1. Reflect on how culture is informed by natural phenomena on the planet earth (seasons, climates, ecosystems)

2. Engage in an argument about how practices evolve due to an increase in knowledge and evidence.

3. Analyze and interpret qualitative and quantitative data to identify patterns, relationships to make a prediction.

4. Use evidence to construct a model to describe the relationship between components and cause-and-effect in a system.

How does this connect to sustained classroom practices

1. Asking Questions (DQB)

2. Claim Evidence Reasoning (CER)

3. Making Predictions (Patterns Inquiry Approach)

4. Developing Models (multimodal artifacts of vocabulary and creating relationships

This is a model that can help explain what causes the pattern/phenomena I see from Earth

Our distance from the sun varies of the year, supporting a theory of the earth's tilted axis.

Observable patterns like climate and temperature are dependent on the sun and earth's motion in space.

We can -->

We need multiple pieces of evidence to support a claim. Some evidence can lead us to misconceptions. We need to interpret certain evidence using different models.

We connect-->

Sunlight hits at a lower angle, and the area decreases (winter). This is an inverse relationship for summer.

We can -->

Use mathematical representations and computations to identify relationships between two variables

We connect -->

Observations occur at different scales and different points of view. While we can't see the earth and the sun, we can observe from the ground how sun elevation looks

Length of day is dependent on the amount of coverage sunlight hits the earth.

The axis of the earth determines the seasons

We can -->

Make alterations to physical models to better reflect the data.

We connect -->

Scientists create models informed by evidence to be able to make better predictions.

Solar elevation increases in the summer season and decreases in the winter season.

We can -->

To use data to make predictions about future events. Use data to identify patterns over different scales of time

We connect --> Propose how ancient civilizations were able to develop a model over thousands or hundreds of years of oral tradition to create traditions surrounding time/calendar.

• Tilt results in differences in the amount of sunlight on different parts of the Earth’s surface at different times of the year.

• Solar elevations are opposite in the Northern and Southern Hemispheres at the same time (July or January).

• Light energy amounts reaching the surface are directly related to solar elevations:

• higher solar elevation = higher light energy; and

• lower solar elevation = lower light energy.

• Temperature is directly related to light energy amounts reaching the surface.

Seasons, Climate vs Weather

Rotation, Revolution

Light, Intensity, Sun, Solar, Radiation

Daily, Monthly, Quarterly, Annualy

The more particles light travels through (by increasing the distance between the source and the viewer, the redder the color. The less distance between the source and the viewer the bluer the color.

The spectra of the sun has patterns with the spectra of H,He,Li, Na

Phenomenon: Meteor Hitting Russia

Our model needs: our planets to have

Difference between celestial objects (planet, moon, and scale)