Earth’s Place in the

Universe

1-ESS1-2

1-ESS1-2 Earth’s Place in the Universe

Essential Question:

How can you describe the length of day and night in the spring and

summer versus the fall and winter?

1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

1-ESS1-2 Earth’s Place in the Universe

1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

1-ESS1-2 Earth’s Place in the Universe

AlignmentReading Math

CCSS.ELA-Literacy.RL.1.5CCSS.ELA-Literacy.RL.1.9Students can compare and contrast non-fiction and fiction stories; different versions of a story; different characters from a story.CCSS.ELA-Literacy.RF.1.4Students can read and write poems similar to The Day and Night Poem.CCSS.ELA-Literacy.L.1.5.aCCSS.ELA-Literacy.L.1.5.bStudents can categorize and classify various pictures, items, objects, words, etc. (i.e. such as pictures and words by season).CCSS.ELA-Literacy.W.1.1Students can write an opinion piece for which season is the best and supply reasons for their opinion.CCSS.ELA-Literacy.W.1.3Students can write a narrative about their shadow sculpture using Moonbear’s Shadow as a model. Students can write a “day in the life of” using the sundial to have them sequence the events that they experience throughout the day.CCSS.ELA-Literacy.W.1.7Students can write a “how-to” book about “how-to observe their shadow”. Students can complete shared research about shadows.CCSS.ELA-Literacy.W.1.8Students can have a discussion about shadows using their background knowledge and the facts presented in the activities chosen thus far.

CCSS.Math.Content.1.OA.A.1CCSS.Math.Content.1.OA.A.2CCSS.Math.Content.1.OA.B.4Students will solve various word problems using seasonal manipulatives (leaves, gloves, flowers, snowflakes, suns, etc.) Students can create their own word problem relating to their favorite season. Students will solve various word problems using manipulatives (two color counters, bears, etc.)CCSS.Math.Content.1.MD.A.1CCSS.Math.Content.1.MD.A.2Students can use nonstandard measurement to measure and record the length of their shadow sculpture. Students can order their shadow sculpture by length. Students will work together to trace their shadows and then measure those shadows using nonstandard units. Then they will order themselves from shortest to tallest. They will record their findings afterwards.CCSS.Math.Content.1.MD.B.3Students can tell and write time using the “Sunrise and Sunset Graph” as a reference.CCSS.Math.Content.1.MD.C.4Students can interview their classmates in order to make a tally chart and graph their data based on the question: “Which of these seasons would you prefer?” (The student would choose the four features that they will be using for their four categories.) Students can use pictures of clothing and other items to organize by season and graph then use pictures to interpret data. Students can complete the “Sunrise and Sunset Graph” as well as other graphing activities.

Identifying the Phenomenon Under Investigation

Lesson 1:Seasons•Students will listen to Sunshine Makes the Season-Franklyn M. Branley. (See the materials kit for this book.) Have students “Turn and Talk” about what they notice within the different seasons and how they change.•Discuss with students how there is more daylight in the spring and summer and less in the fall and winter.Optional Resource: Pebble Go(without log-in, click: -Science, -Earth Space Sciences, -Seasons, -What are seasons?)

1-ESS1-2 Earth’s Place in the Universe

Essential Question:

How can you describe the length of day and night in the spring and

summer versus the fall and winter?

1-ESS1-2 Earth’s Place in the Universe

Listen to the story, Sunshine Makes the Season.

Turn and talk about what you notice about the different seasons and how

they change.

1-ESS1-2 Earth’s Place in the Universe

When is there more daylight?

Visit this site on pebble go if you would like to learn more about

seasons.

Pebble Go(without log-in, click: -Science, -Earth Space Sciences, -Seasons, -What are seasons?)

1-ESS1-2 Earth’s Place in the Universe

Identifying Evidence to Address the Purpose of the Investigation

Lesson 2: Sunrise, Sunset•Read “The Day and Night Poem” and review prior knowledge about daytime and nighttime. Have students make a connection to the words “sunrise” and “sunset”.

•Using today’s date, visit this website to view the length of sunlight there is in the day. After, select various dates for students to discuss what they notice.•Interpret the “Sunrise and Sunset Graph.” (See Slides 11 & 12) •Ask/discuss with students whether there is a pattern to the amount of daylight (nighttime) we have each day, month or season?

1-ESS1-2 Earth’s Place in the Universe

Read “The Day or Night Poem.” Challenge: Can you match the illustrations to the words?

1-ESS1-2 Earth’s Place in the Universe

The Day and Night Poem

What do you call it when the sun comes up? What do you call it when the sun goes down?

The Earth rotates on its axis24 hours is a day

The part facing the Sun We have some

funThe part that’s away

We are done for the day

1-ESS1-2 Earth’s Place in the Universe

Using today’s date, visit this website to view the length of sunlight there is in the day.

Pick a few more dates and put them in. What do you notice about the sunlight?

1-ESS1-2 Earth’s Place in the Universe

1-ESS1-2 Earth’s Place in the Universe

Do you see any patterns about the amount of daylight in months, days, and seasons?

Take a look at this graph. What does it tell you about sunlight?

Planning the Investigation

Lesson 3:Shadow Sculptures•Students will listen to Moonbear's Shadow-Frank Asch. Students will view the Peter Pan clip. Students will discuss the differences and similarities between Moonbear’s shadow and Peter Pan’s shadow. Students will make a connection to which character relates to their own shadow.•Students will create aluminum foil sculptures and draw their shadows in the background onto construction paper (see below). Optional-students may use a flashlight to cast a shadow. Allow students time to take a “Gallery Walk” and discuss the sculptures and shadows.

1-ESS1-2 Earth’s Place in the Universe

1-ESS1-2 Earth’s Place in the Universe

Listen to the story, Moonbear's Shadow.

Watch the following clip: Peter Pan clip Are there any similarities and differences between Peter Pan’s shadow and Moonbear’s shadow?

1-ESS1-2 Earth’s Place in the Universe

Let’s create our own shadows!

2. Draw the shadow of your sculpture on a piece of construction paper.

Hint: Use a flashlight to help make the shadow if you need it.

1. Use aluminum foil to create your own sculpture.

3. Do a gallery walk to see the sculptures and shadows in your room.

Collecting DataLesson 4:Shadow Exploration•Have students refer to their shadow sculptures from Lesson 3. Discuss with students how they were able to create the shadow for their sculpture. Ask students to predict how they might create their own shadow if we were to go outside.•Pair students and take students outside to take turns tracing each other’s shadow onto a blacktop/sidewalk area. Optional-Revisit shadows at different times of the day to see if/how the shadows changed.•Students will watch this video and use materials to make a sundial (see examples below). Optional-Have students use their sundials outside as seen on the video.

1-ESS1-2 Earth’s Place in the Universe

1-ESS1-2 Earth’s Place in the Universe

Let’s chat! How were you able to make your shadow drawing from your sculpture?

Do you think you could make your own shadow? How?

Why don’t we give it a try! Listen for directions about who you will work with to draw your own shadows.

1-ESS1-2 Earth’s Place in the Universe

Today we will make a sundial. Watch this video for some ideas!

Use the materials you are given and make your own sundial!

Optional Read-Alouds andExtension Activities

• Optional Read-Alouds:• What the Sun Sees/What the Moon Sees-Nancy Tafuri• A Friend for All Seasons-Julia Huberry• Whose Shadow Is This?-Claire Berge• Lights and ShadowsExtension Activities:• Science Objects in the Sky Flipbook • Sequence Events of Day and Night • Solar S'mores

1-ESS1-2 Earth’s Place in the Universe

Lights and Shadows

Let’s read Lights and Shadows!

ESS1-2 Optional Activities

Let’s make a flipbook

of our day and night sky

observations.

ESS1-2 Optional Activities

Let’s sequence the eventsof the day and the night.

ESS1-2 Optional Activities

We can make an oven to make s’mores.How will it work?

ESS1-2 Optional Activities

Vocabulary for 1-ESS1-2 • daylight• nighttime• sunrise• sunset• shadow• cast• season• sundial

1-ESS1-2 Earth’s Place in the Universe

1-ESS1-2 Earth’s Place in the Universe

daylightThe natural light of day.

1-ESS1-2 Earth’s Place in the Universe

nighttimeThe time when no light from the sun can be seen.

1-ESS1-2 Earth’s Place in the Universe

sunriseThe time in the morning when the sun appears.

1-ESS1-2 Earth’s Place in the Universe

sunsetThe time in the evening when the sun fades away.

1-ESS1-2 Earth’s Place in the Universe

shadowA dark area made by an object blocking rays of light.

1-ESS1-2 Earth’s Place in the Universe

castTo show on a surface.

1-ESS1-2 Earth’s Place in the Universe

seasonsThe four parts of the year, which each have different weather and amounts of sunlight.

1-ESS1-2 Earth’s Place in the Universe

sundiala tool that uses the position of the sun to tell the time of day.