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Candidate Name: Alex Dailey Host Teacher Name: Stephanie Peterson

School: Keet Gooshi Heen Elementary Grade Level: 3 # of Students: 22


Date & Time of Lesson: 11/30/17 – 1:45pm Length of Lesson: ~1hr
Topic of Lesson: Seasons around the planet Content Area: Science
Materials: Include all materials including technology: white board, ball, flashlight, globe, seasons worksheet

Alaska Content Standard:


D) Concepts of Earth Science A student should understand and be able to apply the concepts, processes, theories, models, evidence,
and systems of earth and space sciences.

3. develop an understanding of the cyclical changes controlled by energy from the sun and by Earth’s position and motion in
our solar system; and

STAGE 1 – Essential Questions and Enduring Understandings


Enduring Understanding(s) What Essential Questions will be Considered? (Q)

As the earth orbits the sun, the angle that sunlight hits certain Why do we have different seasons?
parts of the globe change. These changes in angles change the
amount of heat energy that warms those parts of the planet. This
is what causes the seasons (winter, summer, fall/spring)

STAGE 1 - Objectives
What students should know….

Students will be able to determine which season is taking place in the northern or southern hemisphere based on the earth’s tilt relative
to the sun.

STAGE TWO: Assessment (Identify Desired Results)


Formative Summative

Track student participation and contributions to whole-class and Students will complete a short worksheet asking them to
small-group discussions choose which season is being experienced by Australia or
Sitka based on diagrams showing the earth’s tilt relative to the
Use name-jar and cold-calls to include reluctant students or those sun.
who have not had a chance to contribute to whole-group discussion –
monitor responses

Circle and observe student work in cooperative groups – support as


necessary

STAGE THREE: Opportunities to Learn


Introduction

Review some of the properties of light we discussed in our rainbow lesson (the sun produces a massive amount of energy, light travels
in a straight line, radiation from the sun produces light and heat).

Processes and products Differentiation/Accommodations/Modifications

(all inquiry based through discussion format) Make sure to record student ideas, discussion
notes, and key concepts on the board for
Toss a ball against the board and across the floor. Discuss the amount of students to refer to
energy displaced in both cases. Draw a diagram about energy. Explain
that light has these same properties. Create visual diagrams of key concepts
(reflection angle vs earth curvature)
Shine a flashlight against the wall at a 90 degree angle. Talk about how
the light/energy energy is smacking right into board – resulting in a
bright spot. Then shine the light across the board from a parallel angle. Structure cooperative groups so that lower
Talk about how the energy is deflecting because of the angle – resulting achieving students are supported and higher
in less brightness. achieving students are challenged through
supporting
Ask students to tell you the shape of the planet. Use a light/ball and/or
diagram to show how light comes from one place and hits the earth at
If necessary, have physical learners
different angles (direct in center, more angled at top and bottom).
experience the difference in impact force vs
Explain that the amount of energy absorbed is dependent on the angle of angle by swatting table or bouncing ball
impact and that contributes to the amount of heat experienced on any across ground
given point on the planet

Explain that the earth orbits the sun, but that the earth is tilted relative to
this orbit. Use a lamp and a globe to demonstrate this. Explain that this
is how we get the different seasons, and that while we’re experiencing
winter right now, Australia and other places on the lower half of the
earth are in their summer. Their Christmases are hot.

Give students the handout and have them complete it in teams of two.
Circulate, observe, and provide support where needed.

Closure:

Ask students to thinking about their race through Australia. Remind them that even though it’s about to be December, and it’s winter
here, they are doing this at the hottest time of the year there! Have them apply what they’ve learned here to the Australia unit.
It is ___________________
In Australia

It is __________________
In Australia

It is _______________
In Sitka

It is _________________
In Sitka