Day and Night on the SMART Board

Schools Name: A Definitely Made-Up Kindergarten School

Subject/Topic: Day and Night

Grade Level: Kindergarten

Time required for SMART board lesson: About one hour

Date(s): November 20, 2016

INSTRUCTIONAL GROUP: ______ Individual ______ Small ______ Large ___X___ Whole class

CENTRAL FOCUS: Objects of Day and Night

CLASSROOM CONTEXT/DEMOGRAPHICS: Twenty students for this lesson.

PURPOSE/RELEVANCE: From this lesson, students will be able to distinguish between the different objects
belonging in the day and in the night. Students will be able to describe the objects that belong in the day and the
objects that belong in the night. Students will be able to distinguish between day and night as a whole. Students
will be able to describe the transitions from day to night and night to day.

PREREQUISITE SKILLS/KNOWLEDGE: None.

GA-CC PERFORMANCE STANDARDS:

Georgia Standards:

SKE1: Students will describe time patterns (such as day to night and night to day) and objects
(such as sun, moon, stars) in the day and night sky.

A. Describe changes that occur in the sky during the day, as day turns into night, during
the night, and as night turns into day.

B. Classify objects according to those seen in the day sky and those seen in the night sky.

C. Recognize that the Sun supplies heat and light to Earth.

ISTE Standards for Teachers:

1. Facilitate and Inspire Student Learning and Creativity.

C. Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning and creative processes.

2. Design and Develop Digital Age Learning Experiences and Assessments.

A. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.

3. Model Digital Age Work and Learning.

Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate and use information resources to support research and learning.

ISTE Standards for Students:

5. Computational Thinker.

B. Collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision-making.

7. Global Collaborator.

B. Use collaborative technologies to work with others, including peers, experts, or

community members, to examine issues and problems from multiple viewpoints.

GOALS OF LESSON ALIGNED WITH GEORGIA PERFORMANCE STANDARDS:

To have students describe time patterns of the day and night and objects in the day and night skies.

To inspire students learning and creativity by designing a digital age learning experience and modelling
digital age work.

To have students become computational thinkers and global collaborators.

ESSENTIAL QUESTION(S):

What objects are associated with the day?

What objects are associated with the night?

How is the transition from day to night?

How is the transition from night to day?

ACADEMIC LANGUAGE DEMANDS:

a. Language Function: Students must be able to communicate ideas about day and night.

b. Vocabulary: Students must know some words associated with day and night.

c. Syntax: Students must know how to form sentences and arrange words to express ideas about day and
night.

MATERIALS/EQUIPMENT/TECHNOLOGY REQUIRED: This lesson is done using SMART board

technology. The lesson will be presented on a SMART board and allow for students to interact on the SMART board
with their peers to complete in-class assessments.

ASSESSMENT: Students will interact with the SMART board to show their understanding of the day and night
and transitions involving day and night. By interacting with the SMART board, students will use technology to build
on their knowledge and understanding of the lesson topic. The assessments on the SMART board include placing
objects into correct categories on a SMART board presentation slide, drawing pictures on the SMART board with
the SMART pen, and use the SMART board interactive clock to describe transitions involving the day and night.

PROCEDURES

Introduction: The introduction will take place throughout the week with stories, pictures, and other class
activities such as arts and crafts.

Strategies: The SMART board presentation will be used as a wrap-up for the week long lesson and
discussion of day and night. After a SMART board presentation is made, it will be shown to the class as a
lesson. Students will interact with the board when called on (whether or not they volunteered to interact
with the board) to demonstrate understanding of the day and night lesson. The interaction with the SMART
board and the presentation will be how students are assessed over the topic.

Application/Independent Practice: Each student will have time to interact with the SMART board. Each
interaction will display the students level of understanding of the day and night.

Closure: The ending of this lesson will be done by reading a book to the class that addresses all that was
learned throughout the week.

Extended Practice/Homework: Students will continue to complete activities such as arts and crafts to
ensure an understanding of the day and night. Follow-up questions will be asked to the class as a whole to
ensure a whole group understanding.

ACCOMMODATIONS/DIFFERENTIATION: None.

CITATION OF SOURCES:

http://www.iste.org/standards/standards/standards-for-teachers

http://www.iste.org/standards/standards/standards-for-students

https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/KindergartenApproved7-12-2004.pdf

SPECIAL EDUCATION CANDIDATES: None