Grade 8
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
Science Grade 08 Unit 09 Exemplar Lesson 01: Day, Night, and Seasons
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only
a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of
State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will model and illustrate how the movement and tilt of the Earth causes day and night and the changing of seasons.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.7
Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.
The student is expected to:
8.7A Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the
Sun causing changes in seasons.
Readiness Standard
Scientific Process TEKS
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data,
and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected
to:
8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 08 Science Unit 09 PI 02
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses.
Standard(s): 8.2E , 8.7A , 8.7B
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E
Key Understandings
The seasons are caused by the tilt of the Earth. The Earth holds its rotational axis (tilt) fixed in space as it moves around the Sun.
— What is the rotational axis of Earth?
— Why does the Earth experience day and night?
— Why does the Earth experience different seasons?
Vocabulary of Instruction
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page 1 of 16 Grade 8
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
rotational axis
autumnal equinox
vernal equinox
rotate
revolve
summer solstice
winter solstice
axis
counterclockwise
Materials
Earth models (see Advance Preparation, 1 per group)
ball (Styrofoam™, 1 per group)
skewer or sharpened pencil (wooden, 1 per group)
lamp (without shade,1 per group)
light bulb (100 watt, 1 per group)
glue or tape (per group)
paper (plain, multiple sheets per class)
markers (various, per class)
colored pencils (various, per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Handout: Anticipation Guide (1 per student)
Handout: Day and Night Investigation (see Advance Preparation,1 per group and 1 for projection)
Handout: Day and Night (1 per student)
Handout: Seasons Investigation (1 per group and 1 for projection)
Handout: Seasons (1 per student and 1 for projection)
Teacher Resource: Seasons KEY (1 for projection)
Teacher Resource: Anticipation Guide KEY (1 for projection)
Handout: The Beginning of the End (see Advance Preparation,1 set per group)
Teacher Resource: The Beginning of the End KEY (1 for projection)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1, create Earth models by inserting skewers or sharpened pencils into Styrofoam™ balls (to represent the axis). If you use
skewers, you will need to dull the sharp ends. Draw a line around each ball to represent the Equator (see Handout: Day and Night
Investigation). You will need enough Earth models for one for each group of students. Consider available outlets, as you may need to
obtain extension cords in order to be able to plug in a lamp for each group. Note: These models will be reused in Lesson 02.
2. Prior to Day 3, print the Handout: The Beginning of the End (1 set per group) on cardstock, laminate, cut apart, and place in
resealable, plastic bags.
3. Note: Materials used in this lesson will also be used in Lesson 02 of Unit 09.
4. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and
Moon systems are studied as students learn about the day/night cycle and seasons.
During this unit, students describe cycles influenced by the Sun, Earth, and Moon. Students will model how the rotation of the Earth causes day and night and the tilt
and revolution of the Earth causes changes in seasons. Students develop the understanding that some cycles, such as day and night, are evident only by viewing
them from Earth. Manipulating models will enable students to correct misconceptions about these cycles. In the next lesson, students will study lunar phases and
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page 2 of 16 Grade 8
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
eclipses. After this unit, students will study light years, theories, and characteristics of the universe.
STAAR Note:
The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the day/night cycle and seasons (8.7A) will be assessed as a Readiness
Standard under Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Why Day and Night? Why Seasons?
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Instruct students to respond to the following prompts in their science notebooks:
Why do we have day and night? (What causes day and night?)
Why do we have seasons? (What causes seasons?)
2. As students are writing, monitor their entries, making note of any misconceptions
they may have. Do not correct at this time, but make a list of points to address
during the Explore/Explain portions of the lesson.
Misconceptions:
Students may think the seasons are caused by
the distance of the Earth from the Sun. In the
summer, the Earth is closer to the Sun.
Students may think the Earth’s revolution around
the Sun causes night and day.
3. Ask students to share their reflections with a partner.
4. Ask for a few volunteers to read their responses to the class. If there are any
misconceptions, rather than correct students, inform them that they will be
clarifying their thoughts throughout the next few days and they will have an
opportunity to make changes to their answers.
Students respond to writing prompts in their notebooks.
EXPLORE/EXPLAIN – Day and Night
Suggested Days 1 (continued) and 2
1. Distribute the Handout: Anticipation Guide to each student.
Science Notebooks:
Materials:
2. Project the Handout: Anticipation Guide, and instruct students to work with a
partner to mark “Agree or Disagree” in the “Before” column for each statement.
Model the first statement with them.
3. Allow students a few minutes to complete the Anticipation Guide.
4. Instruct students to affix the Anticipation Guide to their notebooks. Inform them
that they will revisit the questions and mark the “After” column at the end of the
lesson.
5. Project the Handout: Day and Night Investigation, and model expectations.
Discuss safety precautions.
6. Instruct students to answer the conclusion questions in their notebooks.
7. Answer any questions students may have regarding the investigation.
8. Divide the class into groups of four.
9. Distribute all materials and then the Handout: Day and Night Investigation to
each group and the Handout: Day and Night to each student.
10. Monitor and assist student groups as they model day and night by asking
guiding questions. Correct any misconceptions immediately.
11. Facilitate a discussion in which students reflect on the following questions:
Ask:
Earth models (see Advance Preparation, 1 per
group)
ball (Styrofoam™, 1 per group)
skewer or sharpened pencil (wooden, 1
per group)
lamp (without shade,1 per group)
light bulb (100 watt, 1 per group)
glue or tape (per group)
Attachments:
Handout: Anticipation Guide (1 per student
and 1 for projection)
Handout: Day and Night Investigation (see
Advance Preparation,1 per group and 1 for
projection)
Handout: Day and Night (1 per student)
Safety Notes:
Do NOT touch bulb. It may result in serious burns. Exercise
Why does the Earth experience day and night? (The rotation of the
caution with sharp skewers.
Earth)
What does “rotate” mean? To spin
Check For Understanding:
What is a limitation of the investigation model? Answers will vary.
What direction does the Earth rotate? (Counterclockwise from west to
The descriptive paragraph recorded in the notebooks may
east)
serve as a formative assessment.
What is the rotational axis? The rotational axis is the imaginary line around
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Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
which the Earth spins.
How long does it take the Earth to rotate on its axis one time? (24
hours)
12. Instruct students to affix the Handout: Day and Night to their notebooks.
Instructional Notes:
This activity can have problems if the groups are too close
together since the shadows may not be as defined as needed.
If the classroom is smaller this can be done as an interactive
demo.
13. Instruct students to write a well-developed paragraph describing why the Earth
experiences day and night in their science notebooks.
The Anticipation Guide serves as an indicator of prior
14. Allow students to read their paragraphs to a partner and make any necessary
revisions.
knowledge and provides a “need to know” purpose for the
students throughout the lesson.
Misconception:
Students may think that the Earth’s revolution
around the Sun causes night and day.
STAAR Note:
The effects resulting from cyclical movements of the Sun, Earth,
and Moon relating to the day/night cycle and seasons (8.7A) will
be assessed as a Readiness Standard under Reporting
Category 3: Earth and Space on the STAAR Grade 8 Science
Assessment.
Science Notebooks:
Students affix their Anticipation Guides and Day and Night
handouts to their notebooks and record answers to the Day and
Night Investigation conclusion questions. Additionally, students
write a descriptive paragraph explaining why the Earth
experiences day and night.
EXPLORE/ EXPLAIN – Seasons
Suggested Days 2 (continued) and 3
1. Project the Handout: Seasons Investigation, and model expectations. Discuss
safety precautions.
2. Instruct students to answer the conclusion questions in their notebooks.
3. Answer any questions students may have regarding the investigation.
4. Divide the class into groups of four.
5. Distribute all materials and the Handouts: Seasons Investigation and
Seasons to each student.
Materials:
Earth models – from previous activity
ball (Styrofoam™, 1 per group)
skewer or sharpened pencil (wooden, 1
per group)
lamp (without shade,1 per group)
light bulb (100 watt, 1 per group)
glue or tape (per group)
6. Monitor and assist student groups as they model the seasons by asking Guiding
Questions. Correct any misconceptions immediately.
7. Project the Teacher Resource: Seasons KEY, and guide students in adding the
following information to their handouts:
Autumnal equinox- day with equal periods of light and dark occurring
in the autumn (September 22 or 23)
Vernal equinox- day with equal periods of light and dark occurring in
the autumn (March 19 or 20)
Summer solstice- day with the longest period of light in the Northern
Hemisphere (June 20 or 21)
Winter solstice- day with the shortest period of light in the northern
hemisphere (December 21or 22)
The meaning of equinox
Which seasons have longer or shorter days
The Earth’s axis is always tilted toward the North Star.
8. Facilitate a discussion on the following questions:
Ask:
Attachments:
Handout: Seasons Investigation (1 per group
and 1 for projection)
Handout: Seasons (1 per student and 1 for
projection)
Teacher Resource: Seasons KEY (1 for
projection)
Safety Notes:
Do NOT touch bulb. It may result in serious burns. Exercise
caution with sharp skewers.
Instructional Notes:
Group students differently for the new investigation.
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page 4 of 16 Grade 8
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
Why does the Earth experience different seasons? (The tilt of the Earth
and revolution of the Earth around the Sun cause different amounts of light to
fall on different portions of the Earth at different angles.)
What does “revolve” mean? (Revolve means to make a complete path
around an object.)
Does the Earth’s rotational axis move? (No)
How do the winter and summer seasons in the Northern Hemisphere
compare? Answers may vary. The North Pole tilts (points) towards the Sun
in the summer and away from the Sun in the winter. The North Pole does not
tilt (point) towards or away from the Sun in the autumn or spring.
What is an advantage of the investigation model? Answers will vary, but
should include: size, scale, properties, and materials.
What is a limitation of the investigation model? Answers will vary, but
should include: size, scale, properties, and materials.
What direction does the Earth revolve? (The Earth revolves
counterclockwise if looked at from a perspective above the North Pole.)
How long does it take the Earth to revolve around the Sun one time?
(365.25 days)
What is the order of the seasons beginning with winter? (Winter,
spring, summer, autumn (fall))
Check For Understanding:
The descriptive paragraph recorded in the notebooks may
serve as a formative assessment.
Science Notebooks:
Students affix their Seasons handouts to their notebooks and
record answers to the Seasons Investigation conclusion
questions. Additionally, students write a descriptive paragraph
explaining why the Earth experiences different seasons.
9. Instruct students to affix the Handout: Seasons to their notebooks.
10. Instruct students to write a well-developed paragraph, describing why the Earth
experiences different seasons throughout the year in their notebooks.
11. Allow students to read their paragraphs to a partner and make any necessary
revisions.
ELABORATE – Sentence Completion
Suggested Day 3 (continued)
1. Ask students to open their notebooks and refer back to their Anticipation
Guide from Day 1.
Attachments:
2. Project the Handout: Anticipation Guide (Do not project the key at this time.),
and instruct students to work with a partner to mark “Agree or Disagree” in the
“After” column. 3. Inform students that they should rewrite any statement they mark as “Disagree”
in the “After” column. Model the expectation of rewriting false statements to make
them true.
Handout: Anticipation Guide (from previous
activity)
Teacher Resource: Anticipation Guide KEY (1
for projection)
Handout: The Beginning of the End (see
Advance Preparation, 1 set per group)
Teacher Resource: The Beginning of the End
KEY (1 for projection)
4. Allow students a few minutes to complete their Anticipation Guide.
5. Project the Teacher Resource: Anticipation Guide KEY, and allow students to
check their answers.
Instructional Notes:
Use different strategies for selecting student groups.
6. Facilitate a discussion in which students reflect on any changes they have made
in the “Before” and “After” columns.
Allow students to refer to their science notebooks while working
through The Beginning of the End activity.
7. Say:
Now, we are going to work in groups on an activity called “The
Beginning of the End” to match beginning and ending sentence
strips.
8. Use one of The Beginning of the End sets to project and/or model how to
match the beginning and ends of sentences.
Check For Understanding:
The Anticipation Guide and The Beginning of the End activity
may serve as evidence of understanding.
9. Divide the class into groups of four.
10. Distribute a set from the Handout: The Beginning of the End to each group.
11. Check for understanding by monitoring and facilitating student groups by asking
Guiding Questions.
12. Project Teacher Resource: The Beginning of the End KEY, and allow
students to check their answers. Discuss as appropriate to address
misconceptions or underdeveloped concepts.
13. Collect The Beginning of the End sets at the end of the class period.
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page 5 of 16 Grade 8
Science
Unit: 09
Lesson: 01
Suggested Duration: 4 days
EVALUATE – Performance Indicator
Suggested Day 4
Grade 08 Science Unit 09 PI 02
Materials:
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including
day and night, seasons, lunar phases, and eclipses.
Standard(s): 8.2E , 8.7A , 8.7B
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E
Note: The first portion of the Performance Indicator pertaining to day/night and seasons will
be completed during Lesson 01, and the second portion pertaining to lunar phases and
eclipses will be completed during Lesson 02.
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment.
paper (plain, multiple sheets per class)
markers (various, per class)
colored pencils (various, per class)
Attachments:
Handout: The Beginning of the End (from
previous activity)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Instructional Notes:
Possible differentiation ideas:
Consider providing more structure with specific
requirements or a checklist.
Consider allowing students to use The
Beginning of the End sentence strips to help
formulate ideas for their books.
Consider posting a list of terms students may
need to include in their writing.
Last Updated 05/13/13
page 6 of 16 Grade 8
Science
Unit: 09 Lesson: 01
Anticipation Guide
Before
A or D
Statement
After
A or D
The Sun is in the center of our solar system.
The Sun revolves around the Earth.
The Earth revolves on its axis.
The Earth is tilted on its axis 23.5 pointing to the North Star.
The Earth revolves around the Sun.
It takes the Earth 365.25 days to orbit the Sun.
Day and night occur because the Earth rotates on its axis.
It takes 24 hours for the Earth to make one complete rotation.
The seasons change because the Earth is farther away from the Sun during
certain times of the year.
The North Pole tilts away from the Sun in the Northern Hemisphere’s summer.
The North Pole tilts toward the Sun in the Northern Hemisphere’s winter.
Rotate means to spin on an imaginary axis.
Revolve means to make a complete path around another object.
Our Earth rotates in a counterclockwise motion from west to east.
The Southern Hemisphere experiences the same seasons at the same time as the
Northern Hemisphere.
©2012, TESCCC
10/15/12
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 02
Day and Night Investigation
Question:
 Why does the Earth experience day and night?
Materials:
 Styrofoam™ ball on a skewer or pencil
 lamp with 100 watt bulb and no shade
Safety:
 Take care not to stick yourself or anyone else with the wooden skewer. Do NOT touch the bulb. It will
become very hot and may cause severe burns.
Procedures:
In this activity, the lamp represents the Sun and the Styrofoam™ ball on the skewer represents the Earth.
1. Turn on the lamp. The teacher will turn off the classroom lights.
2. Hold your Earth model with the skewer (stick) tilted to the right.
3. Hold your Earth model (ball on a stick) out to your right side in front of the light. Don’t forget to keep your
model tilted to the right.
4. Look at the model to observe which side is illuminated (light) and which side is dark.
5. Label your Day and Night handout.
6. Slowly rotate your Earth (DO NOT spin the ball on the stick-it will break.) counterclockwise from west to
east while looking at your model.
7. Observe how different locations on the Earth change from day to night.
8. Group members should take turns until everyone has completed steps 2–7 and observed one another.
9. Complete your Day and Night handout, and affix it to your notebook.
Data/Observations:
Handout: Day and Night affixed to notebook.
Analysis of Results/Conclusion:
Use your Day and Night handout to answer the following questions in your science notebooks:
1.
2.
3.
4.
5.
6.
Why does the Earth experience day and night?
What does “rotate” mean?
What is a limitation of the model?
What direction does the Earth rotate?
What is the rotational axis?
How long does it take for the Earth to rotate on its axis one time?
©2012, TESCCC
10/15/12
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
Day and Night
In your notebook, write a paragraph explaining why the Earth
experiences day and night.
©2012, TESCCC
05/13/13
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 02
Seasons Investigation
Purpose:
 Why does the Earth experience different seasons?
Materials:
 Styrofoam™ ball on a skewer or pencil
 lamp with 100 watt bulb and no shade
Safety:
 Take care not to stick yourself or anyone else with the wooden skewer. Do NOT touch the bulb. It will become
very hot and may cause severe burns.
Procedures:
In this activity, the lamp represents the Sun and the Styrofoam™ ball on the skewer represents the Earth.
1. Place your lamp in the center of a table, and turn it on. The teacher will turn off the classroom lights.
2. Use your Seasons handout diagram as a model to follow in this investigation. Your model should be tilted to the
right at all times.
3. Students should take turns modeling and observing each position on the diagram.
4. Model position A on the diagram. Don’t forget to keep your model tilted to the right.
5. Observe where the North Pole is facing and which hemisphere is receiving the most direct sunlight.
6. Label Position A with the season. (winter, spring, summer, or autumn (fall))
7. Moving counterclockwise, revolve to Position B.
8. Model Position B on the diagram. Don’t forget to keep your model tilted to the right.
9. The axis (stick) should NOT be tilted toward or away from the light.
10. Observe how much light each hemisphere is receiving, and label position B with the season. (winter, spring, summer,
or autumn (fall))
11. Moving counterclockwise, revolve to Position C.
12. Model Position C on the diagram. Don’t forget to keep your model tilted to the right.
13. Observe where the North Pole is facing and which hemisphere is receiving the most direct sunlight.
14. Label Position C with the season. (winter, spring, summer, or autumn (fall))
15. Moving counterclockwise, revolve to Position D. Don’t forget to keep your model tilted to the right.
16. The axis (stick) should NOT be tilted toward or away from the light.
17. Observe how much light each hemisphere is receiving and label position D with the season. (winter, spring, summer,
or autumn (fall))
Data/Observations:
Handout: Seasons affixed to notebook.
Analysis of Results/Conclusion:
Use your Seasons handout to answer the following questions in your science notebooks:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Why does the Earth experience seasons?
What does “revolve” mean?
Does the Earth’s rotational axis move?
How do the winter and summer seasons in the Northern Hemisphere compare?
How do the autumn (fall) and spring seasons compare to the winter and summer seasons in the Northern
Hemisphere?
What is a limitation of the investigation model?
What direction does the Earth revolve?
How long does it take the Earth to revolve around the Sun one time?
What is the order of the seasons beginning with winter?
©2012, TESCCC
10/15/12
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
Seasons
B
A
C
NH: Northern Hemisphere
D
©2012, TESCCC
05/13/13
SH: Southern Hemisphere
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
Seasons KEY
North Star (Polaris)
Spring Equinox
Autumn (fall) Equinox
Summer Solstice
Winter Solstice
Winter Solstice
Summer Solstice
Autumn (fall) Equinox
Spring Equinox
NH: Northern Hemisphere
SH: Southern Hemisphere
©2012, TESCCC
05/13/13
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
Anticipation Guide KEY
Before
A or D
Statement
After
A or D
The Sun is in the center of our solar system.
A
The Sun revolves around the Earth.
The Earth revolves around the Sun.
D
The Earth revolves on its axis.
The Earth rotates on its axis.
D
The Earth is tilted on its axis 23.5 pointing to the North Star.
A
The Earth revolves around the Sun.
A
It takes the Earth 365.25 days to orbit the Sun.
A
Day and night occur because the Earth rotates on its axis.
A
It takes 24 hours for the Earth to make one complete rotation.
A
The seasons change because the Earth is farther away from the Sun during
certain times of the year.
The seasons change because of the tilt and revolution of the Earth.
The North Pole tilts away from the Sun in the Northern Hemisphere’s summer.
The North Pole tilts toward the Sun in the Northern Hemisphere’s summer.
The North Pole tilts toward the Sun in the Northern Hemisphere’s winter.
The North Pole tilts away from the Sun in the Northern Hemisphere’s winter.
D
D
D
Rotate means to spin on an imaginary axis.
A
Revolve means to make a complete path around another object.
A
Our Earth rotates in a counterclockwise motion from west to east.
The Southern Hemisphere experiences the same seasons at the same time as the
Northern Hemisphere.
The Southern Hemisphere experiences opposite seasons from the Northern
Hemisphere.
©2012, TESCCC
10/15/12
A
D
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
The Beginning of the End
Our Earth rotates on its…
…axis once every 24 hours.
The rotation of the Earth on its axis…
…causes day and night.
The half of the Earth facing the Sun…
…experiences day time.
The half of the Earth facing away from the
Sun…
…experiences night time.
The Earth is tilted on its rotational axis…
…23.5 pointing to the North Star.
The Earth revolves around…
…the Sun once every 365.25 days or one
year.
The change in seasons is caused by…
…the tilt and revolution of the Earth.
The Earth’s revolution is equal to…
…one complete path around the Sun.
The Earth’s rotation is equal to …
…one complete spin on its axis.
Our Earth rotates in a …
…counterclockwise motion from west to
east.
The North Pole tilts toward the Sun…
…in the Northern Hemisphere’s summer.
The North Pole tilts away from the Sun…
…in the Northern Hemisphere’s winter.
During an Equinox, the Earth is…
…not tilted toward the Sun.
During a Solstice, the Earth is…
…tilted toward the Sun.
The Earth revolves around the Sun…
…in a counterclockwise direction.
©2012, TESCCC
10/15/12
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
The Beginning of the End KEY
Our Earth rotates on its…
…axis once every 24 hours.
The rotation of the Earth on its axis…
…causes day and night.
The half of the Earth facing the Sun…
…experiences day time.
The half of the Earth facing away from the
Sun…
…experiences night time.
The Earth is tilted on its rotational axis…
…23.5 pointing to the North Star.
The Earth revolves around…
…the Sun once every 365.25 days or 1
year.
The change in seasons is caused by…
…the tilt and revolution of the Earth.
The Earth’s revolution is equal to…
…one complete path around the Sun.
The Earth’s rotation is equal to …
…one complete spin on its axis.
Our Earth rotates in a …
…counterclockwise motion from west to
east.
The North Pole tilts toward the Sun…
…in the Northern Hemisphere’s summer.
The North Pole tilts away from the Sun…
…in the Northern Hemisphere’s winter.
During an Equinox, the Earth is…
…not tilted toward the Sun.
During a Solstice, the Earth is…
…tilted toward the Sun.
The Earth revolves around the Sun…
…in a counterclockwise direction.
©2012, TESCCC
10/15/12
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles,
including day and night, seasons, lunar phases, and eclipses.
(8.2E; 8.7A, 8.7B)
1C, 1E; 2E
Note: The first portion of the Performance Indicator pertaining to day/night and seasons will be
completed during Lesson 01, and the second portion pertaining to lunar phases and eclipses will
be completed during Lesson 02.
Materials:
paper (plain, multiple sheets per class)
markers (various, per class)
colored pencils (various, per class)
Attachments:
Handout: The Beginning of the End (from previous activity)
Instructional Procedures:
1. Say:
Today, you will be creating a “How It Works” book to explain and illustrate the Earth,
Sun and Moon cycles of day/night and seasons. You have spent time this week
modeling day/night and seasons as well as analyzing the causes of these cycles.
You will add to and complete the book at the end of Lesson 02.
2. Inform each student that he/she is responsible for creating their own book. Encourage students to
utilize the paragraphs they have written in the previous days, as well as their handouts in their
science notebooks.
3. Instruct students to use labeled drawings and color to assist in making their explanations.
4. Ask students to think about the following questions as they formulate their explanations and
illustrations in their books:
Why does the Earth experience day and night?
Why does the Earth experience different seasons?
5. Remind students to use appropriate scientific terms in their writing.
6. Allow students time to work on the book.
7. Monitor students as they create their books.
©2012, TESCCC
05/13/13
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