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UNIT PLANNER Teacher/Team: Sarah Contin

Topic: Day and Night Year Level: 3 Term: 4 Weeks: 7-9 Date: 13/11- 01/12
Intended Learning Focus (taken directly from Victorian Curriculum documents):
Content strand(s): Earth and Space sciences. Commented [SC1]: Core idea of the unit.
Sub-strand(s): Science understanding.
Level content descriptions:
Earths rotation on its axis causes regular changes, including night and day (VCSSU061)
Co- Curricular content descriptors:
 Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
(VCELA246)
 Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks. (VCAVAV026)

Links to other Curriculum areas:


 English Literacy
 Mathematics
 Visual Arts
Understanding- Learning outcomes. Commented [SC2]: Learning outcomes directed from the
 Understanding, explaining and justifying why day and night occurs. Victorian Curriculum as well as the Solomon Island
 Explain how the Earth rotates to show how and why night and day occur. curriculum.
 Understand how the Moon reflects light from the sun.
 Understand how different animals and plants behave during night and day.

Common misconceptions: Commented [SC3]: Created from observations taken from


 Students often can experiences features of change to night and day, but can not explain how or why they occur. students abilities and prior knowledge.
 Students are often unable to understand movements of Earths, moon and suns rotations
 Students may experience confusion between different animals and plants behaviors towards night and day.
Key skills to develop and practise: Key Vocabulary:  Axis Equipment / resources:
 Nocturnal  Text: Solomon Islands Primary Science Learners book Year 3.
 Identify the changes of day and night through  Day/ daytime Chapter 6, Day and Night. Commented [SC5]: Curriculum basked text book used.
observation.   Shadow/ shade
Night / night-time  Text: The Universe. Page 92-97.
  Spin  Butcher paper
 Find ways to describe why changes occur. Sun
 Moon  Sunrise/ sunset  Earth globe
 Create a sun dial to observe the suns shadow.  Planet  Torch
 Earth
  Paper plates (x40, one for each student).
Describe the suns movement.  Rotation/ rotate  Orbits Commented [SC4]: Designed to cater to the students level
 Icy pole sticks (One for each student) of ability.
 Light  Sticky tape
 24 hours  A4 paper
 Paints (Red, Yellow, Orange)
 Patty pans
 Paintbrushes
 Glue
SCIENTIFIC TUNING IN INTRODUCTION BODY OF THE LESSON. CLOSURE ASSESSMENT
FOCUS (The Hook) STRATEGIES

Session 1  Explain learning  Whole class makes a  Students write down  Students share their  Assess students
40 Mins intention for today. vocabulary list on vocabulary list to refer to responses to prior knowledge of
 Read text from key words found in in their own textbooks. individual work. day and night Commented [SC7]: Assessing students prior knowledge.
INTRODUCTION TO Primary Science Year the text on butcher  Teacher models  Allow students to through
DAY ANDNIGHT 3- Chapter 6 Day and paper. Vocabulary sentences for students add to their own lists vocabulary.
night, pg: 75 and 80, list will then be kept to discuss and write into of ideas.  Assess students
Earths rotation on its
axis causes regular
to whole class as in the classroom for their books for further  Whole class individual work
changes, including introduction to Night students to recap on development. discussion on samples.
night and day and Day unit. throughout the unit. - The Earth rotates content explored  Observe students Commented [SC6]: This was a great tool! Used this in
(VCSSU061)  Teacher makes note  Allow students to around the Sun. during the capabilities to every lesson.
of key vocabulary add any further - When the Sun shines on introduction unit complete tasks and
words that will be vocabulary to the list one side of the Earth ‘day and night’. participate in
explored. (prior knowledge of that side is daytime. The  Allow opportunity or whole class
night and day). other side of the Earth is students to ask discussion.
in a shadow and it is in questions and
night-time. provide feedback.
- It takes the Earth 24  Revisit learning
hours to rotate around intention.
the Sun, which equals
one whole Earth day.
- The morning is Sunrise.
- The evening is Sunset.
 Students then make a
table of Day and Night
and record the activities
they do in each.
Session 2  Explain learning  Teacher models  Here, teacher describes  Ask students to  Observe students
40 Mins intention for today. Activity One: Shine the cause and effects of record this image capabilities to
 Revisit vocabulary the torch (sun) on Earth as it rotates around and responses in engage in activities
CAUSES AND list made from prior one side of the globe the sun. Explain the causes their exercise books. and content Commented [SC8]: Allowing students to record and
EFFECTS OF THE lesson. and explain the and effects of the Earth  Revisit vocabulary explored. respond.
EARTHS ROTATION
 Re-read “Chapter 6 causes and effects of rotating on its own axis. list. Ask students if  Asses how well Commented [SC9]: Formative assessment.
AROUND THE SUN.
Day and Night, pg: the Sun on the Earth. Ask students: there are any other students
Earths rotation on its 75 and 80,” from  Teacher models the - When the torch shines words we can add responded to
axis causes regular text. Whole class action of Earth using on this side of the Earth, after todays lesson? whole class tasks
changes, including discussion/ recap of vocabulary from the what does this mean?  Whole class by asking and
night and day content. units vocabulary list. - When this action discussion on answering
(VCSSU061)
 Allow students to occurs, what does it content explored questions.
ask further mean for the other side from today. Allow
development of the Earth? students to ask
questions during this - How is the Earth questions and
time. rotating? provide feedback.
- How long does it take  Revisit learning
for the Earth to rotate intention.
on its axis?
 Teacher then presents
students with image
(Appendix 1), explain
what is happening to the
Earth. Ask students:
- How does this image
relate to the task we
just did?
- Can you identify the
Earths axis?
- Can you identify the
Earth’s shadow?
- What does this shadow
mean?
Session 3  Lesson to be done at  Read students page  Select 3 students to act  Revisit vocabulary  Assess students
40 Mins the beginning of the from text: The out the rotation of the list. Emphasise/ add prior knowledge of
morning. Universe, pg: 92-97. Sun, Earth and Moon’s focus words from the Earth and
ROTATION OF THE  Explain todays gather new orbit. text. Moons rotation
SUN, EARTH AND learning intention vocabulary to add to  Model questions:  Recap on results of around the Sun.
MOON IN ORBIT.
“Earths rotation on the vocabulary list. - The Earth rotates the activity.  Assess students
its axis causes  Present students around the_ (SUN)  Allow students to responses to
Earths rotation on its
axis causes regular regular changes, with a diagram of which takes (1 Year) ask questions and questions on new
changes, including including night and how the Earth orbits - The Earth spins on its provide feedback. explored content.
night and day day.” around the Sun (AXIS) which takes (24  Revisit learning
(VCSSU061)  Read unit vocabulary (Appendix 3). hours= 1 day). intention.
list as a whole class.  Allow students to - The Moon rotates
Teacher asks come up the front around the (EARTH
students to define and open each flap - The Earth is close to the
words that are new on the diagram to Sun because of the Suns
read out. (gravitational pull
 Discuss, explain and towards the Earth).
reason why and how  Whole class answers:
this process - What does the Earth
happens. revolve around?
 Allow students to - What does the Moon
ask questions and revolve around?
provide feedback. - Does the Sun move?
 Find new vocabulary - When the Earth spins on
to add to students its axis, what does this
vocabulary list. mean?
- What causes the Earth to
rotate around the Sun?
 Students draw Appendix
3) in their textbooks.
Modelled sentences:
 “The Earth rotates around
the Sun through a force of
the Suns gravitational pull.
The Moon rotates around
the Earth. The Sun remains
still. The Earth rotates on
its axis once a day.”
Session 4  Read students page  Teacher refers to  Using image from  After all recordings  Assess students
40 Mins from text: The Appendix 1 to recap Primary Science, have been made. work samples and
Universe, pg: 92-97. students’ new Learners Book, Year 3, Teacher refers to ability to identify
RECORDING THE gather new knowledge. Chapter 6, activity 5 pg. chalkboard image the different
POSITIONING OF vocabulary to add to  Teacher orally 79’, teacher models and asks students: positions of the
THE SUN the vocabulary list. models sentences diagram shown for - What have you noticed sun throughout the
 Present students whilst conducting students to copy. about the Sun? day.
Earths rotation on its
with a diagram of this activity for  Teacher also draws an - Was the Sun higher in
axis causes regular Assess students ability to be
changes, including how the Earth orbits students, which they enlarged image on the some places than
able to identify and explain
night and day around the Sun have to answer using chalkboard for whole others?
what is happening during
(VCSSU061) (Appendix 3). relevant vocabulary. class to see.  Allow students to this process.
 Allow students to - The Earth spins on its  Activity: Whole class ask questions and
come up the front own (AXIS) which takes goes outside and provide feedback for
and open each flap (24 hours= day). monitors the position of the conclusion of
on the diagram to - This causes (DAY AND the Sun in the sky at this lesson.
read out. NIGHT) different times of the  Revisit learning
 Discuss, explain and - When it is day on one day, every hour (or when intention.
reason why and how side of the Earth, this possible).
this process means it is (NIGHT) on  As students complete
happens. the opposite side. this activity throughout
 Allow students to - This is caused because the day, ensure they are
ask questions and of the (SHADDOW) from each standing in the
provide feedback. the (EARTH). same position each time.
 Find new vocabulary
After each recording,
to add to students
teacher also records the
vocabulary list.
Suns positioning on the
chalkboard image.
Session 5  Read learning  Introduce activity by  Students are to use new  At the end of the  Assess students
40 Mins intention. asking students to knowledge to make activity, explain to new knowledge
recap on content predictions and record students that we will when they recap
SUNDIALS Earths rotation on its axis explored in Lesson 4 the movements of the be using the sundials on their previous
causes regular changes,
(observing, recording Sun by creating their next lesson to record activity.
Earths rotation on its including night and day
(VCSSU061) and analysing the own Sundial. the positioning of - Are they able to
axis causes regular
positioning of the  Whole class discussion: the sun to indicate recall content
changes, including
night and day sun throughout the - Has anyone heard of a the time of day. explored in the
(VCSSU061) Resources needed: day.) sundial before?  Are there any new activity?
 Paper plates  Ask students to go - Has anyone seen one? words we can add to - Are students able
 Icy pole sticks back to this activity - Does anyone know what our vocabulary list? to use key
 Sticky tape. in their exercise a sundial does? -Sundial vocabulary when
books and describe - What do you think the -Positioning of the explaining their
the content explored sundial does? Sun thinking processes.
in this lesson.  Show students premade Time
- What happened to sundial, can you make a  Allow students to
the positioning of prediction on how this ask questions and
the Sun throughout may work? provide feedback
the day?  Read students dialogue. during this time.
- Where did the Teacher models  Revisit learning
positioning of the sentences for students intention and
Sun begin? Where to write out and discuss. explain how this
did it finish? - A sundial is a clock that activity is connected.
- What was causing uses the position of the
the positioning of Sun to indicate the time.
the sun to change? Each type serves the
same purpose to tell
time by the position of
the sun.
- It is important to record
results accurately and
adequately.
 Activity: Teacher models,
students make their own
sundials using resources.
Session 6 Ideal for this class to be  Introduce activity by  Every hour or 30 mins,  Whole class discussion  Assess how
40 Mins scheduled on a Sunny day in asking students to teacher and students go at the end of the last students are
the morning of the school day recap on new outside to record the time recording. engaged and
RECORDING information positioning of the Sun - What did you notice participate in
 Read learning
SUNDIALS explored in previous using their Sundials. from your data? whole class
intention for today
lesson on Sundials. Students draw a line - Why might the discussion and
Earths rotation on its to whole class
- What did we explore where a shadow is cast position of the Sun development
axis causes regular  Students are
last lesson? from the icy pole stick be changing? activity.
changes, including learning to record
night and day - What did we make? onto the paper plate and  Explain to students - Is the student able
the changes of the
(VCSSU061) - Can you tell me a bit record the time next to this is a method of to complete the
Sun over the course
about the object we it. being able to tell the development task
of the day.
made? - Important to note that time without using a independently?
Earths rotation on its axis - What does it do? students must be clock. - Can the student
causes regular changes, - How might it work? standing in the same  Allow students to ask use correct
including night and day  Explain to students position/ keep their questions during this language
how they will record sundials in the same time and provide throughout the
the position of the position in order to feedback. task to explain the
Sun using the paper produce accurate results.  Revisit learning changes occurring?
plate Sundials they  intention and connect - Is the student able
made in the previous  Relate this activity to to changes to light and to read and
lesson. students prior knowledge day. analyse their data
of recording the to justify their
positioning of the Sun predictions.
throughout the day.  Assess students work
 Continue to record the samples.
position of the Sun - Is the student able
throughout the school to successfully and
day. clearly complete
 Halfway through the day, the task in an
ask students to discuss organised,
what they notice descriptive and
happening to the lines clear manner.
they are tracing. - Is the student able
- Students make a prediction to make a
as to what the end result prediction and
may look like after the last justify/ elaborate
recording. on their response.
Session 7  Recap on learning  Teacher reads text:  Show students images  At the end of this  Assess students
40 Mins intention. Year 3 Primary of sunrises and sunsets activity, ask students ability to reflect
 Make connections science, Chapter 6, (page 80 of text) to share their and respond to
SUNRISE AND between Science page 80.  Whole class discussion creative pieces of texts as well as
SUNSET learning intention and  Teacher explains the on how Sunrises and work with the class. engage in class Commented [SC12]: Collaborative group share.
Visual Arts learning concept of sunrise Sunsets occur based on  Ask students to discussions.
Earths rotation on its intention. and sunset. the content previously make visual  Assess students
axis causes regular  Add words to explored. connections with visual pieces of
changes, including Earths rotation on its vocabulary list.  Encourage students to content explored work:
night and day axis causes regular
(VCSSU061)  Ask students prior use correct vocabulary when presenting - Students able to
changes, including night
and day (VCSSU061) knowledge when elaborating on their work to the create their own
questions. their responses. whole class. creative piece in
Explore visual - Have you seen a Ask students to Think,  Encourage students reference to the
conventions and use Explore visual conventions sunrise? Pair, Share the to ask each other topic discussed?
materials, and use materials, - Was the student
- Have you seen a following responses questions and Commented [SC10]: Teaching strategy
techniques, techniques, technologies and
sunset? with each other: provide feedback able to use correct
technologies and processes specific to
processes specific to - Do you know which - When the Earth is facing during this time. vocabulary and
particular art forms, and to
particular art forms, make artworks. (VCAVAV026) way the sun rises the Sun in the morning context when
and to make and which way the this means it is? describing their
artworks. sun sets from your - Therefore, due to this, finial piece of work
(VCAVAV026) house? the Earth causes a to the whole class?
- Do you know what shadow, which causes
time each of these what on the other side of
happen? the Earth during this
In the Solomon time?
Islands.  Ask students to share
- Rise= 5:50am their responses as a
- Sets= 6:30pm whole class.
 Teacher makes note  Allow this time for
of students responses students to be
on board. creative and draw/
write/ create an
image, poem or song
relating to the topic
of Sun rises/ Sunsets. Commented [SC11]: Creative response
Session 8  Recap on learning  Refer to Day and  Students are to  Once students  Assess how well
40 Mins intention. Night vocabulary list select 5-7 words have completed students are able to
 Make connections presented in the from the vocabulary their finial piece of individually produce
EXTENDING between Science classroom list and create their work, select their own creative/
VOCABULARY learning intention and  Whole class reads own descriptive students to share descriptive sentences.
English literacy’s words out and spell sentences. their sentences - Can the student
Earths rotation on its learning intention. each word for recall. - Students are to create with the whole independently write
axis causes regular
two sentences for each class. their own sentences
changes, including
night and day word they choose.  Encourage using relevant
(VCSSU061) - Once sentence that students during language to the unit
highlights content this time by being explored?
explored throughout commending them - Is the student able to
 Understand how the Day and Night on their creative understand meaning
different types of topic and the other can writing and of each vocabulary
texts vary in use of
be a Silly Sentence. highlighting word listed and use it
language choices,
depending on their - Students are descriptive words in the correct context?
purpose, audience encouraged to think or expressions - Is the student using
and context, creatively and use that were well correct grammar,
including tense and appropriate grammar, thought out. punctuation, purpose
types of sentences punctuation, purpose,  Conclude lesson and tense when
(VCELA246) context and tense writing?
by referring back

when creating their to learning  Assess students finial
descriptive sentences. intentions. pieces of work.
- Encourage students to  Allow time for
use creative adjectives students to ask
to add depth to their questions and
sentences. provide feedback.
Session 9  Recap on learning  Ask students to revisit  Students are to  Once students have  Assess students
40 Mins intention. their workbooks from brainstorm, draft then completed their ability to make
 Make connections session 7- Sunrise and write and create their written drafts, ask connections from
CREATING AND between Science Sunset. own story of a sunrise or students to proof content to real life
DRAFT WRITING learning intention and  Whole class sunset. read their work/ ask experiences from Commented [SC13]: Sequenced lesson
English literacy’s discussion on content  During this stage a friend to read it for their work
Earths rotation on its learning intention. explored during this students are creating a them. samples.
axis causes regular lesson. draft in their workbooks.  Teacher then - Students are able
changes, including
 Students recap on the This written piece can be collects students to fluently write a
night and day
creative pieces of in the form of a report, work for correcting formal written
(VCSSU061)
their visual or written story or reflection from before students piece describing
 Understand how responses to a their own experiences. create and submit the key elements
different types of Sunrise or Sunset.  Students are to describe their finial piece of involved
texts vary in use of  Whole class the characteristics of a work. throughout the
language choices, Sunrise/ Sunset using  Provide feedback for content explored in
brainstorm on writing
depending on their
a creative written creative vocabulary eg: students and this unit.
purpose, audience
and context, report piece on colours, what time this encourage positive - Student is able to
including tense and Sunrise and Sunset. happens, where it reinforcement. make connections
types of sentences - What do we need to happens and what does  Allow time for as to why the
(VCELA246) include? it mean is going to students to ask sunrise or sunset
 - What vocabulary happen? questions and occurs due to
should we be using provide feedback. changes of the
(refer to learning What does it mean is going to Earth.
happen? Eg sunrise= - Students are able
intention and
morning/ day, Sunset=
vocabulary list). to use correct
evening/ night
 For EAL students, tense and types of
model sentences? sentences to
Give them some construct meaning.
examples of what
type of writing they
could do. Commented [SC14]: Catering for different learning
abilities.
Session 10  Recap on learning  Students begin by re-  Students are to then  Allow students to  Summative
40 Mins intention. reading their written to create their finial share their finial assessment: Assess
 Make connections drafts from previous piece of work on an pieces of work with students final piece
FINIAL PIECE OF between Science, Visual lesson to themselves and A4 piece of paper the whole class. of work.
ASSESSMENT. Art learning intentions then to two other which they will - Student reads their - Has the student Commented [SC15]: Finial lesson, recap on whole unit.
and English literacy’s students. submit for written work and presented their Summative assessment.
Earths rotation on its learning intention. assessment. describes their visual work in a way that
-Encourage students to  Once students have images. is descriptive,
axis causes regular
provide feedback throughout
changes, including completed this task  Allow other students educational, clear
Materials needed: this process and make
night and day they are then invited to ask questions and and responsive?
 A4 paper changes to their work.
(VCSSU061) to use coloured provide feedback at - Can the student
 Paints (Red,
paints and materials this time. demonstrate a
 Understand how Yellow, Orange)
different types of to create an image  Revisit learning meaning of
 Patty pans
texts vary in use of that corresponds intentions. connection
 Paintbrushes
language choices, their pieces of work.  Teacher then hangs through unit
depending on their  Glue content and real
- Students can stick students work
purpose, audience the patty pans on around the life experiences?
and context, their work and paint - Has the student
classroom to show
including tense and
them to represent development used correct
types of sentences
(VCELA246) the Sun. progress. vocabulary, tense
- Allow students to  Consolidation of the and grammar to
Explore visual use pen’s, coloured unit. critically structure
conventions and use pencils, other their sentences?
materials, classroom/ art
techniques,
materials they can
technologies and
find to decorate
processes specific to
particular art forms, their images.
and to make
artworks.
(VCAVAV026)
Appendices

Appendix 1 Lesson 2, Cause of Day and Night

Appendix 2: - Lesson 2, Activity 4 image


Appendix 3- Lesson 4 Earth, Moon and Sun rotation

Appendix 4: Lesson 5- Sunrise/ Sunset images.


Finial Assessment Commented [SC16]: Assessment criteria

Students Name Above Standard Satisfactory Unsatisfactory


Student is able to show an Student is able to show an Student is unable to discuss the
elaborated understanding of the understanding of the learning causes and effects of Day and Night
causes and effects of changes to the intention of the unit and recall and shows limited understanding
occurrence of Day and Night and significant changes to the causes when asked to complete individual
able to relate these changes to and effects of Day and Night. work samples.
every day life experiences. Student is able to make some Student struggles to use the unit
Student is able to discuss, create, references to real life experiences. vocabulary and information to
elaborate and produce a finial piece Student is able to use new make references to real life
of work that highlights the main knowledge to recount and produce examples.
intention of the task and involves a finial piece of work that highlights Student is unable to create his or
key vocabulary and elements of the features of key vocabulary and her own Summative written
unit explored. elements explored throughout the response to submit as their finial
unit. piece of work.
Malista.A
Betty. G
Bradly. J
Gwen. U

Unit evaluation:

As a pre-service teacher teaching year 3 here in the Solomon Islands, I was inspired to teach this specific Science Unit Day and Night as the students had just
completed a unit about changes in the Earth. I was able to use this unit to assess student prior knowledge and make links between each of the units
throughout my teaching. This unit allowed me to create multiple hands on activities that allowed the students to use their artistic flare and bodies to learn.
Due to limited resources, I had to create and cater for this requirement in a way that would be accessible to the students in the future. To do this, I bought
supplies that were found in the local supermarket, and used classroom props to allow students to be apart of a crafty- hands-on learning experience. For
my students, I believed they highly enjoyed learning this science unit they were always engaged throughout class discussions and willing to always
participate in whole class tasks.
Some difficulties that I faced when teaching this unit was when large amounts of students would be away. This was challenging, as I had to modify some
lessons to suit the requirements of the class, students learning and content, as I wanted to ensure all students were exposed to the same learning. Time
was also a challenge as fitting in 10 lessons within 3 weeks was difficult especially when many students were away and school concerts and celebrations
were becoming a main priority within the school.
Overall I highly enjoyed teaching this Science Unit: Day and Night, as it was creative and responsive to my students. What I would do better next time, is
allow more time for practical assignments and create a different Summative assessment such a display poster to ensure students can demonstrate their full
understanding of the content explored throughout this unit.
Students Work samples: