Year 5/6B Autumn 2 Science Earth and Space – Space! Session 3: Night and day and the Shadow Ally Science curriculum Content: area: Earth and Space i. use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky Working Scientifically i. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary ii. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate iii. recording data and results of increasing complexity using tables and bar graphs iv. reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms v. identifying scientific evidence that has been used to support or refute ideas or arguments Teaching Objectives • Track the Earth’s movement by observing and measuring shadows (Y5&6) • Explore the Earth’s movement through simulation and time zones (Y5&6) • Solve problems using scientific evidence (Y5&6) Key Vocabulary: enquiry, evidence, star, sun, moon, sundial, shadow, axis, day, night, time-zone, Greenwich Meantime Resources Investigation Weblinks http://www.bbc.co.uk/education/clips/zvks4wx - Day & night, BBC questions, simulation guidance http://www.bbc.co.uk/education/clips/zq32fg8 - Sun, shadows & time of day, BBC x2, time conundrums, sundial http://www.bbc.co.uk/education/clips/ztwykqt - How do we get day & night? BBC images, use and design, rounders http://www.bbc.co.uk/education/clips/z38f9j6 - The sun – day & night, BBC post and stand, tape measures, http://www.timeanddate.com/time/map/ - Time & date map chalk, globes, Lego™ people, https://www.youtube.com/watch?v=K0-GxoJ_Pcg - What if Earth stopped spinning? sticky tack, torches and card YouTube Whole Class: Have http://www.ictgames.com/dayNight/index.html on the IWB and ask chn to discuss in pairs what they are observing. Feed back ideas and establish that this is how day and night are created through the spinning of the Earth. Watch the first 2 BBC clips to clarify understanding and explain that chn are going to design and implement a shadow investigation to demonstrate that the Earth spins, creating day & night. Ask chn why such an investigation helps to demonstrate that the Earth spins (rather than the sun moving across the sky). Look at the question: how can shadows show that the Earth is rotating?’ and send chn off in gps with an equipment list, to plan their investigation using the sticky-note approach – Y6 to develop ideas independently, while Y5 are guided – see questions. Go outside to an open area that is in sunlight for most of the school day. Get gps to set up a rounder’s post and draw around the shadow (including the base, in case it moves). Measure the shadow length and note how defined it is - get chn to design a table to record this in. Ask chn to predict what will happen in the hours leading up to midday and then in the afternoon (length, direction and definition of shadows and why). Re-draw the shadow every hour, labelling/recording the time it was drawn and the length and definition of it. Chn to graph results at the end of the day. Once set up, explain that chn are going to explore shadows further. Make sure chn photograph all models. Year 5 Changing shadows: Using the 3rd BBC video for Year 6 Changing shadows: Using the 3rd BBC video for reference (don’t show chn!) ask chn how they think you reference (don’t show chn!) ask chn how they think you could reconstruct/model what is going to happen with their could reconstruct/model what is going to happen with their shadow investigation across the day. Give them a torch, a shadow investigation across the day. Give them a torch, a globe (or ball) and a Lego person – use Y5 questions to globe (or ball) and a Lego person – give Y6 questions to support discussion and exploration. Have their predictions support discussion and exploration. Have their predictions for the outside shadow experiment changed at all? Time of for the outside shadow experiment changed at all? Time of day ‘simulation’: Chn to watch the 4th BBC clip and then try day ‘simulation’: Chn to watch the 4th BBC clip and then try to come up with a possible ‘human simulation’ that to come up with a possible ‘human simulation’ that demonstrates the time of 4 different cities in the world at demonstrates the time of 4 different cities in the world at various points throughout the day and night (see guidance). various points throughout the day & night (see guidance). Time detectives: Give chn Lego people clutching a time Time detectives: Give chn Lego people clutching a time conundrum and get them to decide where they are and what conundrum and get them to decide where they are and the time is. Chn to then explore the time & date map. what the time is. Chn to then explore the time & date map. Plenary Do your plenary at the end of the day and ask chn to describe what happened to the shadows they have drawn outside and why. Share measurements they took and draw the arc of the changing shadows, noting patterns. Explore shadows link to consolidate understanding. Note that shadow clocks have essentially told us the time of day (having been labelled), but explain that a sundial is more accurate (see fact sheet). Ask what chn think might happen if the Earth stopped spinning (watch video). H/W: make your own sundial (see guidance). Outcomes Children will:  Explore time zones and relate this to the movement of the Earth (Y5&6)  Use logic and knowledge to solve scientific problems (Y5&6)  Plan (Y6) and carry out (Y5&6) shadow investigations that help support the idea that the Earth moves on its axis, noting variables (Y6)

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