Unit Plan 22 (Grade 1 Science): Sun, Moon & Star Patterns

Focus: Use drawings and simple models to describe daily and nightly sky patterns involving the sun, moon, and stars, and use those patterns to make predictions.

Grade Level: 1

Subject Area: Science (Earth & Space Science • Patterns)

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

I. Introduction

In this unit, students investigate the sky as a place where we can observe patterns over time. They explore daytime observations (the sun’s position and how it appears to move across the sky) and nighttime observations (the moon’s changing shape and star patterns that keep the same arrangement). Because full nighttime observing can be difficult during school hours, students use a mix of safe early-evening home observations (optional), teacher-provided photos, and classroom visuals/simulations.

Across the week, students practice recording observations with careful drawings, simple labels, and “same/different” comparisons. They also build and use simple models (like a lamp for the sun and a ball for Earth) to help explain why we see regular changes. The unit ends with a Sky Patterns Foldable/Poster that shows evidence from observations, a pattern statement for day and night, and a prediction supported by evidence.

Essential Questions

• What patterns can we observe in the sky during the day and night?
• How does the sun’s position appear to change during the day?
• How can the moon look different on different nights?
• What do we notice about star patterns over time?
• How do patterns help us make predictions?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Record observations of the sun, moon, and stars using drawings, labels, and simple time-order language (first/next/last).
2. Describe a daytime pattern: the sun appears in different positions in the sky across a day.
3. Describe a nighttime pattern: the moon’s shape can look different across nights.
4. Recognize that star patterns stay in the same arrangement, even if they appear in different places in the sky.
5. Use observation sequences (photos, logs, classroom visuals) to write a pattern statement and make a prediction about what will be seen next.
6. Create a Sky Patterns Foldable/Poster that includes evidence, pattern statements (day + night), and a prediction.

Standards Alignment — Grade 1 (NGSS-Aligned)

• 1-ESS1-1 — Use observations of the sun, moon, and stars to describe patterns that can be predicted.
  • Example: Compare sun positions across a day and track moon shapes across multiple nights; identify that star patterns remain the same.

Success Criteria — Student Language

• I can draw what I observe about the sun, moon, and stars.
• I can describe how the sun’s position changes across the day.
• I can describe how the moon’s shape can look different across nights.
• I can notice that star patterns stay the same.
• I can explain a pattern and make a prediction using my evidence.