Lesson Plans September 26th to September 30th Earth Science Mrs. Moore

Lesson Plans September 26th to September 30th

Earth Science Mrs. Moore

Monday -Day 1 (period 2,4, and 9)

Tuesday - Day 2 (Period 2,4, and 9)

Wednesday - Day 1 (period 3, 5, and 10)

Thursday -  Day 2 (period 3, 5, and 10)

Friday - Regular Schedule

Day 1 - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem.  Second we will review the life cycle of a star with a  paper concept map.  Students will complete and turn in during in class.  Students will receive a shared document of the HR diagram.  Students will be asked to explain what the chart is telling us about stars.  We will end our discussion with a skyward quiz.  Student will be asked to research information about the Moon.  Front row will research origins, middle row will research obit both rotation and revolution looking at moon cycles, back row will research structure - atmosphere, surface, inner layers. We will have a share time to finish class.  Each row will be asked to add to our shared notes document.  Homework is to watch both moon videos on my web page - Lunar cycle, Moon Phases. http://lombardmiddleschoolmrsmoore.weebly.com/astronomy.html

Watch at Home or if you do not have Internet at home:

1. Watch at lunch or
2. Watch in advisory
3. Or open the videos and leave the page open so you can finish the video at home.
4. Go to SUCCESS after school to watch video.

Day 2  Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. We will start our lesson today with a moon cycle competition.  Students will work in groups of two to make a model of the moon cycles using golf balls, clay, and jello molds.  We will continue by adding solar and lunar eclipses. The last 10 minutes of class  the students will complete a kahoot game with the moon information.

Friday - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. Moon Cycle Model activity.  Students will create a model of the moon cycle using the filling of Oreo Cookies.  A picture of the final project along with the pros and cons of the activity will be due at the end of the class.  Homework will be a two sided worksheet - one on the sun and one on the moon cycle.  This will be due Monday.

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

ESS1.A: The Universe and Its Stars  Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)  Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MSESS1-3)  This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.(MS-ESS1-1)  The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

ELA/Literacy -
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)