The movements of the earth
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Transcript of The movements of the earth
Introduction
I have chosen this topic because it is one of the contents that we have to work inthe 3r level of Primary and also because it is a topic that children are interestedin.
When I decided to chose this topic I was not sure of doing the right thing butlittle by little my students have shown to me that all it’s possible.
They have been incredibly surprising.
I hope my work will be useful for all of you.
http://kcy8781.weebly.com/earth-sun-and-moon.html
TEMPLATE Project
Title: THE EARTH, OUR PLANET – Planet Earth: Rotation and revolution.
Subject: SCIENCE
Level : 3rd level of Primary
Learning Objectives:
- Understand the two movements of the Earth.
- Integrate its causes and consequences.
- working in groups:
* sharing ideas
* coming up with their own conclusions.
* planning and discussing their project with the members of their group. Prior knowledge:
How the Earth rotates and develops the seasons in different places on the world (movement of revolution), and how
the Sun light causes the shadow and, as a consequence, the night (movement of rotation). Competences developed:
- Learning by doing and sharing.
- Content acquisition embedded in context.
- Effective communication in social interaction.
- Critical thinking. Evaluation Criteria. Rubric
CRITERIA INDICATORS
4 3 2 1 Gathering
information and
resources
I took information
from 3 or more
sources
describing the
earth’s rotation.
I took information
from 1 or 2 sources
describing the
earth’s rotation.
I only took
information from
the sources
provided.
I didn’t take any
information on the
earth’s rotation.
Group
cooperation
I participated,
discussed and
agreed in all the
creative process
of the project
together with my
group.
I participated,
discussed and
agreed in most of
the creative
process of the
project together
with my group.
I participated,
discussed and
agreed in some
parts of the
creative process
of the project
together with my
group.
I didn’t
participate,
discuss and agree
much in the
creative process
of the project
together with my
group.
Creativity I find my project
extremely
creative and
original.
I find my project
very creative and
original.
I find my project
quite creative
and original.
I find my project
similar to other
projects.
Outcome The final project
was a real
success.
The final project
was quite
successful.
We had some
problems with the
final project.
The final project
didn’t work.
Activities
Steps Description Interaction Skills Materials Timing
1. The teacher introduces the rubric as
evaluation criteria and explains to the pupils
the main objectives that they should have
achieved at the end of the task.
Group class Listening and reading Photocopies
of the rubric.
First session: 30
min.
2. The pupils have to get into groups of 3 or for
that the teacher has made previously.
Small group (3-
4)
Listening and
speaking.
--
3. They have to prepare the material that they
need: a torch/flashlight, a ball, a notebook, a
pen and a camera (optional)
Small group
(3-4)
Listening and
speaking.
-- For next
session. They
prepare at
home.
4. The teacher introduces the driving question:
When in Reus is day, why in the other part of
the world is night?
Group class Listening and
speaking. Use of
language.
-- Second
session: 1 hour
5. Using the ball and the torch, pupils have to
illustrate what happens at the Earth rotates:
Day and night; at the Earth revolution:
seasons.
Small group
(3-4)
Listening, speaking,
use of language.
Writing, reading and
use of language.
Torch, ball,
notebook,
pen for each
group.
6. Pupils have to take notes on how they set up
their experiment and what results they have
found.
7. Pupils organise their information and include
pictures or drawings of their results and
prepare their final results for sharing with their
classmates, making a presentation in a
cardboard or wall paper.
Small group
(3-4)
Reading, writing, use
of language.
Cardboard
or wall
paper.
Pictures or
drawings
Third session: 1
hour
FINAL
TASK
Pupils have to share their findings and results
with all the other groups.
All groups Reading, use of
language, speaking.
Cardboard
or wall paper
made by
each group.
Photocopies
of a rubric
for evaluate
each group
Fourth and
fifth sessions: 1
hour each
one.
I used also…
LESSON PLAN
Title of the Lesson: ___The Earth, the Sun and the Moon__________________ Date: ____19/01/15___________
Unit of Study: _____________The universe__________________________________
Level and group _3rd
level of Primary______ Number of children _________26______
Background Information:
- What is the Earth, the Sun and the Moon.
- The movements of the Earth: rotation and revolution, and what these movements cause.
- The movements of the Moon.
- Why the Sun is important for us. Learning objectives: (content and language)
By the end of the unit students will be able to: Know the characterization of the Sun-Earth-Moon system. Establish the relationship between the different movements of the Earth’s orbit and rotation, day and nit and seasons. Establish the relationship between the position of the Sun and shadows.
Competencies involved:
Communicative skills:
- Communicate ideas and information orally, written,
visual and using ICT to inform, to persuade, to dialogue.
- Identify relevant information in the area of texts that use
different communication channels and different origins.
Methodological skills:
- Use skills for collecting and processing information.
Personal skills:
- Apply knowledge and skills in familiar contexts and their
environment.
Assessment:
- Show initiative and creativity in conducting a
research project on a topic of the environment, using
ICT resources efficiently.
- Work in group, to be able to discuss and gather
conclusions.
-Complete the sheet prepared filling the gaps with
the information watched in the video.
Lesson development:
Activity title 1.- Previous
knowledge 2.- Earth, Sun and
Moon (TIC) 3.- Fill in the gaps
Time
10 min. 40 min. 10 min.
Description
Pupils have to share with the classmates what they know about the Earth, the Sun and the Moon. They have also to share they knowledge about the movements of rotations and revolution and the relationship between the Earth, the Sun, and the Moon. Pupils have to explore the resource through internet. First of all, they will explore the different questions about the movements of the Earth, the Moon and the Sun. After that, they have to complete the quiz that appears in that page. In groups, pupils have to complete the text with all the information that they have learnt and they knew before doing the activity.
Interaction
T-Ss Ss-Ss T-Ss Ss-Ss (in groups of 3-4) Ss-Ss
Skills
L,S,I
L,S,I,R,W L,S,I,R,W
Materials
Blackboard Chalk White sheets of
paper Whiteboard Internet connection Whiteboard / tablets Sheet ( 1 photocopy
per group)
Personal notes / reminders / homework / other considerations:
Pupils don’t have to do anything at home as homework.
We only need to have prepared the sheet to fill in the gaps, and we have to be sure that the internet connection runs properly (we can prepare the resource before starting the class).
ICT resources
www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
Reflexion on the implementation for improvement:
- The first thing I have confirmed doing that project is that when I introduced the rubric as evaluation criteria my
pupils seemed stressful because, in my opinion, they received too information to them.
- The second thing I have observed is that when they started doing the experiment in their little group, they had to
face the problem of the light. We did the experiment in the afternoon and there was too light in the classroom and
it supposed a big difficulty to be able to develop the activity properly.
- I have seen the difficulties that my students have had for doing their work in groups. They have had many
discussions and although they were working in small groups, there have been students who have not done
anything or have actively participated. This has caused tension.
- In my opinion, this work not only can be interesting but also stressful. Children like working on projects but they also
have some difficulties to be overcome.
Probably my first mistake was to believe in that eight years old children could get good results. They can, I’m sure,
but first I think I should help them learn to work together and learn to overcome difficulties.
- The last point I would like to comment on is the fact that I met with limited time and having to incorporate activities
that were not planned at the beginning of the academic year. This is an aspect that should be taken into account
when preparing the next training course. I think it would be good idea to know beforehand the work we should do
so that it can be taken into account when planning the different subjects.