Science Year 4 Week 10r

WEEK: 4 DATE: TUESDAY 14th November, TEACHER: YEAR: 4
2023. Akinyemi D.O

SUBJECT: SCIENCE UNIT : On earth and beyond DURATION: 1 hour
Topic: Earth Rotation and

Revolution
Type of Learners Visual: 8 Period: 2 Time: 8:30 am – 9:30
Auditory:4
Kinaesthetic:6
No of Learners: 10 Boy: 3 SEN: G & T:
Girls: 7
FRAMEWORK
ACTIVITIES/TASK differentiation details:
DESCRIPTION Whole class: W; Group: G; Independent: I.
PREVIOUS The pupils can say the meaning and types of skeleton and can
KNOWLEDGE: name major bones in the human body.
At the end of the lesson, students should be able to:
LEARNING 1. Analyse some components of the solar system.
OBJECTIVE: 2. Explore the effect of the earth's rotation and revolution.
3. Find out the factors responsible for different weather.
WILF/ SUCCESS 1. I can analyse some components of the solar system.
CRITERIA: 2. I can explore the effect of the earth's rotation and revolution.
3. I can discover factors that are responsible for different
weather.
RESOURCES: Charts,globe, Cart of the solar system, Cambridge Science
REFERENCES: Cambridge Primary Science 0097 Stage 4, textbook and

workbook. Powerpoint slides and internet resources.
INSTRUCTIONAL
PROCEDURE:
INTRODUCTION: Opening hook/Starter:

The teacher shows a chart of the solar system and has the
children identify the components.
1. What do you think about this picture?
2. What can you see?
3. Can you identify the components?
STEP 1 Direct Instruction/Teachers input:
The teacher uses a globe (or video) to show learners a video of

how the Earth moves relative to the stars if the stars are kept
central all the time. Put learners into groups and give each group
a torch and a large ball (like a football).
The teacher asks: Why do we have night and day?
Can you use the torch and ball to find out?

Explain that the torch represents the Sun and the ball represents
the Earth. Remind learners that the earth is spinning. Make the
room as dark as possible. Model shining the torch on to the ball
while someone turns it. Place a mark on the ball, or stick a toy
figurine onto it. Ask as the ball is turned, and the toy figure
moves, what time of day is it for the toy figure in our model .e.g.
when he is on the edge of the light and dark it could be evening,
when in light it is day time.
Discuss how half of the ball is illuminated while the other half is
in darkness. Compare this to night and day on Earth. Learners
then enact the model. Call out certain times of day and see if the
learners can position their model to show that time of day.
STEP 2: Shared instruction:
The teacher with the aid of the slides and posters guides the
pupils to identify some of the components of the solar system
and explain the characteristics and functions of each.
The teacher also informs the pupils that the primary component
of the Solar system is the Sun. The other components include the
planets, moons, asteroids and comets. Most of the objects in the
solar system orbit around the sun in the same direction in which
the sun rotates,
STEP 3: Guided instruction/Group work:
The teacher puts pupils in groups according to mix ability

grouping and asks each group to do the following tasks
Task 1
Can You Revolve?
You will need:
• A partner
• A little space to move
1. Have one friend represent the Earth, and the other friend
represent the Sun.
2. 2. The ‘Sun’ will stand still, while the ‘Earth’ revolves
around the sun.
3. 3. Switch roles with your partner and try it again.
Task 2
You will need:
• A flashlight, lamp or window
• A globe
1. Hold the globe next to the light source.
2. Find where you live on the globe.
3. Turn off the lights.
4. Point to where the axis is on the Earth (remember the Earth is
tilted on its axis).
5. Rotate the Earth counter clockwise to model day and night.
Task three
Discuss and come up with a strong reason why we have different
types of weather and what is responsible for the changes we
experience in weather.
Each group will take a minute to answer the mini plenary

questions based on what they did in their groups.
ASSESSMENT: Independent task:
1. Look up the meaning of this words in the dictionary

asteroids, comets and meteoroids
2. What is the meaning of earth’s rotation and revolution
3. What is the effect of earth rotation and evolution?
SUMMARY/ Does the movement of the earth have any effects whatsoever?
PLENARY/EXIT
Do the other planets move too? If yes, why have they not collided
with each other since they both move around the sun.
CONCLUSION/ The teacher marks the individual work, grades it and gives
HOMEWORK corrections where needed.
What is the homework for the lesson?
EVIDENCE OF MASTERY: Some of the pupils should be able to demonstrate

ACHIEVEMENT: with models to show how the earth rotation and revolution affects
day, nights and seasons
SECURE: Most of the pupils should be able to describe the effect

of the earth’s rotation and revolution.
DEVELOPING: All of the pupils should be able to name and

identify some components found in the solar system.
HEALTH & SAFETY/

RISK ASSESSMENT:
????
DEPLOYMENT OF ?????
TA/USE OF EXTRA
ADULT:
MAGIC SUMMARY Topic: Earth Rotation and Revolution
Date: Tuesday 14th November, 2023
WALT:
1. analyse some components of the solar system.
2. Explore the effect of the earth's rotation and revolution.
3. Find out the factors responsible for different weather.
WILF:
1. I can analyse some components found in the solar system
2. I can explore the effect of the earth's rotation and revolution.
why
3. I can demonstrate with models to show how the earth rotation
and revolution affects day, nights and seasons.
Solar system is a collection of eight planets and their moons

which orbit the Sun; An orbit is the path that planets and moons
pass through as they revolve around another body
the Earth moves in two different ways in space.
The Earth rotates and revolves. As this happens, When the side of
the Earth that is facing the Sun is experiencing daytime, the side
of the Earth that is facing away from the Sun is experiencing
night-time.
The seasons are created through the combination of the
Earth’s revolution and the tilt of the axis.
Class Task
Look up the meaning of this words in the dictionary asteroids,
comets and meteoroids
Supervisor’s Well planned lesson with powerpoint. I noticed that there was
comment never a place you referred to the pupils' workbook. Does it mean
the topic is not in their textbook? Please, use their book
judiciously.

Science Year 4 Week 10r

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WEEK: 4 DATE: TUESDAY 14th November, TEACHER: YEAR: 4

2023. Akinyemi D.O

Topic: Earth Rotation and

REFERENCES: Cambridge Primary Science 0097 Stage 4, textbook and

INTRODUCTION: Opening hook/Starter:

The teacher uses a globe (or video) to show learners a video of

The teacher asks: Why do we have night and day?

Can you use the torch and ball to find out?

The teacher puts pupils in groups according to mix ability

Each group will take a minute to answer the mini plenary

ASSESSMENT: Independent task:

1. Look up the meaning of this words in the dictionary

What is the homework for the lesson?

EVIDENCE OF MASTERY: Some of the pupils should be able to demonstrate

SECURE: Most of the pupils should be able to describe the effect

DEVELOPING: All of the pupils should be able to name and

HEALTH & SAFETY/

Solar system is a collection of eight planets and their moons

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