Grade/ Grade Band: 6Topic: How Earth’s tilt and revolution affect the intensity of sunlight

Lesson # ____ in a series of _____ lessons

Brief Lesson Description:Lesson 1: How the angle of light affects light intensityWe start off with a question that connects to the previous lesson: If the North Pole and the South Pole get 24 hours of daylight for 6 months of the year, why aren’t they the hottest places in the world at that time? The following lessons are designed to help answer that question as well as complete the explanation for the seasons.Students will observe how changing the angle of light changes the amount of energy from that light hitting a single spot. The shallower the angle of light, the more the light energy gets spread out. The steeper the angle of light, the more the energy is concentrated in one spot. Students will conduct an experiment that will measure how the angle (or inclination) at which the light source is viewed can affect the amount of heat received by an object. Students will then observe and model how shadows can help us infer the angle of the light source. Students will predict how this knowledge will help them complete the explanation of the seasons.Lesson 2: How the shape and tilt of our Earth affects the angle of light from the sunStudents will use a model to compare how the angle of the sun’s light differs when hitting a flat surface and a sphere by observing shadows. Students will observe how the angle of light from our light bulb sun hits the Earth differently by observing the shadows on the globes that are positioned representing the 2 solstices and 2 equinoxes. They will observe computer simulation showing how the stick person’s shadow changes throughout the day and the year and construct an explanation as to why the shadow length changes. Students then look at 2 dimensional side view models of Earth at 4 times of the year and draw the angle of light that hits 66 degrees North and South, 23.5 degrees north and south, and the equator and draw conclusions as to why the tropics are always warm while the poles are always cooler no matter how much sunlight they get.Lesson 3: How the tilt affects the sun’s maximum height throughout the year.Students use simulations to explore how the sun’s maximum height changes throughout the year and how that change varies depending on what latitude you are at. They will develop a model to explain why the sun appearing higher and lower in the sky affects the angle of light and the light’s intensity and connect this to the explanation of the seasons. Students will then complete the post-assessment and a portfolio piece to end the unit.

Performance Expectation(s): Develop and use models to predict, explain, and collect data to test ideas about how the tilt affects

the intensity of the sunlight throughout the year.

Specific Learning Outcomes: Collect data and generate evidence to answer scientific questions about what causes the seasons

Specifically:

at the beginning of summer, sunlight falls at a steep angle and shines most intensely on Earth's surface at the beginning of winter sunlight falls at a shallow angle and shines least intensely on Earth's surface The maximum height that the sun reaches in the sky at any place varies over the course of the year, and

how it varies depends on how far the place is from the tropical region. How much the maximum height that the sun reaches during a day varies over a year differs in different

places. The maximum height changes very little at the tropical region, and the farther a place is from the tropical region, the more the maximum height that the sun reaches in the sky increases from winter to summer, and decreases from summer to winter.

The higher the sun gets in the sky above any given place, the larger the angle is between the sunlight and tthe surface of the earth, and the more intense the sunlight is when its hits that place.

The greater the intensity of the sunlight, the more energy the sunlight transfers to that place in a given time

The earth’s spherical shape causes differences in the intensity of sunlight at different latitudes. Sunlight is most intense at the single point where the sun is directly overhead (90° angle to the earth’s sur

face

Science & Engineering Practices:X Asking questions and defining problems

X Developing and using models

▢ Planning and carrying out investigations

X Analyzing and interpreting data

X Using mathematics and computational thinking

X Constructing explanations and designing solutions

X Engaging in argument from evidence

X Obtaining, evaluating, and communicating information

Disciplinary Core Ideas:ESS1.A: The Universe and Its Stars

Patterns of the apparent motion of the sun, the moon, and the stars in the sky can be observed, described, predicted and explained with models.

.ESS1.B Earth and the Solar System

Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Crosscutting Concepts: X Patterns

X Cause and Effect

▢ Scale, Proportion, and Quantity

X Systems and System Models

X Energy and Matter in Systems

X Structure and Function

X Stability and Change of System

X NOS – Science is a Way of Knowing

X NOS – Scientific Knowledge Assumes an Order and Consistency in Natural Systems

X NOS – Science is a Human Endeavor

x NOS – Scientific Addresses Questions About the Natural and Material World

X NOS – Scientific Investigations Use a Variety of Methods

X NOS – Scientific Knowledge is Based on Empirical Evidence

X NOS – Scientific Knowledge is Open to Revision in Light of New Evidence

X NOS – Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Common Core Standards:CCSS.MATH.CONTENT.4.MD.C.6

Possible Preconceptions/Misconceptions:

It is colder in the winter than in the summer at a given place because sunlight is cooled by cold air in the winter

The amount of energy transferred by sunlight to a given place does not change during a year The maximum height the sun reaches in the sky on any given day is the same everywhere on earth The highest point the sun reaches in the sky does not change throughout the year The intensity of sunlight at a place does not change from day to day during the year

Sunlight is always more intense at the equator than at any other place on earth Sunlight is more intense at some places on the surface of the earth because sunlight travels a shorter

distance to get to those places. The north pole is always pointed toward the sun The intensity of sunlight striking the surface of the earth is always greater the closer a place is to the

equator

Lesson 1: How the angle of light affects light intensity (2-3 class periods)LESSON PLAN – 5-E ModelENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

1. Warm up questions: What is the real reason for the seasons you have learned so far? The number of daylight hours is a

cause of the seasons. If the North Pole and the South Pole get 24 hours of daylight for 6 months of the year, why aren’t

they the hottest places in the world at that time? How can we find out? Answers will vary2. Discuss responses. Tell students that the next lessons will help us answer the 2nd warm-up question and

provide us with the evidence needed to complete the explanation of the reasons for the seasons.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:1. Adapted from GEMs. Demonstrate light intensity with flashlight. Post the Large Grid mini poster.

On the wall and darken the room. Hold the flash light perpendicular to the grid and far enough away so that the light fills only one square. Tell students that the intensity of light on the paper is connected to how bright the light appears. Light intensity means how concentrated the light energy is in any one place. Ask, "How can I change light intensity?" By changing the distance or the angle of light. Show both examples.

2. Demonstrate how making the angle of light more steep (perpendicular) makes light more intense and concentrated in a smaller area. Show how making the angle of light more shallow makes the light less intense and takes up more space. Point out that the amount of light coming from the flash light did not change but by changing the angle it changes the intensity. How do you think light intensity affects temperature? How can we find out?

EXPLAIN: Concepts Explained and Vocabulary Defined:1. Set up this lab and have students complete the experiment. This will take a full class period. I

have half the class do one of the experiments and the other half do the second experiment and we share the data.

2. Pass out flashlights to groups of 3 to four. Ask students to make connections about angle of light and the length of shadows. Ask, what time of day is our shortest shadow? Why? Have them record these observations in their notebooks. After about 5-10 minutes ask group representatives to demonstrate their observations to the whole class. (Example: When the light source is hitting the object at a steep angle, the shadow is shorter. Solar noon is when our shadow is the shortest because the sun is the highest in the sky then and at the steepest angle. ) How does this angle change affect the daily temperature? Usually cooler in the morning and evenings when the angle is shallow. When the angle was shallow, was the flashlight higher or lower in the sky? Lower.

ELABORATE: Applications and Extensions:

1. Go to this website: http://www.ck12.org/assessment/tools/geometry-tool/plix.html?eId=SCI.ESC.300.6&questionId=546640925aa4136be20300ba&artifactID=1824136&backUrl=http%3A//www.ck12.org/earth-science/Seasons/%3Freferrer%3Dfeatured_content%26by%3Dck12%26difficulty%3Dall%23interactiveMove the sun and observe what happens to the shadow of each person in the interactive. Have students answer the challenge questions.

EVALUATE:Formative Monitoring (Questioning / Discussion):The Engage questions and shadow questions serve as formative monitoring.Summative Assessment (Quiz / Project / Report):The questions answered with the lab experiment serve as summative assessment.

Elaborate Further / Reflect: Enrichment:Post lesson notes:•Partial understandings (Many students have these facets of understanding already...)•Alternative understandings? (Many students believe this to be true...)•Everyday language you can leverage? (I heard the use of the term ___ that I can refer to in upcoming lessons)•Experiences they’ve had that you can leverage? (They seemed to connect their experiences of __with parts of the big idea.

Lesson 2: How the shape and tilt of our Earth affects the angle of light from the sun

LESSON PLAN – 5-E Model (3 class periods)ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: 1.

1. A friend who lived at the North Pole (a polar bear maybe?) measured their shadow at noon. So did another friend who happened to be the same height but lived at the equator. Whose shadow is longer? Why? If Earth was flat, would this change? The friend at the North Pole would have a longer shadow because Earth is a sphere. The angle of light is always more shallow towards the poles and more steep at the equator. If the Earth was flat all shadows of objects the same size would have shadows the same size.

2. How can we find out? We can make a model.3. Does your shadow size change throughout the year as well as throughout the day? Answers will

vary How can we find out? Make a model.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:1. Develop a model to observe how Earth’s shape affects the how the angle of light hits

different latitudes. Either have these models pre-made (1 per group of 4) or have the students make them.

Directions: Measure and mark a straw into 5 cm pieces. Cut those pieces. Tape (or adhere in some other way) the pieces so they line up vertically from top to bottom of a

file folder. Try to get them straight as possible.

Have a light source (flashlight, lightbulb sun model, lamp) placed on a desk or table. Hold the file folder up so that the light source is shining on the file folder. Ask students to

observe the shadows of the straws. What do they notice? They should notice that the shadows are relatively the same size.

Then ask students to carefully curve the top and bottom of the file folder to make it more sphere like.

Ask students to observe how the size of the shadows changed. How does this model represent what is happening on Earth? The farther north and south latitudes are from the middle (tropics), the longer the shadow which tells us the light is less intense. If Earth was flat all latitudes would have the same intensity of light.

2. The next models we will use will help us answer the 2nd warm up question: Does your shadow size change throughout the year as well as throughout the day? How is this directly connected to the light intensity? One model is a computer simulation showing how the stick person’s shadow changes throughout the day and the year. And the 2nd model has students looking at how the light intensity changes at different latitudes on globes that are positioned around a lightbulb sun at the 2 solstices and 2 equinoxes. I find it best to have the whole class look at the computer simulation together as I orient them to the different parts of the simulation. We have access to chrome books so I then break them up into small groups (depending on how many chrome books we have) to work on the questions that go with the simulations. I then call 7-8 students at a time to observe the globe models and then send them back to finish the questions on the activity sheet. I stay at the globe model station and guide students through the questions at one of the stops. We then discuss the answers to the questions when everyone is finished. See activity sheets at the end of the lesson plans. Setting up the globe models: You can find the directions at the end of the lesson plans or at this webpage.

*Keep all work in students’ portfoliosEXPLAIN: Concepts Explained and Vocabulary Defined:

1. Copy the pictures located at the end of the lesson plans to power point slides or on the smartboard. Explain how to measure the angle of sunlight hitting the labelled latitudes and how this provides clues to what season it is experiencing. (The more perpendicular the angle of light, the more steeper the angle is and the light is more intense).

2. Show students this simulation to support the pictures: http://www.learner.org/jnorth/tm/mclass/season_simulator.html Notice that the sun’s rays seem to stop at the Tropic of Cancer (23.5 degrees north) on June 20 and start to

reverse direction. The word solstice is derived from the Latin sol (sun) and sistere (to stand still). The sun is really moving up and down and the next lesson will explore why it appears it do so.

3. Pass out the Angle of Sunlight and Earths at Different Distances sheet. Students measure the angle of light hitting the latitudes with a protractor and answer the questions.

Vocabulary:Steep angle, shallow angle, light intensity, perpendicular, tiltELABORATE: Applications and Extensions:

EVALUATE:

Formative Monitoring (Questioning / Discussion):The Engage and Explore activities will be used as Formative assessment

Summative Assessment (Quiz / Project / Report):The Explain activity sheets will be used as a summative assessment.

**Keep all work in student portfolios

Elaborate Further / Reflect: Enrichment:Post lesson notes:•Partial understandings (Many students have these facets of understanding already...)•Alternative understandings? (Many students believe this to be true...)•Everyday language you can leverage? (I heard the use of the term ___ that I can refer to in upcoming lessons)•Experiences they’ve had that you can leverage? (They seemed to connect their experiences of __with parts of the big idea.

Lesson 3: How the tilt affects the sun’s maximum height throughout the year and final assessment.LESSON PLAN – 5-E Model (5-6 class periods)

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: 1.1. Warm up questions: The maximum height of the sun at noon is lowest in December and highest in June. Does the sun

actually move up and down throughout the year? No, the sun is in a relatively fixed position. What can explain that it appears to us that the sun is higher in the summer and lower in the

winter? Accept all answers at this point.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:1. Have students stand in a circle around the light bulb sun. Ask them to point their fingers at the

lightbulb tilt their heads towards it and then away from it. They should notice that when they tilt towards the sun, the lightbulb and their finger appears higher (their eyes will actually be looking up) and when they tilted their head down their finger and lightbulb appeared lower.Ask them what their head is representing (Earth). How does this model explain why the sun appears higher or lower in the sky throughout the year.

2. Show interactive of how different tllts would affect Earth's seasons and check out the different planets’ tilts and how it affects their seasons.

http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/007299181x/78778/Seasons_Nav.swf::Seasons%20Interactive.

.EXPLAIN: Concepts Explained and Vocabulary Defined:

1. Complete Two Trees at noon sheet. (I have students draw a horizon and then extend the sun’s rays in a straight line until they intersect the horizon. We then analyze the steepness of the angles. A complete correct response might be: When one hemisphere is tilted towards the sun like in picture B, the sun appears higher in the sky. Because it is higher in the sky the light comes in at a steeper angle which makes shorter shadows. The steeper angle also causes more intense light which results in higher temperature. Picture B was taken in the summer months.)1. Students work in groups of 3-4 and complete the group quiz to weed out any last

misconceptions. In groups of 2-3, students work on what I call a “group quiz”. These questions are from this website: http://assessment.aaas.org/pages/aboutI find the questions and this website to be excellent formative assessments to gauge whether my students truly understand the specific content the lessons were designed to teach. Here is a quote from the website explaining the types of questions on the test:“The items and other resources available on this site were developed by AAAS Project 2061 with funding from the National Science Foundation. The items are different from most multiple choice science test items in that they:

assess students’ conceptual understanding, not just facts and definitions, test for common misconceptions and alternative ideas students have along with their correct

ideas are precisely aligned to the science ideas they are intended to test”

2. They are to answer the questions on loose leaf paper but will only get credit for the correct response if they include evidence that supports their response. For example, “Choice A is correct because…….” If they can’t find evidence to support their choice, then their choice is probably wrong. They can use any resource available to them in class that we use to gather evidence: models and these websites:

http://www.learner.org/jnorth/tm/mclass/season_simulator.html http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/

free/007299181x/78778/Seasons_Nav.swf::Seasons%20Interactive. http://astro.unl.edu/naap/motion3/animations/sunmotions.html http://www.sepuplhs.org/students/iaes/simulations/SEPUP_Seasons_Interactive.swf

http://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html# http://www.freezeray.com/flashFiles/seasons.htm

3. Add evidence about what causes the seasons in the claims/evidence/reasoning chart. Review together what causes the seasons. I like to make a flow chart like this for each season:

4. Students then complete the final post-assessment.

ELABORATE: Applications and Extensions:1. Pass out students’ portfolio and portfolio questions. They can complete this at home.

EVALUATE:

Formative Monitoring (Questioning / Discussion):1. Warm up questions, Two trees at noon activity, group quiz, CER chart, and the flow chart are all

formative assessments.

Summative Assessment (Quiz / Project / Report):1. Students complete final post assessment and the portfolio piece for the summative assessment.

Elaborate Further / Reflect: Enrichment:Post lesson notes:•Partial understandings (Many students have these facets of understanding already...)•Alternative understandings? (Many students believe this to be true...)•Everyday language you can leverage? (I heard the use of the term ___ that I can refer to in upcoming lessons)•Experiences they’ve had that you can leverage? (They seemed to connect their experiences of __with parts of the big idea.

One hemisphere is tilted towards the sun (Summer)

Directions for the globe models1. Copy the sunlight mask for each globe (2 copies total) on transparency. I use this

transparency and copy them in a copy machine. The ones in for printer use are a little too thin but it could work also with the straw support. Cut a pair out and tape together. There will be a pair for each globe.

2. Starting at one end of a drinking straw, cut a slit about half an inch long. Insert the slit into another drinking straw and tape them together to create a rod just over 15 inches long. This will be the “spine” of the sunlight mask.

3. Tape the edge of the long strip to the straw rod. Allow about 2 inches of excess transparency to extend past one end of the straw rod.

4. Clip a large binder clip to the bottom end of the sunlight mask to act as a stand. Attach the clip so that it forms a stable tripod for holding up the sunlight mask. Adjust the sunlight mask so that it stands up from its base.

5. Post the mini poster Polaris high up on one wall near the ceiling, if possible. It’s best to put it on a wall that is closest to real North. Tape the A mini poster to the middle of the wall below Polaris. Tape the B, C, and D mini posters to the remaining three walls, moving counterclockwise (as viewed from above) from the A wall, roughly 90 degrees apart from each other. The letter wall will represent different parts of Earth’s orbit in different seasons (the 2 solstices and 2 equinoxes). (The posters can be found attached to the previous lesson)

6. Place the light bulb sun on a desk in the middle of the room. Tape all wires down. Place 4 more desks approximately 3-4 feet away from the sun model aligning with the mini posters.

7. Put one globe on each desk, making sure the axis is pointing at Polaris.

8. Place the sunlight mask in front of the globes.

You’ll notice here that the Northern Hemisphere is tilted away from the sun. The sunlight mask’s squares are noticeably crisper near 23.5 degrees S (Tropic of Capricorn) and much more fuzzy the more north you go. Also, it is fuzzy near the Antarctic Circle even though at this point they are getting 24 hours of sunlight. See the pictures below:

Name_______________________How Light Intensity Changes Throughout the YearGlobe Models

Teacher CopyStation A:

1. Which hemisphere is getting the most light? The Southern Hemisphere

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere? The Southern Hemisphere. It is getting the most light intensity

3. Which latitude line has the smallest square shadow? 23.5 degrees South (Tropic of Capricorn)

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell? The North Pole is getting no light. The South Pole is getting low intensity light. I can tell because the shadows are very long and fuzzy.

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know? The Northern Hemisphere is in winter, specifically the winter solstice. I know this because the Northern Hemisphere is tilted away from the sun making shorter time in the sunlight and less intense light.

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know? The Southern Hemisphere is in summer, specifically the summer solstice. I know this because the Southern Hemisphere is tilted towards the sun making longer time in the sunlight and more intense light.

Station B:

1. Which hemisphere is getting the most light? Both Hemispheres are getting the same amount of light

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere? Both hemispheres’ shadows are about the same. This tells me they are getting the same intensity.

3. Which latitude line has the smallest square shadow? 0 degrees latitude (the equator)

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell? They are both getting fuzzy light and longer shadows which mean they have less intensity light then the other latitudes.

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know? The Northern Hemisphere is in spring, specifically the spring equinox. I know this because neither hemisphere is tilted towards the sun so both hemispheres have equal light and equal intensity. I know it is spring because the Northern Hemisphere has gained light.

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know? The Southern Hemisphere is in fall, specifically the fall equinox. I know this because neither hemisphere is tilted towards the sun so both hemispheres have equal light and equal intensity. I know it is fall because the Southern Hemisphere has lost light.

Station C:

1. Which hemisphere is getting the most light? The Northern Hemisphere

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere? The Northern Hemisphere. It is getting the most light intensity

3. Which latitude line has the smallest square shadow? 23.5 degrees North (Tropic of Cancer)

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell? The South Pole is getting no light. The North Pole is getting low intensity light. I can tell because the shadows are very long and fuzzy.

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know? The Northern Hemisphere is in summer, specifically the summer solstice. I know this because the Northern Hemisphere is tilted towards the sun making longer time in the sunlight and more intense light.

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know? The Southern Hemisphere is in winter, specifically the winter solstice. I know this because the Southern Hemisphere is tilted away from the sun making shorter time in the sunlight and less intense light.

Station D:

1. Which hemisphere is getting the most light? Both Hemispheres are getting the same amount of light

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere? Both hemispheres’ shadows are about the same. This tells me they are getting the same intensity.

3. Which latitude line has the smallest square shadow? 0 degrees latitude (the equator)

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell? They are both getting fuzzy light and longer shadows which mean they have less intensity light then the other latitudes.

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know? The Northern Hemisphere is in fall, specifically the fall equinox. I know this because neither hemisphere is tilted towards the sun so both hemispheres have equal light and equal intensity. I know it is fall because the Northern Hemisphere has lost light.

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know? The Southern Hemisphere is in spring, specifically the spring equinox. I know this because neither hemisphere is tilted towards the sun so both hemispheres have equal light and equal intensity. I know it is spring because the Southern Hemisphere has gained light.

Name_______________________How Light Intensity Changes Throughout the YearGlobe Models

Station A:

1. Which hemisphere is getting the most light?

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere?

3. Which latitude line has the smallest square shadow?

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell?

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know?

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know?

Station B:

1. Which hemisphere is getting the most light?

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere?

3. Which latitude line has the smallest square shadow?

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell?

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know?

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know?

Station C:

1. Which hemisphere is getting the most light?

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere?

3. Which latitude line has the smallest square shadow?

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell?

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know?

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know?

Station D:

1. Which hemisphere is getting the most light

2. Which hemisphere’s square shadows are the smallest? What does that tell you about the intensity of light at this hemisphere?

3. Which latitude line has the smallest square shadow?

4. Observe and describe the intensity of the light at the North Pole and South Pole. How can you tell?

5. What season is the Northern Hemisphere experiencing? Specifically, what day? How do you know?

6. What season is the Southern Hemisphere experiencing? Specifically, what day? How do you know?

Name______________________Motions of the Sun Simulation QuestionsGo to this website: http://astro.unl.edu/naap/motion3/animations/sunmotions.html

1. Choose a Northern Hemisphere latitude and write it here _______Start at January and observe a full year.

a. What happens to the length of the shadow?

b. What happens to the apparent height of the sun?

2. Choose a Southern Hemisphere latitude and write it here _______Start at January and observe a full year.

a. What happens to the length of the shadow?

b. What happens to the apparent height of the sun?

c. How is this different than what was going on in the Northern Hemisphere?

3. Go to the equator:Start at January and observe a full year.

a. What happens to the length of the shadow?

b. What happens to the apparent height of the sun?

c. How is this different than what was going on in the Northern and Southern Hemispheres?

4. Go to the North and South Pole. Start at January and observe a full year.

a. How does this simulation answer this question: If the North Pole and the South Pole get 24 hours of daylight for 6 months of the year, why aren’t they the hottest places in the world at that time?

Copy these pictures to power point slides or on the smartboard. Explain how to measure the angle of sunlight hitting the labelled latitudes and how this provides clues to what season it is experiencing.

http://www.geog.ouc.bc.ca/physgeog/contents/6h.html 

http://www.geog.ucsb.edu/~joel/g110_w08/lecture_notes/sun_angle/agburt02_17b.jpg

Name____________________Angle of SunlightA: Which season does this model represent for both hemispheres? Draw and measure the angle of sunlight hitting the labelled latitudes. In the space below the model explain how you know what season it is for each hemisphere.

https://commons.wikimedia.org/wiki/File:Earth-lighting-winter-solstice_EN.png

B. Follow the same instructions as Model A.

https://commons.wikimedia.org/wiki/File:Earth-lighting-equinox_EN.png

1. A student who lives at Place 1 shown below observes the sun moving across the sky during the day shown below.

Would a student who lives directly south of Place 1 see the sun reach the same maximum height in the sky that day?

A. No, the maximum height of the sun for all places south of Place 1 would be lower than it is at Place 1.

B. No, the maximum height of the sun for all places south of Place 1 would be higher than it is at Place 1.

C. Yes, the maximum height of the sun for all places south of Place 1 would be the same as at Place 1.

D. It depends on where the student lives. The sun’s maximum height would be the same as it is at Place 1 everywhere south of Place 1 except at the South Pole, where it would be lower.

2. The air in a town is very cold in the winter and very hot in the summer. Which of the following statements explains this difference in temperature?

A. The air is colder in the winter because the sunlight shining on the town is less intense and the sun shines for fewer hours in the winter than in the summer.

B. The air is colder in the winter because the sunlight shining on the town is less intense in the winter. The amount of time that the sun shines on the town is the same in the summer and winter.

C. The air is colder in the winter because the sun shines on the town for less time in the winter. The intensity of the sunlight shining on the town is the same in the summer and winter.

D. Both the intensity of the sunlight shining on the town and the amount of time the sun shines on the town are same in the summer and winter. The differences in temperature are caused by other factors.

3. A student who lives at Place 1 shown below observes the sun moving across the sky during the day.

Would a student who lives at Place 2 see the sun reach the same maximum height in the sky as the student at Place 1?

A. No, the maximum height the sun reaches in the sky at Place 2 would be lower than at Place 1.

B. No, the maximum height the sun reaches in the sky at Place 2 would be higher than at Place 1.

C. Yes, the maximum height the sun reaches in the sky would be the same at Place 1 and Place 2.

D. There is no way to know whether the height the sun reaches in the sky would be higher, lower, or the same at Place 1 and Place 2.

4. On the first day of spring in the northern hemisphere, which of the following is TRUE?

A. The North Pole is tilted 23.5° toward the Sun.

B. The North Pole is tilted 23.5° away from the Sun.

C. The North Pole is not tilted toward or away from the Sun.

D. The North Pole is tilted 12.25° toward the Sun.

5. Which of the following statements describes the point on the surface of the earth where sunlight is most intense from June of one year until June of the next year?

A. The point where sunlight is most intense shifts from the North Pole, over the equator to the South Pole, then back to the North Pole.

B. The point where sunlight is most intense shifts south from 23.5° north of the equator until it reaches the equator, then it shifts north again until it reaches 23.5° north.

C. The point where sunlight is most intense shifts from 23.5° north of the equator to 23.5° south of the equator, then back to 23.5° north.

D. The point where sunlight is most intense does not shift; it always stays at the equator

6. A student who lives in the United States observes the sun moving across the sky during January, and she sees that the highest the sun gets during the day is just above the top of a building across the street from her house.

If she observes the sun from the same place in March, what would she see?

A. The sun would also reach the top of the building in March.

B. The sun would reach higher than the top of the building in March.

C. The sun would not reach as high as the top of the building in March.

D. Whether or not the sun would reach the top of the building in March would depend on where in the United States she lives.

7. Which of the following statements is TRUE about changes in the Sun's daily maximum height in the sky at Place 1 shown below starting on a day in late December (the first day of winter)?

A. The maximum height the sun reaches in the sky increases each day over the next 12 months.

B. The maximum height the sun reaches in the sky decreases each day over the course of the next 12 months.

C. The maximum height the sun reaches in the sky increases each day for six months and then decreases each day for the next six months.

D. The maximum height the sun reaches in the sky does not change.

8. Which of the following statements is TRUE about the maximum height of the sun in the sky during the day over the course of month of July at Place 1 shown below?

A. The maximum height of the sun gradually gets a little higher each day.

B. The maximum height of the sun gradually gets a little lower each day.

C. The maximum height of the sun changes on some days, but it does not change a little each day.

D. The maximum height of the sun does not change at all over the course of the month of July.

9. A student is at Place 1 shown below and another student is at Place 2.

Which of the following statements is true about Place 1 compared to Place 2 on any day of the year?

A. The number of hours of daylight is always higher at Place 2 than at Place 1, and the maximum intensity of sunlight during a day is always higher at Place 2 than Place 1.

B. The number of hours of daylight is always higher at Place 2 than at Place 1, but during some times of year the maximum intensity of sunlight during a day is higher at Place 1 and other times it is higher at Place 2.

C. Some times of year the number of hours of daylight is higher at Place 1 and other times it is higher at Place 2, but the maximum intensity of sunlight during a day is always higher at Place 2 than at Place 1.

D. The number of hours of daylight is always higher at Place 2 than at Place 1, and the maximum intensity of sunlight during a day is the same at both places.

10. In late June, approximately where on earth shown in the diagram below would a person need to be to see the sun directly overhead in the middle of the day?

A. 0° (equator)

B. 90° north of the equator (North Pole)

C. 23.5° north of the equator

D. 23.5° south of the equator

11. At what time of year is the amount of sunlight reaching the northern hemisphere equal to the amount of sunlight reaching the southern hemisphere?

A. Every day of the year

B. On a day near the end of March and on a day near the end of September

C. On a day near the end of June and on a day near the end of December

D. The northern and southern hemispheres never receive the same intensity of sunlight.

12. When is the sun directly overhead at 30° north of the equator?

A. On a day in March

B. On a day in June

C. On a day in August

D. Never

13. In which months during a year does the sun reach its maximum height in the sky above places on the equator?

A. All year

B. Only in March

C. Only in September

D. In March and September only.

Answer key:1. A2. A3. B4. C5. C6. B7. C8. B9. C10. C11. B12. D13. D14.

Name_______________________Reasons for the Seasons Post-assessment

1. Imagine you are outside on a sunny day looking directly at your shadow and you notice it is short. What can you say about the sun if your shadow is short? (You can draw a model if it helps)

2. Consider the duration of daylight and of darkness on days throughout the year. Connect each date to a description. Since there are more dates than descriptions, you should have more than one line coming from some of the descriptions.

day longer than night Dec. 21

night longer than day Feb. 7

day and night equal March 21

longest day of the year May 7

longest night of the year June 21

Aug. 7

Sept. 23

Nov. 7

3. How sure are you about your answers to the previous question?(a) I’m really sure about all of them. (b) I’m pretty sure about all of them. (c) I’m sure about some dates, not sure about others. (Please put a question mark by the ones you’re not sure about.) (d) I guessed. (Please explain what, if anything, helped you guess.)

4. In a short sentence, tell something you know about equinoxes.

5. In a short sentence, tell something you know about solstices.

6. Consider how the length of the shadow of an object might change throughout the day. List the following times in order from the shortest shadow to the longest shadow: 8 AM, 12 noon, 3 PM, 6 PM

____________ ____________ ____________ ___________ shortest shadow longest shadow

Explain your reasoning.

7. People measured the length of the shadow of a flagpole at noon on the dates in the chart. The measurements were 6 meters, 17 meters, 17 meters, and 40 meters – but not in that order. Fill in the correct measurement for each date.

Date Sept. 23 Dec. 19 March 21 June 25

Shadow length

Explain why you think those measurements go with those dates.

8. An elementary class in Lexington decided to investigate shadows, and found a class in Ecuador that wanted to do so also. One day, both classes measured their flagpole's shadow.

• The Lexington class, with a 25-meter flagpole, found the shadow was 15 meters long.

• The class in Ecuador, with an 18-meter flagpole, found the shadow was 5 meters long.

Your job is to make a diagram including everything that is important for explaining how the flagpoles with their shadows are different.

9. Why do you think it is hotter in the United States in June than in December? Circle all answers that are correct.

A. The sun itself gives off more heat and energy in June and less in December.

B. The Earth is closer to the Sun in June and farther from the sun in December.

C. The U.S. is closer to the sun in June and farther from the sun in December.

D. The U.S. is tilted more towards the sun in June and away from the sun in December.

E. The sun appears higher in the sky in June and its rays are more intense.

F. In the United States, there are more hours of daylight in June than December.

10.Draw yourself outside on the Winter Solstice and the Summer Solstice at noon. Include in your drawings:

Your shadow The Sun The Sun’s rays and the angle of those rays hitting the horizon

Below the picture explain how they’re different.

Winter Solstice Summer Solstice

Portfolio piece:

Go through your work from the beginning of this unit to the end of this unit. How has your thinking changed since you were first asked to explain the seasons? Answer the following questions in a narrative format. This should be about 5 paragraphs long.

How has your thinking changed since you were first asked to explain the seasons? Use a minimum of 3 specific examples from you work in your response.

What led you to change your thinking? What were some “lightbulb” moments?

What concepts did you find challenging?

What were some helpful strategies that help you learn the concepts?

What are some questions you still have or new questions you want to explore? (At least 3)

Turn in your portfolio with your essay on top. Underneath your essay, organize your work from oldest to newest. (For example, your pre-test should be the first thing under your essay)