Fourth Quarter Science Planning
First Grade
Earth Science: Earth in the Universe
Essential Standards
1.E.1 Recognize the features and patterns of the earth/moon/sun as observed from
Earth.
1.E.1.1 Recognize differences in the features of the day and night sky and apparent
movement of objects across the sky as observed from Earth.
1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from
day to day.
What does the standard mean?
 Observe differences between day and night skies
 Observe objects in the day and night skies
 Observe patterns in how the moon looks; notice the patterns and phases of the
moon)
 Students know that objects in the sky have patterns of movement. Students know
the sun is a star that can only be seen in the daytime, but the moon can be seen
sometimes at night and sometimes during the day. Students know there are more
stars in the sky than anyone can count, but they are not scattered evenly, and they
are not all the same in brightness or color. Students know the sun, moon and stars
all appear to move slowly across the sky.
 Students know the moon looks a little different every day but looks the same again
about every four weeks. They know that the moon’s observable changes follow a
pattern.
What do you want students to know and be able to do to achieve mastery?
 Day and night have different features (will observe different things in the sky
during day and during night)
 People/animals do different things during day/night
 Pattern of the moon phases (repeats/cycles) - approximately 28 days
 Notice the movement of the sun
 Notice stars in the night sky
 Predict next phase in moon phase cycle
Randolph County Schools 2013
What misconceptions might students have about day and night or the moon?
 Moon and sun are the same
 Moon is a planet
 Moon is actually changing SHAPE
 Moon has a light of its own (glows)
 Sun moves up and down (sunrise/sunset)
Vocabulary
Essential Vocabulary:
alike, different, characteristics, direction, motion, light, phases, earth, moon, sun,
sky, stars, day, night, cycle, predict, appearance, change, pattern, month
Activities & Games:
 Book: Vocabulary Games for the Classroom by Carleton& Marzano
o “Opposites Attract” p. 25
o “Magic Letter, Magic Word” p. 27-32
 Vocabulary Journaling: Harvesting words from list
 Vocabulary Games: http://jc-schools.net/tutorials/PPT-games/
This website includes game templates and allows you to insert your own words and
vocabulary terms.
 Linda Hoyt: K.I.D. Vocabulary Box/Graphic Organizer
Key Word, Important Information, Draw to remember, Use in a sentence
 Spelling City: First Grade Science Vocabulary
www.spellingcity.com/first-grade-science-vocabulary.html
 Quizlet: http://quizlet.com/
Website allows you to generate concentration games, matching and memory
cards.
Technology Resources
 Phases of the Moon (game and video)
http://www.neok12.com/diagram/Moon-01.htm
 Study Jams
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/moon.htm
 Moon Phases from Harcourt
http://www.harcourtschool.com/activity/moon_phases/
Lets your students observe the moon revolving around the Earth while
watching the phases of the moon at the same time on a split screen.
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 Lunar Cycle
http://sciencenetlinks.com/lessons/lunar-cycle/
This site has a lesson plan and an interactive game as well as a moon calendar.
 Rockingham County Schools (lessons, worksheets, quizzes, and webquests)
http://www.rockingham.k12.va.us/resources/elementary/1science.htm#1research
 Brain POP Jr (lesson ideas & video clips for how the moon phases change)
http://www.BrainPopjr.com
 Moon Phase Calendar for Observations
http://www.brainpopjr.com/science/space/moon/activity/
 Beacon Learning Center: Audio Book
http://beaconlearningcenter.com/Weblessons/SunriseSunset/rise57a.htm
This site includes a book with an audio feature. Students observe the pattern
of the movement of the sun across the sky.
 Earth, Moon and Sun Game
http://www.earthsunmoon.co.uk/
 YouTube Video: Earth From Space
http://www.youtube.com/watch?v=hALtHnu4WEo&feature=gv
 The Moon
http://resources.woodlands-junior.kent.sch.uk/time/moon/phases.html
This site covers the phases of the moon. It models the phases of the moon and has
brief questions and answers.
 Google Earth
http://www.google.com/earth/index.html
 Google Moon
http://www.google.com/earth/explore/showcase/moon.html
 Little Miss Hypothesis: (objects in the night sky take-home observation notebook)
www.littlemisshypothesis.blogspot.com
 Virtual Tours of Moon and Earth
www.aceonlineschools.com/25-awesome-virtual-learning-experiences-online
 Teachers Pay Teachers (moon craters experiment with buckets of rice or flour)
www.teacherspayteachers.com
 Scholastic Moon Phases Mini-book:
http://www.scholastic.com/parents/resources/free-printable/scienceprintables/minibook-moon-phases
Randolph County Schools 2013
Videos
 Understanding how the Earth moves:
http://www.brainpopjr.com/science/space/earth/
 Introducing the moon and its phases:
http://www.brainpopjr.com/science/space/moon/
 Discovery Streaming:
o Our Moon
o The Cycle of Day and Night - Shows how the sky changes from day to night
and how the sun and moon move in the sky.
 Rap of the Moon Phases:
http://www.schooltube.com/video/5dd216a7bbe1a97b3b8c/
DPI Science Unit
DPI Third Grade Science Unit: Earth, Moon, and Stars Unit
http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8
Lessons:
 Lesson 4 - Moon Observations (Standard 1.E.1.2)
Begin Moon Phase calendar. Students observe and draw a picture of the
moon each night for at least a month.
Observation calendar:
http://sciencenetlinks.com/media/filer/2011/10/14/moon_worksheet.html
*Choose the month at the top and print the calendars for your
students to record their observations.
World Moon Project: http://www.worldmoonproject.org/
“Phase Calendar” under Resources
 Lesson 6 - Lunar Phases (1.E.1.2)
Explains why the moon appears to look different.
 Lesson 10 - Moon Box (1.E.1.2)
Use a shoe box, flashlight, and ball to model the phases of the moon.
 Lesson 11 - Observing Shadows (1.E.1.1)
Modify to focus lesson on position of the sun rather than length of shadows.
Could integrate length of shadows with Math.
 Lesson 13 - Constellations (1.E.1.1)
Modify to focus lesson on the movement of the stars. Look at time-lapse
photography (found on Google Images). Will need to explain to students
that each image shows one object changing over time, NOT multiple objects.
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Science Kit (Investigating Objects in the Sky)
Grade 3 TASC Science Kit: Investigating Objects in the Sky (Kendall Hunt TRACS Kit)
Lessons:
 Lesson 1: Sky Watching Day and Night
Complete Team Task (p. 35) Comparing Day and Night Sky
Label pictures
Use the Venn Diagram to compare night and day sky
 Lesson 2: Moon Watching
Begin keeping a journal or record the phases of the moon during calendar
time.
Class Discussion (p. 77 in Teacher Guide)
Begin to complete KWL chart
Share “becoming a moon watcher” strategies for students to use
 Skip Lessons 3, 4, and 5
 Lesson 6: Moon Movies
Share the discussion on predicting the patterns of the moon phases.
Discuss the patterns in student book (p. 104-105)
Predict what comes next (p. 112)
Use flashlights and batteries from kit
Integration
Literacy Books:
What the Sun Sees/What the Moon Sees Nancy Tafuri
Daylight, Dark Night Paul Bennett
Happy Birthday Moon Frank Asch
Mooncake Frank Asch
Moondance Frank Asch
I’ll Catch the Moon Nina Crews
Faces of the Moon Bob Crelin
What Makes Day and Night Franklyn M. Branley
The Moon Seymour Simon
The Moon Book Gail Gibbons
Stargazers Gail Gibbons
Motion in Space Molly Blaisdell (Perfection Learning)
Day Sky Molly Blaisdell (Perfection Learning)
The Moon Seems to Change by Franklyn M. Branley
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Writing:
 Prompt: What if the stars were close to us?
 Have students keep a journal so they can draw a picture and write what they see
every night.
 Use the newspaper or internet to see which phase the moon should be seen that
night and see if the prediction is right.
 Write about activities you can do during the day and during the night.
 Create "moon journals" with your students. Include 30 pages of black construction
paper so the students can record one full lunar phase. Three-hole punch each
page, stack them on top of each other and tie a piece of yarn through each hole to
create the book. As homework, give each student a piece of white chalk and have
them draw the Moon as they see it each night over the course of one month. In
class, ask the students to figure out what phase the moon is in by studying their
drawings, and have students label the Moon with the name of the phase it
represents. Write the name of each phase of the Moon on the board so students
can reference the phases during the discussion and while labeling their drawings.
Social Studies:
 Folklore: Discuss different beliefs around the world about the moon.
Math:
 Use a number line, hundred chart, or calendar to label the patterns of the moons
phases. Color each phase a different color and map out the entire year.
 Use non-standard measurement (paperclips, cubes, or other small objects) to
measure the length of various stars, suns, and moons created from clip art.
 Sorting objects into a Venn Diagram “Night Sky/Day Sky”:
www.rockingham.k12va.us/resources/1science.htm Follow with assessment:
“Objects in the Sky” Uncovering Student Ideas in Science Vol. 2 (p. 185 #25)
 Telling Time could be introduced in this unit as it is related to the movement of the
earth. Give students a little history by teaching them about sundials. Take them
outside to the flagpole during the morning and at the end of the day to see how
the shadow has moved and explain to them how this is similar to how our
ancestors used to tell time.
Art:
 Create a 3-D project on the eight phases of the moon using foam balls. In order to
complete this project, you will need eight foam balls of the same size, black paint,
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paint brushes, a rectangular Styrofoam base, and thick, sturdy wire. Using a moon
phase chart as a guide, have your kids paint the portion of the moon that is not
visible on each foam ball. Once your foam balls have dried, stick eight 6-inch long
pieces of sturdy wire, such as the wire from wire hangers, equally apart on your
Styrofoam base, and add each moon in phase order.
 Create a 3-D moon phase project using a shoebox. For this project you need a shoe
box, one foam ball, paint, paint brushes, construction paper, scissors and string.
First line your shoe box in black construction paper. Paint one foam ball to
resemble the earth. Cut white construction paper in the shape of each moon
phase. Hang your earth globe in the center of the box using the string, and each
moon phase in a circle around the earth.
 Using white paper plates, teach kids how to create a moon phase chart on a table
or the floor. Provide pencils and instruct kids to trace the phases of the moon on
the paper plates -- one phase of the moon per plate. Each kid should then have
eight plates to work with. Then use craft scissors to cut the plates into the shapes
of the moon phases. Have kids organize the moons on the table or floor in order of
how the moon phases occur, from the new moon, to the first quarter moon and to
the full moon, etc. For an additional touch, kids can write the names of the moon
phase on the backs of the paper plate cutouts.
 Use playdough to roll out spheres. Then use spheres to model the sun, earth and
moon. Then students could use their models to “act out” objects in the sky.
Poem:
Moon
Are you lonely, Moon?
You giant white balloon!
You have no water, wind or air.
No wonder, nothing lives up there.
You can't grow trees or flowers or grass.
Your soil is only rocks and glass.
Even your light is not your own.
Instead it's from the sun that's shone.
Your gravity is weak, I hear.
You really have no atmosphere.
But don't be sad, Moon, please don't cry.
For I still love you in the sky.
Meish Goldish
Randolph County Schools 2013
http://www.whatdowedoallday.com/2012/09/five-moon-activities-for-kids.html
Sun, Earth, Moon Model
http://easypreschoolcraft.blogspot.com/2011/11/sun-earth-moon-model-craft.html
This activity simply and clearly shows you how the Earth goes around the Sun and the
Moon goes around the Earth.
Materials:
1 paper plate, white construction paper or card stock, Earth and Moon cutouts, hole
puncher, crayons, brass fasteners, scissors
Directions:
Cut Earth and Moon pieces from hard white paper. Color the paper plate yellow, color
the Earth and Moon. Punch a hole at the end of each strip as shown and in the middle of
the paper plate. Fasten the pieces together using brass fasteners.
Template is available online from NASA Blogs.
Randolph County Schools 2013
Science Resource Guide:
http://elementaryscience.cmswiki.wikispaces.net/
Essential
Question
Criteria for
Success:
“I Will”
1. Can I
explain how
the objects in
the sky move
in a pattern?
‐I will
demonstrate how
the earth moves
around the sun.
(Ex. Using a
flashlight and a
ball).
Activities:
 Earth, Moon and Sun Virtual Lab (link #1)
 Pick one student to act as the Earth and one to act as the Moon. Ask
student how long it takes for the Earth to spin around—24 hours. Explain
that the Moon rotates much slower—it takes a little more than 27 days for
the Moon to rotate all the way around. Ask students, "Which spins faster,
the Earth or the Moon?" Explain that the Moon rotates and orbits around
the Earth at the same time. Ask the “Moon” how he or she should move.
The Moon character will spin and revolve in a counterclockwise direction as
seen from above (North is up). Reminder: This is not a race and the rate of
speed is constant and steady. Ask the “Earth” how he or she should move.
The Earth, like the Moon, is spinning counterclockwise as seen from above
(North is up). Get your Earth and Moon characters moving in
rotation/revolution. Finally, select a student to act as the Sun and have
students move again—so that students can see the Sun, Earth, and Moon
all moving together. (Link #2 for lesson plan reference)
 Observe the movement of the sun by tracking it on a large piece of paper
outside over the course of a day ie: morning, lunch, afternoon. Make it and
extension homework to track it at dinner time and in the evening at sunset
(similar to a sundial).
Helpful
Websites:
1. http://www.sciencekids.co.nz/gamesactivities/earthsunmoon.html
2. http://www.eyeonthesky.org/lessonplans/08sun_moonplayground.html
3. Discovery Education
4. www.brainpopjr.com/science/space/
‐I will prove
why/how the sun,
moon, and stars
appear to move.
(Ex.The sun is
seen during the
day—where does
it go at night?
The moon is
sometimes seen
during the day
and at night—
does it go
somewhere? The
stars are only
seen at night—
where are they
during the day?)
Activities:
 What makes day and night? Read “What Makes Day and Night by Franklyn
Branley. Put students in small groups and allow them to draw their ideas
about why we only see the sun during daylight hours. You may choose to
let them make a myth or story, or try to come up with a scientific
explanation. As a class, allow some students to share their ideas. Then
introduce the concept that Earth rotates. Show students the globe, slowly
rotating it counterclockwise. Once students see this rotation, give one
student the flashlight and mention that the globe will model Earth and the
flashlight will model the sun. Turn on the flashlights and off the classroom
lights. Show that at any time, half of Earth receives light from the sun. That
half experiences day. The other half does not receive light. That half
experiences night. Ask students to tell which part of the globe is in
day/night. Rotate the globe counterclockwise. Ask them several more times
which part of the globe is experiencing day/night? When they seem to
understand, ask students to turn the globe so that Florida (or their state) is
experiencing morning/ noon/ evening/ night. Have students complete “Why
do we have day and night?” worksheet. (Printouts available Link # 2)
 Why Can’t we see stars during the day? Ask students if they see any stars
during the day. Students may mention that some stars become visible
before it is completely dark. Lead them to realize that our sun is a star. Ask
2. Why do
the sun,
moon and
stars
APPEAR to
move?
Suggested Resources/Activities
Randolph County Schools 2013
students if any other stars are visible while the sun is visible. Have them
discuss why not. Place the students in groups and give each group a
flashlight. Explain to students that they will use the flashlights to model
stars. They will observe the light from their “stars” under different
conditions. Ask the students how they could model nighttime conditions,
without sunlight. Take suggestions, then make the classroom as dark as
possible. Have students turn on their flashlights and make three
observations about the light (e.g. brightness, length of beam, width of
beam). You may choose to have them record these observations. Ask
students how they would model daytime conditions. If possible take
students outside. If not, turn on all lights in the classroom. Have students
turn on flashlights and make observations. Bring students back inside and
collect flashlights. Have students report their findings. Ask again why stars
(other than the sun) are not visible during the day. Lead them to
understand that although the stars are always there, the light from the sun
is much brighter (because the sun is closer, not because it is a brighter
star). We simply can’t see the light from other stars during the day. (Link #2
lesson plan reference activity 4)
Informational Text:
What Makes Day and Night by Franklyn Branley
Helpful
Websites:
1. http://www.eyeonthesky.org/lessonplans/08sun_moonplayground.html
2.http://www.magnet.fsu.edu/education/teachers/curricula/documents/solarsystem/
section1.pdf
3. Discovery Education
Field Trip: Visit a Planetarium or have one come to your school
At School Programs:
1. http://www.discoveryplace.org/education/science_reach/class/77/Starry-StarryNight
2. http://www.discoveryplace.org/education/science_reach/class/75/Solar-SystemSpectacular-NEW
Off-Campus Programs:
1. http://www.schielemuseum.org/planetarium.php
3. Can I
explain the
amount,
location,
color, and
brightness of
stars?
‐I will evaluate
the number of
stars in the sky.
‐I will draw an
example of stars
in the sky
(scattered/cluster
ed).
‐I will color the
stars according
to their various
colors.
‐I will explain
how stars have
different
brightness levels.
Activities:
 Pre assessment: Have students can design and name their own star. Have
them estimate how far away it is, how big it, how bright, what color is it and
finally name their new star. (At the end of the unit there is another lesson
involving a drawing of the night sky and you can compare to see if they
have a better understanding of star shape, size and distance). (link #4
picture of the night sky)
 Explain that stars come in all sizes but they are so far away that they look
like tiny, beautiful, twinkling points of light. Explain that those tiny twinkling
points of light are really GIGANTIC! Also, stars are different colors. The
color of the star depends on how hot it is. Cool stars are red. Warmer stars
are yellow-orange, hot stars are white and very hot stars are blue. You may
want to make a class poster equating the color of a star with its
temperature. Emphasize that we cannot feel the heat from the stars
because they are so far away. Ask students if they believe that stars vanish
in the daytime? After discussion, make them aware that stars shine all
time. We do not see them during the day because the light from the sun is
so bright that it is impossible to see the light coming from the stars. Ask the
students to try the following experiment: On a clear evening, just as it starts
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to get dark, lie looking up into the sky. As it gets darker and darker, watch
the stars seem to pop out one at a time. Actually, the stars have been there
all the time and are just waiting for the light from the sun to fade. Suggest
they count as many stars as they can see and when they can no longer
count any higher, they can guess how many stars there might be.
 State that stars do not twinkle. They only seem to twinkle when we look at
them from the Earth. When stars are out in space they just glow steadily
and do not move. They seem to twinkle because of the Earth's air. The
twinkling begins when the light from the star hits the air, which is moving,
and tosses the light around. Conclude the lesson by reading Laura's Star,
an enchanting book for kindergartners. The story involves the comfort
Laura gets from her star in the evening and her reaction to its
disappearance as morning arrives. The discussion following the reading
can emphasize that Laura's star really did not disappear; it simply could not
be seen during the day because of the light from the sun. (Lesson
reference link #3)
 Can be a two day lesson: Students will estimate how many stars they
thought there were in the sky. Explain that the most stars anyone is able to
see with the naked eye is about 2,000 but there really are millions of stars.
Explain to students that, in some ways, stars are a little like people. They
are born, they grow up, they grow old, and eventually, they die. However,
unlike people, stars can live for thousands of millions of years. Stars also
come in all sizes just as people come in all sizes. Have students close their
eyes and visualize your description of the beginning of the life of a star:
Stars begin their lives in a swirling cloud of dust and gas (appearing like a
dirty snowball). As these tiny pieces of gas and dust begin whirling together
they pull in more and more gas and dust and the particles begin to cling
together tighter and tighter. This is called gravity. The cloud begins to spin
faster, making it become very hot in the center. The spinning/ whirling
takes a very long time--billions of years! The cloud gets hotter and brighter
until; finally, a new star is born. Introduce Vincent van Gogh's "A Starry
Night" as an example of what a famous painter saw when he examined
nature and the stars. Ask them if the pictures they formed in their minds
looked anything like van Gogh's swirling stars. Provide students with black
construction paper and red, orange, white, yellow, and blue chalk. Remind
them that cooler stars are red; warmer stars yellow-orange, hot stars white
and very hot stars blue. Have them draw their own version of "A Starry
Night." It will be an interesting and informal assessment to note whether
they use the traditional star shape or apply their new found knowledge of
stars as swirling masses of gas and dust. Hang pictures next to the van
Gogh print. Finally, read Draw Me a Star. Discuss how Carle draws his
stars and the colors he uses. (Lesson reference link #3)
Informational Text:
Laura's Star by Klaus Baumgart
Draw Me a Star by Eric Carle
Vincent van Gogh's poster "A Starry Night"
Helpful Websites:
1. coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/starbright.shtml
2.http://www.anchoragemuseum.org/images/downloads/ED_Earth_Moon_Sun_Gui
de.pdf
3. http://www.icsrc.org/ICSRC/TILT/starstuff/Kunit.html
4. http://www.proprofs.com/polls/upload/yuiupload/304411536.jpg
Discovery Education
Randolph County Schools 2013
4. How can I
describe the
four week
pattern of the
moon
(phases)?
‐I will explain that
the moon
changes in a
pattern about
every four
weeks.
‐I will sequence
pictures of the
moon phases in
order to show its
pattern.
Activities:
 Students will create moon journals to observe and record the changes of
the moon for one month. (refer to link #5 for journal template)
 Oreo Moon Phases: Students will use a paper plate and 4 Oreos to create
the 4 major moon phases, new moon, full moon, 1st quarter and last
quarter. (Link #3)
 Students create sequence card and have the children match the correct
picture with the word. (Flash cards are also in 3rd grade McMillan McGraw
Hill science kits)
 Moon Phase Memory: Students create two sets of moon phase cards and
have them play with a partner to match the cards.

Place students in groups of 4. Assign each student in the group a moon
phase to draw and label on their paper plate. Then hole punch the paper
plate and make a moon phase necklace with string/yarn. Then have the
students go outside or in an open space in the classroom and play Moon
phase “hot potato”. The teacher will call out moon phases and the students
will toss the bean bag to the person wearing that moon phase (quick
formative assessment).
 Moon Phase pin wheel: (two printable pages on pg. 17 and 18 on link #7)
 Use the web site http://www.puzzlemaker.com/ to create a moon
vocabulary word search or have the students make their own word
searches using this website.
Informational Text:
List of Picture Books and Informational Text on page 6-8 on Link #6
Helpful Websites:
1. www.proteacher.org/c/489_moon_phases.htm
2. http://www.neok12.com/Moon.htm
3. http://www.leosciencelab.com/userimages/Oreo%20Moon%20Phases.pdf
4. http://analyzer.depaul.edu/paperplate/Oreo%20Moon%20Phases.htm
5.
https://planetariumweb.madison.k12.wi.us/files/planetarium/observing_the_moon.p
df
6.
https://www.stf.sk.ca/portal.jsp?Sy3uQUnbK9L2RmSZs02CjV/Lfyjbyjsxso+BULDH
Kb5U=F
7. http://www.images-press.com/_files/letsDoIt_moonbeams.pdf
8. Discovery Education
Randolph County Schools 2013
Final Products
1.E.1.1 Pre and Post Assessment:
Venn Diagram showing what objects are visible during the day or night, and both.
Pre-test: Objects that can be seen during the day, night or both.
Generate a list to post on the SmartBoard of things that can be seen during the day/night
and both. Students will have a pre-programed Venn diagram to record the answers as
the terms are read to them.
Wordlist: jet bat moon sun cloud rainbow owl bird rain stars
Post-test: Provide a Venn diagram pre-programed with day/night/and day night in the
middle. Have students write at least 3 items for each category.
1.E.1.2 Post Assessment:
Have the students color in 4 main phases of the moon.
Assessment Probes:
Book: Uncovering Students Ideas in Science
Moonlight (Limit choices to Chet and Deirdre)
Emmy’s Moon and Stars (Limit choices to A and E)
Darkness at Night (Limit choices to Jeb, Talia and Yolanda)
Going through a Phase (Limit to Sofia, Mona and Raj)
Final Product:
Create the 4 phases with Oreo cookies. Use rubric to score.
Randolph County Schools 2013