Modeling Earth and Moon Phases

A student is creating a model of the Earth and the Sun to explain why the length of day and night change throughout the year. What would be the most important feature to add to the model and why?

• The Earth should make a perfect circle around the Sun so the Sun’s light hits all surfaces equally.

• The Earth should make an elliptical orbit around the Sun so that the Sun is at different distances throughout the year.

• The Earth should be tilted on its axis as it goes around the Sun so that the amount of light hitting the Earth varies depending on the tilt.

• The Earth should be placed upright on its axis as it goes around the Sun so that it shows the Earth slowing its rotation.

Tags

NGSS.MS-ESS1-1

The model below shows the Earth in one of its positions as it moves around the Sun. Which explanation is supported by this model?

• The Earth has the same exact hours of day and night. It is summer.

• The Southern Hemisphere has shorter days and longer nights. It is winter.

• The Southern Hemisphere has longer days and shorter nights. It is summer.

• The Northern Hemisphere has longer days and shorter nights. It is winter.

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NGSS.MS-ESS1-1

A student creates a model of the Earth and Sun to show how night and day change throughout the year. The student takes a globe and a large yellow ball. The student picks up the globe and walks around the large yellow ball while spinning to show night and day. What should the student also include in their model demonstration?

• The student needs to also show how the Earth tilts to explain that night is when the Earth is tilted away from the Sun and day is when the Earth is tilted towards the Sun.

• The student needs to also show how the Earth tilts to explain different lengths of sunlight and darkness the Earth will receive.

• The student will spin fast one day and slow the next day to show how different days have different lengths of sunshine.

• The student will spin faster at the east side of the Sun to show more sunlight when the Earth spins faster.

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NGSS.MS-ESS1-1

The model Earth during part of its orbit around the Sun. Why don’t all parts of the Earth have day and night at the same time?

• Earth revolves around the Sun on an axis, and it is day only.

• The Sun revolves around Earth, and it can only shine on half of Earth at one time.

• Earth rotates on its axis, and only the part of Earth facing the Sun experiences day.

• The moon revolves around Earth, and blocks the Sun from certain parts of Earth at different times.

Tags

NGSS.MS-ESS1-1

The model below shows the earth on the summer solstice for the Northern Hemisphere. Which of the following conclusions can be drawn from the model?

• Mexico would not receive any daylight on the day this model shows.

• The Equator would not receive any daylight on the day this model shows.

• The Arctic Circle would not receive any daylight on the day this model shows.

• The Antarctic Circle would not receive any daylight on the day this model shows.

Tags

NGSS.MS-ESS1-1

The following chart shows the average length of daytime from sunrise to sunset for six months of the year in Atlanta, Georgia. How can a student develop a model to show why the length of daytime is different in the months?

• The student can take two balls to represent the Earth and Sun. The student can show that the Earth is tilted towards the sun most in June and tilted away from the sun most in December.

• The student can take two balls to represent the Earth and Sun. The student can show that the Earth is tilted towards the sun most in December and tilted away from the sun most in June.

• The student can take two balls to represent the Earth and Sun. The student can show that the Earth spins faster in June and spins slower in December.

• The student can take two balls to represent the Earth and Sun. The student can show that the Earth spins slower in June and spins faster in December.

Tags

NGSS.MS-ESS1-1

Meesha wants to create a model using a ball and a light source to demonstrate night and day on Earth. How can Meesha use these objects to create an accurate model?

• Meesha can tilt the ball at an angle and move the ball closer to and farther from the light source.

• Meesha can hold the ball still in her hand and rotate the ball away from and toward the light source.

• Meesha can hold the ball up straight, keep it still in her hand, and move the ball around the light source.

• Meesha can tilt the ball at an angle, spin the ball around itself, and move the ball around the light source.

Tags

NGSS.MS-ESS1-1

A student is creating a model of the Earth and the Sun to explain why the length of day and night change throughout the year. Which of the following will be the MOST important feature to add to the model and why?

• The Earth should make a perfect circle around the Sun so that the Sun’s light hits all surfaces equally.

• The Earth should make an elliptical orbit around the Sun so that the Sun is at different distances throughout the year.

• The Earth should be tilted on its axis as it goes around the Sun so that the amount of light hitting the Earth varies depending on the tilt.

• The Earth should be placed upright on its axis as it goes around the Sun so that it shows the Earth slowing its rotation.

Tags

NGSS.MS-ESS1-1

Use the information and model to answer the following question. The model shows Earth during part of its orbit around the Sun. All parts of the Earth do not have day and night at the same time. Why does this happen?

• Earth revolves around the Sun on an axis, and it is a day only.

• The Sun revolves around Earth, and it can only shine on half of Earth at one time.

• Earth rotates on its axis, and only the part of Earth facing the Sun experiences day.

• The moon revolves around Earth and blocks the Sun from certain parts of Earth at different times.

Tags

NGSS.MS-ESS1-1

The diagrams show four students' models of the Moon's position around Earth for each of the Moon's phases, viewed from above the North Pole. Which students model is correct?

• Marcus

• Asia

• Tamika

• Damon

Tags

NGSS.MS-ESS1-1