Lesson Title:
AZ Teaching Standard: AZ Science 5
S6C2PO3
Lesson Outcome:
TSW demonstrate how the earth rotates on its’ axis and describe how that rotation creates weather and is used as a measurement for both time and location.
Evidence:
4 sentence summary describing how the Earth rotates, how rotation is used to measure location and time, and how rotation creates the weather.
Big Idea: Man’s attempt to understand and manipulate the world
Materials: Globe, Flashlight, Map, Fifth Grade Science Instructional Period 1 Notebook
Sub-Objective
SET:
TSW demonstrate how the Earth rotates on its axis and provide 4 synonyms for the word
“rotate.”
TSW correctly label lines of latitude and longitude with a simple drawing.
Teacher Actions

TTW show Earth Rotates clip, provide the prompt “In the clip the Earth is…”

Use class “whip around” to collect student responses
(spinning, turning) and write them on the board/anchor chart

Introduce the vocabulary term
“rotate” and explain that students have created a list of synonyms helpful for visualizing how the Earth rotates and describing what that means verbally or in writing

Instruct students to draw a
Bubble map for the word
“rotate”

TTW show Latitude and
Longitude clip, provide the prompt “According to this clip, what hemisphere do we live on?”

Ask shoulder partners to confirm answer from clip.

Instruct students to draw a model of the Earth, labeling the direction of lines of latitude
Participants Actions

Quick write to complete prompt

Be prepared to share response if called upon and then share response

Construct a bubble map for the word “rotate” with at least 4 synonyms

Write the answer to the prompt.

Share their answer with their shoulder partner.

Draw a circle and correctly label which direction lines of latitude and longitude go.
√for
Understanding

Reasonable adjective from observation

Able to provide 4 synonyms for
“rotate

Acceptable answers:
Northern or
Western

Sharing answers with partner

Latitude lines are horizontal,
Longitude

TSW correctly determine the time in two other (U.S.) time zones when given an
Arizona time.
TSW identify the difference in seasons in the northern and southern hemispheres.
TSW write a 4 sentence summary to describe how the Earth rotates and how that rotation is used to measure location, time, and how it creates weather.

TTW Show Time Zones clip, provide the prompt “According to this clip, what time zone do we live in?”

Display the time zone map and give AZ a time (ex. 9:00 AM), ask students to calculate the time in Los Angeles and New
York. (Locate them on map if necessary)

TTW show Earth’s Seasons clip, provide the prompt “Seasons are caused by the ___ and not the _____.”

TTW ask students draw and share with a partner the explanation for it being winter at the northern hemisphere and summer at the southern hemisphere at the same time.
 and longitude.
TTW ask students to write a 3 sentence summary as a lesson assessment.

Write the answer to the prompt.

Calculate the time in Los
Angeles and New York, according to the time given for AZ.



Write the answer to the prompt.
Students will draw a sketch showing why the northern hemisphere experiences winter, while the southern hemisphere experiences summer. Then they will share their drawing with a partner.
4 sentence summary describing how the Earth rotates, how rotation is used to measure location and time, and how rotation creates the weather.
 lines are vertical.

Correct answer is
Mountain
Time
LA =-1 hour,
NY =+2 hours, according to time given for
AZ.

Correct answer is:
Seasons are caused by the tilt of the
Earth and not the distance from the Sun.

The Earth rotates on its axis, putting the northern hemisphere further away from the sun and the southern hemisphere closer to the sun.

4 logical sentences describing a
24 hour rotation, latitude and longitude, time zones, and weather changes in the northern and southern hemispheres.