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Seasonal
Class # Grade 6 Course Science
Changes

PROGRAM OF STUDY OUTCOMES

● Observe, describe and interpret the movement of objects in the sky and identify pattern and order
in these movements

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Describe seasonal changes in the length of the day and night and in the angle of the sun above the
horizon
MATERIALS AND EQUIPMENT
● Sketchbook
● Chromebook
● Pencil Crayons
● Pencil
● Eraser
● Globe
● Flashlight
PREPARATION AND LOGISTICAL CONSIDERATIONS
● Create Canva Presentation (https://www.canva.com/design/DAEvkebgDZU/-
BKYLFicg7PvRh_gS9Tftw/edit )
● Create example of sketchbook diagram
PROCEDURE
Introduction Time
● Welcome students back to class and outline the outcomes for today’s lesson. Poll
will be completed to mark growth and understanding.
“Welcome back to class everyone, today we will be learning about the reasons for the
seasons. Please make sure that you have a pencil, eraser, pencil crayons, and your
sketchbook. (Go through slide on class rules and objectives) Today we will learn how to
describe the seasonal changes in the length of the day and night and in the angle of the sun
above the horizon. Does anyone know what causes the seasons? (Encourage them to make
5 min
estimated guesses) Let’s take a poll as a class! (Read the options for the polls and hand out
sticky notes) Please write the letter on the sticky note of your guess as to why we have
seasons.”
Circulate as the students are writing out their sticky notes, to ensure that they
understand what is being asked of them.
Modification: Make sure to read the poll question and answers out loud a few times for
the ESL students
Body Time
Reasons for 1) Students will watch a video on Bill Nye that explains 15 min
Seasons Earth’s rotation and the seasons. Go through slides that go in
depth on Earth’s rotation
“First we are going to watch this short 5 minute video where
Bill Nye talks about why we have different seasons. (Watch the
video) What are some of the different things that we have
learned in this video?
Circulate to the back of the classroom while the video is playing
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to ensure that everyone is paying attention. Asked for what

they have learned from the back of the classroom.
(Make a list on the board) Does anyone remember what
revolution is? (Go through slides on Earth’s revolution) Does
anyone remember what the Earth’s axis is? (Go through slides
on Earth’s axis) The tilt of the Earth tells us what the season is.
(Go through slides on why do we have seasons and use a globe
and flashlight to help enforce point)
Activity Have the students draw out the earth at the different seasons
so they understand where the sun is at different times
throughout the year
Please take out your sketchbooks and pencil crayons. We are
going to create a diagram that shows why we experience the
30 min
different seasons. Please make sure to include a title, label, and
explanations under each picture that we draw. (Complete
sketchbook activity under camera so that students can follow
along.

Solstice and 1) Students will view a video that discusses the solstice and
Equinox equinox and slides will be covered discussing those topics
Next, we are going to watch a short 5 minute video on the
winter solstice, summer solstice, and the fall and spring
equinoxes. Can anyone make an educated guess on what these
are? (Watch the video and ask the students again what the
solstice and equinoxes are before covering the slides)
On a lined piece of paper, please answer the following
questions: Why do we experience different seasons? What is
the difference between winter solstice and summer solstice?
Once you are done, please write your name on the paper and
make a pile on the back counter with your answers. (Wait for
15 min
the students to finish and hand in their paperwork)
Circulate around the classroom as the students are working on
this seatwork. Stop at Student X and Student Y to make sure
that they understand the instructions.
Next we are going to watch a short 4 minute crash course on
the seasons and the sun. (Watch the video) Can you help to
explain to me what these diagrams mean once again? (Go
through examples and illustrations)

Modifications: Have Student X and Student Y verbally tell you

the answers to the questions or if they choose, they can draw
the answers.
Conclusion Time
● Complete the summary of class and ask if there are any questions
5 min
Assessment
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● Summative: Seatwork will be handed in and graded

● Formative: Observe students ability to answer questions and the knowledge that they add to
the group discussion

Additional Notes: