Teachers' notes
What makes day and night?
Aims: Make notes on and use evidence from across a text to explain events or ideas
Understand underlying themes, causes and points of view
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail.
Explain what makes day and night using their own words.
Age group 7–9
- England and Wales
Year 3/Year 4 - Scotland
Year P4/Year P5 - Northern Ireland
Year 4/Year 5
Literacy skills: Read and compare opposing arguments and note the main points on each side (whiteboard).
Present a clear explanation using diagrams and written captions (activity sheet).
Curriculum links:
- Science – England and Wales
- The World around us, Science and technology – Northern Ireland
- Sciences – Scotland
Content:
- Whiteboard: Read two explanations of day and night – one historical and one contemporary. Identify the main points and compose a short persuasive text to convince the Tudor scientist to change his mind.
- Activity sheet: Write labels and captions for diagrams to explain what makes day and night.
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Extension: Write a magazine article about the contemporary scientist which includes both direct and reported speech.
Suggestions for questions:
- Activate prior knowledge: Do you know where the sun rises and sets each day? What did people think about the Earth and the sun in the past? Why do you think opinions changed?
- Reflect on learning: Do you think that the Tudor scientist would be convinced by the evidence we have provided? Is there anything else we should include?
- Stimulate further research: Why do ideas about the Earth change over time? Can you find out why people used to believe the world was flat?