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Lesson Name: Reason for the Seasons
Teacher Name Ondrea Cook/Erin Staffler
School Combs Middle School/Eloy Jr. High
Grade Level 7th
7th Grade Math CFA's
  • Developing understanding of and applying proportional relationships
  • Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume
7th Grade Science CFA's
  • Understand the relationships of the Earth and other objects in the solar system (phases of the moon, tides, explain the seasons, identify major constellations, solar system, galaxy, and the universe)
7th Grade ELA CFA's
  • Writing - (Argumentation from Evidence, Informative, Narrative)
7.PI.3
  • Tot Lot: Your class has decided to enter a local playground design competition. The playground is to be designed for children from ages 2-6. The playground must be safe environment where children can have fun and be active promoting a healthy lifestyle. As you create the playground design you will need to consider safety issues. One example of this is making sure that swing set has enough room in front and behind so that children do not get hurt walking by. The playground should also be landscaped using geometric patterns. The design judges include math teachers and they want to see mathematical principles included within the design process. This competition will allow you to use your creativity to create a safe and fun place for children and parents. Good luck!!
7.PI.12
  • Reason for the Seasons- Solar Panel Installation: Students will gather basic background knowledge on solar energy and how photo-voltaic cells work. They will then be assigned a location on earth and sill decide if this location will be a viable location for solar energy collection. Students will need to use scale drawings of their assigned location to calculate sunlight concentration levels. They will then need to construct their understanding of the suns light on earth at different times of the year, by constructing a model. they will use this data to create a presentation to APS engineers outline their proposal for their assigned location as an efficient location for collecting sunlight year round.
Grade 7 Math
  • 7.RP.2 Analyze proportional relationships and use them to solve real-world and mathematical problems. Recognize and represent proportional relationships between quantities.
  • 7.G.1 Draw, construct, and describe geometrical figures and describe the relationships between them. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
  • 7.G.6 Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Grade 7 Science
  • S6-C3-PO 4. Explain the seasons in the Northern and Southern Hemispheres in terms of the tilt of the Earth’s axis relative to the Earth’s revolution around the Sun.
Grade 7 ELA
  • 7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
  • 7.W.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  • 7.W.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Select which Mathematical Practices will be evident during this project.
  • Make sense of problems and persevere in solving them.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
Describe where the Mathematical Practices will be evident in this project. When students make a scale drawing of Arizona and explain their procedure or solution method, they will be persevering in solving problems and constructing viable arguments during their share out of solution path and results. Other will be able to challenge solution methods as well as defend their own while making conjectures and having discourse about the proportional relationships involve when making scale drawings. When students find make a scale drawing of their assigned location, they will be modeling with mathematics as an application in science (sunlight)
Select which Science and Engineering Practices will be evident during this project.
  • Developing and using models
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
Describe where the Science and Engineering Practices will be evident in this project. Students will use globes and other materials to create a model of the angles of sunlight striking the earth at different locations during different times of the year. They will then take their data gathered and analyze to help decide which location has a greater direct concentration of sunlight year round. Students will use measurement of angles and averaging amounts during their model development and analyzing of data.
Select which of the ELA Student Capacities will be evident during this project.
  • They build strong content knowledge.
  • They comprehend as well as critique.
  • They value evidence.
Describe where the ELA Student Capacities will be evident in this project. Students will use research to build a strong science content base on seasons and earth orbit and tilt. Students will use evidence to refute a misconception counterclaim about what caused the earth's seasons. Students will critique each others location proposal for solar panel installation in group discussion (Socratic seminar) form.
Select which 21st Century Skills will be elicited and assessed.
  • Communication
  • Problem Solving
Describe where 21st Century skill will be deliberately evident in this project. Students will be communicating at various levels: with each other in small groups as they do research and gather evidence, with partners from other world locations when they interview students in assigned locations, when they present their proposal for their solar panel viability for their assigned location Students will be solving a real situational problem by having to make a decision as to where would be the most efficient place for solar panel installation.
District Assessments Galileo Formative Scale Drawings Test 5-3 Galileo Formative - Seasons on Earth 3-1 Group Surface Area Grid Seasons Unraveled Data Spreadsheet
Rubrics Group Presentation rubric (rubistar- multimedia science) Communication skills rubric- for group communication Writing argument Rubric (Google sheets)
Self Assessments Presentation Self-Assessment Socratic Seminar Self-Assessment
Summary of Project Idea Students will gather basic background knowledge on solar energy and how photo-voltaic cells work. They will then be assigned a location on earth and sill decide if this location will be a viable location for solar energy collection. Students will need to use scale drawings of their assigned location to calculate sunlight concentration levels. They will then need to construct their understanding of the suns light on earth at different times of the year, by constructing a model. they will use this data to create a presentation to APS engineers outline their proposal for their assigned location as an efficient location for collecting sunlight year round.
Role Students will take the role of field engineers to research appropriate and viable locations for solar panel installation
Audience Students will present their proposals to APS engineers and representatives.
Products Scale Drawing Poster Sun Angle Analyzer Sun Angle Graph Refutational Essay Multimedia Presentation
Driving Question How do we as engineers, decide if a location is viable for solar panel installation and solar energy collection?
Unit Duration 2 weeks
Student Groupings Students will be in groups of 4. Roles will be assigned to differentiate for ELL and SpEd. Rotation of the following roles: Researcher, Mathematician, Engineer, Materials Manager, Spokesperson
Resources/Personnel Materials: SRP Solar energy kits (6), Globes (6), protractors, skewers, scotch tape, foam balls, markers, reserve ipad class set, reserve 4 computer lab times, 1cm grid paper, psoter paper, sticky notes. Personnel: APS representative, Computer Lab Teacher, Media Center Teacher
Share Project Goals Students will be given project goals after first expert visit. Students will have individual learning goals shared before new learning and application of skills and content. Every new learning will be tied back to the driving question and final culminating product: scale drawing- light concentration dispersal to be used as data for the proposal, interview notes- to be used as evidence for viability of location from an inhabitants point of view. Models and angle data table meets the learning goal of the science content, which in tern will be used as evidence in the proposal. so all learning goals and checkpoints will tie back to the driving question and that ultimate product "the proposal"
Project Launch Students will have a discussion about why their are solar panels going up in their covered parking lot at the school. Questions should arise about what they are, Why here in Arizona? Where else are these being used and why. Read article on Gila Bend Solar Farm and discuss. After discussion an APS engineer will come to class and answer some of these questions as well as pose the challenge of teams helping him find a viable location for installing solar panels that would be the most efficient.
Evaluate Using Checkpoints After Scale drawings of Arizona are shared out, this will serve as a formative check for understanding on scale drawings and proportional relationships. those who do not show a mastery of these concepts will be part of intervention (Small group) before they can repeat with their assigned location. Science data table will be used as a check for understanding of science content of cause for the seasons, students not understanding will be directed to watch an instructional video on the seasons and will try again. The first draft of counterclaim essay will serve as a checkpoint for arguing from evidence.
Reflection and Celebration Students will use self reflection after rubric and results of each checkpoint is shared with them. students will then help develop individual learning goals for the remainder of the project so that they met the criteria for each component that will make up the ultimate product. After presenting to the engineers, Students will share their findings with their interviewee abroad to let them know why or why not their place on earth would benefit from solar panel installation. This instills a feeling of accomplishment in the students, in being able to share some real world information about an important topic like renewable energy and sustainability.
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