Day 1 : An introduction to cycles, and the rotation of the earth
Objectives:
- Students will define cycle and relate the concept of cycles to the natural world.
- Students will be able to demonstrate an awareness that the earth rotates on its axis, which causes the day/night cycle, and that half of the earth is in
daylight, while the other half is in night.
- Students will define cycle and relate the concept of cycles to the natural world.
- Students will be able to demonstrate an awareness that the earth rotates on its axis, which causes the day/night cycle, and that half of the earth is in
daylight, while the other half is in night.
Materials:
- Globe, flashlight, interactive notebooks, What Makes Day and Night? by Franklin Branly.
- Globe, flashlight, interactive notebooks, What Makes Day and Night? by Franklin Branly.
Procedure:
- Pull up a picture of a bicycle on the whiteboard, or draw one. Ask the class what it is, and write "bicycle." Do the same with "unicycle" and "tricycle". Explain that "uni-" means "one", "bi-" means "two", and "tri-" means "three". Have them guess what they think "cycle" means. When they answer "wheel", explain that they are right, that the word "cycle" comes from Greek, and can mean "circle". Explain that we also use "cycle" to describe a repeating pattern of events.
- Provide an example of a common cycle. Day/night is fine, but something from outside the lesson would also work. Elicit other ideas of common cycles from the class, eventually adding in the ones we will learn - Day/night, the Seasons, the phases of the moon, etc.
- Segue from this conversation into a discussion of the Earth's rotation. Mention that Day/night was provided as an example, and ask if anyone knows why we have day and night. Ask where daylight comes from.
- Read What Makes Day and Night? by Franklin Branley.
- Either use Google Earth or a globe to demonstrate the Earth spinning. Introduce the vocabulary words rotate, rotation, and axis. Ask/discuss how much time it takes the Earth to spin all the way around, and correlate that (24 hours) with one day.
- Explain to the students that the Earth rotates on its axis, but that it is not straight up and down. Instead, it is tilted. Demonstrate this with a globe.
- Perform Day/Night Activity:
- - Position the flashlight so that it shines on the globe, and the light completely covers the globe.
- - In a semi-darkened classroom, rotate or have a student rotate the globe so that it is obvious that the back side of the globe remains dark, and the side facing the sun is illuminated. Discuss the implications.
- Have the students journal/draw about this exercise in their interactive notebooks. Make sure they include the sun, the earth, the axis, where it is day, and where it is night.
Ideas for Differentiation:
I have already split rotation/revolution into two days, which should allow for enough time for most students to grasp the basics. If your class is relatively advanced, Days 1 and 2 can be combined.
I have already split rotation/revolution into two days, which should allow for enough time for most students to grasp the basics. If your class is relatively advanced, Days 1 and 2 can be combined.
Assessment:
Formative assessment can be completed throughout the activity through questioning. Summative assessment is obtained via the interactive notebooks.
Formative assessment can be completed throughout the activity through questioning. Summative assessment is obtained via the interactive notebooks.
Resources: none