CONSTELLATION CONSTRUCTION LESSON PLAN:

Content Area: Standard(s): Title:

MichiganK-12ScienceStandard Constellation
Science Construction
5-ESS1-2: Represent data in graphical
displays to reveal patterns of daily changes in
length and direction of shadows, day and
night, and the seasonal appearance of some
stars in the night sky.

MAEIA Standards

Create: VA.EL.C.1 Students can identify and

apply various techniques, symbols, and
materials to achieve desired effects when
communicating ideas visually.

Perform: VA.EL.P.1 Students can select and

apply materials and processes effectively and
safely while participating in art making
experiences.

Purpose (why of the lesson, where and how does it fit into the course/curriculum)
ARTS Integration:

The purpose of this lesson is to help students understand that some constellations change with
the seasons. This lesson is designed for students to develop an understanding of why those
changes occur as well. The lesson correlates with scientific content surrounding space and the
solar system, and specifically with the standard based on concepts of changes in length and
direction of shadows, day and night, and seasonal appearance of some stars in the sky.

The purpose of integrating arts into the lesson is to provide an interactive, hands-on and
brains-on approach. Additionally, it allows the students freedom to choose how they want to
showcase their newly acquired knowledge, rather than assessing them through only one method,
such as a written test.

Learning outcome(s) (what will students be able to do/know by the end of the lesson;
I can statements)

I can describe why the constellations that are visible in the night sky vary by season.
Pre-test (activate and diagnose prior knowledge)
In order to assess students prior knowledge, the class will work together to create an acronym
for the word constellation. This word was chosen because it is the focus of the lesson. The
word constellation will be written vertically on the whiteboard and the class will work together to
develop a short sentence that starts with each letter. One of the instructors will write the
sentences on the board as the class is reciting them. These sentences should be made up of
ideas, concepts, and thoughts that students have in relation to constellations. **It is okay for
some letters to be left blank if students cannot think of a sentence for each. Additionally, if
students are struggling with whole sentence creation, they may simply create a word that starts
with that letter and correlates with the topic.**

Example:
Change with the season
Orbit of the Earth impacts what stars are seen
Night time is the best time to see constellations
Stars make up constellations
T (Continue for all letters)
E
L
L
A
T
I
O
N

Bridge-in (Anticipatory Set) (focus student attention, generate enthusiasm, set

learning expectations)
Once students have finished the pre-assessment, the Youtube video, ConstellationLocation:
CrashCourseKids#31.2 (https://www.youtube.com/watch?v=BbzCA0Lgf3Y), will be shown to
the class as a means by which to capture their attention and prepare them for the lesson. This
video displays information about constellation locations, as well as other general concepts that
students will need to master during this lesson, in simple terms and with fun and engaging
graphics.
Input from you (main content: ideas,
information, concepts, principles,
procedures and examples)
TASK ANALYSIS
The constellations that are visible vary by
season.
The Earth rotates counterclockwise
The Earth makes one rotation on its
axis per day
The Earth orbits the sun
counterclockwise
The Earth makes one orbit per year
Star locations do not change
Stars are still in their location during
the day
You cannot see the stars during the
day due to the sun
The position of the Earth in its orbit
determines our seasons
The hemisphere in which one lives
determine which circumpolar
constellations are seen
BLOOMS LEVELS
Knowledge:
What way does the Earth rotate?
What direction does the Earth orbit the sun?
Comprehension:
What can you share about what you learned
during this lesson?
What can you say about stars locations?
Analysis:
How do we know what season it is?
What evidence do you have to support the
argument that visible constellations change by
season?
Synthesis:
How come some constellations are always
visible?
Why do the constellations that are always
Modeling I do (teacher shows how
with student involvement):
Students will have received their star chart to
investigate and reference during the
anticipatory set video.
Once the video is done teacher will return to
the words/sentences written for constellation
during the pre-test and review whether any of
the words used were heard in the video (there
will likely be one or two). Explain to students
that constellations and the seasons will be our
focus today and ask students to turn to their
star charts.
Teacher will now provide an explanation and
demonstration on how to use the star charts.
Teacher will explain that In order to use the
star charts accurately you will need to be
facing North. To use it you rotate the chart until
the current season is at the bottom. The
constellations at the bottom of your chart are
what appear in the Northern sky.
Teacher will hold up star chart with summer at
the bottom (June-Aug) and ask the students to
do the same. Ask what constellations would
be visible in the sky? Then ask students to
place winter (Nov-Jan) at the bottom and
identify some of the constellations that would
be visible.
Allow a minute or two for students to explore
the star chart and discuss with peers before
moving on to the guided practice.
Guided Practice We do
(application of knowledge: classroom
activities for students, problem to solve,
etc.)
Students volunteers will demonstrate a model
of how the earth orbits the sun and therefore
has a different vantage point of the
constellations in the various seasons. Pictures
visible (circumpolar constellations) still change
positions?
ACCOMMODATIONS (Differentiation to
meet needs)
Students who would like to explore the
model longer or more thoroughly will
be allowed to do so with the teacher as
groups begin work on their
constellation construction.
Students will be allowed to choose the
area in which they work to minimize
their distractions if necessary
Teacher will be checking in with small
groups during construction to address
any confusion or questions that may
arise
Teacher will complete frequent checks
for understanding throughout lesson
METHODS AND MATERIALS
One picture of each of the 12 zodiac
constellations
One printed outline of the sun
One globe
28 constellation index cards
Computer
Internet/access to YouTube
Projector
28 star charts (Available at
http://www.armaghplanet.com/pdf/BT_PDF
/star_chart_poster.pdf)
Markers, colored pencils, crayons
Construction paper
Toothpicks
Marshmallows
Toilet paper rolls
STEPS OF THE LESSON
1. First students prior knowledge will be
assessed by making an acronym using
the word constellation. (Detailed
instructions are available above in the
assessing pre-test section).
2. Pass out a star chart to each student
of the twelve zodiac constellations will be
provided to twelve volunteer students who will
stand and hold their constellation pictures in
separate groups around the perimeter of room
by the season that their constellations appear
in.
The constellations will be printed on color
coded paper for the season. Constellations on
blue paper represent those visible in the
northern hemisphere during the winter;
constellations on green paper represent spring,
yellow paper represent summer, and orange
paper represent fall.
There will be a thirteenth volunteer who will
stand in the middle of the classroom holding a
sun outline to represent the Sun in the model.
A fourteenth volunteer will be needed to be the
Earth in the model. This individual will hold a
globe and stand in between the sun in the
center of the room and the groups of
constellations at the perimeter. Then, with the
instruction and guidance from the instructor,
the students will demonstrate what happens as
the Earth orbits the Sun.
Ask the student who is Earth to start facing the
Sun with North America pointed towards the
Sun. Then ask the class, Is it currently day or
night based our position of the Earth? They
should hopefully answer, Day. Then, ask the
student to rotate counterclockwise (to their left)
so that their back is turned toward the Sun and
North America is pointed away from it. Explain
this is because the Earth rotates
counterclockwise during its daily rotation.
Then, ask the class, Now that Earths back is
turned to the Sun, is it day or night? The
students should answer Night.
The student who is Earth should now be facing
a grouping of constellations for a specific
season. (You can ask the students what
season they believe that color represents or
tell them what season it is.) Ask students to
think about and share why they think the other
 to reference during the video and constellations around the classroom are not
discussion. visible during this time. Based off student
3. Students will view the Youtube clip answers, make it clear that the location of
Constellation Location: Crash Course Earth in its orbit is the reason that they can
Kids #31.2. After the video return to only see the stars of that season in addition to
the pre-test word, constellation and the circumpolar constellations (be sure to
see if any words/sentences created define circumpolar). Rotate through all of the
match those heard in the video. seasons and possibly change who is the Earth
Explain that constellations and the at each season so that different students get
seasons are the focus of the lesson. the perspective of Earth. As the groups move
4. Explore Seasonal Constellations towards constellation construction, the teacher
and Circumpolar Constellations: can help students who want to visualize it
Ask students, What do you think personally or who need a little more
seasonal constellations are? Likely clarification by continuing to use the model
respond with constellations that are until a deeper understanding is reached.
only visible in certain seasons. Then
ask, What do you think circumpolar Key for Zodiac Constellations and Season
constellations are? Provide Aries-Winter
scaffolding if necessary by breaking Taurus-Winter
the word up. Ask students to think, Gemini-Winter
What does the prefix circum- mean? Cancer-Spring
It means around. Then connect the Leo-Spring
word with the meaning To go around Virgo-Spring
Libra-Summer
the poles (North or South). Reiterate
Scorpio-Summer
that seasonal constellations are only
Sagittarius-Summer
visible during certain seasons and
Aquarius-Fall
circumpolar constellations are always
Pisces-Fall
visible. Extend student knowledge by Capricorn-Fall
sharing with them that the Northern
and Southern hemispheres have
different circumpolar constellations.
5. Star Chart explanation and Circumpolar Constellations for Northern
demonstration will be conducted. Hemisphere
(Detailed instructions are available in
the Modeling section) Auriga
6. Next the guided practice portion of the Camelopardalis
lesson will occur. The students will Cassiopeia
make a visual model of the Cepheus
constellations during different seasons Draco
and why only some are visible to us Lynx
from our location on Earth. (Detailed Perseus
instructions are available in the Guided Ursa Major (Big Dipper)
Practice section) Ursa Minor
7. Collaborative practice is next. The
students will draw shuffled
constellation index cards to create
groups. The class will split into their
 groups and construct a constellation of
their choosing from the star chart (or
whats on their card) using the supplies
that are present. Each student in each
group will make their own model of the
groups chosen constellation. Then
they will present their finished products
to the class. (Detailed instructions are
available in the Collaborative Practice
section.)
8. Conclusion involves students sharing
their constellation creations with the
class and completing an exit card.
(Detailed instructions are available
below in the closure section.)

Check for Understanding (what questions will you ask and when to determine
students understand) FORMATIVE ASSESSMENTS used throughout the lesson,
RETEACH as needed

Which direction does the Earth rotate?

How many times does the Earth rotate each day?
How many times does the Earth orbit every year?
Why cant we see the stars during the day?
Do stars move around or disappear during the day?
Why can we only see certain constellations during certain seasons?
How are the seasons determined?

Collaborative and/or Independent Practice You do together or You

do ( students work together or independently to practice lesson learning)

Once most students feel comfortable with the visual explanation the class will be split into groups
based on an index card featuring a constellation. Each student will draw a constellation index
card from the stack. The students are then divided into groups based on the constellation card
they have chosen. They will be divided into four groups.

When each group is seated in their chosen area, the instructor will inform the groups that each
member is to make a model of an agreed upon group constellation. Ask them to choose a group
constellation from either the index card or their star charts. Once each group has confirmed their
constellation with the teacher, they may move on to construction.

The class will be given an array of supplies to utilize in their construction and may choose to
create a constellation using any type of materials. For example, they may choose to draw a
picture of a constellation using colored pencils and construction paper, or they may choose to
create a 3D model of a constellation using marshmallows and toothpicks.

The teacher will give a 5-minute warning before telling students to finish. Upon finishing, each
group will show the class their various constellation creations, sharing what constellation it is and
what season it is visible in, etc.

Closure (recap key concepts, helps students consolidate knowledge)

As the lesson draws to a close, the teacher will regroup as a whole class and ask each
constellation group to present their creations. The teacher will probe each group into telling the
class the season in which their constellation appears, why we can only see it during that season,
why they chose the materials/mediums to create their constellation, any problems or mishaps
they experienced during construction, or anything else they would like to share.

Once all groups have finished sharing the teacher will conclude the lesson by recapping the main
concept: the position of the Earth in its orbit around the Sun determines which constellations we
see in the night sky and that is why the constellations vary by season. The instructor will then
explain how to complete the exit card and will collect the exit cards once students are finished.

Assessment (how will your assess objectives/I can statements, how will
students demonstrate understanding)
For the science standard, each student will complete an exit card with the question,Why are
some constellations only visible during certain seasons? The teacher will then collect the cards
to determine student understanding of the lesson.
For the art standards, students will explain why they chose the materials they did, and how they
went about creating their constellation models. The explanations will demonstrate the students
knowledge of the materials and techniques used in the creation of their models, as well as
whether their materials and techniques were effective in making their models.
 Lesson Management / Engagement
Strategies Used (add timing cues throughout the lesson)
Use of constellation index cards to group students. There will be four groups, one for
each of the seasons. Students will randomly select a card, and then be a part of the
group that corresponds with the season on their index card.
Students will only be chosen to volunteer and/or answer questions aloud if they raise
their hand, in order to manage speaking out of turn.
The students will be allotted about 5 minutes for collaboration on the pre-test. They will
not be assessed on how many sentences are completed within this amount of time--it
simply means that we will move forward with the lesson after this time period.
When-before-what commands will be used to avoid chaos when transitioning from one
activity in the lesson to another. For example: When I say constellation, you may come
to the front of the room, move to your groups, etc..
A five minute warning will be given during group collaboration to alert students so they
may finish their creations on time.
To bring students attention back to instructors after group collaboration, we will
do the 3-2-1 countdown. Example: Please stop talking in
three...two...one...thank you!

Technology Integration (what did you use, how will/did it help the students
learn)

Video: Constellation Location: Crash Course Kids episode 31.2

(https://www.youtube.com/watch?v=BbzCA0Lgf3Y)

The integration of the Crash Course Kids video acts as a way to introduce the lessons topic in a
straightforward and informative manner and offers a brief overview of the topic as well. The video
will act as a anticipatory set to ensure all students are ready to participate in the subsequent
guided set activity.
 Arts Integration (was it successful, how did it help the students learn)
This lesson incorporates the use of visual arts because arts integration allows students to look at
these scientific concepts in a more meaningful way. It can be difficult to understand scientific
curriculum when simply reading or being lectured about it; therefore, we use visual arts to give
students a hands-on approach toward understanding these complex concepts. Additionally, the
use of visual arts in this lesson allows students to showcase their understanding of the content
by using materials that are most suitable for them. We provide them with various different types
of crafting materials, such as construction paper and markers for drawing as well as
marshmallows and toothpicks for 3D construction. By providing our students with choice, we are
taking the pressure away from the assessment portion of the lesson and allowing them to enjoy a

creative expression of what they have learned!