1-ESS1-2

SCUSD NGSS Curriculum Guide
 * 1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year. ** [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [//Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.//]

Science Background for the Teacher:
There are 4 seasons and the daylight time varies depending upon the season. Some but not all states adjust time for daylight savings time.

Key Vocabulary:

 * fall || summer || winter || spring ||
 * season || sunrise || sunset || daylight ||
 * night || day || light || dark ||

Possible Assessments (formative and/or summative):

 * Verbal assessment of understanding that there is more light in the sumer than in the winter.
 * Verbal or written assessment of understanding that sunset & sunrise occur at different times based on the seasons.

Key Student Activity:

 * track time of sun rise & set throughout the year

Key Teacher Demo/Activity:

 * Earth model with flashlight to show the seasons (http://www.sciencebuddies.org/science-fair-projects/project_ideas/Astro_p033.shtml#summary)

Common Student Misconceptions:

 * The sun rises & sets at the same time everyday
 * The sun revolves around the Earth
 * Don't understand why there are different seasons

Things to Avoid/Correct:
Misconceptions

====Other Resources (text, video, simulations, activities, models, etc..): ====
 * Fieldtrip to the playground or park- observe & document daylight, shadows, temperature, clothing and plant & animal life through all 4 seasons.
 * Create a chart with what students are wearing in all 4 seasons