Beacon Lesson Plan Library
One Sun, One Moon
Bay District Schools
Share the joy of books while introducing students to counting to ten, making predictions, and recognizing characteristics of the day and night sky. Students begin creating their own counting books while studying the number 1.
The student uses titles and illustrations to make oral predictions.
The student uses prewriting strategies (ex. drawing pictures, recording or dictating questions for investigation).
The student dictates messages (for example, news, stories).
The student counts up to 10 or more objects using verbal names and one-to-one correspondence.
The student uses numbers and pictures to describe how many objects are in a set (to 10 or more).
The student uses sets of concrete materials to represent quantities, to 10 or more, given in verbal or written form.
The student knows that the sky looks different during the day than it does at night.
The student knows some of the objects seen in the night sky (for example, stars, Moon).
-Crews, Donald. [Ten Black Dots]. Scholastic. New York. 1986.
-One quarter-size, yellow construction paper or sticker dot per student (55 yellow dots per student will be needed for the entire unit)
-Yellow construction paper cutout of the numeral 1, one per student plus one for the teacher’s number wall card from associated file (cutouts of numerals 1 – 10 for each student and teacher will be needed for the unit)
-Copy of the student worksheet from associated file – one per student
-Copy of the formative assessment checklist – one per student
-Three sheets of chart paper
-Various colors of markers for writing on chart paper
-One large yellow star traced from the pattern in the associated file for the number wall cards (55 will be needed for the unit)
-One 12 x 16 sheet of dark blue construction paper to make number wall cards (10 will be needed for the unit)
-One sheet per student of light blue, 6 x 8 construction paper (for the unit, each student will need 5 light blue and 5 dark blue, 6 x 8 pieces of construction paper, plus 1 12 x 16 sheet of either color)
-Pencils (one per student)
-A set of multiple colors of crayons and/or markers per student or group
-One one-gallon plastic bag per student
1. Obtain and preview the book [Ten Black Dots]. This book is the basis for the unit and will be used daily.
2. Cut or obtain 1 quarter-size, yellow, construction paper or sticker dot per student. Fifty-five yellow dots per student will be needed for the entire unit. (The Ellison cutouts work great.)
3. Cut a yellow construction paper cutout of the numeral 1 per student plus one for the teacher’s number wall card. Cutouts of numerals 1 – 10 for each student and teacher will be needed for the unit. See associated file for a pattern. (The Ellison cutouts work great as do stickers.)
4. Download, print, and duplicate student worksheet from associated file – one per student.
5. Download, print, and duplicate formative assessment checklist from the unit attached file (see Extensions for the link) – one per student.
6. Locate 3 sheets of chart paper.
7. Locate various colors of markers for writing on chart paper.
8. Create a large yellow star traced from the pattern in the associated file for the number wall cards. Fifty-five large yellow stars will be needed for the unit. (The Ellison cutouts work great.)
9. Locate one 12 x 16 sheet of dark blue construction paper to make number wall cards. On this dark blue paper, glue the large yellow star and a yellow cutout of the numeral 1. Ten sheets of dark blue paper will be needed for the unit, each with a yellow numeral and the appropriate number of stars.
10. Locate one sheet per student of light blue, 6 x 8, construction paper. For the unit, each student will need 5 light blue and 5 dark blue, 6 x 8 pieces of construction paper, plus one 12 x 16 sheet of either color.
11. Locate pencils, one per student.
12. Locate a set of multiple colors of crayons and/or markers per student or group of students.
13. Secure one one-gallon plastic bag per student. Write the students’ names on the bags. Hang them on the bulletin board, chalk tray, or wall.
14. All books used in the unit that this lesson is part of should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site listed in the Weblinks section of this lesson plan. Ask your media specialist to request the books for you from the various libraries. I have found all media specialists to willingly share their books.
Note: This is lesson plan number one of ten that makes up the unit Sky High Counting available from the link in the top right corner or the Extensions section of this lesson plan. This integrated lesson plan includes reading, writing, mathematics, and science.
1. Display the number wall card for the number 1. Announce that today our special visitor is the number one.
2. Trace the cutout numeral on the chart with your finger. As you do, talk to the students about the fact that the numeral one is just a straight line. It has no top. It has no bottom. It has no wiggles in the line. Have the students trace the one in the air with their fingers.
3. Touch the yellow star on the wall chart and say the number word “one.” Talk to the students about the one star being the only one on the chart.
4. Make the relation with the numeral 1 and the one star obvious. Touch the star and say “one.” Then, trace the numeral and say “one.” Tell students that the numeral tells how many stars are on the paper.
5. Hang the wall card on the wall high enough that students can see it but low enough that they can touch the stars.
6. Display the chart paper. Ask student to tell you other things in the classroom that there is only one of. Make a list of things there are only one of in the classroom as related by the students. The list should be words and drawings if possible. As the students respond, give formative feedback such as, “Yes, there is only one clock on the wall.” or “No, we have five tables in our room. 1, 2, 3, 4, 5. What is there only one of?” When all students have had the opportunity to add one item to the list, hang the list under the wall chart.
7. Pass out the worksheet from the associated file. Have students write their names on the papers. Using their fingers, have the students trace the numeral 1 on the paper. As students are tracing with their fingers, verbally describe the procedure saying, “Start tracing at the top, come straight down, and stop at the bottom.” Have students pick up their pencils and trace the numeral 1 using their pencils. Verbally describe the tracing again. (This is an introduction to reading and writing numerals to 10. To include this standard in the unit, additional modeling and practice would be required.)
8. Tell the students that there are many stars on the paper, but our numeral tells us to only color one star. Tell students to pick one color and color one star.
9. Collect the papers. Use the papers to formatively assess individual student’s knowledge of the numeral and number one. Mark students' ability on the formative assessment record sheet. If other issues such as not following instructions, or not completing the paper arise, they should be addressed and corrective action taken. Students must follow instructions if they are to adequately demonstrate their knowledge of counting.
Reading (read-aloud) –
Note: While asking questions and requesting student input, be sure all students have the opportunity to demonstrate knowledge, share their predictions, and abilities, etc. Don't allow the more vocal students to dominate.
10. Show the book, [Ten Black Dots]. This book will be used repeatedly in this unit and is the basis for our final summative assessment at the end of the unit. Embrace it and make it loved by your students.
11. Look at the cover of the book. Ask if students can predict what the title might be. Teach students to predict by using what they see. Ask guiding questions such as: “What could we call the round spots?” “What color are the dots?” “How many dots are there?” Count the dots with the students touching each dot as you count to model one-to-one correspondence. Ask again for predictions about the title of the book.
12. Read the first page to the students. Touch the one sun and say, One sun. Touch the moon and say, “one moon.”
13. Ask students to predict what will be on the next page. Give formative feedback to guide their predicting skills such as: “Since you know this book is called [Ten Back Dots], and this page has one black dot, do you think the next page will have two black dots? That sounds reasonable. Let’s look and see.” “You know the book is called [Ten Black Dots]. What color do you think the dots will be on the next page? You know this page is about one black dot. How many dots do you think will be on the next page?” Formative feedback tells why the student is correct and/or guides the student towards the correct answer.
14. Continue reading the entire book following the read, count with one-to-one correspondence, and prediction procedures that have been established.
15. Place the book in a predominant place in the classroom, such as on the chalk tray. Invite students to read the book during their “self selected” reading time.
16. Draw students’ attention back to the number card for the number one that is now on the wall. Ask students to explain why the paper used is dark blue. Ask guiding questions as necessary to guide the students toward the answer of this being the night sky since they can see a star.
17. Open the book, [Ten Black Dots], to the pages that show one sun and one moon. Discuss how to know if it is a day sky or night sky that is seen. Characteristics to address are amount of light and things that might be seen in the sky.
18. Ask students to tell what might be seen in the day sky. List their suggestions on a piece of chart paper titled “Day Sky.” Remember to write the word and draw a picture for each item. Examples are sun, airplane, kites, butterflies, bees, birds, balloons, helicopters, clouds, raindrops, and leaves blowing. Give formative feedback such as, “Right. We have all seen airplanes in the day sky.” or “I don’t think dogs are ever in the sky. Remember, we only want to know what might be in the day sky.”
19. Ask students to tell what might be seen in the night sky. List their suggestions on a piece of chart paper titled “Night Sky.” Remember to write the word and draw a picture for each item. Examples are moon, stars, owl eyes, airplane lights, shooting stars, planets (Mars, Venus), fireworks, lightning bugs (fire flies), mosquitoes, and red lights on top of towers.
20. Hang the charts for day sky and night sky on the wall. These charts will be used daily as the students use these suggestions while creating their [Day Sky, Night Sky Counting Book].
21. Reread [Ten Black Dots].
22. Tell students that they will be creating a counting book somewhat like [Ten Black Dots]. Their books will have yellow dots. Have students predict what the title of their books could be.
23. Next, explain that the yellow dots will be on light blue paper for day sky and dark blue paper for night sky. Ask for further predictions for the title. In this lesson plan, I’ll be calling the book [Day Sky, Night Sky Counting Book], however, your students may decided on a different title for the book. How the book is titled is your choice.
24. Tell students that the first page in their counting books will be for the number one. Ask how many yellow dots each student will need for this page.
25. Pass out one piece of light blue paper to each student. Ask whether the first page will be about things in the day sky or night sky. Ask students to explain their answer.
26. Now that students know that they will be making a page for their books with one yellow dot in the day sky, refer back to the “Day Sky” chart and discuss what the yellow dot could represent. This does not need to be a consensus, as the books do not need to be identical. The purpose is to create a page with one yellow dot that represents something that could be in the day sky. We will discuss the title more in the next couple of days so don’t write titles yet.
27. Show a container with the yellow dots, and another container with numeral cutouts. Call on groups of students to come get one dot from the dot container and a numeral 1 from the numeral container. As they get their dots and numerals, have students show you what they have selected as they walk back to their seat. Correct any miscounting or misconceptions as the individuals show you their dots and numerals.
28. Have students place the dots and numerals on their papers (just place, not glue). Demonstrate how the dot could be the sun and talk about what else could be in the picture (clouds, birds, etc.) Ask several students to share what their dot is going to be and what they are going to draw. Give feedback to help guide students such as, “Yes, if the dot is a bird’s body, you can draw the rest of the bird.” or “If the dot is a bird’s body, would you have a dog in your picture? Remember that the picture is of what is in the day sky. A dog would not be in the sky.”
29. Remind students by showing pages from the [Ten Black Dots] book, that each page must have a story that goes with it. Demonstrate how the story on each page must match the picture on the page. Give examples and non-examples of stories that could be on the page. For example, looking at the one black dot that is a sun, note that the story did not say anything about an airplane since an airplane is not in the picture. Only things in the picture may be in the story.
30. Stories should include the number word, whether it is a day sky or night sky, and what the item is in the picture. Model a story about the sun such as: “One big yellow sun is in the day sky. It is shining down on me. The sun keeps me warm.” Ask students what would be in the picture for this story.
31. Pass out crayons and/or markers. Have students turn their papers the tall way to do their drawing. (Then the large construction paper cover can be folded to be the front and back of the book.)
32. As students are drawing, they should be thinking about the story that goes with this page. Tell them to be ready to tell you their story as you come to them, and you will write their stories on their pages for them.
33. Before students begin drawing, assist them in gluing their dots and numerals to the page. This can be done one-on-one, or as a group as you demonstrate depending on the ability of the class.
34. As students are drawing, circulate and write students' stories as they dictate them to you. Remind students that their stories must match their drawings; so only tell you a story about what they are drawing. Give formative feedback as to whether their drawings are appropriate for the day sky and whether their stories match their drawings.
35. Have students store their completed pages in their gallon bags. If the bags are hanging on the wall or bulletin board, it is easy to quickly view who has completed the page and followed directions by placing it in the correct place. If the pages are placed in cubbies or desks, they tend to get lost before all ten pages are complete and the book is assembled.
36. Tomorrow you will be learning about the number two. Look at your dad (or mom, or a grown-up at your house) and see what parts of the face they have two of. Be ready to tell us at school tomorrow.
37. Tonight, look at the night sky and be ready to tell us something you could see in the night sky.
Formative assessments are performed throughout the lesson as indicated, with both affirmative and corrective feedback given. A formative assessment checklist is available from the unit plan attached files. The unit plan can be accessed through the Extensions section of this lesson plan. Every student may not be formatively assessed every day, however, formative assessment and feedback in an integral part of teaching and student understanding, so should be used as often as possible.
1. Number words can be added to the wall cards, worksheets, and book pages.
2. Zero can be added to the wall cards and book pages.
3. Adult volunteers can help with assembling wall cards, gluing yellow dots and numerals, and taking dictations.
4. ESE modifications may include guiding students’ hands while touching the stars being counted or having students put a mark on rather than color the stars on the worksheet.
5. ESOL modifications may include reading to small groups of students rather than the whole group.
6. To add appropriate music, sing “Twinkle, Twinkle Little Star” with the students.
7. If the specific books used in this lesson cannot be located, a book with similar content can be substituted.
8. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2982. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
1. All books used in this lesson should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site. SunLink
2. U. S. Navy Observatory, Astronomical Applications Department contains definitions of sunrise, sunset, and twilight. This site is a teacher resource. US Navy Observatory