Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
Science Grade 05 Unit 07 Exemplar Lesson 02: Day and Night Cycle
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 investigate the day and night cycle and why the Sun appears to move across the sky. To people on Earth, the turning of the
planet makes it seem as though the Sun, Moon, planets, and stars are orbiting the earth once a 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.
5.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent
movement of the Sun across the sky.
Readiness Standard
Scientific Process TEKS
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2C Collect information by detailed observations and accurate measuring.
5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and
indirect (inferred) evidence.
5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine,
and evaluate information.
5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as
how a soda dispensing machine works.
5.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses,
metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders,
beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches
materials to support observations of habitats or organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/01/13
page 1 of 14 Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
Grade 05 Science Unit 07 PI 02
Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle and the apparent movement of the Sun across the sky.
Standard(s): 5.3C , 5.8C
ELPS ELPS.c.1C , ELPS.c.5B
Key Understandings
The rotation of the Earth on its axis, approximately every 24 hours, produces the night-and-day cycle.
— What is the day and night cycle?
— How does the rotation of the Earth make the Sun appear to cross the sky?
Vocabulary of Instruction
day
night
cycle
rotate
rotation
axis
apparent movement
Equator
prime meridian
counter clockwise
Northern Hemisphere
Southern Hemisphere
Materials
chalk (1 piece per group)
clay (golf ball-size, 1 piece per group)
index card (3x5, 1 per student)
light source (such as a flashlight, overhead projector, or lamp with removable shade, 1 per class)
marker (1 per group)
paper (construction, 12”x18”, 1 piece per group)
pencils (colored, 1 pack per pair of students)
pony bead (any color, hole in the center, 1 per student)
rocks (if it’s windy outside, golf ball­size, 4 per group)
ruler (1 per group)
scissors (1 pair per student)
spherical object (such as a beach ball or a globe, 1 per class)
straw (drinking, non-flexible, 1 per group)
tape (clear, 1” pieces, 2 per student)
yarn (any color, 3” piece, 1 piece 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: Rotation (1/2 sheet per student)
Teacher Resource: Rotation SAMPLE
Teacher Resource: Apparent Movement Teacher Instructions (see Advance Preparation)
Handout: Apparent Movement (1 per group)
Handout: Day Length Around the World
Handout: Storyboard (2 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Copy the Handout: Rotation on sturdy paper. Cut the handout in half to save time during science class.
2. The preparation for the Explore/Explain – Apparent Movement of the Sun must be completed prior to teaching the lesson (on Day
3). Each period will complete a drawing of a shadow line during class. By the end of the school day, the chart will show the
Last Updated 05/01/13
page 2 of 14 Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
apparent motion of the Sun across the sky. (If teaching a self-contained class, students in your class will need to make
measurements every hour throughout the day.)
3. Prepare attachment(s) as necessary
Background Information
This lesson bundles student expectations that address the pattern of day and night. SE 5.8C is a Readiness Standard.
During this lesson, students will study the causes of the day and night cycle. In addition they will compare physical characteristics of the Earth, Sun, and Moon.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What is the Day and Night Cycle?
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Instruct students to draw and label, in their science notebooks, their
understanding of the day-and-night cycle.
2. Provide students about five minutes to complete this, and then ask for
several students to share their thinking.
3. Hold up a spherical object, such as a beach ball or a globe.
Ask:
Materials:
spherical object (such as a beach ball or a
globe, 1 per class)
light source (such as a flashlight, overhead
projector, or lamp with removable shade, 1 per
class)
If this is part of a model for demonstrating the day-and-night cycle,
what might it represent? It represents the Earth. If students suggest it
is the Sun, ask if the object is giving off light.
Safety Note:
What could be used to represent the Sun? Answers will vary, but
students may suggest objects such as a flashlight, an overhead projector, Remind students that it is unsafe to look directly at a strong
or a lamp.
light source.
4. Say:
Talk with your partner to answer the following question: In what
ways could we use these objects (the sphere or globe and a light
source) to model the day-and-night cycle?
Instructional Notes:
Students may need a reminder on respectful listening and
responding.
5. Choose students to share how they would model the day and night cycle with Bullying in the classroom has been defined by as: Behavior
that makes the victim feel threatened or powerless,
the objects provided. Encourage students to provide details as they explain
physically or emotionally.
their system. (At this time, do not add more details to the student
explanation; this will come later in the lesson.)
6. Put the spherical object away, and ask all students to stand up. If it is
possible, place the light source in the center of the classroom and have
students standing around the perimeter of the room. Facilitate a discussion:
Stand with your arms out to the side and parallel to the floor.
Have your left arm facing the ‘Sun’. Your body is representing the
Earth. Imagine that your face is our community.
What time of day is it when you are in this position? (Sunrise. Some
students may suggest a specific time.)
Make one-quarter turn counter-clockwise. (If students do not
understand the term counter-clockwise, instruct them to visualize a clock
face. Counter-clockwise means the direction is moving opposite of the
way we would tell time.)
What time of day is it when you are in this position? (Students
should be facing the Sun, and the time would be around noon.)
Make one-quarter turn counter-clockwise.
What time of day is it when you are in this position? (Sunset.
Students may suggest a specific time.)
Make one-quarter turn counter-clockwise.
What time of day is it when you are in this position? (It is night time.)
Last Updated 05/01/13
Asking yourself this question may determine if there is
bullying going on during a sharing out time in the classroom:
Is the aggressor trying to intentionally embarrass the victim?
Does the behavior violate the victim's self-image?
Misconceptions:
Students may think the Earth’s revolution
around the Sun causes day and night.
Students may think that day and night are
caused by the Sun going around the Earth.
Students may think the Sun moves across the
sky.
page 3 of 14 Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
7. Instruct students to return to their seats. Students should now have the
opportunity to add further details to their original day-and-night cycle
drawing.
8. Say/Ask:
You have seen vending machines, such as a soda dispensing
machine.
Would it be practical to bring a soda machine and take it apart in
order to learn how it works? No, they are too big, heavy, and
expensive to take apart.
What would be a more practical way to understand the workings of
something too large to easily carry around? Use a model.
What is the purpose of a model? To allow us to investigate and
understand an object that is too big or too small to practically work with.
What did we use to model the day-and-night cycle today? The
spherical object and a light source and the light source and ourselves
EXPLORE/ EXPLAIN – Rotation
Suggested Day 2
1. Distribute the Handout: Rotation to each student (1/2 sheet to each
student). Instruct the students to carefully cut out the rectangle on the
handouts. (If students do not have pointed scissors, then the paper can be
slightly folded [not creased] and a small cut made in the center of the
rectangle.)
Materials:
scissors (1 pair per student)
tape (clear, 1” pieces, 2 per student)
yarn (any color, 3” piece, 1 piece per student)
pony bead (any color, hole in the center, 1 per
student)
pencils (colored, 1 pack per group)
index card (3X5, 1 per student)
Attachments:
Handout: Rotation (1/2 sheet per student)
Teacher Resource: Rotation SAMPLE
2. Distribute the yarn, pony bead, and tape to each student. Instruct students to Instructional Notes:
thread the pony beads onto the yarn. They are not taping it to the Handout: As you are reading the information that students need for the
Rotation at this time.
Handout: Rotation, ensure students are completing each
3. The Teacher Resource: Rotation SAMPLE model is one way students could
record essential information on their handout. Following is the information
that students should understand, but customize the recording of this to meet
the needs of your own students.
piece of information in a way that has meaning to them. For
some of the information, using color to highlight information
assists students in remembering and recalling the
information.
4. Say:
Science Notebooks:
Rotation means to spin or turn. (Students could record this brief
definition under the first “Rotation” on their handouts.)
There are 24 hours in one complete day-and-night cycle.
The spinning of Earth on its axis causes the day-and-night cycle.
(If students are not familiar with the term “axis”, then explain that it is an
imaginary line running from pole to pole through the Earth.)
The Earth is tilted about 23 degrees on its axis. (Students should
now tape their “Earth” [pony bead threaded on the piece of yarn] in the
rectangular space on the Handout: Rotation. On the Teacher Resource:
Rotation SAMPLE, you will notice that the yarn is at a slight angle- this
represents the tilt of the Earth on its axis.)
A complete rotation (or turn) of Earth takes one day. (Students
could use the “r” or “t” in the second “Rotation” to write the word “turn”
and the “a” for the word “day”. The Teacher Resource: Rotation
SAMPLE models one way students could record this.
Last Updated 05/01/13
Students should have the opportunity to add the
following terms and a brief definition to the glossary in
their science notebook:
— counter­clockwise
— axis
— rotation
— hemisphere
Check For Understanding:
The three-sentence summary can be used as a formative
assessment of student understanding of the day-and-night
cycle.
page 4 of 14 Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
5. Other Information that could be included on the Handout: Rotation:
The Earth rotates counter-clockwise (west to east). This makes
the Sun and Moon appear to move from east to west in the sky.
At any time, ½ of the Earth is facing the Sun and ½ of the Earth is
facing away from the Sun. (If students need to verify this, bring out the
spherical object and the light source again. The demonstration of this is
more dramatic in a darkened classroom.)
The daily rotation of the Earth is counterclockwise when viewed
from above the North Pole and clockwise when viewed from
above the South Pole.
6. Ensure that students have completed the Handout: Rotation. Distribute a
3”x5” index card to each student. Instruct students to complete a three­
sentence summary to the question:
What is the day and night cycle? This should be turned in as a formative
assessment of student understanding.
EXPLORE/ EXPLAIN – Apparent Movement of the Sun
Suggested Day 3
1. Distribute the Handout: Apparent Movement (1 per group). Allow students
a few minutes become familiar with the procedure.
2. Review safety and clean-up procedures. Warn students about the possibility
of stinging insects and ants being present.
3. Take the class outside to a predetermined area, such as a playground,
paved area, or grassy field, and have each group conduct the activity.
4. Return to the classroom. Each group will bring their piece of construction
paper with them.
5. Project the complete apparent movement of the Sun template that you
created prior to this class day. Inform students that you did the same
investigation, but for the whole day rather than for only one or two
measurements as they did.
6. Instruct students to use rulers to measure the shadow lines and distances
between them. Student groups are to then reproduce the lines and times for
the whole day on their piece of construction paper.
7. Ask them to predict where a shadow would be at about 6 p.m. and what it
would look like. It would be in the West and a long shadow.
Materials:
ruler (1 per group)
chalk (1 piece per group)
marker (1 per group)
paper (construction, 12”x18”, 1 piece per
group)
clay (golf ball-size, 1 piece per group)
straw (drinking, non-flexible, 1 per group)
rocks (if it’s windy outside, golf ball­size, 4 per
group)
Attachments:
Teacher Resource: Apparent Movement
Teacher Instructions (see Advance
Preparation)
Handout: Apparent Movement (1 per group)
Safety Notes:
Remind students that it is unsafe to look at the Sun.
Students should be aware of their surroundings and watch
for stinging insects, such as fire ants, bees, or wasps.
ELABORATE – Day Length Around the World
Suggested Day 4
1. Distribute the Handout: Day Length Around the World.
Attachments:
2. Say:
Handout: Day Length Around the World
On the picture of the Earth on your handout, draw a straight line
running from the North Pole to the South Pole.
Label this as the prime meridian.
On the picture of the Earth on your handout, draw a straight line
running from East to West through the center of the Earth.
Label this as the equator.
The prime meridian and the equator are both imaginary lines that
encircle the Earth.
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page 5 of 14 Grade 5
Science
Unit: 07
Lesson: 02
Suggested Duration: 6 days
3. Read the information on longitude and latitude as a class.
4. Say:
At the equator (0° latitude), the day length is approximately 12
hours all year long.
In the Arctic Circle and Antarctic Circle, there are between 1–2
months where there is 24 hours of sunlight. This is known as “the
Land of the Midnight Sun”.
In winter, however, there is a period of time when the sun never
rises above the horizon. This is known as the Polar Night.
5. Students should fill in the blanks with the correct information as you read the
following.
Say:
Remember that as the Earth is rotating about its axis, the Sun
appears overhead once every 24 hours at the same place
everywhere on the Earth.
In the last investigation, you observed that the Sun’s position in
the sky changes during the day. Shadows cast by an object that
blocks the Sun’s light will change from long in the morning to
short at noon and to long again in the late afternoon. The
direction of the pattern of shadows is from west to north to east.
[Students should look at their investigation results and add arrows to
indicate the direction of movement.]
Since the shadow points in opposite direction from the Sun’s
position, the direction of the Sun’s apparent path across the sky
is from east to west.
6. Instruct students to complete the chart at the bottom of the Handout: Day
Length Around the World.
EVALUATE – Performance Indicator
Suggested Days 5 and 6
Grade 05 Science Unit 07 PI 02
Materials:
Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night
cycle and the apparent movement of the Sun across the sky.
Standard(s): 5.3C , 5.8C
ELPS ELPS.c.1C , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
and the Handout: Storyboard for information on administering the
assessment.
Last Updated 05/01/13
pencils (colored, 1 pack per pair of students)
Attachments:
Handout: Storyboard (2 per student)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
page 6 of 14 Grade 5
Science
Unit: 07 Lesson: 02
Rotation
Rotation
Rotation
Rotation
Rotation
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 07 Lesson: 02
Rotation SAMPLE
Pony bead threaded on a piece of
yarn. The yarn is taped to the back of
the handout. Students can rotate (or
spin) the bead on its axis (or yarn).
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 07 Lesson: 02
Apparent Movement Teacher Instructions
This activity must be completed by the teacher prior to this portion of the lesson. Each period
will complete a drawing of a shadow line during class. By the end of the school day, the chart will
show the apparent motion of the Sun across the sky. (If teaching a self-contained class, students in
your class will need to make measurements every hour throughout the day.)
Note: Due to daylight savings time, the Sun may not reach its highest point in the sky until nearly
1:30 p.m., depending upon the time of year and your location within your time zone.
Materials:
 drinking straw, non-flexible
 modeling clay (about a golf ball-size piece)
 chalk
 construction paper (white or manila, 12”x18”)
 rocks (golf ball-size, to weight paper if it is windy, 4 per group)
 compass
 marker
Procedure:
1. Locate a suitable spot, unblocked by trees or buildings. Use a compass to determine north, east,
south, and west. Place the construction paper on flat ground so the edges are lined up with the
compass directions. Mark the cardinal directions on the construction paper.
2. Vertically insert the straw into the clay. Place the clay at the center of the edge of the construction
paper where it is marked south.
3. Mark the outline of the clay with a marker so that the position may be checked. Mark the outline of
the construction paper with chalk to ensure that the paper is placed in the same spot for each
measurement.
4. Use a marker to mark the line of the shadow made by the straw. Record the time of each
observation and label with a.m. or p.m.
Sample set up:
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 07 Lesson: 02
Apparent Movement
Each class will complete the drawing of a shadow line during their class period. A chart will be
prepared in the next section to show the apparent motion of the Sun across the sky during the day.
Materials (per group):
 drinking straw, non-flexible
 modeling clay (about a golf ball-size piece)
 chalk
 construction paper (white or manila, 12”x18”)
 rocks (golf ball-sized, to weight paper if it is windy, 4 per group)
 compass (1 per group)
 marker (1 per group)
Note: A chalk outline, where the construction paper will sit, will be drawn by the first class
period completing the activity. Each class will use the same location and orientation of the
construction paper.
Procedure:
1. Locate a suitable spot, unblocked by trees or buildings. Use a compass to determine north, east,
south, and west. Place the construction paper on flat ground so the edges are lined up with the
compass directions. Mark the cardinal directions on the construction paper.
2. Vertically insert the straw into the clay. Place the clay at the center of the edge of the construction
paper where it is marked south.
3. Mark the outline of the clay with a marker so that the position may be checked. Mark the outline of
the construction paper with chalk to ensure that the paper is placed in the same spot for each
measurement.
4. Use a marker to mark the line of the shadow made by the straw. Record the time of each
observation and label with a.m. or p.m.
Sample set up:
©2012, TESCCC
05/01/13
page 1 of 2
Grade 5
Science
Unit: 07 Lesson: 02
Questions:
How do shadow lengths change during the day?
Why do they change?
Describe the pattern of where the shadows fall and their lengths.
Why is there a pattern?
Is the Sun directly overhead at any time? If so, note the time here____________.
Where does the Sun rise?
Where does the sun set?
Draw and label the apparent movement of the Sun across the sky.
©2012, TESCCC
05/01/13
page 2 of 2
Grade 5
Science
Unit: 07 Lesson: 02
Day Length around the World
Where you are on the Earth has an effect on the length of the day. Locations with similar latitudes
have a similar day length.
Lines that are parallel with the Equator are the lines of latitude. The degrees of latitude tell you how
far north or south of the Equator you are. Lines that are parallel with the prime meridian are the lines
of longitude. The prime meridian divides the Earth into the Eastern Hemisphere and Western
Hemisphere.
1. The Equator divides the Earth into the ___________________________and _______________
______________________.
2. As the Earth is rotating about its _____________, the Sun appears overhead once every ______
hours at the same place everywhere on the Earth.
3. The direction of the Sun’s apparent path across the sky is from__________ to ___________.
Significance
Approximate date
(in the Northern Hemisphere)
Name
Vernal Equinox
September 23
Summer Solstice
December 21
Image courtesy of Clip Art
©2012, TESCCC
05/01/13
page 1 of 1
Grade 5
Science
Unit: 07 Lesson: 02
Storyboard
Description
Description
Description
Description
Description
Description
©2012, TESCCC
09/24/12
page 1 of 1
Grade 5
Science
Unit: 07 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator

Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle
and the apparent movement of the Sun across the sky.
(5.3C; 5.8C)
1C; 5B
Materials:

pencils (colored, 1 pack per pair of students)
Attachments:

Handout: Storyboard (2 per student)
Instructional Procedures:
1. Say:
 A storyboard is a story told in pictures, like a comic book.
 It is sequential and tells a story.
 Use the Handout: Storyboard to illustrate and describe:
 How Earth’s rotation causes the day/night cycle
 The apparent movement of the Sun across the sky
2. Say:
 You will have one and a half days to create the storyboards, and then we will use the
rest of the class period tomorrow to share your projects.
3. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
4. Answer any questions students may have regarding the assessment.
Instructional Notes:
Monitor students as they work. As a differentiation strategy, consider offering the opportunity for
students to use their notes from this lesson as well as the glossaries they created in their science
notebooks.
©2012, TESCCC
05/01/13
page 1 of 1