Author: Melanie Byers/ We Excell class
Grade: Middle School Science
Standard: Earth and Space Science, Benchmark A, Indicator 1.
Describe how objects in the solar system are in regular and predictable motions that explain such phenomenon as days, years seasons etc.
Time: 45 minute period
Lesson:
1. Play the song "Winter, Spring, Summer or Fall" as students are coming into the room.
2. Ask the students, "Based on the song you hear, what do you think we will be learning about today?"
3. Pre test: Have students define revolution and rotation then draw a picture of what they think causes the seasons. Collect
4. Activity 1: Give three students objects to represent the Sun, Earth and Moon. Have the class direct them to revolve and rotate. Finally direct them to revolve and rotate correctly.
5. Explain the directions for rotate and revolve Simon says. Periodically throughout the day students will revolve or rotate when "Simon Says"
6. Give some direct instruction using models about how the direct/indirect sunlight hitting the Earth at different points of the revolution causes the seasons in Ohio. Show a video clip about the seasons (reason for the seasons) from Have students come up to the smart board and move the earth and labels to the correct spot to show the seasons.
7. Have students build models in groups of four. Give them 5 wooden skewers, a thick flat piece of Styrofoam for the base, a large, yellow Styrofoam ball, blue and green clay, four toothpicks and a protractor. Tell them to build a model using toothpicks to show the axis. Remind them to use the correct angle of tilt (23.5 degrees )and have them label each season. The teacher should facilitate and ask formative questions during construction. Periodically play Simon Says during construction as well.
Assessment Plan: Have students draw and color a picture with labels to explain the reason for the seasons. Also, have them define rotation and revolution on flashcards with pictures. Post test
Extensions: Have students create a play or puppet show to represent the reason for the seasons. Ask about seasons in other places like near the equator. Have students research climates in different zones. Look at global warming and how it is affecting the seasons. Have students walk around and correct each others models.
Modifications: With your inclusion class you may need to have pre made earths to save time. You can also build the models together one step at a time measuring the correct angle to tilt the earth together.
Reflection
The kids loved the Simon Says game, and I think it helped them get the difference between revolution and rotation. They were eager to tell whoever messed up that they were out. I added a part to the directions that the students had to be quiet during the game or they were out. This helped with the transitions. :) Students also needed a little more direct instruction on how to measure the angle of the earth's tilt (23.5 degrees). I ended up making a smart board interactive demonstration to show students how to measure correctly. I think the lesson would have worked better if I had split it into two class periods so the students would have had time to make their post assessment drawings in class. Doing this would make time for me to go around and see if they were getting it or not. Some students even opted to make models instead of drawings. We were rushed to finish the models in some classes, so I think two class periods would have worked better. Other than that, the lesson went well. The pre and post assessment showed that the students did in fact increase their understanding of the cause of the seasons. Each class average went from a D or F on the pre test to an A or B on the post-test! I was amazed! The students enjoyed making the models and they were eager to tell each other what was wrong with the other groups’ model. (I had them look at each others models to check for mistakes.) One student from each group had to stay with the model to tell the group what corrections, if any, needed to be made. In my inclusion class, we had to do the models together to keep attention focused on the task. Each group member did a task. I used wikki stix to show the direction of the orbit, and I had the kids put blue and green clay together in a ball. When the next group came in, I had them make 4 Earths out of the big ball of clay. This sped up the process. We also watched bill Nye/ Seasons the next day, which was a fun, reflective way to end the lesson. I was happy with the results of this lesson, and I plan on doing it again next year.