Reflection: Classroom Setup Apparent Motion of the Sun - Section 5: Exit Ticket & Closing


As you can see from any of my lessons, the lesson always starts and ends with the objective for the day. At the beginning of every class period, I have a student read the objective out loud. At the end of the class period, I always come back to the objective and either ask a select number of students "How do you feel about the objective?" or sometimes, I ask the entire class to self-assess. We use a sliding-scale version of a thumbs down, thumb up, a type of "fist of five" feeling of self-confidence in terms of mastery - it's a way for me to get a gauge on how the lesson went, and for students to contribute to the self-awareness of their own learning. How do they feel about what we did in class today? Are the feeling good about it? Confused? Confident? Whatever it is, it's important to me that students get the chance and opportunity to at least think about it once during the class period. I want them to know we have a goal every day, and reaching it is what results in their learning. 

  Classroom Setup: Objective(s)
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Apparent Motion of the Sun

Unit 4: The Sun & Insolation
Lesson 3 of 8

Objective: SWBAT diagram the path of the Sun in New York during the spring/autumn equinox and spring/summer solstice on an altitude diagram [Apparent motion]

Big Idea: Students analyze and create altitude diagrams, or images of the Sun's path at specific times of the year, in this challenging and engaging lesson

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4 teachers like this lesson
Science, Earth and Space Science, sun, Insolation, Apparent Motion
  60 minutes
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