Day, Night, and Seasons
Grade 8 Science Unit: 09 Lesson: 01 Suggested Duration: 4 days
Day, Night, and Seasons Lesson Synopsis: Students will model and illustrate how the movement and tilt of the Earth causes day and night and the changing of seasons.
TEKS: 8.7 8.7A
Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. Readiness Standard
Scientific Process TEKS: 8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3B
Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
8.3C
Identify advantages and limitations of models such as size, scale, properties, and materials.
8.4 8.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. (8.2E; 8.7A, 8.7B) 1C, 1E; 2E
The first portion of the Performance Indicator pertaining to day/night and seasons will be completed during Lesson 01, and the second portion pertaining to lunar phases and eclipses will be completed during Lesson 02.
Key Understandings and Guiding Questions: •
The seasons are caused by the tilt of the Earth. The Earth holds its rotational axis (tilt) fixed in space as it moves around the Sun. — What is the rotational axis of Earth? — Why does the Earth experience day and night? — Why does the Earth experience different seasons?
Vocabulary of Instruction: • • •
rotational axis autumnal equinox vernal equinox
• • •
rotate revolve summer solstice
• • •
winter solstice axis counterclockwise
Materials: ©2012, TESCCC
05/13/13
page 1 of 7
Third Grade / Science Unit: 08 Lesson: 01
Refer to Notes for Teacher section for materials.
Attachments: • • • • • • • • • •
Handout: Anticipation Guide (1 per student) Handout: Day and Night Investigation (see Advance Preparation,1 per group and 1 for projection) Handout: Day and Night (1 per student) Handout: Seasons Investigation (1 per group and 1 for projection) Handout: Seasons (1 per student and 1 for projection) Teacher Resource: Seasons KEY (1 for projection) Teacher Resource: Anticipation Guide KEY (1 for projection) Handout: The Beginning of the End (see Advance Preparation,1 set per group) Teacher Resource: The Beginning of the End KEY (1 for projection) Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation: 1. Prior to Day 1, create Earth models by inserting skewers or sharpened pencils into Styrofoam™ balls (to represent the axis). If you use skewers, you will need to dull the sharp ends. Draw a line around each ball to represent the Equator (see Handout: Day and Night Investigation). You will need enough Earth models for one for each group of students. Consider available outlets, as you may need to obtain extension cords in order to be able to plug in a lamp for each group. Note: These models will be reused in Lesson 02. 2. Prior to Day 3, print the Handout: The Beginning of the End (1 set per group) on cardstock, laminate, cut apart, and place in resealable, plastic bags. 3. Note: Materials used in this lesson will also be used in Lesson 02 of Unit 09. 4. Prepare attachment(s) as necessary.
Background Information: This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and Moon systems are studied as students learn about the day/night cycle and seasons. During this unit, students describe cycles influenced by the Sun, Earth, and Moon. Students will model how the rotation of the Earth causes day and night and the tilt and revolution of the Earth causes changes in seasons. Students develop the understanding that some cycles, such as day and night, are evident only by viewing them from Earth. Manipulating models will enable students to correct misconceptions about these cycles. In the next lesson, students will study lunar phases and eclipses. After this unit, students will study light years, theories, and characteristics of the universe.
STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the day/night cycle and seasons (8.7A) will be assessed as a Readiness Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
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 – Why Day and Night? Why Seasons?
NOTE: 1 Day = 50 minutes Suggested Day 1
© 2008, TESCCC
Revised 09/29/08
page 2 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Instruct students to respond to the following prompts in their science notebooks: • Why do we have day and night? (What causes day and night?) • Why do we have seasons? (What causes seasons?) 2. As students are writing, monitor their entries, making note of any misconceptions they may have. Do not correct at this time, but make a list of points to address during the Explore/Explain portions of the lesson. 3. Ask students to share their reflections with a partner. 4. Ask for a few volunteers to read their responses to the class. If there are any misconceptions, rather than correct students, inform them that they will be clarifying their thoughts throughout the next few days and they will have an opportunity to make changes to their answers.
EXPLORE/EXPLAIN – Day and Night
Misconceptions: • Students may think the seasons are caused by the distance of the Earth from the Sun. In the summer, the Earth is closer to the Sun. • Students may think the Earth’s revolution around the Sun causes night and day.
Science Notebooks: Students respond to writing prompts in their notebooks. Suggested Days 1 (continued) and 2
1. Distribute the Handout: Anticipation Guide to each student. 2. Project the Handout: Anticipation Guide, and instruct students to work with a partner to mark “Agree or Disagree” in the “Before” column for each statement. Model the first statement with them. 3. Allow students a few minutes to complete the Anticipation Guide. 4. Instruct students to affix the Anticipation Guide to their notebooks. Inform them that they will revisit the questions and mark the “After” column at the end of the lesson. 5. Project the Handout: Day and Night Investigation, and model expectations. Discuss safety precautions. 6. Instruct students to answer the conclusion questions in their notebooks. 7. Answer any questions students may have regarding the investigation. 8. Divide the class into groups of four. 9. Distribute all materials and then the Handout: Day and Night Investigation to each group and the Handout: Day and Night to each student. 10. Monitor and assist student groups as they model day and night by asking guiding questions. Correct any misconceptions immediately. 11. Facilitate a discussion in which students reflect on the following questions: Ask: • Why does the Earth experience day and night? (The rotation of the Earth) • What does “rotate” mean? To spin • What is a limitation of the investigation model? Answers will vary. • What direction does the Earth rotate? (Counterclockwise from west to east) • What is the rotational axis? The rotational axis is the imaginary line © 2008, TESCCC
Revised 09/29/08
Materials: • Earth models (see Advance Preparation, 1 per group) • ball (Styrofoam™, 1 per group) • skewer or sharpened pencil (wooden, 1 per group) • lamp (without shade,1 per group) • light bulb (100 watt, 1 per group) • glue or tape (per group) Attachments: • Handout: Anticipation Guide (1 per student and 1 for projection) • Handout: Day and Night Investigation (see Advance Preparation,1 per group and 1 for projection) • Handout: Day and Night (1 per student)
Safety Notes: Do NOT touch bulb. It may result in serious burns. Exercise caution with sharp skewers.
Check for Understanding: The descriptive paragraph recorded in the notebooks may serve as a formative assessment. Instructional Notes: page 3 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures •
Notes for Teacher
around which the Earth spins. How long does it take the Earth to rotate on its axis one time? (24 hours)
12. Instruct students to affix the Handout: Day and Night to their notebooks. 13. Instruct students to write a well-developed paragraph describing why the Earth experiences day and night in their science notebooks. 14. Allow students to read their paragraphs to a partner and make any necessary revisions.
This activity can have problems if the groups are too close together since the shadows may not be as defined as needed. If the classroom is smaller this can be done as an interactive demo. The Anticipation Guide serves as an indicator of prior knowledge and provides a “need to know” purpose for the students throughout the lesson.
Misconception: • Students may think that the Earth’s revolution around the Sun causes night and day.
STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the day/night cycle and seasons (8.7A) will be assessed as a Readiness Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
Science Notebooks: Students affix their Anticipation Guides and Day and Night handouts to their notebooks and record answers to the Day and Night Investigation conclusion questions. Additionally, students write a descriptive paragraph explaining why the Earth experiences day and night.
EXPLORE/ EXPLAIN – Seasons
Suggested Days 2 (continued) and 3
1. Project the Handout: Seasons Investigation, and model expectations. Discuss safety precautions. 2. Instruct students to answer the conclusion questions in their notebooks. 3. Answer any questions students may have regarding the investigation. 4. Divide the class into groups of four. 5. Distribute all materials and the Handouts: Seasons Investigation and Seasons to each student. 6. Monitor and assist student groups as they model the seasons by asking Guiding Questions. Correct any misconceptions immediately. © 2008, TESCCC
Revised 09/29/08
Materials: • Earth models – from previous activity • ball (Styrofoam™, 1 per group) • skewer or sharpened pencil (wooden, 1 per group) • lamp (without shade,1 per group) • light bulb (100 watt, 1 per group) • glue or tape (per group) page 4 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
7. Project the Teacher Resource: Seasons KEY, and guide students in adding the following information to their handouts: • Autumnal equinox- day with equal periods of light and dark occurring in the autumn (September 22 or 23) • Vernal equinox- day with equal periods of light and dark occurring in the autumn (March 19 or 20) • Summer solstice- day with the longest period of light in the Northern Hemisphere (June 20 or 21) • Winter solstice- day with the shortest period of light in the northern hemisphere (December 21or 22) • The meaning of equinox • Which seasons have longer or shorter days • The Earth’s axis is always tilted toward the North Star.
Attachments: • Handout: Seasons Investigation (1 per group and 1 for projection) • Handout: Seasons (1 per student and 1 for projection) • Teacher Resource: Seasons KEY (1 for projection)
8. Facilitate a discussion on the following questions: Ask: • Why does the Earth experience different seasons? (The tilt of the Earth and revolution of the Earth around the Sun cause different amounts of light to fall on different portions of the Earth at different angles.) • What does “revolve” mean? (Revolve means to make a complete path around an object.) • Does the Earth’s rotational axis move? (No) • How do the winter and summer seasons in the Northern Hemisphere compare? Answers may vary. The North Pole tilts (points) towards the Sun in the summer and away from the Sun in the winter. The North Pole does not tilt (point) towards or away from the Sun in the autumn or spring. • What is an advantage of the investigation model? Answers will vary, but should include: size, scale, properties, and materials. • What is a limitation of the investigation model? Answers will vary, but should include: size, scale, properties, and materials. • What direction does the Earth revolve? (The Earth revolves counterclockwise if looked at from a perspective above the North Pole.) • How long does it take the Earth to revolve around the Sun one time? (365.25 days) • What is the order of the seasons beginning with winter? (Winter, spring, summer, autumn (fall))
Instructional Notes: Group students differently for the new investigation.
Safety Notes: Do NOT touch bulb. It may result in serious burns. Exercise caution with sharp skewers.
Check for Understanding: The descriptive paragraph recorded in the notebooks may serve as a formative assessment.
Science Notebooks: Students affix their Seasons handouts to their notebooks and record answers to the Seasons Investigation conclusion questions. Additionally, students write a descriptive paragraph explaining why the Earth experiences different seasons.
9. Instruct students to affix the Handout: Seasons to their notebooks. 10. Instruct students to write a well-developed paragraph, describing why the Earth experiences different seasons throughout the year in their notebooks. 11. Allow students to read their paragraphs to a partner and make any necessary revisions.
ELABORATE – Sentence Completion 1. Ask students to open their notebooks and refer back to their Anticipation Guide from Day 1. 2. Project the Handout: Anticipation Guide (Do not project the key at this time.), and instruct students to work with a partner to mark “Agree or © 2008, TESCCC
Revised 09/29/08
Suggested Day 3 (continued) Attachments: • Handout: Anticipation Guide (from previous activity) • Teacher Resource: Anticipation page 5 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
Disagree” in the “After” column. 3. Inform students that they should rewrite any statement they mark as “Disagree” in the “After” column. Model the expectation of rewriting false statements to make them true. 4. Allow students a few minutes to complete their Anticipation Guide. 5. Project the Teacher Resource: Anticipation Guide KEY, and allow students to check their answers. 6. Facilitate a discussion in which students reflect on any changes they have made in the “Before” and “After” columns. 7. Say: • Now, we are going to work in groups on an activity called “The Beginning of the End” to match beginning and ending sentence strips. 8. Use one of The Beginning of the End sets to project and/or model how to match the beginning and ends of sentences.
• •
Guide KEY (1 for projection) Handout: The Beginning of the End (see Advance Preparation, 1 set per group) Teacher Resource: The Beginning of the End KEY (1 for projection)
Instructional Notes: Use different strategies for selecting student groups. Allow students to refer to their science notebooks while working through The Beginning of the End activity.
Check for Understanding: The Anticipation Guide and The Beginning of the End activity may serve as evidence of understanding.
9. Divide the class into groups of four. 10. Distribute a set from the Handout: The Beginning of the End to each group. 11. Check for understanding by monitoring and facilitating student groups by asking Guiding Questions. 12. Project Teacher Resource: The Beginning of the End KEY, and allow students to check their answers. Discuss as appropriate to address misconceptions or underdeveloped concepts. 13. Collect The Beginning of the End sets at the end of the class period.
EVALUATE – Performance Indicator
Suggested Day 4
Performance Indicator • Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. (8.2E; 8.7A, 8.7B) 1C, 1E; 2E The first portion of the Performance Indicator pertaining to day/night and seasons will be completed during Lesson 01, and the second portion pertaining to lunar phases and eclipses will be completed during Lesson 02. 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment.
Materials: • paper (plain, multiple sheets per class) • markers (various, per class) • colored pencils (various, per class) Attachments: • Handout: The Beginning of the End (from previous activity) • Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Instructional Notes: Possible differentiation ideas: • Consider providing more structure with specific requirements or a
© 2008, TESCCC
Revised 09/29/08
page 6 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher •
•
© 2008, TESCCC
Revised 09/29/08
checklist. Consider allowing students to use The Beginning of the End sentence strips to help formulate ideas for their books. Consider posting a list of terms students may need to include in their writing.
page 7 of 7
Day, Night, and Seasons Lesson Synopsis: Students will model and illustrate how the movement and tilt of the Earth causes day and night and the changing of seasons.
TEKS: 8.7 8.7A
Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. Readiness Standard
Scientific Process TEKS: 8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
8.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
8.3B
Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
8.3C
Identify advantages and limitations of models such as size, scale, properties, and materials.
8.4 8.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. (8.2E; 8.7A, 8.7B) 1C, 1E; 2E
The first portion of the Performance Indicator pertaining to day/night and seasons will be completed during Lesson 01, and the second portion pertaining to lunar phases and eclipses will be completed during Lesson 02.
Key Understandings and Guiding Questions: •
The seasons are caused by the tilt of the Earth. The Earth holds its rotational axis (tilt) fixed in space as it moves around the Sun. — What is the rotational axis of Earth? — Why does the Earth experience day and night? — Why does the Earth experience different seasons?
Vocabulary of Instruction: • • •
rotational axis autumnal equinox vernal equinox
• • •
rotate revolve summer solstice
• • •
winter solstice axis counterclockwise
Materials: ©2012, TESCCC
05/13/13
page 1 of 7
Third Grade / Science Unit: 08 Lesson: 01
Refer to Notes for Teacher section for materials.
Attachments: • • • • • • • • • •
Handout: Anticipation Guide (1 per student) Handout: Day and Night Investigation (see Advance Preparation,1 per group and 1 for projection) Handout: Day and Night (1 per student) Handout: Seasons Investigation (1 per group and 1 for projection) Handout: Seasons (1 per student and 1 for projection) Teacher Resource: Seasons KEY (1 for projection) Teacher Resource: Anticipation Guide KEY (1 for projection) Handout: The Beginning of the End (see Advance Preparation,1 set per group) Teacher Resource: The Beginning of the End KEY (1 for projection) Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation: 1. Prior to Day 1, create Earth models by inserting skewers or sharpened pencils into Styrofoam™ balls (to represent the axis). If you use skewers, you will need to dull the sharp ends. Draw a line around each ball to represent the Equator (see Handout: Day and Night Investigation). You will need enough Earth models for one for each group of students. Consider available outlets, as you may need to obtain extension cords in order to be able to plug in a lamp for each group. Note: These models will be reused in Lesson 02. 2. Prior to Day 3, print the Handout: The Beginning of the End (1 set per group) on cardstock, laminate, cut apart, and place in resealable, plastic bags. 3. Note: Materials used in this lesson will also be used in Lesson 02 of Unit 09. 4. Prepare attachment(s) as necessary.
Background Information: This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and Moon systems are studied as students learn about the day/night cycle and seasons. During this unit, students describe cycles influenced by the Sun, Earth, and Moon. Students will model how the rotation of the Earth causes day and night and the tilt and revolution of the Earth causes changes in seasons. Students develop the understanding that some cycles, such as day and night, are evident only by viewing them from Earth. Manipulating models will enable students to correct misconceptions about these cycles. In the next lesson, students will study lunar phases and eclipses. After this unit, students will study light years, theories, and characteristics of the universe.
STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the day/night cycle and seasons (8.7A) will be assessed as a Readiness Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
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 – Why Day and Night? Why Seasons?
NOTE: 1 Day = 50 minutes Suggested Day 1
© 2008, TESCCC
Revised 09/29/08
page 2 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Instruct students to respond to the following prompts in their science notebooks: • Why do we have day and night? (What causes day and night?) • Why do we have seasons? (What causes seasons?) 2. As students are writing, monitor their entries, making note of any misconceptions they may have. Do not correct at this time, but make a list of points to address during the Explore/Explain portions of the lesson. 3. Ask students to share their reflections with a partner. 4. Ask for a few volunteers to read their responses to the class. If there are any misconceptions, rather than correct students, inform them that they will be clarifying their thoughts throughout the next few days and they will have an opportunity to make changes to their answers.
EXPLORE/EXPLAIN – Day and Night
Misconceptions: • Students may think the seasons are caused by the distance of the Earth from the Sun. In the summer, the Earth is closer to the Sun. • Students may think the Earth’s revolution around the Sun causes night and day.
Science Notebooks: Students respond to writing prompts in their notebooks. Suggested Days 1 (continued) and 2
1. Distribute the Handout: Anticipation Guide to each student. 2. Project the Handout: Anticipation Guide, and instruct students to work with a partner to mark “Agree or Disagree” in the “Before” column for each statement. Model the first statement with them. 3. Allow students a few minutes to complete the Anticipation Guide. 4. Instruct students to affix the Anticipation Guide to their notebooks. Inform them that they will revisit the questions and mark the “After” column at the end of the lesson. 5. Project the Handout: Day and Night Investigation, and model expectations. Discuss safety precautions. 6. Instruct students to answer the conclusion questions in their notebooks. 7. Answer any questions students may have regarding the investigation. 8. Divide the class into groups of four. 9. Distribute all materials and then the Handout: Day and Night Investigation to each group and the Handout: Day and Night to each student. 10. Monitor and assist student groups as they model day and night by asking guiding questions. Correct any misconceptions immediately. 11. Facilitate a discussion in which students reflect on the following questions: Ask: • Why does the Earth experience day and night? (The rotation of the Earth) • What does “rotate” mean? To spin • What is a limitation of the investigation model? Answers will vary. • What direction does the Earth rotate? (Counterclockwise from west to east) • What is the rotational axis? The rotational axis is the imaginary line © 2008, TESCCC
Revised 09/29/08
Materials: • Earth models (see Advance Preparation, 1 per group) • ball (Styrofoam™, 1 per group) • skewer or sharpened pencil (wooden, 1 per group) • lamp (without shade,1 per group) • light bulb (100 watt, 1 per group) • glue or tape (per group) Attachments: • Handout: Anticipation Guide (1 per student and 1 for projection) • Handout: Day and Night Investigation (see Advance Preparation,1 per group and 1 for projection) • Handout: Day and Night (1 per student)
Safety Notes: Do NOT touch bulb. It may result in serious burns. Exercise caution with sharp skewers.
Check for Understanding: The descriptive paragraph recorded in the notebooks may serve as a formative assessment. Instructional Notes: page 3 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures •
Notes for Teacher
around which the Earth spins. How long does it take the Earth to rotate on its axis one time? (24 hours)
12. Instruct students to affix the Handout: Day and Night to their notebooks. 13. Instruct students to write a well-developed paragraph describing why the Earth experiences day and night in their science notebooks. 14. Allow students to read their paragraphs to a partner and make any necessary revisions.
This activity can have problems if the groups are too close together since the shadows may not be as defined as needed. If the classroom is smaller this can be done as an interactive demo. The Anticipation Guide serves as an indicator of prior knowledge and provides a “need to know” purpose for the students throughout the lesson.
Misconception: • Students may think that the Earth’s revolution around the Sun causes night and day.
STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the day/night cycle and seasons (8.7A) will be assessed as a Readiness Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
Science Notebooks: Students affix their Anticipation Guides and Day and Night handouts to their notebooks and record answers to the Day and Night Investigation conclusion questions. Additionally, students write a descriptive paragraph explaining why the Earth experiences day and night.
EXPLORE/ EXPLAIN – Seasons
Suggested Days 2 (continued) and 3
1. Project the Handout: Seasons Investigation, and model expectations. Discuss safety precautions. 2. Instruct students to answer the conclusion questions in their notebooks. 3. Answer any questions students may have regarding the investigation. 4. Divide the class into groups of four. 5. Distribute all materials and the Handouts: Seasons Investigation and Seasons to each student. 6. Monitor and assist student groups as they model the seasons by asking Guiding Questions. Correct any misconceptions immediately. © 2008, TESCCC
Revised 09/29/08
Materials: • Earth models – from previous activity • ball (Styrofoam™, 1 per group) • skewer or sharpened pencil (wooden, 1 per group) • lamp (without shade,1 per group) • light bulb (100 watt, 1 per group) • glue or tape (per group) page 4 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
7. Project the Teacher Resource: Seasons KEY, and guide students in adding the following information to their handouts: • Autumnal equinox- day with equal periods of light and dark occurring in the autumn (September 22 or 23) • Vernal equinox- day with equal periods of light and dark occurring in the autumn (March 19 or 20) • Summer solstice- day with the longest period of light in the Northern Hemisphere (June 20 or 21) • Winter solstice- day with the shortest period of light in the northern hemisphere (December 21or 22) • The meaning of equinox • Which seasons have longer or shorter days • The Earth’s axis is always tilted toward the North Star.
Attachments: • Handout: Seasons Investigation (1 per group and 1 for projection) • Handout: Seasons (1 per student and 1 for projection) • Teacher Resource: Seasons KEY (1 for projection)
8. Facilitate a discussion on the following questions: Ask: • Why does the Earth experience different seasons? (The tilt of the Earth and revolution of the Earth around the Sun cause different amounts of light to fall on different portions of the Earth at different angles.) • What does “revolve” mean? (Revolve means to make a complete path around an object.) • Does the Earth’s rotational axis move? (No) • How do the winter and summer seasons in the Northern Hemisphere compare? Answers may vary. The North Pole tilts (points) towards the Sun in the summer and away from the Sun in the winter. The North Pole does not tilt (point) towards or away from the Sun in the autumn or spring. • What is an advantage of the investigation model? Answers will vary, but should include: size, scale, properties, and materials. • What is a limitation of the investigation model? Answers will vary, but should include: size, scale, properties, and materials. • What direction does the Earth revolve? (The Earth revolves counterclockwise if looked at from a perspective above the North Pole.) • How long does it take the Earth to revolve around the Sun one time? (365.25 days) • What is the order of the seasons beginning with winter? (Winter, spring, summer, autumn (fall))
Instructional Notes: Group students differently for the new investigation.
Safety Notes: Do NOT touch bulb. It may result in serious burns. Exercise caution with sharp skewers.
Check for Understanding: The descriptive paragraph recorded in the notebooks may serve as a formative assessment.
Science Notebooks: Students affix their Seasons handouts to their notebooks and record answers to the Seasons Investigation conclusion questions. Additionally, students write a descriptive paragraph explaining why the Earth experiences different seasons.
9. Instruct students to affix the Handout: Seasons to their notebooks. 10. Instruct students to write a well-developed paragraph, describing why the Earth experiences different seasons throughout the year in their notebooks. 11. Allow students to read their paragraphs to a partner and make any necessary revisions.
ELABORATE – Sentence Completion 1. Ask students to open their notebooks and refer back to their Anticipation Guide from Day 1. 2. Project the Handout: Anticipation Guide (Do not project the key at this time.), and instruct students to work with a partner to mark “Agree or © 2008, TESCCC
Revised 09/29/08
Suggested Day 3 (continued) Attachments: • Handout: Anticipation Guide (from previous activity) • Teacher Resource: Anticipation page 5 of 7
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
Disagree” in the “After” column. 3. Inform students that they should rewrite any statement they mark as “Disagree” in the “After” column. Model the expectation of rewriting false statements to make them true. 4. Allow students a few minutes to complete their Anticipation Guide. 5. Project the Teacher Resource: Anticipation Guide KEY, and allow students to check their answers. 6. Facilitate a discussion in which students reflect on any changes they have made in the “Before” and “After” columns. 7. Say: • Now, we are going to work in groups on an activity called “The Beginning of the End” to match beginning and ending sentence strips. 8. Use one of The Beginning of the End sets to project and/or model how to match the beginning and ends of sentences.
• •
Guide KEY (1 for projection) Handout: The Beginning of the End (see Advance Preparation, 1 set per group) Teacher Resource: The Beginning of the End KEY (1 for projection)
Instructional Notes: Use different strategies for selecting student groups. Allow students to refer to their science notebooks while working through The Beginning of the End activity.
Check for Understanding: The Anticipation Guide and The Beginning of the End activity may serve as evidence of understanding.
9. Divide the class into groups of four. 10. Distribute a set from the Handout: The Beginning of the End to each group. 11. Check for understanding by monitoring and facilitating student groups by asking Guiding Questions. 12. Project Teacher Resource: The Beginning of the End KEY, and allow students to check their answers. Discuss as appropriate to address misconceptions or underdeveloped concepts. 13. Collect The Beginning of the End sets at the end of the class period.
EVALUATE – Performance Indicator
Suggested Day 4
Performance Indicator • Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. (8.2E; 8.7A, 8.7B) 1C, 1E; 2E The first portion of the Performance Indicator pertaining to day/night and seasons will be completed during Lesson 01, and the second portion pertaining to lunar phases and eclipses will be completed during Lesson 02. 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment.
Materials: • paper (plain, multiple sheets per class) • markers (various, per class) • colored pencils (various, per class) Attachments: • Handout: The Beginning of the End (from previous activity) • Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Instructional Notes: Possible differentiation ideas: • Consider providing more structure with specific requirements or a
© 2008, TESCCC
Revised 09/29/08
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Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher •
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© 2008, TESCCC
Revised 09/29/08
checklist. Consider allowing students to use The Beginning of the End sentence strips to help formulate ideas for their books. Consider posting a list of terms students may need to include in their writing.
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