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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Earth Science – 6th Grade
Unit: Climate and Weather
General Task
Effects of Earth’s Tilt on Climate
Subject Area: Earth Science
Grade: 6
Standards (Content and Characteristics):
S6E2. Students will understand the effects of the relative positions of the earth, moon, and
sun.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its
effect on climate.
S6CS3. Students will use computation and estimation skills necessary for analyzing data
and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several
equivalent forms, such as integers and decimals.
b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific
calculations to determine the proper unit for expressing the answer.
d. Draw conclusions based on analyzed data.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring
scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather
systems, solar systems, and ocean systems including how the output from one part of a
system (in the form of material, energy, or information) can become the input to other
parts. (For example: El Nino’s effect on weather)
S6CS6. Students will communicate scientific ideas and activities clearly.
c. Organize scientific information using appropriate tables, charts, and graphs, and
identify relationships they reveal.
S6CS9. Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations are conducted for different reasons. They usually involve
collecting evidence, reasoning, devising hypotheses, and formulating explanations.
b. Scientists often collaborate to design research. To prevent bias, scientists conduct
independent studies of the same questions.
c. Accurate record keeping, data sharing, and replication of results are essential for
maintaining an investigator’s credibility with other scientists and society.
d. Scientists use technology and mathematics to enhance the process of scientific inquiry.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  6th Grade  Climate and Weather
July 24, 2007  Page 1 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – 6th Grade
Enduring Understanding:
Because the Earth turns daily on an axis that is tilted relative to the plane of the Earth’s
yearly orbit around the sun, sunlight falls more intensely on different parts of the Earth
during the year.
The difference in heating of the Earth’s surface produces the planet’s seasons and
weather patterns.
Essential Question(s):
How does the tilt of the earth affect the seasons and Earth’s climate?
Pre-Assessment: Video: “A Private Universe” provides the basic ideas of the reasons for the
seasons. The video may be downloaded for viewing at the Annenberg/CPB website or go to
www.learner.org for related materials and to order the video.
Outcome/ Performance
Expectations
Identify the learning goals for this inquiry-based task.
• Students will understand the constant tilt of Earth’s
North Pole toward the North Star affects the
orientation of Earth’s hemispheres toward or away
from the Sun as the Earth orbits about the Sun.
• Students will understand the relationship between
angle of Sun rays and intensity of heat. How climate
is influenced by angle of Sun rays.
• Students will explain the Earth’s seasons are
produced by the constant tilt of the Earth on its axis
during Earth orbit; distance from the sun does not
result in season.
Write a concept
statement…How would
you formulate an expert
idea?
List examples of how students may incorporate their ideas into
experiments.
Concept: Relate the tilt of the earth to the distribution of sunlight
throughout the year and its effect on climate. Earth has two motions,
rotation on axis and orbit about the sun.
•
Teacher asks students to demonstrate the Earth’s rotation and
orbit. When students have completed the task, teacher should
demonstrate Earth’s rotation vs. orbit using a globe and
representative Sun. Teacher show students the Earth’s tilt
toward Polaris; explain to students that the Earth’s tilt
towards Polaris does not change.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  6th Grade  Climate and Weather
July 24, 2007  Page 2 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – 6th Grade
Write a concept
statement /
question…What kind of
situation would cause
this concept to become
apparent in students’
understanding?
Identify necessary data
and
observations…What
data would demonstrate
the mastery of the
concept by ALL students
in the classroom?
Write procedures that
will cause students to
organize data…Test a
procedure using known
concepts.
Write questions or statements to assist students develop and explain
their ideas (i.e. aid in conceptualizing their knowledge-making
exploration).
• Students observe light rays on an object. Students interpret
the increase/decrease in the total area of light on the object as
a result of changing the “angle of incidence” of the light
source. Teachers are provided with Student Inquiry Activity
1. Light Angles. In Activity 1 students explore changes
Students observe light rays on an object. Students observe:
a) the increase/decrease in the total area of light on the object
as a result of changing the “angle of incidence” of the light
source, b) effect of angle of light rays on intensity of heat.
• Safety: Teachers caution students of heated light sources,
hazards of electricity.
Identify relevant observations and data collected by students to aid
in conceptualizing their knowledge-making exploration. In addition,
lists misconceptions that arise and may prohibit students
internalizing their own understandings, and what steps should a
teacher take to overcome these misconceptions?
Concept:
• Teacher assigns a North Star reference point for orientation
of the tilt of the Earth’s axis.
• Students now tilt the globe 23.5 degrees to the North Star. In
this position they orbit globe around a model Sun (light/ heat
source).
• Teacher guides students to pay attention to Sun rays and
Earth latitude as the Earth orbits the Sun. A good starting
point is the equator, north and south poles.
• Mastery of concept is achieved when students interpret
climate belts are in part produced by the angle and duration
of Sun rays on the Earth. When a global hemisphere is tilted
toward the sun, summer occurs, tilted away from the sun,
winter occurs and intermediate produces fall and spring.
List sample procedural statements that students may use to organize
their data.
• Teacher should demonstrate the angle of sun ray’s as the Earth
orbits the sun using a globe and flashlight.
• Activity: Students compare light rays on the globe resulting
from shining a flashlight on the globe at right angles to the rays
of light that result from shining the flashlight at lower angles.
Teacher should encourage students to observe which global
latitudes receive more or less light rays. Teacher should make
the connection between climate belts and angle of sun rays.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  6th Grade  Climate and Weather
July 24, 2007  Page 3 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – 6th Grade
Relate the tilt of the Earth to the distribution of sunlight during the
Write questions or
activities to use or apply year and its effect on climate.
the concept (represent,
• Group project: Teacher selects geographic points from the
model, visualize, or
pole to the equator representing the major climate belts.
design new
Each group gathers temperature and length of day data for
experiments).
each geographic station over a 12 month period. The data
may come from internet sources; alternatively, the teacher
may need to provide datasets. At the end of this project
students should understand that the tilt of the earth on its axis
determines the angle and intensity of sun rays which will
affect the seasons and Earth’s climate.
Question:
Homework/Extension
1. What articles of clothing may be found in the home of
persons living at a) the poles, b) temperate, and c) equatorial
climate belts?
2. Why does the Earth have different seasons?
3. Is there anywhere on Earth where the length of day remains
the same throughout the year? Explain.
Instructional Tasks
Accommodations for
ELL Students
Extension
• Mars has an axis tilt similar to Earth. Mars has an elliptical
orbit; it takes Mars 24 months to orbit the sun, twice as long
as the Earth. Would you expect the seasons on Mars to be
shorter or longer than seasons on Earth? Explain.
• To reinforce students understanding of climate, teachers may
use “The Online School for Weather” which discusses the
world's major climate categories based upon a general
temperature profile related to latitude-http://www.srh.weather.gov/srh/jetstream/global/climate.htm
• Climatic changes over the last 10,000 years, temperature
changes over the last 100 years, causes of global warming,
and the effects of global warming may be explored at:
http://www.mhhe.com/biosci/esp/2001_es/folder_structure/p
h/m1/s4/index.htm
• adjust teacher talk to increase comprehensibility: face
students, pause frequently, paraphrase often
• give students more direct information to help them understand how to attack the task
• increase % of student talk about topic (more content related)
• relate content to real life
• provide student with outline of procedure steps
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  6th Grade  Climate and Weather
July 24, 2007  Page 4 of 5
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Earth Science – 6th Grade
Instructional Tasks
Accommodations for
Students with
Disabilities
Instructional Tasks
Accommodations for
Gifted Students
•
•
•
•
•
•
•
•
offer an alternative mode of response ( oral)
provide peer partner
give students a checklist of the questions/steps in the task to
check off steps as they complete them
provide paragraph frames
break work into manageable parts
use flexible seating arrangements to allow for creativity as
some students generate original ideas and higher order
thinking skills
invite students to explore different points of view and
determine where students’ interest lie on this particular topic
and capitalize on this inquisitiveness
brainstorm with students about what types of projects they
would like to explore to extend their learning beyond the
classroom
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Earth Science  6th Grade  Climate and Weather
July 24, 2007  Page 5 of 5
Copyright 2007 © All Rights Reserved