1. The reason for the seasons! By: Melanie Byers

3. School Information Our school has a little over 1000 students 35% of which are on free or reduced lunch. Our school has a little over 1000 students 35% of which are on free or reduced lunch. predominately white predominately white I teach 7 th grade science I teach 7 th grade science I have about 100 students I have about 100 students I have one Arabic speaking student, and I have 15 students with learning disabilities I have one Arabic speaking student, and I have 15 students with learning disabilities

4. Indicator Standard: Earth and space science, benchmark A, Indicator 1 Describe how objects in the solar system are in regular and predictable motions that explain such phenomenon as days, years and you guessed it, SEASONS!

5. Lesson Overview Play winter spring summer or fall song Play winter spring summer or fall song Pre test Pre test Student directed season model (act out using props) Student directed season model (act out using props) Rotation/ revolution Simon Says game Rotation/ revolution Simon Says game Direct instruction using earth ball and sun puppet Direct instruction using earth ball and sun puppet Interactive smart bd. activity Interactive smart bd. activity Model building (including 23.5degree tilt) and rotation direction Model building (including 23.5degree tilt) and rotation direction Student check of each others’ models Student check of each others’ models Rotation/ revolution flash cards with pictures, season drawings Rotation/ revolution flash cards with pictures, season drawings Post test Post test

9. Assessments: Formative: Formative: Pre-test, Simon says, model making, Smart board activity, flash cards with pictures, questions while facilitating small groups Summative: Post test, drawings

10. Data and results/ Class avg.

11. Data Interpretation Most class averages went from a D or an F to an A on the pre/ post test!!!!! Most class averages went from a D or an F to an A on the pre/ post test!!!!! The inclusion class had the largest increase in scores. YES! The inclusion class had the largest increase in scores. YES! Almost all students did very well on the seasons drawings. The drawings showed me who needed help with understanding and I helped them on an individual basis. Almost all students did very well on the seasons drawings. The drawings showed me who needed help with understanding and I helped them on an individual basis. 7 students still missed the question about what celestial body is in the middle of the solar system. Hmm I guess I needed to stress where the sun is located. 7 students still missed the question about what celestial body is in the middle of the solar system. Hmm I guess I needed to stress where the sun is located. The data tells me that the lesson was successful. Most points lost were on the short answer because I expected detailed explanations as to why Ohio experiences a change in seasons. The data tells me that the lesson was successful. Most points lost were on the short answer because I expected detailed explanations as to why Ohio experiences a change in seasons. My students could use help writing short answer responses. My students could use help writing short answer responses.

12. Overall reflection This lesson went well and as always it improved throughout the day. This lesson went well and as always it improved throughout the day. Students LOVED the rotation and revolution game. They were eager to tell who was out! Students LOVED the rotation and revolution game. They were eager to tell who was out! The smart board interactive activity was a hit as well. The smart board interactive activity was a hit as well. Kids became a little frustrated trying to measure the 23.5degree angle and needed a little more direct instruction on how to use the protractor. Kids became a little frustrated trying to measure the 23.5degree angle and needed a little more direct instruction on how to use the protractor. The summative assessments showed that students did in fact increase understanding of the cause of the seasons. The summative assessments showed that students did in fact increase understanding of the cause of the seasons. Checking each others’ models worked out great and the students were into it. Checking each others’ models worked out great and the students were into it. Two weeks after the lesson one of my “cool” students told me that he heard that “fall song” at Meijer. Maybe he was touched by music Two weeks after the lesson one of my “cool” students told me that he heard that “fall song” at Meijer. Maybe he was touched by music Differentiation was embedded in the lesson through heterogeneous grouping and by addressing a variety of learning styles. Differentiation was embedded in the lesson through heterogeneous grouping and by addressing a variety of learning styles. Modifications were made as needed by the intervention specialist. Modifications were made as needed by the intervention specialist.