Engage, Explore, Explain, Elaborate, and Evaluate. This lesson plan model allows me to incorporate a variety of learning opportunities and earth sun and moon lesson plans for students. With multiple learning experiences, earth sun and moon lesson plans, students can gain new ideas, demonstrate thinking, draw conclusions, develop critical thinking skills, and interact with peers through discussions and hands-on activities.
With each stage in this lesson model, earth sun and moon lesson plans, I select strategies that will serve students best for the concepts and content being delivered earth sun and moon lesson plans them. The unit wraps up as students learn about the brightness of stars, patterns they create in the sky, and why some stars and constellations can only be seen at certain times of the year.
They pair-share-square and discuss the inferences and questions. I do this to help students develop their academic language for further investigations on the their movement and motion. After reading, students analyze three claims made within the comic story. They select one claim and then create an orrery model and use it to construct an evidence based explanation to support their claim.
Their explanation army and s t master plan collected and used as a formative assessment. Students are engaged in the following scientific and engineering practices. Developing and Using Models: Student create an orrery model of the Sun, Earth, and Moon. These Crosscutting Concepts include: Students earth sun and moon lesson plans an orrery model to represent the relationship between the Sun, Earth, and moon and make a claim about the position and movement of each one.
Responsibility, Accountability, and Independence. Depending upon the time of year, this lesson is taught, teachers should consider modeling how groups should work together; establish group norms for activities, class discussions, and partner talks.
In addition, it is important to model think aloud strategies. This sets up students to be more expressive and develop thinking skills during an activity.
Again before teaching this lesson, consider the time of year, it may be necessary to do a lot of front loading to get students to eventually become more independent and transition through the lessons in a timely manner. I begin by bringing students attention to the board where I have projected an animated diagram of the Sun, Earth, and Moon.
In their interactive notebook, I ask them to Give Me 5 observations about the image displayed. Then I ask them to Make Me 5 inferences about the animation.
Next, they take part in a pair-square-share. Each student shares their observations and inferences with their elbow partner. After they share, I hand them each a blank sentence strip. As a group they need to decide which two observation s and two inference s they are going to share. When they finish writing themI have them post them on the premade t-chart I have posted on the board.
We reconvene as a class and read over the observations and inferences made. Here I introduce and pre-teach vocabulary terms related to the motion of the planets and moon. I continue displaying the animated diagram and use it to identify terms related to the shapes of the Sun, Earth, and moon, and their placement, motion and movement.
I apply the terms: I define each word on the board and have students write and illustrate each term in their interactive notebook. I do this to help students develop their academic language and to recognize the motion and movement associated with each term. They need to use these terms in the next half of the lesson as they examine three different claims about the relationship of the Sun, Earth, and moon. I post three claims. The and illustrate the movements of the Earth and moon in relation to Sun.
Now I have students write an evidence based explanation to support the claim they determined to be true. Each explanation must include the terms from earlier in the lesson: Students work on these for the remainder of the class and continue for homework.
I collect them and use them as a formative assessment. BetterLesson helps teachers and leaders make growth towards professional goals. Sign Up Log In. Unit 5 Unit 1: Structure, earth sun and moon lesson plans, Function, and Properties of Matter Unit 3: Ecosystems and Interactions Unit 4: Forces and Motions Unit 7: The Passing of Time Big Idea Students will create a model illustrating the movement of the Earth and Moon in relation to the Sun.
SP2 Developing and using models. SP3 Planning and carrying out investigations. SP4 Analyzing and interpreting data. SP5 Using mathematics and computational earth sun and moon lesson plans. SP7 Engaging in argument from evidence. SP8 Obtaining, evaluating, earth sun and moon lesson plans, and communicating information. XC-P-UE-1 Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, earth sun and moon lesson plans, day and night, and the seasonal appearance of some stars in the night sky.
Support an argument that the gravitational force exerted by Earth on objects is directed down. Activating Prior Knowledge I begin by bringing students attention to the board where I have projected an animated diagram of the Sun, Earth, and Moon. Pre-Teaching Vocabulary Here I introduce and pre-teach vocabulary terms related to the motion of the planets and moon. The Moon circles the Earth while the sun circles them both Claim 3: Using Our Model to Prove Our Claim Now I have students write an evidence based explanation to support the claim they determined to be true.