Professional Documents
Culture Documents
Subject Environmental Science Critical Thinking- analyzing, comparing and contrasting, explaining, problem
solving, tracking cause and effect
Grade Level 10, 11, 12 Creative Thinking- brainstorming, designing, innovating, overturning,
problem solving, questioning
Communicating- analyzing a situation, choosing a medium, listening actively,
Lesson date 7/10/2022 speaking, using technology, writing
Collaborating- allocating responsibilities, decision making, delegating, goal
setting, leading, managing time, resolving conflicts, team building
Lesson Overview
Big Picture/
Essential Question How do the position of the sun, earth, and moon affect each other?
(State the overarching
Essential Question)
Prior Learning
(provide a brief I will plan activities that meet the needs of ALL students
overview)
Higher Order
Questions for the
lesson
(State what your What is the phase of the moon during a solar eclipse?
questions will be for
the lesson. These
should be linked to
Blooms Taxonomy)
Standards and
Practices
(list ONLY the
standards and HS-ESS1-1, HS-ESS1-2 (Science/English)
practices
(Math/Science) that will
be addressed in this
lesson. Which
standards from Stage 1
of the UbD unit will be
covered?)
Links- Real Life, UAE,
and Cross Curricular
(Explicitly state what
will be evident in the
lesson. How will this
learning relate to the
world around them? Search about the UAE's plan for space in future
What are the
connections across the
content areas?
Consider the relation
to Stage 2 of the UbD
unit).
Innovation Strategies,
(enterprise skills,
inquiry, research, inquiry, research, collaboration
collaboration )
Literacy Strategies
(What is the
vocabulary
integration? How will
students become
Waxing, Waning, Gibbous, Quarter
proficient in the
cognitive academic
language of the
course/subject?)
Differentiation
ALL students must be challenged beyond their current achievement!
(Explicitly add student names and state what resources/tools/activities will be used to differentiate learning)
Specific differentiation strategies (content/process/outcome): How will the content, process, product, and/or environment differ for the students to give better
opportunity to access learning at their level? How will the students learn in each model?
Success Criteria - I can define and describe a solar eclipse and a lunar eclipse.
(Based on the outcome of the product, what is - I can recall how the appearance of the Moon changes throughout the lunar cycle
the progression in how we know they have
learned? Blooms taxonomy should be used.
This can be demonstrated through a rubric,
checklist or an AFL strategy)
Introduce the lesson (I Do) (10min) Explain the lesson and use video if it needs