Tetreault & Kelly 1

Megan Kelly and Ashley Tetreault

Doctor Bednarski
Science 412
19 February 2015
Unit
Part 1: NGSS (From NGSS website)
Title: Seasonal patterns- winter solstice
Grade Level: Grade 1
Essential question: What do you notice about the days in winter compared to the days in
summer?
1-ESS1 Earths Place in the Universe
NGSS: PE- 1-ESS1-2- Make observations at different times of year to relate the amount of
daylight to the time of year
DCI- ESS1-B- Earth and the solar system: seasonal patterns of sunrise and sunset can be
observed, described, and predicted
CCC- Patterns: patterns in the natural world can be observed, used to describe phenomena, and
used as evidence
NGSS: Engineering and Science Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking

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6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
CCSS: LA and Math
ELA/LiteracyW.1.7- participate in shared research and writing projects (e.g. explore a number of howto books on a given topic and use them to write a sequence of instructions)
W.1.8- With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a questions
MathematicsMP.2- Reason abstractly and quantitatively
MP.4- Model with mathematics
MP.5- Use appropriate tools strategically
1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing with
unknowns in all positions, e.g. by using objects, drawings and equations to represent the
problem
1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another
Part 2: Unit content background information
When looking at the above mentioned standard, there are a lot of facts and vocabulary to
be familiar with in order to successfully create a unit. One important concept to understand is

Tetreault & Kelly 3

that of the winter and summer solstice. The reason why it is important to understand the solstices
on a deeper level than the equinoxes is because in summer and winter we see a more dramatic
difference in seasonal patterns, including daylight and temperature. The word solstice means sun
standing still because the sun appears to stop moving northward and southward at these points on
the ecliptic, which is the path of the sun through the stars (Strobel 2-4). The summer solstice
begins on June 20 or 21 which ends up having the most daylight hours of the year. The winter
solstice begins on December 20 or 21 which ends up having the least daylight hours of the year.
This is true for only the northern hemisphere because it is opposite in the southern hemisphere.
This means that when it is summer in the northern hemisphere, it is winter in the southern
hemisphere and vice versa.
The sun goes through a path every day and that path is rising in the east and setting in the west. It
also takes 24 full hours for the Earth to do a full rotation, which is why we have 24 hours in one
day. This never changes, but what changes is the location of the suns path across the sky.
(NOTE** The sun is actually not moving, it is the Earth rotating around the sun that makes the
sun appear to move across the sky. The sun actually stays still.) This is what happens during the

Tetreault & Kelly 4

solstices

as

well

as

the

equinoxes.

Here

is

graphic

that

displays

this:

It is easy to see that at noon during the June solstice the sun is the farthest away from the ground,
whereas during the winter it is closer, and the equinox is right in the middle. This brings up a
common misconception and an important concept: summer is warmer because the sun is closer
in the summer, and winter is colder because the sun is farther away. The changes in temperature

Tetreault & Kelly 5

during

these

seasons

are

due

to

the

angle

of

the

suns

rays.

When the sun is directly above, the rays come straight down causing more light and more heat to
hit an area. When the sun is lower in the sky, the light becomes more spread out and not in a
more tightened area causing the heat to be spread out which means it will be cooler. The above
picture shows this, which explains why in June it is warmer, and in December it is cooler. Just
because the sun might be closer to the Earth does not mean it is hotter, the angle the rays hit the
earth is what is essential in understanding that.
Part 3: the 5e model of instruction
Lesson 1: Engage
Title: What do you do after dinner?
Essential Question: What is the difference between what you do after dinner in the winter
compared to what you do in the summer?

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Objective: Students will ask questions and define problems while creating a t-chart about what
they do after dinner in the summer and the winter. They will engage in arguments from evidence
by obtaining, evaluating and communicating information.
Science and engineering practices:
1. Asking questions (for science) and defining problems (for engineering)
-

Ask and/or identify questions that can be answered by an investigation

2. Engaging in argument from evidence

-

Identify arguments that are supported by evidence

3. Obtaining, evaluating and communicating information

-

Communicate information or design ideas and/or solutions with others in oral and/or
written forms using models, drawings, writing, or numbers that provide detail about
scientific ideas, practices, and/or design ideas

Common Core State Standards

W.1.8- With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a questions
Materials (for 22 Students )
-

Chart paper

Markers

Appropriate clothing representing winter and summer solstice (for teachers)

Teddy Bear and book (winter)

Ball (summer)

Safety
Normal classroom routine for discussion

Tetreault & Kelly 7

Initiation (phenomenon)
Engage students by coming to class dressed in clothing representing the winter and
summer solstice. Summer is represented by wearing shorts, t-shirt, etc. with ball as if they are
going to play outside after dinner. Winter is represented by wearing pajamas and is holding a
teddy bear with a book as if they are getting settled for the night. Discussion of the outfits will
follow using a turn and talk model.
Procedure
-

Lead a discussion about the outfits representing summer and winter

Ask students what they do after dinner in the summer and winter

Record student responses on t-chart hung on white board in the front of the room

There is one t-chart for summer, left column has what they do after dinner, right column
has questions and observation.

The same set-up for winter is used (separate piece of chart paper)

Specific higher level questions

Based on our observations and class discussion, why do you think you do different things in the
summer after dinner than in the winter?
What is your evidence?
Closure
Today we talked about the things we do after dinner in the summer and winter. Based on
that discussion we were able to share our ideas and write them on a t-chart to help explain this.
Some of these ideas were it gets darker earlier in the winter, it stays lighter longer in the summer,
when I go to bed in the summer sometimes it is still light out, after dinner in the winter I take a
bath and get ready for bed, I stay inside during the winter nights, etc. From those ideas we

Tetreault & Kelly 8

created questions and observations that we will expand upon next time in science. Does anyone
have any further questions or ideas they would like to share?

Explore
Lesson 2
Explain/Explore
Title: Lets compare daylight hours from winter and summer
Essential question: Why do we do different things after dinner in the winter and summer?
Objective: By the end of this lesson, students will visually represent that there are less day light
hours in the day in the winter than in the summer. Students will do this by engaging in argument
from evidence that they obtain, evaluate, and communicate. They will analyze and interpret data
by using mathematics and computational thinking to develop and use models.
Science and Engineering practices
1. Asking Questions and Defining Problems
-

Ask questions based on observations to find more information about the natural and/or
designed worlds.

Ask and/or identify questions that can be answered by an investigation

2. Developing and using models

-

Develop and/or use a model to represent amounts, relationships, relative scales

(bigger,smaller), and/or patterns in the natural and designed world(s)

Develop a simple model based on evidence to represent a proposed object or tool

3. Using mathematics and computational thinking

Tetreault & Kelly 9

-

Use counting and numbers to identify and describe patterns in the natural and designed
world(s)

Describe, measure, and/or compare quantitative attributes of different objects and display
the data using simple graphs

4. Obtaining, evaluating and communicating information

-

Read grade-appropriate texts and/or use media to obtain scientific and/or technical
information to determine patterns in and/or evidence about the natural and designed
world(s)

Describe how specific images support a scientific or engineering idea

Communicate information or design ideas and/or solutions with others in oral and/or
written forms using models, drawings, writings, or numbers that provide detail about
scientific ideas, practices, and/or design ideas

5. Engaging in argument from evidence

-

Identify arguments that are supported by evidence

Listen actively to arguments to indicate agreement or disagreement based on evidence,

and/or retell the main points of the argument

Construct an argument with evidence to support a claim

Common Core State Standards

W.1.8- With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a questions
MP.2- Reason abstractly and quantitatively
MP.4- Model with mathematics
MP.5- Use appropriate tools strategically

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1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more
or less are in one category than in another
Materials (for 22 Students)
-

Teacher made daylight hours data table (poster board for winter and summer), figure 2.1,
2.2

T-charts from lesson 1

Markers

2 Manipulative clocks

Teacher made whole class total daylight hours data table

Safety
Normal classroom routine for group work and discussion
Initiation
Revisit the t-charts from the previous lesson (lesson 1-engage) and focus on specific
questions students came up with that center around the objective for this lesson. Guide students
to discover that in the winter the days are shorter than in the summer.
Procedure
-

divide students into two groups (winter and summer) heterogeneously

Each of the two instructors assist one of the groups

Present students with

pre-made data tables for their respective season (winter or

summer), figure 2.1, 2.2

-

Have a discussion of what daylight hours are, what sunrise and what sunset is

Tetreault & Kelly 11

-

Assist students in calculating the total number of daylight hours from sunrise to sunset
on the provided days while using the manipulative clock

Students must decide on one person to be the scribe for the group

The scribe records the data in the total daylight section of the table

Lead discussion with each group on what they noticed

Write down observations and questions at the bottom of the data table posters

Groups come together as an entire class to present their data

Groups create one big class data table that considers both winter and summer, figure 2.3

Specific higher level questions

What do you notice happening during the three months based on the data tables?
How does this relate to what you do after dinner in the winter and summer?
What do you notice? What is happening in the winter? What is happening in the summer?
Do you notice any similarities or differences?
Do any groups have observations or questions they wrote down on their data tables they would
like to discuss with the class?
Closure
Today in our groups and as a class, we looked at real data from our data tables. We used this
data to figure out how many daylight hours there were in the summer, and how many daylight
hours there were in the winter. We found out that during the winter, there are fewer daylight
hours than in the summer. Now that we have taken this data, we are going to put it all together to
create a graph. This graph will allow us to take our data and use it to make an argument for why
we are saying that there are less daylight hours in the winter than in the summer.
Lesson 3

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Explain/Explore
Title: Graphing the daylight hours
Essential Question: How do we compare the data we collected from the summer and winter
daylight hour data tables?
Objective: By the end of this lesson, students will engage in argument from evidence that they
found after analyzing and interpreting data, using mathematics and computational thinking, and
developing and using a model (graph).
Science and engineering practices:
1. Developing and using models
-

Compare models to identify common features and differences

Develop and/or use a model to represent amounts, relationships, relative scales

(bigger,smaller), and/or patterns in the natural and designed world(s)

Develop a simple model based on evidence to represent a proposed object or tool

2. Analyzing and interpreting data

-

Use observations (firsthand or from media) to describe patterns and/or relationships in the
natural and designed world(s) in order to answer scientific questions and solve problems

3. Using mathematics and computational thinking

-

Use counting and numbers to identify and describe patterns in the natural and designed
world(s)

Describe, measure, and/or compare quantitative attributes of different objects and display
the data using simple graphs

4. Engaging in argument from evidence

-

Construct an argument with evidence to support a claim

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Common Core State Standards
MP.4- Model with mathematics
MP.5- Use appropriate tools strategically
1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more
or less are in one category than in another
Materials (for 22 students)
-

Unifix cubes

Tables from lesson 2 figure 2.1, 2.2, 2.3

Chart paper

Markers/crayons

Pencils

Individual graph sheets figure 3.1

Popsicle sticks with student names

Safety
Use unifx cubes with respect. Go over expectations for using manipulatives. Normal classroom
routine for group work and discussion
Initiation
Direct students attention to the tables created the previous day hung on the white board.
Tell students that they will be creating a different model, a graph, to visually represent the data.
Tell students they will be using manipulatives, give them time to do a guided discovery with the
unifx cubes. Set up expectations for using these cubes. Separate students into their groups from
previous day (winter, summer).

Tetreault & Kelly 14

Procedure
-

Have a member from each group get their tables from the white board

Pass out graph sheets to each student in the groups, figure 3.1

Explain to students they will use unifix cubes first to represent the data, then color in
graph

Explain to students that one cube is equal to one hour on the tables (the half will be
colored in on the graph sheet)

Model to students the first point on their graph (i.e. 3 hours=3 cubes) December/June

Manipulate unifix cubes as modeled

Color in first point on graph sheet

Have a discussion about how many will be in the second point. Once students agree,
allow them time to color the second point

For the third point, students will be given time to work individually to determine and
represent the final point on the graph. This will be guided and observed by the teacher.

After each group has completed their individual graphs, they will have a group discussion
to be sure everybody agrees. They will collaborate to make one big graph to represent
their group.

Each group will present their model (graph) in a large class discussion

3 group members will be chosen from each group (using popsicle sticks)

They will be asked to draw their given data point on a class graph that combines both
winter and summer daylight data points. They will be represented in the following order:
December/June, January/July, February/August

Tetreault & Kelly 15

-

After creating a class model and combing winter and summer data, begin class
discussion.

Discussion should guide students to make connections, arguments, and

predictions based on their class graph. (see below for specific questions)
Specific higher level questions
When you look at our class graph, what do you notice?
Are their similarities or differences between winter and summer?
Are there differences between December/June, January/July, and February/August?
Which bar represent the most daylight hours? The least? Are there any that are equal? How do
you know?
Based on our graph and discussions, why do we do things differently after dinner in the winter
and summer?
Closure
Today, we learned how to visually represent the data using a different model from last
class. Last class, we created data tables using the data for the daylight hours in winter and spring
months. Today, we met in our groups to learn about creating graphs. We used Unifix cubes to
create our own graphs by manipulating the cubes and then we colored the appropriate number of
cubes for each data point. After that, we came together as a group to create one big graph to
present to the entire class. From there, we created one class graph so we can easily see
similarities and differences. This allowed us to make arguments, based on evidence, about why
we do different things after dinner in the summer and winter.
Lesson 4
Elaborate
Title: Self-portraits

Tetreault & Kelly 16

Essential question: What would you look like if you were doing something after dinner in the
winter/summer?
Objective: After analyzing and interpreting data, constructing and designing solutions models
will be used to engage in argument from evidence and to obtain, evaluate, communicate
information.
Science and Engineering Practices
1. Developing and using models
-

Compare models to identify common features and differences

Develop and/or use a model to represent amounts, relationships, relative scales

(bigger,smaller) and/or patterns in the natural and designed world(s)

Develop a simple model based on evidence to represent a proposed object or tool

2. Analyzing and interpreting data

-

Use and share pictures, drawings, and/or writings of observations

3. Constructing explanations and designing solutions

-

Make observations (first hand or from media) to construct an evidence based account for
natural phenomena

4. Engaging in argument from evidence

-

Construct an argument with evidence to support a claim

5. Obtaining, evaluating, and communicating information

-

Describe how specific images support a scientific or engineering idea

Communicate information or design ideas and/or solutions with others in oral and/or
written forms using models, drawings, writing or numbers that provide detail about
scientific ideas, practices, and/or design ideas

Tetreault & Kelly 17

Common Core State Standards
CCSS.ELA-Literacy.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood.
CCSS.ELA-Literacy.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.
Materials (for 22 students)
-

Construction paper

Pencils

Markers

Crayons

Data tables and graphs hung on white board, figure, 2.3 & 3.1

Safety
Go over expectations for using drawing materials. Normal classroom routine for individual work
and discussions.
Initiation
Lead class discussion about the findings so far. Explain to students that they are now
experts in their given season and they now will explore the opposite season (Students who
worked in winter group will now switch to summer and vice versa) to become experts. Describe
what a self-portrait is, provide a teach model.
Procedure

Tetreault & Kelly 18

-

Go around and ask each student about what season they will be doing (to make sure they
know which group they are doing the opposite)

Pass out materials

Have students turn and talk to neighbors explaining their ideas

Allow students to complete a self-portrait

Guide students through discussion allowing volunteers to share their work

Higher Level Questions

What did you notice when you did the self-portrait for the season you were not experts on?
Did you have any trouble? Why? Was it easy? Why? What did you notice when you turned
and talked to your partner about your ideas? Were there similarities? Differences? Why did
you chose to illustrate your self-portrait in the way that you did? (How does that represent your
season)
Closure
Today you were switched out of your expert role in your season and asked to create a selfportrait of the opposite season. You were able to represent your learning from the presentation
from the other group through a hands-on art activity. We then discussed your portraits and ideas.
Next time we will create collages on the season you did for the self-portrait and present them to
the class.
Performance task
Provide students with magazines, newspapers, clip art, glue, construction paper etc. to
create collages and write a sentence stating what season their collage represents (lesson 4, selfportrait activity). This allows students further exploration into the season they were not originally

Tetreault & Kelly 19

assigned. After completion, the class will come together and each student will be asked to
present their collage to the class based on a scoring rubric.

Scoring rubric
Collage
Collage
Presentation Presentation
At Least 5 One
Sentence State
the Give one reason why you
pictures
stating the season season
chose each picture
Student Name
Student Name
Student Name
Student Name
Student Name
Student Name
During the presentation, for each column the student will earn a sticker if they met the
requirement. This allows other students to be able to tell the students that are presenting whether
they forgot to mention something and remind them. They are also able to track their progress and
requirements while presenting.

Tetreault & Kelly 20

Month, Day, Year
Sunrise (a.m.)
December 21, 2014
7:20 a.m.
January 21, 2014
7:00 a.m.
February 21, 2014
6:30 a.m.
Figure 2.1 Winter Group

Sunset (p.m.)
4:20 a.m.
5:00 p.m.
5:30 p.m.

Total Daylight Hours

Month, Day, Year

Sunrise (a.m.)
June 21, 2014
5:20 a.m.
July 21, 2014
5:25 a.m.
August 21, 2014
6:00 a.m.
Figure 2.2 Summer Group

Sunset (p.m.)
8:20 p.m.
8:25 p.m.
7:30 p.m.

Total Daylight Hours

Month, Day, Year

December 21, 2014
January 21, 2014
February 21, 2014
June 21, 2014
July 21, 2014
August 21, 2014
Figure 2.3 Class Data Table

Total Daylight Hours

Tetreault & Kelly 21

Comparing Winter and Summer Daylight Hours

N
u
m
b
er
of
D
ay
lig
ht
H
o

Winter and Summer Months

Figure 3.1

Tetreault & Kelly 22

Works Cited
LMK Webmaster. "National Weather Service Weather Forecast Office." What Causes the
Earth's Seasons? National Weather Service, 25 Sept. 2015. Web. 11 Feb. 2015.
<http://www.crh.noaa.gov/lmk/?n=seasons>.
"Seasons." - Science for Kids! Karen Carr, 2012. Web. 20 Feb. 2015.
<http://scienceforkids.kidipede.com/physics/weather/seasons.htm>.
Schroeder, Daniel V. "The Sun and the Seasons." Understanding Astronomy:. N.p., n.d. Web. 18
Feb. 2015. <http://physics.weber.edu/schroeder/ua/SunAndSeasons.html>.
Strobel, Nick. "Astronomy Without a Telescope." Astronomy Without a Telescope. N.p., 6 Apr.
2010. Web. 20 Feb. 2015. <http://www.astronomynotes.com/nakedeye/s5.htm>.
"Summer Solstice | Astronomy." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d.
Web. 20 Feb. 2015. <http://www.britannica.com/EBchecked/topic/573384/summersolstice>.
"Winter Solstice | Astronomy." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d.
Web. 20 Feb. 2015. <http://www.britannica.com/EBchecked/topic/645665/wintersolstice>.