Learning About The Sun

Brittany Zae

This lesson is designed for help students understand day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.

Grade Level: K - 2nd


Length of Time: About 45 Minutes

Objectives & Outcomes

Students will be able to identify the sun as the center of our solar system, provide details about the sun, and demonstrate the rotation in regards to seasons, daytime and nighttime.

Materials Needed

  • white cardstock
  • glue
  • paint
  • scissors
  • computer with internet access and projector
  • The Sun Is My Favorite Star by Frank Asch


Opening to Lesson

Students give ideas and participate accordingly, as I fill out the blank K-W-L organizer as a whole class, using large chart paper.

Body of Lesson

Direct Teaching

Model day, night, and seasons: Use a lamp with the shade removed so that the bulb is visible. This will represent the sun. Model with students that when the Earth is facing the sun (bulb) it is daytime, and when it is turned away from the sun (bulb) it is nighttime.

To model the seasons, use a globe to represent the Earth. Place the picture of the child in summer and in winter on the different hemispheres of the Earth. Tilt the hemisphere with the child in summer towards the sun (bulb) and explain that because of the Earth’s tilt sometimes we are closer to the sun. It is summer during this time. When we are titled farther away from the sun, it is winter.

Depending on what season it is, ask if where you live is tilted closer to the sun at that moment or farther away. (CFU: Listen, and answer questions accordingly. Possibly have volunteers demonstrate day, night and seasons themselves… using realia.)

Guided Practice 1

Watch the StoryBots video on YouTube called “I’m So Hot” (The Sun Song) https://www.youtube.com/watch?v=t-kzdR93bqw (CFU: ask and answer questions regarding the video.)

Guided Practice 2

Sun art project: Have students cut out a circle and place it on top of a piece of newspaper. Then students squirt small amounts of yellow, orange, and red paint randomly on their circle. Lay a piece of plastic wrap over the paint and let students rub it to smear the paint. Once dry, they glue the sun onto a black cardstock background. Using a q-tip, students add solar flares, sun rays and stars. (CFU: Assist as students work. Ask and answer question accordingly)

Independent Practice

Popcorn read partner reador read all together as a class: The Sun Is My Favorite Star by Frank Asch (CFU: listen as the students read the story as a class)


As a class, create a story about an “Outer Space Adventure.”

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Assessment & Evaluation

Through guided questions, close monitoring and informal observation; the teacher will be able to assess student’s ability and understanding of the subject being introduced. Through individually assessing during independent practice and reviewing during guided practice the teacher will be able to evaluate students.

Modification & Differentiation

Students may work in groups or individually in order to complete their assignments. In order to accommodate for all students, allow extra time to review for lower students and extra worksheets to occupy the time of advanced students, like writing their own outer space story.

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