2024 Total Solar Eclipse in New York State: Resources for Educators
New York State will be one of 11 states in the contiguous US which falls in the path of totality for the total solar eclipse, happening April 8, 2024, providing the perfect opportunity for teachers and students to learn about the cosmos. Here are some ideas on how to bring the excitement of the eclipse into the classroom.
Also explore accessibility resources including Big Astronomy's Accessible Toolkit, Adaptations for Astronomy Activities for Blind & Low-vision Visitors, Eclipse Soundscapes, The LightSound Project: Accessibility for the Blind/Low-Vision Community, and SSERVI Braille Books on Space, Eclipse, & Night Skies.
NYS Department of Education Learning Standards
Please find below connections to the New York State Department of Education's Learning Standards for Science, Math, English Language Arts (ELA), Literacy in History, Social Studies, and Art to help you get ready for this exciting astronomical event that won't happen in New York again until 2079!
Pre-Kindergarten - P-ESS1-1 Observe and describe the apparent motions of the Sun, moon, and stars to recognize predictable patterns.
Pre-Kindergarten - P-PS3-1 Plan and conduct an investigation to determine the effect of sunlight on Earth’s surface.
First Grade - 1-ESS1-1 Use observations of the Sun, moon, and stars to describe patterns that can be predicted.
Middle School - MS-ESS1-1 Develop and use a model of the Earth-Sunmoon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
Middle School - MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
High School - HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
High School - HS-ESS1-7 Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
Link to Art Standards (pdf)
PK-12 - The NYS learning standards for the arts are organized by 11 anchor standards that are the same across each discipline. Under each anchor standard are discipline specific performance indicators. The anchor standards most applicable are Anchor Standard 10: relate and synthesize knowledge and personal experiences to inspire and inform artistic work, and, Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shapes cultures, past, present, and future. Should students build a model or demonstrate their science learning through artmaking Anchor Standard 1: generate and conceptualize artistic ideas and work, could be applicable.
Link to Math Standards (pdf)
PK-12 - Standard for Mathematical Practice 4: Model with Mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They can identify important quantities in a practical, map their relationships, and analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
PK-Geometry (10th Grade) - NY-PK.G.3: Explore two- and three-dimensional objects and use informal language to describe their similarities, differences, and other attributes.
NY-PK.G.4: Create and build shapes from components.
NY-K.G.4: Analyze, compare, and sort two- and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.
NY-K.G.5: Model objects in their environment by building and/or drawing shapes.
NY-1.G.2: Compose two dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Note: Students do not need to learn formal names such as “right rectangular prism.”
NY-6.G.4: Represent three dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Note: Three-dimensional figures include only right rectangular prisms, right rectangular pyramids, and right triangular prisms. When finding surface areas, all necessary measurements will be given.
NY-7.G.3: Describe the two dimensional shapes that result from slicing three-dimensional solids parallel or perpendicular to the base. Note: Focus of standard is on plane sections resulting from the slicing of right rectangular prisms and right rectangular pyramids.
NY-8.G.9: Given the formulas for the volume of cones, cylinders, and spheres, solve mathematical and real world problems.
GEO-G.GMD.4: Identify the shapes of plane sections of three dimensional objects, and identify three-dimensional objects generated by rotations of two dimensional objects. Note: Plane sections are not limited to being parallel or perpendicular to the base.
English Language Arts
Link to ELA Standards (pdf)
PK-12 - Reading Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats.
PK-12 - Writing Anchor Standard 6: Conduct research based on focused questions to demonstrate understanding of the subject under investigation
PK-12 - Speaking and Listening Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral).
PK-12 - Language Anchor Standard 6: Acquire and accurately use general academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering and applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9 - 9.9 d The development of the Scientific Revolution challenged traditional authorities and beliefs. Students will examine the Scientific Revolution, including the influence of Galileo and Newton.
Literacy in History/Social Studies, Science & Tech
6-8 - RST1: Cite specific evidence to support analysis of scientific and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of directions.
6-8 - RST4: Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources.
9-10 - RST1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source. Understand and follow a detailed set of directions.
9-10 - RST4: Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources; describe how the inclusion of charts, graphs, diagrams, data influence conclusion(s).
11-12 - RST1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source, and attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12 - RST4: Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources.