Embedded Files
Standard 1.1.1 Obtain, evaluate, and communicate information
Obtain, evaluate, and communicate information about the movement of the Sun, Moon, and stars to describe predictable patterns. Examples of patterns could include how the Sun and Moon appear to rise in one part of the sky, move across the sky, and set; or how stars, other than the Sun, are visible at night but not during the day. (ESS1.A)
Activity: Place a "gnomon" (a stick or vertical object) in the sun and mark the tip of its shadow every hour.
Activity: Poke holes in the bottom of paper cups in the shape of constellations (like the Big Dipper) and shine a flashlight through them.
Star Constellations: Use marshmallows and toothpicks to build star patterns.
Activity: Have students draw the moon's shape each night.
The Activity: Over 30 days, students look at the moon each night (or during the day when visible) and sketch its shape in a "Moon Diary."
Read alouds
1-PS4-1 Waves and Their Applications in Technologies for Information Transfer Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Lowery, L. (2012). What makes different sounds?
On their walk home from school, twins Jane and Jim explore why sounds can be startling (like sirens), soothing (like music), or mysterious (like eerie creaking in an empty house). Readers are introduced to the roles vibration, pitch, and volume play in how rustles, rumbles, and rat-a-tat-tats are made and transferred to their own ears.
Waring, G. (2009). Oscar and the bat:
A book about sound. When Oscar hears a blackbird singing in the meadow, Bat swoops in to talk to him about sound. A sudden thunderstorm and a visiting cow give Oscar lots of opportunities to learn about sounds that are loud or soft, near or far, deep or high.
Showers, P. (1961). The listening walk.
On a listening walk with her father, a little girl awakens to the many unexpected sounds of their neighborhood.
Rosinsky, N. (2002). Sound: Loud, soft, high, and low.
Non-fiction book that breaks down the concepts of sound and how sound travels for young learners. The author also addresses pitch, sound waves, and other facts
1-PS4-1 Waves and Their Applications in Technologies for Information Transfer Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Lowery, L. (2012). What makes different sounds?
On their walk home from school, twins Jane and Jim explore why sounds can be startling (like sirens), soothing (like music), or mysterious (like eerie creaking in an empty house). Readers are introduced to the roles vibration, pitch, and volume play in how rustles, rumbles, and rat-a-tat-tats are made and transferred to their own ears.
Waring, G. (2009). Oscar and the bat:
A book about sound. When Oscar hears a blackbird singing in the meadow, Bat swoops in to talk to him about sound. A sudden thunderstorm and a visiting cow give Oscar lots of opportunities to learn about sounds that are loud or soft, near or far, deep or high.
Showers, P. (1961). The listening walk.
On a listening walk with her father, a little girl awakens to the many unexpected sounds of their neighborhood.
Rosinsky, N. (2002). Sound: Loud, soft, high, and low.
Non-fiction book that breaks down the concepts of sound and how sound travels for young learners. The author also addresses pitch, sound waves, and other facts
1-PS4-3 Waves and Their Applications in Technologies for Information Transfer Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
Zschock, H. (2005). Whoo’s there? A bedtime shadow book.
Use a flashlight (not included) to cast picture shadows on your wall as you read the gentle rhyming tale of winsome animals keeping busy during the night.
Golding, E. (2011). Moonlight animals.
Do you know what happens in the forest after dark? Now you can with a touch of the magic flashlight that reveals hidden creatures! Each spread appears to be dark, but once the flashlight is pointed, brilliant wildlife illustrations magically illuminate.
Rocco, J. (2011). Blackout.
One hot summer night in the city, all the power goes out. The TV shuts off and a boy wails, "Mommm!" His sister can no longer use the phone, Mom can't work on her computer, and Dad can't finish cooking dinner. What's a family to do?
Marino, G. (2015). Night animals.
Animals turn topsy-turvy in fear of things that go bump in the night
Cross curricular connections
Math Standard 1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks.
Standard 1.G.3
Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two or four of the shares. Understand that, for these examples, decomposing into more equal shares creates smaller shares.
ISTE Standard Alignment
1.3.a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
The Connection: To "obtain" information about celestial movements, students can use digital tools like Google Sky, Stellarium, or interactive NASA simulations. Instead of just observing the physical sky, they use these tools to research and "locate" data on how the Sun, Moon, and stars move over time.
The Outcome: Students move beyond simple observation to active research, using technology to track and "evaluate" patterns that might be difficult to see in a single school day (like the Moon's phases or star positions at 3:00 AM).
SORA books that are always available
https://soraapp.com/shelf/lists/stem-grade-1/202029/5167764
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