1. Earth’s Place in the Universe 1-ESS1-1 1-ESS1-1 Earth’s Place in the Universe

2. Essential Question: What objects are in the sky and what visible patterns do they follow? 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-1 Earth’s Place in the Universe

3. 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-1 Earth’s Place in the Universe Alignment ReadingMath CCSS.ELA-Literacy.RL.1.1 CCSS.ELA-Literacy.RL.1.2 CCSS.ELA-Literacy.RL.1.1 CCSS.ELA-Literacy.RL.1.2 Students can practice making predictions and checking predictions with the story being read. Students can retell stories by sequencing events as well as identifying the main topic and key details of a text. CCSS.ELA-Literacy.RL.1.5 Students can compare and contrast Happy Birthday Moon and “The Phases of the Moon.” CCSS.ELA-Literacy.RL.1.9 Students can compare and contrast non-fiction and fiction stories; different versions of a story; different characters from a story. CCSS.ELA-Literacy.W.1.2 CCSS.ELA-Literacy.W.1.2 Students can write an informative/explanatory piece about the sun. CCSS.ELA-Literacy.W.1.7 CCSS.ELA-Literacy.W.1.7 Students can write a “how-to” book about their Moon Phase craft. Students can complete shared research about the moon. CCSS.ELA-Literacy.W.1.8 CCSS.ELA-Literacy.W.1.8 Students can have a discussion about patterns in the sky using their background knowledge and the facts presented in the activities chosen thus far. CCSS.Math.Content.1.OA.A.1 CCSS.Math.Content.1.OA.A.2 CCSS.Math.Content.1.OA.B.4 Students will solve various word problems using manipulatives (two color counters as “moons”, astronauts, bears, stars, etc.) CCSS.Math.Content.1.OA.B.3 CCSS.Math.Content.1.OA.B.3 Students can relate addition and subtraction (commutative property) using fact families. CCSS.Math.Content.1.OA.C.6 CCSS.Math.Content.1.OA.C.6 Students can focus on addition and subtraction strategies that follow consistent patterns (adding 0, adding 1, ten more, ten less). Teachers can make an anchor chart with examples provided by students. CCSS.Math.Content.1.NBT.A.1 Students can view numbers represented in various ways (base ten, word form, standard, expanded, etc.) and discuss how these numbers are similar or different from one another. Students can relate counting and addition by talking about the patterns on a 120 chart (counting by 5’s and 10s.) CCSS.Math.Content.1.NBT.B.3 CCSS.Math.Content.1.NBT.B.3 Students can compare numbers by having a “daytime number” and a “nighttime number”; Students can be divided into two teams “Day” and “Night”; Each team can roll two dice to get a number for “day” and a number for “night” to see which number is bigger by representing the number in various ways. CCSS.Math.Content.1.MD.B.3 CCSS.Math.Content.1.MD.B.3 Students can make a “schedule” of their day to incorporate day and night activities for telling time to the hour. CCSS.Math.Content.1.MD.C.4 CCSS.Math.Content.1.MD.C.4 Students can graph “yes” or “no” to answer the question, “Do you see the same things in the sky at night and during the day?” CCSS.Math.Content.1.G.A.3 CCSS.Math.Content.1.G.A.3 Students can use and partition circles to represent phases of the moon.

4. Organizing Data Lesson 1: Day and Night Pose the questions: “What objects are in the sky?” “What is visible in the day?” “What is visible at night?” View the video clip.video clip Use an anchor chart to record and discuss student responses. See below for examples: Students will view various photographs of skylines to discuss and record similarities and differences in each photograph. Record additional observations to anchor chart. 1-ESS1-1 Earth’s Place in the Universe

5. Essential Question: What objects are in the sky and what visible patterns do they follow? 1-ESS1-1 Earth’s Place in the Universe

6. What objects are in the sky? What is visible in the day? What is visible at night? Let’s watch a video to see if there are other differences in night and day! Night and Day 1-ESS1-1 Earth’s Place in the Universe

7. What similarities and differences do you see in these photographs? 1-ESS1-1 Earth’s Place in the Universe

8. What similarities and differences do you see in these photographs? 1-ESS1-1 Earth’s Place in the Universe

9. Identifying Relationships Lesson 2: Sun, Moon and Stars Review the anchor charts from Lesson 1. Students will listen to The Sun Book -Marilyn Bass and Marvin GoldmanThe Sun Book Students can predict moon and star patterns based off of what they know about the sun. Take students outside to observe the position of the sun in the sky at different times throughout the day. Optional Resource: Pebble Go (without log-in, click: -Science, -Earth Space Science, -Space Science, -Our Solar System, -The Sun) 1-ESS1-1 Earth’s Place in the Universe

10. Let’s listen and watch The Sun Book by Marilyn Bass and Marvin Goldman The Sun Book 1-ESS1-1 Earth’s Place in the Universe

11. Interpreting Data Lesson 3: Moon Phases Students will listen to Happy Birthday Moon-Frank Asch (found on Bookflix). Students will discuss the position of the moon in the sky at various times during the day or night.Happy Birthday Moon Students will listen to “The Phases of the Moon”The Phases of the Moon Students will be placed into groups of five. Each member of the group will receive a sheet of black construction paper and a phase of the moon to create. Students can draw, cut, and/or label to represent their given phase. Optional Materials: chalk, white crayon/colored pencil, scissors, white paper After they have created the moon phases they will order themselves according to the phases of the moon. Students should be able to present the sequential order as well as the phase they represented. Optional: Teacher may use a flashlight to mimic the sun’s reflection. Students can mix shaving cream and glue together to paint on top of their Moon phases for a 3-D effect. Click here to observe and record the phases of the moon over a period of time on the “Moon Observation Sheet.” (See Slides 13-15)here Optional Resource Pebble Go (without log-in, click: -Science, -Earth Space Science, -Space Science, -Our Solar System, -The Moon) 1-ESS1-1 Earth’s Place in the Universe

12. Phases of the Moon The Phases of the Moon Read the book, Happy Birthday Moon on BookFlix. Log into BookFlix, then click Earth and Sky tab 5-8 or click here:here 1-ESS1-1 Earth’s Place in the Universe

17. Optional Read-Alouds and Extension Activities Optional Read-Alouds: Sky is Full of Stars- Franklyn M. Branley The Sun: Our Nearest Star- Franklyn M. Branley What Makes Day and Night?- Franklyn M. Branley The Moon Seems to Change- Franklyn M. Branley The Moon Book- Gail Gibbons Day Light, Night Light: Where Light Comes From- Franklyn M. Branley Moonday – by Adam Rex Kitten’s First Full Moon –by Kevin Henkes Extension Activities: Sun Craft and Informational Writing Students will color a coffee filter with yellow, orange and red markers. Spray the coffee filters with water and allow the filters to dry. Students can write facts they have learned about the sun. Moon Craters Students will drop materials such as: marbles, rocks, coins, ping pong balls, etc. in a tin pan with flour and cocoa to mimic moon craters. Have students test different drop heights and observe any differences. Students can paint craters on the moon with a mixture of white paint and flour. To complete the moon, they can add craters by using the lid of a bottle of water. Constellations Students can listen to Zoo In the Sky-Jacqueline MittonZoo In the Sky Students can design a constellation from any of the following: Black construction paper and chalk/tracing with liquid glue and covering with silver glitter Toothpicks and marshmallows Geoboards Hole punching/poking holes through black construction paper and illuminating the paper with a flashlight “Human Constellations” by having students pose and tracing their outline. Possible writing prompt: “If I were a constellation, I would look like this…”Human Constellations 1-ESS1-1 Earth’s Place in the Universe

18. Sun Craft and Informational Writing Students will color a coffee filter with yellow, orange and red markers. Spray the coffee filters with water and allow the filters to dry. Students can write facts they have learned about the sun. ESS1-1 Optional Activities

19. Moon Craters Students will drop materials such as: marbles, rocks, coins, ping pong balls, etc. in a tin pan with flour and cocoa to mimic moon craters. Have students test different drop heights and observe any differences. Students can paint craters on the moon with a mixture of white paint and flour. To complete the moon, they can add craters by using the lid of a bottle of water. ESS1-1 Optional Activities

20. Constellations Students can listen to Zoo In the Sky-Jacqueline MittonZoo In the Sky Students can design a constellation from any of the following: Black construction paper and chalk/tracing with liquid glue and covering with silver glitter Toothpicks and marshmallows Geoboards Hole punching/poking holes through black construction paper and illuminating the paper with a flashlight “Human Constellations” by having students pose and tracing their outline. Possible writing prompt: “If I were a constellation, I would look like this…”Human Constellations ESS1-1 Optional Activities

22. Vocabulary for 1-ESS1-1 pattern universe sunrise sunset visible 1-ESS1-1 Earth’s Place in the Universe

23. an organized way in which something happens or repeats pattern 1-ESS1-1 Earth’s Place in the Universe

24. all of space and everything in it universe 1-ESS1-1 Earth’s Place in the Universe

25. the time when the sun appears above the horizon sunrise 1-ESS1-1 Earth’s Place in the Universe

26. the time when the sun goes below the horizon sunset 1-ESS1-1 Earth’s Place in the Universe

27. able to be seen visible 1-ESS1-1 Earth’s Place in the Universe