Lessons

Cycle of Day and Night

Sunset over the ocean

Sunset over the ocean

Sunset over the ocean

Sunset over the ocean

Format
Text,  Images
Subjects
Physics,  Waves, Sound, Light,  Science,  Space Science,  Earth, Moon, Sun
Let's Talk Science

How does this align with my curriculum?

Students explore the cycle of day and night by sorting and classifying pictures, creating images and reading books.

Overview

Activities Timing Student Grouping Description
Minds-On: Patterns and Cycles 20 minutes Large group Students learn about cycles and patterns.
Action: Centre Activities 15 each (45 minutes total) Small group Students participate in centre activities with a group.
Consolidation: Show and Share 20-30 minutes Large group Students show and share what they know about day and night.

This lesson can be done over a few days.

Students will:

  • Describe simple cycles and patterning
  • Explore the cycle of night and day

Learning Goals

Students will:

  • Describe simple cycles and patterning
  • Explore the cycle of night and day

Students can:

  • Identify icons/events as being patterns, cycles or neither
  • Sort and classify images of objects and activities that take place in either day or night into appropriate groupings
  • Create images of objects and activities that take place in either day or night

Success Criteria

Students can:

  • Identify icons/events as being patterns, cycles or neither
  • Sort and classify images of objects and activities that take place in either day or night into appropriate groupings
  • Create images of objects and activities that take place in either day or night
Assessment opporunties icon

This icon indicates potential assessment opportunities.

Observations

  • Observe and record anecdotally students’ responses to questions asked about cycles (Minds-on).
  • Observe and record anecdotally students’ participation and sharing during the activity centres (Action).

Conversations

  • Have conversations with students at each centre about what can be seen and what occurs during day and night (Action).

Products

  • Students could submit their Night and Day Spinners (Action).
  • Students could complete the Night and Day - Show and Share reproducible (Consolidation).

Evidence of Student Learning

Assessment opporunties icon

This icon indicates potential assessment opportunities.

Observations

  • Observe and record anecdotally students’ responses to questions asked about cycles (Minds-on).
  • Observe and record anecdotally students’ participation and sharing during the activity centres (Action).

Conversations

  • Have conversations with students at each centre about what can be seen and what occurs during day and night (Action).

Products

  • Students could submit their Night and Day Spinners (Action).
  • Students could complete the Night and Day - Show and Share reproducible (Consolidation).

Students will:

  • Describe simple cycles and patterning
  • Explore the cycle of night and day

Learning Goals

Students will:

  • Describe simple cycles and patterning
  • Explore the cycle of night and day

Students can:

  • Identify icons/events as being patterns, cycles or neither
  • Sort and classify images of objects and activities that take place in either day or night into appropriate groupings
  • Create images of objects and activities that take place in either day or night

Success Criteria

Students can:

  • Identify icons/events as being patterns, cycles or neither
  • Sort and classify images of objects and activities that take place in either day or night into appropriate groupings
  • Create images of objects and activities that take place in either day or night
Assessment opporunties icon

This icon indicates potential assessment opportunities.

Observations

  • Observe and record anecdotally students’ responses to questions asked about cycles (Minds-on).
  • Observe and record anecdotally students’ participation and sharing during the activity centres (Action).

Conversations

  • Have conversations with students at each centre about what can be seen and what occurs during day and night (Action).

Products

  • Students could submit their Night and Day Spinners (Action).
  • Students could complete the Night and Day - Show and Share reproducible (Consolidation).

Evidence of Student Learning

Assessment opporunties icon

This icon indicates potential assessment opportunities.

Observations

  • Observe and record anecdotally students’ responses to questions asked about cycles (Minds-on).
  • Observe and record anecdotally students’ participation and sharing during the activity centres (Action).

Conversations

  • Have conversations with students at each centre about what can be seen and what occurs during day and night (Action).

Products

  • Students could submit their Night and Day Spinners (Action).
  • Students could complete the Night and Day - Show and Share reproducible (Consolidation).

 

Materials and Preparation 

Material/Technology/Setting Quantity

For all centres

  • Recording tools (eg., pencils, erasers, coloured pencils, paper, science notebooks, cameras, etc.)
 For student use

Centre Activity 1: Sorting Station

 1 set per group

Centre Activity 2:

  • Craft supplies: scissors, drawing supplies, sharpened pencils
  • Night-Day Spinner Activity Card reproducible [Google doc] [Word doc] [PDF]
 1 set per group
1 per student

Centre Activity 3: Story Corner

Alternatively:

 1 set per group

Consolidation Activity

 1 per student
For teacher use

 

Materials

Material/Technology/Setting Quantity

For all centres

  • Recording tools (eg., pencils, erasers, coloured pencils, paper, science notebooks, cameras, etc.)
 For student use

Centre Activity 1: Sorting Station

 1 set per group

Centre Activity 2:

  • Craft supplies: scissors, drawing supplies, sharpened pencils
  • Night-Day Spinner Activity Card reproducible [Google doc] [Word doc] [PDF]
 1 set per group
1 per student

Centre Activity 3: Story Corner

Alternatively:

 1 set per group

Consolidation Activity

 1 per student
For teacher use

 

  • It is recommended that students participate in the inquiry lesson Why is There Day and Night?  in addition to this lesson.
  • Familiarize yourself with how the activities are done.
  • For Centre 1, print and cut out one or more sets of the day/night images. You may wish to colour and laminate.

For Centre 2, cut enough paper plates in half so that there is one per student. Punch a hole in the top centre of the cut edge of each plate.

Make 1 copy of the Night-Day Spinner Template reproducible [Google doc] [Word doc] [PDF] for each student.

half of a paper plate with a hole punched through it.
Cut paper plates and punch holes (©2022 Let’s Talk Science).
Image - Text Version

Shown is a black and white diagram of half a paper plate, with a hole in the top centre.

The plate is cut in half. The straight, cut edge is across the top of the image. The lower edge is a half circle. In between, the rim and the flat central area of the plate are illustrated with grey lines. At the top, in the centre, is a small black dot.

 

  • Set up materials for centre activities.

Preparation

  • It is recommended that students participate in the inquiry lesson Why is There Day and Night?  in addition to this lesson.
  • Familiarize yourself with how the activities are done.
  • For Centre 1, print and cut out one or more sets of the day/night images. You may wish to colour and laminate.

For Centre 2, cut enough paper plates in half so that there is one per student. Punch a hole in the top centre of the cut edge of each plate.

Make 1 copy of the Night-Day Spinner Template reproducible [Google doc] [Word doc] [PDF] for each student.

half of a paper plate with a hole punched through it.
Cut paper plates and punch holes (©2022 Let’s Talk Science).
Image - Text Version

Shown is a black and white diagram of half a paper plate, with a hole in the top centre.

The plate is cut in half. The straight, cut edge is across the top of the image. The lower edge is a half circle. In between, the rim and the flat central area of the plate are illustrated with grey lines. At the top, in the centre, is a small black dot.

 

  • Set up materials for centre activities.
  • Working independently at a centre
  • Understand what light and dark mean

Student Prior Knowledge and Skills

  • Working independently at a centre
  • Understand what light and dark mean
Material/Technology/Setting Quantity

For all centres

  • Recording tools (eg., pencils, erasers, coloured pencils, paper, science notebooks, cameras, etc.)
 For student use

Centre Activity 1: Sorting Station

 1 set per group

Centre Activity 2:

  • Craft supplies: scissors, drawing supplies, sharpened pencils
  • Night-Day Spinner Activity Card reproducible [Google doc] [Word doc] [PDF]
 1 set per group
1 per student

Centre Activity 3: Story Corner

Alternatively:

 1 set per group

Consolidation Activity

 1 per student
For teacher use

 

Materials

Material/Technology/Setting Quantity

For all centres

  • Recording tools (eg., pencils, erasers, coloured pencils, paper, science notebooks, cameras, etc.)
 For student use

Centre Activity 1: Sorting Station

 1 set per group

Centre Activity 2:

  • Craft supplies: scissors, drawing supplies, sharpened pencils
  • Night-Day Spinner Activity Card reproducible [Google doc] [Word doc] [PDF]
 1 set per group
1 per student

Centre Activity 3: Story Corner

Alternatively:

 1 set per group

Consolidation Activity

 1 per student
For teacher use

 

  • It is recommended that students participate in the inquiry lesson Why is There Day and Night?  in addition to this lesson.
  • Familiarize yourself with how the activities are done.
  • For Centre 1, print and cut out one or more sets of the day/night images. You may wish to colour and laminate.

For Centre 2, cut enough paper plates in half so that there is one per student. Punch a hole in the top centre of the cut edge of each plate.

Make 1 copy of the Night-Day Spinner Template reproducible [Google doc] [Word doc] [PDF] for each student.

half of a paper plate with a hole punched through it.
Cut paper plates and punch holes (©2022 Let’s Talk Science).
Image - Text Version

Shown is a black and white diagram of half a paper plate, with a hole in the top centre.

The plate is cut in half. The straight, cut edge is across the top of the image. The lower edge is a half circle. In between, the rim and the flat central area of the plate are illustrated with grey lines. At the top, in the centre, is a small black dot.

 

  • Set up materials for centre activities.

Preparation

  • It is recommended that students participate in the inquiry lesson Why is There Day and Night?  in addition to this lesson.
  • Familiarize yourself with how the activities are done.
  • For Centre 1, print and cut out one or more sets of the day/night images. You may wish to colour and laminate.

For Centre 2, cut enough paper plates in half so that there is one per student. Punch a hole in the top centre of the cut edge of each plate.

Make 1 copy of the Night-Day Spinner Template reproducible [Google doc] [Word doc] [PDF] for each student.

half of a paper plate with a hole punched through it.
Cut paper plates and punch holes (©2022 Let’s Talk Science).
Image - Text Version

Shown is a black and white diagram of half a paper plate, with a hole in the top centre.

The plate is cut in half. The straight, cut edge is across the top of the image. The lower edge is a half circle. In between, the rim and the flat central area of the plate are illustrated with grey lines. At the top, in the centre, is a small black dot.

 

  • Set up materials for centre activities.
  • Working independently at a centre
  • Understand what light and dark mean

Student Prior Knowledge and Skills

  • Working independently at a centre
  • Understand what light and dark mean

 

Teaching and Learning Activities 

Assessment opporunties icon

This icon indicates potential assessment opportunities

Minds-On: Patterns and Cycles (20 min.) 

Instructions Teaching Tips
Assessment opporunties icon

Show students the What is a Cycle? Slideshow [Google slides] [pptx] [PDF]. Use the titles of the slides as guiding questions and refer to the speaker notes for suggested responses.

Cover image for the What Is A Cycle slideshow
First slide of the “What is a Cycle?” Slideshow (©2022 Let’s Talk Science).
Line drawing of a computer monitor with a play button

Images and Videos

Describe the images in the slideshow for students with visual impairments.

In addition, students could be provided with physical objects to interact with that are similar to those used in the slide show.

 

Action: Centre Activities (15 min. each = 45 mins. total)

Instructions Teaching Tips

Divide students into small groups for centre activities. Activities could be done concurrently or sequentially.

Go over the instructions for each centre with the students, demonstrating how each is done.
line drawing of a lightbulb

Idea

Set a visual timer for each rotation to help students manage their time appropriately.

Line drawing of two gears next to each other

Community Connections

It may be necessary to clarify that the activities are when routines are taking place and not inclusive of religious holidays (eg., those who observe Ramadan eat their dinner at night after the sun has gone down).

Centre Activity 1: Sorting Corner (Night vs Day)

Students explore the different symbols associated with night and day.

Assessment opporunties icon

Students will look at the images from Centre Activity 1 Images reproducible [Google doc] [Word doc] [PDF] and determine if the images are related to day or night.

The Sorting Mats learning strategy could be used here.
Line drawing of speech bubbles

Discussions

Discussion prompts can include:

  • “What things do you do during the day?”
  • “What things do you do during the night?”
  • “Are there things that you do both times of the day?”
  • “How did you decide whether something belonged in the day or night group?”
Illustration of what is meant by day and night
Day and night sorting exemplar (©2022 Let’s Talk Science).
Image - Text Version

Shown is a black and white diagram of one circle labelled "Day" and another labelled "Night",  filled with illustrated cards.

On the left, the "Day" circle has nine square cards with a different picture on each. The pictures include people playing on a beach; a pair of sunglasses; children getting on a school bus; the sun; sun behind a cloud; a rainbow; someone lying on a beach chair; someone hitting a baseball; and someone riding a bicycle. 

On the right, the "Night" circle also has nine cards. These include a flashlight; a tent with a moon overhead; an owl; someone sleeping in bed, the moon; stars; a bright streetlight; fireworks and a bat.

Demonstrate how to sort a few of the cards with the whole class.
Line drawing of two gears next to each other

Community Connections

Consider incorporating images that are more relevant to the lived experiences of the students in your classroom.

line drawing of a lightbulb

Idea

The use of manipulatives would also be an effective way to engage students.

Centre Activity 2: Craft Corner

Students follow the instructions on the Night-Day Spinner Activity Card reproducible [Google doc] [Word doc] [PDF] using the Night-Day Spinner Template reproducible [Google doc] [Word doc] [PDF].

Demonstrate for the students how to do each of the steps. The activity card will act as a visual reminder when doing the activity on their own.

A completed spinner can also be provided to students so that they understand what they are to create.

Exemplar day-night spinner (©2022 Let’s Talk Science).

Shown is a colour, letter-size document with instructions and a large circle, divided in half. The top half is labelled "Day". The bottom is labelled "Night".
Day-Night Spinner Template reproducible (©2022 Let’s Talk Science).
Shown is a colour, letter-size document with five diagrams illustrating the steps of creating a Day-Night Spinner.
Day-Night Spinner Activity Card reproducible (©2022 Let’s Talk Science).
Assessment opporunties icon

Students should draw images of objects and activities that take place in the day on the day side of the circle and of night on the night side of the circle.
Line drawing of an exclamation mark inside of a triangle

Safety

Students may need additional help/supervision when using the sharp pencil to poke holes.

line drawing of a lightbulb

Idea

If spinners are too challenging for students to make, they could use the template to make day-night signs. In this case, they cut the template along the centre line and attach back-to-back with a craft stick in between the layers.

Exemplar day-night sign (©2022 Let’s Talk Science).

Line drawing of two gears next to each other

Community Connections

This is a good opportunity for students to share personal and cultural activities that relate to day and night.

Those living in Northern communities have a different cycle of night and day due to the 24 hour cycles of darkness and light depending on the season.

Centre Activity 3: Story Corner

Listen to the read aloud version of the book Day and Night by National Geographic.

Note: For the National Geographic read aloud book, pause the video on the “Your Turn” parts, to allow students to complete the tasks.

Alternatively, read Sun Up Sun Down by Gail Gibbons or listen to the read aloud version here to learn about night and day.
Line drawing of a computer monitor with a play button

Images and Videos

Ask students if they would like to hear/see the video more than once.

 

Consolidation: Show and Share 20-30 min.

Instructions Teaching Tips

Using the Night and Day - Show and Share reproducible [Google doc] [Word doc] [PDF] have students choose either day or night. Ideally you want about half of the students to choose each.

Note: The reproducible has both the day and night versions of the show and share. Print out accordingly and ensure students get the version that corresponds to their choice.

Shown are two letter-size documents, side-by-side. One is titled "During the Day..." and the other "During the Night...".
Night and Day - Show and Share reproducible (©2022 Let’s Talk Science).
line drawing of a lightbulb

Idea

Students could use the images from centre activity one to complete this activity, by taping images that correspond to the questions.

Line drawing of a chalkboard with "abc" written on it

Language

Add potential responses to the questions to a word wall. These could be in multiple languages.

Have students write and draw images that answer the questions.

Assessment opporunties icon

Once finished, have students bring their sheets and sit in a circle. Have students who completed day sheets alternate with students who completed night sheets (to mimic the cycle of day and night). Have students take turns sharing their answers. 
line drawing of a lightbulb

Idea

If students prefer not to share in front of their peers verbally, encourage them to hold their work up or share one-on-one at a later time.

 

Background Information for Teachers

Day and Night

Cycles are an important concept in many disciplines. The cycle of day and night provides a context for students to compare and contrast daily routines at home, at school and in their communities.

By developing an understanding of the different activities and symbols associated with day and night, students are able to contextualize the two concepts. Students can further develop their understanding of day and night by learning about the Earth's rotation around the Sun.

illustration of day and night
Illustration of day and night (Source: MyosotisRock via iStockphoto)
Image - Text Version

Shown are two colour illustrations, side-by-side, of the same street, during the day and at night.

Each illustration has three tall houses, in a row. There is one tree to the left, and two to the right of the row.

In the left image, someone is sitting under the two trees. The sky above is light blue with a bright yellow sun and little white clouds. A rainbow curves from the bottom left corner, to the right side.

In the right image, no one is sitting under the trees. The houses are dark, but light shines from the windows. The sky above is dark purple with gold and white stars. A half-moon shines in the top right.

 

 

Additional Resources

Reproducibles

Media

Books

Sun Up, Sun Down: The Story of Night and Day
by Jacqui Bailey
What makes the sun rise and set? Our planet is spinning in a universe of sun, moon, and stars. See how the day unfolds in one family’s backyard in this story of Earth and sun.
Read aloud version here.
ISBN 9781404811287

Cover of Sun Up, Sun Down: The Story of Day and Night
Cover of Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey (Source: Open Library).

Lights Day and Night
by Susan Hughes and Ellen Rooney
This book follows a young girl’s exploration of light during the day and the night. This book focuses more on the science of light therefore it will be useful if students wish to know more about why we can see lights at all times of the day.
ISBN 13 9781525303197

Cover of Lights Day and Night
Cover of Lights Day and Night by Susan Hughes and Ellen Rooney (Source: Open Library).

How Raven Stole the Sun by Maria Williams
A long time ago, Raven was pure white, like fresh snow in winter. A greedy chief had the stars, moon, and sun locked up in carved boxes. Raven transformed himself into the chief's grandson and tricked him into opening the boxes and releasing the starlight, moonlight and the sun. When he gets trapped in the chief’s house, Raven’s only escape is through the small smoke hole at the top.
Read aloud version here.
ISBN 9780789201638

For more context on this Indigenous connection (Tlingit Culture) watch this interview of author Maria Williams.

Cover of How Raven Stole the Sun
Cover of How Raven Stole the Sun by Maria Williams (Source: Open Library).

Videos

Day and Night (2021)
This video (10:18 min.) from Zest2Teach is a read aloud version of the book Day and Night by National Geographic. This book explores some of the things that happen on Earth during the cycle of day and night. 

Sun Up Sun Down Gail Gibbons (2021)
This video (6:37 min.) from Christy Herris is a read aloud version of the book Sun Up Sun Down by Gail Gibbons that explains why we have day and night on Earth.

Reproducibles and Media

Reproducibles

Media

Books

Sun Up, Sun Down: The Story of Night and Day
by Jacqui Bailey
What makes the sun rise and set? Our planet is spinning in a universe of sun, moon, and stars. See how the day unfolds in one family’s backyard in this story of Earth and sun.
Read aloud version here.
ISBN 9781404811287

Cover of Sun Up, Sun Down: The Story of Day and Night
Cover of Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey (Source: Open Library).

Lights Day and Night
by Susan Hughes and Ellen Rooney
This book follows a young girl’s exploration of light during the day and the night. This book focuses more on the science of light therefore it will be useful if students wish to know more about why we can see lights at all times of the day.
ISBN 13 9781525303197

Cover of Lights Day and Night
Cover of Lights Day and Night by Susan Hughes and Ellen Rooney (Source: Open Library).

How Raven Stole the Sun by Maria Williams
A long time ago, Raven was pure white, like fresh snow in winter. A greedy chief had the stars, moon, and sun locked up in carved boxes. Raven transformed himself into the chief's grandson and tricked him into opening the boxes and releasing the starlight, moonlight and the sun. When he gets trapped in the chief’s house, Raven’s only escape is through the small smoke hole at the top.
Read aloud version here.
ISBN 9780789201638

For more context on this Indigenous connection (Tlingit Culture) watch this interview of author Maria Williams.

Cover of How Raven Stole the Sun
Cover of How Raven Stole the Sun by Maria Williams (Source: Open Library).

Videos

Day and Night (2021)
This video (10:18 min.) from Zest2Teach is a read aloud version of the book Day and Night by National Geographic. This book explores some of the things that happen on Earth during the cycle of day and night. 

Sun Up Sun Down Gail Gibbons (2021)
This video (6:37 min.) from Christy Herris is a read aloud version of the book Sun Up Sun Down by Gail Gibbons that explains why we have day and night on Earth.

Science

  • Students could learn about animals that only come out at night as well as those that only come out during the day.
  • Some places in Canada close to the North Pole have sunlight 24 hours a day at certain times in the spring and summer, and 24 hours of darkness throughout the winter months. If you live in one of these communities, how are your daily routines different in 24-hour sunlight and 24-hour darkness? If you don't live in one of these communities, describe how you think your routines would be different in 24-hour sunlight and 24-hour darkness.

Literacy

  • Students could create day and night mini-flip books.
  • As a class you could work together to create a poem about day and night that involves patterning (rhymes).
  • Can also demonstrate patterns in words as students learn spelling patterns.

Mathematical Thinking

  • Students could look for other examples of patterning using numbers.
  • Extend into concept of ‘skip counting’ by the repeating patterns
  • This also ties into directional thinking and geometry

Computational Thinking

Visual Arts

  • Students could look at art works, such as Vincent Van Gogh’s Starry Night, and identify if the work represents day or night.

Extensions

Science

  • Students could learn about animals that only come out at night as well as those that only come out during the day.
  • Some places in Canada close to the North Pole have sunlight 24 hours a day at certain times in the spring and summer, and 24 hours of darkness throughout the winter months. If you live in one of these communities, how are your daily routines different in 24-hour sunlight and 24-hour darkness? If you don't live in one of these communities, describe how you think your routines would be different in 24-hour sunlight and 24-hour darkness.

Literacy

  • Students could create day and night mini-flip books.
  • As a class you could work together to create a poem about day and night that involves patterning (rhymes).
  • Can also demonstrate patterns in words as students learn spelling patterns.

Mathematical Thinking

  • Students could look for other examples of patterning using numbers.
  • Extend into concept of ‘skip counting’ by the repeating patterns
  • This also ties into directional thinking and geometry

Computational Thinking

Visual Arts

  • Students could look at art works, such as Vincent Van Gogh’s Starry Night, and identify if the work represents day or night.

Sun: Sunset (Picture Collections)
Many people think the nicest time of day is when the sun is setting. Here are 5 images of scenes showing various sunsets.

Moon: Phases (Picture Collections)
Here are 8 images of different lunar phases showing the portion of the Moon lit by the Sun as the Moon orbits the Earth and as seen by us on Earth.

Why can we see shadows at night? (Hands-on Activities)
Take a walk after dark to find shadows.

How can I tell which way is north at night? (Hands-on Activities)
Do you like to look at the stars? What can you identify in the night sky? Try finding some important constellations tonight!

Learn More

Sun: Sunset (Picture Collections)
Many people think the nicest time of day is when the sun is setting. Here are 5 images of scenes showing various sunsets.

Moon: Phases (Picture Collections)
Here are 8 images of different lunar phases showing the portion of the Moon lit by the Sun as the Moon orbits the Earth and as seen by us on Earth.

Why can we see shadows at night? (Hands-on Activities)
Take a walk after dark to find shadows.

How can I tell which way is north at night? (Hands-on Activities)
Do you like to look at the stars? What can you identify in the night sky? Try finding some important constellations tonight!

Reproducibles

Media

Books

Sun Up, Sun Down: The Story of Night and Day
by Jacqui Bailey
What makes the sun rise and set? Our planet is spinning in a universe of sun, moon, and stars. See how the day unfolds in one family’s backyard in this story of Earth and sun.
Read aloud version here.
ISBN 9781404811287

Cover of Sun Up, Sun Down: The Story of Day and Night
Cover of Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey (Source: Open Library).

Lights Day and Night
by Susan Hughes and Ellen Rooney
This book follows a young girl’s exploration of light during the day and the night. This book focuses more on the science of light therefore it will be useful if students wish to know more about why we can see lights at all times of the day.
ISBN 13 9781525303197

Cover of Lights Day and Night
Cover of Lights Day and Night by Susan Hughes and Ellen Rooney (Source: Open Library).

How Raven Stole the Sun by Maria Williams
A long time ago, Raven was pure white, like fresh snow in winter. A greedy chief had the stars, moon, and sun locked up in carved boxes. Raven transformed himself into the chief's grandson and tricked him into opening the boxes and releasing the starlight, moonlight and the sun. When he gets trapped in the chief’s house, Raven’s only escape is through the small smoke hole at the top.
Read aloud version here.
ISBN 9780789201638

For more context on this Indigenous connection (Tlingit Culture) watch this interview of author Maria Williams.

Cover of How Raven Stole the Sun
Cover of How Raven Stole the Sun by Maria Williams (Source: Open Library).

Videos

Day and Night (2021)
This video (10:18 min.) from Zest2Teach is a read aloud version of the book Day and Night by National Geographic. This book explores some of the things that happen on Earth during the cycle of day and night. 

Sun Up Sun Down Gail Gibbons (2021)
This video (6:37 min.) from Christy Herris is a read aloud version of the book Sun Up Sun Down by Gail Gibbons that explains why we have day and night on Earth.

Reproducibles and Media

Reproducibles

Media

Books

Sun Up, Sun Down: The Story of Night and Day
by Jacqui Bailey
What makes the sun rise and set? Our planet is spinning in a universe of sun, moon, and stars. See how the day unfolds in one family’s backyard in this story of Earth and sun.
Read aloud version here.
ISBN 9781404811287

Cover of Sun Up, Sun Down: The Story of Day and Night
Cover of Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey (Source: Open Library).

Lights Day and Night
by Susan Hughes and Ellen Rooney
This book follows a young girl’s exploration of light during the day and the night. This book focuses more on the science of light therefore it will be useful if students wish to know more about why we can see lights at all times of the day.
ISBN 13 9781525303197

Cover of Lights Day and Night
Cover of Lights Day and Night by Susan Hughes and Ellen Rooney (Source: Open Library).

How Raven Stole the Sun by Maria Williams
A long time ago, Raven was pure white, like fresh snow in winter. A greedy chief had the stars, moon, and sun locked up in carved boxes. Raven transformed himself into the chief's grandson and tricked him into opening the boxes and releasing the starlight, moonlight and the sun. When he gets trapped in the chief’s house, Raven’s only escape is through the small smoke hole at the top.
Read aloud version here.
ISBN 9780789201638

For more context on this Indigenous connection (Tlingit Culture) watch this interview of author Maria Williams.

Cover of How Raven Stole the Sun
Cover of How Raven Stole the Sun by Maria Williams (Source: Open Library).

Videos

Day and Night (2021)
This video (10:18 min.) from Zest2Teach is a read aloud version of the book Day and Night by National Geographic. This book explores some of the things that happen on Earth during the cycle of day and night. 

Sun Up Sun Down Gail Gibbons (2021)
This video (6:37 min.) from Christy Herris is a read aloud version of the book Sun Up Sun Down by Gail Gibbons that explains why we have day and night on Earth.

Science

  • Students could learn about animals that only come out at night as well as those that only come out during the day.
  • Some places in Canada close to the North Pole have sunlight 24 hours a day at certain times in the spring and summer, and 24 hours of darkness throughout the winter months. If you live in one of these communities, how are your daily routines different in 24-hour sunlight and 24-hour darkness? If you don't live in one of these communities, describe how you think your routines would be different in 24-hour sunlight and 24-hour darkness.

Literacy

  • Students could create day and night mini-flip books.
  • As a class you could work together to create a poem about day and night that involves patterning (rhymes).
  • Can also demonstrate patterns in words as students learn spelling patterns.

Mathematical Thinking

  • Students could look for other examples of patterning using numbers.
  • Extend into concept of ‘skip counting’ by the repeating patterns
  • This also ties into directional thinking and geometry

Computational Thinking

Visual Arts

  • Students could look at art works, such as Vincent Van Gogh’s Starry Night, and identify if the work represents day or night.

Extensions

Science

  • Students could learn about animals that only come out at night as well as those that only come out during the day.
  • Some places in Canada close to the North Pole have sunlight 24 hours a day at certain times in the spring and summer, and 24 hours of darkness throughout the winter months. If you live in one of these communities, how are your daily routines different in 24-hour sunlight and 24-hour darkness? If you don't live in one of these communities, describe how you think your routines would be different in 24-hour sunlight and 24-hour darkness.

Literacy

  • Students could create day and night mini-flip books.
  • As a class you could work together to create a poem about day and night that involves patterning (rhymes).
  • Can also demonstrate patterns in words as students learn spelling patterns.

Mathematical Thinking

  • Students could look for other examples of patterning using numbers.
  • Extend into concept of ‘skip counting’ by the repeating patterns
  • This also ties into directional thinking and geometry

Computational Thinking

Visual Arts

  • Students could look at art works, such as Vincent Van Gogh’s Starry Night, and identify if the work represents day or night.

Sun: Sunset (Picture Collections)
Many people think the nicest time of day is when the sun is setting. Here are 5 images of scenes showing various sunsets.

Moon: Phases (Picture Collections)
Here are 8 images of different lunar phases showing the portion of the Moon lit by the Sun as the Moon orbits the Earth and as seen by us on Earth.

Why can we see shadows at night? (Hands-on Activities)
Take a walk after dark to find shadows.

How can I tell which way is north at night? (Hands-on Activities)
Do you like to look at the stars? What can you identify in the night sky? Try finding some important constellations tonight!

Learn More

Sun: Sunset (Picture Collections)
Many people think the nicest time of day is when the sun is setting. Here are 5 images of scenes showing various sunsets.

Moon: Phases (Picture Collections)
Here are 8 images of different lunar phases showing the portion of the Moon lit by the Sun as the Moon orbits the Earth and as seen by us on Earth.

Why can we see shadows at night? (Hands-on Activities)
Take a walk after dark to find shadows.

How can I tell which way is north at night? (Hands-on Activities)
Do you like to look at the stars? What can you identify in the night sky? Try finding some important constellations tonight!

Related Topics

Daily Changes
Research Process
Research Process 1