Beruflich Dokumente
Kultur Dokumente
Science6
MS.SpaceSystems
PerformanceExpectations
MSESS11.DevelopanduseamodeloftheEarthsunmoonsystemtodescribethecyclicpatternsoflunarphases,eclipsesofthesunand
moon,andseasons.
DRAGONS
DRAGONS
Getglobal
StudentswilldecidedwheretheyshouldlivebasedonhowtheSunaffectstheEarthindifferentlocationsontheplanet.
Enduring Understandings
Overarching:EachpartoftheEarthreceivesadifferentamountofsunlight
thataffectshowpeopleliveineachplace.
Topical:ThetiltoftheEarthaffectstheamountofsunlightthatreachesthe
Earth'ssurface.
Essential Questions
Overarching:WhereisthebestplacetoliveonEarth?
Topical:Whatdoesthetiltdoforme?
Howarepolar,temperateandtropicalclimatesdifferent?
Knowledge
Skills
SWK:
whattypeofenergytheSunprovidestotheEarth
thattheEarthisspherical
theEarthspins/rotatesevery24hourswhichcausesdayandnight
theEarthorbits(revolves)aroundstheSunonceayear
Earth'sorbitisnearlyaperfectcircle
thattheEarthistiltedata23degrees
theimpactofthetiltonnumberofhoursofdaylightondifferentparts
oftheEarth
SWBAT:
ModeltheorbitoftheEartharoundtheSun
ModeltheangleoftheEarthandangleofsunlightontheEarth
Comparetheamountofsunlightplacesaroundtheworldreceives
Relatetheamountofsunlighttodaylighthoursandseasonal
changes
Explainhowtheanglechangesinoneplaceoverthecorseofthe
Earth
EarthSunSurvey
Formative:Other:Quiz
Surveyaboutstudent'spreviousknowledgeofhowtheSun
andEarthinteract.Studentreflectonthequizoverthe
courseoftheunit.
sunearth_survey.pdf
TriptotheSunWriting
Formative:Written:Journal/Diary
ReflectivewritingoverthedistanceoftheEarthfromtheSun
andhowtheEarthrotatesonanaxis.
FavoritePlacetoLive
Summative:Oral:Presentation
GRASPS:StudentspickalocationandpresenthowtheSun
affectstheEarthandthislocation.
EarthandSunFinalProject.pdf
Goal:Thegoalistoconvinceyourfamilytomovetoalocationofyour
choosing.
Role:YouareexpertonhowtheSunaffectstheEarth.
Audience:Yourtargetaudienceisyourfamily.
Situation:Youandyourfamilyaremoving!Butyougettopickwereyouare
allmovingto.Youneedtoresearchalocationandconvinceyourfamilywhy
thiswouldbethebestplaceforyoualltolive.Youwillneedtopersuade
yourfamilythatyourchoiceisthebestchoicebasedonthetiltoftheEarth,
thesolarradiationthislocationreceives,andhowtheseasonsandlengthof
daywillchange(incomparisontowhereyoulivenow).
Product:Youwillneedtoresearchalocationandunderstandhowitis
affectedbytheSun,MoonandEarthstilt.Thenyouwillneedtopreparea
argumenttopersuadeyourfamilytomovetoyourlocation.Youwillneedto
explaintothemhowtheEarthisaffectedbytheSunandtheMoonand
relatetheinformationtoyourchosenlocation.
EarthandSunFinalProject.pdf
Explore
TemperaturesandDaylighthoursfromaroundtheworld(graphing
activity)
TiltoftheEarthActivity
AngleofSunlightActivity
Explain
WhydoestoEarthhaveseasons?
Whatdoesthetiltdoforme?
Whathappenstotheseasonsattheequator?Atthepoles?
Evaluate:
GRASPS
Resources
1.TheRealReasonsfortheSeasons:byAlanGould,Carolyn
Willard,
andStephenPompea
1.Usedactivities16forEarthandSunconnections.
2.ExploreLearningGizmos
1.UsedforSeasonsin3DandSeasons:Whydowehavethem?
http://lhsgems.org/GEMSSeasons.html
https://www.explorelearning.com/
ELL Strategies
Reection
ThisunitwasreallygoodinusingtheRealReasonsfortheSeasonsbookthatsystemicallytakesthemisconceptionsaboutseasonsthatthestudentscomes
inwithanduseshandsonactivitiestocorrecttheirunderstandingoftheEarthSunrelationship.Theunit'sessentialquestionhelpeddrivethedirectionofthe
thestudentsthinking.Theyhelpedchallengedthestudentsmisconceptionsabouttheseasons.Overall,thestudentsunderstoodthemisconceptionsforthe
seasonsandtherealseasonswere.Therewasafewmisunderstandingstowardsthelastconceptofdirectandindirectsunlightpartiallybecausewehad
manyinterruptionswithfieldtrips,halfdaysetcandbecausethehandsonactivitieswereneverattemptedbecauseoflackofmaterials.Theunitmeetthe
needsofbothhigherlevelthinkersandESLstudents.ThehigherlevelthinkerswerechallengedtorethinkhowtheEarthandSuninteractedandthehands
onactivitieshelpedsupporttheEnglishdevelopmentofthestudents.Thestudentsstayedengagedthroughoutmostofthelessons,withsomeengagement
droppingoffwiththeGizmolabs.
Thisunitwasnotthemostchallengingunitintermsofcontent(seasons)butunderstandingthelargeabstractconceptssuchastheEarth'sorbit,tiltand
sunlightvariationwasachallengethatthestudentsworkedtounderstand.Havingamoreconcretemodeloforbitssuchasorrerieswouldallowthestudents
tovisuallyunderstandtheplanetsorbitsmoreclearlyandwithoutacomputer.Forthisunitthemissinghandsonactivityshouldhavebeendone.HoweverI
wasmissingglobalsforeachpairandflashlights.Inflatableglobalswereorderedbutamixupintheorderleadtoonlyonearrivingattheendoftheunitwhen
thestudentswerealreadyworkingontheirfinalproject.IfIadaptedthisunitagainIwouldchangetheguidesfortheonlinelabs.Theycanbewordyand
lengthlybutoverallleadstoabetterunderstandingofconcepts.
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