8.(7) Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:
(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;
How does the motion of the Sun, Earth, and Moon affect the environment?
How does gravity effect the organization and motion of the solar system?
Objectives:
Do Now: Put up question from test that was frequently missed. Ask: How did you answer this question? How did you know this was the correct answer? Why could you eliminate the other answers?
Today's Less on:
1. Review Earth and Weather Unit Test.
2. Set-up second semester notebooks with cover pages.
-Class information
-Special Assignment
-The Top Ten
-Cornell Notes
Assessment:
Homework:
ELL
SpEd
GT
Objectives:
Do Now: Crystal's Pre-asssessment multiple choice for Pre-AP
Grade Level: Answer the following questions: how long is a day? how long is a year? Explain why.
Today's Lesson:
1. Reasons for the Seasons lab. Same as Gateways page 311- 314. Handout for Lab. (for 2014-15, change question 3 spring to summer)
2. After the lab, read the background information from Laying the Foundations Lab OR Seasons from Gateways 315 (student book 167-168) together as a class.
3. Students complete the conclusion questions.
ELL
SpEd
GT
***Benchmark testing for 1,3, 2, and 6 periods
Do Now:
Today's Lesson:
1. Read Force and Motion in the Solar System (Gateways 298, Student book 157) and complete concept map (RM 32) RM 32 Earth and Sun Concept Map.doc
2. Bill Video about Seasons with Questions Bill Nye video - Seasons.doc
3. Students make a bar graph of data from the amount of sunlight in Galveston, Tx over the course of a year (page 303 Gateways teacher book).
On the poster they will answer the following questions:
1. What trend or pattern do you observe in the data?
2. On January 20, Galveston had 10 hours and 33 minutes of daylight. How many hours of nighttime did Galveston have on that date?
3. In which month did Galveston have its longest amount of daylight of the year?
4. In which month did Galveston have its shortest amount of daylight of the year?
5. In which two months did Galveston have days and nights that were almost equal in length?
6. Why does Galveston experience unequal daytime and nighttime hours?
7. Locations close to the equator (0 degree latitude) have little variation in the amount of day and night for each day of the year. How would the data be different for a city located farther north of the equator, such as Chicago or New York?
Assessment:
Homework:
ELL
SpEd
GT
Objectives:
Do Now:
1. How long does it take Earth to make one complete trip around the Sun ?
2. What is this movement called?
3. How long does it take Earth to make one rotation?
4. What is this movement called?
Today's Lesson:
1. Using the Seasons Explained, students practice labeling a modeling of Earth's revolution around the sun and how it affects the seasons.
2. Video: http://www.brainpop.com/science/weather/seasons/preview.weml
Assessment:
Homework:
ELL
SpEd
GT