Embedded Files
Science
Science
Outcomes:
ST2-10ES-S Investigates regular changes caused by interactions between the Earth and the Sun and Changes to the Earth’s surface
ST2-1WS-S Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
ST2-3DP-T Defines problems, describes and follows algorithms to develop solutions
Week 1 - student perspectives
Week 1 - student perspectives
Watch Pixar's short film about day and night. CLICK HERE
How does day and night occur?
Read Genesis 1:3-20
This is a beautiful picture, however, it is not a labelled diagram.
This is more of a scientific diagram. It includes labels, flow arrows and a Title.
Draw a labelled diagram about how you think day and night happens.
Now we will have a look at all of the brilliant theories Year 3 has come up with.
We will now discuss these theories as a class. The teacher will ask what if questions e.g. what if the Earth didn’t rotate on its axis?’ or ‘what if the Earth spun around faster? to probe thought.
The teacher will create a word bank on the board for students who are having difficulty spelling or thinking of the correct terminology.
It is very common to have misconceptions about how day and night occur.
Flat Earthers believe day and night occur with the sun moving across the dome of the sky above a flat earth.
Do you think the sun moves in the sky or do we move?
If the earth is a curved ball why don't we feel a curve under our feet as we walk?
It is extremely important to know how day and night actually do occur. Why might this be the case?
To completely understand how day and night occur, we are going to need to develop a deep understanding about the three key elements in day and night.
Students to list the Sun, moon and earth as the key elements in day and night. Ask students what shape the moon and sun is? How do they know that? Share the round earth video.
Resources
Resources
Projector/TV
Paper
Fact Find Booklet
-Use basketball, marble, peppercorn to demonstrate different sizes of Sun, Earth and moon. If you are completing this from home, the Sun will be the basketball, the earth will be the marble (30m away) and the peppercorn will be the moon (30cm away from and 1/4 of the size of the Earth).
Teacher: Discuss the amazing scale of God
Jigsaw learning about Sun, Earth and Moon
The teacher will divide the class into 6 groups. Two groups to study sun, moon, earth.
You will need to read the supplied texts and agree on the top 6 or 8 most important facts about your topic.
A voice recording of the information will be provided when needed.
Next students will be broken into groups of 3. Each group will consist of one sun, one earth and one moon. Each student will then share what they believe is the Top 4 facts about the sun, moon or earth.
Finally complete a foldable for each topic, with the 4 main facts, and room for 1 fact of individual choice.
Conclusion: As a class brainstorm about how we could use this information about the sun, earth and moon to teach others about how day and night occurs.
Resources
Resources
Basketball
Marble
Peppercorn
Jigsaw learning about Sun, Earth and Moon activity (Print attached jigsaw template for each student).
EXTENSION - students summarise more space facts from the Starchild website below.
StarChild: A Learning Centre for Young Astronomers: https://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
TEACHER RESOURCE - see pp15-17 for technical explanation and common misconceptions https://drive.google.com/file/d/1sNYTSLkvyWnn0LDQwC5Ck4hNvUtmwg4r/view?usp=sharing
Week 2 - Indigenous perspectives
Week 2 - Indigenous perspectives
The teacher will share with you an Aboriginal story about night and day.
http://aboriginalastronomy.blogspot.com/2012/01/wuriunpranilli-sun-woman.html
Watch this You tube shadow clip and think about how shadows work.
What is a Shadow?
What is needed to make a shadow?
How do shadows change?
Do shadows have anything to do with how day and night occur?
What can shadows tell us about day and night?
As a class play Shadow tag outside to better understand shadows.
(What to do: The idea of the game is to try to "tag" the other player by stepping on their shadow. First, find your shadow. Change directions and move around so you can see what effect it has on your shadow. Then try chasing the shadow or pretend your shadow is chasing you.)
Class Discussion –
Does your shadow move in the same direction as you do?
Are you joined to your shadow?
How can you make your shadow smaller/larger?
What do you think causes a shadow?
Does the moon cast a shadow to make night time?
The teacher will introduce our Shadow Assignment to be completed on a day this week (The teacher will choose a day where there is expected to be limited clouds in the sky) Start to fill out shadow introduction page
Resources
Resources
Projector/TV
Before starting discuss as a class:
fair test/variables - must be done from exact same spot each time, etc.
You will be given a partner and will need to trace each others shadow.
After tracing you will need to measure and take note of the direction of your shadow.
Using ipads take a photograph of your shadow at 9am, 11 am, 1pm, 3pm.
Make results into a keynote page with the four pictures and the data discovered all on same page.
You will then need to include a slide that states what you found including what changed and what stayed the same.
As a class discuss:
What does this tell us about how night and day occur?
How can we explain shadows when teaching others about night and day?
Class discussion on what could be made/used to display this.
Conclusion:
-What does this tell us about how night and day occur?
-How can we explain shadows when teaching others about night and day?
-Class discussion on what could be made/used to display this.
COMPLETE p2 OF THE PBL BOOKLET - Generate Ideas Page
Resources
Resources
ipad
Chalk
Compass
Week 3 - Earth's rotation - Resource sheet & diagram: 'In a spin'
Week 3 - Earth's rotation - Resource sheet & diagram: 'In a spin'
Review last lesson
What do changing shadows tell us about the movement of the Earth?
As a class read book 'What Makes Day and Night'
Watch this day and night video clip
In groups, discuss how you might represent the movement of the earth to create night and day.
Make a List of items that you would need. Assemble these items. Pair up with another group, so that each group can role play their “modelling” to the other group. If uneven groups, save the odd group to demonstrate to class as a whole for discussion.
Resources
Resources
Projector/TV
A range of ball-shaped materials
As a review from last lesson complete “The Spinning Earth” activity page.
Reflect on what has been learnt about day and night.
Watch this day and night video clip
Complete the Rotate/Revolve foldable activities after having a discussion with your teacher about how the earth both rotates and revolves.
Glue this Model into your Topic scrapbook.
Next week students will be called up to demonstrate one on one how day and night occurs using a Basketball, Marble and a Peppercorn
If complete a range of articles about day and night have been added to your Read Works account.
Extra research about day and night
Resources
Resources
Rotate/Revolve foldable activities
Basketball, Marble and a Peppercorn
Readworks
ipads
https://drive.google.com/file/d/1sNYTSLkvyWnn0LDQwC5Ck4hNvUtmwg4r/view?usp=sharing (see p35 - 'IN A SPIN' - print Resource sheet 2 on p 40)
(Students notate a diagram to show that as the Earth spins, the Sun shines on it and that part is known as day, whereas the shadow gives us night time.)
Week 4 - Four seasons - Indigenous perspectives
Week 4 - Four seasons - Indigenous perspectives
Watch these two videos about how the night sky is important to Aboriginal seasons.
Teacher Talk
Teacher Talk
Did you know that the reason we have 4 seasons is because of the English Language?
Where did the English language originate?
Is England in the same hemisphere as us?
Do you think they would have the same environment as we do in Australia
In Australia we have closer to six different seasons. Therefore, we have six Aboriginal seasons. We are going to learn a bit more about them today.
Using the Indigenous Weather Knowledge on the Bureau of Meteorology website, read about the six D’harawal seasons in Sydney and identify which season we are experiencing at the moment.
http://www.bom.gov.au/iwk/calendars/dharawal.shtml#top
As a class Read the book “Walking with the Seasons in Kakadu”
Discuss and reflect on the Aboriginal Seasons
The 6 Noongar seasons video https://www.youtube.com/watch?v=51r81VCLyGk
Nature Observation
Nature Observation
Go outside and find things that are changing in nature at this time of the year. For example, a plant may be flowering, fruiting, the leaves may be falling off or it might have new buds. A bird may be sitting on a nest, feeding chicks or defending its territory.
It could be in your garden, a natural place in nature, or what you can see out the window.
Take a photograph or draw a picture of the animal or plant and write a sentence explaining what is changing. Also include which Indigenous Season you believe it is along with a description as to why.
Upload the picture along with your description to Seesaw
From this data we will make a class poster showing our changing season in action.
Teacher explanation for this activity:
Teacher explanation for this activity:
Ask one student to stand in the centre of an open space. Provide the student with a label, ‘Sun’.
Ask another student to spin anti-clockwise on his/her axis (when viewed from above) while slowly moving in orbit around the Sun. Provide this student with a label, ‘Earth’.
Ask questions, such as:
• How is spinning different from orbiting? (Orbiting means to travel around another object.)
• How long will it take for the Earth to spin once on its axis? (One day.)
Introduce the enlarged copy of ‘The Spinning Earth’. Use the work sample resource sheet 2 to aid in your explanation.
Discuss with students, asking the following questions:
• Which is the Sun and which is the Earth? Why do you think that? (The Sun is larger than the Earth.) Label the Sun and Earth.
• Are the Sun and Earth that close together? Why is it represented this way?
• How do light rays travel from the Sun to the Earth? (In straight lines). Model how to draw the Sunʼs rays.
• How can we show that the Earth spins? (Draw curved arrows.) Which way does the Earth spin? (Anti-clockwise.) Model how to draw arrows to show the Earth spinning in an anti-clockwise direction.
• Which part of the Earth is having day-time? (The side facing the Sun.)
• Which part of the Earth is having night-time? (The side facing away from the Sun, which is in shadow.) Model how to shade the other side of the Earth to represent the shadow side.
• Where are we if we are having day-time? (On the side facing the Sun.) Model how to draw a cross on that side.
Explain to students that they will complete their own copy of ‘The spinning Earth’ including the second part showing where they are at night-time.
Spinning Earth.docxAs a class discuss how tilt of earth’s axis causes seasons.
Watch the video on the right about the Earths rotation and revolutions. The teacher will then provide you with access to a range of research material on Readworks. This week or next, you will be asked to show us how day and night works. We will be marking your understanding of day and night. Today you must make sure that you completely understand how day and night works.
Think about:
How can you show us how day and night works? What facts would be important to share? Are there any interesting facts that we should know?
You will be asked to:
-Choose some items to represent the sun, earth and moon
-Use these items to demonstrate and explain how day and night happens
-Have you shown me how day and night happens?
Look at the two images as a review of what has been taught about Day and Night/Year. As a class discuss what aspects of image two are accurate and what are not? why is this so?
Revision: This time can be used as catch up if needed or revision. Revise the main concepts as needed depending on student progress of night and day before students complete their explanation assessment in the next lesson.
As a class discuss how the earth's tilt causes the clear differences in seasons.
Next complete the day and night rotation activity whilst learning about how day and night moves across the earth.
Play this interactive game
Extension resources if needed:
Extension resources if needed:
Week 5 - Compare and contrast different seasons
Week 5 - Compare and contrast different seasons
The teacher will instruct you on how to use the internet to collect daily data on the weather in Sydney, and weather in a northern hemisphere city to compare/contrast different seasons. Complete the activity sheet linked above.
Friday Science lesson- on the back write a reflection of what you noticed and why you think that is the case.
Compare and Contrast different seasons.docxDiscuss how everything God made had a purpose. Ask what if question, If God did not design the earth to have seasons, what consequences would this have?
NOTE - 10 min each day Mon-Fri recording temp/drawing for South & North hemispheres. Total time taken= 50 minute/1 Science lesson.
Resources
Resources
ipads
Compare and Contrast activity sheet
You will be videoed on your iPad (in Seesaw) explaining how the sun and the earth work together to create day and night. Make sure that you include why day and night are important.
You may wish to include information about: day & night, seasons, days, years, months, rotations, revolutions and interesting facts.
Accurately use some the equipment provided to aid in your explanation.
Optional: Once your explanation is complete you may wish to draw an updated labelled diagram to further explain how day, night and years occur. See how different it is from the first one you drew at the beginning of the term.
Once everyone has completed their video explanation, you will choose a new PBL activity:
Once everyone has completed their video explanation, you will choose a new PBL activity:
Learner agency project explained. Students will need to choose three of the following options to help teach others about night and day. Students will choose one of these projects next week:
song, poem, live play, dance
creative or informative writing with illustrations
stop motion or short film
Write an explanation of how the sun and the earth work together to create day and night. Make sure that you include why day and night are important.
You may wish to include information about: Day & night, seasons, time zones and interesting facts
Once complete add a labelled diagram to further explain how day, night and years occur.
PBL project from plan in Week 1: Learner agency project explained. Students will need to choose three of the following options to help teach others about night and day. Students will then be allocated one of these projects next week: song, poem, live play, dance, creative or informative writing, art, stop motion or short film
Resources
Resources
Day and night explanation activity page
Week 6-8 (No lesson in Week 9)
Week 6-8 (No lesson in Week 9)
Students are broken into their chosen learner agency project groups:
Learner groups student choice grid/table https://docs.google.com/document/d/1TL1jzkRaq1ojJYtgqirdrwD1AFTfZMUi6LOsvOuWMqE/edit
3I: A song, poem or dancing group with accompanying album cover/poem artwork
Produce their produce
3P: A short story (creative), information text (informative), readers theatre, or artwork about day and night with accompanying cover art
Produce their produce
3C: Day and night mini-movies; stop motion or acting
Resources
Resources
Each hub will need a range of materials dependent on what the students request.
Celebration lesson
Celebration lesson
Students share their creations with their grade.
Resources
Resources
Projector/TV
Resources will vary based on students chosen mediums
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