E.5.8B.2: Develop and use a model of the Earth-Sun-Moon system to analyze the…

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.

The Reason for the Seasons: Tilt, Daylight and the Solstice Grades 5–8 · partly supports this outcome

Is summer when Earth is closest to the Sun? Students test the idea with real 2026 orbit distances and city temperatures from both hemispheres, walk a human orbit, graph real solstice day lengths from the Arctic to Tierra del Fuego and work out why a high Sun heats more than a low one. Nothing to buy: just the printed sheets and the room.

• Is summer when Earth is closest to the Sun? 45–60 min

  Teams test the most popular explanation of the seasons against real 2026 orbit distances and thirty-year temperature averages from five cities in both hemispheres, then walk a human orbit with a tilted Earth. They find that Earth is closest to the Sun in January and explain the seasons with tilt instead.

• Why are summer days longer? 45–60 min

  The class lines up across the room from the Arctic to Tierra del Fuego, each team holding a real city's day lengths for the 2026 equinox and solstices, and acts out how daylight changes. Students graph day length against latitude and explain the long and short days, the steady equator and polar day and night with a tilted Earth.

• Why is sunlight stronger in summer? 45–60 min

  Teams count squares of sunlight under printed beams arriving at different angles, then visit noon-Sun stations and show real solstice Sun heights with their arms. They explain why a high Sun heats more than a low one, what the December solstice means north and south, and why the tropics have wet and dry seasons instead.

Printable practice for E.5.8B.2

These pages practise a closely related idea; the match to E.5.8B.2 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.

Need just this outcome? Build a custom pack from these pages, with its answer key, in about a minute. Custom packs come with All-access and school licences.