Embedded Files
Stories in the stars
Stories in the stars
Overview
Overview
Grade Bands: 1-3, 4-7
Keywords: Cross-curricular, ELA, Science, Observation, Space Science, Mythology.
Time: One class period, Optional activity (additional class periods).
Materials and Media
Materials and Media
Story Link
(Optional)
Lesson Outline
Lesson Outline
Preparation
Prepare for the lesson by pre-reading the story of “The Woodcutter on the Moon.” Determine if any vocabulary words need discussion with students prior to you reading the story to them (grades 1-3) or assigning the story to the students to read (grades 4-7). NOTE: Ancient myths often contain references and vocabulary that are unfamiliar to students today. Even for grades 4-7, you may wish to read the story aloud to the class, especially the younger students, or to read it aloud the first time and have them then read it themselves individually.
Prepare a flip chart with vocabulary words and definitions.
Engage
Tell students that you are going to read them a story (or have them read a story) called “The Woodcutter and the Moon.” Tell them that this story is called a myth—a story told by people living long ago that explained something that happened or taught a lesson.
Go over any vocabulary words as needed. Read the story aloud or assign students to read the story, depending on reading capabilities.
Explore
NOTE: The Myth Story Summary Page is provided as an optional tool to help students dig deeper into the structure and meaning of “The Woodcutter on the Moon” myth.
Grades 1-3
Tell students again that the story you read to them is a myth—or a story that is made up to explain something that happens, to explain a natural occurrence in a different way, or to teach a lesson. A myth could be about how the day turns into night or why we have different seasons of the year. A myth can also teach a social lesson like kindness or honesty.
Ask students to say what they think the story they read is about—what the story is trying to tell about. Read the story again. Then, ask students again what the story is about. You may want to have students turn and talk to a neighbor about the story’s meaning before bringing the whole class back together for a discussion.
Grades 4-7
Remind students that a myth like the one they read is a traditional story that was made up in the past to explain natural events or teach social or cultural lessons.
Ask: Do you think the story you read is true? Did the things that happened in the story actually happen? (Ask students to explain, if possible, why they think that way. Older students may be able to point out evidence from the story or understand why what happened just isn’t likely to really happen, etc.)
Say: If you are asked to explain something that you don’t understand, what might you do? Have you ever—or do you think you would ever—make up an explanation?
Discuss students’ responses.
If you wanted to give advice to someone or teach a lesson to a younger person, for example, do you think it would be helpful to create a story to do that? Have you ever—or do you think you might ever—tell a story to help make the point?
Discuss students’ responses.
Before people used the process of scientific inquiry to understand the world, cultures made deep observations of the natural world over time. They integrated these observations into stories to explain how the world worked.
However, make sure students understand also that stories may NOT be made up to explain natural phenomena. They may have been created to guide people in their lives—to teach a lesson about how we should behave in different situations.
Myths about natural events were not just simple stories; they were powerful tools for understanding, explaining, and navigating the world, shaping cultures and providing a sense of meaning and belonging.
Ask students to look again at the story they read and underline or write down words or phrases that look like they are explaining science behind the natural phenomena or teaching a social or moral lesson. Discuss what students found.
Have a discussion with students about the details of the story. Below are some examples of questions you might use.
What cultural aspects are there in the story?
What is the modern understanding of the science that the story talked about?
Are there other stories that talk about the same phenomenon?
Are there similar stories in that particular culture that use natural phenomena?
What observations were made about the moon to make this story?
Explain
Ask: “Does the moon look the same every night? Have you ever wondered why the shape of the moon changes from night to night?
Tell students that the moon doesn’t ‘change shape’ at all! The different shapes are called phases of the moon…and these phases follow a pattern. Remind students that a pattern is something that repeats, like patterns of the sun from day to night and the seasons from winter to spring to summer to fall—repeating over and over again. The moon has the same type of repeated pattern.
Two optional resources may be helpful to share with students in order to give a broad perspective on the main topics:
For explaining moon phases: Moon Phases Animation Video
For giving deeper context about the relationship between myth and science: National Geographic Video
Grades 1-3
Tell students that the changes in the shape of the moon that we see are caused by the changing positions of the Moon, Earth, and the Sun. The Moon orbits or goes around the Earth. As the Moon goes around the Earth, different parts of it are lit up by the Sun. Also, there will be days when you can see the dim moon during the day and other times when you see the bright moon at night.
Ask students what different shapes they have seen the moon in. Tell students that some nights, the Moon might look like a narrow crescent —or a letter “C” or a letter “D”. Have students make a crescent with their left hands. Ask: What letter does that look like? Students should respond that it looks like a letter “C.” Then have them make a crescent with their right hands and ask what letter that looks like. (Letter “D.”) Tell them that on other nights, the Moon might look like a bright circle—or a full moon. And on other nights, you might not be able to see the Moon at all—that’s called a New Moon.
Grades 4-7
In our entire solar system, the only object that shines with its own light is the Sun. That light always beams onto Earth and Moon from the direction of the Sun, illuminating half of our planet in its orbit and reflecting off the surface of the Moon to create moonlight. Sometimes the entire face of the Moon glows brightly. Other times we see only a thin crescent of light. Sometimes the Moon seems to disappear. These shifts are called moon phases.
The eight lunar phases are, in order: new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent. The cycle repeats about once a month (every 29.5 days).
Like Earth, the Moon has a day side and a night side, which change as the Moon rotates. The Sun always illuminates half of the Moon while the other half remains dark, but how much we are able to see of that illuminated half changes as the Moon travels through its orbit.
Apply (Optional Activity)
Have students create a story book to share the lessons of the story with their family and friends.
Using proper story structure, students can either retell the story of “The Woodcutter on the Moon” or come up with their own story based on their observations of a natural phenomena plus the lesson learned (if retelling the story).
These tools are provided as optional tools for this writing activity:
Assess and Reflect
Student story books, if retelling the story, should include the following:
The story’s lesson of perseverance.
Observation/understanding of the never ending cycle of the moon phases.
An explanation of what causes the observation in the story.
Example: The phases of the moon change shape as the woodcutter is cutting down the tree—darkening the moon—and as the tree grows back— illuminating the moon once again in a never ending cycle.
Student story books, if telling a new story, should include the following:
Involve a scientific observation. (ex, the moon has phases and continues in a never ending cycle)
Provide an explanation of the cause of the observation.
Extra points for involving a social/cultural lesson. (kindness, responsibility, honesty)
Students should show grade appropriate language and writing skills in their story books. They should demonstrate command of the conventions of English grammar and usage as well as standard English capitalization, punctuation, and spelling when writing.
SD Standards Connections
SD Standards Connections
SCIENCE
Grade 1: Earth and Space Science: 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. (SEP: 4; DCI: ESS1.A; CCC: Patterns)
Grade 5: Earth and Space Science: 5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (SEP: 4; DCI: ESS1.B; CCC: Patterns)
Grades 6-7: Earth and Space Science: MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (SEP: 2; DCI: ESS1.A, ESS1.B; CCC: Patterns)
ELA
Grade 1:
Reading Literature Standards
1.RL.1 Ask and answer questions about key ideas and details in a text.
1.RL.3 Describe characters, settings, and major events in a story, using key ideas and details.
1.RL.6 Use words, illustrations, and details to identify the purpose of and/or point of view in a text.
For optional Apply activity:
1.RL.2 Retell stories, including key ideas and details, and demonstrate understanding of their central message or lesson.)
1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
1.W.3 Write narratives that: a. Recount two or more appropriately sequenced events. b. Include details regarding what happened. c. Use words to signal event order. d. Provide a concluding statement.
Grade 2:
Reading Literature Standards
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key ideas and details in a text.
2.RL.3 Analyze how characters in a story respond to major events and challenges.
For optional Apply activity:
2.RL.2 Retell stories, those from various cultures and genres, and determine their central message/theme, lesson, or moral.
2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2.W.3 Write narratives (e.g., story, poetry) that: a. Recount a well-elaborated event or short sequence of events. b. Include details to describe actions, thoughts, dialogue, and feelings. c. Use transition words to signal event order. d. Provide a sense of closure.
Grade 3:
Reading Literature Standards
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.3 Describe the setting and characters in a story and explain how they contribute to the main events.
For optional Apply activity:
3.RL.2 Retell stories, determine the central message and theme and explain how it is revealed through key details in the text
3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3.W.3 Write narratives (e.g. story, poetry, drama) to develop real and imagined experiences or events using descriptive details, and clear event sequences.
Grade 4:
Reading Literature Standards
4.RL.1 Explain what a text says explicitly and draw inferences by referring to details and examples in the text.
4.RL.2 Determine a theme of a story, drama, or poem and explain how it is supported by details in the text; summarize the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
For optional Apply activity:
4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.L.3 Use knowledge of language and its conventions when writing and speaking, reading, or listening.
4.W.3 Write narratives (e.g., story, poetry, drama) to develop real and imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.4 Produce clear and coherent writing with suitable tone/voice in which the development and organization are appropriate to task, purpose, and audience.
Grade 5:
Reading Literature Standards
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2 Determine a theme of a literary text and explain how it is supported by details in the text; summarize the text using supporting details.
For optional Apply activity:
5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
5.W.3 Write narratives (story, poetry, or drama) to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences.
Grade 6:
Reading Literature Standards
6.RL.1 Cite relevant textual evidence to support analysis of what the text says explicitly as well as logical inferences drawn from the text.
6.RL.2 Determine a theme or central idea(s) of a text
6.RL.3 Explain how the plot of a story or drama progresses through its series of events and analyze how characters respond or change as the story moves towards its resolution.
For optional Apply activity:
6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6.W.3 Write narratives and other creative texts (e.g. poetry, graphic stories, digital compositions, memoirs) to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Grade 7:
Reading Literature Standards
7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RL.2 Determine a theme or central idea(s) of a text.
For optional Apply activity:
7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
7.W.3 Write narratives and other creative texts (e.g. poetry, graphic stories, digital composition, memoirs) to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
OSEU Connections
The following OSEU Connections can be made depending on how the context of cultural stories are expanded as examples in discussion.
Standard 3.5 Identify how Oceti Sakowin sacred sites, creation stories, and star knowledge are connected and how they relate to each other.
Standard 3.6 Investigate how Oceti Sakowin sacred sites, creation stories and start knowledge are still significantly used today on and off the reservation.
Standard 2.2 – Describe the social, emotional, and physical impact of Euro-American ideals, values, rights, philosophy, and beliefs, upon Oceti Sakowin people as tribal, state, and US citizens.
Standard 5.1 Understand and identify oral tradition as a primary source.
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