Science Learning Activities
“What’s the Reason for the Seasons?”
Purpose
The purpose of this activity is to discover the reason why we experience seasons.
Students will investigate the earth’s axis tilt and how that affects the seasons. This
lesson will address the misconceptions that seasons are caused by the earth’s
changing distance from the sun.
Lesson Goal or Objectives
By the end of the lesson, students will understand the path that the earth takes to
travel around the sun. Students will also understand that the tilt of the earth’s axis,
and not the earth’s distance from the sun, are responsible for the seasons. Students
will also understand that not all areas of the earth experience the same seasons at
the same time. Students will identify the sun as a source of energy.
Lesson Inquiry Question
How can we use our model to explain why Earth experiences seasons? What effect
does Earth’s position have on the seasons we experience?
Students will use “Question, Claim Evidence, Reasoning and Reflection” worksheet
to describe their beginning understanding, question, prediction and final findings
from the lesson.
Target Group
This lesson and activity is appropriate for students in fourth grade. To use with
younger students, the concepts should be simplified.
Integrated Subjects
Art, Language Arts
Approximate Time
Teacher prep: gather enough large black construction paper for each student, as
well as smaller green and blue construction paper. Cut enough red strips of paper
for four strips per student (for axes). Have enough protractors for students, and be
sure that students know how to use the protractors to measure the axes to the
correct angle. Be sure that all students have other necessary supplies: scissors, glue,
Students: One class period or about 45 minutes
Background Science Information
The earth experiences seasons because the earth’s axis is on a 23.5 degree tilt. As
the earth travels around the sun, the axis remains tilted in the same direction, which
causes direct sunlight to shine on the northern hemisphere during one quarter of
the orbit, the southern hemisphere during the opposite quarter of the year, and two
transitional periods where there isn’t direct sunlight on either hemisphere and both
hemispheres receive more equal amounts of direct sunlight. When the northern
hemisphere points away from the sun, that hemisphere experiences winter and the
southern hemisphere experiences summer. When the northern hemisphere point
toward the sun, it experiences summer and at the same time, the southern
hemisphere experiences winter. During the two-time periods between those times
the northern and southern hemispheres experience spring and fall, respectively.
Vocabulary
Axis- an imaginary line about which a body rotates
Orbit- the curved path of a celestial object around a star, planet or moon
Ellipse- the oval shaped path that the Earth follows around the Sun
Hemisphere- one half of the Earth
Discipline-based Content Expectations
Inquiry Process
S.IP.04.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.04.12 Generate questions based on observations.
S.IA.04.12 Share ideas about science through purposeful conversation in
collaborative groups.
S.IP.04.14 Manipulate simple tools that aid observation and data collection.
Content Expectations
E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.
E.ST.04.25 Describe the apparent movement of the sun and moon across the sky
through day/night and the seasons.
Accommodations for Students with ADHD
Definition: Attention-deficit/hyperactivity disorder is a chronic condition that
includes a combination of problems such as sustaining attention, hyperactivity and
impulsive behavior. (Mayo clinic)
Background: The exact cause of ADHD is not known but it is known that people with
ADHD have a different chemistry in the bran than people who do not have ADHD.
ADHD is often found in families and it is strongly believed that the cause is
somewhat genetic. (ADHDaware.org)
Characteristics: Children with ADHD may also struggle with low self-esteem,
troubled relationships and poor performance in school. Often, symptoms lessen
with ago, although some people do not completely outgrow symptoms but there are
ways that children and adults with ADHD can learn strategies to be successful.
(Mayo clinic)
** Indicates modifications for students with ADHD
Materials Needed
Question, Claim, Evidence, Reasoning and Reflection worksheet
One piece of large black construction paper per student
One piece of green construction paper per student
Once piece of blue construction paper per student
One yellow piece of paper
Four strips of red paper per student
Once piece of lined paper (cut into quarters) per student
Cardboard circles for students to trace to create four earths
Larger cardboard circles to trace to create the sun
White chalk
Protractor
Safety Considerations
As always when working with scissors and paper, students should be reminded to
follow classroom safety rules regarding these items.
References
MITK12videos. (2012). Earth’s Tilt 1: The reason for the seasons. Retrieved from
YouTube on February 11, 2014 from
http://www.youtube.com/watch?v=Pgq0LThW7QA
Mayo clinic staff. (2013). Attention-deficit/hyperactivity disorder (ADHD) in
children. https://owl.english.purdue.edu/owl/resource/560/10/
Michigan Department of Education (MDE) Fourth grade science grade level content
expectations.
Spindler, Andrea. Solar system unit plan for fourth grade. Retrieved on February 11,
2014 from
http://andreaspindler.weebly.com/uploads/2/9/2/4/2924561/solar_system_unit_
plan_ed_351.pdf
PROCEDURE
Pre-Assessment
For the pre-assessment portion of the lesson, students will receive a KWL
worksheet where they fill out the ‘Know’ will write everything they know about why
the earth causes seasons and how the earth experiences seasons. The students will
also fill out the ‘Want to Know’ portion of the worksheet in order to gage what the
students want to and expect to learn. (Worksheet attached at end of lesson)
Description of Student Learning Activities
Explore
-Before explaining the lesson, pass out the Question, Claim, Evidence, Reasoning
worksheet and explain to students that they must fill out the sheet as they work
through the lesson. (Worksheet attached at end of lesson)
-Ask students to observe the movement in of the sun across the sky throughout the
days leading up to the lesson and ask them to think about how that could affect the
seasons in the same way that it affects day/night and track their observations in
their science journals. Encourage the students to draw pictures and use charts to
keep track of their observations.
-As a class, brainstorm reasons why the sun is important (we need to sun for energy,
warmth, food, etc.).
-After brainstorming about the sun, ask students to get into groups of four or five
students to generate questions about the seasons from what they have observed
about the sun’s movement through the sky during the past few days.
**Seat students with ADHD near the teacher and away from doors and windows.
**If at any time during the lesson the student(s) with ADHD becomes distracted by
his or her surroundings, provide a workspace such as a back table that is separate
from the rest of the students and their work area to allow for a less distracting work
environment.
Explain
-Show YouTube video “Earth’s Tilt 1: The Reason for the Seasons”.
http://www.youtube.com/watch?v=Pgq0LThW7QA
-Explain to children WHY it is important that they understand what causes the
seasons (it is important to understand the world we live in).
-Display a sample of the completed project.
-Explain to the class the procedure for the project.
**Provide written instructions for students with ADHD.
1. Fold the black paper into a hot dog and then a hamburger to create four
rectangles.
2. Use the cardboard circles to trace four equal-sized earths onto the blue
construction paper.
3. Free draw the continents onto the green paper and glue the continents
onto the blue paper earths.
4. Draw the equator onto the center of each of the fourth earths.
5. Glue the red strips of paper to the back of each earth to create an axis,
perpendicular to the equator.
6. Trace the larger circle onto yellow paper and cut it out to create the sun.
7. Glue the sun to the center of the large black construction paper.
8. Label the corner of each quadrant of the black paper with white chalk as
follows:
Top left corner: Summer in the northern hemisphere
Top right corner: Summer in the southern hemisphere
Bottom left corner: Winter in the southern hemisphere
Bottom right corner: Winter in the northern hemisphere
9. Glue an earth onto each quadrant of the black paper being sure to 1) glue
each earth in the correct position in order to represent what season is being
shown in that quadrant and 2) that each axis is tilted at 23.5 degrees to
correctly represent the earth.
** Allow students an ADHD a “reference partner” to refer to when they are confused
with the directions or the assignment itself. (It is best to assign the ADHD students
to a reference partner before beginning the assignment. Both partners should be
able to work well with each other before being assigned as partners.)
Expand or Elaborate
**If by this point in the lesson, the student(s) with ADHD appear to be
restless and distracted, allow the student a break or assign a brief task such
as cleaning up scraps of paper from the project to allow the student(s) to
burn off energy.
1. Once all four earths are glued down and you’ve check with the teacher to
make sure yours is correct, get a sheet of lined paper and cut it into quarters
(just like the black paper).
2. Once the lined paper is cut into four pieces, and on each piece, explain
what is represented in each of the four images.
3. Glue the four explanation onto the black paper (onto the front, below the
earth it describes if there is room, and if not glue them on the back, directly
behind the earth that it describes.
Real-World Connections
Once students are done, ask them to brainstorm real world connections from the
lesson with students at their tables. After a few minutes of brainstorming, have
them write two paragraphs in their science journals with examples of real world
situations of the reason we have seasons and how it can affect us everyday. Once all
students are done with the paper, ask students to share theirs with a partner, or ask
for volunteers to explain with the class.
Post Assessment
For the post assessment portion of this assignment, the students will fill out the
‘Learned’ section of the KWL worksheet that they received before the lesson in
order to assess what they learned and retained from the lesson.
ANSWER KEY
KWL
Answers may vary
(5 possible points)
KNOW- (2 points possible)
Earth experiences four seasons.
The seasons happen at the same time each year.
The distance of the earth and sun may cause the seasons.
WANT TO KNOW- (1 point possible)
What causes seasons?
Are seasons the same at the same time all over the world?
LEARNED- (2 points possible)
The Earth’s axis causes seasons.
The axis is tilted at 23.5 degrees.
When the Northern Hemisphere experiences summer, the Southern Hemisphere
experiences winter and vise versa.
QUESTION, CLAIM, EVIDENCE, REASONING
Answers may vary
(10 points possible)
1. What causes seasons? (1 point)
2. I think that the tilt of the Earth’s axis causes the Earth to experience seasons. (1
point)
3. The axis is always tilted at 23.5 degrees, no matter where the Earth is in its
revolution around the sun. The hemispheres always experiences opposite seasons.
The Earth’s orbital pattern is an ellipse, but the seasons do not coincide with the
Earth’s location in the pattern. (2 points)
4. I think that the tilt of the Earth’s axis causes seasons. The Earth’s axis is always
tilted at 23.5 degrees. Depending on the Earth’s place in its revolution around the
sun, sometimes the Earth’s Northern Hemisphere is pointed toward the sun, causing
it the experience summer, and the Southern Hemisphere to experience winter, since
it is pointing away from the sun. When the Earth is in its directly opposite position
in its revolution, the Southern Hemisphere will experience summer and the
Northern Hemisphere will experience winter. During the times between these
positions, one hemisphere will experience fall and one will experience winter, and
during the time directly opposite of that, they will experience the other. (3 points)
5. The strongest evidence that the tilt of the Earth’s axis causes the seasons is that
the Northern and Southern Hemispheres always experience opposite seasons, even
though they are close to the same distance from the sun since they are part of the
same planet. (2 points)
6. Weaker evidence is that the Earth’s orbital pattern is an ellipse, but the seasons
do not coincide with the Earth’s location in the pattern. (1 point)
PROJECT PORTION
The project portion will be worth a possible 35 points, making the entire lesson
worth a possible 50 points.
15 points for all axial tilts in correct place
20 points for all four paragraphs on back with sufficient information describing each
of the four Earth positions.
Name:
Date:
KWL
KNOW- WANT TO KNOW- LEARNED
K- WHAT DO YOU KNOW ABOUT WHAT CAUSES SEASONS?
W- WHAT DO YOU WANT TO KNOW ABOUT SEASONS?
L- WHAT DID YOU LEARN ABOUT WHY THE EARTH EXPERIENCES SEASONS?
Name:
Date:
Question, Claim, Evidence, Reasoning
Characteristics of a Quality Scientific Explanation
Developing a Scientific Explanation
1. What is the question you want to answer?
2. Claim that you think answers the question
3. Evidence that supports your claim
4. Reasoning: I think (insert your claim) answers the question because (link
evidence to claim).
5. What do you consider the strongest evidence and why?
6. What do you consider weaker evidence and why?