Science lesson plan · 1st grade (Year 2 in England) · 60 minutes
Hours of daylight change through the year
Space
CCSS NGSS.1-ESS1-2England: KS1 Y1 Seasonal changes
Objective and success criteria
Students will: Hours of daylight change through the year.
- 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 seasons
Leads to: the next skill in this area.
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 seasons). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In which season do many plants start to grow new leaves and flowers? (spring / none / winter / autumn (fall)) → springPrompt: Days are getting longer and warmer.
- Seasons: which statement is NOT true? (Winter has the shortest days. / It is usually warmer in summer than in winter. / Trees lose their leaves in spring. / There are four seasons in a year in the UK and most of the US.) → Trees lose their leaves in spring.Prompt: Is it the same season everywhere at once?
- In which season are the days longest? (winter / autumn (fall) / spring / summer) → summerPrompt: It stays light late in the evening.
Hook · 6 min
- Ask why we see the Moon change shape over a month.
- Share the objective: Hours of daylight change through the year. 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: True or false? In summer there are more hours of daylight than in winter.
- Step 1: Yes: this matches what scientists observe.
- Step 2: So the answer is: True
- Answer: True
- 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.
- True or false? Every day of the year has exactly the same hours of daylight. (True / False) → FalsePrompt: Think about bedtime in summer and in winter.
- True or false? Spring and autumn (fall) have about the same amount of daylight. (True / False) → TruePrompt: Think about bedtime in summer and in winter.
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.
- True or false? The Sun sets earliest in summer. (True / False) → FalsePrompt: Think about bedtime in summer and in winter.
- True or false? In summer there are more hours of daylight than in winter. (True / False) → TruePrompt: Think about bedtime in summer and in winter.
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 seasons.
- 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
- 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