Reflection: Student Feedback Spatial Relations in Space-- Rotations and Revolutions - Section 5: Closing (Prepare for Landing)


This year, my students have really taken to heart scientific communication strategies, which you can see here on an Anchor Chart that has lived on our wall since Unit 1: What does a scientist do?  We have a classroom science center, and when students visit it, they bring science journals.  Plus, when our ELA curriculum hit animal research projects, we came right back to labeling external features and using accurate colors.  So, communication strategies have really been an ongoing discussion for months now.

As soon as I presented the blank circles on the paper models, my students immediately wanted to color them *accurately.*  (They use the word accurately, as it is part of our classroom vocabulary.)

Images: Coloring paper models accuratelyPaper models

But, the next part of the conversation surprised me!  I asked what colors the sun should be, and they replied a mix of yellow, orange, and red, with some swirls to show storms.  Then, another student raised his hand to say it should also have black spots, called sunspots.  I was so shocked that my students had learned these facts about the sun literally 3-4 weeks before (before winter break) and yet, they were on the tip of their tongues!  It just proves to me how engaging science curriculum is for young learners!  Maybe we are inspiring the next Neil Armstrong, Steven Hawking, or Mae Jemison!

  Student Feedback: Adding new components
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Spatial Relations in Space-- Rotations and Revolutions

Unit 3: Space: Patterns in the Sky
Lesson 10 of 16

Objective: SWBAT describe patterns of the sun, earth, and moon's movement.

Big Idea: Move it! Move it! Students get up and get active as they play the roles of the sun, earth, and moon, in order to learn what causes the patterns in the sky.

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