What Makes Day and Night? What Makes the Seasons?

A Lesson for Third Grade

Kelly Burkhead

September 6, 2017

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______________________________________________________________________________
_______
11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858)
642-8724 • www.nu.edu
Lesson Plan Design

Subject: Science Grade: 3rd Lesson Topic: What Makes Day and Night? What makes the
Seasons?
Candidate’s Name: Kelly Burkhead ID # 023697838
Site Supervisor: Mrs. Vanegas NU Supervisor: Garo Mirigian

Date: 09/01/17

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale,

focus learner, create bridges from past learning, behavior expectations)
.
Grade: Third Grade Rationale:
Content Standard:
Content Standard:
Students will understand that objects in the sky move
4e. Earth Sciences: Students know the position
in regular predictable patterns. This will help them to
of the Sun in the sky changes during the course
comprehend essential concepts related to Day and
of the day and from season to season.
Night with regard to the position of the Sun.
Rationale: Understanding the relationship between
the Earth and the Sun are basic skills for building
upon with more complex ideas as the school year
progresses.
Purpose:
Students will be able to explain why we
Students should gain a basic understanding of the
experience Day and Night on our planet Earth
relationship of night and day and the position of the
and describe how this cycle takes place.
Sun relative to Earth.

Prior Learning:
A video, Day, Night, and the Seasons will assist in
A brief video on the differences in the Earth’s
demonstrating with graphically generated
rotation will be used to activate prior learning.
illustrations, the concepts to be discussed. This video
Each student will then fill out a KWL Chart to
also serves to gain student attention as it is engaging
further assist in bridging prior knowledge.
and an activity other than reading or writing. This
video may serve to activate prior knowledge through
triggering information a student may have learned

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 previously, allowing for the current knowledge to be
built upon with new information.

A KWL chart is a great tool for activating prior

knowledge that a student may have. Students fill in
their table under what they “know”, which serves to
trigger prior knowledge through the thought process,
as well as the act of writing that information down.

“A KWL chart may be used as a short introduction to

Behavioral Expectations:
Students in this class are generally well-behaved
and able to follow instructions. Mrs. Vanegas
has set her classroom expectations and has
maintained consistency with their enforcement.
Students will be expected to follow the same
expectations by showing respect to themselves
and others, following directions, and doing their
very best.
a lesson, to stimulate prior knowledge, or at the start
of a research paper or project. This can help students
push beyond their existing comfort zone to learn new
and different material” (Using ‘KWL’ in the
Classroom, 2000).
Students will be more than capable of sitting through
a very brief video, as well as fully participate in this
lesson’s activities. I do not expect any disciplinary
action shall be required, nor many distractions to
students by their peers. This lesson is expected to run
very smoothly.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)

Rationale:
Purpose: Students will be able to explain why Learner outcomes satisfy the requirement for
we experience day and night on Earth and describe California State Standards in Earth Science.
how this cycle takes place.
Students will be observed throughout the lesson for
Mastery: Mastery will be reflected in student any difficulties or questions that may arise. Once
observation and interaction in discussions while students have had repeated exposure to content,
viewing the video, during lecture discussions of they are more than likely to continue to master that
vocabulary, through the KWL chart, during a read material. The activities planned provide for
aloud and think-pair-share activity, and completion various learner preferences, as well as types, and
of a science entry in the science workbook academic performance levels.
individually.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome

and prescribe instruction accordingly. Consider: linguistic background, academic
language abilities, content knowledge, cultural and health considerations, interests and
aspirations, physical development, social development, emotional development. )

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Linguistic Background: There are students from
various linguistic backgrounds, but all students
speak fluent English.
Academic Language Abilities: The majority
(90%) of the class is performing at grade level. A
few students are performing above grade level and
may be considered gifted.
Content Knowledge: Students in this class are at
the expected level of knowledge for Earth Science
up to third grade.
Cultural Considerations: The majority of the
class is of East Indian and Asian (Chinese) decent.
Most are active in personal cultural activities
outside of school on the weekends.
Health Considerations: All students maintain
regular attendance and are healthy and active.
There are no students with physical disabilities in
the class currently.
Interests and Aspirations: Interests are
developmentally appropriate, few extracurricular
activities, but there exists a high motivation to
read, write, and complete assignments in general.
Physical/Social/Emotional Development: Some
students, about half of the class are active in sports
Rationale:
The ELL student will be encouraged to work with
others who speak the same native tongue at home
in addition to English.
Also, additional KWL chart examples will be
provided for samples for the ELL student to see
and use. A list of vocabulary terms related to this
lesson will also be provided to the class which
contains the words and their definitions, and
students are encouraged to draw pictures to help
learn new terms. Realia in the form of a Globe,
which serves as an Earth model will be used to
assist in visual representations for examples of Day
and Night.
Gifted students may be provided with additional,
but creative assignments. One example may be to
create a list of places around the world to compare
with our location on the globe. Students may then
think about and write down whether it is day or
night time when it is day time here at home.
Students will be able to follow along appropriately
to the activities included in this lesson.
Although students are from various cultural
backgrounds, they are all fluent in English and able
to learn together inside and outside of the
classroom. Classroom rules are reviewed
frequently, as school has just started. Students are
capable of following expected rules.
No special considerations or adaptations need to be
made at this time.
Students all have age appropriate interests, which
are normal. Since students aspire to perform well,
there should be no issue with staying on task.
There should be no real issue with students staying
on track with activities.
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 programs after school and on weekends. Students
are all very social. A handful of students prefer to
sit and finish their assignments at recess and need
to be reminded that it is time to go outside and get
some fresh air.

Socioeconomic Considerations: The class is

made up of students with parents who are
generally college and graduate school educated,
and therefore their parents have set very high
expectations for their children. This is reflected in
the high drive that a few students have to
completed classwork even when it is time for
recess.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the needs
of ELL & special needs students, highly achieving students and low achieving students)

Rationale:
ELL: Pictures provided in the read aloud will be ELL: A partially completed graphic organizer
shown and vocabulary words on a handout, realia allows for scaffolding. Graphic organizers may be
in the form of a globe, partially filled out KWL seen as a scaffolding tool which much like training
chart (where deemed necessary). wheels on a bicycle, help organize student’s
thoughts in order to apply them (Alber, 2011).
Special Needs: There are no special needs Also, the KWL chart is helpful to ELLs especially
students at this time. However, adaptations would if repeated post lesson to help “reinforce and
be made according to the specific need presented. synthesize lesson content” (Broadcasting, 2015).
General adaptations may include a handout of Repetition is also a helpful strategy in reinforcing
examples, including clear rubrics, frequent concepts for diverse learners in particular
checking on to ensure understanding, partner work, (Broadcasting, 2016).
and general safety guidelines.
High Achievers: Knowledge prior to the lesson
High Achievers: If students complete their tasks will be assessed via the KWL chart. This is to
early, they may make a list of places around the ensure high achievers do not grow bored since they
world to compare with our location on the globe. potentially already know the information presented.
Students may write in if it is night or day at the High achievers may be challenged through offering
other location when it is morning and nighttime additional tasks which require a deeper
here. understanding of the material.
Low Achievers: There are no low achievers in the
class currently.

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5. Resources: (Identify materials needed for this lesson accounting for varying degrees of
skill level)

Rationale:
Pre-assessment Activity: The filling out of KWL KWL charts help students clearly organize their
Charts and a brief, but colorful video engages thoughts in a table. This will assist them in
students and reviews any prior knowledge students knowing what questions to ask at certain pints of
have regarding the Earth and the Sun. the lesson, as well as what knowledge to build
upon. The video shows animations of the Earth’s
Materials: rotations and also serves as an introduction and to
 Technologies: A computer is used to show trigger prior knowledge and engage interest, as
a Day and Night video as attention grabber well as to help solidify concepts of what causes day
to the class on the television. and night shifts on Earth.
 Makeup of the furniture: Desks arranged
in 3 larger groups- 2 groups of 10 and 1
group of 8 for 28 students total. The read
aloud takes place on the carpet so students
may all clearly see the illustrations.
 Materials: Pencils, handout of vocabulary,
KWL charts, and worksheets, one large
classroom globe, a bright flashlight.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check

for understanding)
Explanation: The lesson objective will be stated
and explained so that the learning goal is clear.
Students in this lesson will learn how the Earth
rotates, changing the Sun’s position throughout a
24 hour period. Students will be provided with a
preface that they will be guided through various
activities to ensure has been achieved.
Rationale:
Students should receive a clear introduction in
order to prepare them for what is expected of them.
Any questions may be asked before the start of the
lesson to clarify any concerns. Once expectations
are set appropriately, students may prepare for each
aspect of the lesson to come.

Modeling: Demonstration and modeling takes

place during a brief class discussion as the KWL
chart is filled in. Also, guidance is provided
through guiding students in fully completing their Modeling is vital in order to provide students with
KWL charts. an example of both what lies ahead and what is
expected of them. Exposure to this information
Shared Lesson: A video is shown to the class to helps to set the foundation for learning.
engage learners and help to demonstrate the
Earth’s rotation. The video also activated prior
knowledge. KWL charts will be filled out together Group discussion allows all students to be exposed
starting with the first two columns. Students will to the same material at the same time. This allows

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 be given a few minutes to fill out what they think
they already know about Day and Night. A read
aloud will take place on the carpet to ensure
students are able to see illustrations. Next, a
demonstration using the classroom Globe will be
used as a model for the Earth and a flashlight will
be used to represent the Sunlight. The flashlight
will be shined on half of the Globe, representing
the part of the Earth experiencing daylight. The
other half, in darkness will represent nighttime.
Two markers/stickers will be used to mark the
location of our country and one other country.
Students will see how the two countries may both
be experiencing day and night at the same time.
If time permits, students will also “act” out
rotation by standing up and rotating. Then, the
flashlight (Sun) will be placed in the center of the
rug and we will make one full revolution around it
to represent one full revolution around the Sun.
Check for Understanding: Teachers observe
student input during discussion of KWL chart,
think-pair-share ideas, comments or questions
regarding the video, and during the classroom
Globe demonstration with the flashlight. Also
KWL charts are examined as students fill them in
to assess knowledge gained.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding
and provide feedback and re-teaching)
Guided Practice: Students will be guided through
how to complete their KWL charts, as well as in
thinking through the read aloud at various concepts
presented through reading as well as in
illustrations.
Collaborative Groups: Students will work
together in sharing a think-pair-share regarding the
read aloud. Students will also work together at the
conclusion of the lesson in discussing and sharing
their KWL charts as far as what was learned from
this lesson.
for ample discussion on the material. Sometimes
information heard from others point of view helps
one to learn and see things in a different
perspective. The read allows students to learn as a
group while making predictions on what happens
next, as well as maintaining engagement, and
viewing illustrations.
The Globe demonstration with a flashlight helps
students use familiar objects to learn content.
Students practicing rotation and revolution further
enhances the learning process by allowing them to
experience the difference, thereby having a deeper
understanding of the concepts.
Checking for understanding provides teachers with
feedback on how effective the lesson is up to each
point. Based upon this information, teachers may
either proceed or review any parts that need more
time.
Rationale: It is important for students to discuss
ideas while learning to share perspectives. Also
beneficial is repeated exposure in alternate methods
to increase and maintain the learning process.
Collaboration is an essential tool in the learning
process, especially across diverse linguistic,
cultural, and learning abilities.
Teacher observation of student activity and
participation is a helpful formative method to
gauge student understanding as a lesson progresses.
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 Check for Understanding: During the lesson,
students will be encouraged to ask questions for
clarification where needed at several break points.
Also, non-verbal cues will be noted for students
that may need more explanation or review on a
specific area.

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well
enough to work on their own.)

Rationale:
Independent Practice: Students will work Independent worksheet practice allows for gauging
independently on a a science journal to log and of knowledge acquired throughout the lesson. A
document the material presented throughout the student may struggle to finish the handout,
lesson. complete it quickly, or need scaffolding. Any of
these methods of attempting to complete the
Check for Understanding: assignment will help students master the concepts.
During independent practice, the teacher will walk
around the students to see how they are completing
their journal entries. Students who appear to be
struggling will be taken on to the carpet for guided
practice. Students who remain seated to work
independently will be monitored for any questions
that may arise.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)

Students will be informally assessed during this Rationale:

lesson. During class discussions, I will observe
students’ responses, which will be recorded to use
as assessment. Additionally, students will be
assessed based on their KWL chart and their
science journals.
These types of assessments allow ELL students,
high achieving students, and low achieving
students to demonstrate their knowledge on the
topic.
These types of assessment will determine the
degree to which the ELL students achieved the
learning objective of this lesson.
“Ongoing assessments are particularly important
for English language learners (ELLs).
Standardized tests in English do not usually reflect
ELLs' true content knowledge or abilities. Yet
informal assessments can provide a more well-
rounded picture of their skills, abilities, and
ongoing progress” (Broadcasting, 2012).

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 Formative assessments take place throughout the
lesson based upon each task, how it is completed,
and the progress made to completion. The results of the assessment will be used to guide
Summative assessment takes place through further instruction.
evaluation of the science journal. These tasks
require students to use their newly gained
knowledge to create an accurate representation of
concepts understood and depict them as
images/documentation.
There are no special needs students in this class.
The type of assessments will vary depending on
students’ need. Some assessments can be done
through observations, sample of students’ work,
among others.

10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
At the completion of the lesson, students will
By allowing students to use KWL charts they will
complete their KWL charts. Students will then
be writing what they learned in the lesson and they
share with their partner their favorite part of the
will be comparing their responses with responses
lesson and what they learned from their KWL
from before the lesson. This helps to ensure
chart, as well as one concept they would like to
students are aware of what they will be taking away
learn more about.
from this lesson.

At the point of closure, it may be decided if certain

areas require review or if students are ready to
advance to more complex material.

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References

Alber, R. (2017). 6 Scaffolding Strategies to Use With Your Students. Edutopia. Retrieved 3

September 2017, from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-

rebecca-alber

Branley, F. (2015). What makes day and night. [Place of publication not identified]:Harpercollins

Childrens B.

Day, Night, and the Seasons. (2017). You Tube. Retrieved 3 September 2017, from

https://youtu.be/TagG32gwiBo

Definition of DAY. (2017). Merriam-webster.com. Retrieved 3 September 2017, from

https://www.merriam- webster.com/dictionary/day

How to Develop a Lesson Plan that Includes ELLs | Colorín Colorado.

(2017). Colorincolorado.org. Retrieved 3 September 2017, from

http://www.colorincolorado.org/article/how-develop-lesson-plan-includes-ells

Kids.Net.Au - Dictionary > Definition: cycle. (2017). Dictionary.kids.net.au. Retrieved 3

September 2017, from http://dictionary.kids.net.au/word/cycle

Speaking & Listening Skills for ELLs | Colorín Colorado. (2017). Colorincolorado.org.

Retrieved 3 September 2017, from http://www.colorincolorado.org/speaking-listening-

skills-ells

Using "KWL" in the Classroom. (2017). Teacher Vision. Retrieved 3 September 2017, from

https://www.teachervision.com/graphic-organizers/skill-builder/48615.html

Using Informal Assessments for English Language Learners | Colorín Colorado.

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(2017). Colorincolorado.org. Retrieved 3 September 2017, from

http://www.colorincolorado.org/article/using-informal-assessments-english-language-

learners

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 Name__________________________________ Number________Date_________

What Makes Day and Night?

What Makes the Seasons?

Know Wonder Learn

What I think I know What I want to know What I learned

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Name__________________________________ Number________Date_________

What Makes Day and Night?

What Makes the Seasons?

Axis: An imaginary line through the center of

an object.

Cycle: An interval during which a recurring

sequence of events occurs.

Day: A time of light between one night and

the next.

Night: The time from dusk to dawn when no

sunlight is visible.

Revolve: To move in a path around another

object.

Rotate: To turn on an axis.

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-Intro (1 min): Topic “what makes day and night and what makes the seasons?” Remind
students as they are watching the video to look for concepts that they already learned or know.
We will need these ideas in the next activity.

-Video: at desks (4 min) https://youtu.be/TagG32gwiBo (Prep doc cam with KWL chart)
That was a cool video, I am sure most of you saw a handful of concepts that you already know.
Please pull out this chart and write your name, numbers, and Date on down. This is called a
KWL chart. These are very helpful in helping us keep our thoughts organized as we learn new
concepts. The first column is where you write something you already know about a topic so we
will call it the “Know” column. The second column is the “Wonder” column for what you
would like to know about a topic. The last column, which we will fill out after we have finished
all of our activities is the ‘Learned” column. Here is where you would write what you have
learned. Please begin jotting down two or more thoughts for the first two columns now.
I will fill mine out along with you. In this “Know” column I am going to write that I know the
Earth is spins and not everyone experiences day and night or the seasons at the same time in the
world. In the “Wonder” column, I am going to write what does spin have to do with daylight
and seasons? And I will also write what happens so that we have different seasons and times of
day?

-KWL Chart at desks (5 min) That was a cool video, I am sure most of you saw a
handful of concepts that you already know. Please pull out this chart and write your name,
numbers, and Date on down. This is called a KWL chart. These are very helpful in helping us
keep our thoughts organized as we learn new concepts. The first column is where you write
something you already know about a topic so we will call it the “Know” column. The second
column is the “Wonder” column for what you would like to know about a topic. The last
column, which we will fill out after we have finished all of our activities is the ‘Learned”
column. Here is where you would write what you have learned. Please begin jotting down two
or more thoughts for the first two columns now.
I will fill mine out along with you. In this “Know” column I am going to write that I know the
Earth is spins and not everyone experiences day and night or the seasons at the same time in the
world. In the “Wonder” column, I am going to write what does spin have to do with daylight
and seasons? And I will also write what happens so that we have different seasons and times of
day? I will give you some time to fill yours in and I would love to see what you have written.

Okay, so let us move on, please take out now your vocabulary sheets.
(Prep vocab on doc cam) There are some vocabulary words we need to discuss before we go on.
Let’s read these words and definitions together. If you need clarification, please raise your hand.
Also, feel free to draw a little picture below your definitions if that will help you.

-Vocabulary list/group discussion at desks (5 min) handout: Okay, so let us move

on, please take out now your vocabulary sheets.
(Prep vocab on doc cam) There are just a few vocabulary words we need to discuss before we
go on. Let’s read these words and definitions together. If you need clarification, please raise
your hand. Also, feel free to draw a little picture below your definitions if that will help you

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-Read Aloud on carpet (8 min) (Now we will be reading together on the carpet. Please
come quietly to the carpet just as you have been instructed by Mrs. Vanegas. I want to make
sure that you all can see the pictures and hear me read for you. So please do not bother your
classmates by talking. This is very cool so you do not want to miss any of this story! As I read,
I want you to listen and try to remember what YOU learned or thought was cool. (BEGIN
READING)

Okay, so remember I asked you to try and remember what you learned or thought was cool?
Turn to your partner next to you and tell one another now!

Let’s have a look with the Globe-our Earth and a flashlight. Here is where we are, and here is
where Greece is. Your textbook talks about Athens, which is in Greece. Let’s see what happens
when it is Day here at home, is it day or night in Greece? Now, what if we ROTATE the Earth
just as the Earth rotates throughout the day? What does the Earth rotate about? What is this
imaginary line here called? The axis, that is correct. What is another word for rotate? SPIN.
What if you called a friend in Greece after you had your dinner? What meal would your friend
be eating?

-Demonstration on rug (5 min) Stand up and make sure you spread out. Let us form a
large circle. Let us pretend you are the Earth. Lift up your left arm. This is your axis. Now
spin counterclockwise in place. This is ROTATION. How long does it take the Earth to make
one complete rotation? 24 hours. Can you think of other objects that rotate?
Now how do we demonstrate REVOLUTION? If we revolve, it means we are moving around in
a path? Let us imagine that the flashlight is the Sun again and we are the Earth. Everyone make
a big circle around the Sun. Remember your starting spot. We are going to all revolve around
the Sun. When you get back to your starting place, you have made 1 REVOLUTION. How long
does it take the Earth to make one complete REVOLUTION around the Sun? 365 days.
Now you have built upon and learned a lot of information you need to document in your science
journals. Let’s go quietly back to our desks and work on those. I will be working on mine on
the projector.

-Science Journal at desks independently (10 min)

-Finish in KWL Chart at desks (3 min)-Share favorite part of the lesson/content and
share one area you would like to learn more about with table partner.
If time allows, 2 people may share what was discussed with their partners.

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