5 E Lesson Plan:The Explain Phase

“Daylight Saving Time”

Tayler ReedBrandman University

EDMU 525

Lesson Information• Grade: First

• Next Generation Science Standard: Earth's Place in the Universe: 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

• Objective: Students will demonstrate an understanding of when daylight savings time takes place and the reasons for first participating in daylight savings time, as well as develop the ability to explain the advantages and disadvantages of participating in daylight savings time.

Background Information

• Students have completed the Engage • and Explore phases of the 5E Unit. • Engage: Students will have watched the following video

clip, which briefly reminds them to turn their clocks one hour ahead for Daylight Savings; the class will have discussed why they think they would need to this.

• https://www.youtube.com/watch?v=wOESik_zz1M• Explore: Students will have worked in small groups, in

which they will have read the following word cloud and created a list of reasons that may explain why they need to change their clock.

• http://worditout.com/word-cloud/421368

Materials Needed

• K-W-L charts

• Fill-In-The-Blank worksheets

• Links to both videos

• 1 poster board

• Printout of "The Never-ending Daylight Saving Debate"

• Markers, pencils, lined paper

Anticipatory Set

• To begin instruction, the teacher will review the previous lessons that that the students have completed, regarding Daylight Savings Time.

• Next, the teacher will pass out K-W-L charts and have the students complete the following parts: what they know and what they would like to know about daylight savings time. The teacher will explain that by the end of the lesson, students should be able to fill in the final part of their charts.

Instruction• To begin the lesson, the teacher will review the

following terms: daylight savings time, spring forward, and fall back. She will write the three terms on the board, have students make predictions on the meanings of the terms, and explain the actual meaning of the terms.

Instruction

• Next, the teacher will pass out worksheets to each student, which go along with the following video “Why We Have Daylight Savings Time.”

• https://www.youtube.com/watch?v=H9DboUW8Wxc

• The students will complete the worksheets, as they watch the video. They will learn why daylight savings time started, when it was first practiced, and which states choose not to participate in it.

“Why We Have Daylight Savings Time” Worksheet

• The first time daylight savings time was used was in _____.

• George Vernon Hudson decided to practice daylight savings time because he wanted to collect more ______.

• The law does ____ require states to observe it.

• ______ and ______ do not observe daylight savings time.

Guided Practice/Formative Assessment

• After the previous activity, the students will be handed a print out of the following link, which explains the advantages and disadvantages of daylight savings time.

• http://www.timeanddate.com/time/dst/daylight-saving-debate.html

Guided Practice/Formative Assessment

• The students will be placed into partners and will read the article, while making lists of the benefits of daylight savings time and the drawbacks of daylight savings time.

• The teacher will walk around, while the students are creating their lists to monitor and assess whether the students are making progress towards the learning objective.

Closure• Once the students have completed this activity,

the teacher will write down the two lists on a poster board; the students will raise their hands and add to each list, using the information they have gathered from their own lists. The class will review all of the advantages and disadvantages found on the lists.

Independent Practice/Summative Assessment

• The students will complete their K-W-L charts on their own. They will also write a one paragraph summary, using the K-W-L charts, explaining daylight savings time.

• The teacher will read the "What I Learned" sections of the K-W-L charts and the one paragraph summary to assess each student's learning.

ReferencesDiscovery news (2013). Why we have daylight savings

time, Retrieved from https://www.youtube.com/watch?v=H9DboUW8Wxc