Reflection: Connection to Prior Knowledge The Earth's Seasonal Patterns - Section 4: Reflect & Apply


To develop my students’ ability to apply unifying ideas to make connections across science content, I frequently use color-coding. 

For example when creating the temperature graphs (Student Graph Example), I asked students to identify and color the months of each season using specific colors: winter (blue), spring (pink), summer (yellow), and fall (orange).

To make connections across content, I also used these same colors when labeling the globes when demonstrating the revolution of the Earth (Globe Demonstration). 

Looking back on this lesson, I wish I would have also asked students to use the same color to identify the seasons on the last handout, like so: Adding Color.

Using color-coding allowed me to scaffold a complex topic (how the tilt and revolution of the Earth creates seasonal temperatures) in order to make it more comprehensible. 

  Connection to Prior Knowledge: Using Color to Build Connections
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The Earth's Seasonal Patterns

Unit 4: The Sun & Earth' s Patterns
Lesson 6 of 10

Objective: SWBAT explain why the Earth has seasons.

Big Idea: In this lesson, students will explore the seasons on Earth using graphs, videos, online reading, and demonstrations. At the end of this lesson, students will explain how the Earth's revolution and tilt affect the seasonal temperatures on Earth.

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Science, Earth and Space Science, sun, stars, seasons, Earth's revolution, pattern, time
  130 minutes
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