New York State Academy for Teaching and Learning
Learning Experience/
Information Form
Personal Information:
Name: Delores E. Anderson
E-mail: Anderson@localnet.com
Current Teaching Position:
Grade level(s)
6
School District Name:
Campus West
School Address:
1300 Elmwood Ave.
Street
Buffalo, New York 14222
City
(716)
Earth Science
Buffalo Public Schools
School Name:
School Phone:
Subject(s):
State
Zip
878-6412
Title of Learning Experience: A Year Viewed From Space
MST (Math, Science and Technology)
Standard 1 – Analysis, Inquiry, Design
o Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional
and invented methods, provide new insights into phenomena.

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight
into the problem.
S3.2d formulates and defends explanations and conclusions as they relate to scientific phenomena.
Standard 4 – The Physical Setting
o Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and
perspective.

PI 1.1 Explain daily, monthly and seasonal changes on Earth.

Major Understandings: 1.1c The Sun and the planets that revolve around it are the
major bodies in the solar system. Other members include comets, moons, and asteroids.
Earth’s orbit is nearly circular.

1.1e Most objects in the solar system have a regular and predictable motion. These
motions explain such phenomena as a day, a year, and phases of the Moon, eclipses, ties,
meteor showers, and comets.

1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be
explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one
day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along the western horizon. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.

1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies depending on latitude and season.
Elementary/Beginning Level
Intermediate
Commencement
A Year Viewed From Space
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LEARNING CONTEXT
Purpose/Rationale for Learning Experience:
The purpose of this learning experience is for students to investigate the effects of the revolution of the
Earth around the Sun and the Earth’s tilt on seasonal changes in the Northern Hemisphere. Students use
a computer simulation to observe Earth as it revolves around the Sun and record data for the different
seasons. They use their observations to develop an explanation for the Earth’s year and seasons.
This learning experience is part of a unit of study The Earth in Space. The unit overview – Earth in
Space Unit Map - can be found in the Appendix on pages 59 - 64.The Earth in Space unit includes
activities that:
 Explore the apparent motion of the Sun.
 Explore the day-night cycle and Earth’s rotation around its axis.
 Investigate the causes of the Earth’s year and seasons.*
 Investigate the reason for the phases of the Moon.
 Investigate the relationship of the Moon to tides.
 Investigate the relationship of the solar and lunar cycles to different calendars

Analyze data about a fictional planet and use the data to predict the day length, year
length, extent of seasonal variation, and tides for the planet.
Examples of questions related to content presented in this lesson found on the New York State Grade 8
Intermediate Level Science Test are found in the Appendix on pages 24 – 28.
*Bolded text is the topic of this learning experience.
Goal:
Identify the relationship of the Earth’s revolution, tilt, hours of daylight and latitude as they relate to
seasons.
Objective(s):




Identify Earth’s distance from Sun in March, June, September, and December.
Discover effects of distance from Sun does not cause seasons.
Compare and contrast data showing average temperature and daylight length for Melbourne,
Australia and Chicago, Illinois.
Explain the affects of Earth’s tilt for seasons and daylight length.
Enduring Understanding(s):



The tilt of the Earth as it revolves around the sun is the cause of seasons.
Earth’s orbit is nearly a circle and it has a regular and predictable motion.
The distance of Earth from the Sun does vary, but too slightly (<5%) to cause the degree of
temperature variation from season to season. Earth is 6 million km closer to the Sun during the
Northern Hemisphere’s winter, rather than in its summer.
A Year Viewed From Space
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Ronkonkoma, NY.
Unit Essential Question:
How is daily life connected to the regular and predictable motions of the solar system?
Lesson Essential Question:
If we didn’t have calendars, how would we know that a year has past?
Lesson Reflective Question:
Thinking about what you have learned about the average length of daylight hours and temperatures
throughout the year, would you prefer to live in Chicago, Melbourne or Quito. Why?
Guiding Questions:
 What is a year?
 What happens to Earth in a year’s time?
 What do you notice about the average temperatures and length of daylight hours in Melbourne,
Australia and Chicago, Illinois in December and June?
 What role does the proximity to oceans have?
 Why does Melbourne have summer when Chicago has winter?
A Year Viewed From Space
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Ronkonkoma, NY.
Congruency Table
Instructional Level: Intermediate
Grade Level: 6
National Science Education Standard:
o Content Standard A: Science as Inquiry:
o Develop descriptions, explanations, predictions, and models using evidence.
o Students should base their explanations on what they observed, and
as they develop cognitive skills, they should be able to differentiate
explanation from description – providing causes for effects and
establishing relationships based on evidence and logical argument.
This standard requires a subject matter knowledge base so the
students can effectively conduct investigations, because developing
explanations established connections between the content within
which students develop new knowledge.
o Content Standard D: Earth and Space Science:
o Develop an understanding of earth and the solar system as a set of closely
coupled systems.
o Most objects in the solar system are in regular and predictable
motion. Those motions explain such phenomenon as the day, the
year, the phases of the moon, and eclipses.
o The sun is the major source of energy for phenomena on the earth’s
surface, such as growth of plants, winds, ocean currents, and the
water cycle. Seasons result from variations in the amount of the
sun’s energy hitting the surface due to the tilt of the earth’s rotation
on its axis and the length of the day.
NYS Standards/Performance Indicators:
MST (Math, Science and Technology)
o Standard 1 – Analysis, Inquiry, Design
o Key Idea 3: The observations made while testing proposed explanations, when
analyzed using conventional and invented methods, provide new insights into
phenomena.
 S3.2 Interpret the organized data to answer the research question or
hypothesis and to gain insight into the problem.
 S3.2d formulates and defends explanations and conclusions as
they relate to scientific phenomena.
o Standard 4: The Physical Setting
o Key Idea 1: The Earth and celestial phenomena can be described by principles of
relative motion and perspective.
 PI 1.1 Explain daily, monthly and seasonal changes on Earth.
A Year Viewed From Space
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Ronkonkoma, NY.




Instructional Task



Utilize a computer
simulation to locate
information to show
the tilt of the Earth’s
axis and the revolution
of Earth around the
Sun cause seasons on
Earth.
Label diagrams
showing the tilt of the
Earth on its axis as it
revolves around the
Sun determines
seasons.
Label diagrams
showing the length of
daylight varies
depending on latitude
and seasons.
Major Understandings: 1.1c The Sun and the planets that
revolve around it are the major bodies in the solar system. Other
members include comets, moons, and asteroids. Earth’s orbit is
nearly circular.
1.1e Most objects in the solar system have a regular and
predictable motion. These motions explain such phenomena as a
day, a year, and phases of the Moon, eclipses, ties, meteor
showers, and comets.
1.1h The apparent motions of the Sun, Moon, planets, and stars
across the sky can be explained by Earth’s rotation and revolution.
Earth’s rotation causes the length of one day to be approximately
24 hours. This rotation also causes the Sun and Moon to appear to
rise along the eastern horizon and to set along the western horizon.
Earth’s revolution around the Sun defines the length of the year as
365 ¼ days.
1.1i The tilt of Earth’s axis of rotation and the revolution of Earth
around the Sun cause seasons on Earth. The length of daylight
varies depending on latitude and season.
Learning Objectives




Identify Earth’s
distance from Sun in
Mar., June, Sept., Dec.
Discover affects of
distance from Sun do
not cause seasons
Compare and
Contrast data
showing average
temperature and
daylight length for
Melbourne, Australia
and Chicago, Illinois.
Explain affects of
Earth’s tilt for seasons
and daylight length.
Student Work


Labeled diagrams
o Distance
from Earth to
Sun
o Temperature
and hours of
daylight
Analysis questions
Assessment Tool



Communication
Skills Rubric
Understanding
Concepts Rubric
Analyzing Skills
Rubric
NOTE: 5 column Congruency Table can be found in Appendix pg. 65
A Year Viewed From Space
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Ronkonkoma, NY.
Overview of what students need to know/ be able to do in order to succeedPrior to Learning Experience:








Classroom rules and procedures– see Appendix pages. 21 – 23.
Students have learned the scoring rubric system – see full copies of rubrics used in this
learning experience on Appendix pages 71 – 73.
Basic knowledge of computer skills
Complete “My Ideas About the Day, Year, Season and Moon Phases: Before”
(Appendix pg. 36)
Length of day on Earth is 24 hours.
The rotation of a planet around its axis explains the length of a planet’s day.
The length of the day and the height of the Sun in the sky vary as the seasons change.
Apparent motion of the Sun.
During and After the Learning Experience:





Use computer simulation.
Use vocabulary in context.
Transfer information to diagrams.
Analyze information.
Apply knowledge to other planets and objects in space
A Year Viewed From Space
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Key Subject-Specific Vocabulary:
Apparent motion: How the earth turns on its axis and revolves around the sun while, to us who
live on it, Earth seems to remain at rest and the Sun seems to move.
Axis: The imaginary line around which an object spins or rotates. Earth rotates around an axis
that runs straight through Earth from the North Pole to the South Pole.
Celestial: Relating to, involving, or observed in the sky or outer space.
Elliptical: Oval, resembling an egg in shape.
Equator: An imaginary circle that divides Earth into two halves called the Northern
Hemisphere and the Southern Hemisphere.
Hemisphere: One half a sphere. The half of the Earth that is north of the Equator is the
Northern Hemisphere; the half of the Earth that is south of the Equator is the Southern
Hemisphere.
Horizon: The line in the farthest distance where the land or sea seems to meet the sky.
Latitude: The distance of a location in degrees north and south of the equator. The latitude of
the Equator is 0o.
Orbit: To travel around another object in an elliptical path (verb). The path an object follows
as it revolves around another object (noun).
Phenomena: An event related to how the world and universe work.
Revolution: A complete circle made by a planet around a Sun or a moon around a planet.
Revolve: To travel around another object in a circular or elliptical path.
Rotate, rotation: To turn or spin around an axis.
Tropic of Cancer: An imaginary line parallel to the Equator approximately 23.5o north latitude.
Tropic of Capricorn: An imaginary line parallel to the Equator approximately 23.5o south
latitude.
A Year Viewed From Space
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Ronkonkoma, NY.
ASSESSMENT PLAN
The materials used for instruction in this unit were developed by SEPUP (Science Education for
Public Understanding Program). SEPUP materials provide a research based assessment system
developed in cooperation with the Berkeley Evaluation and Assessment Research (BEAR)
Group in the University of California Graduate School of Education. Research results have
shown that students in classrooms who use the assessment system score better on post
assessments than students who do not use the system (Wilson and Sloan, 2001).
DIAGNOSTIC EARTH IN SPACE UNIT ASSESSMENT:
 Completed at the beginning of the Earth in Space unit.
o Each student completed an activity sheet “My Ideas About the Day, Year,
Seasons and the Phases of the Moon: Before” See Appendix pg. 36
FORMATIVE ASSESMENT FOR THIS LEARNING EXPERIENCE: A YEAR
VIEWED FROM SPACE:
 Following the completion of:
o Earth’s Year Viewed from Space: Side View, Earth’s Year Viewed from
Space: Side View: Chicago, Illinois. (Appendix page 39)
o Earth’s Year Viewed from Space: Side View: Melbourne, Australia.
(Appendix page 40)
 The student work was assessed using master copy of data and was
scored on percent correct.
 A Year Viewed from Space Analysis Questions: (NOTE: The SEPUP rubric used
to score the student work is indicated at the end of each question. A copy of the A
Year Viewed From Space Scoring Rubric attached to student work is found in the
Appendix on page 66 – 67. This rubric combines 3 SEPUP (Communication Skills
(CS), Analyzing Data (AD) and Understanding Concepts (UC)) rubrics for scoring
purposes
o 1. What motion of Earth causes the yearly cycle of the seasons? (CS) (NYS
A Year Viewed From Space
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Ronkonkoma, NY.
4.1.1c, 4.1.1i).
o 2. Why does a year on Earth have 365 ¼ days? (CS) (NYS 4.1.1e, 4.1.1h).
o 3. In which month(s) is Earth:
 A. Closest to the Sun? (CS) (NYS 4.1.1c).
 B. Furthest from the Sun? (CS) (NYS 4.1.1c).
o 4. Based on what you have observed about the distance from Earth to the
Sun, does the distance from Earth to the Sun determine the seasons? Explain
the evidence for your answer. (AD) (NYS 1.S32,d, NYS 4.1.1c, NYS 4.1.1i).
o 5. In what month is the Northern Hemisphere most tilted toward the Sun?
(CS) (NYS4.1.1i).
o 6. In what month is the Northern Hemisphere most tilted away from the Sun?
(CS) (PI 1.1i).
o 7. Explain how the tilt of the Earth affects the seasons and daylight. (UC)
(NYS 1.S3.2d, NYS 4.1.1i,).
SUMMATIVE ASSESSMENT FOR EARTH IN SPACE UNIT:
 A four part unit assessment is given at the end of the unit that includes:
o Unit Project – Students work individually or in small group to analyze a mystery
planet.
 This portion of the project is scored with the Understanding Concepts
scoring rubric.
o Project presentation – Students present what they learned about their mystery
planet to the class in poster or power point format.
 This portion of the project is scored with the Communications Skills
scoring rubric.
o A written test.
 This portion of the summative assessment is scored on points
o Completion of My Ideas About A Day, Year, Seasons and Moon Phases: After.
(See Appendix page 37)
 This portion of the summative assessment is scored using the
Understanding Concepts scoring rubric.
As students are introduced to the various scoring rubrics used throughout the year they
understand that these levels are converted to numeric grades for average purposes. Students
receive a unit syllabus at the beginning of each unit indicating the questions/activities that will
be graded for each lesson. After receiving feedback and a score, students are encouraged to
make any necessary corrections to improve their score. When corrected work is submitted, it is
rescored, amended in the grade book and returned to the student. Students are encouraged to
continue to try to improve their work. All scored activities, regardless of unit, are then average
for report card purposes at the end of each marking period. A copy of this unit’s syllabus is
found on Appendix pages 68 – 70.
Point Conversion:
Level 4 = 95
Level 3 = 85
Level 2 = 75
Level 1 = 65
A Year Viewed From Space
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Ronkonkoma, NY.
STUDENT WORK
Grade Level and General Ability of Students:
The grade level is 6th grade.
General Ability:
Total population 77
General Education Students: 57
ELL 11
504
3
Sp. Ed. 6
UNIT DIAGNOSTIC RESULTS:
All students performed at a Level 1 – Beginning learners in the diagnostic assessment using the SEPUP
UC (Understanding Concepts) scoring guide. This result is not unexpected due to the misconceptions
generally held by students in content related to the seasons. (See Appendix pages 29 - 33 for a list of
common misconceptions and the New York State Intermediate Science Standards that relate to them.)
Some of these misconceptions are highlighted in an interview of Ivy League graduates and high school
students who are asked to explain what causes the seasons in the DVD A Private Universe. The DVD
was produce by the Harvard-Smithsonian Center for Astrophysics.
FORMATIVE LEARNING EXPERIENCE RESULTS
All students were successful in accurately completing the diagrams with data from the computer
simulation.
A Year Viewed From Space
Level 4
Analysis Question/Results*
1) What motion of Earth causes the yearly cycle of the
seasons?
2) Why does a year on Earth have 365 ¼ days?
3a) In which month(s) is Earth:
Closest to the Sun?
3b) In which month(s) is Earth:
Furthest from the Sun?
4) Based on what you have observed about the distance
from Earth to the Sun, does the distance from Earth to
the Sun determine the seasons? Explain the evidence
for your answer.
5) In what month is the Northern Hemisphere most
tilted toward the Sun?
6) In what month is the Northern Hemisphere most
tilted away from the Sun?
7) Explain how the tilt of the Earth affects the seasons
and daylight.
Level 3
Level 2
69
4 (ELL)
Level 1
4 (ELL)
5
6
64
63
4 (ELL)
4 (ELL)
4 (ELL)
4 (ELL)
6
63
4 (ELL)
4 (ELL)
7
62
4 (ELL)
4 (ELL)
2
67
4 (ELL)
4 (ELL)
2
67
4 (ELL)
4 (ELL)
10
57
6 (4ELL
2 SP
ED)
4 (ELL)
*Scored using SEPUP Scoring Guides: CS (Communicating Skills, AD (Analyzing Data), or UC
(Understanding Concepts).
A Year Viewed From Space
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Ronkonkoma, NY.
PROCEDURES
ANTICIPATORY SET:
Discuss students’ ideas about what causes a year.
Students:
 Look over My Ideas About a Day, Year, Seasons and Moon Phases: Before.
 Discuss written responses
o What causes a year?
o What causes seasons?
 Additional questions for discussion:
o What is a year?
o What happens to Earth in a year’s time?
o Even if we didn’t have calendars, how would we know that a year has passed?
o What did you learn in the last activity about what happens to the angles of the
Sun and length of daylight over a year?
Record student responses on chart.
Students are likely to propose that Earth is closest to the Sun in summer than in winter. The
evidence they find in the first part of this activity should help them change this misconception.
A few students may know something about the role the Earth’s tilt in determining the seasons.
Leave this question open – return to it after students complete the activity.
Discuss how the passage of the year has always been notable to humans in many areas of the
world in view of the significant impact of the seasons on climate and on the availability of food
and water. Early in history people in many cultures figured out when to plant crops by studying
the changing time of the sunrise and sunset and the patterns of the stars.
MODELING:
Model Earth’s rotation, revolution and tilt. Use a globe or an Earth beach ball to
introduce/review:
 Equator
 Northern Hemisphere
 Southern Hemisphere
 North Pole
 South Pole
 Latitude
On globe point out:
 Anchorage, Alaska (latitude 61°N) is an example of a very northern city
 Chicago, Illinois (latitude 42°N) is a mid-latitude Northern Hemisphere city and similar
in latitude to Buffalo, NY;
 Quito, Ecuador (latitude 0°) is near the equator; and Melbourne,
 Australia (latitude 38°S) and is a mid-latitude Southern Hemisphere city.
A Year Viewed From Space
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Ronkonkoma, NY.
As students learned in the last activity, Earth rotates around its axis once during each day-night
cycle. Now introduce the concept that Earth also moves around, or revolves around, the Sun,
and explain that one complete turn around the Sun is called a revolution. Earth’s orbit is the
path it follows as it revolves. Model this by moving the globe around a light bulb or other object
(a student) that represents the Sun. Then model both rotation and revolution at once.
Throughout this activity encourage students to use the terms rotate and revolve as much as
possible to describe the motions of Earth.
Raise the point that Earth’s axis is tilted. The best way is to use a standard tilted globe that
shows the correct orientation of the axis of Earth relative to the plane of its orbit (23.5° from a
vertical line perpendicular to Earth’s orbit). You can also use the beach ball globe to
demonstrate Earth’s tilt.
GUIDED PRACTICE:
Let students know they will be using an interactive computer simulation to explore another
planetary characteristic, the year length. Beforehand use the screen-shot of the Seasons
Interactive Simulation in the Student Book to orient them to what they will see. (See Appendix
pg. 41.)
Move class to computer lab. Distribute A Year Viewed From Space Computer Lab Activity
Procedures Sheet. (See Appendix pages 34 – 35) Students log into computers and then use web
browser to go to sepuplhs.org and go to Activity 76 A Year Viewed From Space, SEPUP
Seasons Interactive (http://www.sepuplhs.org).
Step 1 of the Lab Procedure directs them to open an introductory page of the simulation. This
page reiterates for them the position of the equator and shows the locations of the four cities that
appear in the interactive simulation. It also defines the optional terms Tropic of Cancer and
Tropic of Capricorn. These are considered optional because there are so many terms in this
activity and students can grasp the main ideas of the unit without them.
Be sure to tell students:
 That the size of the Sun and the Earth in this simulation are not to scale.
 The Sun is much larger (its diameter is more than 100 times that of Earth).
 Point out that the top view shows the orbit as nearly circular, while the side view shows
it stretched out into a more eccentric ellipse.
o The top view is much closer to the correct view.
o The side view stretches out the orbit to make it easier to see Earth. This kind of
view contributes to the misconception that the distance from Earth to the Sun is
the variable that determines the seasons. Make sure that students understand that
the top view is more accurate.
 Note that students will explore size and distance of planets in the solar system in future
lessons.
INDEPENDENT PRACTICE:
Students investigate the simulation (Examples of the simulation screen can be seen in the
Appendix on pages 42 - 45).
A Year Viewed From Space
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

Distribute Student Sheet 76.1, A Year Viewed From Space: Top View (Appendix pg. 38).
Students complete Lab Procedure Steps 1-7 (Part A) of the activity.
As they watch the simulation, circulate among the students:
 Ask what they are seeing.
 Refer them back to their initial ideas in the activity, and ask if they have seen any
evidence for or against those ideas.
 Be sure they confront the observation that Earth is closer to the Sun during our (Northern
Hemisphere) winter and that this refutes the idea that distance from the Sun determines
the seasons. This may be difficult for students to grasp.
Distribute 2 copies of Student Sheet 76.2, A Year Viewed From Space: Side View (Appendix
pages 39 - 40):
 Explain to students how they will use sketches of Earth like those at the top of the page
to show Earth as each season in the Northern Hemisphere.
 Suggest that they look specifically at the tilt of Earth as they stop the simulation in each
of the four months designated.
 Indicate that they should label one Chicago and the other Melbourne. If any students
have extra time, encourage them to explore additional months as well. Then have
students continue to Part B of the activity.
To check for their understanding of the effect of Earth’s tilt, stop before Lab Procedure Step 13
and have students vote on whether they think that changing the tilt to 0° will:
 a) have no effect
 b) make the seasons less extreme, or
 c) make the seasons more extreme in Chicago/Buffalo.
For Lab Procedure Step 13, students should find that at 0° tilt, there is little or no seasonal
variation for Chicago/Buffalo.
For Lab Procedure Step 11, they should observe:
 The daylight period in Melbourne in December is 14 hours and 46 minutes, while in June
it is 9 hours and 33 minutes.
 Find that there the average temperature in December is 63°F, 17°C, while in June it is
50°F, 10°C. From this they should describe these seasons as reversed from those in
Chicago/Buffalo. This is the important point for them to notice now. They may also
notice that winter and summer are milder in Melbourne. (Although there are other
variables that affect weather, they may be able to reason that one factor is the greater
distance of Chicago from the equator. Another is Chicago’s distance from an ocean,
while the ocean has a moderating effect on temperatures in coastal Melbourne.)
Ask them to review their diagrams and speculate why Melbourne would have winter in June and
summer in December. That will help to see if they can reason that the orientation of Earth’s axis
causes the Southern Hemisphere to tilt away from the Sun in June and toward the Sun in
December.
A Year Viewed From Space
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CLOSURE:
Discuss Earth’s revolution around the Sun and its role in determining the length of Earth’s year
and seasons. The purpose for this discussion is for clarification and to model for students the
concept of scientists sharing and collaborating on information. This sharing helps students
(scientists) to help develop a deeper understanding.
Independently or in small group allow students time to discuss and answer Analysis Questions
1-3. Circulate around the room and provide hints as needed. Be sure they have observed the
Northern Hemisphere’s tilt toward the Sun at the beginning of its summer in June and away
from the Sun in the beginning of its winter in December.
When they have had a chance to think about the ideas on their own, hold a class discussion on
the seasons before asking them to complete the remaining questions. Have students discuss:
 How the tilt of the Earth leads to warm summers and cold winters in many places.
 Review the idea that the seasons in the Southern Hemisphere are reversed from those in
the Northern Hemisphere.
 Explain that when one of these hemispheres of Earth is tilted toward the Sunk that half of
Earth receives more direct sunlight (closer to vertical) and is in the Sun for a longer
period of time, both of which leads to warmer temperatures. Students will explore these
concepts in further activities.
Remind students of the explanations for the seasons that they offered before doing the activity
and ask them to describe how their ideas have changed. The idea that seasons are determined by
distance from the Sun is still logical based on our experience on Earth – the closer you get to a
hot object, the warmer you get. But the actual evidence shows that distance from the Sun as an
explanation for the seasons is just not correct. The distance factor also does not explain why it is
summer in the Southern Hemisphere when it is winter in the Northern Hemisphere. For these
reasons, distance from the Sun as an explanation for the seasons is no longer plausible. A good
explanation for any natural phenomenon, such as the changes of the seasons, must make sense,
and it must explain most, if not all, aspects of the phenomenon.
A Year Viewed From Space
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RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION
References/Resources:
SEPUP (2006). Issues and Earth Science. Lawrence Hall of Science, University of California
at Berkeley. Published y Lab-Aids®, Inc., Ronkonkoma, NY.
http://www.sepuplhs.org
A Private Universe: A DVD produced by the Harvard-Smithsonian Center for Astrophysics
National Committee on Science Standards and Assessments, National Research Council
Hapkiewicz, A. (1999). Naïve Ideas in Earth Science. MSTA Journal, 44(2) (Fall’99), pp.2630. http://www.msta-mich.org
Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter,
38(Winter’92), pp.11-14.
Supplies
Globe
Computer
Activity sheets
Lab notebook
Flashlight
Textbook Issues and Earth Science
Student Materials (For each student)
Computer with internet access
Activity sheets: 1 Student Sheet 76.1 Earth’s Year Viewed from Space: Top View
2 Student Sheet 76.2 Earth’s Year Viewed from Space: Side View
1 Student Sheet 71.1 My Ideas About the Day, Year, Seasons and Moon
Phases: Before
Lab Procedures Sheet
Lab Notebook
Textbook Issues and Earth Science
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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MODIFICATION TABLE
This set of activities is part of a SEPUP unit entitled “Earth In Space”. To ensure that science is
accessible to students of different abilities, learning styles and cultural backgrounds SEPUP
incorporates flexible approaches that address students’ varying learning needs. This flexibility
is integral and is embedded in the lessons and pedagogy. Below is a table combining many of
the methods as outlined in the unit teacher’s guide “Strategies for Diverse Learners’ section.
While the students groups identified are often separated as strategies are identified, I have
grouped them together because I believe that the need for the strategies varies among and within
groups.
Student Group
Students with
Learning
Disabilities
English
Language
Learners

Strategies
Computer
simulations


Discussion strategies
facilitate
communication.


Vocabulary is
introduced with
operational
definitions that
connect concepts to
learning experiences
Supportive
environment

Academically
Gifted
Students


Rationale
The concepts explored in astronomy are
abstract and generally do not lend
themselves to concrete experiences.
Utilizing a computer simulation allows
students to gain experiences, collect
data and develop conclusion at an
independent pace.
Underdeveloped social/academic skills
can hinder the quality of a student’s
participation in groups and the learning
he or she could gain through interaction
with others. Providing a setting and
tools for successful group interaction
can help students build group
communication, literacy, listening and
speaking skills and therefore increase
their academic abilities.
By using new scientific terms in the
context of an activity and reapplying
the terms in different experiences in
subsequent activities, students develop
a deep understanding of the term and a
scientific perspective.
Cultivating a supportive learning
environment helps the students gain
confidence in their ability to acquire
and use English in class. When
conducting class discussions adequate
time for students to formulate responses
is given before students are called on.
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
Scoring guides state
clear assessment
goals.


4-2-1 cooperative

groupings encourage
student interactions in
an unthreatening
environment.

Extension activities
encourage in-depth
inquiry into related
topics

By reviewing the SEPUP scoring
guides before they tackle an
assessment, students are guided to
identify a goal to work toward and a
way to focus their efforts. They also
challenge students to demonstrate their
depth of understanding. A Level 4
performance exceeds a correct answer
in a significant way and to achieve it
gifted and talented students must
provide additional analysis and make
connections among concept beyond
those required for a Level 3 response,
which is a compete-and-correct
compilation of material specifically
addressed in the activity
SEPUP’s 4-2-1 structure has students
work in pairs and foursomes (as well as
on their own) during activities to
encourage informal interaction among
classmates. The shifts in social
arrangements provide varied
opportunities for students to converse
and encourage English language
learners to discuss content information
with their peers.
Students can graph the daylight length
versus month for one of the cities
presented in the simulation and
compare it to graphs they did in the
previous lesson.
TIME REQUIRED
Learning Experience Planning:
2 hours
Learning Experience Implementation:
2 classes – 55 minutes each
Learning Experience Assessment (per student):
15 minutes
Unit Schedule:
Unit length approximately 6 weeks
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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REFLECTION
As I think back about this lesson I remember the difficulty I had teaching the concept prior to
having a computer simulation. I could get most students to regurgitate the fact that it was the tilt
of the Earth rather than distance that determined seasons, but they did not internalize it. Now
they do. Most people have the misconception that it is distance between the Sun and Earth that
causes seasons. When the students get to change the tilt to see what happens if there is no tilt
versus the effects of the tilt, they make the connection and change their misconception. This is
an even more important tool for the ELL students that I have. They feel successful in using the
program and collecting the data that it provides. The data is recorded on a diagram that also
reinforces the concept for them and allows them to form an understanding that they may not be
able to express in the depth of the English speaking counterparts. When interviewed it is evident
that they were able to learn and understand. If this had been a textbook only approach they
would not have experience this level of understanding due to their deficit in receptive language.
At the end of the unit I always show the student the DVD A Private Universe and pause when
the questions are asked and allow them to answer and then show them the answers that
HARVARD GRADUATES give, the smiles and laughter that occurs makes me feel like I have
succeeded in giving them a leaning context that allows them to develop mastery of this very
abstract concept. One of the questions asked is “What causes seasons?” One Harvard graduate
states that it is “because the Earth moves closer to or farther away from the Sun.” Quickly the
hands shoot up and students jump out of their skin to say “No!!!! The distance doesn’t really
change. It’s because the Earth is tilted on its axis! It doesn’t matter whether you are an adult or
a middle school student, you perceive students at Harvard to be the best of the best. When you
are a middle school student in the second poorest city in the nation and you can answer a
question that a Harvard graduate cannot, it helps you to know that you really can reach any goal
that you want to reach.
I am very pleased that this simulation is on the SEPUP web site because this site is a public
access site. Everyone is welcome to use this program and add this to their instructional tools to
help their students understand this very abstract and misunderstood concept that is always a part
of the New York State Intermediate Level Science Assessment.
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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APPENDICIES - attachments
Page(s)
1.) Classroom Floor Plan
20
2.) Classroom Rules and Procedures
21 - 23
3.) NY State Intermediate Science Assessment examples
24 - 28
4.) Astronomy Misconceptions
29
5.) New York State Intermediate Level Standards and Performance
Indicators Addressing Some Common Misconceptions About Astronomy
30 - 33
6.) A Year Viewed From Space Computer Lab Procedures
34 - 35
7.) Blank Handouts
36 - 40
8.) Computer Screens
41 - 45
9.) Teacher Exemplar
46 - 49
10. )Examples of Student Work (Distinguished, Proficient, Developing
And Beginning)
50– 58
11. ) Earth In Space Unit Map
59– 64
12. ) 5 Column Congruency Table A Year Viewed From Space
65
13. ) A Year Viewed From Space Scoring Rubric Template/Rationale
66-67
14. ) Earth In Space Student Scoring Record (Syllabus)
68-70
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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CLASSROOM FLOOR PLAN
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
Buy SmartDraw!- purchased copies print this
document without a watermark .
Visit www.smartdraw.com or call 1-800-768-3729.
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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CLASSROOM GOALS AND RULES – A305
VIRTUE
We have the
virtue of
being
trustworthy:
VALUES
We value respect:
RULES
1. Use appropriate language
and volume.
2. Have only one person
speak at a time.
3. Walk quietly in the halls.
We value
cooperation:
4. Follow all directions given
orally or in writing.
5. Take turns with materials.
CLASSROOM PROCEDURES
1. Seating Arrangement:
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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a. Students sit in assigned* seats that are in groups of 4
b. Each group of 4 students has a color code on their desk: red, blue, green, yellow.
c. All groups of 4 have the color indicators in the same position:
2.
3.
4.
5.
6.
r g
b y
d. Each group of 4 is also identified by a number. The groups are from 1 – 8.
Entering the Class:
a. As students enter they notice a sign outside the door indicating the color of the
day. The person in each group who sits at that color goes to the student folder
table in the rear of the room to get the magazine holder labeled for their group.
This holder contains the folder for each member of the group.
b. Students take their folder from the holder and place it with their text book and a
pen at the top of the table and look at the screen for directions for getting ready
for the lesson.
Materials:
a. All students are expected to have a pen each day. When graphing activities are
being done students are expected to have a pencil. If a student does not have the
needed pen or pencil they will raise their hand, request one and then put their
name on the board. At the end of class when they return it, they will erase their
name.
b. When work sheets are needed for the lesson they will be found in a basket at the
intersection of the desks for each group of 4.
c. When colored pencils, rulers or other tools are needed they will be found in a
small insert basket placed in the larger basket at the intersection of the desks for
each group of 4.
d. When laboratory materials are needed a color(s) is stated by the teacher as the
person(s) in each group to gather materials from science materials area in back of
room. Another color(s) is announced for individuals responsible for returning
materials to the science materials area.
Heading for all pages:
Name: _________________________
Date: ___________________
Section: ________________________
(Homeroom #)
Activity # and Name: ___________________________________________
(Found at the beginning of each activity in text)
Challenge Question: ____________________________________________
(Found after introductory paragraph of each activity)
Completed Work:
a. All completed work sheets and notebook entries are placed in the input box found
in the front of the room.
Use of bathroom/drinks:
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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a. During independent or small group work time bring daily planner to teacher,
with a pen, for initialing by teacher.
7. Computer Lab:
a. Enter computer lab silently.
b. Place all books under chair.
c. Place pen and any worksheets on work surface next to key board.
d. Enter user name and password.
e. When “desktop” is ready look at screen in front of room for information on which
program or web site to open.
f. Listen to the teacher for further directions/instructions.
g. At the end of class, log out on the computer BUT DO NOT TURN COMPUTER
OFF.
h. As you are silently exiting the lab, place completed work in input box next to
“teacher” computer.
*Students are initially randomly assigned. By the second week students are heterogeneously
assigned. These assignments are changed as need or as circumstances require.
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SAMPLE QUESTIONS FROM 8TH GRADE NYS SCIENCE ASSESSMENT
2001-2010
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A Year Viewed From Space
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A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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A Year Viewed From Space
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A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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Some Common Misconception About Astronomy
Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38(Winter’92), pp.11-14.
1.
2.
3.
4.
5.
Stars and constellations appear in the same place in the sky every night.
The sun rises exactly in the east and sets exactly in the west every day.
The sun is always directly overhead or directly south at twelve o’clock noon.
The tip of a shadow always moves along an east-west line.
Changing distance between the earth and the sun causes seasonal changes (with the two
closer in summer and father apart in winter).
6. The earth is the center of the solar system and is the largest object in the solar system.
All stars are the same distance from the earth.
7. The moon can only be seen during the night, and its shape always appears the same.
8. The moon does not rotate on its axis as it revolves around the earth.
9. The phases of the moon are caused by shadows cast on its surface by other objects in the
solar system, particularly the earth or the sun.
10. The solar system and galaxies are very “crowded.” (Objects are relatively close
together.)
11. The surface of the sun does not have any visible features.
12. Because all stars are the same size, the brightness of a star depends only on its distance
from earth.
13. Stars are evenly distributed through a galaxy or throughout the universe.
14. All the stars in a particular constellation are near each other.
15. The constellations form patterns obviously resembling people, animals, or other objects.
Hapkiewicz, A. (1999). Naïve Ideas in Earth Science. MSTA Journal, 44(2) (Fall’99), pp.26-30.
http://www.msta-mich.org
1.
2.
3.
4.
Moon and sun are about the same size. Stars are smaller than sun or moon.
The earth is the center of the solar system and is the largest object in the solar system.
Night occurs when sun covered by clouds, moon, or atmosphere.
Astronomical movements explain day and night: Sun goes around earth. Earth goes
around sun. Sun moves up and down.
5. The sun is always directly overhead or directly south at noon.
6. The sun rises exactly in the east and sets exactly in the west every day.
7. The moon can only be seen during the night, and its shape always appears the same.
8. The phases of the moon are caused by shadows cast on its surface by other objects in the
solar system, particularly the earth and the sun.
9. All stars are the same size, the brightness of a star depends on its distance from earth.
10. One side of the moon is always dark
11. Stars and constellations appear in the same place in the sky every night.
12. Seasons are caused by changing distance between the earth and sun (the two are closer in
the summer and further apart in the winter).
13. Days are shortest in the winter.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
New York State Intermediate Level Standards And Performance
Indicators Addressing Some Common Misconception About Astronomy
Standard 4
The Physical Setting
Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter,
38(Winter’92), pp.11-14.
1. Stars and constellations appear in the same place in the sky every night.
1.1h The apparent motions of the Sun, Moon, planets and stars across the sky can be
explained by Earth rotation and revolution. Earth’s rotation causes the length of one day
to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to
rise along the eastern horizion and set along the western horizion. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
2. The sun rises exactly in the east and sets exactly in the west every day.
1.1h The apparent motions of the Sun, Moon, planets and stars across the sky can be
explained by Earth rotation and revolution. Earth’s rotation causes the length of one day
to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to
rise along the eastern horizion and set along the western horizion. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
3. The sun is always directly overhead or directly south at twelve o’clock noon.
Not directly addressed in intermediate level standards.
4. The tip of a shadow always moves along an east-west line.
Not directly addressed in intermediate level standards.
5. Changing distance between the earth and the sun causes seasonal changes (with the
two closer in summer and father apart in winter).
1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies depending on latitude and season.
6. The earth is the center of the solar system and is the largest object in the solar system.
All stars are the same distance from the earth.
1.1b Other stars are like the Sun but they are so far away they look like points of light.
Distances between the stars are vast compared to distances within our solar system.
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1.1c The Sun and the planets that revolve around it are the major bodies in the solar
system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly
circular.
7. The moon can only be seen during the night, and its shape always appears the same.
Not directly addressed in intermediate level standards.
8. The moon does not rotate on its axis as it revolves around the earth.
Not directly addressed in intermediate level standards.
9. The phases of the moon are caused by shadows cast on its surface by other objects in
the solar system, particularly the earth or the sun.
1.1g Moons are seen by reflected light. Our Moon orbits the Earth, while Earth orbits
the Sun. The Moon’s phases as observed from Earth are the result of seeing different
portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern
in about one month.
10. The solar system and galaxies are very “crowded.” (Objects are relatively close
together.)
1.1b Other stars are like the Sun but they are so far away they look like points of light.
Distances between the stars are vast compared to distances within our solar system.
11. The surface of the sun does not have any visible features.
Not directly addressed in intermediate level standards.
12. Because all stars are the same size, the brightness of a star depends only on its
distance from earth.
1.1b Other stars are like the Sun but they are so far away they look like points of light.
Distances between the stars are vast compared to distances within our solar system.
13. Stars are evenly distributed through a galaxy or throughout the universe.
1.1b Other stars are like the Sun but they are so far away they look like points of light.
Distances between the stars are vast compared to distances within our solar system.
14. All the stars in a particular constellation are near each other.
1.1b Other stars are like the Sun but they are so far away they look like points of light.
Distances between the stars are vast compared to distances within our solar system.
A Year Viewed From Space
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Ronkonkoma, NY.
15. The constellations form patterns obviously resembling people, animals, or other
objects.
Not directly addressed in intermediate level standards.
Hapkiewicz, A. (1999). Naïve Ideas in Earth Science. MSTA Journal, 44(2)
(Fall’99), pp.26-30. http://www.msta-mich.org
16. Moon and sun are about the same size. Stars are smaller than sun or moon.
1.1a Earth’s Sun is an average size star. The Sun is more than a million time greater in
volume than Earth.
17. Night occurs when sun covered by clouds, moon, or atmosphere.
1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be
explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one
day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along the western horizon. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies depending on latitude and season.
18. Astronomical movements explain day and night: Sun goes around earth. Earth goes
around sun. Sun moves up and down.
1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be
explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one
day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along the western horizon. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies depending on latitude and season.
19. The sun is always directly overhead or directly south at noon.
Not directly addressed in intermediate level standards.
20. The sun rises exactly in the east and sets exactly in the west every day.
1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be
explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one
day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along the western horizon. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
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1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies depending on latitude and season.
21. The moon can only be seen during the night, and its shape always appears the same.
1.1g Moons are seen by reflected light. Our Moon orbits the Earth, while Earth orbits
the Sun. The Moon’s phases as observed from Earth are the result of seeing different
portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern
in about one month.
22. The phases of the moon are caused by shadows cast on its surface by other objects in
the solar system, particularly the earth and the sun.
1.1g Moons are seen by reflected light. Our Moon orbits the Earth, while Earth orbits
the Sun. The Moon’s phases as observed from Earth are the result of seeing different
portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern
in about one month.
23. One side of the moon is always dark.
Not directly addressed in intermediate level standards.
24. Days are shortest in the winter.
1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be
explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one
day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along the western horizon. Earth’s revolution
around the Sun defines the length of the year as 365 ¼ days.
A Year Viewed From Space
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A Year Viewed From Space
Computer Lab Activity Procedures
Part A: Analyzing Data on the Distance from Earth to the Sun.
1. Open the Seasons Interactive Simulation and review the introduction. Find each of the
following on the screen:




North America and the United States
The Northern Hemisphere
The equator
The Southern Hemisphere
2. Begin the simulation by clicking in the box on the upper right of the screen that says,
CONTINUE TO INTERACTIVE. Find Earth and the Sun. Remember, the size of Earth
and the Sun, and the distance between Earth and the Sun, are not to scale.
3.
Look at the EARTH TOP VIEW. Notice how the distance from Earth to the Sun is
displayed in millions of kilometers at the bottom right corner.
4. Set the month to December, beginning of winter. Record the distance from Earth to the
Sun in the appropriate space on Student Sheet 76.1, Earth’s Year Viewed form Space:
Top View.”
5. What do you think the distance from Earth to the Sun will be at the start of spring
(March), of summer (June) and of fall (September)? Record your predictions in your
science notebook.
6. Repeat Step 4 for March, June and September to find out if your predictions are correct.
Record the distance on the worksheet.
Part B: Analyzing Data on Earth’s Tilt and the Seasons
7. Compare Student Sheet 76.2, Earth’s Year Viewed from Space: Side View with the side
view of the Sun and Earth at the top of your computer screen.
8. On the simulation, set the month for December, and click on the SHOW CITY button
for Chicago:
9.
Label your sheet Chicago. Look at the top view and side view of Earth, and record each
of the following on Student Sheet 76.2 for December in Chicago:
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


The position of Earth and direction of its tilt
The number of daylight hours
The average temperature
10. Repeat step 10 three more times: once for March, once for June, once for September.
11. Repeat steps 9 and 10 on your second student sheet and label it Melbourne. On the
SHOW CITY BUTTON change it from Chicago to Melbourne.
12. What do you think the number of daylight hours and average temperature for Chicago
would be in December March, June, and September if Earth were not tilted? Record
your ideas in your science notebook.
13. Change the tile to 0°, and then describe what happens to daylight hours and temperature
in Chicago as you change the months of the yea and Earth revolves around the Sun in
your science notebook.
Extension: If you have recorded all data, return the tilt to 23.5° and explore the average
hours of daylight and average temperature for Chicago and Melbourne during other
months of the year. Record your observations in your notebook.
Change the SHOW CITY to Anchorage, Alaska or Quito, Ecuador and observe the
average hours of daylight and the average temperatures as the Earth revolves around the
sun. Record your observations.
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A YEAR VIEWED FROM SPACE
TEACHER EXEMPLAR
SUGGESTED ANSWERS TO ANALYSIS QUESTIONS
1. What motion of the Earth causes the yearly cycle of the seasons? (CS Assessment)
Level 3 Response: Earth’s orbiting (or revolving) around the sun causes a year.
2. Why does a year on Earth have 365 1/4 days? (CS Assessment)
Level 3 Response: The Earth has 365 ¼ days in a year because the Earth rotates slightly more
than 365 times during one revolution around the Sun (or year).
3. In which months is Earth: a. closest to the Sun? (CS Assessment)
Level 3 Response: Of the months investigated, Earth is closest to the Sun in December, when
the distance is approximately 147 million km. (NOTE: The actual closest distance occurs in
early January.)
b. farthest from the Sun? (CS Assessment)
Level 3 Response: Of the months investigated, it is farthest away in June, at 152 million km.
(NOTE: The actual farthest distance occurs in early July.)
4. Based on what you have observed about the distance from Earth to the Sun, does the distance
from Earth to the Sun determine the seasons? Explain the evidence for your answer. (AD
ASSESSMENT)
Level 3 Response: The distance from Earth to the Sun does not determine the seasons. The
Northern Hemisphere’s summer starts in June, when Earth is about 5 million km farther from the
Sun than in December. If distance determined the seasons, we would have summer in December
and winter in June. Also, if distance determined seasons, all parts of Earth would experience the
same seasons at the same time and the seasons in the Northern and Southern hemispheres would
not be reversed.
5. In what month is the Northern Hemisphere most tilted toward the Sun? (CS Assessment)
Level 3 Response: The Northern Hemisphere is most tilted toward the Sun in June.
6. In what month is the Northern Hemisphere most tilted away from the Sun? (CS Assessment)
Level 3 Response: The Northern Hemisphere is most tilted away from the sun in December.
7. Explain how the tilt of Earth affects the seasons and daylight hours. (UC Assessment)
Level 3 Response: When the Northern Hemisphere is tilted toward the Sun, it receives the Sun’s
rays more directly (making it warmer), and the Sun is above the horizon for a longer period of
time each day (which also makes the day longer and helps to make it warmer). When it is tilted
away from the Sun, it receives less direct Sun and the day is shorter, so the temperature is cooler.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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A Year Viewed From Space
Student 1
An ELL student at the “on your way” level - beginning
NOTE: DURING INSTRUCTION ALL ELL STUDENTS WORK WITH A PEER PARTNER. TO BE
SURE THAT THE INFORMATION WAS THEIR OWN AND NOT A RESULT OF THE
COOPERATIVE WORK DONE, I INTERVIEWED THE STUDENTS AND RECORDED THEIR
LIMITED LANGUAGE ANSWERS. THEIR RECEPTIVE LANGUAGE ABILITY IS HIGHER
THAN THEIR EXPRESSIVE. THESE STUDENTS HAD LITTLE OR NO EDUCATIONAL
EXPERIENCE PRIOR TO ATTENDING SCHOOL IN THEIR OWN COUNTRY.
1.
What motion of the Earth causes the yearly cycle of seasons?
Go around
2. Why does a year on Earth have 365 ¼ days?
Go around
3a. In which month(s) is Earth:
Closest to the Sun?
Points to diagram showing December
3b. In which month(s) is Earth:
Furthest from the Sun?
Points to diagram showing June
4. Based on what you have observed about the distance from Earth to the Sun, does the distance from
Earth to the Sun determine the seasons? Explain the evidence for your answer.
Not close
5. In what month is the Northern Hemisphere most tilted toward the Sun?
Points to diagram showing June
6. In what month is the Northern Hemisphere most tilted away from the Sun?
Points to diagram showing December
7. Explain how the tilt of the Earth affects the seasons and daylight.
Points to diagram showing June and says hot, points to diagram showing December and says cold.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
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A YEAR VIEWED FROM SPACE SCORING RUBRIC
Level 4
Level 3
Level 2
Level 1
Level 0
Dimension
Above and beyond
Communication
Skills:
Response uses
communication
skills to present
ideas in the
following format:

Students accomplish Level
3 AND enhance
communication in some
significant way, such as:


Written: sentence
structure, grammar,
spelling.
Using additional images or
diagrams effectively
Complete and
correct
Student
communicates
ideas clearly
with few or no
technical
errors.
Using additional formats of
communication effectively.
Almost there
Student may have
several technical
errors BUT they
do not prevent the
audience from
understanding the
message.
On your way
Student’s
communication is
unclear OR many
technical errors
seriously distract
the audience from
understanding the
message
Student
message is
missing,
illegible or
irrelevant.
Level X
Student had no
opportunity to
respond.
Total
1. = 1
2.= 1
3a.= 1
3b.= 1
5.=
6.= 1
Understanding
Concepts:
What to look for:

Response identifies
and describes
science concepts
relevant to a
particular problem
or issue.
Analyzing Data
What to look for:

Response
accurately
summarizes data,
detects patterns and
trends, and draws
valid conclusions
based on the data
used
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Using relevant information
not provided in class to
elaborate on your response.
Using a diagram to clarify
scientific concepts.
Relating your response to
other science concepts.
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Explaining unexpected
results.
Judging the value of
investigation.
Suggesting additional
relevant investigation.
Student
accurately and
completely
explains or
uses relevant
science
concepts.
Student explains
or uses scientific
concepts BUT has
some omissions or
errors.
Student
incorrectly
explains or uses
scientific
concepts.
Student
analyzes and
interprets data
correctly and
completely
AND student’s
conclusion is
compatible
with analysis
of the data.
Student notes
patterns or trends
BUT does so
incompletely.
Student attempts
an interpretation
BUT ideas are
illogical OR ideas
show a lack of
understanding.
Student
response is
missing,
illegible, or
irrelevant.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.
Student had no
opportunity to
respond
7.= 1
4.= 1
A Year Viewed From Space
Student 2
An ELL student at the “almost there” level - developing
NOTE: DURING INSTRUCTION ALL ELL STUDENTS WORK WITH A PEER PARTNER.
THEIR RECEPTIVE LANGUAGE ABILITY IS HIGHER THAN THEIR EXPRESSIVE, BUT
THE ANSWERS ARE EXACTLY WHAT THEY WROTE. THESE STUDENTS HAD SOME
EDUCATION IN THEIR OWN COUNTRY BUT IT WAS LIMITED IN THEIR EXPOSURE
TO ENGLISH.
1. What motion of the Earth causes the yearly cycle of seasons?
Circles around Sun.
2. Why does a year on Earth have 365 ¼ days?
Moves around Sun.
3a. In which month(s) is Earth:
Closest to the Sun?
Closest December.
3b. In which month(s) is Earth:
Furthest from the Sun?
Furthest June.
4. Based on what you have observed about the distance from Earth to the Sun, does the
distance from the Earth to the Sun determine the seasons? Explain the evidence for your
answer.
Earth distance not much different. Picture shows close.
5. In what month is the Northern Hemisphere most tilted toward the Sun?
Tilted most June.
6. In what month is the Northern Hemisphere most tilted away from the Sun?
Tilted most December
7. Explain how the tilt of the Earth affects the seasons and daylight.
Tilted close hot and lots of light. Tilted not close cold and not light.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A YEAR VIEWED FROM SPACE SCORING RUBRIC
Level 4
Level 3
Level 2
Level 1
Level 0
Dimension
Above and beyond
Communication
Skills:
Response uses
communication
skills to present
ideas in the
following format:

Students accomplish Level
3 AND enhance
communication in some
significant way, such as:


Written: sentence
structure, grammar,
spelling.
Using additional images or
diagrams effectively
Complete and
correct
Student
communicates
ideas clearly
with few or no
technical
errors.
Using additional formats of
communication effectively.
Almost there
Student may have
several technical
errors BUT they
do not prevent the
audience from
understanding the
message.
On your way
Student’s
communication is
unclear OR many
technical errors
seriously distract
the audience from
understanding the
message
Student
message is
missing,
illegible or
irrelevant.
Level X
Student had no
opportunity to
respond.
Total
1.= 2
2.= 2
3a. = 2
3b. = 2
5. = 2
6. = 2
Understanding
Concepts:
What to look for:

Response identifies
and describes
science concepts
relevant to a
particular problem
or issue.
Analyzing Data
What to look for:

Response
accurately
summarizes data,
detects patterns and
trends, and draws
valid conclusions
based on the data
used
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Using relevant information
not provided in class to
elaborate on your response.
Using a diagram to clarify
scientific concepts.
Relating your response to
other science concepts.
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Explaining unexpected
results.
Judging the value of
investigation.
Suggesting additional
relevant investigation.
Student
accurately and
completely
explains or
uses relevant
science
concepts.
Student explains
or uses scientific
concepts BUT has
some omissions or
errors.
Student
incorrectly
explains or uses
scientific
concepts.
Student
analyzes and
interprets data
correctly and
completely
AND student’s
conclusion is
compatible
with analysis
of the data.
Student notes
patterns or trends
BUT does so
incompletely.
Student attempts
an interpretation
BUT ideas are
illogical OR ideas
show a lack of
understanding.
Student
response is
missing,
illegible, or
irrelevant.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.
Student had no
opportunity to
respond
7. = 2
4. = 2
A Year Viewed From Space
Student 3
At the “complete and correct” level - proficient
1. What motion of the Earth causes the yearly cycle of seasons?
The motion of the Earth that causes the yearly cycle of seasons is its revolution around the Sun.
2. Why does a year on Earth have 365 ¼ days?
The Earth has a year that is 365 ¼ days because it takes a little more that 365 days to complete
one revolution.
3a. In which month(s) is Earth:
Closest to the Sun?
The Earth is closest to the Sun in December.
3b. In which month(s) is Earth:
Furthest from the Sun?
The Earth is furthest from the Sun in June.
4.Based on what you have observed about the distance from Earth to the Sun, does the
distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.
The distance from the Earth to the Sun does not determine the seasons. My evidence is that the
Earth is closest to the Sun when we are cold in December and farthest away when we are warm
in June.
5. In what month is the Northern Hemisphere most tilted toward the Sun?
The Northern Hemisphere is tilted most toward the Sun in June.
6. In what month is the Northern Hemisphere most tilted away from the Sun?
The Northern Hemisphere is tilted away from the sun the most in December.
7. Explain how the tilt of the Earth affects the seasons and daylight.
The tilt of the Earth affects seasons and daylight because when Earth is tilted toward the Sun we
get more direct rays of the Sun for a longer time. This makes Earth warmer. When it is colder
we get less direct rays because we are tilted away from the Sun.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A YEAR VIEWED FROM SPACE SCORING RUBRIC
Level 4
Level 3
Level 2
Level 1
Level 0
Dimension
Above and beyond
Communication
Skills:
Response uses
communication
skills to present
ideas in the
following format:

Students accomplish Level
3 AND enhance
communication in some
significant way, such as:


Written: sentence
structure, grammar,
spelling.
Using additional images or
diagrams effectively
Complete and
correct
Student
communicates
ideas clearly
with few or no
technical
errors.
Using additional formats of
communication effectively.
Almost there
Student may have
several technical
errors BUT they
do not prevent the
audience from
understanding the
message.
On your way
Student’s
communication is
unclear OR many
technical errors
seriously distract
the audience from
understanding the
message
Student
message is
missing,
illegible or
irrelevant.
Level X
Student had no
opportunity to
respond.
Total
1. = 3
2.= 3
3a. = 3
3b. = 3
5. = 3
6. = 3
Understanding
Concepts:
What to look for:

Response identifies
and describes
science concepts
relevant to a
particular problem
or issue.
Analyzing Data
What to look for:

Response
accurately
summarizes data,
detects patterns and
trends, and draws
valid conclusions
based on the data
used
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Using relevant information
not provided in class to
elaborate on your response.
Using a diagram to clarify
scientific concepts.
Relating your response to
other science concepts.
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Explaining unexpected
results.
Judging the value of
investigation.
Suggesting additional
relevant investigation.
Student
accurately and
completely
explains or
uses relevant
science
concepts.
Student explains
or uses scientific
concepts BUT has
some omissions or
errors.
Student
incorrectly
explains or uses
scientific
concepts.
Student
analyzes and
interprets data
correctly and
completely
AND student’s
conclusion is
compatible
with analysis
of the data.
Student notes
patterns or trends
BUT does so
incompletely.
Student attempts
an interpretation
BUT ideas are
illogical OR ideas
show a lack of
understanding.
Student
response is
missing,
illegible, or
irrelevant.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.
Student had no
opportunity to
respond
7. = 3
4.= 3
A Year Viewed From Space
Student Work
At the “above and beyond” level - distinguished
1. What motion of the Earth causes the yearly cycle of seasons?
The yearly cycle of the seasons on Earth is caused by its revolution around the Sun.
2. Why does a year on Earth have 365 ¼ days?
The Earth has a year length of 365 ¼ days because it takes more than 365 days to travel around
the Sun. The extra ¼ days get put together for another day and we call that leap year.
3a. In which month(s) is Earth:
Closest to the Sun?
On the diagram the Earth is closest to the Sun in December, but I noticed it is actually it is
closest in January.
3b. In which month(s) is Earth:
Furthest from the Sun?
On the diagram the Earth is farther away from the Sun in June but I noticed it is really farther
away in July.
4.Based on what you have observed about the distance from Earth to the Sun, does the
distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.
Seasons are not the result of the Earth’s Distance from the Sun. If distance were the cause we
would be warmer in December and colder in June. Also all of the Earth would be the same all
year around. When we took the tilt away from the Earth and recorded the temperatures and
daylight, they stayed the same all of the time. When we put the tilt back in the temperatures and
daylight length changed as the Earth traveled around the Sun. I noticed that the temperatures
and length of daylight in Chicago were like Buffalo when there was a tilt.
5. In what month is the Northern Hemisphere most tilted toward the Sun?
The Northern Hemisphere is most tilted toward the Sun in June.
6. In what month is the Northern Hemisphere most tilted away from the Sun?
The Northern Hemisphere is tilted away from the Sun the most in December.
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7. Explain how the tilt of the Earth affects the seasons and daylight.
The tilt of the Earth is the reason we have seasons and how long our hours of light are. When
we moved the Earth around the Sun we saw the temperatures changed when there was a tilt.
When there was no tilt we did not see any change in the temperatures. Also when we moved the
Earth around the Sun with a tilt we saw the hours of daylight changed. In June we had the most
hours of daylight and warm temperatures in Chicago when there was a tilt. In December we had
cold temperatures and short hours of daylight in Chicago when it was tilted away from the Sun.
I also noticed that the warmest month was not June. The temperature in Chicago was warmer in
July instead of June. It was colder in January than December. I think that is because it takes
time to change temperatures.
NOTE: A DIAGRAM SIMILAR TO THE ONE BELOW WAS DRAWN WITH THE
STUDENTS RESPONSE.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc.
Ronkonkoma, NY.
A YEAR VIEWED FROM SPACE SCORING RUBRIC
Level 4
Level 3
Level 2
Level 1
Level 0
Dimension
Above and beyond
Communication Students accomplish Level
3 AND enhance
Skills:
Response uses
communication
skills to present
ideas in the
following format:

communication in some
significant way, such as:


Written: sentence
structure, grammar,
spelling.
Using additional images or
diagrams effectively
Complete and
correct
Student
communicates
ideas clearly
with few or no
technical
errors.
Using additional formats of
communication effectively.
Almost there
Student may have
several technical
errors BUT they
do not prevent the
audience from
understanding the
message.
On your way
Student’s
communication is
unclear OR many
technical errors
seriously distract
the audience from
understanding the
message
Student
message is
missing,
illegible or
irrelevant.
Level X
Student had no
opportunity to
respond.
Total
1.= 3
2. = 4
3a. = 4
3b. = 4
5. = 3
6. = 4
Understanding
Concepts:
What to look for:

Response identifies
and describes
science concepts
relevant to a
particular problem
or issue.
Analyzing Data
What to look for:

Response
accurately
summarizes data,
detects patterns and
trends, and draws
valid conclusions
based on the data
used
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Using relevant information
not provided in class to
elaborate on your response.
Using a diagram to clarify
scientific concepts.
Relating your response to
other science concepts.
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Explaining unexpected
results.
Judging the value of
investigation.
Suggesting additional
relevant investigation.
Student
accurately and
completely
explains or
uses relevant
science
concepts.
Student explains
or uses scientific
concepts BUT has
some omissions or
errors.
Student
incorrectly
explains or uses
scientific
concepts.
Student
analyzes and
interprets data
correctly and
completely
AND student’s
conclusion is
compatible
with analysis
of the data.
Student notes
patterns or trends
BUT does so
incompletely.
Student attempts
an interpretation
BUT ideas are
illogical OR ideas
show a lack of
understanding.
Student
response is
missing,
illegible, or
irrelevant.
A Year Viewed From Space
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.
Student had no
opportunity to
respond
7. = 4
4. = 4
EARTH IN SPACE UNIT MAP
Earth In Space Unit Diagnostic Assessment: Students will complete a questionnaire answering questions about their ideas
concerning a day, year, the seasons and moon phases: My Ideas About A Day, Year, Seasons and Moon Phases: Before.
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question
Understanding
Question
periods
Talking It Over:
Sunlight and Shadows
2
Standard 1
•S1.2c
•S3.2b
•S3.2g
How are accurate
and complete
observations of
our world
important for
making
conclusions about
the natural world?
Scientists evaluate
each others’
explanations.
Investigation:
Measuring Shadows,
Measuring Time
3
Standard 1
•S2.2c
•S3.1a
•S3.2a
•S3.2d
If we did not have
a clock, how
would we know
that a day has
passed?
The apparent
movement of the
Sun during the day
can be used to
determine the time
of day.
•Thinking about the Sun and the
Moon, what are some observations
you have made in the past?
•Are they observations or inferences
or what you have learned?
•What is a shadow?
•How are shadows and shade alike or
different?
•What is data?
•What do you think is causing the
changes in the direction of the
shadow from Tyler’s tree from early
to late in the day?
•What do you think is causing the
changes in the length of the shadow
from Tyler’s tree from early to late in
the day?
•What data would you collect to test
your ideas?
•What was Tyler’s investigation?
•What conclusions did Tyler have?
•Why does a science experiment
need to be reproducible?
•What improvements could be made
to Tyler’s investigation?
•How would (student idea) improve
the investigation?
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SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.
How does the
Sun affect you
each day?
If you recorded
shadows during
the day at the
same times next
month do you
think your results
would be the
same or
different?
Why/why not?
EARTH IN SPACE UNIT MAP
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question
Understanding
Question
periods
Modeling: A Day on
Earth
Reading: As Earth
Rotates
2
Standard 1
•S3.2d
Standard 4
Physical
Setting
•1.1e
•1.1h
If we did not have a
clock, how would we
know that a day has
passed?
•A day is 24 hours
in length.
•The rotation of a
planet around its
axis explains the
length of a planet’s
day
•What is a day?
•How long is a day?
•Do different planets have
different lengths of daylight?
•If it is noon in Buffalo, is it noon
everywhere in the world?
•What changes happen in the sky
every day?
•What causes these changes?
If you were to try
to live on another
planet, do you
think it would be
important to go
to a planet with a
similar length of
day as Earth?
Why or why not?
1-2
Standard 4
Physical
Setting
•1.1e
•1.1f
•1.1h
If we did not have a
clock, how would we
know that a day has
passed?
•A day is 24 hours
in length.
•The rotation of a
planet around its
axis explains the
length of a planet’s
day
•Science and
technology have
advanced through
contributions of
many different
people in different
cultures and at
different times in
history.
•Do you have friends or family
that live in other parts of the US
or world?
•Is it (state time) there now? How
do you know?
•Do we need standardized time?
Why/why not?
•When looking at the time zone
map for the US, why aren’t the
lines dividing the zones straight?
World?
How have your
ideas about the
cause of Earth’s
day/night cycle
changed since
you began this
unit?
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EARTH IN SPACE UNIT MAP
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question
Understanding
Question
periods
Investigation: Sunlight
and Seasons
Computer Simulation:
A Year Seen From
Space
2
2
Standard 4
Physical
Setting
•1.1i
If we didn’t
have calendars,
how would we
know that a
year has past?
There is a relationship
between the angle of the
sun in the sky and
seasons.
•What do you think caused the
changes Tyler observed in the tree’s
shadow?
Standard 1
•S3.2d
Standard 4
Physical
Setting
•1.1c
•1.1e
•1.1h
•1.1i
If we didn’t
have calendars,
how would we
know that a
year has past?
•The tilt of the Earth as it
revolves around the sun is
the cause of seasons.
•Earth’s orbit is nearly a
circle and it has a regular
and predictable motion.
•The distance of Earth
from the Sun does vary,
but too slightly (<5%) to
cause the degree of
temperature variation
from season to season.
Earth is 6 million km
closer to the Sun during
the Northern
Hemisphere’s winter,
rather than in its summer.
•What is a year?
•What happens to Earth in a
year’s time?
•What do you notice about the
average temperatures and length
of daylight hours in Melbourne,
Australia and Chicago, Illinois in
December and June?
•What role does the proximity to
oceans have?
•Why does Melbourne have
summer when Chicago has
winter?
•What happens in a year?
•What causes these changes?
•What shape do you observe on
the graph?
•How do December, June, March
or September relate to seasons?
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When you think
about how you
learn, was it
easier to see the
pattern in the
length of
daylight hours
and angle of the
sun using the
chart format or
the line graph
format? What
made that format
easier?
Thinking about
what you have
learned about the
average length of
daylight hours
and temperatures
throughout the
year, would you
prefer to live in
Chicago,
Melbourne or
Quito. Why?
EARTH IN SPACE UNIT MAP
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question
Understanding
Question
periods
Modeling: Explaining
the Seasons
1
Standard 1
•S3.2d
Standard 4
Physical
Setting
•1.1i
If we didn’t have
calendars, how would
we know that a year
has past?
The tilt of the earth
leads to different
surface
temperatures.
•Does the distance between the
Sun and Earth stay the same as
the Earth rotates?
•Does the change in distance
cause seasons?
•What is the cause of seasons?
•If the Earth did not have a tilt of
23.5° what would change?
•Does the angle that the flashlight
is held when shinning light on the
wall affect how much light you
see? Why?
Reading: The Earth on
the Move
1-2
Standard 4
Physical
Setting
•1.1e
•1.1f
•1.1h
•1.1i
If we didn’t have
calendars, how would
we know that a year
has past?
The motions of
rotation and
revolution help us
mark time.
•How long is a day?
•What motion causes the
day/night cycle.
•How long is a year?
•What motion causes the cycle of
a year?
•What are seasons?
•Why do we have seasons?
•How does latitude affect the
seasons?
•What is the Northern
Hemisphere?
•Southern Hemisphere?
•Do the Northern and Southern
Hemisphere have winter at the
same time? Why/why not?
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How did each of
the following
models help you
understand how
Earth’s tilt
causes the
seasons?
•The computer
model
•The globe and a
flashlight
•The solar cell
and motor
How have your
ideas about the
reasons for the
seasons changed
since you began
this unit?
EARTH IN SPACE UNIT MAP
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question Understanding
Question
periods
Field Study: The
Predictable Moon
1-2
Standard 1
•S1.1a
•S1.3
•S3.2d
Standard 4
Physical
Setting
•1.1g
How does the
lunar cycle
help us mark
time?
The moon’s
appearance
changes in a
regular and
repeated pattern.
•What have you noticed about the moon?
•What time of day did you observe this?
•Is the moon only visible at night?
•What are some names for the different phases
you have observed?
•How did you make your predictions for when
the next full Moon will occur?
•How did you make your prediction for when
the next new moon will occur?
Modeling:
Explaining the Phases
of the Moon
1-2
Standard 1
•S2.1b
•S3.2d
Standard 4
Physical
Setting
•1.1g
Standard 1
•S2.1b
•S3.2d
Standard 4
Physical
Setting
•1.1g
How does the
lunar cycle
help us mark
time?
The Moon does not
produce light—
moonlight is
reflected from the
Sun.
•What changes take place in the visible shape
of the moon?
•How long does it take for these changes to
take place?
•What causes these changes?
How does the
lunar cycle
help us mark
time?
The Moon’s
revolution around
the Earth causes
the Moon’s phases
•What phenomena can be represented by
computer modeling?
•In the computer simulation, what does the
dark half of the Earth represent?
•Dark half of the Moon?
•Light half of the Earth?
•Light half of the Moon?
•Why are the lighter colored halves of the
Moon and Earth always shown facing the Sun?
Computer
Simulation: Moon
Phase Simulator
1
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As you made
your
observations of
the Moon over
the last few
weeks, what
else did you
notice in the sky
that interested
you? Why did
it interest you?
What questions
do you have
because of these
observations?
What are the
strengths and
weaknesses of
the model you
used to observe
the phases of
the moon?
Does a
computer model
help you learn?
Why/why not?
EARTH IN SPACE UNIT MAP
Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?
Lesson Title
# of 55 NYS MST
Essential
Enduring
Guiding Questions
Reflective
minute Standards
Question
Understanding
Question
periods
Investigation: Tides
and the Moon
Talking It Over:
Marking Time
2
Standard 1
•S3.1a
•S3.2d
•S3.2e
Standard 4
Physical
Setting
•1.1e
•1.1g
How does the lunar
cycle help us mark
time?
There is a
relationship between
the phase of the
Moon and extreme
tides.
2-3
Standard 4
Physical
Setting
•1.1e
•1.1h
How is the
perspective of the
observer important as
they observe the
cyclical changes on
Earth that are caused
by the interactions
among objects in the
universe?
Calendars meet the
needs of society.
•Have you ever heard of high or low
tides?
•How often do they occur?
•What is the average number of
days in a lunar cycle?
•When looking at the drawing, what
is the position of the Earth, Sun and
Moon when extreme tides occur?
•Would there be extreme tides if
there was no moon?
•How does the calendar we use in
our daily affairs relate to the
motions of the Earth and Moon?
•What are the advantages of each of
the proposed calendars?
•What are the disadvantages of each
calendar?
•Would all societies identify the
same advantages/disadvantages?
Why/why not?
EARTH IN SPACE SUMMATIVE UNIT ASSESSMENT COMPONENTS
Investigation: Planets
In Motion
Student Presentations of
Investigation
Unit Written
Assessment
Complete: My Ideas
About A Day, Year,
Seasons and Moon
Phases: After
3
1
1
1
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How have your
ideas about the
reason for the
phases of the
Moon changed
since you began
this unit?
What is the most
important reason
you use a
calendar? Why
is it important?
A YEAR AT A GLANCE CONGRUENCY TABLE
PERFORMANCE INDICATOR
STANDARD 1
S3.2d formulates and defends explanations
and conclusions as they relate to scientific
phenomena.
STANDARD 4 – THE PHYSICAL
SETTING
1.1c The Sun and the planets that revolve
around it are the major bodies in the solar
system. Other members include comets,
moons, and asteroids. Earth’s orbit is nearly
circular.
1.1e Most objects in the solar system have a
regular and predictable motion. These
motions explain such phenomena as a day, a
year, and phases of the Moon, eclipses, tides,
meteor showers and comets.
1.1h The apparent motions of the Sun, Moon,
planets, and stars across the sky can be
explained by Earth’s rotation and revolution.
Earth’s rotation causes the length of one day to
be approximately 24 hours. This rotation also
causes the Sun and Moon to appear to rise
along the eastern horizon and to set along the
western horizon. Earth’s revolution around
the Sun defines the length of the year as 365 ¼
days.
1.1i The tilt of Earth’s axis of rotation and
revolution of Earth around the Sun cause
seasons on Earth. The length of daylight
varies depending on latitude and season
LEARNING
OBJECTIVES




Identify Earth’s
distance from Sun in
Mar., June, Sept.,
Dec.
Discover affects of
distance from Sun
do not cause seasons
Compare and
Contrast data
showing average
temperature and
daylight length for
Melbourne,
Australia and
Chicago, Illinois.
Explain affects of
Earth’s tilt for
seasons and daylight
length.
INSTRUCTIONAL
TASKS



Utilize a computer
simulation to locate
information to show the
tilt of the Earth’s axis
and the revolution of
Earth around the Sun
cause seasons on Earth.
Label diagrams showing
the tilt of the Earth on its
axis as it revolves around
the Sun determines
seasons.
Label diagrams showing
the length of daylight
varies depending on
latitude and seasons.
STUDENT WORK


ASSESSMENT
TOOL

Labeled diagrams
o Distance from
Earth to Sun
o Temperature
and hours of
daylight
Analysis questions
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

Communicati
on Skills
Rubric
Understandin
g Concepts
Rubric
Analyzing
Skills Rubric
A YEAR VIEWED FROM SPACE SCORING RUBRIC
Level 4
Level 3
Level 2
Level 1
Level 0
Dimension
Above and beyond
Communication
Skills:
Response uses
communication
skills to present
ideas in the
following format:

Students accomplish Level
3 AND enhance
communication in some
significant way, such as:


Using additional images or
diagrams effectively
Using additional formats of
communication effectively.
Complete and
correct
Student
communicates
ideas clearly
with few or no
technical
errors.
Almost there
Student may have
several technical
errors BUT they
do not prevent the
audience from
understanding the
message.
Written: sentence
structure, grammar,
spelling.
On your way
Student’s
communication is
unclear OR many
technical errors
seriously distract
the audience from
understanding the
message
Student
message is
missing,
illegible or
irrelevant.
Level X
Student had no
opportunity to
respond.
Total
1.
2.
3a.
3b.
5.
6.
Understanding
Concepts:
What to look for:

Response identifies
and describes
science concepts
relevant to a
particular problem
or issue.
Analyzing Data
What to look for:

Response
accurately
summarizes data,
detects patterns and
trends, and draws
valid conclusions
based on the data
used
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Using relevant information
not provided in class to
elaborate on your response.
Using a diagram to clarify
scientific concepts.
Relating your response to
other science concepts.
Student accomplishes Level
3 AND goes beyond in a
significant way, such as:



Explaining unexpected
results.
Judging the value of
investigation.
Suggesting additional
relevant investigation.
Student
accurately and
completely
explains or
uses relevant
science
concepts.
Student explains
or uses scientific
concepts BUT has
some omissions or
errors.
Student
incorrectly
explains or uses
scientific
concepts.
Student
analyzes and
interprets data
correctly and
completely
AND student’s
conclusion is
compatible
with analysis
of the data.
Student notes
patterns or trends
BUT does so
incompletely.
Student attempts
an interpretation
BUT ideas are
illogical OR ideas
show a lack of
understanding.
Student
response is
missing,
illegible, or
irrelevant.
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Student had no
opportunity to
respond
7.
4.
As students are introduced to the various scoring rubrics used throughout the year they understand that these levels are converted to
numeric grades for average purposes. Students receive a unit syllabus at the beginning of each unit indicating the questions/activities
that will be graded for each lesson. After receiving feedback and a score, students are encouraged to make any necessary corrections
to improve their score. When corrected work is submitted, it is rescored, amended in the grade book and returned to the student.
Students are encouraged to continue to try to improve their work. All scored activities, regardless of unit, are then average for report
card purposes at the end of each marking period. A copy of this unit’s syllabus is found on the following pages.
Point Conversion:
Level 4 = 95
Level 3 = 85
Level 2 = 75
Level 1 = 65
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Name: __________________________________________________
Section: __________
EARTH IN SPACE STUDENT SCORE RECORD
Activity #/Name
Items Scored/ Student Teacher Teacher
Scoring
Self
First
Second
Guide
Score
Score
Score
#71 Sunlight and Shadows
3. (CS)
#72 Measuring Shadows,
Measuring Time
Experiment
Design (DI)
4-5. (AD)
#73 A Day On Earth
Activity
Total
6. (CS)
1. (UC)
2. (CS)
3. (UC)
#74 As Earth Rotates
4. (UC)
Anticipation
Guide
1. (UC)
3. (CS)
4. (CS)
#75 Sunlight and Seasons
5. (UC)
Graph (OD)
2. (UC)
3. (AD)
4. (AD)
5. (SI)
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Ronkonkoma, NY.
Activity #/Name
Items Scored/ Student First
Scoring
Self
Score
Guide
Score
#76 A Year Viewed From
Space
Student Sheets
76.1
76.2 (Chicago)
76.2
(Melbourne)
Second
Score
Activity
Total
1. (CS)
2. (CS)
3. (CS)
4. (AD)
5. (CS)
6. (CS)
# 77 Explaining The Seasons
# 78 The Earth On The Move
7. (AD)
1-3. (SI)
4. (UC)
Three Level
Reading Guide
(CS)
1. (UC)
#79 The Predictable Moon
2. (UC)
Emily’s Moon
Observations
(UC)
4.(SI)
# 80 Explaining the Phases of 5. (UC)
the Moon
# 81 Moon Phase Simulator
5. (UC)
6. (CS)
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Activity #/Name
Items Scored/ Student First
Scoring
Self
Score
Guide
Score
#82 Tides and the Moon
Moon and Tide
Calendar (UC)
# 83 Marking Time
Second
Score
Activity
Total
3. (AD)
5.(ET)
Final Assessment:
#84 Planets In Motion
Project (40 PTS)
(AD) (CS)
Unit Test (20 PTS)
(UC)
“My Ideas About the Day,
Year, Seasons and the Phases
of the Moon: After” (40 PTS)
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