Tetreault & Kelly 20

Megan Kelly and Ashley TetreaultDoctor BednarskiScience 41219 February 2015UnitPart 1: NGSS (From NGSS website)Title: Seasonal patterns- winter solstice Grade Level: Grade 1Essential question: What do you notice about the days in winter compared to the days in summer? 1-ESS1 Earths Place in the UniverseNGSS: PE- 1-ESS1-2- Make observations at different times of year to relate the amount of daylight to the time of year DCI- ESS1-B- Earth and the solar system: seasonal patterns of sunrise and sunset can be observed, described, and predicted CCC- Patterns: patterns in the natural world can be observed, used to describe phenomena, and used as evidenceNGSS: Engineering and Science Practices1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information CCSS: LA and MathELA/Literacy-W.1.7- participate in shared research and writing projects (e.g. explore a number of how-to books on a given topic and use them to write a sequence of instructions)W.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a questions Mathematics-MP.2- Reason abstractly and quantitatively MP.4- Model with mathematicsMP.5- Use appropriate tools strategically1.OA.A.1- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g. by using objects, drawings and equations to represent the problem1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another Part 2: Unit content background informationWhen looking at the above mentioned standard, there are a lot of facts and vocabulary to be familiar with in order to successfully create a unit. One important concept to understand is that of the winter and summer solstice. The reason why it is important to understand the solstices on a deeper level than the equinoxes is because in summer and winter we see a more dramatic difference in seasonal patterns, including daylight and temperature. The word solstice means sun standing still because the sun appears to stop moving northward and southward at these points on the ecliptic, which is the path of the sun through the stars (Strobel 2-4). The summer solstice begins on June 20 or 21 which ends up having the most daylight hours of the year. The winter solstice begins on December 20 or 21 which ends up having the least daylight hours of the year. This is true for only the northern hemisphere because it is opposite in the southern hemisphere. This means that when it is summer in the northern hemisphere, it is winter in the southern hemisphere and vice versa. The sun goes through a path every day and that path is rising in the east and setting in the west. It also takes 24 full hours for the Earth to do a full rotation, which is why we have 24 hours in one day. This never changes, but what changes is the location of the suns path across the sky. (NOTE** The sun is actually not moving, it is the Earth rotating around the sun that makes the sun appear to move across the sky. The sun actually stays still.) This is what happens during the solstices as well as the equinoxes. Here is a graphic that displays this: It is easy to see that at noon during the June solstice the sun is the farthest away from the ground, whereas during the winter it is closer, and the equinox is right in the middle. This brings up a common misconception and an important concept: summer is warmer because the sun is closer in the summer, and winter is colder because the sun is farther away. The changes in temperature during these seasons are due to the angle of the suns rays. When the sun is directly above, the rays come straight down causing more light and more heat to hit an area. When the sun is lower in the sky, the light becomes more spread out and not in a more tightened area causing the heat to be spread out which means it will be cooler. The above picture shows this, which explains why in June it is warmer, and in December it is cooler. Just because the sun might be closer to the Earth does not mean it is hotter, the angle the rays hit the earth is what is essential in understanding that. Part 3: the 5e model of instruction Lesson 1: EngageTitle: What do you do after dinner? Essential Question: What is the difference between what you do after dinner in the winter compared to what you do in the summer? Objective: Students will ask questions and define problems while creating a t-chart about what they do after dinner in the summer and the winter. They will engage in arguments from evidence by obtaining, evaluating and communicating information.Science and engineering practices: 1. Asking questions (for science) and defining problems (for engineering) Ask and/or identify questions that can be answered by an investigation 2. Engaging in argument from evidence Identify arguments that are supported by evidence 3. Obtaining, evaluating and communicating information Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideasCommon Core State StandardsW.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a questions Materials (for 22 Students ) Chart paper Markers Appropriate clothing representing winter and summer solstice (for teachers) Teddy Bear and book (winter) Ball (summer) SafetyNormal classroom routine for discussionInitiation (phenomenon)Engage students by coming to class dressed in clothing representing the winter and summer solstice. Summer is represented by wearing shorts, t-shirt, etc. with ball as if they are going to play outside after dinner. Winter is represented by wearing pajamas and is holding a teddy bear with a book as if they are getting settled for the night. Discussion of the outfits will follow using a turn and talk model. Procedure Lead a discussion about the outfits representing summer and winter Ask students what they do after dinner in the summer and winter Record student responses on t-chart hung on white board in the front of the room There is one t-chart for summer, left column has what they do after dinner, right column has questions and observation. The same set-up for winter is used (separate piece of chart paper) Specific higher level questions Based on our observations and class discussion, why do you think you do different things in the summer after dinner than in the winter? What is your evidence?ClosureToday we talked about the things we do after dinner in the summer and winter. Based on that discussion we were able to share our ideas and write them on a t-chart to help explain this. Some of these ideas were it gets darker earlier in the winter, it stays lighter longer in the summer, when I go to bed in the summer sometimes it is still light out, after dinner in the winter I take a bath and get ready for bed, I stay inside during the winter nights, etc. From those ideas we created questions and observations that we will expand upon next time in science. Does anyone have any further questions or ideas they would like to share?

Explore Lesson 2Explain/ExploreTitle: Lets compare daylight hours from winter and summerEssential question: Why do we do different things after dinner in the winter and summer? Objective: By the end of this lesson, students will visually represent that there are less day light hours in the day in the winter than in the summer. Students will do this by engaging in argument from evidence that they obtain, evaluate, and communicate. They will analyze and interpret data by using mathematics and computational thinking to develop and use models.Science and Engineering practices1. Asking Questions and Defining Problems Ask questions based on observations to find more information about the natural and/or designed worlds. Ask and/or identify questions that can be answered by an investigation2. Developing and using models Develop and/or use a model to represent amounts, relationships, relative scales (bigger,smaller), and/or patterns in the natural and designed world(s) Develop a simple model based on evidence to represent a proposed object or tool3. Using mathematics and computational thinking Use counting and numbers to identify and describe patterns in the natural and designed world(s) Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs4. Obtaining, evaluating and communicating information Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s) Describe how specific images support a scientific or engineering idea Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writings, or numbers that provide detail about scientific ideas, practices, and/or design ideas5. Engaging in argument from evidence Identify arguments that are supported by evidence Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or retell the main points of the argument Construct an argument with evidence to support a claimCommon Core State Standards W.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a questions MP.2- Reason abstractly and quantitativelyMP.4- Model with mathematicsMP.5- Use appropriate tools strategically1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another Materials (for 22 Students) Teacher made daylight hours data table (poster board for winter and summer), figure 2.1, 2.2 T-charts from lesson 1 Markers 2 Manipulative clocks Teacher made whole class total daylight hours data table Safety Normal classroom routine for group work and discussion InitiationRevisit the t-charts from the previous lesson (lesson 1-engage) and focus on specific questions students came up with that center around the objective for this lesson. Guide students to discover that in the winter the days are shorter than in the summer. Procedure divide students into two groups (winter and summer) heterogeneously Each of the two instructors assist one of the groups Present students with pre-made data tables for their respective season (winter or summer), figure 2.1, 2.2 Have a discussion of what daylight hours are, what sunrise and what sunset is Assist students in calculating the total number of daylight hours from sunrise to sunset on the provided days while using the manipulative clock Students must decide on one person to be the scribe for the group The scribe records the data in the total daylight section of the table Lead discussion with each group on what they noticed Write down observations and questions at the bottom of the data table posters Groups come together as an entire class to present their data Groups create one big class data table that considers both winter and summer, figure 2.3 Specific higher level questionsWhat do you notice happening during the three months based on the data tables? How does this relate to what you do after dinner in the winter and summer? What do you notice? What is happening in the winter? What is happening in the summer?Do you notice any similarities or differences?Do any groups have observations or questions they wrote down on their data tables they would like to discuss with the class?ClosureToday in our groups and as a class, we looked at real data from our data tables. We used this data to figure out how many daylight hours there were in the summer, and how many daylight hours there were in the winter. We found out that during the winter, there are fewer daylight hours than in the summer. Now that we have taken this data, we are going to put it all together to create a graph. This graph will allow us to take our data and use it to make an argument for why we are saying that there are less daylight hours in the winter than in the summer. Lesson 3Explain/ExploreTitle: Graphing the daylight hoursEssential Question: How do we compare the data we collected from the summer and winter daylight hour data tables?Objective: By the end of this lesson, students will engage in argument from evidence that they found after analyzing and interpreting data, using mathematics and computational thinking, and developing and using a model (graph). Science and engineering practices: 1. Developing and using models Compare models to identify common features and differences Develop and/or use a model to represent amounts, relationships, relative scales (bigger,smaller), and/or patterns in the natural and designed world(s) Develop a simple model based on evidence to represent a proposed object or tool2. Analyzing and interpreting data Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems 3. Using mathematics and computational thinking Use counting and numbers to identify and describe patterns in the natural and designed world(s) Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs 4. Engaging in argument from evidence Construct an argument with evidence to support a claim Common Core State Standards MP.4- Model with mathematicsMP.5- Use appropriate tools strategically1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another Materials (for 22 students) Unifix cubes Tables from lesson 2 figure 2.1, 2.2, 2.3 Chart paper Markers/crayons Pencils Individual graph sheets figure 3.1 Popsicle sticks with student namesSafetyUse unifx cubes with respect. Go over expectations for using manipulatives. Normal classroom routine for group work and discussion Initiation Direct students attention to the tables created the previous day hung on the white board. Tell students that they will be creating a different model, a graph, to visually represent the data. Tell students they will be using manipulatives, give them time to do a guided discovery with the unifx cubes. Set up expectations for using these cubes. Separate students into their groups from previous day (winter, summer). Procedure Have a member from each group get their tables from the white board Pass out graph sheets to each student in the groups, figure 3.1 Explain to students they will use unifix cubes first to represent the data, then color in graph Explain to students that one cube is equal to one hour on the tables (the half will be colored in on the graph sheet) Model to students the first point on their graph (i.e. 3 hours=3 cubes) December/June Manipulate unifix cubes as modeled Color in first point on graph sheet Have a discussion about how many will be in the second point. Once students agree, allow them time to color the second point For the third point, students will be given time to work individually to determine and represent the final point on the graph. This will be guided and observed by the teacher. After each group has completed their individual graphs, they will have a group discussion to be sure everybody agrees. They will collaborate to make one big graph to represent their group. Each group will present their model (graph) in a large class discussion 3 group members will be chosen from each group (using popsicle sticks) They will be asked to draw their given data point on a class graph that combines both winter and summer daylight data points. They will be represented in the following order: December/June, January/July, February/August After creating a class model and combing winter and summer data, begin class discussion. Discussion should guide students to make connections, arguments, and predictions based on their class graph. (see below for specific questions)Specific higher level questionsWhen you look at our class graph, what do you notice?Are their similarities or differences between winter and summer?Are there differences between December/June, January/July, and February/August?Which bar represent the most daylight hours? The least? Are there any that are equal? How do you know?Based on our graph and discussions, why do we do things differently after dinner in the winter and summer?ClosureToday, we learned how to visually represent the data using a different model from last class. Last class, we created data tables using the data for the daylight hours in winter and spring months. Today, we met in our groups to learn about creating graphs. We used Unifix cubes to create our own graphs by manipulating the cubes and then we colored the appropriate number of cubes for each data point. After that, we came together as a group to create one big graph to present to the entire class. From there, we created one class graph so we can easily see similarities and differences. This allowed us to make arguments, based on evidence, about why we do different things after dinner in the summer and winter.Lesson 4ElaborateTitle: Self-portraits Essential question: What would you look like if you were doing something after dinner in the winter/summer?Objective: After analyzing and interpreting data, constructing and designing solutions models will be used to engage in argument from evidence and to obtain, evaluate, communicate information.Science and Engineering Practices1. Developing and using models Compare models to identify common features and differences Develop and/or use a model to represent amounts, relationships, relative scales (bigger,smaller) and/or patterns in the natural and designed world(s) Develop a simple model based on evidence to represent a proposed object or tool2. Analyzing and interpreting data Use and share pictures, drawings, and/or writings of observations 3. Constructing explanations and designing solutions Make observations (first hand or from media) to construct an evidence based account for natural phenomena 4. Engaging in argument from evidence Construct an argument with evidence to support a claim 5. Obtaining, evaluating, and communicating information Describe how specific images support a scientific or engineering idea Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing or numbers that provide detail about scientific ideas, practices, and/or design ideas Common Core State StandardsCCSS.ELA-Literacy.SL.1.3Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.CCSS.ELA-Literacy.SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Materials (for 22 students) Construction paper Pencils Markers Crayons Data tables and graphs hung on white board, figure, 2.3 & 3.1 SafetyGo over expectations for using drawing materials. Normal classroom routine for individual work and discussions. InitiationLead class discussion about the findings so far. Explain to students that they are now experts in their given season and they now will explore the opposite season (Students who worked in winter group will now switch to summer and vice versa) to become experts. Describe what a self-portrait is, provide a teach model. Procedure Go around and ask each student about what season they will be doing (to make sure they know which group they are doing the opposite) Pass out materials Have students turn and talk to neighbors explaining their ideas Allow students to complete a self-portrait Guide students through discussion allowing volunteers to share their workHigher Level QuestionsWhat did you notice when you did the self-portrait for the season you were not experts on? Did you have any trouble? Why? Was it easy? Why? What did you notice when you turned and talked to your partner about your ideas? Were there similarities? Differences? Why did you chose to illustrate your self-portrait in the way that you did? (How does that represent your season)ClosureToday you were switched out of your expert role in your season and asked to create a self-portrait of the opposite season. You were able to represent your learning from the presentation from the other group through a hands-on art activity. We then discussed your portraits and ideas. Next time we will create collages on the season you did for the self-portrait and present them to the class. Performance taskProvide students with magazines, newspapers, clip art, glue, construction paper etc. to create collages and write a sentence stating what season their collage represents (lesson 4, self-portrait activity). This allows students further exploration into the season they were not originally assigned. After completion, the class will come together and each student will be asked to present their collage to the class based on a scoring rubric.

Scoring rubricCollageAt Least 5 pictures CollageOne Sentence stating the seasonPresentationState the season PresentationGive one reason why you chose each picture

Student Name

Student Name

Student Name

Student Name

Student Name

Student Name

During the presentation, for each column the student will earn a sticker if they met the requirement. This allows other students to be able to tell the students that are presenting whether they forgot to mention something and remind them. They are also able to track their progress and requirements while presenting.

Month, Day, YearSunrise (a.m.)Sunset (p.m.)Total Daylight Hours

December 21, 20147:20 a.m.4:20 a.m.

January 21, 20147:00 a.m.5:00 p.m.

February 21, 20146:30 a.m.5:30 p.m.

Figure 2.1 Winter Group

Month, Day, YearSunrise (a.m.)Sunset (p.m.)Total Daylight Hours

June 21, 20145:20 a.m. 8:20 p.m.

July 21, 20145:25 a.m.8:25 p.m.

August 21, 20146:00 a.m.7:30 p.m.

Figure 2.2 Summer Group

Month, Day, YearTotal Daylight Hours

December 21, 2014

January 21, 2014

February 21, 2014

June 21, 2014

July 21, 2014

August 21, 2014

Figure 2.3 Class Data Table

Winter and Summer MonthsNumber of Daylight Hours

Figure 3.1

Works CitedLMK Webmaster. "National Weather Service Weather Forecast Office." What Causes the Earth's Seasons? National Weather Service, 25 Sept. 2015. Web. 11 Feb. 2015. ."Seasons." - Science for Kids! Karen Carr, 2012. Web. 20 Feb. 2015. .Schroeder, Daniel V. "The Sun and the Seasons." Understanding Astronomy:. N.p., n.d. Web. 18 Feb. 2015. .Strobel, Nick. "Astronomy Without a Telescope." Astronomy Without a Telescope. N.p., 6 Apr. 2010. Web. 20 Feb. 2015. ."Summer Solstice | Astronomy." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d. Web. 20 Feb. 2015. ."Winter Solstice | Astronomy." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d. Web. 20 Feb. 2015. .