2nd Grade Discovery Lab



Discovery Lab

2nd Grade

Night Sky

Lab Leader Introduction

If you only have one hour to complete this lab, you will not have a lab leader closing (only thank the parents for coming). Also, the children may not be able to complete all of the questions. Ask the teacher to follow up with the questions in the classroom.

For set-up, make sure that each seat has a clipboard, pencil, lab sheet, and lab coat on the back of each chair. The adult chair should also have lab coat.

Write the following words on the white board:

Rotation and Rotate – To spin around an axis. The earth rotates once every 24 hours. Use the globe to demonstrate.

Revolution and Revolve – To travel in a closed path. The earth (and the other seven planets) revolve around the sun.

Earth’s Imaginary Axis – Take one of the earth models from station 4 with the dowel running through it. Remove and explain that the earth is not straight up and down (vertical) but instead tilted. Earth’s axis is an imaginary line that passes through the North and South Poles. (If you want, you can do some research on the theory of why the earth is titled to share with the children)

Orbit – An object’s path in space around another object. Earth’s orbit takes about 365 days, or one year.

• When the class enters the lab, play the “Star Wars” CD. Ask the teacher if she has divided the class into stations. If not, send each child to their parents’ station, and divide the other children according to their classroom numbers. For example, class numbers 1-4 go to Station #1 to join the child who is already at the table with his or her parent. Make sure each station has 4-5 children. Help the children put on their lab coats. The children will not sit on the floor for the introduction.

• When everyone is seated, turn off the music.

1. Introduce the parents

2. Briefly describe what the children will learn at each station.

Station 1: Sunrise and Sunset

Students will learn how the position of the sun in space, in relation to where you are on Earth, affects the amount of sun you see throughout the day and why we have night, sunrise, day and sunset.

Station 2: Creating a Constellation

Students will create a constellation of Ursa Major ( The Big Bear) and then look at it in the BIG BLACK BOX.

Station 3: Phases of the Moon/Craters

Students will investigate the surface of the moon. show how a crater on the moon is formed by using a marble and flour. Students also will learn about the phases of the moon.

Station 4: Earth’s Orbit Around the Sun

Students will view a model of the Earth’s orbit and discover that the tilt of the Earth is the reason for the different seasons.

3. Discuss the Wall Words

4. Do the Earth’s Orbit demonstration described below:

Demonstration: The Earth’s Orbit Around the Sun

Note for DL Co-Chairs: Tape a circular orbit ( only slightly elliptical) of the Earth in the middle of the Discovery Lab trailer on the floor with masking tape. Tape the laminated season trees from the Night Sky box on the floor as follows: winter is at the top of the ellipse, closet to the whiteboard. Tape the summer tree at the opposite end of the circle. Add fall and spring in between along the circular taped orbit.

The purpose of this demo is to help the children understand the concepts of Earth’s rotation and revolution around the Sun.

• Have all of the students stand at their seats and make a clockwise circle with one hand in the air. Then, have the students make a counterclockwise circle with the same hand. Next, have everybody slowly turn counterclockwise while counting to 24 to demonstrate the Earth’s orbit in a 24 hour period. Most children will turn several times while counting to 24, which is fine. Just explain that the Earth makes one turn (rotation) in a 24 hour period.

• Explain to the children that the Earth’s orbit around the sun is almost a perfect circle- only slightly elliptical.

• Choose one child (ask if anyone has a birthday this week/month) to follow the masking tape path on the carpet. Put the red cape and flashing glasses on the child. ( Ask to borrow from from Daphne King) Tape the picture of the earth on the back of the cape and tell all the students that the student in the cape represents the earth. Help the child slowly turn counterclockwise while following the counterclockwise orbit. Make about 2-3 turns between each season. Stop at each season for a few seconds to explain that three months have passed between seasons. Tell them that the Earth is rotating around the sun. (Stopping between seasons also prevents everyone from getting dizzy!) When you are back where you started, explain that the Earth revolves around the sun and takes one year.

Keep the lights on for the first five minutes of each rotation. Each station should last about 12 minutes. After 5 minutes, let the station leaders know you will be turning off the lights so that they can turn on any lights or flashlights required for their lessons.

The lab leader should keep an eye on station 2 ( Constellations) to see if they are finished---this station will take the longest but don’t let them continue past 15 minutes. Give the station leaders a two minute warning so they know when to transition to working on the questions and wrap up the lesson.

Lab Leader Wrap-up

The wrap-up can take about 5minutes after the class has finished all 4 rotations. The children will remain in their seats during the wrap-up

• Ask for a student volunteer to describe what they learned at station 1. Repeat this for each station selecting a new student volunteer each time. .

• Thank the parent volunteers and ask the students to take off their lab coats and leave them on the backs of their chairs.

Discovery Lab

Night sky

2nd Grade

Station # 1: Sunrise and Sunset

(GPS S2E2) – Students will investigate the position of the sun in relation to a fixed object at various times of the day.

Supplies:

• Lamp about 2ft. in height, shade removed (need to purchase a lamp or bring one from home)

• Styrofoam model of the earth with dowel insert

• Tacks to represent people on the earth

• Book - What Makes Day and Night by Franklyn M. Branley

• Book – The Sun by Raman Prinja or any other reference book about the sun.

• Book – The Sun Our Nearest Star by Franklyn M. Branley

Concepts to be learned:

• The earth rotates counterclockwise every 24 hours (1 day) to make day and night.

• As the earth turns, the sun seems to move across the sky.

• Understand the phrase “ The sun rises in the east and sets in the west.”

Night and Day

• Use the five minutes before the lights are turned off to teach the students a few interesting facts about the sun. Refer to The Sun by Raman Prinja or another book of your choice.

• Position the lamp toward the station leader’s seat and turn it on when the room lights are turned off. Tell the students the lamp represents the sun. The station leader will sit at her seat holding the earth model level with the light bulb. Slowly turn the model counterclockwise to demonstrate that the Earth rotates every 24 hours (once per day). Tell the students that while we are having daytime in Milton Georgia, the opposite side of the earth is having nighttime. Show this with the earth model, i.e., when the sun is shining on Milton, the other side of the earth is dark. For example, when we are having daytime in Milton, the people in China are sleeping.

Sunrise and Sunset

• The students remain seated. The station leader will remain in the same position. Position the earth model so that the tacks (people in Milton) are having nighttime (facing away from the light). Slowly rotate the Earth counterclockwise and stop when the light is beginning to shine on the tacks. Explain to the students that the people in Milton are now experiencing sunrise. Explain that in Milton you always look to the east to see the sun “ come up” in the morning. This is because the Earth rotates counterclockwise and you need to look east to see the sun rise . Refer to the picture on page 25 of the book, What Makes Day and Night. . Continue to rotate the Earth model counterclockwise until the tacks are facing the lamp (the sun). Tell the students that it is now noon in Milton., GA. Discuss what you might be doing at this time of day. Continue to rotate the Earth model counterclockwise as you explain to the students that the sun seems to be moving across the sky. Stop when you’ve made one more quarter turn away from the lamp. Tell the students that if the people in Milton look towards the west, the sun seems to be going down. The sun is not actually moving, but the Earth is turning away from the sun into darkness. (nighttime) This is sunset. Show the picture on page 26 as you hold the model. Remind the students that the sun is really not moving- it is the Earth that is moving.

• Now have the children take turns (one at a time) pretending to be the rotating Earth. Reinforce the concepts of nighttime, sunrise, daytime and sunset. It is important to read pages 20 - 23 in the book, What Makes Day and Night, for this demonstration. Have one student at a time; take the position where the lab leader previously sat. Have the student face away from the lamp with his arms out to his sides as pictured on pages 22 and 23. Remind the students that their body represents the Earth and their face represents a person on the earth looking at the sun. The lamp represents the sun. By holding out their arms, the students can more easily see the light from the sun on their fingers and arms as they rotate towards and away from the sun. In the book they start with sunrise but we recommend beginning with nighttime. Have the students rotate counterclockwise and stop at quarter turns as demonstrated with the Earth model earlier. Remind the students at each quarter turn to think about what they see during the rotation of the earth…nighttime, sunrise, daytime and sunset. As they rotate their body, you may want to ask them what they are usually doing at that time of day( Ex.: At sunset I’m eating dinner, at noon I’m eating lunch, etc.)

Discovery Lab

Night sky

2nd Grade

Station #2: Creating a Constellation

(GPS S2E1) – Students will understand that stars have different sizes, brightness and patterns.

Supplies:

• Large box covered with black paper and draped on the open end with black fabric (Will be at the Station)

• 8 ½ x 11 sheets of black scrapbook paper

• Sharpie silver pens

• Punches and bits

• Paper Clips

• Flashlight

• Constellation Templates

• Constellation Cards

• Constellation Mats

• Book – The Sky is full of Stars by Franklin M. Branley. Refer to pages 1 – 17.

Concepts to be learned:

• A constellation is a group of stars that ancient people imagined looked like a picture or pattern in the

sky.

• Stars have different levels of brightness and colors.

• At different times of the year you see different stars in the sky because the earth is moving.

Note: the discussion before the lights are turned off must be done in approximately 5 minutes

• Discuss the information presented on pages 1-17 in the book

• Show the students some of the constellation cards and the mats. Remind them that the Big Dipper is part of the constellation, Ursa Major, also known as the “Big Bear.” See the picture of Ursa Major on page 12 of the book. There is also a very good but small but good picture of Ursa Major on the constellation mats.

• Use the constellation mats to point out what the night sky looks like during the different seasons.

• Give each student a template of the constellation Ursa Major and a black sheet of construction paper. Have the students place the template over the black paper and clip the template to the paper, top and bottom, so it doesn’t slip. The students will use a hammer and bit to punch out the black dots. Ask the students to hammer 8-10 times at each dot to make sure they have a good punch in the paper. They can also use a sharp pencil when they get back to their seats to make their holes a little bigger if needed. THIS IS A VERY NOISY EXERCISE SO HAVE THE STUDENTS DO THEIR PUNCHING QUICKLY ON THE PAVEMENT BEHIND THE PORTABLE. ( NOT IN FRONT OF THE TAG PORTABLE) IF IT’S RAINING, THEY CAN EITHER GO THE ART EDVENTURES STUDIO (IF IT’S NOT IN USE) OR DO THE PUNCHING IN THE CLOSET BETWEEN THE DISCOVERY Lab and the ART EDVENTURES STUDIO.

• You might want to leave the punches, bits, and hammers outside for the next group of children that will rotate.

• Remind the students to put their names on their papers and the name of the constellation using the silver pens.

• Taking turns, have each student put their head in the box and hold their constellation up to the square cutout inside the box. Drape the black fabric over the box (optional) and the student’s back. The lab leader will shine a flashlight on the constellation from the outside of the box so that the other student can see it from the inside of the box. Each child will have a turn viewing his/her constellation. If you have time, discuss the attached questions related to station 2. ( There may not be time for your questions , tell the children they will complete them in class.)

Discovery Lab

Night sky

2nd Grade

Station # 3: Phases of the Moon/Craters

(GPS S2E2) – Students will use observations and charts to record the shape of the moon for a period of time.

Supplies:

• Pan

• Flour

• Cocoa mix

• Marbles

• Flashlight

• Poster of Moon

• Lunar Landing Model

• Lighted earth, sun and moon model

• Model of the Moon on a Dowel

• Book – The Moon Seems to Change by Franklyn M. Branley

• Find a book with background info. on craters, asteroids, and meteors for your reference

Concepts to be learned:

• The moon rotates around the earth about every 29 days. (1 month)

• The moon does not give off its own light. The light we actually see is reflected light from the sun.

• The moon seems to change shape as it goes around the sun.

• We only see one side of the moon as it goes around the Earth

Crater Demonstration

Fill the pan with flour until it is about 1 inch from the top of the pan. Mix in cocoa (to resemble gray moon dust) Gently tilt the pan from side to side to level the flour. .

• Show the students the pan filled with flour. Discuss how it represents the surface of the moon which is powdery. Show the students a marble and note that it represents an asteroid. Have the students take turns dropping the marble from about 10 inches. Discuss how the marble (asteroid) makes a crater on the surface of the moon. The surface of the moon has more than 300,000 bowl-shaped holes or craters. When these asteroids land on the earth they are called meteorites. Show the students the poster of the moon and point out the many craters. Share information on craters, asteroids, and meteors.

Phases of the Moon

• Tell the students that we are now going to learn about the phases of the moon. Show the small cards that are taped at your station which show the moon phases. Explain that phases of the moon means that the moon seems to change shapes. The phases of the moon follow the same pattern about every 29.5 days (about one month).

• The lights must be out before you begin. This demonstration works best with one child at a time. Tell the first child to stand at the back of the room with you. The other children will sit and wait for their turn. Stand in front of the lab coats making sure that you are not facing the light from station 4. Using the model of the moon (white styrofoam ball on a dowel), point out to the students that the green thumbtack on the moon demonstrates that we only see one side of the moon from the earth. The side of the moon with the green tack should be facing the student. The lab leader will need to assist with this station by shining the flashlight on the moon model.

• Tell the students that their body represents the Earth. Tell them to imagine that they are a person on the Earth looking at the moon. This lesson will focus on the following phases of the moon : New Moon, Crescent Moon, First Quarter, Gibbous Moon, Full moon , Gibbous Moon (again) , Last quarter (also known as Third Quarter), Crescent Moon (again), and back to the New Moon. ( It is not important to teach waxing and waning to the second graders) Tell the students that the flash light represents the sun shining on the moon. Remind the child that even though we know that the Earth is spinning every 24 hours, for this experiment the Earth ( their body) will rotate more slowly in order to observe the moon phases. (Have the lab leader or lab coordinator shine the flashlight at the moon so that you can help each child rotate ( counterclockwise) and talk to him/her about each phase that they see. To demonstrate the new moon, have the student hold the moon out in front of him. The student should be looking at the moon model. The lab leader will stand facing the student who is holding the moon and will shine the flashlight directly at the back of the moon. The students will see a dark moon . THIS IS THE NEW MOON.

• Have the student slowly turn to the left, counter clockwise, about an eighth of a turn. As the flashlight is shining on the moon, point out to the students that the CRESCENT MOON is beginning to appear. Have the student continue to turn slowly to the left, counterclockwise. THIS PHASE IS REFERRED TO AS THE FIRST QUARTER MOON which occurs at the end of the first week of the month, when the moon has traveled ¼ of the way around the earth. Also, point out that the moon is getting larger.

• Next, allow another student to take a turn holding the moon and have all the other students stand behind him. Have the student turn to the left; counterclockwise, one more eighth of a turn. The Lab leader will not change positions but will shine the flashlight little further up to shine directly on the moon. Again, the students should observe the moon appears to be getting larger. THIS PHASE OF THE moon is the GIBBOUS Moon . Take a few seconds to ensure that the student observed the GIBBOUS Moon. Have the same student turn to the left, counter lockwise, another eighth of a turn and stop. The students will observe that the entire moon is lit up. THIS IS THE FULL MOON which occurs at the end of the second week of the month, when the moon has travelled ½ of the way around the earth.

• Now tell the students that the moon will appear to be getting smaller. Have the student turn to the left; counterclockwise, one more eighth of a turn. The Lab leader will not change positions but will shine the flashlight little further to the left to shine directly on the moon. The GIBBOUS will again appear. Point out that the moon appears to be getting smaller. The student will turn to the left on more eighth of a turn and observe that the other half of the moon (than observed with the FIRST QUARTER MOON) is lit up. THIS IS THE LAST QUARTER MOON, which occurs at the end of the 3rd week of the month when the moon has travelled ¾ of the way around the Earth.

• Next, the student will slowly turn one more quarter of a turn until they are facing the lab leader. The Lab leader will not change positions but will shine the flashlight little further up to shine directly on the moon. As the student turns counterclockwise, a crescent moon will again appear. As he completes the turn, the students will observe that it is the end of the month and they are back to where they started…..the NEW MOON phase.

Discovery Lab

Night sky

2nd Grade

Station #4: Earth’s Orbit Around the Sun

(GPS S2E2) – Students will relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.)

Supplies:

• Earth’s Orbit Model

• Light

• Book - The Reasons for the Seasons by Gail Gibbons

Concepts to be learned:

• The tilt and position of the Earth relative to the Sun determines the seasons.

• Understand the expression “the sun rises in the east and Sets in west.”

Background Information

• The seasons are caused by the tilt of the Earth on its “imaginary” axis (23.5°) and the Earth’s orbit around the sun. The tilt always stays the same and points toward the North Star, Polaris (meaning “Pole Star”). One Earth rotation on its axis takes about 24 hours (at 1,000 mph), and one Earth revolution around the sun takes about 365¼ days (at 67,000 mph). Both spins are counterclockwise.

• The Earth’s orbit around the sun is elliptical.

• The Earth and sun are closest during OUR winter and the Southern Hemisphere’s summer. However, the summers in the Southern Hemisphere are not hotter than our summers. The Southern Hemisphere is considered a “water hemisphere” due to having lots more ocean water than the Northern Hemisphere. The excess water absorbs the extra heat.

• The tilt of the Earth determines the season we’re in. We are in the Northern Hemisphere, so if the top of the Earth’s axis points toward the sun, we are having summer in the Northern Hemisphere. Conversely, if the top of the Earth’s axis points away from the sun, we are having winter in the Northern Hemisphere. This is reversed for the Southern Hemisphere.

• Fall and spring are transitions between winter and summer. The Earth is neither tilted toward or away from the sun. There are 4 seasons and they always occur in order: winter, spring, summer, and fall. So, the only way to tell if we are in spring or fall is to determine which way we’re moving. If we are moving from winter, heading to summer, then it’s spring. If we are moving from summer, heading to winter, then it’s fall. We are currently moving from summer, heading to winter, so we (the Northern Hemisphere) are in fall transition.

Earth’s Tilt and the Seasons

• Each child represents the planet Earth. Tell the students that the earth is tilted. Explain briefly what tilted means and use one of the earth models to demonstrate how the earth is tilted. (take one of the Earth models out of the block and show the students how the Earth would look if it were not tilted). Now tell the students that the top part of their body is the Northern Hemisphere, their waist is the equator, and below their waist is the Southern Hemisphere. Use a globe to point out the Northern hemisphere, equator and the Southern Hemisphere. Tell the students that you (the parent volunteer) will represent the sun.

• Have the children walk over to the taped “Earth’s Orbit” model in the middle of the room on the floor. Everyone should cluster together facing the white board while standing on the tree representing winter. Remind the students that the top half of their body represents the northern hemisphere and the bottom half of their body represents the southern hemisphere. The first month of the year is January which occurs in winter. Tell the students that the tilt of the Earth is always pointed towards the North Star. Point to the North Star on the white board.

• The parent volunteer stands in the middle of the orbit holding the picture of the sun and facing the children’s backs. The children will be facing the North Star, with the top half of their bodies tilted away from “the sun.” Ask which hemisphere is pointed away from the Sun. The correct answer is the Northern or the top part of the body). Therefore so it must be winter in the northern hemisphere, and summer in the southern hemisphere.

• Next, have the students move backwards to the tree representing spring. Everyone should cluster together facing the white board (the North Star). Again, remind the students that the top half of their body represents the northern hemisphere and the bottom half of their body represents the southern hemisphere. Tell the children that the northern hemisphere is now having spring. Point out that they are no longer completely facing away from the sun, in fact the Northern Hemisphere is getting warmer.

• Now, have the students move backwards as the Earth moves into summer. Everyone should be clustered together and tilted towards the sun (parent volunteer). Tell the students that northern hemisphere is now experiencing summer because it is tilted towards the sun and the Southern Hemisphere is now experiencing winter because it’s not tilted towards the sun. ( It is actually tilted away from the sun, as they will discover later.)

• Finally, have the students move to the tree representing autumn. Tell the children that the northern hemisphere is getting cooler because it is no longer tilted directly towards the sun as it was in the summer.

The Earth’s Orbit

Have the students return to their seats to look at the model on the table. The seasons are marked on the blocks of wood on each earth model. The red star on each ball is in the same location and represents Milton, GA. Each Earth model should be pointed in the same direction ( toward the North Star) . Turn on the light bulb.

Milton, GA in the Winter:

• Point to the Earth model marked “winter.” The tilt points away from the sun.

• The northern hemisphere is receiving less sunlight , that is why Milton is experiencing colder weather and less daylight.

• The Southern Hemisphere is getting 3X as much sunlight as the Northern Hemisphere, so it’s summer down there.

• The equator is getting 12 hours of daylight and 12 hours of night.

• The North Pole is getting zero hours of sunlight (24 hours of darkness).

• The South Pole is getting 24 hours of sunlight (zero hours of darkness—“Land of the Midnight Sun”).

• The further south you move from the equator, the longer the sunlight exposure you get, so your day is longer, until you reach 24 hours of

daylight at the South Pole.

Milton, GA in the Spring:

• Point to the Earth model marked “spring.” The Earth is neither tilted toward or away from the sun.

• The Northern Hemisphere is transitioning from winter to summer, so it is spring time for us.

• Every place on Earth has 12 hours of daylight and 12 hours of night.

• The equator is getting 12 hours of daylight and 12 hours of night.

• The days will be getting longer in the Northern Hemisphere since we are headed towards the summer season.

Milton, GA in the Summer:

• Point to the Earth model marked “summer”. The tilt points towards the sun.

• The Northern Hemisphere is getting 3X as much sunlight as the Southern Hemisphere, so it’s summer in Milton. Point out that the sun ( light bulb) is shining more directly on Milton.

• The tilt causes the sun to appear higher in the sky during the summer than during the winter. The higher sun causes more hours of daylight and more intense, direct sunlight, or hotter conditions on the surface of the Earth.

• The equator is getting 12 hours of daylight and 12 hours of night.

• The North Pole is getting 24 hours of sunlight (zero hours of darkness—“Land of the Midnight Sun”).

• The South Pole is getting zero hours of sunlight (24 hours of darkness)

Milton, GA in the Fall

• Point to the earth model marked “Fall.” The Earth is neither tilted towards or away from the sun.

• The northern hemisphere is transitioning from summer to sinter, so it is fall (or Autumn) for us.

• Every place on Earth has 12 hours of daylight and 12 hours of night.

• The equator is getting 12 hours of daylight and 12 hours of night.

• The days will be getting shorter in the Northern Hemisphere since we are headed toward winter season.

For reinforcement, remove one of the earth models from the block and show the students that if the earth was on a vertical axis (Not Tilted) we would not have the seasons.

Station 1- Sunrise and Sunset

Think about the demonstration in which you pretended to be the rotating Earth.

1. Which of the following best explains why the sun seems to move across the sky during the day?

A. The Earth rotates once every day. This is why the sun seems to move across the sky.

B. The sun is actually a beach ball and two aliens are throwing it back and forth.

C. The sun revolves around the Earth.

2. Imagine that it is nighttime. Which of the following are you most likely to see when you wake up in the morning?

A. Sunset

B. Sunrise

C. An alien landing his spaceship in your backyard.

3. At this station you pretended to be the Earth and the light represented the sun. When you were facing the light this was an example of:

A. Nighttime in Milton, Georgia

B. Daytime in Milton, Georgia

C. Sunrise in Milton, Georgia

4. Pretend that it is daytime in Milton, Georgia. When you look at the sky, the sun seems to be moving lower towards the horizon. This is sunset. In which direction would you be looking to observe the sunset?

A. West

B. South

C. East

Station 2 - Creating a Constellation

Today you created a constellation of the Big Bear (Ursa Major) and viewed it through the Big Black Box.

1. Which of the following best describes what a constellation is?

A. A constellation is a Big Black Box.

B. A constellation is a group of stars that ancient people imagined looked like a picture or pattern in the sky.

C. A constellation is all of the stars near the Earth.

2. What is the name of the constellation that forms the tail of the Big Bear?

A. The Big Dipper

B. Orion

C. Leo

3. True or False?

At different times of the year, you will see different stars in the sky.

Station 3 - Phases of the Moon/Moon Craters

At this station you used a moon model to show that the moon seems to change shapes as it goes around the Earth.

1. Which of the following best describes the moon’s surface?

A. The surface of the moon is like jello.

B. The surface of the moon is much like the Earth.

C. Much of the moon is covered with gray and brown dust, almost like powder. It is also covered with craters.

2. How long does it take the moon to orbit the Earth? _______________________________________

3. Which of the following is the best reason for why the moon seems to change?

A. The moon seems to change because we have winter, spring, summer and fall.

B. The moon revolves around the Earth. As it goes around, we can only see the part of the moon that the sun is shining on. This is why appears to be larger at certain times of the month and smaller at other times of the month.

C. An alien is shining a flashlight on the moon.

Station 4 - Earth’s Orbit Around the Sun

Think about the models at this station. They represent Earth’s path around the sun. Then answer the following questions:

1. Circle the answer that best describes the movement of the Earth around the Sun.

A. The Earth moves in a square path around the sun.

B. The Earth moves in a circular (but slightly elliptical) path around the sun.

C. The sun revolves around the Earth.

2. Which of the following is the best reason why we have different seasons on the Earth?

A. We have seasons because the Earth is tilted as it revolves around the sun.

B. The Earth is turning very fast and this makes it snow.

C. The Earth is not tilted, so this causes the seasons.

3. Milton, Georgia is pointed toward the Earth in the summer and ________________ from the Earth in the winter.

4. If you are in Australia (the southern hemisphere) and it is winter, what season are they having in America (the northern hemisphere)? _______________________________

5. How long does it take for the Earth to make one revolution around the sun? (To go around one time)

________________________________________

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