Monday -Day 1 (period 2,4, and 9)
Tuesday - Day 1 (period 3,5 and 10)
Wednesday - Day 2 (Period 2, 4, and 9)
Thursday - Day 2 (period 3,5, and 10)
Friday - Regular day all classes
Day 1 - Review worksheet on Moon phases as bell work. Skyward quiz on Moon phases. Students will 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. (Back to the golf ball, clay and paper Sun) Second, students will create a model showing the seasons are a result of a tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. We will use the words aphelion and perihelion in our discussion. The students will use a computer simulation to understand seasons. http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html Students will end the class with a Internet search to find the answers to simple data questions. This will be collected as the students leave.
Day 2 - Students will have a scientific notation question on the chalkboard. No help will be given. Answers will be turned in on index cards. Students will have a lesson on when and why America sent men to the Moon. In class students will be given a timeline that they will have to illustrate with pictures. This will be due on Hapara. This activity will be completed on a google slide show.
Friday - Students will have 10 minutes to research rocket technology. Students will be given a variety of items and will be asked to get a toilet paper roll to hit the ceiling. A string will act as the friction of the atmosphere. When that goal is complete they will be asked to increase payload and repeat. To add to the fun of this, each group will be assigned a country name and given a credit card with an amount of money they can spend on supplies. Students will have to work within their budget to get to the MOON!!!!
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.
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
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