Science lesson plan · 1st grade (Year 2 in England) · 45 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 · 5 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.
- Why can't we see stars in the daytime? (The Sun's light is so bright it hides them / Stars only exist at night / The stars go away in the day / Clouds always cover them) → The Sun's light is so bright it hides themPrompt: Stars are still there during the day.
- Sun, Moon and stars: which statement is true? (The Moon reflects light from the Sun. / The Sun goes round the Earth. / The Moon makes its own light. / You can only see the Moon at night.) → The Moon reflects light from the Sun.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 appears to move across the sky during the day. / The Sun is a star.) → You can only see the Moon at night.Prompt: Does the Sun really move round us?
Hook · 5 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 · 10 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 · 10 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 do stars look tiny even though many are bigger than the Sun? (They are made of glitter. / They shrink at night. / Our eyes are too small. / They are extremely far away.) → They are extremely far away.Prompt: How big does an aeroplane (airplane) look when it is far away?
- Stars: which statement is true? (The Moon is a star. / Stars are small and close to Earth. / Stars disappear in the morning and are made again at night. / The Sun is a star.) → The Sun is a star.Prompt: Remember the Sun is our nearest star.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Stars: which statement is true? (Stars disappear in the morning and are made again at night. / The Moon is a star. / The Sun is a star. / Stars are small and close to Earth.) → The Sun is a star.Prompt: Remember the Sun is our nearest star.
- True or false? You can see more stars on a dark night away from city lights. (True / False) → TruePrompt: What hides stars, and how far away are they?
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