The Sun’s Journey

Overview

This 40-minute lesson is Lesson 2 in the “Exploring Daily and Seasonal Changes” unit designed for 1st grade students (ages 6-7) following the Ontario Science Curriculum, Grade 1, Growth and Changes in Animals (Overall Expectations) and Daily and Seasonal Changes expectations from Grade 1 Earth and Space Systems. The lesson focuses on introducing students to the sun’s position and movement in the sky during the day, and how this affects light and shadows.

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Curriculum Connections

Ontario Curriculum Expectations:

• Grade 1 - Earth and Space Systems: Daily and Seasonal Changes
  • Overall Expectation:
    • 3. Demonstrate an understanding of daily and seasonal changes.
  • Specific Expectations:
    • 3.1 Describe observable daily changes in the sky and surrounding environment (e.g., position of the sun).
    • 3.2 Describe observable seasonal changes in the environment and how they affect living things.
  • Skills/Processes:
    • Use simple equipment to describe and record observations (e.g., drawings, diagrams).
    • Communicate observations orally and through illustration.

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Learning Goals

By the end of this lesson, students will:

• Understand that the sun moves across the sky from east to west during the day.
• Recognize how the sun’s position influences light and the appearance and direction of shadows.
• Create a simple diagram illustrating the sun's path throughout the day.
• Use vocabulary such as sun, shadow, east, west, morning, noon, and afternoon.

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Materials Needed

• Large chart paper or whiteboard
• Markers
• Individual student worksheets with a blank horizon line and sun path template
• Small plastic figurines or toy people for shadow demonstration
• Flashlight to simulate the sun (optional)
• Sticky notes or small stickers
• Crayons or coloured pencils

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Lesson Breakdown

1. Introduction (5 minutes)

Engagement Question:

• "Where is the sun in the morning? Where do you see it when you come to school? What about in the afternoon?"
• Capture student ideas on chart paper under headings: Morning, Noon, Afternoon.

Link to Prior Knowledge:

• Remind students briefly of the previous lesson about daily and seasonal changes and that today they will focus on how the sun moves across the sky.

2. Exploration & Demonstration (10 minutes)

Teacher-led Visual Demonstration:

• Use a whiteboard or chart paper with a horizontal “horizon” line.
• Draw the sun in three positions: low on the left (east) for morning, high in the middle (noon), and low on the right (west) for afternoon.
• Explain the sun rises in the east, moves up high at noon, then sets in the west.
• Use a flashlight and a small figurine in different positions to show how shadows change shape and direction as the "sun" moves.
• Invite students to predict whether shadows will be longer or shorter at each time point.

3. Guided Practice: Creating Sun Path Diagrams (15 minutes)

• Hand out individual blank “sun path” templates featuring a horizon line and three designated spots for morning, noon, and afternoon sun placement.
• Review the instructions with the class: Draw the sun in each spot and colour accordingly.
• Students colour the sun at each position and draw arrows showing the sun’s movement from east to west.
• Prompt students to draw a shadow next to a small figure or a tree at each sun position, with guidance on shadow direction (pointing opposite the sun).
• Teacher circulates, encouraging correct placement and vocabulary usage.

4. Class Discussion and Connection (5 minutes)

• Invite a few students to share their diagrams and explain the sun's path and shadow changes using their pictures.
• Reinforce correct use of terms: “The sun is in the east in the morning, so the shadow is...,” etc.
• Emphasize that the sun’s path changes how much light we see and how shadows grow and shrink.

5. Closure & Reflective Question (5 minutes)

• Ask: "How do you think the sun’s movement helps animals and people during the day?"
• Encourage responses about light for seeing, warmth, shadows to play with, etc.
• Briefly preview next lesson focusing on seasonal changes affecting light and temperature.

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Assessment Strategies

• Observation: Monitor students during discussions and diagram activity to check understanding of sun’s directions and shadow concepts.
• Diagram Review: Collect and quickly review sun path diagrams to confirm correct sun positioning and shadow direction. Provide immediate feedback if necessary.
• Oral Questioning: Use open-ended questions to assess vocabulary and concept understanding.

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Extensions and Differentiation

• For advanced learners: Introduce the idea that shadows are longest in the morning and afternoon, shortest at noon. Students could record shadow lengths with a simple ruler in recess or outside.
• For students requiring support: Use paired work and provide labelled sun and shadow cutouts to place on their templates instead of drawing. Visual aids and repeated vocabulary reinforcement.

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Teacher Tips to Wow

• Use storytelling: Personify the sun as a friendly character “Sunny” that travels east to west daily, creating light and shadows on its journey.
• Incorporate movement breaks: Have students “be the sun” and move from one side of the room to the other, and “be shadows” following them.
• Use real-time shadow watching: If possible (weather permitting), take students outside to observe their own shadows at different times briefly.

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This lesson embeds inquiry, hands-on experience, and creativity, aligning clearly with Ontario’s Grade 1 science expectations for understanding daily environmental change linked to the sun’s movement.