2nd Grade Astronomy Unit

2^nd Grade Astronomy Unit Blueprint

Lesson 4: Star Gazing

Pacing Suggestions:

Day 1—Star Pictures (story) on page 101 in Teacher's Edition
Day 2—Making Constellations on pages 102-104
Day 3—Session 3 on pages 104-106 in Teacher's Edition
Day 4—Session 4 on pages 106 & 107 in Teacher's Edition

Teacher Resources:
Tips	Star Gazing Sharing Ideas (Adobe^® Reader^® PDF) Star Gazing Sharing Ideas (Microsoft^® Word^®)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

Throughout the night, what appears to happen to the stars?

How are stars positioned in the sky? How many stars are in the sky?

How is the model (constellations in a can) different from the real thing (stars in the sky)?

4A(K-2)#2: The sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. The sun, moon, and stars all appear to move slowly across the sky.

4A(K-2)#1: There are more stars in the sky than anyone can easily count, but they are not scattered evenly, and they are not all the same in brightness or color.

11B(K-2)#2: A model of something is different from the real thing but can be used to learn something about the real thing.

Sharing Ideas (See page 107 in Teacher's Edition. Use teacher-generated sheet available on electronic curriculum.)

See pages 106-107 in Teacher's Edition for detail information about student responses. Confirm students' recognition of the vast number of stars in the sky, as opposed to the few on the maps, and that stars are not evenly scattered throughout the sky.

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

2nd Grade Astronomy Unit Blueprint

2^nd Grade Astronomy Unit Blueprint