Seasons and Earth Tilt

Overview

Students explore why seasons happen by modelling Earth’s 23.4° tilt and its orbit around the Sun. They collect information from a short teacher-led video, then use a hands-on Earth–Sun model and a labelled diagram to explain seasonal differences across hemispheres.

Learning intentions

Students will:

• explain that Earth’s tilt on its axis affects the amount of sunlight different places receive
• describe how Earth’s orbit around the Sun and tilt lead to different seasons in the same time period
• investigate seasonal characteristics (temperature and daylight changes) and communicate their ideas to peers
• use representations (models/diagrams) to show patterns and relationships related to seasons

Success criteria

Students can:

• use a model to demonstrate Earth’s 23.4° tilt on its axis
• label a diagram to show how tilt and orbit cause the seasons
• explain why different regions experience different seasons at the same time
• investigate and share key characteristics of one season using scientific language

Curriculum links

• Science Inquiry — Processing, modelling and analysing: construct representations including physical models to show patterns, trends and relationships
• Science Inquiry — Communicating: communicate ideas and relationships using diagrams and appropriate scientific vocabulary
• Science Understanding — Earth and space sciences: relate cyclic observable phenomena (seasons) to Earth’s tilt and its movement around the Sun

Lesson structure (45 minutes)

1. 0–5 min · Hook (prior knowledge). Teacher asks: “Why do we have winter and summer?” and “Does the season depend on how far away Earth is from the Sun?” Students quickly think-pair-share; teacher notes common misconceptions (e.g. “further away = winter”).

2. 5–12 min · Mini lesson vocab + misconception correction. Teacher asks: “What are the Poles?” and records student responses. Students answer that the Poles are the very top and bottom of Earth (North and South Pole). Teacher asks: “What is the Equator?” Students answer that it is an imaginary line halfway between the North and South Poles. Teacher then revisits the misconception: “We do not mainly get seasons because of being closer or further from the Sun.” Students listen and adjust their thinking.

3. 12–18 min · Guided practice (video notes). Teacher shows the video about why seasons occur and prompts: “What two things affect the seasons we experience?” Students take brief notes in their books: Earth’s tilt and the amount of sunlight received because of that tilt during Earth’s orbit.

4. 18–25 min · Teacher modelling (link tilt to seasons). Teacher explains clearly: as Earth orbits the Sun, the tilt means one hemisphere is tilted toward the Sun (more direct sunlight and longer daylight) while the opposite hemisphere is tilted away (less direct sunlight and shorter daylight). Students model this verbally: “When the Northern Hemisphere is summer, the Southern Hemisphere is winter.”

5. 25–42 min · Work time (build and represent 4 seasons). Teacher distributes materials and demonstrates how to set up the model safely. Students build an Earth–Sun model using:

• 2 styrofoam balls (Sun and Earth)
• 2 skewers (skewer through Earth showing the tilt) Students:
• Position the “Earth” so its axis is tilted about 23.4° using the skewer as the axis.
• Move Earth around the Sun in four positions (seasons) and observe which hemisphere (top/bottom of Earth) faces the Sun more directly.
• Draw and label a simple diagram (or add labels to their model recording sheet) showing: tilt direction, sunlight direction, and the season in each hemisphere for each position. Teacher circulates with quick prompts: “Where is Earth’s axis tilt in your model?” “What changes—tilt angle relative to Sun or distance?” “How do you know which hemisphere gets more direct sunlight?”

6. 42–45 min · Reflection and sharing. Students share one key claim in pairs: “Different regions experience different seasons at the same time because…” Teacher collects 2–3 responses to check accuracy.

Resources

• 2 styrofoam balls per group (Earth and Sun)
• 2 skewers per group (axis/tilt representation)
• modelling worksheet or recording sheet for a labelled “4-season” diagram
• student science notebooks
• pencils, erasers
• projector/speakers for the video
• safety guidance (skewer handling, no running)

Assessment

• Formative: observe student discussion during hook and misconception correction (are they attributing seasons to distance, or to tilt + sunlight?)
• Formative: check video-note accuracy—students include both tilt and sunlight amount due to tilt
• Summative (informal): review model and labelled diagram for the required features (23.4° tilt, correct hemisphere relationship, accurate labels)
• Quick check during reflection: listen for correct explanation of opposite hemispheres having different seasons at the same time

Differentiation

• Support:
• Provide a sentence starter sheet: “Seasons happen because…”, “When the Northern Hemisphere is tilted toward the Sun…”
• Offer a partially drawn diagram with hemisphere labels (North/South) and arrows for sunlight to reduce drawing load.
• Use a simplified 4-position template for Earth’s orbit with prompts to add labels.
• Extension:
• Challenge students to add one additional detail: how daylight length changes with hemisphere tilt and why this increases/decreases heating.
• EAL/SEN:
• Pre-teach key terms (Poles, Equator, tilt, hemisphere, sunlight direction) and allow word banks on the worksheet.
• Allow roles in group work (builder, labeler, explainer) so students demonstrate understanding in different ways.

Reflection (teacher focus)

• Were students using the model to show the tilt (23.4°) rather than just moving Earth closer/further from the Sun?
• Did most students correctly explain that opposite hemispheres have seasons occurring simultaneously due to tilt and sunlight received?