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- The class will go outside and talk about cardinal directions. The class will dictate where North, East, South, and West are relative to where they are, and will write the directions out on the black top.
- Students will go outside twice in once day, once in the morning and once in the afternoon. When they go out for the first time, they will trace their foot position to return to in the afternoon and write their name.
- When going outside in the morning and the afternoon, their partner will trace their shadow with chalk. They will record their observations based on if their shadow gets bigger or smaller and in what direction it moves, using the cardinal directions discussed earlier in the day.
- As a class, they will compile all data and the teacher will create a bar graph, recording how many students' shadows got bigger or smaller.

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- Students will go outside and write their name on the blacktop using chalk and trace their feet where they will stand for each trial. The students will go outside four times, once every hour.
- Each student's partner will put a mark with chalk where the top of his partners' head ends. They will then measure in inches the length of where their shadow ends to where they stood on the blacktop.
- We will teach the students how to set up their graph. The students will graph the data they collected on a recording sheet. On the recording sheet, the students will create a line graph to record the length of their shadow vs. the time of day they measured the length of their shadow.

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Students will not have much prior exposure to the patterns of the sun, moon, and stars outside of what the students' parents have taught them. Having to lay a foundational knowledge will be essential.

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- Students will have previous knowledge from the 1st grade exposure, (perhaps) from books they've read, pop culture, or other factors.
-Teachers can teach more detailed content regarding the sun, moon, and stars, which relates back to our activity and allows the students to draw a more detailed conclusion

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- Teacher led instruction to ensure clear direction
- Record observations rather than recording data and observations, in order to maintain simplicity and underscore main ideas and patterns

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- Students will work in small groups or pairs, independent of teacher in order to solve problems within a team
- Students will create graphs to record data in order to visually interpret their data
- Students will analyze data to draw conclusions based on their findings

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- Use graphical displays and data to predict patterns
- Daily changes in shadows, day and night, and the seasonal appearance of some stars in the night sky
- Position and motion of earth in the solar system
- More in depth content of what was learned in 1st grade, using math to support observations and collected data
- Will follow general introduction to the solar system
- Will be followed by other solar patterns, such as patterns of the moon and stars

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- We will be able to see the differences in behavioral development, and also notice nuances we need to consider regarding classroom management during this activity/lesson.

- We can use this information to understand how teacher collaboration is important for effectively reinforcing concepts between grades.

- By looking at the differences in activities, i.e. depth and breadth of the covered topic, we can gain a better understanding of how knowledge is cumulative, and how understanding content taught in earlier grades is important to understanding content taught later.