NGSS 1-ESS1-2

Science1st GradeEarth's Place in the Universe

The Standard

Make observations at different times of year to relate the amount of daylight to the time of year.

Next Generation Science Standards

Teacher's field guide

What Students Need to Do: Students observe whether it is light or dark at the same daily checkpoints during different seasons. They compare seasons using words such as more, less, longer, and shorter.
What Mastery Looks Like: A student can compare seasonal records and identify which season has more or less daylight. The student uses observations, such as light at arrival or dismissal, to explain the comparison.
Common Misconceptions: Students may think cloudy weather means there is less daylight. They may also think every season has the same daylight length or use temperature instead of observations as evidence.
How to Assess It: Show picture strips for winter, spring, and fall days. Ask, “Which season has the least daylight, and what in the pictures supports your answer?”

Lesson moves

Sort dated photos of the same outdoor place into winter, spring, and fall groups, then compare which groups show daylight most often.
Write a response to the prompt, “How does daylight in winter compare with daylight in spring or fall?”
Play Daylight Sort by matching seasonal picture cards to labels reading more daylight or less daylight.
Compare seasonal daylight records with activities such as walking to school, eating dinner, or playing outside after school.

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A ready-to-print activity worksheet aligned to 1-ESS1-2, with an answer key for the teacher on its own page. No account needed.

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