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Standards:
NGSS Disciplinary Core Ideas:
ESS1.B: Earth and the Solar System
5-ESS1-2: The orbits of Earth around the sun and of the moon around Earth, together with the
rotation of Earth about an axis between its North and South poles, cause observable patterns.
These include day and night; daily changes in the length and direction of shadows; and different
positions of the sun, moon, and stars at different times of the day, month, and year.
Science and Engineering Practices:
5-ESS1-1: Support an argument with evidence, data, or a model.
5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Crosscutting Concepts:
Patterns
Scale, Proportion, and Quantity
Students will be able to identify Teacher will assess for appropriate comparison
Earth's patterns that cause day/night, between day/night and rotation, revolution of the moon
months, and seasons. around Earth and months, and seasons and revolution
by looking at student answers on the center worksheets.
Students will be able to demonstrate Teacher will assess for correct movement of rotation
rotation and revolution of Earth. and revolution through a whole class activity.
Students will be able to create a bar Teacher will assess for student’s ability to represent
graph representing the average high data in graphical displays using the graphing chart.
temperature in each month and relate Teacher will also assess student conversation for the
it to the patterns of the Sun, Earth, ability to relate the patterns in temperature to the
and Moon. patterns between the Moon’s revolution around Earth
and the Earth’s revolution around the Sun.
Materials/Resources: (List materials, include any online or book references and resources)
Ball
Links to videos and simulations (to be shared with students)
Center Worksheets
Graphing chart worksheet
Logistics:
Video links and simulation links will be shared to class before lesson day.
Use a timer to manage centers.
Timing:
Opening- 5 min
Centers- 47 min
22 minutes per center, 3 minutes for transitions between centers.
Closing- 5 min
Transitions:
Students will be brought to a whole-group setting before the start of the lesson for the
demonstration.. Students will work in their table groups for each center. Transitions will be
monitored by Miss Anderson and Miss Taylor.
Classroom Management:
All directions will be given before the students receive their materials or move locations.
To gain whole class attention, the hand clapping method will be utilized.
Students are aware of the classroom clean up procedures but will be reminded to hand their
worksheets in (or put them into their journals) before leaving.
A timer will be utilized to manage centers.
Differentiation:
Groups will be adjusted to include a balance in student abilities.
Larger classes can divide into two groups for each center (to keep groups small)
J will be the sun for the opening activity
Online version of worksheets for S
Additional article for higher level students: http://www.ecology.com/2011/09/10/tilting-earth-
shaping-seasons/
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2. Experiment with the Day/Night Simulation. Choose only the Earth and the Moon. Choose a 30°
Point of View. Watch the Moon orbit Earth by choosing to play the simulation hourly. You can slow
the simulation if it’s too fast.
a. When does the starred location begin nighttime? (Use the clock in the top left to help you. The
clock is on 24-hour time, so you can write the hour shown.)
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b. How does Earth’s rotation create day and night? (Think about the light part of the Earth being lit
by the Sun.)
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3. Experiment with the Seasons Simulation. Set the Inclination Angle to that of Earth (23°). Play the
simulation using the “slow” option.
a. Use your observations to explain what causes a change in seasons on Earth.
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b. Why does the angle of the sun's rays change during the year on Earth?
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Name: __________________________________________________ Date: _____________________
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5. Describe the patterns created by Earth’s tilt and revolution around the Sun.
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6. How do shadows affect the patterns of day/night, moon phases, and seasons?
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