6.1.1: Develop and use a model of the Sun-Earth-Moon system to describe the…

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 6.1.1

• 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.

• 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.

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