4th Grade Standard


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4th Grade Standard

  1. 1. Day and Night- understanding the day/night cycle<br />Karen Lucas<br />09/15/09<br />
  2. 2. The Physical Setting<br /><ul><li>4.3.8 :Explain that the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle.
  3. 3. Taken from http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
  4. 4. Link to activity http://www.indianastandardsresources.org/files/sci/sci_4_3_8.pdf</li></li></ul><li>Definitions<br />Observe: To be or become aware of, especially through careful and directed attention; notice.<br />Axis: A straight line about which a body or geometric object rotates or may be conceived to rotate.<br />Rotation: The act or process of turning around a center or an axis: the axial rotation of the earth.<br />Tilt: To slope; incline.<br />Taken from: www.thefreedictionary.com<br />
  5. 5. Background Information<br />The earth rotates on its axis every 24 hours resulting in the day and night cycle.<br />Picture taken from<br />http://msnucleus.org/membership/html/k-6/uc/earth/1/uce1_1a.html<br />
  6. 6. Pre- Activity Discussion<br />Ask the students to have a paper and pencil to record their predictions and observations.<br />1. Show students a pencil, and tell them that it will represent Earth’s axis. Wrap foil around the pencil in a ball and explain that the foil will represent Earth.<br />2. Discuss with students what the words “rotation” and “tilt” mean.<br />3. Select a student to tilt and rotate the pencil, demonstrating how Earth moves.<br />
  7. 7. Pre- Activity Discussion con’t<br />Tell students that they are going to model the process of nightand day. By rotation and tilting the model.<br />Ask students to write down how long a full day is, and what they believe causes the night-and-day cycle.<br />
  8. 8. Activity<br />1. Show students the globe, and tell them it represents Earth. Help them identify the axis. Explain that a flashlight will represent the sun’s rays.<br />2. Tape a piece of paper over your city/state so that students can see where they live.<br />3. Turn off the lights and shine the flashlight at the piece of paper on the globe.<br />4. Ask students: “Is there light shining on our city/state now? What do you think will happen as I turn the globe on its axis?” Have the students record on paper.<br />
  9. 9. Activity con’t<br />5. Slowly rotate the globe while holding the flashlight in the same spot.<br />6. Stop the globe when it has rotated halfway. Ask students: “Now is there light shining on our city/state? Is the other side of the globe in the dark or the light?” Have the students right down their observations.<br />7. Discuss with students that it takes 12 hours for Earth to rotate halfway and it takes 24 hours for a full rotation.<br />Taken from activity : http://www.indianastandardsresources.org/files/sci/sci_4_3_8.pdf<br />
  10. 10. Example <br />Observations<br />When its daytime where I live its still night time in different countries.<br />Sometimes when its night time for a county they still can see part of the sun.<br />There are different time zones because of the sun.<br />Questions<br />How long is the day and night cycle?<br />If I took a plane ride from where I live during daytime to the other side of the earth would I lose time or gain time?<br />
  11. 11. Resources<br />http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx<br /><ul><li>http://www.indianastandardsresources.org/files/sci/sci_4_3_8.pdf</li></ul>www.thefreedictionary.com<br />http://msnucleus.org/membership/html/k-6/uc/earth/1/uce1_1a.html<br />http://www.indianastandardsresources.org/files/sci/sci_4_3_8.pdf<br />