You will learn
- Say that dark means no light.
- Compare day and night.
- Say how to be safe in the dark.
- Name things that glow.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Darkness is the absence of light.
- Daytime is bright with sunlight.
- Night is dark because the Sun is not shining on us.
- We use torches and tell adults when we are in the dark.
Words to know
a place or time with no light
the time when the Sun is not in our sky
the time when the Sun is in our sky
to bounce light back
1. Discover: The long night
At night, Edet cannot see well in the yard. The Sun has set. He walks inside. In the morning, the Sun rises and the yard is bright again. “Day is light and night is dark,” he says.
Think: Why is it dark at night?
2. Understand: Light and dark
Idea 1: Day and night
During the day, the Sun lights our sky. At night, the Sun is not shining on our side of the Earth, so it is dark. This happens every day.
Idea 2: Darkness
Darkness means there is no light. In the dark we cannot see colours or shapes well. Some animals, like owls, can see in dim light.
Idea 3: Safe in the dark
We use a torch. We stay close to an adult. We do not go outside alone at night. Some clothes and signs reflect light so drivers can see us on dark roads.
3. Worked examples
Example 1 (I show you): Day or night?
Stars in the sky.
- We see stars when it is dark.
- So it is night.
- The Sun is not shining.
Answer: We see stars at night.
Example 2 (We do it together): Staying safe
Walking at night.
- Use a torch.
- Hold an adult’s hand.
- Wear light clothes or reflectors.
Answer: Use a torch, stay with an adult and wear light things.
Example 3 (You try): Why can we not see?
A room with no light.
Show the steps and answer
- No light reaches objects.
- Eyes need light.
- We need a lamp.
Answer: We cannot see in the dark without light.
Did you know?
Owls have very big eyes that let them see well in dim light.
Why this matters
Knowing about light and dark helps us plan and stay safe.
4. Explore: Day and night model
Show day and night with a torch and a ball.
- An adult holds a torch as the Sun.
- Hold a ball as the Earth.
- Light one side of the ball.
- Turn it slowly.
Think about it: what did you notice?
What did you notice? One side is bright, the other is dark.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Day is ___.
- Night is ___.
- Darkness means no ___.
- We use a ___ in the dark.
Guided practice
Question 1. When is it dark?
At night.
Question 2. When is it bright?
In the day.
Question 3. What is darkness?
No light.
Independent practice
Level 1: Start
- When is it dark?
- When is it bright?
- What is darkness?
- Name a light for the dark.
- Who do we stay with at night?
Level 2: Grow
- Why is it dark at night?
- Why do we use reflectors?
- Name an animal that sees in dim light.
Level 3: Stretch
- Compare day and night.
- Explain the day and night model.
- Draw a safe night walk.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
How do people light their homes at night?
Show a sample answer
Lamps and torches.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Night is dark because the Sun is far side.
Fix: Stay with an adult.
8. Lesson summary and revision card
- I can say that dark means no light.
- I can compare day and night.
- I can say how to be safe in the dark.
- I can name things that glow.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Darkness is the absence of light.
- Daytime is bright with sunlight.
- Night is dark because the Sun is not shining on us.
- We use torches and tell adults when we are in the dark.
11. Next lesson
Next lesson: Shadows. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is darkness? [1 mark]
- Compare day and night. [2 marks]
- Why is it dark at night? [2 marks]
- Give two night safety rules. [2 marks]
- What do reflectors do? [2 marks]
Total: 9 marks.
Marking guide and model answers
- No light [1]
- Day bright [1]; night dark [1]
- The Sun is not shining on us [1]; the other side of the Earth is lit [1]
- Torch [1]; stay with an adult [1]
- Bounce light [1]; help drivers see [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- When is it dark?
- When is it bright?
- What is darkness?
- Name a light for the dark.
- Who do we stay with at night?
- Why is it dark at night?
- Why do we use reflectors?
- Name an animal that sees in dim light.
- Compare day and night.
- Explain the day and night model.
Homework
Draw your house in the day and at night. Show how people see in the dark.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. When is it dark? | At night. | 1 |
| 2. When is it bright? | In the day. | 1 |
| 3. What is darkness? | No light. | 1 |
| 4. Name a light for the dark. | A torch. | 1 |
| 5. Who do we stay with at night? | An adult. | 1 |
| 6. Why is it dark at night? | The Sun is not shining on us. | 1 |
| 7. Why do we use reflectors? | So drivers see us. | 1 |
| 8. Name an animal that sees in dim light. | An owl. | 1 |
| 9. Compare day and night. | Bright; dark. | 1 |
| 10. Explain the day and night model. | One side lit, the other dark. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 At night.; 2 In the day.; 3 No light.; 4 A torch.; 5 An adult.. Level 2: 1 The Sun is not shining on us.; 2 So drivers see us.; 3 An owl.. Level 3: 1 Bright; dark.; 2 One side lit, the other dark.; 3 A picture..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say that dark means no light | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Compare day and night | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say how to be safe in the dark | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Name things that glow | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Night has its own light.” Night is dark because the Sun is far side.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a torch and a ball. Show day and night.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about darkness and day and night. You do not need to be an expert to help.
- Talk about day and night.
- Ask, “What helps us see in the dark?”
- Use a torch together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say that dark means no light; compare day and night; say how to be safe in the dark; name things that glow.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A torch, a ball, chart paper and crayons. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Darken the room a little. Do not use real flames. Plan the model with an adult.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “What is different at night?”
Explanation (10 min). Teach light and darkness.
Guided activity (10 min). Learners model day and night.
Independent activity (10 min). Learners discuss safety in the dark.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is there light? How can we stay safe?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Night has its own light.” Night is dark because the Sun is far side.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a torch and a ball. Show day and night. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 8, topic 4; Next Generation Science Standards, waves: light and sound; Cambridge Primary Science Stage 1, light and sound; IB Primary Years Programme, how the world works. These sources informed the lesson.