Lesson Idea Name: Sun, Moon, Stars, and More!

Grade Level/Content Area: Kindergarten Science

Content Standard Addressed: SKE1. Obtain, evaluate, and communicate observations about time
patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
ISTE Technology Standard Addressed:  What would you like students to know and
Knowledge Constructor: 1.3.a Students plan be able to do by the end of this lesson:
and employ effective research strategies to I want my students to be able to identify
locate information and other resources for when it is daytime and night time outside
their intellectual or creative pursuits. based off the patterns of the sky. I want my
students to also be able to identify what the
objects in the sky are, stars, moon, sun, etc.

What is the student learning goal for this lesson idea?

Students will be able to identify what the time of day it is (day time or night time) based off
what they see in the sky. Students will also be able to identify when the sun and moon are in
the sky.
Selected Basic Productivity Tool: Microsoft Office 365
URL(s) to support the lesson (if applicable):
https://contrib.pbslearningmedia.org/WGBH/buac18/buac18-int-peeppatternssky/
index.html

Bloom’s Digital Taxonomy Level(s): Analyzing and Creating

☐ Remembering☐Understanding☐Applying☐Analyzing☐Evaluating☐Creating

How will this lesson be implemented? Check all that apply.

☐Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher'sdirection and expectations.

☐Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed.Teacher simply facilitates the learning in a lesson like this.

☐ Project-based and/or Publishable: Students are completing projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objective could be reached by
displaying the project on the school’s morning newscast, posting the project to the classroom
blog, presenting it to another class, or publishing it via an outside source.

Lesson idea implementation: The teacher will introduce the topic, patterns in the sky with
stars, the moon, and the sun, then will ask students and ask if anyone knows information
about the sun, moon, and stars. After the discussion the teacher will play the eBook, “Hi Sun!
Hi Moon! Hi Stars!” written by the teacher. The teacher will then ask the students a few
questions about what they heard from the eBook, like when is the sun in the sky? When is
the moon in the sky? When are there stars in the sky? The teacher will then show the “Peep
Sees Patterns in the Sky” video. After answering the questions and watching the short video,
the teacher will introduce the activity: making a PowerPoint about the sun, stars, or the
moon using only pictures. Teacher will have students choose which topic (the sun, the moon,
or the stars) they want to create a 3 slide (including the title slide) PowerPoint on. Students
will create a PowerPoint on their computers during class time and the teacher will walk
around to help. After sometime students will present their PowerPoint to the class and
explain what the pictures represent. Teacher and classmates will provide feedback with grow
and glow statements. After students are done presenting their mini presentations the
teacher will give a quick recap on their goals and ask students what they learned about the
patterns in the sky, how they know when it is daytime and nighttime, and when the stars,
moon, and sun are visible.
Managing the technology/engagement: Describe a way to use this technology in a way that
gets students actively involved in authentic tasks and contexts? How will you manage the
classroom behaviors on the technology:
Students will make their own PowerPoint using only pictures, and present what the pictures
represent to show their knowledge about sky patterns. Students should get an idea of what
they want to present before creating a PowerPoint, so making a flow chart or idea web first.
Students will be able to discuss with their peers who have the same topic to make sure the
picture is relevant and they can explain what it means. The use of collaboration in this
PowerPoint is vital so they know what to say when they present for the whole class.

Universal Design for Learning (UDL):

The activity supports all students because it gives them the creativity to make their own
PowerPoint and relay the information they learned in a way that might be easier than just
taking notes. PowerPoint lets the students pick out what they want to share and let them be
creative with the theme, transitions, and pictures. Students are able to show representation
through their use of PowerPoint.
Reflecting on enhanced learning:
I feel the activities I created in this lesson will impact student learning because students will
only be able to put pictures on the PowerPoint, so students will have to know what the
picture represents when they present their mini PowerPoint. I look forward to seeing their
mini PowerPoint because it will show me what the students learned throughout the lesson
and it will also start them off early for presenting projects.