Lesson 1 – Introduction to Light & Shadows
Light & Shadows Unit
Date Wednesday, March 19th, 2014, 1:00pm – 1:45pm
Subject Area Science
Cycle/Year Cycle 1 / Year 1
Duration 45 minutes
Group size Entire class, small groups
Materials Shadow Informational text
Flashlights
Paper & pencils
Overhead projector
Computer for PBS Curious George: http://www.youtube.com/watch?v=7yYRL0Ufdvo
Competencies To explore the world of science and technology
Topics Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows
Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light
Concept Map
Essential Q Why do shadows change?
Lesson Objectives
Investigate light and sunshine through the patterns found in shadows. They will be able to:
Identify three things needed to produce a shadow (light, solid objects and a surfaces on which to project a shadow)
Conclude that a shadow always falls opposite the light source that creates it
Infer from observations that shadow changes are caused by changes in the position of the light source
Demonstrate that shadow size depends on the distance between an object and its light source and length depends on the angle at which light shines on an object
Formulate explanations or solutions using scientific or technological language and find
was to validate them (how to change the shape of a shadow)
Develop the following process skills: o Comparison skills – Compare the shape of a shadow in different conditions o Hypothesis skills – Hypothesize why shadows change. o Communication skills – Communicate ideas and justify explanations
Lesson Plan
Engage 15 minutes
At their desks, show Curious George clip (only the section 5:38 - 7:22 – have prepped) http://www.youtube.com/watch?v=7yYRL0Ufdvo Then transition to the carpet to talk about what happened to Curious George. Ask:
What was Curious George seeing in the window? Why did Curious George turn on the lights? What happens when Curious George turns the flashlight on? Curious George wanted to show everyone what he could do with a flashlight. Do you
want to try to make shadows, too? To elicit prior knowledge, say: Before we can experiment, first we have to think about what we already know about shadows? Add responses to the “What we know about shadows” chart. Then, probe their preconceptions further with these or similar questions:
When have you seen a shadow? Where? Are there shadows at night? Are there shadows inside? How are shadows created? What is needed? Do shadows ever change? How? What do you need to create a shadow?
Inform students that we’re going to explore how to make shifty shadow shapes. Add questions (example below) to the “What we want to know about shadows” chart.
How can we change the shape of a shadow? OR Can a shadow change shape?
Exploration 15 minutes
Inform students that they will be shifty shadow scientists today as they investigate shadows. Students will work at their tables alone or in pairs, depending on number of flashlights. Students must use the Shifty Shadows Investigation Journal worksheet to explore their hand’s shadow. Invite students to share their findings and demonstrate how they changed the shadow. Discuss.
Explanation 15 minutes
Read Informational Text called Shadows. Add new facts to the “What we learned about shadows” chart
Elaborate Next lesson
During the ICT period, students will investigate an interactive website as an extension on the exploration they did with flashlights. They will make predictions and test them. Review quiz. http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/
Evaluation Student Observation Log will be used to record students’ developing understandings about shadows. Shadow Homework reinforces that shadows need a light source, object and surface.
Professional Objectives
Professional Competencies:
Professional Competency 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.
Professional Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
Professional Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
Indicators that I have met my objectives:
Students will be able to name the three components necessary for making a shadow
Students will observe the effect of light on a shadow
Students will begin to understand the significance of the position of the light source
Differentiation Observe student discussions in groups and assist in ensuring all participate in group investigations and/or in whole-class discussions. Encourage practicing problem-solving skills.
Student Observation Log
Indicate level of understanding during discussions and group work Science: Shifty Shadows
Student Name Observations
Abigail
Adrien
Alaska
Alec
Anaya
Anna
Antoine
Callum
Eva
Jack
Jayson
Jemima
Justin
Kristina
Lesia
Liam
Mathias
Matteo
Mia
Nicolas C.
Nicolas L.
Polinne
Serena
Vincent
= Exceeds expectations = Meets expectations G = Needs Guidance H = Needs Help
Scientist Name: _______________________
Investigation Journal
Shifty Shadows
Materials:
Problem:
Can we change our hand’s shadow to make it look…
bigger? smaller?
Find a Shadow Homework Name _____________________
Find a shadow in your home. Draw the shadow and the three things
needed to make a shadow. Label your drawing by writing these four
words where they belong:
Light
Surface
Shadow
Object
Observation:
_____________________________________________________
_____________________________________________________
Lesson 2 – Objects & Shadows: Transparent, Translucent and Opaque
Light & Shadows Unit
Date Wednesday, March 26th, 2014, 1:00pm – 1:45pm
Subject Area Science
Cycle/Year Cycle 1 / Year 1
Duration 45 minutes
Group size Entire class, small groups, individual
Materials Pencils, erasers
Observation Centres (x2) - Flashlight, objects: toy, cup, block, ruler, plastic bag and lid
Decision Centres (x2): cut out cards in envelopes for decision centres (x12), glue sticks (x4)
Creation Centres (x2): construction paper water droplet cutouts, contact paper, tissue paper squares, chalk
Tracing paper, plastic, tinfoil
Overhead projector and board
Light and Shadows Centre Booklet: decision, observation and creation centres
Competencies To explore the world of science and technology
Topics Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light
Essential Question
Why do shadows change? (OBJECTS)
Lesson Objectives
Investigate transparent, translucent and opaque objects and their shadows. They will be able to:
Identify three things needed to produce a shadow (light, object, surface)
Conclude that a shadow is lighter or darker depending on the object.
Formulate explanations using scientific language and find was to validate them (how to
change the darkness of a shadow)
Develop the following process skills: o Comparison skills – Compare the shadows of different objects o Prediction skills – predict which objects they think will be transparent, translucent or
opaque and test their predictions. o Hypothesis skills – Hypothesize why some shadows are darker (more light is
blocked). o Communication skills – Communicate ideas and justify explanations
Lesson Plan
Engage 5 minutes
Invite students to sit at their tables facing forward.
Show students three sheets (tracing paper, tinfoil, and plastic). Ask what they observe about the sheets.
Next, invite students to observe the shadows. Show on the projector. Ask what they observe about the shadows. How are they different? (darker, lighter) Why are they different? (more light is blocked, all light can pass through)
Finally tell students that when all the light can pass through an object it is transparent. When some light can pass through, but a shadow is formed because some light is blocked, it is translucent and when the object blocks all the light and no light can get through it is opaque.
Ask, which of these sheets is opaque? Which is translucent? Which is transparent?
Have paper passer handout booklets and they can begin writing name and words on cover.
Explanation 5 minutes
There are three different types of centres and each has its own page. You will get 10 minutes at each centre. It is the same deal as with thurs/fri centres. When I ring the bell at the end of 10 minutes, the first table clean and standing behind their chairs gets a check mark and then I will explain where to go next and when I ring the bell you start.
At table 1 & 2 is a decision centre. You open to the page in your booklet with that name at the top and take the cards from the envelop. You then decide if you think the object on the card is translucent, transparent or opaque and glue it into the correct column in the booklet. Last, you complete the sentence at the bottom of the page based on what you know. You each have to complete your own page, but you may discuss decisions with teammates.
At table 3 & 4 is an observation centre. Here you work as a group. First you take the objects and sort them in the bins based on where you predict they belong. Then you test your predictions using the flashlight. Take turns holding the flashlight and the objects. If there are 8 objects and 4 people how many times does each person get to hold the flashlight? Use the sheet in your booklet to record your result and complete the sentence at the bottom based on your observations.
At table 4 & 5 is a creation centre. Here you work on your own (in partners?) to create a shadow droplet. To do this you take tissue paper and stick it to the sticky paper inside the droplet outline that I have cut out for you. As it is now, is the sheet transparent, translucent or opaque? If I put one piece of tissue paper is it transparent, translucent or opaque? And if I layer two pieces together is it transparent, translucent or opaque? Where is the darkest shadow created? Why? Should the whole thing to be dark? In your book is says to make the droplet mostly translucent, a little opaque and rarely transparent. What does this mean?
Exploration 33 minutes (10 per station with a minute between each)
When I hand you your station you may turn to the correct page and begin. Remember you only have 10 minutes at each station and everything should be completed by the end, so stay focused and don’t distract others. I will ring the bell at the end of the 10 minutes.
Walk around and observe/assist with process. One teacher should stay with the creation tables and the other rotates between the four others. Ring bell, check tables, switch, bell.
Elaborate When an opportunity arises, review their findings as a class and observe the shadow droplets.
Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows. The sentences in the Light and Shadows Booklet will be used to evaluate understandings expressed in writing. Feedback will be written in the booklet and provided orally.
Professional Objectives
Professional Competencies:
Professional Competency 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.
Professional Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
Professional Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
Indicators that I have met my objectives:
Students will be able to name the three object types (transparent, translucent & opaque)
Students will observe the effect of object type on its shadow
Students will begin to understand how to create the darkest shadow.
Differentiation Walk around as students work to ensure understanding and cooperation. Encourage students to ask teammates to explain before asking a teacher.
Scientist’s Name: ______________________
Light and Shadows How do you make shadows
lighter or darker?
Grade One Shadow Scientists try to
solve this problem using objects that are:
_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Transparent _____________________
_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Translucent _____________________
_____________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Opaque _____________________
Creation Centre
Transparent, Translucent, and Opaque!
Create a shadow droplet that is...
Mostly translucent
A little opaque
Rarely transparent
Write your name with chalk on the outline of your
shadow droplet.
Transparent, Translucent, or Opaque? 1. Predict if each object is transparent, translucent
or opaque by sorting them into the bins.
2. Use the flashlight to test your predictions.
3. Record the results below.
Object Transparent Translucent Opaque
Toy
Cup
Block
Ruler
Plastic bag
Lid
________________ makes the darkest shadow,
because _________________________________.
Decision Centre
Transparent, Translucent, or Opaque? Take an envelope and sort the cards into the columns based
on how much light you think can pass through the object.
Transparent (allows all light to
pass through)
Translucent (allows some light to
pass through)
Opaque (allows no light to
pass through)
I think ______________ would make the darkest shadow,
because _______________________________________.
Tree
Drinking glass
Eye glasses
Hand
Plastic bottle
Shower curtain
Window
Lampshade
Sunglasses
Desk
Brick wall
Stained-glass
Lesson 3 – Shadows & the Sun’s Position
Light & Shadows Unit
Date Wednesday, April 2nd, 2014, 1:00pm – 1:45pm
Subject Area Science
Cycle/Year Cycle 1 / Year 1
Duration 45 minutes (plus 5 minutes during each outside time for tracing and short questions)
Group size Entire class, Individuals
Materials Chalk
Moonbear’s Shadow
Flashlight & object
Pencils & erasers
Overhead projector
Light and Shadows Sun Handout
Competencies To explore the world of science and technology
Topics Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows
Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light
Essential Question
Why do shadows change? (OUTSIDE)
Lesson Objectives
Investigate light and the position of the sun through the movement of shadows. They will be able to:
Identify three things needed to produce a shadow outside (sun, object to block the light and the ground)
Conclude that a shadow always falls opposite the light source that creates it
Infer from observations that shadows change based on changes in position of the sun
Demonstrate how shadow length changes throughout the day (based on sun position)
Formulate explanations using scientific language and find was to validate them (how to
change the shape of a shadow)
Develop the following process skills: o Comparison skills – Compare the shape of a shadow in different conditions o Hypothesis skills – Hypothesize why shadows change. o Communication skills – Communicate ideas and justify explanations
Lesson Plan
Engage 15 minutes during outside time (account for time to change after recess)
Trace Shadows Outside: Inform students in morning message that they will be shifty shadow scientists again today as they investigate how shadows change outside.
At end of morning recess (10:25), stand at top of stairs and invite a student to trace my shadow. Write stamp in head. Ask, is my shadow long or short? Don’t supply answer, say: we will observe my shadow a few more times to see if our answer changes.
At end of lunch recess (12:55), stand in same spot and invite a new student to trace my shadow. Write the time in head. Ask students, what is different about the two shadows? What is the same? Can you tell it is my shadow? Why, why not? How does my shadow look different when I’m standing on the ground and when I jump? Compare the position of the sun now compared to where it was for the first shadow. (Low? High?)
At the end of the day (3:10), stand in same spot and trace again. Ask what they notice now.
Exploration 15 minutes
Read Moonbear’s Shadow on carpet. Ask students to listen to the story as shadow scientists. Think about where the light is and where the shadows are when you look at the pictures. When finished reading, discuss the book:
What makes Moonbear’s shadow?
Why does Moonbear want to get rid of his shadow?
How does he try to get rid of his shadow? Why doesn’t it work?
What happens to Moonbear’s shadow when he hides behind a tree? Why?
Why does Moonbear’s shadow disappear when he buries it?
Why does Moonbear’s shadow appear longer at certain times of the day and shorter at other times? (show the page with the sun moving across the sky – discuss position: high/low)
Tell students that they will continue to be shifty shadow scientists as they use what they have observed outside and in the book to draw the shadow of a tree at different times of the day. Show the Light and Shadows Sun Handout. Ask students to identify the different parts. Dismiss students to their seats by table.
Explanation 20 minutes (10 for group and 10 for individual)
Show scan of the Light and Shadows Sun Handout. Complete a few sections as a class.
Invite students to think about where the shadow would be in the morning (then afternoon and night) and not to call out because I will be inviting a quiet student to draw on the board. Only a few people will get to draw on the board, but everyone should contribute ideas and then everyone will have the chance to draw on their own sheet.
Quickly ask questions when they draw the shadow about where the shadow is (on the ground), how dark it is, if you can see details like leaf colour, if it’s attached to the tree…
Once students have explored, discussed, and reached a general consensus based on scientific understanding, invite the paper passer to pass out the papers, and someone to pass out pencils and erasers. Students must complete the sheet (3 answers have been provided on the board) and write one sentence.
Ask them to write ONE sentence at the bottom of the page which completes this prompt: Shadows shift outside because
Elaborate Thurs. lesson: 20min full group 15min individual
During the ICT period, students will investigate an interactive website as an extension on the exploration they did with flashlights and observations of the sun’s movement and position in the sky. They will make predictions and test them as a class and then experiment on their own. http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/light_shadows/play/
Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows. The drawings and sentence from Light and Shadows Sun Handout will be used to evaluate understandings expressed in media and in writing. Feedback will be written here.
Professional Objectives
Professional Competencies:
Professional Competency 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.
Professional Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
Professional Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
Indicators that I have met my objectives:
Students will be able to name the three components for making a shadow outside
Students will observe the effect of the sun on shadow length/direction
Students will begin to understand the significance of the position of the light source
Differentiation Walk around as students work individually to ensure understanding. Model with flashlight at tables. Use flashlight and object to show the sun at the different hours to get them thinking.
Shifty Shadows and the Sun
In each picture, look at the position of the sun and draw in
the shadow of the tree.
Lesson 4 – Phases of the Moon
Light & Shadows Unit Planetary Systems
Date Wednesday, April 9th, 2014, 1:00pm – 1:45pm
Subject Area Science
Cycle/Year Cycle 1 / Year 1
Duration 45 minutes
Group size Entire class, small groups, individual
Materials The Moon
Bike reflector
Flashlight
Earth’s globe and “moon”
The Sun, the Earth and the Moon worksheet
Pencils & erasers
The Moon for Kids 1/3 Video: https://www.youtube.com/watch?v=gHlMReTpJXw
Competencies To explore the world of science and technology
Topics Earth & Space Systems & Interactions System involving the sun, the Earth and the moon Associates the sun with the idea of a star, the Earth with the idea of a planet and the moon with the idea a natural satellite
Material World Matter Properties & Characteristics Describe how shadows form when solid or opaque objects block light
Essential Question
Why does the moon change shape?
Lesson Objectives
Investigate how the phases of the moon are caused by the Sun and the movement of the Earth and the Moon. They will be able to:
Identify the general terms for the Sun, the Earth and the Moon (star, planet, satellite)
Conclude that the Moon reflects the Sun’s light.
Formulate explanations using scientific language and find was to validate them (how to
explain the phases of the Moon)
Develop the following process skills: o Observation skills – Observe the effect of the Sun on the shape of the Moon o Comparison skills – Compare the different phases of the Moon o Communication skills – Communicate ideas and justify explanations
Lesson Plan
Engage 15 minutes
Sit at tables to discuss the Sun, the Earth and the Moon.
*If students are excited and want to share a lot when asked what they know about the
Sun, the Earth and the Moon, have them think – pair – share. They will be given a minute
to think about all they know or have observed. When I say share, they can tell the people
at their table their thoughts and write them down, or have a partner write down what was
shared on a place mat divided into 4 quadrants. Collect and continue with information. Ask: What do you know about the Sun? Review:
The Sun is a star and makes its own light. It is the closest star to us, that is why it looks
so big and bright. The Sun is very hot and gives us light and heat.
Ask: What do you know about the Earth? Review:
The Earth is a planet that spins on its axis (show globe). That is what gives us day and
night. It takes 24 hours for the Earth to do a full rotation, also known as a day and a
night (show with flashlight and globe – dark and light sides). The Earth also orbits
around the Sun. This is what gives us the seasons. It takes 12 months, or an entire year
for the Earth to orbit the Sun. Ask: What do you know about the Moon? Read parts of The Moon to learn more.
The Moon reflects the Sun’s light. Show with flashlight and bike reflector.
Moon is a satellite that orbits around the Earth. It takes almost one month for the moon
to make one full orbit around the Earth and we only ever see one side of the moon.
(Show by holding ball and turning in a full circle - I am Earth).
Students enact the three parts of this system using their bodies: the Sun, the Earth, & the Moon.
Explanation 5 minutes
Show video to explain concepts in more detail about why the moon looks like it is changing. https://www.youtube.com/watch?v=gHlMReTpJXw Show current month lunar calendar to help explain the phases of the moon.
Explain that there will be a total lunar eclipse on April 14-15 while we are sleeping. Lunar eclipse is when the Earth blocks sunlight and casts a shadow on the moon.
There will also be a solar eclipse at the end of this month when the Moon casts a shadow on the Earth when it comes between the Earth and the Sun.
Exploration
Explain The Sun, the Earth and the Moon worksheet.
Page 1 – fill in the blank sentences. Find the word that best fits in the sentence. Explain that they may start working on the first page silently as the teacher is walking around to each table to show a model of what the Sun will look like shining on the Moon as it orbits the Earth. Each table will have a turn, but we will come to your table last if you are not being super star students and are distracting your neighbors or getting up out of your chairs without first raising your hand. You may begin when you have a pencil and paper.
Page 2 – Write any other information that you knew or learned on the back on the sheet.
Elaborate Provide a handout with the moon phases poem and phases of the moon from current month.
Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows and the planetary systems. The Sun, the Earth and the Moon worksheet will provide feedback on understanding of vocabulary and understanding.
Professional Objectives
Professional Competencies:
PTC 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.
PTC 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
PTC 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
Indicators that I have met my objectives:
Students can explain that the sun is a star, Earth is a planet & moon a satellite. Students begin to understand the moon orits Earth and reflects a different amount of sun.
Differentiation Walk around as students work to ensure understanding. Encourage students to ask teammates to explain before asking a teacher. Explain model more for students needing guidance.
Student Observation Log
Indicate level of understanding during discussions and group work Science: The Moon, the Earth and the Sun
Student Name Observations
Abigail
Adrien
Alaska
Alec
Anaya
Anna
Antoine
Callum
Eva
Jack
Jayson
Jemima
Justin
Kristina
Lesia
Liam
Mathias
Matteo
Mia
Nicolas C.
Nicolas L.
Polinne
Serena
Vincent
= Exceeds expectations = Meets expectations G = Needs Guidance H = Needs Help
= Exceeds expectations = Meets expectations G = Needs Guidance H = Needs Help
The Sun, the Earth and the Moon
The Sun is a ______________.
Sunlight ______________ off the Moon.
The Moon is a ______________ of the Earth.
Earth is a ______________.
The Moon ______________ around the Earth.
The ______________ of the Moon follow the same pattern about
every four weeks.
satellite
phases
orbits
planet
star
reflects
Name:
What I learned about
the phases of the moon...
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
The Moon Phases Poem by Betty Sanchez
The moon is a sphere, big and white
It loves to reflect the sun’s bright light.
It goes on a journey every 28th day Around the Earth, a hide and seek game it will play.
In the beginning, it is new
Out of sight from me and you.
Then it waxes in white as it grows on its right
Waxing crescent and quarter, then gibbous too When Full, the phases are halfway through!
Now it flips to the left and starts to wane
As it fades away in its orbit lane.
Waning gibbous and quarter then crescent too It’s completed its orbit and back to New!
Lesson 5 – Sundial
Light & Shadows Unit Planetary Systems
Date Wednesday, April 15th, 2014, 1:00pm – 1:45pm
Subject Area Science
Cycle/Year Cycle 1 / Year 1
Duration 45 minutes
Group size Entire class, small groups, individual
Materials What Makes Day and Night? Information book
Lamp
Our Planet is a Sundial video: http://www.youtube.com/watch?v=njQg_AFg1SE
Sun Fun Activity (making a sundial) http://www.youtube.com/watch?v=pML8sosbHsU
24 paper plates
My Sundial: I Tell Only Sunny Hours Template
Unsharpened pencils
Competencies To explore the world of science and technology
Topics Earth & Space Systems & Interactions System involving the sun, the Earth and the moon Associates the sun with the idea of a star, the Earth with the idea of a planet and the moon with the idea a natural satellite
Earth & Space Systems & Interactions Light & Shadow Describe the influence of the apparent position of the sun on the length of shadows
Essential Question
What creates day and night? and How can we tell time using the sun?
Lesson Objectives
Investigate how the Earth’s rotation, the sun and shadows create day and night and can be used to tell time. They will be able to:
Identify how the Earth’s rotation creates day and night.
Conclude that the sun and shadows can be used to tell time.
Formulate explanations using scientific language.
Develop the following process skills: o Observation skills – Observe the effect of the Earth’s rotation on the apparent
movement of the sun and the movement of shadows. o Comparison skills – Compare shadows at different times of the day o Communication skills – Communicate ideas and justify explanations
Lesson Plan
Engage 15 minutes
Sit in a circle on the carpet.
Read What Makes Day and Night?
When it gives instructions, ask the students to stand and help demonstrate the Earth’s
rotation and what day and night looks like. Explain that you will be using the ipad to
record them to create a helpful video explaining how the Earth rotating around the sun
creates day and night and the effect of the sun looking like it is moving across the sky.
Place lamp in centre of circle – ask a student to turn off the lights. Students start by
facing the lamp. This is day time (Ask: What time is it when our part of the earth is facing
the sun directly and it is right over top of our heads?)
Then turn our backs to the sun. What time of the day is it now?
Finally, we will begin early in the morning by turning our side to the sun. When it is early
in the morning, the sun looks like it is rising from the West, but really the Earth is just
turning and we are not yet facing the sun full on.
Next, rotate to face the sun. What happens when our Earth rotates? The sun is high
over our heads and very bright.
Then, if we keep rotating so our other side is facing the sun, it is like a sunset and the
sun looks like it is setting in the East. How bright is the sun now?
Last complete the turn that would normally take 24 hours and we are in nighttime again.
Explanation 5 minutes
Move to desks. Discuss:
We now have a better idea about why there is day and night, but sometimes instead of saying it’s mid-day I say it is noon or twelve o’clock. How do I know that it is twelve o’clock? (sun, clock..) What about before we had clocks, what do you think people used?
Just like you, they understood that the Earth rotated, and just like you did when we went outside and traced me, they watched how shadows changed as the Earth rotated (some people wrote that shadows changed because the sun moves across the sky, but what actually is happening? (Earth rotates, so the sun just looks like it is moving as the Earth turns first towards and then away from it.)
So if we understand the Earth’s rotation and we understand shadows, then we can put them together and find a pattern with the shadows that we can use to tell time. Why is it important to be able to tell time?
Well, long, long ago before they had invented clocks like the one on the wall, they created something called a shadow clock or sundial. They recorded the shadow of a rod or stick in the ground and watched as the Earth rotated and sun’s position in the sky changed, the shadow changed, too.
Our Planet is a Sundial video at :20 - http://www.youtube.com/watch?v=njQg_AFg1SE
Who wants to make a sundial? Use template to create.
Explain using: Sun Fun Activity video http://www.youtube.com/watch?v=pML8sosbHsU
Exploration Make the sundials and explore at home. Show how to set it up, pick time, tape down, observe.
Elaborate Discuss oobservations about what they learned using a sundial at home.
Evaluation Student Observation Log will be used as an oral record of students’ developing understandings about shadows and the planetary systems.
Professional Objectives
Professional Competencies:
PTC 2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.
PTC 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.
PTC 6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.
Indicators that I have met my objectives:
Students will be able to explain why there is day and night.
Students will have a developing understanding that shadows outside change because of the rotation of the Earth.
Students will begin to understand how to use shadows to tell time.
Differentiation Explain ideas in a variety of formats.
My Sundial:
My Sundial:
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