Earth’s Seasons Model

Overview

In this lesson (Lesson 2 of 6), students investigate how Earth’s tilt changes how sunlight reaches different places on Earth, causing seasonal changes. They build simple models and use them to explain what happens to sunlight across the “globe”.

Learning intentions

• Students will explain, using a model, that Earth is tilted on its axis.
• Students will observe how changing the tilt position affects the amount of sunlight on different parts of the model “Earth”.
• Students will link the pattern of sunlight to changes we call seasons.
• Students will share their thinking clearly using science words (tilt, rotation, sunlight, seasons).

Success criteria

• I can show Earth’s tilt using a model.
• I can describe how sunlight hits more directly in one season and less directly in another.
• I can use evidence from my model (observations) to explain why seasons change.
• I can listen to a classmate and add to or improve my explanation.

Curriculum links

• Science: Understanding about the interactions between science and technology and the use of models to investigate ideas.
• Science: Developing knowledge about Earth systems, including weather and seasonal patterns.
• Nature of Science: Using evidence from observations and fair testing to support claims.
• Communication: Expressing ideas using simple scientific explanations and diagrams.

Lesson structure (60 minutes)

1. 0–5 min | Hook & recall Revisit Lesson 1 briefly: ask what students remember about day and night and sunlight. Show a quick picture prompt: “Which place gets more sunlight in summer?”

2. 5–12 min | Teacher mini-lesson: tilt + sunlight Teach with a simple visual: a globe/ball with a “tilt” sketched on it and a “lamp” as the Sun. Explain: Earth is tilted; as Earth moves around the Sun, the tilt means sunlight hits different places more directly at different times of year.

3. 12–20 min | Model build (groups of 3) Students build their “Earth and Sun” model:

• Earth ball (or paper circle) on a stand with a clear tilted axis.
• Lamp or torch represents the Sun.
• Add labels for “Top” (north) and “Bottom” (south) on their Earth model. Keep steps short and demonstrate once, then circulate to support.

4. 20–30 min | Investigation set-up: two seasons Each group chooses two positions:

• “Position A” = what we call summer in one hemisphere (more direct sunlight).
• “Position B” = what we call winter in the opposite hemisphere (less direct sunlight). Students hold the Earth model still, shine the lamp, and observe where the light is strongest (use a small piece of paper or sticky note to show the brightest area). Emphasise safety around lamps/torches.

5. 30–43 min | Observe + record (science talk + drawings) Students draw two simple diagrams: Position A and Position B. Under each, they add 1–2 sentences:

• “In this season, sunlight is more direct on …”
• “This would mean … warmer/cooler” (keep it linked to everyday experiences). For older/high-level students: ask “How can we be sure our model is showing tilt, not just turning?” (fairness and focus on one variable).

6. 43–53 min | Gallery walk: compare models Half the class rotates to partner groups (or the teacher posts stations). Students use a “See–Think–Try” routine:

• See: one thing you notice
• Think: one idea about why
• Try: one improvement you could make to the model or explanation Give sentence starters for those who need them.

7. 53–60 min | Exit ticket: evidence-based explanation Students complete an individual quick response:

• Draw Earth tilted. Add arrows showing how sunlight hits.
• Write one claim: “Seasons happen because…” Collect for assessment.

Resources

• Globe/ball (or paper circles), sturdy craft bases/stands
• Craft sticks/skewers or straws for “tilted axis”
• Torches or small lamps (one per station or per group rotation)
• Coloured sticky notes or small paper squares to mark “brightest” area
• Label cards: tilt, sunlight, seasons, north, south
• Whiteboards or paper for diagrams and sentences
• Safety glasses optional (or remind “no looking directly at torch/lamp”)
• Sentence starters on display: “I noticed…”, “I think this means…”, “My evidence is…”
• Timer for rotation and build/investigation stages

Assessment

• Teacher checks models and listens for key ideas: tilt and sunlight angle changing across “seasons”.
• Review students’ two diagrams and sentences for evidence-based explanations (not just guessing).
• Exit ticket identifies misconceptions (e.g., “Earth moves closer to Sun” or “seasons happen because Earth stops spinning”).

Differentiation

• Support: Provide a partially built model for some students; use pictorial labels; offer sentence frames (“In Position A, sunlight is strongest on…”). Seat students with ADHD near the teacher and use clear time cues.
• Support: Offer “choice of roles” in groups (builder, label writer, light-observer, diagram drawer) to reduce off-task movement.
• Challenge/extension within task: Ask high-level students to compare “same lamp distance, same tilt, different position” and explain why that keeps the test fair.
• EAL/SEN: Pre-teach and practise key words orally; allow drawings to carry meaning; provide a word bank with simple definitions.