Introduction to the Sun Lesson

Introduction to the Sun Lesson

Refer to Video Titled “Using Videos in Lessons”

Unit #: 8 Title: Space

Lesson # within unit: 1 Lesson Title: Introduction to the Sun Lesson

Objective(s)
Purpose / Students will have an introduction to the vocabulary and concepts for Chapter 29 (The Sun)
CA Standards / Earth Science: 1a and 2c
EL: R2, R4, R5, R6, R7, R8, E6, E9, E10, E11
Materials / Worksheet packet for video
Sun: Our Star Attraction Video
Projector/ PowerPoint
Anticipatory Set
Activity #1
Sun Video
Activity #2
Review Vocab and PreTest
Conclusion
Discussion / Vocabulary Worksheet
·  Students circle the words they are familiar with
·  Using lines students will connect related words
Sun PreTest
·  Students take the pretest and evaluate how much they know before the lesson
Teacher will start the Sun Video and have students fill in the blanks on the corresponding worksheet
When the video has finished, as a class we will review the vocabulary and pretest that they have already completed.
·  Students will check their work and identify new vocabulary words and their definitions
·  We will also review the pretest and have students correct their work
At the end of the lesson, we will discuss as a class the last page of the packet. This page has several questions that will reflect on this lesson’s concepts.
Assessment
Cloze Activity / The last page of the packet is a Cloze Activity on Nuclear Fusion where students will fill in the blanks with the words from the word banks. This is a review and an informal assessment of the introduction of the sun.

(Lesson Plan for Linear System Video)

Your Name:Letty Degadillo, Lorlanie Barroga, Lorna Gango, Eulogio Rodriguez, Maria Wilson

Date: June 12, 2008

Unit Plan # _____ Title:Linear System and Problem Solving

Lesson # ___. Lesson Title______

OBJECTIVES(S)
PURPOSE / Student will be able to use linear system to solve real life problems.
CA STANDARDS / 9.0 To solve a system of two linear equations in two variables algebraically and be able to interpret the solution graphically.
MATERIALS / Play money, money bags, graphing paper, powerpoint presentation, paper(booklet organizer)
ACTIVITIES
Introduction
(Anticipatory Set)
(__5_ minutes)
[Activity #1 Review Vocabulary]
( 10 minutes)
[Activity #2 group activity]
( 15 minutes)
Conclusion
( 5 minutes) / Role play ( ask two students to act in front of the class)
Student 1: You know I started to work at McDonalds and start saving for my college tuition fee.
Student 2: Oh, yeah! Me, too! I just started working at Taco Bell and start saving too!
Student 1: How much did you start with? I started with $200 and putting 100 per month.
Student 2: I have more then, coz I started with $500 and putting 50 per month.
Student 1: Did you know that we will have the same amount after certain months?
Student 2: You’re kidding me! You’ll never catch up!
Student 1: What to bet?
Teacher intervenes and challenges the class to show that there will come a time, that the two students will have the same amount of money.
Vocabulary Development: (booklet organizer/paper folded)
·  Linear system
·  Rate of change/slope
·  Constant/initial amount/y-intercept
·  Substitution method
·  Graph and check method
·  Linear Combination method
·  Point of Intersection/solution
Activity: (Group work :at least 4 in each group)
Give students play money and let them explore how they will come up with the same amount given different initial amount and rate of change or the amount they put in each month.
Students will make a table showing the number of months and the amount in each month.
Student 1 Student 2
Weeks / Amount / Weeks / Amount
0 / 0
1 / 1
2 / 2
3 / 3
4 / 4
5 / 5
6 / 6
Students fill in a table of values.
Students plot the values in graph paper.
Have explain how they arrived to the solution to the main the question
Algebraic Methods in Solving the Main Question
·  Substitution method
·  Elimination Method
ASSESSMENT / Having students come up to the front of the class and present their results .
REFLECTION

(Lesson plan for the Moon Video Lesson on Video webpage right hand column under science)

Lesson Plan template

Unit: Earth’s Place in the Universe

Position within Unit: Middle

Title: Seasons

OBJECTIVES(S)
PURPOSE / What should they learn by the end of the lesson?
1.  Students will be able to demonstrate and state the angle at which the earth’s axis is tilted.
2.  Students will recall which day is it officially summer in the Northern Hemisphere of earth.
3.  Students will draw an earth and label the tropics of Capricorn and Cancer and the equator.
4.  Students will be able to predict whether in Delano, is the sun lowering or raising in the horizon as we get closer to December 21 (winter solstice)
How will achieving the objective benefit them?
Students will benefit by learning how earth’s position in the solar system affects them personally.
CA STANDARDS / What Standards are addressed by the lesson?
Earth Science
Earth’s Place in the Universe
1. Astronomy and planetary exploration reveal the solar system's structure, scale, and change over time.
MATERIALS / ·  Globe
·  Flashlight
Technology required:
·  Computer with PowerPoint
·  Projector
Pages in textbook: Book title:_HRW Earth Science___Pages:______
ACTIVITIES
Introduction
(Anticipatory Set)
(5 Minutes)
[PowerPoint Lecture]
(20 minutes)
[Global Activity]
(5 minutes during lecture)
Conclusion
(5 minutes) / Catchy title: “Reasons for the Seasons”
Students will answer the following questions to activate their prior knowledge and allow for scaffolding of material:
1.  Why is Delano always cold in November-December-January and hot during June-July-August?
Answers will vary.
2.  What causes the seasons, Winter – Spring – Summer – Fall?
Answers will vary.
3.  What is the most common “WRONG” answer?
The earth gets closer and farther from the sun as it revolves around the sun.
Introduce the tilt of earth on its axis of 23.5 degrees.
CFU: What is the tilt of the earth’s axis? 23.5 degrees
Demonstration slide of how the students have previously defined key terms:
Equinox, Solstice, Equator, Tropic of Cancer, Tropic of Capricorn, Hemispheres
Discuss when the equinoxes and solstices are and the location of the sun in each.
CFU: What day is it officially summer in the Northern Hemisphere?
CFU: When is the sun directly over your head?
One student holds globe at a 23.5 degree angle with the axis pointing in the same direction and walk around the room. Another student sitting in the middle of the room holds a flashlight and points it so the light hits the globe as it moves around the room.
On a separate piece of paper, answer the following questions:
1.  At what angle is the earth’s axis tilted?
2.  What day is it officially summer in the Northern Hemisphere?
3.  Draw an earth and label the equator, and the tropics of Capricorn and Cancer.
4.  In Delano, is the sun lowering or raising in the horizon as we get closer to December 21 (winter solstice)
ASSESSMENT / The assessment is informal and found in the Checking For Understanding questions throughout the lesson and the final four questions. The students will turn in one sheet of paper containing the anticipatory questions and answers, the CFU questions and answers and the concluding questions with answers.
REFLECTION / Write yourself some notes about impressions of the lesson, key student difficulties, and ideas for improving the lesson the next time you teach it.