SCIENCE #2: CRASH COURSE

ACTIVITY TIME: 40 min


Grade 4

CONNECT

LEARNING INTENTION:
- I can explain the difference between rotation and revolution
- I can draw and label a scientific diagram

RATIONALE:
- Acquire, interpret, and present information (Communication)
- Question and investigate (Critical Thinking)
- Self-regulation (Personal Awareness and Responsibility)
- To give students multi-sensory input (whole brain method) regarding the
relationship between the Earth and the sun in our solar system

CURRICULUM:
DO:
- Observe objects and events in familiar contexts (Gr. 4 Science)
- Demonstrate an understanding and appreciation of evidence (Gr. 4 Science)
- Represent and communicate ideas and findings in a variety of ways (Gr. 4
Science)
- Use a variety of comprehension strategies before, during, and after listening,
or viewing, to deepen understanding of text (Gr. 4 ELA)
KNOW:
- The cause of annual seasons (Gr. 4 Science)
- The cause of day and night (Gr. 4 Science)
- Vocabulary: axis, rotation, revolution, orbit, hemisphere
UNDERSTAND:
- Earth’s axis, rotation, and orbit cause changes locally (Gr. 4 Science)


PROCESS

PREP + MATERIALS:
- projector, graphic organizers, pencils, glue sticks, anchor chart(s), whiteboard,
whiteboard markers

METHOD:
CONNECT:
1. Students will be handed their notebooks with the graphic organizer tucked
inside
2. 1 min - Define “scientific” diagram
- Labelled, neatly drawn, easy for someone to look at and understand
3. We will watch a video (https://www.youtube.com/watch?v=l64YwNl1wr0)
students will have 2 mins for each diagram
- Clarify that they can colour their diagrams if they finish quickly/we will
colour them after their journal entries
PROCESS:
4. Stop @ 0:37 - Whole Brain repetition, instruct students to draw and label what
they see in box #1a
5. 1 min - Students will label this diagram with axis
6. Stop @ 0:47 - Whole Brain repetition, instruct students to draw and label what
they see in box #2
7. 2 min - Students will label this diagram with rotation
8. Stop @ 1:17 - Whole Brain repetition, instruct students to draw and label what
they see in box #3
9. 2 min - Students will label this diagram with revolution
10. Stop @ 1:40 - Whole Brain repetition (add on to axis), instruct students to
draw the axis the “proper” way in box #1b
11. 1 min - Students will label this diagram as axis as well
12. Stop (quick!!) @ 2:03 - Whole Brain repetition, ask students to pair and share
how they think this tilt affects Earth
13. Stop @ 2:20 - Whole Brain repetition, instruct students to draw and label what
they see in box #4
14. 2 min - Students will label the seasons as shown on the diagram
15. Stop @ 2:29 - Ask students what would happen if the Earth wasn’t tilted and
skip to 3:23 in the video
TRANSFORM:
16. 5 min - After video, we will review our whole brain repetitions once more from
the beginning
17. 15 min - Students will write reflection #2
- QOTD: How do you think the seasons effect living things (ie. plants, humans,
animals)? What about non-living things (ie. bodies of water, mountains,
cities)?
18. Students will glue their graphic organizer on the LEFT side of their notebooks
(opposite their reflection) and hand them in

TRANSFORM

ADAPTATIONS + EXTENSIONS:
- adaptation: JB can have an EA help him with spelling/letter formation if
needed, he will also have a modified journal sheet (draw and print the 4
seasons)
- extension: If wrapped up early/students have extra time, they can colour their
diagrams
ASSESSMENT + EVIDENCE:
- assessment: I will collect journals before dismissal and read their QOTD
response
- evidence: These journal entries are directly connected to the curricular big
idea and will serve as a reference point for progress/growth of learning at the
end of the unit