TCNJ Lesson Plan

Earth’s Patterns- The passing of time (Day/Night, Months, Seasons, Years)

Two Day Lesson

Student Name: Kayla Taylor & Emily Anderson Grade Level: 5

Guiding and/or Essential Questions:

How do we experience the regular and predictable patterns of the Sun, Earth, and Moon?
What causes seasons?
What causes months?
What causes day and night?

Pre-lesson Assignments and/or Student Prior Knowledge

Students did an introductory lesson about rotation and revolution. They also have prior
knowledge about the difference between rotation and revolution from 4th grade. Students do not
have, or have very little, prior knowledge about the patterns of time that are associated with the
rotation and revolution of earth, or the revolution of the moon.

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

Learning Objectives and Assessments:

Learning Objectives Assessment

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
graph representing the average high
temperature in each month and relate
it to the patterns of the Sun, Earth,
and Moon.
Teacher will assess for student’s ability to represent
data in graphical displays using the graphing chart.
Teacher will also assess student conversation for the
ability to relate the patterns in temperature to the
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

Plan for set-up/distribution/cleanup of materials:

Video links will be shared with all of the students prior to their lesson period.
Worksheets and materials will be passed out after stating directions.
Collect the worksheets at the end of each center (or have them put them into their science
journals- up to Mrs. C).

Step by Step plan:

1. Lesson beginning
a. Rotation & Revolution Demonstration (activation of prior knowledge)
i. Students wearing yellow or just a couple students stand in the middle of
the room to represent the sun. (John can be one of the sun people) The
others stand in a circle around the edge of the room and pretend to each be
Earth
1. To demonstrate rotation, they should spin around. To demonstrate
revolution, they should walk in a circle around the “Sun”.
2. With larger class, this may be done with a smaller group in front of
the room.
2. Earth Pattern Centers
a. Students will work in groups at each center, either watching videos and creating a
flipbook or designing their own graph. 22 minutes per center, plus 1 minute for
transition. Groups may be adjusted to include a balance of student ability.
i. Simulations center (22 minutes)
1. The students will use three different simulations to answer
questions about Earth’s orbit around the Sun, the Moon’s orbit
 around Earth, day/night, and seasons. They will complete the
worksheet “Simulations: Rotation and Revolution”.
a. https://www.fossweb.com/delegate/ssi-foss-
ucm/Contribution%20Folders/FOSS/multimedia/Planetary_
Science/binders/earth/earth_motions/day_night_simulation
_1.html
b. http://highered.mheducation.com/sites/007299181x/student
_view0/chapter2/seasons_interactive.html
c. https://phet.colorado.edu/sims/html/gravity-and-
orbits/latest/gravity-and-orbits_en.html
2. If the students finish early, they will be able to return to any
simulation and manipulate it to create conditions that differ from
earth.
ii. Poster center (22 minutes)
1. The students will use the choice board to read one article and
watch one video. From the information in the choice board the
group will use that knowledge to create a poster for the class which
will include definitions and an Earth orbit diagram drawing.
a. If the students finish early they can go back to the choice
board and watch other videos and read other articles.

iii. Graphing (TO BE DONE ON FRIDAY)

1. Students graph average monthly high temperatures in New Jersey
by finding the information for Hightstown, NJ.
a. https://www.usclimatedata.com/climate/hightstown/new-
jersey/united-states/usnj0217
2. Color in the bars on the graph pertaining to each season, for
example January, February, December are colored blue for Winter;
March April May are purple for Spring; June, July, August yellow
for Summer; September, October, November orange for Autumn.
3. Discuss the relationship between temperatures, seasons, and the
positions of the Sun and Earth at different times of the year
3. Closing
a. Earth Pattern Demonstration
i. Stand in large circle with a space between every fourth of the class (for
example if there are 12 students there should be a space between every 3
students)
ii. To complete one year (1 revolution), we need to rotate 365 times (365
days). Pass around a ball (revolving) and each person has to spin the ball
 (rotate). When the ball gets to a space between season groups, say “we
have rotated about 90 days because (winter) is now over” then keep going.
b. Students will complete an exit ticket with specific questions relating Earth’s
patterns and day/night and seasons

Key Questions (that you will ask):

How does Earth’s rotation on its axis cause day and night?
How come the summer is warmer than winter?
How does the Northern Hemisphere and the Southern Hemisphere affect the seasons?
Why does the Earth have seasons?

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/
Name: __________________________________________________ Date: _____________________

Poster Center: Rotation and Revolution

Directions: Use the articles and videos shared with you on “Mrs. C’s Science Doc” to explore rotation and
revolution. Choose at least 1 “Watch” and 1 “Read”.

Read: Watch: Read:

https://spaceplace.nasa.gov/season https://www.youtube.com/watch?ti https://starchild.gsfc.nasa.gov/docs
s/en/ me_continue=33&v=JaG70cJ8vD /StarChild/questions/question3.htm
E l

Watch: Read: Watch:

https://www.youtube.com/watch?v https://starchild.gsfc.nasa.gov/docs https://www.youtube.com/watch?v
=l64YwNl1wr0 /StarChild/questions/question31.ht =b25g4nZTHvM
ml

On your poster paper,

1. Define the terms:
a. Rotation
b. Revolution
c. Orbit
d. Axis
e. Moon Phase
2. Draw a diagram of the Earth’s orbit including
a. The sun
b. Earth tilt
c. 4 seasons
d. Path that Earth follows around the sun
Name: __________________________________________________ Date: _____________________

Simulations: Rotation and Revolution

Directions: Use the online simulations to answer the questions.
1. Experiment with the Gravity and Orbits Simulation. Choose to view the model, and select the Sun,
Earth, and Moon in the top right. Use the your observations from the model to answer the questions:
a. Describe the motion of Earth around the Sun.
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b. Describe the motion of the Moon around Earth.

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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: _____________________

Exit Ticket: Rotation and Revolution

1. One Earth Rotation is equal to: __________________________________________________________

2. One Revolution of the Moon around Earth is equal to: _______________________________________

3. One Revolution of Earth around the Sun is equal to: _________________________________________

4. Describe the patterns created by Earth’s rotation on its axis.

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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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