ES: The Earth-Sun-Moon System

10 Components
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
ES Unit 5: ES: The Earth-Sun-Moon System
Browse Components
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
5E Instructional Model Plan:

Insolation & Seasons 5E Instructional Model Plan

5-7 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 1

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

ES 1.1

PERFORMANCE INDICATOR 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

ES 1.1a

MAJOR UNDERSTANDING 1.1a: Most objects in the solar system are in regular and predictable motion.

ES 1.1a.i
  • These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.
ES 1.1b

MAJOR UNDERSTANDING 1.1b: Nine planets move around the Sun in nearly circular orbits.

ES 1.1f

MAJOR UNDERSTANDING 1.1f: Earth's changing position with regard to the Sun and the moon has noticeable effects.

ES 1.1f.i
  • Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris.
ES 1.1f.ii
  • During Earth's one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.
ES 2

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

ES 2.1

PERFORMANCE INDICATOR 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

ES 2.1a

MAJOR UNDERSTANDING 2.1a: Earth systems have internal and external sources of energy, both of which create heat.

ES 2.2

PERFORMANCE INDICATOR 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.

ES 2.2a

MAJOR UNDERSTANDING 2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in:

ES 2.2a.i
  • The intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season
ES 2.2a.iii
  • Duration, which varies with seasons and latitude.
ES 2.2c

MAJOR UNDERSTANDING 2.2c: A location’s climate is influenced by ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.latitude, proximity to large bodies of water,

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

SI 1.2

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

SI 1.3

PERFORMANCE INDICATOR 1.3: Work towards reconciling competing explanations; clarify points of agreement and disagreement

SI 2.3

PERFORMANCE INDICATOR 2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.

SI 3

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

SI 3.1

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

SI 3.3

PERFORMANCE INDICATOR 3.3: Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.2

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

9-10.R.ST.3

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

9-10.R.ST.4

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.R.ST.7

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

9-10.R.ST.9

Reading: Integration of Knowledge and Ideas

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9-10.R.ST.10

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

9-10.W.HST.10

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Students learn about differences in solar insolation across the Earth by collecting and graphing data from an angle of insolation lab or simulator and using their graph to explain how solar insolation varies across different latitudes on Earth. Students then learn about how the Earth's relative position and motion in relation to the Sun accounts for differences in insolation by making observations of a simulator and creating a diagrammatic model to explain their understanding of Seasons.

Resources: