Day and Night Cycle
Grade 5 Science Unit: 07 Lesson: 02 Suggested Duration: 6 days
Day and Night Cycle Lesson Synopsis: Students will investigate the day and night cycle and why the Sun appears to move across the sky. To people on Earth, the turning of the planet makes it seem as though the Sun, Moon, planets, and stars are orbiting the earth once a day..
TEKS: 5.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
5.8C
Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky. Readiness Standard
Scientific Process TEKS: 5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:
5.2C
Collect information by detailed observations and accurate measuring.
5.2D
Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.
5.2G 5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
5.3C
Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works.
5.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
5.4A
Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices including clocks and stopwatches, and materials to support observations of habitats or organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle and the apparent movement of the Sun across the sky. (5.3C; 5.8C) 1C; 5B
Key Understandings and Guiding Questions: •
The rotation of the Earth on its axis, approximately every 24 hours, produces the night-and-day cycle. — What is the day and night cycle? — How does the rotation of the Earth make the Sun appear to cross the sky?
Vocabulary of Instruction: • • • •
day night cycle rotate
• • • •
rotation axis apparent movement Equator
• • • •
prime meridian counter clockwise Northern Hemisphere Southern Hemisphere
Materials: Refer to Notes for Teacher section for materials. ©2012, TESCCC
05/01/13
page 1 of 6
Third Grade / Science Unit: 08 Lesson: 01
Attachments: • • • • • • •
Handout: Rotation (1/2 sheet per student) Teacher Resource: Rotation SAMPLE Teacher Resource: Apparent Movement Teacher Instructions (see Advance Preparation) Handout: Apparent Movement (1 per group) Handout: Day Length Around the World Handout: Storyboard (2 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation: 1. Copy the Handout: Rotation on sturdy paper. Cut the handout in half to save time during science class. 2. The preparation for the Explore/Explain – Apparent Movement of the Sun must be completed prior to teaching the lesson (on Day 3). Each period will complete a drawing of a shadow line during class. By the end of the school day, the chart will show the apparent motion of the Sun across the sky. (If teaching a self-contained class, students in your class will need to make measurements every hour throughout the day.) 3. Prepare attachment(s) as necessary
Background Information: This lesson bundles student expectations that address the pattern of day and night. SE 5.8C is a Readiness Standard. During this lesson, students will study the causes of the day and night cycle. In addition they will compare physical characteristics of the Earth, Sun, and Moon.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES Instructional Procedures
Notes for Teacher
ENGAGE – What is the Day and Night Cycle?
NOTE: 1 Day = 50 minutes Suggested Day 1
1. Instruct students to draw and label, in their science notebooks, their understanding of the day-and-night cycle. 2. Provide students about five minutes to complete this, and then ask for several students to share their thinking. 3. Hold up a spherical object, such as a beach ball or a globe. Ask: • If this is part of a model for demonstrating the day-and-night cycle, what might it represent? It represents the Earth. If students • Talk with your partner to answer the following question: In what 5. Choose students to share how they would model the day and night cycle with the objects provided. Encourage students to provide details as they explain their system. (At this time, do not add more details to the student explanation; this will come later in the lesson.) 6. Put the spherical object away, and ask all students to stand up. If it is possible, place the light source in the center of the classroom and have students standing around the perimeter of the room. Facilitate a discussion: • Stand with your arms out to the side and parallel to the floor. Have your left arm facing the ‘Sun’. Your body is representing the © 2008, TESCCC
Revised 09/29/08
Materials: • spherical object (such as a beach ball or a globe, 1 per class) • light source (such as a flashlight, overhead projector, or lamp with removable shade, 1 per class)
Safety Note: Remind students that it is unsafe to look directly at a strong light source. Instructional Notes: Students may need a reminder on respectful listening and responding. Bullying in the classroom has been defined by as: Behavior that makes the victim feel threatened or powerless, page 2 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures • •
• • • • •
Notes for Teacher
Earth. Imagine that your face is our community. What time of day is it when you are in this position? (Sunrise. Some students may suggest a specific time.) Make one-quarter turn counter-clockwise. (If students do not understand the term counter-clockwise, instruct them to visualize a clock face. Counter-clockwise means the direction is moving opposite of the way we would tell time.) What time of day is it when you are in this position? (Students should be facing the Sun, and the time would be around noon.) Make one-quarter turn counter-clockwise. What time of day is it when you are in this position? (Sunset. Students may suggest a specific time.) Make one-quarter turn counter-clockwise. What time of day is it when you are in this position? (It is night time.)
7. Instruct students to return to their seats. Students should now have the opportunity to add further details to their original day-and-night cycle drawing.
physically or emotionally. Asking yourself this question may determine if there is bullying going on during a sharing out time in the classroom: Is the aggressor trying to intentionally embarrass the victim? Does the behavior violate the victim's self-image?
Misconceptions: • Students may think the Earth’s revolution around the Sun causes day and night. • Students may think that day and night are caused by the Sun going around the Earth. • Students may think the Sun moves across the sky.
8. Say/Ask: • You have seen vending machines, such as a soda dispensing machine. • Would it be practical to bring a soda machine and take it apart in order to learn how it works? No, they are too big, heavy, and expensive to take apart. • What would be a more practical way to understand the workings of something too large to easily carry around? Use a model. • What is the purpose of a model? To allow us to investigate and understand an object that is too big or too small to practically work with. • What did we use to model the day-and-night cycle today? The spherical object and a light source and the light source and ourselves
EXPLORE/EXPLAIN – Rotation 1. Distribute the Handout: Rotation to each student (1/2 sheet to each student). Instruct the students to carefully cut out the rectangle on the handouts. (If students do not have pointed scissors, then the paper can be slightly folded [not creased] and a small cut made in the center of the rectangle.)
Suggested Day 2
Materials: • scissors (1 pair per student) • tape (clear, 1” pieces, 2 per student) • yarn (any color, 3” piece, 1 piece per student) • pony bead (any color, hole in the center, 1 per student) • pencils (colored, 1 pack per group) • index card (3X5, 1 per student) Attachments: • Handout: Rotation (1/2 sheet per student) • Teacher Resource: Rotation SAMPLE
2. Distribute the yarn, pony bead, and tape to each student. Instruct students © 2008, TESCCC
Revised 09/29/08
Instructional Notes: As you are reading the information that page 3 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
to thread the pony beads onto the yarn. They are not taping it to the Handout: Rotation at this time. 3. The Teacher Resource: Rotation SAMPLE model is one way students could record essential information on their handout. Following is the information that students should understand, but customize the recording of this to meet the needs of your own students. 4. Say: • Rotation means to spin or turn. (Students could record this brief definition under the first “Rotation” on their handouts.) • There are 24 hours in one complete day-and-night cycle. • The spinning of Earth on its axis causes the day-and-night cycle. (If students are not familiar with the term “axis”, then explain that it is an imaginary line running from pole to pole through the Earth.) • The Earth is tilted about 23 degrees on its axis. (Students should now tape their “Earth” [pony bead threaded on the piece of yarn] in the rectangular space on the Handout: Rotation. On the Teacher Resource: Rotation SAMPLE, you will notice that the yarn is at a slight angle- this represents the tilt of the Earth on its axis.) • A complete rotation (or turn) of Earth takes one day. (Students could use the “r” or “t” in the second “Rotation” to write the word “turn” and the “a” for the word “day”. The Teacher Resource: Rotation SAMPLE models one way students could record this. 5. Other Information that could be included on the Handout: Rotation: • The Earth rotates counter-clockwise (west to east). This makes the Sun and Moon appear to move from east to west in the sky. • At any time, ½ of the Earth is facing the Sun and ½ of the Earth is facing away from the Sun. (If students need to verify this, bring out the spherical object and the light source again. The demonstration of this is more dramatic in a darkened classroom.) • The daily rotation of the Earth is counterclockwise when viewed from above the North Pole and clockwise when viewed from above the South Pole.
students need for the Handout: Rotation, ensure students are completing each piece of information in a way that has meaning to them. For some of the information, using color to highlight information assists students in remembering and recalling the information.
Science Notebooks: Students should have the opportunity to add the following terms and a brief definition to the glossary in their science notebook: — counter-clockwise — axis — rotation — hemisphere
Check for Understanding: The three-sentence summary can be used as a formative assessment of student understanding of the day-andnight cycle.
6. Ensure that students have completed the Handout: Rotation. Distribute a 3”x5” index card to each student. Instruct students to complete a three sentence summary to the question: • What is the day and night cycle? This should be turned in as a formative assessment of student understanding.
EXPLORE/EXPLAIN – Apparent Movement of the Sun 1. Distribute the Handout: Apparent Movement (1 per group). Allow students a few minutes become familiar with the procedure. 3. Take the class outside to a predetermined area, such as a playground, paved area, or grassy field, and have each group conduct the activity. 4. Return to the classroom. Each group will bring their piece of construction paper with them. 5. Project the complete apparent movement of the Sun template that you created prior to this class day. Inform students that you did the same investigation, but for the whole day rather than for only one or two measurements as they did. 6. Instruct students to use rulers to measure the shadow lines and distances © 2008, TESCCC
Revised 09/29/08
Suggested Day 3
Materials: • ruler (1 per group) • chalk (1 piece per group) • marker (1 per group) • paper (construction, 12”x18”, 1 piece per group) • clay (golf ball-size, 1 piece per group) • straw (drinking, non-flexible, 1 per group) page 4 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
between them. Student groups are to then reproduce the lines and times for the whole day on their piece of construction paper. 7. Ask them to predict where a shadow would be at about 6 p.m. and what it would look like. It would be in the West and a long shadow.
•
rocks (if it’s windy outside, golf ballsize, 4 per group)
Attachments: • Teacher Resource: Apparent Movement Teacher Instructions (see Advance Preparation) • Handout: Apparent Movement (1 per group)
Safety Notes: Remind students that it is unsafe to look at the Sun. Students should be aware of their surroundings and watch for stinging insects, such as fire ants, bees, or wasps.
ELABORATE – Day Length Around the World 1. Distribute the Handout: Day Length Around the World. • • • •
Label this as the prime meridian. On the picture of the Earth on your handout, draw a straight line running from East to West through the center of the Earth. Label this as the equator. The prime meridian and the equator are both imaginary lines that encircle the Earth.
Suggested Day 4 Attachments: • Handout: Day Length Around the World
3. Read the information on longitude and latitude as a class. 4. Say: • At the equator (0° latitude), the day length is approximately 12 hours all year long. • In the Arctic Circle and Antarctic Circle, there are between 1–2 months where there is 24 hours of sunlight. This is known as “the Land of the Midnight Sun”. • In winter, however, there is a period of time when the sun never rises above the horizon. This is known as the Polar Night. 5. Students should fill in the blanks with the correct information as you read the following. Say: • Remember that as the Earth is rotating about its axis, the Sun appears overhead once every 24 hours at the same place everywhere on the Earth. • In the last investigation, you observed that the Sun’s position in the sky changes during the day. Shadows cast by an object that blocks the Sun’s light will change from long in the morning to short at noon and to long again in the late afternoon. The direction of the pattern of shadows is from west to north to east. [Students should look at their investigation results and add arrows to indicate the direction of movement.] • Since the shadow points in opposite direction from the Sun’s © 2008, TESCCC
Revised 09/29/08
page 5 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
position, the direction of the Sun’s apparent path across the sky is from east to west. 6. Instruct students to complete the chart at the bottom of the Handout: Day Length Around the World.
EVALUATE – Performance Indicator
Suggested Days 5 and 6
Performance Indicator • Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle and the apparent movement of the Sun across the sky. (5.3C; 5.8C) 1C; 5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY and the Handout: Storyboard for information on administering the assessment.
© 2008, TESCCC
Revised 09/29/08
Materials: • pencils (colored, 1 pack per pair of students) Attachments: • Handout: Storyboard (2 per student) • Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
page 6 of 6
Day and Night Cycle Lesson Synopsis: Students will investigate the day and night cycle and why the Sun appears to move across the sky. To people on Earth, the turning of the planet makes it seem as though the Sun, Moon, planets, and stars are orbiting the earth once a day..
TEKS: 5.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
5.8C
Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky. Readiness Standard
Scientific Process TEKS: 5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:
5.2C
Collect information by detailed observations and accurate measuring.
5.2D
Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.
5.2G 5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
5.3C
Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works.
5.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
5.4A
Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices including clocks and stopwatches, and materials to support observations of habitats or organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle and the apparent movement of the Sun across the sky. (5.3C; 5.8C) 1C; 5B
Key Understandings and Guiding Questions: •
The rotation of the Earth on its axis, approximately every 24 hours, produces the night-and-day cycle. — What is the day and night cycle? — How does the rotation of the Earth make the Sun appear to cross the sky?
Vocabulary of Instruction: • • • •
day night cycle rotate
• • • •
rotation axis apparent movement Equator
• • • •
prime meridian counter clockwise Northern Hemisphere Southern Hemisphere
Materials: Refer to Notes for Teacher section for materials. ©2012, TESCCC
05/01/13
page 1 of 6
Third Grade / Science Unit: 08 Lesson: 01
Attachments: • • • • • • •
Handout: Rotation (1/2 sheet per student) Teacher Resource: Rotation SAMPLE Teacher Resource: Apparent Movement Teacher Instructions (see Advance Preparation) Handout: Apparent Movement (1 per group) Handout: Day Length Around the World Handout: Storyboard (2 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation: 1. Copy the Handout: Rotation on sturdy paper. Cut the handout in half to save time during science class. 2. The preparation for the Explore/Explain – Apparent Movement of the Sun must be completed prior to teaching the lesson (on Day 3). Each period will complete a drawing of a shadow line during class. By the end of the school day, the chart will show the apparent motion of the Sun across the sky. (If teaching a self-contained class, students in your class will need to make measurements every hour throughout the day.) 3. Prepare attachment(s) as necessary
Background Information: This lesson bundles student expectations that address the pattern of day and night. SE 5.8C is a Readiness Standard. During this lesson, students will study the causes of the day and night cycle. In addition they will compare physical characteristics of the Earth, Sun, and Moon.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES Instructional Procedures
Notes for Teacher
ENGAGE – What is the Day and Night Cycle?
NOTE: 1 Day = 50 minutes Suggested Day 1
1. Instruct students to draw and label, in their science notebooks, their understanding of the day-and-night cycle. 2. Provide students about five minutes to complete this, and then ask for several students to share their thinking. 3. Hold up a spherical object, such as a beach ball or a globe. Ask: • If this is part of a model for demonstrating the day-and-night cycle, what might it represent? It represents the Earth. If students • Talk with your partner to answer the following question: In what 5. Choose students to share how they would model the day and night cycle with the objects provided. Encourage students to provide details as they explain their system. (At this time, do not add more details to the student explanation; this will come later in the lesson.) 6. Put the spherical object away, and ask all students to stand up. If it is possible, place the light source in the center of the classroom and have students standing around the perimeter of the room. Facilitate a discussion: • Stand with your arms out to the side and parallel to the floor. Have your left arm facing the ‘Sun’. Your body is representing the © 2008, TESCCC
Revised 09/29/08
Materials: • spherical object (such as a beach ball or a globe, 1 per class) • light source (such as a flashlight, overhead projector, or lamp with removable shade, 1 per class)
Safety Note: Remind students that it is unsafe to look directly at a strong light source. Instructional Notes: Students may need a reminder on respectful listening and responding. Bullying in the classroom has been defined by as: Behavior that makes the victim feel threatened or powerless, page 2 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures • •
• • • • •
Notes for Teacher
Earth. Imagine that your face is our community. What time of day is it when you are in this position? (Sunrise. Some students may suggest a specific time.) Make one-quarter turn counter-clockwise. (If students do not understand the term counter-clockwise, instruct them to visualize a clock face. Counter-clockwise means the direction is moving opposite of the way we would tell time.) What time of day is it when you are in this position? (Students should be facing the Sun, and the time would be around noon.) Make one-quarter turn counter-clockwise. What time of day is it when you are in this position? (Sunset. Students may suggest a specific time.) Make one-quarter turn counter-clockwise. What time of day is it when you are in this position? (It is night time.)
7. Instruct students to return to their seats. Students should now have the opportunity to add further details to their original day-and-night cycle drawing.
physically or emotionally. Asking yourself this question may determine if there is bullying going on during a sharing out time in the classroom: Is the aggressor trying to intentionally embarrass the victim? Does the behavior violate the victim's self-image?
Misconceptions: • Students may think the Earth’s revolution around the Sun causes day and night. • Students may think that day and night are caused by the Sun going around the Earth. • Students may think the Sun moves across the sky.
8. Say/Ask: • You have seen vending machines, such as a soda dispensing machine. • Would it be practical to bring a soda machine and take it apart in order to learn how it works? No, they are too big, heavy, and expensive to take apart. • What would be a more practical way to understand the workings of something too large to easily carry around? Use a model. • What is the purpose of a model? To allow us to investigate and understand an object that is too big or too small to practically work with. • What did we use to model the day-and-night cycle today? The spherical object and a light source and the light source and ourselves
EXPLORE/EXPLAIN – Rotation 1. Distribute the Handout: Rotation to each student (1/2 sheet to each student). Instruct the students to carefully cut out the rectangle on the handouts. (If students do not have pointed scissors, then the paper can be slightly folded [not creased] and a small cut made in the center of the rectangle.)
Suggested Day 2
Materials: • scissors (1 pair per student) • tape (clear, 1” pieces, 2 per student) • yarn (any color, 3” piece, 1 piece per student) • pony bead (any color, hole in the center, 1 per student) • pencils (colored, 1 pack per group) • index card (3X5, 1 per student) Attachments: • Handout: Rotation (1/2 sheet per student) • Teacher Resource: Rotation SAMPLE
2. Distribute the yarn, pony bead, and tape to each student. Instruct students © 2008, TESCCC
Revised 09/29/08
Instructional Notes: As you are reading the information that page 3 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
to thread the pony beads onto the yarn. They are not taping it to the Handout: Rotation at this time. 3. The Teacher Resource: Rotation SAMPLE model is one way students could record essential information on their handout. Following is the information that students should understand, but customize the recording of this to meet the needs of your own students. 4. Say: • Rotation means to spin or turn. (Students could record this brief definition under the first “Rotation” on their handouts.) • There are 24 hours in one complete day-and-night cycle. • The spinning of Earth on its axis causes the day-and-night cycle. (If students are not familiar with the term “axis”, then explain that it is an imaginary line running from pole to pole through the Earth.) • The Earth is tilted about 23 degrees on its axis. (Students should now tape their “Earth” [pony bead threaded on the piece of yarn] in the rectangular space on the Handout: Rotation. On the Teacher Resource: Rotation SAMPLE, you will notice that the yarn is at a slight angle- this represents the tilt of the Earth on its axis.) • A complete rotation (or turn) of Earth takes one day. (Students could use the “r” or “t” in the second “Rotation” to write the word “turn” and the “a” for the word “day”. The Teacher Resource: Rotation SAMPLE models one way students could record this. 5. Other Information that could be included on the Handout: Rotation: • The Earth rotates counter-clockwise (west to east). This makes the Sun and Moon appear to move from east to west in the sky. • At any time, ½ of the Earth is facing the Sun and ½ of the Earth is facing away from the Sun. (If students need to verify this, bring out the spherical object and the light source again. The demonstration of this is more dramatic in a darkened classroom.) • The daily rotation of the Earth is counterclockwise when viewed from above the North Pole and clockwise when viewed from above the South Pole.
students need for the Handout: Rotation, ensure students are completing each piece of information in a way that has meaning to them. For some of the information, using color to highlight information assists students in remembering and recalling the information.
Science Notebooks: Students should have the opportunity to add the following terms and a brief definition to the glossary in their science notebook: — counter-clockwise — axis — rotation — hemisphere
Check for Understanding: The three-sentence summary can be used as a formative assessment of student understanding of the day-andnight cycle.
6. Ensure that students have completed the Handout: Rotation. Distribute a 3”x5” index card to each student. Instruct students to complete a three sentence summary to the question: • What is the day and night cycle? This should be turned in as a formative assessment of student understanding.
EXPLORE/EXPLAIN – Apparent Movement of the Sun 1. Distribute the Handout: Apparent Movement (1 per group). Allow students a few minutes become familiar with the procedure. 3. Take the class outside to a predetermined area, such as a playground, paved area, or grassy field, and have each group conduct the activity. 4. Return to the classroom. Each group will bring their piece of construction paper with them. 5. Project the complete apparent movement of the Sun template that you created prior to this class day. Inform students that you did the same investigation, but for the whole day rather than for only one or two measurements as they did. 6. Instruct students to use rulers to measure the shadow lines and distances © 2008, TESCCC
Revised 09/29/08
Suggested Day 3
Materials: • ruler (1 per group) • chalk (1 piece per group) • marker (1 per group) • paper (construction, 12”x18”, 1 piece per group) • clay (golf ball-size, 1 piece per group) • straw (drinking, non-flexible, 1 per group) page 4 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
between them. Student groups are to then reproduce the lines and times for the whole day on their piece of construction paper. 7. Ask them to predict where a shadow would be at about 6 p.m. and what it would look like. It would be in the West and a long shadow.
•
rocks (if it’s windy outside, golf ballsize, 4 per group)
Attachments: • Teacher Resource: Apparent Movement Teacher Instructions (see Advance Preparation) • Handout: Apparent Movement (1 per group)
Safety Notes: Remind students that it is unsafe to look at the Sun. Students should be aware of their surroundings and watch for stinging insects, such as fire ants, bees, or wasps.
ELABORATE – Day Length Around the World 1. Distribute the Handout: Day Length Around the World. • • • •
Label this as the prime meridian. On the picture of the Earth on your handout, draw a straight line running from East to West through the center of the Earth. Label this as the equator. The prime meridian and the equator are both imaginary lines that encircle the Earth.
Suggested Day 4 Attachments: • Handout: Day Length Around the World
3. Read the information on longitude and latitude as a class. 4. Say: • At the equator (0° latitude), the day length is approximately 12 hours all year long. • In the Arctic Circle and Antarctic Circle, there are between 1–2 months where there is 24 hours of sunlight. This is known as “the Land of the Midnight Sun”. • In winter, however, there is a period of time when the sun never rises above the horizon. This is known as the Polar Night. 5. Students should fill in the blanks with the correct information as you read the following. Say: • Remember that as the Earth is rotating about its axis, the Sun appears overhead once every 24 hours at the same place everywhere on the Earth. • In the last investigation, you observed that the Sun’s position in the sky changes during the day. Shadows cast by an object that blocks the Sun’s light will change from long in the morning to short at noon and to long again in the late afternoon. The direction of the pattern of shadows is from west to north to east. [Students should look at their investigation results and add arrows to indicate the direction of movement.] • Since the shadow points in opposite direction from the Sun’s © 2008, TESCCC
Revised 09/29/08
page 5 of 6
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
position, the direction of the Sun’s apparent path across the sky is from east to west. 6. Instruct students to complete the chart at the bottom of the Handout: Day Length Around the World.
EVALUATE – Performance Indicator
Suggested Days 5 and 6
Performance Indicator • Create a storyboard to illustrate and describe how Earth’s rotation causes the day/night cycle and the apparent movement of the Sun across the sky. (5.3C; 5.8C) 1C; 5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY and the Handout: Storyboard for information on administering the assessment.
© 2008, TESCCC
Revised 09/29/08
Materials: • pencils (colored, 1 pack per pair of students) Attachments: • Handout: Storyboard (2 per student) • Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
page 6 of 6
