Teacher Candidate:
Date: Grade/Class: 4th
Lesson Length: 45 minutes
Framework Standard & Strand: Massachusetts Science and Technology/Engineering Curriculum Framework: The Earth in the Solar System: 14:
Recognize that the earth revolves around (orbits) the sun in a year’s time and that the earth rotates on its axis once approximately every 24
hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the
sky.
Lesson Focus: Understanding that the Earth’s tilt and revolve around the sun cause the different seasons of the year.
Goal: The students will increase their knowledge of the Earth’s rotation and the effect this has on the seasons.
Rationale: To develop an understanding of the world around us.
Connections across the curriculum: Massachusetts Mathematics Curriculum Framework: Number Sense and Operations: 4.N.3 Demonstrate an
understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line. Massachusetts English Language
Arts Curriculum Framework: General Standard 1: 1.1: Follow agreed-upon rules for discussion.
Objectives
(Actor, Behavior,
Condition, Degree)
Given teacher
models and a
reference map,
students will
correctly label 9 out
of 9 items (2 poles
and 7 continents)
independently.
Motivation & Procedures
(Motivation, Readying the
student, Key question, Procedure)
Essential Question: How do the
changes in the seasons affect the
way we live?
Readying & Motivation:
Present the essential question to
the students, written on chart
paper. Allow the students time to
reflect on their thoughts and to
respond to the question.
Once the students have shared
their thoughts I will ask the
Materials
Medium
Styrofoam
balls with
map and
skewers
Black
markers
Lamps
Adaptations
Timing
Evaluation of Learning
Multicultural
Sensitivity: Some
students may have
moved here from other
parts of the world
where the seasons
occur at different
times.
Having the model of
the Earth and watching
it move around the sun
5 minutes
Formative Assessment:
Observations will be made to
see if students correctly label
the two poles and the seven
continents.
Observations will also be
made during the experiment
to see if students rotate the
Earth one-quarter of the way
around the lamp.
Assessments will also be made
Given the
manipulation of the
model “Earth” in
relationship to the
simulated sun, the
students will
correctly state the
season based on the
position of the Earth
to the sun in three
out of four
opportunities.
students if they have a favorite
time of the year and why. We will
discuss the different
characteristics that change during
the year, such as weather.
Key Questions: How many
seasons do we have each year?
Why do you think the seasons
change? Do you think the seasons
are the same everywhere in the
world?
Procedure: “Today we are going to
talk about the different seasons of
the year. In a minute I will ask you
to break up into your
(predetermined) science groups of
four people. Each group will
receive a Styrofoam ball with the
seven continents glued to it along
with a skewer going through the
center. What do you think this
rod is (pointing to the skewer)?”
Listen for multiple responses of
the Earth’s axis. “Now, if you look
up at the board, you will see a
large map of the Earth. Could
someone come up here and show
me where the North and South
Poles are?” One student will
come up and point to the poles on
Large map of
the Earth
and seeing where the
light hits the Earth will
help them and other
Toothpick
students to understand
flags as labels why there are
for poles
differences.
when students are describing
their observations with the
Earth and lamp, correctly
stating the season based on
the sun in three of four
opportunities.
Protractor
Summative Assessment:
Students will be assessed on
the final handout describing
their favorite season and
drawing what the Earth would
look like in relation to the sun
at that time.
Having written out
instructions to follow
along during the
experiment is
beneficial to all
students, especially
those with possible
auditory processing
deficits.
A checklist will be given
to students to help
them follow the
direction sequence.
Having the large map in
front of the classroom
for students to
reference to will help
students build upon
independent work
strategies instead of
always asking for help.
10 minutes
the map for the rest of the class to
see. “Now, I’m going to pass out
little flags that are labeled North
Pole and South Pole, and I would
like you to put them on your Earth
where they’re supposed to go. “
(The large map in the front of the
class will be available for students
to use as a reference.) “Now I
would like one person in the
group to take a black marker and
draw a circle around the ball like
this (model a circle going
horizontally around the Earth) half
way between the two poles. Does
anyone know what this line is
called? “ Listen for answers of the
Equator, helping the students if
necessary. (The equator is an
imaginary line on the Earth’s
surface approximately equidistant
from the North Pole and the South
Pole that divides the Earth into a
Northern Hemisphere and a
Southern Hemisphere.)
Individual reference
maps will be given to
students who need a
sample.
Students reading at
different levels may be
provided with
directions written using
visual support.
20 minutes
“Being the scientists that we are,
we will be exploring ways to
understand how and why we have
different seasons.”
“Look at the number in front of
your seat on the purple post-it,
that is your group number. You
will notice numbers at the tables
around the room. Quietly find
your group.”
Once the students have settled in
to their group, point out the desk
lamp and the other materials at
the table.
(The room will be dark enough to
understand the purpose of the
experiment but also light enough
for the students to write down
observations as we go along.)
Now direct the students back to
their post-it and tell them, “On the
back of your post -it you will
notice that I have written your
group job (materials manager,
recorder, reporter, group
facilitator).
Note: We have utilized these jobs
numerous times and the students
are very familiar with their role
and responsibility. However, just
in case they have forgotten, the
roles have been glued to the cover
of their science journals.
Continue with the directions.
“I want you to take the Earth and
hold it straight up and down with
the North Pole on top about this
far from your lamp (model holding
the ball under the lamp). The
lamps are acting as our sun. Now
take the Earth and tilt the top a
little bit away from the lamp like
this (model tilting the north pole
about 23 degrees away). Where
does the light hit the Earth?”
Listen for students’ observations
and then have them write down
what season it would be in the
Northern Hemisphere on their lab
instruction hand out as well as
why they chose this season.
After the students have
documented their predictions
review how the sun hits the earth
during the different seasons using
a pre-created visual.
Allow time for group discussion
and for students to ask questions.
“Now, listen to all the directions
before you move your Earth. I
want you to move your Earth one
quarter of the way around the
lamp counter-clockwise (to the
left). However, you must keep it
10 minutes
tilted with the North Pole pointing
in the same direction. Just like
this (model the motion of the
Earth). Now where does the light
hit the Earth?” Listen for
observations and again ask them
to write down their observations,
what season they think it is in the
Northern Hemisphere and why.
“You will continue this process
two more times so all four major
positions are seen. I will be
circulating around the room to
assist you as needed.”
After all four positions have
been observed, written, and
talked about the lights will come
back on and students will go back
their seats. Here they will get a
hand out asking them to write
down what their favorite season
is, why, and to draw a picture of
what the Earth looks like relative
to the sun during that season
based on what they saw.
Once students have completed
their illustration, I will bring their
attention back to our essential
question and discuss anything new
they learned about the seasons
and the possible ways they may
affect us (i.e., longer days,
sunlight, crops, etc.).
The students may also do this at
the beginning of the next class if
class time runs out.