Lesson: Earth, Moon, Sun, Eclipses and Seasons

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Lesson Objective

SWBAT to describe the movment of the Earth in regards to the Sun and Moon and relate this to the concept of eclipses and the seasons.

Lesson Plan

Teacher: Marren

Date: 12/07/2011

Subject: Science

Unit/Topic: Water Cycle/Objects in the Sky/Weather

Goal/Essential Questions:

-Is water always a liquid?

 

BAG

The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP.

 

 

GLE(s):

Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2)

 

Compare a solar and a lunar eclipse (ESS-E-B2)

 

Objectives:

SWBAT explain that the Earth orbits the sun and how this causes eclipses.

 

Materials Needed:

Do Nows

Exit Slips

Power Point

 

Exit Ticket/Daily Assessment of Mastery (please attach):

 Scholars act out pantomime of Earth orbiting the sun.

Scholars pantomime solar and lunar eclipses in groups.

1) Warm Up – Do Now:

 

  1. Pantomime the parts of soil. Which one is most important? Why is it the most important?
  2. Pantomime evaporation, condensation, and precipitation.
  3. Pantomime the phases of the moon.

 

2) Intro (connect to previous lesson) and Hook:

 -Teacher shows a Brain Pop video about the Earth, Sun, Moon, and Eclipses.

 

 

 

3) Lesson Development (“I” or “I/We”):

 

INM1: Earth’s Movement around the sun

- Teacher tells scholars that the just how the Moon revolves around the Earth, the Earth revolves around the sun. It takes the Earth 1 year or 365 days for the Earth to revolve around the sun.

-Teacher tells scholars that they will come up with a pantomime for this statement: The Earth revolves around the sun in 1 year or 365 days.

INM2: The Earth and Moon’s movement causes Eclipses

-Teacher explains that because the Earth and moon are both moving, something called an eclipse can occur.

-Teacher puts up a picture of a solar eclipse, explaining that solar eclipses occur when the moon is directly between the sun and Earth. The sun appears to be covered by the passing shadow of the moon.

-Teacher puts up a picture of a lunar eclipse and explains that his occurs when the Earth passes between the Moon and the Sun. The shadow cast by the Earth is visible in the moon’s reflection.

 

Key Vocabulary:

 

Tier 2:   

Evaporation

Water Vapor

Condensation

Precipitation

Tier 3:

 

Vocabulary Strategies:

 

4) Guided Practice (“We”):

GP1:

-Scholars come up with a pantomime to describe the Earth’s movement around the Sun.

GP2:

-Certain scholars are called up to create a pantomime and tableaux of solar and lunar eclipses.  

 

 

 

 

 

 

Key questions to ask during GP/CFU:

-What is participation?

-How does it form?

 

Codes:

ET=Extended time (for assignments and tests0

AB=allow breaks

P=proximity

GO=Graphic Organizer

R=Redirect

TA=Task analysis (break tasks into sequential order)

 

 

 

Accommodations:

ET: PH, WB, PH, KL, JL, MM, DR, NW, RW, DG

AB: PH, JL, DR, DG

P: JL, WB, MM, DR

GO: JL, MM, DR, RW

R: JL, MM

TA: JL, MM, RW

 

Modifications:

Vary length: PH, WB, KL

Small Group Testing: PH, JL, WB, DR, NW, MM

 

 

5) Independent (or pair / small group) Practice (“You”):

 -In their table groups, scholars create pantomimes and tableaux

 

 

 

 

 

6) Closure (re-state the OBJECTIVE):

  -What did you learn today?

 

Re-teaching/ Spiraling Strategy:

Do Nows

Homework

Arts Integration:

Pantomime, drawing

21st Century Skills:

Homework:

Lesson Reflection (Please include in journal):

What percentage of students mastered the aims:

Did at least 90% of students master the aim? If not, why not? What are the common errors students are making?

Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice?

How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 

               

 

             

                                                                                                                                   

Teacher: Marren

Date: 12/08/2011

Subject: Science

Unit/Topic: Water Cycle/Objects in the Sky/Weather

Goal/Essential Questions:

What causes seasons?

How does Earth’s movement affect seasons?

 

 

BAG

The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP.

 

 

GLE(s):

Identify the relationship between Earth’s tilt and revolution and the seasons (ESS-E-B4)

Objectives:

SWBAT explain that the Earth orbits the Sun on its axis and how this causes the seasons.

 

Materials Needed:

Do Nows

Exit Slips

Power Point

 

Exit Ticket/Daily Assessment of Mastery (please attach):

  1. Pantomime and create a tableaux for the Earth’s movement around the Sun and the seasons.

1) Warm Up – Do Now:

 

 

  1. Pantomime the parts of soil. Which of these parts are organic? Mineral? Which is the most important?

 

  1. Pantomime evaporation and condensation. Explain the water cycle to your partner.

 

  1. Pantomime the phases of the moon.

 

2) Intro (connect to previous lesson) and Hook:

-Teacher shows Brain Pop Video on the Earth, Sun, and seasons.  

 

 

 

3) Lesson Development (“I” or “I/We”):

INM 1: The Earth revolves on it Axis

-Teacher explains that the Earth does not sit straight up and down in the sky, but is instead titled and on its axis.

-Teacher shows a picture of this and demonstrates it with his body.

-Teacher says that scholars will create a pantomime for this statement: The Earth revolves around the sun on its axis in 1 year.

 

INM 2: The Earth’s revolution on its axis causes the seaons

-Teacher shows a diagram of the Earth in different positions around the sun that has labels for the seasons.

-Teacher explains that the Earth’s tilt causes it to either receive direct sunlight or indirect sunlight. Indirect sunlight causes it to be colder, while direct sunlight causes it to be warmer. This is why we have seasons.

-Teacher explains how the different hemispheres experience the seasons at different times.

 

Key Vocabulary:

 

Tier 2:

Axis

Solstice

Equinox

Tier 3:

 

Vocabulary Strategies:

 

4) Guided Practice (“We”):

GP1:

-Scholars come up with a pantomime to help them remember that the Earth revolves on its axis.

GP2:

-Certain scholars help teacher make a pantomime and tableaux for the various positions of the Earth around the sun and how this creates seasons. This should demonstrate direct and indirect sunlight.

 

 

 

 

 

 

 

Key questions to ask during GP/CFU:

-Which hemisphere is receiving direct sunlight? Indirect?

-Which hemisphere would be warmer in this position?  

 

 

Accommodations: Acting, visuals, read aloud

Modifications:

 

 

5) Independent (or pair / small group) Practice (“You”):

 Groups create tableaus about the Earth’s movement and its affect on the seasons.  

 

 

 

 

6) Closure (re-state the OBJECTIVE):

-What did you learn today?

 

 

Re-teaching/ Spiraling Strategy:

Do Nows

Arts Integration:

-Pantomime

21st Century Skills:

Homework:

Lesson Reflection (Please include in journal):

What percentage of students mastered the aims:

Did at least 90% of students master the aim? If not, why not? What are the common errors students are making?

Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice?

How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 

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