Day and Night By Sarah Arbia, Taylor Krug, and Katelyn Lampman Image Source: www.timeanddate.com Image Source: http://www.picpicx.com/night/ By Sarah Arbia, Taylor Krug, and Katelyn Lampman

Objectives The students will be able to identify and explain time zones. The students will be able to use their observations and information from the text to determine that if it is day time on one side of the globe, it is night on the other side of the globe. The students will be able to create a picture book that represents what causes day and night.

Introduction Activity (Pre-Assessment) Image Source: https://www.emaze.com

Engage Several clocks will be brought to class that are set to different times from around the world. (These clocks will be labeled) It’s your turn! If you have an iPhone or a phone that has World Clocks take them out now!!

Productive Questions: What do you notice about the clocks? Why do you think that the clocks are set at different times?

Engage continued... Introduce book Somewhere in the World Right Now and explain how book may be able to help them answer these questions. Book will be read-aloud to the students. Image Source: www.amazon.com

Productive Questions What do you think would happen if we all took a trip to Sydney, Australia? How can the Sun be rising and setting at the same time? Also ask students questions that may relate to them self such as: Do they know anyone who lives in a different part of the world and do they know what time it is there? Have they ever been to a place that they had to change their watches?

Explore Each group of students will be provided with a lamp and globe. The lamp will be the model of the Sun and the globe will be the model of the Earth.

Productive Questions Before the Explore Activity What do you think about how the Earth moves? In what ways does the Earth movement have to do with how we keep time?

Now let’s try it!!!!

Productive Question for After the Activity Why do you think it can be different times in different places on Earth?

Explain Students will be given a worksheet called Somewhere in the World Right Now. They will use the globe and lamp to help them answer the questions. After the students are done with the worksheet the teacher will read the information page “A Note to the Reader” from the book Somewhere in the World Right Now. This section will provide answers to questions that students may still have about time changes, time zones, the international date line, and Earth’s rotation.

Elaborate Distribute the Where is the Sun? Worksheets to students. The students will choose a location facing south to observe and record the Sun in the morning, at noon and in the afternoon. The students will use worksheets to record their observations. This will span over three days

Elaborate The students will then answer questions on the worksheet after the three days about what they noticed during their observation. They will also have to think back to the globe and lamp model.

Evaluate Students will create a picture book using information they learned throughout lesson. It will explain what causes day and night, and what causes the Sun to appear to move across the sky each day. Students use simple text, illustrations, and clearly labeled diagrams to prove their understanding.

Closure (Post-Assessment)

Standards W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information Standard 1 Analysis, Inquiry, and Design Scientific Inquiry: Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. Standard 1 Analysis, Inquiry, and Design Scientific Inquiry: Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.

References Ansberry, K. and Morgan, E. (2010). Picture Perfect Science Lessons. Arlington, VA: David Beacon Image Sources: sayadpoet.wordpress.com www.juthawong.com lemerg.com