Rotation of the Earth
Initial Publication Date: August 18, 2009
Summary
Students will investigate the causes for day and night. They will observe, generate questions and investigate to understand the Earth's "rotation" and the causes for "day" and "night."
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Learning Goals
Students will share their knowledge of the Earth and Sun as it pertains to day and night and generate questions about the causes of day and night using a KWL chart.
After exploring the true causes by engaging in the activity and discussing their findings they will add what they learned to their charts and diagram their understanding in their journals.
After exploring the true causes by engaging in the activity and discussing their findings they will add what they learned to their charts and diagram their understanding in their journals.
Context for Use
This activity is geared for Grade 3 and would be used in a classroom setting.
Description and Teaching Materials
Materials: medium sized Styrofoam balls (baseball size), thin dowels, colored push pins and a flashlight.
Procedure: Have the students work in groups of 4-5.
Push a wooden dowel through the ball (model of the Earth) at a 23 degree angle to create an axis. Mark the location of Minnesota on the "Earth."
Ask the kids to turn on their flashlights and ask what the Styrofoam ball and light source represent.
After a short discussion the students should record their questions and predictions as to the causes of day and night in their science journals.
Darken the room and have each group shine the "Sun" on their "Earth" as group member slowly spins the Earth on its axis.
As a class, discuss their findings and determine which questions got answered.
Other questions to ask: Which side of the earth is having day/night? Why does the sun shine on certain areas of the earth at different times? We have 24 hours in the Earth's day/night.... what would happen if there were no sun? You may wish to discuss how that would affect the plants, animals and human life on our planet.
Students should add a sketch of what they learned and label their drawings in their science journals.
Procedure: Have the students work in groups of 4-5.
Push a wooden dowel through the ball (model of the Earth) at a 23 degree angle to create an axis. Mark the location of Minnesota on the "Earth."
Ask the kids to turn on their flashlights and ask what the Styrofoam ball and light source represent.
After a short discussion the students should record their questions and predictions as to the causes of day and night in their science journals.
Darken the room and have each group shine the "Sun" on their "Earth" as group member slowly spins the Earth on its axis.
As a class, discuss their findings and determine which questions got answered.
Other questions to ask: Which side of the earth is having day/night? Why does the sun shine on certain areas of the earth at different times? We have 24 hours in the Earth's day/night.... what would happen if there were no sun? You may wish to discuss how that would affect the plants, animals and human life on our planet.
Students should add a sketch of what they learned and label their drawings in their science journals.
Teaching Notes and Tips
This activity should take about 30 minutes of classroom time. It would be part of a unit on Our Earth and Our Solar System and is one of the strands in the Grade 3 Standards. You could show the video The Magic School Bus Lost in the Solar System or read the same book by Joanna Cole.
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Assessment
Assessment would be done by viewing the students understanding of rotation by their comments and drawings in their journals and by observing their interactions while working in their group.
Standards
3.3.3.1.1 Rotation