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.