Lesson _3_ of _21_ Lesson Title: Reason for the season AZ Teaching Standard: Sc7S6C3 PO 4: Explain the seasons in the Northern and Southern Hemispheres in terms of the tilt of the Earth’s axis relative to the Earth’s revolution around the Sun. Lesson Outcome: TSW write a summary explaining Earth’s different seasons and why they occur. Evidence: LE-one paragraph summary that explains the four different seasons and why they occur, including Earth’s tilt and how that affects the sunlight reaching Earth. Big Idea: As large as the Earth may seem, it is only a tiny member of several other much larger systems. Materials: - Pages from a science book over the 4 different seasons (Make sure it has vocabulary words, headings, subheading, diagrams, pictures, captions, etc.) - Space Science science book (or pages on reason for the seasons copied for students) - Science Notebooks - Glue stick - Colored Pencils Sub-Objective Teacher Actions Participants Actions √for Understanding Sub-Objective 1 TSW indentify and label parts of a science textbook by highlighting appropriate parts with the correct color and assigning the correct label. -Review textbook features on SMART Board with pages from the e-dition. Review captions, headings, diagrams, etc with the class. -Use A and B partners to have them define each feature of the textbook and record definition in their science notebooks. -Pass-Out pages on the different seasons. Have students color code sections of the science book with a partner (i.e. headings in blue, sub-headings in green, captions in yellow, etc.). -Have students list the attributes of each season they learned and the text feature where the info came from (main text, diagram, captions, etc). They should have 3 text features used as a source for each season. -Participate in class discussion on textbook features. - Use A and B partners to summarize what teacher said and create a definition for each type of feature. Write definition in science notebook. - With a partner, color-code and label text features on printout from teacher. For each season, create an attributes chart for all four season and indicate the text feature where each piece of information came from. Textbook pages on the seasons with correctly coded and labeled text features. Sub-Objective 2 TSW explain to a partner the process of reading an article and putting important information onto a concept map. -Using the text from the Space Science book on the reason for the seasons, perform meta cognitive model on taking the information from the text and putting it into a concept map. After each paragraph, have students use sentence stems to explain the process (Model first if it hasn’t been done to this point. -Observe meta cognitive model from teacher on putting important info from the text onto a concept map. -Participate in partner discussion using the sentence stems on the board. -Repeat for entire lesson switching person 1 and person 2 during each conversation. Partner conversations explaining the process of creating a concept map based on -Participate in class discussion on why the tilt of the axis affects the amount of light reaching each hemisphere and how this affects temperatures in each hemisphere. -Watch reason for the season video clip and record notes into concept map as they view. -Create a flow map for a paragraph summarizing the reason for the seasons in each hemisphere. After map is finished, do a peer edit/feedback and fix the flow map as needed. -Write summary on the reason for the seasons based on information in the flow map. Summary of the reasons for the seasons. Student 1First, he started by _______. Then he said ______ and added __________ to the concept map. Student 2I agree because you mentioned that he ______ and ______. Or I disagree because you said ____ and _____ but _____ it what happened. The teacher also said _____ and added ____ to the concept map. Sub-Objective 3 TSW summarize the reason for the seasons by writing a paragraph explaining the temperatures of each season and why they occur. -Repeat process through the entire page. - Facilitate class discussion on why the tilt of the axis affects the amount of light reaching each hemisphere and how that affects the average temperature for each season. - Show reason for the seasons video clip. Have students record notes as they watch - Have students create a flow map of their summary. They can refer to the concept map if they need to. -Do partner feedback and review of flow map. - Monitor students as they write their summary.