Reflection: Rules and Consequences Revolution & Insolation - Section 4: Practice


Since I've started teaching, I've always thought about the relative internal conflict I feel as a teacher between notions of "rigor" and student support. For example, I've gotten into many discussions about this - If 100% of your students kill it on an exit ticket, is that good? Did you just teach an excellent lesson, or is that a sign that the rigor wasn't high enough? I started as a middle school teacher, where I feel just due to age and maturity, students need more support. But as a high school teacher, I feel it's okay to let students struggle. Getting them used to being wrong, and normalizing wrong answers is an essential part of Science (with a capital S). This is my own opinion, but I very often feel in the new culture of school that right answers are sometimes given precedence over learning. I think it's okay that students are wrong, even if that's often. I try to make the work challenging, and I try to make both my questioning and assistance I lend to students supportive, but not so much that it lets them off the cognitive hook. 

  Students Struggling
  Rules and Consequences: Students Struggling
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Revolution & Insolation

Unit 4: The Sun & Insolation
Lesson 2 of 8

Objective: SWBAT identify the seasons of the Earth, and where Earth’s vertical ray falls at different points in Earth’s orbit (equinox/solstice) | SWBAT identify the length of daylight of different points of the Earth at different latitudes

Big Idea: This lesson has student's explore where the Sun hits the zenith at different latitudes during different points of the year and how daylight changes at those different latitudes throughout the year

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Science, Earth and Space Science, earth, sun, sunlight, Insolation
  60 minutes
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