See You in September C Calenzo cacalenzo@uticaschools.org Earth Science

INTRODUCTION:

Daylight saving time is the policy of advancing clocks so that there is more daylight in the evening hours. Typically, clocks are moved one hour forward in the spring and changed back in the fall. Unfortunately many people do not understand that the changes in amount of daylight are caused by the revolution of the Earth around the sun and the fact that the Earth is tilted. A common misconception of people of all ages is that the seasons (and thus the length of the day) are caused by our distance to the sun. In fact, we are actually closer to the sun in the winter! Your team of classmates has been chosen by a presidential task force to explain how the revolution of the Earth effects daylight hours to the general public and either support or reject daylight savings time.

TASK:

The Science Public Policy Analyst format was designed to help us become responsible citizens. As a science public policy analyst, you will:

1. Identify the nature of a social problem

2. Gather evidence to support the existence of the problem

3. Determine the causes and factors contributing to the problem

4. Evaluate the existing policy

5. Develop public policy alternatives

6. Determine the best public policy solution to the problem

Your task is to develop an informational brochure to be distributed in schools and a short oral presentation with a visual aid on the subject. Your brochure and presentation needs to show an understanding of daylight savings time, the earth’s revolution around the sun and the causes of seasonal changes.

Choose one of the following questions to answer:

1. What is the controversial time zone division of Indiana? What has been the state's historical response to daylight saving time?

2. What is the cause of day and night on Earth? Why do different areas experience difference amounts of daylight? Should we observe daylight savings time?

3. What is the reason for the seasons? How do they affect life on Earth? Compare and contrast different locations on the globe. Does daylight saving time affect economies?

4. What would happen if the Earth’s revolution began to slow? What affects would this have on various life forms? Can daylight saving time adjust with the slowing?

PROCESS/RESOURCES:

1. All students will complete a pre assessment activity on Brainhoney.

2. Everyone will choose a specific question they would like to research and

I will assign research groups based on common interest.

3. The group will write at least five additional questions to research.

4. Notes will be taken and incorporated into graphic organizers.

5. All participants are expected to contribute both tasks, help with research and develop ideas.

6. The brochure will include an oral presentation which should include a visual aid.

Suggested Websites:

Graphic Organizers: from http://science-class.net/Astronomy/Seasons.htm

· Reasons for the Seasons: http://science-class.net/Graphic_Organizers/GO_reasons_seasons.pdf

· Seasons:http://science-class.net/Graphic_Organizers/GO_3definitions_seasons.pdf

· Seasons: http://science-class.net/Graphic_Organizers/GO_fishbone_seasons.pdf

Understanding the Seasons Websites:

· The Four Seasons Geography For Kids , The Study of Our Earth

· Seasons Interactive Seasons come from the tilt of Earth’s axis relative to its orbit of the Sun is easier to understand with this interactive.

· Learn the scientific reasons behind Earth's seasons: news article from msnbc.com with great graphic

· http://www.saburchill.com/chapters/chap0065.html The Open Door Website: The Seasons and more!

Videos:

· Teacher Tube: What Causes Seasons on Earth

· What Causes the Seasons:http://edutube.org/en/video/what-causes-different-seasons-animation

· Seasons aren’t dictated by closeness to the sun: http://www.khanacademy.org/science/cosmology-and-astronomy/earth-history-topic/earth-title-topic/v/seasons-aren-t-dictated-by-closeness-to-sun

Games for Understanding the seasons

· http://www.neok12.com/Seasons.htm Choose Quiz on Solstice and Equinox and other activities

Daylight Savings Time:

· Basic Info: http: //geography.about.com/cs/daylightsavings/a/dst.htm

· The History: http://www.timeanddate.com/time/dst/history.html

· News Article: Daylight Savings Time 2013: When Does It Start? And Why? http://news.nationalgeographic.com/news/2013/03/130309-daylight-savings-time-2013-what-time-is-it-spring-forward-nation/

· News Article: Is it Time to End Daylight Savings Time? http://blog.chron.com/sciguy/2013/03/is-it-time-to-end-daylight-savings-time/comment-page-1/

EVALUATION:

Brochure requirements:

1. Brochures will be produced as a tri-fold on 8”x11”paper typed or written.

2. Diagrams and drawings will be used to illustrate the concepts.

3. Colored pencil and/or crayons will be used for illustrations.

4. The brochure will be neat, attractive and informational.

5. All group participates will receive the same grade based on the rubric.

To view the rubrics go to: http://teacherweb.com/CA/RooseveltMiddleSchool/GeneticDiseaseWebQuest/brochurerubric.pdf

Oral Reports:

1. Each participate will speak.

2. The brochure will be explained to the group.

3. An additional visual aid is required.

4. All participants will receive the same grade based on the rubric.

To view the rubric go to:

http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf

CONCLUSION:

After the completion of the brochure and oral report each student will be able to explain why the seasons occur on Earth, how the revolution of the Earth effects daylight hours and either support or reject daylight savings time.