Transcript Soleil-Terre-Lune

Sun-Earth-Moon
2nd cycle of primary school
Pedagogical intention
 The learning situation aims to use two types of texts, literary
and informative, to lead the students to understand
astronomical phenomena related to the movements between
the Sun, the Earth and the Moon.
 Using the materials put at their disposal, the students will
model the cycles of day and night as well as the phases of the
Moon.
And progression?
Activity 1
Previous knowledge
 Discussion to bring forth the students’ previous
knowledge about the Sun – Earth – Moon system.
 Distinction between three types of celestial bodies:
 Star
 Planet
 Satellite
Activity 2
Previous knowledge and story
 “Stella princess of the sky” by Marie-Louise Gay
published by Groundwood
Activity 2 - continued
Previous knowledge and story
 Reading the story with strategic stops at pages 4, 6
and 12.
 Answers to Stella’s questions by the students.
 Sharing various responses in a group discussion.
Activity 2 - continued
Student traces … Why is the sky so red?
«Because the Sun is a big ball of fire and when it goes down, it is
«we
When
it»the
goes
red on
rays
cross
the
sky»
«Because
see the
lava
in
Sun
because
«Because
Sundown,
is fusion
further
onthe
the
horizon
» it is closer »
redder than
usual
Activity 2 - continued
Student traces … Where does the Sun sleep?
« The Sun doesn’t sleep, it turns to another country and another
When
the
Sun
goes
down,
it goes
to thebecause
other side
thecreates
Earth.»
« «It«In
doesn’t
sleep!
It goes
around
theit Earth»
country.
Sun
only
sleeps
when
rains
theofrain
the The
east,
behind
the
mountains.»
clouds that cover the Sun.»
Activity 2 - continued
Student traces … What is the Moon doing in the sky?
«««When
theusSun
Moon
replaces
It light
up adisappears,
bit
night»
The
Moon
makes
a at
little
light
at
night»
The
Moon
hides
the
Sun
sothe
that
we
can
sleep»it, but to light up the
Earth, the Sun helps it out.»
Activity 3
Relationships between the Sun, the Earth and the Moon
 For teachers.
 Living models: 3 students with blue, grey and yellow
shirts.
 Demonstration
diagramming.
about
the
basic
 Diagramming these relationships.
principles
of
Activity 3 - continued
Student traces
Activity 3 - continued
Student traces
Activity 3 - continued
Student traces
Activity 4
Two astronomical phenomena
DAY AND NIGHT AND THE PHASES OF THE MOON
 Reading informative texts to answer Sam’s questions
 Diagramming the two phenomena explained in the
texts
Activity 4 - continued
Student traces – Day and night
Activity 4 - continued
Student traces– The phases of the Moon
Activity 5
Modeling these two phenomena
 Reading informative texts: day and night, as well as
the phases of the Moon
 Modeling these two phenomena
 Group discussion review
Activity 5 - continued
Student traces
Activity 5 - continued
Student traces
Activity 5 - continued
Student traces
 The Sun moves …
 A beautiful silent assembly
 A high assembly
Activity 6
Demonstration « Why is the sky so red? »
 Presentation of a demonstration to explain why the
sky becomes red
 Reading texts that confirm this demonstration
 Resuming their comprehension
Activity 6
Demonstration « Why is the sky so red? »
Activity 7
Review of the initial questions
 Picking one of Sam’s questions
 Answer to this question
 Review what was learned: gapped text and list of
acquired knowledge
Activity 7
Review of the initial questions
« No,
Sam,init the
doesn’t
bed.seven
When
the sun
down, it And
has
Because
light sleep
there in
area the
colours
of goes
the rainbow.
«
The
atmosphere
only letsofingas.»
the red; that’s why the sky is red »
to
cross
aonly
greater
quantity
at night,
the red
colour makes it through the atmosphere.»
Activity 7
Review of the initial questions
« No, Sam, the Sun doesn’t sleep. The Sun doesn’t turn in space, it
stays
It is thesleep
Earth
turns
the Sun
anditthe
Moon
« No,put.
it doesn’t
inthat
a bed:
thearound
Sun never
sleeps,
lights
up turns
around
Earth, and that’s why when the Sun is hidden, it is on the
anotherthe
place.»
other side of the Earth. »
Activity 7
Review of the initial questions
«The
not live
under
and
it can’t
turns
« No, Moon
Sam. does
The Moon
does
notthe
livewater
on the
water,
norswim.
does itItknow
around
the Earth.
Sunlives
lights
that’s
how to swim.
TheThe
Moon
in up
thethe
skyMoon
and atand
night
it iswhy
lit upit by
changes
the Sun, shape.»
that’s why we see it at night.»
To go a little further …
 Writing poems on the Sun, the Earth and the Moon
 Writing – text in the manner of Marie-Louise Gay
 Reading and writing legends about the Moon
 Writing and art – invent an extraterrestrial, draw it,
describe it, have it be the character in a story
 Grammar - work on pronouns with Stella
To go a little further …
 ST – Sun as an energy source, natural sources of
energy, renewable energy, light
 ST – Planetarium activity sheets (calendar for Moon
phases…)
 ITC/mathematics – web based research on daily
hours of sunshine or number of sunny days, creation
of graphs
Thank you!
 Thanks to Audrey Cantin and her students at école
Saint-Joseph (1985) Inc.
 Thanks to Jimmy Sawyer and his students at école
Fernand-Seguin
 Thanks to Maria Cristi and her students at école La
Mennais.