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)

Lesson Plans September 19th to September 23rd Earth Science Mrs. Moore

Lesson Plans September 19th to September 23rd

Earth Science Mrs. Moore

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)

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

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

Wednesday - Regular Schedule

Thursday - Regular Schedule

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. Students will be reminded of AU information and how we have attempted to model this in/out of the classroom. Students will review the big bang theory approx 14 billion years ago and our evidence which leads us to this accepted theory.  Students will be refreshed on the geography of our universe namely the subdivisions. Students will have the remaining time to work on the model of the planets to size. The project is due at the end of class along with a justification statement on why they chose to complete their project in their visual display. Homework due by Friday - Habara workspace - copy and paste pictures of the sun to give information about the function of the sun. Sentences about why you chose each individual picture should accompany the document.  At least 5 pictures are required.

Wednesday -   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.   The focus of our new material will be to look at the difference between fission and fusion. Students will look at the life cycle of stars.  We will create a class flow chart that will help us explain how stars function.

Thursday - 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.  Students will be given the HR diagram and asked to explain what information is present and what it tells us about the life of stars.  Exit questions on skyward will be assigned.  

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. New today will a clarification of the Solar Nebula theory.  We will continue to the orbit of Earth around the sun focusing on seasons, moon cycles, and tides. Homework is due today. Reminder that this is a Habara assignment.

Lesson Plans September 12th to September 16th Earth Science Mrs. Moore

Lesson Plans September 12th to September 16th

Earth Science Mrs. Moore

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions

within galaxies and the solar system.

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)

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

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

Wednesday - Celebration Day

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

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

Day 1 - Start with a word problem using scientific notation. Students will  complete in partner groups. We will discuss the size of the universe and work on a visual expression that will diagram the largest items to the smallest being Earth. Students will create individual flowcharts. We will use the terms from our homework worksheet to add information and details to our charts.  Students will participate in a walking activity matching terms to definitions and place our results on the wall in the classroom. The measuring system of Astronomical Units will be explained in both metrics and scientific notation. Students will create a visual display of the distance between planets in our solar system using the astronomical unit measurements.  Homework is to fix the astronomy term sheet if necessary and resubmit it for a better grade.

 

Day 2 - Start with a word problem using scientific notation and our solar system. We will then look at data about our Solar system specifically planet distance from the sun, individual planet radius and diameter, planet moons, planet density, and planet orbital paths.  We will take time to find valid images of galaxies, pulsars, neutron stars, white dwarfs, supernovas, and black holes.  WIth this information we will complete a walking solar system outside, weather permitting, followed by a project making a scale model of the planet’s size.  Homework is to complete the model by class next week.

Lesson Plans September 6th to September 9 Earth Science Mrs. Moore

Lesson Plans September 6th to September 9 Earth Science Mrs. Moore

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions

within galaxies and 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)

Monday -  No school

Tuesday-  Start with a student’s video, followed by a short visual on the beginning of our universe. A visual of where we are located in the universe will be shared.  Continue practice of scientific notation transferring numbers from standard to scientific and vise versa.  If time students will partner together to solve word problems using scientific notation related to information in galaxy. What is not completed in class will be continued tomorrow and possible homework due Thursday before the lab.

Wednesday - Continue math problems, students will work with new groups to solve word problems in a logical manner.  Students will be asked to present the process they used to solve the problems to the class for review. Work not completed in class will then become the individual homework for students.

Thursday - Start lab on tootsie roll pops.  Students will have time for research and writing of hypothesis. As a class we will list the variable and as many controls as possible. We will as a group write the procedures for the lab and follow up by completing the lab to collect the data.  Students will be asked to graph the data in a spreadsheet graph using averages.  From the graph the student will write a concise conclusion statement.

Friday - What was not completed on Thursday should be completed today.  Homework terminology sheet about items in the universe is due on Monday, If we have time we will discuss a concept map of where we are in the universe.