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Instead of placing the sticker anywhere on the globe, Anna will place hers where she lives on the globe with the help of the teacher and the teacher will relate how light it is outside at that moment so that it is easier for her to understand

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How Instruction Differentiates at Each Level (PR)    

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How Instruction Differentiates at Each Level (PR)    

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In 1st grade, when learning about the patterns of space the students should be able to observe the sun, moon, and stars to describe and predict patterns. (“Science Learning Standards,” 2016). The activity asks students to organize different structures seen in the sky that are located in space. The students will cut out each picture and glue it depending on if they can see it during the day or at night. (“1st Grade - Stars in the Sky,” n.d.).

In 5th grade, when learning about patterns, they should be able to represent data in graphical displays to reveal patterns of length of the day, day and night, and the seasonal appearance of stars. (“Science Learning Standards,” 2016). The activity will cover the patterns of the day and night cycle. They will do a hands-on activity to show how different locations in the world can be day or night. (Colley, 2016). They build off of the knowledge learned in 1st grade, which is a basic understanding of what is located in space that can be observed. In 5th grade, they use that knowledge to learn the day-and-night cycle and how it is different around that world.

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Science spiraling spreads out a topic instead of concentrating on it during a given time. (“The Spiral: Why Everyday Mathematics Distributes Learning - Everyday Mathematics,” n.d.). Science spiraling is used for patterns in space to expand and add to the patterns previously learned. For example, a 1st-grade lesson will cover what you can observe in the sky during the day vs. at night. In 5th grade, it gets more complex by adding how it can be daytime at different times around the world. More information is added to the 5th-grade curriculum because they have more prior knowledge to assist them in retaining new information. The patterns that occur in space are described more in-depth in 5th grade. By using science spiraling, the spaced-out curriculum created prior knowledge that allows more in-depth learning of a topic.

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Chole will only have to observe what they see at night. She will get a separate worksheet that will only have information for them to complete for nighttime.

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The lesson allows students to explore the day-night cycle caused by the Earth’s 24-hour rotation. For the activity, the teacher will need a globe, lamp, paper, and stickers. Have the students sit on a rug in a circle with the globe in the middle. Each student will take a turn placing a sticker on the globe. Then, the teacher will turn the lights off and turn the lamp on. The teacher will angle the lamp differently and the students will make observations if it's day or night based on where their sticker is. On the worksheet, they will list what they observed on their sticker (day/night depending on where the lamp is). (Colley, 2016). This activity helps students understand the pattern of the moon, sun, and day and night.

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There are lots of developmental differences from first grade to fifth grade. Milestones hit at age 6-7 highly differ from age 11-12. In fifth grade, students start to understand how things are connected (Morin). The fifth grade activity is a perfect example because the fifth graders are making connections of why it is "day or night" on certain areas of the globe when the lamp shines on it. This concept/activity is too complex for first graders to grasp. First grade is when students begin to have a better sense of time, days, weeks, and months (Morin). Therefore, they wouldn't be able to identify when it is night and day in other parts of the world other than where they live (MM).

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Fifth-grade students will be able to analyze and interpret data while using graphical displays. They will be able to engage in argumentative discussions while providing evidence (Science Learning Standards, 2016). They will also understand the patterns of the sun and moon when it becomes day and night.  (KR)

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By the end of fifth grade, what will students know? (KR) 

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By the end of fifth grade, what will students know? (KR) 

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Students will know how the Earth orbits around the sun and how the moon orbits around the Earth while being able to calculate the Earth's rotation and the axis associated between its North and South poles and how these can cause different patterns to occur. This will incorporate the day and night, the changes of the season, and how it affects the lengths and directions of shadows, the moon phases, and the location of the moon, stars, and sun at unique times of the day, month, and year (Science Learning Standards, 2016).

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Sequencing and components of space pattern curriculum for fifth graders (SK)

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Sequencing and components of space pattern curriculum for fifth graders (SK)

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- The last time space patterns appear in the curriculum is first grade (Science Learning Standards, 2016)
- The standard's components include understanding the motion and position of Earth to the Sun, moon, and stars, their orbits, and rotation of Earth around an axis, which is why there is day and night and change in shadow length (Science Learning Standards, 2016).
- Learning the motion and position is a good way to introduce the topic so that it can be narrowed down in an effectual way to show that because of these motions and positions, this is why we have seasons, day and night, shadows, etc.
- A preceding lesson that could be helpful is one about angles so that students can understand why the time of day affects the length of a shadow
- This will be helpful for following lessons about plants when learning why they only grow in the warmer months.  The patterns of the Sun could explain why photosynthesis (also taught in fifth grade) can only happen in certain seasons.

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First graders should have improved hand-eye coordination and should be able to copy shapes and letters (Morin). Based on the first grade star activity and these specific developmental skills, the first graders will know how to properly and safely use scissors and a glue stick. They are also capable of taking the paper they cut out and placing them under the correct question. (MM)

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Using this information as a new Teacher (SF)

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Using this information as a new Teacher (SF)

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As a new teacher teaching either first or fifth grade I would try to partner with the opposite grade in a collaboration project. First graders could partner up with a fifth grader to make a poster or PowerPoint about space patterns. Each student will share what they learned and put their information in the poster or power point. The fifth graders would help the first graders with the project (spelling, technology) and each student would incorporate their knowledge. The fifth-grader could help the first grader get their point across.

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The teacher will provide a worksheet on what you see during the day vs. what you see at night. The students will cut out each different figure from the sky that was found at the bottom of the worksheet. Then they will stick down each piece of paper with a glue stick depending if they can see it during the day or at night (“1st Grade - Stars in the Sky,” n.d.). This worksheet will help students understand the patterns in space that they observe in the sky.

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Developmental Differences of Patterns in Space

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Developmental Differences of Patterns in Space

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Sequencing and components of space pattern curriculum for first graders (SK)

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Sequencing and components of space pattern curriculum for first graders (SK)

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- Pre schoolers learn about the the movements and predictable patterns in the sky (Science Learning Standards, 2016)
- The standard's components include the understanding that the Sun, moon, and stars have observable and predictable patterns (Science Learning Standards, 2016)
- An effective sequence could be to teach the patterns of the Sun first since that it was governs when it is light out, then the moon since it appears when it is dark out, and then the stars since the stars are a collective
- Learning about light waves can help explain as to why when the Sun sets, it is dark out.  This is a helpful preceding lesson.
- A lesson that could follow is one that teaches weather.  Knowing the patterns of the Sun could assist in understanding.

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How much do fifth graders learn about patterns in the sky? (KR)

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How much do fifth graders learn about patterns in the sky? (KR)

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The standards focus primarily on stars and the solar system.
1. Students will produce an argument on the gravitational force that Earth projects onto objects.
2. Students will create an argument based upon the sun and the stars and how the brightness appears on Earth based on the brightness.
3. Students will graph data that represents daily pattern changes of shadows that occur day and night and calculate the length and direction of them and observe the stars on the sky at night during different seasons.

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Standard: 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 (Science Learning Standards, 2016). (MM)

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Standard: 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 (Science Learning Standards, 2016). (MM)

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How much do first graders learn about patterns in space? (SF)

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How much do first graders learn about patterns in space? (SF)

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First graders will learn about patterns in the natural world and observe, describe and use them as evidence

There are two standards for the topic of space systems: Patterns and Cycles
1. Students use observations of the moon, sun, and stars to describe patterns that can be predicted
2. Students make observations at different times of the year to relate how much daylight there is correlated to a specific time of year
(“Next generation science standards,” 2000)

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Standard: 1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted (Science Learning Standards, 2016). (MM)

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Standard: 1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted (Science Learning Standards, 2016). (MM)