Date : 4/11/13
Grade/Class/Subject : 6th Grade Science Level 3 sheltered ESOL
Unit/Theme : Revolution and Rotation Introduction
Standards : SOL- 6.8d,e,g
Key Vocabulary : revolution, rotation, seasons, axial tilt, phases, orbit
Materials : Promethean Board, Active Inspire . computer, handouts, whiteboards, dry erase markers, lantern, globe
Objectives and Assessments
Content Objectives (VA
SOLS)
Students will understand that the planets revolve around the sun, and moon revolves around the planet. A planet rotates upon an axis.
Students will understand that as Earth rotates, different sides of Earth face toward or away from the sun, thus causing day and night, respectively
Students will understand that the seasons are caused by a combination of the tilt of
Earth on its axis, the curvature of Earth’s surface and, thus, the angle at which sunlight strikes the surface of Earth during its annual revolution around the sun.
Students will be able to comprehend and contrast revolution and rotation and apply these terms to the relative movements of planets and their moons.
Language Objectives (WIDA
Can Do Descriptors)
Listening Identify main ideas and details of oral discourse
Listening Identify main ideas and details of oral discourse
Listening Identify main ideas and details of oral discourse
Speaking - Paraphrase and summarize ideas presented orally, Explain outcomes
Assessment/Activity
For in class presentation one student will be the sun and another the earth and model in front of the class who the earth revolves around the sun.
For in class presentation, one student will be a sun and another the Earth and model in front of the class rotation.
As part of the student model, the students must describe how they know if it is day or night for the student (whose is the Earth)’s face.
Students will tilt back in their chair to learn what tilt is.
Students will model how the tilt causes the seasons as they model using their bodies about the Earth and Sun.
Revolution is when when a celestial body (like Earth) completes one circle around the sun. Or a moon around its planet.
Speaking - Explain and compare content-based concepts

Rotation- when a celestial body (like Earth) turns once around its axis completely
Students will model and describe how day and night
Students will model and describe how Earth’s axial tilt and its annual orbit around the sun cause the seasons
Speaking - Explain and compare content-based concepts
Speaking - Paraphrase and summarize ideas presented orally, Explain outcomes,
Connect ideas with supporting details/evidence
Listening - Role play, dramatize, or re-enact scenarios from oral reading;
Complete content-related tasks or assignments based on oral discourse
Speaking - Paraphrase and oral discourse summarize ideas presented orally, Explain outcomes,
Connect ideas with supporting details/evidence
Listening - Role play, dramatize, or re-enact scenarios from oral reading,
Complete content-related tasks or assignments based on
In the lesson, students will use a globe and light source to explore how rotation causes day and night and explain how they see it.
Students will need to correctly draw and label how earth rotates and how we have day and night on their worksheet post assessment to determine what is needed to be retouched on next class.
Students will need to correctly draw and label how earth revolves around the sun and the position of the earth at four points around the sun and its occurring season on a worksheet post assessment to determine what is needed to be retouched on next class.
SIOP Features:
Preparation
: Adaptation of content; links to background; links to past learning’ strategies incorporated
Scaffolding : modeling; guided practice; independent practice
Group Options : whole class; partners; independent
Integration of Process : reading, writing, speaking, listening
Application : hands-on, meaningful, linked to objectives, promotes engagement
Assessment : individual, written, oral

Lesson Sequence: (If needed this lesson can take 2 days)
1.
As students come in, have them pick up a copy of their notes to glue into their Science
Notebooks. Have them cut and glue it in, with a pencil out and ready to go.
2.
Start with introducing the question of the day: What causes day and night, and how do we have the seasons? Have this question posted on every slide. a.
Activity- Think Pair Share: with the student next to them, have they made a prediction about what they think causes day and night and the seasons. They must discuss with their neighbor and write their prediction at the top of the notebook.
3.
Begin lesson on Revolution and Rotation. Starting with rotation. a.
“Have you ever heard of the words rotate or rotation? Where?” i.
If no one has heard of these terms, build background knowledge by using the globe and show that it spins. Have them stand up and spin on their feet.
Explain that they are rotating--- which is spinning. b.
Flip to the slide with the Earth. At the top have the definition of rotation. “Rotation- when a celestial body (like Earth) turns once around its axis completely”and then
Axis-- An imaginary (or pretend) line about which the Earth rotates. Tell the students to put this information into their notes where it say define rotation and axis. c.
Move to the image of the Earth. Draw in where the axis is, and explain that the axis runs north to south through the North and South Poles. Explain that the axis is not straight up and down but is at a slight angle of 23 degrees. Make them lean back in their chair just a little, and explain that is a tilt. Ask the students to tell me in which direction the Earth rotates. After the students make a few guesses (if incorrect) draw in the way in which the Earth rotates. Have the students draw in the Earth’s rotation model in the notes. d.
Ask a student to share their prediction on how we have day and night. Move to next slide showing the earth and sun. Explain that as the Earth rotates, the sun’s light hits the earth at different parts. This is how we have day and night, through the rotation of the Earth! One rotation is 1 day or 24 hours! e.
Ask two students to volunteer for a demonstration. Have one student shine in the center of the area as the sun. The sun stays still. Have the second student stand across from the “sun” as they are the “earth”. Place a sticky note on the chest of the student who is earth, and have the students pretend this is Virginia. As the “earth’s” chest faces the “sun”. Tell the students that right now it is day time in Virginia. Have the earth rotate around to face the other direction. Call on a student to describe if it is day or night at this moment. After this, have the students draw in their notes an example of day and night.
f.
If necessary take globe and lamp, and show using the earth rotating and day and night.
4.
Move onto revolution. Ask if anyone has heard of the scientific word revolution or revolve or even possibly orbit? Discuss as needed. a.
On the revolution slide, have at the top the definition of revolution/orbit. Revolution is when when a celestial body (like Earth) completes one circle around the sun. Or a moon around its planet. Have the students write this into their notes. b.
Next have the students look at the predrawn picture showing the Earth revolving around the sun. Explain that one revolution takes 1 year or 365 days to complete! So their birthday is when they completed one year revolving around the sun. So if you are 11, you have revolved around the sun 11 times! c.
Have the students draw in the Earth revolving around the sun.

d.
Ask for 2 new volunteers to do another model demonstration. Have the new sun shine in the middle, and the new earth walk around the sun. Have the students tell me what the “earth” is doing. Have the earth make one revolution, and ask how long would it have taken if it was the real sun and earth? Now get the earth to rotate and revolve around the sun.
5.
Last section- the seasons. Instruct the students to revisit their predictions from the beginning of class. Have a student share, and ask if they want to make any changes to their prediction now that they have learned more? a.
Go to the next slide where there is four earths drawn around the sunwith axis predrawn in. Explain that the students need to draw this image in their notebook (in the section). Go through explaining how the tilt of the earth changes the amount of sunlight that certain parts of the earth receives. The more sunl ight (or tilted closer) means it is summer, the farther away (winter). Spring and fall is when it is about equal amount of sunlight being received. Have the students label the season to the matching earth. Have them write down what causes the seasons.
6.
Ask students if there are any lingering thoughts or questions that need to be answered.
7.
Pass out the worksheet. Explain that they are to be filled out without using their notes. This is their exit pass to leave class. They must use revolution, rotation, tilt, summer, spring, fall, winter, sun and earth.

Revolution and Rotation
Rotation is the earth
______________________________________________________________________________
One rotation on Earth’s axis is ____________ day.
An axis is
____________________________________________________________________________
______________________________________________________________________________
Draw an example of rotation:
Day and night are caused by the earth _______________________________________________
Daytime is when the sun’s ________________________________________________________
Nighttime is when the sun’s _______________________________________________________
Draw an example:

Revolution is:
______________________________________________________________________________
______________________________________________________________________________
Another way to say revolutions is: _________________________
It takes earth _____________ days to make one revolution/orbit around the sun.
It takes the moon _____________ days to make one revolution/orbit around the Earth.
Draw an example:
Seasons are caused by the earth’s ________________ as it rotates around the sun.
Draw an example:

Sketch a model of the Earth, Sun, and the four seasons below.
Seasons:
Answer the following question using complete sentences :
Why do we have seasons?

Sketch your results below:
Earth’s Rotation:
Earth’s Revolution:

Answer the following using complete sentences :
What motion causes day and night and how long does it take? What motion causes years and how long does it take?