Level 1

Alaska Science
Key Element A3

A student who meets the content standard should understand models describing the composition, age, and size of our universe, galaxy, and solar system and understand that the universe is constantly moving and changing (Universe).


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Performance Standard Level 1, Ages 5–7

Students make observations of the daytime and nighttime sky over a period of time and chart the movement of objects.

Sample Assessment Ideas

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Sample Assessment Ideas

  • Students use blocks to build models of fruits, vegetables, animals, and so on, to illustrate that objects may be made of small parts that do not resemble the final object.

  • Students examine feathers, fur, and fish scales by eye, with a magnifying glass, and with a microscope; report observations in terms of similarities and differences; report how these things may be useful to the animal.

Expanded Sample Assessment Idea

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Expanded Sample Assessment Idea

  • Students chart movements of the sun and the moon from the classroom.


Students will:

  1. Select a window in their classroom or school where they can identify the position of the sun and the moon.

  2. Draw and label at least six pictures of the window with the changing position of the sun and the moon between the hours of 9 a.m. and 4 p.m.

  3. Share pictures in class; discuss patterns and changes observed; identify east and west on the picture.

  4. Consolidate the student work to create a sun and moon location chart for that day.

Reflection and Revision

What could you do to make your drawings a more exact picture of the location of the sun and the moon? Draw a picture that predicts where the sun and the moon will be at 5 p.m.


Levels of Performance

Stage 4
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Student work is detailed and correctly labeled. Student work shows detailed evidence of extension of knowledge by correctly predicting location of the sun and the moon later in the day.
Stage 3
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Student work is detailed or correctly labeled. Student work shows some evidence of extension of knowledge by predicting location of the sun or moon later in the day.
Stage 2
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Student work is incomplete, incorrect or lacks detail. Student work shows limited evidence of extension of knowledge to a new situation. Student work contains inaccuracies or misconceptions about the movement of the sun and moon in the sky.
Stage 1
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Student work shows little or no evidence of understanding how the sun and moon move in the sky. Pictures may show craftsmanship but the work is mostly incomplete, incorrect, and contains misconceptions.
Standards Cross-Reference red rule

Standards Cross-References
( Alaska Department of Education & Early Development Standards

National Science Education Standards

An object’s motion can be described by tracing and measuring its position over time. (Page 127)

Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. (Page 134)

The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. (Page 134)



There are more stars in the sky than anyone can easily count, but they are not scattered evenly, and they are not all the same in brightness or color. (Page 62)

The sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day. The sun, moon, and stars all appear to move slowly across the sky. (Page 62)

The moon looks a little different every day, but looks the same again about every four weeks. (Page 62)

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