Seasons Winter Solstice NGSS ESS1.B Claim Evidence Reasoning CER
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Description
Students learn how the science of Winter Solstice, the day of the year, how the length of days change, how it affects temperatures and how the angle of the sun changes through a C.E.R. (Claim Evidence Reasoning) graphic organizer. This is great for getting your students to explain phenomena in a meaningful way and it allows you as the instructor to adequately assess their understanding of concepts. The students figure out what the "Claim" is in the article, they then use data that supports the claim in the "Evidence" section, draw visual evidence and then explain why the evidence supports the claim in the "Reasoning" section.
The article has the following concepts:
Winter Solstice
Summer Solstice
Northern & Southern Hemisphere
The Sun’s Position in the Sky
Angle of the Sun’s Rays
Tilt of Axis
Poles
Equator
Latitude
Tropic of Capricorn
Length of Day
Take a look at my CER Mega bundle!
This is great for a current event, sub plan, homework, critical thinking, scaffolding and/or reinforcement of concepts!
You get a CER graphic organizer, an editable key, the article, tips for CER and the link to the website in the article.
NGSS Standards:
ESS1.B: Earth and the Solar System
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.(MS-ESS1-2), (MS-ESS1-3)
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.
ESS1.B: Earth and the Solar System
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.(MS-ESS1-2), (MS-ESS1-3)
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.
SEP's
Asking Questions and Defining Problem:
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations.
Engaging in Argument from Evidence:
In 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2)
CCC's
CCC1: Patterns
Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
Systems and System Models
Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS2-5)
Energy and Matter
Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-LS1-5), (HS-LS1-6)
Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (HS-LS1-7), (HS-LS2-4)
Energy drives the cycling of matter within and between systems. (HS-LS2-3)
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