Teacher Candidate: Date: Grade/Class: 4th Lesson Length: 45 minutes

Transcription

1 Teacher Candidate: Date: Grade/Class: 4th Lesson Length: 45 minutes Framework Standard & Strand: Massachusetts Science and Technology/Engineering Curriculum Framework: The Earth in the Solar System: 14: Recognize that the earth revolves around (orbits) the sun in a year s time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky. Lesson Focus: Understanding that the Earth s tilt and revolve around the sun cause the different seasons of the year. Goal: The students will increase their knowledge of the Earth s rotation and the effect this has on the seasons. Rationale: To develop an understanding of the world around us. Connections across the curriculum: Massachusetts Mathematics Curriculum Framework: Number Sense and Operations: 4.N.3 Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line. Massachusetts English Language Arts Curriculum Framework: General Standard 1: 1.1: Follow agreed-upon rules for discussion. Objectives (Actor, Behavior, Condition, Degree) Given teacher models and a reference map, students will correctly label 9 out of 9 items (2 poles and 7 continents) independently. Motivation & Procedures (Motivation, Readying the student, Key question, Procedure) Essential Question: How do the changes in the seasons affect the way we live? Readying & Motivation: Present the essential question to the students, written on chart paper. Allow the students time to reflect on their thoughts and to respond to the question. Once the students have shared their thoughts I will ask the Materials Adaptations Timing Evaluation of Learning Medium Styrofoam balls with map and skewers Black markers Lamps Multicultural Sensitivity: Some students may have moved here from other parts of the world where the seasons occur at different times. Having the model of the Earth and watching it move around the sun 5 minutes Formative Assessment: Observations will be made to see if students correctly label the two poles and the seven continents. Observations will also be made during the experiment to see if students rotate the Earth one-quarter of the way around the lamp. Assessments will also be made

2 Given the manipulation of the model Earth in relationship to the simulated sun, the students will correctly state the season based on the position of the Earth to the sun in three out of four opportunities. students if they have a favorite time of the year and why. We will discuss the different characteristics that change during the year, such as weather. Key Questions: How many seasons do we have each year? Why do you think the seasons change? Do you think the seasons are the same everywhere in the world? Procedure: Today we are going to talk about the different seasons of the year. In a minute I will ask you to break up into your (predetermined) science groups of four people. Each group will receive a Styrofoam ball with the seven continents glued to it along with a skewer going through the center. What do you think this rod is (pointing to the skewer)? Listen for multiple responses of the Earth s axis. Now, if you look up at the board, you will see a large map of the Earth. Could someone come up here and show me where the North and South Poles are? One student will come up and point to the poles on Large map of the Earth Toothpick flags as labels for poles Protractor and seeing where the light hits the Earth will help them and other students to understand why there are differences. Having written out instructions to follow along during the experiment is beneficial to all students, especially those with possible auditory processing deficits. A checklist will be given to students to help them follow the direction sequence. Having the large map in front of the classroom for students to reference to will help students build upon independent work strategies instead of always asking for help. 10 minutes when students are describing their observations with the Earth and lamp, correctly stating the season based on the sun in three of four opportunities. Summative Assessment: Students will be assessed on the final handout describing their favorite season and drawing what the Earth would look like in relation to the sun at that time.

3 the map for the rest of the class to see. Now, I m going to pass out little flags that are labeled North Pole and South Pole, and I would like you to put them on your Earth where they re supposed to go. (The large map in the front of the class will be available for students to use as a reference.) Now I would like one person in the group to take a black marker and draw a circle around the ball like this (model a circle going horizontally around the Earth) half way between the two poles. Does anyone know what this line is called? Listen for answers of the Equator, helping the students if necessary. (The equator is an imaginary line on the Earth s surface approximately equidistant from the North Pole and the South Pole that divides the Earth into a Northern Hemisphere and a Southern Hemisphere.) Being the scientists that we are, we will be exploring ways to understand how and why we have different seasons. Look at the number in front of Individual reference maps will be given to students who need a sample. Students reading at different levels may be provided with directions written using visual support. 20 minutes

4 your seat on the purple post-it, that is your group number. You will notice numbers at the tables around the room. Quietly find your group. Once the students have settled in to their group, point out the desk lamp and the other materials at the table. (The room will be dark enough to understand the purpose of the experiment but also light enough for the students to write down observations as we go along.) Now direct the students back to their post-it and tell them, On the back of your post -it you will notice that I have written your group job (materials manager, recorder, reporter, group facilitator). Note: We have utilized these jobs numerous times and the students are very familiar with their role and responsibility. However, just in case they have forgotten, the roles have been glued to the cover of their science journals.

5 Continue with the directions. I want you to take the Earth and hold it straight up and down with the North Pole on top about this far from your lamp (model holding the ball under the lamp). The lamps are acting as our sun. Now take the Earth and tilt the top a little bit away from the lamp like this (model tilting the north pole about 23 degrees away). Where does the light hit the Earth? Listen for students observations and then have them write down what season it would be in the Northern Hemisphere on their lab instruction hand out as well as why they chose this season. After the students have documented their predictions review how the sun hits the earth during the different seasons using a pre-created visual. Allow time for group discussion and for students to ask questions. 10 minutes Now, listen to all the directions before you move your Earth. I want you to move your Earth one quarter of the way around the lamp counter-clockwise (to the left). However, you must keep it

6 tilted with the North Pole pointing in the same direction. Just like this (model the motion of the Earth). Now where does the light hit the Earth? Listen for observations and again ask them to write down their observations, what season they think it is in the Northern Hemisphere and why. You will continue this process two more times so all four major positions are seen. I will be circulating around the room to assist you as needed. After all four positions have been observed, written, and talked about the lights will come back on and students will go back their seats. Here they will get a hand out asking them to write down what their favorite season is, why, and to draw a picture of what the Earth looks like relative to the sun during that season based on what they saw. Once students have completed their illustration, I will bring their attention back to our essential question and discuss anything new they learned about the seasons and the possible ways they may

7 affect us (i.e., longer days, sunlight, crops, etc.). The students may also do this at the beginning of the next class if class time runs out.