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Earth, Sun, and Moon: Year 3 Lesson

This introductory science lesson sparks students' curiosity about day and night. It will engage students in a class discussion to share what they already know, questions they have, and ideas. Students will create diagrams showing their understandings of the positions of the Earth, sun and moon during day and night. Throughout the unit, their learning will evolve as demonstrated by updates to the mind map from this initial discussion. The lesson differentiates support for students who need more guidance in discussion, while extending other students to write more about their diagrams.

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64 views1 page

Earth, Sun, and Moon: Year 3 Lesson

This introductory science lesson sparks students' curiosity about day and night. It will engage students in a class discussion to share what they already know, questions they have, and ideas. Students will create diagrams showing their understandings of the positions of the Earth, sun and moon during day and night. Throughout the unit, their learning will evolve as demonstrated by updates to the mind map from this initial discussion. The lesson differentiates support for students who need more guidance in discussion, while extending other students to write more about their diagrams.

Uploaded by

api-334184183
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Lesson 1: Earth, sun and moon What do you know?

Year 3
Prior Learning and Rationale: This introductory lesson will be used to spark curiosity for a unit of work on
Day and Night. It will familiarise students to what they will be exploring over the coming weeks and also why it
is valuable information to know. This assists students learning as relating it to personal experiences makes
learning more meaningful (Miller, 2013). Through gaining students understandings, the class of learners may
present ideas, questions and interests that will be explored over the coming weeks.
KLA (s): Science & English
For additional
Outcomes & Indicators:
outcomes and
Science:
indicators visit:
Shows interest in and enthusiasm for science and technology, responding to their
http://ech430thescien
curiosity, questions and perceived needs, wants and opportunities ST2-1VA (BOSTES
ceofnightandday.weeb
NSW, 2012c, p 16).
ly.com/ksk-andEnglish:
curriculum-links.html
Communicates in a range of informal and formal contexts by adopting a range of roles
in group, classroom, school and community contexts EN2-1A (BOSTES NSW, 2012a, p
75).
Interprets ideas and information in spoken texts and listens for key points in order to
carry out tasks and use information to share and extend ideas and information (BOSTES
NSW, 2012a, p 75).
Whole class objective:
For the students to share their knowledge, ideas, concerns and questions by engaging in a class discussion.
Resources & Equipment:
Classroom organisation:
Facilitate discussion on the floor at the front of the classroom; ensure all
Butchers paper
students can see the butchers paper/poster.
Markers
Complete drawings at classroom desks.
Science Workbooks
Lead pencils
Lesson development:
To introduce the unit of Day and Night, the students will be asked to share their prior knowledge, using the
following questions the students can assist in drawing out the students knowledge, questions and
misconceptions.
What is day?
What is night?
Why do we have day and night?
How do we know when it is day and night?
What parts of the solar system are involved in day and night?
How does the earth go from being day to night and night to day? This question aims to see what the
students know about the Earths axis and how the earth, sun and moon move around each other.
Using the guided open-ended questioning, create mind maps of the students responses on the butchers
paper
Ask the students to draw diagrams in their science workbooks that show their understandings of the
placements of the earth, sun and moon when it is daytime and another when it is nighttime. The mind map will
be displayed for students to recognise how their learning has evolved throughout the unit of work.
Differentiation of learning for individual children
Support:
Extend:
Pair students in a way that allows for Zone of
Ask students to write about their diagrams in their
Proximal Development (ZPD) to occur providing the
science book, providing students with further
students who require support a little bit more by
opportunities to express their understandings and
encouraging discussion with a student who has a
select suitable vocabulary fitting in with outcome EN2more in-depth knowledge and/or vocabulary (De
2A (BOSTES NSW, 2012a, p. 77).
Guerrero & Villamil, 2000; Charlesworth & Lind,
2013).

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