Science Grade 01 Unit 07 Exemplar Lesson 01: What is Day and Night?

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1 New layer... Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days Grade 01 Unit 07 Exemplar Lesson 01: What is Day and Night? This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will identify characteristics, activities, and objects that are identified with day or night. Students will gain an understanding of how the causal relationship between the Earth and the Sun produces night and day. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: 1.8C Identify characteristics of the seasons of the year and day and night. Scientific Process TEKS 1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: 1.2A Ask questions about organisms, objects, and events observed in the natural world. 1.2D Record and organize data using pictures, numbers, and words. 1.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: 1.3B Make predictions based on observable patterns. 1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: 1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and timers nonstandard measuring items such as paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to support observations of habitats of organisms such as aquariums and terrariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 01 Unit 07 PI 01 Create a booklet that identifies several characteristics of day and night, including human activities and appearance of the sky. Standard(s): 1.2D, 1.8C ELPS ELPS.c.1C, ELPS.c.5B, ELPS.c.5F Last Updated 05/14/2013 page 1 of 21

2 Key Understandings Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days The Sun lights one half of the Earth at a time. The Sun is visible during the day and is shining someplace else at night. Why is one half of the Earth day while the other half is night? How do we know it is daytime? What are some daytime activities? How do we know it is nighttime? What are some nighttime activities? One day and one night equals one spin of the Earth. Why is one half of the Earth day while the other half is night? Sunrise, day, noon, sunset, and night occur as the Earth spins. What is the name of the time of day where night turns into day? What is the name of the time of day where day turns into night? Vocabulary of Instruction Sun Earth Moon sunrise sunset morning evening moonrise day night sky pattern cycle rotate rotation Materials book (about day and night, 1 per class) crayons or colored pencils (per group) markers or crayons (per group) paper (plain, 1 sheet per student) plates (paper, non-glossy, 1 per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Day or Night Card Sort (1 set per group) Teacher Resource: Day or Night Card Sort KEY Teacher Resource: PowerPoint: Day and Night Teacher Resource: Day and Night PowerPoint Script KEY Teacher Resource: What I Now Know About Night and Day SAMPLE KEY Handout: Day and Night PI (1 per student) Teacher Resource: Day and Night Rubric PI Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1: Last Updated 05/14/2013 page 2 of 21

3 Gather materials for the activity (1 non-glossy paper plate per student). Make copies of the Handout: Day or Night Card Sort in color. This is one of the few times that pictures should be in color. Cut them out, and laminate them for durability. These cards will be used twice in this lesson. Each group will need one set of cards. Alternatively, the teacher could locate pictures in magazines that show day and night skies and day and night activities. 2. Prior to Day 2: Locate a computer (and projector if needed) to show the class the PowerPoint. Locate and gather books on day and night. 3. Prior to Day 5: Make a of the Performance Indicator student Handout: Day and Night. Print the handout back-to- back to create a booklet. (1 copy per student) 4. Prepare attachment(s) as necessary. Background Information This lesson addresses students observing and recording changes in objects in the sky. This sets a foundation for understanding the Earth and its cycles and systems. Prior to this lesson, kindergarten students learned about day and night as a repeating pattern. In this lesson, first grade students will identify characteristics, activities, and objects that are identified with day or night. Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE 1. Provide students with a non-glossy paper plate (1 per student). 2. Students will need their markers or crayons for this activity. 3. At the top of one side of the paper plate, have students write the title: day. On the top of the other side have students write the title: night. Model writing the titles on the paper plates for students. Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 Materials: plates (paper, non-glossy, 1 per student) markers or crayons (per group) Attachments: 4. Explain to students that they are to draw their ideas (the characteristics) of daytime on the day side of the plate and on the other side of the plate the characteristics of nighttime. 5. When the paper plate illustrations are complete, instruct students to work in pairs or small groups on the Handout: Day or Night Card Sort. Instruct students to sort the cards into two distinct piles, day and night. If they are unsure, they can have a question pile. Some of the cards are at sunset or sunrise; allow students to choose if they think this is day or night. Students should justify their thinking through a small group discussion as they work. 6. These drawings and the closing discussion are forms of preassessment. The teacher will gain information about student understandings of night and day. Handout: Day or Night Card Sort (1 set per group) Teacher Resource: Day or Night Card Sort KEY Informational Notes: Running out of time and resources for a card sort? Print a copy of the cards. In the classroom science notebook, or on a white board, create a T-chart. Write night and day. Hold up the pictures, one at a time, and instruct students ot decide where the picture should be placed on the chart. Check For Understanding: The Engage activity is a form of pre assessment. The teacher will gain important information on students conceptual ideas of what day and night are. In this section, the teacher is gathering information on what students know about day or night. At this early stage in Last Updated 05/14/2013 page 3 of 21

4 Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days the lesson, allow all ideas and responses to be shared. Notebooks: Instead of paper plates, students can draw this activity in their science notebooks. (OR) Copy paper can also be used. Students can simply fold the paper in half, title one half day, the other half night and draw their characteristics. For a display, the plates can be hole- punched and a string can be attached for them to hang in the classroom. EXPLORE/EXPLAIN - What is Day and Night? Suggested Day 2 1. As a class, view the Teacher Resource: PowerPoint: Day and Night. Discuss the main points from the slide notes with students. There are several questions to establish the important concepts of the times of day/night, such as: The Sun is visible during the day and is shining someplace else at night. Sunrise, day, noon, sunset, and night occur as the Earth spins. Humans can do activities during these times (morning eat breakfast, night time sleep) One day and one night equals one spin of the Earth. Night and day occur in a 24 hour period; this is a pattern (or cycle). Materials: Attachments: paper (plain, 1 sheet per student) Teacher Resource: PowerPoint: Day and Night Teacher Resource: Day and Night PowerPoint Script KEY 2. The Teacher Resource: Day and Night PowerPoint Script KEY is available as a guide to explain each of the slides. 3. To close the lesson, record any new learning in the classroom science notebook. Create a chart titled What I Now Know about Night and Day. Example of chart: ELABORATE - What I Know About Day and Night Suggested Day 4 1. Read a book about day and night. 2. As you read the book, ask students make connections between the book and the important understandings about day and night that were discussed with the Teacher Resource: PowerPoint Day and Night. 3. Review the information from the book and the PowerPoint. Record student responses on the chart What I Now Know about Night and Day from Day 2. The Teacher Resource: What I Now Know about Night and Day SAMPLE KEY might help with this activity. 4. Ask: How do we know it is daytime? What are some daytime activities? Answers will vary. How do we know it is nighttime? What are some nighttime Materials: book (about day and night, 1 per class) Attachments: Teacher Resource: What I Now Know about Night and Day SAMPLE KEY Instructional Notes: A book share strategy can also be incorporated into this part of the lesson cycle. Have several books about night Last Updated 05/14/2013 page 4 of 21

5 activities? Answers will vary. What is the name of the time of day where night turns into day? (Sunrise) What is the name of the time of day where day turns into night? (Sunset) and day. Books can be rotated around the room in stations or as a whole class activity. In a book share, students have five minutes to look over books in small groups (no more than 2 3 per group), they discuss what they see, pictures and words. When the time is up, they will pass the book to another group, and the cycle repeats. The teacher will then lead a class discussion and record new information learned from the book share. Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days Misconception: Students may think that the Moon can only be seen during the night. Notebooks: Record day and night activities in the class science notebook. EXPLAIN Suggested Day 3 1. Divide the class into small groups. Distribute the Handout: Day or Night Card Sort cards (from the Engage activity). 2. Instruct students to sort the cards into activities that can be done in the night and activities that can be done in the day. The cards that just show the sky should be placed in a separate stack. Attachments: Handout: Day or Night Card Sort (1 set per group) (from Engage activity) 3. After students have completed the card sort, ask each group to share one activity they placed in each of the categories. If it is an activity that could be done either in the daytime or at night, the group should justify or explain why they made the day or night choice that they did. 4. After the activity cards have been sorted and categorized, instruct students to now look at the sky pictures. Display each of the cards, one at a time, and discuss the appearance of the sky and why it is a night picture or a day picture. EVALUATE Performance Indicator Suggested Day 5 Grade 01 Unit 07 PI 01 Create a booklet that identifies several characteristics of day and night, including human activities and appearance of the sky. Standard(s): 1.2D, 1.8C ELPS ELPS.c.1C, ELPS.c.5B, ELPS.c.5F 1. Refer to the Handout: Day and Night PI, Teacher Resource: Day and Night Rubric PI, and Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: Attachments: crayons or colored pencils (per group) Handout: Day and Night PI (1 per student) Teacher Resource: Day and Night Rubric PI Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/14/2013 page 5 of 21

6 Grade 1 Unit: 07 Lesson: 01 Suggested Duration: 5 days Last Updated 05/14/2013 page 6 of 21

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11 Day or Night Card Sort Grade 1 Day or Night Activity: brushing teeth Day Activity: riding bikes Day Activity: reading in school library Day or Night Activity: having a drink of water Day Activity: swinging on a swing Day Activity: getting on or off school bus 2012, TESCCC 05/14/13 page 1 of 4

12 Grade 1 Sunset (night) Sunset (night) Sunset (night) Night Activity: fireworks Night Night 2012, TESCCC 05/14/13 page 2 of 4

13 Grade 1 Night Activity: sleeping Sunrise (day) Day Activity: playing in a pool Day Activity: playing outside Night Activity: sitting by a campfire Day 2012, TESCCC 05/14/13 page 3 of 4

14 Grade 1 Day Activity: eating a meal outside Day or Night (They are inside, so we can t tell for sure.) Activity: playing video games Day- Sunset Night Activity: looking at the Sky Day Activity: playing with toys Day Activity: taking a walk (This activity can be done at night.) 2012, TESCCC 05/14/13 page 4 of 4

15 Day and Night: PowerPoint Script KEY Grade 1 Slide 2 A whole day is 24 hours. That s when the hands of the clock move all the way around. In that time, we experience a night and a day. Let s explore through a 24 hour period and take a look at what makes the day time different from the nighttime. Slide 3 This picture was taken as night was turning to day. This part of the day is also known as sunrise. This begins our morning time. Ask: How does the sky look? Where is the Sun? Say: Notice how the sun is peaking over the trees and hills. That is because the Sun is rising. It is early in the morning. Ask: What activities do humans do in the morning? Get dressed, eat breakfast, feed pets, go to school/work, etc. Slide 4 Ask students about morning activities. Answers may include: eating breakfast, brushing teeth, feeding pets, going to school, etc. Slide 5 This picture was taken during the day when the Sun was shining brightly. On sunny days, it is easy to see objects in the sky, such as the Sun and clouds. At noon time, the Sun is high in the sky. Ask: What do you know about the daytime? What activities do we do in the daytime? Accept all answers. What about when the day is overcast? (Remind students that overcast means the sky is covered mostly in clouds.) Say: Even when it is overcast, the Sun still rises. The clouds cover the Sun to where we cannot see it. Slide 6 Ask: What are some daytime activities? Answers might include: attending school, eating lunch, participating in sports, playing with friends, etc. Slide 7 This picture was taken as day was turning to night, which is also known as sunset. It is evening time. Ask: Where is the Sun in this picture? 2012, TESCCC 05/14/13 page 1 of 2

16 Grade 1 Say: When day turns to night, the Sun does not go away. Ask: Where do you think it goes? Allow for various responses. Notice in the picture that the Sun is low in the sky. It looks like it is going down because the Sun is setting. As the Sun goes down, do you know what can appear in the sky at night? The Moon and stars Slide 8 Ask: What are some evening activities? Answers may include: eating dinner, doing homework, watching TV, etc. Slide 9 This is a picture of the night sky. On clear nights, the Moon and stars can be easily seen. Ask: What do you notice about nighttime? It s dark. There are stars and the Moon in the night sky. How is night different from daytime? Accept all answers. What are some nighttime activities? Stargazing, sleeping, etc. Slide 10 Ask: What are some activities that are nighttime activities? Accept all reasonable answers. Slide 11 Sunrise again! It s been 24 hours since we saw the last sunrise. Ask: Is this a pattern? How do you know? Slide 12 Review with students the characteristics of daytime, sunset, nighttime, and sunrise. Have students discuss activities that occur in different parts of the day. For example, near or after sunrise, we eat breakfast in the morning. Emphasize that this is a pattern that repeats over and over. 2012, TESCCC 05/14/13 page 2 of 2

17 What I Now Know about Night and Day SAMPLE KEY Grade 1 Unit: 06 Lesson: 01 What I Now Know about Night and Day Daytime Nighttime The Sun is out, and the sky is bright. We get light from the Sun. The temperature is usually warmer during the day than it is at night. The daytime is when most people are active and busy. We can participate in many activities during the day. The Sun rises in the morning, is above us around noon, and sets in the evening. The rising and setting of the Sun has a pattern. One day and one night equals one spin of the Earth. The sun is visible during the day and is shining someplace else at night. The Moon and stars are out. The sky is dark. (If students say the Moon lights the night sky, be sure to tell them that the light we see is reflected light from the Sun. The Moon does not give off any light.) The temperature is usually cooler at night than it is during the day. Nighttime is resting time. The Moon usually rises in the evening and sets early in the morning. The absence of direct sunlight gives us night. One day and one night equals one spin of the Earth. The Sun is visible during the day and shining someplace else at night. The Moon and the stars follow patterns in the night sky that we can observe. 2012, TESCCC 05/14/13 page 1 of 1

18 Night Day and By: Date:

19 Sunrise (morning) Daytime Nighttime Sunset (evening)

20 Day and Night Rubric PI Grade 1 Category Name and Date Complete: Name: Date: Almost All: Name: Date: Limited: Name: Date: No: Name: Date: Labels: Day and Night All labels and illustrations about times of day and night are present and correct. Almost all labels/illustrations about times of day and night are present and correct. Some labels/ illustrations are present and correct about the times of day and night. Labels and illustrations are inaccurate about the times of day and night. Activities All activities are accurate and correct. Most activities drawn are accurate and match the correct time of day/night. Some activities drawn are inaccurate and do not match the pictures/time of day/night. Activities drawn are inaccurate and do not match the pictures/time of day/night. Neatness Detailed picture Colored Some details Some color Limited details Limited color Little to no details Little to no color 2012, TESCCC 05/14/13 page 1 of 1

21 Performance Indicator Instructions KEY Grade 1 Performance Indicator Create a booklet that identifies several characteristics of day and night, including human activities and appearance of the sky. (1.2D; 1.8C) 1C; 5B, 5F Materials: crayons or colored pencils (per group) Attachments: Procedure: Handout: Day and Night PI (1 per student) Teacher Resource: Day and Night Rubric PI 1. Distribute a copy of the Handout: Day and Night PI. 2. Have students write their name and the date on the front cover. 3. After completing the cover, have students fold the paper in half vertically. Open the booklet and the inside will reveal four rectangles. (see illustration below) 4. Explain to students that they will create an illustration for each section. The illustrations will identify an activity you could do at that time of the day or night and the appearance of the sky. Point out to students that it is a cycle: day, night, day, night as indicated by the arrows. (The position of how the Sun and the Moon appear during this time of the night.) 5. Use the Teacher Resource: Performance Indicator Day and Night Rubric to assess student understandings. Instructional Notes: Book cover: Inside of the book: Day and Night (student name and date) Sunrise (morning) Daytime Nighttime Sunset (evening) 2012, TESCCC 05/14/13 page 1 of 1