SCIENCE

March 14, 2013

Lesson Plan
Grade/Subject: Six/ Science Unit: Sky Science Lesson Duration: 60 mins OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 6-7-Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements. Specific Learning Outcomes: 6-7.3: Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this apparent movement is related to Earths rotation.

LEARNING OBJECTIVES
Students will: 1. Discover how the rotation and revolution of the Earth effects the objects in the night sky. 2. Explain the positioning of constellations throughout the year. 3. Predict patterns of movement for constellations.

ASSESSMENTS
Observations: -Regularly monitor students for attentiveness. -Do students appear to understand the concepts? Key Questions: - Do stars move? Why or why not? - Why do you think the stars are in

different positions at different times of the year? - Would we see the same stars if it was dark all day? Would there be different stars overhead at noon than there are at 9pm? -Where would Casseopia be in January? What about May? -When is this due if you have not finished yet?

Written/Performance Assessments: Constellation Transparency Activity (L.O.#1,2,3), Star Worksheet (L.O.# 2,3) KSAs: 1,2,3,4,5,6,7,8,9,10,11,15,16,17

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Learning. (1996). The Alberta Program of Studies: Science- Elementary. Edmonton, Alberta: Crown Right of Alberta. < http://education.alberta.ca/media/654825/elemsci.pdf> Retrieved March, 2013. Resource #2: Exam Bank. < http://exambank.com/> Retrieved March 2013. Resource #3: Greenfield, Cynthia. La movement de ja terre. Resource #4: Edmonton Public Schools. (1996). Topic C: Sky Science. Edmonton, Alberta. Resource #5: Why do stars move across the sky? Youtube. http://www.youtube.com/watch?v=bzZxC58Y688 Retrieved March 9, 2013.

MATERIALS AND EQUIPMENT

* YouTube video pre-loaded * transparencies (x30) * Big Dipper Movement (Master 4) * grid paper * Pages 4,5,6 from Edmonton Public Science resource

PROCEDURE Introduction (5 min.):

Hook/Attention Grabber: ASK: Do stars move? Why or why not? Lets take a look at this video to find out: http://www.youtube.com/watch?v=bzZxC58Y688. (3:38) What did you see in the video about the movement of the Earth and the stars? Expectations for Learning and Behaviour: Remind students of my hand signal. Challenge them to see how quickly they can respond today. Advance Organizer/Agenda: Big Dipper Movement, Transparency Constellations, Activity Sheet, Closure

SCIENCE

March 14, 2013

Transition to Body: Today we will learn more about the movement of the constellations throughout the seasons.

Body (50 min.):

Learning Activity #1: Big Dipper Movement Direct Instruction (10 minutes) -Hand out Big Dipper Movement sheet. -ASK: Why do you think the stars are in different positions at different times of the year? -Explain to students that this shows that because of the Earths rotation, the big dipper appears to be moving in a counterclockwise direction. -Have students draw and arrow to depict this movement on their sheets. Have them also fill in the missing months around their diagram. -ASK: Would we see the same stars if it was dark all day? Would there be different stars overhead at noon than there are at 9pm? Assessments: Do students appear to understand the concepts? Can students answer questions about the apparent movement of the stars? Can they draw the movement of the Earth? Learning Activity #2: Transparency Constellations (20 minutes) - Have student helpers pass out graph and transparency paper to students. Instruct students to cut their transparency paper on the lines. Once this is finished, have them draw an axis on the centre of their graph paper. -Students must now label the four quadrants: December, March, June, September. -Hold up the Bender constellation and graph paper to show the movement of the constellation through the seasons. Start in December. Holding the inside corner at the center of the axis on the graph paper, slowly rotate the transparency into the next quadrant, March. Have students do this as well. CHECK to see that they are rotating correctly. -Have students predict how the next rotation will look. They may pencil in their prediction. Allow them to check their prediction by rotating into another quadrant. Continue this until each of the four quadrants has been visited by the constellation. -Continue this with the other three constellations, reminding students to predict the next position. Students may need multiple sheets of graph paper. -Once students have completed all four constellations have them use their Casseopia transparency to answer the following: Where would Casseopia be in January? What about May? -Have four students collect the transparencies, one for each constellation. There should be four piles of 30 constellations. Assessments: Do students appear to understand the concepts? Are students completing the rotations correctly? Can students predict the next location of the constellations? Can students estimate the location of constellations in January? May? Learning Activity #3: Activity Sheet- Independent Work Time (20 minutes) - Have students pass out pages 4,5,6. Explain that this sheet has them predicting the new location of the Big Dipper. -Read students each question to make sure they understand. Explain that this sheet will be taken in for marks, so complete sentences must be used in their answers. Students must be sure to put their names on the sheets as well or they will not be marked. Allow them time to work. -After 20 minutes, explain that if they are not finished, this will be homework for next class. -ASK: When is this due if you have not finished yet?

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March 14, 2013

Assessments: Do students appear to understand the concepts? Can students complete their work sheets correctly? Do students understand that this is for marks and that it is due next class?

Closure (5 min.):
Consolidation/Assessment of Learning: Hand out white boards. Draw a constellation on the board and label the months like the grid used today. Have students use their whiteboards to draw the next three months. Ask them to hold their boards up. Feedback from Students: How many of you feel like you understand how stars move throughout the year? How many of you feel you need more time with this stuff? Feedback To Students: You have learned a lot of new information about the constellations and how they move, and I appreciate your good listening skills! Transition to Next Lesson: Next class we will talk more about the Sun.

SPONGE ACTIVITIES: - Human Constellations: Have students make the constellations with their bodies and practice rotating from season to season. Use tape as the grid on the floor if necessary. -Show students different constellations on the board and have them complete the rotations for them on their whiteboards. -Teach it To Me: Have students pretend to be a teacher and teach the concepts learned today. - Play song: http://www.kidsknowit.com/educational-songs/play-educationalsong.php?song=The%20Earth%20Goes%20Around%20The%20