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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Seasons and the Sun

Subject/Gra
de Level

Grade 5 Science

Unit

Weather Watch

Date
Time
Durati
on
Teache
r

Nov. 17, 2014


60 min
Danielle Fernetti

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes
:
Specific
Learning
Outcomes
:

5-4: Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
5-8: Observe, describe and interpret weather phenomena; and relate weather
to the heating and cooling of Earths surface
9. Describe the effects of the Suns energy on daily and seasonal
changes in temperature- 24 hour and yearly cycles of change (todays
lesson focuses on seasonal changes, tomorrows lesson focuses on the
daily/24 hour changes)

LEARNING OBJECTIVES
Students will:
1. Understand why different parts of the Earth are in different seasons at one time.
2. Understand that the Earth always rotates on a tilt of 23.5 degrees.
3. Realize that the northern hemisphere and the southern hemisphere are always in
opposite seasons.

ASSESSMENTS
Observations:

Key Questions:

Products/Perform
ances:

Do students seemed confused by the rotations of the earth and


how it connects to seasons?
Are students on task in their work and discussions?
Do students require a lot of help from their peers at their table
groups?
What causes seasons?
Does the Earth rotate around the Sun or does the Sun
rotate around the Earth?
What season is the Northern Hemisphere in?
What season is the Southern Hemisphere in?

Worksheet Exit Slip is embedded in the worksheet

LEARNING RESOURCES CONSULTED


Alberta Program of Studies
Edmonton Public Schools

MATERIALS AND EQUIPMENT

PowerPoint
4 Globes
Lamp/Flashlight
Blow Dryer
Dark Room
Worksheets

PROCEDURE
Prior to lesson

Prepare PowerPoint (have the first title slide projecting on


the smart board)
Set up globe experiment- Using the table at the front of
the classroom, set a lamp in the center and 4 globes
(facing the same direction) showing which parts of the
globe are exposed to the sun during different seasons.
Position 1 should show that the southern hemisphere is in

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Attention
Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agend
a
Transition to
Body

Learning Activity
#1

summer/northern hemisphere in winter. Position 2 should


show that the southern hemisphere is in fall/northern
hemisphere in spring. Position 3 should show that the
southern hemisphere is in winter/northern hemisphere in
summer. Position 4 should show that the southern
hemisphere is in spring/northern hemisphere in fall.
Print off worksheets.
Introduction
Time
First, gain students attention with Freeze! Wait for all
students to stop what they are doing and look at me with
their hands in the air. Today in Science, we are going to
be talking about how the Sun affects the seasons. I know
in the first lesson on weather several of you put down
questions about seasons and why Florida has different
weather than we do. Hopefully this lesson will clarify that
for you! (In the intro lesson to the unit Weather Watch, I
had the students fill out exit cards with 2 things in regards
2 min
to weather that they had questions about or that they
were curious about. I have been answering these
questions at the beginning of each science class in order
to gain their attention and get them focused on science.
However, the questions they asked in regards to seasons
are answered throughout the lesson, so in this lesson, I
just addressed the fact that these types of questions
would be answered throughout.)
Getting them to write down their hypothesis as to why
different parts of the Earth are in different seasons. (This
N/A
would occur after the worksheets are handed out in the
transition to body section.)
Students are expected to engage in discussions and pay
attention to the demonstrations provided of the Earths
N/A
rotation. They will be expected to complete the
worksheet at the end of the lesson.
The days schedule, along with the topic of todays lesson
is written up on the whiteboard.
Hand out assignment sheets. Switch to the 2nd slide of the
PowerPoint and read out the question provided on the
slide: Complete your prediction or hypothesis as to why
the Northern and Southern hemispheres of the world have
the seasons during different months of the year. Tell
students that they are allowed to discuss at their tables
groups for approximately 1 minute and then they must
write down a prediction. Remind them that predictions
arent always correct, they are just educated guesses.
(assessment of prior knowledge)
Body
Discussion:
Switch to the 3rd slide of the PowerPoint and click an
extra time so that the first question pops up.
Ask the students whether they think the earth rotates
around the sun or the sun rotates around the earth. If
they begin to shout out the answer, remind them to
raise their hands. Wait approximately 20 seconds to

Adapted from a template created by Dr. K. Roscoe

N/A

3 min

Time
5 min

Lesson Plan Template ED 3501 (Version C)

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

let the students think about it and to allow more time


for students to raise their hands. Pick a student to
answer the question. Depending on their answer, be
sure to clarify afterwards that it is the earth that
rotates around the sun.
Click again on the smart board so that the next
question appears on the slide.
Ask students what causes seasons? If any hands go up
you can allow them to take a guess, but afterwards
explain to the students that seasons are caused from
the earth rotating around the sun on a tilt of 23.5
degrees. (Click an extra 2 time on the smart board so
that the answer and a picture appear on the slide.)
Demonstrate this by pointing out the 4 different
globes positioned around the lamp (explain that the
lamp is acting as the sun). Notice that they are all
tilted compared to how you are used to looking at
maps of the world.
Make sure to emphasize where the normal line would be
on the picture provided in the slide show so students have
a clear idea of how far 23.5 degrees is for students who
may not know.
Demonstration:
Have students stand near the front of the class so that
they can better see the demonstration. Tell them to
form a circle around the front table and make sure
they are able to see all 4 globes. Once you are finished
giving the directions of where students are going to be
moving to, say go! and they will all move around the
front tables. While all the students move to the front,
turn off the classroom lights and turn on the lamp that
is acting as the sun. Since they are transitioning,
regain their attention with Freeze! Again, wait until
every stops moving and talking and then continue
with the demonstration.
Point out where position one is on the table. Tell them
that it is important for them to remember the position
numbers for when they get to their worksheets. Begin
to break down how when it is winter in the northern
hemisphere (position 1), we are tilted away from the
sun. Simultaneously, the southern hemisphere is
tilted towards the sun and therefore they are in
summer. (The lamp will be accurately showing how the
southern hemisphere gets significantly more sunlight
than the northern hemisphere.)
Using a blow dryer, blow air onto the globe in the
same area that the sunlight is hitting and say that the
blow dryer represents the heat from the sun. As a
tactile learning tool, have all the students rotate
around the circle feeling the top of the northern
hemisphere (where no hot air is blowing) in
comparison to the southern hemisphere (where all of
the hot air is blowing). Explain how the amount of
light and heat affects what season we are in.

Adapted from a template created by Dr. K. Roscoe

N/A
20 min

Lesson Plan Template ED 3501 (Version C)

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Go through each of the 4 positions in this same way.


Position 2- spring in the northern hemisphere, fall in
the southern hemisphere. Point out that there is equal
exposed to the sun for the northern and southern
hemisphere and that for the majority of the time,
spring and fall have similar temperatures.
Position 3- summer in the northern hemisphere, winter
in the southern hemisphere. Emphasize that the
northern hemisphere is a lot more exposed to the sun
than the southern hemisphere and because of this, the
northern hemisphere is in summer and the southern
hemisphere is in winter. Use the blow dryer again to
emphasize this point.
Position 4- fall in the northern hemisphere, spring in
the southern hemisphere. Point out again, that there is
equal exposed to the sun for the northern and
southern hemisphere and that for the majority of the
time, spring and fall have similar temperatures.
Go over the rotation a second time asking the
students what the seasons would be during different
parts of the earths rotation. Making sure to again
emphasize what position number each one is so that it
is clear for the assignment.
Discuss what the weather would be like near the
equator seeing as it is always cover be the suns light
(not a huge difference in temperatures in different
seasons- ex. Florida) Explain that they still technically
have a winter, however it is not as cold as winter is for
us. Their seasons do not have as extreme of changes
as we do.
If students are struggling, go over the rotation a few
times. If needed, play video
(http://www.teachertube.com/video/what-causes-seasonson-earth-657) for better understanding.
Worksheet:
Once students seem to have a good understanding of
the positions and the seasons related to them, then
tell students to go back to their seats. While they are
going to their tables, go and turn the classroom light
back on.
When they are back in their spots, tell students they
can complete their worksheets now (because this is a
transition, you may need to regain their attention with
Freeze!)
Go over the questions on the handout (provided at the
end of the lesson), and what is expected for each
response.
Remind them where position 1 and position 3 were on
the set up at the front of the class.
Tell students that they can discuss quietly at their
table groups if they are confused or need some extra
assistance.
Tell them what to do when they finish (hand in on front
table, and do early finisher tasks located on the back

Adapted from a template created by Dr. K. Roscoe

N/A
15 min

Lesson Plan Template ED 3501 (Version C)

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning/Feedbac
k From Students:
Feedback To
Students
Transition To Next
Lesson

shelf.)
Walk around class, listen to group discussions and assist
where needed. If students need additional help, take
them up to the front where the demo is still set up and
use the globes to help assist them.
Closure
The worksheet can be taken in to check for students
understanding.
It will be evident whether the students understood the
lesson based on the questions they have and if they
struggle to complete the worksheet.
Thank you for cooperating during the demonstrations and
for working hard today!
Tomorrow we will look more specifically at the sun in 24
hour cycles. Make sure to hand in your worksheets on the
front table, and you can change your shoes for gym class.

N/A
Time
N/A

1 min
1 min

Sponge
Activity/Activities

Students can work on early finisher tasks that are on the back
shelves. (These are independent activities that they are all familiar
with.)

Reflections from
the lesson

I thought that this lesson went very well. The demonstration part of
the lesson went a lot quicker than I had planned for because they had
a good understanding of it right away. However, the worksheet took
longer than I anticipated. In the end the lesson still ended up being
an hour in length, so it worked out in the long run. I think that the
reason this lesson was so successful was because it involved
auditory, visual and hands-on aspects. This provided a successful
learning environment for all of the students. One thing that I think I
would change if I re-taught this lesson is the wording used in the
worksheet. Despite the fact that I explained each of the questions
before they began working on it, they were still unsure as to how to
answer the questions. However, this wasnt because they didnt
know the information, because as soon as I took them up to the front,
they were able to tell me which half was the northern hemisphere
and which one was the southern hemisphere. When we looked at
position 1, all the students struggling were also able to tell me what
season each of the hemispheres were in. It was clear that they knew
what they were talking about, so the questioning was just a bit
confusing for them. Next time I would re-word the question so that it
would say Explain the amount of light that hits the northern
hemisphere in the first position (a lot or a little) and what season the
hemisphere is in. This way, the question is more direct with what
the students are required to write down. It removes the reading
comprehension aspect, and focuses more on assessing the science
aspects. Something else I could have added to the demonstration
was word cards for each position. The word card would have the
position number, along with what seasons both the northern and
southern hemispheres were in. For example, Position 1: Northern
Hemisphere- Winter, Southern Hemisphere- Summer. I think that this
would have helped to assist students who like to see the words in
order to remember things. It also assists with learning this
vocabulary, which may be different or unfamiliar to some of the
students. One of the things that I added to this lesson on the spot,

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

was asking students at the beginning of the demonstration if they


had learned about distinguishing the northern and the southern
hemispheres before. For some reason, this thought didnt come to
my mind while I was planning the lesson, but as I was teaching I
figured that I should do a quick check and review that concept with
the students just to cover all my bases. The last question on the
worksheet was more of an exit slip type question. This was to see if
they could predict other things that affect the climate using what
they already know and what they have learned or heard of in the
past. When looking over the worksheets, it was more of a check to
make sure they completed that question. Overall, this was a very fun
lesson to teach and it was especially rewarding when all the students
understood why each hemisphere was in each season. All the time
and work put into incorporating parts for auditory, visual and tactile
learners was well worth it!

PowerPoint Slides Used:

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Name: _________________

Seasons and the Sun (Worksheet Used)

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Question: Why do the Northern and Southern hemispheres


have their seasons during different months of the year (when
its winter in Canada, its summer in Australia)?
Hypothesis:
______________________________________________
________________________________________
______________________________________________
________________________________________
Observations:
What do you notice about the light that hits the northern
hemisphere in the first position?
______________________________________________
______________________________________________
_____________________________________
What do you notice about the light that hits the southern
hemisphere from the first position?
______________________________________________
______________________________________________
_____________________________________

What do you notice about the light that hits the northern
hemisphere from the third position?

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

______________________________________________
______________________________________________
_____________________________________
What do you notice about the light that hits the southern
hemisphere from the third position?
______________________________________________
______________________________________________
_____________________________________
Conclusion:
______________________________________________
______________________________________________
______________________________________________
__________________________________
Extra Question:
What else do you think affects climate other than the amount
of sunlight an area receives?
______________________________________________
______________________________________________
_____________________________________

Adapted from a template created by Dr. K. Roscoe