Instructional

Unit Plan
Candidate: Amanda Kilgore Grade Band: K-1
Big Idea: Day and Night Sky Approximate Timeline: 4 Days
Resources/Websites: Misconceptions:
Ansberry, Karen. More Picture-Perfect Science Lessons. National Science
Teachers Association. 2007. The sun and moon are the same.
Branley, Franklyn. What Makes Day and Night. Harper Collins. 1961. Students can see many stars in the night sky, but they are not in our
Newton, John. Day and Night. Disney Enterprises, 2010. solar system.
Rylant, Cynthia. Night in the Country. Simon & Schuster Publishing. 1991. The moon and the sun do not change.
Yaccarino, Dan. Good Night, Mr. Night. First Red Wagon Books. 2004. It is safe to look directly at the sun.
Science Content Standards Science Practices Other GSE
Students will ELAKW2: Use a combination of drawing, dictating, and
SKE1. Students will describe time communicate scientific ideas writing to create informative/explanatory texts.
patterns (such as day to night and and activities clearly. ELAKW5: Respond to questions and suggestions from peers
night to day) and objects (such as sun, describe and compare things and add details to strengthen writing as needed.
moon, stars) in the day and night sky. in terms of number, shape, ELAKW7: Participate in shared research and writing
a. Describe changes that occur in the texture, size, weight, color, projects.
sky during the day, as day turning into and motion.
night, during the night, and as night draw pictures that correctly
turns to day. portray features of the thing
b. Classify objects according to those being described.
seen in the day and night sky and ask questions about the Literacy
those seen in the night sky. phenomena which they are
recognize that the sun supplies heat studying.
to the earth.

Cross-Cutting Concepts

Cause and effect
Patterns
Scale, Proportion, Quantity
MGSEK.MD.2 Directly compare two objects with a

measurable attribute in common, and describe the
Mathematics
difference.


Differentiation
Process Product Content
In order to support a high level of student For writing and labelling, ESOL students will be given No differentiation of content needed within this
discourse within my science lessons I have word banks to use for their finished products. topic.
assigned two different student partnerships.
Carpet (Turn and Talk) Partners are discourse
partners that work together to share the deep
thinking that happens throughout the day.
Workshop Partners are partners who are matched
together for the purpose of working during our
independent times. In this unit, students will be
engaged in both partnerships. I have two ESOL
students who are mixed in with English-speaking
students.
General Sequence of the Unit/Building for Conceptual Understanding
ENGAGE EXPLORE EXPLAIN ELABORATE
Sorting activity, T-Chart, Graphs, Read Experiment with mystery beads (what Drawing and writing about Discussion and participation in events
A Louds, Mystery Beads causes them to change color), solar objects in the sky or activities surrounding the solar eclipse
system model/acting out the solar in the daytime or nighttime.
system (sun and earth) with a flashlight.
EVALUATE (Culminating Task)
TSW create a flow chart on patterns of the sun and moon in the sky. TSW take pictures using the Seesaw app, and will write about time patterns.

Weekly Lesson Plans

Day 1 Day 2 Day 3 Day 4
Essential What do you see in What are the benefits What happens in the What patterns do you
Question: the daytime and of the sun? What are night sky? How is the notice in the sky as day
nighttime skies? the risks? day sky different than turns to night and night
 the night sky? turns to day?
ENGAGE TTW pass out 5 UV TTW read Good Night, Whole-Group
(Opening/Hook) TTW read Day & Pony Beads and a pipe Mr. Night and Night in Sequence of events:
Night by Teddy cleaner to each student the Country by Cynthia Day and Night Flow
Newton and follow and ask them to Rylant. While reading Chart.
up with the describe to their Night in the Country, *Patterns of the sun
accompanying video neighbor what the turn off the lights and and moon
(gives even more beads look like (color). have students close TTW read What Makes
examples of Students color the first their eyes and visualize Day and Night by
day/night activities strand of beads on what you are reading, Franklyn M. Branley.
and objects in the
their recording sheet, before showing them
sky). representing the the pictures.
indoor beads. Walk
outside and watch the
magic happen! Come
back inside and color
the outside beads.
TSW brainstorm ideas
as to why the beads
changed
EXPLORE/EXPLAIN Students will discuss Discussion. TSW compare and TTW explain the
(Work Period) different activities Why do we wear contrast the books. patterns of the sun and
performed during the sunglasses? TSW refer back to the moon. As a class, make
day/night and what Why is it important to class chart created on a flowchart about the
else they may see at wear sunblock and Lesson 1 and clear up sequence of
those times. proper clothing outside any misconceptions events/patterns of the
On a prepared (weather depending)? they may have had, or Sun and Moon (I did
worksheet (pre- TSW brainstorm ideas add more information. not have time to do
assessment) TSW sort as to why the beads TSW draw a picture of this with my class).
objects based on changed color. TTW their favorite time of Students
whether they are record their responses day (day or night) for a demonstrate/act out
seen in the daytime on their recording class graph. the role of the Earth
or nighttime, or both. sheets (due to time and sun, using a
constraints). TTW help flashlight and a globe,
students test their to further their
explanations (using a understanding of what
flashlight, lighter, lamp, makes day and night in
etc.) our sky. Students will
describe the shape of
the sun, moon, and
 Earth as spheres and
compare their size
using a solar system
model. Students will
use the Seesaw app on
an iPad to take pictures
of daytime/nighttime
objects/activities from
teacher-selected
books.

Closing: TTW ask students to TSW turn and talk TSW share their journal TSW share their
share their about what they entries with the class. pictures from their
completed sheets. learned about the sun SeeSaw journals.
and its UV rays.

Assessment (What is the evidence of learning?)

Formative (On-going) Summative (End)

Journal entries Oh My, What a Sky sorting activity
Observation of participation in activities
Discussion with carpet and workshop partners


Customized Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Scaffolded support for sorting objects in the sky.
Art center drawing of various pictures depicting what they like to do at daytime
and nighttime or what they see in the sky.