1 - Austin ISD



Grade K CRM 4 Sun, Earth and Moon TEKS K.8C Lesson 2685808636000Objects in the Sky Essential QuestionsWhat makes our planet unique?Why does everything in our solar system depend on our Sun?How do the patterns and cycles of the Earth, Moon, and Sun system affect us?What do patterns of change tell us?Enduring UnderstandingsOur planet is unique in that it has water and supports life.Earth’s Sun drives many of our cycles on Earth.We can observe, describe and record objects and patterns in our sky and on Earth.Patterns on Earth and in the sky are caused by interactions of the Sun, Earth, and Moon and can be used to make predictions.Intended Learning OutcomesStudents will know:Scientists observe, describe and illustrate objects in the sky: clouds, Moon, Sun and Stars.Students will be able to:observe and record patterns in the clouds, starts position of the Sun in the sky and Moon.describe the patterns they observe and record both orally and in pictorial/written form.TEKSK.8: Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:K.8C: observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the sunEssential Vocabularyclouds /nubesmotion / movimientodirection / direcciónSun / el Solshadow / sombraday / díanight/ nocheLanguage ObjectivesSpeak using a variety of types of sentence stems about clouds.Narrate, describe, and explain in writing about clouds.Speak using a variety of types of sentence stems about the Sun.ELPS:(3C)??speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;(5G)?narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.College and Career Readiness Standards:Intellectual curiosity: Engage in scholarly inquiry and dialogue.21st Century Skills:Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.Prior Learning:We can observe the natural world using our sensesWe can observe that the sky changes daily.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…Teacher ManagementEstimated Time for Completion: 9 daysMaterialsWeek 1Interactive Science Notebook and Student NotebooksDay 1 Science Notebook Entry, Family HomeworkDay 3—Science Notebook Entry (copy on blue paper for background), white paper to tear and cut, scissors, glue sticks, pencils; Pot or teapot, oven mitt, and hot plate or crock pot to boil waterDay 4—Science Notebook Entry, yellow circles (6-8” in diameter)—one per pair of studentsWeek 2Interactive Science Notebook and Student NotebooksKLEW Chart from Lesson 1Chalk—white and colored; white crayonsFlashlights (one per pair of students)Lamp (that can be used to represent the Sun)Globe4 small styrofoam balls—about 3” diameter (represents the moon)—should be significantly smaller than the globeBlack construction paperCompleted night sky observationsStar stickersAdvanced Teacher PrepWeek 1410845048260What do we think we know?What are we learning?What is our evidence?What are we wondering?00What do we think we know?What are we learning?What is our evidence?What are we wondering?Prepare a KLEW Chart, which is a modified KWL, across two pages of the IN. (Reserve additional pages since you will return to this chart on a daily basis to add new learnings and questions.) KLEW stands for:K—what we think we KnowL—what we have LearnedE—what our Evidence isW—what we are Wondering aboutFor more information about KLEW charts, see: publications/news/story.aspx?id=51519 OrWhat I thinkWhat I observeWhat I concludedCreate a TOC chartT – I thinkO – I observedC – I concluded Scope out a safe area of the school grounds for children to look up at the sky, preferably laying down. You may want to bring sheets or tarps for children to lay down or sit on.The success of this week’s observations depends on the weather and being able to go outside and view the sky! If possible adjust your schedule to do some of the observations in the morning when there may be more clouds noticeable and less risk of looking directly into the sun.Day 3—boil water in a pot to create steamWeek 2Scope out a safe area of the school grounds where children can explore shadows and trace the shadows of themselves and objects. On day 2, they will need to keep their objects in place for 20+ minutes, so it needs to be an area where the objects will not be disturbed by passers-by.Practice the moon phase demonstrations yourself first. This is IMPORTANT! You need to figure out how to make it work, whether you will need to close blinds, turn lights off, etc. Anchors of SupportImages of clouds with labelsVideos of clouds and sunKLEW Chart or TOC ChartScience Notebook EntriesMoon Phases ChartConstellations ChartSafety ConsiderationsCaution students never to look directly at the Sun. Caution students not to touch the hot plate or the teapot directly; they may only place their hand over the steam.Let students know not to touch the lamp because it gets very hot. They should also not look directly into the light.Literary Resources:It Looked Like Spilt Milk by Charles G. ShawThe Cloud Book by Tomie dePaolaShapes in the Sky by Josepha ShermanThe Sun is My Favorite Star by Frank AschThe Sun by Seymour SimonMoonbear’s Shadow by Frank AschMoongame by Frank AschMoondance by Frank AschKitten’s First Full Moon by Kevin HenkesThe Moon Book by Gail GibbonsPapa, Please Get the Moon for Me by Eric CarleOur Stars by Anne RockwellThe Magic School Bus Lost in Space by Joanna ColeTechnology Resources:Cloud Types Video: Lapse Cloud Video: Beautiful Photographs of Clouds (including some unusual ones!) BrainPop Clouds: Video of the Sun: Magic School Bus Lost in Space > log in as aisd_tx > search magic school bus spaceNASA's Goddard Space Flight Center heliophysicist Alex Young narrates and highlights events featured in this video showing three years of SDO data.View of the Sky: Kid-Friendly Videos about Shadows: View of the sky: sky Tonight’s Sky: Great website with monthly updates about the night sky. Episode 40 features constellations; Episode 38 features a partial lunar eclipse.Windows to the Wild: Exploring the Night Sky Host Willem and astronomer John Gianforte head outdoors to explore the wilderness above us. This is a half-hour episode for adults, but there is good video and some of the talk might be accessible to young children.NASA’s Our World: A collection of short videos on the topic of stars; most of the narration is beyond kindergarten, but some might be useful.Gorgeous photographs of stars!: Iphone app for stargazing: for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.Links to Technology in Spanish:Las fases de la luna: : las fases de la luna (All DL schools should have access to Eduspark, if not please put in a HEAT ticket.)Calendario de las fases: calendario: video on las fases: Autobus Mágico Perdidos en el espacio watch?v=uG-B-X3xFrIScience Fusion Houghton Mifflin Harcourt (HMH) Resources:Big Book of Science Vocabulary, p. 20Student Edition, pp. 95-98Assessment Guide, p. AG 63Big Book of Science Songs and Rhymes, p. 18Science Songs CD, track 12Leveled Readers, page 240Background Information for TeacherFrom the Atlas of Science Literacy Volume 1, page 44: Explanations of the day-night cycle, the phases of the moon, and the seasons are very challenging for students even at the university level. To understand these phenomena, students should first master the idea of a spherical earth, itself a challenging task. Similarly, students must understand the concept of ‘light reflection’ and how the moon gets its light from the sun before they can understand the phases of the moon…”A significant goal of this lesson and the ones that follow is to expose children to experiences in which they observe the sky—through both personal observation and technology, become curious about objects in the sky, and can play with light. Feel free to encourage, do not feel as though you need to lecture children or convince children about scientific facts and concepts that they are not ready to understand.Background information about the topics in this CRM can be found at: Peep and the Big Wide World has an excellent resource for studying shadows; it has three weeks of activities. You could continue studying shadows using this resource and make shadow investigations your theme for a science fair project.The revolution of the Moon around the Earth makes the Moon appear as if it is changing shape in the sky.? This is caused by the different angles from which we see the bright part of the Moon's surface.? These are called "phases" of the Moon.? Of course, the Moon doesn't generate any light itself; it just reflects the light of the Sun.? The Moon passes through four major shapes during a cycle that repeats itself every 29.5 days.? The phases always follow one another in the same order.? Below are pictures of the four major shapes and a description of each. New Moon: The lit side of the Moon faces away from the Earth.? This means that the Sun, Earth, and Moon are almost in a straight line, with the Moon in between the Sun and the Earth.? The Moon that we see looks very dark.First Quarter: The right half of the Moon appears lighted and the left side of the Moon appears dark.? During the time between the New Moon and the First Quarter Moon, the part of the Moon that appears lighted gets larger and larger every day, and will continue to grow until the Full Moon.Full Moon: The lit side of the Moon faces the Earth.? This means that the Earth, Sun, and Moon are nearly in a straight line, with the Earth in the middle.? The Moon that we see is very bright from the sunlight reflecting off it.Last Quarter: Sometimes called Third Quarter.? The left half of the Moon appears lighted, and the right side of the Moon appears dark.? During the time between the Full Moon and the Last Quarter Moon, the part of the Moon that appears lighted gets smaller and smaller every day. It will continue to shrink until the New Moon, when the cycle starts all over again.1609725401320003343275401320004848225401320009525040132000New MoonFirst QuarterFull MoonThird QuarterNew Moon: You won’t be able to observe the moon, but that doesn’t mean that you shouldn’t have the students looking for it!First Quarter: In a first quarter phase, the moon can be observed starting in the early afternoon and until about 6 hours after sunset.Full Moon: In a Full Moon phase, you can observe the moon about 1 hour after the sun has set until about 1 hour prior to sunrise.Last Quarter: In a Last Quarter phase, you can observe the moon approximately an hour after midnight until late morning.NOTE: these are rough guidelines to assist you in determining whether the students should be able to observe the moon.MisconceptionsClouds stay the same.Clouds are only seen during the day.The Sun is not a star.The Sun disappears at night.The Sun changes size and shape.The moon gives off light.The moon changes shape. The moon is only visible at night.Stars are the same size and shape.Stars stop shining during the day.Probing QuestionsWhat are the different types of clouds? How do we distinguish them from each other??Cuáles son los diferentes tipos de nubes? ?Cómo distinguimos unos de otros?What can we see in the day? What can we see in the night??Qué podemos ver en el día? ?Qué podemos ver en la noche?Why do you think we see some objects in the day and some in the night? ?Por qué crees que vemos algunos objetos en el día y algunos en la noche?Where do these objects go when we can’t see them??A dónde se van estos objetos cuando no los podemos ver?How do shadows change size and position throughout the day??Cómo se cambian las sombras en tama?o y posición a lo largo del día?Does the moon really change shape, or does it depend on how we see it??La Luna cambia su forma de verdad, o depende en la forma en como la vemos?Can we use the pattern to predict what we will see in the sky next? ?Podemos utilizar el patrón para predecir lo que veremos en el cielo después?Why do we only see stars at night? Why can we see the Sun in the day. It is a star too.?Por qué solo vemos estrellas en la noche? ?Por qué podemos ver el sol en el día? Es una estrella también.All lesson resources provided within this lesson are for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher. Arch of Lessons Kindergarten (45 Minute Lessons)*Information for the end of unitAssessment: See 2nd 9 weeks rubric. At a level 4 Mastery, students should be able to identify 4 objects in the day and night sky (sun, moon, stars, clouds, etc.)Day 1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.Engage: (10 minutes) Tell students, “For the next few weeks, we are going to study the BIG world around us—the objects we can see in the sky. Just like with all our new studies, I want to find out what you think you know. When you share, you can let us know how sure you are about it. All of our ideas are okay right now because we are just sharing what we think we know.” Record children’s ideas in the first column of the KLEW Chart in the IN; You can make subcategories underneath for clouds, Sun, moon, and stars make sure you collect children’s ideas about these subtopics. Accept ALL answers, even if they are wrong. This activity is for idea-gathering. Keep the ideas focused on objects in the sky and what they can cause. Some probing questions are:What can we see in the day? What can we see in the night??Qué podemos ver en el día? ?Qué podemos ver en la noche?Why do you think we see some objects in the day and some in the night? ?Por qué crees que vemos algunos objetos en el día y algunos en la noche?Where do these objects go when we can’t see them??A dónde se van estos objetos cuando no los podemos ver?Explore: (15 minutes) and Dual Language Activity 1“For our first observation as Sky Scientists, we will go outside and LOOK at the sky. We see the sky every day, of course, but how often do we really look at it? We will take a few minutes to just look, and then we will draw a picture in our science notebooks of what we see. An important safety rule we need to follow is to not look directly at the sun. The sun is so bright that it can damage our eyes if we look right at it. So, you can notice the sun, and record it in your drawing, but do NOT look right at it. Later this week, we will have a special way of looking at the sun with the help of other scientists. (the NASA video taken with a telescope).”Children observe the sky and draw a picture in their science notebooks for about 15 minutes. Remind children to draw what they see; so, if they don’t’ see a smiley face in the sun, they shouldn’t draw it! Children may notice planes, birds, and insects as they look up and record these in their drawing, too, which is fine. Through informal discussions, you can help children distinguish between these objects that are above them and close, and objects such as the clouds, sun, stars, and moon that are above them and far away.Returning to the classroom, children write in their journals the objects that they see. You can structure this activity so that children work independently, as an interactive writing activity (and make copies that can then be inserted in student notebooks), or as a shared writing activity (you writing in the IN and children copying).Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.Explain/Wrap-Up: (5 minutes)“Today we shared ideas about what we think we know about objects in the sky. We observed and drew pictures of objects in the sky and made a list of what we saw. Now I am going to give you a special homework assignment. It is to do an observation and drawing of the nighttime sky because it is never nighttime while we are at school. Your family can help you do the writing, and then bring your paper back to school to put in your science notebook.” (For students who cannot complete this activity at home, take photographs of the night sky or use photographs from the web and they can complete the drawing at school.)Day 2- Building Concepts and Academic VocabularyEngage: 15 MinutesRead It Looked Like Spilt Milk by Charles G. Shaw to engage students in the topic of clouds.After the reading, remind children, “Yesterday we began being Sky Scientists. We looked at the sky and recorded everything we observed. Today we are going to focus on one of those things—clouds. Here’s what we said about clouds yesterday…” Reread the ideas recorded on the concept web. “What else do we know about clouds? What shapes can they be? What do we think they are made of?” Add a few more ideas to the concept web. Today we can observe what kinds of clouds we see in the sky. We will also start making a class chart to record what kinds of clouds we see every day.” Explore: (10-15 minutes) and Dual Language Activity 1Go outside with the children to observe the cloud cover. Notice children’s vocabulary to describe what they see: e.g. puffy, poofy, wispy, feathery, thick, thin, white, gray, etc. Children can also use similes as modeled in the read aloud. Ideally, you will also be able to draw children’s attention to how the clouds are moving and their shapes are changing.Explain: (15-20 minutes)In the IN, label a page with the heading Clouds can… and record children’s descriptions of clouds (e.g. …be fluffy, …look like feathers, etc.). Explain to children, “As Sky Scientists today, we noticed that clouds come in different shapes and sizes. We noticed that they move, and they can change their shapes. Let’s add that information to our chart where it says “What we are learning.” Now…what is our evidence of that? How do we know? (pause for children to answer) We observed it. We saw it ourselves.” Another helpful video, that shows how clouds move and change, is: Elaborate and Evaluate: (begin this process today)“Each day, from now on, we will record what we notice about the clouds….” Show children the Cloud Data Chart and introduce how your class will keep track. You can decide whether to post a chart on the wall, record it in the IN, collect the data at arrival time or morning meeting, record data with pictures and/or words etc. Also, you may want to assign a Weather Reporter job each day to collect the official data. This is an informal tool to evaluate what students observe about the clouds, their use of vocabulary, and even whether they predict a certain kind of weather.Revisit the essential question: Why does everything in our solar system depend on the Sun?***Note to Teachers: This is an introduction to clouds and the topic will be revisited in CRM 6 during the weather unit.Conceptual Refinement (10 – 15 min.) The teacher pulls students that need extra support with the concepts.Science Centers Students not being pulled for conceptual refinement have an opportunity to visit Science Centers .Day 3-Building Concepts and Academic Vocabulary Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence. Engage: (5 minutes)“Let’s play a little guessing game…I am thinking of a star whose name you know…” As students try to guess, you can give them additional clues such as we can only see it during the day, it warms up the earth, and it helps things grow. “The star I am thinking of is the sun! Lots of times we forget that the Sun is a star. It is the closest star to our planet Earth.” Explore: (20 minutes) and Dual Language Activity 1Have children draw a picture of what they think the sun looks like. Expect that most of the pictures will look like the typical yellow circle with lines coming out of it and a happy face. Then tell children, “Even professional scientists cannot look directly at the Sun because it is too dangerous. Also, they cannot travel close enough to the sun to observe it carefully like we do with our magnifiers. That is not safe either...” Help children think about and share ideas about what happens when they look at the Sun—it hurts our eyes, we squint, we have to wear hats and sunglasses, etc. “But scientists have special tools to help them observe the sun. They are called telescopes. Have you ever seen a telescope? Some people have telescopes so they can look at the night sky. There are also very, very powerful telescopes that scientists send into space to take pictures for them…” (You can show children the picture of the Solar Dynamics Observatory telescope.) “The scientists are very excited about the pictures and videos that the telescope took. In fact, they put them on the Internet so that anyone who wants to see it can.”Show children the SDO Sun video. (The video is narrated by a NASA scientist, which you may want to mute but should listen to first to familiarize yourself with features to point out to children.) Ask students what they notice about the Sun and how it is different from what they drew the first time and what they thought it looked like. Point out that the rays seem to come out from certain areas more than others. They may notice the flashes of light, which are solar flares. You can also share with children that, it’s hard to believe, but the Sun is not hard and made of rocks. It is a burning ball of gases, like fire. Encourage children to ask questions and share what they are wondering. These can be added to the KLEW chart. Elaborate/Explain: (15 minutes)Revisit the essential question: Why does everything in our solar system depend on our Sun?Ask children if they think the Sun is bigger or smaller than the Earth. Show students the photographs of models that show the relative size of the Sun to the Earth. Ask students if they are surprised. “The Sun looks like it is smaller than us, but that’s because it is so far away.” To see how an object looks smaller from far away, provide pairs of students with a yellow circle to represent the sun. Partners take turns holding the “Sun” and walking slowly backward from their partner, who can observe how the size changes.On the KLEW Chart, record children’s words about what they learned about the Sun, listing the video and book as evidence. Read Aloud The Sun is My Favorite Star by Frank Asch or The Sun by Seymour Simon to learn more about our Sun.Day 4- Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence. Engage: (15 minutes) “Hello Sky Scientists! Last week we started learning about objects in the sky. We learned about the clouds and the Sun. We are going to keep thinking about objects in the sky this week.”Read Moonbear’s Shadow by Frank Asch. As you are reading, tap students’ ideas by asking some of these questions:Do you think Moonbear can get away from his shadow? Why or why not?Can you make your shadow stay put? Why or why not?What are shadows shaped like?Can shadows change size? When would they change their size? What makes them change their size?Explore: (20 minutes) and Dual Language Activity 2 Note: You need the sun to be out to see shadows for this activity.Full Inquiry Generate Questions: Brainstorm questions, guiding them to be something that can have data collected on it. For example, How does my shadow change over one hour? How does my shadow change from noon to 2 pm? How many unifix cubes different are the shadows from 10 am to 2 pm? Plan the investigation: Students break into groups of 3 or 4 and make at least 3 steps that they will follow by drawing and writing. Collect Data: Test out their question, evaluate and redesign as needed. Make claims and conclusions: Kagan Structure: Inside-Outside CircleStudents on the inside share first, then students on the outside. ORExplore without Full InquiryGo outside with the children to observe your shadows. Encourage interest by joining in the play yourself and thinking aloud with observations and wonderings. You can also bring along a camera to take photographs and a clipboard and paper to write down children’s comments. (Together, these words and pictures would make a lovely display.) Some suggestions for eliciting students’ language:Can you tell which shadow is yours? How do you know?How can you make your shadow small? How can you make it tall?Can you put your foot on your shadow’s head?How can you combine your shadow with a friend’s? Try to make a two headed shadow.Do you see anything else out here that has a shadow? What?Is your shadow always in the same place? How can you make it in different places?Conceptual Refinement (10 – 15 min.) The teacher pulls or pushes in for students that need extra support with the concepts.Explain/Evaluate: (10 minutes)Facilitate a Making Meaning discussion to help children recall and synthesize their shadow experiences. (See CRM 1 Lesson 3 for guidance on No Hands discussions.) Begin the discussion by asking: How are shadows made?. Use your notes, if necessary, to remind children of what they said and did. You can use the following questions to deepen discussion:Can anyone see any shadows now? Show us. Why do you think we can make them inside the classroom without the Sun?What are some good places to go to see your shadow?Do you think you can always see your shadow?Do you think you can see your shadow at night? Why or why not?Some key concepts toward which to guide children are:In order to create a shadow, an object must block some light.You can change the shape of your shadow by moving and turning.A shadow shows the shape of an object but it doesn’t show colors or many other details.Record children’s new learnings on the KLEW Chart with shadow exploration or we made shadows outside as the evidence. Week 2Day 5- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.Engage (5 minutes) “Yesterday we figured out a lot about shadows. We noticed that when we block the sunlight, a shadow forms. Now I’m wondering…do you think that our shadow could change during the day? I wonder if it stays in the same place all day and if it stays the same size and shape. Today we are going to do an investigation to find out.”Explore (20 minutes) and Dual Language Activity 1Have children select a classroom object to take outside, or they can work with a partner and select one object per pair. (a chair, a pencil, a block, a large plastic dinosaur, an animal stencil to trace, etc.) Take the class outside to an area where there is blacktop/sidewalk. Children trace their object’s shadow with a piece of chalk. Make sure to leave the objects in the same place! Let children know that they will return to their shadow at the end of science today.Back inside have children explore making shadows with flashlights and other objects, such as plastic animals or dollhouse furniture. (Copy paper boxes make good backgrounds.) Encourage children to experiment with moving the flashlight closer to and farther away from the object and holding it at different angles to see how changing the location of the light source changes the shadow. Ask children to explain what they notice about how the shadow changes size and position. Make sure to also have them keep the flashlight in the same position and change the location of the object; this is extremely important because when children observe how the outdoor shadows moved, you want them to consider the possibility that the Earth is moving versus that the Sun is moving. (They will probably suggest both.) Explain and Elaborate: (10 minutes)After at least 20 minutes have passed, go back outside to observe their initial object’s shadow. What has happened to it? Why do children think the shadow moved position? Guide children to make connections between their indoor investigations and their outdoor observation. How did they change the location of the shadows using the flashlights? (They moved the light source or moved the object.) Revisit the essential question: Why does everything in our solar system depend on our Sun?Elaborate: (At other times of the day and later in the week)Have children trace with chalk their individual shadows at three times of the day—upon arrival to school, around noon, and at the end of the school day, to notice how the size and position of their shadow changes. Make sure to do this before next week’s lessons on Day and Night.There are several excellent videos that build on these concepts as part of the Peep teacher guide. (Scroll to the bottom of the webpage.)Evaluate (10 minutes)Children record in their science notebooks where an object’s shadow would be based on different positions the Sun. Students may find it challenging to draw the shadow in exactly the same shape as the object. Let them know that the placement of the shadow—and showing where the light from the Sun goes, is more important than drawing the exact right shape. Day 6- Building Concepts and Academic VocabularyRead to Understand (10 - 15 min.) Students read independently, in small groups, and in guided reading group and write notes and additional questions they have in their science notebook. Have a container of books on astronomy from the suggestions in “Literary Resources”.Read the book, Papa Please Get The Moon For Me, by Eric Carle or watch this online reading. Facilitate a “Gathering Ideas” discussion about what was happening to the Moon in the book. Was it really changing sizes? It looked different every day, but why was that? Explore (15 minutes) and Dual Language Activity 1Set up the lamp to represent the Sun and the globe to represent the earth; keep these in the same place, such as across each other on the rug. You can place a sticker on Austin to help children pinpoint our location. Turn the classroom lights off; it is helpful if the room is as dark as possible. Call 4 students up at a time with the Styrofoam “moons” and guide them to move around the Earth, explaining that scientists have discovered that the Moon orbits the earth. The remaining children can be the “Astronomers” and notice what happens to the light on the Moon as it is in different locations around the Earth. (Children can shape their hands like a telescope or you can use paper towel or toilet paper rolls.) Continue the exploration with other groups of 4 children until everyone has had a turn. You can begin to position children at 4 distinct locations around the Earth to model new moon, first quarter, full moon, and third quarter.Children will notice that during the new moon, the moon is lit up on the other side. Validate this and then ask children, “Where are we though? Can we see that bright side of the moon?”While groups are getting to be the moons, others can be engaged in stations at the tables. Another option is to move to an independent practice by having one foam ball for earth per table and four balls of play dough. *Assessment: See 2nd 9 weeks rubric. At a level 4 Mastery, students should be able to identify 4 objects in the day and night sky (sun, moon, stars, clouds, etc.)Explain (5 minutes)Show children the chart of the moon phases (below). Have them turn and talk to brainstorm ideas for what the chart is showing and then share altogether. What connections do children make among the read aloud, their experiences with the demonstration, and the chart of the Moon phases? Keep the chart posted in an area where they can see it until the next science lesson. Tell children that we will keep thinking about it the next day.Day 7- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (10 minutes)Read the following poem to reconnect children to the moon ideas from yesterday. What does the poet mean by sliver size? What phase of the moon might be referring to? What phase of the moon is “not at all” referring to?The Changing Moon (author unknown)Moon in the sky.Some nights you're big and round.Some nights you're very small.Some nights you're only sliver size.Some nights you're not at all. La Luna (from Eduspark)Cuando llena esta la lunaDesde aqui podemos ver En su cara iluminada un conejo aparecerCuatro fases que miramos Se repiten cada mes si lo observas en la noche, las podras reconocer.La luna nueva oscura se ve,En cuarto creciente la vemos crecer,Redonda y brillante cuando hay luna llena Y en cuarto menguante se empieza a esconder. Sing it at Code: Yww5Name: Austinisd Then Ciencias Naturales > Fases de la LunaExplain/Elaborate: (20-25 minutes) and Dual Language Activity 1 Pass out the moon templates and one set of the 4 phase pictures to each group of 4 students. Each child will take a phase and color their “moon” with a black crayon to match the picture. (If you run out of time, print the pictures on card stock and use them instead.) Project the sequence of the Moon being lit up by the Sun as they move together in the Sky.Project the moon phase chart below for students to see. Ask them to identify their Moon Phase. Tell them you are going to read the name of their phase in the order that it appears, and have them stand up and hold up their moon in their group when you point to it and say the name. Ask them to try and remember the name of their phase and say it with you as you repeat the pattern several times. Say: “New Moon” pointing to the arrow and picture. Say, “First Quarter” pointing to the arrow and picture. Say: “Full Moon”, pointing to the arrow and picture. Say: “Third Quarter”, pointing to the arrow and picture.1609725401320003343275401320004848225401320009525040132000New MoonFirst QuarterFull MoonThird QuarterPoint out that the pattern repeats again and again all year, every year for thousands of years, and that scientists know when the moon will be full again. They have observed and collected so much data that they can predict what phase of the moon it will be every day. Tell them you can even tell them what phase of the moon it was when they were born. (Look up later for each student if possible: or ) If you create patterns on your calendar, you can have students figure out what picture will be on the last day of the month; this makes the connection for how patterns help us make predictions.Evaluate (15 minutes)Read Kitten’s First Full Moon by Kevin Henkes to re-engage children with the topic of moon phases. (An online reading is here.) After the reading, ask children where they think the positions of the moon, Sun (lamp), and Earth would be to create the full moon that kitten sees.An alternate activity is to have students write 3 or more facts about the moon. See teacher/student example below. (You will probably need to reserve additional time though so that students can complete the writing.)To end today’s lesson, if you have time, you can watch the following video: The Moon Pt.1, which shows photographs of the moon’s phases as well as eclipses, which connects with shadow activities from early in the week. Day 8- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (5-10 minutes)Have children share their nighttime sky observations that they have completed sometime in the last two weeks. What did they notice in the night sky? In particular, focus on what children observed about the stars. What did they notice about their size, shape, colors, and features? Could they see a lot of stars or only a few…or even none at all?Explore: (20 minutes) and Dual Language Activity 2Use Google Sky to view the sky together. Have children share what they notice about the objects sizes and colors. How are some the same? How are some different? Tell children that not all the objects are stars; ask them what else they think the objects could be (planets, comets, etc.)You can call the following game Star Memory. Point to a star that is distinctive because of its size or color. Have children close their eyes and count to 10 and then open their eyes again? Can they find that star again? Ask students to explain why they could find it so easily. Now play the game again, but choose a smaller star that looks very similar to others. What makes it hard to find that star?Explain that one strategy scientists use to help them figure out which stars are which is by drawing pictures in the sky. Ask children if they have ever done a dot-to-dot coloring page. That is similar to what space scientists do in the sky! They connect the dots, or stars, to turn them into pictures. Watch this video, called What is a Constellation? for more information.Give students 10 (or more) star stickers to arrange on black construction paper or give them a toothpick to poke ten holes. Then they can use a piece of chalk or white crayons to draw lines, connecting the stars together, to form a constellation. Students can write the name or title of their constellation in white crayon or chalk. Explain/Evaluate: (15 minutes)After everyone is finished, have students share their constellations. (You can put the finished drawings on display if you like and then put then in students’ science notebooks.) Repeat the Star Memory game with students using their own constellations and taking turns leading the game. Have students explain how the location of a star—or its association with a part of the picture (e.g. tip of an arm, handle of the big dipper) helps to locate the star.Revisit the essential question: Why does everything in our solar system depend on our Sun?Guide students to make connections between other stars and our Sun. Day 9- Full Inquiry and Closure ActivitiesEngage (10 minutes) students Anchor of Support on Solar Electricity (see below). Scroll through some of these links to give students a glimpse of some of the latest innovations in solar power. If you have any solar chargers or solar powered calculators, show them to the students. Review the Design Process on Inquiry Flipchart p. 9 or p. 20 and in Student Edition p. 17: PROBLEM > DESIGN > SOLVEFind a Problem, Plan and Build, Test and Improve, Redesign, Communicate“What problems do humans have that solar power can help with?” Explore (35 minutes) and Dual Language Activity 2Plan and Build: Students work in pairs or groups to plan a device that can use solar cells for power. If they are having trouble, brainstorm toys that use batteries and talk about how they might be adapted for solar. Use modeling clay or reused bottles and boxes to make the device. Test and Improve: This step will be more imaginative, with students role playing using the device and maybe getting pretend “stuck” at a certain time in their use of the device. Redesign and Talk about it: Some students may want to modify their device. End with a pair share of open-ended questions about the devices suggested by the students. Revisit the essential question: Why does everything in our solar system depend on our Sun?*Assessment: See 2nd 9 weeks rubric. At a level 4 Mastery, students should be able to identify 4 objects in the day and night sky (sun, moon, stars, clouds, etc.)Differentiation:ELL and SPED Strategy: Provide individual reference pictures of the clouds and sun for individual students who need additional support. For students who struggle with writing, scribe their words or partner-write in their science notebooks. (For example, the teachers sounds out and student writes the letter, or student writes the initial sound and the teacher writes the rest.)For children for whom drawing and writing are especially challenging, you can have them describe orally where they would draw the sun or shadows in the science notebook entry. (Any scribing you can do about deeper thinking is valuable information to collect from all students!!!). Pull students for whom writing is challenging into a small group. You can then scaffold the Moon Facts science notebook entry as a shared writing activity and children can copy from the one you write together. Provide students with the sentence stem ‘The moon…’ to help them compose complete sentences. Enrichment: Project Based Learning: Students have many questions about the universe, and so guide them to brainstorm and form a driving question. If the projects involve solar power, resent their projects to a representative of a Tech company in Austin or to the PTA. Send home books of black construction paper folded and stapled and write a letter to parents to help them record the moon and night sky for a week. STEMscopes/Kinder/Seasons and Objects in the Sky; provide additional books and photographs of telescopes, clouds, and the Sun in the science center for children to read, observe, and draw; post both scientific photographs and artistic representations of the sky in the art area/easel to inspire creative interpretations—compare and contrast how scientists and artists see things.When the moon is visible during the day, take students outside to observe it. Students draw the shape of the moon. Have students draw the moon again at another time in its cycle and notice how the shape looks different.Parts 2 and 3 of The Moon For Kids are at:Part 2: 3: Repeat Day 4’s activity using all the phases of the Moon, instead of just the 4 names phases, and have students figure out how to organize themselves to match the chart. Use the poem below for a language arts activity that also reinforces facts about stars.The music group Enya has a recording called Paint the Sky with Stars. Here is a youtube link. Students can make an interpretive dance to the music., moving with “celestial” bodies! Have students think about how they can make their bodies look like they are twinkling or how they can arrange themselves into a constellation that they made earlier.Stars by Meish Goldish(to the tune of "Twinkle Twinkle, Little Star")Twinkle, twinkle, little star,I know what you really are:Giant ball of glowing gas,One of billions in a mass!Twinkle, twinkle, little star,Oh, how big you really are!Twinkle, twinkle, giant star,Larger than the Earth by far!Since your distance is a lot,You look like a tiny dot.Twinkle, twinkle, giant star,Very bright, yet very far!Stars are twinkling, every one,Some are bigger than the sun!Just a twinkle in the sky,Just because you're oh, so high!Twinkle, twinkle, little star,Oh, how big you really are1028700-22796500Date: What objects can I see in the daytime sky?0444500Look up!Draw a picture to show what you can see.What did you see in the sky today?-2286002451101.2.3.4.5.6.001.2.3.4.5.6.80391032067500?Qué observastes en el cielo hoy?-2279652451101.2.3.4.5.6.001.2.3.4.5.6.80391032067500922655-18669000Date: -2216153111500Family Homework:What objects can I see in the nighttime sky?Stay up late enough to see the moon and stars in the sky. Draw a picture to show what you can see. 922655-18605500Date: -2209803111500Tarea de la Familia:?Cuales objetos puedo ver en el cielo en la noche?Manténgase despierto lo suficientemente tarde para ver la luna y las estrellas en el cielo. Haz un dibujo sobre lo que viste.What can you see in the sky at night?129921032067500-273053206751.2.3.4.5.6.001.2.3.4.5.6.What do you think is amazing about the night sky? (A grownup can write your answer.)-2730528257500?Qué puedes ver en el cielo en la noche?129921032067500-266703206751.2.3.4.5.6.001.2.3.4.5.6.?Qué crees que es impresionante en el cielo por la noche? (Un adulto te puede ayudar a escribir tus respuestas.)-26670282575001028700-22796500Date: 892175-61023500The Sun: Our Nearest StarDraw a picture of what you think the sun looks like.351599511239500Now draw a picture of what the sun looks like with the help of NASA’s telescopes. 12065502983500-11811086677500Models that show the relative size of the Sun to the Earth-1162685210248500Date:Shadows Change -5080062484000In each picture, draw where the object’s shadow would be. With a yellow marker, draw where the light goes from the flashlight or Sun.-50800292227000-1587504635500249555200787000Draw where you think the sun would be to create this shadow. Fecha: 914400-58166000El Sol: Nuestra Estrella Más CercanaHaz un dibujo acerca de lo que piensas de cómo se ve el Sol.436898011239500 Ahora haz un dibujo de cómo se ve el sol con la ayuda de telescopios de la NASA.12065502983500-11747586677500Los modelos que muestran el tama?o relativo del Sol a la Tierra. -1162050210248500Fecha:Las sombras cambian 6584167880600En cada dibuja, demuestra donde estará la sombra del objeto. Con un rayador amarillo, dibuja de donde viene la luz de una lámpara ó el sol.-50165292227000-1581154635500249555200787000Dibuja donde crees que está el sol para crear cada sombra. Moon Phase Reference Cards (If time is limited, make copies on card stock.)This is enough for three groups. 1113155-17589500Date:Kitten’s First Full Moon-25082544831000Draw a picture of where you think the Sun, the Earth, and the Moon was to make the full moon that Kitten saw. Don’t forget to draw Kitten on the Earth!1113155-17526000Fecha:La primera luna llena de Gatito-25019044831000Haz un dibujo de donde crees que el Sol, la Tierra y la Luna estaban para hacer la luna llena que vio Gatito. ?No se olvide dibujar a Gatito en la Tierra!1151255-17335500Date:-7937520447000-97790122809000Write up to 3 facts about the moon that you think are most interesting.1581153130551.2.3.001.2.3.148463031305500centercenter00Moon TemplatePlantilla de la Luna16541752540Mis datos sobre la luna00Mis datos sobre la luna620395349250La Luna órbita alrededor de la tierra.La Luna es 4 veces más peque?a que la Tierra.Se requieren 3 días para llegar a la Luna.00La Luna órbita alrededor de la tierra.La Luna es 4 veces más peque?a que la Tierra.Se requieren 3 días para llegar a la Luna.34861555308500Mis datos sobre la luna1.________________________________2.________________________________3._______________________________ ................
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