Kindergarten Science Unit:
What’s in the sky?
K.ESS.2
Unit Snapshot
Topic: Cycles and Patterns in the Solar System
This topic focuses on observing, exploring, describing and comparing weather changes,
patterns in the sky, and changing seasons.
Duration:
Grade Level: K
10 days
Summary
To allow students explore the moon, sun, and stars. The students examine
the patterns in the sky, day and night, and moon phases/shape of the
moon during the month.
Clear Learning Targets
“I can”…statements
____ I can observe, explore, describe, and compare patterns in the sky.
____ I can plan and conduct simple investigations.
____ I can employ simple equipment and tools to gather data and extend the
senses.
____ I can use appropriate mathematics with data to construct reasonable
explanations.
____ I can communicate about observations, investigations, and explanations.
____ I can review and ask questions about the observations and explanations of
others.
Activity Highlights
Day 1-2
Engagement: Teacher gives the verbal and written pre-assessment. Students will
begin their KWL chart about the sun, moon, and stars. Read the non-fiction book
Sun Up, Sun Down by Gail Gibbons to begin learning about the sun and shadows.
Day 3-5
Exploration: Create a sundial for use in the classroom and create a sundial to take
home. Students will look at how the shape of the moon changes during the month.
Day 6-8
Explanation: Students will learn about night and day through an experiment. The
moon song and moon video will show students why the moon appears to look
different in the sky.
Day 9-10:
Day 1-10
on going
Day 11
Elaboration: Students will learn from a non-fiction book, a fiction book, and a short 2
minute video to learn about stars. Students should ask questions and answer
teacher questions throughout the lesson. Continue filling in the KWL chart. The class
will do the Star Light, Star Bright experiment.
Evaluation: Pre-assessment, KWL chart, video and read aloud questions, classroom
observations, experiments, and the post-assessment.
Extension/Intervention: Teachers will adjust lessons based on the results of the verbal
and written pre-assessments, the discussions from children’s literature and videos,
and activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
LESSON PLANS
NEW LEARNING STANDARDS:
K.ESS.2 The moon, sun and stars can be observed at different times of the day
or night.
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The moon, sun and stars are in different positions at different times of the day or night. Sometimes the
moon is visible during the night, sometimes the moon is visible during the day and at other times, the
moon is not visible at all. The observable shape of the moon changes in size very slowly throughout each
day of every month. The sun is visible only during the day.
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The sun’s position in the sky changes in a single day and from season to season. Stars are visible at night,
some are visible in the evening or morning and some are brighter than others.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of PreK-4, all students must
become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their
knowledge and understanding in all science content areas:
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Observe and ask questions about the natural environment;
Plan and conduct simple investigations;
Employ simple equipment and tools to gather data and extend the senses;
Use appropriate mathematics with data to construct reasonable explanations;
Communicate about observations, investigations and explanations; and
Review and ask questions about the observations and explanations of other
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
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See attached Kindergarten ELA Standards at the end of the unit for; Reading Standards for
Informational Text, Writing Standards and Speaking and Listening Standards
*For more information: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-LearningStandards/English/ELA-Standards.pdf.aspx
STUDENT KNOWLEDGE:
Prior Concepts Related to Sun
N/A
Future Application of Concepts
Grades 1-2: The sun is introduced as a primary source of energy that relates to long- and short-term
weather changes. Grades 3-5: The tilt and orbit of the Earth and position of the sun are related to
the seasons, the sun is the only star in the solar system and celestial bodies orbit the sun
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
MATERIALS:
VOCABULARY:
Engage
• Copy written pre-assessment
• Use large chart paper to create the KWL
chart
• Book- Sun Up, Sun Down by Gail Gibbons
Primary
Light
Sky
Stars
Sun Explore
• Sundial- paper plates, pencil, marker and
tape or clay to hold the marker in place,
sunny day
• Computer for the website
http://www.moonconnection.com/moon_p
hases_calendar.phtml
• Book- Faces of the Moon by Bob Crelin
Secondary
Atmosphere
Axis
Closer
Cooler
Farther
Heat
Opposites
Planets
Rotation
Solar System
Warmer
Explain
• Get the book, The Sun is Always Shining
Somewhere by Allan Fowler
• Day and Night experiment- lamp without a
shade, Styrofoam ball, sticker, dark room
• Computer for YouTube videos:
Outer Space: “Time To Shine,” The Moon
Song by StoryBots 1:58 minutes
(optional video and experiment)- Moon
Phases Demonstration by National Science
Teacher’s Association (NSTA) 4:15 minutes
Science-Universe-Phases of Moon- English
by Bodhaguru, YouTube 8:48 minutes
• Copy moon worksheet. Students need a
yellow crayon or a pencil.
Elaborate
• Get the books, How Many Stars In The Sky?
By Lenny Hort and Jumping Into Science,
Stars by Steve Tomecek
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Computer for video: What are Stars for
Children? By Hooplakids TV. 2 minutes •
Gather materials for Star Light, Star Bright
experiment- 2 flashlights of same brightness
and a dark room SAFETY
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
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Watch students as they poke through the paper plate with a pencil.
Make sure students do not touch the light bulb during the day and night
experiment.
During the elaborate Star Bright, Star Light experiment students should be
safe in the dark room.
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ADVANCED
PREPARATION
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Gather the suggested literature.
View the videos and websites in advance. Make sure the computer is ready
for the students to see and hear the video.
Copy all worksheets
Create the KWL Chart on large paper
Gather supplies for making the sundial
Gather 2 flashlights of the same brightness for the Star Light, Star Bight
experiment
Objective: The Students will take a pre-assessment and begin a KWL (What I Know,
What I Want to Know, What I Learned) chart to find out what they know about the
sun, moon, and stars.
What is the teacher doing?
Pre-Assessment and KWL (Day 1)
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Verbal pre-assessment1) Why do you think we see the
sun during the day and not at
night?
2) Why do you think we
sometimes see the moon during
the day?
3) Why do you think we only see
the stars at night?
4) Why do some stars look
brighter than others?
5) Can someone explain the
way the moon looks at night?
Does it always look the same?
6) Why do we see our shadow
during the day?
Written pre-assessmentCopy and read the 2 questions
to the students. (written
assessment attached)
1. Students will take the verbal
pre-assessment as a whole class or in
small groups with the teacher.
Students will write and illustrate their
written pre-assessment.
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Create KWL poster for
everything the students
know/what to know/learned
about the sun, moon, and stars.
(an example is attached) The
teacher can share the pen for
the students to write on the
chart. Complete the K and W
section of the chart.
2. Students share everything the KNOW
and WANT TO KNOW about the sun,
moon, and stars. The students can also
take turns writing on the chart. (This can
be done during science or literacy
block.)
ENGAGE
(2 days)
(What will draw students into
the learning? How will you
determine what your students
already know about the
topic? What can be done at
this point to identify and
address misconceptions?
Where can connections are
made to the real world?)
Sun (Day 2)
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
What are the students doing?
Pre-Assessment and KWL (Day 1)
Read Sun Up, Sun Down by Gail
Gibbons. Stop on page 3 and
discuss what is making the
patterns on her floor.
Stop on page 4 and 5. Have a
student point out the dog and
her shadow. You can continue
to point out the shadows in the
book.
Sun (Day 2)
3. Students listen to the non-fiction book
and answer the teacher’s questions
about the book.
Students can add information on the
KWL chart on What I LEARNED at anytime
during the unit.
Before reading page 11, ask the
students where is her shadow?
After reading page 26, tell the
students we will explore day
and night during this unit by
doing an experiment.
Objective: Students will explore the sun’s different positions at different times of the
day and explore the changing shape of the moon during the month.
What is the teacher doing?
Creating a Sundial (Day 3)
EXPLORE
(3 days)
(How will the concept be
developed? How is this
relevant to students’ lives?
What can be done at this
point to identify and address
misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
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Show students the book the
class read yesterday Sun Up,
Sun Down by Gail Gibbons.
Have students retell what the
story was about? Tell the
students we are going to focus
on the shadows the sun
created on the ground. Long
ago people had to use the sun
to know what time it was
because they didn’t have
clocks. We are going to create
a sundial.
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Gather materials to create a
sundial for the classroom and
for students to create their own
to take home. Directions are
included in this lesson. (There
are other ways to create
sundials online.)
Choose a sunny day.
Organize students in pairs or
groups of 3. Each group will
need a piece of chalk, a
marker, and a way to measure
the marker’s shadow. Use older
students to help measure the
shadows in inches if applicable.
If not you may choose a nonstandard unit (paperclips) to
measure the length of the
shadows. Repeat 2 more times during the
day.
What are the students doing?
Creating a Sundial (Day 3)
1. Students share a summary with the
class from the Sun Up, Sun Down read
aloud.
2. Create the sundial. Go outside each
hour to create the sun clock. Take their
sundial home. Students can also create
another sundial with their parents on a
sunny weekend.
Students go outside with partner(s) to
trace the marker’s shadow on the
playground. Measure the length of the
shadow according to the teacher’s
directions.
Repeat throughout the day.
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Discuss observations and create
a list of questions the students
have about shadows. Some of
the questions may be address
during the unit.
Exploring the Moon (Day 4 and 5)
EXPLAIN
(3 days)
(What products could the
students develop and share?
How will students share what
they have learned? What
can be done at this point to
identify and address
misconceptions?)
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Read Faces of the Moon by
Bob Crelin. The book shows the
moon phases through cutouts in
the book.
Discuss
that the moon is always
revolving around the Earth so
sometimes you can see the
moon in the daytime.
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Use the computer to show
students the moon phases for a
month. The website shows the
moon phases for past and
present months.
http://www.moonconnection.c
om/moon_phases_calendar.ph
tml Ask students what do they
notice about the moon for the
previous month. Use the website
to find the moon phases for
next month. What do you
notice about next month?
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Homework- Show the students
what the moon should look like
tonight. Ask them to look at the
moon tonight and draw what
they see in the sky.
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(Day 6) Compare
3. Discuss what happened to the
marker’s shadow throughout the day.
Why?
Students are encouraged to ask
questions and make observations.
Exploring the Moon (Day 4 and 5)
4. Listen to the book and make
observations about the shape of the
moon.
5. Students make observations from the
moon phase website the teacher has
displayed on the board. Make
connections that the phases (or shape of
the moon) repeat each month in the
same order.
6. Complete the homework- drawing the
moon. Share observations with class.
results. Good
opportunity to discuss clouds if it
was too cloudy for the moon to
be seen last night. Objective: Students will have the opportunity to explain day and night and why we
do not see the sun at night. Students will begin explaining why the shape of the
moon can look different in the sky.
What is the teacher doing?
Day and Night (Day 6)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
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Optional book- Read The Sun Is
Always Shining Somewhere by
Allan Fowler. The book shows
the students how to do the
experiment.
What are the students doing?
Day and Night (Day 6)
1. Follow the teacher’s directions for the
experiment. Some students may take
turns rotating the Earth slowly counter
clock-wise to experience day and night
in different parts of the world.
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Directions for the experiment
are included in this lesson.
Gather materials: lamp without
a shade, tennis ball or
Styrofoam ball, a sticker, and a
dark room.
Ask students to share any new
information they learned about
day and night.
Moon (Day 7)
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Show the YouTube video, Outer
Space: “Time To Shine,” The
Moon Song by StoryBots 1:58
minutes. Ask students what they
learned from the song. Optional experiment- Teacher
can watch the YouTube video,
Moon Phases Demonstration by
National Science Teacher’s
Association (NSTA) 4:15 minutes
and decide if the students
should watch the video or just
conduct the experiment to see
the different shapes of the
moon.
Moon (Day 8)
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Show the videoScience-Universe-Phases of
Moon- English by Bodhaguru,
YouTube 8:48 minutes
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Pass out the moon worksheet
included in this lesson. Read the
questions to the class.
2. Share and add new information to the
KWL chart.
Moon (Day 7)
1. Watch and listen to the moon song.
Students share what they learned about
the moon.
Moon (Day 8)
1. Watch the video.
2. Complete the worksheet.
Objective: Students will discover the many stars in the sky. They learn about the
different size and brightness of the stars in the sky.
ELABORATE
(2 days)
What is the teacher doing?
Stars (Day 9)
(How will the new
knowledge be reinforced,
transferred to new and
unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
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Read aloud the fiction book,
How Many Stars In The Sky? By
Lenny Hort. In this story a little boy wants to
count the stars. He encounters
a streetlight, bright lights of the
city, an airplane in the sky, and
finally he goes into the country
to see just how many stars are
What are the students doing?
Stars (Day 9)
1. Listen to the read aloud, ask
questions, and answer the teacher’s
questions.
Add any information to the KWL chart.
really in the Milky Way.
Teacher questions:
* Before the story…Where do
you think would be the best
place to go in order to see the
stars? Why?
* Why does his dad say it isn’t a
good place to see stars?
* At the end…the little boy says,
“Daddy, all those stars are
always out there even when we
can’t see them, right? How
does he know that?
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Show the YouTube video, What
are Stars for Children? By
Hooplakids TV. 2:00 minutes This video gives a quick
definition of stars. Stars- Brightness and Distance (Day 10)
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Read the National Geographic
non-fiction book, Jumping Into
Science, Stars by Steve
Tomecek
The book addresses where stars
go in the daytime, why stars
shine so bright at night, and
what stars are made of.
Kindergarteners do not need to
know about constellations, so
you can skip reading pages 2024.
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Star Light, Star Bright experiment
The directions are included in
this lesson with summary
questions.
2. Watch and listen to the short video.
Write the definition of stars on the KWL
chart.
Stars- Brightness and Distance (Day 10)
1. Listen to the read aloud and add
information on the KWL chart.
2. Participate in the Star Light, Star Bright
experiment.
Answer questions
Objective: Students can show their knowledge through formative assessments
throughout the lesson and show their cumulative knowledge with summative
assessments.
EVALUATE
(1 day)
and on going
Formative
How will you measure learning as it occurs?
1. The verbal and written preassessment.
2. KWL chart
3. The students ask questions and
answer teacher’s guiding questions
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. The L of the KWL chart
2. Moon worksheet in the explain lesson
3. Students create a class book about
throughout the children’s literature and
videos shown during the explain and
elaborate lessons.
the sun, moon, and stars.
4. The verbal and written postassessment.
4. Homework- drawing the moon
5. Ongoing teacher observation.
EXTENSION/
INTERVENTION
(1 day or as needed)
6. Star Light, Star Bright experiment
questions.
EXTENSION
1. Science and Math- Experiment with the
sun’s shadows and use math to measure
the length of the shadows during
different times of day.
2. Keep a moon journal for a week.
INTERVENTION
1. Have other literature in book baskets
focusing on stars, sun, and moon.
2. Use the website to show the different
shapes of the moon.
http://www.moonconnection.com/mo
on_phases_calendar.phtml
3. Have students observe the sky for 4
nights in a row and draw the stars they
see each night. Do the stars always
appear in the same place? Do the stars
appear to be the same size and color?
Lower-level:
- Read more non-fiction literature about sun, stars, and the moon.
- Complete a KWL chart as a whole class.
- After listening to the real aloud and videos, create a class book about the topic.
DIFFERENTIATION
Higher-Level:
-Students can work as a table group or on their own to create a KWL chart.
-Students can write answers or draw summary pictures after listening to each read
aloud.
- Create a book about the sun, moon, or stars after experiencing the lesson.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at this site.
Resources based on the Universal Design for Learning principles are available at
www.cast.org .
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COMMON
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MISCONCEPTIONS
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Students believe the sun is moving behind the clouds. (The clouds are
moving.)
The sun is sitting on something.
The Earth is larger than the sun.
The sun moves in the sky.
The Sun disappears at night.
Day is replaced by night, the Sunsets behind the hills. (The Earth is rotating
on its’ axis is what causes day and night.)
The sun and moon revolve around the stationary Earth every 24 hours. (The
Earth revolves around the Sun and the moon revolves around the Earth.)
The Earth rotates in an up/down direction and the Sun and moon are fixed
on opposite sides. (The Earth rotates on its’ axis and revolves around the
Sun. The Sun also rotates in space very slowly.)
The North Star is the brightest star in the sky. (The North Star, Polaris, is in the
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top 50 brightest stars. The brightest star, besides the Sun, is Sirius.)
Stars leave the sky during the daytime. (In reality we cannot see the stars
during the day because of the Sun’s bright light.)
Stars and constellations appear in the same place in the sky every night.
(The position of stars depends on the rotation and revolution of the Earth.)
The Sun is not a star. (The Sun is a star. The closest star in our galaxy.)
AAAS offers a narrative section on The Universe that explains the importance of introducing
observation and discusses common misconceptions of K-2 students at
http://www.project2061.org/publications/bsl/online/index.php?chapter=4#A1.
Beyond Penguins and Polar Bears is an online magazine for K-5 teachers. It lists a number of
the sun and seasons, including that the sun is actually moving across the sky, rather than un
For more information, visit http://beyondpenguins.nsdl.org/
issue/column.php?date=May2008&departmentid=professional&columnid=professional!misc
NASA lists common misconceptions for all ages about the sun and the Earth at http://wwwistp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Websites:
• http://www.planetsforkids.org/why-can-we-see-the-moon-during-theday.html Why can we see the moon during the day?
• https://jr.brainpop.com/science/space/themoon/grownups.weml#tea
chers The moon background information and activities
• http://www.starrynightphotos.com/ pictures of the moon and starry
nights
Video:
• Kindergarten Time (Sun travel with words) by George Ryon,
YouTube 0:58 seconds
• Day and Night by QuestaconNSTC, YouTube 3:25 minutes
• Moon Phases- Why Moon Changes Shapes- Preschool, Kindergarteners
and Toddlers by makemegenius, YouTube 7:22 minutes
• Moon Song Video by Have Fun Teaching, YouTube 3:49 minutes
• Lunar Cycle, Why The Moon Changes Shapes, 8 Phases Of The Moon,
Learning Videos For Kids by KidsEduc-Kids Educational Games, YouTube
6:58 minutes (stop video at 3:50 minutes for Kindergartners)
• What are Stars for Children? By Hooplakids TV, YouTube 2:00 minutes
ADDITIONAL
RESOURCES
Literature:
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Next Time You See the Moon by Emily Morgan The Sun is Always Shining Somewhere by Allan Fowler How Many Stars In the Sky? By Lenny Hort Good Night Sun, Hello Moon by Karen Viola Hello, Sun! by Dayle Ann Dodds Sun Up, Sun Down by Gail Gibbons Faces of the Moon by Bob Crelin Jumping Into Science-­‐ Stars by Steve Tomecek Science Works-­‐ Sun Up, Sun Down The Story of Day and Night by Jacqui Bailey and Matthew Lilly Moonbear’s Shadow by Frank Asch Sun and Moon by Lindsey Yankey Nine O’Clock Lullaby by Marilyn Singer Shadows by Louise and Richard Spilsbury (activities to try) There’s No Place Like Space by Trish Rabe Teacher Background
The moon is smaller than most stars and planets. It is smaller than our planet Earth, which is
smaller than some of the other planets in the solar system, which are smaller than our sun.
Our moon looks big and bright because it is so close to Earth compared to the faraway stars
and planets. It is Earth's closest neighbor in space. The moon is 238,900 miles away and it is
1/4 of the size of the Earth. The moon is Earth's only natural satellite. A satellite is an object
that is held in orbit around a larger object, such as a planet. We call the moon a "natural"
satellite because it is not man-made. How is the moon held in its orbit around Earth? It is held
in its orbit by the pull of Earth's gravity.
It takes about one month for the moon to travel around Earth. The moon makes one
complete rotation for each complete trip around Earth. Thus the same side of the moon is
always facing Earth. The other side, called the "far side" of the moon can only be seen in
space. The moon has no light of its own. It is bright in the night sky because it reflects the sun's
light. The moon appears to change shape, but it really doesn't. The different shapes we see
are called phases of the moon (Draw shapes on blackboard: New Moon, Crescent Moon,
Full Moon, etc.) The moon is like a ball, but how much of it we see depends on where it is in
its path around the Earth. It depends on the positions of Earth, moon, and sun.
Stories and legends were told about the shapes and shadows that show on the moon's
surface. Some people said the moon showed a man's face, the "man in the moon", who
was imprisoned there for stealing. Some people even believed that the moon showed the
shape of a rabbit (tell story).
For centuries people wanted to know more about our moon. In July 1969 astronauts landed
on the moon for the first time. Neil Armstrong was the first man to set foot on land that was
not on Earth. He needed to wear a space suit to protect him because there was no air in
the moon. His footprints are still there because there is no air, no wind, and no water to
destroy them. No weather, no sound, no life. Twelve (12) men walked on the moon between
1969 and 1972. The missions to the moon were called Apollo. The last mission was Apollo 17,
in 1972.
Stars are points of light that also give off heat because of their hot gases. The gases are what
make stars shine. The sun is a star that is over a million times larger than the Earth. Other stars
look so tiny because they are so far away. The sun is a mere 8 light minutes away while most
stars are hundreds or even thousands of light years away. Stars vary in size, mass, brightness,
age and color. The temperature of a star is revealed by its color. Hot stars, which are usually
young, are blue. Cool stars, which are usually old, are red.
Many of the stars are in the sky all day. They are so far away and the sun is much closer and
brighter. The sun is so bright that we cannot see the other stars in the daytime. We do not see
the sun at night since it shines on the other side of the Earth so that is when we can see the
stars. About 2000 stars can be seen in the sky on a clear, dark night.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
DAY 1
Teachers,
Please ask the pre-assessment questions to the kindergarteners. You may choose to do the
pre-assessment whole group or in smaller groups. The questions should help gain knowledge
of what the students already know about the sun, moon, and stars and what misconceptions
you will need to address during the unit.
Pre-assessment1) Why do you think we see the sun during the day and not at night?
2) Why do you think we sometimes see the moon during the day?
3) Why do you think we only see the stars at night?
4) Why do you think some stars look brighter than others?
5) Can someone explain the way the moon looks at night? Does it always look the
same?
6) Why do we see our shadow during the day?
DAY 11 or when finished with unit
Teachers,
Please ask the post-assessment questions to the kindergarteners. You may choose to do the
post-assessment whole group or in smaller groups. The questions should show the knowledge
gained during the unit.
Post-assessment1) Why do we see the sun during the day and not at night?
2) Why do we sometimes see the moon during the day?
3) Why do we only see the stars at night?
4) Why do some stars look brighter than others?
5) Explain the way the moon looks at night? Does it always look the same?
6) Why do we see our shadow during the day?
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name _________________________________
Written Assessment ESS.2
What does the sky look like during the day?
Include at least 2 things you see during the day.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What does the sky look like during the night?
Include at least 2 things you see at night.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
KWL Chart
You can create this chart on chart paper so all students can see the KWL chart.
During the science or literacy block, students can help to write new information on the chart.
The information added under the “What I learned” section can be the post-assessment.
What I KNOW
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Curriculum Leadership and Development
Science Department 2013
What I WANT to Know
What I LEARNED
Making a Sundial
Materials: paper plate, straw (or pencil), marker or crayons, a sharp pencil to
poke a hole through plate, ruler, tape or clay to hold the straw or
pencil in place (optional)
Procedure:
1) Make the paper plate. We will use the bottom of our plate for the sundial.
Use the sharp pencil to poke a hole through the center of the paper
plate.
With a crayon, write the number 12 at the top of the plate.
Lay the ruler across the paper plate and draw a line down the center of
the plate.
2) Take the plate outside at noon (12:00 PM). Place the straw in the hole and
turn the straw toward the line you drew on the plate so the shadow falls
along the number 12.
3) Attach the plate to the ground. You may use Duct tape or rocks to secure
the plate.
4) Have students predict where the shadow will be in an hour. (Students will
do this each hour.)
5) Go outside each hour to have the students check the position of the sun
and write the number of the hour on the edge of the plate.
6) At the end of the sunny day, you will have a sun clock. Students can take
their clock home to show their parents on a sunny weekend.
Adapted from National Wildlife Federatio https://www.nwf.org/kids/family-fun/crafts/sundial.aspx
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Day and Night Experiment
Materials:
Explain
*Use a flashlight or lamp without the shade the represent the
Sun
*Use a globe that will rotate (If you cannot get a globe, use a Styrofoam ball or
tennis ball to represent the Earth.)
*sticker
*dark room
Procedure:
Students can help find the United States on the globe.
Place a sticker on the globe near Ohio.
Turn off the lights in the room.
If using a flashlight, have a student hold the flashlight at the globe while the teacher rotates
the globe, the Earth, counter clockwise (west to east). The sun appears to rise in the east in
the morning and set in the west at night.
If using a lamp, the teacher can rotate the globe, the Earth, counter clockwise (west to east)
slowly to show day and night. The sun appears to rise in the east in the morning and set in the
west at night.
Questions and Comments:
• Stop as you rotate the globe and ask which areas on Earth are having day? Are we
having day? (Answers will vary)
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Where did the sun go when we were having night? (The sun is still there, we just rotate,
or spin, on our axis.)
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Discuss that it takes the Earth 24 hours, 1 day, to make a complete rotation.
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The books you have been reading in class discuss the sun appearing in the east in the
morning and setting in the west at night. Show the students that the Earth rotates west
to east, counter clockwise.
•
The students see how the Earth rotates and why we have day and night. The moon
rotates and revolves around us in the same way. You may want to bring in a smaller
ball and show the way the moon rotates on its axis and revolves around the Earth.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name ___________________________________________________________
Use a yellow crayon to show the different ways the moon looks in the sky.
Full moon
A full moon appears when the sun’s light bounces
off of the moon and we see the whole side of the moon.
New Moon
This moon does not reflect any light from the
Sun. We cannot see the moon in the sky.
Cresent Moon
This moon looks like a banana in the sky.
We see the cresent moon appear on the right
side of the moon and the left side of the
moon each month.
Draw a moon you have seen in the sky.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Star Light, Star Bright Experiment
Materials: 2 flashlights, the flashlights need to be the same
brightness
Dark room
2 student volunteers (students can take turns)
Procedure:
1. Gather all students on one side of the room.
2. Choose 2 students to stand on the opposite side of the room and hold the
flashlights.
3. Make the room as dark as possible.
4. The students holding flashlights (star light) should shine the light toward the
students. Other students make observations of the starlight.
5. The teacher has one student take 5 steps forward and the other student take
5 steps backwards. Other students make observations. Does one light look
brighter? Does one light (star) look bigger or smaller than the other light?
6. The teacher can continue to have the students with flashlights step closer
and/or farther away from the other students.
7. Students can take turns holding the flashlight.
Summary Questions
Which light seemed brighter, the one that is closer or the one that is farther
away?
What does this tell you about the distance and brightness of stars?
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
ELA Reading Standards for Literature Kds In The States Resources
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1. With prompting and support, ask and answer questions about key details in a text.
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2. With prompting and support, retell familiar stories, including key details.
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4. Ask and answer questions about unknown words in a text.
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7. With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).
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9. With prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories
ELA Reading Standards for Informational Text K
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1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, identify the main topic and retell key details of a text
3. With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.
4. With prompting and support, ask and answer questions about unknown words in a text.
7. With prompting and support, describe the relationship between illustrations and the text in which they
appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
9. With prompting and support, identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
ELA Writing Standards K
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1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an opinion or preference about
the topic or book (e.g., My favorite book is ... ).
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to what
happened.
ELA Speaking and Listening Standards K
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1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a
conversation through multiple exchanges.
2. Confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not
understood.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
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5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013