Why are there seasons? A study of phenology
Summary
Students will understand that the earth's rotation and revolution play a part in phenology or the study of seasons. The students will be collecting data throughout the school year and making predictions from their observations. Practicing the skill of making observations will be emphasized.
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Learning Goals
- Students will review the terms rotation and revolution and gain a better understanding of the effects of the earth's rotation and revolution.
- Students will use different tools to collect data such as a science notebook, thermometer, and astrolabes to collect data.
- Students will practice making observations and documenting them in words and drawings.
- Students will understand the term phenology.
- Students will use different tools to collect data such as a science notebook, thermometer, and astrolabes to collect data.
- Students will practice making observations and documenting them in words and drawings.
- Students will understand the term phenology.
Context for Use
This is appropriate for 3rd-5th grades in a large group or small group setting. This is an introduction to use different scientific tools such as thermometers, the weather guide calendar, astrolabes, and science journals. It is a project that should be done throughout the school year once or twice a month.
Description and Teaching Materials
Day 1 -Have the students write an explanation in their science notebooks that answers the question "Why are there seasons?" Encourage the students to give examples of temperatures or other prior knowledge about each season.
Day 2 - Review how the earth rotates and revolves. Discuss how it affects us. Model the earth rotating and revolving using the globe and a lamp if possible. If not, have students demonstrate it by having someone be the sun and earth making it's journey. Introduce the term phenology and discuss the connection to the earth's rotation and revolution. Students should write the definition in their science notebooks. Encourage them to draw a sketch if possible.
Day 3 - Introduce astrolabes. Have students make them and practice using them. Remind them never to look directly at the sun while using an astrolabe. Ask students to describe how an astrolabe will assist them in determining the seasons. Reviewing how to use a thermometer could also be done at this time. Students can practice reading and recording temperatures inside and outside.
Day 4 - Students will select a spot outside that they will make their observations throughout the year. Have students practice writing their observations such as plants, trees, insects, and even birds. Students will document the temperature, practice using the astrolabe, and time of day in their science journals. Encourage students to make a sketch adding color with colored pencils if possible. The last part of the entry should be a prediction of what will be the same in their area in a month and what might be different.
Day 5 - Share and discuss observations from the previous day. This is a good time to model how to make good observations using senses and specific details. This will take some practice. Use the weather guide calendar and read the phenology section. Include the daily maximum and minimum temperature as part of the comparison as well.
Day 2 - Review how the earth rotates and revolves. Discuss how it affects us. Model the earth rotating and revolving using the globe and a lamp if possible. If not, have students demonstrate it by having someone be the sun and earth making it's journey. Introduce the term phenology and discuss the connection to the earth's rotation and revolution. Students should write the definition in their science notebooks. Encourage them to draw a sketch if possible.
Day 3 - Introduce astrolabes. Have students make them and practice using them. Remind them never to look directly at the sun while using an astrolabe. Ask students to describe how an astrolabe will assist them in determining the seasons. Reviewing how to use a thermometer could also be done at this time. Students can practice reading and recording temperatures inside and outside.
Day 4 - Students will select a spot outside that they will make their observations throughout the year. Have students practice writing their observations such as plants, trees, insects, and even birds. Students will document the temperature, practice using the astrolabe, and time of day in their science journals. Encourage students to make a sketch adding color with colored pencils if possible. The last part of the entry should be a prediction of what will be the same in their area in a month and what might be different.
Day 5 - Share and discuss observations from the previous day. This is a good time to model how to make good observations using senses and specific details. This will take some practice. Use the weather guide calendar and read the phenology section. Include the daily maximum and minimum temperature as part of the comparison as well.
Teaching Notes and Tips
This is a great activity to do once a month or even at the beginning and end of each month. Include the parts of the weather guide calendar into daily discussions. There is a lot of valuable information that can help students become better observers.
Assessment
The students will describe and explain the changes in seasons by making observations and predictions in their science notebooks. The students will reflect and compare their observations and predictions after discussions and use of science tools.
Standards
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from individual observations.
3.1.1.2.3 Maintain a record of observations and explanations.
3.1.3.2.1 Understand that evidence can be used to learn about the natural world, identify patterns in nature, and develop tools.
3.1.1.2.3 Maintain a record of observations and explanations.
3.1.3.2.1 Understand that evidence can be used to learn about the natural world, identify patterns in nature, and develop tools.