TEACHER: Ashley Arenivar/ Dania Barroso DATE: 9/26/2017

TEKS: GRADE LEVEL:

112.20. Science, Grade 8 (b)(7)(A) 8th
111.28. Grade 8 (b) (1)(A)(B)
LEARNING TARGET: Science/Math FLIP COMPONENT URL:
Big Idea: (Specify your lessons big idea. The Big Idea are concepts or principles central to your lesson. They anchor or connect all
of the smaller ideas in a lesson. Examples: Measurement Defines Our World; Geometry is present in all facets of the world
around us; Financial Literacy while collecting, analyzing, and evaluating data.

The measurements and effect of Earths tilt.

Essential Questions: (Come-up with essential questions that frames the lesson. Your essential questions should connect essential
question frames a lesson as a problem to be solved. It should connect students lived experiences and interests (their only
resources for learning something new) to disciplinary problems in the world. And it should connect what they learn back to the
real world, where they can put their new understandings to work.)

What causes Earth to experience the four seasons? Day and night?

TEKS covered: (Please list relevant TEKS covered in your lesson)

112.20. Science, Grade 8, Beginning with School Year 2010-2011. (b) Knowledge and
skills.(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;

111.28. Math, Grade 8, (b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problem-
solving process and the reasonableness of the solution;
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For the
students benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to
accomplish

The student will be able to understand the Earths rotation on its tilted axis,which cause the
change from day to night.

Materials/Resources/Equipment Needed:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
Video, Powerpoint, Earth/Sun display, Vocabulary cards
Math Obliquity Worksheet, scissors, glue, protractor, pencil
Instructional delivery (What information is essential for the student to know before beginning and how will this skill be
communicated to students? This is the section where you explicitly delineate how you will present the lesson. Direct instruction?
Small group? Centers? The instruction could include a variety of instructional delivery methods.)

Students will be given all base information concerning Earths rotation around the sun and its
axis and the results of such (day/night, seasons). Students will be lectures for the first few
minutes, then organized into groups for vocabulary review with the cards, to then be followed
by instructions on how to fill out the obliquity worksheet, which will be done individually.

Prior Understanding/Knowledge Transference (ELICIT) (extract or draw attention to prior understandings and knowledge;
determine what new knowledge will be built on existing knowledge; and demonstrate transferring knowledge)

Prior knowledge would be students experiencing spring, summer, fall and winter.
Finding out why we have a change in seasons and mathematical measurements that relate to
Earths axis tilt with the use of a Powerpoint/ Video.
The video will be watched before the students proceed to work on the activities and handout.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for your students by
tapping into their prior knowledge and giving the objectives a context. What activities will you use to focus students on
the lesson for the day?)

Hands on activities and small group work to engage student learning. The students will
demonstrate the change in season with the use of the mini earth and sun display
provided. The students will then work together in small groups to complete the
vocabulary card challenge, to be followed by individual work for the earth obliquity
worksheets.

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive little explanation
and few terms at this point, because they are to define the problem or phenomenon in their own words.

Students will work in small groups and use the Sun/Earth display to help them connect the
terms/pictures on the vocabulary cards and put them with the correct definition. (There can be
friendly competition for the group that finished first).

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided Practice: (Under your
supervision, students are given the chance to practice and apply the skills you taught them through the instructional delivery)

The students will watch a video. The explanation of the subject will be given through
powerpoint on the video lasting 6 minutes before the class starts working. The video will cover Commented [1]: go back to edit that we will show the
other half after vocab matching activity
both the science and math concepts the class will need to know to complete the work provided
in the day's lesson.

*********************** Commented [2]: to work on

-defining vocab words as we explain how the earth experiences seasons due to the tilt of its
axis.
-whats your favorite season?
regardless of the season you chose, you experience that season due to the tilt of earths axis.

wait, lets back up, We all know the earth spins on its axis (gives definition)- this gives us night
and day. We also know earth orbits, or.(definition)... but the earths axis is not straight up and
down. Its tilted, 23.5 degrees to be exact.

-instructions for vocab word matching game

-----break---
how to use a protractor, record my hands using a protractor, giving a few different examples of
measuring an angle. ask students to pause video to complete some practice problems, then
video when played again will reveal what they should have measured out/what it should look
like. (give students half sheets with 3 or 4 crosses to use along with the video
---then pass out worksheets to be completed. Commented [3]: to work on

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they have mastered the
skill without teacher guidance.)

Students will use the display of the sun and earth to help guide them the right term/picture with
the right definition without the teacher's help. The students will be evaluated on how many
terms they got correct with the right definition. They will also put to practice the lesson in the
Earth Obliquity worksheet by coming to their own conclusions about what would be different if
Earths obliquity were different.
Transfer of Learning (EXTEND): ( transfer one concept to another; transfer subject to subject; or application to a new context)

Transfer Science into Math.

In the science component we learn about earth's axis (tilted at 23.5 degrees) in video and how
that affects earth's seasonal change. This links the lesson in math with the use of a protractor to
7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
measure different degrees given for a new Earth obliquity and students will come up with their
own conclusions of differences of life on earth based on the new tilt of Earths axis.

Check for Understanding (EVALUATE): (Identify strategies to be used throughout the lesson to determine if students have
learned the objective FORMATIVE Evaluation.)

Checking the students vocabulary cards for evaluation to make sure they understood the lesson.
Evaluate the students worksheet to make sure they understood the mathematical and theoretical
part of the lesson.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the lesson by giving
the lesson concepts further meaning for your students?)

Explain why the Earths axis being tilted at 23.5 degrees is so important to the delicate balance
of life on Earth, and how its important to understand the change in seasons to understand how
it affects life. Have students leave wondering about the following question:

What would happen if the earths orbit was closer to the sun than it is now?

Post-Teaching Reflections for each component of the 7-E Model:

ELICIT:

ENGAGE:

EXPLORE:

EXPLAIN:

ELABORATE:

EXTEND:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)
EVALUATE:

CLOSURE:

7-E LESSON PLANNING MODEL: Modified Madelyn Hunter/5-E Lesson Planning Template (1-16/RLA)