3 of 11

Notes for teachers

It is important the teacher understands the two movements of the earth. Please read the background knowledge below.

Earth, moves in two ways. First, The Earth orbits the sun once every 365 days (one year). Secondly, earth spins on its axis once each day. We will focus on this second motion the spinning. The spinning causes the day and night cycle. Because we are spinning the sun appears to move across the sky from sunrise to sunset. The rotation of Earth rotates and spins, different parts of it face the sun. When the part facing the sun gets sunlight, it is daytime on that side of Earth. The part that faces away from the sun gets no sunlight. So, on that side of Earth, it is nighttime.

This text is adapted from an original work of the Core Knowledge Foundation.

List of Materials

Orange Sheet of Paper
Sticky Notes
Blank Sheet of Paper or this exit ticket for the assessment
Laptops/Technology for students to conduct research
Variety of materials (magazines, paper, construction paper, paints, etc.) Materials may vary by teacher discretion and the types of model each teacher would like students to develop.

4 of 11

Science Standards

5.E2U1.7: Develop, revise, and use models based on evidence to construct explanations about the movement of the Earth and Moon within our solar system.

6.E2U1.10 Use a model to show how the tilt of Earth’s axis causes variations in the length of the day and gives rise to seasons.

Technology Standards

Standard 1. Empowered Learner - Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Standard 3. Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

5 of 11

Objectives:

Today students will explain the movement of the earth causing daytime and nighttime.

Students will explain how the earth orbits within our solar system.

Students will use models to construct an explanation about the movement of the earth and its relation to the sun.

6 of 11

Agenda

Day #1: (30-50 minutes)

Introduction/Driving Question (2-6 minutes)
Hands on activity: in circle representing solar system & discussion (10-25 minutes depending on the classroom behavior/management/location)
Video (5 minutes): https://www.youtube.com/watch?v=l64YwNl1wr0
Wrap-Up/Classroom Discussion 10 minutes

Day #2 (60 min)- #3 (60 min):

Explain to students it’s their turn to create a model
Students may need to use technology to research and gather data about the solar system before constructing their models. Research should be done on Day 2 before constructing models. (research 30-60 min)
Using various provided resources (powerpoints/laptops, magazines, styrofoam balls, paint, etc) students create a model to represent the solar system and the revolution of earth. (construction 30-60 minutes)
Present models if desired, an additional day may be needed if students conduct presentations.

7 of 11

Intro/Driving Question/Opening

Begin by handing students two sticky notes each, or 1 larger sticky note (6 x 8 inches). Ask students the following questions. Instruct them to respond on the sticky side of the sticky note (so that when stuck to something, their answer is on the back and can’t be viewed by others). This method will encourage students to think critically without the fear of having the wrong answer.

Why do you think there are 365 days in a year?
What causes daytime and nighttime?

8 of 11

Hands-on Activity Instructions

Depending on the size of your classroom and number of students, this activity may need to be completed outside.

First, have students stand in a circle.

With an orange sheet of paper, the teacher should then move to the center of the circle. Explain the we are creating a model of the solar system. In a classroom, everything “revolves” around the teacher and what the teacher decides. In the solar system, everything revolves around the sun.

Have students all turn and face the same direction. Each student should be looking at the back of another. They will walk in a circle..Instruct students to take a step, then another and another. (or as many steps as you’d like)
Ask students how they believe this relates to the solar system. What do they think the represent? (they should respond with the earth). Holding the orange sheet of paper, what do you represent? The Sun
Have a discussion about how the earth takes 365 “steps” or revolves 365 times until it gets back to the same place. This is why we have 1 year. This (revolution/revolving) is the 1st Movement the earth does.
Next, have students face outward. Instruct them to turn and face inward so they see the sun (you). Then outward. While facing outward, ask students if they can see you. No. Then inward. Ask if they can see you now. Yes.
Explain to students this is the 2nd movement the earth does. Each day, the earth faces towards the sun and then away. This causes daytime and nighttime.

9 of 11

Day #2- #3: Students create Models

Explain to students it’s their turn to create a model!
Using various provided resources (powerpoints/laptops, magazines, styrofoam balls, paint, etc) students create a model to represent the solar system and the revolution of earth.
Students could create a powerpoint to represent the solar system. Alternatively, you could provide a variety of materials and set parameters for designing models. These models could be as simple as watercolors and sketches or detailed with cardboard and styrofoam balls.

10 of 11

Assessment

Option #1: On the two sticky notes from the beginning of the lesson, ask students to now respond to the same two questions on the opposite side. (this method will allow you to examine how their thinking has changed)
Option #2: Provide students a blank sheet of paper. Ask students to write or draw a picture to describe revolution and rotation. Alternatively, a worksheet could be given to students. See an optional exit ticket here: Exit Ticket- Revolution and Rotation

11 of 11

Differentiation

Conduct the same activity in a smaller group a second time

support understanding with an informational text passage or additional videos

Remediation

Extension/Enrichment

On another day, students could stand back in the circle. Have students to take a step back, away from the center. Different students should each take a different amount of steps away from the center. A variety of distances away from the center will represent the different planets.
Have students revolve around the center, facing the same direction.
Have a discussion with students about who they think will get around the circle and back to the same spot first. Will the closer student? The furthest student? Why? Explain that different planets revolve around the sun at different speeds. The further away, the longer it takes to get around. This influences how long a year is on each planet.
Additionally, you could have students look up their ages per planet at: https://www.exploratorium.edu/explore/solar-system/age