Title:

Sun,Moon,andStars

Overview:
ThestudentswillinvestigateandunderstandthebasicrelationshipsbetweentheSun,Earth,
Moon,andStars.Throughobservations,experiments,activestimulations,readings,videos,and
discussions,studentsstudytheSun,Moon,andStarstolearnthattheseobjectsmoveinregular
andpredictablepatternsthatcanbeobserved,recorded,andanalyzed.

CulminatingActivity:

Onthelastdayoftheunit,thestudentswilltakeafieldtriptotheNewJerseyStateMuseumin
Trenton,NewJersey.ThestudentswillobserveashowinthePlanetariumonSun,Moon,and
Stars.Theshowwillreinforceallconceptsthatthestudentshavelearnedthroughoutthetwo
weeks.Afterthefieldtrip,thestudentswillreturntotheschool,wheretheywilltakeaunittest.
Theunittestconsistsofelevenmultiplechoicequestions,allpertainingtoeachlessonwetaught
ontheSun,Moon,andStars.

ContentandEssentialQuestions:

HowdotheSun,Moon,andStarsaffecteachother?Whydoesthemoonappeartochange
shape?Whatcausesdayandnight?

Rationale:

ThisunitentitledSun,Moon,andStarsisdesignedfor2ndgrade.Theunitwillintegrate
manyacademicdisciplineswhileteachingstudentsaboutthesun,moonandstarsandhowthey
arerelatedtoeachother.

VisualRepresentation:


InitiatoryActivities:

OngoingActivities:
Eachlessoninourunitbuildsupononeanother.Fortwoweeks,wereceivedanadditionalsix
studentstoourclassroomsotheycanparticipateandlearnabouttheSun,Moon,andStars.We
rearrangedtheroomsothatthesesixstudentswouldfitcomfortablyandbeinapositiontolearn
byallowingthemtositatthekidneytablethatisusuallyreservedforguidedreading,and
allowingthemtositinthefrontoftheclassroomatatablewherethereareusuallytwolaptops.
WhentheintroducedthetopicofStarstothestudents,eachstudentcreatedtheirownstarusing
coffeefiltersandmarkers.Eachstudentnamedtheirstarandwroteabouttheircharacteristics.
Wethenputeveryonesworkondisplayonabulletinboard,titledInagalaxyfar,farawayThe
Starsshinebright.


Assessment:
Priortotheunit,wewillgainstudentspriorknowledgethroughapretest.Studentswillbe
informedthatthispretestwillnotbegraded,wesimplyjustwanttofindoutwhattheyalready
knowabouttheSun,Moon,andStars.Throughouttheunit,studentswillbeassessedby
discussion,askingquestions,activities,andworksheets.Attheendoftheunit,studentswill
completeanendoftheunittest,whichisverysimilartothepretesttheycompletedtwoweeks
prior.
Resources:
Books:
EarthDay,Hooray!ByStuartJ.Murphy
TheMoonBookbyGailGibbons

Websites:
https://www.youtube.com/watch?v=cDed5eXmngE
https://www.youtube.com/watch?v=tkzdR93bqw

https://www.youtube.com/watch?v=xBc8QHSsFgE
https://www.youtube.com/watch?v=79M2lSVZiY4
https://www.brainpop.com/science/earthsystem/seasons/
http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_inte
ractive.html

Materials:
AnchorCharts
Reduce,Reuse,RecycleWorksheet
Scissors
Glue
OurSunWorksheet
SunnyDayvsCloudyDayWorksheet
Flashlight
Globe
PostitNote
DayandNightWorksheet
Crayons/ColoredPencils/Markers
FlourandCocoapowder
Rocks
Bowls
Papertowels
PhasesoftheMoonWorksheet
Oreocookies
OreoMoonPhasesWorksheet
Plasticknives
Earth,Moon,andSunRotatorActivityWorksheet
StarFactsWorksheet
CoffeeFilters
Spraybottle
MyStarWorksheet
UnitTestWorksheet

LessonPlans:
Day1:
1.TitleorTopicoftheLessonandGradeLevel:
EarthDay,Grade2
2.LessonEssentialQuestion(s):
HowcanyouhelpprotecttheEarth?
3.Standards:
2ESS23:Waterisfoundintheocean,rivers,lakes,andponds.Waterexistsas
solidiceandinliquidform.
4.
LearningObjectives
Studentswillbeabletoidentify
waystoprotecttheEarth.

Assessments
Studentswillcompleteasortingactivitywheretheycut
andpasteimagesintothecorrectcolumns(reduce,reuse,
recycle).

5.Materials:
1. EarthDay,Hooray!ByStuartJ.Murphy

2.
3.
4.
5.

Reduce,Reuse,Recycleworksheet
Reduce,Reuse,Recycleimages
Scissors
Glue

6.Prelessonassignmentsand/orpriorknowledge:
StudentsareawarethatApril22isEarth
Day.TheteacherwillintroducethelessonbyaskingstudentsquestionsabouttheEarthsuchas:
Whatplanetdoweliveon?IstheEarthflat?HowbigistheEarth?WhatdoyouthinktheEarth
ismadeof?
7.LessonBeginning:
Theteacherwillaskthestudentstositontherug.Shewillbegina
discussionaboutEarthDay.ShewillaskthestudentsifanyoneknowswhatEarthDayis,why
wecelebrateit,howlongwehavebeencelebratingEarthDay,etc.
8.InstructionalPlan:
TheteacherwillreadthebookEarthDay,Hooray!ByStuartJMurphy.
Theteacherwillaskthestudentstopaycloseattentiontolistentowaysthatyoucanhelpthe
Earththatarementionedinthebook.
Afterreadingthebook,theteacherwillintroducethreenewvocabularywords:reduce,reuse,
andrecycle.Theteacherwillaskstudentsifanyoneknowswhatreducemeans?Theteacherwill
putupthedefinitiononthewhiteboard.Shewillthenaskstudentsiftheycanthinkofanything
wecanreduce.Shewilllistexamples(electricity,water,cars).Theteacherwillthenaskthe
studentsiftheyknowwhatitmeanstoreuse,shewillputthedefinitionontheboard,andlist
examples.Shewillrepeattheprocessforrecycle.
Theteacherwillthenplaythevideo
https://www.youtube.com/watch?v=wtoeZ9Nkeqk
togo
overthe3Rs.orhttps://www.youtube.com/watch?v=8DJ45Yc3urg
Differentiation:
Toaccommodateforearlyfinishers/advancedstudent's,studentswillbeableto
explorepebblegoortheycanwriteafewsentencesonhowtheyaregoingtoprotecttheEarthin
theirdailyroutine.
Questions:
Whatplanetdoweliveon?WhyisitimportanttoprotectourEarth??WhatisEarth
Day?WhydowecelebrateEarthDay?HowcanweprotectEarth?
ClassroomManagement:
Theteacherwillprepareallhandoutsandmaterialspriortoclass.To
addressanybehavioralproblems,teacherwillutilizethestrategyClassClass,YesYesthat
studentsarefamiliarwithtograbtheirattention.
Transitions:
Studentswillbeaskedtositquietlyontherugduringthereadaloud.Afterthe
readaloud,thestudentswillbetoldtogobacktotheirseats.Theteacherwillutilizeastrategy
suchas:Gobacktoyourseatifyouarewearinggreen,gobacktoyourseatifyouhaveshoe
laces,etc.
9.Closure:
ThestudentswillreceiveaworksheetthatlistsReduce.Reuse.Recycle.Theywill
thenreceiveanotherworksheetwithtwelveimages.Thestudentswillbeaskedtocutoutthe

imagesandsortthemunderthecorrectcan.Theteacherwilldistributecupsofdirttothe
studentswhiletheyareworkingasanEarthDayTreat.

Day2:
nd
1.

Characteristicsofthesun2
grade

2.

EssentialQuestion(s):
Whatmakesupthesun?

Whatshapeisthesun?

Whatarecharacteristicsofthesun?

Whyisthesunimportant?

3.Standards:
5.4.2.A.1:
DetermineasetofgeneralrulesdescribingwhentheSunandMoonarevisiblebased
onactualskyobservations.
4.
LearningObjectives

Assessments

SWBAT
identifytheelementsthatmakeupthesun,aswellaswhatthe
sunprovidesEarth.

OurSunworksheet

SWBAT
locatewherethesunislocatedwithinthesolarsystem.

OurSunworksheet

5.Materials:
Tchart

https://www.youtube.com/watch?v=tkzdR93bqw
Oursunworksheet
6.Prelessonassignmentsand/orpriorknowledge:
Reviewwhatstudentslearnedaboutthe
earth,onearthday.Askisanyonehadanyfurtherquestionsabouttheearth.Thenaskstudents
whatdoestheearthneedtofunction?(Thesun).Askstudentstotellmewhattheyalreadyknow
aboutthesun(writeanswersonboard).
7.LessonBeginning:
Havestudentsdrawatchartwiththetwoheadings,sunnydayandcloudy
day.Proceedtohavestudentsthinkaboutwhatasunnydayconsistof,andacloudyday,andlist
somecharacteristicsofeachdayinthecorrectcolumn.PromptstudentsbyaskingOnwhich
typeofdayisitwarmer?Onwhichtypeofdayisitbrighter?Whichtypeofdaymightbring
rain?
8.InstructionalPlan
:
Reviewpriorknowledge
WatchYouTubevideo
Discussasaclasswhatthesunismadeof,andwhyweneeditonearthtosurvive(what
purposeisservesus)
Completeworksheet
oDifferentiation:Varioustechniqueswillbeincludedthroughoutthelessonsuchasvisual,
audio,andhandsonactivities/experiments.
oQuestions:
Whatshapeisthesun?
Whatisthesunmadeupof?
Howwouldlifeonearthbedifferentisthesunwerenotinspace?

Whydoesthesunlooklikeismovesacrossthesky?
Isthesunaplanet,astar,orsomethingelse?
oClassroomManagement:Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillworkcohesively
tomaintainclassroom.Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,as
wellasmonitorstudentsthroughoutlessontoverifystudentsremainontasks.
oTransitions:
Asksstudentswhatnewinformationtheylearnedthedaybefore.
Nowthatwehavesharedourideasaboutthesun,letstakealookasaclasstofindoutmore
indepthinformation.
HandoutSunlightandplantlifehandoutwhileexplainingtheexperimentwewillbedoing
throughouttheweek
9.Closure
:Askstudentsiftheyhaveanyfurtherquestions,andthenhavestudentshandintheir
oursunworksheets.Thendirectstudentstogobacktotheirseats.

Day3:
1.TitleorTopicoftheLessonandGradeLevel:
DayandNight,Grade2
2.LessonEssentialQuestion:
Whatcausesdayandnight?
3.Standards:
ESS1.B:EarthandtheSolarSystem:Seasonalpatternsofsunriseandsunsetcan
beobserved,described,andpredicted.(1ESS12)
4.
LearningObjectives
Studentswillbeableto
explainthatdayandnightis
causedbyEarthsrotationon
itsaxis.

5.Materials:
1. Flashlight
2. Globe

Assessments
Studentswillworkindependentlyonadayandnight
worksheet.Theywillcolorinthesun,colorthedaytimehalf
oftheEarthgreenandblue,andcolorthenighttimehalfof
Earthblack.Thiswillprovideagraphicassessmentofstudent
understanding.

3. Sticker/PostitNote
4. Day/NightWorksheet
5. Crayons/ColoredPencils/Markers
6.Prelessonassignmentsand/orpriorknowledge:
StudentsunderstandthattheSunisastar
thatismadeofgases.TheyknowthattheSunprovideslightandheatfortheEarth.
7.LessonBeginning:

ChallengestudentstothinkaboutwhatcausesnightanddayonEarth.
Conductadiscussionandliststudentsideasontheboard.Theteacherwillaskthestudentsif
anyoneknowshowmanyhoursthereareinaday?24.Theteacherwillthenaskifitislightout
forthewhole24hours.Thestudentsshouldsayno,itgetsdarkoutside.Theteacherwillthen
askwhyitgetsdark?Whydowehavedaytimeandnighttime?Ask
Doeseveryoneintheworld
havedaytimeatthesametime?
Theteacherwillthentellstudentssheisgoingtodoademonstrationwhichwillhelpanswer
manyofthequestionsaboutdayandnightonEarth.
8.InstructionalPlan:

Theteacherwillshowthestudentsaglobe.Shewillaskthestudentswhatcontinentthey
livein.TheteacherwillputastickeronNorthAmerica.
Shewillthenturnalllightsoffintheroom.Shewillthenturnontheflashlight,andshine
itontheglobe.TheteacherwillexplainthattheflashlightisactingastheSuninthis
activity.Theteacherwillask:IfthesunisshiningonNorthAmerica,canweinferifitis
dayorifitisnight?Thestudentswillrespond:Day.
TheteacherwillthenaskthestudentsifitisdayornightinChina.Thestudentswillsee
thattheSunisnotshiningonChina,andthatitisnight.
TheteacherwillexplainthattheEarthrotates.Explainwhatrotatemeans.Theteacher
willthenrotatetheglobe,andtheflashlightwillbeshiningontheglobe.Theteacherwill
showthestudentshowwegofromdaytonighteveryday.
TheteacherwillexplainthattheEarthrotatesonitsownaxis,likeabasketballdoeson
yourfinger.AnaxisisanimaginarylinethatgoesfromtheNorthPoletotheSouthPole
(Showstudentswiththeglobe).
TheteacherwillthenaskifshespuntheEarthallthewayaround,howmanyhours
wouldittake?Shewillexplainthatittakes24hoursfortheEarththerotate,whichis
equaltooneday.
Theteacherwillthenallstudentstostandup.Shewillthenaskthemtospinina
completecirclewheretheyarestanding.Shewillthenexplainthattheyarerotating.
Studentswillbeaskedtositdown.
Askthestudents,DoesanyoneknowhowlongittakesfortheEarthtomakeone
completerotation?24hours.
Theteacherwillthenplayavideo
http://studyjams.scholastic.com/studyjams/jams/science/solarsystem/dayonearth.htm

Differentiation:
Mediawillbeavailableforstudentstowatchasimulationoftherotationonan
iPadorchromebook.
Questions:
Whatcausesdayandnight?Doesthesunshineatnight?Isdayalwaysfollowedby
night?Doeseveryoneintheworldhavedaytimeatthesametime?Whyisitwarmerduringthe
dayandcooleratnight?
ClassroomManagement:
Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillworkcohesively
tomaintainclassroom.Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,as
wellasmonitorstudentsthroughoutlessontoverifystudentsremainontasks.Theteacherwill
prepareallhandoutsandmaterialspriortoclass.Toaddressanybehavioralproblems,teacher
willutilizethestrategyClassClass,YesYesthatstudentsarefamiliarwithtograbtheir
attention.
9.Closure:
Afterthedemonstration,theteacherwillhaveasmallclassdiscussionaboutwhatis
happeningtotheEarthwhenwehavedayandnight.Askthestudents:Whatcausesthedayand
night?WhatdowecallthecenteroftheEarththatisrotatedaroundeachday?Howlongdoesit
taketheEarthtorotatearounditsaxis?Theteacherwillthenhandoutaworksheet,andthe
studentswillbeinstructedtocolorinthesun,colorthedaytimehalfoftheEarthgreenandblue,
andcolorthenighttimehalfofEarthblack.

Day4:
nd
1.

Characteristicsofthemoon2
grade

2.

EssentialQuestion(s):

Whatarecharacteristicsofthemoon?

Whatarecraters?
3.Standards:

5.4.4.A.2:
IdentifypatternsoftheMoonsappearanceandmakepredictionsaboutitsfuture
appearancebasedobservationaldata.
4.
LearningObjectives

Assessments

SWBATdiscussbasicfactsaboutthemoon

OurMoonworksheet

SWBATunderstandtheoriginofmooncraters

OurMoonworksheet

SWBATcreateamodelofacrateredmoon

Crateractivity

5.Materials:

Moonbook

Flour&Cocoapowder

Rocks

Bowls

OurMoonworksheet
6.Prelessonassignmentsand/orpriorknowledge:Studentsunderstandthattheearthrotates,
causingdayandnight,andthatduringthenightwecanseethemoon.Studentshavealsobeen
exposedtosolarsystemvocabularypreviously,duringguidedreading.
7.LessonBeginning:Beginlessonbydoingreadaloudofmoonbook.Stoppingthroughoutthe
booktoaskquestions,aswellasexpandonpriorknowledge.
8.InstructionalPlan:

Readmoonbook

Havestudentsgobacktoseat

Writedifferentvocabularyandmoonfactsontheboardthewereadthroughoutthebook,as
wellasotherfactsthatwerenotdiscussedinthebook

HavestudentsbeginOurMoonworksheet

Selecttwostudentsasatimetocometobacktoandcreatecratersintheflourusingarock

Onceallthestudentshavecompletedworksheetsandgonetothebacktabletocreatea
crater,bringeveryonebacktotheirseats
oDifferentiation:

Bothapapercopyanddigitalcopyofworksheetwillavailableonanipadorchromebook.
oQuestions:

Whatarethedipsinthemoon?

Whatcausescrater?

Whatarethehighpointsonthemooncalled?

Whencanweseethemoon?

oClassroomManagement:
Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillwork
cohesivelytomaintainclassroom.Materialswillbedistrustedbyoneteacher,whiletheotheris
teaching,aswellasmonitorstudentsthroughoutlessontoverifystudentsremainontasks.
oTransitions:

Afterreadaloudstudentswillbeinstructedtoquietlygobacktotheirseats

Studentswillbeselectedbytheteacher,twoatatimetogobacktoparticipateinthecrater
experiment
9.Closure:

Havestudentsdrawapictureofthemoonontheirworksheetinspaceprovided

Askstudentstoshareatleastonefacttheyhavelearnedtoday,andthinkofonequestion
theystillhave.

Day5:
1.TitleorTopicoftheLessonandGradeLevel:
PhasesoftheMoon,Grade2
2.LessonEssentialQuestion(s):
Whydoesthemoonchangeshape?
Whatarethephasesofthemoon?
3.Standards:5.4.A.2.1:
TheSunisastarthatcanonlybeseenduringtheday.TheMoonisnot
astarandcanbeseensometimesatnightandsometimesduringtheday.TheMoonappearsto
havedifferentshapesondifferentdays.
4.
LearningObjectives
Studentswillbeabletoidentifytheeightphasesofthe
moon.

Assessments
Studentswillcompleteaphasesof
themoonworksheet.

Studentswillbetoexplainthatthephasesofthemoon
areduetotheMoonorbitingaroundEarth.

Studentswillparticipateinclass
discussion.

5.Materials:
1. https://www.youtube.com/watch?v=xBc8QHSsFgE
2. Phasesofthemoonrap:
https://www.youtube.com/watch?v=79M2lSVZiY4
(Ifthereis
extratime)
3. Phasesofthemoonworksheets
4. Computerandprojector
6.Prelessonassignmentsand/orpriorknowledge:
Priortothelesson,studentshavebeen
introducedtothemoon.Theyarefamiliarwithcharacteristicsofthemoon.Theywere
introducedtothefactthattheMoonorbitsEarthandittakesonemonthtoorbit.Theknowthat
themoonreflectslightfromthesun.TheyunderstandthattheEarthsrotationcausesdayand
night.
7.LessonBeginning:
Theteacherwillstartaclassdiscussionbytellingthestudentsthat
yesterdaywelearnedaboutthemoon.Cananyoneremindmewhatthemoonlookslike?She
willaskthestudentstoraisetheirhandsanddescribethemoon,discussingwhatwelearned
prior.Shewillaskthestudentswhatshapethemoonis.Shewillthenputupapictureofafull
moonandacrescentmoon.Shewillsayifitsasphere,thenhowcomesometimesitisshaped
likeabanana?Studentswillturnandtalkwiththeirpartnersandthendiscusswhytheythinkthe
moonappearstochangeshape.
8.InstructionalPlan:
1. Theteacherwilltellthestudentsthattoday,theyaregoingtolearnwhysometimesthe
moonlookslikeabigroundball,abanana,orahalfofacircle.
2. TheteacherwillaskthestudentsiftheyrememberlearningthattheEarthrotates,causing
dayandnight.Shewillthenaskthestudentsiftheyrememberlearningyesterdaythatthe
moonorbitstheEarth.Cananyonetellmewhatorbitmeans?
3. ExplainthattheMoonorbitstheEarth,whichmeansthatitgoesaroundtheEarth.It
takes27daysfortheMoontoorbittheEarth.
4. Theteacherwillcallonthreevolunteers:astudentwillrotateinplace(Earth),another
studentwillorbitaroundtheEarth,andanotherstudentwillbetheSun.
5. TheteacherwillexplaintothestudentsthatsometimestheMoonlooksround,andon
othernightsyouhalfthemoon,andsometimesyoucannotseethemoonatall(Showing
pictures)
6. TheteacherwillexplainthattheMoondoesnotmakeitsownlight.TheMoonreflects
lightfromthesun.Thisiswhythemoonlookslikeitchangesshape.WhentheMoon
lookslikeitchangedshape,itisbecauseyoucanonlyseethepartoftheMoonthathas
lightshiningonit.
7. TheteacherwillexplainthattheshapeofthelightedpartoftheMooniscalledaphase
andthereareeightdifferentphasesthemoongoesthrougheachmonth.

8. Theteacherwillintroduceeachphaseofthemoon,puttinguppicturesandthenamesof
thephases:NewMoon,WaxingCrescent,FirstQuarter,WaxingGibbous,Moon,Full
Moon,WaningGibbous,ThirdQuarter,WaningCrescent.
Introducewhatthesewordsmeantothestudents(writeonboard):
Crescent:Lessthanhalfilluminated
Gibbous:Morethanhalfilluminated
Waxing:Growing
Waning:Shrinking
Differentiation:
Toaccommodateforearlyfinishers/advancedstudents,thestudentswillbe
askedtowriteasentenceonthebackoftheirpaperaboutwhatcausestheeightphasesofthe
Moon.
Questions:
Whydoesthemoonappeartochangeshape?DoestheMoonhaveitsownlight?
HowdoestheMoongetitslight?WhatistheshapeoftheMoon?Whatdoesorbitmean?
ClassroomManagement:
Theteacherwillprepareallhandouts,pictures,andvocabularystrips
priortoclass.ShewillpulluptheYouTubevideopriortoclass.Toaddressanybehavioral
problems,teacherwillutilizethestrategyClassClass,YesYesthatstudentsarefamiliarwith
tograbtheirattention,inadditiontotheHappyandSadlist,andClassDojopoints.Mrs.Tindall,
Ms.Schwartz,andMs.McGowanwillworkcohesivelytomaintainclassroom.
Transitions:
Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,aswellas
monitorstudentsthroughoutthelessontoverifystudentsremainontask.
9.Closure:
TheteacherwillshowthestudentsaYouTubevideosongaboutthephasesofthe
moon.Thestudentswillthenreceiveaphasesofthemoonworksheet,andtheywillbeinstructed
tocolorinthephasesofthemoon(thepaperisalreadylabeled).Theteacherwillmodelitin
frontoftheclassroom.Ifthereisextratime,studentswillbeinstructedtocolortheEarthonthe
worksheetandtheteacherwillplaytheYouTubesongagain.

Day6:
1.TitleorTopicoftheLessonandGradeLevel:
MoonMunching,Grade2
2.LessonEssentialQuestion(s):
WhataretheeightphasesoftheMoon?
3.Standards:
NGSS:Patternsofthemotionofthesun,moon,andstarsintheskycanbe
observed,described,andpredicted.(1ESS11)
4.
LearningObjectives
Studentswillbeabletoidentifytheeight
phasesofthemoon.
5.Materials:
1. Oreocookies
2. Moonphasesworksheet
3. Plasticknivesorplasticspoons

Assessments
Studentswillmodelthephasesofthemoon
usingOreocookies.

4. Papertowels
5. Phasesofthemoonanchorchart
6. YouTubevideo
6.Prelessonassignmentsand/orpriorknowledge:
StudentsarefamiliarwithwhytheMoon
appearstochangeshape.TheyunderstandthattheMoonorbitsaroundtheEarth,andthatthe
MoonreflectslightoffoftheSun,whichiswhyitappearstochangeshape.Theyhavebeen
introducedtothedifferentphasesoftheMoonthedaypriortothislesson.
7.LessonBeginning:
TheteacherwillpullupapictureofthephasesoftheMoon.Cananyone
remindmewhytheMoonlookslikeitisadifferentshapeondifferentdays?
8.InstructionalPlan:
1. Theteacherwillgoovertheeightphasesofthemoonontheanchorchart.Shewill
remindthestudentswhatgibbous,crescent,waning,andwaxingmean.
2. TheteacherwillshowthestudentsacatchyphasesofthemoonsongonYouTube.
https://www.youtube.com/watch?v=79M2lSVZiY4
3. Afterthedemonstration,theteacherwillexplainthatwearegoingtouseOreoCookiesto
representthedifferentphasesofthemoon.Shewillexplaintherulestothestudents,
makingitveryclearthatitisimportanttofollowthedirections.
4. Theteacherwillmodelinfrontoftheclass.Shewillexplainthatthewhitecreamonthe
oreoisgoingtorepresentwherethesunisreflectingonthemoon.Shewilldemonstrate
howtotwistandopentheOreosothatthefrostingisononeside.
5. Ateacherwillhandout4oreostoeachstudent,apapertowel,aplasticspoon,andacopy
ofthestudenthandouttoeachstudent.
6. Thestudentswillbeinstructedtotwisteachoftheirfourcookiesopenandscrapethe
OreocookiesusingtheirplasticknifetoillustratetheMoonphases.Theywillbeableto
refertotheanchorchartontheboard.
7. Onceeachphasehasbeencreated,studentswillbeaskedtoarrangethephasesinthe
correctorder.
Differentiation:
Toaccommodateforearlyfinishers/advancedstudents,thestudentscanexplore
EarthSciencesonpebblego.Pebblegogoesmoreintodepthaboutthemoonphases.

To
accommodateforstrugglingstudents,theteacherwillmodeleachphaseontheoverheadsothey
canfollowalong.
Questions:
Whydoesthemoonappeartochangeshape?Whatarethephasesofthemoon?How
manyphasesarethere?
ClassroomManagement:
Theteacherwillprepareallhandoutsandmaterialspriortoclass.To
addressanybehavioralproblems,teacherwillutilizethestrategyClassClass,YesYesthat
studentsarefamiliarwithtograbtheirattention.Mrs.Tindall,Ms.Schwartz,andMs.McGowan
willworkcohesivelytomaintainclassroom.

Transitions:
Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,aswellas
monitorstudentsthroughoutthelessontoverifystudentsremainontask.
9.Closure:
Thestudentswillbeinstructedtoraisetheirhandsoncetheyhavefinishedtheir
activity.Theteacherwillchecktheactivity,makingsurethephasesareinthecorrectorderand
representedcorrectly.Ifso,thestudentswillbeallowedtoeattheirOreos!

Day7:

nd
1.

Theorbitalrotationofearth,moon,andsun2
grade
2.

EssentialQuestion(s):
Whatdoallplanetsrevolvearound?
3.Standards:1ESS11
.Useobservationsofthesun,moon,andstarstodescribepatternsthat
canbepredicted.[ClarificationStatement:Examplesofpatternscouldincludethatthesunand
moonappeartoriseinonepartofthesky,moveacrossthesky,andsetandstarsotherthanour
sunarevisibleatnightbutnotduringtheday.][AssessmentBoundary:Assessmentofstar
patternsislimitedtostarsbeingseenatnightandnotduringtheday.]
4.
LearningObjectives

Assessments

SWBAT
definerotation,andorbit/revolve

Anchorchart

SWBAT
arrangesun,moon,andearthisproper
sequence.

Sun,Moon,andearthRotator
project

5.Materials:
Sun,moon,andearthrotatorproject

https://www.youtube.com/watch?v=cDed5eXmngE
Poster
Markers
6.Prelessonassignmentsand/orpriorknowledge:
Reviewmaterialdiscussedregarding
phasesofthemoon,andaskstudentswhatinformationtheyknowintermsofthemoonandsun.
Askdoanystudentsknowtherelationshipbetweenthesun,moon,andearth.
7.LessonBeginning:
Beginlessonbyreviewingpriorknowledge,followedbywatchingthe
firsttwominutesofRotationandrevolutionofearth/educationalvideoforkidsonYouTube
byHappyLearningTV.
8.InstructionalPlan
:Reviewpriorknowledge,watchYouTubevideo(askingstudentstomake
predictionsaswellasdefinevocabularywehaverecentlydefinedasaclass).Afterwatchingthe
video,wewillfillinthetheanchorchartasaclass(Definingrotation,revolving,illustrating
both,howlongittakesforeachtooccur,andwhateachmovementcauses).Finallywewill
followupbycreatingindividualsun,moon,andearthrotators,
oDifferentiation:Varioustechniqueswillbeincludedthroughoutthelessonsuchasvisual,
audio,andhandsonactivities.
oQuestions:
Cananyonetellmewhatthesunprovidesforusonearth?
Doesthemoonorbitaroundtheearthorviseversa?
Dowe(theearth)orbitaroundthesunorviseversa?
Istheearthlargerorsmallerthanthesun?Themoon?
Whatistheearthsaxis?
oClassroomManagement:Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillworkcohesively
tomaintainclassroom.Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,as
wellasmonitorstudentsthroughoutlessontoverifystudentsremainontasks.

oTransitions:
AsksstudentswhatnewinformationtheylearnedfromYouTubevideo,didtheyknowthat
thesunisthelargestofthestars,andwhereitisinrelationtoearth.Thatnowwewillbemaking
ourownmodelofthesun,moon,andearth
Nowthatweknowtheirlocations,whocantellmeknowwordstheymayhaveheardinthe
video?(Writeanywordsstudentssayontheboard)
HandoutWriteandthinkhandoutwhilediscussingthenewvocabulary
9.Closure:
Askstudentstothinkofquestionstheyhaveregardingspace.Dotheyknowhow
manyplanetsexistinourgalaxy?Thinkofwhatwelearnedtoday,andwhatelsetheywantto
learn.

Day8:

1.TitleorTopicoftheLessonandGradeLevel:
ReasonsfortheSeasons,Grade2
2.LessonEssentialQuestion(s):
Whydowehavedifferentseasons?
3.Standards:
5.4.4.A.1:Objectsintheskyhavepatternsofmovement.TheSunandMoonappeartomove
acrosstheskyonadailybasis.TheshadowsofanobjectonEarthchangeoverthecourseofa
day,indicatingthechangingpositionoftheSunduringtheday.
4.
LearningObjectives

Assessments

Studentswillbeabletoexplainthatseasonsare
causedbythetiltofEarth'saxisasitrevolvesaround
theSun.

Studentswillcompleteanexitticket
beforeleavingtheclassroom.

5.Materials:
1.
2.
3.
4.

Anchorchart
Markers
Computer
http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_inte
ractive.html
5. https://www.brainpop.com/science/earthsystem/seasons/
a. Usernameandpassword:palmbeach
6.Prelessonassignmentsand/orpriorknowledge:
StudentsknowthattheEarths
rotation
causesdayandnight.

StudentsknowthatEarth
revolves
aroundtheSun,makingitsorbitonce
every365days.ThestudentsknowthattheEarthistiltedonitsaxis.Theyhavecompletedan
orbitactivitythedaybeforethislesson.Theywereintroducedtothereasonfortheseasonsina
videoaboutEarthsrevolutionaroundtheSun.
7.LessonBeginning:
Theteacherwillbegintheintroductionofwhywehaveseasonsby
reviewingyesterdayslesson.TheteacherwillbegindiscussingEarth,thewonderfulplacewe
liveon.ShewillexplainthattheEarthslowlymovesaroundtheSunin365days.Theteacher
willaskifanyoneknowswhat365daysisequalto?(Oneyear.)ThemovementaroundtheSun
iscalledanorbit.Theteacherwillexplainthatweslowlygoaroundthesuninacircularorbit.
Shewilldrawapictureontheboardsothestudentscanvisualize.
Theteacherwillaskthestudentswhatthedifferentseasonsare.Shewillthenwritetheseasons
ontheboardsostudentscanrefertothem.Winter,Spring,Summer,Fall.Shewillthenaskthe
students,Whatistheweatherlikeduringthesedifferentseasons?Whatisthesameordifferent
abouttheseasons?.Theteacherwillpromptstudentstoincludesimilaritiesanddifferencesin
weather,temperature,andlengthofdaylight.Theteacherwillwritethestudentsideasonthe
board.Theteacherwillexplainthatwenowknowdifferentthingsabouteachoftheseasons,but
wedonotknowwhytheyhappenatacertaintimeoftheyear.Theteacherwillaskthestudents
toraisetheirhandsiftheythinktheyknowwhywehavedifferentseasons.
8.InstructionalPlan:
1. SoyesterdaywelearnedthattheEarthrevolvesaroundtheSun,andthishelpsinthe
makingofourseasons,butitisnotthewholereason.Earthistiltedonanaxis.Does
anyoneknowwhatthatmeans?Theteacherwillcallonstudents.
2. Theteacherwillexplainthatanaxisisalinethatrunsthroughthemiddleofsomething
eitherupanddownorsidetoside.TheEarthrotatesonanupanddownaxis.Theteacher
willshowthestudentstheglobe,andemphasisonthefactthatitisnotsittingstraightup.
Itistilted.

3. TheteacherwillexplainthatEarthexperiencesdifferentseasonsbecausetheEarthis
slightlytilted,itisnotsittingstraightupanddown.TheaxiscausesonepartoftheEarth
toleantowardsthesun,andanotherpartoftheEarthistiltedaway.
4. Whenitissummer,thecountryistiltingtowardsthesun.Whenitiswinter,thecountry
istiltingawayfromthesun.WhenitisSpringandFall,theaxisisthesameandthe
weatherisverysimilar.
5. AstheEarthtravelsaroundtheSun,itcreatesapatternthroughouttheyear.Thispattern
happensoverandoveragain,whichiswhywehavethesameseasonseveryyear.
6. Theteacherwillthenshowthestudentsaninteractivevideo,sotheycanvisualizethe
EarthsrevolutionaroundthesunandtheEarthstiltonitsaxis.

Differentiation:
TheexitticketwillbeavailableonaniPad,laptop,anddesktopcomputer
forspecificstudents.

Questions:
Whataretheseasons?Whatcausestheseasons?Whatisanaxis?Whydowe
havedayandnight?WhatdoestheEarthrevolvearound?HowlongdoesittakefortheEarth
torevolvearoundthesun?WhatwouldhappeniftheEarthwasnottilted?

ClassroomManagement:
Theteacherwillpreparetheanchorchartpriortoclass.To
addressanybehavioralproblems,teacherwillutilizethestrategyClassClass,YesYesthat
studentsarefamiliarwithtograbtheirattention.Mrs.Tindall,Ms.Schwartz,andMs.
McGowanwillworkcohesivelytomaintainclassroom.

Transitions:
Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,aswell
asmonitorstudentsthroughoutthelessontoverifystudentsremainontask.

9.Closure:
Theteacherwillshowthestudentsabrainpopvideotoclarifywhywehave
differentseasons.Theteacherwillthenstartaclassdiscussion,andallstudentswillbeaskedto
completeanexitticket.

Day9:
nd
1.

Thestarsandtheconstellationstheyform2
grade

2.

EssentialQuestion(s):
Whatarestars?
Whatareconstellations?
3.Standards:

5.4.2.A.1:
DetermineasetofgeneralrulesdescribingwhentheSunandMoonarevisible
basedonactualskyobservations.
4.
LearningObjectives

Assessments

SWBAT
identifywhatstarsaremadeof

Starfactsworksheet

SWBAT
statewhatmakesupaconstellation

Starfactsworksheet

5.Materials:
Starfactsworksheet
Coffeefilters
Markers
Waterspraybottle
MyStarworksheet
6.Prelessonassignmentsand/orpriorknowledge:
Studentsunderstandthatweseestarsin
thesky,andthatthesunisastar.
7.LessonBeginning:
Askstudentswhattheyalreadyknowaboutstars?Reviewthatthesunis
astar,andwhatthesunprovidesforusonearth.Thenbeginlessonusingpebblego.
8.InstructionalPlan
:Teacherwillpulluppebblego.com,selectscience,clickearthandspace
science,followedbyclickingonspacescience,thenfinallyclickstars.Teacherwillthenhand
outthestarfactsworksheet,andinformstudentstowritefourinterestingfactsaboutthestarsas
theyexplorepebblego.Asaclasswewillreadallfivesubcategoriesofstars(Whatarethey?,
Howstarsform,starcolors,constellations,andhowmanyarethere?).
oDifferentiation
:Aprintoutofthepebblegoslidescanbeprovidedforthosestudentswho
mayneedahardcopy.Studentsmayalsocompletethestarfactsworksheetdigitally,withtheuse
ofaniPad.
oQuestions:
Whatarestars?
Howarestarsformed?
Wherecanweseestars?
Whatcolorcanastarbe?
Whatisaconstellation?
Whatisasolarsystem?

Whatisagalaxy?
oClassroomManagement:
Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillworkcohesivelytomaintainthe
classroom.Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,aswellas
monitorstudentsthroughoutlessontoverifystudentsremainontasks.
WewilluseClass,classYes,yesmethodtomaintainstudentsattention.
oTransitions:
Materialswillbedistrustedbyoneteacher,whiletheotheristeaching,aswellasmonitor
studentsthroughoutthelessontoverifystudentsremainontask.
9.Closure:
Aftergoingthroughallthepebblegoslides,studentswillhandintheirstarfacts
worksheetatthebacktable,andreceiveacoffeefilterandmystarworksheet(fourstudentsata
timewillbeselectedtocometothebacktable).Onceallstudentshavehandedintheirstars
worksheet,teacherwillexplainthateveryoneistocoloracoffeefiltertorepresentastar,and
givetheirstaraname,howoldthestaris,whatitsmadeof,andwhatconstellationitisapartof.

Day10:

nd
1.

Thestarsandtheconstellationstheyform2
grade
2.

EssentialQuestion(s):
Whatarestars?
Whatareconstellations?
Whydowehavedifferentseasons?
Whatdoallplanetsrevolvearound?
Whataretheeightphasesofthemoon?
Whatarecraters?
Whatcausesdayandnight?
Whatmakesupthesun?
Whatshapeisthesun?

Whatarecharacteristicsofthesun?
HowcanyouhelpprotecttheEarth?
3.Standards:
5.4.2.A.1:
DetermineasetofgeneralrulesdescribingwhentheSunandMoonarevisiblebased
onactualskyobservations.
2ESS23:
Waterisfoundintheocean,rivers,lakes,andponds.Waterexistsassolidiceandin
liquidform.
ESS1.B:
EarthandtheSolarSystem:Seasonalpatternsofsunriseandsunsetcanbeobserved,
described,andpredicted.(1ESS12)
5.4.4.A.2:
IdentifypatternsoftheMoonsappearanceandmakepredictionsaboutitsfuture
appearancebasedobservationaldata.

5.4.A.2.1:
TheSunisastarthatcanonlybeseenduringtheday.TheMoonisnotastarandcan
beseensometimesatnightandsometimesduringtheday.TheMoonappearstohavedifferent
shapesondifferentdays.
NGSS:
Patternsofthemotionofthesun,moon,andstarsintheskycanbeobserved,described,
andpredicted.(1ESS11)
1ESS11
.Useobservationsofthesun,moon,andstarstodescribepatternsthatcanbe
predicted.[ClarificationStatement:Examplesofpatternscouldincludethatthesunandmoon
appeartoriseinonepartofthesky,moveacrossthesky,andsetandstarsotherthanoursun
arevisibleatnightbutnotduringtheday.][AssessmentBoundary:Assessmentofstarpatternsis
limitedtostarsbeingseenatnightandnotduringtheday.]
5.4.4.A.1:
Objectsintheskyhavepatternsofmovement.TheSunandMoonappeartomove
acrosstheskyonadailybasis.TheshadowsofanobjectonEarthchangeoverthecourseofa
day,indicatingthechangingpositionoftheSunduringtheday.

5.4.2.A.1:
DetermineasetofgeneralrulesdescribingwhentheSunandMoonarevisiblebased
onactualskyobservations.
4.
LearningObjectives

Assessments

SWBAT
defineallunitvocabularyaswellas UnitTest
knowtherelationshipbetweensun,moon,and
stars.
5.Materials:
UnitTest
6.Prelessonassignmentsand/orpriorknowledge:
Studentsunderstandthatweseestarsin
thesky,andthatthesunisastar,thatthemoonrevolvesaroundtheearth,andthattheearth
revolvesaroundthesunwhilerotating,whichcausesseasons.
7.LessonBeginning:
Askstudentsiftheyhaveanyquestionsbeforebeginningthetest.
8.InstructionalPlan
:Teacherwillhandouttest,andinstructstudentstowritetheirnames.
Afterstudentswritetheirname,studentwillreadtestaloud,whilestudentslistenandselecttheir
answers.
oDifferentiation
:Haveadigitaloptionforstudentstotaketeston.Testcanbetakenoneither
aniPadorlaptop.
oQuestions:
Whatarestars?
Howarestarsformed?
Wherecanweseestars?
Whatcolorcanastarbe?
Whatisaconstellation?
Whatisasolarsystem?
Whatisagalaxy?
oClassroomManagement:
Mrs.Tindall,Ms.Schwartz,andMs.McGowanwillworkcohesivelytomaintainthe
classroom.
WewilluseClass,classYes,yesmethodtomaintainstudentsattention.

9.Closure:
Teacherswillwalkaroundandcheckthatstudentshaveansweredallanswersbefore
handingintheirtestit.Thencollecttestasstudentsfinish.Forstudentsthatfinishbeforeothers,
instructthemtoreadtoself.