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

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

3. 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.

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

5. 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!!!!

6. 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?

7. 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.

8. 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.

9. 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°

10. 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)

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

12. “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.

13. “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.

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

15. 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

16. 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

17. 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.

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

19. 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?

20. STEM Lesson Construct

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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.