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# FOSS Lesson

Instructor
Course
Jhanae
Mahoney
FOSS
Science
Plan
Investigation
Focus Question: How does the Sun affect the
Connection to Cross Cutting Concept

Build
Context
5-8 Minutes

Date
11/2/15

## temperature of locations on Earth?

Patterns and/or Cause and Effect
Objective: SWBAT explain differences in the
average
temperatures of different locations on Earth
with evidence of sun distance and
Exemplar Response:
The Sun affects the temperature on Earth
depending on its solar angle. Weather is
different in various places in the world,
depending on where you are. Local weather
and climate is affected by latitude, which is
how far north or south a location is from the
equator. The reason that latitude affects
climate has to do with the relationship
between the Earth and Sun. When the solar
angle is at 90 degrees the temperature on
earth will be higher. When the solar angle is
not directly overhead at 30 degrees the
temperature is cooler. Smaller angles absorb
more energy, leaving less energy to reach the
surface. I know saw this in our investigation
with

## Steps to Complete: 17-19

Time Needed: 10 minutes

## Cause and Effect: Earths spherical shape

means that different areas of the planet
different solar angles. The higher the solar
angle, the more intense the radiant energy will
be on a particular area. The lower the solar
angle, the less intense the radiant energy will
be on a particular area.

Vocabulary to Include:
Solar angle, radiant energy, heat, absorb, ray,

FOSS Lesson
Plan
Investigation

Instructor
Jhanae Mahoney

## Do Now (local data)

Discuss Daylight
Specific Group Member Responsibilities
Recorder/Reporter: Will report out findings to
the larger group
and keeps track of time

Course
FOSS Science

Date
11/2/15

## Area students may struggle:

Students may find it hard to process the
information given to them without a place to
write down what they are observing. If they
have nothing that they should be doing while
viewing the online activity, they wont be as
engaged.
Modeling Required:

Investigate
10-20
Minutes

## Give students a notebook sheet with questions

to answer while theyre watching the online
activity
Steps to Complete: 20-21
Time Needed: 10 minutes
Checkpoint (Specific task completed by specific time):
Seasons Activity (5 minutes)
Investigate North Pole (5 minutes)

Manage

Steps to Complete: 22

## Skill to Model (tool to use, proper

FOSS Lesson
Plan
Investigation
Time Needed: 5 minutes

Data
5-15
Minutes

Instructor
Jhanae Mahoney

Type of Data
- Students will fill in a chart while
comparing longitude and daylight hours
- Write down latitude, longitude and
daylight hours
- Help students to discover why longitude
is not a factor for daylight hours
Data Collection Tool:

Course
FOSS Science

Date
11/2/15

## Data chart in notebooks

Analyze
Data
10-15
Minutes

Steps to Complete: 22
Time Needed: 10 minutes
Have students use data chart to think about
why longitude is not a factor for daylight hours

## Student Response Strategy (Think Pair

Share, Quick Write, etc.)

## When is Earth closest to the Sun?

IS it true that there is a shortest daylight
day, is every other location on Earth
having their shortest daylight day?
What effect will longer or shorter
daylight have on temperature?

## Rationale for MIQs:

These MIQs were chosen because they relate

## Many students believe that conditions

like precipitation are weather, but
weather is actually the combination of
all conditions.
Students may believe that a weather
forecast is simply a description of the
weather

FOSS Lesson
Instructor
Jhanae
Mahoney
Plan
Investigation
to the cross cutting concept and help students

Course
FOSS Science

Date
11/2/15

## distinguish what a professional weather report

should look like
Time Needed: 4 minutes(Answer focus question)
Exemplar Response