Developmental Lesson Plan

Teacher Candidate: Nicole Smith and Rachel Ficco Date: March 2nd, 2017

Group Size: 20-25 students Allotted Time 45 minutes Grade Level: 3rd Grade

Subject or Topic: Planet Earth

Common Core/PA Standard(s):
3.3.3.B1
-Relate the rotation of the earth and day/night, to the apparent movement of the sun, moon,
and stars across the sky. Describe the changes that occur in the observable shape of the moon
over the course of a month.

Learning Targets/Objectives: Third grade students will be able to identify the cause of day and
night by

Assessment Approaches: Evidence:

1. Watch and ask questions to further 1. Observation
understanding 2. Exit Slip
2. An exit slip to make sure students grasped
the concept.
Assessment Scale: Students who have successfully colored in the Sun, the daytime half of the
Earth green and blue, and the nighttime half of the Earth black will receive an advanced.
Students who have colored in the Sun and one half of the Earth will receive a proficient.
Students who have colored in only the Sun will receive a basic. Students who did not color any
part of the worksheet will receive below basic.

Subject Matter/Content: The Earth, Day and Night.

Prerequisites: Basic understanding of day and night.
Key Vocabulary:
Rotation: The action of rotating around an axis or center.
Axis: A real or imaginary line on which something rotates.
Revolution: The movement of one object around a center or another object.
Earth: The planet on which we live.
Sun: The star around which the Earth orbits.
Content/Facts: Earth rotates around the Sun. When the face of the Earth is towards the Sun, it
is day. When the face of the Earth is away from the Sun, it is night.

Introduction/Activating/Launch Strategies:
To begin the lesson, we will show this quick video
(https://youtu.be/yMgf1mMZLg4) that shows a space craft circling the Earth
passing from day time to night time.
Students will talk amongst each other as a group and describe what they think was
going on in that video.
As a class discussion, we will explain that as the spacecraft traveled the side of the
Earth that was closer to the sun, it was daytime. Then as the spacecraft traveled to the
side of the Earth that was away from the sun, it was nighttime.

Development/Teaching Approaches:
Students will then participate in a class experiment to further understanding of daytime
and nighttime.
Using a globe, a flashlight, and sticky notes, one student will shine the flashlight onto
the United States. We will then ask the students Is it day or night where the flashlight
is shining? Students should respond with Day. Using a sticky note, we will write the
word Day and stick it onto the United States. Students will then look at the back side of
the globe. (Where China, Russia, etc. is) We will ask the students, Is it day or night
where the flashlight is not shining? Students should respond with Night.
Next, as a read-aloud we will read the story What Makes Day and Night by Franklin M.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts