Author:
Melody Casey
Subject:
Science
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
4
Tags:
#NCDLS, GEDB, Global Education, ncdls
License:
Creative Commons Attribution Non-Commercial
Language:
English

Education Standards

GEDB As the Earth Turns: Day and Night Part 1 (Lesson 1 of 3)

GEDB As the Earth Turns: Day and Night Part 1 (Lesson 1 of 3)

Overview

In this lesson, students will reflect on prior knowledge about the causes of day and night using a Know, Want to Know, Learned (KWL) chart. Students will also engage in watching a video explaining day to night to identify the difference of day and night and why they happen. This lesson was developed by Lisa Hiatt as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Lesson Plan

Description

In this lesson, students will reflect on prior knowledge about the causes of day and night using a Know, Want to Know, Learned (KWL) chart. Students will also engage in watching a video explaining day to night to identify the difference of day and night and why they happen.


Content

Student Engagement/Motivation

Students will begin the lesson by completing a Know, Want to Know, and Learned (KWL) chart by answering the following questions: What do you know about the causes of day and night on Earth?  What do you want to know about the causes of day and night on Earth?


Learning Targets and Criteria for Success

Learning Targets:

  • I can identify and write what I know about the causes of day and night on Earth.
  • I can identify and write questions I have about the causes of day and night on Earth.

 

Criteria for Success Statements:

  • I will write what I know about the causes of day and night on Earth in my science notebook. 
  • I will write questions I have about the causes of day and night on Earth in my science notebook.

Supplies/Resources

Science Notebooks (1 per student)

Class KWL chart (poster or display on whiteboard) and post-its.

Assess to the internet and a way to display the Day to Night Videohttps://www.dkfindout.com/us/video/space/day-to-night/

If technology is not available, the teacher may use the following literary texts:

What Makes Day and Night by Franklyn M. Branley

Day and Night by Robin Nelson

National Geographic Readers: Day and Night by Shira Evans


Learning Tasks and Practice

The teacher will begin the lesson by encouraging students to reflect on what they know about day and night on Earth.  Students will create a Know, Want to Know, and Learned (KWL) chart in their science notebooks, indicating what they know about day and night on Earth.  Once students have written what they know about day and night on Earth, the teacher will guide students to list any questions in the Want to Know section of the chart.  The teacher will then pass out two blank post-it notes to each student. Students will then select one item from each category (Know and Want to Know) to write on a post-it and display on the class chart.  Students will present their knowledge and questions as they come up to the chart to post their information. The teacher will help to organize the post-its on the chart so all of the information is visible.

The teacher will engage students by playing the Day to Night Videohttps://www.dkfindout.com/us/video/space/day-to-night/  on a display board. Once the video is complete, students will verbally explain the causes of day and night to a partner.  The teacher will make observations to the student responses.  The teacher may use a class checklist (see attached) or anecdotal notes to indicate student progress.

If technology is not available, the teacher may use the following literary texts:

What Makes Day and Night by Franklyn M. Branley

Day and Night by Robin Nelson

National Geographic Readers: Day and Night by Shira Evans


Technological Engagement

Day to Night Videohttps://www.dkfindout.com/us/video/space/day-to-night/

The Day to Night video should be presented by the teacher during the lesson in order for students to visually see the relationship between the Earth and the sun.  As noted in the lesson, if technology is not available, literary texts are provided in the lesson to teach the same concept.


Collecting and Documenting Evidence of Learning

The teacher will use a class checklist and anecdotal notes to record observations and evidence of student learning.  The teacher will record evidence found in the student's science notebooks, on post-its displayed on the class chart, and student verbal explanations.


Student Self-Reflection and Action Steps

Students will be given the opportunity to reflect on their learning in relation to the set learning targets when they document their thinking in their science notebooks, post-its on the class display chart, and verbal explanations.

When students have not met the instructional goals, the teacher will make a note and intervene by reteaching the necessary concept. Any interventions will be noted on the teacher's checklist.

When students have met the instructional goals, the teacher will make a note indicating the student has met the instructional goal.


Extended Learning Opportunities

To extend the learning opportunities, students may indicate additional questions they have or items they have learned on their individual Know, Want ot Know,and Learned (KWL) chart in the corresponding section.


Teacher Reflection of Learning

I felt this lessons was a good introduction to the standards and gave me the opportunity to observe the prior knowledge my students had.  Throughout the student reflection of completing the Know, Want to Know, and Learned (KWL) chart, I was able to address any misconceptions students had regarding the Earth's relationship with the sun.  By not ony providing students with the class Know, Want to Know, and Learned (KWL) chart, I found it valuable for students to be able to share their own responses in their personal science notebooks.  Seeing as some students may be reluctant to make a mistake or share their work, this provided them with a safe space to share their knowledge and questions.