Nicole Amstutz

Lesson #3 (of 6)
Subject Matter Research #2
Topic: Changes in Season Causes Changes in Weather

Part One (Adult Explanation)

Seasons are caused by Earth’s revolution around the sun, the tilt of the Earth, and how high the sun is in

the sky. The Earth rotates on its axis, which is tilted 23.5 degrees. It takes 24 hours for the Earth to make a

complete rotation, 12 hours facing the sun and 12 hours not. As it rotates, it is also revolving around the sun,

which takes 365 days to complete. As the Earth revolves, its tilt causes certain parts of the Earth to be more

exposed to the sun’s heat, as a result, get higher in the sky. For example, when the northern hemisphere is

experiencing summer, the Earth is positioned so that the northern hemisphere is getting the majority of the sun’s

heat while the southern hemisphere is getting very little. That means that as the Earth rotates, the northern

hemisphere is closer to the sun, causing more sunlight to hit it as it rotates. On Earth, we can feel the days get

hotter and see how they get longer as the sun takes a longer period to travel through the sky.

As the Earth revolves though, the days start to get shorter and the weather turns colder. This is because

Earth’s tilt is now angled so that the sun is starting to shine more on the southern hemisphere than the northern.

This season is plagued by heavy winds and the trees start to change colors. They do this because as the days get

shorter, they cannot make as much food from the sunlight (photosynthesis) and the chlorophyll in the leaves

disappears, causing them to change to red or yellow. Heavy winds also happen during this season because the

cold air, which is much denser, replaces the warm air, forcing it down and causing winds. Continuing in its

revolution, the northern hemisphere will experience winter next due to the angle of the Earth’s tilt. In this

season, the days are the shortest and the coldest because the sun’s heat is shining more directly on the southern

hemisphere. This means, instead of rain, we will get snow due to the frozen ice crystals in the clouds.

Next comes spring, or the monsoon season. As the Earth revolves, its tilt is starting to angle the northern

hemisphere towards the sun more and more. This is when the days start to get warmer as we are steadily

exposed to more of sun’s heat. However, it is also the rainiest time because as the warm southern air meets the

cold northern air, they create a strong warm front. During a warm front, warm, moist air overrides the cold air,
rising up into the atmosphere, but because it has a lot more water vapor in it, more clouds and rain are formed.

Then finally, we return back to summer as the Earth finishes a full revolution around the sun. An exception to

the seasons is the equator, which is an imaginary line exactly between the north and south poles. Here, the light

from the sun is fairly constant because no matter how the Earth tilts, the equator will always be in the direct

path of the sun’s rays.

Part Two (Prior Knowledge)

 Prior Knowledge/Life Experience: The students have experienced seasons before and know what

weather changes happen during each one. They may also know the basics of Earth’s rotation and

revolution due to prior learning (i.e. it takes 24 hours to complete a full rotation).

 Day One: Students learned about the differences between weather and climate as well as the different

forms of precipitation. This will help them understand how the weather changes during each season and

why some weather patterns are more predominant in certain seasons. This will also help them see that

the climate is those weather patterns that they notice over time.

 Day Two: Students learned about the water cycle, which will help them understand how precipitation

happens during specific seasons. (ex. spring and winter).

Part Three (Future Knowledge)

 Day Four: Students will learn about extreme weather and how and why they can be more common

during particular seasons due to the changes in weather.

 Day Five: Students will go more in-depth on how seasonal changes differ depending on the

geographical area.

 Day Six: In a conclusion lesson, students will learn how meteorologists predict the weather using data

like the Earth’s position and tilt. They will also go more in-depth into vocabulary, like cold and warm

fronts.

Part Four (Resource List)

 https://www.youtube.com/watch?v=XkQo0uxQTCI
 https://www.youtube.com/watch?v=XkQo0uxQTCI
 https://extension.illinois.edu/treehouse/seasons.cfm?Slide=1
 https://www.livescience.com/25202-seasons.html
 http://www.actforlibraries.org/cause-of-rain-in-the-spring/
 https://www.calacademy.org/sites/default/files/assets/docs/pdf/351_earth_rotation_redesign.pdf
 https://serc.carleton.edu/sp/mnstep/activities/25681.html
 https://mrstatesolarsystem.weebly.com/our-perspective-from-earth.html
 https://www.neok12.com/video/Seasons/zX070c6e6600025d61700241.htm
 Nicole Amstutz/Lesson #3 (of 6)/24 March 2019

I. Topic: The Seasons are caused by the Earth’s tilt, its rotation, and its revolution around the sun.
- Vocabulary: Axis, revolve/revolution, rotate/rotation, hemisphere, spring, summer, fall, and winter

II. Objective(s):

A. In small groups, TSWBAT use their prior knowledge to infer what kind of weather changes
occur during a particular season and how and why they occur to a 10/13 proficiency.
B. Given an exit ticket, TSWBAT apply their knowledge on Earth’s revolution and seasons to a
9/10 accuracy.

III. Standard(s):

A. PA Science and Technology – 3.3.3.A4 – Connect the various forms of precipitation to the
weather in a particular place and time
B. PA Science and Technology – 3.3.3.B1 – Relate the rotation of the earth and day/night, to the
apparent movement of the sun, moon, and stars across the sky.
C. PA Science and Technology – 3.3.4.A5 – Describe basic weather elements and weather patterns
over time.
D. PA Science and Technology – 3.3.6.B1 – Explain how the tilt of the earth and its revolution
around the sun cause an uneven heating of the earth which in turn causes the seasons and
weather patterns.

IV. Teaching Procedures:

A. Anticipatory Set (10 minutes): Tell the students they are going to play a quick game of
charades. Before the class starts, write different sports down on separate pieces of paper and drop
them in a hat or bucket. Divide the students up into 2 groups and give them each a number so
that you can call on a number at random and that student will come up, pick a card, and act out
that sport without using words. At their seats, their group must guess what sport it is. After all
the pieces of paper/sports are used, ask a couple of students what season their sport will be
played in. Ask them why it can’t be played in another season. Finally, ask the class if they know
what causes seasons (this will give insight into their prior knowledge). Tell them that today they
will be learning about how weather changes with the seasons, but first they need to know what
causes seasons.

B. Development/Guided Practice #1 (25 minutes): Pass out the notes worksheet, What Causes
Seasons. The answers will be on the attached answer key. For each question, if the students do
not know the answer, encourage them to look at the choices provided on their worksheet and
give their best educated guess. Also, give time for the students to read the question and answer it
correctly, modeling how to answer if need be.

i. Ask if anyone knows if the Earth is titled or standing straight. One you have the correct
answer, show them how much the earth is titled by tilting the inflatable globe and also
showing them the first picture on this website,
https://mrstatesolarsystem.weebly.com/our-perspective-from-earth.html. Have the
students answer #1 on the worksheet, going over what you expect of them (i.e. circle the
correct answer, don’t draw random objects, pay attention, etc.). Also quickly review how
the Earth is divided into 2 halves called hemispheres. The picture will show this and you
 can get the inflatable globe to give the students a concrete example. Have them answer
#2.

ii. Tell the students that we are going to skip questions 2-6 on their handout and if we have
time at the end, we will go back and answer them. Make sure they are not crossing out
these questions or scribbling over it. Ask for predictions for what revolution mean, how
long it takes for Earth to complete a full revolution, and if Earth ever stops rotating. Use
their predictions to explain the right answer and have them answer #7-9, going over each
answer thoroughly before moving on. To strengthen this concept, ask for a student
volunteer to take your place as the sun. Take the inflatable globe and revolve it around
the sun, showing how it never stops rotating. Also, use https://www.youtube.com/watch?
v=vDgUmTq4a2Q .

iii. Put up on the board the 2nd and 3rd picture from
https://mrstatesolarsystem.weebly.com/our-perspective-from-earth.html.

iv. Explain to the students that Earth’s seasons are caused by how much direct sunlight is
aimed at different parts of the Earth. First, go over the pictures, explaining how the
southern hemisphere is getting more of the sun’s direct heat, so it is summer. Ask
questions as you go to make sure the students are understanding you. If the students do
not want to share or are getting antsy, have them turn and talk to a partner. Then have
students answer #10. They may want to choose B, and if they do, explain how the Earth
is always the same distance from the sun.

v. Then ask for a student volunteer to be the sun. Take the inflatable globe, tilt it, and slowly
revolve it around the sun. Stop every 90 degrees to explain how the tilt of the earth is
causing the season. During this time, specifically focus on the northern hemisphere
because that’s where we are right now (i.e. the southern half is getting more sunlight so
that means its winter in the norther hemisphere). Have the students answer # 11

vi. Tell the students that they are going to try now. Demonstrate what’s going to happen.
place a pencil on the floor and stand next to it. Slightly tilt your body and start rotating.
Now, as you are rotating, revolve your body around the pencil/sun. Have the students get
up, grab a pencil, and find a space in the room. Before they move, go over expectations
again (push in your chairs, quietly finds a place that you won’t hit anyone as you revolve
and rotate, place your pencil on the floor, etc.). Make sure all eyes are facing you and
then tell them just like earlier, they are going to rotate once when you say go. After this,
tell them they are going to revolve around the sun (their pencil) once while constantly
rotating. Make it clear that you don’t want to see anyone fooling around or spinning
uncontrollably. Say go. Repeat 2-3 times. Have the students return to their desks.

vii. Divide the students into 4 groups and assign each of them a season. Using their prior
knowledge of the Earth’s revolution and rotation as well as weather, each group will
discuss how the typical weather for their season occurs. Clearly state how much time they
have to discuss and that you will be calling on students to share what their group said. If
the students look at their worksheet, they can probably deduce what the right answer is.
However, explain to the students that the point of this activity is to elaborate and use their
prior knowledge to explain the answer more fully. For the group that has fall, give them a
hint to remember back to when they learned about photosynthesis.
 viii. Rotate around to each group to see where they are at in their thinking and help them get
to the right answer. After 5 minutes of discussion, the students will share what they came
up with. After each group presents, further explain anything they might have missed and
go over each corresponding question.

C. Independent Practice (5 minutes): Students can return to their original desks. Pass out the exit
ticket and circulate around the room, making sure everyone is on task and have no questions or
comments.

D. Development/Guided practice (10 minutes): If there is extra time, tell the students that we are
going back and answering #3-6 on their handout.

i. Ask if anyone knows what a rotation is. Once you have the correct answer. Go over the
right answer using any student explanations given. Strengthen this idea by using the
inflatable globe. Have a student hold a pencil at the north pole and then rotate the globe
around the pencil. Ask them what the pencil is representing (the axis). Then, show them
this simulation with the volume off, https://www.youtube.com/watch?v=TezADzwNZpg.
Have the students answer #3 and 4.

ii. Ask them if they know why in the simulation, 1 half of earth was light, and the other half
was dark. Then after a couple seconds, it switched. Play the simulation over again,
slowing it down if necessary. Use students’ explanations and predications to explain the
right answer (24 hours in a rotation, 12 hours light and 12 hours dark) as well as go over
what hemispheres are. Have the students answer #5.

iii. Ask the students how the weather patterns change as the Earth rotates. Talk about how
the sun warms the Earth because the heat is radiating down, but when the sun is rising or
setting, there is less heat shinning down. Have the students answer #6.

iv. Have the students get up and push in their chairs (go over expectations again – i.e. stand
quietly, don’t move around until I say so, etc.). Shine a flashlight at the students’ bodies
(not their heads) and tell them that you are the sun and they are Earth. When you say go,
they are going to complete one full rotation, saying the word rotation. Ask for a student to
explain what they are going to do. Ask another student to explain how they will complete
a full rotation and then demonstrate it for the class. Then say go. Have the students do
this 2-4 times.

v. Then ask the students which country they are living on. Tell them that the U.S.A. is on
their chests. Ask everybody to turn towards the sun. Ask what time of day is it? Is it
sunny or dark? Then ask them to rotate so that it’s the middle of the nights (they should
all turn so that their backs are facing the sun).

E. Closure (5 minutes): Tell them that tomorrow they will be learning about extreme weather and
how it can sometimes arise more likely due to the changes in season. End with this question:
does the Equator experience seasons. Talk about how they do not because it’s always in the path
of direct heat, no matter where in the revolution the Earth is (keep the picture from earlier,
https://mrstatesolarsystem.weebly.com/our-perspective-from-earth.html, on the screen to help
illustrate this point).

V. Materials:
 Sports written on slips of paper and put in a hat or bucket
  What Causes Seasons Worksheet
 What Causes Seasons Worksheet Answer Key
 Flashlight
 Inflatable Globe
 Computer with Projector to show the pictures and simulations
 Exit ticket

VI. Adaptations/Plan Modifications: During the guided practice, the student(s) that will need the
worksheet read to them will not need to be pulled aside because I will read the questions out loud and
we will discuss the answer. For the student with the high frustration level, I will do my best to not let the
situation get stressful by keeping a light and playful tone during the guided practice. I will also remind
the students that we are all trying to find the answers together and a couple wrong ones just gets us
closer to the right answer. During the exit ticket, one of the assistant teachers can take the students aside
who need to it read to them for on-one-one assistance. Also, all of us can keep a close eye on the student
with a high frustration level so that we can try to diffuse any situations before they may arise.

VII. Evaluation:

A. Formative: The exit ticket will not be formally graded. This is just to see if the students
comprehended and can apply what they learned.

B. Summative: There will be no summative assessment.

VIII. Reflection

A. Write as assessment of the students’ performance and mastery in terms of each stated
objective. List each objective’s evaluation separately

In small groups, TSWBAT use their prior knowledge to infer what kind of weather
changes occur during a particular season and how and why they occur to a 10/13
proficiency.
The students did excellent in this activity. When they got into their small groups, they
had a little trouble understanding how they could elaborate on the answer, which was
already written on their paper. However, after explaining my expectation more and
probing them, they were not only able to tie weather into seasons and the Earth’s
revolution, but they applied their understanding of weather and the water cycle too. There
were only 12 students in the class, but I would still say that they met the 10/12
proficiency.

Given an exit ticket, TSWBAT apply their knowledge on Earth’s rotation,

revolution, and seasons to a 9/10 accuracy.
The students were also able to meet this objective. One student, who was really quiet, had
a lot of trouble in the first part, but I think this was because he had trouble determining
north and south. This goes to show how much attention you have to pay to the quiet ones
to make sure that they are getting the same education as the students who love to answer
questions. During the second question, a lot of students had trouble understanding what it
was asking, but once I explained it to them, they were quick to answer it. Next time, I
would either make the questions easier to understand, or go over it as a class.
B. Write a self-evaluation including explanation for success or lack of it. Discuss: What
changes might have produced better results and could be used in subsequent lessons?
I think this lesson went so much better than my first one. My last-minute changes really
helped me stay on track and finish the lesson in just enough time. Also, I learned from
my first lesson and continuously asked students to raise their hands and not call out.
There were still a few students who couldn’t hold back their answer, but I was able to
successfully steer them back on track and/or gently reminded them to raise their hand
next time.
At times, I stumbled over my words and had to stop and think about what information I
would teach them next because I had to think about how to successfully teach the
students about revolution without teaching about rotation or axis. I would have like a lot
more time to teach about this subject, but I think with the time I had, I did a fairly good
job. One aspect I could work on is redirecting questions. The students had a lot of
questions, like what is the arrow going up and down in the video (the axis), but I didn’t
have enough time to answer it fully. So instead, I told them that we would get to it at the
end if we had time. I didn’t like this saying because I felt like I was shutting them down
and not caring about their questions, especially because we didn’t have enough time to go
over them. In subsequent lessons, I would do what Mrs. Russell suggested on her
evaluation sheet and make a parking lot for questions. Then another day, we could go
over them as a form of review.

C. Explain what specific changes were implemented from your professor’s suggestions prior
to teaching and the results (if suggestions were not taken, explain your rationale).
My Professor gave me a lot of changes, all of which I made. When I first handed it in, my
lesson was really long and covered too much content not pertinent to understanding the
content and obtaining the objective. So, after taking my professor’s suggestions to cut out
portions, adapt the notes to multiple choice, and change the guided practice/hands on
activity, I had more confidence in the lesson and my ability to teach it effectively. After
teaching it, I don’t know how I would be able to teach the first draft of my lesson in its
entirety because I finished this adapted version with just minutes to spare. So overall, my
professor’s suggestions were very helpful and beneficial.

D. Explain what specific changes were implemented from your cooperating teacher’s
suggestions and the results (if suggestions were not take, explain your rationale).
My cooperating teacher gave me no suggestions.