Science Term 1 2015 – Stage 2‘Night and Day / Shadows’

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Students begin to initiate their own investigations and develop ideas for design tasks based on their prior science and technology knowledge and experiences. When using the processes of Working Scientifically and Working Technologically, they begin to develop and apply a sequence of steps.When engaging in the processes of Working Scientifically and Working Technologically, students safely and carefully manipulate available tools, materials and equipment. They identify ways of improving techniques and methods used in their investigations and design tasks. Students suggest ways that findings from the processes of Working Scientifically and Working Technologically can inform further investigations and design tasks. They use a range of representations to document and communicate methods, techniques, findings, ideas and information, including digital technologies as appropriate.

Students identify when science is used to ask investigable questions and predict outcomes. They follow instructions to plan and conduct a range of first-hand investigations. Students make and record observations, using formal measurements as appropriate and suggesting reasons why methods were fair or not. They organise and identify patterns in data using provided tables and simple column graphs. Students suggest reasons for observations and compare findings with predictions.

Students explore a design task and develop a design brief that identifies simple design criteria. They continue to generate and develop ideas and begin to use creative thinking techniques, including brainstorming and sketching. They begin to develop and apply a structured plan to produce their solutions for built environments, information and products. Students use design criteria and feedback to explain how their design solution could be adjusted and improved to meet their needs and those of others.

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Night and Day

What causes night and day? The rising of the Sun and the Moon are daily reminders of the awe and wonder, beauty and power of the universe. Studying the relationships between the Sun, Earth and Moon helps us understand how we experience day and night on Earth. It also helps us understand directions in terms of North, South, East and West, how time is based on the apparent movement of the Sun across the sky and how time can be determined using a sundial.

Students explore the sizes, shapes, positions and movements of the Sun, Earth and Moon. They investigate how shadows change throughout the day and link these changes to the Sun’s apparent movement across the sky. Students role-play the movements of the Earth in relation to the Sun and Moon. Through investigations, they explain night and day in terms of the Earth spinning on its axis.

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Knowledge and Understanding – Natural EnvironmentEarth and Space-Describes how relationships between the sun and the Earth cause regular changes ST2-9ESEarth’s rotation on its axis causes regular changes including night and day ACSSU048

Students:-Demonstrate that the rotation of the Earth on its axis is the cause of night and day, eg by using models of the Earth and sun.-Observe and record changes in the length and direction of a shadow during the day to show how movement of the earth around the sun can be used to measure time, eg by using a shadow clock or sundial.Skills:Working ScientificallyST2-4WS investigates their questions and predictions by collecting and analysing data, suggesting explanations for their findings, and communicating and reflecting on the processes undertakenWorking TechnologicallyST2-5WT Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

Values and Attitudes:ST2-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason

ST2-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

ST2-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

http://syllabus.bos.nsw.edu.au/science/science-k10/outcomes-k10/

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Science will occur once a week for an hour for RFF; with classroom teachers furthering this through integrating it with literacy and other KLAs. Students will be assessed each lesson using observation of their physical activities as well as marking of students’ work samples. Two summative assessments will occur; one in the middle and one at the end of the unit to analyse students’ knowledge of the content that has

been taught. These lessons are marked with an *.Wee

kIndicators Resources Teaching/Learning Activities Registered

2 Night and Day Notions

Students will be able to represent their current understanding as they:

describe the difference between night and day

describe the cause of night

describe the movements of the Sun, Earth and Moon to cause night and day.

Resource 1Why is it dark at night?

Introduce the unit by showing images of night and day scenes. For example, images of a city at night and during the day.1 Brainstorm and discuss ideas about the differences between night and day and record them on a T-chart. Discuss the purpose and features of a T-chart.2 Ask students questions, such as:

How do we know it is day? What might we see if it is day?How do we know it is night? What might we see if it is night?

3 Introduce an enlarged copy of ‘Where’s the Sun?’ (Resource sheet 1). Read through and discuss with students.Provide students with time to complete ‘Where’s the Sun?’ (Resource sheet 1).4 Read each question one at a time and ask students to form groups with others who chose the same response and discuss why they chose that answer. Choose some students from each group to explain their ideas to the whole class. Encourage students to provide reasons for their ideas. Repeat the process for each question.5 Introduce the class science journal and explain the purpose and features of a science journal.6 Explain that students will create an annotated drawing with the title ‘Night and day’ in their science journals to record their ideas about how night and day happen, showing the Sun, Moon and Earth. Discuss the purpose and features of an annotated drawing.

3 Shapes and SizesStudents will be able to:

describe the spherical shapes of the Sun, Earth and Moon

compare the relative sizes of the Sun, Earth and Moon

explain why the Sun looks the same size as the Moon when viewed from Earth.

MarblesPeppercornsSoccer balls or basketballs

8 of each

Ask students to suggest objects that they think are the same shape as the Earth, for example, a basketball. Ask students the name of the shape (a sphere) and discuss how a sphere is different from a circle or a disc. Discuss the shapes of the Sun and Moon. 3 Discuss what students know about the sizes of the Sun, Earth and Moon, particularly in comparison with each other.4 Introduce three spherical objects, such as a basketball, a marble and a peppercorn. Ask students to match each spherical object to the Sun, Earth or Moon to indicate their size, for example, basketball—Sun, marble—Earth, peppercorn—Moon, and give reasons for their match.5 Discuss a common observation that the Moon appears to be similar in size to the Sun. You could introduce this activity using students’ drawings from Lesson 1, which will often represent the Sun and the Moon as being about the same size.6 Explain that students will be working in collaborative learning teams to find out more about the sizes and positions of the Sun, Earth and Moon.

The kids loved this lesson – very kinaesthetic!

4H found it difficult to manage resources appropriately after numerous reminders and redirections outside so