Professional Documents
Culture Documents
Required
Materials:
Anticipatory
Set:
Procedure:
Sun and Me
First Grade
3 Days
25 minutes each day
Given all required material, the first graders will be able to identify at
least three of the beneficial and harmful properties of the sun.
SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun.
Day 1:
Good/Bad Sun Document
Interactive Whiteboard
Day 2:
Teacher Computer to Access Stay Safe. Be Sunwise
(YouTube)
Mission: Sunwise reading handouts
Day 3:
Schools laptop cart
Classroom Computers
Notecards with answers
Teacher Smartphone
Teacher will dress up in all of the appropriate attire to go out in the
Sun. Ex: Sunglasses, Hat, and Sunscreen.
Day 1:
1. To
grab
the
students
attention,
teacher
will
dress
up
in
the
appropriate
attire
for
a
day
in
the
sun.
Ex:
sunglasses,
hat,
and
sunscreen
2. A
document
displaying
a
good
and
bad
son
will
be
projected
over
the
interactive
white
board.
Students
will
work
independently
for
about
5
minutes
brainstorming
beneficial
and
harmful
properties
of
the
sun
that
they
already
know.
Next,
teacher
will
call
upon
students
to
come
to
their
interactive
white
board
and
list
what
they
came
up
with.
Day
2:
1. To
begin
the
second
days
discussion,
we
will
watch
Stay
Safe.
Be
Sunwise
as
a
class.
The
video
will
be
followed
up
with
a
class
discussion.
Discussion
prompt:
What
did
you
learn
about
the
sun
from
that
video
that
you
did
not
already
Guided
Practice:
Independent
Practice and
Assessment:
know?
2. Next,
the
class
will
be
broken
up
into
groups
(4-5
students)
and
they
will
take
turns
reading
the
story
Mission:
Sunwise.
Day
3:
1. Utilizing
the
schools
laptop
cart
and
classroom
computers,
the
students
will
begin
today
by
engaging
in
an
online
activity
Sun-Safe-Sam.
Students
will
help
their
character
pack
their
bag
with
the
essential
items
for
a
day
at
the
beach,
then
they
will
dress
their
character
in
the
items
pick
out,
and
finally
they
will
get
to
rewards
themselves
for
their
hard
work
by
seeing
how
big
of
a
sandcastle
their
character
can
build.
2. Finally,
to
wrap
up
all
three
days
the
students
will
take
an
online
quiz
via
Plickers.
They
will
simply
view
the
questions
displayed
on
the
board
and
then
flip
their
personalized
card
to
the
correct
letter
choice.
Teacher
will
scan
each
students
card
quickly
through
their
smartphone
then
display
the
final
answer
on
the
board
for
all
to
see.
Day 1: Teacher will gage an understanding on the students previous
knowledge of the beneficial and harmful properties of the sun when
they come up to the interactive white board.
Day 2: Students will work in groups to complete the reading of
Mission: Sunwise. Teacher will also be able to check for
understanding on this day of how well the class listened to the video
Stay Safe. Be Sunwise by a class discussion What did you learn
from that video about the sun that you did not already know?
Day 3: Mastery of the lessons objective will be fully assessed on this
day. First, the students will work independently to complete the online
activity Sun-Safe-Sam. Plickers will be the ultimate assessment of
the students understanding. Students will work independently again to
complete an online quiz. The teacher will receive each individuals
results and asses how well they understand the material presented the
past three days
Day 1:
Disability (Dyslexia): Student will be given hand out of good/bad sun
in advance, in order to provide them with the opportunity to come up
Accommodatio with beneficial/harmful properties in advance. After class completes the
ns/
two suns on the interactive white board, teacher will then give handout
Modifications: (large font) to student to take home.
Gifted: No accommodations necessary at this point.
ESOL: Students will be expected to write down what they see from the
whiteboard, however they will be given a copy of the final two suns
References: