Download Exploring and Observing the Sun and Stars

Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
Science Kindergarten Unit 06 Exemplar Lesson 03: Exploring and Observing the Sun
and Stars
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 about objects in the sky including the Sun and the observable patterns of the stars. The observable
patterns in the stars are referred to as constellations.
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.
K.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:
K.8C Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
Scientific Process TEKS
K.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:
K.2D Record and organize data and observations using pictures, numbers, and words.
K.3
Scientific investigation and reasoning. The student knows that information and critical
thinking are used in scientific problem solving. The student is expected to:
K.3B Make predictions based on observable patterns in nature such as the shapes of leaves.
K.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural world. The student is expected to:
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the
environment.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/08/2013
page 1 of 11 Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
Kindergarten Science Unit 06 PI 02
Create a three-flap graphic organizer to inform others about objects in the sky, including the Moon, stars, and the Sun. Include illustrations
and simple descriptions of these objects.
Standard(s): K.2D , K.8C
ELPS ELPS.c.1A , ELPS.c.5B , ELPS.c.5F
Key Understandings
We can observe objects in the sky, such as the Moon, Sun, and stars.
— When is the best time to observe stars?
— When is the best time to observe the Sun?
The Sun is our nearest star.
— What is the Sun?
Objects in the sky can be described and illustrated.
— How would you describe a star?
— How would you describe the Sun?
Vocabulary of Instruction
sky
Moon
Sun
star
constellation
describe
illustrate
observe
Materials
book (about stars and constellations, 1 per class)
book (about the Sun as a star, 1 per class)
camera (standard or digital, per class) – Optional
can (empty, such as aluminum, 1 per class)
chalk (1 per 2 students)
chalk or crayons (white, per group)
chart paper (for KLEW chart, per class)
cotton swabs (see Advance Preparation, 1 per student)
crayons or colored pencils (per group)
drawings – from previous activity (of constellations by students)
egg cartons (Styrofoam™, see Advance Preparation, per group)
flashlights (for demonstration, 2 per class)
paint (glow-in-the-dark, see Advance Preparation, per group)
paper (construction, black, 1/2 sheet per student)
paper (construction, large, 1 sheet per student)
rods (dowel, 2–3 ft., or other long straight object, 1 per class)
sand or rocks (to fill can to stabilize, per class)
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: Stars and Constellations
Last Updated 05/08/2013
page 2 of 11 Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
Handout: Constellation Booklet (1 per student)
Teacher Resource: PowerPoint: The Sun is a Star
Teacher Resource: Performance Indicator SAMPLE KEY
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Gather books on stars and constellations and the Sun as a star.
2. Copy the Handout: Constellation Booklet (1 per student) as a back-to-back document.
3. Gather the following materials for the Glow-in-the-Dark Constellations activity:
black, construction paper
For making stars: cotton swabs to dip in the paint; Styrofoam™ egg cartons or very small bathroom cups to hold the
paint; and glow-in-the-dark paint or white paint can be substituted
For making constellations: white chalk or crayons
4. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address space science where students explore the patterns among objects in the sky that
include the Sun, Moon, and stars.
Prior to this unit, students may have already noticed patterns in the sky or changes to the sky. During this lesson, kindergartners will make
observations on a more formal level. They will identify patterns associated with the changes of the appearance of the Moon and the stars and
make illustrations as a way to record these observations.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Stars in the Night Sky
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Construct a KLEW Chart in the class science notebook.
Materials:
2. Ask:
What do you see when you look up at the sky? Students
may say they see things such as clouds, birds, airplanes, the
Sun, the Moon, and maybe stars.
Does the sky look the same during the day as it does at
night? (No)
Other than the Moon, what do we see in the night sky?
Answers will vary, but some students may say stars, others may
mention comets or “shooting stars”.
What do you know about stars? Allow students the
opportunity to respond. Answers will vary depending on students’
experience with stars and constellations.
3. Say (or write) the poem The Star (also known as “Twinkle, Twinkle,
Little Star”).
Last Updated 05/08/2013
chart paper (for KLEW chart, per class)
Instructional Note:
During this lesson, create a word bank/word wall that
students will be able to use during the Performance
Indicator.
Misconceptions:
Students may think that all of the stars in
a constellation are near each other.
Students may think that all stars are the
same size.
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Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
4. Facilitate a discussion about the poem, including the discussion
about comparing stars to diamonds, the meaning of “when the
blazing Sun is gone” and “twinkle all the night”.
5. If time permits, have students learn the song “Twinkle, Twinkle, Little
Star “
EXPLORE – Reading About Stars
Suggested Days 2 and 3
1. Read a story about stars.
Materials:
2. After reading the story,
Ask:
book (about stars and constellations, 1
per class)
How would you describe a star? Answers will vary, depending
on the book read; however, students may say it’s an object in the
sky that we see at night. It is bright. It is high in the sky.
Attachments:
What new information did you learn from this story that we
could add to our KLEW chart? Answers will vary, depending
Teacher Resource: PowerPoint: Stars
on the book chosen.
and Constellations
3. Record student responses on the KLEW chart under the “L” section.
4. View the first five slides on the Teacher Resource: PowerPoint:
Stars and Constellations.
5. As the slides are viewed, add new information to both the “L” and
the “E” section on the chart.
EXPLORE/EXPLAIN – What is a Constellation?
Instructional Notes:
Students’ experiences with stars may be limited.
There are notes with the PowerPoint but the language
may need to be simplified for the kindergarten student.
Suggested Day 4
1. View slides 6–9 of the Teacher Resource: PowerPoint: Stars and
Constellations.
Materials:
2. Facilitate a discussion as each slide is viewed. The PowerPoint is
providing background information for students who have had limited
experience with constellations in the night sky.
flashlights (for demonstration, 2 per
class)
3. Distribute a copy of the Handout: Constellation Booklet to each
student.
4. Read and discuss the pages in the booklet. On page 3 there is a
sentence: You can't see constellations during the day because the
Sun's light is too bright to see star light. Pause here to conduct a
demonstration.
5. Flashlight demonstration:
Dim the lights in the classroom.
Turn on one flashlight, and have a student hold the flashlight with
Last Updated 05/08/2013
Attachments:
Teacher Resource: PowerPoint: Stars
and Constellations (from previous
activity)
Handout: Constellation Booklet (1 per
student)
Check For Understanding:
page 4 of 11 Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
the light shining on the wall. Demonstrate to students that at
night we can see the light from the “star”.
Turn the classroom light on again, and turn on the second
flashlight.
Hold the second flashlight (the Sun) closer to the wall (because
the Sun is the closest star to Earth).
Shine the light in the same path as flashlight one (the star).
The light of the second flashlight (the Sun) is more direct and
intense so we are unable to see the light from the “star”.
Listen for any misconceptions and review content as
necessary.
6. Add new information to both the “L” section and the “E” on the
KLEW chart.
7. Ask:
How do you think the star patterns in the night sky can
help us? Students may respond that the stars can help us find
our way at night.
When is the best time to observe stars? (At night after
sunset and before sunrise)
When is the best time to observe the Sun? (During the day)
EXPLORE – The Sun is a Star
Suggested Days 4 (continued) and 5
1. Ask:
Attachments:
What is the Sun? Allow students to respond. Answers will vary,
depending on students’ experiences.
Why do we need the Sun? Allow students to respond. Answers
will vary, depending on students’ experiences.
2. Show the Teacher Resource: PowerPoint: The Sun is a Star. Read
the text on each slide, and make connections to the two questions
above.
Teacher Resource: PowerPoint: The
Sun is a Star
Instructional Note:
Read the text on each slide, and make connections to
the picture.
Science Notebooks:
3. Ask:
How would you describe the Sun? Allow students to recall
what they have seen in the PowerPoint.
Record their thinking in the class science notebook.
4. Record their thinking in the class science notebook.
EXPLORE/EXPLAIN – A Sun Story
Suggested Day 5 (continued)
1. Read a story about the Sun (as a star).
Materials:
2. Allow students to recall what they have heard. Record their thinking
in the class science notebook.
book (about the Sun as a star, 1 per
class)
Misconception:
Students may think that the Sun is
always directly overhead at 12:00 noon.
Last Updated 05/08/2013
page 5 of 11 Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
Science Notebooks:
Record their thinking in the class science notebook.
EXPLORE – Tracking the Sun
Suggested Day 6
1. This activity could be done two ways: with the students or by using a
stick in a can. Both options are described below.
Option 1: Students
Materials:
Option 1: Students
2. Students will create a shadow picture as a way to track the
movement of the Sun (a star) across the sky.
3. Students will work in pairs. Each pair will need a piece of chalk.
4. Go outside as early in the morning as possible.
chalk (1 per 2 students)
camera (standard or digital, per class) –
Optional
Option 2:Stick in a can
5. Pairs of students will stand with their backs to the Sun.
6. One student in the pair will draw a straight line in front of their
partner’s feet. This is to mark the “standing line” (Fig. 1).
7. The same student who drew the “standing line” will also make a
mark on the ground where the partners shadow ends at the top of
their head (Fig. 2).
8. The teacher will tell them the time (in our example it is 9 am), and
the student will write a “9” by the mark.
can (empty, such as aluminum, 1 per
class)
sand or rocks (to fill can to stabilize, per
class)
rods (dowel, 2–3 ft., or other long
straight object, 1 per class)
Instructional Notes:
9. Repeat every hour during the day, and switch partners each time so
they both get practice measuring and observing.
10. If possible, after the last measurement, photograph all of the results.
If this is not possible, have a class discussion about what they have
observed about the movement of the Sun across the sky.
Option 2: Stick in a can
11. Place a dowel in the center of the can, and fill the can with sand or
rocks to stabilize the can.
12. Go outside as early in the morning as possible.
13. Place the can with the Sun shining on it. Mark a line with chalk
around the can (in case the can gets moved during the activity).
14. Draw a line along the shadow cast by the stick. Write the time next to
the line.
15. Repeat every hour during the day.
16. If possible, after the last measurement, photograph all of the results.
If this is not possible, have a class discussion about what they have
observed about the movement of the Sun across the sky.
ELABORATE – Glow­in­the­Dark Constellations
Suggested Day 7
1. Distribute a piece of construction paper to each student (a half
sheet of an 8 1/2” x 11” is enough).
2. Explain that students are going to create a constellation of their own.
Last Updated 05/08/2013
Materials:
paper (construction, black, 1/2 sheet per
page 6 of 11 Kindergarten
Science
Unit: 06
Lesson: 03
Suggested Duration: 10 days
They will make a pattern of five to eight stars.
They will accomplish this by dipping the cotton swab into the
paint.
There should be a minimal amount of paint in the container so
that the cotton swabs pick up only a small amount.
They should “dab” the cotton swab on the black paper to create
the pattern.
Once dry, they can connect the dots with white chalk or a white
crayon.
student)
cotton swabs (see Advance Preparation,
1 per student)
egg cartons (Styrofoam™, see Advance
Preparation, per group)
paint (glow-in-the-dark, see Advance
Preparation, per group)
chalk or crayons (white, per group)
Instructional Notes:
Instructions can be changed to where students use a
white crayon to draw a simple picture (only one object)
and then dab five to eight stars around the drawing.
Show slides on the Teacher Resource: PowerPoint:
Stars and Constellations as a review for students
who may need to see constellations one more time.
ELABORATE – Describing Constellations
Suggested Day 8
1. Each student should have the opportunity to briefly describe their
constellation.
Materials:
drawings – from previous activity (of
constellations by students)
Instructional Note:
ELPS C1E: internalize new basic and academic
language by using and reusing it in meaningful ways
in speaking and writing activities that build concept
and language attainment.
EVALUATE – Performance Indicator
Suggested Days 9 and 10
Kindergarten Science Unit 06 PI 02
Materials:
Create a three-flap graphic organizer to inform others about objects in the sky,
including the Moon, stars, and Sun. Include illustrations and simple descriptions
of these objects.
Standard(s): K.2D , K.8C
ELPS ELPS.c.1A , ELPS.c.5B , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator
Instructions KEY (add any other handouts listed above) for
information on administering the assessment.
Last Updated 05/08/2013
paper (construction, large, 1 sheet per
student)
crayons or colored pencils (per group)
Attachments:
Teacher Resource: Performance
Indicator SAMPLE KEY
Teacher Resource: Performance
Indicator Instructions KEY
page 7 of 11 Some constellations were
named after real animals,
like a lion. Some were
named after imaginary
animals, like a dragon.
A constellation is a group
of stars that you can see
in a particular place in the
night sky.
Constellations can be
viewed after sunset and before sunrise.
The Big
Dipper
How do you think the star
patterns in the night sky
can help us?
Some people can use the
stars to guide them when
they travel at night.
You can't see constellations
during the day, because the
Sun's light is too bright to
see star
light.
Kindergarten
Science
Unit: 06 Lesson: 03
Performance Indicator SAMPLE KEY
Sun
The star that is
closest to the
Earth
Stars
Provides the
Earth with heat to
keep us warm
and light
Provides the light
and heat that
plants need to
grow
©2012, TESCCC
We only see the
part of the Moon lit
by the Sun.
You can see stars
at night.
The Moon looks
like it has many
shapes during the
month.
You cannot see
stars during the
day.
Stars can make
patterns in the
night sky.
We see the Sun
during the day.
Moon
The shapes follow
a pattern. The
pattern repeats
every month.
Some patterns
look like animals.
05/07/13
We usually see the
Moon at night, but
can see the Moon
during the day.
page 1 of 1
Kindergarten
Science
Unit: 06 Lesson: 03
Performance Indicator Instructions KEY
Performance Indicator

Create a three-flap graphic organizer to inform others about objects in the sky, including the Moon, stars, and the
Sun. Include illustrations and simple descriptions of these objects.
(K.2D; K.8C)
1A; 5B, 5F
Materials:


paper (construction, large, 1 sheet per student)
crayons or colored pencils (per group)
Attachments:

Teacher Resource: Performance Indicator SAMPLE KEY
Instructional Procedures:
1. A large sheet of construction paper would work best for this activity.
2. Distribute one sheet of paper to each student.
3. Demonstrate how to fold the paper in thirds, or have the paper pre-folded for the students.
4. Instruct students to label the three parts: Moon, stars, and Sun. A large sheet of chart paper could be placed in the
classroom as a model.
Sun
stars
Moon
5. A word wall or word bank should also be available as a reference.
6. Explain to the students that they will create a visual to inform others about objects in the sky, including the Moon,
stars, and Sun. They are to include illustrations and simple descriptions of these objects.
Instructional Notes:
Students should have the opportunity to use the word bank/word wall.
The Teacher Resource: Performance Indicator SAMPLE KEY is to give the teacher an idea of the kinds of words
students might use. It is not an indicator of what a Kindergarten student might produce.
©2012, TESCCC
05/07/13
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