Natural Resources and Energy Conservation

Energy and

Conservation/

Natural

Resources

Chpt. 17

USATESTPrep 5/4

–

New assignments on USATESTPrep

–

Interactive Note

–

If you do any of the pages you can take a picture on your phone and send to my

email.

–

May write on own paper and make sure you title it’

Interactive Notebook 4/20

–

Natural Resources.pdf

–

Overall Driving Question

–

How does the use of natural resources effect the Earth?

–

Lesson

1

Introduction of Anchoring Phenomenon

&

Concept:

_

Nonrenwable/RenewableResources

–

Chocolate Chip Cookie Mining

–

Full lesson plan available at the following link:

–

https://www.calacademy.org/educators/lesson-plans/fossil-fuels-chocolate-

chip-mining

–

Renew-A-Bean Lab Activity

–

https://www.epcc.edu/InstructionalPrograms/geologicalsciences/Geology%201

102%20Lab/1102%20Lab%20Renewable%20and%20Non-

renewable%20Resources.pdf

–

Renewable Resources Game Show (9min)

–

https://www.youtube.com/watch?v=6_adfcO8clo

–

–

Natural Resources Slide Show and Assessment Questions

–

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-

sound/natural-resources.htm

–

Lesson 2

–

Investigative Phenomenon:

–

 Most energy in the United States is produced by coal, petroleum, and natural

gas.  Petroleum is also made into a lot of everyday items, from toothpaste to

laptops.

–

Driving Question(s):

–

What is the difference between a renewable and non renewable resource?

–

It seems like fossil fuels are important to us, so what's the problem?

–

Lrsson 2

–

Renewable/nonrenewable Survey

–

1. Ask students to Think-Pair-Share the energy source they have used the most

today. Chart responses.

–

2. Ask students to identify if the primary energy source they utilized is

renewable or nonrenewable.  (Usually it will be nonrenewable)

–

“What’s the Deal with Fossil Fuels” Video and Discussion

–

4 min video found at 

https://www.calacademy.org/educators/whats-the-deal-

with-fossil-fuels

–

Video focus on fossil fuels—what they are, and why they are a problem for the environment.  Discussion questions

are available on the website you can use in the classroom in conjunction with this video to get your students

thinking critically about the issues with fossil fuels and what we can do to solve them.

–

–

Close Reading Activity and Weighing the Benefits/Drawbacks of Fossil Fuels

–

https://www.calacademy.org/sites/default/files/assets/docs/pdf/flipsideenergy_fossilfuels_sciencetextswdiagram

s.pdf

–

Students will read the article and then complete the activity entitled

–

“Weighing the Benefits and Drawbacks of Fossil Fuels”

–

Energy: Renewable or Not”  Lab

 (found in the attachments section of Rubicon)   Source: msichicago.org

–

Students learn the difference between renewable and non-

–

renewable resources and discover why sustainable use of natural resources is important.

–

Investigative Phenomenon:

–

What's causing temperatures to increase in the fictitious town of Solutionville

and around the globe?

–

Driving Questions

:

–

What’s causing global temperatures to change?

–

How can we distinguish between correlation and causation?

Lesson 3

–

“The Heat is On: Cause and Effect and Climate”  Activity

–

Lesson/Activity found at 

https://www.calacademy.org/educators/lesson-plans/the-heat-is-on-

cause-and-effect-and-climate

–

In this lesson, students will practice distinguishing between correlation and causation within

the context of global climate change. Students will think critically and analyze different claims

and datasets related to what might be causing increasing temperatures in a fictitious town

called Solutionville, as well as around the globe. Although students will be working within the

context of a fictitious town, the temperature and carbon dioxide data they will be analyzing

are real and will enable them to see relationships between global temperatures and

atmospheric carbon dioxide levels. Finally, students will watch a video in which they will be

learn that the burning of fossil fuels releases carbon dioxide into the atmosphere, and they

will begin to explore the connections between human activities and global climate change.

Opening Activity: (hook/link 5-

10 min): 4/13

–

Engaging:

–

Pre-Test

Work Time Activities (students

do 30 min)

–

Exploring:

–

Pretest

–

Launchpad

–

Performance Matters  (Unit 7  Pre-Assessment)

–

Explaining:

–

 Vocabulary

–

Renewable resource, nonrenewable resource, sustainability, greenhouse gases,

and global warming

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

Opening Activity: (hook/link 5-

10 min): 4/14

–

Engaging:

–

Define renewable resources and nonrenewable resources

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Vocabulary

–

USATestPrep (Launch pad)

Closing/Summarizing

Strategy (10-15 min):

–

Evaluating:

Opening Activity: (hook/link 5-

10 min): 4/15

–

Engaging:

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Launchpad

–

McGrawhill

–

Learnsmart

–

       Lesson 1

–

–

Explaining:

–

Elaborate

Opening Activity: (hook/link 5-

10 min): 4/16

Work Time Activities (students

do 30 min)

–

Exploring:

–

Launchpad

–

McGrawhill

–

Learnsmart

–

       Lesson 1

–

–

Explaining:

–

Elaborate

Solar System

and the

Universe

Study Guide Unit 6 Student

Solar System and the Universe

–

1.  

The existence of the force of gravity explains why the Moon

–

A. 

has no atmosphere.

–

B. 

orbits around Earth.

–

C. 

appears brighter on different nights.

–

D. 

appears to change in size each month.

–

2.  

Scientists have observed that the planets closest to the Sun orbit faster than the

planets farther away from the Sun. What is responsible for this observation?

–

A. 

the nuclear energy of the Sun

–

B. 

the magnetic field of the planets

–

C. 

the gravitational force of the Sun

–

D. 

the electrostatic force of the planets

–

–

3.  

Why is Earth capable of supporting life, unlike many other planets?

–

A. 

Earth's hydrosphere and atmosphere help maintain the conditions necessary to

sustain life.

–

B. 

Earth has a gaseous atmosphere for only a part of the year.

–

C. 

Earth is a terrestrial body.

–

D. 

Earth is located inside the asteroid belt.

–

4 Which

 of the following is the correct order of these structures from largest to

smallest?

–

A. 

universe, solar system, galaxy, planet

–

B. 

universe, galaxy, solar system, planet

–

C. 

solar system, universe, planet, galaxy

–

D. 

planet, galaxy, solar system, universe

–

Venus is closer to Earth, but Jupiter is easier to see. According to the table, why might this be true?

–

–

A. 

Jupiter is much larger than Venus.

–

–

B. 

Jupiter is much warmer than Venus.

–

–

C. 

Venus is much warmer than Jupiter.

–

–

D. 

Venus is much larger than Jupiter.

–

–

6.

–

Directions:

 The diagram below shows the phases of the Moon as they relate to

its orbit around Earth. Use the diagram and your knowledge of science to

answer any questions that follow.

–

Nearly all of the Moon's visible surface is lit following a full moon. What is the name

for this phase of the Moon?

–

A. 

Waning gibbous phase

–

B. 

Waning crescent phase

–

C. 

New moon phase

–

D. 

Waxing gibbous phase

–

7 Which

 general pattern is observed for most of the matter in the universe?

–

A. 

Matter in the universe is evenly distributed.

–

B. 

Matter is randomly scattered throughout the universe.

–

C. 

Matter is concentrated around various centers of gravity throughout the universe.

–

D. 

Matter is concentrated at the center of the universe and spreads out farther from

the center.

–

8.  

When the Moon is between Earth and the Sun, the Moon

–

A. 

is in its gibbous phase.

–

B. 

appears as a full moon.

–

C. 

appears as a pale sliver.

–

D. 

is in its third quarter phase.

–

Which of the following lists is in order from

 smallest

 to

 largest

?

–

A. 

universe → solar system → galaxy

–

B. 

galaxy → solar system → universe

–

C. 

solar system → universe → galaxy

–

D. 

solar system → galaxy → universe

–

10.  

While gazing through a telescope, Elexi noticed a bright spot moving fast through the sky. On

closer examination, she observed the spot was followed by a stream of dust. Elexi 

most likely

observed

–

A. 

an asteroid.

–

B. 

a comet.

–

C. 

a meteor.

–

D. 

a moon.

–

11.  

New models are often developed when old models fail to supply answers to important

questions. Which of the following is a question answered by the heliocentric solar system model

that could NOT be answered with a geocentric model?

–

A. 

Why does the size of the Moon change during the month?

–

B. 

Why do Mercury and Venus always appear near the Sun?

–

C. 

Why does the Sun appear to move across the sky?

–

D. 

Why do the constellations change each season?

–

12.  

Venus is known for which of the following characteristics?

–

A. 

abundance of life

–

B. 

thick atmosphere

–

C. 

ring system

–

D. 

abundance of water

–

13.  

Why does the Moon orbit Earth?

–

A. 

Earth's gravitational field is the strongest force acting on the Moon.

–

B. 

Earth's magnetic field is the strongest force acting on the Moon.

–

C. 

The Moon's gravitational field pulls it toward Earth.

–

D. 

The Moon's magnetic field pulls it toward Earth.

–

14.  

Which diagram

 best

 describes the relationship between a galaxy, star,

universe, and solar system?

–

–

A                                 B                                               C                                      D

–

15.  

The geocentric model states that

–

A. 

the Sun and planets revolve around Earth.

–

B. 

Earth and planets revolve around the Sun.

–

C. 

the Sun and Earth revolve around the Moon.

–

D. 

Earth and the Moon revolve around the planets.

–

16.  

If Earth exerted no force on the Moon, the Moon would

–

A. 

follow a straight path away from Earth.

–

B. 

follow a spiraling path away from Earth.

–

C. 

crash into the surface of Earth.

–

D. 

orbit much faster around Earth.

Answer Key

–

1. B

–

2. C

–

3. A

–

4. B

–

5. A

–

6. A

–

7. C

–

8. C

–

9. D

–

10. B

–

11. B

–

12. B

–

13. A

–

14. C

–

15. A

–

16. A

–

Test on Launchpad

–

Performance Matters

–

Unit 6 Post Assessment

–

Open notes/book

–

4/3-4/6

–

I do not no how long Performance Matters will keep test.

Opening Activity: (hook/link

5-10 min): 3/2

–

Engaging:

–

Pre-test

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Vocabulary

–

Explaining:

–

–

Elaborating:

–

.

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Students will write two vocabulary words and there definitions on a Post-it and

place it on the Word Wall.

Opening Activity: (hook/link 5-

10 min): 3/3

–

Engaging:

–

Warm Up

–

Anchoring Phenomenon

–

Show students the “Big Bang Theory” TV show opening and ask students to

explain what they think this theory is based on?

–

–

Picture of heliocentric and geocentric

Mini-lesson (teacher do 5-10

min):

–

Read the phenomenon to students and show the pictures of the two models:

heliocentric and geocentric, but don’t give them the names yet.

–

Students examine the pictures and make observations about what they see.

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Students define the words heliocentric and geocentric

–

Students make clay models of the heliocentric and geocentric models

–

Explaining:

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Students will define the words heliocentric and geocentric

Opening Activity: (hook/link 5-

10 min): 3-9,10

–

Engaging:

 The geocentric model states that

–

A. 

the Sun and planets revolve around Earth.

–

B. 

Earth and planets revolve around the Sun.

–

C. 

the Sun and Earth revolve around the Moon.

–

D. 

Earth and the Moon revolve around the planets.

–

Mini-lesson (teacher do 5-10

min):

–

Historical ideas about the solar system

Work Time Activities

(students do 30 min)

–

Exploring:

–

Students make clay models of the heliocentric and geocentric models

–

Explaining:

–

Elaborate

Closing/Summarizing

Strategy (10-15 m

 Evaluating:

–

Students ask questions about their models.

Opening Activity: (hook/link 5-

10 min): 3-10

–

Engaging:

 New models are often developed when old models fail to supply answers to important

questions. Which of the following is a question answered by the heliocentric solar

system model that could NOT be answered with a geocentric model?

–

–

A. 

Why does the size of the Moon change during the month?

–

B. 

Why do Mercury and Venus always appear near the Sun?

–

C. 

Why does the Sun appear to move across the sky?

–

D. 

Why do the constellations change each season?

Work Time Activities

(students do 30 min)

–

Exploring:

–

Students make clay models of the heliocentric and geocentric models

–

Explaining:

–

Elaborate

Closing/Summarizing

Strategy (10-15 m

 Evaluating:

–

Students ask questions about their models.

Opening Activity: (hook/link 5-

10 min): 3-11

–

. Which diagram

 best

 describes the relationship between a galaxy, star,

universe, and solar system? A

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Students read and/or takes notes about the evolution of theories about the

solar system.

–

Students discuss what theories they know about for the formation of the

universe.

–

Students read and/or take notes about the formation of the universe. Students

ask questions of the scientists promoting each theory.

–

Closing/Summarizing

Strategy (10-15 min):

Evaluating:

–

Students answer questions of the scientists promoting each theory.

Opening Activity: (hook/link 5-

10 min): 3-12

–

Engaging:

–

Which of the following is the correct order of these structures from largest to smallest?

–

–

A. 

universe, solar system, galaxy, planet

–

–

B. 

universe, galaxy, solar system, planet

–

–

C. 

solar system, universe, planet, galaxy

–

–

D. 

planet, galaxy, solar system, universe

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Students read and/or takes notes about the evolution of theories about the

solar system.

–

Students discuss what theories they know about for the formation of the

universe.

–

Students read and/or take notes about the formation of the universe. Students

ask questions of the scientists promoting each theory.

–

Closing/Summarizing

Strategy (10-15 min):

Evaluating:

–

Students answer questions of the scientists promoting each theory.

Opening Activity: (hook/link 5-

10 min):

Engaging:

Which of the following lists is in order from

 smallest

 to

largest

?

–

A. 

universe → solar system → galaxy

–

B. 

galaxy → solar system → universe

–

C. 

solar system → universe → galaxy

–

D. 

solar system → galaxy → universe

–

–

Work Time Activities

(students do 30 min)

–

Explaining:

–

Pass out the articles on pages 4-5 of the Cosmic Times to teach about the steady

state theory vs. the Big Bang.

–

After reading, have students ask questions of the scientists promoting each theory.

–

Show the 

Brainpop

 video to further reinforce the two theories

–

Elaborate

–

Participate in a class discussion about how and why scientific theories change over

time.

–

Brainstorm and write down another example of a theory that has changed over time

with the introduction of new evidence.

–

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Instruct students to make two Venn Diagrams to compare and contrast theories

of the origin of the universe on one and the organization of the solar system on

the other.

Opening Activity: (hook/link 5-

10 min): 3/16

–

Engaging:

–

Why is Earth capable of supporting life, unlike many other

planets?

–

A. 

Earth's hydrosphere and atmosphere help maintain the

conditions necessary to sustain life.

–

B. 

Earth has a gaseous atmosphere for only a part of the

year.

–

C. 

Earth is a terrestrial body.

–

D. 

Earth is located inside the asteroid belt.

–

–

A. 

Earth's hydrosphere and atmosphere help

maintain the conditions necessary to sustain

life.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Students finish The Structure of the Solar System

Outline, Content A and Content B worksheets

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Students compare and contrast:

–

1. the steady state vs. big bang theories

–

2. the geocentric vs. heliocentric theories

Opening Activity: (hook/link 5-

10 min): 3/17

–

Engaging:

–

.  

New models are often developed when old models fail to supply

answers to important questions. Which of the following is a

question answered by the heliocentric solar system model that

could NOT be answered with a geocentric model?

–

A. 

Why does the size of the Moon change during the month?

–

B. 

Why do Mercury and Venus always appear near the Sun?

–

C. 

Why does the Sun appear to move across the sky?

–

D. 

Why do the constellations change each season

–

B. 

Why do Mercury and Venus always

appear near the Sun?

Work Time Activities (students

do 30 min)

–

Exploring:

–

Student will take cloze notes on the Inner and

Outer planets.

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy (10-15

min):

–

Evaluating:

Students receive The Structure of the Solar

System Enrichment Worksheet.

Opening Activity: (hook/link 5-

10 min): 3/18

–

Engaging:

–

A table with the diameter of the planets in Earth's solar system is shown below.

–

Venus is closer to Earth, but Jupiter is easier to see. According to the table, why might this be true?

–

–

A. 

Jupiter is much larger than Venus.

–

–

B. 

Jupiter is much warmer than Venus.

–

–

C. 

Venus is much warmer than Jupiter.

–

–

D. 

Venus is much larger than Jupiter.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Student will take cloze notes on the Inner and Outer planets.

–

Students discuss what theories they know about for the formation of the

universe.

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Students compare and contrast inner planets and

outer planets on a Venn Diagram.

Opening Activity: (hook/link 5-

10 min): 3/19

–

Engaging:

–

Scientists have observed that the planets closest to the

Sun orbit faster than the planets farther away from the

Sun. What is responsible for this observation?

–

A. 

the nuclear energy of the Sun

–

B. 

the magnetic field of the planets

–

C. 

the gravitational force of the Sun

–

D. 

the electrostatic force of the planet

–

C. 

the gravitational force of the Sun

–

–

Students look at a picture of our solar system and talk with an elbow partner

about where they think our solar system is located in the universe.

Mini-lesson (teacher do 5-10

min):

–

So far, astronomers have found more than 500

solar systems and are discovering new ones every

year.  Scientists estimate that there may be 100

billion solar systems just in our galaxy.  There are

an estimated 2 trillion galaxies in the universe.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Students draw their models on chart paper,

labeling any solar system objects.

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Several student volunteers share their

models.

Opening Activity: (hook/link 5-

10 min): 3/20

–

Engaging:

–

While gazing through a telescope, Elexi noticed a bright spot

moving fast through the sky. On closer examination, she observed

the spot was followed by a stream of dust. Elexi 

most likely

observed

–

A. 

an asteroid.

–

B. 

a comet.

–

C. 

a meteor.

–

D. 

a moon.

–

B. 

a comet.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Students take cloze notes on the Star and Size of the Universe

PowerPoint.

–

Students complete the My Cosmic Address Activity.

–

Star and Size of the Universe PowerPoint.  On slide 2, pass out my

cosmic

–

Explaining:

–

Elaborate

–

Closing/Summarizing Strategy

(10-15 min):

Evaluating:

–

Students will be asked how does this cosmic

address compare to and differ from your initial..

Opening Activity: (hook/link 5-

10 min): 3/23

–

Engaging:

–

While gazing through a telescope, Elexi noticed a bright spot moving fast

through the sky. On closer examination, she observed the spot was followed by

a stream of dust. Elexi 

most likely

 observed

–

A. 

an asteroid.

–

B. 

a comet.

–

C. 

a meteor.

–

D. 

a moon.

–

B. 

a comet.

Mini-lesson (teacher do 5-10

min):

–

At some point in the future, an asteroid or comet will slam into Earth-again-and-

alter the planet irreversibly

–

https://www.nationalgeographic.com/science/space/solar-system/asteroids-

comets/

Work Time Activities (students

do 30 min)

–

Exploring:

–

Worlds in Comparison investigation using play-doh to visualize the relative

volume of each of the planets.

–

https://www.calacademy.org/educators/lesson-plans/worlds-in-comparison

.

–

Explaining:

–

Elaborate

–

Students will create a travel brochure for one of the planets.

Closing/Summarizing

Strategy (10-15 min):

Evaluating:

–

While gazing through a telescope, Elexi noticed a bright spot moving fast

through the sky. On closer examination, she observed the spot was followed by

a stream of dust. Elexi 

most likely

 observed

–

A. 

an asteroid.

–

B. 

a comet.

–

C. 

a meteor.

–

D. 

a moon.

Opening Activity: (hook/link 5-

10 min): 3/24

–

Engaging:

–

Why does the Moon orbit Earth?

–

A. 

Earth's gravitational field is the strongest force acting on the

Moon.

–

B. 

Earth's magnetic field is the strongest force acting on the Moon.

–

C. 

The Moon's gravitational field pulls it toward Earth.

–

D. 

The Moon's magnetic field pulls it toward Earth.

–

A. 

Earth's gravitational field is the

strongest force acting on the Moon.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Term, Info, Picture Sheet

–

https://cpb-us--

e1.wpmucdn.com/cobblearning.net/dist/4/1323/files/2016/02/SolarSystemSyst

enVocab-2cf084r.pdf

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Why does the Moon orbit Earth?

–

A. 

Earth's gravitational field is the strongest force acting on the

Moon.

–

B. 

Earth's magnetic field is the strongest force acting on the Moon.

–

C. 

The Moon's gravitational field pulls it toward Earth.

–

D. 

The Moon's magnetic field pulls it toward Earth.

Opening Activity: (hook/link 5-

10 min): 3/25

–

Engaging:

–

Which general pattern is observed for most of the matter in the universe?

–

A. 

Matter in the universe is evenly distributed.

–

B. 

Matter is randomly scattered throughout the universe.

–

C. 

Matter is concentrated around various centers of gravity throughout the

universe.

–

D. 

Matter is concentrated at the center of the universe and spreads out farther

from the center.

–

C. 

Matter is concentrated around various

centers of gravity throughout the universe.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Elaborate

–

Make A Comet and Eat It!

–

https://www.nasa.gov/offices/education/programs/national//summer/educatio

n_resources/earthspacescience_grades7-9/ESS_make-a-comet.html

–

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Which general pattern is observed for most of the matter in the universe?

–

A. 

Matter in the universe is evenly distributed.

–

B. 

Matter is randomly scattered throughout the universe.

–

C. 

Matter is concentrated around various centers of gravity throughout the

universe.

–

D. 

Matter is concentrated at the center of the universe and spreads out farther

from the center.

Opening Activity: (hook/link

5-10 min):

 3/26

–

Engaging:

–

If Earth exerted no force on the Moon, the Moon would

–

A. 

follow a straight path away from Earth.

–

B. 

follow a spiraling path away from Earth.

–

C. 

crash into the surface of Earth.

–

D. 

orbit much faster around Earth.

–

A. 

follow a straight path away from

Earth.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Elaborate

–

Whip up a Mouth-Watering Meteorite Activity

–

https://www.nasa.gov/centers/jpl/education/meteorite-

20090817.html

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

If Earth exerted no force on the Moon, the Moon would

–

A. 

follow a straight path away from Earth.

–

B. 

follow a spiraling path away from Earth.

–

C. 

crash into the surface of Earth.

–

D. 

orbit much faster around Earth.

Opening Activity: (hook/link 5-

10 min): 3/27

–

Engaging:

–

The existence of the force of gravity explains why the Moon

–

A. 

has no atmosphere.

–

B. 

orbits around Earth.

–

C. 

appears brighter on different nights.

–

D. 

appears to change in size each month.

–

B. 

orbits around Earth.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Work on Interactive Notebook Worksheets

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

The existence of the force of gravity explains why the Moon

–

A. 

has no atmosphere.

–

B. 

orbits around Earth.

–

C. 

appears brighter on different nights.

–

D. 

appears to change in size each month.

–

Opening Activity: (hook/link

5-10 min): 3/30

Engaging:

–

When the Moon is between Earth and the Sun, the

Moon

–

A. 

is in its gibbous phase.

–

B. 

appears as a full moon.

–

C. 

appears as a pale sliver.

–

D. 

is in its third quarter phase.

–

–

C. 

appears as a pale sliver.

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Moon Phase Clip

–

https://www.history.com/shows/the-universe/videos/phases-of-

the-moon

–

Students will take Cloze notes on the Moon phase clip.

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

When the Moon is between Earth and the Sun, the

Moon

–

A. 

is in its gibbous phase.

–

B. 

appears as a full moon.

–

C. 

appears as a pale sliver.

–

D. 

is in its third quarter phase.

Opening Activity: (hook/link 5-

10 min): 3/31

–

Engaging:

–

Directions:

 The diagram below shows the phases

of the Moon as they relate to its orbit around

Earth. Use the diagram and your knowledge of

science to answer any questions that follow.

–

Nearly all of the Moon's visible surface is lit following a

full moon. What is the name for this phase of the Moon?

–

A. 

Waning gibbous phase

–

B. 

Waning crescent phase

–

C. 

New moon phase

–

D. 

Waxing gibbous phase

–

A. 

Waning gibbous phase

–

Work Time Activities (students

do 30 min)

–

Exploring:

–

Moon Phases Oreo model

–

https://www.sciencebob.com/oreo-cookie-moon-

phases/

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

When the Moon is between Earth and the Sun, the

Moon

–

A. 

is in its gibbous phase.

–

B. 

appears as a full moon.

–

C. 

appears as a pale sliver.

–

D. 

is in its third quarter phase.

Opening Activity: (hook/link 5-

10 min): 4/1

–

Engaging:

–

Which general pattern is observed for most of the matter

in the universe?

–

A. 

Matter in the universe is evenly distributed.

–

B. 

Matter is randomly scattered throughout the universe.

–

C. 

Matter is concentrated around various centers of

gravity throughout the universe.

–

D. 

Matter is concentrated at the center of the universe

and spreads out farther from the center.

–

C. 

Matter is concentrated around

various centers of gravity throughout

the universe.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Explaining:

–

Elaborate

–

Students answer questions on study guide using warm-

ups and closings on PowerPoints sent on teacher’s

webpage.

–

Total of 16 questions.

–

Students begin studying for test on Friday.

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Which general pattern is observed for most of the matter in the

universe?

–

A. 

Matter in the universe is evenly distributed.

–

B. 

Matter is randomly scattered throughout the universe.

–

C. 

Matter is concentrated around various centers of gravity

throughout the universe.

–

D. 

Matter is concentrated at the center of the universe and

spreads out farther from the center.

Opening Activity: (hook/link 5-

10 min): 4/2

–

Engaging:

–

If Earth exerted no force on the Moon, the Moon would

–

A. 

follow a straight path away from Earth.

–

B. 

follow a spiraling path away from Earth.

–

C. 

crash into the surface of Earth.

–

D. 

orbit much faster around Earth.

–

A. 

follow a straight path away from

Earth.

Work Time Activities

(students do 30 min)

Exploring:

–

Explaining:

–

Elaborate

–

Teacher goes over study guide.  Study guide will not be

in the same order as the actual test so students have to

study the questions and answers.

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

If Earth exerted no force on the Moon, the Moon

would

–

A. 

follow a straight path away from Earth.

–

B. 

follow a spiraling path away from Earth.

–

C. 

crash into the surface of Earth.

–

D. 

orbit much faster around Earth.

Opening Activity: (hook/link

5-10 min): 4/3

Engaging:

–

The existence of the force of gravity explains why the

Moon

–

A. 

has no atmosphere.

–

B. 

orbits around Earth.

–

C. 

appears brighter on different nights.

–

D. 

appears to change in size each month.

–

B. 

orbits around Earth.

Work Time Activities (students

do 30 min)

–

Exploring:

–

Test

–

Explaining:

–

Elaborate

Closing/Summarizing Strategy

(10-15 min):

–

Evaluating:

–

Submit test