SDSU Science Content Area Task Lesson Plan Template 2016

Learning Segment: 1
Lesson Name: Why Does the Sun Rise and Set? Duration of Lesson: 60 minutes
Grade Level(s): 1 Subject(s): SCIENCE

NGSS Content Standards:

PE:1ESS11.Useobservationsofthesun,moon,andstarstodescribepatternsthatcan
bepredicted.
SEP: Analyzing and Interpreting Data-Useobservations(firsthandorfrommedia)to
describepatternsinthenaturalworldinordertoanswerscientificquestions.(1ESS11)
CCC: ESS1.A: The Universe and its Stars- Patterns of the motion of the sun, moon, and
stars in the sky can be observed, described, and predicted.
DCIPatternsinthenaturalworldcanbeobserved,usedtodescribephenomena,andused
asevidence.(1ESS11),

Learning Objectives:
By the end of the lesson, students will be able to accurately describe what is
happening to the Earth that causes the sun to rise and set and apply these new ideas
to shift their prior misconceptions.

Misconceptions/Prior Knowledge:
Sun goes behind the earth at night and comes back up during the day- the sun does not
actually disappear, it is the Earth rotating away or towards the sun that makes the sun
seem like it is going down or away and coming up or back throughout the day.

Sun goes behind the mountains or water when it sets- The sun does not actually
disappear, it just appears to because the Earth is turning away from the direction of the
sun.

Moon covers the sun at night- the moon and sun are on opposite sides of the Earths
rotation so it is impossible for the moon to be overlapping the sun.

Resources, Materials, and Grouping:

Materials: Image of sunset and sunrise, chart paper, images of sunrise, morning,
afternoon, sunset, and night, brown paper (22), green paper cut in the shape of grass (22),
yellow paper cut out as various stages of sunlight (5 different shapes, 1 per student),
yellow arrows (4 per student), labels for images (6 labels, 1 per student), What Makes
Day and Night by Franklin Branley, Youtube video- Earth's Rotation & Revolution: Crash
Course Kids 8.1., post-its (22), pencils, magnet of the sun, magnet of the earth

Materials Management: The teacher will be in possession of all materials. Students will
be given materials when they are needed in attempt to keep students engaged and
materials organized.

Grouping Structure: The lesson will be begin as a whole group, where students are
looking at images of sunrise and sunset. After the probing part of the lesson is finished,
students will work in small groups to create a picture diagram of what position the sun is
in the sky at different points of the day. This will be done by gluing the sun in its
appropriate spot based on the picture seen at each station. The teacher will walk around at
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that time to assist and ask guiding questions. Students will come together where the book
What Makes Day and Night will be read as a whole group. They will remain whole group
while watching the video and finishing the lesson.

References: https://www.youtube.com/watch?v=l64YwNl1wr0,
http://larremoreteachertips.blogspot.com/2014/01/wrapping-up-day-and-night.html

Academic Language Requirements:

Vocab: Axis, rotation
Language Frames: At sunrise, the Earth ___points to_ the sun
During the morning, the Earth ____is turned towards____ the sun
During the afternoon, the Earth _______faces______ the sun
At sunset, the Earth _____turns away from__________ the sun
At night, the sun ____points away from_______ the sun
Text types:
Story- What Makes Day and Night,
Video- Earth's Rotation & Revolution: Crash Course Kids 8.1, Following the sun
project/diagram

Assessments:

Pre-assessment: Images of sunrise and sunset will be used to probe prior learning. The
purpose of this assessment is to discover misconceptions, so responses such as the sun
goes behind the hill is expected and feedback such as hmm, interesting, have you
seen this happen before? or why do you think that? will be given to either
acknowledge the misconception or try and discover even deeper thinking.

During: Students will be assessed after reading the book and watching the video by
writing what is happening to the Earth in each stage of their diagram. They will be
provided with sentence frames and will discuss with a partner what is happening to the
sun. The teacher will gather responses and help guide if necessary to explain the
phenomena. Responses such as the earth is going away from the sun might be a
response, in which feedback such as is where we live facing towards or away from the
sun? would hopefully help students redirect their answer and realize that at sunset, the
Earth is turning away from the sun, causing the sun to set. Feedback such as great job!
will also be provided.

After: After the lesson, students will be shown the same picture from the pre-assessment
and asked to describe what is happening to the sun and write their answer on a post-it
note. The teacher will compare these responses to the original misconceptions to help
students create understanding of their misunderstandings. Responses such as during
sunrise the earth is facing the sun might result, which would get feedback such as great
job clarifying that or does that make more sense than saying the earth is coming up
from the mountains? would be used to help show what the original thought was and how
students have gained understanding from the lesson.

INSTRUCTIONAL SEQUENCE- Depending on your lessons you may use all of

these, some of these, some of them multiple times, or even in a different order.

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Instruction [Anticipatory stage/Engage]:

The students will be shown pictures of sunrise and sunset, which are two events that most
students have witnessed during their lives. The teacher will pose questions such as what
is happening to the sun in this photo? Student answers will be collected and added to a
chart so that students may see how their ideas have changed from the beginning of the
lesson to the end.

Instruction [Exploratory stage/Explore]:

Students will go to 5 different stations-sunrise, morning, afternoon, sunset, night. At each
of these stations will be a picture of where the sun is located in the sky. At sunrise the sun
will be at the horizon, in the morning the sun is in the center of the sky, in the afternoon
the sun will be at its highest point in the sky, during sunset the sun is setting towards the
horizon, and at night the sun is gone and the moon is in the sky. The students will glue the
cut out of the sun in its corresponding place like in the example attached. As a result,
students should notice the pattern of the sun rising and setting throughout the day before
learning why this pattern occurs.

Instruction [Student Explanation stage/Explain]:

The book What Makes Day and Night by Franklin Branley will be read to students as a
means of explaining the phenomena of day and night and sunrise and sunset. This book
addresses the fact that the sun follows the pattern of rising and setting and why this
pattern occurs. During the reading of the book, students will be told to think of how the
model they created can help them understand these concepts. On the board will be a
magnet of the sun and a magnet of the earth. Stop at page 22 and have students come up
and put the earth in the various stages through sunrise and sunset as each part is read.
During sunrise they can turn the magnet with the red dot moving towards the sun,
morning-facing towards it, afternoon directly towards, sunset facing away, night away
from the sun.

Instruction [Student Elaboration stage/Elaborate]:

https://www.youtube.com/watch?v=l64YwNl1wr0 - This video elaborates on the earths
rotation and how it causes day and night and sunrise and sunset. After watching the
video, students will write explanations for each piece of their explore project using the
sentence frames above that discuss the Earths position in comparison with the sun. This
will be done by having a pair share, then through guidance from the teacher. Through
this, students can show their understanding, which is an informal assessment for the
teacher to see if more elaboration is needed to understand the phenomena being
discussed.

Instruction [Closure/Evaluate]:
Students will be shown the same pictures from the engage portion and will write on a
post-it what is happening to the sun or what is happening in general. The teacher will
look at responses and write them down next to original ideas so that students can see how
much they have learned or what confusion still exists. This will also be a way for the
teacher to evaluate student learning and the effectiveness of the lesson.

Differentiated Instruction:
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Language frames will be provided for EL students, as well as any other student who
needs additional language supports. All students will also be able to use their project as a
graphic organizer. The magnets on the board will help students who need visual aid
understand the pattern of the Earths rotation in forming day and night, as well as
kinesthetic learners who can come up and move the earth themselves. Lastly, providing a
text and video example provides two mediums in which students are receiving
information. Students will also be placed in heterogeneous groups during the explore
stage so that more advanced students may help those who are struggling. This also goes
for the pair share during the elaborate stage, as students will be assigned a partner who
can help assist with language and or understanding.

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Instructional Materials

Engage- images

Explore- Pictures and example

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 SDSU Science Content Area Task Lesson Plan Template 2016

Learning Segment: 2
Lesson Name: Why Half the World is Always Light Duration of Lesson: 60 mins
Grade Level(s): 1 Subject(s): SCIENCE

NGSS Content Standards:

PE:1ESS11.Useobservationsofthesun,moon,andstarstodescribepatternsthatcan
bepredicted.
SEP-Analyzing and Interpreting Data- Useobservations(firsthandorfrommedia)to
describepatternsinthenaturalworldinordertoanswerscientificquestions.(1ESS11)
DCIESS1.A:TheUniverseanditsStarsPatternsofthemotionofthesun,moon,and
starsintheskycanbeobserved,described,andpredicted.(1ESS11)ESS1.B:Earthan
CCC:PatternsPatternsinthenaturalworldcanbeobserved,usedtodescribe
phenomena,andusedasevidence.(1ESS11),ScientificKnowledgeAssumesanOrder
andConsistencyinNaturalSystemsScienceassumesnaturaleventshappentodayas
theyhappenedinthepast.(1ESS11),Manyeventsarerepeated.(1ESS11)

Learning Objectives:
By the end of the lesson students will be able to indicate what parts of the Earth are
awake at certain times of night and show understanding of the pattern that one half
of the Earth is always dark and one half is always light.

Misconceptions/Prior Knowledge:
Moon covers the sun at night- the moon and the sun are on opposite sides of Earths orbit
so neither one can overlap.

The sun goes to sleep and it gets dark so we can sleep- the sun is constantly in orbit, it
just looks like it is disappearing because we are turning away from it at night.

The whole earth moves closer or farther away from the sun- the earth does not move
directly closer to the sun, it just rotates around at an angle. At certain points of its
rotation, it is pointing towards or away from the sun, which is why it appears dark or light
on Earth.

Resources, Materials, and Grouping:

Materials: Handout 1 (22 copies), 1 beach ball, 1 flashlight, Handout 2 (22 copies), Day
and Night Youtube video, Handout 3 (22 copies), Brads (22), Handout 4 (22 copies),
earth magnet, sun magnet

Materials Management: The teacher will be in charge of materials. Students will be given
use of all materials when the time comes in order to maintain organization and focus of
students.

Grouping Structure: During the introduction, students will be in a whole group reviewing
their learning from the pervious lesson. Then they will go back to their seats and finish
Handout 1, which probes their learning. After this, students will be pulled in small groups

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to do the explore activity and those who are not doing the experiment will be at their desk
working on handout 2. Students will then come together on the carpet and watch the
video as a whole group. During this time, students can come up and move the magnet
according to the video one at a time as directed by the teacher. Students will then go back
to their seats and create handout 3, then come back to the carpet to use handout 3 to
answer teacher posed questions so that they can be monitored for proper use of materials.
Students will then go back to their seats to independently complete handout 4.

References: http://www.eyeonthesky.org/lessonplans/05sun_daynight.html,
https://www.youtube.com/watch?v=hWkKSkI3gkU&t=28s, Space: Star Patterns and
Cycles by Sandy Turley

Academic Language Requirements:

Vocab: hemispheres, axis, rotation
Language Frames: When one side of the earth is _dark/light___ the other side is
__Light/dark__
The half of the Earth facing the sun is light____ and the half facing away is ____dark___
Text types: YouTube Video

Assessments:

Before: Handout 1- probes whether students know that half the world is dark and light.
Feedback such as interesting or why did you decide to color it that way? will be
given to show acknowledgement of thinking or probe for further thinking.

During: Students will be asked to move the certain parts of the world towards light or
dark. They will be instructed to use the language frame above to show their partner
understanding and the teacher will listen in and give feedback such as why? or great
job or what did your partner say?

After: Students will be given handout 4 as an assessment, which tests their understanding
that it is night time in one half and day time on the opposite half of the world. Since it
asks to circle, responses will be either right or wrong and teacher can give feedback such
as think about it or how do you know? or why do you think that? to assess further.

INSTRUCTIONAL SEQUENCE

Instruction [Anticipatory stage/Engage]:

Go back to the chart made during the previous lesson and review what was learned
yesterday. Probe students with Handout 1. This handout asks students to color the day
part of the Earth green and blue and the night-time part black. This assesses
understanding from yesterday: that the part facing the sun should be lit up, and also starts
to build their understanding that the Earth has a distinct pattern of having half of its
hemisphere be light and half be dark. The teacher can walk around and assess
understanding and probe students with questions such as How do you know that part is
supposed to be green? or why did you color that part black? to get further insight of
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student understanding.

Instruction [Exploratory stage/Explore]:

Students will be pulled in small groups and will be given a beach ball and a flashlight that
will represent the sun and earth. Students will be put in groups of three-one being the
earth, one being the sun, and one being the person on earth. The teacher will be the
facilitator for this to ensure the task is effective for learning. The earth holds the beach
ball, the sun illuminates it with a flashlight, and the last person represents the person on
earth that either sees light or dark. Have the earth spin from time to time so that students
can see that half of the earth is always lit up while half is always dark. Each student
should have a turn being all three parts. The students who are not being pulled will be
working on handout 2, which reviews sunsets and sunrises. After the demonstration the
teacher will have the students describe the pattern they noticed, urging students to use the
sentence frame: when half of the world is light/dark the other side is light/dark and the
half of the Earth facing the sun is light and the half facing away is dark.

Instruction [Student Explanation stage/Explain]:

The teacher will ask students to share what they learned during the explore part of the
lesson. Hopefully students can either explain or use sentence frames provided to vocalize
their findings. The teacher will connect the concept of half the Earth being night and half
being day to point out how there are time differences. The teacher will ask if students
have any family members on other parts of the world and ask if they have ever had to
plan phone calls because of time differences to build a deeper connection with students.
The teacher will then have a random group of students come up and re-do the explore
explaining the idea of rotation and as the earth rotates around the sun, one half is facing
towards, which makes day and one half is facing away, which makes night. This is why
people on the other side of the country are awake while we are sleeping and vice versa.

Instruction [Student Elaboration stage/Elaborate]:

The concept will be elaborated through a video, Day and Night Explanation, Causes
Science for Kids. The video explains the phenomena that was discussed the day prior
and elaborates by explaining the pattern that exists on our earth. Half of our planet
experiences day, while the other half experiences night time. Pause the video at 2:05 and
have students face the front of the room. Hold the flashlight and tell them that you are the
sun. Ask what time of day would their faces be experiencing? (day)What time of day
would their backs be experiencing? (night) Pause again at 2:20 and have students turn
around. Ask them again what side would their backs be experiencing (day) and their
faces? (night) Finish the video and have them turn to a partner and say one thing they
learned. The teacher should walk around as a check for understanding. Students will also
be given an activity where they cut out the earth and attach it to its axis so they can see
the part in day and night. Have them create this sheet at their desks, them come to the
carpet where they will take turns placing certain parts of the Earth in day and night, while
talking to a partner and using sentence frames to display that they are aware of the pattern
and phenomena.

Instruction [Closure/Evaluate]:
Handout 4. Students will complete the handout by circling the part of the earth that is
awake at certain times. This will show the teacher if students understand the pattern
discussed and also allow students the chance to compare to their probe and see if they
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have any new ideas. They will then look at ideas from the beginning of the lesson and
evaluate themselves and how much they have learned.

Differentiated Instruction:
Sentence Frames will be provided for ELs, as well as any other student who needs extra
language support. Students will be given hands on instruction during the explore stage,
and also during the elaborate through the use of a model (handout 3) and movement. The
evaluation paper will contain labeled pictures to accommodate for students struggling in
reading.

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 Instructional Materials
Engage- Handout 1

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Handout 2 during explore

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Handout 3- elaborate

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 Sunr ise and Sunset Name: _____________________
Earth turns around as it moves around the sun.
This causes day and night
It takes 24 hours for the Earth to make one complete turn or rotation.

C olor the sun yellow.

C olor the day blue.
C olor the night black.

C ut out the Earth.

Attac h Earth in spac e with a brad.

Turn Earth.

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Handout 4- evaluate

Name: ________________

Circleyellowaroundthepart of theEarth
that wouldbeawakeduringthetimes listed
below:

12:00aminNorthAmerica

3 :00aminAfrica

4 :00pminMexico

SDSU Science Content Area Task Lesson Plan Template 2016

Learning Segment: 3
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Lesson Name: Seasonal Patterns of Sunrise and Sunset Duration of Lesson: 60 mins
Grade Level(s): 1 Subject(s): SCIENCE

NGSS Content Standards:

PE: 1ESS12.Makeobservationsatdifferenttimesofyeartorelatetheamountof
daylighttothetimeofyear.
CCC: Patterns- Patterns in the natural world can be observed, used to describe
phenomena, and used as evidence.
DCI: ESS1.B:EarthandtheSolarSystemSeasonalpatternsofsunriseandsunsetcanbe
observed,described,andpredicted.
SEP: Analyzing and Interpreting Data- Use observations (firsthand or from media) to
describe patterns in the natural world in order to answer scientific questions.

Learning Objectives:
By the end of the lesson, students will be able to identify and describe which seasons
would have the most and least amounts of sunlight.

Misconceptions/Prior Knowledge:
The whole earth moves closer or farther away from the sun- the Earth itself is rotating
around the sun, but it is not getting any closer or farther as a whole. Different sides are
facing towards the earth at different times of day and due to the axial tilt, certain
hemispheres are in more direct alignment with the sun at different times a year.

The sun is hotter during the summer and colder during the winter- The Earths alignment
with the sun results in more or less direct rays of concentrated heat/light.

Resources, Materials, and Grouping:

Materials: Image of a pool hours of operation sign (example included), iPad or tablet (8),
handout 5, chart paper and pens to create graph, YouTube videos, handout 6

Materials Management: The teacher will be in charge of all materials, and iPads and
worksheets will be distributed when necessary in order to maintain focus and
organization.

Grouping Structure: The students will be given a probe as a whole class on the carpet.
They will be asked to pair share while on the carpet about ideas from the probe. After
sharing answers with the teacher, the students will be placed into pre-planned
heterogeneous groups during the explore portion of the lesson. After interacting with
iPads, students will come back to the carpet as a whole group while the explaining and
elaborating is being done. They will go back to their desks to independently complete
handout 6, the evaluation of the lesson.

References:
http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/sun
risesunset/, https://www.youtube.com/watch?v=KUU7IyfR34o,
https://www.youtube.com/watch?v=b25g4nZTHvM

Academic Language Requirements:

Language function: Students will be able to use sentence frames to describe the amount
of daylight seasons will have.
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Vocab: Hemisphere, solstice, axis

Language frames: During the summer, we will have ___more_ sunlight,

During the winter, we will have ____less_____ daylight.
Winter has __less___ daylight because ________
Summer has ____more_____ daylight because
Winter has ___less__ daylight because it is getting __less__ direct light from the __sun_
Summer has ___more___ daylight because it is getting __more__ direct light from the
__sun__

Text types: YouTube Video

Assessments:

Before: Students will be shown a picture of pool hours during the summer and winter and
asked to think about why pools are open for longer during the summer and not during the
winter. They will talk with a partner, then share their thoughts for the teacher to record.
Responses like it is hotter in the summer or kids do not have school in the summer
may be given, and feedback like interesting or can you explain a little more? would
be given to try and encourage deeper thinking.

During: during the explain portion, students will be asked to turn to a partner and explain
what they found out during the explore section. They will be given sentence frames like
the ones listed above to help if necessary. Students will also help in creating a graph to
show the amounts of sunlight during each season. Reponses should follow the sentence
frame provided and feedback will be given as the teacher walks around and listens for
responses. Good or interesting or how do you know? is feedback that will be given
during this time.

After: Students will be given a handout that asks them to circle the season that would
have more sunlight and why. This will show the teacher student understanding and if
another lesson is needed on the material discussed.

INSTRUCTIONAL SEQUENCE-

Instruction [Anticipatory stage/Engage]:

Show students pool hours. In summer the hours of the pool are 10-8pm, but now the pool
hours are 9-5pm. Why does the pool close so much later during the summertime?
Students will likely mention because they have more time to play during the summer or
because it is cold during the winter, but try and guide students to mentioning more or less
light. Record responses on chart paper so that students can see misconceptions and prior
knowledge and use information learned to help turn them into understanding.

Instruction [Exploratory stage/Explore]:

Students will explore the concept of patterns of daylight by going to the interactive
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website:http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbe
yond/sunrisesunset/ on ipads or laptops with table partners. Explain how to work the
website, and that it allows students to scroll through the days and see the times of sunrise
and sunset. Model for students before letting them try on their own. Remind them that
part of this lesson is identifying patterns so to keep this in mind while they are working.
They will do this while filling out handout 5- sunrise and sunset timesheet and teacher
will walk around to facilitate and make sure students are on task. The teacher will also
pose questions such as what are you finding? or what do you notice? to try and
encourage higher-level thinking. These questions can also be used to see if students are
looking for patterns or not and what needs to be clarified during the explain portion.

Instruction [Student Explanation stage/Explain]:

Have students come together and discuss any patterns they noticed. Ask students did the
sun rise and set at the same time every day? Then show students your completed
worksheet and point out how the sun set earlier each day and rose later every morning.
Then transition to the next season (summer or winter) on the website and have students
notice the pattern that exists. Ask students does the sun set earlier in the summer or
winter? and ask some students to think why this happens. Record these reasons to
compare with what they find out during the elaborate video. Make a graph with the
students that shows seasonal patterns of sunrise and sunset and have them use the
sentence frames to describe what the graph shows with a partner.

Instruction [Student Elaboration stage/Elaborate]:

Show the video: https://www.youtube.com/watch?v=b25g4nZTHvM This video is titled:
Seasons and the Sun: Crash Course Kids 11.1 and elaborates on the pattern of sun
through the seasons and why days are longer and shorter. Stop the video at 2:00 and tell
students to watch the experiment they do. Stop again at 2:40 and have students stand up.
Point a flashlight towards them and ask them to describe the light. Hopefully they say
bright or hot. Then explain that this is why summer is usually hotter and has more light,
because the Earth is tilted towards the sun and getting direct light. The have the students
turn and face an indicated wall. Point the flashlight and ask them to describe it.
Hopefully, the say less bright or cooler. Explain that this is why winter is usually colder
and has less light. The Earth is turned away from the sun and gets less direct light.
Continue the video, then pause the video at 2:50 and compare the graph shown in the
video to the one the class created. Are they similar? Are they different? They will also
watch Bill Nye explaining the seasons and why they exist:
https://www.youtube.com/watch?v=KUU7IyfR34o to get even more perspective on the
phenomena. After the videos, have students turn to a partner and elaborate on their
findings about the seasons by saying: Summer has more daylight because the Earth is
getting ____more____ direct light from the _sun__ and Winter has less daylight
because it is getting ___less____ direct light from the _sun___. For those who do not
need as much language, they can just say: summer has ____ daylight because____ and
winter has _____ daylight because ____.

Instruction [Closure/Evaluate]:
Handout 6. This assesses if students are aware of which season would have the most and

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least daylight and why. ELs will have the help of the teacher to write why. This handout is
a way for the teacher to determine if students grasped the concepts learned and can be a
teaching tool for any additional lessons needed. After students complete the handout, go
back to the probe question about pool hours and ask students once again why the hours
are different. Write their responses next to the ones created in the beginning to connect
past misconceptions and ideas to new knowledge learned.

Differentiated Instruction:
Language frames are provided for ELs, as well as other students in need of additional
language support and the frames vary in complexity. Students are also heterogeneously
paired during explore section to provide extra assistance and allowing more advanced
students to help those who are struggling. The students will be shown videos as a means
of explanation and will be engaged in hands on learning during this time as well. The
evaluation page has pictures to help assist in providing clarity for those who struggle with
language, and a small group will be pulled for the evaluation so that the teacher can help
facilitate and transcribe if necessary.

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 Instructional Materials
Engage- pool hours

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Handout 5- explore

Name: _____________________________ Date: ____________

Sunrise Sunset

Monday Sunrise Sunset

Sunrise: ___:___
Sunset: ___:___
Tuesday Sunrise Sunset

Sunrise: ___:___
Sunset: ___:___
Wednesday Sunrise Sunset

Sunrise: ___:___
Sunset: ___:___
Thursday Sunrise Sunset

Sunrise: ___:___
Sunset: ___:___
Friday Sunrise Sunset

Sunrise: ___:___
Sunset: ___:___

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Handout 6- evaluate

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