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