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Unit Lesson Plan: Earth and Space Science

Target Audience: ​Second Grade

Group Members: ​Stephanie Wallace, Ashley Frew, Mike Rawls, Lacy Cargle, Amanda Jones

Module 1: Position of the Sun-​​Plan and Georgia Performance Standard: ​ S2E2.


carry out an investigation to determine the Obtain, evaluate, and communicate
effect of the position of the sun in relation to a information to develop an understanding of
fixed object on earth at various times of the the patterns of the Sun and the moon and the
day. sun’s effect on the Earth.
a. Plan and carry out an
investigation to determine the
effect of the position of the sun
in relation to a fixed object on
earth at various times of the
day.
b. Design and build a structure
that demonstrates how
shadows change throughout
the day.

Standards for the 21st Century Learner: ISTE Standard for Students:
Knowledge Constructor - Students critically
Inquire- Build new knowledge by inquiring, curate a variety of resources using digital
thinking critically, identifying problems, and tools to construct knowledge, produce
developing strategies for solving problems; creative artifacts and make meaningful
Create-Learners engage with new knowledge learning experiences for themselves and
by following a process that includes: 1. Using others.
evidence to investigate questions. 2. Devising Creative Communicator - Students
and implementing a plan to fill knowledge communicate clearly and express themselves
gaps. 3. Generating products that illustrate creatively for a variety of purposes using the
learning; platforms, tools, styles, formats and digital
media appropriate to their goals.

Learning Outcome:​​ For students to Essential Question: ​What is the effect of the
understand that the position of the sun position of the sun on a fixed object on Earth?
changes throughout the day resulting in
shadows changing size and shape
throughout the day.
Student Learning Outcomes: ​Students will I Can Statement:
be able to effectively use digital tools to I can plan an experiment to observe the effect
create models that demonstrate patterns of of the sun on a stationary object on Earth.
the sun and the moon and/or the sun’s effect I can identify changes in the position of the
on the Earth. sun.
I can record changes in the position of the
sun.

Lesson: Position of the Sun Materials:

Day 1 ​Teacher will initiate a discussion about -​​book of choice about the sun. Options can
the sun. Teacher will ask students to turn and include ​Bear Shadow​ by Frank Asch,​ ​The
talk to their neighbor sharing something they Sun our Nearest Star​ ​by Franklyn M.
know about the sun. After allowing time for Brandley, or ​Objects in the Sky​ by Rachel
students to share, teacher will allow students Hudson.
to share on a course Padlet​, What do you
know about the sun?​ Each student will add a Each group gets each of the following-
response to the padlet, and then after “Our Investigation Sheet”
refreshing the padlet page, the teacher will
review students responses, clearing up any Digital Timeline Tool
misconceptions.
Padlet

Show Video: ​Crash Course Kids-The Sun​.


This video is an introduction that explains
why some shadows are longer than others.
Have students log their thoughts in their
science journal for later use. For further
extension, show the video through EdPuzzle
and embed questions throughout the video to
ensure students are grasping the concept
covered in the video.

Day 2
The teacher will tell the children he/she wants
to find out what effect the sun has on a
certain object throughout the day. Children
will be put into three or four small groups (3-4
children in a group).

The teacher should pass out “Our


Investigation” paper and ask children to think
of an investigation they could carry out to
determine the effect of the position of the sun
in relation to a fixed object at various times of
the day.
Each group is introduced to the collection of
materials that can be used to investigate the
position of the sun.

Students will work in groups to plan an


experiment to investigate the position of the
sun. The children should fill out an
investigation sheet about what they are
planning to do. Student groups will use the
materials to create one object to observe and
take the object outside with their clipboards,
paper pencils and place their object
somewhere on the playground. Creations
may need modification. Then the team
should get their investigation approved by the
teacher.

Day 3

Quick review from the day before and begin


today’s lesson with an interactive lesson from
Measuring Shadows​. After students finish the
online lesson, have students go outside (if
weather permits) and complete the
assessment at the end of the lesson. This
should show student understanding if they
can correctly identify the projection of the
shadow.
Have students log their thoughts in their
science journal for later use.

The teacher will have to give students 3 or 4


opportunities to go outside to their fixed
object and investigate. Each time students go
out they should make observations and take
notes about the effect the sun has on the
fixed object. (temperature of object, shadow,
location of sun, and or time of day)
Teacher can observe student work and
support students as needed. Struggling
groups may need assistance completing the
investigation sheets, language or vocabulary
and completing investigation sheets.

Assessment: ​At the end of the observation


day the teacher should allow students access
to ​Readwritethink-​ a digital timeline tool.
Students can work as a group to list on the
timeline, the time of day and how far the
shadow moved during each visit observing
the shadow and effect of the sun on the
object they created. Students should print
and share the timelines and with their
observations with the class.

A conversation about what worked best with


the observation and what needs improvement
should take place at the end of the reports
allowing students to make improvements for
the next time group work is necessary in
science.

Enrichment activity:​Day and Night in the


World​. Having the students investigate the
difference between day and night by
comparing nocturnal and diurnal animals
allows students to understand what happens
when the sun is visible in different parts of the
world.

Resources- ​“Our Investigation Sheet”


Data Collection Experiment-
https://www.giftofcuriosity.com/recording-
the-earths-rotation-with-shadows/
Sundials experiment-
http://www.livebinders.com/media/get/MTg
0MjE1MDI=
ReadWriteThink- Digital Timeline Tool-
http://www.readwritethink.org/classroom-r
esources/student-interactives/timeline-300
07.html

Unit Lesson Plan: Earth and Space Science

Target Audience: ​Second Grade

Group Members: ​Stephanie Wallace, Ashley Frew, ​Mike Rawls​​, Lacy Cargle, Amanda
Jones
Module 2: Seasons Change ​Students Georgia Performance Standard: ​ S2E2.
represent data (length of day and night) in Obtain, evaluate, and communicate
tables and/or graphs to recognize the change information to develop an understanding of
in seasons. the patterns of the Sun and the moon and the
sun’s effect on the Earth.

c. Represent data in tables and/or graphs of


the length of the day and night to recognize
the change in the seasons.

Standards for the 21st Century Learner: ISTE Standard for Students:
Inquire- Build new knowledge by inquiring, Knowledge Constructor - Students critically
thinking critically, identifying problems, and curate a variety of resources using digital
developing strategies for solving problems; tools to construct knowledge, produce
Create-Learners engage with new knowledge creative artifacts and make meaningful
by following a process that includes: 1. Using learning experiences for themselves and
evidence to investigate questions. 2. Devising others.
and implementing a plan to fill knowledge Creative Communicator - Students
gaps. 3. Generating products that illustrate communicate clearly and express themselves
learning; creatively for a variety of purposes using the
platforms, tools, styles, formats and digital
media appropriate to their goals.

Student Learning Outcomes: Essential Questions:


Students will access a variety of digital What are the seasons?
resources and collect information about the Why do the seasons happen in an order?
changing of seasons related to shortening or How are seasons related to length of day and
lengthening of daylight hours. night?
How do seasons affect people, animals, and
Students will be able to effectively use digital plants?
media to clearly communicate scientific data
(about length of day and night) collected in I Can Statement:
tables and/or graphs. I can represent data (length of day and night)
in tables and/or graphs in order to recognize
the change in the seasons.

Duration: 2 days Materials:


Day 1: As a review of seasons, from First Chromebooks, tablets, or other computers
Grade Science Standards, show video, ​Bill Internet Access
Nye​. Create-A-Graph​​ website
Have students place the following image in Farmer’s Almanac website
their science journal.
Month Sunrise Sunset Total
Daylight

Jan 7:42 AM 5:36 PM 10


Feb 7:33 AM 6:05 PM 11

Mar 7:04 AM 6:31 PM 11

Apr 7:22 AM 7:56 PM 12

May 6:45 AM 8:20 PM 13

Jun 6:23 AM 8:43 PM 14

Jul 6:26 AM 8:52 PM 14

Aug 6:45 AM 8:37 PM 14

Sep 7:08 AM 8:01 PM 13

Oct 7:30 AM 7:19 PM 12

Nov 7:56 AM 6:41 PM 11

Dec 7:24 AM 5:24 PM 10

Image taken from ​What Causes the Seasons


website.
Access data on sunrise and sunset from the
Farmer’s Almanac​. Have students print the
data chart to use the next day.

Day 2: For students to be able to graph their


data digitally, students will need to access the
Create-A-Graph​​ ​website. Using information
gained from the ​Farmer’s Almanac​​ ​website,
students will need to input the data into the
Create-A-Graph​​ ​website and print their
digital graph.

Have students take a picture of their graph


upon completion and then use Adobe Spark
video to upload and voice over their learning
about the length of day and how that relates
to the seasons.

Assessments:
Graphs created and printed
Adobe Spark video

Digital Resources:
Create-A-Graph​​ website
Farmer’s Almanac​​ website
Adobe Spark-

Unit Lesson Plan: ​Use data from personal observations to describe, illustrate, and predict
how the appearance of the moon changes over time in a predictable pattern.

Target Audience: ​Second Grade

Group Members: ​Stephanie Wallace, Ashley Frew, Mike Rawls, Lacy Cargle, Amanda Jones

Module 3: Changes in the Moon Georgia Performance Standard: ​ S2E2.


Use data from personal observations to Obtain, evaluate, and communicate
describe, illustrate, and predict how the information to develop an understanding of
appearance of the moon changes over time the patterns of the Sun and the moon and the
in a predictable pattern. sun’s effect on the Earth. d. Use data from
personal observations to describe, illustrate,
and predict how the appearance of the moon
changes over time in a predictable pattern.

AASL Standards: ​Students will apply


research skills to answer student-generated
questions about the cycle of the moon and
the effects the movement of the moon has on
earth.

Learning Outcome: ​To understand how the Essential Question:


moon’s shape changes in a predictable How can we predict the shape of the moon
pattern over time. over time?

I Can Statement:
I can predict the shape of the moon based on
my personal observations.

Duration: 3 days Materials​​:


Lesson: Chromebooks or other computers
Day 1 – ​Watch the SciKids Show video, ​Why Internet Access
Does the Moon Change?
Ask questions throughout the video, ask
students to summarize video, talk about their
favorite parts, what they already knew, if they
learned anything. Complete the KWL chart.
Have students log their thoughts in their
science journal.

Day 2:​​ Short review of video from day 1. Log


in to ​www.getepic.com​ and view the online
book ​The Moon Changes Shape​. After
reading the book together, students should
take the quiz afterward as a quick
assessment. Show video, ​Phases of the
Moon​ from Brainpop to support student
understanding through visually showing the
phases moon. A group of students will take
the Brainpop Phases of the Moon Quiz at the
end of the video as an informal assessment.

Day 3:​​ Show​ ​Moon Phases Digital


Animation​ to further clarify how the position of
the earth affects how we see the moon. Have
students create a piktochart illustrating what
they have learned about the patterns of the
moon. It is not necessary that students know
the specific name of each cycle, just that they
recognize the pattern the moon follows.

Assessments:
Science Journal
KWL
Moon Changes Shape quiz
Brainpop quiz
Chatterpix using an iPad to explain the
patterns associated with the changing phases
of the moon.

Resources:
Moon Phases Digital Animation
Chatterpix
GetEpic
Why Does the Moon Change?