S6E2: Obtain, evaluate, and communicate information about the effects of…
Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon. a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon. b. Construct an explanation of the cause of solar and lunar eclipses. c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.
The Georgia Standards of Excellence, Science outcome S6E2 (Earth and Space Science) for Grade 6 says: “Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon. a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon. b. Construct an explanation of the cause of solar and lunar eclipses. c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.” This Fieldbook unit teaches it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Sun, Earth and Moon Grades 4–5 · partly supports this outcome
Why it's breakfast time in Calgary and bedtime in Singapore, why your shadow swings round the stick, why the Moon changes shape and why some places barely have seasons. Students build models with balls and lamps, track real shadows and read real sky data from cities around the world.
- Why does the Moon change shape? 45–60 min, plus 2 minutes a night for two weeks
Students hold a ball on a stick at arm's length and turn slowly in front of a lamp, and the Moon's phases appear in their own hands. They test the idea that Earth's shadow makes the phases, then start a two-week Moon diary to check the model against the real sky.
- Why are there seasons, and why do some places barely have them? 60 min, or two 35-minute periods
Teams shine a flashlight on squared paper at different angles, then carry a tilted ball around a lamp to see how the Sun's height and day length change through the year. They graph real day lengths for London, Singapore and Cape Town and explain seasons with tilt, not distance.
Printable practice for S6E2
These pages practise a closely related idea; the match to S6E2 is partial.
- Sun, Earth and Moon workbook included with the unit
2 English-support pages, 2 practice pages, 2 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- The Reason for the Seasons: Tilt, Daylight and the Solstice workbook included with the unit
3 practice pages, 3 readings, 2 English-support pages, 1 word wall, 1 unit review, 1 unit test, with answer keys.
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Compared with NGSS: MS-ESS1-1 (partial).
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