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The Earth in Space

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What topics might need to precede and follow your topic at each level? 

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What topics might need to precede and follow your topic at each level? 

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Before teaching this standard in first grade, we would teach students to tell time. This would give students the understanding that there are 24 hours in a day and they will be able to use this skill when recording times when they observe the sky. After teaching this lesson we would teach about the seasons, they will use their new knowledge of patterns in daily changes and apply it to learn patterns throughout the year.

Prior to teaching this lesson to fifth graders. we would teach students the arrangement of the sun and the planets in our galaxy and their features. After teaching this lesson we would teach students how to observe patterns of shadows and then graphically display them again to reinforce their graphical skills.

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This helps students understand the earth's rotation and revolution around the sun.

5th Grade Activity

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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.

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1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted.

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How might you use this information as a new teacher?

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How might you use this information as a new teacher?

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As a new teacher, the Spiraling Curriculum allows teachers to not just focus on one concept for weeks until mastery is reached rather teachers will teach students with the idea that they will be revisiting them, or “spiraling” into all levels before reaching mastery. For instance, we might use this information to present our students with the different patterns that the sun, moon, and stars make in the sky every day. The students would understand that not every day is the same. There are different phases of the moon, different positions of the sun on the horizons (east and west), and the different constellations projected in the sky, only on certain days.

Science spiralling of the space systems that is learned in first grade can be developed into fifth grade as the students are taking prior knowledge from what they have learned and are applying it to the new material being presented. It is important to master the concepts in the earlier grades, so that the student is prepared in the upper grades which will be much harder and not as easy to grasp the material that is presented.
(MA)

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How would you differentiate your instruction at each level?  Why would you make the modifications you described

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How would you differentiate your instruction at each level?  Why would you make the modifications you described

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In the first grade level, the students can use drawings or discussion to demonstrate their understanding, whereas in fifth grade students will be learning how to graph and will be able to write in complete sentences their knowledge of the subject. First grade students do not have the skills to graph on a coordinate plane, instead it would be more beneficial to them to demonstrate their understanding through discussion, explaining in writing of 1-2 complete sentences, and/or drawing their thoughts. Both grade levels can have class discussion to share ideas and observations. In fifth grade we can expect more sophisticated and complex conversation as students will have a more advanced vocabulary which will include science terms. At both levels the teacher will scaffold instruction of this lesson, but for the fifth grade students, their class discussions will be more student led than teacher directed since the 1st grade students might need some guiding questions in their process of discovery. Overall, students in first grade will learn patterns of the sun, moon, and stars and in fifth grade gather a deeper understanding of why these patterns occur. Learning this topic in first grade is not only important for cultivating an inquiry based classroom, but having an understanding of these patterns are vital life skills. (GW)

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between 1st and 5th that would have an impact on what you teach and how you teach it?

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between 1st and 5th that would have an impact on what you teach and how you teach it?

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According to the Next Generation English Language Arts Standards, in first grade, students are learning about how to support their opinions with at least two reasons. At this grade level students are also learning how to collaborate with peers and adults in conversation, and learning how to build upon each other's ideas in class discussions.They learn how to develop and answer questions to clarify with speakers. Students at this age are able to draw what they observe. This is a fundamental time for students to learn these speaking and listening skills which they will utilize throughout these activities in a constructivist approach to learning the concepts and skills included in observing patterns in their environment.

This standard is closely connected with Next Generation Math Learning Standards: NY-5.G 1-2: Graph points on the coordinate plane to solve real-world and mathematical problems. Similarly, in fifth grade, according to comprehension and collaborating standard 5SL2: Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral). Creating a graph to visualize their findings is interdisciplinary as the graphing skill component of our 5th grade science standards is related to expected learning outcomes of ELA and Math. Between 1st and 5th grade students’ capabilities of writing expand (both qualitatively and quantitatively) so they are better able to explain their reasoning. Students can create a coordinate plane with their data and later reflect in writing the significance of their data. In first grade, we hope that students will make meaningful observations about patterns in space systems, but in 5th grade we are hoping students will be able to collect data, graph their data on a coordinate plane, and interpret their data in writing. (GW)

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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1st Grade: The students in 1st grade will analyze the sun, moon, and stars in the sky over a period of a month. This will involve class time and time at home to be able to complete the activity. In class, the students will analyze how the sun is positioned in the sky and draw a picture of it and the time that they did the analysis. Students will do this same activity at home with the moon and the stars and analyze how they are positioned in the sky. As the teacher, I would create an example of each to show what it is that I am looking for from the students. I would also send home a copy of what it is that I am looking for and questions that I want them to reflect upon and include in their picture, for the night time assignment. This supports the first grade standard, 1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted.

5th Grade: 5th graders will create a detailed paper model (as shown in the 5th grade activity example picture) the of the predicted sun and moon patterns. This model will demonstrate the examples of patterns which will include the position and rotation of earth with respect to the sun, moon, and stars that are visible in a particular month of students choosing. It will also include a demonstration of the amount of sunlight received during their specific month by graphing on a coordinate plane the hours of the day and the hours that have sunlight and those that do not. This supports the fifth grade 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.
(VG, MG, MA)

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Does your topic have multiple components?  

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Does your topic have multiple components?  

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1st grade:

1. Days are shorter in the fall and winter
2. Days are longer in the spring and summer
3. Stars other than the sun are visible at night

5th grade

1. Position and rotation of earth with respect to the sun.
2. Selected stars are visible only at particular times.
3.Measuring daylight from the time the sun rises in the morning, to when the sun sets in the evening.

(MG, MA)

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How is it sequenced in the curriculum at each level? If so, how should those components be sequenced? 

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How is it sequenced in the curriculum at each level? If so, how should those components be sequenced? 

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Patterns of the sky and describing those patterns will first be introduced in 1st grade when students are able to make observations about how day and night differentiate. The sun is visible during the day while the moon and the stars are visible at night. First graders will grasp an understanding for observation, the patterns involved with daytime vs nighttime, and its characteristics while also discussing everyday experiences with their environment. It will become clear to first graders that days get longer in the spring and summer, days get shorter during the fall and winter, the sun is a star, and stars other than the sun are visible at night. 1st grade students will then be able to observe the amount of daylight that occurs in different seasons. This information will then set the foundation for future grade levels and help them make sense of the world they live in..

In 5th grade, students will utilize their prior knowledge from previous grades, especially 1st grade, to understand more complex material. 5th grade students will observe the patterns in the sky which have to do with multiple components; At different times of day the sun is arranged in a different location in the sky and selected stars are visible only at particular times throughout the year. This is the time when the students can develop an understanding for why patterns such as amount of light, where the sun is located in the sky, and seasonal differences in regards to space systems. They will also dive deeper in their observations and use those observations to display their findings graphically.

(MG, VG)

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How much of the topic is taught at each level? In how much depth is it addressed?

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How much of the topic is taught at each level? In how much depth is it addressed?

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At the first grade level, students will observe patterns of the sun, moon and stars to infer patterns that can be concluded based on their observations. Examples of patterns could include that days are shorter in the fall and winter, days are longer in the spring and summer, and stars other than our sun are visible at night but not during the day.
At the fifth grade level, students are expected to use their observations of daily light patterns and graph their data that they collect. They will use their understanding acquired of light changes throughout the day and the location of the sun in the sky to interpret their data. Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only at particular times.

(VG)