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Topic: Night and Day |
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Term: Four |
Year 1 2 3 4 5 6 7 8 |
Level 1 2 3 4 |
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Technological Areas:
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q Biotechnology q Food Technology q Materials Technology q Information & Communication |
q Production and Process q Structures and Mechanisms q Electronics and Control |
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Contexts:
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q Home q Personal q School q Environment q Recreational |
q Community q Energy q Business q Industrial |
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Links with other Curriculum areas:
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q English q Maths q Science |
q Social Studies q Health & Physical Education q The Arts |
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Essential Skills: |
Communication Information Physical Social and Co-operative Numeracy Work and Study Problem solving Self Management and Competitive |
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Resources: Globes, torches/flashlights, wire, paste, newspaper, paint, balloons, string, glue. Styrofoam balls |
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Situation/Setting the Scene: A lot of children’s families live in other countries, and calling them can be difficult because of time difference. We want to find out when it is night and day in these countries. |
Design Brief: Make a structure that will show us when it is night and day in other countries. |
Specification: · Needs to be made from papier mache. · Needs to be stable · Needs to show night and day. · Needs to represent the earth and the sun. |
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Technological Knowledge and Understanding 1 2a 2b 3 4 Assess Sort what activities we do using technology during the day and at night (Kidspiration diagram in folder)
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Learning Experiences: (examine, identify, discuss, collect, observe, compare, read, describe) · Sort what activities we do using technology during the day and at night (Kidspiration diagram in folder) · Brainstorm (Kidspiration)all the children who have families or friends living in other countries. · Discuss how it is difficult to call them because of the difference in time. · Children to experiment with globes and lights etc to see where the light touches on the globe. Locate New Zealand the globe and place a sticker with your school name on it to mark the spot. Then using a lamp as the Sun, slowly rotate the globe and show students how the Earth rotates, resulting in day and night. · Using the globe identify which countries are in daylight while NZ is in darkness and vise versa. · Colour night and day on the Globe worksheet (in folder) |
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Technological Capability 5 6a 6b 6c 6d Assess
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Learning Experiences:(generate, select, develop, adapt, present, test & evaluate, draw, model, plan) · After a discussion, the children will share their ideas about how we can find out when it is light or dark in other countries. · Children to design a night and day model in small groups. They need to consider what materials they will need to make it, and what tools they might need. · In their groups, the children will make their papier mache models. · Evaluate the function of their design and model. |
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Technology and Society 7 8 Assess |
Learning Experiences: (impacts, cultural values, attitudes, behaviour, preferences, beliefs & values) · What are the impacts/inconveniences of calling people on the other side of the world? Prepare some questions to ask a parent or another adult for their ideas. |
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ICT Links |
Brainstorm using Kidspiration, Kidspiration diagram, prepare a questionnaire using word |
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Faaleo Ueli, Anna Puru, Roera Thomas, Jacqui Sharp 2005
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Assessment Rubric |
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Students Show knowledge and understanding of the following: |
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3
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Sort what activities we do using technology during the day and at night (Kidspiration diagram in folder) |
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Operating at |
Level 1 Share ideas about how we do certain things at certain parts of the day using technology
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Level 2 Describe how particular groups of people do certain things at certain parts of the day using technology
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Level 3 Compare how different groups of people (in other countries at the same time as us) do certain things at certain parts of the day using technology
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8
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What are the impacts/inconveniences of calling people on the other side of the world? Prepare some questions to ask a parent or another adult for their ideas.
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Operating at |
Level 1 Share ideas about the ways in which familiar technologies (such as the phone, email, fax etc) affect our lives
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Level 2 Explore and compare the roles of familiar technologies (such as the phone, email, fax etc) affect our lives in another time and place
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Level 3 Describe and identify the positive and negative effects of some technologies on people’s lives and environment
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Self assessment
