Morning to Evening

Overview

In this sixth lesson of “Hello, Changes Over Time,” students learn that a day has an order: morning, afternoon, and evening. They use familiar home and school activities to sort, act out, and explain a simple sequence before creating a “My Day” foldable.

Learning intentions

Students will be able to:

• Identify morning, afternoon, and evening.
• Put familiar activities in a reasonable order.
• Explain how pictures and words show information about a daily routine.
• Speak and listen respectfully during partner and group activities.

Success criteria

• I can name morning, afternoon, and evening.
• I can place an activity picture in the correct part of the day.
• I can put at least three activities in a reasonable order.
• I can tell a partner why an activity belongs in morning, afternoon, or evening.

Curriculum links

• Identify key steps in a text’s description of a process related to history or social studies.
• Determine the central ideas or information in a source and summarize it accurately.
• Integrate visual information from pictures and diagrams with information in print.
• Determine the meaning of time-related words and phrases in context.
• Describe how information is presented sequentially.

Lesson structure (30 minutes)

1. 0–4 min · Carpet hook and routine. Teacher opens with the opening question and day-part images, asks, “What do you do when you first wake up?” and briefly reviews carpet expectations: eyes watching, ears listening, hands still, and one voice at a time. Students turn and talk about one activity they do at the start of their day, then share a few ideas.

2. 4–8 min · Teach the three parts of a day. Teacher uses the morning, afternoon, and evening slides to introduce the words and matching visuals: morning may include waking up and eating breakfast, afternoon may include school or lunch, and evening may include dinner and getting ready for bed. Students repeat each word with an action, such as stretching for morning, pretending to eat lunch for afternoon, and resting their heads for evening.

3. 8–15 min · Picture sort with partners. Teacher displays the sorting directions and example and gives each pair a small set of teacher-prepared activity pictures, such as waking up, brushing teeth, going to school, eating lunch, playing outside, eating dinner, and sleeping. Students place each picture under a morning, afternoon, or evening heading and explain one choice to their partner; teacher circulates and asks, “What clue helped you decide?”

4. 15–21 min · Three-part floor timeline. Teacher labels three areas of the carpet MORNING, AFTERNOON, and EVENING, then invites students to carry one activity picture to the matching area. The class acts out each activity and checks the sequence by moving together from morning to afternoon to evening. Students listen for the transition words “first,” “next,” and “last,” and help correct any picture that is out of order.

5. 21–27 min · Create a “My Day” foldable. Teacher distributes the three-section My Day foldable and models drawing or placing one activity in each section, adding the labels morning, afternoon, and evening. Students complete their foldables independently, using drawings or provided picture choices, then rehearse with a partner: “In the morning I ____. In the afternoon I ____. In the evening I ____.”

6. 27–30 min · Share and exit check. Teacher shows the review and exit-question slide and asks students to hold up one finger for morning, two for afternoon, or three for evening as the teacher names activities. Students complete a quick oral exit response by naming three activities in order or showing their foldable to the teacher before lining up.

Resources

• the complete Morning, Afternoon, Evening slide deck
• the three-section My Day foldable
• Teacher-prepared activity picture cards
• Three large floor labels: Morning, Afternoon, Evening
• Crayons, pencils, and glue sticks
• Optional scissors and pre-cut picture choices
• Carpet space for movement and sorting

Assessment

• During the picture sort, listen for students correctly using morning, afternoon, and evening and note who needs prompting.
• During the floor timeline, check whether students can place an activity in a logical position and use first, next, or last.
• Review each foldable and the oral exit response for three activities placed in a reasonable order.

Differentiation

• Support students with familiar home and school examples, clear labeled sections, gestures, repeated sentence frames, and teacher think-alouds. Act out each activity before asking students to classify it.
• Provide fewer picture cards, pre-cut choices, enlarged visuals, or a completed example for students who need reduced writing or decision-making demands.
• Support English learners by pairing each time word with a picture, gesture, and repeated oral model; accept pointing, drawing, acting, or single-word responses before expanding language.
• Challenge ready learners to explain why an activity belongs in a particular section and to add a fourth activity while preserving the day’s sequence.
• Use a consistent attention signal and brief directions. Seat students where they can see the visuals, provide a defined carpet space, and offer a quiet work location or adult support when needed.