Lesson Plan: Six*

Title of Lesson: Spinning earth

Year: 3
Prior Learning and Rationale: Students will have limited background knowledge in regards to the earths rotation
and will be aware that the Earth is spherical in shape. This lesson aims to further develop knowledge through
hands-on and heads-on learning opportunities in which students have the opportunity to actively engage in
learning through whole body movement (Charlesworth & Lind, 2013; Inan & Inan, 2015).
Outcomes & Indicators
Science:
"ST2-9ES: Describes how relationships between the sun and the Earth cause regular changes" (BOSTES NSW,
2012c, p. 55).
"Earths rotation on its axis causes regular changes, including night and day" (BOSTES NSW, 2012c, p. 55).
"Demonstrate that the rotation of the Earth on its axis is the cause of night and day" (BOSTES NSW, 2012c, p.
55).
"ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria" (BOSTES NSW, 2012c, p. 52).
"Using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling" (BOSTES NSW,
2012c, p. 52).
English
EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school
and community contexts (BOSTES, NSW, 2012a)
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to
share and extend ideas and information (BOSTES, NSW, 2012a)
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking
patterns, and forms of address that vary according to the degree of formality in social situations (BOSTES, NSW, 2012a)

Whole class objective:

For the children to explain and demonstrate their ideas of day and night are caused by using models to represent
their thinking.
Resources &
Classroom organisation/preparation
Equipment:
Introduction/body/conclusion: To occur in various points at the front of
See resource
the room where there is enough space for students to move
section of
Plug in lamp to a power source
website
Lesson development:
Introduction: Ask students to engage in think, pair, share in response to the question What do
changing shadows tell us about the movement of the earth?
Body: Explain to the students that they are going to explore the spinning of the earth through
role-play (Use QR code to the right for access or alternatively see resource section of website).
Conclusion: Show the students the youtube clip to consolidate their learning. This provides a
visual component alongside the kinaesthetic learning explored in the body of the lesson. Ask the
students what words/definitions they can add to the word wall from this lesson (axis, orbit, spin).
The word wall will enable students to build their vocabulary and capacity to think about and explain scientific
phenomena (Beck, McKeown & Kucan, 2008 as cited in Hackling, 2015).
Differentiation of learning for individual children
Support:
Extend:
For student/s to further develop their understanding of the
For student/s to extend the knowledge and
causes of day and night by engaging in peer scaffolding and understanding of others by sharing thoughts, ideas,
whole body learning.
hypotheses and information in a large group
context.
Students who identify as Aboriginal will be provided with
active roles within this learning experience. This lesson
Students who require additional extension will be
acknowledges and respects Indigenous students need to be given opportunities to share their thoughts, ideas
actively and physically engaged through hands-on and
and hypotheses within a large group context in
whole body science activities (Hacking, et al., 2015). This
response to direct and open-ended questions.
collaborative approach to learning acknowledges and
supports Indigenous students sense of being engage and
supported by others (Hackling, et al., 2015).
*Adapted from Australian Academy of Science (2013)