Kisha D.

Vaughn
Science


Grades 3 or 4
Expected duration 45-55 minutes
Activity Description Explaining and understanding the effects of Earths movement
Learning Targets:
1. I can explain what the effects of Earths rotation and revolution are.
2. I can explain how Earths rotation causes day and night
3. I can explain about the effects of Earths Tilt
4. I can explain how Earths revolution and tilt cause seasonal changes

Materials
1. Science textbook pp C96-C101
2. Flashlight
3. Globe
4. Graphic organizer p C95
5. Marker
6. Pencil
7. Plastic-foam ball
Procedures
1. Have the students copy the graphic organizer on p C95
2. Take the globe and point to the United States and Chile.
3. Ask the students what season they think it would be in Chile if it were winter in the United
States?
4. Take the plastic-foam ball and stick the pencil through the middle of the ball to represent the
Earths North and South Pole.
5. Take the marker and draw a line around the middle of the ball representing the Earths
equator between the North and South Pole.
6. Choose a student to help you model how the sunlight strikes Earth.
7. Using the flashlight shine the light on the model of the Earth so that the North Pole is tilted
away from the sun shown.
8. Ask the students which part of the Earth, north or south, receives the most direct light?
9. Make tally marks of their answers on the board.
10. Ask the students to describe one way the Earth moves in space? Model their responses
with the globe.
11. Ask the students to explain why they think one hemisphere has winter while another
hemisphere has summer? Have them write their responses in their notebooks.
12. Ask the students what answers they came up with and write them on the board.
13. Have the students open their books to page C98 in their textbook and have them take
turns reading out loud.
14. Allow pauses for questions
15. Stop on page C101
Assessment
Kisha D. Vaughn
Science

1. In their Science notebooks have the students answer the lesson review questions to
check for understanding.
2. Write additional questions on the board:
a. How does Earths rotation differ from its revolution?
b. How is Earth tilted in relation to the sun when it is spring in the Northern
Hemisphere and autumn in the Southern Hemisphere?
3. Have students model the movements of rotation and revolution as they say the words.
4. Have the students complete the chapter graphic organizer from p C95 for lesson 1
5. Ask the students to return to their explanations about the seasons, and ask if they
would like to revise any of their answers?
6. Have the students work in groups to make a display board displaying the four major
seasons.
a. Make a diagram of the position of the Earth and the sun
b. Post a calendar showing the months of the seasons
c. Draw other visuals to show seasonal changes
Additional Activities
Seasons
Have students write an essay describing the changes that occur during the four seasons.
For each season have students include the months of the year and describe the Earths
position.
Whats the difference?
Have the students draw and label pictures to compare and contrast the differences
between rotation and revolution
Suggested websites
Song-The Earth goes around the sun: http://www.kidsknowit.com/educational-
songs/play-educational-song.php?song=The%20Earth%20Goes%20Around%20The%20Sun

Academic Standards

This lesson plan addresses the following PA academic standards:

Identify and use the nature of scientific and technological knowledge.
Recognize and use the elements of scientific inquiry to solve problems
Describe the composition and structure of the universe and the earths place in it.
Use basic computer software
Identify basic computer communications systems