9-19-16 to 9-23-16

Count your stamps from this week and give the number to Mr. Baur. 9-23-16 Count your stamps from this week and give the number to Mr. Baur. Review day/night length Notebook check Moon landing NOVA: https://www.youtube.com/watch? v=sllgVYbIysI Darkside of the moon: https://www.youtube.com/watch? v=a9FLavgZhVA Bill Nye the Moon: https://www.youtube.com/watch? v=qRXUPSym9ZM

LT: Describe how the length of day and night are affected by latitude, tilt of axis, revolution, and rotation of the Earth. Do Now: 9-22-16 Agenda: Day length Compare and contrast the image of yesterday’s lab and the picture of the Earth and Sun. Identifying misconceptions about seasons. Day length around the world Add terms into glossary: solstice, equinox. Notebook stamp count and quiz tomorrow over variables and seasons

Think to yourself (30 secs). Discuss as a pair (1 min) Think to yourself (30 secs). Discuss as a pair (1 min). Discuss as a class(3- 5min). Demonstrate with a model. Then write in notebook. What does the student need to change about their thinking? How does latitude affect and season affect the length of the day? Day length data table and questions: https://www.fossweb.com/delegate/s si-wdf-ucm- webContent/Contribution%20Folders/ FOSS/multimedia/Planetary_Science/a ctivities/seasons/index.html Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

LT: Describe how the following factors affect the amount of solar energy to Earth: latitude, tilt of axis, revolution, and rotation. Do Now: 9-21-16 Agenda: beam spreading investigation Testable question: How does the angle of the beam of light affect the area that the beam covers on a flat surface? Write a prediction about the testable question above. What will this lab demonstrate about the Earth and the Sun? Discuss do now. Identify patterns of data on pg 13 day vs night. Add terms into glossary: solstice, equinox. Conduct lab and complete data table. Write a conclusion about experiment.

Turn to page 13 and examine the Length of Daylight in the Northern Hemisphere data table. What patterns do you notice in the data? How does the latitude affect the summer and winter solstice? Add to glossary equinox and solstice. Review the beam spreading investigation and reread the scenario and procedure. Decide as a team how to delegate tasks to complete the lab on time. Write down your decision and show Mr. Baur to get your supplies. Use your data and observations to answer the beam spreading questions. Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

LT: use a model to demonstrate why the earth has seasonal differences in temperature. Do Now: 9-20-16 Agenda: season reason Mr. Baur asked three teachers at the Stewart Middle School, “Why is it colder in the winter than during the summer?” Here are a few reasons teachers gave: Mr. Kroker: “It is colder during the winter because the earth is closer to the sun during the summer and farther away during the winter. Mrs. Hartman: “We have different seasons because the earth is tilted at an angle and during winter we are pointed away from the sun.” Mr. Mata: “During the winter the sun gets blocked by clouds and prevents the earth from warming up.” Pick one and explain why you agree with that statement. Support your explanation with a picture. Why is it hotter during the summer? Modeling with globe and sun. Read page 10-13. Cornell notes Picture day

Cornell Notes pg 10-13 Topic/ Questions Notes Reflection: use the RERUN acronym to reflect on what you learned about today’s learning target.

LT: identify variables in an investigation. Do Now: 9-19-16 Agenda: scientific variables review Match the words with the type of variable (MV, RV, or CV) Same Independent Dependent Measured Data Consistent Constant Altered vary Results Changed on purpose Unchanged Outcome Repeated trials Variables review Handwriting investigation Beam spreading investigation Grade update Manipulated Variable Responding variable Controlled variable

Testable question: How much faster can I write with my dominant hand? Procedure: For one minute, write as many “x”s as you can with your dominant hand. For one minute, write as many “x”s as you can with your other hand. Repeat steps 1-2 twice for a total of three trials. Calculate the average number of “x”s for each hand. Testable question: How much faster can I write with my dominant hand? MV: RV: CV: Reflection: use the RERUN acronym to reflect on what you learned today’s learning target.