Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
Science Grade 01 Unit 07 Exemplar Lesson 02: Investigating the Moon, the Stars, and the Sky
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will learn how change occurs in the day and night sky. Students will also learn about objects in the day and night sky (stars, Sun,
and Moon) and the observable patterns of the Moon. The focus is not on the “phases of the Moon” but rather that the Moon appears to
change.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
1.8
Earth and space. The student knows that the natural world includes the air around us and objects in the sky.
The student is expected to:
1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.
Scientific Process TEKS
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in
classroom and outdoor investigations. The student is expected to:
1.2A Ask questions about organisms, objects, and events observed in the natural world.
1.2D Record and organize data using pictures, numbers, and words.
1.3
Scientific investigation and reasoning. The student knows that information and critical thinking are used in
scientific problem solving. The student is expected to:
1.3B Make predictions based on observable patterns.
1.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the
natural world. The student is expected to:
1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets,
collecting nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such as
paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to
support observations of habitats of organisms such as aquariums and terrariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Science Unit 07 PI 02
Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week period, (b) the Sun as it looks in the morning when school starts
and in the afternoon when school ends, and (c) stars in the sky at night. Illustrations should include the student making the observations.
Standard(s): 1.3B , 1.8B
ELPS ELPS.c.1E , ELPS.c.5B
Key Understandings
Every month, the Moon proceeds through a series of phases.
— Why do you think the Moon’s appearance seems to change over time?
— If you were to look up at the night sky tonight, what do you think the Moon will look like?
The position of the Sun is fixed and does not change.
Last Updated 05/09/2013
page 1 of 20 Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
— Why do you think the Sun appears to change position during the day?
— In the morning, the Sun rises; in the evening, it sets. How do you think this occurs?
The stars seen at night change location throughout the year following a pattern and returning to the same position after a year has
passed.
— How do you think the stars appear to change location?
— What patterns can you see of stars in the night sky?
Vocabulary of Instruction
Moon
Sun
star
pattern
sky
Materials
book (about Moonrise, see Advance Preparation, 1 per class)
book (about stars with emphasis on constellations) – Optional
computer (1 per class)
crayons or colored pencils (per group)
cups (Styrofoam™, 1 per student)
flashlights (1 per student group)
KLEW chart (in classroom science notebook, 1 per class)
projector (1 per class) – Optional
toothpicks (1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Teacher Resource: KLEW Chart
Handout: Part 1 Moon Observation Chart PI (1 per student)
Teacher Resource: Moon Phase Pictures
Optional Teacher Resource: Moon Phase Pattern Poster (1 per group)
Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky
Handout: All About Stars Booklet (1 per student or 1 per small group to share)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Ongoing Performance Indicator: Part 1 of the Performance Indicator is one that will be used daily for a two week period. Choose a two
week time period for this Performance Indicator. The teacher can have students begin recording observations at the beginning of the
Unit 07 Lesson 01 or begin with this lesson and continue after Unit 07 Lesson 02 is completed (which would continue into the next week
of instruction during Unit 08). The teacher will show students the Moon that appeared in the night sky during the previous night.
Students will record the observations each day on their chart. The handout has both Part 1 and Part 2 pn the same document.
2. Find a resource to gather information on the Moon’s phases throughout the two week period of observations. It might be helpful to
conduct an internet search using the key terms Moon phase calendars.
3. Look over the notes in the Teacher Resource: PowerPoint: Observing Changes: The Day and Night Sky. Print a copy of the notes
of the PowerPoint as a guide during the presentation.
4. Gather the equipment needed to show the PowerPoint (a computer and possible projector).
5. Locate a book that depicts the Moon rising.
6. Gather materials for the Star Stories activity.
7. Prepare attachment(s) as necessary.
Background Information
Last Updated 05/09/2013
page 2 of 20 Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
During this lesson, students will observe and record changes in the appearance of objects in the sky: the Moon and stars- including the Sun. In Grade 1, the focus
is not on the “phases of the Moon” but rather that the Moon appears to change. In addition, they will learn about the apparent movement of the Sun’s position in the
sky.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What do we know about the Moon, Stars, and Sun?
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Construct a KLEW chart. The chart can be recorded in the classroom science
notebook cooperatively.
Materials:
2. Ask students what they already know about the Moon, stars, and our closest
star­ the Sun. Fill in the section under “What do we think we know?” on the
KLEW chart.
KLEW chart (in classroom science notebook, 1
per class)
3. Distribute the Handout: Part 1 Moon Observation Chart PI. Only give
students the page with the chart.
4. Using the Teacher Resource: Moon Phase Pictures to post in the
classroomor the Optional Teacher Resource: Moon Phase Pattern Poster
that could be distributed to each table group, facilitate the discussion about the
pattern of the changes in appearance of the Moon.
5. At this age, students do not need to know the names of the phases of the
Moon. However, it is important for them to observe and record what they see in
the day and night sky. The big idea for students to understand is that change
occurs in the day and night sky and there is a pattern.
6. Choose a time during the day, morning calendar time is recommended, where
the teacher can share with the students the way the Moon looked the previous
night. The Teacher Resource: Moon Phase Pictures is provided as an
example.
Attachments:
Teacher Resource: KLEW Chart
Handout: Part 1 Moon Observation Chart PI
(1 per student)
Teacher Resource: Moon Phase Pictures
Optional Teacher Resource: Moon Phase
Pattern Poster (1 per group)
Check For Understanding:
Through the activities of student illustrations and the KLEW
chart, the teacher can utilize these activities as formative
assessment tools.
7. It might be helpful to conduct an internet search using the key terms Moon
Phase Calendars to find lunar calendars to show the Moon phases.
Instructional Notes:
Performance Indicator: Part 1 Moon Observation Chart PI i s
8. The pictures only show four phases: new, crescent, half, and full. There is also
a last quarter Moon included, if needed.
one that will be utilized daily. Choose a two week time period
for this Performance Indicator. The teacher can have students
begin recording observations at the beginning of the unit of
9. The teacher can use these pictures (or a resource of choice, such as the
Internet) to show students what the Moon looked like each evening during this
lesson.
instruction, or continue after Unit 07 Lesson 02 is completed
and will continue into the next week of instruction during Unit
08. The teacher will show students the Moon that appeared in
10. Students will then record how the Moon looked on their chart.
the night sky during the previous night. Students will record the
observations each day on their chart. Make copies of the
11. Lead a discussion of how the Moon looked the night before, last night, and a
prediction of how the Moon will look tonight.
Ongoing Performance Indicator, Moon Observations (Part 1
only at this time. Front and back copies recommended.).
Want to use a different form of chart? Try an OWL Chart.
O -What can I observe about this topic?
W -What do I want to learn about this
topic? OR What do I think I will learn?
L - What have I learned?
There are eight total phases of the Moon, and it takes
approximately 27 days for this cycle to occur.
EXPLORE/EXPLAIN – The Moon and Sun have Patterns
Suggested Day 2
Last Updated 05/09/2013
page 3 of 20 Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
1. As a class, view the Teacher Resource: PowerPoint: Observing Changes:
The Day and Night Sky. Discuss the main points from the slide notes with
students. There are Guiding Questions to ask embedded in the presentation
notes such as:
Do you see the changes in the day time sky? Do you see a pattern?
Why do you think the Moon’s appearance seems to change over
time?
If you were to look up at the night sky tonight, what do you think the
Moon will look like?
Allow for various responses, and accept all responses.
Materials:
KLEW chart – from previous activity (in
classroom science notebook, 1 per class)
computer (1 per class)
projector (1 per class) – Optional
book (about Moonrise, see Advance
Preparation, 1 per class)
Attachments:
2. Important concepts addressed in PowerPoint:
The PowerPoint has several important concepts that lay the foundation for
learning in future grade levels. Students will think of these as very abstract
ideas, but it is important for them to gain understanding of the big ideas,
rather than focus on specific details. For example: Students will need to
understand that change occurs in the day and night sky; there is a pattern.
The Moon appears to change in the night time sky. However, students do
not need to know the phases of the Moon.
3. These are the important ideas to focus on during the PowerPoint discussion:
There are changes in the appearance of the day and night sky.
In the day, the sun rises in the morning and sets in the evening.
The Sun does not move. The Earth moves and it makes the Sun appear to
be traveling.
The Moon is always there, even during the day.
The Moon rises in the evening as the Sun is setting.
The Moon appears to change over a period of time, this is a pattern.
4. After the PowerPoint, or during this instructional day, read a book that depicts
the Moon rising.
5. As you read the story, have students observe the rising Moon. Have students
share ideas and make connections from the PowerPoint.
Teacher Resource: PowerPoint: Observing
Changes: The Day and Night Sky
Instructional Notes:
The appearance of the Moon has a pattern to it. The word cycle
can also be used to explain to students that the stages of the
Moon’s appearance are continuous.
When choosing books about the Moon, be aware that they can
present misconceptions. For example, students seeing a
picture of the Moon with a face. If reading these books, be sure
to address this misconception.
Misconception:
Students may think that the Moon can only be
seen during the night.
Science Notebooks:
Include any new understandings or wonderings on the KLEW
chart in the classroom science notebook.
6. Add ideas and new learning to the KLEW Chart.
9. As a closing activity, or used as a center activity, students could work in pairs or
small groups to create a Venn diagram comparing the Sun and the Moon.
EXPLAIN – The Stars at Night are Big and Bright
Suggested Day 3
1. As a whole class, or small cooperative groups, have students read the Handout:
All About Stars Booklet.
(AND/OR)
Materials:
book (about stars with emphasis on
constellations) – Optional
2. Read a book on stars with emphasis on basic constellations.
3. The Handout: All About Stars Booklet contains information about change in
the night sky with stars. Important concept: The Sun is a star. This is
addressed on the first page in the book. Discuss this with students, and
emphasize the importance by adding it to the KLEW chart.
4. Lead a class discussion on what students know about the Sun and other stars.
Ask:
Why do you think the Sun appears to change position during the
day? Allow for various responses.
In the morning the Sun rises, in the evening it sets. How do you
think this occurs? Answers will vary.
Did you know that stars follow a pattern where they change location
and travel back to that same location within a years’ time? How do
you think the stars appear to change location? Answers will vary.
What star patterns can you see in the night sky? Allow for various
responses.
Last Updated 05/09/2013
Attachments:
Handout: All About Stars Booklet (1 copy per
student or 1 copy per small group)
Safety Notes:
When learning about the Sun, it is important for students to
understand how to be safe. For example, we do not stare
directly at the Sun. We wear sunglasses to protect our eyes.
Scientists take safety measures to observe the Sun through
technology such as telescopes.
Instructional Notes:
page 4 of 20 Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
It is important for students to be introduced to stars and know
the basic understandings. However, students do not need to
5. Important ideas for students to understand:
memorize, or identify constellations by name.
The Sun is a star like the other stars in the sky, only much closer to Earth.
The stars seen at night change location throughout the year, following a
pattern and return to the same position after a year has passed.
Big Ideas: The Sun is a star like the other stars in the sky, only
much closer to Earth. Stars come in different colors and sizes,
but all are sources of energy.
Misconceptions:
Students may think that stars and constellations
appear in the same place in the sky every night.
Students may think that all of the stars in a
constellation are near each other or that all of
the stars are the same distance from the Earth.
Students may think the Sun is not a star.
ELABORATE – Star Stories
Suggested Day 4
1. “Telling star stories”: Now that students have heard a story on
stars/constellations, students will work in pairs or in small groups to create their
own “Star Story”.
2. Explain the Star Story Activity.
3. Students should decide on a “constellation” to make in the bottom of their cup.
It should create a shape about which they can create a story. They will poke
holes with a toothpick to make the pattern.
4. Using a flashlight as the light source, illuminate the inside of the cup so the
“constellation” appears­ a blank wall in a darkened room works best.
Materials:
cups (Styrofoam™, 1 per student)
toothpicks (1 per student)
flashlights (1 per student group)
Safety Note:
Be careful where you shine the flashlight. Do not shine it
directly into your eyes or other students.
Remind students of expected behavior when using toothpicks.
Instructional Note:
5. Note: The teacher may need to model this procedure. In addition, safety will
need to be discussed.
This aligns with ELA TEKS 18A.
6. Distribute individual student science notebooks or copy paper (1 piece per
student).
7. Students will write a brief story that includes a beginning, middle, and an end
that tells a story about the shape of their “constellation”.
8. Student groups share their stories with the class.
9. Add information to KLEW chart.
10. As a closing activity, or as a center activity, students will work in pairs or in small
groups to create their own “Star Story”. They can use the back of the Handout:
All About Stars Booklet.
EVALUATE – Performance Indicator
Suggested Day 5
Grade 01 Science Unit 07 PI 02
Materials:
Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week
period, (b) the Sun as it looks in the morning when school starts and in the afternoon when
school ends, and (c) stars in the sky at night. Illustrations should include the student making
the observations.
crayons or colored pencils (per group)
Standard(s): 1.3B , 1.8B
ELPS ELPS.c.1E , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
for information on administering the assessment.
Last Updated 05/09/2013
Attachments:
Handout: Part 1 Moon Observation Chart PI
(from previous activity) and Part 2: Stars in the
Night and Day Sky PI
Teacher Resource: Performance Indicator
Instructions KEY
page 5 of 20 Grade 1
Science
Unit: 07
Lesson: 02
Suggested Duration: 5 days
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page 6 of 20 Grade 1
Science
Unit: 07 Lesson: 02
KLEW Chart
What do we think we
Know?
What are we
Learning?
What is our
Evidence?
What are we
Wondering?
Moon
Stars
Sun
©2012, TESCCC
09/28/12
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Grade 1
Science
Unit: 07 Lesson: 02
Part 1 Moon Observation Chart PI
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Grade 1
Science
Unit: 07 Lesson: 02
Performance Indicator
Part 1 Moon Observation Chart: Questions
1.
Look at the Moon observations chart. Does the Moon’s shape appear to change? Explain.
2.
Is there a pattern you can see? Explain.
©2012, TESCCC
05/09/13
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Grade 1
Science
Unit: 07 Lesson: 02
Performance Indicator
Part 2: Stars in the Night and Day Sky
Draw a picture of yourself looking at the night sky, including the Moon and stars.
©2012, TESCCC
05/09/13
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Grade 1
Science
Unit: 07 Lesson: 02
Part 2: Stars in the Night and Day Sky PI
Draw a picture of how the Sun looks in the morning.
Include yourself in the picture.
©2012, TESCCC
Draw a picture of how the Sun looks in the
afternoon, at the end of the school day. Include
yourself in the picture.
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Grade 1
Science
Unit: 07 Lesson: 02
Teacher Resource: Moon Phase Pictures
New Moon
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Science
Unit: 07 Lesson: 02
Crescent Moon
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Science
Unit: 07 Lesson: 02
Half Moon
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Science
Unit: 07 Lesson: 02
Full Moon
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Science
Unit: 07 Lesson: 02
Last quarter Moon
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Science
Unit: 07 Lesson: 02
Teacher Resource: Moon Phases Pattern Poster
©2012, TESCCC
NASA. (Photographer) (2012). Lunar phases [Print].
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People have created stories about stars to
explain where these large "pictures" in the sky
came from.
Think of a picture you would like to see in the
sky. What would be story about the picture?
Draw your picture here:
What do you know about
stars?
Stars can look like shapes or pictures.
These stars travel through the night sky
following a path.
You can see
stars in the night
sky.
Stars come in
many sizes and
colors.
There are many stars. The closest star to
Earth is the
Sun.
Did you know
the Sun is a
star?
You can see them again at the same time
each year.
This is a picture of
the Big Dipper. It
looks like a giant
scoop.
This is a picture of a
group of stars called
Draco.
Draco is a dragon. Can
you see the dragon?
Grade 1
Science
Unit: 07 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Draw a set of pictures that record: (a) the changes in appearance of the Moon over a two week
period, (b) the Sun as it looks in the morning when school starts and in the afternoon when
school ends, and (c) stars in the sky at night. Illustrations should include the student making
the observations.
(1.3B; 1.8B)
1E; 5B
Materials:
crayons or colored pencils (per group)
Attachments:
Handout: Moon Observation Chart PI (from previous activity) (Parts 1 and 2)
Handout: Part 2: Stars in the Night and Day Sky PI
Instructional Procedures:
1. Throughout the lesson, students have been observing and recording on the Handout:
Performance Indicator (Part 1- Moon Observation Chart PI).
2. Once students have completed the two week observation chart, they will answer the questions on
the back of Part 1:
Look at the Moon observations chart. Does the Moon’s shape appear to change? Explain.
Is there a pattern you can see? Explain.
3. Students will then complete Part 2: Stars in the Night and Day Sky by drawing a picture of
him/her looking at the night sky, including the Moon and stars.
AND
4. Draw a picture of how the Sun looks in the morning. The student should include himself/ herself in
the picture.
5. Draw a picture of how the Sun looks in the afternoon, at the end of the school day, including
himself/herself in the picture.
©2012, TESCCC
05/09/13
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