1.1.1 & 1.1.3 Storyboard
Teacher instruction and hints are included within the speaker notes section
Storyline Matrix
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Teacher Overview: Episode 1
Phenomenon: We only see the Sun during the daytime, not at night.� Student Learning Expectation: Students will make sense of the pattern that the Sun is only visible during the day and not at night.�
CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Patterns: Students recognize that the Sun is part of a repeating daily pattern.
Cause and Effect: Students explore why the Sun appears and disappears at certain times.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Students will obtain information through videos, books, and images about the Sun’s visibility.
Students will observe the sky at different times and record what they see.
Students will communicate the pattern of the Sun being visible only during the day.
Episode 1
Today’s Objective: I can tell or show that we only see the sun during the day.
Phenomenon Observation
Gather
Write observations of what we see in the sky:
The sky during the day: | The sky during the night: |
Reason
In class discussion evaluate the pattern of only seeing the sun during the day.
Communicate
Communicate the patterns we see in the sky during the day by drawing a model in your science journal.
Teacher Overview: Episode 2
Phenomenon: The Sun appears in different parts of the sky at different times of the day.�Student Learning Expectation: Students will discover that the Sun’s position in the sky changes throughout the day in a predictable pattern.� CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Patterns: The Sun’s movement across the sky follows a daily pattern.
Scale, Proportion, and Quantity: Students make sense of time and position across the day.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Students will make and record observations of the Sun’s position several times during the day.
Students will obtain information from observations over multiple days.
Students will develop a model to show the Sun's changing position across the sky.�
Episode 2
Today’s Objective: I can ask questions and plan an investigation to watch how the sun moves during the day.
Phenomenon Observation
Gather
Draw a picture of phenomenon observation.
One question I have is:
_________________________________________________.
Another question I have is:
_________________________________________________.
Investigation Day 1
Plan and carry out an investigation to see the pattern of the sun’s movement across the sky.
Time of Day | Placement of the sun |
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Investigation Day 2
Plan and carry out an investigation to see the pattern of the sun’s movement across the sky.
Time of Day | Placement of the sun |
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Investigation Day 3
Plan and carry out an investigation to see the pattern of the sun’s movement across the sky.
Time of Day | Placement of the sun |
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Reason
Discuss the patterns observed from data gathered.
A pattern I observed was:
_________________________________________________________________.
Another pattern I observed was:
_________________________________________________________________.
Read article as class to support reasoning.
Communicate
In science journal draw and model how the sun the moves across the sky throughout the day.
Teacher Overview: Episode 3
Phenomenon: A shadow changes its length and direction throughout the day.� Student Learning Expectation: Students will make sense of how and why shadows move and change shape as the Sun moves across the sky.�
CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Cause and Effect: The Sun’s changing position causes shadow length and direction to change.
Patterns: Shadow movement follows a predictable pattern based on the time of day.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Students will observe and record their shadow’s length and position at different times.
Students will design a tool (e.g., stick in ground or sundial) to track shadow movement.
Students will draw and write to model how their shadow changes during the day.
Episode 3
Today’s Objective: I can ask questions to learn about how shadows change during the day.
Phenomenon Observation
Gather
I observed _________________________________________________.
I observed _________________________________________________.
I observed _________________________________________________.
Gather
Gather
I observed _________________________________________________.
I observed _________________________________________________.
I observed _________________________________________________.
Draw a picture of what you observed:
Reason
Develop questions about the changes in shadows throughout the day:
One question I have is ________________________________________________________________?
Another question I have is
________________________________________________________________?
Communicate
In science journal write about a pattern in shadows that you learned.
Teacher Overview: Episode 4
Phenomenon: Stars are only visible at night, not during the day.�Student Learning Expectation: Students will make sense of the pattern that stars are always in the sky, but we only see them at night because of the Sun’s brightness.�
CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Patterns: Stars appear in the sky every night in consistent ways.
Energy and Matter: Light from the Sun affects what we can see in the sky.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Students will plan and carry out an investigation using light and darkness to model why we can’t see stars during the day.
Students will obtain information from videos or simulations about stars and daylight.
Students will explain and model why stars are only visible at night.�
Episode 4
Today’s Objective: I can made a tool to measure shadows and collect information to find patterns.
Challenge
How can we track the pattern of shadow movement throughout the day?
Gather
How can we track the movement of shadows?
What are some characteristics of a tool that we could use to track the movement of shadows?
Gather
Draw a model of a tool that we can use to track the movement of shadows.
Create tool to use for investigation.
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Gather
Tracking shadows day 1:
Time of Day: | Did the Shadow Change? | Drawing of Shadow: |
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Gather
Tracking shadows day 2:
Time of Day: | Did the Shadow Change? | Drawing of Shadow: |
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Reason
Record observations from investigation and class discussion:
One observation I had was:
_________________________________________________________________.
Another observation I had is:
_________________________________________________________________.
Communicate
In science journal communicate the pattern of the movement of the shadow from the tool you designed.
Teacher Overview: Episode 5
Phenomenon: We can predict where the Sun and stars will be in the sky based on patterns.�Student Learning Expectation: Students will discover that the movement of the Sun and appearance of stars follow patterns that can be predicted and used to understand time and changes.�
CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Patterns: The movement of the Sun and stars happens in a regular, predictable way.
Systems and System Models: The sky can be thought of as a system we can observe and describe.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Students will analyze data from their observations to find consistent patterns.
Students will construct and share models that show the Sun’s and stars’ movement across time.
Students will explain how patterns in the sky help us know the time of day or night.�
Episode 5
Today’s Objective: I can ask questions to find out why we only see stars at night.
Phenomenon Observation
Gather
One question I have is:
_________________________________________________.
Another question I have is:
_________________________________________________.
Gather
Plan and carry out an investigation about the pattern of seeing stars at night.
What was observed during the investigation with the lights on? | What was observed during the investigation with the lights off? |
Reason
Evaluate the observations about the pattern of only seeing stars at night in a class discussion.
Read article to support reasoning.
Communicate
Communicate the pattern of only seeing stars at night by modeling stars on white and black paper.
Supplies needed: