Educator Resources

The Eclipse Soundscapes (ES) Project is an informal education project. The various ES roles are great opportunities for families, science clubs, and others to participate in NASA eclipse science! As an educator, you can support your students and their families with classroom lessons and activities that will prepare your students to be ES Apprentices and Observers in or outside the classroom – depending on whether or not school is in session on eclipse day! Check out the Observer curriculum below!

This page includes many free eclipse-related lesson plans that are aligned with Next Generation Science Standards (NGSS) and have been created in collaboration with classroom teachers. The lessons include a lesson plan, slides, handouts, and various differentiation tips and scaffolded resources that support multilingual learners at various English proficiency levels. This page also includes other amazing space science related lessons and educational resources!

We continue to add lessons. So please bookmark this page and check-in regularly!

The Observer role is great eclipse day activity for students and their families to do together. Anyone who submits their observations online will also receive a downloadable certificate! You can prepare your students to be Eclipse Soundscapes Observers with these lessons. Then invite your students and their families to be Eclipse Soundscapes Observers as a family activity to do at home on eclipse day! We hope you will encourage your students to submit their observations via the webform on the Observer Role page or have your students bring in their notes after the eclipse and submit observations as class activity! When people submit their observations on the Observer Role page, they are contributing to NASA eclipse science! This curriculum also pairs very well with the Kingdom in Peril lessons created by Infiniscope and shared below in the additional resources section!

The first step in a great lesson is a “Do Now”– a short activity that you have written on the board or that is waiting for students as they enter.  It often starts working before you do.  While you are greeting students at the door, or finding that stack of copies, or erasing the mark-ups you made to your overhead from the last lesson, students should already be busy, via the Do Now with scholarly work that prepares them to succeed. In fact, students entering your room should never have to ask themselves, “What am I supposed to be doing?” That much should go without saying. The habits of a good classroom should answer, “You should be doing the Do Now, because we always start with the Do Now.” (“Do Now” Explanation Source: Teach Like a Champion, 2023)