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What resources do I have to work with from the collection phase? What is my plan for instructional delivery? How am I choosing my instructional method? How do these resources fit into this plan? How am I supporting diverse student needs? Are there multiple access points for engagement? Are students offered choice anywhere in this lesson? How can I make sure they experience productive struggle? Where will I need to intentionally make teacher moves?

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What do I have? What is missing? How am I supporting diverse student needs? Are there multiple access points for engagement?

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What am I going to use/not use? What do I need to adjust? What is my plan for implementation with the materials? Are these materials and my instructional design meeting all students' needs?

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What resources in my curriculum are useful here? What is missing from my curriculum resources? Where can I find resources to support the curriculum I already have? Do I need to develop this lesson using resources outside of my curriculum? Where can I make connections to other subject areas and find the resources to do so?

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What will be my focus standard or standards? What cross-curricular connections could I make here? What is the objective or what are the objectives of my lesson? What do students need before coming into this lesson?

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Focus on Week 1 reading comprehension standard (ELA.1.R.3.3- Compare and contrast two texts on the same topic. )

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Math Standard:  Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter. (1.M.1.1)
What the teacher is doing: I will set up the lesson by introducing a fun book about constellations, doing an I do, we do, you do example of the activity and then releasing the students to go complete the activity and the work sheet on their own. For the activity, I will set up different constellations around the room on the floor. The students will need to go and estimate the distance from the points on the chart that they see on the constellation. For example, a student may write down that they estimate that the distance between point A to B is 5 inches. They then need to take a ruler and measure the distance between the points listed on the chart. This will allow students to practicing estimating and measuring objects to the nearest inch or centimeter.

What the students are doing: Students will read a book about constellations and then begin engaging with the activity and show me they understand what to do during the activity by completing the I do, we do, you do example. Their practice time for the activity is during the I do, we do, you do example as well.

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SC.1.E.5.1 |  Observe and discuss that there are more stars in the sky than anyone can easily count, and that they are not scattered evenly in the sky.

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On Constellations- shapes connection

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A group of stars is called a constellation. The shape seems to form a picture. Here are four constellations. Have you seen them in the night sky? Scorpius is one of the brightest constellations in the sky. It looks like…

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When students are working, teacher is: When the students are working, I will be asking around and assisting with any students who need help or have any questions. I will be helping the struggling students by giving them a one-on-one example and explaining the directions differently. For the students that are successful with this activity, I will ask them to measure the advanced staging of a constellation in the back of the classroom so that it is more challenging for them. They will need to track how far the 12 inch ruler is going because the constellation points will be further than 12 inches. I will also allow the more advanced students to create their own constellation design and points, and have a peer measure them. I will be moving around the classroom to ensure all students are working and engaging with the activity.

What students are working: The students will be engaged in the measuring of the constellation points activity. The students will have access to string, felt dots, a ruler and their worksheets. I will group the students by their level, 1-4. The "1" students will be with the "3" students and the "2" students will be with the "4" students. This ensures no student is feeling overpowered or overwhelmed but every student still has support within their groups. Each student will need to measure points from each constellation station. The worksheet will have all the information laid out where it needs to be for the students to fill in the data they collect.

Accommodation: For the English language learners, they will only have a certain number of constellation points to complete. Instead of moving at the quick pace that the other students are on, they will have less to do. I will also use this strategy for struggling students.

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Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter. (1.M.1.1)

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This has some good ideas, although not all applies to the stars focus science standard.

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Have you been muddling through the Next Gen Science Standards this year? I'm not going to lie: they can be a little difficult to understand...but I love a lot of the new content for first grade! My favorite addition is sun, moon and stars! This content meshes perfectly with my i ntegrated science unit on weather and has made this already popular unit an even better 6 week unit! Here's a look at some of the activities from this Sun + Moon + Stars Mini Unit.

Anchor Charts

Anchor charts are a HUGE part of learning new content for young learners. My firsties use our anchor charts all. the. time. I especially love finding ways to make each anchor chart unique by using coordinating colors or shapes so that it's easy to remember and easy to find in our room.

Each anchor chart can be printed and posted around the room...

Or you can fill it out on your Smart Board if you're short on space!

Sun Science

One of my favorite science experiments in first grade is our shadow experiment. You can read about it in detail here, but the look on my firsties' faces when they see their shadow change is priceless every single year!

Moon Science

Brand new to the weather unit this year is phases of the moon! After charting our learning about the moon, we sequence the phases of the moon using the interactive powerpoint from the mini-unit...

Then, we work at stations to sequence moon phases using the sequencing cards.

And later we work independently to sequence the cycle of the moon!

Stars Science

The last part of this mini-unit is all about stars! I love tying in some literacy by reading Twinkle, Twinkle, Little Star with this study. It's a simple nursery rhyme, but perfect for deepening our discussion on stars with questions like, Why does the author say stars are like diamonds in the sky?
Then, during our science time we research facts about stars and chart our learning on stars in a can-have-are chart.

The next day, we use the slideshow from the unit (seen in the youtube video earlier) to talk about 5 famous constellations, what they look like and how they got their constellation. Then, for a STEM connection, we work in productive groups to build our own constellations with marshmallows and toothpicks. The groups name their constellations and tell the story of how it landed in the sky!

This STEM challenge can be found separately here. or with the rest of the activities and plans in this Sun + Moon + Stars Mini Unit!

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Have you been muddling through the Next Gen Science Standards this year? I'm not going to lie: they can be a little difficult to understand...but I love a lot of the new content for first grade! My favorite addition is sun, moon and stars!

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What the teacher is doing: I will ensure equity of voice when students are sharing their experiences with the class by allowing all students to have the chance to speak within their groups. I will be doing timed shares. I will set a timer and each student will have a minute to share what they thought about the activity, whether liked or disliked. I will answer all questions the students still have before we move onto the next lesson. I will also ensure student understanding when I am walking around the class and taking anecdotal notes. During the activity, I will have been walking around and asking students to show me how they are doing it to also check to see their understanding.

Students are doing: The students will share what they have learned in their group when everyone is done the activity. They will share during timed shares. Students will discuss what they think worked and didn't work and what they liked and disliked. I will encourage students to at least get a few sentences in when sharing and also encourage students to lift their peers up when sharing. (Snapping when one peer is done sharing). Students will show mastery by explaining their understanding and having the completed worksheet filled out.

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Students could measure from one letter to another for math focus standard

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This is an in class project we could do in order for the students to create their own stars in the classroom. I included this picture as reference, however I would have students put a flashlight in a clear cup, and then place some type of design on top of the cup so that it reflects the design on the ceiling of the classroom. This would be a fun, hands on activity for the students to create. The students could create their own constellations to put on top of the cup.

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I would supply students with "stargazing diaries" and have students go outside with their parent/guardian every night and observe the stars they see. Do you see a little bit of stars? Do you see a lot of stars tonight? I would have them observe the night sky for a week straight in order to see that there are so many stars in the sky, way more than we could ever count.

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For the launch phase of the stargazing diaries, I would introduce them to students and explain what they were going to be being used for (expectations, guidelines etc.) During this, I would also pull up a video of the night sky from YouTube and model how the stargazing diary should look (I do). The students would see that I was drawing a picture of the night sky, with any constellations I saw in the sky, as well as the shape of the mood and any other stars I see. This would give students a good idea of what the diary should look like by the end of each night.

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When students are working teacher is: When the students go home to complete their diaries each night, the teacher will be recording in her own diary what was happening in the sky that night, so that she knows the students are truly completing the observations. If students are not able to go outside to do this, the teacher would send them a link to a site with real images of the night sky, during that night.
What are students doing: Students are going home and looking at the night sky and writing sown their observations.

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What do I have: I have stargazing diaries for all of my students. I have a plan for what I want the students to do with these diaries at night at home because we can't see the stars at school. If I did not want the students to do this at home, I could pull up the NASA website and put the pictures of the night sky from the previous night.
What is missing: Something that is missing from this activity is how I could incorporate math into this science standard as well. I could do this by having students find a constellation in the night sky, create it like how I said previously on the ground with materials and measure the length of it to the nearest inch.
How am I supporting diverse needs: I am supporting students diverse needs by offering the students who's parents work at night and can't help them or just can't go outside at night, a link to the NASA website that shows them images of the night sky for that night. This means those students can still have the opportunity to do the diary.
Are thee multiple access points for engagement: There are multiple ways students can get engaged with this activity. They have to observe there night sky, write down constellations they see, and then they will get to complete a hands on activity that allows them to create their own constellations.

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I will use the stargazing diary for the science standard and the constellation creation activity for the math standard. I think I need to adjust ways to diversify this lesson and decide whether or not to complete this activity in class or at home. I will implement my materials by first explaining them to the students, what they will be used for etc. I will do the "I do, We do, You do" method to show students what we will do with the materials. I believe my materials and my instructional design are meeting all students needs. I think my stargazing diary activity fits the needs of all students because they have the option to either go outside and do it or I can send them the link to the NASA website to complete it. The constellation activity meets the needs of all students because there are different tiered levels to the constellations. The gifted more advanced students can work on the constellations that are advanced and include many measurements that need to be taken. The middle tiered students have average constellations and the lowest level tiered constellations only include a few measurements that need to be taken. The students will also be working within groups in order to complete this activity so they can use their peers to help them.