Unit Plan 26 (Grade 1 Science): Engineering Tools for Observing Sky

Focus: Design and test simple observation tools (shadow trackers, sun-position frames, moon-viewing windows) that help students track the sun/moon and describe predictable sky patterns using data and evidence.

Grade Level: 1

Subject Area: Science (Earth & Space Science • Engineering Design • Patterns • Science Tools)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this unit, students become engineer-scientists who solve a real classroom problem: “How can we make it easier to observe and record sky patterns?” Students explore how tools like a simple shadow tracker or sun-position frame can help them notice changes that are hard to remember without a consistent method. They learn that engineers design tools for a purpose, and scientists use those tools to collect evidence about patterns.

Across the week, students define a clear design problem, set criteria (what the tool must do) and constraints (materials, time, size, safety), create and test a prototype, and use results to improve their design. Students connect the tool’s performance to what they can observe about predictable patterns—especially how the sun’s position and shadows change across the day, and how repeated observations help us make a prediction. The unit ends with a Sky Observation Tool Expo, where students present their tool, show their recorded data, and explain how it helps track a sky pattern.

Essential Questions

• How can an engineered tool help us make better sky observations than using our memory alone?
• What patterns can we observe and track about the sun (and shadows) that can be predicted?
• What makes a design successful—how do criteria and constraints guide our choices?
• How can we use tests and data to compare designs and make improvements?
• How can evidence from our tool help us make a prediction about what we will observe next?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define a simple design problem about observing the sky and list criteria and constraints (K-2-ETS1-1).
2. Create a simple sketch/model of an observation tool (e.g., shadow tracker, sun-position frame) showing how its shape helps it work (K-2-ETS1-2).
3. Use the tool to collect and record observation data (simple marks, tallies, drawings) about sun position and/or shadows across time (1-ESS1-1).
4. Conduct a simple test of two tools (or two versions of one tool) and record strengths/weaknesses to compare performance (K-2-ETS1-3).
5. Use evidence from observations to describe a predictable pattern and make a simple prediction (1-ESS1-1).
6. Improve a tool design based on test results and explain what changed and why (K-2-ETS1-3).

Standards Alignment — Grade 1 (NGSS-Aligned)

• K-2-ETS1-1 — Ask questions, make observations, and gather information to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Define a classroom problem like “Our shadow observations aren’t consistent—how can a tool help?”
• K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Example: Sketch a shadow tracker board with a “place-to-stand” footprint and a marked recording area.
• K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.
  • Example: Compare two tracking tools to see which makes clearer, more repeatable data marks.
• 1-ESS1-1 — Use observations of the sun, moon, and stars to describe patterns that can be predicted.
  • Example: Use shadow marks or sun-position drawings across time to describe a pattern and predict a future observation.

Success Criteria — Student Language

• I can explain the problem my tool is solving and what it must do (criteria) and what limits we have (constraints).
• I can draw a plan and build a tool that helps me observe the sky.
• I can use my tool to collect data (marks, drawings, tallies) in the same way each time.
• I can compare two tools and say which worked better using evidence from tests.
• I can describe a pattern I observed and make a prediction about what I will see next.