Format
This program begins with an introductory video and then the program goes live within the Green Screen Studio at the Challenger Center. approximately 45-60 min.
5 min. Intro to Commander
5 min. Why do we have seasons?
5 min. What is Rotation?
5 min. Examples and student experiments
5 min. What is Revolution?
5 min. Examples and experiments
5 min. What does an Axis do?
10 min. Globe experiments
10 min. Assessment
Objectives
Students will explore and understand how Earth’s movements create predictable patterns in the sky, including day and night and seasonal changes. Through engaging visuals, simple hands-on activities, and real-life examples, students will:
Differentiate between Earth’s rotation (spinning) and orbit (movement around the Sun).
Explain why we experience day and night.
Observe and describe how Earth’s movements lead to different seasons and changes in daylight.
Recognize patterns in nature and use evidence from observations to support their understanding.
By the end of the program, students will have a foundational understanding of Earth’s motions, be able to describe predictable patterns in the sky, and connect those patterns to everyday experiences like daytime, nighttime, and seasonal changes.
Standards Alignment
National Standards
Science (NGSS / National Science Standards)
1-ESS1-1: Use observations of the Sun, Moon, and stars to describe patterns that can be predicted.
? Students explore how Earth’s rotation causes day/night cycles.
1-ESS1-2: Make observations at different times of year to relate daylight to the time of year.
? Students learn how Earth’s orbit and tilt create seasons.
2-ESS1-1: Provide evidence that Earth events can occur quickly or slowly (rotation vs. orbit).
2-ESS2-2 (supporting): Develop a model to represent Earth’s land and water features.
Crosscutting Concepts & Practices: Patterns, cause/effect, developing and using models, analyzing data.
ELA Connections (Common Core)
RI.1.1 / RI.2.1: Ask and answer questions about key details.
RI.1.2 / RI.2.2: Identify the main topic and retell key details.
SL.1.2 / SL.2.2: Participate in discussions; ask and answer questions.
SL.1.5 / SL.2.5: Add drawings or visuals to clarify ideas.
W.1.2 / W.2.2: Write informative/explanatory texts.
Math Connections (Common Core)
1.MD.A.1: Order events in time (day/night, seasons).
1.MD.C.4: Organize, represent, and interpret data with up to three categories.
2.MD.D.10: Draw simple graphs to represent data (daylight hours, seasonal comparisons).
SEL Connections
Self-awareness: Observing patterns in the sky builds reflection skills.
Self-management: Following multi-step activities (Earth rotation/orbit models).
Social awareness / Relationship skills: Working in groups for modeling and discussion.
Responsible decision-making: Using evidence from observations to explain day/night and seasons.
State Standards
Sky Patterns Videoconference – Cross-Curricular Connections
NGSS Science Standards (Core Alignment)
1-ESS1-1: Use observations of the Sun, Moon, and stars to describe predictable patterns.
1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.
2-ESS1-1: Provide evidence that Earth events can occur quickly or slowly (rotation vs. orbit).
2-ESS2-2 (supporting): Use a model to represent Earth’s land/water features.
ELA Connections (Common Core)
RI.1.1 / RI.2.1: Ask and answer questions about key details.
RI.1.2 / RI.2.2: Identify the main topic and retell key details.
SL.1.2 / SL.2.2: Ask and answer questions about details in a presentation.
SL.1.5 / SL.2.5: Add drawings or visuals to clarify ideas.
W.1.2 / W.2.2: Write informative texts that explain a topic.
?? Program connections: Students listen, ask questions, retell why we have day/night, and use drawings or writing to explain Earth’s motions.
Math Connections (Common Core)
1.MD.A.1: Order events in time (morning, afternoon, night; sequence of seasons).
1.MD.C.4: Organize, represent, and interpret data with up to three categories (Day vs. Night; Summer vs. Winter).
2.MD.D.10: Draw picture or bar graphs to represent data (daylight hours across seasons).
?? Program connections: Students compare daylight in different seasons, create simple graphs, and order time events.
SEL Connections
Self-awareness: Building confidence by recognizing patterns in nature.
Self-management: Following steps in modeling Earth’s motions.
Social awareness & relationship skills: Working with peers to act out Earth/Sun system, listening to others’ ideas.
Responsible decision-making: Using evidence to explain why Earth’s movement causes day/night and seasons.
?? Program connections: Group activities (spinning/orbit modeling) promote teamwork, turn-taking, and communication while reinforcing science ideas.