Assessment Activities

1. SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.a. Describe changes that occur in the sky during the day, as day turns into night, during the night, as night turns into day. • Assessment Activities • Develop picture resource showing sunrise, day, dusk, night. It is not necessary to label the pictures but to be able to show the pictures to children. Ask children to describe what is happening in each picture. This can be done orally or in written format. • Develop resource page to give to each child on which child can draw the sun or moon in the appropriate position in the appropriate picture (picture of child in the bed, picture of a child waking up, picture of a child in school, picture of a child getting ready for bed). • Note: During these years, learning about objects in the sky should be entirely observational and qualitative, for the children are far from ready to understand the magnitudes involved or to make sense out of the explanations. • The priority is to get the students noticing and describing what the sky looks like to them at different times. They should, for example, observe how the moon appears to change its shape. But it is too soon to name all the moon’s phases and much too soon to explain them. GeorgiaStandards.Org, Benchmarks for Science Literacy Instructional Notes: Read a book that describes a 24-hour cycle of the moon, sun, and/or stars. After class discussion of each period (day, sunset, night, sunrise), the class would draw the four periods of the cycle. The class could be divided into 4 groups. Each group could draw one period, or each student could do four drawings. The pictures would be placed on the wall to show the transition of the sky through the 24- hour cycle.