SCIENCE Sun, Moon, and Stars moon Teacher Guide sun stars changing position in the sky CKSci_G1U1_TG_PRINT.indb 1 20/07/20 9:16 PM CKSci_G1U1_TG_PRINT.indb 2 20/07/20 9:16 PM Sun, Moon, and Stars Teacher Guide CKSci_G1U1_TG_PRINT.indb 1 20/07/20 9:16 PM Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. 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ISBN: 978-1-68380-583-0 CKSci_G1U1_TG_PRINT.indb 2 20/07/20 9:16 PM Sun, Moon, and Stars Table of Contents Introduction .................................................. 1 Building Science Knowledge .............................. 5 Using the Student Book .................................. 7 Using the Teacher Guide ................................. 7 Materials and Equipment ............................... 14 Pacing ............................................... 16 Unit Opener: Sun, Moon, and Stars .......................... 18 Lesson 1: The Sun and Its Predictable Patterns ....... 26 1.1 What Are Daytime and Nighttime? ...... 28 1.2 Sunrise, Sunset .............................. 32 1.3 The Sun Changes Positions ............... 41 1.4 The Sun in the Sky .......................... 53 Lesson 2: Annual Patterns of Sunrise and Sunset ..... 59 2.1 What Are Sunrise and Sunset? . 61 2.2 What Time Does the Sun Rise and Set? . 68 2.3 How Can We Present Our Sunrise and Sunset Data? ................................ 73 2.4 What Sunrise and Sunset Patterns Do We See? .................................. 80 2.5 Daylight Changes Through the Year .... 90 Lesson 3: The Moon and Its Predictable Patterns ..... 95 3.1 What Is the Moon? .......................... 98 3.2 The Moon on the Move ................... 103 3.3 What Is the Motion of the Moon? ...... 112 3.4 What Are the Moon’s Phases? ........... 122 3.5 Why the Moon’s Appearance Changes . 130 3.6 Patterns of the Moon ..................... 136 Lesson 4: Stars and Their Predictable Patterns ...... 141 4.1 What Are Stars? ............................ 143 4.2 The Stars in the Sky ....................... 148 4.3 How Do the Stars Move? ................. 154 4.4 Patterns of the Stars ...................... 165 CKSci_G1U1_TG_PRINT.indb 3 20/07/20 9:16 PM Unit Capstone: Sun, Moon, and Stars ....................... 169 Unit Supplement: Science in Action .......................... 175 Teacher Resources ................................................ 186 Activity Page Masters .................................. 187 Answer Key .......................................... 209 Appendices . 211 A. Glossary .......................................... 211 B. Classroom Safety for Activities and Demonstrations ..... 213 C. Strategies for Acquiring Materials ..................... 215 D. Advance Preparation for Activities and Demonstrations .. 216 E. What to Do When Activities Don’t Give Expected Results . 217 Sun, Moon, and Stars Teacher Guide Core Knowledge Science™ 1 CKSci_G1U1_TG_PRINT.indb 4 20/07/20 9:16 PM UNIT 1 Introduction ABOUT THIS UNIT The Big Idea This unit focuses on the patterns of the apparent movements of the sun, moon, and stars from Earth. Students have substantial prior knowledge of the sun, moon, and stars from their observations and children’s literature. In this unit, students will methodically investigate the science of the patterns of the apparent movement of the space objects they can see from Earth. Over the course of the unit, students will record observations of sunrise and sunset and the visible shape of the moon over periods of time. By recording observations of the sunrise and sunset throughout the school year, students will learn that the periods of daylight grow longer and shorter during summer and winter. By collecting data of the shape of the moon over two months, students will recognize the patterns of the phases of the moon. By studying star configurations, students will begin to realize that stars are fixed and it is Earth that is moving. A key concept underlying all three studies is to build understanding of the predictable patterns of the apparent movements of the sun, moon, and stars. These patterns can be studied and predicted to tell where the objects will be in the sky at any given time. In this unit, the guiding phenomenon is to use science to unlock the mystery of why the objects in the sky—the sun, moon, and stars—seem to move and change position over time. The unit builds on student understandings about sunlight from Kindergarten, such as K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. Lesson 1 also builds toward the Grade 1 target of 1-ESS1-2: Make observations at different times of the year to relate the amount of daylight to the time of year. Students explore concepts that include the following: • The sun appears to move across the sky in a predictable pattern throughout the day. • Sunrise and sunset times throughout the year are related to periods of daytime and nighttime. • The sun rises and sets in a predictable pattern. • The amount of daylight changes during different seasons. • Sunrise and sunset times can be predicted for future dates. • The moon is an object in the sky. • The moon appears to move across the sky in a predictable pattern. INTRODUCTION 1 CKSci_G1U1_TG_PRINT.indb 1 20/07/20 9:16 PM • The appearance of the moon changes as it moves through different phases. • The appearance of the moon in the future can be predicted. • Stars and constellations are objects in the night sky. • The Big Dipper appears to move in the sky. • The location of the Big Dipper in the night sky can be predicted. Scientists, including astronomers, climatologists, and meteorologists, observe, analyze, and study patterns of the apparent movement of celestial objects to describe patterns in the natural world in order to answer scientific questions. This series of lessons incorporates learning goals that support scientific principles and practices, such as analyzing and interpreting data, recognizing cause and effect, and planning and carrying out investigations. Note to Teachers and Curriculum Planners This unit introduces Grade 1 students to the patterns of the apparent movement of the sun, moon, and stars, which will be explored in greater depth in later grades. Students will investigate the sun, Earth, moon, and stars as celestial objects as they study Earth’s place in the universe and weather patterns in Grades 2, 3, 4, and 5. Students will learn about how the times of the sunrise and sunset are related to the length of daytime and nighttime, understand the patterns of moon phases, and recognize the patterns of the apparent movement of stars in the night sky. The following are preliminary considerations for planning and instruction relative to this unit: • The study of the sun involves a months-long collection of sunrise and sunset data facilitated with family assistance to develop understanding of the patterns of daytime and nighttime. • The study of moon phases involves a two-month-long collection of data facilitated with family assistance. Special Pacing Plan Unit 1 Sun, Moon, and Stars includes two long-term investigations. To accommodate these, we suggest that you teach this unit in “blocks” throughout your school year, some spaced weeks or months apart. The first long-term investigation involves observing the sunrise and sunset times throughout the year (September through May). The second long-term investigation involves observing the moon phases for a period of two consecutive months. Students will be required to present their findings or observations once a week as the investigations progress. There are two types of teaching days. • On instructional days, you should conduct full lesson segments from this unit. • On reporting days, you take only a few minutes to record students’ observational data, which will be collected over time to analyze later for patterns. During extended reporting periods, you will likely also turn your attention to teaching other science units. 2 SUN, MOON, AND STARS CKSci_G1U1_TG_PRINT.indb 2 20/07/20 9:16 PM This calendar models how you might plan instructional days and reporting days for the long-term investigations.