 Stage 4 – Individual Lesson Plan 1 |
Lesson Plan 1 Stage of Inquiry for this lesson: Finding Out Lesson number on this stage: 1 (Lesson 2 of Inquiry Plan) (Note: Double lesson required) Aim of this lesson: To introduce students to concepts relating to day and night including the relationship between the rotations of the Earth and the Sun, sunrise and sunset, seasons and time. To engage students in an interactive activity that models day and night and the changing positions of the Sun, moon and stars to the rotation of the Earth. |
Learning Area(s): Science
Specific SACSA Learning Outcome(s):
2.2 Explores the apparent motion of the Sun in relation to the Earth and develops models of
their understanding. In T C KC6
3.2 Describe various components of the solar system and the effects of these on our
everyday lives. In F C KC2
Lesson Outcome:
Students will understand that:
- day and night occur as a result of the Earth and the Sun rotating on their own axis;
- the Earth rotates once every 24 hours (why we have night and day);
- the Earth rotates around the sun (once every 365 days - a year);
- the Sun rises in the East and sets in the West;
- countries on opposite sides of the globe experience opposite times of the day and seasons.
Resources:
- You Tube video "Sunrise, Sunset" (use only part of clip) -http://www.youtube.com/watch?v=m0EykJy9nWQ&feature=related
- Interactive whiteboard
- Learning Object: "Earth Rotation: Sky Watch" (L1128). Accessed at the Flinders University Learning Federation:
http://econtent.thelearningfederation.edu.au/ec/viewing/L1128/index.html
- World globes and world maps
- Torches (could also use lights or lamps without shades)
- Polystyrene balls (to represent the moon)
- Set of 'What if...' question cards (as listed below in Demonstrate section)
Lesson Outline
| CONNECT (5 minutes) |
Students watch a You Tube video as a whole class "Sunrise, Sunset" that highlights day and night through sunrises and sunsets. (Only watch part of the clip)
Begin the lesson by asking the students - "Why do we have night and day?"
Students will offer responses based on their prior knowledge and understanding.
Record responses on IWB.
Ask the students - "When does the sun rise?" "Where does the sun rise?"
| ACTIVATE (20 minutes) |
Introduce the learning object from the Learning Federation - "Earth Rotation: Sky Watch" (L1128). Accessed via the Flinders University Learning Federation at http://econtent.thelearningfederation.edu.au/ec/viewing/L1128/index.html
With the aid of the learning object students will:
- use a model to relate day and night to the rotation of the Earth;
- relate the changing positions of the Sun, moon and stars to the rotation of the Earth; and
- be able to predict whether it will be day, night, sunrise or sunset in particular locations of the Earth.
Work through the learning object demonstration stopping as necessary to provide additional explanation and for students to engage in demonstrating or role playing to assist their understanding.
Use students to demonstrate or role play aspects of:
- Day/Night
- a 24 hour day = 24 hour rotation
- 12 hours of light when facing the sun and 12 hours of darkness when facing away from the sun
- Demonstration/Role Play - use torch and world globe. Shine light on Australia and observe changes in day and night as the globe is rotated counterclockwise.
- Time of Day
- eg. midnight, sunrise (6am), noon and sunset (6pm) - time of day is determined by position of Earth relative to the sun
- Demonstration/Role Play - Have 2 students stand next to each other with the world map wrapped around both of them. Have the students face away from the light (torch). Explain this is midnight. As the students rotate 1/4 of the way around (when their left arm is facing the light) this is sunrise (6am). Continue rotating explaining that when the students are facing the light, this is noon and when the student's right arms are facing the light this is sunset (6pm).
- Sunrise/Sunset
- Sun appears to rise in the East and set in the West - due to counterclockwise rotation of the Earth (eg. the sun is stationary). Therefore, the sun hits the Eastern states of Australia first then the Western states.
- Demonstration/Role Play - Have students compare countries from opposite sides of the globe - ie. when one country is in daylight, the other is in darkness. Explain the same applies to the seasons (ie, winter/summer, autumn/spring) and the time of day.
Students will:
- Take turns participating in the use of the Learning Object on the IWB.
- Students will participate in group demonstrations or role plays of the concepts being taught (eg night and day, sunrise, sunset).
Teacher will:
- Facilitate progression of the Learning Object as well as facilitating demonstrations/role playing of the concepts being taught.
- Make observations of student participation, engagement and understanding.
| DEMONSTRATE (Part A - 15-20 minutes and Part B - 20 minutes) |
Part A
Students are assigned to groups (4-5 students) and each group is allocated a 'What if...' question. The 'What if...' questions are designed to extend the student's thinking beyond the facts they have already learnt and for students to explore an appropriate explanation/response to their question.
Examples of the 'What if...'questions include:
- What would happen if the Earth rotated faster?
- What would happen if the Earth rotated in the opposite direction?
- What would happen if the Earth was closer to the sun?
- What would happen if the Earth rotated slower?
- What would happen if the Earth was further from the sun?
In groups, students devise ways to model an explanation/response to their question which they will demonstrate to the class (maximum 3 minutes for presentation). Students may use any of the the props available (eg world map, world glove, torches, polystyrene balls) or find alternative props for their demonstration. Students are given time to plan and practice their demonstration.
Part B
Groups will take turns in presenting their demonstration to the class (maximum of 3 minutes per group). A brief class discussion will follow each presentation to provide feedback to the group about their demonstration as well as providing time to address questions that may arise.
| CONSOLIDATE (5-10 minutes) |
Whole class discussion about what students have learnt about the apparent motion of the sun in relation to the Earth. Students can comment on day, night, sunrise, sunset, time zones, seasons etc. Record responses on IWB to compare and contrast with prior understanding (recorded at the beginning of lesson).
Ask students:
- How do these concepts connect to our inquiry unit "How does the solar system effect me?".
- How is what we learnt today useful to us outside of school?
- Are there any new questions to explore?
Assessment:
The assessment task for this lesson will involve students working in a group to explore and model an appropriate explanation/response to a question they have been given about the apparent motion of the Sun in relation to the Earth. Students will describe various components of the solar system and the effects of these ion our everyday lives (for example, sunrise and sunset).
Teacher will also record student progress through observations and anecdotal note taking during all stages of the lesson.
Any special considerations or contingency plans:
Students are strategically placed in groups to ensure a combination of abilities within each group enabling students to teach and learn from each other.
Strategically choosing the groups will also assist in determining which group should address each 'What if...' question.
Self-reflection:
- Were the students engaged in the lesson and all the activities?
- Were the lesson outcomes achieved?
- What aspects of the lesson was I particularly pleased with?
- What aspects of the lesson could I make improvements to for next time?