EDST 261- Lesson plans

LESSON PLAN
Unit Plan topic: Earth’s Rotation
Group Members: Annie Rezk, Emily Jackson, Kiana Wickham, Kirsty-Lee Eather, Stephanie Iannone, & Stephanie Martinez
Name of school: St Mary’s Primary School Classroom Teacher: Catherine Lehunt, Daniella  Borgese Sessions: 1
Year Level: Grade Three Duration: 60 minutes

Science Theme/Concept: Victorian Curriculum: Assessment/success Criteria:

Earth and space sciences: Earth’s Rotation causes day and night (Victorian Curriculum and Assessment Authority [VCAA], 2017).
Content descriptor: Earth's rotation on its axis causes regular Students are able to describe, model and draw the
Religious Education Guidelines: changes, including night and day (VCSSU061) Earth’s rotation and the effect Day and Night in both a
- Morality and Justice scientific and an Indigenous perspective.
- Reasoning and Responding- interpret the significance of personal Cross Curriculum Priorities Assessment criteria for analysis:
responsibility in maintaining right relationships (REsource, 2017) Geography: Interpreting maps and geographical data and
- Ten Commandments: Respect/ Love Thy Neighbour information to develop identifications (VCGGC076) Students will be able to represent their understanding by..
Learning Outcomes: English: Language for interactions - social conventions and 1. Describe the difference between day and night
cooperation (VCELA271). Using evaluative language (VCELA272) 2. Use a model to observe Earth's rotation and
We are learning to...
anslsuse when Australia is experiencing day,
Science Understanding: Teaching approach chosen: Indigenous Knowledge (IK) night, sunrise and sunset. and how only half of
Students will be able to explain how day and night is caused by Earth’s We have introduced IK through compare and contrast activities to Earth's surface is exposed to sunlight to cause
rotation. identify the main differences between the scientific understanding day, night, sunrise and sunset.
of Day and Night and Indigenous understandings. By doing this, 3. Analyse an Australian Indigenous Dreamtime
Scientific Inquiry Skills: all elements of community and student background is respected, story of what causes day and night.
Students will be able to questions and predict changes to day and night, allowing students to gain an respect for Indigenous culture and
record their findings, communicate respectfully and and effectively with all Diversity among the school. Assessment to be collected: (Students work
group members and compare and contrast Indigenous understanding and samples/observations/rubrics, etc…)
Scientific understanding. (VCSIS065, VCSIS085) (VCAA, 2017). Alternative Conceptions - Students work
- “The Earth goes around the Sun once a day” (Australian - Individual assessments on our chosen focus
General Capabilities: Academy of Science [AAC], 2013, p.10). groups
Students will be able to identify changes by visualising the torch against the - “The Sun goes around the Earth once a day” (AAC, 2013, - Diagnostic Assessment to gauge where the
wrap around map, and then classifying whether it is Day or Night in specific p.10) students are at-
parts of the world. They will also understand differences in Indigenous - “The Moon covers the Sun at night” (AAC, 2013, p.10) - Photo of Students Prior Conceptions
understandings and build respect and cultural diversity. - “The Clouds covers the Sun at night” (AAC, 2013, p.10). written on whiteboard
- “The Sun is too far away at night for it’s light to be seen.” - Collect A4 Paper on how they believe
School Priorities: (AAC, 2013, p.10). night and day occur
Students will be able to work compassionately and respectfully to effectively - “Day and night are caused by the Sun moving to the other - Photo of students “unanswered
complete the activity. Educators will ensure that all students are respecting side of the Earth” (Skamp, & Preston, 2017, p.437). Questions” written on the board
opinions, comments and ideas in relation to the task. - “Our Earth goes around the Sun in a circle” (Skamp, & - Formative Assessment:
Preston, 2017, p.437). - Observations from discussion on what
Cross Curriculum Priorities: students observed from investigation.
Students will be able to use cross curriculum knowledge from Geography Inclusion plan: - Worksheet
and English through interpreting maps, and language for interactions. - Rubric (Appendix Six). WIll be completed at the
Autistic child: Providing visual cues and visual stimulus, and
conclusion of the lesson
Resources/equipment used for this lesson ensuring that the length of time sitting on the floor isn’t extensive.
Assessment tools (attached)
Whiteboard, Whiteboard markers, Projector, World Map print out ‘s (7), Providing an item that isn’t distracting to be held if needed.
- Diagnostic Assessment: Prior Conceptions
Behavioural concerns: using clapping and hand raising as a point
Torches (7), Stickers, Dreamtime story print out, Plain A4 Pieces of paper of attention, noting in what are the tipping points for behaviour for gathered from timed-pair-share and information
(25), Anchor chart paper and name tag stickers future lessons. written on board.
EAL: pre- service teacher to support the child in understanding - Formative Assessment at the end of the lesson
topics being covered, and words that may be difficult to to understand what the students did well in the
understands. Translators can be used if needed. lesson.
- Three samples of the work that was completed.

Introduction: (10 Minutes)

Introduce pre-service teachers and expectations
Say: Today we will be focusing on your collaboration skills with your peers, as we know, one of the commandments is ‘Love Thy Neighbour’’. I would like you all to think of this throughout the activity today.
Thinking about respecting what people have to say, their opinions, their ideas and also sharing the work equally and respectfully as a group. Collaboration skills are very important, as is respect. Please
keep this in the back of your mind as we work through our science topic today.
- Read the dreamtime story to the class (Appendix One)
- Students discuss what was occurred within the dreamtime story with table groups.
Focus Questions:
1. What is the meaning of the dreamtime story?
2. Why is it important?
3. How does this video link to science?
Roles of pre-service teachers:
Hand out name tags, control behaviour management to ensure all students are focusing on lead teachers and ensure that students with additional needs are catered for.
Development: (Kinesthetic activity adapted from Mutch, 2018) (25 Minutes)
- Present YouTube video (Appendix Two): Students are to think about how Earth goes from day to night and back again
- Timed-pair-share:
- Students discuss with partner next to them what they observe in the video (1 minute)
- Record students prior conceptions of what they and their partner believed to be happening in the video on the whiteboard.
- Students are to draw or write down a description of how day and night occur on an A4 piece of paper and any questions they may have about day and night
- Record students questions on an ‘Unanswered Questions’ anchor chart.
- Explain to students that they are going to model Earth’s rotation and how it causes day and night.
- Demonstration of activity (Appendix Three)
Roles of pre-service teachers: Record unanswered questions on an anchor chart.
Extension: (20 Minutes)
- Students are to investigate the kinesthetic activity in their table groups using the wrap around maps (Appendix Five).
- Students are to fill in their investigation worksheet with probing questions (Appendix Four)
Roles of pre-service teachers:
- Walk around the room and note the discussions the students are having in their groups, ensure that students with additional needs are catered for.
- Distribute resources to each group
Conclusion: (5 Minutes)
Bring the students focus back onto the teacher:
Ask the students: I want you to reflect on these three questions in your work book, individually.
1. What is one thing you learnt today that you didn’t know before?
2. What surprised you?
3. What did you find interesting?
4. What are you interested to know more about? Where could I find this information?
5. Compare and contrast three differences between the scientific understanding and the Indigenous Understanding.
Roles of pre-service teachers:
- focus on behaviour management and all students with additional needs are catered for through the discussion process.
 References

Australian Academy of Science. (2013). Night and day: Year 3: Earth and space sciences. Retrieved from
http://www.scootle.edu.au/ec/search?accContentId=ACSSU048

Dreamtime Kulilla-Art. (2014). How the Sun was made. Retrieved from http://www.kullillaart.com.au/dreamtime-stories/How-the-Sun-was-
made

European Space Agency. (2014, September 24). Day and night [Video file]. Retrieved from https://www.youtube.com/watch?
v=yMgf1mMZLg4

Mutch. J. (2018). What makes day or night. Retrieived from https://betterlesson.com/lesson/634775/what-makes-day-and-night

REsource. (2017). Religious Education Curriculum Framework: Archdiocese of Melbourne. Retrieved from
http://www.resourcemelb.catholic.edu.au/ckfinder/userfiles/files/RE%20Curr%20Framework%20-%2024%20Jan%202017.pdf

Skamp, K., & Preston, C. (Eds.). (2018). Teaching primary science constructively (6th ed.). South Melbourne, Vic: Cengage Learning.

Victorian Curriculum and Assessment Authority. (2017). Victorian Curriculum: Foundation to year 10. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au

Appendix One
Dreamtime story

“How the Sun was made”

(Dreamtime Kulilla-Art, 2014).

Appendix Two

YouTube Video:

This video is from the International Space Station, who are circling the Earth completely. It allows us to observe the station passing daytime, to nighttime and back
again. https://www.youtube.com/watch?v=yMgf1mMZLg4
(European Space Agency, 2014).

Appendix Three
(Adapted from Mutch, 2018).

Instructions for “Earth's Rotation activity” to be demonstrated in front of the whole class:

Steps:

1. Explain to the class that they are going to be completing an investigation where they can model Earth’s rotation and observe what
causes day and night.
2. Discuss that the torch is to represent the Sun and a three page map is to represent the Earth
3. Invite one student to come up and model how the wrap-around map is pieced together around their body
4. Stick the three A4 pieces of paper on volunteer’s torso.
5. Ask the class to point out where Australia is
6. Place a sticker on where Australia is
7. Invite another student to point the torch ‘Sun’ at the ‘Earth’
8. Darken the classroom
9. Have the ‘Sun’ stay still and ask the ‘Earth’ to spin on the spot (explain that this is Earth spinning on its axis)
10. Explain that it takes 24 hours for Earth to rotate once.
11. Discuss with class about what Australia is experiencing (day and night) as the “Earth’ rotates around.

Focus questions:

- Is this map to scale?

- Where do we live on Earth?
- Does anyone know where Australia is?
- When Australia is facing away from the sun are they getting any sunlight?
- Do you think it’s day or night?

Appendix Four
 Worksheet with Probing questions

Can you draw and describe what position Earth must be at for Australia to be experiencing Daytime?

Can you draw and describe what position Earth must be at for Australia to be experiencing Nighttime?

Can you draw and describe what position Earth must be at for Australia to be experiencing Sunrise?

Can you draw and describe what position Earth must be at for Australia to be experiencing Sunset?

Find America on the Map, point your torch at America and find Australia, if America is experiencing sun, what time of day is Australia in?

Appendix Five
 Wrap around map used in activity

(Adapted from Mutch, 2018).

Appendix Six
Rubric: To be completed at the conclusion of the lesson.
Assessment Criteria: Focus Student 1: Focus Student 2: Focus Student 3:

Student is able to describe the

difference between day and
night.

Student is able to use a model to

observe Earth’s rotation and
analyse when Australia is
experiencing day, night, sunrise
and sunset.

Student is able to explain how

day and night is caused by
Earth’s Rotation.

Student is able to describe the

Australian Indigenous
perspective on what causes day
and night.

Student is able to compare and

contrast a difference between
the scientific understanding and
the Indigenous Understanding.

Student is able to record their

findings from the investigation in
the worksheet

Student respectfully collaborated

when working in their group, by
respecting their peers opinions,
comments and ideas in relation
to the investigation