Survey
* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Download Unit 6 Lesson 1 Exploring Space
Transcript
Campus: Harper Elementary Author(s): Hunter, Porter Date Created / Revised: July 11, 2016 Six Weeks Period: 4 Grade Level & Course: Kindergarten Science Timeline: 24 Unit Title: Unit 6 Exploring Space Stated Objectives: TEK # and SE Lesson #1 K.2D record and organize data and observations using pictures, numbers, and words; K.3B make predictions based on observable patterns in nature such as the shapes of leaves K.4A collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums K.4B use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. K.8B identify events that have repeating patterns, including seasons of the year and day and night K.8C observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun. ELPS See Instructional Focus Document (IFD) for TEK Specificity Key Understandings The day and night cycle is a repeating pattern. How is the day and night cycle a repeating pattern? Observations can be recorded using pictures and words. In what ways are objects in the sky described and illustrated? 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? Misconceptions Students may think that the Sun is always directly overhead at 12:00 noon, rather than understanding that the student’s location on Earth and seasons determine how high the Sun is when it is at its highest at noon. In Texas, the Sun is never directly overhead. Students may think that the Moon can only be seen during the night, rather than the Moon is sometimes visible during the day and at night. Students may think that all of the stars in a constellation are near each other, rather than understanding stars in a constellation are distributed in three dimensions and vary greatly in their distance from the Earth. Students may think that all stars are the same size. Key Vocabulary Day – the time that starts when the Sun comes up and ends when the Sun goes down Earth – the third planet from the Sun Moon – a natural object that orbits a planet; the Earth’s Moon is its only natural satellite and nearest neighbor in space Night – the time that starts when the Sun goes down and ends when the Sun rises Pattern – a repeated arrangement (order) of objects Position – the place where something is located; where something has been put Sun – a huge ball of gases around which the Earth and other planets of our solar system revolve; the Sun is a star that provides Earth with most of its light and heat energy Related Vocabulary: Constellation, Full, Noon, New, Repeating, Position, Shape, Sky, Star, Sunrise, Sunset Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes Day 1- Engage ENGAGE – Time for Bed! Please note that all resources referenced for Unit 6, Lesson 1 can be accessed via the original CSCOPE documents through the P Share. 1. Put on a robe and slippers, and settle in a chair with a pillow or stuffed animal and a bedtime storybook. Explain to students that it’s time for a bedtime story and then everyone will need to go to sleep. Students might respond that it isn’t time for bed or it isn’t nighttime yet. 2. Facilitate a discussion about why it isn’t time for a bedtime story. Ask: Is it day or night when you are sleeping? Some youngstudents may have to go to bed when it isn’t quite dark yet, but it is usually dark when they are sleeping through the night. 3. Instruct students to sit around the edge of the carpet. Put two hulahoops in the middle of the carpet. 4. Take off the slippers and robe, and put them in one of the hoops. Put the stuffed animal and bedtime story in the same hoop. 5. Inform the students that these are things that some people use at night. Label the hoop with a card that says “night.” Ask: What do we call the time that is not night? (Day) 6. Label the other hoop with a card that says “day”. 7. Inform students that they will be looking at some pictures of objects (from Teacher Resource: Is It Day or Night?) and deciding if the pictures belong in the hoop labeled “day” or the hoop labeled “night”. EXPLORE – Is it Day or Night? Advance Preparation: Prior to Day 1, copy and cut out pictures on the Teacher Resource: Is It Day or Night? Materials: robe (for teacher to wear, per class) slippers (for teacher to wear, per class) stuffed animal (for teacher to hold, per class) book (bedtime story, 1 per class) hula-hoops (for sorting day and night objects, 2 per class) index cards (3”x5”, labeled “day” and “night”, 1 of each per class) objects (used or seen at night and during the day, 1 per every 2 students) Instructional Notes: Some of the objects (or 1. Students are still sitting on the carpet, so using “shoulder partners” will work for the next activity. 2. Pair students up, and give each pair a picture or object from your bag of day or night objects. Partners discuss what they have and when it is used or seen. They decide if the object or picture goes in the hoop labeled “day” or “night”. Some objects (pillow, toothbrush) could go with either day or night and so might be placed in the intersection of the two circles. 3. Give the students a few minutes to discuss. Walk around and listen to conversations, clarifying, guiding, or redirecting as needed. 4. After a few minutes, each pair shares with the class. Students tell what they have and what it is used for or when it is seen. They should decide which hoop to put it in and justify their choice. 5. Briefly discuss each picture and choice of placement, as needed. 6. When every group has shared, review the items in each hoop, and discuss any that may need to be changed and why. 7. Instruct students that you will put some of the objects and pictures in a place where they can use them during center time. Day 2 and 3- EXPLAIN 1. Demonstrate how to make a night and day response paddle by putting one together in front of the students (see Advance Preparation). 2. Put the yellow dot in the middle of the blue circle, and make it look like the Sun in the sky. Write the word “day” near the bottom of the circle. Put the sticker stars on the black circle, and write the word “night” near the bottom of the circle with a white crayon. Tape one end of the craft stick near the middle of the back of one of the circles. Glue the two circles together. The craft stick should stick out like a handle, and the paddle will look like a big lollipop with night on one side and day on the other. 3. Prepare and display a chart page showing the steps for students’ reference. Model using the chart as you follow the directions to make your sample. 4. Give students their materials, and assist them as needed. (Early finishers who do it correctly can become your “experts” and help those who need extra assistance.) Make sure students also write their names on one side. 5. Discuss the day/night pattern. Explain to the students that it is daytime when the part of the Earth where we live is facing the Sun. It is nighttime when the part of the Earth where we live is facing away from the Sun. The Earth is always turning so we experience this pattern: day, night, day, night and so on. It takes approximately 24 hours for the Earth to complete one day/night pictures of objects) could be day or night. These objects are included so students can learn about claims/justification and also about Venn diagrams. Check out some books about night or the Moon and activities like children going to bed, children at a sleepover, or someone dreaming or imagining things in the dark. Encourage children to paint or draw day or night pictures in the art center. Let students draw a picture with crayons on white paper and then paint a thin black wash (watered down black paint) over it so it looks like it is night. Be sure to color the Moon and stars with the white crayon, and they will show up when painted. Remind students to color dark and fill in all the area of the part they are coloring so the crayon will resist the paint. Advance Preparation: 1. Prior to Day 2, gather objects for students to decide which hoop it belongs in – the hoop labeled “day” or the hoop labeled “night”. Some objects (pillow, toothbrush) could go with either day or night so might be placed in the intersection of the two circles. 2. Prior to Day 2, gather materials to make day and night paddles and be prepared to construct each paddle for a demonstration to students. The blue and black circles could be precut for students. Materials: paddles (for demonstration, see Advance Preparation, per class) rotation. 6. Students can turn the craft stick to show day, night, day, night, day, night. Facilitate a discussion. Can you show me how many days and nights are in one week? After some students share their ideas, refer to the calendar and “act it out” with the paddles. How is day and night a repeating pattern? We know because of the Earth’s rotation; we will have daytime when our place (city, town or house) on Earth faces the Sun and nighttime when we are not facing the Sun. 7. Collect the student paddles, and save them for the Elaborate section. sticker (yellow dot, 1 per student) stickers (stars, number per student depends on the star size) construction paper circle (light blue, 1 per student) construction paper circle (black, 1 per student) craft stick (1 per student) tape (clear, per group) glue (sticks, 1 per group) crayons (including white, per group) chart paper (per class) Attachments: Teacher Resource: Directions to Make Day and Night Paddles Instructional Notes: Day 4 - EXPLAIN – Acting Out The Day and Night Pattern 1. Use a space that is large enough for students to make a large circle. 2. Place a beach ball in the center of the circle. Label it “Sun”. 3. Inform students they will stand so their left hand is toward the lamp. (One way to do this is to have students make an “L” with their thumb and forefinger, and then extend that arm toward the beach ball.) 4. Demonstrate the process of turning (there is a picture example of this in the original CSCOPE lesson plans) before students get up to practice. 5. Say: In this position, you are the Earth at “sunrise”. 6. Now, have them turn a quarter turn counterclockwise so they are facing the Sun. 7. Say: This position, when we are facing the Sun, is “daytime”. When the Sun is directly overhead, it is about noontime. 8. Turn a quarter turn counterclockwise (so their right hand is facing the Sun). 9. Say: This position, when we are turning away from the Sun, is “sunset”. 10. Complete the turn (moving counterclockwise), so their back is toward the Sun. 11. Say: In this position, the Earth is not facing the Sun. We call this “nighttime”. 12. Students should turn again to practice the pattern of day and night. As they turn each quarter turn have them say “sunrise, daytime, sunset, nighttime” so they understand and identify the pattern of day and night and what it means. 13. Facilitate a discussion about how the day and night pattern takes 24 hours because that is how long it takes for the Earth to make one complete turn (rotation on its axis). Materials: beach ball (or other large ball, 1 per class) book (about day and night, 1 per class) Instructional Notes: The teacher will need to demonstrate standing with the left hand toward the Sun and turning counterclockwise. Students may not understand the terms “counterclockwise” or “quarter turn”, but once they see what the teacher is doing they will be able to follow along. 14. Read a story about day and night. 15. Ask: What is it called when the Earth is facing the Sun? What is it called when the Earth is not facing the Sun? How many times does the day-and-night pattern repeat in a 24 hour period? It happens only one time in a 24 hour period. Daytime and then nighttime. The number of hours of light and dark will vary during the year. Day 5 and 6 - Day 7 - ELABORATE - Day and Night Story 1. Tell a simple story to let students practice using the paddle. Read another book about day and night, the story from the Handout: Day and Night Story, or make up one of your own. Let the students use their paddles to interact as you read. They should change their paddle from day to night when they hear something in the story to indicate one or the other, or you can pause after each sentence and let them show you if they think it is day or night. 2. Distribute a piece of plain paper to each student. 3. Say: You will draw a picture of yourself showing something you do during the day. 4. Allow time for students to complete this picture. 5. Explain that they will draw a picture at home. They will draw a picture showing something that they did at night. If you think some students may not have coloring materials at home, give the class time to color their pictures at school tomorrow Materials: book (about day and night, 1 per class) – Optional paper (plain, 1 sheet per student) crayons or colored pencils (per group) ENGAGE – Objects in the Night Sky 1. Say/Ask: We have learned about clouds in the sky and the precipitation that comes from them. What other things do you see in the sky? Allow students to share and chart their responses. Students may say things such as: the Moon, stars, airplanes, bats, birds, and insects. 2. Distribute the Handout: Objects in the Night Sky to each student. 3. Say/Ask: You will complete this on your own, but first, I will read each question for you and allow time for you to draw. Do you have any questions about what you are going to do? 4. Read question one, and allow time for drawing. Then, read question two, and allow time for drawing. 5. Instruct students complete the Handout: Objects in the Night Sky. Collect these as a pre-assessment of their understanding. Please note that all resources referenced for Unit 6, Lesson 2 can be accessed via the original CSCOPE documents through the P Share. Attachments: Handout: Day and Night Story (1 per student) Advance Preparation: Prepare attachment(s) as necessary. Materials: chart paper (per class) Attachments: Handout: Objects in the Night Sky (1 per student) Handout: Objects in the Night Sky. A word bank should be provided for students. These words could be some of the words students mentioned at the start of the lesson, or the teacher could anticipate the words students might need. Day 8 and 9 - Day 10 and 11 - Day 12 and 13 - EXPLORE – Literature Connection 1. Read a story about the Moon. 2. Using the computer go to http://kids.nationalgeographic.com/explore/space/mission -to-the-moon/#moon-surface.jpg 3. Talk about the difference in temperature in the moon and the earth. 4. Talk about the gravity difference between the earth and the moon. 5. To make it more visual for students you can use a balance to show the weight difference between the moon and earth using two different objects. 6. Have them draw and record in their journal/piece of paper. Materials: book (about the Moon, 1 per class) paper (drawing, 1 sheet per student) crayons or colored pencils (per group) balance EXPLORE – The Changing Moon 1. Facilitate a discussion: In our last science class, we heard a story that described objects we might see in the night sky. Today, we are going to explore more about the Moon. What do you already know about the Moon? 2. Chart student responses on chart paper. Misconceptions may come out at this time. 3. Project the Teacher Resource: PowerPoint: The Changing Moon. Stop at each slide to explain what is in the picture. It will take two (30 minute) days to present the content and allow time for student discussion. 4. After viewing the PowerPoint, Ask: How can the pattern of the Moon be described? Students are not expected to use the phase names, but rather describe what they see in their own words. For example: a full moon might be “a bright white circle”, a new moon might be “a dark circle”, and a crescent moon might be “shaped like a banana”. What tool do we use to observe the Moon in the sky? Students should respond that they do not need a special tool to observe the Moon in the sky. They do not need a telescope; they only need to use their eyes. Materials: chart paper (per class) EXPLAIN/ELABORATE – Creating a Class Book 1. Students have had several days of lessons with information about the Moon. 2. Each student will create one page for a class book. Plain Materials: paper (plain, 1 sheet per student) crayons or colored Instructional Notes: It is important for students to gain the concept that the Moon appears to change shape because of the amount of reflected light we see. The Moon does not physically change shape each night. There are many nursery rhymes that build this misconception. Students should have the opportunity to share their thinking about why the Moon appears to change shape and why the Moon appears bright. Teachers should listen for misconceptions and review concepts as necessary. Attachments: Teacher Resource: PowerPoint: The Changing Moon Instructional Note: It will take two (30 minute) days to present the content and allow time for student discussion. paper will work for this activity. You may want to have the title of the page pre-printed on the paper so that students have a reminder of what their picture should be about. 3. Pages should include pictures: that describe the Moon as it looks in various phases during the month how the surface of the Moon looks (Picture books will be useful here.) how we can observe the Moon (We can look up to the sky, or we could use a telescope.) 4. Students should be reminded to carefully record and organize their data and observations using pictures. Pictures should be expected to have some details. Day 14 - Day 15 and 16 – pencils (per group) books (for reference materials on the Moon, per class) Instructional Notes: Each student will create one page for a class book. Plain paper will work for this activity. You may want to have the title of the page pre-printed on the paper so that students have a reminder of what their picture should be about. ENGAGE – Stars in the Night Sky 1. Construct a KLEW Chart on chart paper or the classroom whiteboard. 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”). 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. “ Please note that all resources referenced for Unit 6, Lesson 3 can be accessed via the original CSCOPE documents through the P Share. Materials: chart paper (for KLEW chart, per class) EXPLORE – Reading About Stars 1. Read a story about stars. 2. After reading the story, Ask: 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. What new information did you learn from this story that we could add to our KLEW chart? Answers will vary, depending on the book chosen. 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” Advance Preparation: Gather books on stars and constellations and the Sun as a star (you can use these books throughout Unit 6/Lesson 3). Prepare attachment(s) as necessary. 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. Materials: book (about stars and constellations, 1 per class) Attachments: Day 17 and 18- and the “E” section on the chart. Teacher Resource: PowerPoint: Stars and Constellations EXPLORE/EXPLAIN – What is a Constellation? 1. View slides 6–9 of the Teacher Resource: PowerPoint: Stars and Constellations. 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. 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 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”. 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) Advance Preparation: Copy the Handout: Constellation Booklet (1 per student) as a backto-back document. Prepare attachment(s) as necessary. EXPLORE – The Sun is a Star, Suggested Days 4 (continued) and 5 1. Ask: 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. 3. Ask: How would you describe the Sun? Allow students to recall what they have seen in the PowerPoint. EXPLORE/EXPLAIN – A Sun Story, Suggested Day 5 (continued) 1. Read a story about the Sun (as a star). 2. Allow students to recall what they have heard. thinking Materials: flashlights (for demonstration, 2 per class) book (about the Sun as a star, 1 per class) Attachments: Teacher Resource: PowerPoint: Stars and Constellations (from previous activity) Handout: Constellation Booklet (1 per student) Teacher Resource: PowerPoint: The Sun is a Star Day 19- EXPLORE – Tracking the Sun 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 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. 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). NOTE: to see the examples referenced as Fig.1 and Fig. 2 you need to access the original CSCOPE documents). 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. 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. Materials: Option 1: Students chalk (1 per 2 students) camera (standard or digital, per class) – Optional Option 2:Stick in a can 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) Day 20- ELABORATE – Glow in the Dark Constellations 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. 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. Advance Preparation: Gather the following materials for the Glow-inthe-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 Materials: paper (construction, black, 1/2 sheet per 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) Teacher Resource: PowerPoint: Stars and Constellations Day 21- ELABORATE – Describing Constellations 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. Day 22 and 23- Day 24 - EVALUATE – 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. Materials: Refer to 4th six weeks mastery checklist and six week testing materials provided by the lead teacher. Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
