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Students will know that there are different times and seasons due to the Earths tilt
on its axis
Students will be able to identify what types of activities are daytime activities and
those that are nighttime activities and why
Students will know the meaning of the word cycle and know different kinds of
cycles that are present in our world
Students will be able to use their cycle model to identify the seasons
Students will know how the movements of the earth deal with time
Students will understand how it can be different times in difference places in the
world.
Students will be able to estimate what time of day it is at a location based on how the
sun is shining
Students should be able to use a flashlight to show where the sun would be shining
in different situations
6. What specific experiences and activities might be useful for helping students develop
their understanding of the night and day cycle?
We can ask students what they know about the word cycle and list examples of
cycles that they already know about
We can ask students questions that are focused on learning what they already know
about the day and night cycle
Is it day or night when you get on the bus for school?
Is it day or night when you go to bed?
What brightens the day, the sun or the moon?
Then we can demonstrate how to earth gets its light by doing activity number 4 with
the globe.
We can ask the students, What does the flashlight represent? (The students should
say that the flashlight represents the sun.)
Then we can put the flashlight on a specific region and say, If it is daytime here why
do you think it is night time in Australia?
7. In what ways could you assess students understanding or confusion about the night
and day cycle before/during/after instruction?
We could continuously question the students throughout the lesson and take
directional cues on what to do next based on their understanding as we move
through the material
We can have the students work hands on with the concepts
We can probe the students previous understanding then continue to listen closely to
their new observations
We could have a review session or have follow up questions ready
We could say, Could someone please tell me why its day time here and not in
Australia?
After asking follow up questions about the lesson, we can ask the students to use
the globe to illustrate the day and night cycle