Reflection: Diverse Entry Points Introducing the Earth, Moon, and Sun - Section 3: Activity


Today I asked what I thought was a really straight-forward question: "Why do scientists use  models?" I received an incredibly straightforward answer: "Why we use models". After thinking about this response, it made me realize that perhaps when I am asking questions expecting students to really dig deep in their thinking and give me a response like "Scientists use models because we cannot look at the entire Earth at one time because it is too big, so we look at a representation of one that is smaller to understand what it looks like" might be asking just a bit too much! However, my friend in the video has an incredibly accurate response! Meeting my students where they are in their learning means also modeling for them how to verbalize what I mean  when I ask these questions. For example, next time I should ask, "Why do scientists use models like a globe to look at the Earth?" to give some of my students a more specific understanding of what I mean. 

  Diverse Entry Points: Asking the 'Right' Question
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Introducing the Earth, Moon, and Sun

Unit 12: Earth, Moon, and Sun
Lesson 1 of 8

Objective: SWBAT identify the Earth, moon, and sun in pictures and models.

Big Idea: As we begin this unit, students learn some basic facts about our Solar System necessary to understand future what the Earth, moon, and sun look like!

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Science, Earth and Space Science, sun, 1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from the Earth., First Grade, Moon
  36 minutes
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