Download Year 5 Science Earth and space – Block 5ES – Space Presenters

Year 5
Science
Earth and space – Block 5ES – Space Presenters
Session 4: Day & Night: Changing Shadows
iv. use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across
Science
the sky
curriculum
area: Earth and
space
i. planning different types of scientific enquiries to answer questions, including recognising and controlling
Working
variables where necessary
Scientifically
ii. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking
(UKS2)
repeat readings when appropriate
iii. recording data and results of increasing complexity using tables and bar graphs
v. reporting and presenting findings from enquiries, including conclusions, causal relationships and
explanations of and degree of trust in results, in oral and written forms
vi. identifying scientific evidence that has been used to support or refute ideas or arguments
 Plan a shadow investigation
 Observing, measure, record and identify patterns for changing shadows throughout a day
 Present scientific evidence in the form of a working ‘shadow clock’ model
Teaching
Objectivess
Key Vocabulary: Earth, Sun, star, rotate/rotation, spin, axis, night and day, shadow clocks, sundials, astronomical clocks
opinion/fact, variables, accuracy, precision, support/refute
Resources
Weblinks
Shadows investigation questions, rounders
post and stand, measuring equipment and
compass, globe, Lego™ figures, torch, sample
table for recording (including completed e.g.)
http://www.bbc.co.uk/education/clips/zvks4wx - Day and night;
http://www.bbc.co.uk/education/clips/zq32fg8 - Sun, shadows and time of day;
http://www.bbc.co.uk/education/clips/ztwykqt How we get day and night;
http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbey
ond/shadows/ - Exploring shadows.
Whole Class: Have all resources ready. Have http://www.ictgames.com/dayNight/index.html on the IWB and ask chn to discuss in
pairs which Stargazing episode they think they will be working on during this session. Get chn to feed back ideas and establish that
you are looking at how day and night are created through the spinning of the Earth. Watch the 2 BBC clips to clarify understanding.
Explain that chn are going to design and implement a shadow investigation that will demonstrate the spinning of the Earth to their
audience and hence why we have day & night. Ask chn why an investigation into shadows and day & night might help demonstrate
that the Earth spins (not a moving sun across the sky). Look at the question: how can shadows show that the Earth is rotating? Send
chn off in gps and support them (see planning questions) as they make suggestions. As a class decide how you will carry out the
investigation, noting those things that will stay the same (rounders post, source of light) and the variables (the time of day). Take
chn outside to an open area that is in sunlight for most of the school day (remind chn never to look directly at the sun). Get gps to
set up a rounders post and draw around the shadow (including the base, in case it moves). Measure the shadow length and note
how defined it is - get chn to record this on the sample table as well as labelling the shadow with the time of day. Also get chn to use
a compass to note where the sun is (‘overhead’ for midday) as well as the direction of the shadow. Ask chn to predict what will
happen in the hours leading up to midday and then in the afternoon (length, direction and definition of shadows and why - see
investigation questions). Redraw the shadow every hour, labelling the time it was drawn and recording the length and definition of
it. Get chn to graph results at the end of the day, choosing an appropriate graph form (see options from Session 2 to help them
decide). Once the shadow investigation is initially set up, explain that chn are going to explore further how shadows and day & night
help us to understand and demonstrate the spinning motion of the Earth.
Activities: Chn to work in their mixed ability gps: Changing shadows investigation - Watch
http://www.bbc.co.uk/education/clips/ztwykqt and ask chn if they can reconstruct/model what is going to happen with the
changing rounders post shadows throughout the day using a torch, a globe (or ball) and a Lego™ person - see questions to support
them in their discussions and investigations. Afterwards ask them if their predictions for the outside shadow experiment changed at
all? Get chn to video record their model working as they offer clear observations on the changing shadow and provide a scientific
explanation.
Have a longer than usual plenary at the end of the day and ask chn to describe what happened to the shadows they
Plenary
have drawn outside. Why has this happened? Share measurements they took and draw the arc of the changing
shadows, noting any patterns. Explore the shadows using the Manchester University link to consolidate
understanding. Note how the shadows have roughly told us the time of day (each drawn shadow should be labelled
on the ground) – explain that in the next session chn will be looking at how to make and use a sun clock (sundial)
which provides a more accurate measure of the time of day than the shadow clock they created today.
Outcomes
Children will



Carry out shadow investigations that help support the idea that the Earth moves on its axis
Observe, measure and identify patterns in changing shadows across a day
Record a working model of a ‘shadow clock’ offering observations and scientific explanation
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We refer you to our warning, at the foot of the block overview, about links to other websites.