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Unit Overview Template Content Area: Science Unit Title: Sun Moon and Stars Target Course/Grade Level: 3rd Grade Unit Summary The Sun, Moon, and Stars Module consists of three sequential investigations, each designed to introduce students to objects we see in the sky. Through outdoor observations made during the day and at night, active simulations, readings, videos, and discussions, students study the Sun, Moon, and stars to learn that these objects move in regular and predictable patterns that can be observed, recorded, and analyzed. Primary interdisciplinary connections: writing, math, reading, social studies, technology 21st century themes: Global Awareness Unit Rationale The Sun, Moon, and Stars Module emphasizes the development of observation and description skills and building explanations based on experience. Learning Targets Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time. D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of forces. 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. Content Statements 5.1 4.A.2 Connections developed between fundamental concepts are used to explain, interpret, build, and refine explanations, models, and theories. 4.A.3 Outcomes of investigations are used to build and refine questions, models, and explanations. 4.B.1 Building and refining models and explanations requires generation and evaluation of evidence. 4.B.2 Tools and technology are used to gather, analyze, and communicate results. 4.B.3 Evidence is used to construct and defend arguments. 4.B.4 Reasoning is used to support scientific conclusions. 4.C.1 Scientific understanding changes over time as new evidence and updated arguments emerge. 4.C.2 Revisions of predictions and explanations occur when new arguments emerge that account more completely for available evidence. 4.C.3 Scientific knowledge is a particular kind of knowledge with its own sources, justifications, and uncertainties. 4.D.1. Science has unique norms for participation. These include adopting a critical stance, demonstrating a willingness to ask questions and seek help, and developing a sense of trust and skepticism. 4.D.2. In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation). 4.D.3. Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events. 5.2 2.C.2 An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no light, objects cannot be seen. 2.C.3 When light strikes substances and objects through which it cannot pass, shadows result. 6.C.1 Light travels in a straight line until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted. 4.E.1 Motion can be described as a change in position over a period of time. 6.E.1 An object’s position can be described by locating the object relative to other objects or a background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view. 5.4 2.A.1 The Sun is a star that can only be seen during the day. The Moon is not a star and can be seen sometimes at night and sometimes during the day. The Moon appears to have different shapes on different days. 4.A.1 Objects in the sky have patterns of movement. The Sun and Moon appear to move across the sky on a daily basis. The shadows of an object on Earth change over the course of a day, indicating the changing position of the Sun during the day. 4.A.2 The observable shape of the Moon changes from day to day in a cycle that lasts 29.5 days. 6.A.1 The height of the path of the Sun in the sky and the length of a shadow change over the course of a year. CPI # 5.1.4.A.2 Cumulative Progress Indicator (CPI) Use outcomes of investigations to build and refine questions, models, and explanations. 5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. 5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and predictions. 5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies. 5.1.4.B.3 Formulate explanations from evidence. 5.1.4.B.4 Communicate and justify explanations with reasonable and logical arguments. 5.1.4.C.1 Monitor and reflect on one’s own knowledge regarding how ideas change over time. 5.1.4.C.2 Revise predictions or explanations on the basis of learning new information. 5.1.4.C.3 Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. 5.1.4.D.1 Actively participate in discussions about student data, questions, and understandings. 5.1.4.D.2 Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. 5.1.4.D.3 Demonstrate how to safely use tools, instruments, and supplies. 5.2.2.C.2 Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen. 5.2.2.C.3 Present evidence that represents the relationship between a light source, solid object, and the resulting shadow. 5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. 5.2.4.E.1 Demonstrate through modeling that motion is a change in position over a period of time 5.2.6.E.1 Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view. 5.4.2.A.1 Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations. 5.4.4.A.1 Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day. 5.4.4.A.4 Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets). 5.4.6.A.1 Generate and analyze evidence (through simulations) that the Sun’s apparent motion across the sky changes over the course of a year. Unit Essential Questions Unit Enduring Understandings How does the location of the Sun and moon affect our life? How does the sun and moon as a system affect your day-to-day life? What makes shadows change over time? What is the relationship between the appearance of the constellations and moon phases? Day happens when a location on Earth is facing toward the Sun; night happens when a location on Earth is facing away from the Sun. The sun, moon, and stars change positions. The position of the sun provides information about time, location, and seasons. The Moon orbits Earth. The Moon changes its appearance, or phase, in a regular pattern over 4 weeks. Stars are suns positioned at great distances from Earth. Different constellations can be seen during different seasons because Earth revolves around the Sun. Unit Learning Targets Students will ... Observe and record how the Sun, Earth’s star, rises in the east and sets in the west in a predictable pattern. Learn that Earth rotates on its axis, causing day and night. Day happens when a location on Earth is facing toward the Sun, and night happens when a location is facing away from the Sun. Understand that the exact path the Sun takes in the sky varies by season. Understand that shadows are the areas of darkness created when an opaque object blocks light and that shadows on Earth depend on the position of the Sun in the sky. Learn that Earth is one of several planets that orbit the Sun in the solar system. Learn that the Moon orbits Earth and can appear in the sky during both day and night; observe and record how the Moon changes its appearance or phase in a regular pattern over 4 weeks. Learn how useful telescopes are in studying the solar system, as they make distant objects look closer and larger. Learn that stars are suns positioned at great distances from Earth and form groups called constellations that appear to move together across the sky at night. Use tools to collect and analyze data to develop logical conclusions about the movements of objects in the sky. Evidence of Learning Summative Assessment Writing prompts Teacher observations Assess ability to hypothesize orally and in writing Assess ability to draw conclusions from experimentation Observations of small group activities Student and teacher rubrics to assess collaboration with others Review of class notes taken Benchmark assessment Post Test Equipment needed: Foss Science Kit, Activboard, Suggested Read Alouds Teacher Resources: http://lhsfoss.org/scope/folio/html/SunMoonandStars/1.html http://atozteacherstuff.com/Themes/Space/ Integrate technology http://www.earthsunmoon.co.uk/ http://www.alfy.com/teachers/teach/thematic_units/Space/Space_1.asp - Space games http://www.nasa.gov/ - Resources and games http://www.surfnetkids.com/spacemysteries.htm - Space Mysteries http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html - NASA's learning centre for young astronomers, has some great online activities & games. Webquests http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/Planets/Planets.html You have been employed by NASA to find out as much as you can about the nine planets in our Solar System and find the one which would be the most suitable and cost effective to send a team of people to colonise. You will need to come up with a presentation showing NASA of your findings. http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/Space/space_challenge.htm We need your help. Your task, should you accept it is to take on a role in our program as either a trainee astronaut or as a member of our team of engineers dedicated to developing an Aussie Space Station. Formative Assessments Science Journals Lab reports assessed by student and teacher rubrics Classroom discussions Lesson Plans Lesson Investigation 1: The Sun Timeframe 3 days Part 1: Follow the Sun Observe Objects that can be seen in the sky Use a compass as a tool to determine direction Part 2: Shadow Tracking Explore what makes shadows Investigation 1: The Moon Part 1: Night-Sky Observations Students record the moons appearance in the day time and at night Students create a moon calendar 5 days 2 days and ongoing observations of the moon Part 2: Phases of the Moon 8 days Analyze moon calendar after 4 weeks Discover the sequence of changes Identify the phases of the moon Investigation 1: The Stars 3 days Part 1: Star Patterns Introduced to constellations Engage in a simulation of Earth’s rotation Observe a demonstration of the relationships and orientation of Earth, the sun, and the milky way Part 2: More About Stars 6 days Become familiar with how star brightness, distance, and alignment converge to produce constellations Understand the importance of telescopes in acquiring information about stars, planets, and the Moon Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: http://lhsfoss.org/scope/folio/html/SunMoonandStars/1.html http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science Lesson Plan 1 Template Content Area: Science Lesson Title: Investigation 1 Part 1 – Follow the Sun Timeframe: 3 Days Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Information Literacy 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: Compass on the Activboard Equipment needed: Activboard, compasses tape, sidewalk chalk, printables Goals/Objectives Learning Activities/Instructional Strategies Students: Observe and record the path the Sun takes in the sky. Determine that the Sun rises in the east and sets in the west. Learn that the Sun changes position in the sky from season to season. Lesson Sequence Day 1 1. Discuss Daytime Sky ObservationsTell students they will be learning about objects in the sky and about how people get information about things they discover. Make a list of objects that students see in the sky. Go through the list and ask students to determine which objects are natural and which are made by humans. 2. Focus on the Sun- Ask questions to focus their attention on an important object in the daytime sky, the sun (See teacher’s manual for questions p.47) 3. Bring out the Compasses- Discuss the use of the compass 4. Look at the Compass and Demonstrate the Four DIrections- Disucss the part of the needle that always points north, teacher the students cardinal directions 5. Label the classroom with cardinal directions 6. Take the compass outdoors and mark the cardnial directions on the pavement. 7. Think about the Sunrise- Where is the Formative Assessment Tasks Where’s the Sun? notebook sheet Teacher observations Class discussions sun? Where did the Sun rise this morning? Where will the sun set? When does the Sun rise in the south or the north? Day 2 8. Introduce the Notebook SheetComplete Where’s the Sun? notebook sheet. Go outside in the morning and record. Make a prediction about where the sun will be at noon. 9. Describe the pointer position again at around noon and towards the end of the school day. 10. Discuss the results- Use questions on page 53 of the teacher’s manual Wrapping up Part 1 11. Reinforce Vocabulary- Create a work bank 12. Start a Content Chart Day 3 13. Read Sunrise and Sunset- read the article and answer comprehension questions. Share and discuss ideas as a class. 14. Discuss the reading Differentiation Assistance in marking cardinal directions Adjustable arms for Where’s the Sun? Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars Lesson Plan 2 Template Content Area: Science Lesson Title: Investigation 1 Part 2 – Follow the Sun Timeframe: 5 Days Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy 21st Century Skills Civic Literacy Health Literacy Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: Equipment needed: Activboard, compasses tape, sidewalk chalk, printables, overhead projector Goals/Objectives Learning Activities/Instructional Strategies Students: Observe that shadows form when sunshine is blocked by a solid object. Observe and collect shadow data created when sunlight is blocked by their bodies. Analyze shadow data to develop a logical conclusion and explain that the Sun moves across the sky during the day. Use shadow data to predict the position of the Sun in the sky. Learn that day and night on Earth results from Earth rotating on its axis. Lesson Sequence Day 1 1. Review cardinal directions 2. Introduce shadows- What is a shadow? Do you have a shadow all of the time? What do you need in order to have a shadow? Create a shadow using the overhead projector and ask the class questions. 3. Students will practice making other shadows 4.Discuss shadows outdoors- Do you always have a shadow outdoors? What do you need to make a shadow outdoors during the daytime? 5. Trace shadows once in the morning and once in the afternoon 6. Trace the shadow and their partner’s shoes and label it with their name and the time. Make predictions on which way their shadow will point in the afternoon. 7. In the afternoon, students will stand in their own footprints and their partner will trace their shadow. 8. Discuss the changes in the shadows, make connections between the Sun’s position in the sky and the location of their shadows. Day 2 9. Demonstrate shadows with the globe- The light from the projector respresents the sun. Study the shadows. Locate New Jersey on the globe and place a piece of masking tape sticking up. Rotate the globe slowly counterclockwise while the students watch the shadow of the tape. Rotate the globe again, hesitating as the triangle just comes in the light and casts a shadow. Point out Formative Assessment Tasks Comprehension questions Notebook sheet no. 2 Teacher observations Class discussions I-Check 1 morning, noon, and afternoon positions. 10. Discuss objects and shadows- use questions on p. 63 of the Teacher Guide to direct discussion 11. Have students rotate the globe showing sunrise, noon, and sunset. Wrapping Up Part 2 12. Add new words to the class word bank 13. Make content entries Day 3 14. Read Changing Shadows 15. Students should answer the questions at the end of the article and be prepared to share their ideas in class discussion. 16. Discuss the reading Day 4 17. Read the summary: The Sun and answer questions on notebook sheet Sun and Shadows 18. Students will complete I- Check 1 19. Discuss the summary article Day 5 20. Return students papers for self assessment and discussion Differentiation Modified I-Check 1 Answer starters for notebook sheet no. 2 Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars Lesson Plan 3 Template Content Area: Science Lesson Title: Investigation 2 Part 1 – Night-Sky Observations Timeframe: 3 Days and a month of observations Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Information Literacy 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: The Naval Observatory website Equipment needed: Activboard, tape, scissors, printables, overhead projector Goals/Objectives Students: Record observations of the night sky. Learn that Earth and several other planets orbit the Sun and that the Moon orbits Earth. Observe and record changes in the Moon’s appearance every day for a month. Analyze observational data to discover the sequence of changes that occur during the Moon’s phase cycle. Learning Activities/Instructional Strategies Lesson Sequence Day 1 1. Observe the daytime moon. Ask students to decide its location in the sky. Have students make close observations of the moon. 2.Draw a circle on the Activboard and have the students recall the shape of the Moon they saw outside. 3.Introduce the Moon Calendar. Ask the students if they feel the moon will look the same tomorrow or change. Students will keep a running record of the moon. Teacher will model how to track the moons progress. 4.Make night-sky observations. Teacher will explain how this is done at home for homework and the process. 5. Teacher will introduce the night-sky log. Students will record on the Night-sky log sheet for 4 nights. Day 2 6. Review the night-sky log after students have observed the night sky for 4 nights. 7. Students will answer Night-Sky Questions in their group and then the class will have a discussion. 8.Record moon images on the moon calendar. Wrapping Up Part 1 9. Add new words to the class word bank Formative Assessment Tasks Comprehension questions Notebook sheet no. 4 Teacher observations Class discussions Night Sky Review 10. Make content entries Day 3 11. 12. Read The Night Sky Students should answer the questions at the end of the article and be prepared to share their ideas in class discussion. 13. Discuss the reading Differentiation Modified calendar Answer starters for notebook sheet no. 4 Website which shows moon phases Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars Lesson Plan 4 Template Content Area: Science Lesson Title: Investigation 2 Part 2 – Phases of the Moon Timeframe: 7 Days (only completed after students have observed 4 weeks of the lunar cycle. Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Information Literacy 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: Equipment needed: Activboard, lamp base and lightbulb, printables, overhead projector, globe, extension cord, Solar System Lithograph Set Goals/Objectives Students: Identify several Learning Activities/Instructional Strategies Lesson Sequence Day 1, 2, 3 Formative Assessment Tasks Comprehension questions constellations as stable, predictable patterns of the stars. Understand that stars appear to travel across the night sky because Earth rotates on its axis. Learn that the stars visible in the night sky change with the seasons. Learn that telescopes that magnify distant objects, making them look closer and larger. 1. Introduce the Moon phases. Show and explain each phase. 2. Introduce Intermediate phases. Teach students about the crescent moon. Explain in details waxing, gibbous, and waning. 3.View the video All about the Moon. 4. Introduce Moon-phase modeling by showing the students the materials and explaining what everything represents. 5. Demonstrate phase modeling by performing the modeling activity. 6. The students will have a turn using the Moon ball to create a phase cycle. 7. Discuss the modeling Activity. 8. Reinforce the phases of the moon. Distribute notebook sheet no. 5a and a strip of eight Moon-Phase Representation. The student should complete this activity and return all materials and turn in notebook sheets. Wrapping Up Part 1 9. Add new words to the class word bank 10. Make content entries Day 4, 5 11. Read Changing Moon 12. Students should answer the questions at the end of the article and be prepared to share their ideas in class discussion. 13. Discuss the reading 14. Read the summary: The Moon and answer questions in their notebook. Day 6 15. Students will complete I- Check 2 Day 7 16. Return students papers for self assessment and discussion Differentiation Modified notebook sheets Website which shows moon phases Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars Phases of the Moon sheet Teacher observations Class discussions I-Check 2 Lesson Plan 5 Template Content Area: Science Lesson Title: Investigation 3 Part 1 – Star Patterns Timeframe: 3 Days Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Information Literacy 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: Constellation flipchart Equipment needed: Activboard, lamp base and lightbulb, printables, overhead projector, globe, extension cord, Solar System Lithograph Set Goals/Objectives Learning Activities/Instructional Strategies Students: Identify several constellations as stable, predictable patterns of the stars. Understand that stars appear to travel across the night sky because Earth rotates on its axis. Learn that the stars visible in the night sky change with the seasons. Lesson Sequence Day 1 1.Spend a few minutes reviewing the objects students have been observing in the sky. 2. Discuss the sun. Ask questions on p. 117 of the Teacher’s Guide. 3. Introduce Constellations. 4. Display the Big Dipper on the Activboard. Explain that the Big Dipper is part of Ursa Major. 5. Tell the Ursa Major story 6. Introduce Drawing Constellations. Students will complete notebook sheet no. 6, Star Patterns. 7. Share constellations students came up with on notebook sheet no. 6. 8. Discuss the motion of the stars and have students discuss why constellations move across the sky in their groups. 9. Stimulate stars moving past by putting a Formative Assessment Tasks Comprehension questions Notebook sheet no. 7 Teacher observations Class discussions picture of Orion on the Activboard and having the students follow directions. Day 2 10. Introduce seasonal change to the students. 11. Set up the globe systems and reproduce seasonal changes by following the directions on page 122 in the Teacher’s Guide. Wrapping Up Part 1 12. Add new words to the class word bank 13. Make content entries Day 3 14. Read Stargazing 15. Students should answer the questions at the end of the article and be prepared to share their ideas in class discussion. 16. Discuss the reading Differentiation Modified notebook sheets Modifications will be made based on skill level. Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars Lesson Plan 6 Template Content Area: Science Lesson Title: Investigation 3 Part 2 – More About Stars Timeframe: 6 Days Lesson Components 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Communication and Collaboration Information Literacy 21st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Social Studies, Reading, Writing Integration of Technology: Equipment needed: Activboard, DVD player, Video Goals/Objectives Students: Learn that telescopes that magnify distant objects, making them look closer and larger. Learning Activities/Instructional Strategies Lesson Sequence Day 1 1. Introduce astronomy by reviewing what the students have learned so far about stars and constellations. Ask questions on page 128 of the Teacher’s Guide. 2. Define and discuss astronomers. 3. Introduce the video. Hand out notebook sheet no. 8. Review the questions with the students before the video. 4. The students will watch the short video, All about the Stars. 5. The students will answer the questions on notebook sheet no. 8. The class will have a discussion about the video. Wrapping Up Part 2 6. Add new words to the class word bank 7. Make content entries Day 2, 3 8. Read Looking Through Telescopes and Star Scientists 9. Students should answer the questions at the end of the article and be prepared to share their ideas in class discussion. 10. Discuss the readings Day 4 11. Read the summary: The Stars and answer questions in their notebook. Day 5 12. Students will complete I- Check 3 Day 6 13. Return students papers for self assessment and discussion 14. Posttest Differentiation Modified notebook sheets, I-Check 3, and posttest Formative Assessment Tasks Comprehension questions Notebook sheet no. 8 Teacher observations Class discussions I- Check 3 Posttest Modifications will be made based on skill level. Resources Provided Science Resources book Teacher Guide – Sun, Moon, and Stars