Objectives (5 - 10 minutes)

1. Understand the concept of Earth's rotation and how it influences the position of the sun in the sky during the day.
2. Observe and analyze the shadows cast by the sun at different times of the day, noting how they vary in size and direction.
3. Create an awareness of observing the surrounding environment, stimulating children's natural curiosity about how the world works.

Introduction (10 - 15 minutes)

1. Recalling concepts: The teacher begins the lesson by recalling concepts related to the movement of the Earth, such as rotation and translation, briefly explaining that the Earth's rotation is the movement it makes as it spins around itself, and how this influences the change between day and night.

2. Problem situations: Next, the teacher presents two situations that will arouse the students' curiosity:

   • Situation 1: "Have you ever noticed how a tree's shadow changes throughout the day? Why do you think this happens?".
   • Situation 2: "Have you ever noticed how a person's or object's shadow is different in the morning, at noon, and in the afternoon? What do you think causes this difference?".

3. Contextualization: The teacher will explain that understanding the movement of the sun and the variation of shadows is fundamental for many daily activities. For example, architects and urban planners need to understand this to design buildings and cities that make the best use of sunlight.

4. Gaining attention: To spark students' interest, the teacher may share some curiosities about the topic:

   • Curiosity 1: "Did you know that in the past people used the position of the sun and the length of shadows to tell the time? This is called a sundial!".
   • Curiosity 2: "And did you know that the shortest shadow an object projects outdoors, when illuminated by the sun, occurs at noon? This happens because it's the time of day when the sun is highest in the sky!".

These curiosities aim to initiate the discussion and reasoning about the apparent movement of the sun and the formation of shadows, preparing students for the practical activities that will follow.

Development

Activity 1: Observing the Shadow (20 - 25 minutes)

For this activity, the teacher will need a tall and thin object, colored chalk, and a clock or timer.

1. The teacher should choose an open location, such as the schoolyard, where the shadow can be clearly seen during the day.

2. At the beginning of the activity, the teacher places the object on the ground so that it casts a shadow. Using the chalk, the teacher outlines the shadow and notes the time of observation next to it.

3. This process is repeated at each predetermined time interval throughout the activity (for example, every 10 minutes).

4. The students, in groups, should observe how the shadow changes over time. They should record their observations in a notebook.

5. After the last observation, the teacher should discuss with the class what was observed and how the shadow moved over time. Visual materials can be useful to support this discussion (for example, a sphere rotating around a light source to simulate the Earth's rotation and the sun).

6. The teacher can conclude the activity by asking: "Can you explain what happened to the shadow during the activity?"

Activity 2: Sundial (20 - 25 minutes)

For this activity, the teacher will need barbecue skewers, straws, adhesive tape, papers, and pencils.

1. The teacher should divide the class into groups and distribute a set of materials to each group. Each group should choose an outdoor location where they can fix their skewer in the ground to cast a shadow.

2. They should insert the skewer into the ground at an angle of approximately 75 degrees relative to the ground, and use the straw attached to the skewer with adhesive tape to cast a shadow.

3. The students, every hour, mark with a pencil on the paper the position of the end of the shadow cast by the straw.

4. At the end of the activity, the groups will have created an improvised sundial.

5. The teacher should discuss with the class what was observed, correlating the position of the shadow with the movement of the sun and the rotation of the Earth.

Activity 3: Shadow Competition (15 - 20 minutes)

1. The teacher divides the students into two groups and asks each student from group A to choose a partner from group B.

2. In an open location, the teacher marks a starting line and another finish line a few meters away.

3. The goal of the game is to cross the finish line only while the partner's shadow is still visible on the track.

4. The teacher starts the game and the members of group A start running towards the finish line, while the members of group B run in a direction perpendicular to the sun to project their shadow on the track.

5. The game creates a playful analogy about the perception of the sun's movement throughout the day.

Finally, students should discuss with the teacher the conclusions of each of the proposed activities and have assimilated the understanding of the apparent movement of the Sun.

Note: The teacher can strategically choose which activity is most suitable for the class based, for example, on the weather forecast on the day of the lesson. The idea is that these activities are fun and meaningful for the students, and can be modified as needed to fit the environment and resources available.

Return (10 - 15 minutes)

Group Discussion

1. The teacher will gather all students in a large circle in the courtyard or classroom.

2. Each group will then be invited to share their observations and conclusions from the activities carried out.

3. The teacher should encourage a respectful listening environment, where each opinion is valued. Students should be encouraged to ask each other questions to promote critical thinking.

Connection with Theory

4. After all presentations, the teacher should synthesize the results of the activities, connecting them with the theory presented in the lesson's introduction.

5. The teacher can reaffirm the concept of Earth's rotation and how it influences the position of the sun in the sky and the formation of shadows throughout the day.

6. The teacher can also highlight common points among the groups' observations, emphasizing the validity of the scientific method of observation, recording, and data analysis.

Individual Reflection

7. To conclude, the teacher can propose that students reflect individually on what they learned in the lesson.

8. The teacher should ask two simple and direct questions to guide this reflection:

   • Question 1: "What did you enjoy learning most about the position of the sun and shadows today?"

   • Question 2: "How could you use what you learned today in your daily life?"

9. After a minute of reflection, students can share their answers aloud, if they wish.

10. The return is an essential part of the learning process, as it allows students to consolidate and internalize what they have learned. Additionally, it provides the teacher with valuable feedback on the effectiveness of their teaching strategies.

Note: The teacher should always provide a safe and welcoming environment where all students feel comfortable sharing their opinions and learnings. This is especially important in the return, as it is an opportunity for students to express their understandings and misunderstandings, as well as their opinions and feelings about the lesson.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher should recap the main points of the lesson, emphasizing the relationship between Earth's rotation and the apparent movement of the Sun in the sky, as well as the influence of this phenomenon on the variation of shadows throughout the day. It should be highlighted that through the scientific method of observation, students were able to practically verify the presented theoretical concepts.

2. Concept Review: It may be interesting to propose a brief question-and-answer game to check the assimilation of the presented concepts. The questions may involve, for example, why the shadow changes position and size throughout the day, the explanation of what a sundial is, and how Earth's rotation influences the Sun's position in the sky.

3. Practical Applications: The teacher should recall the practical applications of the learned concepts, such as architecture and urban planning, and even the simple task of determining the best time of day to engage in outdoor activities.

4. Extra Material: The teacher should suggest additional materials for students to deepen their acquired knowledge. This may include children's books on the topic, educational websites with interactive games, or explanatory videos available on the internet. A suggestion is NASA's website for kids, which offers a variety of educational resources on astronomy and Earth sciences.

5. Connection with Daily Life: Finally, the teacher should emphasize the importance of the subject learned for the students' daily lives. Understanding the movement of the Earth and how it affects the position of the sun and the formation of shadows can help them better understand the world around them, and even make predictions about the weather and the best time of day to play outdoors.

6. Closure: To end the lesson, the teacher can lead a relaxation activity, such as a short guided meditation, where students are invited to close their eyes and imagine the Earth spinning around itself and the Sun. This can help them consolidate the acquired knowledge in a playful and enjoyable way.

Note: The conclusion is a crucial moment to solidify learning and stimulate students' curiosity and interest in the subject. The teacher should take advantage of this moment to reinforce the learned concepts and encourage them to continue exploring and learning about the world around them.