STAGE 1—Identify Desired Results

Established Goals:

 

Standard—The earth is one of several planets that orbit the Sun, and the moon orbits around the earth. (Benchmarks, grades 3-5)
IN 3.1.2  Participate in different types of guided scientific investigations, such as observing objects, events and collecting specimens for analysis.
IN 3.1.3  Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.
IN 3.1.4  Discuss the results of investigations and consider the explanations of others.
IN 3.1.5  Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.
IN 3.2.4  Keep a notebook that describes observations and is understandable weeks or months later.
IN 3.2.6  Make sketches and write descriptions to aid in explaining procedures or ideas.
IN 3.2.7  Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.
IN 3.3.1—Observe and describe the apparent motion of the sun and moon over a time span of one day.
IN 3.3.5—Give examples of how change, such as weather patterns, is a continual process occurring on Earth.
IN 3.5.3—Construct tables and graphs to show how values of one quantity are related to values of another.
IN 3.6.1—Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
IN 3.6.3—Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
IN 3.6.4—Take, record, and display counts and simple measurements of things over time, such as plant or student growth.
IN 3.6.5—Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.
IN 4.1.3—Explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay informed about scientific discoveries around the world.
IN 4.1.4—Describe how people all over the world have taken part in scientific investigation for many centuries.
IN 4.3.8—Explain that the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle.
IN 4.3.9—Draw or correctly select drawings of shadows and their direction and length at different times of the day.

 

 

 

What essential questions will be considered?                  What understandings are desired?

Students will understand that…

  • The sun does not rise or set at exactly the same place each day.
  • The position and size of a shadow cast by the Sun changes over time (daily, monthly).
  • Science researchers work cooperatively and communicate their findings.
 
  •  What did you observe that stayed the same during your investigation?
  • What changed during your investigation?
  • What caused the change?
  • How long did it take for changes to occur?
  • What evidence of patterns did you observe during your investigation?
                                                                                          

 What key knowledge and skills will students acquire as a result of this unit?

 

Students will know…

  • Key terms—axis, rotate, revolve
  • The earth revolves around the Sun
  • Earth rotates as it revolves around the  Sun.

Students will be able to…

  • Complete a data chart to collect information about time, direction, and length of the shadow cast by the Sun throughout the day.
  • Present data on a graph that compares time of day with direction or length of the shadow.
  • Interpret the data on a chart or graph.
  • Provide explanations for essential questions.

 

STAGE 2—Determine Acceptable Evidence

 

What evidence will show that students understand?

Performance Tasks:

Where is the Shadow of the Sun?

Students use a stick and simple device to make observations about where the shadow from the Sun is cast and how long the shadow is. 

Students compile observations into a data chart.

Students transfer their data from the data chart to graph and compare information about the time, direction, and length of the shadow throughout the day.

In compliance with Indiana State Science Standard 3.1.3, students are able to keep and report investigations and observations using tools, such as journals, charts, graphs, and computer. 

In compliance with Indiana Science Standard 3.1.5, students are able to demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.

 

 

Performance Tasks, continued:

Where is the Shadow of the Flashlight?

Students use a ball with a stick mounted on top and a flashlight to make observations about where the shadow of the flashlight is cast on the ball and how long it is.

Students will manipulate both the flashlight and the ball to determine whether they can reproduce what they observed from the sun-earth system (Where is the Shadow of the Sun?)

  

 

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence:

Engagement Activities

What is the reason the shadow cast from the school changed throughout the day?

Prompt

From your experiments, discuss the movements of the Sun and the Earth.

Skill Check

Use the flashlight and ball to demonstrate the difference between rotation and revolution.

Observations demonstrate consistent setup of apparatus

Journal Entries

  • What did you observe that stayed the same during your investigation?
  • What changed during your investigation?
  • What caused the change?
  • How long did it take for the changes to occur?
  • What evidence of patterns did you observe during our investigation?
  • From the “Where is the Shadow of the Flashlight” activity, explain how this is related to what you saw in “Where is the Shadow of the Sun?”
 

 


STAGE 3—Plan Learning Experiences

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? 

 

Big Idea

The Sun and the Earth Move Relative to Each Other

Essential Question

How can we make sense of the motions of the Sun and Earth?  How would an astronomer accomplish this?

Learning
Cycle

Lesson Title & Description

Objectives
Students will:

Day

 

Engage

 

Probe, Stories, and Game

--begin thinking about how shadows are cast and how their lengths can change.

--share their beliefs about the motions of the Sun and the Earth

 

 

1

Explore

Where is the Shadow of the Sun?

--participate in different types of guided scientific investigations

--keep and report records of observations

 

2-14

Explain

Young Cosmologist Conference

--interpret and discuss observations

             
15

Extend

Where the Shadow of the Flashlight?

--reproduce their observations with a flashlight and a ball

15

Evaluate

 

--make sketches and write descriptions to aid in explaining observations or ideas

 

1-15+

 

DAILY  LESSON  PLANS

Day 1 (ENGAGE)

  1. Pre-Assessments
  2. Open the unit by reading either The Librarian Who Measured the Earth by Kathryn Lasky (grades 3 and up) or My Shadow by Ted Rand (up to grade 3).
  3. Have the handouts of The Shadows of School probe prepared for students to read and complete after reading the opening story.  Ask students to think about the different times they’ve seen shadows and how shadows can be created by the sun.
  4. Introduce a game.
    • Divide the class into groups of 3-5 students.  (Note the names of the students in each group to use with the Day 15 activity.)
    • Provide each group with a box containing various objects.
    • Ask students to choose one object that they think will cast the longest shadow.
    • Next, provide each group with a flashlight and instruct them to create a shadow using their object with the light.
    • Continue the game by having each group share their outcome with the entire class. 

 

  1. Relate the outcomes of the game to generate a discussion about the Shadows of the School probe.
  2. Complete the day by explaining to students that this type of exploration is what scientists called astronomers or cosmologists do.  They explore to better understand how things work in the universe.

Day 2 (EXPLORE)

  1. Introduce the project students will be working on by use of the video that invites students to become researchers.
  2. Distribute apparatus (observatories) and data chart and explain how to use them.  As you are describing the apparatus, take the students outside to show them how to orient the observatory and to note the shadow.  Present a sample data chart entry.  If it is cloudy or rainy, this may be done indoors with a flashlight.
  3. Next, present the total classroom graphs (graph 1, graph 2) and show students how to translate their data (from their data charts) to these graphs.
  4. Finish with distributing the letters of invitation for students to participate.  Be certain you emphasize that students may participate both at school and/or at home.  Additional observatories will be provided so all students may have one.

 

Days 3-14 (EXPLORE)

  1. Every sunny days, during the school day, allow students to perform observations and collect data at least three times (a.m., noon, p.m.), if possible.  Additional data will help students better see the resulting pattern.
  1. Before going home, have students transfer their data from their data charts to the classroom graphs.

 

Day 15  (EXPLAIN, EXTEND)

  1. You will be conducting a Young Cosmologists’ Conference.  Explain to your students that scientists gather to exchange and explain their research to one another.  The goal of this session is to create opportunity for STUDENTS to explain what they have learned and understood.  It is important that the teacher serve as a facilitator to create the environment that fosters this exchange.  Model what this should look like and sound like.
  2. Continue with the “Where is the Shadow of the Flashlight” activity.
  • Introduce this activity by demonstrating the apparatus and explaining the terms rotation and revolution.
  • Once again, organize student groups (from Day 1).  Provide each group with a ball, a “stick,” and a flashlight.
  • Ask students to use these objects to explore how they could reproduce the sun and the earth to replicate observations similar to what they saw outdoors, being certain to include rotation and revolution in their exploration.
  • Have each group report a summary of what they have discovered, including demonstration of rotation and revolution.
    DAY 16  Post Project Activity

            Have students write journal entries to answer questions provided (see Assessment section).

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