EDEL 4375 - Module 2 Self Check

You are in a 5th grade placement and you are being evaluated by your principal. You want a super fun lesson and since you love space so much, you want to have a lesson over the eight planets. In your post conference, your principal brings up a concern about lesson alignment with the TEKS. Which TEKS is this lesson aligned to?

3.8(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions

A TC is teaching a lesson about how weathering, erosion, and deposition shape earth's surface by creating landforms. What TEKS is this lesson aligned to?

5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice

What is the most reasonable progression from 4.8B- describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process to the fifth grade TEKS of 5.8B-explain how the Sun and the ocean interact in the water cycle?

All of these answers

You are teaching a 4th-grade science lesson about moon phases based on the TEK of "4.8(C), collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time.". Which of the following lesson plans is aligned with the 5E model most?

Engage: Students draw pictures of different shapes of the moon that they have observed at night; Explore: Students watch a fast-paced video that shows the change of the moon shapes in 2-3 months and draw pictures of moon shapes missing from Engage; Explain: Students share their pictures, summarize patterns, and learn the terminology; Elaborate: Students create moon phases using Oreo cookies

How does the first grade TEKS 1.8B- observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun build on the kindergarten TEKS K.8C- observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun?

Kindergarten simply observes and describes the objects in the sky and in first grade they go beyond observing, and now track how these objects in the sky move and change

With the following three standards: 1.8A- record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy 2.8A- measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data 3.8A- observe, measure, record and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction and precipitation What is the progression in the content throughout the years?

Students are just observing in first, followed by measuring and graphing in second, followed by comparing observations and measurements in third

A first grade class spends an entire science lesson cutting out pictures of stages of the water cycle and making a moveable representation of the water cycle. As they move this paper wheel, a picture of that stage and a description are shown. Which of these statements is true?

This lesson is not appropriate for first grade because the water cycle is not introduced until fourth grade

You are providing feedback to a fellow TC over a lesson they taught in kindergarten. The students are sorting rocks according to their physical properties. Is this lesson aligned to the kindergarten TEKS K.7(A) observe, describe, and sort rocks by size, shape, color, and texture?

Yes, it is aligned to the kindergarten TEKS because the verb they are doing (sorting) is aligned with the TEKS and the physical properties they are sorting by are also aligned to the TEKS