Monday, March 13, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9

Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
a) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Science Textbook Explain why we have seasons.

Illustrated Notes: Seasonal Changes Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Image of a Butterflies Life Cycle
Recognize high and low tides on a model.
LearningActivities:
First we will look at an image of a butterflys life cycle and then discuss
how a cycle is a pattern because this process will constantly repeat itself.
This will lead itself into a discussion about how seasonal changes are a
cycle because the seasons repeat themselves. The teacher will have a
student get up so they can be the earth and she will be the sun. Have the
student stand by the teacher, the student is an axis, envision a straight
line from head to feet. Now start rotating, now revolve around the
teacher. This is exactly what happens to the Earth as it revolves around
the sun. The teacher will have the students compare how long it took to
rotate around the teacher compared to the revolving. They will then
discuss that the earth rotates every 24 hours but a revolution happens
every 365 days. The class will then discuss how all the seasons have
different climates because of the earth axis tilting towards or away from
the sun while it is rotating. After this they students will meet in assigned
partners to complete the seasonal changes notes and have it checked by
the teacher. They can use pages 98-99 in their textbook to help them.
Questions to Ask
What logically happens first in the life cycle of a butterfly?
Does the order of the life cycle ever change?
Are the same phases always repeating themselves? What is this called?
Does this occur in a natural or logical order?
Did it take more revolutions or rotations to get around the teacher?
Do you think that earth has more revolutions or rotations?
Does the earth rotating around the sun or revolving around it cause
seasons?
If the Northern Hemisphere is facing the sun what is happening on the
southern hemisphere?
Is there much seasonal change in places close to the equator?
 Monday, March 13, 2017

Does the sequence of the seasons ever change?

How are seasonal changes a pattern?

Julie Monday and Nina Saw

Tuesday March 18, 2017
B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
b) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Day and Night Explain why we have seasons.

Vocab for Notebook Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Exit Ticket
Recognize high and low tides on a model.

Learning Activities:
The students will glue in the key vocab into their notebooks and will create
their own drawings of these words. The teacher will make sure to discuss
with the students about other things in nature they see that could be a
pattern or a sequence. The teacher will then read Day and Night and will
then discuss with the students that when the earth tilting on its axis is
rotated away from the sun that it is night time because only part of the
earth is facing the sun. The teacher will also make it clear that the earth is
rotating around the sun and that is what causes the day and night cycle.
The students will then create a visual representation of a part of the earth
that is in daytime and one that is in night time.
Key Questions to Ask

- Why is it difficult to predict if it will snow during winter vacation?

- Why is it easy to predict summer will follow spring?
- What are some patterns and sequences we see in nature?
- How are patterns and sequences the same? How are they
different?
- Is the day to night cycle caused by a rotation or revolution
occurring?
- Does it change from day to night because the sun is rotating
around the earth?
- How is the day and night cycle a pattern?
- How is the day and night cycle a sequence?
- What would happen if the earth didnt rotate?

Wednesday, March 15, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9
 Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
c) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Flashlights Explain why we have seasons.

Globe Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Day and Night Worksheet
Recognize high and low tides on a model.
Notes Page

LearningActivities:

Review day and night. Have the students draw an image that represents
day and night in their science notebook. Then have them write their
explanation underneath it. Demonstrate on globe what day and night
would look like using flashlight. Have students model parts of the day.
Turn lights out, using flashlight, have them rotate until they reach certain
positions. After this have the students complete a day and night worksheet
with a partner.
Questions to Ask
- Is the day to night cycle caused by a rotation or revolution
occurring?
- Does it change from day to night because the sun is rotating
around the earth?
- How is the day and night cycle a pattern?
- How is the day and night cycle a sequence?
- What would happen if the earth didnt rotate?

Thursday, March 16, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9

Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
 Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
d) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Notebook Page Explain why we have seasons.

http://www.visuallearningsys.com/digital- Illustrate the pattern of the day and night.

science/preview Demonstrate the phases of the moon.

Recognize high and low tides on a model.

LearningActivities:

The teacher will start a whole group discussion about if the students have
noticed that the moon looks different. After this the teacher, will discuss
that the moon has phases that happen in a cycle every 29 days and about
how the moon rotates around the earth. The students will make
predictions about why they think the moon changes phases. They will then
watch a video about the moon phases and must write down 1 interesting
fact while they are watching. Also, the teacher will discuss about how the
sun reflects off the moon and the sun is shining on the side we cannot see.
They will then put the moon phases in their science notebook.
Questions to Ask
How is this a pattern? How is this a sequence?
Does the moon cycle have phases?
What do you notice about the names of the moon phases?
What planet rotates around the other in this cycle?
What do you think causes the shadow on the moon?
What phase occurs first in this cycle?

Friday, March 17, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9
 Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
e) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Oreos Explain why we have seasons.

Moon Phases Sort Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Moon Phases: Exit Ticket
Recognize high and low tides on a model.

LearningActivities:

The teacher will review the moon phases. The students will get oreos and
will need to make the moon phases using them. After this they will meet in
their table groups to do a moon phase sort that the teacher will check. The
students will use their notebooks and textbook pages 100-101 to complete
this sort. They will do an exit ticket where they will have to name the
moon phases.
Questions to Ask
How is this a pattern? How is this a sequence?
Does the moon cycle have phases?
What do you notice about the names of the moon phases?
What planet rotates around the other in this cycle?
What do you think causes the shadow on the moon?
What phase occurs first in this cycle?

Monday, March 20, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9
 Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
f) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Atlas Explain why we have seasons.

https://www.youtube.com/watch? Illustrate the pattern of the day and night.

v=G6A72ufn3l4 Demonstrate the phases of the moon.

Recognize high and low tides on a model.

Learning Activities:
The teacher will ask the students what force they think causes nothing on
earth to be floating around. This will lead to a discussion about gravity
and how it is the pull of objects. On earth, everything is being pulled to
the center of the earth by gravity, which is why objects dont move
unless they are being pushed or pulled. The teacher will ask the kids
what they think would happen if the earth has no gravity. The teacher will
then show the students a video of a man walking on the moon and ask
them what the difference between walking on earth and moon are. The
teacher will then explain that the earths gravitational pull is pulling on
the moon and how the moons gravitational pull is tugging on the earth.
The teacher will then ask the students the difference between a river and
an ocean. As table groups, they will find examples of oceans and rivers
using their atlases. They will then share out to the class.
Questions to Ask
Is the earth revolving or rotating around the moon?
What force causes tides?
If it is a high tide on one side of the earth is it high tide on the
opposite side too?
Why is it high tide on the opposite end of the earth?
What are the earth and moons gravitational forces doing to one
another?
How is this a pattern or a cycle?

Tuesday, March 21, 2017

Julie Monday and Nina Saw

M3 M4 M5 M6 M7 M8 M9
 Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Questions, and Advance
g Effort k and ic ve Objective and Testing Organizers
and Practice Representa Learning s and Hypotheses
Providing tions Providing
Recogniti Feedback
on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
g) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Tide Stimulator Explain why we have seasons.

Note Page: Tides Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Recognize high and low tides on a model.

LearningActivities:

The teacher will review with the students about how tides happen because
of the gravitational pull of the moon away from the earth and the earths
gravitational pull towards the moon. This will cause high and low tides on
the earth. A tide is when the water is moving towards or away from shore.
They will then go over the notes sheet as a whole group and what causes
the different tides. After this is done they will create their own tide
stimulator as a study tool that will help them review for the test questions
about tides.
Questions to Ask
Is the earth revolving or rotating around the moon?
What force causes tides?
If it is a high tide on one side of the earth is it high tide on the
opposite side too?
Why is it high tide on the opposite end of the earth?
What are the earth and moons gravitational forces doing to one
another?
How is this a pattern or a cycle?

Wednesday, March 22, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9
 Summarizi Homewor Cooperati Generating
ng and k and ve and Testing
Identifyi Note Reinforcin Practice Nonlinguist Learning Setting Hypotheses Cues, Quest
ng Taking g Effort ic Objective and Advan
Similari and Representa s and Organize
ties and Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
h) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Jeoporady Review Game Explain why we have seasons.

Study Guide Illustrate the pattern of the day and night.

Demonstrate the phases of the moon.

Notes
Recognize high and low tides on a model.
Book

LearningActivities:
The teacher will tell the students to take a few minutes to review their
study guides before they start to play the game. Each table group will be a
team and they will pick a question about one of the cycles. Every table
group will have to use their resources to find the answer. The table group
that picked the question will get to answer it. The teacher will have them
state their reasoning behind why their answer is correct and will ask the
other table groups if they agree or disagree.
 Friday, March 24, 2017

Julie Monday and Nina Saw

M1 M2 M3 M4 M5 M6 M7 M8 M9

Identifyi Summarizi Reinforcin Homewor Nonlinguist Cooperati Setting Generating Cues, Quest
ng ng and g Effort k and ic ve Objective and Testing and Advan
Similari Note and Practice Representa Learning s and Hypotheses Organize
ties and Taking Providing tions Providing
Differen Recogniti Feedback
ces on

B1 Remember B2 Understand B3 Apply B4 Analyze B5 Evaluate B6 Create

Content (Science) 2:30-3:10

SOL: 3.8 The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
i) patterns of natural events such as day and night, seasonal changes, simple phases
of the moon, and tides

Essential Knowledge, Skills, & Processes:

explain how some events in nature occur in a pattern or cycle, such as the seasons, day and
night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.
recognize that the relationships that exist between and among Earth, the sun, and the moon
result in day and night, seasonal changes, phases of the moon, and the tides.
model and describe how Earths rotation causes day and night.

model and describe how the suns rays strike Earth to cause seasons.

observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new),
and describe the changing pattern of the moon as it revolves around Earth.
collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Materials Needed: I Can Statements:

Unit Test Explain why we have seasons.

Illustrate the pattern of the day and night.

 Demonstrate the phases of the moon.

Recognize high and low tides on a model.

LearningActivities:
Theteacherwillhavethestudentstaketheirtestonthecycles.