Sun’s Daily Journey

Overview

This 40-minute lesson helps Grade 1 students understand the position of the sun in the sky throughout the day. Students will learn how the sun’s movement affects light and shadows, aligning with the Ontario Science Curriculum expectations in Understanding Daily and Seasonal Changes. They will create a simple diagram illustrating the sun’s path and participate in a hands-on shadow activity to deepen their understanding.

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Curriculum Connections

Ontario Science and Technology Curriculum, Grade 1: Understanding Daily and Seasonal Changes

• Overall Expectations:
  • Understanding Basic Concepts: Describe some changes in the daily and seasonal patterns of the sun and shadows.
• Specific Expectations:
  • 1 Science & Technology – Understanding Life Systems / Understanding Structures and Mechanisms
    • Demonstrate awareness of changes in the position of the sun in the sky at different times during the day (e.g., morning, noon, afternoon).
    • Observe and describe how shadows change at different times throughout the day.

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Learning Goals

By the end of this lesson, students will be able to:

• Identify the sun’s approximate position in the sky during morning, noon, and afternoon.
• Explain how the sun’s position causes shadows to change in length and direction throughout the day.
• Create a simple diagram showing the sun’s journey across the sky.

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Materials Needed

• Large classroom window with sunlight access or outdoor space (for shadow observation)
• White chart paper or cardstock (1 per student)
• Crayons or coloured pencils
• Pre-made example diagram showing the sun’s path (simple sun and curved line above horizon)
• Object for casting shadow (e.g., a stick, small toy)
• Clock with movable hands or printed images showing morning, noon, afternoon
• Sticky notes

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Lesson Structure

1. Engagement (5 minutes)

• Begin with a brief class discussion:
  “Where is the sun in the morning? What about at lunchtime? How about near the end of the day?”
• Show images or use the clock to identify sun positions at morning, noon, and afternoon.
• Connect to students’ experience: Ask, “Have you noticed your shadow outside? Does it always look the same?”

2. Exploration (10 minutes)

• Outdoor or near window Shadow Investigation:
  • Place the object (stick or toy) on the ground or windowsill where sunlight hits.
  • Ask students to observe and describe the shadow’s length and direction.
  • Use sticky notes to mark the shadow tips at the start of the lesson (or provide photos/images from morning, noon, afternoon).
• Discuss how the shadow changes as the sun moves.

3. Explanation (10 minutes)

• Introduce the concept of the sun’s path across the sky using a simple diagram on chart paper.
• Draw a big arc representing the sun’s journey from east (morning) to south (noon) to west (afternoon).
• Label each sun position and show the corresponding shadow below.
• Emphasize: “When the sun is low, shadows are long. When it’s high in the sky, shadows are short.”
• Reinforce vocabulary: morning, noon, afternoon, shadow, light.

4. Creation (10 minutes)

• Distribute paper and colouring tools.
• Guide students to draw their own simple sun path diagram with three suns labelled morning, noon, and afternoon along a curved line.
• Below each sun, students draw an object and its shadow with varying lengths to match the sun’s position.
• Circulate and support, encouraging use of colour and labels.

5. Reflection and Sharing (5 minutes)

• Pair-share: students explain their diagrams to a partner using the new vocabulary.
• Select 3-4 students to present their diagrams briefly to the class.
• Recap key ideas: sun’s position changes during the day, affecting shadow size and direction.

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Assessment and Evaluation

• Observation: Teacher listens to students’ explanations during discussions and partner sharing to assess understanding.
• Diagram Evaluation: Check for:
  • Correct placement of sun positions (morning left, noon top centre, afternoon right)
  • Representation of shadows changing length appropriately
  • Appropriate use of vocabulary (morning, noon, afternoon, shadow)
• Exit Question: Ask students verbally: “Why does our shadow change during the day?” to quickly assess individual understanding.

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Extensions and Differentiation

• For early learners: Provide pre-drawn sun path diagrams for colouring and shadow tracing.
• For advanced learners: Challenge them to observe shadows at different times at home over several days and bring shadow drawings/photos to share.
• Cross-curricular connection: Integrate simple journaling for literacy by having children write one sentence about their favourite time of day and why shadows look different then.

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Teacher Notes

• Plan lesson around times when there is sufficient daylight. If the lesson occurs indoors away from sunlight, consider using a small lamp as a sun substitute for shadow casting.
• Use real-life experiences and sensory observation to engage young learners.
• Encourage scientific language and curiosity by asking open-ended questions throughout.
• Link this lesson to future lessons on seasons and weather patterns to build continuity in the unit.

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This lesson uses explorative learning and creative representation to meet Ontario’s curricular aims for Grade 1 science while engaging young learners with tangible, observable phenomena.