It's Dark so Early! Fifth-Grade Students Use the Practices of Science to Understand Changing Hours of Daylight

Autor/inn/en	Collins, Caroloyn S.; Perkins, Molly D.
Titel	It's Dark so Early! Fifth-Grade Students Use the Practices of Science to Understand Changing Hours of Daylight
Quelle	In: Science and Children, 58 (2020) 2, S.39-44 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Teaching Methods; Earth Science; Units of Study; Lesson Plans; Grade 5; Elementary School Students; Scientists; Scientific Research; Models; Graphs; Data Collection + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Earth sciences; Geowissenschaften; Lerneinheit; Lesson planning; Unterrichtsplanung; School year 05; 5. Schuljahr; Schuljahr 05; Scientist; Wissenschaftler; Analogiemodell; Grafische Darstellung; Data capture; Datensammlung
Abstract	This article is a presentation of a three-day sequence of lessons that engaged fifth-grade students in an exploration following the activities of scientists. From asking questions and analyzing data, to engaging in scientific modeling, to defending their theories to the scientific (classroom) community, these fifth graders were mirroring how scientists investigate the natural world. This investigation was part of a larger unit exploring Earth's relationship to the Sun, Moon, and other stars. Prior to this length of daylight investigation, students had already explored the causes of day and night (through modeling) and linked it to the changing position of the Sun over the course of a day (tracking shadows). (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01