The Earth in Space
Mystery Science Units: Day Patterns / Night Patterns
ReadyGen / Literacy Connections
Unit 5 King Kafu and the Moon, Let’s Visit the Moon, Our World in Space: Planets The Sun
(1-ESS1-1: Sun, Moon, and Star Patterns)
Mystery Science 1st Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
1-ESS1-1: Sun, Moon, and Star Patterns
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Clarification & Boundary Statements
Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.
Boundary Statement: Assessment of star patterns is limited to stars being seen at night and not during the day.
1-ESS1-2: Seasonal Sunlight
Make observations at different times of year to relate the amount of daylight to the time of year. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.
Boundary Statement: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.
Mystery Science Units
1st Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 1st Grade Student Notebook
Day Patterns - In this unit, students make observations of the Sun and shadows throughout the day and across the seasons. They use their observations to understand patterns that occur throughout the day.
Night Patters - In this unit, students explore the Moon and stars. They observe and record the appearance of the Moon to determine its cyclical pattern. They also determine why stars are only visible at night.
Anchor Phenomenon
Sun & Shadows Anchor
The anchor phenomenon for this unit is a set of strange shadows that are moving in a mysterious way. Students will gather clues during and after each lesson in this unit to help them improve their understanding and explanations.
Sun & Shadows - Mystery Science Lesson / Connections to Anchor Phenomenon
Sun, Shadows & Daily Patterns / Could a statue’s shadow move?
Sun, Shadows & Daily Patterns / What does your shadow do when you’re not looking?
Sun & Daily Patterns / How can the Sun help you if you’re lost?
Daylight & Seasonal Patterns / Why do you have to go to bed early in the summer?
Sun, Shadows & Daily Pattern / Where will the Sun be tomorrow?
Moon & Stars Anchor
The anchor phenomenon for this unit is a set of surprising photos of the Moon. During the introduction, students generate observations and questions about the phenomenon and create a list of possible explanations for the phenomenon.
Moon & Stars - Mystery Science Lesson / Connections to Anchor Phenomenon
Moon Phases & Patterns / When can you see the full moon?
Stars & Daily Patterns / Why do the stars come out at night?
Stars & Seasonal Patterns / How can stars help you if you get lost?
Night Patterns / When can we see the Sun, Moon and stars?
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
CDE: Grade Level Expectations
Prepared Graduates:
9. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.
Grade Level Expectation:
1. Patterns of movement of the sun, moon and stars as seen from Earth can be observed, described and predicted.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org
Additional Hands on Options: Science to Go
Air & Weather - Enhancement Book Set for 1st Grade Mystery Science Sun & Shadows Unit. This book set consists of four sequential stories, each designed to introduce concepts in earth science. These books will develop first grade students' ability to ask and answer questions and communicate about observations related to the understanding of the properties of earth materials, objects in the sky, and changes in the sky.
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
Teacher Notes / Assessments / Career Connections
STEM Student Explore Boards
How Many Earths? Visualization
Using A.I. to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Thinking Map Connections
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
