DAY AND NIGHT

Learning Targets

“I Can…”

• Distinguish the differences in the day and night sky
• Illustrate changes in the day and night sky over time
• Construct a setting to use to display the changes in the day and night sky
• Create a stop motion film to represent the changes in the day and night sky over time
• Create a script to express what I have learned about the changes that occur in the day and night sky over time
• Work collaboratively with my peers to edit my writing

Essential Questions

• How can I use technology to represent the observable changes in the day and night sky?

Technology Integration

• Stop Motion Studio (app for iPad or Android)
• Koma Koma (stop motion app for iPad)
• Seesaw (app used for sharing projects)

Materials

• iPad Android Tablet
• Variety of Mediums (clay, paper, paint, crayons, markers, pastels etc.)
• Variety of literature based on day and night (see additional resources below)

Activating Strategy (5-10 min)

• Visit http://www.learn.columbia.edu/monet/swf/ and have students view Claude Monet series of paintings of the Facade of Rouen Cathedral.
• Select the sun wheel and watch as the paintings are presented in order based on the different parts of the day.
• Ask students to figure out why the paintings were presented in the order they were shown.
• Discuss how the shades of colors in the painting vary based on what time of day it was painted.
• Also ask the students to make observation about the sky line and how it was represented.
• After, show students a 24 hour time lapse video (suggested links: https://www.youtube.com/watch?v=62HkDo0MY2Q, https://www.youtube.com/watch?v=gZub1ESIL44, and https://www.youtube.com/watch?v=_arw0XF1G4k) of the sky.
• After viewing the time-lapse video, have students discuss how they saw the sky change over 24 hours.

Main Activity

PROCESS: Before starting this project, read several fiction and nonfiction literature which focus on the day and night sky. These stories should focus on things found during day and night as well as focusing on changes throughout the day and night sky. They should help students build a better understanding of day and night and how they are different and change over time.

Part 1:

• Teacher will display several pieces artwork. Refer to Fine Art Examples of Day/ Night (See Download)
• Teacher will use the See? Think? Wonder? Artful Thinking Strategy: Ask students what they see in the artwork? Ask students what they think the artist meant by the things we see (make inferences)? Ask students what they wonder about after seeing this piece of art (questions they may have)?
• Teacher will ask students to access their prior knowledge and explain to us what they notice about the daytime and nighttime sky in the artwork.
• Teacher can also share a clip from Dinosaur Train “Day/Night”. In this Dinosaur Train clip, Mr. Conductor explains to the kids that the sun rises and sets--and that it gets cold and dark at night--because the earth goes through a full rotation on its axis every day. At night, the earth is tilting away from the sun.
• https://gpb.pbslearningmedia.org/resource/7fa19643-d979-4e76-86cb-c370592d155c/daytimenighttime/#.WSL7_1KZM0o

Part 2:

• Divide students into small groups. Students will work with a partner class (recommend partnering with a 2nd grade classroom) to illustrate a storyboard to represent different times throughout a 24-hour period. Model how we storyboard with whole class. You can do this using a 5-step process as your example. Ex: Drawing out how to assemble and cook a pizza. Use the Day and Night StoryBoarding Sheet (See Download) to model this. Direct Kindergarten students to storyboard the sky at different times throughout the day. Include various items that can be found in the sky at different times throughout the day. The partner class will work with the Kindergarteners to determine what fixed structure they would like to include in the storyboard scene.
• Each group will be responsible for illustrating and coloring their storyboard.

Part 3:

• After the storyboard is complete, students will work with their partner class to create a script. Refer to the Day & Night Script Writing Sheet (See Download) for this part of the activity.
• Kindergarten students will label images on the storyboard and complete sentence frames. If you would like, you can have kindergarteners dictate sentences to the partner class to write or if the kindergarteners are able to write you can have students write their own sentences using the Day & Night Sentence Starters Sheet. (See Download)
• After writing the script, Kindergarteners will pair up with a student from their partnering class to partner edit the script and provide suggestions.

Part 4:

• The teacher will provide a variety of mediums for students to choose from to create their backgrounds and settings for their stop motion film or films.
• Students will create background and settings for their stop motion video. Kindergarteners are responsible for creating items that can be found in the day and night sky while the partner class is responsible for creating a fixed structure to be included in the scene. Both are responsible creating the background sky.

Part 5:

• Students will create several settings while taking pictures of each movement of an item they created using Stop Motion Studio or Koma Koma.
• Kindergarten students will be responsible for the movement of the moving elements of the setting.
• The partner class will be responsible for the fixed structure of the setting and the lighting of the setting.
• After all images are entered, students will use the app to add the voice recording of their script.

Part 6:

• After students have completed their Stop Motion Video, they will share their video on Seesaw so the teacher can have access to their video.
• Each group will then present their project to the class.

Examples of Stop Motion Videos

• https://www.youtube.com/watch?v=TUJFBMM9Xig
• https://www.youtube.com/watch?v=y5f5jZc61D4
• https://www.youtube.com/watch?v=upHVkPUqEts
• https://www.youtube.com/watch?v=gEYBNN5oeo8

Classroom Tips:

• Review how to properly use art materials.
• Review expectations for working collaboratively with others.
• Review how to use the technology provided and the importance of internet/app safety.
• Review dictation and the importance of speaking clearly so they can be understood on video.

Reflection Questions

• Why did you choose the materials (mediums) you chose to use to depict _____________?
• How did I represent the background during the dawn? What are some items I chose to represent dawn?
• How did I represent the background during the day? What are some items I chose to represent day?
• How did I represent the background during the evening? What are some items I chose to represent evening?
• How did I represent the background during the night? What are some items I chose to represent night?
• How did I represent the change over time to show a 24 hour period?

Differentiation

Below Grade Level:

• Students work with buddies from partner class who will provide peer tutoring and positive role models.
• Books read aloud and class discussions reflect and build student background knowledge.
• Provide word bank and visual word wall for labeling images and storyboard.

Above Grade Level: Consider directing your above grade level students to go deeper with both the storyboard and the script. They could illustrate and write in more scenes in their film. Consider also introducing mixed mediums into their scenes such as collaging and integrating photography. (These may also be able to include about earth’s rotation)

EL Students:

• Preview the key vocabulary with pictures listed beside each word on an anchor chart, word wall, or flashcards:
• The teacher will point to each picture, and the students pronounce the corresponding word. This may be done in small group the day before the unit begins. The paraprofessional or ESOL teacher may meet with students who are lacking the basic vocabulary for additional practice before starting the unit.
• When discussing how the sky changed over time:
• ELP 1: Using gestures, and symbolated sentences (sentences with symbols/pictures above key words) have students repeat the following displayed sentences:
• “The sky became lighter when the sun came up.”
• “The sky became darker when the sun went down.”
• *Ask ESOL teachers if they have BoardMaker software. It has a “symbolate” option to add symbols above sentences as you type. Otherwise, these can simply be drawn on the whiteboard.
• ELP 5: Allow students to reenact procedural information obtained from videos (e.g., “Show me how to make day and night.”) Source: (Wida Can-Do Key Uses Kindergarten, pg. 6)
• Use a sentence starter when discussing picture differences:
• “These pictures are different because ___________.”
• Creating a storyboard/writing a script with an older partner:
• Use the “dictate” and “immersive reader” features in OneNote to write the script. This is very helpful for students who are in the pre-writing/reading stages of development:
• OneNote>LearningTools Add-in>Immersive Reader
• OneNote>Learning Tools Add-in>Dictate
• When practicing reading scripts:
• ELP 2-3 Assist students with creating gestures to accompany their scripts. Students will learn to link the gestures to each simple sentence and picture. This will help to increase comprehension and memorization of the sequence of their stories.

Additional Resources

• Consider visiting a planetarium
• Field Trip to Tellus Museum: Day & Night Program (http://tellusmuseum.org/wp-content/uploads/2015/08/SIM-updated-082715.pdf)
• What Makes Day and Night by Franklyn M. Branley
• Day and Night by Robin Nelson
• Day and Night (ebook) by Teddy Newton
• Little Owl’s Day (ebook) by Divya Srinivasan
• Little Owl’s Night (ebook) by Divya Srinivasan
• National Geographic Readers: Day and Night by Shira Night
• Papa, Please Get the Moon for Me by Eric Carle
• https://vimeo.com/36466564 (animated Starry Night)

Appendix

• Stop Motion Rubric
• Script Writing Rubric
• Day & Night Sentence Starters Sheet (for Beginner Writing)
• Day & Night Script Writing Sheet
• Day & Night StoryBoarding Sheet
• Fine Art Examples of Day/ Night

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Chelsea Bailey, Heather Burgess, Silka Simmons, Portia Whitlow, Edited by Jessica Espinoza, Edited by Dr. Carla Cohen

Learning Targets

“I Can…”

• Describe and compare/ contrast musical selections
• >Express how the music makes me feel.
• Create movements that depict daytime and night time activity
• Describe my movement choices and how they relate to day or night

Essential Questions

• How can I use the performing arts to compare and contrast the daytime sky with the nighttime sky?
• How can music and movement be used to explore activity in the daytime and nighttime?

Materials

Music Selections- audio only

• Flamingo dance (https://www.youtube.com/watch?v=18dFGcejbTQ)
• Clair de Lune (starting at 1:15) / (https://www.youtube.com/watch?v=CvFH_6DNRCY)
• 5th symphony (https://www.youtube.com/watch?v=_4IRMYuE1hI)
• Rhapsody in blue (https://www.youtube.com/watch?v=eFHdRkeEnpM)

Activating Strategy (5-10 min)

• Class makes a circle.
• Explain that each student will think of a movement. The movement can be locomotor (traveling through space) or non-locomotor (your feet stay in one place). Tell students they cannot have the same movement, everyone must create their own.
• Teacher will demonstrate his/her movement for the class.
• Once there is a clear understanding each student will present their movement, moving into the middle of the circle so that all can see.

“Pass the Dance Move” Directions:

• Everyone will stand in a circle, play an upbeat song
• Go around the circle, everyone will take a turn and model a dance movement
• Everyone in the circle will echo the movement for 10- 20 seconds
• Then the person to the right of the “it” person will start a new movement
• The pattern repeats until everyone in the circle has shared out a dance movement
• Teacher discusses with the class which dancer did locomotor movements and which did non-locomotor movements.

Main Activity

PROCESS:

Part 1: - (20-30mins)

• Teacher will present 3 to 4 different types of music (no vocals). Play 2-3 minutes of each selection. After the first two pieces the teacher will allow the students to discuss what they heard, prompting music vocabulary (loud/ soft, high/ low, tempo, dark/ bright) as they go along.
• Continue with the last few pieces of music. Allow the students to discuss what they heard using the music vocabulary.
• Make sure you name each piece.

Classroom Tip: List the music vocabulary on the board. Assign a picture to represent each word,
Ex: loud-motorcycle, soft-feather, high- flying bird, low- groundhog underground.

• Students will choose two of the music pieces. One to represent daytime and the other to represent nighttime. Encourage students to explain why the musical mood reminds them of daytime or nighttime.

Part 2: - (30 - 45 mins)

• Capture a class list of adjectives (describing words) that could be used to describe the daytime and nighttime piece
• Capture a class list of verbs (action words) that could be used to describe activities that take place during the daytime and during the nighttime. Encourage students to not just think about human activity but also animal activity in the day and night.

Part 3:

• Place students in small groups of 4-5 students each
• Tell each group to create a dance for daytime by selecting 4 verbs
• Encourage them to make 2 of their verbs locomotive dance movements and 2 non-locomotive
• Allow students time to create and practice their movements to the music selection the class previously selected.
• Do this same sequence of events for exploring a dance for nighttime.
• Teacher will digitally record each group’s presentation of their movement. Before presenting, explain audience etiquette and what to do before and after presenting, so that the audience is aware of the start and the finish.

Part 4:

• Inform students that we will watch each presentation. Explain to students that they are to watch for movement that demonstrates daytime or nighttime and locomotor and non-locomotor movement.
• Watch the videos of each group’s presentation.
• Pause after each video to discuss what was seen (what the students noticed). Prompt them to use the vocabulary.
• Once all videos have been watched and discussed, have students reflect together as a class.

Classroom Tips:

• Always review the music vocabulary and content vocabulary to reinforce the student’s application of it.
• Try to have very little input in the movement piece. Ask questions to help redirect students off track.

Reflection Questions

• How did your daytime piece make you feel? Tell me 3 describing words.
• How did your nighttime piece make you feel? Tell me 3 describing words.
• Where there any similar movements you noticed in the daytime pieces? Nighttime pieces?
• Overall what could we say about the daytime? About the nighttime?

Differentiation

Above Grade Level Students:

• Compose a piece representing the upward motion of the rising (upward) motion and setting (downward) motion of the sun and moon just as they would a piece of music.
• Partner for written reflection.
• Encourage use of visual word wall.

Below Grade Level / ESL Students:

• Encourage turn and talk, elbow partner sharing for each response opportunity.
• Group students heterogeneously.
• Students use images to help express feeling associated with the vocabulary of the project.
• In a small group talk about the feelings they get from the music and how that makes their body want to move. Help them correlate these feeling (happy, sad, angry) to the movements of slow or fast, locomotor or non-locomotor.
• Build and frequently refer to the visual word wall.

Above Grade Level:

• Part 1- Vocabulary Melodic Contour
• Use wording upward and downward motion



• Connect to the rise and fall of the sun
• Part 2- Teacher ask more in depth questions about their movement choice and push students to create more difficult movement to give a deeper understanding of the contrast between day and night or both. Teacher suggest high and low movement to use different levels of the space.
• Part 3- Reflection questions: What type movement did you use in your piece? why? What did your music represent? How did you know? Did you enjoy the activity? why or why not?

EL Students:

• When grouping students to create movements to represent day and night, group them heterogeneously based on English proficiency. Students with lower levels of English proficiency will benefit from their peers modeling the language.
• When writing the reflection, allow students to work in partners.
• Provide first language support (when necessary and available) to clarify unknown vocabulary for newcomers.

Additional Resources

Musical Compilations Links:

• Flamingo Dance https://www.youtube.com/watch?v=OvPjtolajZk&index=28&list=PL40l7fP05OBn_U8v0_6h7UVNcE9tsJAXe
• Clair de Lune https://www.youtube.com/watch?v=FcpamvLB2JU&list=PL40l7fP05OBn_U8v0_6h7UVNcE9tsJAXe&index=32
• 5th Symphony https://www.youtube.com/watch?v=Euzpao9-GWg
• Rhapsody in Blue https://www.youtube.com/watch?v=qWJ-kGuOA_Q

Appendix

• Grade K Project 2 Rubric

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Chelsea Bailey, Heather Burgess, Silka Simmons, Portia Whitlow, Edited by Jessica Espinoza, Edited by Dr. Carla Cohen

Learning Targets

“I Can…”

• Demonstrate the changes in day and night through dramatizations of daytime and nighttime activities
• Classify the activity that coordinates with each time of the day

Essential Questions

• How can I use drama strategies to dramatize daytime activities and nighttime activities?
• What conclusions can we draw from our observations of the day and night sky?

Technology Integration

• Green Screen by Do Ink Director/Recorder
  http://www.doink.com/

Materials

• Props (flashlight, pillow, blankets, toothbrush, bookbag, sunglasses, balls, etc.)
• Construction paper
• Crayons
• Writing Paper
• Pencils
• Day and Night Backdrop (See Downloads)
• The Big Red Barn by Margaret Wise Brown
• Pictures of animal during different times of the day
• Movie Maker, iMovie, or Photostory
• Green Screen by Do Ink (Paid App)

Activating Strategy (5-10 min)

Read The Big Red Barn by Margaret Wise Brown.

Have students discuss things that the animals have done during the day and what starts to happen when the sky changes to night time.

Main Activity

PROCESS:

• Students will peruse the Day and Night Backdrops presentation (See Downloads) which includes different pictures of the sky at different points of the day. Allow time for students to discuss things that could occur during that time of day. Have students place pictures of a rooster during those times of the day. Where do you think each picture of the rooster goes?
• The teacher will introduce students to the drama strategy tableau which means “frozen picture”. Have students practice becoming frozen statues by using the following examples: become a baseball player swinging his/ her bat at a ball. Become a juggler in a circus juggling three balls. Become a rooster in the morning time. Become a rooster in the night time. Remind students that once they are frozen they cannot move. They are able to come to life once they are touched. Introduce the vocabulary associated with dramatizing their activity.

Part 1:

• Teachers will show images of the sky at different points of the day.
• Students will have time to discuss activities they could do during this time of the day.
• Students will think of an activity for each part of the day that is being projected.
• Students will each create a tableau of an activity they could do during this time of the day.
• The teacher will select a few students to come to life and show their frozen picture in motion.
• The class will decide if that activity is appropriate for the time of day shown on the board.

Part 2:

• The teacher will put students into 4 groups and assign each group a picture of the sky.
• Each group will discuss different things that could be done during this point of the day.
• The teacher will have some props on the tables of things that could be done during the day for students to have some ideas.
• Each student will pick an activity they could do and illustrate this activity on construction paper. Once their illustration is finished, students will complete a sentence frame with their activity. (I can ___________ when the sky looks like this.)

Part 3:

• After their illustrating and writing is complete, students will practice their sentence with their group before they perform in front of the class.
• Each group will record their activity using an app Green Screen by Do Ink
• Once all groups have gone, students will discuss the different activities they noticed during the day: Which times of the day had similar activities? Which activities can only be done when the sun is out? Which activities can only be done when the moon is out?
• All clips can be put into iMovie, Movie Maker or Photostory.

Classroom Tips:

• Conduct Socratic Seminars so that students can discuss the findings and possible misconceptions. The Socratic Seminar is a collective inquiry strategy where there is no right or wrong answer. Students have an opportunity to voice their ideas and belief about the differences in the day and the night sky. http://www.teachertube.com/video/socratic-seminars-181636

Reflection Questions

• Which times of the day had similar activities?
• Which activities can only be done when the sun is out?
• Which activities can only be done when the moon is out?

Differentiation

Below Grade Level / EL Stuents:

• Brainstorm day/night activities using props and preview vocabulary in a small group setting.
• Have action vocabulary and images posted for students to point at for discussion/reference.
• Pair below level with higher-level students to practice their sentences together to encourage confidence and positive language models.
• Part 3: Create heterogeneous groupings.

EL Students:

• When reading The Big Red Barn, stop throughout the big to discuss the pictures.

ELP 1-2 Have students point to pictures described orally in the text. Have students state if each illustration is showing the day or night.

ELP 3-4 Have students match extended oral descriptions of content-related topics to illustrations (e.g., “The bright yellow ball is shining in the sky.”)

• When discussing activities you can do during different times of the day:

ELP 1-2 Show students picture of day or night. Allow a peer to explain and model that they need to act out an activity you can do at that time of day. When the student acts out an activity, tell them the word in English and have them repeat the word and movement after teacher modeling. Have all students act and repeat each activity listed by peers to increase student vocabulary.

ELP 4-5 Giving reasons for content-related information when modeled (e.g., “You sleep at night because it is dark.”) Source: (Wida Can-Do Key Uses Kindergarten, pg. 8) *As all students act out their activities, write the name of the activity on the board under a header for that time of day. This will help students to connect the written and spoken language.

Above Grade Level:

• Have students compare and contrast the day and night. Have students write about something they can do both during the day and the night.
• Have these students discuss this: “In your opinion what would happen if the Sun or the Moon ceased to shine.” Then have students create a storyboard depicting their thought. Once completed, have each student present their opinion.

Additional Resources

• The Big Red Barn by Margaret Wise Brown
• Pixar’s Short Film Day and Night
  https://www.youtube.com/watch?v=bLLfWkahZts

Appendix

• Project 3 Rubric
• Day and Night Backdrops

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Chelsea Bailey, Heather Burgess, Silka Simmons, Portia Whitlow, Edited by Jessica Espinoza, Edited by Dr. Carla Cohen