Shannon Day-Herbert 42113040

Lesson 5 The Relationship between Earth, the Sun and the Moon: Who Needs Whom? Unit of work Out of this world! Exploring the science of Space. Stage 2: Year 4 Term: N/A Week: N/A Key Scientific Knowledge: The Earth orbits around the Sun, and the Moon orbits around Earth. Without the Sun and its gravity, life on Earth wouldnt exist and all objects within our solar system would simply float away, (Adams, 2011). Slowly, the temperature would drop each day and we would eventually freeze to death, and the Moon wouldnt be visible at night as it wouldnt have the Suns light to reflect on it, (OCallaghan, 2012). Additionally, there would be no seasons and no distinguishing between day and night, (OCallaghan, 2012). The Moon affects the ocean tides, and without it, tides would only be 1/3 of the size of current tides. Additionally, without the Moon, we wouldnt be able to see at night, and the Earth would spin a lot faster than it does now, leading to shorter days, faster winds and stronger storms. It would also affect plant photosynthesis and animal hunting and sleeping cycles, (Cornell University, 2003). Resources - iPads, 1-5 per group, (alternatively, computers can be used) - Smartboard - Paper and pencils

Outcomes NSW Science Syllabus: - ES S2.6 - UT S2.9 - VA2, VA3, VA5 NSW Science Syllabus for the Australian Curriculum: - ST2-9ES - ST2-4WS - ST2-1VA, ST2-3VA

KLA integration: NSW Creative Arts Syllabus - DRAS2.1 NSW English Syllabus - TS 2.1 - TS 2.2 - RS 2.5 - RS 2.6 NSW English Syllabus for the Australian Curriculum - EN2-1A - EN2-6B

Lesson description: - 5 min: Drawing upon understandings from previous lessons, brainstorm with the students the relationship between Earth, the Sun and the Moon. Write up students notes on the Smartboard. - 25 min: Split the children into 2 equal groups, approximately 13-15 students per group, (depending on the size of the class). One group will be the Sun and the other will be the Moon. Explain to the class that they will be engaging in a debate based on the Sun and the Moon. Provide children with the following hypothetical situation: The Sun and Moon have decided that they have had enough of our solar system. They have decided to go away and explore other galaxies and solar systems, one at a time. The Sun has decided to go and

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explore first. The Moon is sad but is set to say goodbye. Suddenly Earth begins to realise how much it need the Sun and decides to hold a debate for the entire solar system. In this debate, the Moon needs to prove to the Sun that it needs to stay. This debate must prove how important the Sun is to Earth or the Sun might decide to leave and the Earth may be in great danger!** Provide the students with iPads with internet access, (at least 1 per group). Based on their assigned celestial body, in their groups, the students will research the importance of their place within the solar system and in relation to life on Earth. - 10 min: Provide the groups with 10 minutes to prepare their main points, ideas and overall argument. - 10min/5min per group: The groups will then engage in a debate. The Sun and Moon groups will each take turns pretending they are going to leave the solar system. The other group will have to convince the other why this object cant leave the solar system. They will have to explain what would happen to Earth if this object actually left. The teacher will act as the debate moderator, allowing the debate to run smoothly and providing a chance for each student to make a contribution. Additionally, children from each group can record relevant points on the Smartboard and/or written notes. - 10 min: At the end of the lesson, conclude through discussing the main points highlighted from the debate.
**Lesson adapted from The University of Vermont. (n.d). Sun, Moon and Earth. Retrieved 25th October, 2013 from www.uvm.edu/~crathbon/SunEarthMoon.pdf

Simplification: - Group children based on what celestial body that feel most comfortable with debating about, i.e. the one that they know the most information about.

Extension: - Assign academically adept children to the group they feel less comfortable debating about to give them a challenge.

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References Adams, J. (2011). Why is there life on Earth? Retrieved 24th October, 2013 from http://www.bobthealien.co.uk/earthlife.htm Cornell University. (2003). What would happen if we did not have a Moon? Retrieved 27th October, 2013 from http://curious.astro.cornell.edu/question.php?number=104 NSW Board of Studies. (2012). English K-10 Syllabus. Retrieved 23rd October, 2013 from http://syllabus.bos.nsw.edu.au/download/# NSW Board of Studies. (2007). K-6 Creative Arts Syllabus. Retrieved 27th October, 2013 from http://k6.boardofstudies.nsw.edu.au/files/arts/k6_creative_arts_syl.pdf NSW Board of Studies. (2007). K-6 English Syllabus. Retrieved 23rd October, 2013 from http://k6.boardofstudies.nsw.edu.au/files/english/k6_english_syl.pdf NSW Board of Studies. (2006). K-6 Science and Technology Outcomes and Indicators. Retrieved 23rd October, 2013 from http://k6.boardofstudies.nsw.edu.au/files/science-andtechnology/k6_scitech_outcomes.pdf NSW Board of Studies. (2012). Science K-10 (incorporating Science and Technology K-6) Syllabus. Retrieved 23rd October, 2013 from http://syllabus.bos.nsw.edu.au/download/# OCallaghan, J. (2012). What would happen if the Sun disappeared? Retrieved 27th October, 2013 from http://www.spaceanswers.com/solar-system/1073/what-would-happen-if-the-sundisappeared/ The University of Vermont. (n.d). Sun, Moon and Earth. Retrieved 25th October, 2013 from www.uvm.edu/~crathbon/SunEarthMoon.pdf