DO NOW V: 0 Monday Make 5 observations of the pictures below of the California Coast before and after El Nino Photo source: TEKS (A) describe the historical development of evidence that supports plate tectonic theory; (B) relate plate tectonics to the formation of crustal features; and (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. V: 0 ESSENTIAL QUESTIONS: How and why does the Earths surface change? How are land features conveyed on a topographic map? DAILY OBJECTIVES: Students will -Review Earth standards to prepare for Earth unit test. V: 0 EQs & Objectives Homework & Agenda V: 0 Todays Agenda 1.Partner Review 2.Kahoot 3.Dry Erase Board HomeworkPre-AP: Pages from Textbook. Answer questions and complete review page Grade Level: Vocabulary Cards EXAM ON TUESDAY Review for Unit Test 1.Find a partner 2.Compare reviews 3.Circle questions where you have different answers 4.Share with teacher 5.Class will go over questions that are circled V: 0 Kahoot and Dry Erase Board Practice Kahoot Game for Review Dry Erase Board Practice V: 0 DO NOW V: 0 Tuesday 1.Identify the contour interval of the topographic map below. 2.Describe the land feature found on this map. Photo source: TEKS (A) describe the historical development of evidence that supports plate tectonic theory; (B) relate plate tectonics to the formation of crustal features; and (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. V: 0 ESSENTIAL QUESTIONS: How and why does the Earths surface change? How are land features conveyed on a topographic map? DAILY OBJECTIVES: Students will -Show mastery of TEKS 8.7A, B, and C. V: 0 EQs & Objectives Homework & Agenda V: 0 Todays Agenda 1.Earth Unit Test 2.Earth, Sun, and Moon Cover Page HomeworkPre-AP: Pages from Textbook. Answer questions and complete review page Grade Level: Vocabulary Cards EXAM ON TUESDAY Earth Unit Test ID: V: 0 R ead and re-read the passage. U nderline the question B ubble important words I dentify the key idea, write it in margin. E liminate the wrong answers S elect the correct answer Mass of an object After the Test 1.Place you Test in your divider 2.On a half sheet of paper, create an Earth, Sun, and Moon cover page. Your cover page should include: Title Earth, Sun, and Moon 3 pictures IN COLOR 5 words related to the Earth, Sun, and Moon (Examples: rotation, day, night, etc.) Paragraph predicting what you will learn in this unit. V: 0 Rotation Day Night Orbit Year In this unit, I think we will learn.. (5 sentences MINIMUM) DO NOW V: 0 Wednesday /Thursday 1.A day is hours. 2.A year is.. days. 3.The four seasons are.. 4.The months of winter are.. 5.The months of summer are TEKS The student is expected to model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. V: 0 ESSENTIAL QUESTIONS: How does the motion of the Sun, Earth, and Moon affect the environment? DAILY OBJECTIVES: Students will -Describe how the tilt of the Earths axis causes the seasons. V: 0 EQs & Objectives Vocabulary Rotation Revolution Axis Day Year Orbit Seasons V: 0 Homework & Agenda V: 0 Todays Agenda 1.Rotate and Revolve 2.Reason for the Seasons Lab 3.Video 4.4-fold foldable: Seasons of the Year 5.Conclusion Questions 6.Set up New Notebooks 7.Exit Ticket HomeworkPre-AP: Pages from Textbook. Answer questions and complete review page Grade Level: Vocabulary Cards Next Quiz Topic: Why are there seasons and day and night? Rotate and Revolve 1.Rotate by your chair. 2.Revolve around your table. 3.Record your movements in your notebook. V: 0 5 Rotation and Revolution Rotation Picture: This represents Rotation of the Earth causes One rotation takes. Revolution Picture: This represents Revolution of the Earth causes One revolution takes. Lab Notebook Set-Up V: 0 WINTER DRAWINGSUMMER DRAWING Reasons for the Seasons Lab DATA TABLE SeasonWinterSummer Starting Temperature Ending Temperature Temperature Difference 7 1.Place globe 30 cm from lamp at WINTER ANGLE. 2.Record Beginning Temperature- ALL 3.Turn on lamp 4.Start timer for 6 minutes 5.Return to seat- ALL 6.Draw a picture of the lab set-up.-ALL 7.Record Ending Temperature- ALL 8.Turn lamp off Reasons for the Seasons Lab VL: 2 When the temperature returns to room temp 1.Place globe 30 cm from lamp at SUMMER ANGLE 2.Record Beginning Temperature- ALL 3.Turn on lamp 4.Time for 6 minutes 5.Return to seat- ALL 6.Draw a picture of lab set-up.-ALL 7.Record Ending Temperature-ALL 8.Turn lamp off VL: 2 Reason for the Seasons Part II Seasons Explained VideoVideo BrainPop VideoVideo- Bill Nye Video- Video- Crash Course V: 0 1.Fold pages 10 and 11 together, so you see pages9 and Cut ONE slit on each page, so there are TWO flaps on each page. 3.Label the outside of the flaps like the diagram on the right. Seasons Change V: 2 SpringSummer Winter Fall/ Autumn 9 12 Draw an arrow between each fold on the outside to show the direction of the seasons. Seasons Throughout the Year V: 2 SpringSummer Winter Fall/ Autumn Underneath each flap. 1.Draw a picture of the weather 1.Flower for spring 2.Sun for summer 3.Leaf for fall 4.Snowman for winter 2.Under the flap list the months for that season. 3.Describe if the days are getting longer or shorter. Seasons Throughout the Year V: 2 Seasons Conclusion On page 6, COPY AND ANSWER the following questions: 1.Describe the differences in temperature between the winter angle and the summer angle. 2.Seasons occur because of the Earths tilt on its axis. Explain how this experiment showed this. 3.Why is it winter in the northern hemisphere while summer in the southern hemisphere? V: 0 INB Set Up Create a Title Page to look like the following: V: 0 SCIENCE SPRING 2016 Your Name Mrs. Tanner Tutorials: 3:30-4:30 Tanner, Mondays Hibbard, Tuesdays Gaffney, Wednesdays Website: INB Set Up 1.Tape Special Assignments to page 2. 2.Tape Top 10 to page 3. 3.Tape your Earth, Sun, and Moon cover page to page 4. 4.Finish numbering your pages V: 0 Exit Ticket In your INB draw and caption an Instagram picture of what you learned today about why seasons occur. V: 0 Picture Caption DO NOW V: 0 Friday 1. How long does it take Earth to make one complete trip around the Sun ? 2. What is this movement called? 3. How long does it take Earth to make one rotation? 4. What is this movement called? TEKS The student is expected to model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. V: 0 ESSENTIAL QUESTIONS: How does the motion of the Sun, Earth, and Moon affect the environment? DAILY OBJECTIVES: Students will -Describe how the tilt of the Earths axis causes the seasons. V: 0 EQs & Objectives Vocabulary Rotation Revolution Axis Day Year Orbit Seasons V: 0 Homework & Agenda V: 0 Todays Agenda 1.Whole Class Demo 2.Reading: Seasons 3.Seasons Explained Practice 4.Dry Erase Board Questions HomeworkPre-AP: Pages from Textbook. Answer questions and complete review page Grade Level: Vocabulary Cards Next Quiz Topic: Why are there seasons and day and night? Whole-Class Model 1.As a class, make a circle. This circle represents Earths orbit around the sun. 2.Pass the globe counter-clockwise when the north pole always facing the north star. 3.As your teacher sits in the middle with a lap, observe how the amount of sunlight different parts of the earth are receiving change. V: 2 Reading: Seasons 1.Complete the reading. 2.Discuss with your partner the following: 1.What is the main idea of the reading? 2.Which sentences do you think is the most important and why? 3.Describe the diagram in the reading. How could it be improved? V: 2 Seasons Explained 1.Complete top of the worksheet modeling seasons with your table or individually (Pre- AP) as a class (Grade Level). 2.Answer the questions on your own. V: 2 Dry Erase Board Practice V: 2 DO NOW V: 0 Friday Choose the answer below and explain why you choose that answer.