather changes from day to day and over the seasons The student: Records daily and seasonal weather changes with simple symbols and describes how the weather changes over time. Partially Report and describe, in detail, weather changes from day to day and over the seasons and identify weather patterns Report and describe weather changes from day to day and over the seasons Provide examples of weather changes from day to day and over the seasons Give an example of a weather change The Universe

4 Benchmark SC.K.8.2 Identify different types of celestial objects seen in the day and night sky Sample Performance The student: Identifies different types of celestial objects seen in the day and night sky (e.g., sun, moon, stars). Partially Compare different types of celestial objects seen in the day and night sky Identify different types of celestial objects seen in the day and night sky Name a celestial object seen in the day or night sky Recall that there are different types of celestial objects in the day or night sky Lessons Summary Lesson Day # Unit Connections Lesson 1 Lesson Title Science Connect What students will be able to know, do & understand LA Connect Moonbear s Shadow by Frank Asch Skyfire Moonbear (remember that the terms that are used in the story are not scientifically accurate refer to moon phases page) Types of Maps (weather mapsresponse: & globes) Teacher created constructed Locations, characteristics cardinal Draw andphysical label at least two objectsand that you seedirections in the day sky. Draw and label at least two objects that you see in the night sky. Teachers agree that the word objects refers to natural, non living items. Weather observations calendar Collecting data to support inquiry Rain gauge Wind vane MOON calendar (begin adding moon data to st. calendars) Moon Book (SFA program) Go to google for daily moon or moonconnection.com SS Connect Pre test HARCOURT TEXT Earth/Space Science Lesson 2 Lesson 3 AIMS I wonder what makes a rainbow? Big Book p.63 This is the connect between weather and the sky.. Use this question for formative assessment THE SUN Pockets are hard to make Create a word bank chart and then transfer the ideas about helpful/harmful things onto the RAYS before copying for the students. Then the students cut out and attach the pre filled in rays onto

5 their sun and illustrate what each ray said. The sun seems to move across the sky from morning to night Big Book p. 64 Inquiry lesson: where is the sun in the sky during different times of day? DASH SONG now recorded on several iphones plus electronic from Melinda THE SUN IN RISING IN THE EAST Song: What s Up? Science song cd Track 12 Activity book p. 61 Observe Lesson 4 Harcourt Text Lesson 5 P.E. Connect PE connection students role play (earth and sun) Nametag with earth Hawaii on the face side and S. Africa is on the backside, so that when the student rotates, they see the sun in Hawaii during the day and do not see the sun at night. Song THE SUN IS RISING IN THE EAST SS Connect Lesson 6 Harcourt Text Lesson 7 AIMS Technology Connection Lesson 8 AIMS Bishop Museum Night Sky Connection to the cardinal directions Song THE SUN IS RISING IN THE EAST Concept Review Activity Book p. 62 Day & Night What can we see in the night sky? Day & Night Sky sort (notebook smartboard file) Day & Night Discovery Ed video file Sun & Moon Book (use the double sided master because it is keyed in the correct order make team sets) Teacher then can connect the facts about the SUN to the idea that the sun is a star and stars are also in the night sky. Using Kid Pix have students type their name, date and the words day and night. Students were to then draw or select stamps that were items found in the day/night sky Dove & Horse Constellation (notebook smartboard file) Constellation Creations A Sky Full of Stars rubber band book (Lucky charms cereal star shaped pasta or cereal) Constellation connect the dots OPTIONAL: use a pattern/template. Put on top of black construction paper, poke holes through where the stars would be with a toothpick. Put over the light of the projector/document camera or over the end of a large cup with the bottom cut out. Web resource: JayJay the Jet website

6 Lesson 9 Post test Optional Meteors, International Space Station, planets, comets Same assessment as pre Word Wall Science words Inquiry Standard: observe, classify, compare/contrast, identify Earth Science: sun, clouds, rainbows, moon, sky, star, planet, right/left/center, sun, celestial Technology: tool, equipment, scientist (astronomer, meterologist, cartographer, planetary geologist) Math: tally, data, graph, data table, physical attributes