University of Nebraska - Lincoln
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 2 Science and Engineering Practices
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Educator needs to compose and provide background information on topic/concepts.
- The building shown is at the University of Nebraska - educator could discuss how similar or different their school's latitude is for comparative purposes.
About the Science
- The University of Nebraska-Lincoln has created this time-lapse seasons demonstrator. Images were obtained at noon - students can record various observations from this series of images and predict how the sun changes over time.
- Comments from expert scientist: Strong visualization of solar altitude and declination with clear, consistent images matching sun location, date, and time.
About the Pedagogy
- Two related student exercise pages are provided at http://astro.unl.edu/interactives/seasons/paper/Seasons_1.pdfand http://astro.unl.edu/interactives/seasons/paper/Seasons_3.pdf
Technical Details/Ease of Use
- There is some support for educator teaching this concept (help tab on animation).
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANSee other excellent astronomy apps and animations produced at the University of Nebraska-Lincoln http://astro.unl.edu/
Next Generation Science Standards See how this Simulation/Interactive supports:
Disciplinary Core Ideas: 2
MS-ESS1.B2:This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
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: 2
MS-C1.3: Patterns can be used to identify cause and effect relationships.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Science and Engineering Practices: 3
MS-P1.1:Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
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.
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: 2
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Science and Engineering Practices: 2
HS-P1.1:Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
HS-P1.2:ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.