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.

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)

Objects in the Sky T-Chart

Take students outside to observe the daytime sky. Ask the questions:

• What objects do you see? (Possible answers: sun, birds, airplane, clouds, etc.)
• Are any of them moving? (Possible answers: birds, airplane, etc.)
• What objects do you think you would see at night? (Possible answers: moon, stars, sun is gone)

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 in the sky? How do you know? (Answers: moon, sun, stars, airplane, comets, etc.)

• 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.

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)

Observing Objects in the Sky Recording Sheet

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:

• What did you notice each morning? (Answer: the sun was always closer to the ground)
• What did you notice each afternoon? (Answer: The sun was always up above us)
• What did you notice at the end of each day? (Answer: The sun moves back down a little andmoved over some)
• What did you notice about the sky at night? (Answer: I could see the moon and sometimes stars, but not the sun)

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.

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:

Day and Night Video

Globe

Flashlight

Day and Night Simulator

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:

• What did you learn about what causes day and night?

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:

• What do you notice? (Possible answer: Only one part of the globe is lit, and the other part is dark)
• What changes as the globe turns? (Possible answer: Different parts of the globe are lit or dark)
• What do we call the part of the globe that has light? The par that is dark? (Answer: Day and Night)

Sources:

Branley, F. M. (2015). What makes day and night. Place of publication not identified: Harpercollins Childrens B.

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 

Vocabulary Picture Cards

Scissors

Coloring Supplies

Brads (round metal paper fasteners)

"Earth and Moon's Orbit of the Sun" activity (below)

Earth and Moon's Orbit of the Sun Activity

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

The Sun by Elaine Landau

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:

• What facts did you learn about the Sun?
• What facts did you learn about Earth?
• What facts did you learn about the Moon?
• What does orbit mean?

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/

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 Song

Moon Phases Simulator

Oreo Moon Phases Activity

Moon Phases Reference Page 

iPads (Seesaw app)

Moon Phases Reference Page

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:

• When do you see the moon in the sky? (Answer: at night)
• Does the moon stay the same or change? (Answer: Changes)
• What do you notice when the moon changes? (Possible answers: Sometimes we see the whole thing, sometimes we see small parts)
• What did we learn in yesterday's lesson about the moon? 

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

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)

Seasons of the Year Wheel

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:

• What do you know about seasons?
• What is different about each season?
• How do the changes in the seasons affect what we wear? What activities we do (in school and out of school)? 

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

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:

What is a Galaxy?

Galaxy Slide Show

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

• Assortment of items to create solar system- Sequins, small plastic stars, etc.

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:

• What kinds of things do you think you find inside a galaxy?
• What did you learn about galaxies with your partner? What did you notice about the way they look?
• Is a galaxy bigger or smaller than our planet?

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:

Instructions

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/

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:

• Geoboards and rubberbands
• Different colored poster paper or construction paper
• Coloring supplies
• Marshmallows and toothpicks
• Star stickers and white chalk/crayon
• Pipe cleaners and star beads
• iPads (Seesaw app)

To access prior knowledge, have the following whole group discussion:

• Have you ever heard the word constellation?
• What do you think a constellation is?

Have students watch the Constellations: Connect the Dots in the Sky! video. After they watch the video, discuss the following questions as a class:

• What did you learn about constellations?

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.

1. Students will work with a partner or individually (as a way to differentiate). Students/partner groups will choose one constellation from the Constellations research website.
2. Have students click on the constellation of their choice to study it's structure and learn facts about the constellation.
3. Students will create a visual that teaches the class about the constellation they choose. The visual should include: the name of the constellation, one fact they learned about the constellation, a representation of the constellation.
4. Students will share their work by posting in Seesaw. The post should include: Picture of the visual, the information about their constellation (either typed or included in visual).
5. Students will view and give feedback to at least one other student using the comment feature on Seesaw.

Students may do this however they choose, but provide students of different examples to give them some ideas and guidance, such as:

• Geoboard Constellations
• Marshmallow Constellations
• Stickers and Chalk Constellations
• Pipe Cleaner Constellations

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.

_{Constellation Research Project Rubric}

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

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.