Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Tues 15/1/08

Lesson 1

Learning Intentions

- show what we already know aboutthe earth, sun and moon.

Success Criteria

-       use thekeywords

-       link yourideas using arrows

-       Try toanswer the questions that are asked.

Intro:

Model a mind map about St.Albans School (i.e. what do I know about St. Albans School).Focus on using arrows to link ideas.

Subheadings could involve:subjects taught, teachers, playtime activities, after school clubactivities,

Introducetopic of sun, earth and moon. Children to discuss in talk partnersfor a few minutes what they already know about the sun, earth andmoon.

Main:

Children write a mind mapwith Earth, Sun and Moon in centre. As they write, walk round andask questions out loud to give them prompts:

e.g. Is the Earthflat?

Is the sun bigger than themoon?

Does the Sun move?

What does the sun looklike?

What does the moon looklike?

What does the earth looklike?

How do we know?

Give Mohammed key words touse. TA or Teacher to ask the prompt questions specifically to himand ask him to write down the answers.

James to work with Rafias a pair so that Rafi can do the writing but James can get hisideas down.

Teacher focus:whole class

Plenary:

Discuss some ofthe childrens ideas. In talk partners, children come up with 3questions they would like answered on this project. Write thequestions down on post-it notes and stick to the displayboard.

Display model of mind mapon Working wall.

Post-itnotes

Sun

Earth

Moon

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Weds 16/1/08

Lesson 2

Learning Intentions

-       That the Earth, Sun and Moon are approximatelyspherical.

-       It is difficult to collect evidence to testscientific ideas so sometimes you have to use indirectevidence.

Success Criteria

-       write aletter to Colin explaining that the earth, sun and moon arespherical

-       usepictures to demonstrate

-       Give 3ways of proving that they are round

-       usescientific vocabulary

Intro:

Read thestory Six Suns (or Howthe Cockerel got its Comb) - traditionalChinese tale. Explain that many years ago, people did not know howmany suns there were. Why would they think that there might besix?

Tell the ch thatmany years ago people thought the earth was flat. Ask them whythey think they thought this and then establish that the earthlooks flat to us and it feels flat (we used our senses). If wedidnt know we would be like the millions of people many yearsago. Then ask is this good scientific evidence (ch may say nobecause they know the earth is not flat), but establish that we aretold to use our senses to work things out.

Put a pencil in aclear pot of water and ask the ch what they can observe. They willsay that the pencil is bent. Key question: is it reallybent? Now ask the ch to use their senses to feel the pencil.Conclude that we used our senses to help us the same way thosepeople did many years ago.

Keyquestion: So how didscientists find out that the earth was spherical?

Collect ch ideasand then show ch a photograph of the Earth, taken from space. Andestablish that this is the strongest piece of evidence. Discusshow pics are taken satellites etc refer to Isras reading groupwho have already read about this in guided reading).

Even withoutpictures many people thought the Earth was round... how did theyknow without directly seeing the Earth? In TPs discuss this.Children feed back to class.

Tell children 4ways you can tell that the earth is spherical. (See fact file p4New Star). Ships sailingaround the world, ships appearing and then getting lower and lowerand finally sinking out of sight - disappearing over the horizon,photos from space, travelers who set off in one direction (east orwest) and keep going, arrive back where they started.

Main:

Draw a 1950s child(Colin)with the speech bubble, Did you know that the Earth isflat?

Task: Class writea letter and draw to the children explaining that the Earth is asphere and what evidence there is to explain this.

LAs givensentence starters to stick into their books. (Farhan, aneeqa, isra,tahidur, jak)

Mohammed to makethe S, E, M using plasticine and then to roleplay a lesson where heis the teacher and the TA is a caveman child. Mohammed to explainto TA that the earth, sun and moon are spherical.

Teacherfocus:

ROly Poly birdstable

Plenary:

Mohammed to sharehis lesson if confident enough. Then choose volunteers to readtheir letter to the class.

New starfact file or p.129 from LCP

Picturesof earth, sun and moon from space (google images)

http://www.badastronomy.com/mad/1997/earth.html

plasticine

spherical

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Thurs 17/1/08

Lesson 3

Learning Intentions

-       know about the relative sizes of the Sun, Earthand Moon

-       To understand thedistances between the Sun, Earth and Moon;

To realise thatbecause of the great size of the Sun, Moon and Earth we could neverhave an actual size model.

Success Criteria

-Make a postcard for Colinanswering his question

-Include a picture on the front todemonstrate your point

- Show in the picture how far theEarth, Sun and Moon are from each other and their sizes.

Intro:

Write a letter fromColin back to the children saying he is amazed at their news.Include a question from him about the how big the ES and Moonare.

Show the ch a beachball, tennis ball and a bead and ask them if they can decide whichone is the Earth, Moon and Sun. Key questions/prompts:Think carefully about the sizes, Which one is the largest in reallife? Which one is the smallest in real life?

Collect feedback andestablish that the largest is the Sun, then comes the Moon andthen finally Earth.

Is this really thesize of Earth? Establish that it isnt but it is still inproportion to the Sun and Moon that we have.

Keyquestion: Could we really havea real scale inflation of the sun, moon or Earth?

Show ch the clip fromhttp://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml. Ask a child to describe what is happening.

Main:

Why do the sun and themoon look the same size in the sky? They appear to be the same size, use analogy of thumb andchurch (out of window) they look the same size but we know thethumb is smaller, its just nearer to us. What else is largebut looks small from a distance?

Ha: Show the children an enlarged 1.1 from LCPand ask them to discuss which picture, a b or c, represents theearth, sun and moon? Show them 1.3 and get them to work out usingthat information which picture it must be. Blend to explain whypicture B is the answer and position children where they shouldbe.

Teacher focus:

HA

Plenary:

Children share their workwith partners.

Beachball

Tennisball

Beads

1.1  enlarged

1.3enlarged.

Size

Distance

Earth

Sun

Moon

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Lesson 4

Tues

TV and Video

Learning Intentions

-       The Sun appears to move across the sky over theday.

-       That evidence may beinterpreted in more than one way

-       That it is the earththat moves, not the sun,

-       The earth spins onits axis once every 24 hours

-       That it is daytime inthe part of the earth facing the sun and night-time in the part ofthe earth facing away from the Sun.

Success Criteria

-       Make alearning card or poster to show that the earth moves around thesun

-       Show theEarth spinning on its axis

-       Drawlabels to show which part of the Earth is having a day time andwhich is having night time

Intro:

Askchildren about where the sun shines in the school in differenttimes of the day. Talk about the sun shining brightly throughwindows at certain part of day.

Does the sun really move around us? What reallyhappens? State that the Earth moves around the Sun, theSun stays still.

Teacherdemonstration using OHP/powerful torch.

Put mark/blue-tacon a globe and ask the children if the designated spot is in day ornight.

Children shouldemulate the Earth and rotate on spot with OHP (Sun) shining onthem. This helps them to recognise that it is the Earth that moveswhilst the Sun is fixed.

State that ittakes 24 hours for the Earth to spin right around on its axis andrelate this as to why it is light at 9am each day for school butdark at 9pm for bedtime. State that it takes 12 hours to rotatehalf way around. So when its daytime for us, its night time inAustralia and vice versa.

Main:

Children to writea teaching pack for Colin explaining what they have learnt so thathe can teach his friends.

HA:In pairs, children should make learning cards - Children draw adiagram to show that the E moves around the Sun. Demonstrate how todraw the Earth (circle with axis through it) and use arrows to showdirections. Show them how to shade the side of the earth that isnot facing the Sun and to label that it is night time there.

MA:To complete worksheet with cloze procedure etc as a whole groupthen to make a learning card in pairs.

LA: To make anattractive poster to capture Colins attention.

Alex to work withTahidur, Mohammed, Aneeqa, Farhan and anyone struggling to make alarge poster for display of the Earth spinning on its axis as wellas it going around the Sun.

Teacherfocus:

MAs

Plenary:

Warn children never to lookat sun.

Then do question 2 fromworksheet as whole group activity

(this drawing shows the sunand earth question)

football, globe

artmaterials for LA

p.1 ofday and night worksheet for MAs

p.2question 2 enlarged for plenary.

24 hours

axis

circulate

turn

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Wednesday

Lesson 5

ICT suite

Learning Intentions

That it is the Earth that moves,not the Sun and the Earth spins on its axis once every 24hours

The Earth takes a year totravel round the Sun.

Success Criteria

-       answerquestions successfully

-       thinkabout which part of the earth is facing the sun

Intro:

Childrendiscuss shadows in tps. Do our shadows ever seem longer? Shorter?Children to have 10 mins on http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtmlparticularly looking at the Outside option and experiment withmoving the Sun over the tree. Answer the Q:At what time are theshadows the shortest? Explain that the further we are away from thesun, the shorter our shadow and vice versa.

Main:

Next askchildren to work through http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtmland then answer the quiz, this is to reinforce the previouslearning.

Teacher focus:

Mohammed

Plenary:

Whatstatements can we make? Refer to WALT

Look again at

http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtmlbut look at the moon. State that it reflects the suns light as alead-on into the next lesson about the moon.

ICTsuite

All vocab from previous twolessons plus

Shadow

Shorter

Longer

Reflect

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Lesson 6

Thurs

Learning Intentions

-       The Sun rises in the East and sets in theWest.

-       To present times of sunrise and sunset in agrap

Success Criteria

-       plottimes of sunrise to make a line graph

-       label thegraph correctly

-       answerquestions and recognise trends and patterns in the data

Intro:

-       Recap with children how we have already noticedhow the sun appears to move in the sky but we know that it is notthe sun that is moving but the E.

-       Does anyone know the direction the sun risesin the morning? NSEW (this mayoverlap with previous work, adjust accordingly). Which directiondoes it set?

-       Carry out human model of sun and earth toconsolidate East and West (see page 15-16 Star Science.)

Main:

Children are given secondary data of sunset times whichthey present in a LINE graph. Model first and emphasise thenumerical labeling of the Y-axis. 24 hour clock up the sidestarting at 0000 and going up to 23:00, months along thebottom.

HA and MA squared paper.

LA graph with most numbers written on (TA support).

Extension: Given data for sunrise and present these in agraph.

-       Children write sentences to describe patterns inthe data. LA sentence starters: In the Summer months the sun.In the Winter months the sun. Sunrise gets until then it startsgetting .

HA: write a paragraphexplaining what the graph shows. Use key phrases to start: Thisgraph shows..

The longest days are in themonth of.

Teacher focus:

Mugglewumps table

Plenary:

Usingpages 5-6 of the St Helens booklet, show the children an enlargedversion of the graph and ask the questions interpreting what itshows.

St Helensbooklet pages 5-6 enlarged

Sunriseand sunset times

X11 (onebetween 2)

(from stHelens booklet)

Sun rise

Sun set

East

West

Daylight

Hours

24 hour clock

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Lesson 7

Tuesday

HALL

Learning Intentions

The moon does notproduce light but the sun reflects its light;

That the moon takesapproximately 28 days to orbit the earth;

The sun createsshadows on the moon.

WALT:

Investigate the mooncycle.

Success Criteria

-       explainhow we can see the moon

-       usescientific vocabulary

Intro:

-       Ask someHA Muslim children, the story of Eid and children discuss therelevance of the New Moon. Key Qs: What is meant by a newmoon? Is there such thing as an old moon then? Children explainin tps.

Tell the ch that theMoon is made of rock and does not shine or glow.

Key Q:Does the moon look the same everynight?

In TPs children draw onwhiteboards the different shapes theyve seen the moonmake.

KeyQ:Why is it that the moon makes thesedifferent shapes? Is it that it can bend and stretch?

Show the 8 phases of the moon (p.143 ofLCP)

Explain that that we see the reflection of thesun and this is what changes as the moon moves. Show childrenanimations of moon and the pictures of its cycles ifpossible.

Establish that thesun reflects its light onto the moon and that is how we can seeit.

Main:

Make the hall as dark aspossible. Switch on one strong light at the end (ohp?) and ask thechildren to sit with their backs to it. You face them. Hold up afootball (pref. White) and tell them that they can see it becausethe light is reflected from it just as it is from themoon.

Organise smaller groups andgive each one a ball. Demonstrate what you want each child in turnto do:

-       hold theball at arms length above head height, with your back to thelight

-       turnaround slowly, so that the ball moves as if it were orbitingyou

-       watch thearea of the ball which is lit by the spotlight

-       Teacher focus: LA inclMohammed

-       (alternative is footballs andtorches in dark classroom)

Plenary:

Aftereveryone has had a turn, discuss observations. What they shouldhave seen was the bright part of the ball (which was reflecting thelight) changing from a full circle to a crescent and backagain.

-       Model the moons orbit around the earth usingchildren. The same side of the moon always faces the Earth KeyQ(HA): What would happen if the same side of the Earth alwaysfaced to sun.

(possible homework towrite a story about living on the bright side and one about livingon the dark side).

p.143 ofLCP enlarged

OHPhall

ball

Reflection

Sun

Moon

Shadow

Phase

Waxing

Waning

Date

Learning Intentions and Success Criteria

Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities.

Resources

KeyVocab

Evaluation

Lesson 8

Weds

Learning Intentions

- Show our understanding of theEarth, Sun and Moon

Success Criteria

-       addinformation to my concept map

-       answerany questions to show my understanding

Intro:

Children look at their books andthe original Concept map. Were they wrong aboutanything?

Couldthey add things to show greater understanding now?

What does Colin know now,that he didnt know before?

Main:

Children add information to theirconcept maps as well as going back and responding to marking,answering any questions and improving their work wherenecessary.

Children write questions about theES,M on cards for either homework or as an activity here.

Teacher focus:

Allchildren to inform assessment

LongPlenary:

Childrenget into groups of 4 and answer questions which they have writtenabout the topic.

Quizcards

All from the topic