Earth Patterns, Cycles and change:
Day and Night, The Reason for the Seasons
Third Grade
Madison Lewis
Patricia Parker
1. Unit Introduction: This unit covers Earth’s patterns, specifically the movement of the
Earth in reference to the Sun that creates the cycles of day and night and the seasons. We
will begin the unit by talking about cycles and patterns in general and then specifically
day and night, its cause, and the time it takes to complete that cycle. The seasons will also
be examined. We will look at the Earth’s position in reference to the sun, why that creates
different seasons and also characteristics of those seasons. Elements of Math, Language
Arts, Technology, Movement and Fine Arts.
2. Objectives
a. General Unit Objectives
i. Knowledge and Understandings: recognize that the relationships between
the Earth, the Sun and the moon result in day and night and seasonal
changes.
ii. Skills: SWBAT explain how day and night and the seasons occur in a
pattern, model and describe how the Earth’s rotation causes day and night
and how the sun’s rays strike Earth to cause seasons
iii. Attitudes and appreciations: Students should gain a new perspective of the
size, complexity and nature of our planets and their relationships with each
other and ourselves.
b. Specific Objectives
Day 1:Given notes on the cycle of day and night TSWBAT answer a series of word
problems concerning elapsed time and the cycle of day and night with 80% accuracy.
Day2:Given information/notes on the Earth’s relationship to the sun which creates the
season of fall, students will demonstrate and discuss, with a partner, the Earth’s revolution
around the Sun and what characteristics make fall unique with 80% accuracy.
Day 3:Given the next section of notes for their foldable note outline, students will utilize
technology and create/write a song demonstrating at least 80% accuracy in their understanding of
the Winter season and the Earth and Sun’s relationship to one another.
Day 4:TSWBAT define Spring and elements of the season, as well as the tilt of the Earth
in reference to the Sun during that time of year with 80% accuracy. TSW also define Fore,
middle and background and identify or use them in a piece of art with 80% accuracy.
Day 5: TSWBAT define Summer and elements of the season, as well as the tilt of the
Earth in reference to the Sun during that time of year with 80% accuracy. Given the flip book
they have created over the past 4 lessons, TSW write a two page narrative that includes elements
from two or more seasons they have learned about with 75% accuracy.
c. SOLs:
Science: Earth Patterns, Cycles, and Change
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of
the moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
-
Mathematics: Measurement
3.11
The student will
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
3.12
The student will identify equivalent periods of time, including relationships
among days, months, and years, as well as minutes and hours.
-
Computer Technology:
C/T 3-5.11 Apply knowledge and skills to generate innovative ideas, products, processes, and
solutions.
a)
Organize and display knowledge and understanding in ways that others can view, use,
and assess.
Understand the various ways in which digital products can be shared.
b)
Use technology tools to share original work.
Use presentation tools to organize and present stories, poems, songs, and other
original work.
-
Skilled Movement:
3.1
The student will apply locomotor, nonlocomotor, and manipulative skills in increasingly
complex movement activities.
a)
Demonstrate most of the critical elements (small, isolated parts of the whole skill or
movement) for manipulative skills (e.g., throw and catch a variety of objects, kick to stationary
and moving partners/objects, dribble with dominant hand/foot, pass a ball to a moving partner).
b)
Use manipulative skills in movement combinations (e.g., perform manipulative tasks
while dodging and moving in
different pathways; catch a rolled ball while moving, and
throw it back to a partner).
c)
Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative _
educational dance sequence).
d)
Refine individual gymnastics skills, and perform educational gymnastic sequences with
balance, transfer of weight, travel, and change of direction.
-
Art: Visual communication and production
3.9
The student will identify and use foreground, middleground and background in
two-dimensional works of art.
English: Writing
3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration according to the
type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.
3. Daily Plans
Day one: Day and Night
Purpose: This is the first in a series of lessons that deals with the cycles of day and night and the
seasons. Today’s focus will be on the cycle of day and night and the relationship between the
Earth and sun during this cycle. It will also be introduced, the cycle of 24 hours that elapses each
day. This lesson comes first, as we embark later on the larger cycle of seasons.
Science: Earth Patterns, Cycles, and Change
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of the
moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
Mathematics: Measurement
3.11
The student will
a) tell time to the nearest minute, using analog and digital clocks; and
b) determine elapsed time in one-hour increments over a 12-hour period.
3.12
The student will identify equivalent periods of time, including relationships
among days, months, and years, as well as minutes and hours.
Objectives: Given notes on the cycle of day and night TSWBAT answer a series of word
problems concerning elapsed time and the cycle of day and night with 80% accuracy.
Procedure:
Introduction:
● Pixar short film, “Day and Night”(V,A) (Day and Night [Motion picture]. (2010). United
States: Pixar Animation Studios.).
● This movie compared day and night. What were some things that you saw that were in
one and not the other? (A)
Development:
● Day and night is a cycle. A cycle is a repeated pattern. Day then night then day then
night. Q’s→ Does the cycle of day and night change or stay the same? Are there other
cycles that also remain the same?
● What are some other examples of cycles that you can think of? Call on students to share
their examples. i.e. Animal life, plant life, seasons…. If students cannot think of any give
them examples. Butterfly, tadpole, flower, etc…
● Write these examples in a cycle form on the whiteboard.
● Today we are going to focus on the cycle of day and night and what causes this cycle to
happen. Does anyone have any ideas? Think about what makes it day and what makes it
night? (sun rising and falling) How does this occur? Does the sun actually rise up and fall
down? How long does it take for a whole day to complete? 24 hours? Is this the same
every day?
● Pass out note outlines: and number lines 1-12/1-12, for each student, in addition to one
clothes pin
● Have students look at their number lines. Have them also look at the classroom clock.
Does anyone notice a similarity between the number line and the clock? Does anyone
know how many hours are in one whole day? How many times does the hour hand go all
the way around the clock in one day? How many times do you see the numbers 1-12 on
your number line? Explain that this number line shows all the hours in one day. Begin
going through note outline, whole class. (A,V)
● Statement 1, should be able to be answered at this point.
● Have a foam ball on a stick and a flashlight (sun) to show earth and sun relationship.
● Explain that, in space, the Earth rotates on its own axis. like a top spins, or a basketball
does on your finger. An axis is an imaginary line that goes from the North pole/top of the
earth to the South pole/bottom. (show ball with stick through it pointing to where you are
saying, spin the ball slowly as well). Whichever side of the earth is facing towards the
sun, is in daylight.
● Have a students stand up and rotate like the Earth rotates, while they say “rotate” out loud
(K, A).
● So we know now that the Earth rotates around its own axis, lets fill that out. Does anyone
know how long it takes for the earth to make one complete rotation? 24 hours.
● Work with your table/partner to fill out the rest of the blanks on your notes. (V,T)
● Walk around and check on students progress. Ask questions about and observe their
notes.
● Have students come back together.
● I need a few volunteers to tell us their answers for the blanks on the notes.
● If students are giving right answers, move on, if not talk about the Earth and Sun
relationship again etc.
● Introduce math worksheet and allow them to use notes to complete it.
● Developing/struggling students may use an elbow partner for support. And questions
have been included at the end of the worksheet to give more advanced students a chance
to make even more connections.
Summary:
● Students will turn in worksheets and meet at carpet.
● Discussion of the cycle of day and night will be held. RECAP!
-Someone tell me whether or not the cycle of day and night changes or stays constant?
-What causes the sun to come up and go down each day?
-What do we call the center of the Earth that is rotated around each day?
-How long does it take the Earth to rotate around its axis one complete time?
-Does anyone know how many times it makes this complete rotation each year?
-Someone grab a partner and show me the relationship between the Earth and the Sun.
Materials:
video
notes outline
Earth and Sun model (styrofoam ball and flashlight)
math worksheet
number lines including 1-12
clothes pins
Evaluation Part A:
The notes that are taken will remain with the students, however their math worksheet will be
turned in and graded for accuracy. Not only does this worksheet demonstrate their understanding
of math concepts elapsed time and addition, but it relies heavily on their understanding of the
notes taken about day and night. This worksheet serves as the assessment for the days overall
understanding of the cycle of day and night. It will show their knowledge of the Earth’s rotation,
the Sun’s relationship to the Earth, the time it takes for a complete rotation, and the cyclical
nature of day and night.
Evaluation Part B:
● Did the students meet your objectives? How do you know if they did or did not?
● What were the weaknesses/strengths?
● Would you change for next time?
Day 2: Day One of the Reason for the Season: Falling for Fall
Purpose:
This is the second lesson in a series of lessons that deals with the cycle of day, night and
seasons. Today’s lesson will be focused on the season of fall. Students will understand the
relationship of the Earth to the Sun during this month and how this month relates to the whole
cycle of the seasons.
VA SOL’s Earth Patterns, Cycles, and Change:
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of the
moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
Skilled Movement:
3.1
The student will apply locomotor, nonlocomotor, and manipulative skills in increasingly
complex movement activities.
a)
Demonstrate most of the critical elements (small, isolated parts of the whole skill or
movement) for manipulative skills (e.g., throw and catch a variety of objects, kick to stationary
and moving partners/objects, dribble with dominant hand/foot, pass a ball to a moving partner).
b)
Use manipulative skills in movement combinations (e.g., perform manipulative tasks
while dodging and moving in
different pathways; catch a rolled ball while moving, and
throw it back to a partner).
c)
Demonstrate moving to a rhythm (e.g., perform simple dances in various formations,
develop and refine a creative _
educational dance sequence).
d)
Refine individual gymnastics skills, and perform educational gymnastic sequences with
balance, transfer of weight, travel, and change of direction.
Objective:
Given information/notes on the Earth’s relationship to the sun which creates the season of
fall, students will demonstrate and discuss, with a partner, the Earth’s revolution around the Sun
and what characteristics make fall unique with 80% accuracy.
Mimicking the movement of the Earth and Sun, students will rhythmically move around
each other in a set cycle with 100% accuracy.
Procedure:
Introduction:
● The time lapse video of the seasons will be shown. A discussion will ensue:
-What do we notice about the seasons? Do they repeat in the same cyclical
manner? Do they go out of order? Does anyone know what causes the seasons?
Recall that day and night come from the rotation of the Earth on its axis. Knowing
this what might be different about the cause of seasons? They take much longer
than 24 hours right? Etc.. Let’s watch again and see what we see. {V, A}
● The time lapse video can be reshown to ensure students see the cycle that is
taking place.
Development:
● Students will discuss with tables what was seen in the video. White boards will be
passed out.
● Once students have discussed, they will be asked to make notes on their
whiteboards about what we know so far about the seasons. What we know about
their pattern. What we know about fall. {T, A}
● Each table will share their ideas. When students hear a common statement, they
may give that table a “thumbs up”. (This signifies that another table came up with
the same idea, but the idea doesn’t need to be shared twice, so were just giving a
“thumbs up” to acknowledge sharing thoughts with classmates.)
● After all tables have shared, students will high five table members and re-focus
attention to teacher.
● Student ideas will be summarized by the teacher and it will be made clear that the
cause of seasons comes from the Earth’s revolution around the Sun, not its
rotating around the axis (that makes night and day remember?)
● We will pause and venture outside to further demonstrate this idea of revolution.
● Line up! ☺ Bring yellow and blue balls!
● Once outside, students will partner up with the student behind them in line. Do
not pass out balls yet, they need to watch demonstration.
● The word revolution will be discussed.
-What word sounds like it is in revolution?
-What can we infer the word revolution means?
-How might it look if I were the Sun and you were the Earth and you made
a revolution around me.
● Students will be reminded that the Earth is at a little bit of a tilt.
● The teacher will demonstrate with a student what the Earth looks like making one
revolution around the sun. {V} Yellow ball=Sun Blue ball=Earth
● Partners may grab a ball (one is yellow, one is blue) and will do the same, one
child=the sun and holds the yellow ball, the other=the Earth and holds the blue
ball. {V,K}
● Teacher will walk around and make sure students are demonstrating this the
correct way. (Sun is still, earth has slight tilt, and is spinning on its axis but also
circling the sun.)
● Students will speed up, slow down, and choose their own speed.
● Students will switch jobs/balls.
● After successful demonstration for both jobs, students will line back up and return
inside. {K, V, A}
● Once inside, tools for Season Flip Book will be passed out to each student and
toolboxes may be gotten out from student desks. (So now we have seen what the
Earth does in reference to the Sun to create the seasons, today we will create the
first section of notes on the seasons. Today’s is focused on the season of fall.)
● The teacher will demonstrate in the front of the room how to assemble foldable
notes. It will be explained that this foldable will house notes on each of the
seasons and the cycle they all fit in to. It will later be glued into their science
journals. {V, A}
● Students will glue the earth down onto fall’s tab in the foldable. They will write
fall characteristics on the triangle part. See attached example. {V}Struggling
students may use an elbow partner and write in bullet form. Advanced students
will be expected to write in complete sentences.
● Lastly students may illustrate the sun in the middle of the foldable. {V}
● These foldable notes will be tucked in to science journals and put away.
● Teacher summary,whole group.
So we know now that seasons are one big cycle. This cycle comes from
the REVOLUTION of the Earth around the Sun. And the seasons that follow
comes from the tilt of the Earth during its REVOLUTION around the sun. We
also listed many characteristics of today’s season, Fall. These make fall unique
from any other season and allow it to fit in between the Summer and Winter
seasons. Tomorrow we will discuss the season of Winter.
Materials:
Time lapse video→ One year in 40 seconds by Eirik Solheim
https://www.youtube.com/results?search_query=one+year+in+40+seconds
White boards (1/table)
Dry erase markers/erasers (1/table)
Yellow and Blue balls (Sun and Earth)
Foldable notes outline→http://thirdgradethinkers8.blogspot.com/2011/11/science-earthcycles.html
White, square paper (for foldable notes)
Student tool boxes, glue, crayons, scissors
Earth print outs
Pencils
Science journals
Evaluation Part A:
As students complete science journal foldable notes, they will be asked to visit the
teacher with completed notes. Using their notes, they must give the teacher a short summary of
the day’s lesson. Prompting questions can be given. Ex. What do we know about the
pattern/cycle of seasons? Do they stay the same? What creates the season knowing the rotation
of the Earth on its axis creates Day and Night? When I say the Earth revolves around the Sun
what do I mean? Can you show me? What are some characteristics of the Fall season? What does
the Earth look like in reference to the Sun when the season is Fall for us? (You may look at your
foldable and tell me.) Not all of these questions need to be answered, but by having students
respond to a couple will demonstrate their level of understanding for the day. I will have a roll
and administer a check plus for excellent summaries, a check for moderate summaries, and a
check minus for below summaries.
Evaluation Part B:
Did the students meet my objective?
Did the movement activity serve its purpose?
Do the foldable notes make sense to the students?
What were the weaknesses of the lesson?
What would I change about the lesson?
Day 3: Day Two of the Reason for the Season: Wondering about Winter
Purpose:
This is the third lesson in a series of lessons that deal with the cycles of day and night,
and the seasons. Today’s lesson will focus on the season of Winter and the relationship between
the Earth and Sun during this season, as compared to what we know about the Fall season.
VA SOL’s Earth Patterns, Cycles, and Change:
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of the
moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
VA SOL’s Computer Technology:
C/T 3-5.11 Apply knowledge and skills to generate innovative ideas, products, processes, and
solutions.
a)
Organize and display knowledge and understanding in ways that others can view, use,
and assess.
Understand the various ways in which digital products can be shared.
b)
Use technology tools to share original work.
Use presentation tools to organize and present stories, poems, songs, and other original
work.
Objective:
Given the next section of notes for their foldable note outline, students will utilize
technology and create/write a song demonstrating at least 80% accuracy in their understanding of
the Winter season and the Earth and Sun’s relationship to one another.
Procedure:
Introduction:
● Virginia winter image will be shown
● What do we see? What season do you think we’re investigating today? What might be
different about winter vs. fall? What might the Earth and Sun look like during the
Virginia winter season? {V,A}
● Students may turn to elbow partner and discuss all they know about winter. (~3 minutes)
● Students will be asked to get out foldable notes from yesterday and their toolboxes.
● Another earth print out will be passed out. {A}
● As a group we will decide how the Earth should be glued down for the winter season.
Teacher is demonstrating in the front of the classroom. {V}
● Students will independently write characteristics of the winter season on foldable notes
while teacher walks around room to check that students have glued the Earth down
correctly.
● Whole group will re-focus and discuss the revolution vs. the rotation of the Earth.
The earth is always at a tilt, like we demonstrated yesterday. This tilt make some
parts of the Earth further or closer to the sun at different points throughout the
year/revolution around the sun. We know that during the fall the tilt and revolution have
moved us far enough away from the Sun to begin to get cooler. During the winter months
we are as far from the Sun as we can be. Making us as cold as we get all year.
● One class developed sentence about the above will be written and added to the foldable
for the Winter season.
● Foldable notes may be kept out and taken to new location, as we move on to group work.
● Groups of 3 will be established.
● Once students have found a spot for their group, one group member will get an ipad off
the ipad cart. {K,A}
● The assignment outline will be passed out.
● It will be explained that each group is creating a rap/song/rhyme that informs each other
about the winter season. Each bullet on the assignment outline must be addressed in order
for the song to receive a good grade. Once each group is finished our creations will be
shared whole group. Dance moves/props can be added if time allows. {K, T, A,V}
● At least one student from each group must write the lyrics down. (These will turn into
additional notes that will be copied and distributed to each student)
● Students will get 30 minutes to complete their rap/song/rhyme.
● Raps/songs/rhymes must be recorded using the iPad app
Kids Recorder By Steinar Knutsen
Description: Kids Recorder is a voice recording app designed specifically for children. Users
may record and save multiple recordings, play them back, change the name of the recording and
email recordings.
● 15 and 5 minute warning will be given.
● Students must have lyrics written down before recording. Advanced students may cover
all assignment outline bullets in their lyrics. Developing students may have a minimum of
3 covered.
● Once students are done, we will move our seats to create a mini stage in the front of the
room.
● Groups will share their creations and turn in lyrics to teacher.
● Students will return to seats.
● Teacher Summary will be whole group- Teacher will reiterate the revolution that goes on
throughout the seasons. Students will help share characteristics about the winter season.
And a class summary will be constructed about the effect the Earth’s axis tilt and the
revolution around the sun has on creating the winter season.
Materials:
Virginia winter picture shown (with cardinal)
Foldable notes/science journal
Earth print out
Tool Boxes, glue, pencil
iPads/recording app.
Assignment outline (rubric)
Paper to write lyrics on
Timer in the front of the room during group work
Evaluation Part A:
Using each groups lyrics, the teacher will determine creativity and subject understanding.
3 out of 5 of the assignment outline bullets must be addressed in the song/rap/rhyme. Grading
will be based on group cooperation, creativity, and thoroughness in covering subject matter
(winter season).
Evaluation Part B:
Did the students meet the objective?
Did the lesson accommodate all learners?
What were strengths?
What were weaknesses?
What would I do differently?
Day 4: Day 5 of the Reason for the season: Springtime!
Purpose:
This one in a series of lessons that deals with the cycles of day and night and the seasons.
Today’s focus will be on the cycle of the seasons, specifically Spring, its characteristics and
Earth’s relationship to the sun during this part of the seasons cycle.
Science: Earth Patterns, Cycles, and Change
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of the
moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
Art: Visual communication and production
3.9
The student will identify and use foreground, middleground and background in twodimensional works of art.
Objectives: TSWBAT define Spring and elements of the season, as well as the tilt of the Earth
in reference to the Sun during that time of year with 80% accuracy. TSW also define Fore,
middle and background and identify or use them in a piece of art with 80% accuracy.
Procedure:
Introduction:
● Have students at the carpet.
● Pass around landscape pictures of Spring (V, T).
● So the past two days we have talked about Fall and Winter. What do you see in these
pictures by J. Mentzinger that is different than some of the characteristics we have
written in our flap books about Fall and Winter?(A)
● What season do you think is represented in these pictures? Why? What is in these
pictures that gives you a hint? (A)
● Is that element in the front or foreground the middle ground or in the background? (V)
(As you say terms, point to the area that matches that word)
● Today we’re going to talk about characteristics of Spring and the Earth’s position near
the Sun during this season.
Development:
● Let’s talk about what you guys know about Spring already. Close your eyes and imagine
what Spring would look like in your mind (V). Raise your hand when you have
something in mind.
● Call on some students to share (A).
● Now what are some differences in Fall, Winter and Spring. Look back at your flip books
if you need a reminder. Think about the weather and characteristics, but also about the
angle of the Earth in relationship to the sun and how the Sunlight hits it. (A)
● By looking at your flip book, does anyone have a prediction of what position the Earth
will be in during Spring? What part of the Earth will be in direct sunlight? (V)
● Model how the Sun’s rays strike the Earth, where VA is on the globe in comparison to
the Sun’s rays. (V,K)
● Have two students come and one hold the lamp and the other carry the ball around the
lamp as if it were revolving around the sun. (K, V)
● The Earth is tilted neither towards or away from the Sun, so during Spring the weather is
not extremely hot or cold, it is mild. In winter the Axis was tilted away so the suns rays
were not directly hitting us and it was colder. (A)
● Have students glue the Earth cut out into their flip-book, and share ideas with a partner to
add facts and characteristics about Spring, and then label and decorate the outer flap.
(V,T)
● As students do this walk around listening and observing. Redirect students who are off
track or no correct.
● Now we are going to create our own Spring landscapes. Remember how we looked at
some paintings by J. Mentzinger and found elements that represent Spring in the
foreground, middleground and background? Now we are going to be the artists.
● Hand out paper, construction paper, oil pastels and watercolors
● Since your background is in the back we are going to start with that. Look at the
landscapes by J Mentzinger. Is the background brighter or more faded than the
foreground? (V,A).
● Since it is more faded what kind of paint can we use to make our background similar?
Watercolors.
● When backgrounds are done move on the Middle ground.
● What is the middleground like? Brighter or more faded than the background? What can
we use to show this? Pastels (Chalk or oil).
● Move to foreground
● Is foreground brighter and sharper than back and middle ground or more faded? To show
how sharp it is, we’re going to use construction paper and glue pieces to the front of our
artwork.
● Once you have created your pictures, label the fore, middle and backgrounds.
● For developing/struggling students give them access to labeled examples of landscapes as
well as to their notes and flip books for all discussions and activities. For advanced
students can add a writing component with their piece of art. Write 3 sentences
describing your painting. Include 2 of 3 (fore, middle or background) in the sentences.
Summary
● Come back to the carpet.
● What planet rotates and revolves? Around what other planet? Why is is hotter and colder
and mild during certain seasons and not others? What does the Earth look like compared
to the Sun during spring. Where is the North pole facing and where is VA?
Materials
● Print outs of J. Mentinger’s Spring landscapes (one for every student)
● Paper
● Pastels
● Watercolors
● Glue
● Foam ball with stick
● Flashlight
● Flip-books
Evaluation A:
● Check students notes in flip books for correctness
● labeling of landscape art work with foreground, middleground and background
Evaluation B:
● Did the students meet your objectives? how do you know or not know?
● What were the strengths? Weaknesses?
● What would you change if you could teach it again?
Day 5: The Reason for the Season: Summertime when the livin’s easy
Purpose:
This is the last in a series of 5 lessons, which cover cycles, specifically day and night and
seasons. The focus of this lesson is Summer, its characteristics and Earth relationship with the
sun during this time of the season.
Science: Earth Patterns, Cycles, and Change
3.8
The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include
a)
patterns of natural events such as day and night, seasonal changes, simple phases of the
moon, and tides;
b)
animal life cycles; and
c)
plant life cycles.
English: Writing
3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration according to the
type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.
Objective:
TSWBAT define Summer and elements of the season, as well as the tilt of the Earth in reference
to the Sun during that time of year with 80% accuracy. Given the flip book they have created
over the past 4 lessons, TSW write a two page narrative that includes elements from two or more
seasons they have learned about with 75% accuracy.
Procedure:
Introduction:
● Have students sit on the carpet
● put on sun glasses, a sun hat and have a beachball or a towel. Ask students what they
think you’re getting ready for. Take a few answers and then direct them towards the
season of summer. (A,V)
● We have been discussing cycles, specifically the seasons of Fall, Winter and Spring over
the past 3 days. Today we will cover Summer! We’ll talk about its characteristics and the
Earth’s relationship with the Sun during this time.
Development:
● Let’s talk about what you guys know about Summer already (Anchor chart). Lets
compare what we know with the other seasons we have discussed (A,V).
● Call on some students to share (A).
● Now what are some differences in Fall, Winter, Spring and Summer. Look back at your
flip books if you need a reminder. Think about the weather and characteristics, but also
about the angle of the Earth in relationship to the sun and how the Sunlight hits it. (A, T,
V).
● Look at your flip books. Think about what the weather is like during the Winter and how
the Sun’s rays hit the Earth and where. Considering Summertime weather, make a
prediction about how the Sun’s rays will hit the Earth during the summer. (A,V)
● Model how the Sun’s rays strike the Earth, where VA is on the globe in comparison to
the Sun’s rays. (V,K)
● Have two students come and one hold the lamp and the other carry the ball around the
lamp as if it were revolving around the sun. (K, V)
● During the Summer, the Earth axis is pointed towards the Sun. The suns rays hit VA very
directly, creating a very warm temperature. Just like as we saw during winter the the
North pole is pointed away from the sun (refer to flipbook). (V)
● Have students glue the Earth cut out into their flip-book, and share ideas with a partner to
add facts and characteristics about Summer, and then label and decorate the outer flap.
(V,T)
● When you have finished this, work on brainstorming ideas for a fictional story that
incorporates two or more of the seasons we have talked about in the past four days.
● Use your flipbooks to help you with ideas for your story. Try to include elements of the
seasons like holidays, weather and other characteristics as well as details about Earth and
Sun relationship during that season. Compare and contrast seasons (V).
● For developing students/strugglers, write only about one page on one season with and
illustration. For advanced students write 2-3 pages on all four seasons, include and
illustration if wanted.
Summary:
● Have students come back to the carpet
● Pass around a bean bag to answer questions about the lesson (K,A).
● Where is the North Pole facing during summer. Winter? Why is the temperature
moderate in Fall and Spring but extreme in Summer and Winter? What does revolve
mean? Rotate? Show me with your own body or the manipulatives. (A,V,K).
Materials:
● summer clothes
● easel
● flip books
● foam balls/stick
● flashlight
● journals or paper
Evaluation A:
● Students will be evaluated on the correctness of their flip books and their use of the flip
books to write the narrative
● students will be evaluated on their knowledge of the seasons and writing through their
narrative story.
Evaluation B:
● Did the students meet your objectives? how do you know or not know?
● What were the strengths? Weaknesses?
● What would you change if you could teach it again?
4. Unit Evaluation:
5. Resources:
a. summer clothes
b. easel
c. flip books
d. flashlight
e. journals
f. Print outs of J. Mentinger’s Spring landscapes (one for every student)
g. Paper
h. Pastels
i. Watercolor
j.
k.
l.
m.
n.
o.
p.
q.
Virginia winter picture shown (with cardinal)
Foldable notes/science journal
Earth print out
Tool Boxes, glue, pencil
iPads/recording app.
Assignment outline (rubric)
Timer in the front of the room during group work
Time lapse video→ One year in 40 seconds by Eirik Solheim
https://www.youtube.com/results?search_query=one+year+in+40+seconds
r. White boards (1/table)
s. Dry erase markers/erasers (1/table)
t. Yellow and Blue balls (Sun and Earth)
u. outline→http://thirdgradethinkers8.blogspot.com/2011/11/science-earthcycles.html
v. White, square paper (for foldable notes)
w. video
x. notes outline
y. Earth and Sun model (styrofoam ball and flashlight)
z. math worksheet
aa. number lines including 1-12
bb. clothes pins
Unit Assessment: Earth Patterns, Cycles, and Change:
Part One- Short Answer
Directions: Please write in complete sentences.
1. How long does it take for the earth to rotate around its axis?
2. Does the sun really move up and down in the sky?
3. How does the Earth move to create the seasons?
4. What two movements does the Earth make to create day and night, and the seasons?
5. Does the Earth’s axis run straight up and down or does it have a slight lean or tilt to it?
Part Two-Fill in the Blank
Directions: Using the word bank, fill in the following statements.
1. The Earth ________________ around it’s axis to create the cycle of day and night.
2. The season of _______________ can be described in Virginia as hot, humid, and when
we are closest to the Sun.
3. The imaginary line that runs through the center of the Earth is called the Earth’s
_______________.
4. The Earth _______________ around the Sun to create the seasons.
5. There are _______________ seasons in one year.
6. Day and night along with the seasons are all _______________ and _______________
that repeat the same way over and over again.
7. It takes _______________ for us to complete all of the seasons.
8. It takes _______________ for us to complete one day and night cycle.
9. _______________ are times of the year when the weather, temperature, plants, and
animals may differ from each other.
10. The Earth _______________ slightly, making it closer and further from the sun at
different points throughout the year. (Think about the axis? Is it straight up and down?)
Part Three-Finish the Diagram
Directions: Using your toolbox, fill in and complete the diagram below.
(Students will be able to glue and color the sun in on this diagram, much like their foldables.)
Season: _________________
Spring
Characteristics: No School
_____________________
Characteristics:___________
_____________________
Season:
________________________
_____________________
(diagram below)
Season: _______________
Characteristics: Leaves fall
______________________
______________________
______________________
______________________
---->
________________________
________________________
<----(diagram to left)
Season: Winter
Characteristics: ___________
________________________
________________________
________________________
________________________ (diagram to right)
(Diagram above) ^