Twinkle Twinkle Little Star
In this provocation, students will explore space and constellations.
Objective:
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Students will explore the concepts of stars, space, and creativity through the popular nursery rhyme "Twinkle Twinkle Little Star".
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Students will create a piece of artwork or a model that represents the night sky, incorporating elements of STEAM.
Problem-solving and strategic thinking:
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Students will create a 3D model to represent the Nursery rhyme Twinkle Twinkle Little Star using a variety of new or recycled materials.
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Students will collaborate with a partner/group to design and create their 3D model.
Standards/Objectives addressed:
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RL.K.2 - With prompting and support, retell familiar stories, including key details.
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RF.K.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonological awareness) by recognizing and producing rhyming words.
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SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
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CCSS.ELA-Literacy.RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
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CCSS.ELA-Literacy.RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
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K.MD.A.2 - Directly compare two objects with a measurable attribute in common to see which object has "more of"/"less of" the attribute.
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1.G.A.1- Reason with shapes and their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
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2.G.A.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
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K-PS2-1 - Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
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K-ESS3-1 - Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
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1-ESS1-1-Use observations of the sun, moon, and stars to describe patterns that can be predicted.
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2-ESS1-1 - Use observations of the sun, moon, and stars to describe patterns that can be predicted.
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SS.K.G.1 - Identify the purpose of rules and the role of authority figures in the home, school, and community.
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SS.K.G.2 - Recognize and respect similarities and differences among people.
Background knowledge needed:
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Familiarity with the Nursery Rhyme
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Basic Understanding of Shapes
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Curiosity about Stars and Space
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Experience with Hands-On Exploration
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Collaboration and Communication Skills
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Familiarity Exploration and Inquiry
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Basic Math and Science Concepts
Materials:
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Glue, tape
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Scissors
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Markers, crayons, colored pencils
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Glitter, sequins, stickers
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Paint, brushes, watercolor paper
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Play Doh or modeling clay
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Craft sticks, pipe cleaners, pom poms
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Flashlights or LED lights
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Building blocks or LEGO DUPLO
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Simple circuit materials (battery packs, LED lights, copper tape)
Prompts – questions or statements to elicit engagement:
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What do you think makes a star twinkle in the night sky?
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Can you imagine what it would be like to travel to a star?
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What materials could we use to make stars shine bright like in the rhyme?
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What do you think stars are made of?
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What shapes do you see when you look up at the night sky?
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Why do you think stars are important to us?
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Imagine you're a star shining brightly in the darkness. What would you see?.
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Imagine the stories the stars could tell us if we could listen closely
Vocabulary:
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Star, constellation, night sky, galaxy, arrange, shapes, patterns, bright, dim, reflect, transparent, opaque, illuminate, imagination, design, construct
Reflection prompts:
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What was the most interesting thing you learned during this project?
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How did working with your group help you in completing the tasks?
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In what ways did your understanding of stars and space change throughout the project?
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What was the most exciting thing you discovered about stars and the night sky during this project?
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How did working with your group help you in creating your starry creations?
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Can you share a moment when you felt proud of your work or achievements in this project?
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What was the most challenging part of the project for you, and how did you overcome it?
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How did you feel when you presented your project to the class or during the mini-exhibition?
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If you could explore one aspect of stars or space further, what would you want to learn more about?
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What new skills did you develop during this project, and how could you use them in other projects or activities?
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Imagine you are a star in the night sky. What would you want people to know about you based on what you learned in this project?
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How did your perspective on the night sky change after learning more about stars, constellations, and light?
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What advice would you give to a friend who is about to start a project like this in the future?
Extensions:
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Create a Stellar Storybook: Have students write and illustrate their own stories about a star's journey through the night sky, incorporating elements of science, creativity, and imagination.
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Stargazing Night: Organize a stargazing event where students and their families can observe the night sky, identify constellations, and share stories inspired by the stars.
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DIY Starry Night Light: Challenge students to design and create their own starry night light using simple materials like LED lights, cardboard, and reflective materials.
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Star Science Experiments: Conduct hands-on science experiments related to stars, such as creating a mini solar system model or exploring the concept of gravity in space.