In this activity students will learn how Earth's axis of rotation affects the angle of sunlight and the length of day.
Gould, Alan, Carolyn Willard and Stephen Pompea. The Real Reasons for Seasons Sun-Earth Connections. GEMS Lawrence Hall of Science, University of Berkeley, CA, 2002.
Have you ever run laps on a track? When you complete one lap you are back in the same place you started. Earth moves around the sun in a path that nearly repeats itself (like running a track) about every 365.25 days. Earth's path around the sun is called its orbit.
Earth's axis of rotation is an imaginary line that passes through Earth's North and South poles. Earth rotates around this axis, which causes day and night. Earth's axis of rotation is not straight up and down with respect to its orbit, but is tilted by about 23.5 degrees with respect to this up and down direction.
If you have ever watched the North Star, you may have noticed that it seems to stay in the same place in the sky all of the time. It is almost directly above Earth's North pole. This shows that Earth's axis of rotation points in the same direction while Earth both rotates on its axis and moves in its orbit around the sun. About June 21 every year, Earth is at a place in its orbit where the northern side of its axis is tilted toward the sun. Six months later, about December 21, Earth is on the other side of the sun where its northern axis is tilted away from the sun.
When the northern side of Earth is pointed away from the sun in December, the sun appears low in the sky and the angle of the sun's rays is small. In June when the northern side of Earth is pointed toward the sun, the sun appears high in the sky, and the angle of the sun's rays is large. In the spring and fall the angle of the sun's rays is half way between the angle in winter and the angle in summer.
The days with the least amount of daylight are not the coldest days, nor are
the days with the most amount of daylight the warmest days. This is because
some materials can be heated and cooled quickly (especially metals). Other materials
can absorb heat without changing their temperature very much, so it takes a
long time to heat and cool them. Water is a good example of this. About 3/4
of Earth's surface is covered by water which causes the heating and cooling
of Earth to take place slowly. Although the maximum amount of heat received
by the sun in the Northern hemisphere occurs on June 21, the highest average
temperatures occur about one month later. Similarly, the lowest average temperatures
occur after the date when the Northern Hemisphere receives the least amount
from the sun.
1-Use science process and thinking skills
2-Manifest scientific attitudes and interests
3-Understand science concepts and principles
4-Communicate effectively using science language and reasoning
5-Demonstrate awareness of social and historical aspects of science
6-Understand the nature of science
Invitation to Learn:
Give each student 2 or more copies of the "Season Survey." Have each
student complete a copy of the survey. Have them ask a family member or friend
(not a member of the class) to complete the other(s). When all the surveys have
been completed, together as a class, tally the number of responses for each answer
choice for each survey question. Discuss with the class to determine which answers
are correct. If a particular answer had the highest number of responses, does
that mean that it is the correct answer? Explain that historically the majority
of people have believed incorrect ideas. Ask if they can think of any examples?
(Earth is flat; Earth is center of the universe) Explain that the best way to
find out the correct answers is to research the problem. This will be done by
making observations and by learning what other scientists have discovered.
Instructional Procedures:
In this activity students will learn how Earth's axis of rotation affects the
angle of sunlight and the length of day. Students will first learn the relationship
between the height of a light source and the length of the shadow cast by an
object in the path of the light source. Next they will record shadow lengths
to infer changes in the sun's angle over at least a 3-month period. They will
also record the high temperatures on the days where shadow lengths are recorded.
Finally, students will compare day length with the high temperatures.
This lesson is part of the Sixth Grade Science Teacher Resource Book (TRB3) http://www.usoe.org/curr/science/core/6th/TRB6/. The TRB3 is designed to be your textbook in teaching science curriculum to your students. This book covers all the objectives of each standard and benchmark. If taught efficiently, a student should do well on the End-of-Level (CRT) tests. The TRB3 is designed for teachers who know very little about science, as well as for teachers who have a broad understanding of science.