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Science lesson plan · 1st grade (Year 2 in England) · 60 minutes

The Sun's path across the sky in a day

Space

CCSS NGSS.1-ESS1-1England: KS1 Y1 Seasonal changesEngland: KS2 Y5 Earth and space

Objective and success criteria

Students will: The Sun's path across the sky in a day.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: The Sun, Moon and stars

Leads to: Shadow length and direction through the day

Materials: Torch and ball for a Sun-Earth-Moon model, Space images, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (The Sun, Moon and stars). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why can't we see stars in the daytime? (The Sun's light is so bright it hides them / Stars only exist at night / The stars go away in the day / Clouds always cover them) → The Sun's light is so bright it hides themPrompt: Stars are still there during the day.
  2. Sun, Moon and stars: which statement is true? (The Sun goes round the Earth. / Stars are still in the sky during the day. / You can only see the Moon at night. / The Moon makes its own light.) → Stars are still in the sky during the day.Prompt: Which objects make their own light?
  3. Sun, Moon and stars: which statement is NOT true? (The Moon reflects light from the Sun. / You can only see the Moon at night. / The Sun appears to move across the sky during the day. / Stars are still in the sky during the day.) → You can only see the Moon at night.Prompt: Does the Sun really move round us?

Hook · 6 min

  • Ask why we see the Moon change shape over a month.
  • Share the objective: The Sun's path across the sky in a day. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Why does the Sun seem to move across the sky?
  • Step 1: Earth spins once a day, so the Sun appears to rise, cross the sky and set.
  • Step 2: So the answer is: Earth is spinning.
  • Answer: Earth is spinning.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Why does the Sun seem to move across the sky? (Clouds push the Sun. / The Sun is falling. / The Sun walks around us. / Earth is spinning.) → Earth is spinning.Prompt: Have you ever felt like the world was moving past you on a roundabout (merry-go-round)?
  2. True or false? The Sun is highest in the sky at sunset. (True / False) → FalsePrompt: Remember: up in the east, down in the west.

You do: independent practice · 17 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. When is the Sun highest in the sky? (at sunrise / around midday / at midnight / at sunset) → around middayPrompt: It climbs all morning and sinks all afternoon.
  2. True or false? The Sun rises in the west. (True / False) → FalsePrompt: Remember: up in the east, down in the west.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: The Sun, Moon and stars.
  • Use concrete materials: torch and ball for a sun-earth-moon model.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Shadow length and direction through the day.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.

Free lesson plan from eurekami.com/lesson-plan-builder

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The Sun's path across the sky in a day

Name

Date

Score/ 8

  1. Question 1

    In which direction does the Sun rise?

    • A. a different direction every day
    • B. straight up from the ground at midday
    • C. east
    • D. west

  2. Question 2

    True or false? The Sun rises in the east and sets in the west.

    • A. True
    • B. False

  3. Question 3

    True or false? The Sun rises in the west.

    • A. True
    • B. False

  4. Question 4

    Why does the Sun seem to move across the sky?

    • A. Clouds push the Sun.
    • B. The Sun is falling.
    • C. The Sun walks around us.
    • D. Earth is spinning.

  5. Question 5

    When is the Sun highest in the sky?

    • A. at midnight
    • B. at sunset
    • C. at sunrise
    • D. around midday

  6. Question 6

    True or false? The Sun is highest in the sky at sunset.

    • A. True
    • B. False

  7. Question 7

    True or false? The Sun really travels around the Earth every day.

    • A. True
    • B. False

  8. Question 8

    Leila sees the Sun low in the west. What time of day is it?

    • A. evening, near sunset
    • B. midnight
    • C. early morning
    • D. midday

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Answer key: The Sun's path across the sky in a day

  1. 1. C. east

  2. 2. A. True

  3. 3. B. False

  4. 4. D. Earth is spinning.

  5. 5. D. around midday

  6. 6. B. False

  7. 7. B. False

  8. 8. A. evening, near sunset