TABLE OF CONTENTS - Lindbergh School District

Concept C: The regular and predictable motions
of a planet and moon relative to the Sun explain
natural phenomena, such as day, month, year,
shadows, moon phases, eclipses, tides, and
seasons
6.2.C.a, c & d Relate units of time (i.e., day,
month, year) to the regular and predictable
motion of the planets and moons and their
positions in the Solar system. Provide
evidence that can be observed from Earth that
supports the fact Earth rotates on its axis and
revolves around the Sun Predict the
moon rise/set times, phases of the moon,
and/or eclipses when given the relative
positions of the moon, planet, and Sun.
STRAND 7C, 8.2B, 8.3B
Concept C: The regular and predictable motions
of a planet and moon relative to the Sun explain
natural phenomena, such as day, month, year,
shadows, moon phases, eclipses, tides, and
seasons
6.2.C.b Explain seasonal phenomena (i.e.,
weather, length of day, temperature, intensity
of sunlight) as a consequence of a planet’s
axial tilt as it rotates and a orbital position as
it revolves around the Sun
STRAND 7D
Concept C: The regular and predictable motions
of a planet and moon relative to the Sun explain
natural phenomena, such as day, month, year,
shadows, moon phases, eclipses, tides, and
seasons
6.2.C.e Explain how the gravitational forces,
due to the relative positions of a planet, moon,
and Sun, determine the height and frequency
of tides
STRAND 7C, 7E
C1
C2
C8
C1
C3
C3
Using the concept attainment model (which is like
game), lead the students to the concept that the earth
revolves around the sun and rotates on its axis to
give us seasons. Teacher presents students a list of
“yes” and “no”, one at a time. And students try to
guess what the concept is.
For example: Yes, student guess 365 days a year
30 or 31 days a month night and day 650 days the
seasons Milky Way the North star Etc…
Earth is the center of the universe. For the second
part of this objective, use the activity “Modeling
Phases and Eclipses”
(1.6, 2.3, 4.6)
Do the lab “Comparing the Angle of Sunlight to
Intensity.” Shining heat lamp on globe, measuring
temperatures at different angles on the earth’s axis.
(1.2, 2.3, 3.5)
Draw diagrams of the earth and moon in reference to
the sun and how they pull on each other and operate
as a three-body system.
(1.6)
Students will define the concept based on the
yeses and no’s. Have students answer the
analysis questions with the activity.
Students will infer which angle models of
the sun represent the seasons.
Students will explain the relationships to each
other.
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