Nicolette Naticchione
Daniel Hardaker
Grade 2
Compare and Contrast Night and Day
1. Essential Questions:
What are the similarities between night and day?
What makes night and day different?
When can we see the sun/moon?
2. Standards:
ESS1.B: Earth and the Solar System
·
Seasonal patterns of sunrise and sunset can be observed, described, and
predicted. (1-ESS1-2)
1-ESS1: Use observations of the sun, moon, and stars to describe patterns that
can be predicted.
·
[Clarification Statement: Examples of patterns could include that the sun and
moon appear to rise in one part of the sky, move across the sky, and set; and stars
other than our sun are visible at night but not during the day.] [Assessment
Boundary: Assessment of star patterns is limited to stars being seen at night and not
during the day.]
3. Objectives/Assessments:
Objective
Assessment
SWBAT organize information about
night and day using their comparing
and contrasting skills.
The teacher will formally assess this by
collecting and evaluating the individual
Venn Diagrams the students create.
SWBAT identify what sunrise and
sunset are in accordance to the
rotation of the earth.
Students will complete a written response
defining night and day in terms discussed
previously in the lesson.
4. Materials:
- Venn Diagram (Oh My, What A Sky!)
https://www.pinterest.com/pin/80361174576252882/
- Glue sticks
- Scissors
- Supplemental Video describing what causes day and night
https://www.youtube.com/watch?v=R3jr0DaV8N8
- Flashlight
- Globe
- Science journals
- Computer and projector
5. Prior Knowledge:
- Students know that the sun is a star and the moon is not
- Students will be familiar with seeing the moon at night and the sun during the day
- Students will be familiar with comparing and contrasting two items
- Students will be familiar with writing written responses
6. Lesson Beginning:
- Students will begin by sitting at their assigned desks. I will distribute the Venn
diagram handout and explain the task at hand. The students will cut of the various
items and just lay them in which section they believe they belong. They will not be
given glue sticks just yet as this is a pre-assessment and the students will be
expected to check their answers at the end. The gluing will occur during the post
assessment. We will then discuss why they classified certain items the way they did.
7. Instructional Plan:
Appx. Time: 34 minutes
What I will be doing
What Students will be
doing
Materials
Time
I will be walking around the
room, observing the students
as they cut and classify the
various items of the Venn
diagram.
Students will decide
based off of background
knowledge where they
believe each item belongs
on the Venn diagram.
- Venn
diagram
- Scissors
8
minutes
I will bring the class together
again using a whole-brain
teaching technique and
review the charts with the
students.
Students will raise their
hands and offer their
choices as examples to
the rest of the class. We
will decide together
which classifications are
correct.
N/A
5
minutes
I will prompt the students
with the question, “Why do
you think we have night and
day?”
Students will take a
moment to think about it
and discuss it amongst
their seating groups.
N/A
2
minutes
I will follow up the question
with the supplemental video,
describing why we have day
and night.
Students will sit quietly
and watch the short
video.
Supplemental
video
3
minutes
To reinforce what was
learned in the video, I will
demonstrate the concept of
Students will actively
listen and be asked to
choose a place on the
- Globe
- Flashlight
7
minutes
night and day with the globe
and flashlight. I will shine the
flashlight where we are on
the globe and slowly rotate
the globe until we are in the
shadows of the flashlight.
This will lead to me
discussing sunset and
sunrise and us turning or
“rotating” away from or
towards the sun.
earth that we will decide
if they are in light or
shadow in comparison to
our own place on the
globe. They will ask for
clarification on any
concept they struggle to
understand.
I will then refer back to the
Venn diagrams and have the
students recheck their
answers. When they review
where the moon should go, I
will tell the students it is a
“trick” question and show
them on Google images that
the moon is sometimes seen
during the day due to the
reflection light from the sun.
Students will paste down
their final decisions and
contemplate the wonder
of the moon being seen
during the day
sometimes. They will
hand in their Venn
diagrams when they are
completed.
I will conclude by asking the Students will take out
students to take out their
their journals and write
journals and describe sunset their response.
and sunrise using the term
“rotation” from earlier in the
lesson. This will allow me to
see who needs further
instruction on this concept in
the future.
- Glue sticks
- Venn
diagram
- Computer
and projector
5
minutes
- Journal
4
minutes
8. Differentiation:
This lesson is adaptable and will be differentiated for all types of learners.
Social learners will benefit by working collaboratively in their groups by discussing
the various questions posed throughout the lesson. Visual learners will be
accommodated through the video and the globe demonstration, allowing them to
see the concepts first hand. A graphic organizer such as a Venn diagram also
benefits a visual learner as well. Those who learn best through listening and need
some extra reinforcement on the topic will be accommodated through whole class
discussions and my input as we work together to classify and justify the various
items on the charts. This lesson also uses different mediums so that those who are
better writers can explain their ideas through the written response while others can
shine through class discussions.
9. Questions:
- How will you decide what goes in each section of the Venn diagram?
- Why do you think we have a night and day?
- What causes sunrise and sunset?
- Which answers did you have to change when we went back to the diagrams?
- What did you notice is the same between night and day? What is different?
10. Classroom Management:
Students will raise their hands to provide a response. I will also circulate
around the room to ensure that students are staying on task in their groupings. I will
implement Mrs. Tindall’s whole-brain teaching strategies as well during the lesson
to refocus the students and keep them engaged.
11. Transitions:
Students can get up from their desks a group at a time to grab a glue stick for
the ending of the lesson. I will transition to different parts of the lesson by
continuously reminding the students that all these concepts are connected and
matter. The discussions will seamlessly flow because the students will not be
physically moving anywhere in the classroom during this lesson.
12. Closure:
Students will complete their short response on sunset and sunrise and hand
them into me before moving on to the next subject. I will also collect their Venn
diagrams. From these, I will be able to see which students have a grasp on the main
concept of the lesson and which ones need a bit more review the next day.
Name____________________________________
Date_____________________________________
Why do we have sunrise and sunset?