Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Swanson

Date 10/25/2016

Subject/ Topic/ Theme Space Systems: Patterns and Cycles The Sun

Grade 1st

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit. Students will be learning about the Sun and how it can be observed in the sky. They have already had an introductory lesson
about the solar system in general, however, this lesson will go more in depth with the Sun.
cognitiveR U Ap An E C*

Learners will be able to:

Use observations of the Sun to describe patterns that can be predicted.

Know the position of the Earth and Sun in relationship to night and day.
Compare and contrast the difference between rotate and revolve
Analyze the path of the Sun as it moves across the sky.
Predict when and why seasonal patterns like sunrises and sunsets occur.

physical
development

socioemotional

Ap
R
E
An
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
- Use observations to describe patterns in the natural world in order to answer scientific questions.
1-ESS1-2 Make observations to collect data that can be used to make comparisons
- Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
W.1.7 Participate in shared research and writing projects
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question.
MP.2 Reason abstractly and quantitatively
(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.

Students have only had an introductory lesson on Space Systems: Patterns and Cycles. They learned
the definitions of rotate and should have a general idea of where the sun and Earth are in
relationship to one another. They brainstormed what they knew about the space and learned new
things. It is not expected of them to know a lot but should be familiar with the terms we learned
during the introductory lesson.
Pre-assessment (for learning):

Students will draw a depiction of what they think the Sun and Earth look like in the solar system.
Their picture should show how the think the Suns size is compared to the Earths and their
relationship between each other. I will use this activity to find out what the students already know
about the Sun and Earth and how much they learned from the previous lesson.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

I will be using the students interactive Space Systems: Patterns and Cycles notebook to assess the them. They
will be doing two activities in their notebooks: Drawing the path that the sun appears to take across the sky, and
writing what it means for the Earth to be experiencing night and day. I will use these notebook activities to assess
what the students learned during the lesson and see if they were understanding the material.
Formative (as learning):
The students will have their interactive notebooks to assess themselves during the lesson. If they dont
understand something or are having trouble doing an activity, they can look back at the previous lessons and
activities we did as a way to help them. They can also use this to work in groups as they did last class. Many of
the activities we do in the notebooks are done in groups and the students can use this opportunity to ask peers for
help if needed or assess each other.

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Summative (of learning):

At the end of class, after the students have learned about the Sun and Earth and why there is night and
day, they will start a diagram that will be finished during a later class. This diagram compares the
terms rotate vs. revolve. We learned more about the term rotate during this lesson and how it
contributes to night and day. The students will start the rotate part of this diagram by filling out a
chart. They will describe the motion the earth does as it rotates, how long it takes for the earth to do
one rotation, and what it causes (night and day). Later in the unit, they will fill out the revolve side
and compare the two.

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

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Students will be able to visualize

Earths rotation when I use the
globe and flashlight to demonstrate
night and day.

Student will work in groups to

complete activities in their
notebooks.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students can choose to color the

activities in their notebooks and
how to draw/ write certain things
during the different activities.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Student will express ideas and

opinions through writing,
drawing, and speaking.
Provide options for comprehensionactivate, apply & highlight

Students should understand how

this flashlight and globe model
for night and day applies to
them because they live on the
Earth and experience night and
day all the time.

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

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

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

Students will continue to use

their interactive notebooks to
complete activities and
assignments while monitoring
their progress.

The activities the students will

complete in their notebooks can
be used to as a self-assessment
or reflection during future
lessons.

Interactive notebooks
Path of the sun notebook page, night and day notebook page
Globe
Flashlight
Glue, scissors

The classroom will be set of normally. I will utilize the table groups of six and reading rug.
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

8:00

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.
Student must get their interactive notebooks and
-Students should quietly get their notebooks and
come back to their seats. I will start class by
open to the next blank page and follow instructions.
asking the students, Find the next blank page in
They should try their best to draw the Sun and
your notebooks and draw the Sun and Earth in
Earth but nothing must be correct because they are

8:05

8:06

8:13

8:17

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

space.
I will explain that this should show how big the
Sun is compared to the Earth and what their
relationship is.
This activity is for me to assess what they already
know and how much they remembered from the
first lesson. They should do this activity on their
own because its purpose is to find out what they
know.

not expected to know anything yet.

- Bring your notebooks and meet me on the

reading rug. I will have all the students gather on
the reading rug with their notebooks underneath
them or in their laps.
-On the board, I will have four pictures, one of a
sunrise, one of midday, one of a sunset, and one of
nighttime. I will ask the students, Can you put
these pictures in order starting at the beginning of
the day?
-As the students discuss and try and figure out the
order of the pictures, I will ask them how they
know that certain pictures come at certain places.
This will lead into talking about the path of the sun
in the sky.
-Once all the pictures are in the correct place, I will
explain how the sun appears to make its path across
the sky. The sun starts out over here (sunrise) and
then moves across the sky (noon), until it reaches
here (sunset), and then we cant see it anymore
(nighttime). I will draw this on the board so that
the students can visualize it.
- Now that we have learned the path of the sun in
the sky, you will have a chance to draw it in your
notebooks. I will have them get with their study
buddies and stay on the rug.
-I will hand out the suns path across the sky
activity and tell the students to draw the sun
moving across the sky like we just learned. They
should help their partner and work together to do
this.
-Once they are done they should close their
notebooks and put it back under them or on their
laps.
- We will now go over why we see the sun move
across the sky like it does.
-Now I will be using the globe and flashlight to
demonstrate how the earth rotates, causing the sun
to shine on different sides of earth at different
times.
- First, I need someone to turn off all the lights for
me.
- Next, I need one volunteer to hold my globe for
me. I will choose a student who is sitting very
patiently and quietly to hold the globe. As the
student is holding the globe, we will find Michigan
on it and I will shine the flashlight on that side of

-Students should quietly gather on the rug and

make sure their notebooks are not causing any
distractions.
-Students should use their experience and their
basic knowledge of how a day works to figure out
the order of the pictures.

-Students should raise their hands and contribute to

the discussion of the path of the Sun and how they
think the pictures should be ordered.

-While I am explaining the path of the sun, students

should think about their own experiences and if
they have seen a sunset or sunrise.

-While drawing in their notebooks, students should

use what they learned about the path of the Sun.
They should work collaboratively with their
partners and share ideas.
-Once again the notebook should not be a
distraction.

-During this demonstration, the students should be

able to point out where we live and visualize
whether it is night or day depending on the position
of the Earth and Sun.

-They should think about why they dont see the

Sun at night and why they it is the hottest around
noontime based on this demonstration.

the globe.
- First graders, what do you think the flashlight
represents?
-Once the understand that it represents the sun, I
will ask, If the flashlight represents the sun, is it
daytime or night time in Michigan right now?
Once they figure out it is daytime, I will ask my
volunteer to turn or rotate the globe.
Now the flashlight or sun is shining on the other
side of the globe. Is it daytime or nighttime in
Michigan right now?
-They should answer nighttime and now they can
visualize what is happening when it is night and
day.
-Now I will introduce the word rotate once again.
The earth rotates, causing the sun to shine on
different parts of the Earth at different times of day.
Therefore, we have night and day. I will put the
word rotate along with its definition on the board.
-Now we will transition into our final activity.

8:24

8:26

8:27
Closure
(conclusion,
culmination,
wrap-up)
8:32

- Now I will dismiss them to go back to their seats

and I will hand out the night or day activity.
They will glue it in their notebooks.
- For this activity you need to identify under each
flap which picture is nighttime and which picture is
daytime.
- After about 5 minutes or once some students start
finishing up I will give them the opportunity to
color their notebook activities until all the students
are done.

-This should be an easy question for the first

graders. They can discuss it if they dont get the
answer right away.

-They should understand where the Sun is in

relation to Earth at night and vice versa.
-This may be a difficult concept at first for the first
graders, however, they should try their best to
understand this concept and be ready for us to go
over it again.

-Students should use what they learned from the

lesson to complete this night and day activity.
They should also think about real life and their
experiences to understand what is happening
during nighttime and daytime.
-Students can choose to color their activities or not.

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.)

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