Elizabeth Didato

EDUC 5280 Practice Lesson 2

11/15/16

Modeling Earths Uneven Heating

This lesson occurred on Day 2 of a 3-day lesson in a 6th Grade Science class.
The lesson, Modeling Earths Uneven Heating, supports a larger Weather and Climate
project. Students have conduct research on several cities, collecting data on monthly
temperature averages and typical weather. They have researched many forms of
severe weather. Before proceeding to the next part of the project, when students will
evaluate their data and make predictions about the cities, they needed to know why
different locations experience different conditions.

In keeping with Project Based Learnings inquiry driven model, students were not
given direct instruction before beginning the lesson. A question was posed, they
responded as best they could, then more information was given gradually. Student
discussion, reflection and revision of concepts drives the lesson; direct instruction is
supplemental to what they can discover. While the process is student-driven, we also
need to insure students acquire an accurate understanding.

Day 1 began with the question: Why is it warmer in the summer than in the winter?
Students were asked to draw a model, including:

1. Components (important parts of the explanation) hint: sun, earth

2. Relationships (how the components move or interact)
3. Connections (Your model may show connections to other science ideas)
After drawing their models the class watched a BrainPop Video: Why do we have
seasons? The essential points were:

Earth revolves around the sun on its axis.

Earth is tilted on its axis, which creates seasons.
As we travel, at different times of the year different sides of the earth face the sun.
There is very little seasonal change near the equator.
There are very dramatic seasonal changes at the poles.
 The seasons, north and south of the equator, are always opposite of each other.

Following the video, students consulted a partner and collaborated on a second model.

At the end of Day 1, we were not certain that most students had understood all
the information presented. They seemed to need more time to process it. We discussed
how we might review some information without slowing the lesson too much. He revised
the lesson plan. I observed his 1st period class, then taught the 2nd period class.
 Modeling Earths Uneven Heating, Day 2

Review

a. Restate the question: Why is it warmer in the summer than in the winter?
b. We will watch videos again; terms and ideas to listen for: axes, tilt, North and
South Poles, equator, latitude, rotate versus revolve, seasons

Videos, Clarify Concepts

a. Before videos, point out the difference between day/night cycle and seasonal cycle.
How do we experience these? (Use the globe to demonstrate.)
The earth rotates on its axis, causing day/night.
The earth revolves around the sun, causing seasons.
It does both simultaneouslywe must be clear when creating models.
b. BrainPop video: Why do we have seasons?
c. Additional video: How does Latitude Affect Climate?
Stop video to show and emphasize where the equator and hemispheres are; the
differential effects of solar radiation on the equator versus the poles; explicitly
show how we measure latitude north and south of the equator.

New Models

Work in pairs, use second model to create a final model

Draw and label all elements (components, relationships, connections).
A good model should show the poles, a tilted axis, hemispheres, solar
radiation hitting different parts of the Earth, identify seasons.
Use at least some color to help show relationship or clarify differences

Tomorrow: Gallery Walk with Peer Feedback

 Reflection: Modeling Earths Uneven Heating, Day 2

After reviewing the previous days activities, students were engaged and excited
to create their final model. By the end of Day 2, all students had acquired a detailed and
clear understanding of why its warmer in the summer than in the winter in the Northern
Hemisphere. As they worked in pairs I circulated, observing their progress, asking
questions, giving feedback when asked. Most students could explain how solar radiation
hit certain places on Earth more directly (specifically the equator all year round) and
other places more obliquely. One student, an English Language Learner (CELDT
Beginner, a newcomer who attended school just through 2 nd grade before coming to the
U.S.) was able to demonstrate and explain (in Spanish): the seasons, reasons for
uneven heating, and our location in the Northern Hemisphere. He and other students
who face learning challenges benefitted from working with a partner and the multiple
opportunities to review and revise their understanding.

When we first discussed revising the lesson plan, I was curious to observe how
Ben would implement the changes. I had made my own notes as well. While delivering
the lesson, I felt like I was taking too much time, but since the class seemed engaged, I
continued through the lesson outline above. As it turned out, the class had plenty of time
to create their final models. There are two boys with IEPs; they need extra processing
time and help focusing. One of them, who also has behavior challenges, noticed that I
was checking on him frequently and stayed at his table working continuously. I praised
him and his partnerthey were working simultaneously on either end of their model, not
taking turns or one doing more work. Many students asked for feedback, whether they
had included everything, what more they could add. The one point I made with several
students was that in their drawings, we needed to see relationshipslines clearly
marked (literally: solar radiation, poles, path of revolution). Most models showed
significant learning.

As he observed, Ben wrote a narrative of the class, which we reviewed later. He

commented that the lesson went smoothly: students were engaged and on-task, the
review was good. There were a few specific areas to improve on. One boy was wearing
a hat, which is not acceptable. At the end of the class, I didnt wait for all students
attention when giving final directions. He noted that I had waited for 100% attention at
the beginning of the class, which was ideal. He encouraged me to be patient and not
feel rushed. I was gratified that he observed a few times when I redirected students
one boy thought I was going to let him get away with not following an instruction, but I
stopped in my tracks and just stared at him And he complied. I still need to become
more aware of everything happening in the room (I missed two phone calls, which might
have been important).

One element of teaching the lesson stood out for me: these students genuinely care
about what I think and they want to do well. My job is to be patient, attentive, and clear
about expectations. I continue to ponder: is it better to praise growth and improvement,
or to insist upon the best possible result. Some students learned a lot, but their product
was less than perfect. A few students are capable of the best possible workif I dont
push them, is that a disservice to them? For now, I favor encouraging growth, but I
foresee myself pushing some students to work harder. Ben suggested that I submit
three samples of student work that show a progression of one students learning.