5th Grade
Position & Motion of Objects in the Sky
THE SUN & SEASONS
GOAL:
Students will graph and analyze data on length of daylight and the angle of the Sun during a course of a year and related the patterns they observe to changes in the season.
Content:
E.ES.05.61 Demonstrate and explain seasons using a model.
E.ES.05.62 Explain how the revolution of the Earth around the Sun defines a year.
Process Skills:
S.IP.05.15 Construct charts and graphs from data and observations dealing with the position and motion of objects in the sky.
S.IP.05.16 Identify patterns in data dealing with the position and motion of objects in the sky.
S.IA.05.12 Evaluate data, claims, and personal knowledge through collaborative science discourse about the position and motion of objects in the sky.
BACKGROUND:
Seasons are caused by the earth’s tilt on its axis and its revolution around the Sun. Due to Earth’s 23.50 tilt, the length of daylight and the sun’s angle changes throughout the year. A common misconception is that the distance between the Earth and the Sun causes the seasons.
In the Northern Hemisphere, the Sun is highest in the sky and daylight is the longest at the beginning of Summer (June 21). This results in concentrated (direct) sunlight which results in more heat. The opposite is true at the beginning of Winter (December 21). This results in non-concentrated (non-direct) sunlight which results in less heat. In Spring (March 21) and Fall (September 21), the days are around 12 hours long and the Sun is at a middle point.
This activity should take two or three 35-45 minute sessions.
VOCABULARY
State Assessable: seasons, tilt, axis, revolution, rotation
Instructionally Useful: angle, concentrated (direct) sunlight, non-concentrated (non-direct) sunlight
MATERIALS
For each pair of students: “The Sun & Seasons” data table and graph pages (3 pages), “The Sun & Seasons” question pages (2 pages), two different colored pencils
For the teacher: “The Sun & Seasons” overhead transparencies (5 pages total)
PROCEDURE:
DAY #1…
1. As a whole group, discuss ideas about what happens throughout a year and what causes the seasonal changes. Create a list on the board/overhead.
2. Tell students that the inquiry in this activity involves observations of the relationship between the Sun’s position and the length of daylight through the cycle of the seasons.
PROCEDURE continued:
3. Distribute “The Sun & Seasons” data table and graph pages. For ease of graphing, these should be copied as three separate pages.
4. Tell students to review the data table showing “2006 Daylight Hours and Sun Angle”. This is typical data that might be collected in many parts of the United States. Students will be working in pairs to observe patterns in the data.
5. Divide the students into groups of 2. Although working in pairs, each student is responsible for completing their own “The Sun & Season” data table and graph pages.
6. Have pairs of students discuss the data together and complete the “pattern” portion of the worksheet.
7. Students remain with their partner, but as a whole group discuss the patterns that they noticed and recorded in their table. Record ideas on the overhead transparency.
8. Students will now graph the daylight length vs. month and Sun angle vs. month. Using a transparency of one of the graphs, plot a couple of points with the students so they know what to do.
9. Have the students finish plotting points and graphing the two lines. If they do not finish graphing in class, the graphs must be completed as homework. Completed graphs will be needed for the next day’s activities.
DAY #2…
1. As a whole group, plot the daylight length vs. month and Sun angle vs. month data on the graph transparencies. Be sure to use 2 different colored overhead markers. Students should fix errors on their graphs. Overlay the two graph transparencies on top of each other so that the students can easily see the relationship between daylight length and sun angle throughout the year. Leave the transparencies on the overhead during the following steps.
2. Distribute “The Sun & Seasons” question pages. These can be printed back-to-back so that they’re on one sheet.
3. Have students get back with their partners from yesterday and complete the question pages together.
4. Leave time at the end of the class to go over the student’s answers with the whole group while recording their responses on a transparency. OR, assign the question pages as classwork/homework and go over their answers the next day.
HOW TO INCORPORATE MORE INQUIRY:
· Have the students gather the data themselves using an internet resource. They should look up sunrise and sunset times in order to calculate daylight hours. They also need to solar declination (sun angle). Students should find information for the 21st of each month. Use the NOAA solar calculator website linked below.
http://www.esrl.noaa.gov/gmd/grad/solcalc/
· Have students explain how they could use a sun stick to tell the month of the year.
· Have students investigate ways ancient civilizations used shadow from the Sun to indicate the passage of seasons.
EXPECTED RESULTS:
Review the Teacher Answer Key/s.
CONCLUSIONS:
See Student Data and Graph pages, Student Question pages, and Teacher Answer Key/s.
NAME ______
THE SUN & SEASONS
What do you observe about the length of daylight & the position of the sun in the sky during a year?
Review the data table below. It is typical data that would be collected in the United States.
2006 DAYLIGHT HOURS AND SUN ANGLE
Month** / Time of Sunrise (am) / Time of Sunset (pm) / Daylight (hours) / Sun’s Highest AngleJan. / 7:19 / 5:19 / 10.0 / 320
Feb. / 6:50 / 5:54 / 11.1 / 410
March / 6:09 / 6:21 / 12.2 / 520
April / 5:24 / 6:51 / 13.4 / 640
May / 4:53 / 7:17 / 14.4 / 720
June / 4:46 / 7:34 / 14.8 / 750
July / 5:03 / 7:26 / 14.4 / 730
Aug. / 5:28 / 6:53 / 13.4 / 640
Sept. / 5:55 / 6:06 / 12.2 / 530
Oct. / 6:23 / 5:22 / 11.0 / 420
Nov. / 6:56 / 4:49 / 10.0 / 320
Dec. / 7:21 / 4:52 / 9.5 / 290
**Data based on 21st day of each month.
Record below the pattern you observe for each of the following (be sure to include a detailed description of your observations.
Data to observe
/ Description of patterns you notice.Time of sunrise
Time of sunset
Length of daylight
The highest angle of the Sun in the sky
Prepare a line graph below that shows daylight length vs. the month for the 2006 year. Then, prepare a line graph below that shows sun angle vs. the month for the 2006 year. Use one color to plot the daylight length points and another color to plot the Sun’s highest angle points.
NAME TEACHER ANSWER KEY
THE SUN & SEASONS
What do you observe about the length of daylight & the position of the sun in the sky during a year?
Review the data table below. It is typical data that would be collected in the United States.
2006 DAYLIGHT HOURS AND SUN ANGLE
Month** / Time of Sunrise (am) / Time of Sunset (pm) / Daylight (hours) / Sun’s Highest AngleJan. / 7:19 / 5:19 / 10.0 / 320
Feb. / 6:50 / 5:54 / 11.1 / 410
March / 6:09 / 6:21 / 12.2 / 520
April / 5:24 / 6:51 / 13.4 / 640
May / 4:53 / 7:17 / 14.4 / 720
June / 4:46 / 7:34 / 14.8 / 750
July / 5:03 / 7:26 / 14.4 / 730
Aug. / 5:28 / 6:53 / 13.4 / 640
Sept. / 5:55 / 6:06 / 12.2 / 530
Oct. / 6:23 / 5:22 / 11.0 / 420
Nov. / 6:56 / 4:49 / 10.0 / 320
Dec. / 7:21 / 4:52 / 9.5 / 290
**Data based on 21st day of each month.
Record below the pattern you observe for each of the following (be sure to include a detailed description of your observations.
Data to observe
/ Description of patterns you notice.Time of sunrise / January to June = earlier
Time of sunset / January to June = later
June to December = earlier
Length of daylight / January to June = increases
June to December = decreases
The highest angle of the Sun in the sky / January to June = higher
June to December = lower
Prepare a line graph below that shows daylight length vs. the month for the 2006 year. Then, prepare a line graph below that shows sun angle vs. the month for the 2006 year. Use one color to plot the daylight length points and another color to plot the Sun’s highest angle points.
NAME ______
THE SUN & SEASONS
What do you observe about the length of daylight & the position of the sun in the sky during a year?
Use the information that you learned from this activity to answer the questions below. Be sure to use complete sentences.
1. What is the pattern that you see now that you have graphed the data?
______
2. Based on your graph, what do you think was the length of daylight for each of the following days:
March 6?
July 6?November 6?
3. When are the daylight hours:
The shortest?
The longest?About equal to the length of the night (12hrs.)?
4. When is the Sun:
Lowest in the sky?
Highest in the sky?5. What is the relationship between the length of daylight and the Sun’s angle?
______
6. How do the Sun’s position in the sky and the length of daylight relate to the seasons of the year?
______
NAME TEACHER ANSWER KEY
THE SUN & SEASONS
What do you observe about the length of daylight & the position of the sun in the sky during a year?
Use the information that you learned from this activity to answer the questions below. Be sure to use complete sentences.
1. What is the pattern that you see now that you have graphed the data?
Sun angle and daylight length increase to June and then begin decreasing.
2. Based on your graph, what do you think was the length of daylight for each of the following days:
March 6?
/ Students read between Feb. 21 and March 21 and find approx. 11.5 hoursJuly 6? / 14.7 hours
November 6? / 10.5 hours
3. When are the daylight hours:
The shortest?
/ December 21The longest? / June 21
About equal to the length of the night (12hrs.)? / March 21 and September 21
4. When is the Sun:
Lowest in the sky?
/ December 21Highest in the sky? / June 21
5. What is the relationship between the length of daylight and the Sun’s angle?
They change together. Both increase from January to their highest level on June 21 and then drop to their lowest level on December 21. This pattern repeats each year.
6. How do the Sun’s position in the sky and the length of daylight relate to the seasons of the year?
The Sun is highest in the sky and the daylight is the longest at the beginning of Summer. The opposite is true at the beginning of Winter. In Spring and Fall, the days are around 12 hours long and the Sun is at the middle point.