Daylight Throughout the Year 20 18 Location (Latitude) — Equator 16 (0°) — Honolulu, Hawaii 14 (21.3°N) — Washington, D.C. 12 (38.9°N) 10 — Seattle, Washington 8 (47.6°N) — Juneau, Alaska 6 (58.3°N) Hours of Daylight Per Day Per Hours Daylight of 4 2 0 Autumn Winter Spring Summer © Learning A–Z All rights reserved. www.sciencea-z.com Earth’s Seasons north: spring south: fall north: summer south: winter Sun north: winter south: summer north: fall south: spring © Mark Garlick/Science Source © Learning A–Z All rights reserved. www.sciencea-z.com Daylight and Movements of Earth Lesson 4 Name Date Part 1: Make a Model In the space provided, make a model that shows the cause of daytime and nighttime on Earth. Label which part of Earth is experiencing daytime and which part is experiencing nighttime. Then complete the tasks. 1. 2. Each place on Earth has a period of daytime and a period of nighttime during one full day. Add an arrow to your model that shows what causes this phenomenon and label it “one day.” 3. Does Earth’s orbit or Earth’s rotation cause daytime and nighttime? Explain your answer. _______________________________________________________________________________________________ _______________________________________________________________________________________________ © Learning A–Z All rights reserved. 1 www.sciencea-z.com Storyline Assessment Daylight and Movements of Earth Lesson 4 Name Date Part 2: Use the Graph Look at the graph, then answer the questions and complete the tasks. Hours of Daylight in Minneapolis, Minnesota (Latitude = 45°N), in Different Seasons 20 18 B 16 14 12 10 8 A 6 Hours Daylight of per Day 4 2 0 Autumn Winter Spring Summer Autumn Winter Spring Summer 1. How does Earth’s movement cause the pattern on the graph? ___________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ 2. Why does the pattern repeat year after year? _____________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ © Learning A–Z All rights reserved. 2 www.sciencea-z.com Storyline Assessment Daylight and Movements of Earth Lesson 4 Name Date 3. Look back at the graph on page 2. On the diagram below, mark the position of Earth that corresponds to the number of daylight hours at point A and at point B on the graph. Remember that Minneapolis is in the Northern Hemisphere. Sun not to scale Earth’s orbit 4. Explain how the line on the graph would look if it were showing the daylight hours for a city on the equator (0°). __________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Part 3: Make a Claim Write a claim supported by evidence that explains the relationship between Earth’s orbit around the Sun and the number of daylight hours that different locations receive in a day. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ © Learning A–Z All rights reserved. 3 www.sciencea-z.com Storyline Assessment Daylight and Movements of Earth Lesson 4 ANSWER KEY AND TEACHING TIPS Connections to the Next Generation Science Standards* Target Science and Engineering Practice: Analyzing and Interpreting Data • Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. Associated Performance Expectation: 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. All questions in this assessment relate to the Disciplinary Core Ideas DCI of this Performance Expectation. Look for the SEP and CCC symbols for questions that specifically address Science and Engineering Practices and Crosscutting Concepts. Summary Students demonstrate their knowledge of the relationship between Earth’s movements and daytime by making a model of Earth’s rotation, recognizing patterns in the number of daylight hours in a particular location, and connecting the number of daylight hours to Earth’s tilt, shape, and position during its orbit around the Sun. SEP Part 1: Make a Model 1. Student models will vary but should show that Earth’s rotation is the cause of daytime and nighttime, as it completes one full turn during each 24-hour period. Ideally, models will show that Earth’s axis is tilted, not vertical. An example is provided. sunlight one day 2. Student models should include an arrow that indicates Earth’s rotation and is labeled “one day.” Ideally, their arrow should circle the planet to represent the rotation of Earth. See example above. 3. Earth’srotationcausesdaytimeandnighttime.HalfofEarthalwaysfacestheSunandexperiences daytimewhiletheotherhalffacesawayfromtheSunandexperiencesnighttime.AsEarthrotates, theplacesthatexperiencedayandnightchange.ThiswouldhappenevenifEarthdidn’torbitthe Sun.Earth’sorbitcausesyears(andseasons),notdaytimeandnighttime. * Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. © Learning A–Z All rights reserved. 4 www.sciencea-z.com Storyline Assessment Daylight and Movements of Earth Lesson 4 SEP Part 2: Use the Graph 1. Thepatternshowsthatthenumberofhoursofdaylightperdayishigherinthesummerandlower inthewinter.ThispatterniscausedbythetiltofEarth’saxis.AtsomepointsinEarth’sorbitaround theSun,thetiltcausesonehemispheretoleantowardtheSunwhiletheotheroneistiltedaway. ThehemispherethatisleaningtowardtheSunhassummer,withmorehoursofdaylight.The hemispherethatisleaningawayfromtheSunhaswinter,withfewerhoursofdaylight. CCC 2. Thegraphshowsatwo-yearcycleinwhichthenumberofhoursrisesandfallstwice.Thepattern repeatsbecauseEarthkeepsorbitingtheSunyearafteryear. 3. See completed diagram. The point on the graph marked “A” represents winter in Minneapolis, B Minnesota. During winter in the Northern Hemisphere, Earth’s axis is tilted away from the Sun, resulting in fewer hours of daylight Sun per day. The point marked “B” represents summer in Minneapolis. During summer in the Northern Hemisphere, Earth’s axis A not to scale is tilted toward the Sun, resulting in more Earth’s orbit hours of daylight per day. 4. Thelineonthegraphwouldbe(almost)flatat(around)twelvehoursofdaylightthroughoutthe seasonsbecauseplacesneartheequatorget(almost)thesameamountofdaylightallyearlong. Part 3: Make a Claim BecauseEarth’saxisistilted,placesonEarthcanhaveadifferentnumberofdaylighthours dependingonwhereEarthisinitsorbitaroundtheSun.Forexample,thegraphinPart2shows thatMinneapolis,Minnesota,getsmorehoursofsunlightinthesummerthaninthewinter.That’s becausewhenMinneapolisistiltedtowardtheSun,itgetsmorehoursofsunlight.AsEarthmoves aroundtheSun,MinneapolisleansawayfromtheSunandgetsfewerhoursofsunlight. Teaching Tips If students have trouble performing the tasks on this assessment, have them review the Earth Orbits the Sun Science Video to visualize the movements of Earth around its axis and around the Sun. Then have them review the Earth’s Seasons Science Diagram and the models they created during Lesson 4. Explain that daytime and nighttime are caused by Earth completing one rotation during a 24-hour period, but Earth’s shape, tilt, and position in its orbit around the Sun determine the number of daylight hours in each location. Throughout one year, and year after year, the number of daylight hours in a particular location follows a pattern that is predictable and reveals relationships between Earth’s motion and the Sun. Extensions For students who complete their work early or are ready for an extra challenge, assign additional resources related to this topic found on the Grade 5 Space Systems NGSS page on Science A–Z. Illustration credits: pages 3, 4, and 5: Signe Nordin/© Learning A–Z.com © Learning A–Z All rights reserved. 5 www.sciencea-z.com.