Ed508-5e-Lesson-Plan-Fifth Grade

a5E Lesson Plan Template
Teacher Pattie Xinos
Date 28 April 2021
Subject Science / Earth’s Place in the Universe

area/course/grad
5th Grade
e level
Materials and Globe

Resources Worksheet: Days constellation is viewable graph (1 per group)
Google Slide Presentation - https://tinyurl.com/sejzbdy5
Star Wheels – printed on cardstock and assembled – 1 per group:
https://skyandtelescope.org/astronomy-resources/make-a-star-wheel/
Lost in Light II – short file about light pollution:
https://www.youtube.com/watch?v=TVAB1lT-sWw&t=2s
Arrow of Time – Milky Way Time Lapse https://www.youtube.com/watch?
v=nam90gorcPs&t=73s
Star trail image - https://pixabay.com/photos/night-stars-rotation-starry-sky-
1846734/
Student issued Chromebooks (1 per group)
Google Slides
Standards (State Alabama Standard SCI 5.13 – Analyze data and represent with graphs to
and ISTE reveal patterns of daily changes in length and direction of shadows, day
Standards for and night, and the seasonal appearance of some stars in the night sky
Students) (e.g. shadows and the position and motion of Earth with respect to the sun,
visibility of select stars only in particular months). This lesson specifically
addressed the star part of this standard.
ISTE Standards
3.a – plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits
6.b – create original works or responsibly repurpose or remix digital
resources into new creations
7.c – contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
Objectives I can analyze data and represent with graphs to reveal patterns in the
seasonal appearance of some stars in the night sky. I can work with a team
of my peers to research a given topic and create a creative presentation to
demonstrate knowledge.
Page 1 of 5
Differentiation Since all activities will be group-based, skills of different group members
Strategies (How should allow all students to participate to the best of their abilities.
will the lesson
address the
various learning
styles of the
students and the
needs of those
with special
needs?)
The 5 Es
E Description
Engagement Begin lesson with overview to access previous knowledge. Use globe for
demonstration when needed.
- What are stars? Which one is closest to Earth?
- What causes night and day on Earth?
- What causes seasons on Earth?
Move to discussion about stars

- How many stars do you see when you look out at night? A few? Millions? Why
do you think you might only see a few? Where might you see more?
- Provide quick explanation of time lapse photography and video
- Play Lost in Light II video and discuss how many stars are actually visible
when light pollution is removed
- Play 30-60 seconds of Arrow of Light video starting at 1:12 and ask students
what they notice? Guide answers to arrive at “the stars are moving” then ask
“Are they?” and guide discussion to relate what students know about what
causes night and day to movement of stars…use globe as demonstration.
- Show star trails image and ask: Why are the stars circling a certain point?
Engagement Notice involvement of students during discussion and make sure to direct
Assessment questions to particular students, ask for raised hands to answer, also ask for
raised hands to vote for answers to questions.
Exploration Briefly discuss constellations:

A constellation is a grouping of stars that forms a recognizable pattern. Ancient
peoples all over the world gave these groupings names and many had legends
and stories surrounding them. Many of the ones we know came from Greek
mythology, but many cultures had names for them. The names we know today
Page 2 of 5
E Description
were decided upon by a convention of astronomers in 1922 and there are 88

named constellations today.
The names and stories helped people remember where the constellations were
and helped them find individual stars. Ask: Why might that be important?
Activity – divide class into groups of 2-3:

- Give each group the name of a constellation, a star wheel, and a copy of the
graph.
- Explain the purpose of the sky wheel (to find and track constellations) and
demonstrate how to use it.
- Direct students to use the sky wheel to find the number of days per month
their constellation is visible and mark that data on the graph. They will end with
a graph that demonstrates which months the constellation is visible and which
months it is not, or that it is visible all year.
Exploration Guide class in debriefing discussion – record answers on the board

Assessment
 Which constellations are visible all year?
 Which constellations are visible in only some months/seasons?
 During which months/seasons is each constellation visible?
 Why are some constellations visible all year and others are not?
Explanation Refer to debrief questions and answers and guide discussions to address the
following:
- Constellations that are visible all year are clustered around the North Star –
Polaris and are called Northern Circumpolar Constellations. (Do you think you
would see the same constellations if you were in South America?)
- Why was it important back in ancient times to be able to recognize the arrival
of a Spring season constellation? (To know when to plant crops)
For further demonstration use the teacher computer and smart board to go to
Sky & Telescope’s interactive star chart:
https://skyandtelescope.org/interactive-sky-chart/
- Enter zip code and date and demonstrate how to use the app to look at the
constellations that should be visible in our night sky. Ask why they may not be
able to actually see them: light pollution, too low on the horizon.
- Change latitude setting to South to show the difference in the view of the stars
from the southern hemisphere
Explanation Include whole group in discussion, ask direct questions.

Assessment
Page 3 of 5
E Description
Elaboration Direct students to work in their groups to research the constellation they were
given earlier and to create a Google slide presentation that includes a title page
and 1-2 slides with at least 2 pictures, and information such as the following.
Give students the option of using Google search or this website to find
information: https://stardate.org/nightsky/constellations
Evaluation Rubric for grading student Google slide presentations
Page 4 of 5
References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.
Note: Content of form approved January 2013.
Page 5 of 5

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a5E Lesson Plan Template

Teacher Pattie Xinos

Date 28 April 2021

Subject Science / Earth’s Place in the Universe

Materials and Globe

Move to discussion about stars

Exploration Briefly discuss constellations:

were decided upon by a convention of astronomers in 1922 and there are 88

Activity – divide class into groups of 2-3:

Exploration Guide class in debriefing discussion – record answers on the board

Explanation Include whole group in discussion, ask direct questions.

Evaluation Rubric for grading student Google slide presentations

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

Note: Content of form approved January 2013.

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