Teacher: Samantha Burgess Subject: Science Grade: 7

th
Week of February 25
th
March 1
st




Common Core Standard(s)/(State Standards):
ESS.10.7.1 Identify and model the causes of night and day
*define axis, rotation, and revolution
*identify and model the causes of night and day
ESS.10.7.2 Compare and contrast Earths day to those of other planets in our solar system
*explain how the rate of rotation of each planet is different and affects length of day
*compare and contrast Earth's day to those of other planets in our solar system
ESS.10.7.3 Identify and model the cause of planetary years
*define planetary year
*recognize that each planet in our solar system revolves around the sun
*identify and model the cause of planetary years
ESS.10.7.4 Compare and contrast Earths year to those of other planets in our solar system
*explain how length of orbit of each planet is determined by its distance from the sun
*compare and contrast Earth's year to those of other planets in our solar system
ESS.10.7.5 Identify and model the causes of seasons
*recognize that Earth's seasons are caused by the 23 tilt of its axis
*recognize that the Earth's distance to the sun during its revolution around the sun varies but
does not cause the seasons
*identify and model the causes of seasons
ESS.9.7.2 Demonstrate that Earth has a magnetic field that is detectible at the surface
with a compass
*identify cardinal directions
*describe a magnetic field
*demonstrate the use of a compass
*demonstrate that Earth has a magnetic field that is detectible at the surface with a
compass
ESS.9.7.3 Compare and contrast Earths magnetic field to those of natural or human-
made magnets with:
North and South poles, lines of force
*illustrate Earth's magnetic field
*demonstrate magnetic lines of force with a bar magnet and iron filings
*compare and contrast Earth's magnetic field hose of natural or human-made magnets
with
-North and South poles
-lines of force
ESS.9.7.4 Analyze evidence of sea floor spreading: magnetic reversal, molten material,
drilling samples
*define sea floor spreading
*interpret magnetic field reversals in rock to determine the rate of sea floor spreading
*diagram magnetic polarity preserved in the rock that forms on both sides of mid-ocean
ridges
*explain that core samples demonstrate age of rock increases as the distance increases
from mid-ocean ridges
*explain that molten material is released at the mid-ocean ridges
*explain that the Hawaiian Islands chain has been formed as a result of motion of
plates over a hot spot where molten material is released
*analyze evidence of sea floor spreading: -magnetic reversal -molten material -drilling
samples
ESS.9.7.5 Research ways in which people have used Compasses
*research ways in which people have used compasses
High Yield Strategies:
__compare/
contrast
__summarizing
__reinforcement
__homework
__non-linguistic
__coop. learning
__setting obj.
__hypotheses
__cues, questions & graph org
Vocabulary: axis, rotation, revolution, length of day, planetary year, revolution, orbit, tilt, solstice, equinox, hemisphere
Vernal, autumnal, magnetic field, compass, magnetosphere, cardinal directions, lines of force, North pole
South pole, lines of forces, aurora, sea-floor spreading, magnetic reversal, molten material, core sample
Polarity, magnetic striping, navigation, compass, orienteering
Teacher: Samantha Burgess Subject: Science Grade: 7
th
Week of February 25
th
March 1
st



Learning Target: (What will the students know & be able to do as a result of these lessons)?
TSW understand revolution and rotation of planetary bodies and the result of the tilt of the earths axis.
Enduring Understanding - The flow of energy and position of the sun impacts patterns of astronomical events.
Essential Question - How does the relative position of the sun to the planets impact astronomical events and daily
occurrences?
Formative Assessments: (How will you & your students know if they have successfully met the outcomes? What
specific criteria will be met in a successful product/process? What does success look like on this lessons outcome
look like?) Students will be quizzed, given homework, and entrance and exit slips.
Questioning: (What questions do I need to ask students? What questions can I ask students who get stuck?)

Misconceptions: (What Misconceptions might students have?)
Relevance/Rationale: (Why are the outcomes of this lesson important in the real world?) Why are these outcomes
essential for future learning?)

Teacher: Samantha Burgess Subject: Science Grade: 7
th
Week of February 25
th
March 1
st



M
o
n
d
a
y

2
5
t
h

Objective: TSW understand planetary day and year.
Do Now: why is a day on earth 24 hours? Why is a year 365
days?
Guided Practice: We will do an activity where the students
will act out rotation and revelation of a planet around the
sun.
Independent Practice: Age on other planets worksheet.
Homework sheet.
Art Infusion: music, pair work
Resources/Materials:
Differentiation of Instruction: Blooms Taxonomy Level
ELL: Work with student or staff
member who speaks first
language. Gets materials in 1
st

language.
Knowledge

Comprehension
GT: Application

Analysis
IEP: Extra time on assignments if
needed, explicit one on one
instruction with a teacher or
another student, and positive
reinforcement.
Synthesis

Evaluation
T
u
e
s
d
a
y

2
6
t
h

Objective: TSW understand the impact of a planetary year.
Do Now: If you could live on any planet which would it be
and why?
Guided Practice: Class discussion on seasons and
hemispheres. Tilting Into the Seasons
Independent Practice: Draw a 2d picture of earths orbit
with the axis tilt and describe how this affects the seasons.
Art Infusion: music, pair work
Resources/Materials:
Differentiation of Instruction: Blooms Taxonomy Level
ELL: Work with student or staff
member who speaks first
language. Gets materials in 1
st

language.
Knowledge

Comprehension
GT: Application
Analysis
IEP: Extra time on assignments if
needed, explicit one on one
instruction with a teacher or
another student, and positive
reinforcement.
Synthesis

Evaluation
W
e
d
n
e
s
d
a
y

2
7
t
h

Objective: TSW understand why the earth has a magnetic
field.
Do Now: Why does a compass always point north?
Guided Practice: watch the why magnetic field video. Class
discussion.
Independent Practice: answer question set.

Art Infusion: music, pair work, writing
Resources/Materials:
Differentiation of Instruction: Blooms Taxonomy Level
ELL: Work with student or staff
member who speaks first
language. Gets materials in 1
st

language.
Knowledge

Comprehension
GT:

Application
Analysis
IEP: Extra time on assignments if
needed, explicit one on one
instruction with a teacher or
another student, and positive
reinforcement.
Synthesis

Evaluation

Teacher: Samantha Burgess Subject: Science Grade: 7
th
Week of February 25
th
March 1
st



T
h
u
r
s
d
a
y

2
8
t
h

Objective: TSW understand the mechanics of the magnetic
field and the terminology that goes along with it.
Do Now: what is a magnetic field?
Guided Practice: video
Independent Practice: discuss and draw the different
aspects of the magnetic field and is causes and impacts.
Art Infusion: music, pair work
Resources/Materials:
Differentiation of Instruction: Blooms Taxonomy Level
ELL: Work with student or staff
member who speaks first
language. Gets materials in 1
st

language.
Knowledge

Comprehension
GT:

Application
Analysis
IEP: Extra time on assignments if
needed, explicit one on one
instruction with a teacher or
another student, and positive
reinforcement.
Synthesis

Evaluation

F
r
i
d
a
y

1
s
t

Objective: TSW analyze the impact of the sea floor
spreading.
Do Now: What could cause the sea floor to spread or to
grow?
Guided Practice: video
Independent Practice:
Art Infusion: music, pair work
Resources/Materials:
Differentiation of Instruction: Blooms Taxonomy Level
ELL: Work with student or staff
member who speaks first
language. Gets materials in 1
st

language.
Knowledge

Comprehension
GT:

Application
Analysis
IEP: Extra time on assignments if
needed, explicit one on one
instruction with a teacher or
another student, and positive
reinforcement.
Synthesis

Evaluation