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Taylor Tisdale, Alaina Bowman, Sydney Angus, Jacob Goldberg

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Describe in general how your topic spirals through the elementary curriculum

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Describe in general how your topic spirals through the elementary curriculum

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Throughout the elementary curriculum we learn about how the universe and especially that sunlight is a big part of our daily lives on earth. In kindergarten the effect of sunlight on the earth surface is introduced which provides a foundation understanding for the specific topic we choose for 1st and 5th grade. This topic of the different amount of daylight depending on the time of year is introduced to students at the 1st grade level. Then sunlight comes back into play as a major topic in 5th grade when they talk about seasons and the change in length of days and shadows throughout the days. The differences in daylight due to the sun's distance from the Earth, learned in elementary school, provides crucial foundation for success in science standards in secondary education. ("MS-ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.") (AB, JG)

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Topic from within your assigned focus area

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Topic from within your assigned focus area

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How the amount of daylight changes throughout the year and develops patterns that goes with the seasons. (TT, AB)

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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For first grade a good activity to help students get an understating of how the amount of sunlight changes through out the year is to have students make observations. If you did not want to expand this science lesson throughout the school year you can give students multiple dates throughout the year and associate it with the amount of sunlight that occurred on that day. You can then have the student, with a partner, put the days in order starting with January 1st. After lining up the dates, they would see the amount of sunlight increases throughout the year, until June 22nd, when it begins decreasing, and begins increasing again after December 21st. We would talk about the different seasons and the association they have with time of year and amount of daylight. So you don't have to have this one lesson be a year long experiment, another great way for students to make observations of the sunlight throughout the year, is through a computer simulated program. Programs like these show children in a visual sense the differences in daylight.

For fifth grade, a good activity could actually be very similar to the first grade activity. Students can be put in partners and be given dates and amount of sunlight that occurred during that day. Alike the first grade students, fifth grades students would put the dates in order, recognize the pattern they would make it different by taking it a step further. Students would be asked to make a graph based off of the observations of the days they received. The graph would include the dates on the x-axis and amount of sunlight on the y-axis. After realizing that the amount of sunlight goes up and down due to the seasons and time of year, we would talk about how the Earth is on a tilt and is revolving around the sun which causes different amounts of sunlight at different times of the year. (AB,JG)

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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We would differentiate our instructions by presenting much more hands on activities and experiments that the students would actually conduct themselves in the first grade level, compared to the fifth grade level, where we would have a stronger option of introducing previously conducted data and the student use of graphs. For younger learners, it would be more beneficial to connect the material to their personal experiences for a fuller understanding, whereas fifth graders would already know this information. We wouldn't introduce graphs to first graders, due to the difficulty of understanding the data. First graders would solely make observations to come to a conclusion, while fifth graders would use and conduct data and interpret graphs to find patterns to further their understanding. (JG)

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NYS P-2 Science Standards

NYS 3-5 Science Standards
Patterns of daylight Lesson

Behavior Plans/Positive Behavior
Support Interventions/Teacher Tools/Teaching Self Management Skills

-everyone

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Two different grade levels: (K OR 1 OR 2) AND (3 OR 4 OR 5)

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Two different grade levels: (K OR 1 OR 2) AND (3 OR 4 OR 5)

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1st grade: 1-ESS1-2. | Make observations at different times of year to relate the amount of daylight to the time of year. (AB)

5th grade:5-ESS1-2. | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (AB)

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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During first grade, student come in without prior knowledge about daylight and the patterns it produces; the first grade teacher is introducing this as a new topic. In order for the students to understand the information the teacher provides the students with just the basics of the topic. Due to this they need more teacher guidance throughout the lesson and activities compared to fifth grade where they come in knowing prior knowledge that they can apply to what they are learning.

This is also related to student self management. Self management is a skill that grows and changes throughout each grade level. It is important when teaching first graders you must provide them with many cues to help them focus and stay on task. As self management is practiced and taught through every grade level by the time students reach fifth grade they are more competent with time management and staying on task without needing as many reminders. Having this difference in self management between the grade levels affects how the teacher is going to teacher the information. Fifth graders can have more independent work compared to first grade.
(TT)

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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At the first grade level they only cover how the amount of daylight changes based on the time of year. Before learning about this topic students must know that there are different seasons. Follow this lesson students will be able to learn about how the different amount of daylight effects the earth.

At the fifth grade level there are multiple components they look at daily changes in shadows length and direction, as well as it during different times of the day (day vs. night) and they also include the appearance of stars.
To sequence this I would first teach about shadows and how the sun impacts its length and direction. Then, I would later move onto why different stars appear at night during different seasons. Before learning about this topic students must know what shadows are and that they are created by sunlight, they should also know what stars are. Following this lesson students will be prepared to learn about the sun, earth, and moons rotational patterns and how they effect the earth.
(SA)

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How might you use this information as a new teacher?

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How might you use this information as a new teacher?

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This information could be used as a way to show a new teacher how different topics are integrated and connected throughout multiple grade levels. It allows the teacher to understand what prior knowledge their students are coming into the class with and what knowledge and information the student will have by the end of their grade level. Having this information also helps align learning and keep teachers on track.
(TT)

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How much of the topic is taught at each level? In how much depth is it addressed?

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How much of the topic is taught at each level? In how much depth is it addressed?

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At the 1st grade level they make observations about daylight at different times of the year. Addressing that there is a change in the how much daylight we have in a different parts of the year. They do not go very in depth compared to the fifth grade level. At the fifth grade level they look different patterns with the daylight during different times of the day. They are going much more in depth by measuring shadows and recording the direction and length of shadows. They also include looking at the seasonal appearance of stars. They have student put there findings into graph displays to so they can see patterns.  (SA)