Grade 2
Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
Science Grade 02 Unit 08 Exemplar Lesson 02: Starry, Starry 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 observe, describe, and record patterns of objects in the night sky and the daytime sky, such as the observable
patterns of the stars and the Sun.
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.
2.8
Earth and space. The student knows that there are recognizable patterns in the natural world and
among objects in the sky. The student is expected to:
2.8D Observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.
Scientific Process TEKS
2.2
Scientific investigation and reasoning. The student develops abilities necessary to do scientific
inquiry in classroom and outdoor investigations. The student is expected to:
2.2D Record and organize data using pictures, numbers, and words.
2.3
Scientific investigation and reasoning. The student knows that information and critical thinking,
scientific problem solving, and the contributions of scientists are used in making decisions. The
student is expected to:
2.3B Make predictions based on observable patterns.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 08 PI 02
Create a pattern of stars (a constellation). In a short paragraph (3–5 sentences), describe the pattern, and name the constellation.
Standard(s): 2.2D , 2.3B , 2.8D
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5F
Key Understandings
The Sun and stars appear to move slowly across the sky.
— What is a pattern you can observe by observing the Sun?
The stars appear to make patterns in the sky.
— What are some patterns we can see by observing the stars (constellations)?
Vocabulary of Instruction
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page 1 of 9 Grade 2
Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
star
day
night
pattern
appear
imagine
Sun
Materials
book (about the Sun and the pattern it makes in the sky, 1 per class)
book (about stars and constellations, 1 per class)
chalk (2-3 pieces per teacher)
chart paper (for graphic organizer and to begin a word bank, per class)
chart paper (to record vocabulary terms, per class)
crayons or colored pencils (per group)
graphic organizer (on chart paper, 1 per teacher)
paper (plain, 1 sheet 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: PowerPoint: The Night Sky
Handout: Looking at Star Patterns (1 per student)
Teacher Resource: Looking at Star Patterns KEY
Teacher Resource: Star Stories KEY
Teacher Resource: PowerPoint: The Daytime Sky
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1, create a graphic organizer on chart paper. One section will be for recording student observations about the night sky
2.
3.
4.
5.
and the other for recording student observations about the daytime sky.
Begin a word bank for the class.
Prior to Day 2, locate a book or a story on star patterns (constellations).
Prior to Day3, locate a book about the Sun and the pattern it makes as it moves across the sky.
Prepare attachment(s) as necessary.
Background Information
Prior to this unit, in Grade 1, students observed and recorded changes in the appearance of objects in the sky such as clouds, the Moon, and
stars including the Sun. In this lesson, students will observe, describe, and record patterns of objects in the night sky, such as the
observable patterns of the stars. Students will also observe, describe, and record patterns of objects in the day sky, such as the Sun (a
star).The observable patterns of the stars are referred to as constellations; in this lesson, they will simply be called star patterns.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE– Starry, starry night
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
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Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
1. Distribute a piece of paper to each student.
Materials:
2. Set the scene by having students close their eyes and imagine what they
see when they look into the night sky. Have students draw a picture and
use labels to identify what they see when they look at the sky at night.
3. Choose a few students to share their pictures.
4. Show the Teacher Resource: PowerPoint: The Night Sky.
5. Facilitate a discussion about observable objects in the night sky. Use the
graphic organizer to record student responses.(see Advance Preparation) After
students have finished discussing the objects in the night sky, ask them to
identify the objects that might have an observable pattern. Put a mark next to
these objects on the graphic organizer.
6. Instruct students to reflect in their science notebook about what they
have learned about the night sky today.
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
chart paper (for graphic organizer and to begin
a word bank, per class)
graphic organizer, such as a t-chart (on chart
paper, 1 per class)
Attachments:
Teacher Resource: PowerPoint: The Night Sky
Instructional Notes:
Many students may not have had the experience of
looking at a darkened night sky. In many cities and
towns there is too much light pollution for students to
clearly see the night sky. The Teacher Resource:
PowerPoint: The Night Sky is one way to provide
students with the background information.
Science Notebooks:
Instruct students to reflect in their science notebook
about what they have learned about the night sky
today.
EXPLORE/EXPLAIN
Suggested Days 1 (continued) and 2
1. Say:
Materials:
There are thousands of stars in the sky; too many to learn in
just a few days. Today, we will make some pictures of four
common star patterns. You will have pictures with dots on
them. The dots are representing the stars. You will connect
the dots to create a picture that you think the pattern makes.
graphic organizer (on chart paper, 1 per class)
chart paper (to record vocabulary terms, per
class)
book (about star patterns, see Advance
Preparation, per teacher)
2. Divide the class into small groups. Distribute the Handout: Looking at
Star Patterns. (Ensure that students do not have pencils out at this
time.) The Teacher Resource: Looking at Star Patterns KEY has the name of Attachments:
the actual constellation (star pattern) and an idea of what students may say
about the star patterns.
3. Say:
In your groups, look at the pattern of the stars in the top left
corner. Think about how the stars (dots) are spread out and
the shape that could be made if the stars (dots) were
connected.
4. Allow a few minutes for students to explore the possibilities and then
share their ideas. Chart these ideas.
5. Repeat this process for the remaining three constellations.
Handout: Looking at Star Patterns (1 per
group)
Teacher Resource: Looking at Star Patterns
KEY (1 for projection)
Teacher Resource: Star Stories KEY
Instructional Notes:
It is important that students are provided the time to
use their imaginations when looking at the star (dot)
groups. This discussion with peers is the scaffolding
needed to be successful on the Performance Indicator.
6. Allow time for students to connect the dots (stars) on their handout.
7. Ask:
Misconceptions:
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Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
What are some patterns we can see by observing the stars
(constellations)? Allow students to respond, describing the patterns
they felt the stars made.Answers should include animals (dragons), people,
and objects (chairs, cooking pots, and kites). Students may also respond
with the items they imagined during this activity.
8. Explain that long ago, people looked at the stars and imagined that the
pattern or groups of stars made a picture. They ‘connected’ the stars
(much like a dot-to-dot picture today) and would describe the picture and
then record a story about the picture. The pictures of stars were called
constellations.
9. There are many stories associated with star patterns (constellations),
and the stories vary with different cultures. Read a story about one of
the observable star patterns (constellations) to the students- focusing
mainly on the pattern of the stars and the story associated with the
pattern. The Teacher Resource: Star Stories KEY is another resource
for this activity.
Students may think that stars and
constellations appear in the same place in
the sky every night.
Students may think that all the stars in a
constellation are near each other or that all
the stars are the same distance from the
Earth.
Students may think that stars are evenly
distributed throughout the universe.
When discussing stars, students may say
that all stars are the same size and that the
brightness of a star depends only on its
distance from the Earth.
Science Notebooks:
Chart student ideas in a class notebook or on some
10. Add any vocabulary to the word bank that might be useful to students on chart paper.
the Performance Indicator.
11. Encourage students to go outside each evening to observe the stars in the
night sky. This should always be done with adult supervision.
EXPLAIN/ELABORATE
Suggested Day 3
1. Take students outside to look at their shadows. The students should stand
where the Sun will be behind them. Choose one student to assist for the next
activity. Draw a line on the playground surface. Instruct the student to stand on
the line (Back to the sun.) Make a mark on the playground surface to show
where the shadow falls; you could draw a line at the top of the shadow of the
student’s head, or you could trace the outline of the student. Instruct students
to make observations about their own shadow as you are tracing the assistant
student. Bring students back inside.
Materials:
graphic organizer (on chart paper, 1 per
class)(from Day 1)
chalk (2-3 pieces per teacher)
book (about the Sun and the pattern it makes
in the sky, 1 per class)
2. Show the Teacher Resource: PowerPoint: The Daytime Sky.
3. Facilitate a discussion about observable objects in the daytime sky. Use the
graphic organizer to record student responses.(see Advance Preparation) After
students have finished discussing the objects in the daytime sky, ask them to
identify the objects that might have an observable pattern. Put a mark next to
these objects on the graphic organizer. (The Sun is the only object in the
daytime sky with a repeating, observable pattern.)
4. Read a book about the Sun and the pattern it makes as it moves across the
sky. Add any vocabulary to the word bank that might be useful to students on
the Performance Indicator.
Check For Understanding:
The discussion provides an opportunity for a formative
assessment on student understanding of stars as a
pattern.
Instructional Notes:
This is an opportunity for teachers to make sure that
students understand the concepts necessary to be
successful on the Performance Indicator. If the teacher
feels the students need more information on
constellations or patterns of stars, then this would be
the logical choice for the book.
5. Take students back outside to the same location. (If there is not time during
the science lesson this could be done before the students leave for the day.
They should make two observations of the Sun’s movement in one day.)
Instruct the student who assisted earlier to stand on the line again. Mark where
the Sun’s shadow now falls. (There should be a difference from the earlier
mark.)
Ask:
Why do you think the position of the shadow has changed?
What pattern do you think there would be if we could trace the
changes for a day?
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page 4 of 9 Grade 2
Science
Unit: 08
Lesson: 02
Suggested Duration: 4 days
EVALUATE– Performance Indicator
Suggested Day 4
Grade 02 Science Unit 08 PI 02
Materials:
Create a pattern of stars (a constellation). In a short paragraph (3–5 sentences),
describe the pattern, and name the constellation.
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
Standard(s): 2.2D , 2.3B , 2.8D
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY
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page 5 of 9 Grade 2
Science
Unit: 08 Lesson: 02
Looking at Star Patterns
©2012, TESCCC
05/13/13
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Grade 2
Science
Unit: 08 Lesson: 02
Looking at Star Patterns KEY
The actual name of this pattern of stars is
Cassiopeia. Students may say it looks like a
chair, a crown or a “W”. Some students will
have other ideas; accept different patterns if
students explain their thinking.
The actual name of this pattern of stars is
Draco, the Dragon. Students may say it looks
like a snake. Few will see a „dragon‟ in this
pattern. Some students will have other ideas;
accept different patterns if students explain
their thinking.
The actual name of this pattern of stars is
Bootes. Students may say it looks like a kite.
Some students will have other ideas; accept
different patterns if students explain their
thinking.
The actual name of this pattern of stars is
The Big Dipper. Students may say it looks
like a cooking pot. Few students will know
what a „dipper‟ is. Some students will have
other ideas; accept different patterns if
students explain their thinking.
©2012, TESCCC
05/13/13
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Grade 2
Science
Unit: 08 Lesson: 02
Star Stories KEY
The Herdsman
Boötes (pronounced Boo-ootes) is a pattern of stars that appears in the sky during the
late spring and early summer.
A long time ago, some people thought these stars looked like a shepherd.
Since this pattern of stars appeared in the spring, some people thought the pattern of
stars looked like a farmer plowing his field. They thought the pattern of stars the created
the Big Dipper looked like his plow.
Still, others thought he looked like a man with two dogs. They thought the man’s dogs
were chasing the stars of the Big Dipper. The pattern of stars that makes the pattern
(Boötes) appeared to follow the stars that create the pattern in the Big Dipper.
People today think the pattern of stars looks like a kite flying in the sky.
What is your story?
©2012, TESCCC
05/13/13
page 1 of 1
Grade 2
Science
Unit: 08 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator
Create a pattern of stars (a constellation). In a short paragraph (3-5 sentences), describe the
pattern, and name the constellation.
(2.2D; 2.3B; 2.8D)
1C; 5B, 5F
Materials:
paper (plain, 1 sheet per student)
crayons or colored pencils (per group
Instructional Procedures:
1.
Distribute a piece of paper to each student. Explain to students that they will first draw a pattern of
stars (a constellation). (Remind them of the activity they did earlier.)
2.
Then, in a short paragraph (3–5 sentences), students should describe the pattern and name the
constellation.
©2012, TESCCC
05/13/13
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