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Notes for Teachers

There are lots of ways to show the Sun’s light affecting the Earth’s relationship with the moon and stars. In this lesson I wanted to show the students that the stars are still there, we just can’t see them during the day while also making a piece of art that they could hold in their hands. The constellations were especially dynamic outside in the natural light!

Drawing with chalk inside, on paper, was a novel experience we really enjoyed!

List of Materials

paper printouts of constellations I used this site:

Constellation Templates For Kids. TeachersMag.com

black construction paper
yellow tissue or copy paper
chalk
scissors
glue sticks
flashlight
pencils

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Standards

Science:

1.SC.1.2.1

Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.

1.SC.1.2.2

Participate in guided investigations in life, physical, and Earth and space sciences.

1.SC.6.2.2

Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails).

1.SC.6.2.3

Describe observable changes that occur in the sky, (e.g., clouds forming and moving, the position of the Moon).

ELA:

1.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1.L.2.a

Capitalize dates and names of people.

1.L.5.c

Identify real‐life connections between words and their use (e.g., note places at home that are cozy).

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Objective(s):

Students will identify the relationship between the Earth’s, sun’s, and stars’ positions during day and night. Students will identify the names of several constellations while creating an unique piece of art. Students will use capital letters when writing a proper noun.

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Agenda (45 minutes)

Introduction: 10 minutes

Show how the Sun’s light diminishes other lights/shadows. Explain the connection to stars. Explain what constellations are.

Materials distribution: nominal

Pass out the pre-constructed templates while explaining the activity.

Activity: 30 minutes

Students will poke, tear, glue, draw, and write. Holding up their constellation will reveal the dynamic lighting!

Closure/Sharing: 5 minutes

Bring students together to share successes and struggles. Allow students to show their art!

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Intro/Driving Question/Opening

Where does the sun go at night? Where does the moon go during the day? Sometimes we move around the object, like the sun, and other times the object moves around us, like the moon! But what about the stars? We see them at night, but not during the day. Some of them seem to move across the sky, while others stay where they are. What’s the difference? What if I told you that the stars are always there, even during the daytime, even if we can’t see them? Ask for a volunteer. Have that students stand up near a wall in the classroom. Turn off the lights and shine the flashlight on the student’s hand, making a shadow on the wall.

Explain that, “This is how the sun shines on the Earth, shadowing the moon. It’s also how stars shine during the night, when we can see their light!” Have the student sit. Turn the lights on while continuing to hold the flashlight on the wall. Show students how the beam disappears, or diminishes on the wall. Explain that, “This is what stars look like in the day. They are still shining, our star is just so bright, we can’t see them without a shadow! (night)”

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Hands-on Activity Instructions

This activity is designed for individual students.
Teachers will need to print the constellation templates, and staple/tape them to the top of a piece of black construction paper (one for each student).
Set up scissors, glue, and a pencil at each seat prior to the activity.
As you pass out templates, ask students what they know about the moon, sun, and stars’ positions. Ask them where the stars go at night.
Explain that today we will be making a constellation we can see in the daytime!

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Hands-on Activity Instructions

Students will poke holes in the stars, through the construction paper, with their pencils. (This may take practice)
Students will then tear off the template and use it as a guide to finish their work.
On the construction paper students should redraw the constellation on their template using chalk.
Students should copy the name of the constellation on the paper as well, capitalizing the name of the constellation.
When the dots (stars) are connected correctly, and the name of the constellation is written on the paper, give students a piece of the yellow paper to glue on the back of their construction paper.
Hold the paper up to see the stars glow!
Have students share their work!

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Assessment

Students should be able to explain that stars are celestial, and are present in the sky, even if not visible. Students are successful if their constellation is poked, and the name written on the paper. The constellation’s name should begin with a capital letter.

Completion of the entire activity should be celebrated.

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Differentiation

-Students can use a variety of tools to create a hole in the page.

-Students can simply poke constellations!

-Students can poke the template and glue a piece of yellow paper to the back to accommodate time/ability.

-Students can cut and glue the name of the constellation onto the construction paper.

-Constellations can be selected to accommodate motor and language skills. (simpler designs/spellings)

Remediation

Extension/Enrichment

-Students can draw/write about the object their constellation represents.

-Constellations can be selected to challenge students’ spelling and reading skills.

-Students can fill in additional art on their construction paper, or combine their works to create a “night sky”.

-Students and teachers can research which constellations are visible from where you are.