dlese.org|1007936
This lesson plan helps students understand the relationship between the Earth and the Sun and how this relationship affects observable phenomena on Earth, such as the seasons. Students will describe the differences between the four seasons and investigate why they occur; diagram the Earth and Sun during different seasons; use the Cosmic Map activity; predict and find out what the weather is actually like in different places; and write journal entries from the points of view of people living in different parts of the world.
Summary
| Subject keyword(s) | Astronomy, Climatology, Earth and space science, Earth in the solar system, Earth science, Geography, Geoscience, Meteorology, Physical geography, Physical sciences, Science, Seasons, Social Sciences, Space Science, Space sciences, Sun |
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| Grade level | Elementary School, Informal Education |
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| Intended audience | Learner |
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| Resource type | Instructional Material |
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| Resource format | text, text/html |
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| Rights | Copyright 2001 National Geographic Society. All rights reserved. |
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Using this resource
Found in collection(s)
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| Title | DLESE Community Collection |
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| Link | http://www.dlese.org/ |
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| Description | The Digital Library for Earth System Education (DLESE) mission is to improve the quality, quantity, and efficiency of teaching and learning about the Earth System, by developing, managing, and providing access to high-quality educational resources and supporting services through a community-based, distributed digital library. Intended users include students, educators and citizens of all ages, in both formal and informal learning environments. The collection favors resources that convey linkages and connections; the general with the specific, theory with evidence, global with local, and that demonstrate the application of science to solving real world problems. This includes providing access to Earth data sets and imagery, and the tools and interfaces that enable their effective use. DLESE resources are community-contributed, by individuals, organizations, and formal collection efforts. |
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| Full description and distribution of resources |
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| Title | Middle School Portal: Math and Science Pathways (MSP2) |
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| Link | http://msteacher2.org/ |
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| Description | The Middle School Portal 2: Math and Science Pathways (MSP2) supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice. MSP2 is a project of the Ohio State University College of Education and Human Ecology, National Middle School Association, and Education Development Center, Inc., and is funded by the National Science Foundation. The partners integrate resources, tools, and services across projects, and support multiple methods of resource discovery to meet the needs of this audience. |
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| Full description and distribution of resources |
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Content contained within the resource
Check out: X7: Big Island Pool - Standard #7: The physical processes that shape the patterns of Earth's surface - A Reason for the Season - Stormy Stories The Sun and the EarthHow Was the Grand Canyon Formed?The Active EarthThe Eye of the HurricaneWave HeightsWe're in Hot Water Now: Hydrothermal VentsComplete Index The Sun and the Earth Overview: This lesson will help students understand the relationship between the Earth and the sun and how this relationship affects observable phenomena on Earth, such as the seasons. Students will reinforce their understanding by diagramming the Earth and sun during different seasons. Connections to the Curriculum: Geography, earth science Connections to the National Geography Standards: Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective" Standard 7: "The physical processes that shape the patterns of Earth's surface" Time: Two to three hours Materials Required: Computer with Internet access Writing and drawing materials Maps of northern and southern hemispheres (available at the MapMachine) Objectives: Students will describe the differences between the four seasons; read about why the seasons occur, and draw diagrams showing the relationship between the Earth and the sun; do the Cosmic Map activity; diagram the relationship between the Earth and the sun today; label several Western Hemisphere cities, and predict what the weather might be like in these places at this time, based on the students' understanding of the seasons; find out what the weather is actually like in these places, and compare actual readings with students' predictions; and write journal entries from the points of view of people living in these cities, stating what season it is and explaining the relationship between their point on Earth and the sun. Geographic Skills: Acquiring Geographic Information Organizing Geographic Information Answering Geographic Questions Analyzing Geographic Information S u g g e s t e d P r o c e d u r e Opening: Ask students to describe the differences between winter, spring, summer, and fall that they notice as the seasons go by. Then ask them if they know why these seasons occur. What happens to the Earth to make the seasons change? Write their ideas on the board. Development: Have students go to the World Book: The Seasons site (and/or read the information at the Reason for the Season activity) to find out why the seasons occur. As they go through the sites, have them draw two diagrams showing the relationship between the Earth and the sunone during the winter and one during the summer in their hometown. Have students reinforce their understanding of the seasons by doing the Cosmic Map game at the Reason for the Season activity. They will be asked to look at the Earth in four different positions and to identify which diagrams represent the summer solstice, winter solstice, vernal equinox, and autumnal equinox. Hold a class discussion on the science behind the seasons to make sure students understand the basic concepts of why the seasons occur. Ask students to state whether they are currently closest to the summer solstice, winter solstice, vernal equinox, or autumnal equinox. Have students use new pieces of paper to draw diagrams showing the relationship between the Earth and the sun as it would be on the day they are doing this activity. Then have them sketch North and South America on the globe and place a small x in the location of their hometown. Have students draw additional x's next to the following places on the Earth in their diagrams: Santiago, Chile; Belem, Brazil (at the mouth of the Amazon); and Fairbanks, Alaska. They can use National Geographic's MapMachine to help locate these places. Closing: Discuss what students think the weather is like in each of these places right now. They should base their predictions on their knowledge of the seasons, referring to their diagrams. Suggested Student Assessment: Ask students to write sentences about what they think the weather is like in each of these places right now, referring to their knowledge of the seasons and their diagrams. Have students use CNN's weather page to find out what the weather is really like in these places right now. Have them record the current temperatures in each of these places and in their own hometown. Have students write brief journal entries from the point of view of people living in each of the four places they have marked on their diagrams (including their hometown). Each entry should describe the weather and should explain how the Earth's current relationship to the sun affects the weather. Extending the Lesson: Ask students what they think the weather is like near the Equator. They will probably say that it's always warm, which is true. Ask them if they think there are any seasons at all in equatorial regions. They might say no, but point out that these regions generally have a wet and a dry season. Have them research monsoons and write paragraphs explaining where and why the monsoons occur and what the students think it would be like to live in a region subject to monsoon seasons. Related Links: CNN: Weather National Geographic: Xpeditions ActivityA Reason for the Season World Book: The Seasons E-Mail This Page to a Friend © 1998-2008 National Geographic Society. All rights reserved.
