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The sky at night - Coggle Diagram
The sky at night
Natural Science
How the moon seems to change shape
The 8 cycles of the moon: New, Waxing Crescent, First Quarter, Waxing Gibbous, Full, Waning Gibbous, Third Quarter, Waning Crescent. (NASA, 2026: paragraph 1)
Conduct an experiment with the students where they each hold an plastic flashlight an a medium polister ball in the flashlights light. The teacher will instruct them to slowly move the ball forward or backwards in the flashlights light. Paying close attention to how the light hits the ball and how the shadow forms on the ball depending on its position under the flashlights light.
This experiment will visually allow let the students to discover how the moon changes shape every night due to its position around the earth and under the sun's light.
What the night looks like.
Night: Moon rises, we can see the stars, sky turns dark, cooler than through the daytime, nocturnal animals come out at night (bunnies, moth's, foxes). (Blue Book, 2025: 60 till 61)
The children will document for two days how the night times look out of there window's back home, writing down things that they have noticed changing between the day time and the night time. Once they have finished documenting the changes at home, we will discuss what what they documented of how night time looks like.
Technology
What the moon looks like
Moon characteristics: Moon dust, lunar volcanos, dark side (night), light side (day), cold temperatures, low graffiti, moon cycle. (NASA, 2026)
Students will create an poster with of the moon, adding key labels of the key characteristics of the moon.
Changing from day to night
Differences between day time and night time: Temperatures, animal activities, humans use of electricity, awake during day time and sleeping at night time, eat two meals through the day, eat one at night, etc. (Blue Book, 2025: 60 till 61)
The children will make a document for two days how the night times look out of there window's back home, writing down things that they have noticed changing between the day time and the night time. Once they have finished documenting the changes at home, we will as a class document how the day time looks at school. We will compare and discuss their changes they have discovered between the daytime and nightime zones. Once we discussed their discoveries, they will create a list of the diffrences we just discussed and documented between day and night times.
Social Science
Stars
For a celestial being to be classified as a star, it needs to contain certain characteristics to be called a star. Characteristics: core heating up to millions of degrees, mass gravity, nuclear fusion, create its own light. (NASA, 2026: par 2 and 3)
We will discuss about how we have stars in our solar system and what characteristics a star must have to be called a star. Once we have discussed of what makes a star an star, we will investicate and explore the characteristics of the sun- leading towards discovering that the sun is a star because it contains all the characteristics needed to be classified as a star in our solar system.
Stars
We can see the moon sometimes during day time because: it is close to earth, it reflects the sun's sunligt making it be bright enough to cut through our blue atmosphere. (NASA, 2023).
The students will be instructed to look in the mornings if they can see the moon in the sky while the sun is up for an week at home and as a class at school. We will discuss about why they think we can see the moon still during the day while the sun is in the sky also before the teacher play a video for the students that will explaining about why we can see the moon during the day time. Once the video have finished playing, the teacher will explain it to the students once more, while also answering possible questions the students might have about the new discovery that the moon doesn't just exist in the night time, but during the day time also.