Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned

Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
Seasons Doodle Notes & Understanding Checkpoint (Quiz) NGSS Aligned
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Product Description

These notes are not only fun, but help to students to meet Next Generation Science Standards.

Notes are differentiated. 2 versions are included. Use the included answer key or choose to use the blank version to make the notes your own.

***Also offered is a powerpoint that shows close-ups of the included answer key, it assists students with completing their notes. I share these with my students in google classroom. They are able to work on their notes at their own pace or as homework.

When working through a doodle note page, students complete a variety of tasks, including coloring, doodling, and embellishing.

The doodle note strategy is backed by research. Findings indicate that students learn more and retain information longer if they write their notes by hand. Capturing important ideas by hand, whether writing words or creating images, stimulates neural pathways between motor, visual, and cognitive skills. Also, additional research proves that the brain remembers information better when it’s presented in color. In other words, writing and drawing can make us smarter and doing it in color is even better! And students love them!!!

Copy at 80% zoom for a perfect fit into interactive notebooks.

These notes include an Understanding Checkpoint and Answer Key. It can be used as an open note assignment or closed note quiz.

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Students who demonstrate understanding can:

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar

phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of

models can be physical, graphical, or conceptual.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences

and progresses to developing, using, and

revising models to describe, test, and

predict more abstract phenomena and

design systems.

 Develop and use a model to describe

phenomena.

Disciplinary Core Ideas

ESS1.A: The Universe and Its

Stars

 Patterns of the apparent

motion of the sun, the moon,

and stars in the sky can be

observed, described,

predicted, and explained with

models.

ESS1.B: Earth and the Solar

System

 This model of the solar

system can explain eclipses

of the sun and the moon.

Earth’s spin axis is fixed in

direction over the short-term

but tilted relative to its orbit

around the sun. The seasons

are a result of that tilt and are

caused by the differential

intensity of sunlight on

different areas of Earth across

the year.

Crosscutting Concepts

Patterns

 Patterns can be used to identify

cause-and-effect relationships.

- - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an

Order and Consistency in Natural

Systems

 Science assumes that objects and

events in natural systems occur in

consistent patterns that are

understandable through

measurement and observation.

Observable features of the student performance by the end of the course:

1 Components of the model

a To make sense of a given phenomenon involving, students develop a model (e.g., physical,

conceptual, graphical) of the Earth-moon-sun system in which they identify the relevant

components, including:

i. Earth, including the tilt of its axis of rotation.

ii. Sun.

iii. Moon.

iv. Solar energy.

b Students indicate the accuracy of size and distance (scale) relationships within the model, including

any scale limitations within the model.

2 Relationships

a In their model, students describe* the relationships between components, including:

i. Earth rotates on its tilted axis once an Earth day.

ii. The moon rotates on its axis approximately once a month.

iii. Relationships between Earth and the moon:

1. The moon orbits Earth approximately once a month.

2. The moon rotates on its axis at the same rate at which it orbits Earth so that the side of

the moon that faces Earth remains the same as it orbits.

3. The moon’s orbital plane is tilted with respect to the plane of the Earth’s orbit around the

sun.

iv. Relationships between the Earth-moon system and the sun:

1. Earth-moon system orbits the sun once an Earth year.

June 2015 Page 1 of 3

2. Solar energy travels in a straight line from the sun to Earth and the moon so that the

side of Earth or the moon that faces the sun is illuminated.

3. Solar energy reflects off of the side of the moon that faces the sun and can travel to

Earth.

4. The distance between Earth and the sun stays relatively constant throughout the Earth’s

orbit.

5. Solar energy travels in a straight line from the sun and hits different parts of the curved

Earth at different angles — more directly at the equator and less directly at the poles.

6. The Earth’s rotation axis is tilted with respect to its orbital plane around the sun. Earth

maintains the same relative orientation in space, with its North Pole pointed toward the

North Star throughout its orbit.

3 Connections

a Students use patterns observed from their model to provide causal accounts for events, including:

i. Moon phases:

1. Solar energy coming from the sun bounces off of the moon and is viewed on Earth as

the bright part of the moon.

2. The visible proportion of the illuminated part of the moon (as viewed from Earth)

changes over the course of a month as the location of the moon relative to Earth and

the sun changes.

3. The moon appears to become more fully illuminated until “full” and then less fully

illuminated until dark, or “new,” in a pattern of change that corresponds to what

proportion of the illuminated part of the moon is visible from Earth.

ii. Eclipses:

1. Solar energy is prevented from reaching the Earth during a solar eclipse because the

moon is located between the sun and Earth.

2. Solar energy is prevented from reaching the moon (and thus reflecting off of the moon

to Earth) during a lunar eclipse because Earth is located between the sun and moon.

3. Because the moon’s orbital plane is tilted with respect to the plane of the Earth’s orbit

around the sun, for a majority of time during an Earth month, the moon is not in a

position to block solar energy from reaching Earth, and Earth is not in a position to block

solar energy from reaching the moon.

iii. Seasons:

1. Because the Earth’s axis is tilted, the most direct and intense solar energy occurs over

the summer months, and the least direct and intense solar energy occurs over the

winter months.

2. The change in season at a given place on Earth is directly related to the orientation of

the tilted Earth and the position of Earth in its orbit around the sun because of the

change in the directness and intensity of the solar energy at that place over the course

of the year.

a. Summer occurs in the Northern Hemisphere at times in the Earth’s orbit when the

northern axis of Earth is tilted toward the sun. Summer occurs in the Southern

Hemisphere at times in the Earth’s orbit when the southern axis of Earth is tilted

toward the sun.

b. Winter occurs in the Northern Hemisphere at times in the Earth’s orbit when the

northern axis of Earth is tilted away from the sun. Summer occurs in the Southern

Hemisphere at times in the Earth’s orbit when the southern axis of Earth is tilted

away from the sun.

b Students use their model to predict:

i. The phase of the moon when given the relative locations of the Earth, sun, and moon.

ii. The relative positions of the Earth, sun, and moon when given a moon phase.

iii. Whether an eclipse will occur, given the relative locations of the Earth, sun, and moon and a

position on Earth from which the moon or sun can be viewed (depending on the type of

eclipse).

iv. The relative positions of the Earth, sun, and moon, given a type of eclipse and a position on

Earth from which the moon/sun can be viewed.

Total Pages
9 pages
Answer Key
Included
Teaching Duration
45 minutes
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