Lesson Plan - #1 “Rotation around the Sun”

 

DESCRIPTORS

 

Curriculum Areas: Science, Technology, Language Arts, Geography, American Indian Language & Culture

Recommended Levels: 3rd Grade

Time Frame: 30 minutes

Tribal Affiliation: Tewa (Santa Clara Pueblo)

Geographic Location: North Central New Mexico

Developed by: Jacqueline Sanchez

Email addresses of developers:  Jackie_Sanchez@teachnet.edb.utexas.edu

Date lesson was developed: 7-24-01

 

 

INSTRUCTION

 

Goal: To learn about the Earth’s rotation around the sun, the physical properties involved and affected, and Tewa translations for specific locations and directions.

 

Behavioral Objectives: Students will

 

American Indian Standards: 

Geography – 1A, 3A                                              

 Language & Literacy – 7                                               

 Earth & Space Science – D, D1                                             

 Amer. Ind. Lang. & Culture – 3.2

 

Prior Knowledge Needed: Children will need to be aware that the Sun is a critical resource for life on Earth.  It is the main source of light, heat, and solar power here on our planet.

 

Materials and Resources Needed: 

 

Culture Content and Strategies: Translation of the terms earth, directions, equator, day, and night into the Tewa language will take place. This information will also be included in the SJ. A community mentor will provide this information.

 

Lesson Summary and Performance Tasks: 

Students will experience how the earth revolves around the sun and also on its axis. They will identify the North and South poles, equator and the state of Alaska. The activity will enable the students to identify the warmer/hotter spots on our planet as associated to the distance to the Sun.

 

Step 1. Class discussion on the Sun as related to the Earth, it’s properties, characteristics, and also thoughts on size.

 

Step 2.  Students are each given a Styrofoam ball and colored markers are made available to all. Each student is to draw a mid-line identifying the “equator”. Discussion on its location is to take place.

 

Step 3.  Students then are to identify both the “North and South Pole” and draw a small dot in black for each. Discussion on their location is to take place.

 

Step 4.  Students are then to identify the state of  “Alaska” and draw a small dot in blue for it.  Discussion on its location is to take place.

 

Step 5.  The term “axis” is to be introduced by the teacher and the Earth’s position is to be modeled at that time, (at a 23 degree axis).

 

Step 6.  Students are then to stand in a large circle giving each other an arms length of space between. They are to place their Styrofoam ball, which is now a model of the “Earth”, on the tip of their pencil.

 

Step 7.  The teacher will then stand in the center of the circle and identifying her/himself as the “Sun”. The teacher will then ask the students to position their model of the “Earth” at its axis gently spinning and questioning students reinforcing the complete revolution in 24 hours = 1 day.

 

Step 8.  The students are then to start walking along the circle along with spinning their model of the “Earth” on its axis. The teacher will then ask the students questions reinforcing the concept of the length of the year, climate on the various locations on “Earth” in relation to the “Sun”, and seasons on the various locations as well.

 

Step 9. Repeat Step 8 using Tewa terms.

 

Step 10.  Students are then to take 5-10 minutes or so to write an entry in their Science Journal summarizing the activity, highlights, and include what they most enjoyed.

 

Step 11.  Students will take turns using the digital camera to take each other’s pictures showing the rotation of the planet “Earth”. These will be printed and included along with their journal entry in their SJ.

 

* Enrichment may occur at this point (see below).

 

Assessment:  Each student is to actively participate in the activities contained in this lesson. Teacher observation and assistance will continuously take place. Completion on journal entry including digital photo will be assessed by rubric for content including grammar, punctuation, capitalization, and new vocabulary.

 

Technology Integration: 

Students will use the digital camera and word-processing.

 

Enrichment/Remediation: 

Students in need of challenge will word-process a short report of the activity. They may use the information entered in their Science Journal.

 

  Teacher Reflections 

Suggested Web sites –