The Reasons for the Seasons A STEM Activity for Principle-Led Professional Day October, 2011

Agenda Model a STEM activity – The Reasons for the Seasons Analyze Lesson Construct Maryland State STEM Lesson Planning Template Evaluation

The Harvard Study Seasons Question In 1989, a classic video was made at a Harvard University graduation, where graduates and faculty were asked a series of questions. One question was, “Why is it warm in the summer and cold in the winter?” 22 out of 25 (88%) got the answer wrong! The typical answer was that it’s warmer in the summer because the earth is closer to the sun.

The Reasons for Seasons An Example STEM Lesson The Reasons for Seasons

Introduction Follow instructions for introduction listed on activity sheet. You have 5 minutes for this portion of the lesson!! Have one member from your group obtain a chart paper from the center book shelves so that you can record your question/answer. Markers are in your bag. Warning!: Save room on the chart paper for further drawings/questions & answers!!!!

Driving Questions What are the reasons Earth experiences seasons? Does the entire Earth experience the same season at the same time? When is the Earth closest to the sun? Does this play a role in Earth’s seasons?

Direct and Indirect Rays of the Sun Group A Follow instructions listed on activity sheet. You have 15 minutes for this portion of the lesson!! You may place the globes on the floor near your table. You will need it later. When you finish, you may place the ringstand on the floor near your table. Groups 10 & 11 you may move ahead with the activity once you’ve finished with this section.

Direct and Indirect Rays of the Sun Group B Follow instructions listed on activity sheet. You have 15 minutes for this portion of the lesson!! You may place the globes on the floor near your table. You will need it later. When you finish, you may place the ringstand on the floor near your table. Groups 9 & 10 you may move ahead with the activity once you’ve finished with this section.

Direct and Indirect Rays of the Sun Conclusions Check-in Which angle(s) simulates direct sunlight? 90° Which angle(s) simulates indirect sunlight? Relationship between angle of light & lighted area? higher angle of light = more intense heating/direct light Which angle would produce the greatest shadow? Angle Light Energy/Square Season 90° highest number summer 60° medium number spring, autumn 30° lowest number winter 30°

Earth’s Motion in Space Axis SUN Earth Elliptical Orbit of Earth around Sun Ecliptic – plane of revolution of Earth around Sun (shown here from an angle) Earth SUN Ecliptic – plane of revolution of Earth around Sun (shown here from side)

Earth’s Motion in Space Angle of rotational axis (or tilt of axis) is 23.5° SUN Earth i Equator

“Sun” – Earth Model Group A Follow instructions listed on activity sheet. You have 20 minutes for this portion of the lesson!! You will need the globes now. Groups 10 & 11 you may move ahead with the activity once you’ve finished with this section.

“Sun” – Earth Model Group B Follow instructions listed on activity sheet. You have 20 minutes for this portion of the lesson!! You will need the globes now. Groups 9 & 10 you may move ahead with the activity once you’ve finished with this section.

“Sun” – Earth Model Conclusions Check-in Orbit Location Season in N. Hemisphere A winter B spring C summer D autumn

Reasons for the Seasons Analysis – Group A Answer only the questions for your group as shown below: Table 1 1, 6 Table 7 8, 11 Table 2 2, 6 Table 8 5, 12 Table 3 3, 6 Table 9 4, 13 Table 4 6, 7 Table 10 13, 14, 15, 18 Table 5 6, 9 Table 11 16, 17, 19, 20 Table 6 6, 10

Reasons for the Seasons Analysis – Group B Answer only the questions for your group as shown below: Table 1 1, 6 Table 7 8, 11 Table 2 2, 6 Table 8 5, 12 Table 3 3, 6 Table 9 13, 14, 15, 18 Table 4 6, 7 Table 10 16, 17, 19, 20 Table 5 6, 9 Table 6 4, 10

Reasons for the Seasons Analysis Gallery Walk Circulate around the room to observe the following: Introduction Article Question/Answer “Sun”-Earth Model Diagram 2 or 3 questions from Reasons for the Seasons Analysis section You will have 7 minutes for this gallery walk.

Reasons for the Seasons Conclusions Take about 5 minutes to write your conclusion to the activity.

Reasons for the Seasons Return to Driving Questions What are the reasons Earth experiences seasons? Does the entire Earth experience the same season at the same time? When is the Earth closest to the sun? Does this play a role in Earth’s seasons?

STEM Lesson Construct

Did this lesson include: How? Science – Earth’s seasons, tilt of axis, revolution of Earth around sun, angle of incidence Technology – calculators, tools of science, computers Engineering – construct lab apparatus & model Math – calculations, interpret angles

Did this lesson include ELA Standards? If so, how? Following written instructions Interpret data, key terms, symbols Interpret analysis and conclusion questions Translate data into words and diagrams Analyze correctness of hypotheses Draw conclusions Write procedure

Did this lesson include Math Practices? If so, how? Calculations of light energy/km Consistency in collecting data Interpretation of angle of incidence Role of tilt of Earth’s axis in controlling seasons

Was this lesson differentiated? If so, how? Utilized the pre-assessment from the STEM PLC on 10/11/11 to arrange faculty into 3 groups: Foundational Knowledge Intermediate Knowledge Advanced Knowledge

MD STEM Lesson Template Title and grade level ?’s to ask before designing lesson Techniques used to make lesson Learning outcomes How discourse is promoted How are science, technology, engineering & mathematics addressed? Connections to various Standards Use of the 5E Model

Evaluation Please complete the evaluation for the STEM Lesson Professional Development Session. Place your evaluation on the counter by the exit door. Thank you all for your cooperation today!! Enjoy your weekend.