Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Fuentes

Date 16 November 2016

Subject/ Topic/ Theme Day and Night

Grade __1st______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is after the Sun Patterns lesson. The students did not comprehend the first lesson; thus, I will be re-teaching why makes day and night.
cognitiveR U Ap An E C*

Learners will be able to:

Know day and night are linked to the rotation of the earth
Know that the earth takes 24 hours or a day to give a full rotation
Predict when it is day and when it is night
Distinguish between day and night
Illustrate day and night in the USA
Explain what would happen if the earth did not rotate
Show daytime and nighttime in Michigan
Share what they observe
Common Core standards (or GLCEs if not available in Common Core) addressed:
1-Ess1-1 Use observation of the sun, moon and stars to describe patterns that can be predicted
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.13 Communicate and present findings of observations

physical
development

socioemotional

R
R
U
U
An
E
*
*

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The earth revolves around the sun

The earth rotates
The earth does not give its own light.
Pre-assessment (for learning):

I will have students define day and night. Students will write words that come to mind when they think
of day and night.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

I will ask questions that will prompt discussions.

Formative (as learning):
Summative (of learning):

Students will draw day time and night time in Michigan.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
1.3 I will have two ways to show
the students how day and night
happen.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
4.1 The students will be able to
respond via a picture, written and
orally answers to the questions.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

2.1 I will define day and night

for students to have no
confusion.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
7.3 Students will sit in a circle on
the rug at the back of the room.
Students will answer to questions
asked around the globe
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

8.3 Students will talk among

themselves.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

3.1 I will have the students tell

me what day and night mean.
3.2 I will emphasize the
relationship between the
rotation of the earth and day and
night happening.
3.4 I will ask the students what
would happen if the earth did
not rotate.
Flashlight/ lamp
Globe
Day and night worksheet
20 note cards

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

At the rug
At their desks for the closure part

III. The Plan

Time

Components

10:30

Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students why we can only see
Students will answer the teachers
stars at night.
question
Ask the students why the stars seem small
Students will model the relationship
when they are actually big
between the sun and earth
Students will listen to the teacher

15 min

10:45
10:45

Development
(the largest
component or
main body of
the lesson)
20 minutes

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Draw a model of the sun, moon and earth

on the board
Ask for a volunteer to label the sun, moon
and earth on the model you drew on the
board
Ask for two volunteers to model what the
earth and sun do. Do not use the moon.
Tell students that when it spins it is called
Rotando
Tell students that when it rotates around
the sun it is called Revoluciones
Ask for two more volunteers to model it
1. Point out Rotando
2. Point out Revoluciones
Ask: What two things does the earth do?
What is Rotando? What is Revoluciones
Tell the students that it takes a year for the
earth to give one revolucion around the
sun
Tell students that it take one day for the
earth to give one rotation
Pass out index cards
Ask the students to write down all the
words that come to mind when you think
of the word Day
Give them a minute and time it
Ask students to say some of the words in
the index card Write them on the board
Ask students to flip the index cars and to
write down all the words that come to
mind when they think of the word Night
Give them a minute and time it
Ask students to say some of the words in
the index card Write them on the board
Tell the students that today we are going
to learn about what happens in space that
makes day and night
Ask the students to make a circle and
collect the note cards
Put the globe in the middle of the circle
Turn off the lights and shine a light on the
globe.
Ask the students what they see or notice
Ask the students to point out where we are
in the globe. Put a sticker on that part
Turn the globe in order that the USA is
away from the light
Ask students to tell you what they see now
Tell students that the flashlight is the sun.

Students will model the relationship

between the sun and earth again and pay
attention to the rotando and
revoluciones
Students will answer the teachers
questions
Students will pay attention

Students will write on note cards what

comes to mind when they think of the
word day

Students will tell the teacher what they

wrote

Students will write on the other side of the

index cards what words come to mind
when they think of the word night

Students will tell the teacher what they

wrote

Students will make a circle

Students will comment on what they see

Students will point to the USA on the map

Students will comment on what they see

Students will listen to the teacher

11:05

11:05

Closure
(conclusion,
culmination,
wrap-up)

When the sun shines on the earth it is day

and when the sun does not shine on the
earth it is night
Ask the students if all the earth is in
daytime.
Ask a student to point out which part of
the earth is light up
Ask another student to point out which
part of the earth is dark
Turn the globe and ask if it is day time or
night time in Michigan
Ask the students how did they know.
Point out that when Michigan faces the
sun it is daytime
Ask for a volunteer to show you how
would nighttime in Michigan look in the
globe
Ask student that when it is nighttime in
Michigan, where in the world is it
daytime.
Tell the students that in some places it is
nighttime right now
Tell the students that since the earth is
constantly rotando day and night happen
Ask student how long they think it takes
for the earth to give one rotation
completa
Tell them it takes one day or 24 hours
Turn the lights back on
Put the picture of the earth on the board
and draw the sun
Put a star on the USA
Ask if it is day or night in Michigan Night
Do the same, but now make it daytime in
Michigan
Tell the students again that it is the
rotation of the earth that makes daytime
and nightime
Ask the students what would happen if the
earth did not rota or rotate. We would
have an eternal day and night
Ask the students to go back to their desk
Pass out the worksheets and explain what
the students will do
Have the students do the worksheet
Collect the worksheet

Students will answer the teachers

question
Students will point to the part that is light
up.
Students will point to the part that is dark

Students will answer the teachers

question
A student will volunteer and show
nighttime in Michigan

Students will respond to the teachers

question

Students will pay attention to the teacher

Students will answer the teachers

question
Students will pay attention to the teacher

Students will answer the teachers

question

Students will answer the teachers

question

Students will work on their worksheets

11:20
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13

This lesson went very well. The pre-assessment activity worked well. The students knew what we were going to learn and their
minds were ready. Also, the model of having the lamp and the globe in the middle in of the circle was effective. I was able to show
exactly what happened in the space. The question of what would happen if the earth did not rotate was a good questions because it
force the students to apply their knowledge. However, next time I would teach this lesson, I would do a better job at leading the
classroom discussion better. Secondly, I would allow more students to show me day and night using the globe. I would also allocate
more time to the end to do the summative questions. Lastly, I had the students draw me the earth, sun and moon model, yet they did
not know how to draw it. I believe this the reason behind this is because the students did not know the name of the model. Therefore,
I would reinforce the name of the model when I was presenting it to them at the beginning of the lesson. I would also reinforce the
terns rotate and revolve better. I would probably devote time with the globe to show the students the difference between rotate and
revolve.

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