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The Reasons for the Seasons 7 th Grade Science

The Reasons for the Seasons 7 th Grade Science. Linking the Brain, Mind, Teaching and Learning Mid-Term Project Stephanie Langner October 21, 2013. Goals & Objectives. Rotation vs. revolution Tilted axis causes varied amounts of daylight Model rotation & revolution Graph reading

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The Reasons for the Seasons 7 th Grade Science

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  1. The Reasons for the Seasons7th Grade Science Linking the Brain, Mind, Teaching and Learning Mid-Term Project Stephanie Langner October 21, 2013

  2. Goals & Objectives Rotation vs. revolution Tilted axis causes varied amounts of daylight Model rotation & revolution Graph reading Apply graphical information to models of seasons Communicate scientific information

  3. Brain Research Neurons Sensory Input

  4. Primacy & Recency 3-4 activites during each teaching period to minimize down time Highly engaging and social activities during down time

  5. Day 1: Day & Nights vs. Seasons Journal entry Direct Instruction Kinesthetic modeling Analysis of diagrams

  6. Day 2: Factors Related to Seasons Formative assessment probe Interpreting daylight hours & temperatures graph Partnered guided practice SMART Board recap – posted as PDF on Moodle

  7. Day 3: Seasons Model • Journal: Reflect on Vivaldi’s 4 Seasons • Investigate models: • Does model A, B, or C best match the data in yesterdays graphs? • Group posters & gallery walk • HW- Post on Moodle Newsfeed about your results

  8. Sense & Meaning Direct instruction Modeling Graph analysis Journal entries Formative assessment probe Gallery walk

  9. Multiple Intelligences

  10. Cerebral Lobes Processing diagrams and pictures Models, graph analysis Planning posters, analyzing information Listening to music, models

  11. Limbic System Diagrams, music, discussion, kinesthetic modeling Multiple activities within the lesson facilitates transfer to long-term storage. Recalling memories of seasons Proper homeostasis is required for most effective learning.

  12. Works Cited Bernice, N. (2007). Extreme Makeover: Classroom Edition. Changing the Environment to Match Students’ Learning Styles. Alexandria, VA: ASCD Express. Buckley, D., Miller, Z., Padilla, M. J., Thornton, K., & Wysession, M. E. (2001). Interactive science:water and atmosphere. Upper Saddle River, NJ: Pearson Education, Inc. Retrieved from https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do? newServiceId=6000&newPageId=10100 Campbell, L. (1997). Variations on a theme – how teachers interpret mi theory. EducationalLeadership, 55, 14-19. Checkley, K. (1997). The first seven and the eighth: A conversation with Howard Gardner. Association for Supervision and Curriculum Development, 55, 8-13. Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles:Practical approaches for grades 7-12. Boston, MA: Allyn& Bacon. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Gardner, H. (1999). Intelligence Reframed. New York: Basic Books. Gregorc, A. (1985). Gregorc Style Delineator. A Self-Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, Inc. McKenzie, W. (2005). Multiple Intelligences and Instructional Technology – A Manual for Every Mind. (2 ed). Washington, D.C.: ISTE. Morrison, C. G., & Maisto, A. A. (2002). Psychology an introduction. (11 ed.). Prentice Hall, Inc. Retrieved from http://cwx.prenhall.com/bookbind/pubbooks/morris5/ Shafer, C. (n.d.). Traumatic brain injury. Retrieved from http://www.catherineshafer.com/images/lobes-of-the-brain_1_.jpg Sousa, D. (2005). How the brain learns. a classroom teacher's guide. (2 ed.). Thousand Oaks, CA: Corwin Press, Inc.

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