Description

What can be seen in the night sky? This second lesson of the unit, Sky High Counting, teaches students to count to ten, make predictions, and recognize the day and night sky. Students continue their counting books adding a page for the number 2.

Materials

-Crews, Donald. [Ten Black Dots]. New York. Scholastic. 1968

-Falconer, Ian. [Olivia Counts]. New York. Simon and Schuster. 2002

-Carle, Eric. [Little Cloud]. New York. Philomel Books. 1996

-Two quarter-size, yellow, construction paper or sticker dots per student

-Yellow construction paper cutout of the numeral 2, one per student plus one for the teacher’s number wall card (see associated file for lesson plan (One Sun, One Moon)

-Copy of the student worksheet from associated file – one per student

-Copy of the formative assessment checklist used on day 1 of the unit – one per student

-One sheet of chart paper

-Various colors of markers for writing on chart paper

-Two large yellow stars traced from the pattern for the number wall cards (see associated file for lesson plan One Sun, One Moon)

-One 12 x 16 sheet of dark blue construction paper to make number wall cards

- One sheet per student of dark blue, 6 x 8, construction paper

-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 (from day 1 of the unit)

Procedures

Note: This is lesson plan number two of ten that makes up the unit, Sky High Counting, available from the link in the top corner or the Extensions section of this lesson plan. This integrated lesson plan includes reading, writing, mathematics, and science.

Review –

1. Draw students’ attention to the wall chart for the number one that was presented yesterday. Orally review the line of the numeral by having students trace it in the air as you verbally describe to start at the top and trace straight down. Ask a student to count the number of stars on the chart. Ask whether the blue paper is supposed to be the day sky or night sky and encourage students to explain how they know.

Math –

2. Read the book, [Olivia Counts]. As you read, demonstrate one-to-one correspondence while counting the various objects. Ask students to relate the objects in the book to their own experiences. Ask questions about these shared experiences that result in the answer “two” such as: “How many eyes does Olivia have?”

3. Display the number wall card for the number 2. Announce that today our special visitor is the number two.

4. Trace the cutout numeral on the chart with your finger. As you do, talk to the students about the fact that the numeral two starts with a curve line, but at the bottom of the curve it goes straight back. Have the students trace the two in the air with their fingers.

5. Touch the yellow stars on the wall chart and say the number words “one, two” demonstrating one-to-one correspondence.

6. Make the relation with the numeral two and the two stars obvious. Touch the star and say “one, two.” Then, trace the numeral and say “two.” Tell students that the numeral tells how many stars are on the paper.

7. Hang the wall card on the wall high enough that students can see it but low enough that they can touch the stars.

8. Display the chart paper. Remind students that their homework last night was to look at their dads and find body parts that he has two of. Ask student to tell you which body parts their dad has two of. Make a list as related by the students. The list should be words and drawings if possible. As the students respond, give formative feedback such as, “Yes, we all have two eyes.” or “No, we only have one nose. Look at me. What body part do I have two of?” When students have had the opportunity to add as many body parts as possible to the list, hang the list under the wall chart for the number 2.

9. 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 2 on the paper. As students are tracing with their fingers, verbally describe the procedure saying, “The numeral two starts with a curved line, but at the bottom of the curve it goes straight back.” Have students pick up their pencils and trace the numeral 2 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.)

10. Tell the students that there are many stars on the paper, but our numeral tells us to only color two stars. Tell students to pick two colors to color two stars. They can be colored any way the student chooses as long as he/she only uses two colors and only colors two stars. They can be striped, one each color, traced in one color and filled in in the other, etc. The purpose is to be sure the student understands the concept of two.


11. Collect the papers. Use the papers to formatively assess individual student’s knowledge of the numeral and number two. 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.

12. Show the book, [Little Cloud].

13. 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: “Is this a day sky or night sky?” “What is the only thing you see in the sky?” After students predict the title using the illustration, read the title to them.

14. Now that students know the title of the book, ask them to predict what they think the book will be about. Give formative feedback as to whether they are using the title and illustration to make their prediction and whether the prediction is realistic. Possible feedback might be, “Good idea. We see a cloud on the cover. The book might be about things in the day sky.” or “We see a cloud on the cover. Do you think there would be a cloud if the book were about sheep? Think about it some more and I’ll come back to you for another guess.” Formative feedback tells why the student is correct and/or guides the student towards the correct answer.

15. Read the first page to the students. Touch the clouds and count demonstrating one-to-one correspondence. Have the students look at the face on Little Cloud and predict whether it is a happy or sad cloud. Be sure they explain why they are making that prediction.

16. Ask students about clouds they have seen. Were they the same colors as the ones in the book? Were they the same shapes as the ones in the book? Have students relate the clouds in the book to ones in their own lives.

17. Continue reading the entire book. For each page, follow the read, count with one-to-one correspondence, relate to students’ own lives, and predict what will come next, procedures that have been established.

18. 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.

Science –

19. Draw students’ attention back to the number card for the number two that is now on the wall. Review night sky by asking 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.

20. Open the book, [Little Cloud], to any of the pages. 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.

21. If clouds are in the sky, take the class outside for some cloud watching. Discuss what the students may see in the clouds. Remember that the important issue is that students know they can see clouds in the day sky. This is not a study of clouds, but a study of day sky, so take this opportunity to discuss anything seen in the day sky. If no clouds are available today, do some cloud watching as soon as Mother Nature allows.

22. Review the chart made yesterday of things in the day sky. Ask for anything the students may want to add to the list. Ask individuals what they used their yellow dot to make in the day sky on yesterday’s page in their book. Ask how they knew their object would be in the day sky. Answers should relate knowledge that the day sky is light and objects can be seen.

23. Review the chart made yesterday of things in the night sky. Ask for anything the students may want to add to the list. Discuss what there might be two of in the night sky. Guide students to acknowledge that there can’t be two moons in the sky since we only have one moon. There could be two owl eyes in the night sky, but not two deer eyes since deer are not in the sky.

24. Remind students that these charts will be used daily as the students use the objects listed while creating their [Day Sky, Night Sky Counting Book].

Writing –

25. Reread [Ten Black Dots].

26. Remind students that they are creating a counting book somewhat like [Ten Black Dots]. Their books will have yellow dots.

27. Next, remind students 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. Do not write the title to the book yet. Students will complete today’s page giving them one day page and one night page. Then, tomorrow they will predict one last time and a final decision will be made as to the title to be used.

28. Tell students that today’s page in their counting book will be for the number two. Ask how many yellow dots each student will need for this page.

29. Pass out one piece of dark blue paper to each student. Ask whether this page will be about things in the day sky or night sky. Ask students to explain their answer.

30. Show a container with the yellow dots, and another container with numeral cutouts. Call on groups of students to come get two dots from the dot container and a numeral 2 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.

31. Have students place the dots and numerals on their papers (just place, not glue). Demonstrate how the dots could be the two owl eyes and talk about what else could be in the picture (moon, stars, etc.) Ask several students to share what their dots are going to be and what they are going to draw. Give feedback to help guide students such as, “Yes, if the dots are airplane lights, you can draw the rest of the airplane.” or “No, your dots can’t be the moon because there is only one moon in the night sky. What is in the night sky that your two dots could be?”

32. 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.

33. Stories should include the number word “two,” that this is the night sky, and what the item is in the picture. Model a story about two owl eyes such as: “Two big yellow eyes are looking down from the night sky. An owl is looking for something to eat. I think he likes to eat bugs.” Ask students what would be in the picture for this story.

34. Pass out crayons and/or markers. Have students turn their papers the tall way to do their drawings. (Then the large construction paper cover can be folded to be the front and back of the book.)

35. 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.

36. Before students begin drawing, assist them in gluing their dots and numerals to the pages. This can be done one-on-one, or as a group as you demonstrate depending on the ability of the class.

37. 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. Guide students to use the words “two and night sky” in their stories. Give formative feedback as to whether their drawings are appropriate for the night sky and whether their stories match their drawings.

38. Have students store their completed pages in their gallon bags. Place this night page in front of the day page from yesterday. With pages placed in this manner, you can 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.

Homework –

39. Tomorrow you will be learning about the number three. Ask your mom or dad to tell you the story of The Three Bears. Be ready to tell us some of the things in the story that there are three of.

40. Ask your mom or dad to go outside with you as soon as you get up in the morning and look at the sunrise. Be ready to tell us about it tomorrow.

Extensions

1. With minor adjustments, this standard (reads and writes numbers to 10) could be added to the unit. This would require additional practice in writing the numerals.

2. After cloud watching, allow students to draw what they see in the clouds.

3. Number words can be added to the wall cards, worksheets, and book pages.

4. Zero can be added to the wall cards and book pages.

5. Adult volunteers can help with assembling wall cards, gluing yellow dots and numerals, and taking dictations.

6. 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.

7. ESOL modifications may include reading to small groups of students rather than the whole group.

8. If the specific books used in this lesson cannot be located, a book with similar content can be substituted.

9. 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).

Attached Files

A student worksheet for the number 2.     File Extension: pdf