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Lesson 4: Understanding the Sun

This lesson plan introduces students to the sun, our closest star. It aims to build on students' prior knowledge about components that create day and night. Students will use a K-W-L chart to outline what they already know, what they want to know, and later what they learned about the sun. They will conduct research using an augmented reality book and iPads. A class discussion will allow students to share their new knowledge and add words to a word wall. The lesson differentiates learning by providing a video to support some students and asking others to make a Venn diagram comparing the sun, earth and moon.

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45 views1 page

Lesson 4: Understanding the Sun

This lesson plan introduces students to the sun, our closest star. It aims to build on students' prior knowledge about components that create day and night. Students will use a K-W-L chart to outline what they already know, what they want to know, and later what they learned about the sun. They will conduct research using an augmented reality book and iPads. A class discussion will allow students to share their new knowledge and add words to a word wall. The lesson differentiates learning by providing a video to support some students and asking others to make a Venn diagram comparing the sun, earth and moon.

Uploaded by

api-334184183
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson 4: The Closest Star

Year 3
Prior Learning and Rationale: By completing this lesson the students will learn foundational knowledge
similar to the previous lessons on the Earth and moon. Understanding foundational knowledge about the main
components that create day and night is important so that students can build on their knowledge of these
components as the unit progresses. If students dont know the foundations, the more complex ideas cannot be
understood completely (Activating Prior Knowledge, 2014).
KLA (s): Science
For additional
Outcomes & Indicators
outcomes and
Science:
indicators visit:
Investigates their questions and predictions by analysing collected data, suggesting
[Link]
explanations for their findings, and communicating and reflecting on the processes
[Link]
undertaken ST2-4WS (BOSTES NSW, 2012c, p 50).
[Link]/ksk-and- Using curiosity, prior knowledge, experiences and scientific information with
[Link]
guidance, identifying questions in familiar contexts that can be investigated
scientifically (BOSTES NSW, 2012c, p 50).
Describes how relationships between the sun and the Earth cause regular changes ST29ES (BOSTES NSW, 2012c, p 55).
Whole class objective:
For students to recognise their prior knowledge and then reflect on their learning through the use of K-W-L.
For the students to source their own knowledge and challenge misconceptions by conducting research using
iPads.
Resources & Equipment:
Classroom organisation:
Introduction: Start in a sharing circle on the floor and
30x K-W-L Sun worksheets
move to students desks to complete K-W-L chart.
Interactive Whiteboard (IWB)
Body: Students to move back to floor to explore
iSolar System: Augmented Reality book
augmented reality book and do research.
iSolar System: Augmented Reality iPad
Conclusion: Class discussion and word wall in a
application
share circle. Then ask students move to their table to
30x iPads
complete the last column of the K-W-L chart.
15x Lesson 4: Venn Diagram
Lesson development:
Introduction: Start by asking students to share their current knowledge and questions about the sun using
think, pair, share method. Now provide students with the resource titled Lesson 4: KWL chart: The sun and
ask them to independently complete columns one and two that are titled, What I know and What I want to
know.
Body: Project the iSolar System augmented reality book onto the IWB and allow students to explore and
question the information provided. Provide access to iPads for students to research the information they want
to know which could be about, the layers of the sun, the effect of the sun on the earth and why humans and
plants might need it to survive.
Conclusion: Facilitate a discussion and ask students what words could be added to the word wall. These could
include but are not limited to: photosphere, chromosphere, transition region, corona, heat, solar and energy.
Ask students to complete the final column of their worksheet titled What I learned.
Differentiation of learning for individual children
Support:
Extend:
Support students to begin researching by providing a link to Students who need an additional challenge, ask
the youtube video: Here Comes the Sun: Crash Course Kids them to reflect on their learning from the
#5.1 ([Link]
previous lessons on the earth, moon and sun
This resource can assist Aboriginal and Torres Strait
make a venn diagram about the similarities and
Islander students learning as it provides them with a visual
differences that the earth, sun and moon have.
stimulus to begin researching (Hackling, et al., 2015).
Resource labelled Lesson 4: Venn Diagram

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