The following lessons have been created to support students within a blended classroom in grades 1 and 2. The purpose of the module is to teach students about different patterns and cycles in space, such as day and night, the relationship between the Sun, Moon, Earth and Stars, the phases of the Moon, the seasons, galaxies and constellations. Students are given the tools to not only predict these patterns, but also to observe and describe them through various activities both in the classroom and in the online platform. Students will be utilizing both Seesaw and CGScholar in order to complete digital tasks that supplement and assess learning throughout the module. This practice will allow the teacher to review content for appropriateness, help to assist students that may be struggling with concepts or understandings, and provide a reflection and peer-review platform for students.
Introduction: The following lessons have been created to support students within a blended classroom in grades 1 and 2. The purpose of the module is to teach students about different patterns and cycles in space, such as day and night, the relationship between the Sun, Moon, Earth and Stars, the phases of the Moon, the seasons, galaxies and constellations. Students are given the tools to not only predict these patterns, but also to observe and describe them through various activities both in the classroom and in the online platform. Students will be utilizing both Seesaw and CGScholar in order to complete digital tasks that supplement and assess learning throughout the module. This practice will allow the teacher to review content for appropriateness, help to assist students that may be struggling with concepts or understandings, and provide a reflection and peer-review platform for students.
Learning Module Objectives:
1.Space Systems: Patterns and Cycles
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.
ESS1.B: Earth and the Solar System- Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)
Common Core State Standards (CCSS)- First Grade Writing:
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Common Core State Standards (CCSS)- Second Grade Writing:
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Essential Vocabulary:
-Sun
-Moon/Moon Phases
-Day/Night
-Earth
-Stars
-Planets
-Orbit
-Pattern
-Cycle
-Galaxy
-Constellation
-Seasons (Spring, Summer, Winter, Autumn/Fall)
Take this survey to see what you already know about space!
Students will take this survey twice during this learning module, once in the beginning and once at the end in order to asses prior knowledge, as well as to measure what they have learned by the end of the module in the form of a summative assessment.
Learning target: I can observe, predict and identify objects in the sky during the day and night.
Go outside with your class and look up at the sky. Participate in class discussions while thinking about these questions:
Look at the front cover and the title of the book Day and Night by Rebel Williams and Kris Wilste.
Share with the class what you think the book will be about.
With a partner, read the book Day and Night or listen to the audio recording of the book below.
Class Discussion:
Which of these objects can be seen in the sky? How do you know?
Which of these objects can be seen during the day? Which ones can be seen at night?
Activity: Write words or draw pictures on the "Objects in the Sky T-Chart" to show which objects can be seen in the sky during the daytime and nighttime.
Comment: What is one object you can see in the sky during the day? What is one object you can see in the sky during the night? Can you think of any objects that are not in the book that you would see in the sky?
Purpose: Students will observe, predict and identify objects in the sky during the day and night.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
ESS1.B: Earth and the Solar System- Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)
Resources:
Day and Night by Rebel Williams and Kris Wilste
Day and Night by Rebel Williams and Kris Wilste read-aloud video
Objects in the Sky T-Chart (below)
Take students outside to observe the daytime sky. Ask the questions:
Next, have students look at the cover of the book Day and Night by Kris Wilste and Rebel Williams. Have students make predictions of what they think the book will be about. With a partner, have students either read the paper copy of Day and Night, or listen to the audio recording provided.
Come back together as a class to discuss the book and make a list of words on the board. Ask the students:
Which of these objects can be seen during the day? Which ones can be seen at night?
As you write each object, have the student state whether it would be seen during the day or during the night. After discussing have students independently fill out the Daytime/Nighttime Objects T-Chart. Students will write words or draw pictures to show what they learned about the objects that can be seen in the sky during the day, and the objects that can be seen during the night based on their observations and the book. In addition, students will be making a "comment" on this module using the comment feature on Scholar. Consider modeling how to do this and providing assistance, as students will have varying experiences with how to type.
For questions about how to navigate Scholar, you can utilize the following Scholar Tutorials.
Teacher Tip:
Walk around as students fill out their T-Charts to formatively assess what they have learned during the introductory lesson. Consider patterns of misconception that students may be having that could be addressed in the next lesson.
Sources:
Williams, R., & Wiltse, K. (1998). Day and night. Bothell, WA: The Wright Group.
Learning target: I can predict, observe and describe the patterns in the sky at different times of the day.
You will participate in an investigation about the things you see in the sky over the next three days. In the morning, afternoon, and end of the school day, you will observe what the sky looks like and the changes that you see. You will be using the "Observing Objects in the Sky" worksheet to record your predictions and observations each day.
1. With a partner, predict what the sky will look like on Day 1 in the morning by drawing a picture here on your worksheet:
2. After predicting, go outside and record your observations here:
Repeat Steps 1 and 2 for the noon and afternoon. Repeat these steps for all three days of the investigation.
Homework: If possible, check outside each night to observe what you see in the night sky and record it in the "Night" column. If you are unable to do this, your teacher will provide you with a picture that you can reference to draw observations.
Post-investigation discussion with class:
Comment: Discuss one thing you learned or found interesting during your 3-day investigation.
Purpose: Students will predict, observe and describe the patterns in the sky at different times of the day.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Resources:
Clipboards
Pencil
Coloring Supplies
"Observing Objects in the Sky" Recording Sheet (below)
Remind students that yesterday, they discussed objects that they see in the sky during the daytime and nighttime. Today, students will be observing the different patterns in the sky by doing an investigation. Explain to students that a pattern is something that happens in a repeated way.
Over the next three days, students will be making predictions and recording observations about what they see in the sky. Make time for students to go outside 3 times during the day: once in the early morning, once around noon, and once in the afternoon towards the end of the school day. Encourage students to go outside or look out the window at night to record nighttime observations as well.
Teacher tip: Take pictures of the night sky all three nights to show students how the sky changed that night.
During the investigation, students will use the "Observing Objects in the Sky" worksheet to record data. Remind students of the important things they see in the sky during the day, like the sun and clouds. Before going outside each time, instruct students to first make a prediction of what the sky will look like by drawing a picture (specifically thinking about the position of the sun). Then, have students bring the worksheet, a clipboard and a pencil outside to record what they see.
After all three days are complete, discuss with students:
Tell students that since we saw the same things happen all three days, we call this a pattern or a cycle. Point out that the Sun moves across the sky, "rising" when it goes up and "setting" when it goes down.
Learning target: I can explain the causes and patterns of day and night.
Watch the following video about day and night:
Video discussion with class:
Watch as your teacher demonstrates night and day using a globe and a flashlight.
Class discussion:
With a partner, see the Day and Night Simulator for another visual on how the Earth changes from day to night.
Comment: Discuss one thing you learned about what causes day and night, or something you are still wondering about day and night.
Purpose: Students will explain the causes and patterns of day and night.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Resources:
Globe
Flashlight
Additional Resources:
What Makes Day and Night by Dr. Franklyn M. Branley
Remind students about their observations of how the sky changes during the day and during the night, and how this process repeats every day. This allows us to make predictions about where the sun and moon will be in the sky during different times of the day.
Tell students that today, we will be learning about what causes day and night. After students watch the video, discuss the following questions:
With a globe, explain how the earth rotates like they saw in the video. Using the flashlight, further explain how the light is shone on one part of the earth, just like the sun does. Ask students:
Sources:
Branley, F. M. (2015). What makes day and night. Place of publication not identified: Harpercollins Childrens B.
Learning target: I can describe the relationship between the Sun, Earth, Moon and Stars.
Learn the definitions of Sun, Motion, Moon and Stars by watching your teacher explain the following visuals:
Watch the following video:
Class Discussion:
Activity: Using the "Earth and Moon's Orbit of the Sun" activity- Color, cut and attach using brads to create a model that shows how Earth orbits the Sun, and how the moon travels around the Earth.
Comment: Describe the orbit of the Earth, Moon and Sun.
Purpose: Students will describe the relationship between the Sun, Earth, Moon and Stars.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Resources:
The Sun, Earth and Moon video
Vocabulary Picture Cards
Scissors
Coloring Supplies
Brads (round metal paper fasteners)
"Earth and Moon's Orbit of the Sun" activity (below)
Additional Resources:
Stars (Exploring the Galaxy) by Thomas K. Adamson
Moon (First Step Non-Fiction) by Melanie Mitchell
The Sun: Our Nearest Star by Dr. Franklyn M. Branley
Introduce the vocabulary words Motion, Sun, Moon and Stars to students using the Vocabulary Picture Cards. Activate prior knowledge by having students discuss what each of these words mean, walking around and listening to student discussions. Then, provide definitions for students. Explain to students that the Earth, Sun and Moon all have a special relationship with one another.
Have students watch The Sun, Earth and Moon video with a partner. As a class, discuss:
In order to address the common misconception that the Sun orbits the Earth, students will complete the Earth and Moon's Orbit of the Sun Activity in order to create a model of the relationship between their orbits.
Sources:
Accelerate Learning. (2019). STEMscopes. Retrieved from http://stemscopes.com/
Adamson, T. K. (2007). Stars. Mankato, MN: Capstone Press.
Branley, F. M., & Miller, E. (2002). The sun: Our nearest star. New York: HarperCollins.
Mitchell, M. (2003). Moon. Minneapolis, MN: Lerner.
Yalesias, M. (2018, February 03). Earth's Orbit Misconception. Retrieved from https://moretime2teach.com/earths-orbit-misconception/
Learning target: I can identify the different phases of the moon.
Participate in class discussion about what you already know about the moon:
With the class, listen to the Moon Song:
With a partner, go to the Moon Phases Simulator. Discuss with your partner:
After exploring with your partner, watch the following video:
Activity: Oreo Cookie Moon Phases Activity
You will need:
Step 1. Draw the Earth in the middle of the white piece of paper.
Step 2. Carefully twist apart the Oreos so that one half has cream and the other half does not.
Step 3. Using the Moon Phase Reference Page to help you, take a plastic spoon and scrape away some of the cream on each cookie to make all 8 phases of the moon. Put them in order around the Earth on your paper.
Step 4: Take a picture of your completed project on an iPad and post to Seesaw.
Purpose: Students will identify the different phases of the moon.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Resources:
Phases of the Moon video
Moon Phases Reference Page
iPads (Seesaw app)
Blank white paper
Coloring Supplies
Eight oreo cookies (per student/group)
Plastic spoon or knife (per student/group)
Introduce to students that today they will be learning about the phases of the moon. Ask the students the following questions:
Students may have the misconception that parts of the moon dissappear when we cannot see the whole thing. One of the goals for the end of this lesson is for students to understand that the moon is still there, we can only see parts of it depending its position to the Sun and the Earth.
Play the Moon Song for the entire class to introduce that they will be learning about moon phases. This will engage learners in the lesson and give them a way to remember the different phases of the moon.
With a partner, have students experiment with the Moon Phases Simulator. Have the students discuss how the moon changes, and what they notice about the parts they can see in relation to the Moon's position to the Sun and the Earth. Tell them to pay special attention to the different phases of the moon in the bottom right corner of the screen.
Then, have students listen to the Phases of the Moon video.
Have students complete the Oreo Moon Phases Activity independently or with a partner. As students work, walk around to ensure they understand the directions and ask questions to check for understanding on the different phases of the moon and how they are formed. When students are done, have them take a picture with an iPad and post to Seesaw. If students do not have experience with Seesaw, they may need teacher support. The video in the student section will also show them step by step how to post their picture to Seesaw.
The following video will help you set up your Seesaw classroom:
Sources:
Oreo Moon Phases. (n.d.). Retrieved from http://www.superteacherworksheets.com/blog/oreo-moon-phases
Learning target: I can predict and compare the difference between the four seasons and apply what causes them.
Class discussion:
Look at the cover of What Makes the Seasons? by Megan Montague Cash
Prediction: Turn and tell a partner what you think the book will be about.
Listen to the story read aloud:
Participate in a class discussion by:
Independent Activity: Complete the Seasons of the Year wheel.
Comment: Write one word that describes each season.
Purpose: Students will predict and compare the difference between the four seasons and apply what causes them.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.
ESS1.B: Earth and the Solar System- Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)
Resources:
What Makes the Seasons? by Megan Cash (read aloud)
Seasons of the Year wheel (below)
Large Chart Paper
Coloring Supplies
Scissors
Have a whole group discussion with students about what they already know about seasons. To guide the discussion, ask the questions:
Show children the cover of What Makes the Seasons? by Megan Cash. Have them make predictions about what the book will be about by turning and telling a partner. Then, read the book aloud or have students listen to the book read aloud.
Explain that the seasons go through patterns because they happen in the same order every year: Spring, Summer, Fall then Winter. During each season, we see similar things such as snow in the winter, flowers in the spring, falling leaves in the fall, and hot weather in the summer. These patterns and characteristics help us to predict when the next season is coming since it goes through the same cycle each year. This will allow the vocabulary words pattern and cycle to be used in a different context which will help students make the connections of the words when they were used to describe the patterns of the sun in the sky every day.
As a class, create a Four Seasons anchor chart, allowing students to come up with words and pictures that could be places under each season. This will give more time to discuss the different patterns we see each year during each season.
Teacher tip: You may want to include the months that each season occurs in on the anchor chart to help with the independent activity.
Have students independently complete the Seasons of the Year wheel to formatively assess their understanding of the different characteristics of each season. This visual will aid in their understanding that the seasons go in a cycle or a circular motion each year.
Sources:
Cash, M. M. (2006). What Makes the Seasons? Boston, MA: Houghton Mifflin.
J. (2012, February 25). Seasons of the Year Freebie. Retrieved from http://www.classroomfreebiestoo.com/2012/02/seasons-of-year-freebie.html
Learning target: I can recognize the features of a galaxy.
With a partner, read the following information about galaxies: What is a galaxy?
Next, scroll through the Galaxy Slide Show.
Class discussion:
After your teacher shows you how to navigate, explore the Universe with a partner.
Activity: Galaxy Slime
-Watch the tutorial video on how to make Galaxy Slime. Then, follow your teacher's step by step instructions with your table group.
1. Mix ingredients into the bowl to make four different colored slimes.
2. Twist your slimes together to create your galaxy.
3. Add planets and more stars into your galaxy by kneading in sequins, small beads, plastic stars, and other objects.
4. Post a picture of your galaxy to Seesaw.
Purpose: Students will be ablerecognize the features of a galaxy.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Resources:
Universe Simulator
Galaxy Slime Ingredients:
4, 6 oz Bottles of Elmer’s Glitter Glue per group of students (Black, Blue, Purple and Pink)
1 tbsp or more (up to 1 cup) of water per bowl of slime
Silver glitter
1/2 tbsp of baking soda per bowl of slime
1½ tbsp of Contact lens solution per bowl of slime. **Important: your brand of contact lens solution must contain boric acid and sodium borate
In this lesson, students will prepare for their upcoming research project by learning about galaxies by reading What is a Galaxy? with a partner. Next, students will view the Galaxy Slide Show to see real pictures of different galaxies. This will allow time for students to explore the new information in a more independent way, which they will be required to do in the next lesson of this learning module. Once students have introduced themselves to galaxies, have the following class discussion:
After discussing, explain to students that they will be making their own galaxy out of slime. Guide students step by step in making the slime:
Add your baking soda and mix in thoroughly. Also add 1 TBSP or more (up to 1/2 cup) of water here if you want a stretchier slime.
Now mix until your slime forms and begins to harden. Take it out and knead, knead, knead. You may be surprised how much you need to knead to really make the slime form. If it’s not the desirable consistency keep kneading. If you find it to still be too sticky, add a little bit of lotion or baby oil to your hands.
Once all 4 colors are made per group of students, students will need to twist together the slime to make it look like a galaxy.
Teacher tip: Have students section off the colors of slime first before twisting together so each student can have their own galaxy.
Finally, provide students with different materials such as sequins, small beads, plastic stars, and other materials that they can knead into their slime. Explain to students that all of their galaxies will turn out different, just like the galaxies in our universe all look different. Reiterate that the glitter in the slime represents the millions of stars in the galaxy, and that the objects that they can add in at the end can represent things like larger stars (such as the sun) and planets.
Sources:
Galaxy Information and Facts. (2009, December 02). Retrieved from http://www.nationalgeographic.com/science/space/universe/galaxies/#/818.jpg
NASA. (2015, September 8). What is a Galaxy? Retrieved from https://spaceplace.nasa.gov/galaxy/en/
The Best Ideas For Kids. (2018, July 19). Galaxy Slime. Retrieved from http://www.thebestideasforkids.com/galaxy-slime/
Learning target: I can illustrate, classify and describe a constellation.
Participate in the following class discussion:
Watch the following video:
Participate in the post-video discussion:
Research Project: You will create a visual that teaches your classmates about the name of a constellation, one fact about the constellation, and what the constellation looks like.
5. You will view and give feedback to one other student's work by making a comment on Seesaw.
6. Review the comments and feedback on your own project, and use the edit feature on Seesaw to make any necessary changes to your work based on feedback.
Here is the rubric you will follow for your Constellation Research Project:
Purpose: Students will be able to illustrate, classify and describe a constellation.
Next Generation Science Standards (NGSS)- Students who demonstrate understanding can:
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
Common Core State Standards (CCSS)- First Grade Writing:
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Common Core State Standards (CCSS)- Second Grade Writing:
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Resources:
Constellations: Connect the Dots in the Sky! video
Constellations research website
Constellation Project Materials:
To access prior knowledge, have the following whole group discussion:
Have students watch the Constellations: Connect the Dots in the Sky! video. After they watch the video, discuss the following questions as a class:
Make sure to remind students that a constellation is a group of stars that make an imaginary shape in the night sky. These shapes are usually names after mythological characters, people, animals and objects. Explain that today, students will be choosing a constellation and doing research on the constellation to create some sort of visual to teach the rest of the class.
Students may do this however they choose, but provide students of different examples to give them some ideas and guidance, such as:
Students can simply draw the constellations with coloring supplies if they choose, but encourage them to be create in creating their constellation. This lesson may need to be completed over the course of several days. Make sure to explain to students that this will be a project to be completed in Seesaw. Go through the rubric with students so they know what their expectations are prior to beginning.
To complete the project, have students take a picture of their visual and post to Seesaw. After all students submit their project, they will view and give feedback to one other student by utilizing the comment feature on Seesaw. Students may need support in these steps, so make sure to model and remind students how to navigate their work, as well as walk around and give assistance when necessary.
There are additional video tutorials and help information that will assist you with navigating Seesaw.
Teacher tip: Have students take pictures and post comments in small groups so that you can provide assistance when necessary.
Sources:
Dorling Kindersley Limited. (2019). Fun Facts for Kids on Animals, Earth, History and more! Retrieved from http://www.dkfindout.com/us/space/constellations/
K. (2018, October 31). Pipe Cleaner Constellations. Retrieved from http://www.123homeschool4me.com/pipe-cleaner-constellations_61/
Katie, Sabrina, SG, K., Jeanine, Janelle, SG, K., Stokes-Guinan, K. (2017, January 25). Constellation craft for kids. Retrieved from http://www.giftofcuriosity.com/constellation-craft-for-kids/
Munchkins and Moms, C. (2017, December 11). Marshmallow Constellations. Retrieved from http://munchkinsandmoms.com/marshmallow-constellations/
School Time Snippets. (n.d.). Hands-on Constellations Activity Kids Will Love! Retrieved from http://www.schooltimesnippets.com/2014/06/constellations-activity-geoboard.html
Take this survey to see what you've learned about space!
Have students take the same survey from the beginning of the module to assess how their answers have changed and what they have learned throughout the course of the module. This will serve as the summative assessment for the learning module.