Unit:  The Solar System

Lesson 4:  The Sun Affects Earth

Text to Increase Comprehension

Grade:  3

 

 

MST State Standards:

  • Standard 4:  Science

Physical Setting

    1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

o       1.1a. Natural cycles and patterns include:

ü      Earth spinning around once every 24 hours (rotation), resulting in day and night

ü      Earth moving in a path around the Sun (revolution), resulting in one Earth year

ü      The length of daylight and darkness varying with the seasons

ü      Weather changing from day to day and through the seasons

ü      The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle

o       1.1b. Humans organize time into units based on natural motions of Earth:

ü      Second, minute, hour

ü      Week, month

o       1.1c. The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

4.      Energy exists in many forms, and when these forms change energy is conserved.

o       4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.

o       4.1b Energy can be transferred from one place to another.

5.      Energy and matter interact through forces that result in changes in motion.

o       5.1a. The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).

o       5.1c. The force of gravity pulls objects toward the center of Earth.

 

 

Integrated Standards:

·         ELA Standard 1:  Students will read, write, listen, and speak for information and understanding.

1A.  Students gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams.

1C.  Students select and use strategies they have been taught for note taking, organizing, and categorizing information.

1D.  Students ask specific questions to clarify and extend meaning.

1F.  Students support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

 

Unifying Idea(s) or Dimension(s):

·         Cause and effect

·         Change

 

Objectives:  SWBA to…

  • Explain how the sun affects Earth.
  • Identify what causes day and night.
  • Define the following vocabulary: axis, orbit, rotate, revolution.
  • Name the four seasons.
  • Discover what causes the seasons.
  • Describe how the sun heats Earth.
  • Explain why the sun is important for Earth.

 

Aim:

  • How does the sun affect Earth?

Materials:

  • A basketball marked with a spot representing the location of North America, and the equator.
  • A flashlight
  • A globe
  • Smartboard
  • Scott Foresman- Science textbook
  • Large pieces of paper with blank concept map drawn out
  • Diagram of Earth’s orbit demonstrating the four seasons

Safety Procedures:

  • No safety procedures necessary

Assessment:

  • Students will be assessed on their concept maps that they have made through reading the text.  The teacher will also be looking for comprehension of the text during the discussion and completion of the class concept map.

Procedure (5-E Cycle):

Engage and Explore:

  1. The teacher will begin with a demonstration, with help from students, of how the sun shines on Earth.
  2. Using volunteers, one student will hold the basketball on a particular angle ( tilted so that North America is away from the light representing winter,) while the other student shines the flashlight on North America (showing daytime.)
  3. The teacher will then ask the class what part of the basketball is receiving the most light.
  4. Using their Scott Foresman- Science textbook, students will be asked to work with their table during this textbook comprehension activity.  As a table, students will read pages C66-71, and use the subsection titles to create a concept map of information on “How the Sun Affects Earth.”  Each student will be responsible for recording information in their own concept map.

Explain:

  1. After students have completed their concept maps, they will help the teacher fill in a concept map on the smartboard using the information they had found.  The method for sharing information will be to go around the room and have one student give one fact.  After each student has had a turn, the remaining facts will be shared by students volunteering to respond.

Expand:

  1. During the discussion of the concept map, the teacher will show a diagram* on the smartboard of how the Earth is tilted which causes the seasons.
  2. At this time, students will also have the opportunity to clarify information, or ask any questions they may have had while reading the text.

Evaluate:

8.  This will also give the teacher an opportunity to informally assess students on their comprehension of the text.  Based on their responses for the large class concept map, the teacher will be able to get an idea of each of the students’ comprehension.

Key Questions:

  • Does the sun move or does Earth move?
  • Where does the sun rise? Set?
  • Do we live (Elmont, NY) in a part of Earth that is warmed the most by sunlight, the least, or somewhere in between?

Adaptations for Special Need & enrichment differentiation:

  • The concept map outlines/bubbles will already be drawn.  If there are students that need further assistance the teacher will label the bubbles with the main ideas from the text that need to be elaborated on.
  • The use of the diagram on the smartboard will be useful for reinforcing the concept of seasons for those students that had difficulty understanding it from the textbook.

Follow-up Assignments:

  • For homework, students will need to think green.  They will need to think about and research, if they choose, information on how the sun is used as energy (ie. Solar Panels.)  This assignment will be useful for the next lesson using technology and design.
  • Students should still be continuing their Phases of the Moon calendar at home each night.

Reflection and Revision:

  • When teaching this lesson in my third grade classroom, the diagrams were very helpful for demonstrating the seasons.  The beginning demonstration was also a very good springboard for the students before jumping into the text.           

 

 

 

*Diagram of the seasons to be viewed by students.