MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

What time of year is the sun farthest from Earth?

a. in our summer

b. in our winter

c. in our spring

d. in our fall

Correct Answer: a

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

What month would Utah have the greatest number of daylight hours per day?

            a.  January

            b.  June

            c.  September

            d.  December

Correct Answer: b

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

What month would Utah have the sunsÕ light strike at the lowest angle?

a.  January

            b.  June

            c.  September

d. December

Correct Answer: d

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Why does the air temperature rise in the summer?

a. We are closer to the sun.

b. The air becomes thicker and denser.

c. The sunÕs rays are more direct and days are longer.

d. The ration of the hours of daylight to the hours of night is reduced.

Correct Answer: c

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Which of the following shows the angle of EarthÕs axis relative to the sun?

Correct Answer: b

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Using the drawing above, compare the position of the sun in the summer to the position of the sun in the winter. Which statement is true?

a. The sun is lower in the sky at noon in the winter than in the summer.

b. There is no difference in the sunÕs position in any season at noon.

c. The sun is closer to the earth in the summer time than in the winter.

d. The Earth takes longer to rotate in the wintertime than in the summer.

Correct Answer: a

MC	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Why is it summer in the Southern Hemisphere when it is winter in the Northern Hemisphere? The Southern Hemisphere is

a. closest to the sun.

b. receiving the most direct rays from the sun.

c. on a path of warm winds from the North.

d. balancing out the temperatures for Earth.

Correct Answer: b

I	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Use the data below to make a line graph.  Answer the questions when you have finished.

Day	Hours of daylight
Jan. 22	9
Feb. 22	10.5
Mar. 22	12
April 22	13
May 22	14.5
June 22	16
July 22	14.5
Aug. 22	13
Sept. 22	12
Oct. 22	10.5
Nov. 22	9
Dec. 22	8

Questions:

1.  What season has the most hours of daylight?

2.  How does more daylight affect that season?

3.  What causes the length of daylight to change?

4.  Which day would you expect the sun to be lowest in the sky?

5.  Which day would you expect the sunÕs rays to be most intense?

Correct Answers:

1.  Summer (June)

2.  it makes it warmer

3.  the tilt of Earth as it orbits the sun

4.  Dec. 22

5.  June 22

I	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Use this drawing of a light shining on a piece of paper to answer the next question. The papers are all the same distance from the light.

A. B. C.

If a thermometer were placed on each piece of paper, which one would read the highest?

a. A

b. B

c. C

Correct Answer: b

I	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Answer the questions using the above graphic.

1. What season is the northern hemisphere experiencing at this time/

a. summer

b. fall

c. winter

d. spring

2. If you lived in a city found in South America, what season would you experience?

a. spring

b. fall

c. winter

d. summer

3. How would the Earth change in position for a city in North America to experience Spring or Fall?

Correct Answer:

1. a

2. c

3. c

I	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Use this diagram of the sun and Earth's path around the sun to answer the next three questions.  The ÒNÓ indicates North and Earth is traveling from A to B to C and then to D.

1. What season would the northern hemisphere be in at C?

            a.  fall

            b.  spring

            c.  summer

            d.  winter

2.  What season would the northern hemisphere be in at D?

            a.  fall

            b.  spring

            c.  summer

            d.  winter

3.  At which positions will the day and night hours be equal in length?

            a.  A and B

            b.  B and C

            c.  C and D

            d.  B and D

Correct Answers:

E	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Explain how the tilt of the EarthÕs axis affects the seasons on Earth.

Correct Answer:

When the north end of the earthÕs axis tilts toward the sun it is summer in the northern hemisphere and winter in the south. This is because days are longer in the north and the sunÕs rays are more direct and concentrated there, thus putting more heat energy there. When the southern end of the axis points toward the sun it is summer in the south and winter in the north.

E	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

What causes summer in the Northern Hemisphere?

Correct Answer:

EarthÕs axis are tilted relative to the sun. When the North Pole is tilted most towards the sun, the Northern Hemisphere has summer.

E	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

What seasons do we have when the equator is getting the most direct rays of sunlight?

Correct Answer:

Spring and Fall

P	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Using items found in the classroom, create a model that demonstrates how the tilt of the EarthÕs axis affects the length of days.

Scoring Guide:

Requirements	5	3	1	0
Model is constructed of items that represents sun, earth, and earthÕs axis.
Student can explain, using correct science vocabulary terms, that the length of daylight is related to the direction that the EarthÕs axis is titled.
Student can explain and show the comparisons between his/her model and the sun, earth, and axis.

5 Excellent ∆ shows good understanding of concept

3 Good ∆ shows some understanding of requirement

1 Poor ∆ shows little understanding of requirement

0 Requirement is missing or totally unrelated

P	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Tilt and Temperature

Activity Description:

Students will use a light source and thermometers to determine how the angle light is received affects the temperature of the surface it strikes.

Materials:

1 per group of:  Light source (desk lamp, sunlight, spotlight) black construction paper, cardboard or cardstock sheets, thermometers, masking tape, protractor (optional) Student sheet

Time Needed:

About 60 minutes

Procedure:

1.  Use a globe and show how light would hit Earth at different angles depending where on Earth you were.

2.  Ask students what effect that would have on temperatures.

3.  Show students the materials and go over student procedures.  It is assumed that students will work in groups of about 4 students.

4.  Give students time to take measurements and then report their findings to the class. 

Scoring Guide:

1.  Students make predictionÉÉÉÉÉÉÉÉÉÉÉÉÉÉ2 pts

2.  Students follow procedure and set-up experimentsÉÉ.10 pts

3.  Students collect dataÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ..10 pts

4.  Students answer questionsÉÉÉÉÉÉÉÉÉÉÉÉÉ5 pt

5.  Students report to classÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ5 pts

Correct Answers:

1.  highest temperature should be the first reading

2.  lowest temperature should be the greatest angle

3.  summer

4.  winter

5.  Earth is tilted so that they get direct rays at opposite times during the year.

Student Sheet                                                                     Name_______________

Tilt and Temperature

Introduction:

In the summer, it is difficult to stay outside in the sun without getting very hot.  In winter, we can stay out all we want without getting too hot.  Why?  In this activity you will make a model of EarthsÕ surface to see if you can answer this question.

Procedure:

1.  Set up your light source and paper so that it looks like this:

2.  Turn the light on and wait 3 minutes.  Put the thermometer in the middle of the paper and take the temperature. 

3.  Do the same thing two more times only change the angle of the paper by placing the cardboard under it and raising one edge or the other.  Be sure the middle of the paper is still 30 cm from the light source.

4.  If you have a protractor, measure the angle you have raised or lowered the paper.

5.  Write your results down on the data and prepare to tell the class what you got.

Data:

Trial	Angle	Temperature
1
2
3

Questions:

1.  What angle produced the highest temperature?

2.  Which angle produced the lowest temperature?

3.  Direct rays of sunlight occur when the sunsÕ light hits Earth at a 90 degree angle like the first measurement you made.  What season does the Northern Hemisphere get the most direct rays of light?

4.  What season does the Southern Hemisphere get the LEAST direct rays of light?

5.  What accounts for the Southern and Northern Hemisphere having opposite seasons?

6.  Draw a picture of the Sun and Earth when the Northern Hemisphere is having winter and summer.

P	6^th Grade	Standard: 02
Objective: 02. Explain how the relationship between the tilt of EarthÕs axis and its yearly orbit around the sun produces the seasons.
ILO:

Light and Shadow

Activity Description:

Students will measure the length of a shadow to determine how the angle of sunlight changes over a two week time period.

Materials:

Meter stick or tape measure, sunny day (a shadow is needed) student sheet

Time Needed:

15 minutes to explain, 10 minutes per day (5 days is enough, spread over two weeks) for observations, 20 minutes to finish

Teacher Background:

If you are doing this activity in the fall, the shadows will lengthen as winter approaches.  After Dec. 22, the shadows will shorten as summer approaches.  Shadows change length during the day also, which is why it is important to go outdoors at the same time for each measurement.

Procedure:

1.  Handout student sheet and go over directions.  Have a meter stick per group of students and a location outdoors where you want to work. 

2.  Take students out and measure a shadow.  Note the time.  You must go outdoors at the same time for each measurement, otherwise it will not work.  Plan around daylight savings time shifts.  If you must overlap one, adjust the time accordingly. 

3.  You can have students pick different objects outdoors to measure the shadow of.  It doesnÕt matter what they pick, as long as it is a permanent object.

4.  Continue making measurements 5 times over a two-week period. 

Scoring Guide:

1.  Students make predictionÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ..2 pts

2.  Students collect and record dataÉÉÉÉÉÉÉÉÉÉÉÉÉÉ.15 pts

3.  Students correctly answer questionsÉÉÉÉÉÉÉÉÉÉÉÉ..10 pts

4.  Students summarize experiment with a conclusionÉÉÉÉÉÉ..5 pts

5.  Long shadows are days with weak, low angle light.  Short shadows are days with stronger, more direct light.

6.  Drawing should show long shadow with Northern Hemisphere pointing away from sun, short shadow with N. H. pointing towards the sun.

Correct Answers:

            1.  Will vary depending on the season

            2.  The tilt of Earth as it travels around sun causes the change

            3.  It will stop shortening on Dec. 22, it will stop lengthening on June 22.

4.  Yes

Student Sheet

Name___________________________________________

Light and Shadow

Introduction: 

In this activity you will measure the shadow of an object outdoors to see how the angle of the sun changes in the sky over a two-week period.  A long shadow indicates the sun is low in the sky and a short shadow indicates the sun is high in the sky.  You must take the measurements at the same time every time or you will not get accurate readings.  The angle of the sunÕs rays changes from hour to hour and in this activity, you are measuring the change from day to day.

Directions:

1.  Work in groups as your teacher directs.  You will need a meter stick or other measuring device.  Make sure you know what units you will measure in.

2.  You will go outside and measure the shadow of an object your group picks.  Write down what you picked to measure:____________________________ Make sure the object is not going to move in the next two weeks.

3.  Note the time you make the measurement.  Write it here:________________

4.  Record the length of the shadow in the data table.

5.  At the end of two weeks you will have made about 5 measurements.  Answer the questions when you are done.

6.  Write a conclusion summarizing what you have learned.

Prediction:  (How will the shadow change?)

Data:

Day	Length of Shadow

Questions:

1.  Did the shadow lengthen or shorten?

2.  Why?

3.  What day will the shadow stop lengthening or shortening?

4.  Is the light on a day with a long shadow different in strength from the light on a day with a short shadow?

5.  How?

6.  Draw a picture of Earth and sun showing Utah with a long shadows and Utah with short shadows.

Conclusion: