Science lesson plan · 1st grade (Year 2 in England) · 30 minutes
Stars: when we see them and what they are
Space
CCSS NGSS.1-ESS1-1England: KS2 Y5 Earth and space
Objective and success criteria
Students will: Stars: when we see them and what they are.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: The Sun, Moon and stars
Leads to: Why we see different stars in different seasons
Materials: Torch and ball for a Sun-Earth-Moon model, Space images, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (The Sun, Moon and stars). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the Sun? (a comet / a star / a planet / a moon) → a starPrompt: It makes its own light, like the stars at night.
- Sun, Moon and stars: which statement is true? (The Sun goes round the Earth. / The Moon makes its own light. / Stars are still in the sky during the day. / You can only see the Moon at night.) → Stars are still in the sky during the day.Prompt: Which objects make their own light?
- Sun, Moon and stars: which statement is NOT true? (You can only see the Moon at night. / The Moon reflects light from the Sun. / The Sun is a star. / Stars are still in the sky during the day.) → You can only see the Moon at night.Prompt: Does the Sun really move round us?
Hook · 3 min
- Ask why we see the Moon change shape over a month.
- Share the objective: Stars: when we see them and what they are. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What are stars?
- Step 1: Stars are giant balls of hot gas that give out their own light.
- Step 2: So the answer is: huge, very hot balls of glowing gas, very far away
- Answer: huge, very hot balls of glowing gas, very far away
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Why did people long ago use star patterns to find their way? (Stars only appear above roads. / Stars point at the nearest town. / The patterns stay the same and appear in predictable places. / Stars talk to sailors.) → The patterns stay the same and appear in predictable places.Prompt: Do star patterns change shape from night to night?
- Stars: which statement is true? (Stars are small and close to Earth. / Stars give out their own light. / The Moon is a star. / Stars disappear in the morning and are made again at night.) → Stars give out their own light.Prompt: Remember the Sun is our nearest star.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Why do stars look tiny even though many are bigger than the Sun? (They shrink at night. / They are extremely far away. / Our eyes are too small. / They are made of glitter.) → They are extremely far away.Prompt: How big does an aeroplane (airplane) look when it is far away?
- Stars: which statement is true? (Stars are small and close to Earth. / The Moon is a star. / The Sun is a star. / Stars disappear in the morning and are made again at night.) → The Sun is a star.Prompt: Remember the Sun is our nearest star.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: The Sun, Moon and stars.
- Use concrete materials: torch and ball for a sun-earth-moon model.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Why we see different stars in different seasons.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder