What Do You See in the Sky?

Lesson 1 • What Is in the Sky? What Do You See in the Sky?

NSES Content Standard D—Earth and Space Science: Objects in the sky such as the Sun, the Moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.

Objectives dren’s abilities and understandings at this Students will: level, learning about objects in the sky should be observational and qualitative. The • Observe and describe what the sky looks object is to get young children noticing and like at different times of the day. describing what objects in the sky look like • Identify objects in the sky and recognize at different times of the day, month, or year. how the sky changes over time. Vocabulary Development • Identify objects that appear in both the sun, star, moon, clouds, birds, airplanes daytime and afternoon sky.

Say the words, “sun” and “star” and write Explore them on the board. Ask children what the • Ask children a question such as, “What Sun gives to us. Expect answers such as heat words tell the kinds of things that were in and light. Tell children that the Sun appears the sky when you came to school today?” in the daytime sky and that the Sun is a Write these words on the board. star. Explain that a star is a hot, glowing ball of gas. Ask children when they usually see • Have children record the words and draw stars in the sky. (Tell children it is dangerous pictures in their Science Journal. to look directly at the Sun. Looking directly at the Sun can damage the eyes.) Teacher Background Write the word “moon” on the board and In this lesson, children observe the daytime pronounce it. Tell children that the Moon and afternoon sky regularly to identify moves around Earth. Ask children when the objects that appear in the sky, Moon is visible. How do they know? and objects that are common to the daytime and afternoon sky. Because of chil-

8 • Flip 4 Science™ Write the words “clouds”, “birds”, and Another common misconception at this “airplanes” on the board and pronounce age is that the Moon is visible only in the them. Show children several pictures of nighttime sky. Making observations over clouds, birds, and airplanes. Tell children time, children will observe the Moon is that most days you can usually see these sometimes visible in the daytime sky. things in the sky. Real World Connections Common Misconceptions Weather reporters and forecasters give Children’s conceptions of how things move reports about clouds in the sky and whether in the sky are very limited. They think the or not the Sun will shine. Air traffic control- Moon, stars and the Sun move across the lers watch the sky and radar to make sure sky because these objects are moving, airplanes do not get too close to each other. rather than understanding that it is Earth’s Some nights the Moon appears so bright, rotation that makes these objects appear that it almost seems like daylight. to move across the sky. Children at this age also usually have misconceptions about the properties and behavior of light that allow us to see objects such as the Moon and planets.

Lesson 1 What Is in the Sky? • 9 Lesson 1 • What Is in the Sky?

Directed Inquiry Notes to Teacher

Objectives • Children will record their predictions on Students will: the Directed Inquiry activity sheet.

• Observe and describe what the sky looks Student Procedure like at different times of the day. 1. Choose a school week, when school will • Identify objects in the sky and recognize be in session for five consecutive days. how the sky changes over time. 2. Working in pairs, have children make their sky observations at the same morn- Materials ing time and for the same length of time pencil, paper, timer every day. (Pick a time that will allow for adult supervision.) Explore 3. Warn children not to look directly at the After the Explore activity, children share Sun! their drawings of the objects in the sky and any observations they made in their Science 4. Children should make observations such Journal. as: What objects are in the sky? Which objects in the sky are moving? How are • Ask children questions such as: the objects in the sky moving? • Were any of these objects moving? 5. Pick a length of time that fits into the • How were the objects moving? daily schedule, such as 10 minutes, to • Which objects do you think you would make observations each morning. be able to see on the way to school tomorrow? 6. Children will observe and record objects • What objects do you think you can see they see in the sky. in the afternoon or night sky? 7. Have each pair fill in the chart on the Directed Inquiry activity sheet. Question Ask children, “What objects can be seen in the morning sky?”

Prediction • Ask children to predict how objects in the sky will change from morning to morning based on their observations during the Explore activity.

10 • Flip 4 Science™ Conclusion in the sky. The positions and numbers of air- • Ask children how the objects they planes, birds, and clouds likely will change observed in the sky changed during from day to day, as will the position of the the five days. Moon if it is observed. Some children might express surprise if they viewed the Moon in • Ask children to compare what they the morning sky. observed in the sky to their original predictions. More Questions • Ask children if the objects they observed • Ask children, “If you could do this activity always moved in the same way in the sky. again, what would you change?”

• Ask children which objects they think they • Note the responses on the board. For will see in the afternoon or night sky. example, children may want to observe the sky for more than five days to see if a • Help children to conclude that over time, pattern develops over the course of sev- the types of objects viewed in the sky are eral weeks. very similar. • The following Guided Inquiry activity Explanation exemplifies the procedures a child would The Sun, the Moon, stars, clouds, birds, and follow in order to answer a scientific airplanes all have properties, positions, and question. movements that children can observe and describe. Sometimes the Sun is visible and some days it is not. Objects such as airplanes and birds move in many directions

Lesson 1 What Is in the Sky? • 11 Lesson 1 • What Is in the Sky?

Guided Inquiry Notes to Teacher

Objective • Responding or Dependent Variables— Students will identify objects that appear What you observe as a result of the in both the daytime and afternoon sky. change. (More airplanes, less birds, different types of clouds, etc.) Materials • Controlled or Constant Variable— pencil, paper, timer Everything else is the same. (The sky, the location students make observations, Based on the Directed Inquiry activity, Earth.) children will know the positions and numbers of airplanes, birds, and clouds likely Student Procedure changes from morning to morning, as will 1. Choose a school week, when school will the position of the Moon if it is observed. be in session for five consecutive days.

2. Working in pairs, have children make their Question sky observations at the same afternoon Ask children, “What objects can be seen in time and for the same length of time the afternoon sky?” every day. (Pick a time that will allow for adult supervision.) Hypothesis • Have children create a hypothesis that pre- 3. Warn children not to look directly at the dicts how objects observed in the after- Sun! noon sky compare to objects observed in 4. Children should make observations such the morning sky. as: Which objects in the sky are moving? • Children will record their hypothesis How are the objects in the sky moving? on the Guided Inquiry activity sheet. The 5. Pick a length of time that fits into the hypothesis should be similar to daily schedule, such as 10 minutes, to the following: “If I observe the (afternoon) make observations each afternoon. sky, then there will be (different) objects to observe than in the 6. Children will observe and record objects (morning) sky.” they see in the sky.

7. Have each pair fill in the chart on the List of Variables Guided Inquiry activity sheet. • Manipulated or Independent Variable— The thing you change. (The time of day the sky is observed.) Conclusion

12 • Flip 4 Science™ • Ask children how the objects in the sky from day to day, as will the position of the changed during the five days. Moon if it is observed. Some children might express surprise if they viewed the Moon in • Ask children if objects always moved in the the afternoon sky. same way in the sky.

• Ask children which objects they think they More Questions will see in the night sky. • Ask children, “If you could do this activity again, what would you change?” • Ask children if they observed the same objects in the morning and afternoon • Note the responses on the board. For sky. example, some children might suggest counting the number of airplanes or • Help children to conclude that over time, birds in the sky. the types of objects viewed in the morning sky are very similar to objects viewed Full Inquiry Notes to Teacher in the afternoon sky. Children will suggest a variety of things to investigate, such as making observations Explanation of the nighttime sky. This would be a good The Sun, the Moon, stars, clouds, birds, and thing for them to do. If children suggest airplanes all have properties, positions, and night sky observations, write a letter home movements that children can observe and to parents explaining how they can help describe. Sometimes the Sun is visible and their child do the activity. some days it is not. Objects such as airplanes and birds move in many directions in the sky. The positions and numbers of airplanes, birds, and clouds likely will change

Lesson 1 What Is in the Sky? • 13 Name: DIRECTED INQUIRY Lesson 1 • What Is in the Sky?

Question: What objects can be seen in the morning sky?

Prediction: Predict how objects in the sky will change from morning to morning.

______

Materials:

pencil Procedure:

paper 1. Make observations of the morning sky for five days.

timer 2. Never look right at the Sun! (The Sun can damage the eyes.)

3. Record and draw the objects you see in the sky. Record how they move.

4. Do this activity at the same time every morning.

5. Make your observations for the same amount of time each morning.

Data Collection: Write and draw your daily observations in the chart below.

Day Monday Tuesday Wednesday Thursday Friday

Time of the morning

Objects that I observed in the sky

Objects that are moving

14 • Flip 4 Science™ © Learning Resources, Inc. Name:

in the sky

Day Monday Tuesday Wednesday Thursday Friday

How the objects are moving

Pictures of what I observed

Conclusion: Answer these questions.

How did the objects in the sky change during the five days? ______

______

Compare what you observed in the sky to your original predictions. ______

______

Did the objects you observed always move in the same way in the sky? ______

______

What objects do you think you will see in the afternoon or night sky? ______

______

Explanation: State your explanation for these results. ______

______

More Questions:______

______Materials:

pencil Question: What objects can be seen in the afternoon sky? paper Hypothesis: If ______timer

then ______

What one thing will you change? ______

What will you observe or measure?______

What variable will you keep the same? ______

Procedure:

1. Make observations of the afternoon sky for five days.

2. Never look right at the Sun! (The Sun can damage the eyes.)

16 • Flip 4 Science™ © Learning Resources, Inc. Name:

3. Record and draw the objects you see in the sky. Record how they move.

4. Do this activity for five days at the same time every afternoon.

5. Make your observations for the same amount of time each afternoon.

Data Collection: Record your data in the chart below. Use your recorded data to decide if your hypothesis was correct.

Day Monday Tuesday Wednesday Thursday Friday

Time of the afternoon

Objects that I observed in the sky

Day Monday Tuesday Wednesday Thursday Friday

Objects that are moving in the sky

How the objects are moving

Pictures of what I observed

Conclusion: Answer these questions.

How did the objects in the sky change during the five days? ______

1. Ask a Question Ask an important question.

2. Make a Hypothesis State your hypothesis in the form of an If...thenIf...then statement.

3. Control Variables List the independent/manipulated variable, the dependent/ responding variable, and the controlled/constant variables.

4. Plan and Test Write the procedure you will follow in order to test your hypothesis. Your Hypothesis

5. Collect and Decide which form of data collection and record keeping is best suited Record Data for your activity.

6. Conclusions State your conclusions for the activity.

7. Explanations Explain what happened during the activity and why you think this happened.

8. More Questions Ask additional questions you wish to investigate.

Flip4Science® Using Scientific Methods • i Materials Lesson 1 • Directed Inquiry Activity

Question: What objects can be seen in the morning sky? Steps: pencil 1. Make observations of the morning 5. Make your observations for the sky for five days. same amount of time each morning. 2. Never look right at the Sun! (The Sun can damage the eyes.) Day Monday Tuesday Wednesday Thursday Friday

j Time of the 3. Record and draw the ob ects morning paper you see in the sky. Record how Objects I observed they move. in the sky

Objects that 4. Do this activity at the same time are moving every morning. in the sky How the objects are moving timer Pictures of what I observed

Flip4Science® Lesson 1 What Is in the Sky? • 1a Materials Lesson 1 • Guided Inquiry Activity

Question: What objects can be seen in the afternoon sky? Hypothesis: If I observe the _____ sky, then there will be _____ objects to observe than in the _____ sky. pencil Steps: 1. Make observations of the afternoon 4. Do this activity for five days at sky for five days. the same time every afternoon. 2. Never look right at the Sun! 5. Make your observations for paper (The Sun can damage the eyes.) the same amount of time each afternoon. 3. Record and draw the objects you see in the sky. Record how they move.

timer

Flip4Science® Lesson 1 What Is in the Sky? • 1b