Basic Productivity Tools (BPT)

Lesson Idea Name: Where does the sun go?

Content Area: Science
Grade Level(s): Kindergarten
Content Standard Addressed: SKE1. Obtain, evaluate, and communicate observations about
time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night
sky.

1. Ask questions to classify objects according to those seen in the day sky, the night sky, and
both.
2. Develop a model to communicate the changes that occur in the sky during the day, as day
turns into night, during the night, and as night turns into day using pictures and words

Technology Standard Addressed: 3 Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Multiple means of representation done will be reading the book when
students are able to read the words on the screen, and listen to the story being read to them. When the
students are making their observations about the sky they observe they can use multiple means of
representation for their observations. By having students look observe the sky they see at home, and bringing
that learning into the home I have provided multiple means of engagement.

Lesson idea implementation: To open this lesson I would have students listen to and read along with the
eBook, The Ever Changing Sky. Once they have finished the book I will then ask students what we see in the
sky at night and day time? I will then ask them to tell me where they think the sun goes at night. We will
bounce around answers for about five minutes allowing all students who have an answer to explain their
reasoning.

To have students explore their world I would give them a homework assignment to take note of what their
sky looks like outside of their window at sunset, night, morning, and mid-day. Students have a choice of how
they choose to record their observations whether it be drawing pictures, taking pictures, or writing about
what they see.

To teach the changes in the sky throughout the day students will cut out pictures of the things that can be
seen at night (moon, stars, constellations, planets, etc.) and during the day (sun, clouds, rainbow, airplanes,
etc.) Students will have a folded piece of white paper and label one side “days sky” and the other side “night
sky.” Students will be instructed to glue the corresponding objects to the correct side of the paper.

Spring 2018_SJB
 Basic Productivity Tools (BPT)
To close the teacher will choose several students to present their collage to see what everyone said, and
correct anyone who put something wrong. Have students use sentence frames to give positive constructive
feedback to peers.

To extend this activity I would have students write a story to tell about what they see in the night and day sky
they see.

This activity should take no more than 45 minutes.

Reflective Practice: Giving students the opportunity for self-discovery and observation after an introduction
to the topic of how the sky changes. To further extend this lesson for all students we could begin discussion
on how the earth moves around the sun, but this is not covered until older grades. Time lapsed videos are
also a tool that could be used to show students how the sun moves across the sky.

Spring 2018_SJB