The Apparent Movement of the Sun and Its Effects on Weather and Climate

Grade 8 · Social Studies

Semester 1 | Period 2 | Week 9

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: Social Studies

Semester: 1

Period: 2

Week: 9

School Name: ______________________________
Teacher’s Name: ___________________________
Subject: Social Studies
Grade Level: Grade 8
Date: ______________________________
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: The Apparent Movement of the Sun and Its Effects on Weather and Climate
Sub-topic: Seasons, Day Length, and Temperature

Learning Objectives
By the end of the lesson, students should be able to:

  1. Explain what is meant by the apparent movement of the sun.
  2. Describe how the sun affects seasons, day length, and temperature.
  3. Demonstrate sunrise, noon, and sunset positions using diagrams and roleplay.

Previous Knowledge
Students already know:
• That the sun rises in the morning and sets in the evening.
• That temperature is usually hotter at noon than in the morning or evening.

Instructional Materials
• Textbook: Social Studies textbook for Grade 8
• Teaching aids: Globe, torchlight (to represent the sun), diagrams of sunrise–noon–sunset, chalkboard drawings
• Students' notebooks and writing materials

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• “At what time of the day do you feel the hottest sun?”
• “Why do you think some days are longer and others shorter?”
The teacher will record their responses on the board.
Teacher’s Role: Guide brainstorming and connect answers to the sun’s position.
Learner’s Role:
• Share experiences of sunrise, noon, and sunset.
• Respond verbally and participate in the warm-up.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed)

  1. Introduce the Concept of Apparent Movement of the Sun
  • Define: The apparent movement of the sun is the way the sun seems to move across the sky from east to west each day.
  • Clarify: The sun does not actually move; it is the Earth’s rotation on its axis that makes it appear so.
  • Relate to learners’ experience: Ask, “When you leave home in the morning, where do you usually see the sun rising?” (East). “And when you go home in the evening, where is the sun setting?” (West).
  1. Demonstration with Globe and Torchlight
  • Place a globe on the desk (Earth).
  • Shine a torchlight on it (sun).
  • Slowly rotate the globe to show how different parts of the Earth face the sun at different times.
  • Explain: As the Earth rotates from west to east, people on Earth see the sun appearing to rise in the east and set in the west.
  1. Effects of the Sun’s Apparent Movement
  • Seasons
    • Explain: Because of the tilt of the Earth’s axis, the position of the sun changes in the sky during the year.
    • Example: In Liberia, the sun is almost overhead in March and September (equinoxes).
    • This affects rainy and dry seasons.
  • Day Length
    • Explain: In some months, days seem longer (more daylight), while in other months, nights seem longer.
    • Example: During Liberia’s dry season, there are longer periods of sunshine, while the rainy season has shorter days and cloudier skies.
  • Temperature
    • At noon, the sun is directly overhead, so the rays are stronger and the day is hotter.
    • In the morning and evening, the sun’s rays are slanting, making it cooler.
    • Example: Farmers usually prefer to work in the morning or evening because it is cooler.
  1. Diagrams for Visual Learning
  • Show diagrams of:
    • Sunrise in the east (low angle).
    • Sun overhead at noon.
    • Sunset in the west (low angle).
  • Ask students to draw these diagrams in their notebooks.
  1. Roleplay Activity
  • Select one student to act as the “Sun” (standing still).
  • Select another to hold the globe and rotate slowly (acting as Earth).
  • Show how one side of the globe moves into sunlight (sunrise), then directly faces the sun (noon), then moves out of sunlight (sunset).
  • Class claps and repeats the demonstration with new volunteers.

 

Learners’ Activities (Expanded)

  1. Observation – Watch the teacher’s demonstration with globe and torchlight.
  2. Roleplay Participation – Act as the Earth rotating while another student represents the sun.
  3. Diagram Practice – Draw sunrise, noon, and sunset diagrams in their notebooks.
  4. Discussion – In groups, answer: “Why is it cooler in the morning than at noon?”
  5. Connection to Daily Life – Share examples of how people’s activities in Liberia depend on the sun’s position (e.g., fishermen leave early before sunrise, school children walk to school in the morning, farmers harvest in the evening).

 

Assessment Checks (Oral & Written)

  1. What is meant by the apparent movement of the sun?
  2. Why is the sun hotter at noon than in the morning or evening?
  3. How does the sun’s movement cause seasons?
  4. In which direction does the sun appear to rise and set?
  5. Why do Liberian farmers prefer to work early in the morning or late in the evening?

 

Notes (Expanded & Detailed)

  • The sun does not actually move; the Earth rotates on its axis from west to east.
  • This rotation makes the sun appear to rise in the east and set in the west.
  • The apparent movement of the sun affects:
  1. Seasons – Liberia has rainy and dry seasons due to the tilt of the Earth and its revolution around the sun.
  2. Day Length – Some days have longer daylight hours (dry season) while others have shorter ones (rainy season).
  3. Temperature – Noon is the hottest time because the sun is directly overhead; mornings and evenings are cooler because rays are slanting.
  • Practical Impact in Liberia:
    • Farmers use the sun’s position to decide when to plant, weed, or harvest.
    • Fishermen use sunrise and sunset for setting out to sea.
    • Daily human activities (school, work, travel) are arranged around daylight hours.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher will review the meaning of apparent movement of the sun.
• Students will recall three effects of the sun: on seasons, day length, and temperature.

Evaluation Method (Expanded):
• Exit slip/quiz: Students will answer:

  1. What is the apparent movement of the sun?
  2. Name one effect of the sun on climate.
  3. Draw and label a simple diagram of sunrise, noon, and sunset.
    Teacher will collect and review for quick feedback.
    Assignment (Expanded):
    • Students will observe the sun for three days and record the time it rises and sets in their area.

 

Follow-up Activity:
• In the next class, students will compare their records and discuss differences.

 

Differentiation / Inclusive Strategies
• Struggling Learners: Use simple drawings and repeat demonstrations slowly.
• Advanced Learners: Ask them to explain how Earth’s tilt affects Liberia’s wet and dry seasons.
• Students with Disabilities: Provide enlarged diagrams or allow participation through roleplay.

 

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low
• Next steps: Link the sun’s movement to preparation of climatic charts in the following lesson.