Earth, Sun, Seasons

Overview

Students investigate how Earth’s rotation, orbit around the Sun, and axial tilt produce day and night and the seasons. They use a model, observations and scientific diagrams to build an evidence-based explanation, extending prior learning about the Solar System and forces.

Learning intentions

• WALT describe how Earth’s rotation produces day and night.
• WALT explain how Earth’s orbit and axial tilt produce seasons.
• WALT use a model and observations as evidence for a scientific explanation.
• WALT communicate a clear explanation using accurate scientific language.

Success criteria

• I can distinguish between Earth’s rotation and its orbit.
• I can use a diagram or model to show why different places receive different amounts of sunlight.
• I can explain that seasons are caused mainly by Earth’s axial tilt, not by Earth being much closer to or further from the Sun.
• I can link observations to a scientifically supported explanation.

Curriculum links

• Earth and Space Science: understanding the effects on Earth of interactions between the Sun and the Earth-Moon system, including Earth’s spin, orbit and tilt.
• Science capabilities: interpreting patterns and interactions; developing and using models; communicating in scientific language.
• Key competencies: thinking; using language, symbols and texts; participating and contributing.
• Science-related claims: using evidence and conventions such as labelled diagrams to support an explanation.

Lesson structure (50 minutes)

1. 0–5 min · Hook and prediction. Teacher displays a photograph of daylight in Aotearoa New Zealand alongside darkness elsewhere and opens the hook and prediction slide. Students answer: “How can it be daytime here and night-time somewhere else?” and record an initial prediction on the Earth–Sun investigation sheet.

2. 5–13 min · Direct teaching: rotation. Teacher uses the rotation and day–night slides to establish that Earth rotates once approximately every 24 hours on its axis; one half faces the Sun while the other half faces away. Students annotate a diagram, define rotation, and explain which side experiences day and which experiences night.

3. 13–25 min · Model investigation. Teacher places a lamp or torch as the Sun and uses a tilted globe or ball labelled with Aotearoa New Zealand; pairs use the model while following the instructions on the model investigation section. Students observe how rotation changes the light received at their location, then describe what the model represents and identify one limitation of the model.

4. 25–34 min · Direct teaching: orbit, tilt and seasons. Teacher demonstrates Earth’s orbit using the orbit, axial tilt and seasons slides and emphasises that Earth’s axis remains tilted in the same direction as Earth orbits the Sun. Students complete a four-position seasonal diagram, labelling direct or more concentrated sunlight, longer daylight, and the season experienced in each hemisphere.

5. 34–43 min · Explain and challenge misconceptions. Teacher shows the misconception prompt in the seasons misconception slide: “Summer happens because Earth is closer to the Sun.” Students discuss and then use the exam command words reference mat to structure a response explaining why this claim is incomplete or incorrect. Pairs write a cause-and-effect explanation using “because”, “therefore” and “whereas”, then share one response.

6. 43–50 min · Plenary and assessment. Teacher returns to the opening question using the review and exit-ticket slide and collects the final explanation and exit ticket. Students independently explain how rotation causes day and night and how orbit plus axial tilt cause seasons, including one observation or model-based piece of evidence.

Resources

• the Earth, Sun and seasons slide deck
• the Earth–Sun investigation sheet
• Lamp or strong torch
• Globe, tilted ball, or polystyrene Earth model
• Sticky labels or marker pens
• Whiteboard and pens
• One exam command words reference mat per pair
• Student exercise books and writing materials

Assessment

• Check predictions and annotated diagrams during the hook and direct teaching; question students individually about the difference between rotation and orbit.
• During modelling, listen for explanations that connect the observed light pattern to Earth’s rotation and identify misconceptions about seasons.
• Use the final written explanation to assess whether students accurately link rotation with day and night, and axial tilt plus orbit with seasonal variation.

Differentiation

• Provide a partially labelled diagram, a word bank, and sentence starters: “Earth rotates…”, “When this hemisphere is tilted towards the Sun…”, and “The model shows…”.
• Pair students strategically and allow students to explain orally before writing; use clear gestures and repeated visual references for EAL learners.
• Support learners who need it with a pre-drawn seasonal diagram and a teacher-guided model position; avoid relying on colour alone when identifying light and dark regions.
• Extend confident students by asking them to explain why seasons are opposite in the Northern and Southern Hemispheres, and why day length varies with latitude.