Dayplan

Moon

Our Sun and

Monday
8:25

Bell Rings

8:30
9:30

This week we are going to be acting as scientists and

investigating how the sun and the moon affect the Earth
and create fascinating phenomena that we can observe.
(40 min) Science and Math: Measuring Shadow Length
One of the things we can observe from the sun, instead
of staring directly at it, is to look at the shadows. The
shadows from the sun help us determine many different
things. Can you think of what shadows tell us?
Ask students if they have noticed how shadows can be
different during different times of the day. Talk about
how the Earth is rotating and that is how we have night
and day. Because it is rotating the position of the sun
appears to us as if it is moving across the sky.
We will measure shadow lengths to look at the path of
the sun across the sky. As a class, place a wooden dowel
stand outside on a large sheet of paper. Students will
mark on the sheet the direction of North. The stand will
remain in place throughout the day and we will be
taking multiple measurements (about every hour):
Where is the shadow right now? A student traces the
shadow on the sheet of paper and writes the time
beside it.
Students measure the shadow and record the lengths of
the shadow in their notebooks.

(30 min) Science: Inquiry Discussion

KWL chart about the sun and moon (separately). Have
students Think, Pair, Share with a partner and then
discuss as a class
Discuss as a class what they know about the sun and
moon
Teacher fills in Know columns taking in ideas from pairs:
o What do you know about how the Sun affects the
Earth?
o What do you know about how the Moon affects the
Earth?
Allow a few minutes of thinking in pairs and ask
students to pose questions as Wonders as
extensions of know column. Fill in the Wonder
column.

Dayplan
Moon

Our Sun and

9:30 (9:40) Language Arts: Daily Letter (Raven Steals the Light)
-10:3
Lesson Plan is attached.
0
(10:00 - Measure shadow length outside)
10:3
0
10:4
5

Recess

10:4
5
11:4
5

Science (Experiment: Angle of the Sun and the Seasons)

Show a video to prompt discussion:
Title: Months of the Year (Australian)
Link: https://www.youtube.com/watch?v=kgLjn3GrH_o
Ask students, look closely, what do you observe in this
video? (This video names the months of the year while
depicting southern hemisphere seasons.)
Have a discussion about the possible reasons why
Australia has opposite seasons from us.
(11:00 - Measure shadow length outside)

Experiment: Lesson Plan is attached.

11:4 Lunch
5
(12:00 - Measure shadow length outside before outside play
-12:3 time)
0
12:3
0
1:30

Language Arts/Science: Introduce Reader's Theatre Project

Work Period 1
Learning Intention: Students will be able to create and
perform a short readers theatre script to tell a story
based on the science topics discussed throughout the
week.
Students have read several readers theatre plays in
class before. Ask students what are the important
components of a readers theatre play - write their ideas
on the board.
Develop the criteria for the Readers Theatre Project as
a class.
Suggest topics: seasons, moon phases, tides, eclipses,
northern lights (or any other approved natural event
relating to the sun, moon, and earth)
Each student must have a role in the script (narrator to
deliver context and/or monologues can be considered as

Dayplan
Moon

Our Sun and

a role)
The script should not be longer than three pages

(1:00 - Measure shadow length outside)

Assign students into groups of 4.

iPads will be available for students to research a topic
they would like to explore.
Check-in: Students should have their topic chosen and
should begin to brainstorm story ideas.

1:30- Language Arts: Read-Aloud (Long Night Moon)

2:30
Language Arts/Science: Introduce Moon Journal
Hand out Moon Journal sheet (attached).
For homework over the next four nights, students will:
Observe the moon in the evening and draw its shape
into journal
Write a stanza of a poem that features the moon.
Students can describe the moon, what is special about
the moon, what they did with their families in the
evening, what they looked at under the moonlight, etc.
At the end of the week, stanzas will make up a single
poem to be shared in class
(2:00 - Measure shadow length outside)
Language Arts: Poetry Mini-Lesson
Poetry mini-lesson is to remind students about free
verse poems and that we will be working with them
through the week with the Moon Journals.
Remind them that it is more free flowing and as
structured as they would like it to be
Students can write stanzas, or lines, accordingly, every
day after they have observed the moon
2:30

Dismissal

Dayplan
Moon

Our Sun and

Tuesday
8:25

Bell Rings

8:30 - P.E. (8:35 - 9:20)

9:30
(4 min) Laps: Students should start to run laps around
the gym as soon as they enter, as per routine.
(6 min) Warm-up: Students spread out around the gym,
and the teacher will stay in the middle and lead some
breathing, stretching, and aerobic activities, such as:
Breathe in and out deeply raising arms
Arm circles forward and backward, big and small
Side stretches with arms over the head
Lunges, calf stretches, leg swings
Jumping jacks, high knees, large jumps, lateral jumps,
jump twists, grapevine laps around the gym
Short game: Revolve! The purpose of this game is for
students to have fun while enhancing understanding of
the science concept of revolution from this week.
The teacher calls No gravity! to start off the game.
Students start moving around the gym in random
patterns in outer space. Rule: cannot move slower
than walking speed when in no gravity mode.
The teacher calls a students name, saying, [Student]
has gravity! That student must stay on the spot.
Everyone else shouts Revolve! and moves around
that student in a circle or ellipse path of revolution that
is as big or small as they want.
The student in the middle calls No gravity! to send

Dayplan
Moon

Our Sun and

everyone off in all directions again.

The teacher calls another students name, and so on.
Game: Dodge ball
Divide students into two teams and play a few rounds
of dodge ball for the rest of the class.

9:30
-10:3
0

(9:20) Math: Exploring Lunar Phases

Lesson Plan is attached.

10:30

10:45

Recess

10:45

11:45

(20 min) Language Arts: Read-Aloud (How the Moon

Regained Her Shape)
Genre: Folktale. A traditional tale or legend originating
from the common people. This one explains something
fundamental in the world that people observe - changes
in the moon. This story is inspired by Native American
folktales.
Remind students that good readers know different
genres
Debrief: (HACE/Social-Emotional Learning) How did
Suns words affect the Moon? What did the Moon learn
throughout the story? How do our words positively or
negatively affect others? Did you know? - The author
was bullied when she was a child and that made her
want to bring this theme into the story.
Language Arts/Science: Daily Letter (Moon Phases)
Lesson Plan is attached.

11:45
-12:3
0

Lunch

12:30

1:30

Language Arts/Science: Reader's Theatre

Work Period 2
Students will talk about ideas, plan, and write their
script.
Can use iPads to research more about the science
concept they are portraying.
Students can do preliminary read-aloud of their script in
progress, to help them think of more ideas, or
improvise more ideas.

Dayplan
Moon

Our Sun and

1:302:30

Check-ins: The teacher will check in with each group

and make formative assessment notes about how they
are doing.
Group dynamics: Each student in the group should be
contributing and have a speaking role planned.
Make sure they understand the writing associated with
readers theatre.
Encourage them to accept all ideas into their script and
make it longer to begin with; they can revise it to be
shorter later.

Science and Math: Analyzing Shadow Lengths

At the front of the class, put up the sheet of paper that
we traced the shadows on yesterday.
Debrief:
What is the pattern of the shadows?
What direction was the sun in during each of our
measurements?
How do you think the suns path and shadow lengths
would change during different months and seasons?
Would they be the same or different?
Talk about other possible ways in which shadows may
be used scientifically, such as: the direction that the
shadow points in at solar noon, when the shadow is
shortest, points north to Polaris
Students will measure the angles between adjacent
shadows and label it in.
Then, students will draw the shadows diagram in their
own math journals.
The shadows must be drawn to scale based on the
measurements of the actual shadow lengths. Minilesson: scale is representing size of something in an
enlarged or reduced way that is proportional; discuss
strategies for reducing the lengths proportionally.
The angles we just measured tell how far apart to
draw each shadow.
Students will infer and draw where other shadows
might be for the times that we did not measure, such
as: 8:00 am, 1:30 pm, 4:00 pm, and 4:30 pm.
Reminder: Moon Journal Homework

2:30

Dismissal

Dayplan
Moon

Our Sun and

Wednesday
8:25

Bell Rings

8:30
9:30

Math: Duration and Time

Lesson Plan is attached.

9:30 Science/Math: Midnight Sun

-10:3
Yesterday we learned about Earths tilt. Bring out the
0
globe ask students what they know about the tilt.
Show video to prompt discussion:
Title: Arctic Midnight Sun
Link: https://www.youtube.com/watch?v=ndlQNicOeso
Ask students before showing, you will see that this video
is fast-forwarded - can you tell how many days passed
during this video?

Dayplan
Moon

Our Sun and

Afterwards, discuss their responses. Ask students, what

is happening in the video? Why does the midnight sun
occur? Record their ideas on the board.
Explore science concepts with students using physical
movement and a group storytelling method. The teacher
will be asking questions from time to time and calling
switches so new students have a turn, but the students
will be responsible for creating their own scientific
narrative.
Four students will stand in the middle of the classroom
with flashlights; they are the Sun. Four other students
stand at a distance from the sun, at equal intervals;
they hold signs for the seasons. A student will hold the
globe and be the Earth. All other students will stand in a
larger circle around them and be narrators - the
narrators tell the story of how and why things occur by
going around the circle with each person saying one
sentence. Remind students that the emphasis is on
adding on rather than saying someone was incorrect.
Question prompts include:
Here is the Earth! What does it do?
Why are there seasons?
How does Canada experience seasons differently from
Australia?
Tell a story of Rufus the Dog, who wanted to see the
midnight sun, and how he was able to achieve it.

10:3
0
10:4
5

Recess

10:4
5
11:4
5

Language Arts/Science: Daily Letter (Tides)

Daily Letter is attached.

11:4 Lunch
5
-12:3
0
12:3
0
1:30

Language Arts/Science: Reader's Theatre

Work Period 3
Students will complete a draft copy of their script today.
They will also read their draft script aloud several times,

Dayplan
Moon

Our Sun and

and create a list of ideas for revising their script. Each

student is expected to give at least one positive
comment and one suggestion to improve the script for
their group (a star and a wish). Groups that are
ready can start revising their script.
Students will think about enhancing their story with
costumes and or props. These are not required but if
students want to they can decide on what they want to
bring or make.
Check-ins: The teacher will check in with each group
and make formative assessment notes about how they
are doing.
Group dynamics: Each student in the group should be
contributing and giving positive comments and
suggestions.
Assist groups who are getting stuck or who have not
completed a draft copy.
Ask each group if they do want to have props or
costumes and if so, make sure they have delegated
responsibilities and will remember to bring it tomorrow.

1:30- Science/Art: Seasons Foldable

2:30
Yesterday and this morning, students learned about
Earths tilt and about how position of the Earth relative
to the sun changes throughout the year creating the
seasons. Write down what we understand about the
seasons on the board.
Learning intention: Students will know how to draw a
diagram of Earths revolution around the Sun and label
the location of the four seasons during the path.
Steps:
Take a piece of blank letter size paper and turn it into a
square by folding and trimming off the excess. Fold in
the corners to meet in the middle.
On the inside, students will recreate a diagram based
on the one shown by the teacher, Diagram of Earths
tilt and the seasons (see attached).
When the folds are closed, the outside flaps should be
labeled with the corresponding season.
On the inside flaps, students will explain why it is that
season when the Earth is in that position. Students will
also note what season it is in the southern hemisphere.
Ask students to shade the parts of the Earth that are
not in the suns rays, using pencil or a grey colored
pencil.

Dayplan
Moon

Our Sun and

Reminder: Moon Journal Homework

2:30

Dismissal

Thursday
8:25

Bell Rings

Dayplan
Moon

Our Sun and

8:30 9:30

Math: (Relative Size of the Earth and the Moon)

Problem 1 - Show students a visual of scale models of
the earth and the moon. Ask students to visually
estimate how many moons it would take to be the
same size as the earth. Give students time to think in
pairs or groups.
Problem 2 - The radius of the Moon is 1,737 km, and
the radius of the Earth is 6,378 km. To the nearest
whole number, about how many times wider is the
Earth than the Moon? Estimate first, and discuss
methods of estimation used as a class. Then, calculate
using a calculator.
Problem 3 - Draw two circles that represent this size
difference between the Moon and the Earth.
Problem 4 - The distance from the center of the Earth to
the center of the moon is about 60 times the Earths
radius. Based on the size of Earth that you drew, how
far away should you draw the Moon on your paper to
represent how far away the Moon is in real life?

9:30
-10:3
0

Language Arts/Science: Daily Letter (Eclipses)

Lesson Plan is attached.
Lesson plan includes science experiment
Materials: small and large Styrofoam balls, sturdy but
flexible wire, flashlights, empty toilet paper rolls, glue,
aluminum foil, rulers, and tape
Model the experiment, and expected behavior for
safety, in front of the class
Allow students to work in groups of 4-5 students
Dim lights when apparatus is setup for optimal viewing
Walk around and pose questions as mentioned in
lesson plan
Allow time for debrief to discuss those questions and to
write in Retell, relate, reflect portion of daily letter

10:30

10:45

Recess

10:45

11:45

Language Arts/Science: Reader's Theatre

Work Period 4
Students will revise their scripts today and complete a
good copy of the script for sharing next day.
Students will rehearse the script using the props or
costumes they may have chosen. They can make final

Dayplan
Moon

Our Sun and

11:45
-12:3
0

changes to the script as necessary.

Check-ins: The teacher will check in with each group
and make formative assessment notes about how they
are doing.
Group dynamics: Each student in the group should be
having their opinions heard.
Assist groups with revising their script.

Lunch

12:30 Independent Reading Time (12:30-12:50)

1:30
Can choose any type of literature
French (12:50 - 1:35)
To tie in with this weeks theme, we will be scientists
speaking French as we gaze at the skies!
Teach phrases and certain vocabulary words below to
prepare students for a basic back and forth dialogue.
Students will have a dialogue in pairs asking each other
what they see through their telescope.
I have a telescope (too). Jai un tlescope (aussi).
What do you see? Quest-ce que tu vois?
I see . . . the moon. Je vois . . . la lune.
I love science! Jaime la science!
Each student will make a T-chart with Je vois... on one
side and [Student] voit... (Their partner) on the other,
and write down all the things that were said in French
and draw a picture to go with each word.
Inquiry component: Students will come up with more
ideas for what they see and look up the words in French
in their dictionary (or online on iPad).
Student pairs can share their dialogue if they wish at
the end of class.
1:302:30

(1:35-2:20) Library
Prep Block
Reminder: Moon Journal Homework

2:30

Dismissal

Dayplan
Moon

Our Sun and

Friday
8:25

Bell Rings

8:30 9:30

Computer Lab: Readers Theatre

Students will type up their Readers Theatre script
and print it.
Groups that finish early can rehearse together quietly.

9:30
-10:30

Science/Language Arts: Moon Discussion

Discuss results from Moon observations
Poem share in the class
Clear space in the classroom and sit in a circle
Each student will read their poem
After each share, can give applause in an interesting
way, such as snapping their fingers
Debrief:
How did the styles of the poems differ in the class?
What did you learn or what did you notice this week
by doing the Moon Journal?

10:30

10:45

Recess

10:45

11:45

Language Arts: Reader's Theatre Share

Each group will present their script
5 min per presentation
Assessments:
Students in each group will fill out self evaluation
Another group is paired with each group to fill out
peer evaluation
The criteria that was made as a class is on the
evaluation sheet for reference
Debrief:
What did you learn about cooperation skills as you
worked in your groups?
What did you enjoy about this project?
Would you like to present it to other classes next
week? How should we plan it? What are our next
steps to take?

11:45
-12:30

Lunch

Dayplan
Moon

Our Sun and

12:30
1:30

Science (KWL Chart)

Fill in Learn column for KWL chart
Discuss/debrief:
Revisit Wonder column and ask students if they are
still wonders or have they learned about them
Talk about any new wonders that they have thought of
Concluding questions?

1:302:30

Language Arts: What if Poem

Teacher write What if . . . on the board
Students come up with their own possible answers
related to the theme of the week
Teacher will display all responses on the wall as a class
poem
(1:45) P.E.
(4 min) Laps: Students should start to run laps around
the gym as soon as they enter, as per routine.
(6 min) Warm-up: Students spread out around the
gym, and the teacher will stay in the middle and lead
some breathing, stretching, and aerobic activities,
such as:
Breathe in and out deeply raising arms
Arm circles forward and backward, big and small
Side stretches with arms over the head
Lunges, calf stretches, leg swings
Jumping jacks, high knees, large jumps, lateral jumps,
jump twists, grapevine laps around the gym
Divide students into five teams of six (two teams will
have 5)
Review the rules for volleyball (ask students to
remember rules and state them)
Play 10 min rounds of volleyball and then switch team
teams
Encourage the team that is not playing to have a rally
or practice on the third court

2:30

Dismissal