5E LESSON PLAN: Reasons for the Seasons

TEACHER(S) NAME(S): Julia, Shirley, Corinne, and Joseph

TOPIC: The Relationship of Earths Tilt and the Seasons

Grade level: 6th grade science

Duration of the Lesson: 30 minutes

VIRGINIA 2010 SCIENCE STANDARDS OF LEARNING
6.8 The student will investigate and understand the organization of the solar system and
the interactions among the various bodies that comprise it. Key concepts include
g) the relationship of Earths tilt and the seasons

Simulation on Seasons:
http://sepuplhs.org/middle/iaes/students/simulations/sepup_seasons5.html

OBJECTIVES:
Students will understand:
The four seasons are caused by the tilt of the Earth
Students will know:
The cause and effect relationship between the four seasons and the Earths tilt
Students will be able to:
Use a simulation to analyze regional differences in temperature in the Northern
and Southern Hemisphere
Determine and explain the phenomena that is responsible for the four seasons
(i.e. Earths tilt)
Describe the four seasons.

MATERIALS / RESOURCES:
Chromebooks or Laptops
Internet connection
Projector and screen (for powerpoint presentation)

SAFETY
Students should not eat or drink while using their laptops or other electronic
devices.
Students should be cautious of power cords.




PROCEDURES:

Engage Phase
Students will independently complete an anticipation guide with the following
questions.
Then, the class will watch a short video detailing the common misconceptions
from Harvard students/graduates about the cause of the seasons:
https://www.youtube.com/watch?v=p0wk4qG2mIg
How many seasons do we experience in the US? (EA: Four, spring,
summer, fall, and winter.)
What phenomena is responsible for these four seasons (i.e. spring,
summer, autumn, winter)?
After watching the video, do you agree or disagree with the Harvard
graduates? According to Harvard graduates, what phenomena is
responsible for the four seasons?
How are the seasons different in the Northern Hemisphere (e.g.
Charlottesville, VA) and the Southern Hemisphere (e.g. Sydney,
Australia)?
Guiding question: What causes the four seasons?

Explore Phase
Leading question: What causes the four seasons?
Students will be given a worksheet which has procedures for the activity on the
causes of the seasons. This worksheet also contains questions to be answered
using the data students will collect.
The procedure directs the students to load up the SEPUP simulation and record
the daylight hours and temperature when the Earths tilt is 0 and 23.5.
1. Enter the URL into your web browser:
Shortened link: http://tinyurl.com/science-rocks-my-socks
OR original link:
http://sepuplhs.org/middle/iaes/students/simulations/sepup_seasons5.html
2. Read the SEPUP SEASONS INTRODUCTION page.
3. Click >>CONTINUE TO INTERACTIVE.
4. Under SELECT EARTHS TILT, click on 0.
Under SHOW CITY, click on CHICAGO, IL.
Under SELECT DATA FOR THE MONTH OF: ->, click on March, June,

September, and December.

Record the DAYLIGHT HRS and TEMPERATURE on your data table
below.
5. Under SELECT EARTHS TILT, click on 23.5.
Record the DAYLIGHT HRS and TEMPERATURE of CHICAGO, IL
on your data table below.
Under SELECT DATA FOR THE MONTH OF: ->, click on March, June,
September, and December.
Record the DAYLIGHT HRS and TEMPERATURE on your data table
below.
The students will answer two questions about their data on the worksheet:
1. Is Chicago, IL located in the Northern or Southern Hemisphere of the
Earth? Please use a reputable resource to verify your answer (e.g. your
instructor, map, textbook, or peer-reviewed journal).
2. Are there any observable differences in the number of daylight hours and
temperature when the Earths tilt is 0 and 23.5?
The instructor will circulate around the classroom and provide assistance as
needed. The instructor will pose supplemental big idea conceptual questions:
1. Will the tilt of the Earth change whether an area is experiencing day or
night? Will the tilt affect the length of a day? (EA: the tilt will not affect
whether its night or day; however, it will change the length of a day or
night)
2. If distance from the Sun does not cause the four seasons, what does the
Earths rotation create? (EA: night and day)

Explain Phase
Students will answer several questions on the worksheet:
Overall, is the Earths orbit elliptical or spherical? Please use a reputable
resource to verify your answer.
If the Earths orbit is not elliptical, what other phenomena could explain the
presence of the four seasons?
Based on your data on daylight hours and temperatures, are seasons
present when the Earths tilt is 0? Why or why not?
Based on your data on daylight hours and temperatures, are seasons
present when the Earths tilt is 23.5? Why or why not?
The instructor will circulate around the classroom and provide assistance as
needed. The instructor will use questioning to help students connect their
exploration to the concept under examination. Here are some sample higher

order thinking questions to solicit student explanations and help them justify their
explanations:
As the Earth orbits the sun, is the distance between the Earth and the sun
changing significantly?
What is the difference between an spherical and an elliptical orbit?
If there are no seasons present and the Earths tilt is 0 instead of 23.5,
how would life on Earth be affected?
The instructor will also lead a class discussion and use cold calling on students
to invite them to share their responses and explanations. The instructor will guide
students towards the target KUDs of the lesson and clarify misconceptions. For
instance, if a student claims that the Earths orbit is extremely elliptical and the
distance from the Earth to the sun results in the seasons, the instructor could
respond with a question, Would you be able to verify that statement with a
journal article? This would prompt the student to reevaluate and revise his or her
claim based on evidence.

Extend/Elaborate Phase
Students will be responsible for creating their own experimental design using a
simulation.
They will collect data on the seasons in a city located in the Southern
hemisphere when the Earth is tilted at 0 or 23.5.
They will be asked to monitor both the temperature and number of daylight hours
for the months of January, April, July, and October.
Students will analyze data from a city in the Southern hemisphere when the
Earths tilt is either at 0 and 23.5.
Students will extend their knowledge to compare their data to that of Chicago, IL.
Teacher will also ask students to predict how Chicago compares to our locale of
Charlottesville, VA.

Evaluate Phase
Students will watch a short Brain Pop video on the seasons.
(https://www.brainpop.com/science/weather/seasons/).
After watching the video, students will be asked to complete the online quiz.
Their answers will be sent to the teacher via email. This will serve as the
assessment piece of the lesson.
Students will be asked to revisit anticipation guide. They will answer the
questions again, making amendments to their original ideas. The teacher will
use this formative assessment to ensure conceptual change has occurred.

 Students will also be asked to evaluate the statements made by the Harvard
students. Teacher will lead short discussion about misconceptions in science
and importance of a scientifically literate society.

ACCOMMODATIONS:
Students will work in mixed ability groups. All students with IEPs (whether for
gifted or struggling learners) will be paired with regular ability students.
The struggling learners will receive additional support while using the computer
simulation. Because students will be working at their desks, the teachers can
easily move around the classroom to provide scaffolding as needed.
Teacher can give a print out of discussion questions to the students who are
uncomfortable with participating. These students will also be permitted to use
their computer to send their responses without speaking in class.
The ELL students will be working with their language specialist during this
activity.

RESOURCES/REFERENCES:
Brain Pop: https://www.brainpop.com/science/weather/seasons/
Simulation: http://sepuplhs.org/middle/iaes/students/simulations/sepup_seasons5.html