Jump to this Activity »
Seasonal Change on Land and Water
http://www.globe.gov/documents/356823/412c9bdf-60d7-473d-9ecd-392158d3d232

GLOBE Program

In this worksheet-based activity, students review global visualizations of incoming sunlight and surface temperature and discuss seasonal change. Students use the visualizations to support inquiry on the differences in seasonal change in the Northern and Southern Hemispheres and how land and water absorb and release heat differently. The activity culminates in an argument about why one hemisphere experiences warmer summers although it receives less total solar energy.

Activity takes one class period.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 1 Disciplinary Core Idea, 7 Cross Cutting Concepts, 9 Science and Engineering Practices
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 5 Cross Cutting Concepts, 2 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

Axial tilt of Earth governs incoming sunlight and seasonality
About Teaching Principle 1
Other materials addressing 1c
Sunlight warms the planet
About Teaching Principle 1
Other materials addressing 1a
World's climate definition
About Teaching Principle 2
Other materials addressing 2a
Ocean as climate control, oceanic conveyor belt; abrupt changes in thermohaline circulation
About Teaching Principle 2
Other materials addressing 2b

Energy Literacy

The energy of a system or object that results in its temperature is called thermal energy.
Other materials addressing:
1.2 Thermal energy.
Earth's weather and climate is mostly driven by energy from the Sun.
Other materials addressing:
2.3 Earth's climate driven by the Sun.
Water plays a major role in the storage and transfer of energy in the Earth system.
Other materials addressing:
2.4 Water stores and transfers energy.

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:G) Drawing conclusions and developing explanations
Other materials addressing:
G) Drawing conclusions and developing explanations.
1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:A) Processes that shape the Earth
Other materials addressing:
A) Processes that shape the Earth.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:C) Energy
Other materials addressing:
C) Energy.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • An additional assessment strategy for students should be designed to ensure student understanding of the lesson and to prevent misconceptions from being developed.
  • Educator should set the stage for the activity with a demonstration of the reason for the seasons.
  • If a color copier/printer or computer projector are not available, there is an opportunity for students to color their own diagrams.

About the Science

  • Worksheet-based activity in which students interpret global visualizations of incoming solar radiation, average surface temperatures, land/sea distribution diagrams in order to understand the reason for the seasons and the effect of different heat capacities of land and water.
  • Good background information, but additional reference materials are not provided to support educator.
  • The oblique diagram on Earth’s location relative to the sun appears to show a highly elliptical orbit that may cause misconceptions. It should be pointed out that the diagram on the left is oblique and the diagram on the right is looking straight down on the orbital plane.
  • This activity may not effectively address (and could reinforce) misconceptions about the reason for the seasons.
  • Comment from scientist: Freezing point of water is 0 deg C and not 3 deg C. Incoming solar radiation is approx 342 W/m2 and not 300.
  • The term albedo should be introduced when teaching about reflectiveness of different surfaces, and the term heat capacity could be made explicit in the student materials to introduce students to proper scientific terminology.

About the Pedagogy

  • Well-designed worksheet, good visualizations and guidance for educator. Rubrics/answer key for assessing students are available.
  • Resource urges group work and discussion among groups, which enhance learning for diverse groups.
  • Material is challenging to teach and engage students. It will need skilled educator guidance.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Next Generation Science Standards See how this Activity supports:

Middle School

Performance Expectations: 1

MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Disciplinary Core Ideas: 1

MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

Cross Cutting Concepts: 7

Systems and System Models, Energy and Matter, Stability and Change, Patterns, Cause and effect, Scale, Proportion and Quantity

MS-C4.1: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.

MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.

MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.

MS-C1.3: Patterns can be used to identify cause and effect relationships.

MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.

MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.

MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Science and Engineering Practices: 9

Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions

MS-P2.4:Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

MS-P4.3: Distinguish between causal and correlational relationships in data.

MS-P4.4:Analyze and interpret data to provide evidence for phenomena.

MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

MS-P6.2:Construct an explanation using models or representations.

MS-P6.4:Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.

MS-P6.5:Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion

High School

Performance Expectations: 1

HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Disciplinary Core Ideas: 1

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

Cross Cutting Concepts: 5

Patterns, Cause and effect, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena

HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.

Science and Engineering Practices: 2

Constructing Explanations and Designing Solutions

HS-P6.1:Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

HS-P6.3:Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.


Jump to this Activity »