Subject: Day and Night
Topic-
What are the characteristics of day and night?
 
Goals: Aims/Outcomes-
The student will be able to tell the difference between night and day and other objects.
 
Objectives-
1.The student will understand and investigate"�and the relationship among
Earth cycles and change and their effect on living things.
2.The student will listen to and respond to literature; the student
will recite nursery rhymes.
 
Materials and Aids-
Sentence strips
Teacher made picture cards
Labels
Good Night Moon by Margaret Wise Brown
 
Procedures/Methods-

A. Introduction-

1.Sing "Hey, Diddle, Diddle"� with children. Use a felt board with
characters from rhyme to discuss (cat, fiddle, cow, dog, dish and spoon, and moon). Ask students what they know about each animal, ending with discussion on moon.
2. do K-W-L chart
here to see what the know about the moon.
 

B. Development-

Picture walk, then read and discuss Good Night Moon. Set a purpose for reading
by asking students to locate the moon on each page. After reading, have students attempt to retell the story.
 

C. Practice-

1.Ask students "When do you see the moon?"� Ask students "Is there a time
when we don't see the moon?"� Students should realize that the moon is seen at night and not during the day. Ask "What do we see during the day?"� Students should recognize that the sun can be seen during the day, and that the moon is seen at night.
2. Have students dramatize with or without music, three or four activities that are done at night, or during the day or both. Examples include going to sleep, waking up, get dressed, eating breakfast, going to school, playing with friends, brushing teeth.
3.Students will work as a class or in small groups with teacher completing a concept sort using picture cards of scenes or activities from daytime and nighttime.
 

D. Independent Practice-

Students will complete a 4 square chart to be labeled with sun, moon, day,
night. Students will label chart based on ability, either writing in labels, copying labels, or cutting and pasting labels provided by teacher. After labeling, students can either draw or use pictures from magazines/newspapers to complete their charts with scenes or activities that are night time or daytime activities.
 

E. Accommodations (Differentiated Instruction)-

1.Relates to social development (manners) - Have students take pictures of objects in classroom, put in a bag, then practice saying "Good Day, ___________"� or Good Morning, ___________"�.
2. Using classroom book, have students identify beginning sounds of words, or beginning letters
3.Invented Story "� After completing previous activity, have students take their sentence strip and
write in their journals. Using all of the students' sentences, complete a class book "Good Day, Sun"� using details that are specific to teachers' classroom.
 

F. Checking for understanding-

Throughout the day, during transition times, teacher will ask students to name and activity or event that would happen during the day or at night to assess for understanding.
Students can also be selected to ask questions of their classmates.
 

G. Closure-

Students will begin to create opposite story invention "� "Good Day, Sun"�.
Each student will create a sentence greeting something or someone in the classroom, "Good Day,
___(tables, Johnny, fishes)___________."� Write the sentence on a sentence strip.
 
7. Evaluation-
Invented Story "� After completing previous activity, have students take their sentence strip and write in their journals. Using all of the students' sentences, complete a class book "Good Day, Sun"� using details that are specific to teachers' classroom.
 

This Lesson Plan is available at (www.teacherjet.com)