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TEACHER: Ashley Arenivar/ Dania Barroso TEKS:

DATE: 9/26/2017 GRADE LEVEL:

§112.20. Science, Grade 8 (b)(7)(A) §111.28. Grade 8 (b) (1)(A)(B)

8th

LEARNING TARGET: Science/Math

FLIP COMPONENT URL:

Big Idea: (Specify your lesson’s big idea. The Big Idea are concepts or principles central to your lesson. They anchor or connect all of the smaller ideas in a lesson. Examples: “Measurement Defines Our World”; “Geometry is present in all facets of the world around us’; “Financial Literacy while collecting, analyzing, and evaluating data”.

The measurements and effect of Earth’s tilt. Essential Questions: (Come-up with essential questions that frames the lesson. Your essential questions should connect essential question frames a lesson as a problem to be solved. It should connect students’ lived experiences and interests (their only resources for learning something new) to disciplinary problems in the world. And it should connect what they learn back to the real world, where they can put their new understandings to work.)

What causes Earth to experience the four seasons? Day and night? TEKS covered: (Please list relevant TEKS covered in your lesson)

§112.20. Science, Grade 8, Beginning with School Year 2010-2011. (b) Knowledge and skills.(7) Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons; §111.28. Math, Grade 8, (b) Knowledge and skills. (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution; Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish

The student will be able to understand the Earth’s rotation on its tilted axis,which cause the change from day to night. Materials/Resources/Equipment Needed: 7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

Video, Powerpoint, Earth/Sun display, Vocabulary cards Math Obliquity Worksheet, scissors, glue, protractor, pencil Instructional delivery (What information is essential for the student to know before beginning and how will this skill be communicated to students? This is the section where you explicitly delineate how you will present the lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)

Students will be given all base information concerning Earth’s rotation around the sun and its axis and the results of such (day/night, seasons). Students will be lectures for the first few minutes, then organized into groups for vocabulary review with the cards, to then be followed by instructions on how to fill out the obliquity worksheet, which will be done individually. Prior Understanding/Knowledge Transference (ELICIT) (extract or draw attention to prior understandings and knowledge; determine what new knowledge will be built on existing knowledge; and demonstrate transferring knowledge)

Prior knowledge would be students experiencing spring, summer, fall and winter. Finding out why we have a change in seasons and mathematical measurements that relate to Earth’s axis tilt with the use of a Powerpoint/ Video. The video will be watched before the students proceed to work on the activities and handout. Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context. What activities will you use to focus students on the lesson for the day?)

Hands on activities and small group work to engage student learning. The students will demonstrate the change in season with the use of the mini earth and sun display provided. The students will then work together in small groups to complete the vocabulary card challenge, to be followed by individual work for the earth obliquity worksheets. (EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few at this point, because they are to define the problem or phenomenon in their own words.

Students will work in small groups and use the Sun/Earth display to help them connect the /pictures on the vocabulary cards and put them with the correct definition. (There can be friendly competition for the group that finished first).

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided Practice: (Under your supervision, students are given the chance to practice and apply the skills you taught them through the instructional delivery)

The students will watch a video. The explanation of the subject will be given through powerpoint on the video lasting 6 minutes before the class starts working. The video will cover both the science and math concepts the class will need to know to complete the work provided in the day's lesson. *********************** -defining vocab words as we explain how the earth experiences seasons due to the tilt of its axis. -”whats your favorite season?” “regardless of the season you chose, you experience that season due to the tilt of earth’s axis.

Commented [1]: go back to edit that we will show the other half after vocab matching activity

Commented [2]: to work on

wait, lets back up, We all know the earth spins on its axis (gives definition)- this gives us night and day. We also know earth orbits, or….(definition)... but the earth’s axis is not straight up and down. It’s tilted, 23.5 degrees to be exact.

-instructions for vocab word matching game -----break--how to use a protractor, record my hands using a protractor, giving a few different examples of measuring an angle. ask students to pause video to complete some practice problems, then video when played again will reveal what they should have measured out/what it should look like. (give students half sheets with 3 or 4 crosses to use along with the video ---then out worksheets to be completed.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they have mastered the skill without teacher guidance.)

Students will use the display of the sun and earth to help guide them the right term/picture with the right definition without the teacher's help. The students will be evaluated on how many they got correct with the right definition. They will also put to practice the lesson in the Earth Obliquity worksheet by coming to their own conclusions about what would be different if Earth’s obliquity were different. Transfer of Learning (EXTEND): ( transfer one concept to another; transfer subject to subject; or application to a new context)

Transfer Science into Math. In the science component we learn about earth's axis (tilted at 23.5 degrees) in video and how that affects earth's seasonal change. This links the lesson in math with the use of a protractor to 7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

Commented [3]: to work on

measure different degrees given for a new Earth obliquity and students will come up with their own conclusions of differences of life on earth based on the new tilt of Earth’s axis. Check for Understanding (EVALUATE): (Identify strategies to be used throughout the lesson to determine if students have learned the objective – FORMATIVE Evaluation.)

Checking the students vocabulary cards for evaluation to make sure they understood the lesson. Evaluate the students’ worksheet to make sure they understood the mathematical and theoretical part of the lesson. Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the lesson by giving the lesson concepts further meaning for your students?)

Explain why the Earth’s axis being tilted at 23.5 degrees is so important to the delicate balance of life on Earth, and how it’s important to understand the change in seasons to understand how it affects life. Have students leave wondering about the following question: “What would happen if the earth’s orbit was closer to the sun than it is now?” Post-Teaching Reflections for each component of the 7-E Model: ELICIT:

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EXTEND: 7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)

EVALUATE:

CLOSURE:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)