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Grade 1
Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
Science Grade 01 Unit 07 Exemplar Lesson 01: What is Day and Night?
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The
duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better
understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your
convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will identify characteristics, activities, and objects that are identified with day or night. Students will gain an
understanding of how the causal relationship between the Earth and the Sun produces night and day.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education,
which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the
standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
1.8
Earth and space. The student knows that the natural world includes the air around us and objects
in the sky. The student is expected to:
1.8C Identify characteristics of the seasons of the year and day and night.
Scientific Process TEKS
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek
answers in classroom and outdoor investigations. The student is expected to:
1.2A Ask questions about organisms, objects, and events observed in the natural world.
1.2D Record and organize data using pictures, numbers, and words.
1.3
Scientific investigation and reasoning. The student knows that information and critical thinking are
used in scientific problem solving. The student is expected to:
1.3B Make predictions based on observable patterns.
1.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural world. The student is expected to:
1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups,
bowls, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and timers nonstandard measuring items such as paper clips and clothespins weather instruments such as classroom
demonstration thermometers and wind socks materials to support observations of habitats of organisms such as
aquariums and terrariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Science Unit 07 PI 01
Create a booklet that identifies several characteristics of day and night, including human activities and appearance of the sky.
Standard(s): 1.2D , 1.8C
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5F
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page 1 of 21 Grade 1
Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
Key Understandings
The Sun lights one half of the Earth at a time. The Sun is visible during the day and is shining someplace else at night.
— Why is one half of the Earth day while the other half is night?
— How do we know it is daytime?
— What are some daytime activities?
— How do we know it is nighttime?
— What are some nighttime activities?
One day and one night equals one spin of the Earth.
— Why is one half of the Earth day while the other half is night?
Sunrise, day, noon, sunset, and night occur as the Earth spins.
— What is the name of the time of day where night turns into day?
— What is the name of the time of day where day turns into night?
Vocabulary of Instruction
Sun
Earth
Moon
sunrise
sunset
morning
evening
moonrise
day
night
sky
pattern
cycle
rotate
rotation
Materials
book (about day and night, 1 per class)
crayons or colored pencils (per group)
markers or crayons (per group)
paper (plain, 1 sheet per student)
plates (paper, non-glossy, 1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or
student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in
the district site and are not accessible on the public website.
Handout: Day or Night Card Sort (1 set per group)
Teacher Resource: Day or Night Card Sort KEY
Teacher Resource: PowerPoint: Day and Night
Teacher Resource: Day and Night PowerPoint Script KEY
Teacher Resource: What I Now Know About Night and Day SAMPLE KEY
Handout: Day and Night PI (1 per student)
Teacher Resource: Day and Night Rubric PI
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1:
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Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
Gather materials for the activity (1 non-glossy paper plate per student).
Make copies of the Handout: Day or Night Card Sort in color. This is one of the few times that pictures should be in
color. Cut them out, and laminate them for durability. These cards will be used twice in this lesson. Each group will need
one set of cards. Alternatively, the teacher could locate pictures in magazines that show day and night skies and day and
night activities.
2. Prior to Day 2:
Locate a computer (and projector if needed) to show the class the PowerPoint.
Locate and gather books on day and night.
3. Prior to Day 5:
Make a of the Performance Indicator student Handout: Day and Night. Print the handout back-to- back to create a
booklet. (1 copy per student)
4. Prepare attachment(s) as necessary.
Background Information
This lesson addresses students observing and recording changes in objects in the sky. This sets a foundation for understanding the Earth and its
cycles and systems. Prior to this lesson, kindergarten students learned about day and night as a repeating pattern. In this lesson, first grade
students will identify characteristics, activities, and objects that are identified with day or night.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Provide students with a non-glossy paper plate (1 per student).
Materials:
2. Students will need their markers or crayons for this activity.
3. At the top of one side of the paper plate, have students write the title:
day. On the top of the other side have students write the title: night.
Model writing the titles on the paper plates for students.
plates (paper, non-glossy, 1 per student)
markers or crayons (per group)
Attachments:
4. Explain to students that they are to draw their ideas (the
characteristics) of “daytime” on the day side of the plate and on the
other side of the plate the characteristics of “nighttime”.
5. When the paper plate illustrations are complete, instruct students to
work in pairs or small groups on the Handout: Day or Night Card Sort.
Instruct students to sort the cards into two distinct piles, day and night.
If they are unsure, they can have a question pile. Some of the cards
are at sunset or sunrise; allow students to choose if they think this is
day or night. Students should justify their thinking through a small
group discussion as they work.
6. These drawings and the closing discussion are forms of “pre­
assessment”. The teacher will gain information about student
understandings of night and day.
Handout: Day or Night Card Sort (1 set
per group)
Teacher Resource: Day or Night Card
Sort KEY
Informational Notes:
Running out of time and resources for a card sort? Print
a copy of the cards. In the classroom science notebook,
or on a white board, create a T-chart. Write night and
day. Hold up the pictures, one at a time, and instruct
students ot decide where the picture should be placed
on the chart.
Check For Understanding:
The Engage activity is a form of “pre­assessment.” The
teacher will gain important information on students’
conceptual ideas of what day and night are. In this
section, the teacher is gathering information on what
students know about day or night. At this early stage in
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Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
the lesson, allow all ideas and responses to be shared.
Science Notebooks:
Instead of paper plates, students can draw this activity in
their science notebooks.
(OR)
Copy paper can also be used. Students can simply fold
the paper in half, title one half “day”, the other half “night”
and draw their characteristics. For a display, the plates
can be hole- punched and a string can be attached for
them to hang in the classroom.
EXPLORE/EXPLAIN - What is Day and Night?
Suggested Day 2
1. As a class, view the Teacher Resource: PowerPoint: Day and Night.
Discuss the main points from the slide notes with students. There are
several questions to establish the important concepts of the times of
day/night, such as:
The Sun is visible during the day and is shining someplace else at
night.
Sunrise, day, noon, sunset, and night occur as the Earth spins.
Humans can do activities during these times (morning – eat
breakfast, night time – sleep)
One day and one night equals one spin of the Earth. Night and day
occur in a 24 hour period; this is a pattern (or cycle).
Materials:
paper (plain, 1 sheet per student)
Attachments:
Teacher Resource: PowerPoint: Day and
Night
Teacher Resource: Day and Night
PowerPoint Script KEY
2. The Teacher Resource: Day and Night PowerPoint Script KEY is
available as a guide to explain each of the slides.
3. To close the lesson, record any new learning in the classroom science
notebook. Create a chart titled What I Now Know about Night and
Day.
Example of chart:
ELABORATE - What I Know About Day and Night
Suggested Day 4
1. Read a book about day and night.
Materials:
2. As you read the book, ask students make connections between the
book and the important understandings about day and night that were
discussed with the Teacher Resource: PowerPoint Day and Night.
3. Review the information from the book and the PowerPoint. Record
student responses on the chart What I Now Know about Night and
Day from Day 2. The Teacher Resource: What I Now Know about
Night and Day SAMPLE KEY might help with this activity.
book (about day and night, 1 per class)
Attachments:
Teacher Resource: What I Now Know
about Night and Day SAMPLE KEY
4. Ask:
How do we know it is daytime? What are some daytime
activities? Answers will vary.
How do we know it is nighttime? What are some nighttime
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Instructional Notes:
A book share strategy can also be incorporated into this
part of the lesson cycle. Have several books about night
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Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
activities? Answers will vary.
What is the name of the time of day where night turns into
day? (Sunrise)
What is the name of the time of day where day turns into
night?
(Sunset)
and day. Books can be rotated around the room in
stations or as a whole class activity. In a book share,
students have five minutes to look over books in small
groups (no more than 2–3 per group), they discuss what
they see, pictures and words. When the time is up, they
will pass the book to another group, and the cycle
repeats. The teacher will then lead a class discussion
and record new information learned from the book
share.
Misconception:
Students may think that the Moon can only
be seen during the night.
Science Notebooks:
Record day and night activities in the class science
notebook.
EXPLAIN
Suggested Day 3
1. Divide the class into small groups. Distribute the Handout: Day or
Night Card Sort cards (from the Engage activity).
Attachments:
2. Instruct students to sort the cards into activities that can be done in the
night and activities that can be done in the day. The cards that just
show the sky should be placed in a separate stack.
Handout: Day or Night Card Sort (1 set
per group) (from Engage activity)
3. After students have completed the card sort, ask each group to share
one activity they placed in each of the categories. If it is an activity that
could be done either in the daytime or at night, the group should justify
or explain why they made the day or night choice that they did.
4. After the activity cards have been sorted and categorized, instruct
students to now look at the sky pictures. Display each of the cards, one
at a time, and discuss the appearance of the sky and why it is a “night”
picture or a “day” picture.
EVALUATE – Performance Indicator
Suggested Day 5
Grade 01 Science Unit 07 PI 01
Materials:
Create a booklet that identifies several characteristics of day and night, including
human activities and appearance of the sky.
Standard(s): 1.2D , 1.8C
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5F
1. Refer to the Handout: Day and Night PI, Teacher Resource: Day and
Night Rubric PI, and Teacher Resource: Performance Indicator
Instructions KEY for information on administering the assessment.
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crayons or colored pencils (per group)
Attachments:
Handout: Day and Night PI (1 per
student)
Teacher Resource: Day and Night
Rubric PI
Teacher Resource: Performance
Indicator Instructions KEY
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Science
Unit: 07
Lesson: 01
Suggested Duration: 5 days
Last Updated 05/14/2013
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Science
Unit: 07 Lesson: 01
Day or Night Card Sort
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Science
Unit: 07 Lesson: 01
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Science
Unit: 07 Lesson: 01
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Science
Unit: 07 Lesson: 01
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Grade 1
Science
Unit: 07 Lesson: 01
Day or Night Card Sort
Day or Night
Activity: brushing teeth
Day or Night
Activity: having a drink of water
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Day
Activity: riding bikes
Day
Activity: swinging on a swing
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Day
Activity: reading in school library
Day
Activity: getting on or off school bus
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Grade 1
Science
Unit: 07 Lesson: 01
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Sunset (night)
Sunset (night)
Sunset (night)
Night
Activity: fireworks
Night
Night
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Grade 1
Science
Unit: 07 Lesson: 01
Night
Activity: sleeping
Day
Activity: playing outside
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Sunrise (day)
Night
Activity: sitting by a campfire
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Day
Activity: playing in a pool
Day
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Grade 1
Science
Unit: 07 Lesson: 01
Day
Activity: eating a meal outside
Day or Night (They are inside, so we
can’t tell for sure.)
Activity: playing video games
Day- Sunset
Night
Activity: looking at the Sky
Day
Activity: playing with toys
Day
Activity: taking a walk
(This activity can be done at night.)
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Grade 1
Science
Unit: 07 Lesson: 01
Day and Night: PowerPoint Script KEY
Slide 2
A whole day is 24 hours. That’s when the hands of the clock move all the way around. In that time,
we experience a night and a day. Let’s explore through a 24 hour period and take a look at what
makes the day time different from the nighttime.
Slide 3
This picture was taken as night was turning to day. This part of the day is also known as sunrise. This
begins our morning time.
Ask:
How does the sky look? Where is the Sun?
Say:
Notice how the sun is peaking over the trees and hills. That is because the Sun is rising.
It is early in the morning.
Ask:
What activities do humans do in the morning? Get dressed, eat breakfast, feed pets, go to
school/work, etc.
Slide 4
Ask students about morning activities.
Answers may include: eating breakfast, brushing teeth, feeding pets, going to school, etc.
Slide 5
This picture was taken during the day when the Sun was shining brightly. On sunny days, it is easy to
see objects in the sky, such as the Sun and clouds. At noon time, the Sun is high in the sky.
Ask:
What do you know about the daytime? What activities do we do in the daytime? Accept all
answers.
What about when the day is overcast? (Remind students that overcast means the sky is covered
mostly in clouds.)
Say:
Even when it is overcast, the Sun still rises. The clouds cover the Sun to where we cannot see
it.
Slide 6
Ask:
What are some daytime activities? Answers might include: attending school, eating lunch,
participating in sports, playing with friends, etc.
Slide 7
This picture was taken as day was turning to night, which is also known as sunset. It is evening time.
Ask:
Where is the Sun in this picture?
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Grade 1
Science
Unit: 07 Lesson: 01
Say:
When day turns to night, the Sun does not go away.
Ask:
Where do you think it goes? Allow for various responses.
Notice in the picture that the Sun is low in the sky. It looks like it is going down because the Sun is
setting.
As the Sun goes down, do you know what can appear in the sky at night? The Moon and stars
Slide 8
Ask:
What are some evening activities? Answers may include: eating dinner, doing homework, watching
TV, etc.
Slide 9
This is a picture of the night sky. On clear nights, the Moon and stars can be easily seen.
Ask:
What do you notice about nighttime? It’s dark. There are stars and the Moon in the night sky.
How is night different from daytime? Accept all answers.
What are some nighttime activities? Stargazing, sleeping, etc.
Slide 10
Ask:
What are some activities that are nighttime activities? Accept all reasonable answers.
Slide 11
Sunrise again! It’s been 24 hours since we saw the last sunrise.
Ask:
Is this a pattern? How do you know?
Slide 12
Review with students the characteristics of daytime, sunset, nighttime, and sunrise. Have students
discuss activities that occur in different parts of the day. For example, near or after sunrise, we eat
breakfast in the morning. Emphasize that this is a pattern that repeats over and over.
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Grade 1
Science
Unit: 06 Lesson: 01
What I Now Know about Night and Day SAMPLE KEY
What I Now Know about Night and Day
Daytime
Nighttime
The Sun is out, and the sky is
bright. We get light from the
Sun.
The temperature is usually
warmer during the day than it
is at night.
The daytime is when most
people are active and busy.
We can participate in many
activities during the day.
The Sun rises in the morning,
is above us around noon, and
sets in the evening.
The rising and setting of the
Sun has a pattern.
One day and one night equals
one spin of the Earth.
The sun is visible during the
day and is shining someplace
else at night.
©2012, TESCCC
The Moon and stars are out. The
sky is dark. (If students say the
Moon lights the night sky, be sure
to tell them that the light we see is
reflected light from the Sun. The
Moon does not give off any light.)
The temperature is usually cooler
at night than it is during the day.
Nighttime is resting time.
The Moon usually rises in the
evening and sets early in the
morning.
The absence of direct sunlight
gives us night.
One day and one night equals one
spin of the Earth.
The Sun is visible during the day
and shining someplace else at
night.
The Moon and the stars follow
patterns in the night sky that we
can observe.
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Day and
Night
By:_______________
Date:______________
Sunrise (morning)
Nighttime
Daytime
Sunset (evening)
Grade 1
Science
Unit: 07 Lesson: 01
Day and Night Rubric PI
Category
Name and Date
Labels: Day and
Night
4
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2
1
Complete:
Almost All:
Limited:
No:
Name:
Date:
Name:
Date:
Name:
Date:
Name:
Date:
All labels and illustrations
about times of day and
night are present and
correct.
Almost all
labels/illustrations about
times of day and night
are present and correct.
Some labels/ illustrations
are present and correct
about the times of day
and night.
Labels and illustrations
are inaccurate about the
times of day and night.
All activities are
accurate and correct.
Most activities drawn are
accurate and match the
correct time of day/night.
Some activities drawn
are inaccurate and
do not match the
pictures/time of
day/night.
Activities drawn
are inaccurate and
do not match the
pictures/time of
day/night.
Detailed picture
Colored
Some details
Some color
Limited details
Limited color
Little to no details
Little to no color
Activities
Neatness
3
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Grade 1
Science
Unit: 07 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Create a booklet that identifies several characteristics of day and night, including human
activities and appearance of the sky.
(1.2D; 1.8C)
1C; 5B, 5F
Materials:
crayons or colored pencils (per group)
Attachments:
Handout: Day and Night PI (1 per student)
Teacher Resource: Day and Night Rubric PI
Procedure:
1. Distribute a copy of the Handout: Day and Night PI.
2. Have students write their name and the date on the front cover.
3. After completing the cover, have students fold the paper in half vertically. Open the booklet and
the inside will reveal four rectangles. (see illustration below)
4. Explain to students that they will create an illustration for each section. The illustrations will identify
an activity you could do at that time of the day or night and the appearance of the sky. Point out to
students that it is a cycle: day, night, day, night…as indicated by the arrows. (The position of how
the Sun and the Moon appear during this time of the night.)
5. Use the Teacher Resource: Performance Indicator Day and Night Rubric to assess student
understandings.
Instructional Notes:
Book cover:
Inside of the book:
Day and
Night
Sunrise
(morning)
Daytime
Nighttime
Sunset
(evening)
(student
name and
date)
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