Beacon Lesson Plan Library
Six Insect Legs
Bay District Schools
What do you know about the sun moving in the sky? This sixth lesson from the unit, Sky High Counting, engages students' interest as they learn about the sun's apparent movement. Students continue their counting books adding a page for the number 6.
The student uses titles and illustrations to make oral predictions.
The student dictates messages (for example, news, stories).
The student relates characters and simple events in a read-aloud book to own life.
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 that the position of the Sun in the sky appears to change during the day.
The student knows some of the objects seen in the night sky (for example, stars, Moon).
-Crews, Donald. [Ten Black Dots]. New York. Scholastic. 1968.
-Ehlert, Lois [Fish Eyes, A Book You Can Count On]. New York. Harcourt Brace & Company. 1990.
-Granowsky, Alvin. [Night and Day]. Brookfield, Conn. Copper Beech Books. 2001.
-One copy of “Moving Sun Rhyme” from the associated file from the lesson plan, Three Bears and Three Goats in the Morning Sun
-One yellow circle per student (about 3 inches across)
-One Popsicle stick per student
-Student Web Lesson, Sunrise, Sunset, (see Weblinks)
-Six quarter-size, yellow, construction paper or sticker dots per student
-Yellow construction paper cutout of the numeral 6, one per student plus one for the teacher’s number wall card (see associated file from lesson plan One Sun, One Moon)
-Copy of the student worksheet from associated file – one per student
-Copy of the formative assessment checklist previously used with this unit – one per student
-One sheet of chart paper
-Various colors of markers for writing on chart paper
-Six 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 (previously used with this unit)
-Your school principal
1. Obtain and preview the book [Ten Black Dots]. This book is the basis for the unit and will be used daily.
2. Obtain and preview the book [Fish Eyes, A Book You Can Count On].
3. Obtain and preview the book [Night and Day].
4. Preview the Student Web Lesson, Sunrise, Sunset. A link is available from the Weblinks section of this lesson plan. Because of the audio attached, the download time for each page is long. To reduce this waiting time, download each page prior to the students using the story. The pages will be stored on your computer for quick and easy student access as long as your Internet access is maintained. When you close your Internet access or shut down your computer, you will need to preload this lesson again.
5. Locate your copy of “Moving Sun Rhyme” from the associated file of the lesson plan Three Bears and Three Goats in the Morning Sun.
6. Attach the 3 inch yellow circles to the top third of the Popsicle sticks. They can be stapled or glued. This should make a handle with a yellow circle on one end.
7. Cut or obtain 6 quarter-size, yellow, construction paper or sticker dots per student. (Ellison cutouts work great.)
8. Cut a yellow construction paper cutout of the numeral 6 per student, plus one for the teacher’s number wall card. Patterns are available from the associated file from the lesson plan One Sun, One Moon. (Ellison cutouts work great.)
9. Download, print, and duplicate student worksheet from associated file – one per student.
10. Locate the formative assessment checklist previously used with this unit.
11. Locate 1 sheet of chart paper.
12. Locate various colors of markers for writing on chart paper.
13. Create 6 large yellow stars traced from the pattern in the associated file for lesson plan One Sun, One Moon for the number wall cards. (Ellison cutouts work great.)
14. Locate one 12 x 16 sheet of dark blue construction paper to make number wall cards. On this dark blue paper, glue six large yellow stars and a yellow cutout of the numeral 6.
15. Locate one sheet per student of dark blue, 6 x 8 construction paper.
16. Locate pencils, one per student.
17. Locate a set of multiple colors crayons and/or markers per student or group of students.
18. Have gallon bags used previously hanging in the room and available for use today.
19. 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 from the Web Links 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.
20. Invite your principal (or other school staff member that the students all know) to come observe the students knowledge of the sun’s apparent movement across the sky.
Note: This is lesson plan number six 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.
1. When the students first arrive at school, take them outside to observe and discuss the location of the sun. On the way to lunch, leave the classroom a few minutes early and take time to observe and discuss the location of the sun. On the way to dismiss students for the day, observe and discuss the location of the sun.
2. Draw students’ attention to the wall chart for the numbers that were previously presented. Orally review the lines of the numerals by having students trace them in the air as you verbally describe them. Ask a student to count the number of stars on the chart as you touch the stars to demonstrate one-to-one correspondence. Ask whether the blue paper is supposed to be the day sky or night sky and encourage students to explain how they know.
3. Read the book, [Fish Eyes, A Book You Can Count On]. As you read, demonstrate one-to-one correspondence while counting the various fish in the story.
4. Ask students to relate the book to their own experiences of owning fish, fishing, eating fish, or going to an aquarium. Ask guiding questions about these experiences that help students relate the illustrations to their own lives.
5. As each page is read, have the students predict what might be on the following page. Ask why they made that prediction. They can predict what number will be displayed, what color may be used, and the way the fish will be facing.
6. Display the number wall card for the number 6. Announce that today our special visitor is the number six.
7. Trace the cutout numeral on the chart with your finger. As you do, talk to the students about the shape of the numeral six. Verbally trace the six by modeling and saying, “Trace down, then around.” Have the students trace the six in the air with their fingers.
8. Touch the yellow stars on the wall chart and say the number words “one, two, three, four, five, six” demonstrating one-to-one correspondence.
9. Make the relation with the numeral six and the six stars obvious. Touch the stars and say “one, two, three, four, five, six.” Then, trace the numeral and say “six.” Remind students that the numeral tells how many stars are on the paper.
10. Hang the wall card on the wall high enough that students can see it but low enough that they can touch the stars.
11. Display the chart paper. Remind students that their homework last night was to find things that have six legs. Make a list as related by the students. The list should be words and drawings if possible and may include any insects and a squid. As the students respond, give formative feedback such as, “Yes, an ant is an insect. It has six legs.” or “No, a fish has no legs. What has six legs?” When students have had the opportunity to add as many answers as possible to the list, hang the list under the wall chart for the number 6.
12. 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 6 on the paper. As students are tracing with their fingers, verbally describe the procedure saying, “Trace down, then around.” Have students pick up their pencils and trace the numeral 6 using their pencils. Verbally describe the tracing again.
13. Ask students how many stars will be colored today? How do they know? How many colors may they use? How do they know? They can be colored any way the student chooses as long as he only uses six colors and only color six stars. The purpose is to be sure the student understands the concept of six.
14. Collect the papers. Use the papers to formatively assess individual student’s knowledge of the numeral and number six. Mark students' ability on the formative assessment records sheet. Remember that you are assessing whether students adequately demonstrate their knowledge of counting to five, not their coloring or tracing abilities.
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.
15. Show the book, [Night and Day].
16. Look at the cover of the book. Ask if students can predict what the title might be. Remind students to predict by using what they see. Ask guiding questions such as: “Is this a day sky or night sky?” “Look where the sun is. What time of day is it?” After students predict the title using the illustration, read the title to them.
17. 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, “Looking at the pictures of the sun on the cover and the boy in his pajamas, you may be right. The book probably is about day and night.” or “We see a sunset on the cover and the title is [Night and Day], do you think the story is only about sunset? Think about it some more and I’ll come back to you for another guess.” Remember, formative feedback tells why the student is correct and/or guides the student towards the correct answer.
18. Read the pages 1 and 2 to the students. Ask students if they know a poem that is like this first page. Remind students of the “Moving Sun Rhyme.” Ask students to relate the first illustration to their own lives. Can they see the sun from their beds in the morning? Does anyone have a dog that sleeps in his/her room? Does anyone have a rooster outside his/her window?
19. Ask if the illustration has a day sky or a night sky. Ask for an explanation.
20. Ask students to predict what will happen next. Give feedback on their predictions as to whether they are logical and whether students used the illustrations to make the prediction.
21. Continue reading the book. For each page, follow the read, relate to students’ own lives, tell about day sky or night sky, and predict what will come next, procedures that have been established.
22. 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.
23. Lead the students in reciting the “Moving Sun Rhyme.” Remember to do the movements that accompany the rhyme.
24. Reread the book, [Night and Day]. As each page is turned, take every opportunity to discuss the day sky, night sky, objects in the night sky and placement of the sun.
25. The purpose today is to make students aware of the apparent movement of the sun. Later in this unit, you will teach them that it is actually the earth moving, not the sun.
26. Lead the students in reciting the “Moving Sun Rhyme.” This time, instead of doing the movements, model how to use the sun on a stick to show the sun’s movement across the sky. Slowly move the sun on a stick across the sky so it is on the horizon to the east for the first stanza, straight up for the middle stanza, and on the horizon to the west for the last stanza.
27. Select students to demonstrate the movement of the sun. Pass out the suns on a stick to the selected students and have them demonstrate as the class recites the rhyme. Ask students to explain the movements. Give formative feedback to both affirm correct explanations and to correct misconceptions. Mark the formative checklist.
28. Repeat procedure #27 until all students have had an opportunity to demonstrate and explain.
29. Pass out suns on a stick to all students and have the entire class demonstrate the movement of the sun. This would be a good time to invite the principal to come visit and observe students. Encourage the principal to ask for explanations.
30. Students now have a beginning knowledge of the apparent movement of the sun during the day. The Student Web Lesson will help cement this concept into their long-term memory. This interactive Web lesson has audio capabilities to integrate reading and science. The Student Web Lesson can be done individually, but students gain the most from working in pairs as this strategy encourages discussions that assist students in understanding concepts. This Student Web Lesson will be included in the procedures for the next three lesson plans of this unit. Do not try to find time for every student to complete the Web lesson today. About one-fifth of the students should have completed the lesson yesterday and a second fifth of the students will complete it today.
31. The Student Web Lesson can be found by clicking the link from the Weblinks, or the link from the unit plan. Once you have opened the Student Web Lesson, add it to your favorites by clicking the Favorites button, Click Add, then OK.
32. Review the chart of things in the night sky. Ask for anything the students may want to add to the list. Discuss what there might be six of in the night sky.
33. Remind students that they are creating a counting book somewhat like [Ten Black Dots] using yellow dots.
34. Ask students what today’s page in their counting books will be for. Ask how many yellow dots each student will need for this page.
35. 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.
36. Show a container with the yellow dots, and another container with numeral cutouts. Call on groups of students to come get six dots from the dot container and a numeral 6 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. Mark your formative assessment checklist.
37. Have students place the dots and numerals on their papers (just place, not glue). 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 fireworks, you can draw the moon and stars.” or “No, if the dots are fireworks, you can’t draw the man lighting the fuse. What could be in the sky with the fireworks?”
38. Remind students 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.
39. Stories should include the number word “six,” that this is the night sky, and what the item is in the picture. Model a story about six fireworks such as: “Look at the six fireworks. They made many pretty colors in the night sky.” Ask students what would be in the picture for this story.
40. Give examples and non-examples of stories that could be on the page. A non-example might include the story, “Fireworks are loud.” Explain that since this is a number story, the number of fireworks must be on the page. Students also forgot to tell that this is a night sky.
41. 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.)
42. 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.
43. 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. Although this can be time consuming each day, doing the pasting ahead of time does not allow students to place the dots where they desire for their creation and the teaching opportunity of counting one-to-one and relating the counting with the numeral.
44. 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 “six and night sky” in their story. Give formative feedback as to whether their drawings are appropriate for the night sky and whether their stories match their drawings.
45. Have students store their completed pages in their gallon bags.
46. Tomorrow you will be learning about the number seven. Ask your parents if they know anything special about the number 7.
47. Tell your parents the rhyme about the sun that we have learned in class.
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. See Extensions for a link to the unit plan.
Summative Assessment #1, What Do You See? for the unit, Sky High Counting is given. The assessment tool is available from the unit plan. See the Extensions section of this lesson plan for the link to the unit. This tool assesses the four language arts standards taught in this and the previous five lessons of the unit.
1. Students can do the Student Web Lesson as a whole group activity using a projector connected to the computer.
2. Students can do the Student Web Lesson in a lab setting.
3. 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.
4. Number words can be added to the wall cards, worksheets, and book pages.
5. Zero can be added to the wall cards and book pages.
6. Adult volunteers can help with assembling wall cards, gluing yellow dots and numerals, and taking dictations.
7. 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.
8. ESOL modifications may include reading to small groups of students rather than the whole group.
9. If the specific books used in this lesson cannot be located, a book with similar content can be substituted.
10. 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. Beacon Learning Center Student Web Lesson, Sunrise, Sunset should be completed by all students. Sunrise, Sunset
2. 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. 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. SunLink