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Using learning objects to understand night and day

Integrated strands

Science concept

  • Planet Earth and beyondThe Earth spins on its axis once every twenty-four hours, giving day to the parts that face the Sun and night to the parts that face away from it.

Nature of Science Theme

Scientists’ observations are influenced by their science ideas…
To help make observations, scientists may go to, or imagine themselves in, different locations.

DSSA Investigation Focus

Framing an investigation helps to focus students’ observations and interpretations…
Exploring student’s existing understandings helps to focus their observations and interpretations.

Rationale

The rotation of the Earth causes night and day. Observing a model of the Earth and Sun helps students gain an understanding of how these heavenly bodies look from outer space. In turn this helps students make more sense of their own observations.

Activity

Curriculum level 4-6  Planet Earth and beyondPlanet Earth and beyond   Topic Space
Type of investigation Modelling

What you need

  • Day and Night: Views from the Southern Hemisphere (website).

Note: Supporting activity resources are provided below.

Focus

  • What causes day and night?
  • How do scientists know what the Earth looks like from space?
  • What model could you use to help understand how day and night occur?
  • In explaining night and day, how important is it to know that the Earth rotates around the Sun?

Exploration

  1. As a class, in groups or individually, connect to the website Day and Night: Views from the Southern Hemisphere.
  2. Select ‘1: The Sun – our View from the Earth’. This animation allows students to observe the Sun moving across the sky.
  3. For a view of the Earth and the Sun from space, click the ‘Blast Off’ link – this will take you to the next animation ‘2: The Sun and the Earth – a View from Space’.

Extension

  • How is the Sun’s movement explained in Māori legends?
  • How do scientists know the Earth goes around the Sun?
  • How did the scientists find out that their idea of the Earth moving around the Sun was correct?
  • Place a stick in the ground on a sunny day. Draw the stick’s shadow every two hours.
  • What is causing the position of the shadow to change? Will the shadow always be the same length? Will the shadow remain in the same relative positions at any day of the year?
  • Before the space age, what supporting evidence could scientists find for their ideas about Sun and Earth?

Reflection

  • What have you learned today about day and night?
  • Discuss the onscreen questions and information as appropriate to day and night.
  • What are two ways scientists find out about day and night? (for example, earth-bound observations, space-bound observations)
  • What have we used today to help us understand what scientists do?
  • How did scientists work out this model before modern technology was available?
  • How does this model help you investigate a theory that is already well-known to scientists?
  • What other models could we develop to show the Earth/Moon/Sun relationships?

Activity resources

Day and Night: Views from the Southern Hemisphere
This interactive resource is designed to clarify students’ understanding of why the Sun and the Moon both seem to move across the sky and why the Moon seems to gradually change shape.
You may need to download the Shockwave program to use the website. Scroll down to ‘Student Information’ and follow the link ‘Get Macromedia Shockwave Player’. You can also download the website from the Student Information section.
http://www.tki.org.nz/r/science/day_night/index_e.php

Back to topPublished 30 June 2005