Zainab Anjum-5e Lesson Plan

5E Lesson Plan: 8th Grade Seasons Zainab Anjum

Pre-Assessment We will do an activity called Carousel Brainstorming.Each table will get one question that is based on previous knowledge. Students will work with the people they sit with and rotate from table to table to answer those questions. Each group will write their answer in a different colored marker. When students have completed this activity, the teacher will ask each table to share their findings. Students should already know this. These questions are supposed to activate their prior knowledge about general information. Kagan: Carousel Brainstorming Carousel Brainstorm Questions: How is day and night caused? What is the driving force behind convection? True or False: Seasons are caused by Earth’s distance from the Sun. Explain. Do the Northern and Southern Hemispheres have the same seasons or different seasons? Explain.

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Engage Grade: 8th Length: ½ class period (24 min) Materials: pencils/pens, sticky notes Technology: n/a Essential questions: How do you think direct sunlight affects temperatures? In what months is it winter in the Northern Hemisphere? In what months is it summer in the Northern Hemisphere? How about the Southern Hemisphere? TEKS/Lesson Targets: I can predict how seasons occur by understanding the Earth’s rotation and revolution around the sun. Students will be able to start getting engaged in identifying and analyzing how seasons occur. They will be activating their prior knowledge about the effects of Earth’s orbit around the sun (by completing a KWL chart) and will be receiving a brief introduction into Earth and Space. The teacher will ask 5 students to participate in a class demo, where the classmates will be modeling the Earth moving around the Sun during different times of the year. Students will write what they Know, Wonder, and Learn on three sticky notes.

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Explore Grade: 8th Length: 15 min Materials: "Why do we have seasons" worksheet, pencils/pens Technology: Chromebooks or Laptops Essential questions: How does the earth’s orbit affect the sun’s angle at the moon? In winter months, what happens to the sun’s height in the sky? In summer months, what happens to the sun’s height in the sky? TEKS/Lesson Targets: Know the effects resulting from cyclical movements of the Sun, Earth, and Moon. Students will complete a worksheet along with an interactive model which explains why we have seasons. By the end of this activity, students should get a basic idea of the reasons for seasons. Teacher will ask students to communicate the big concept that they learned from this activity.

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Explain Grade: 8th Length: 1 class period (45 min.) Materials: Construction paper, pencils/pens, Markers, scissors Technology: Projector Essential questions: Why do you think the seasons in South America are different from the seasons in North America? Would all parts of the earth receive the same amount of sunlight if the Earth never tilted? TEKS/Lesson Targets: Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in seasons Teacher will present powerpoint on Reasons for Seasons. Meanwhile, students will complete foldable that goes along with powerpoint. The foldable is great for visual students because it includes a model of the Sun-Earth system and it presents information in an appealing way. SPED students will be provided fill-in-the-blank notes, which they will glue in the foldable.

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Elaborate Grade: 8th Length: 1 class period (45 min.) Materials: Earthmallow Models lab, pencils, lab Materials stated on packet Technology: Projector for youtube video Essential questions: Which part(s) of Earth receives the least amount of sunlight from the Sun? What is the effect of this? TEKS/Lesson Targets: Students can reinforce their knowledge about the effects of Earth’s orbit around the sun by completing the Earthmallow Models Lab. Students will complete the Earthmallow Models Lab with their table. SPED students will work together and get extra help from teacher. After 25 minutes, Afterwards, students will do a Kagan strategy (All Write Round Robin) and discuss and write answers to critical thinking questions with their groups. Teacher will ask each group what they learned. Then, students will then watch Sunrise and Sunset Time Lapse-Bristol City Center to see a day and night cycle in real life.

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Evaluate-Exit Ticket Grade: 8th Length: 10 mins. Materials: None Technology: iPads or Chromebooks Essential questions: How is day and night caused? How does Earth’s tilt impact seasons? How does Earth’s rotation and revolution around the sun Impact seasons? TEKS/Lesson Targets: Students can demonstrate their knowledge about reasons for seasons on the Exit ticket. Students will take an exit ticket on Google Classroom. SPED students will get a pass to go to the learning lab and they will be allowed to have extra time. For the rest of class, students will have a mini-project where they will create a poster about what they’ve learned.

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Evaluate-Poster Assignment Grade: 8th Length: 30 mins. Materials: Construction paper, markers, color pencils, pencils, foldable/notes Technology: None Essential questions: Why are there seasons? TEKS/Lesson Targets: Students can recap the three main reasons for seasons by completing a poster assignment. Students will make a poster to summarize everything they have learned about seasons. This poster will explain three reasons for seasons and illustrate these causes with pictures. Students are required to color.

Homework: Students will complete a practice quiz to review seasons.

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Modifications Auditory Learner: Students will participate in group discussions and class discussions and listen to teacher’s lecture. Visual Learner: Students will explore models and create visual displays to learn. Kinesthetic Learner: Students will create models by hand and participate in class demos. Special Education: Students will be given various accommodations like less notetaking and writing, extra time, extra help, and modified assignments. 9