New York State Academy for Teaching and Learning€¦ · Web viewUnit Project – Students work individually or in small group to analyze a mystery planet. This portion of the project

New York State Academy for Teaching and LearningLearning Experience/

Information Form

Personal Information: Name: Delores E. Anderson

E-mail: [email protected]

Current Teaching Position:Grade level(s) 6 Subject(s): Earth Science

School District Name: Buffalo Public Schools

School Name: Campus West

School Address: 1300 Elmwood Ave.Street

Buffalo, New York 14222City State Zip

School Phone: (716) 878-6412

Title of Learning Experience: A Year Viewed From Space

MST (Math, Science and Technology)Standard 1 – Analysis, Inquiry, Design

o Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.S3.2d formulates and defends explanations and conclusions as they relate to scientific phenomena.

Standard 4 – The Physical Settingo Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and

perspective. PI 1.1 Explain daily, monthly and seasonal changes on Earth.

Major Understandings: 1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.

1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, and phases of the Moon, eclipses, ties, meteor showers, and comets.

1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth’s revolution around the Sun defines the length of the year as 365 ¼ days.

1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season.

Elementary/Beginning Level Intermediate Commencement

A Year Viewed From Space Page 1SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.

LEARNING CONTEXT

Purpose/Rationale for Learning Experience:

The purpose of this learning experience is for students to investigate the effects of the revolution of the Earth around the Sun and the Earth’s tilt on seasonal changes in the Northern Hemisphere. Students use a computer simulation to observe Earth as it revolves around the Sun and record data for the different seasons. They use their observations to develop an explanation for the Earth’s year and seasons.

This learning experience is part of a unit of study The Earth in Space. The unit overview – Earth in Space Unit Map - can be found in the Appendix on pages 59 - 64.The Earth in Space unit includes activities that:

Explore the apparent motion of the Sun. Explore the day-night cycle and Earth’s rotation around its axis. Investigate the causes of the Earth’s year and seasons.* Investigate the reason for the phases of the Moon. Investigate the relationship of the Moon to tides. Investigate the relationship of the solar and lunar cycles to different calendars Analyze data about a fictional planet and use the data to predict the day length, year

length, extent of seasonal variation, and tides for the planet.

Examples of questions related to content presented in this lesson found on the New York State Grade 8 Intermediate Level Science Test are found in the Appendix on pages 24 – 28.

*Bolded text is the topic of this learning experience.

Goal:

Identify the relationship of the Earth’s revolution, tilt, hours of daylight and latitude as they relate to seasons.

Objective(s):

Identify Earth’s distance from Sun in March, June, September, and December. Discover effects of distance from Sun does not cause seasons. Compare and contrast data showing average temperature and daylight length for Melbourne,

Australia and Chicago, Illinois. Explain the affects of Earth’s tilt for seasons and daylight length.

Enduring Understanding(s):

The tilt of the Earth as it revolves around the sun is the cause of seasons. Earth’s orbit is nearly a circle and it has a regular and predictable motion. The distance of Earth from the Sun does vary, but too slightly (<5%) to cause the degree of

temperature variation from season to season. Earth is 6 million km closer to the Sun during the Northern Hemisphere’s winter, rather than in its summer.

Unit Essential Question:A Year Viewed From Space Page 2SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.

How is daily life connected to the regular and predictable motions of the solar system?

Lesson Essential Question:

If we didn’t have calendars, how would we know that a year has past?

Lesson Reflective Question:

Thinking about what you have learned about the average length of daylight hours and temperatures throughout the year, would you prefer to live in Chicago, Melbourne or Quito. Why?

Guiding Questions: What is a year? What happens to Earth in a year’s time? What do you notice about the average temperatures and length of daylight hours in Melbourne,

Australia and Chicago, Illinois in December and June? What role does the proximity to oceans have? Why does Melbourne have summer when Chicago has winter?


Congruency Table

Instructional Level: Intermediate

Grade Level: 6

National Science Education Standard: o Content Standard A: Science as Inquiry:

o Develop descriptions, explanations, predictions, and models using evidence.o Students should base their explanations on what they observed, and

as they develop cognitive skills, they should be able to differentiate explanation from description – providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations established connections between the content within which students develop new knowledge.

o Content Standard D: Earth and Space Science:o Develop an understanding of earth and the solar system as a set of closely

coupled systems.o Most objects in the solar system are in regular and predictable

motion. Those motions explain such phenomenon as the day, the year, the phases of the moon, and eclipses.

o The sun is the major source of energy for phenomena on the earth’s surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun’s energy hitting the surface due to the tilt of the earth’s rotation on its axis and the length of the day.

NYS Standards/Performance Indicators:MST (Math, Science and Technology)

o Standard 1 – Analysis, Inquiry, Designo Key Idea 3: The observations made while testing proposed explanations, when

analyzed using conventional and invented methods, provide new insights into phenomena.

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2d formulates and defends explanations and conclusions as they relate to scientific phenomena.

o Standard 4: The Physical Settingo Key Idea 1: The Earth and celestial phenomena can be described by principles of

relative motion and perspective. PI 1.1 Explain daily, monthly and seasonal changes on Earth.


Major Understandings: 1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.

1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, and phases of the Moon, eclipses, ties, meteor showers, and comets.



Instructional Task Learning Objectives Student Work Assessment Tool Utilize a computer

simulation to locate information to show the tilt of the Earth’s axis and the revolution of Earth around the Sun cause seasons on Earth.

Label diagrams showing the tilt of the Earth on its axis as it revolves around the Sun determines seasons.

Label diagrams showing the length of daylight varies depending on latitude and seasons.

Identify Earth’s distance from Sun in Mar., June, Sept., Dec.

Discover affects of distance from Sun do not cause seasons

Compare and Contrast data showing average temperature and daylight length for Melbourne, Australia and Chicago, Illinois.

Explain affects of Earth’s tilt for seasons and daylight length.

Labeled diagramso Distance

from Earth to Sun

o Temperature and hours of daylight

Analysis questions

Communication Skills Rubric

Understanding Concepts Rubric

Analyzing Skills Rubric

NOTE: 5 column Congruency Table can be found in Appendix pg. 65


Overview of what students need to know/ be able to do in order to succeed-Prior to Learning Experience:

Classroom rules and procedures– see Appendix pages. 21 – 23. Students have learned the scoring rubric system – see full copies of rubrics used in this

learning experience on Appendix pages 71 – 73. Basic knowledge of computer skills Complete “My Ideas About the Day, Year, Season and Moon Phases: Before”

(Appendix pg. 36) Length of day on Earth is 24 hours. The rotation of a planet around its axis explains the length of a planet’s day. The length of the day and the height of the Sun in the sky vary as the seasons change. Apparent motion of the Sun.

During and After the Learning Experience:

Use computer simulation. Use vocabulary in context. Transfer information to diagrams. Analyze information. Apply knowledge to other planets and objects in space


Key Subject-Specific Vocabulary:

Apparent motion: How the earth turns on its axis and revolves around the sun while, to us who live on it, Earth seems to remain at rest and the Sun seems to move.

Axis: The imaginary line around which an object spins or rotates. Earth rotates around an axis that runs straight through Earth from the North Pole to the South Pole.

Celestial: Relating to, involving, or observed in the sky or outer space.

Elliptical: Oval, resembling an egg in shape.

Equator: An imaginary circle that divides Earth into two halves called the Northern Hemisphere and the Southern Hemisphere.

Hemisphere: One half a sphere. The half of the Earth that is north of the Equator is the Northern Hemisphere; the half of the Earth that is south of the Equator is the Southern Hemisphere.

Horizon: The line in the farthest distance where the land or sea seems to meet the sky.

Latitude: The distance of a location in degrees north and south of the equator. The latitude of the Equator is 0o.

Orbit: To travel around another object in an elliptical path (verb). The path an object follows as it revolves around another object (noun).

Phenomena: An event related to how the world and universe work.

Revolution: A complete circle made by a planet around a Sun or a moon around a planet.

Revolve: To travel around another object in a circular or elliptical path.

Rotate, rotation: To turn or spin around an axis.

Tropic of Cancer: An imaginary line parallel to the Equator approximately 23.5o north latitude.

Tropic of Capricorn: An imaginary line parallel to the Equator approximately 23.5o south latitude.


ASSESSMENT PLAN

The materials used for instruction in this unit were developed by SEPUP (Science Education for Public Understanding Program). SEPUP materials provide a research based assessment system developed in cooperation with the Berkeley Evaluation and Assessment Research (BEAR) Group in the University of California Graduate School of Education. Research results have shown that students in classrooms who use the assessment system score better on post assessments than students who do not use the system (Wilson and Sloan, 2001).

DIAGNOSTIC EARTH IN SPACE UNIT ASSESSMENT:

Completed at the beginning of the Earth in Space unit.o Each student completed an activity sheet “My Ideas About the Day, Year,

Seasons and the Phases of the Moon: Before” See Appendix pg. 36

FORMATIVE ASSESMENT FOR THIS LEARNING EXPERIENCE: A YEAR VIEWED FROM SPACE: Following the completion of:

o Earth’s Year Viewed from Space: Side View, Earth’s Year Viewed from Space: Side View: Chicago, Illinois. (Appendix page 39)

o Earth’s Year Viewed from Space: Side View: Melbourne, Australia. (Appendix page 40)

The student work was assessed using master copy of data and was scored on percent correct.

A Year Viewed from Space Analysis Questions: (NOTE: The SEPUP rubric used to score the student work is indicated at the end of each question. A copy of the A Year Viewed From Space Scoring Rubric attached to student work is found in the Appendix on page 66 – 67. This rubric combines 3 SEPUP (Communication Skills (CS), Analyzing Data (AD) and Understanding Concepts (UC)) rubrics for scoring purposes

o 1. What motion of Earth causes the yearly cycle of the seasons? (CS) (NYS 4.1.1c, 4.1.1i).


o 2. Why does a year on Earth have 365 ¼ days? (CS) (NYS 4.1.1e, 4.1.1h).o 3. In which month(s) is Earth:

A. Closest to the Sun? (CS) (NYS 4.1.1c). B. Furthest from the Sun? (CS) (NYS 4.1.1c).

o 4. Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer. (AD) (NYS 1.S32,d, NYS 4.1.1c, NYS 4.1.1i).

o 5. In what month is the Northern Hemisphere most tilted toward the Sun? (CS) (NYS4.1.1i).

o 6. In what month is the Northern Hemisphere most tilted away from the Sun? (CS) (PI 1.1i).

o 7. Explain how the tilt of the Earth affects the seasons and daylight. (UC) (NYS 1.S3.2d, NYS 4.1.1i,).

SUMMATIVE ASSESSMENT FOR EARTH IN SPACE UNIT: A four part unit assessment is given at the end of the unit that includes:

o Unit Project – Students work individually or in small group to analyze a mystery planet.

This portion of the project is scored with the Understanding Concepts scoring rubric.

o Project presentation – Students present what they learned about their mystery planet to the class in poster or power point format.

This portion of the project is scored with the Communications Skills scoring rubric.

o A written test. This portion of the summative assessment is scored on points

o Completion of My Ideas About A Day, Year, Seasons and Moon Phases: After. (See Appendix page 37)

This portion of the summative assessment is scored using the Understanding Concepts scoring rubric.

As students are introduced to the various scoring rubrics used throughout the year they understand that these levels are converted to numeric grades for average purposes. Students receive a unit syllabus at the beginning of each unit indicating the questions/activities that will be graded for each lesson. After receiving feedback and a score, students are encouraged to make any necessary corrections to improve their score. When corrected work is submitted, it is rescored, amended in the grade book and returned to the student. Students are encouraged to continue to try to improve their work. All scored activities, regardless of unit, are then average for report card purposes at the end of each marking period. A copy of this unit’s syllabus is found on Appendix pages 68 – 70.Point Conversion:

Level 4 = 95Level 3 = 85Level 2 = 75Level 1 = 65


STUDENT WORKGrade Level and General Ability of Students:

The grade level is 6th grade.General Ability: Total population 77

General Education Students: 57ELL 11504 3Sp. Ed. 6

UNIT DIAGNOSTIC RESULTS:

All students performed at a Level 1 – Beginning learners in the diagnostic assessment using the SEPUP UC (Understanding Concepts) scoring guide. This result is not unexpected due to the misconceptions generally held by students in content related to the seasons. (See Appendix pages 29 - 33 for a list of common misconceptions and the New York State Intermediate Science Standards that relate to them.) Some of these misconceptions are highlighted in an interview of Ivy League graduates and high school students who are asked to explain what causes the seasons in the DVD A Private Universe. The DVD was produce by the Harvard-Smithsonian Center for Astrophysics.

FORMATIVE LEARNING EXPERIENCE RESULTS

All students were successful in accurately completing the diagrams with data from the computer simulation.

A Year Viewed From SpaceAnalysis Question/Results* Level 4 Level 3 Level 2 Level 1

1) What motion of Earth causes the yearly cycle of the seasons?

69 4 (ELL) 4 (ELL)

2) Why does a year on Earth have 365 ¼ days? 5 64 4 (ELL) 4 (ELL)3a) In which month(s) is Earth:Closest to the Sun?

6 63 4 (ELL) 4 (ELL)

3b) In which month(s) is Earth:Furthest from the Sun?

6 63 4 (ELL) 4 (ELL)

4) Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.

7 62 4 (ELL) 4 (ELL)

5) In what month is the Northern Hemisphere most tilted toward the Sun?

2 67 4 (ELL) 4 (ELL)

6) In what month is the Northern Hemisphere most tilted away from the Sun?

2 67 4 (ELL) 4 (ELL)

7) Explain how the tilt of the Earth affects the seasons and daylight.

10 57 6 (4ELL2 SP ED)

4 (ELL)

*Scored using SEPUP Scoring Guides: CS (Communicating Skills, AD (Analyzing Data), or UC (Understanding Concepts).


PROCEDURES

ANTICIPATORY SET:

Discuss students’ ideas about what causes a year.

Students: Look over My Ideas About a Day, Year, Seasons and Moon Phases: Before. Discuss written responses

o What causes a year?o What causes seasons?

Additional questions for discussion:o What is a year?o What happens to Earth in a year’s time?o Even if we didn’t have calendars, how would we know that a year has passed?o What did you learn in the last activity about what happens to the angles of the

Sun and length of daylight over a year?Record student responses on chart.

Students are likely to propose that Earth is closest to the Sun in summer than in winter. The evidence they find in the first part of this activity should help them change this misconception. A few students may know something about the role the Earth’s tilt in determining the seasons. Leave this question open – return to it after students complete the activity.

Discuss how the passage of the year has always been notable to humans in many areas of the world in view of the significant impact of the seasons on climate and on the availability of food and water. Early in history people in many cultures figured out when to plant crops by studying the changing time of the sunrise and sunset and the patterns of the stars.MODELING:

Model Earth’s rotation, revolution and tilt. Use a globe or an Earth beach ball to introduce/review:

Equator Northern Hemisphere Southern Hemisphere North Pole South Pole Latitude

On globe point out: Anchorage, Alaska (latitude 61°N) is an example of a very northern city Chicago, Illinois (latitude 42°N) is a mid-latitude Northern Hemisphere city and similar

in latitude to Buffalo, NY; Quito, Ecuador (latitude 0°) is near the equator; and Melbourne, Australia (latitude 38°S) and is a mid-latitude Southern Hemisphere city.


As students learned in the last activity, Earth rotates around its axis once during each day-night cycle. Now introduce the concept that Earth also moves around, or revolves around, the Sun, and explain that one complete turn around the Sun is called a revolution. Earth’s orbit is the path it follows as it revolves. Model this by moving the globe around a light bulb or other object (a student) that represents the Sun. Then model both rotation and revolution at once. Throughout this activity encourage students to use the terms rotate and revolve as much as possible to describe the motions of Earth.

Raise the point that Earth’s axis is tilted. The best way is to use a standard tilted globe that shows the correct orientation of the axis of Earth relative to the plane of its orbit (23.5° from a vertical line perpendicular to Earth’s orbit). You can also use the beach ball globe to demonstrate Earth’s tilt.GUIDED PRACTICE:

Let students know they will be using an interactive computer simulation to explore another planetary characteristic, the year length. Beforehand use the screen-shot of the Seasons Interactive Simulation in the Student Book to orient them to what they will see. (See Appendix pg. 41.)

Move class to computer lab. Distribute A Year Viewed From Space Computer Lab Activity Procedures Sheet. (See Appendix pages 34 – 35) Students log into computers and then use web browser to go to sepuplhs.org and go to Activity 76 A Year Viewed From Space, SEPUP Seasons Interactive (http://www.sepuplhs.org).

Step 1 of the Lab Procedure directs them to open an introductory page of the simulation. This page reiterates for them the position of the equator and shows the locations of the four cities that appear in the interactive simulation. It also defines the optional terms Tropic of Cancer and Tropic of Capricorn. These are considered optional because there are so many terms in this activity and students can grasp the main ideas of the unit without them.

Be sure to tell students: That the size of the Sun and the Earth in this simulation are not to scale. The Sun is much larger (its diameter is more than 100 times that of Earth). Point out that the top view shows the orbit as nearly circular, while the side view shows

it stretched out into a more eccentric ellipse. o The top view is much closer to the correct view. o The side view stretches out the orbit to make it easier to see Earth. This kind of

view contributes to the misconception that the distance from Earth to the Sun is the variable that determines the seasons. Make sure that students understand that the top view is more accurate.

Note that students will explore size and distance of planets in the solar system in future lessons.

INDEPENDENT PRACTICE:

Students investigate the simulation (Examples of the simulation screen can be seen in the Appendix on pages 42 - 45).


http://www.sepuplhs.org/

Distribute Student Sheet 76.1, A Year Viewed From Space: Top View (Appendix pg. 38). Students complete Lab Procedure Steps 1-7 (Part A) of the activity.

As they watch the simulation, circulate among the students: Ask what they are seeing. Refer them back to their initial ideas in the activity, and ask if they have seen any

evidence for or against those ideas. Be sure they confront the observation that Earth is closer to the Sun during our (Northern

Hemisphere) winter and that this refutes the idea that distance from the Sun determines the seasons. This may be difficult for students to grasp.

Distribute 2 copies of Student Sheet 76.2, A Year Viewed From Space: Side View (Appendix pages 39 - 40):

Explain to students how they will use sketches of Earth like those at the top of the page to show Earth as each season in the Northern Hemisphere.

Suggest that they look specifically at the tilt of Earth as they stop the simulation in each of the four months designated.

Indicate that they should label one Chicago and the other Melbourne. If any students have extra time, encourage them to explore additional months as well. Then have students continue to Part B of the activity.

To check for their understanding of the effect of Earth’s tilt, stop before Lab Procedure Step 13 and have students vote on whether they think that changing the tilt to 0° will:

a) have no effect b) make the seasons less extreme, or c) make the seasons more extreme in Chicago/Buffalo.

For Lab Procedure Step 13, students should find that at 0° tilt, there is little or no seasonal variation for Chicago/Buffalo.

For Lab Procedure Step 11, they should observe: The daylight period in Melbourne in December is 14 hours and 46 minutes, while in June

it is 9 hours and 33 minutes. Find that there the average temperature in December is 63°F, 17°C, while in June it is

50°F, 10°C. From this they should describe these seasons as reversed from those in Chicago/Buffalo. This is the important point for them to notice now. They may also notice that winter and summer are milder in Melbourne. (Although there are other variables that affect weather, they may be able to reason that one factor is the greater distance of Chicago from the equator. Another is Chicago’s distance from an ocean, while the ocean has a moderating effect on temperatures in coastal Melbourne.)

Ask them to review their diagrams and speculate why Melbourne would have winter in June and summer in December. That will help to see if they can reason that the orientation of Earth’s axis causes the Southern Hemisphere to tilt away from the Sun in June and toward the Sun in December.

CLOSURE:


Discuss Earth’s revolution around the Sun and its role in determining the length of Earth’s year and seasons. The purpose for this discussion is for clarification and to model for students the concept of scientists sharing and collaborating on information. This sharing helps students (scientists) to help develop a deeper understanding.

Independently or in small group allow students time to discuss and answer Analysis Questions 1-3. Circulate around the room and provide hints as needed. Be sure they have observed the Northern Hemisphere’s tilt toward the Sun at the beginning of its summer in June and away from the Sun in the beginning of its winter in December.

When they have had a chance to think about the ideas on their own, hold a class discussion on the seasons before asking them to complete the remaining questions. Have students discuss:

How the tilt of the Earth leads to warm summers and cold winters in many places. Review the idea that the seasons in the Southern Hemisphere are reversed from those in

the Northern Hemisphere. Explain that when one of these hemispheres of Earth is tilted toward the Sunk that half of

Earth receives more direct sunlight (closer to vertical) and is in the Sun for a longer period of time, both of which leads to warmer temperatures. Students will explore these concepts in further activities.

Remind students of the explanations for the seasons that they offered before doing the activity and ask them to describe how their ideas have changed. The idea that seasons are determined by distance from the Sun is still logical based on our experience on Earth – the closer you get to a hot object, the warmer you get. But the actual evidence shows that distance from the Sun as an explanation for the seasons is just not correct. The distance factor also does not explain why it is summer in the Southern Hemisphere when it is winter in the Northern Hemisphere. For these reasons, distance from the Sun as an explanation for the seasons is no longer plausible. A good explanation for any natural phenomenon, such as the changes of the seasons, must make sense, and it must explain most, if not all, aspects of the phenomenon.


RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION

References/Resources: SEPUP (2006). Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published y Lab-Aids®, Inc., Ronkonkoma, NY.

http://www.sepuplhs.org

A Private Universe: A DVD produced by the Harvard-Smithsonian Center for AstrophysicsNational Committee on Science Standards and Assessments, National Research Council

Hapkiewicz, A. (1999). Naïve Ideas in Earth Science. MSTA Journal, 44(2) (Fall’99), pp.26-30. http://www.msta-mich.org

Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38(Winter’92), pp.11-14.

SuppliesGlobeComputerActivity sheetsLab notebookFlashlightTextbook Issues and Earth Science

Student Materials (For each student)Computer with internet accessActivity sheets: 1 Student Sheet 76.1 Earth’s Year Viewed from Space: Top View

2 Student Sheet 76.2 Earth’s Year Viewed from Space: Side View 1 Student Sheet 71.1 My Ideas About the Day, Year, Seasons and Moon Phases: Before

Lab Procedures SheetLab NotebookTextbook Issues and Earth Science


http://www.msta-mich.org/

MODIFICATION TABLE

This set of activities is part of a SEPUP unit entitled “Earth In Space”. To ensure that science is accessible to students of different abilities, learning styles and cultural backgrounds SEPUP incorporates flexible approaches that address students’ varying learning needs. This flexibility is integral and is embedded in the lessons and pedagogy. Below is a table combining many of the methods as outlined in the unit teacher’s guide “Strategies for Diverse Learners’ section. While the students groups identified are often separated as strategies are identified, I have grouped them together because I believe that the need for the strategies varies among and within groups.

Student Group Strategies RationaleStudents with Learning Disabilities

English Language Learners

Academically Gifted Students

Computer simulations

Discussion strategies facilitate communication.

Vocabulary is introduced with operational definitions that connect concepts to learning experiences

Supportive environment

Scoring guides state

The concepts explored in astronomy are abstract and generally do not lend themselves to concrete experiences. Utilizing a computer simulation allows students to gain experiences, collect data and develop conclusion at an independent pace.

Underdeveloped social/academic skills can hinder the quality of a student’s participation in groups and the learning he or she could gain through interaction with others. Providing a setting and tools for successful group interaction can help students build group communication, literacy, listening and speaking skills and therefore increase their academic abilities.

By using new scientific terms in the context of an activity and reapplying the terms in different experiences in subsequent activities, students develop a deep understanding of the term and a scientific perspective.

Cultivating a supportive learning environment helps the students gain confidence in their ability to acquire and use English in class. When conducting class discussions adequate time for students to formulate responses is given before students are called on.

By reviewing the SEPUP scoring A Year Viewed From Space Page 16SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.

clear assessment goals.

4-2-1 cooperative groupings encourage student interactions in an unthreatening environment.

Extension activities encourage in-depth inquiry into related topics

guides before they tackle an assessment, students are guided to identify a goal to work toward and a way to focus their efforts. They also challenge students to demonstrate their depth of understanding. A Level 4 performance exceeds a correct answer in a significant way and to achieve it gifted and talented students must provide additional analysis and make connections among concept beyond those required for a Level 3 response, which is a compete-and-correct compilation of material specifically addressed in the activity

SEPUP’s 4-2-1 structure has students work in pairs and foursomes (as well as on their own) during activities to encourage informal interaction among classmates. The shifts in social arrangements provide varied opportunities for students to converse and encourage English language learners to discuss content information with their peers.

Students can graph the daylight length versus month for one of the cities presented in the simulation and compare it to graphs they did in the previous lesson.

TIME REQUIRED

Learning Experience Planning: 2 hoursLearning Experience Implementation: 2 classes – 55 minutes eachLearning Experience Assessment (per student): 15 minutesUnit Schedule:Unit length approximately 6 weeks

REFLECTION


As I think back about this lesson I remember the difficulty I had teaching the concept prior to having a computer simulation. I could get most students to regurgitate the fact that it was the tilt of the Earth rather than distance that determined seasons, but they did not internalize it. Now they do. Most people have the misconception that it is distance between the Sun and Earth that causes seasons. When the students get to change the tilt to see what happens if there is no tilt versus the effects of the tilt, they make the connection and change their misconception. This is an even more important tool for the ELL students that I have. They feel successful in using the program and collecting the data that it provides. The data is recorded on a diagram that also reinforces the concept for them and allows them to form an understanding that they may not be able to express in the depth of the English speaking counterparts. When interviewed it is evident that they were able to learn and understand. If this had been a textbook only approach they would not have experience this level of understanding due to their deficit in receptive language.

At the end of the unit I always show the student the DVD A Private Universe and pause when the questions are asked and allow them to answer and then show them the answers that HARVARD GRADUATES give, the smiles and laughter that occurs makes me feel like I have succeeded in giving them a leaning context that allows them to develop mastery of this very abstract concept. One of the questions asked is “What causes seasons?” One Harvard graduate states that it is “because the Earth moves closer to or farther away from the Sun.” Quickly the hands shoot up and students jump out of their skin to say “No!!!! The distance doesn’t really change. It’s because the Earth is tilted on its axis! It doesn’t matter whether you are an adult or a middle school student, you perceive students at Harvard to be the best of the best. When you are a middle school student in the second poorest city in the nation and you can answer a question that a Harvard graduate cannot, it helps you to know that you really can reach any goal that you want to reach.

I am very pleased that this simulation is on the SEPUP web site because this site is a public access site. Everyone is welcome to use this program and add this to their instructional tools to help their students understand this very abstract and misunderstood concept that is always a part of the New York State Intermediate Level Science Assessment.


APPENDICIES - attachmentsPage(s)

1.) Classroom Floor Plan 20

2.) Classroom Rules and Procedures 21 - 23

3.) NY State Intermediate Science Assessment examples 24 - 28

4.) Astronomy Misconceptions 29

5.) New York State Intermediate Level Standards and Performance

Indicators Addressing Some Common Misconceptions About Astronomy 30 - 33

6.) A Year Viewed From Space Computer Lab Procedures 34 - 35

7.) Blank Handouts 36 - 40

8.) Computer Screens 41 - 45

9.) Teacher Exemplar 46 - 49

10. )Examples of Student Work (Distinguished, Proficient, DevelopingAnd Beginning) 50– 58

11. ) Earth In Space Unit Map 59– 64

12. ) 5 Column Congruency Table A Year Viewed From Space 65

13. ) A Year Viewed From Space Scoring Rubric Template/Rationale 66-67

14. ) Earth In Space Student Scoring Record (Syllabus) 68-70


CLASSROOM FLOOR PLAN


7' 8"

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CLASSROOM GOALS AND RULES – A305

VIRTUE VALUES RULESWe have the virtue of being trustworthy:

We value respect: 1. Use appropriate language

and volume.

2. Have only one person speak at a time.

3. Walk quietly in the halls.

We value cooperation:

4. Follow all directions given orally or in writing.

5. Take turns with materials.

CLASSROOM PROCEDURES

1. Seating Arrangement:


a. Students sit in assigned* seats that are in groups of 4b. Each group of 4 students has a color code on their desk: red, blue, green, yellow.c. All groups of 4 have the color indicators in the same position:

r g b y

d. Each group of 4 is also identified by a number. The groups are from 1 – 8.2. Entering the Class:

a. As students enter they notice a sign outside the door indicating the color of the day. The person in each group who sits at that color goes to the student folder table in the rear of the room to get the magazine holder labeled for their group. This holder contains the folder for each member of the group.

b. Students take their folder from the holder and place it with their text book and a pen at the top of the table and look at the screen for directions for getting ready for the lesson.

3. Materials:a. All students are expected to have a pen each day. When graphing activities are

being done students are expected to have a pencil. If a student does not have the needed pen or pencil they will raise their hand, request one and then put their name on the board. At the end of class when they return it, they will erase their name.

b. When work sheets are needed for the lesson they will be found in a basket at the intersection of the desks for each group of 4.

c. When colored pencils, rulers or other tools are needed they will be found in a small insert basket placed in the larger basket at the intersection of the desks for each group of 4.

d. When laboratory materials are needed a color(s) is stated by the teacher as the person(s) in each group to gather materials from science materials area in back of room. Another color(s) is announced for individuals responsible for returning materials to the science materials area.

4. Heading for all pages:Name: _________________________ Date: ___________________Section: ________________________

(Homeroom #)Activity # and Name: ___________________________________________

(Found at the beginning of each activity in text)Challenge Question: ____________________________________________

(Found after introductory paragraph of each activity)5. Completed Work:

a. All completed work sheets and notebook entries are placed in the input box found in the front of the room.

6. Use of bathroom/drinks:


a. During independent or small group work time bring daily planner to teacher, with a pen, for initialing by teacher.

7. Computer Lab:a. Enter computer lab silently.b. Place all books under chair.c. Place pen and any worksheets on work surface next to key board.d. Enter user name and password.e. When “desktop” is ready look at screen in front of room for information on which

program or web site to open. f. Listen to the teacher for further directions/instructions.g. At the end of class, log out on the computer BUT DO NOT TURN COMPUTER

OFF.h. As you are silently exiting the lab, place completed work in input box next to

“teacher” computer.

*Students are initially randomly assigned. By the second week students are heterogeneously assigned. These assignments are changed as need or as circumstances require.


SAMPLE QUESTIONS FROM 8TH GRADE NYS SCIENCE ASSESSMENT2001-2010






Some Common Misconception About Astronomy


1. Stars and constellations appear in the same place in the sky every night.2. The sun rises exactly in the east and sets exactly in the west every day.3. The sun is always directly overhead or directly south at twelve o’clock noon.4. The tip of a shadow always moves along an east-west line.5. Changing distance between the earth and the sun causes seasonal changes (with the two

closer in summer and father apart in winter).6. The earth is the center of the solar system and is the largest object in the solar system.

All stars are the same distance from the earth.7. The moon can only be seen during the night, and its shape always appears the same.8. The moon does not rotate on its axis as it revolves around the earth.9. The phases of the moon are caused by shadows cast on its surface by other objects in the

solar system, particularly the earth or the sun.10. The solar system and galaxies are very “crowded.” (Objects are relatively close

together.)11. The surface of the sun does not have any visible features.12. Because all stars are the same size, the brightness of a star depends only on its distance

from earth.13. Stars are evenly distributed through a galaxy or throughout the universe.14. All the stars in a particular constellation are near each other.15. The constellations form patterns obviously resembling people, animals, or other objects.


1. Moon and sun are about the same size. Stars are smaller than sun or moon.2. The earth is the center of the solar system and is the largest object in the solar system.3. Night occurs when sun covered by clouds, moon, or atmosphere.4. Astronomical movements explain day and night: Sun goes around earth. Earth goes

around sun. Sun moves up and down.5. The sun is always directly overhead or directly south at noon.6. The sun rises exactly in the east and sets exactly in the west every day.7. The moon can only be seen during the night, and its shape always appears the same.8. The phases of the moon are caused by shadows cast on its surface by other objects in the

solar system, particularly the earth and the sun.9. All stars are the same size, the brightness of a star depends on its distance from earth.10. One side of the moon is always dark11. Stars and constellations appear in the same place in the sky every night.12. Seasons are caused by changing distance between the earth and sun (the two are closer in

the summer and further apart in the winter).A Year Viewed From Space Page 30SEPUP. (2006) Issues and Earth Science. Lawrence Hall of Science, University of California at Berkeley. Published by Lab-Aids®, Inc. Ronkonkoma, NY.

http://www/

13. Days are shortest in the winter.


New York State Intermediate Level Standards And Performance Indicators Addressing Some Common Misconception About Astronomy

Standard 4The Physical Setting


1. Stars and constellations appear in the same place in the sky every night.

1.1h The apparent motions of the Sun, Moon, planets and stars across the sky can be explained by Earth rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizion and set along the western horizion. Earth’s revolution around the Sun defines the length of the year as 365 ¼ days.

2. The sun rises exactly in the east and sets exactly in the west every day.

1.1h The apparent motions of the Sun, Moon, planets and stars across the sky can be explained by Earth rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizion and set along the western horizion. Earth’s revolution around the Sun defines the length of the year as 365 ¼ days.

3. The sun is always directly overhead or directly south at twelve o’clock noon.

Not directly addressed in intermediate level standards.

4. The tip of a shadow always moves along an east-west line.


5. Changing distance between the earth and the sun causes seasonal changes (with the two closer in summer and father apart in winter).


6. The earth is the center of the solar system and is the largest object in the solar system. All stars are the same distance from the earth.

1.1b Other stars are like the Sun but they are so far away they look like points of light. Distances between the stars are vast compared to distances within our solar system.


1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.

7. The moon can only be seen during the night, and its shape always appears the same.


8. The moon does not rotate on its axis as it revolves around the earth.


9. The phases of the moon are caused by shadows cast on its surface by other objects in the solar system, particularly the earth or the sun.

1.1g Moons are seen by reflected light. Our Moon orbits the Earth, while Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in about one month.

10. The solar system and galaxies are very “crowded.” (Objects are relatively close together.)


11. The surface of the sun does not have any visible features.


12. Because all stars are the same size, the brightness of a star depends only on its distance from earth.


13. Stars are evenly distributed through a galaxy or throughout the universe.


14. All the stars in a particular constellation are near each other.



15. The constellations form patterns obviously resembling people, animals, or other objects.



16. Moon and sun are about the same size. Stars are smaller than sun or moon.

1.1a Earth’s Sun is an average size star. The Sun is more than a million time greater in volume than Earth.

17. Night occurs when sun covered by clouds, moon, or atmosphere.



18. Astronomical movements explain day and night: Sun goes around earth. Earth goes around sun. Sun moves up and down.



19. The sun is always directly overhead or directly south at noon.


20. The sun rises exactly in the east and sets exactly in the west every day.



http://www/


21. The moon can only be seen during the night, and its shape always appears the same.


22. The phases of the moon are caused by shadows cast on its surface by other objects in the solar system, particularly the earth and the sun.


23. One side of the moon is always dark.


24. Days are shortest in the winter.



A Year Viewed From SpaceComputer Lab Activity Procedures

Part A: Analyzing Data on the Distance from Earth to the Sun.

1. Open the Seasons Interactive Simulation and review the introduction. Find each of the following on the screen:

North America and the United States The Northern Hemisphere The equator The Southern Hemisphere

2. Begin the simulation by clicking in the box on the upper right of the screen that says, CONTINUE TO INTERACTIVE. Find Earth and the Sun. Remember, the size of Earth and the Sun, and the distance between Earth and the Sun, are not to scale.

3. Look at the EARTH TOP VIEW. Notice how the distance from Earth to the Sun is displayed in millions of kilometers at the bottom right corner.

4. Set the month to December, beginning of winter. Record the distance from Earth to the Sun in the appropriate space on Student Sheet 76.1, Earth’s Year Viewed form Space: Top View.”

5. What do you think the distance from Earth to the Sun will be at the start of spring (March), of summer (June) and of fall (September)? Record your predictions in your science notebook.

6. Repeat Step 4 for March, June and September to find out if your predictions are correct. Record the distance on the worksheet.

Part B: Analyzing Data on Earth’s Tilt and the Seasons

7. Compare Student Sheet 76.2, Earth’s Year Viewed from Space: Side View with the side view of the Sun and Earth at the top of your computer screen.

8. On the simulation, set the month for December, and click on the SHOW CITY button for Chicago:

9. Label your sheet Chicago. Look at the top view and side view of Earth, and record each of the following on Student Sheet 76.2 for December in Chicago:


The position of Earth and direction of its tilt The number of daylight hours The average temperature

10. Repeat step 10 three more times: once for March, once for June, once for September.

11. Repeat steps 9 and 10 on your second student sheet and label it Melbourne. On the SHOW CITY BUTTON change it from Chicago to Melbourne.

12. What do you think the number of daylight hours and average temperature for Chicago would be in December March, June, and September if Earth were not tilted? Record your ideas in your science notebook.

13. Change the tile to 0°, and then describe what happens to daylight hours and temperature in Chicago as you change the months of the yea and Earth revolves around the Sun in your science notebook.

Extension: If you have recorded all data, return the tilt to 23.5° and explore the average hours of daylight and average temperature for Chicago and Melbourne during other months of the year. Record your observations in your notebook.

Change the SHOW CITY to Anchorage, Alaska or Quito, Ecuador and observe the average hours of daylight and the average temperatures as the Earth revolves around the sun. Record your observations.











A YEAR VIEWED FROM SPACETEACHER EXEMPLAR

SUGGESTED ANSWERS TO ANALYSIS QUESTIONS1. What motion of the Earth causes the yearly cycle of the seasons? (CS Assessment)Level 3 Response: Earth’s orbiting (or revolving) around the sun causes a year.

2. Why does a year on Earth have 365 1/4 days? (CS Assessment)Level 3 Response: The Earth has 365 ¼ days in a year because the Earth rotates slightly more than 365 times during one revolution around the Sun (or year).

3. In which months is Earth: a. closest to the Sun? (CS Assessment)Level 3 Response: Of the months investigated, Earth is closest to the Sun in December, when the distance is approximately 147 million km. (NOTE: The actual closest distance occurs in early January.)

b. farthest from the Sun? (CS Assessment)Level 3 Response: Of the months investigated, it is farthest away in June, at 152 million km. (NOTE: The actual farthest distance occurs in early July.)

4. Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer. (AD ASSESSMENT)

Level 3 Response: The distance from Earth to the Sun does not determine the seasons. The Northern Hemisphere’s summer starts in June, when Earth is about 5 million km farther from the Sun than in December. If distance determined the seasons, we would have summer in December and winter in June. Also, if distance determined seasons, all parts of Earth would experience the same seasons at the same time and the seasons in the Northern and Southern hemispheres would not be reversed.

5. In what month is the Northern Hemisphere most tilted toward the Sun? (CS Assessment)

Level 3 Response: The Northern Hemisphere is most tilted toward the Sun in June.

6. In what month is the Northern Hemisphere most tilted away from the Sun? (CS Assessment)

Level 3 Response: The Northern Hemisphere is most tilted away from the sun in December.

7. Explain how the tilt of Earth affects the seasons and daylight hours. (UC Assessment)

Level 3 Response: When the Northern Hemisphere is tilted toward the Sun, it receives the Sun’s rays more directly (making it warmer), and the Sun is above the horizon for a longer period of time each day (which also makes the day longer and helps to make it warmer). When it is tilted away from the Sun, it receives less direct Sun and the day is shorter, so the temperature is cooler.




A Year Viewed From Space Student 1


An ELL student at the “on your way” level - beginning

NOTE: DURING INSTRUCTION ALL ELL STUDENTS WORK WITH A PEER PARTNER. TO BE SURE THAT THE INFORMATION WAS THEIR OWN AND NOT A RESULT OF THE COOPERATIVE WORK DONE, I INTERVIEWED THE STUDENTS AND RECORDED THEIR LIMITED LANGUAGE ANSWERS. THEIR RECEPTIVE LANGUAGE ABILITY IS HIGHER THAN THEIR EXPRESSIVE. THESE STUDENTS HAD LITTLE OR NO EDUCATIONAL EXPERIENCE PRIOR TO ATTENDING SCHOOL IN THEIR OWN COUNTRY.

1. What motion of the Earth causes the yearly cycle of seasons?

Go around

2. Why does a year on Earth have 365 ¼ days?

Go around

3a. In which month(s) is Earth:Closest to the Sun?

Points to diagram showing December

3b. In which month(s) is Earth:Furthest from the Sun?

Points to diagram showing June

4. Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.

Not close

5. In what month is the Northern Hemisphere most tilted toward the Sun?

Points to diagram showing June

6. In what month is the Northern Hemisphere most tilted away from the Sun?

Points to diagram showing December

7. Explain how the tilt of the Earth affects the seasons and daylight.

Points to diagram showing June and says hot, points to diagram showing December and says cold.


A YEAR VIEWED FROM SPACE SCORING RUBRICDimension Level 4

Above and beyondLevel 3

Complete and correct

Level 2

Almost there

Level 1

On your way

Level 0 Level X Total

Communication Skills:Response uses communication skills to present ideas in the following format: Written: sentence

structure, grammar, spelling.

Students accomplish Level 3 AND enhance communication in some significant way, such as: Using additional images or

diagrams effectively Using additional formats of

communication effectively.

Student communicates ideas clearly with few or no technical errors.

Student may have several technical errors BUT they do not prevent the audience from understanding the message.

Student’s communication is unclear OR many technical errors seriously distract the audience from understanding the message

Student message is missing, illegible or irrelevant.

Student had no opportunity to respond.

1. = 1

2.= 1

3a.= 1

3b.= 1

5.=

6.= 1Understanding Concepts:What to look for: Response identifies

and describes science concepts relevant to a particular problem or issue.

Student accomplishes Level 3 AND goes beyond in a significant way, such as: Using relevant information

not provided in class to elaborate on your response.

Using a diagram to clarify scientific concepts.

Relating your response to other science concepts.

Student accurately and completely explains or uses relevant science concepts.

Student explains or uses scientific concepts BUT has some omissions or errors.

Student incorrectly explains or uses scientific concepts.

Student response is missing, illegible, or irrelevant.

Student had no opportunity to respond

7.= 1

Analyzing Data What to look for: Response

accurately summarizes data, detects patterns and trends, and draws valid conclusions based on the data used

Student accomplishes Level 3 AND goes beyond in a significant way, such as: Explaining unexpected

results. Judging the value of

investigation. Suggesting additional

relevant investigation.

Student analyzes and interprets data correctly and completely AND student’s conclusion is compatible with analysis of the data.

Student notes patterns or trends BUT does so incompletely.

Student attempts an interpretation BUT ideas are illogical OR ideas show a lack of understanding.

4.= 1


A Year Viewed From SpaceStudent 2

An ELL student at the “almost there” level - developing

NOTE: DURING INSTRUCTION ALL ELL STUDENTS WORK WITH A PEER PARTNER. THEIR RECEPTIVE LANGUAGE ABILITY IS HIGHER THAN THEIR EXPRESSIVE, BUT THE ANSWERS ARE EXACTLY WHAT THEY WROTE. THESE STUDENTS HAD SOME EDUCATION IN THEIR OWN COUNTRY BUT IT WAS LIMITED IN THEIR EXPOSURE TO ENGLISH.


Circles around Sun.


Moves around Sun.


Closest December.


Furthest June.

4. Based on what you have observed about the distance from Earth to the Sun, does the distance from the Earth to the Sun determine the seasons? Explain the evidence for your answer.

Earth distance not much different. Picture shows close. 5. In what month is the Northern Hemisphere most tilted toward the Sun?

Tilted most June.


Tilted most December


Tilted close hot and lots of light. Tilted not close cold and not light.





Level 2

Almost there

Level 1

On your way












1.= 2

2.= 2

3a. = 2

3b. = 2

5. = 2

6. = 2Understanding Concepts:What to look for: Response identifies











7. = 2










4. = 2


A Year Viewed From SpaceStudent 3

At the “complete and correct” level - proficient


The motion of the Earth that causes the yearly cycle of seasons is its revolution around the Sun.


The Earth has a year that is 365 ¼ days because it takes a little more that 365 days to complete one revolution. 3a. In which month(s) is Earth:Closest to the Sun?

The Earth is closest to the Sun in December.


The Earth is furthest from the Sun in June.

4.Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.

The distance from the Earth to the Sun does not determine the seasons. My evidence is that the Earth is closest to the Sun when we are cold in December and farthest away when we are warm in June.


The Northern Hemisphere is tilted most toward the Sun in June.


The Northern Hemisphere is tilted away from the sun the most in December.


The tilt of the Earth affects seasons and daylight because when Earth is tilted toward the Sun we get more direct rays of the Sun for a longer time. This makes Earth warmer. When it is colder

we get less direct rays because we are tilted away from the Sun.





Level 2

Almost there

Level 1

On your way












1. = 3

2.= 3

3a. = 3

3b. = 3

5. = 3












7. = 3










4.= 3


A Year Viewed From SpaceStudent Work

At the “above and beyond” level - distinguished


The yearly cycle of the seasons on Earth is caused by its revolution around the Sun.


The Earth has a year length of 365 ¼ days because it takes more than 365 days to travel around the Sun. The extra ¼ days get put together for another day and we call that leap year.


On the diagram the Earth is closest to the Sun in December, but I noticed it is actually it is closest in January.


On the diagram the Earth is farther away from the Sun in June but I noticed it is really farther away in July.

4.Based on what you have observed about the distance from Earth to the Sun, does the distance from Earth to the Sun determine the seasons? Explain the evidence for your answer.

Seasons are not the result of the Earth’s Distance from the Sun. If distance were the cause we would be warmer in December and colder in June. Also all of the Earth would be the same all year around. When we took the tilt away from the Earth and recorded the temperatures and daylight, they stayed the same all of the time. When we put the tilt back in the temperatures and daylight length changed as the Earth traveled around the Sun. I noticed that the temperatures and length of daylight in Chicago were like Buffalo when there was a tilt.


The Northern Hemisphere is most tilted toward the Sun in June.


The Northern Hemisphere is tilted away from the Sun the most in December.



The tilt of the Earth is the reason we have seasons and how long our hours of light are. When we moved the Earth around the Sun we saw the temperatures changed when there was a tilt. When there was no tilt we did not see any change in the temperatures. Also when we moved the Earth around the Sun with a tilt we saw the hours of daylight changed. In June we had the most hours of daylight and warm temperatures in Chicago when there was a tilt. In December we had cold temperatures and short hours of daylight in Chicago when it was tilted away from the Sun. I also noticed that the warmest month was not June. The temperature in Chicago was warmer in July instead of June. It was colder in January than December. I think that is because it takes time to change temperatures.

NOTE: A DIAGRAM SIMILAR TO THE ONE BELOW WAS DRAWN WITH THE STUDENTS RESPONSE.





Level 2

Almost there

Level 1

On your way












1.= 3

2. = 4

3a. = 4

3b. = 4

5. = 3












7. = 4










4. = 4


EARTH IN SPACE UNIT MAPEarth In Space Unit Diagnostic Assessment: Students will complete a questionnaire answering questions about their ideas concerning a day, year, the seasons and moon phases: My Ideas About A Day, Year, Seasons and Moon Phases: Before.

Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?Lesson Title # of 55

minute periods

NYS MST Standards

Essential Question

Enduring Understanding

Guiding Questions Reflective Question

Talking It Over: Sunlight and Shadows

2 Standard 1•S1.2c•S3.2b•S3.2g

How are accurate and complete observations of our world important for making conclusions about the natural world?

Scientists evaluate each others’ explanations.

•Thinking about the Sun and the Moon, what are some observations you have made in the past?•Are they observations or inferences or what you have learned? •What is a shadow?•How are shadows and shade alike or different?•What is data?•What do you think is causing the changes in the direction of the shadow from Tyler’s tree from early to late in the day?•What do you think is causing the changes in the length of the shadow from Tyler’s tree from early to late in the day?•What data would you collect to test your ideas?

How does the Sun affect you each day?

Investigation: Measuring Shadows, Measuring Time

3 Standard 1•S2.2c•S3.1a•S3.2a•S3.2d

If we did not have a clock, how would we know that a day has passed?

The apparent movement of the Sun during the day can be used to determine the time of day.

•What was Tyler’s investigation?•What conclusions did Tyler have?•Why does a science experiment need to be reproducible?•What improvements could be made to Tyler’s investigation? •How would (student idea) improve the investigation?

If you recorded shadows during the day at the same times next month do you think your results would be the same or different? Why/why not?

EARTH IN SPACE UNIT MAP


Unit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?Lesson Title # of 55

minute periods

NYS MST Standards

Essential Question Enduring Understanding


Modeling: A Day on Earth

2 Standard 1•S3.2dStandard 4Physical Setting•1.1e•1.1h


•A day is 24 hours in length.•The rotation of a planet around its axis explains the length of a planet’s day

•What is a day?•How long is a day?•Do different planets have different lengths of daylight?•If it is noon in Buffalo, is it noon everywhere in the world?•What changes happen in the sky every day?•What causes these changes?

If you were to try to live on another planet, do you think it would be important to go to a planet with a similar length of day as Earth? Why or why not?

Reading: As Earth Rotates

1-2 Standard 4 Physical Setting•1.1e•1.1f•1.1h


•A day is 24 hours in length.•The rotation of a planet around its axis explains the length of a planet’s day•Science and technology have advanced through contributions of many different people in different cultures and at different times in history.

•Do you have friends or family that live in other parts of the US or world?•Is it (state time) there now? How do you know?•Do we need standardized time? Why/why not?•When looking at the time zone map for the US, why aren’t the lines dividing the zones straight? World?

How have your ideas about the cause of Earth’s day/night cycle changed since you began this unit?

EARTH IN SPACE UNIT MAPUnit Essential Question: How is daily life connected to the regular and predictable motion of the solar system?


Lesson Title # of 55 minute periods

NYS MST Standards

Essential Question



Investigation: Sunlight and Seasons

2 Standard 4 Physical Setting•1.1i


There is a relationship between the angle of the sun in the sky and seasons.

•What do you think caused the changes Tyler observed in the tree’s shadow?•What happens in a year?•What causes these changes?•What shape do you observe on the graph?•How do December, June, March or September relate to seasons?

When you think about how you learn, was it easier to see the pattern in the length of daylight hours and angle of the sun using the chart format or the line graph format? What made that format easier?

Computer Simulation: A Year Seen From Space

2 Standard 1•S3.2dStandard 4Physical Setting•1.1c•1.1e•1.1h•1.1i


•The tilt of the Earth as it revolves around the sun is the cause of seasons. •Earth’s orbit is nearly a circle and it has a regular and predictable motion. •The distance of Earth from the Sun does vary, but too slightly (<5%) to cause the degree of temperature variation from season to season. Earth is 6 million km closer to the Sun during the Northern Hemisphere’s winter, rather than in its summer.

•What is a year?•What happens to Earth in a year’s time?•What do you notice about the average temperatures and length of daylight hours in Melbourne, Australia and Chicago, Illinois in December and June?•What role does the proximity to oceans have?•Why does Melbourne have summer when Chicago has winter?

Thinking about what you have learned about the average length of daylight hours and temperatures throughout the year, would you prefer to live in Chicago, Melbourne or Quito. Why?


Lesson Title # of 55 NYS MST Essential Enduring Guiding Questions Reflective


minute periods

Standards Question Understanding Question

Modeling: Explaining the Seasons

1 Standard 1•S3.2dStandard 4Physical Setting•1.1i


The tilt of the earth leads to different surface temperatures.

•Does the distance between the Sun and Earth stay the same as the Earth rotates?•Does the change in distance cause seasons?•What is the cause of seasons?•If the Earth did not have a tilt of 23.5° what would change?•Does the angle that the flashlight is held when shinning light on the wall affect how much light you see? Why?

How did each of the following models help you understand how Earth’s tilt causes the seasons?•The computer model•The globe and a flashlight•The solar cell and motor

Reading: The Earth on the Move

1-2 Standard 4 Physical Setting•1.1e•1.1f•1.1h•1.1i


The motions of rotation and revolution help us mark time.

•How long is a day?•What motion causes the day/night cycle.•How long is a year?•What motion causes the cycle of a year?•What are seasons?•Why do we have seasons?•How does latitude affect the seasons?•What is the Northern Hemisphere?•Southern Hemisphere?•Do the Northern and Southern Hemisphere have winter at the same time? Why/why not?

How have your ideas about the reasons for the seasons changed since you began this unit?


Lesson Title # of 55 minute

NYS MST Standards

Essential Question




periodsField Study: The Predictable Moon

1-2 Standard 1•S1.1a•S1.3•S3.2dStandard 4 Physical Setting•1.1g

How does the lunar cycle help us mark time?

The moon’s appearance changes in a regular and repeated pattern.

•What have you noticed about the moon?•What time of day did you observe this?•Is the moon only visible at night?•What are some names for the different phases you have observed?•How did you make your predictions for when the next full Moon will occur?•How did you make your prediction for when the next new moon will occur?

As you made your observations of the Moon over the last few weeks, what else did you notice in the sky that interested you? Why did it interest you? What questions do you have because of these observations?

Modeling: Explaining the Phases of the Moon

1-2 Standard 1•S2.1b•S3.2dStandard 4 Physical Setting•1.1g


The Moon does not produce light—moonlight is reflected from the Sun.

•What changes take place in the visible shape of the moon?•How long does it take for these changes to take place?•What causes these changes?

What are the strengths and weaknesses of the model you used to observe the phases of the moon?

Computer Simulation: Moon Phase Simulator

1 Standard 1•S2.1b•S3.2dStandard 4 Physical Setting•1.1g


The Moon’s revolution around the Earth causes the Moon’s phases

•What phenomena can be represented by computer modeling?•In the computer simulation, what does the dark half of the Earth represent?•Dark half of the Moon?•Light half of the Earth?•Light half of the Moon?•Why are the lighter colored halves of the Moon and Earth always shown facing the Sun?

Does a computer model help you learn? Why/why not?


Lesson Title # of 55 minute periods

NYS MST Standards

Essential Question




Investigation: Tides and the Moon

2 Standard 1•S3.1a•S3.2d•S3.2eStandard 4 Physical Setting•1.1e•1.1g


There is a relationship between the phase of the Moon and extreme tides.

•Have you ever heard of high or low tides?•How often do they occur?•What is the average number of days in a lunar cycle?•When looking at the drawing, what is the position of the Earth, Sun and Moon when extreme tides occur?•Would there be extreme tides if there was no moon?

How have your ideas about the reason for the phases of the Moon changed since you began this unit?

Talking It Over: Marking Time

2-3 Standard 4Physical Setting•1.1e•1.1h

How is the perspective of the observer important as they observe the cyclical changes on Earth that are caused by the interactions among objects in the universe?

Calendars meet the needs of society.

•How does the calendar we use in our daily affairs relate to the motions of the Earth and Moon?•What are the advantages of each of the proposed calendars?•What are the disadvantages of each calendar?•Would all societies identify the same advantages/disadvantages? Why/why not?

What is the most important reason you use a calendar? Why is it important?

EARTH IN SPACE SUMMATIVE UNIT ASSESSMENT COMPONENTSInvestigation: Planets In Motion

3

Student Presentations of Investigation

1

Unit Written Assessment

1

Complete: My Ideas About A Day, Year, Seasons and Moon Phases: After

1

A YEAR AT A GLANCE CONGRUENCY TABLEPERFORMANCE INDICATOR LEARNING

OBJECTIVESINSTRUCTIONAL

TASKSSTUDENT WORK ASSESSMENT

TOOLSTANDARD 1S3.2d formulates and defends explanations and conclusions as they relate to scientific


phenomena.STANDARD 4 – THE PHYSICAL SETTING1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly circular.1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, and phases of the Moon, eclipses, tides, meteor showers and comets.1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. Earth’s revolution around the Sun defines the length of the year as 365 ¼ days.1.1i The tilt of Earth’s axis of rotation and revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season

Identify Earth’s distance from Sun in Mar., June, Sept., Dec.

Discover affects of distance from Sun do not cause seasons

Compare and Contrast data showing average temperature and daylight length for Melbourne, Australia and Chicago, Illinois.

Explain affects of Earth’s tilt for seasons and daylight length.

Utilize a computer simulation to locate information to show the tilt of the Earth’s axis and the revolution of Earth around the Sun cause seasons on Earth.

Label diagrams showing the tilt of the Earth on its axis as it revolves around the Sun determines seasons.

Label diagrams showing the length of daylight varies depending on latitude and seasons.

Labeled diagramso Distance from

Earth to Suno Temperature

and hours of daylight

Analysis questions

Communication Skills Rubric

Understanding Concepts Rubric

Analyzing Skills Rubric





Level 2

Almost there

Level 1

On your way












1.

2.

3a.

3b.

5.

6.Understanding Concepts:What to look for: Response identifies











7.










4.

As students are introduced to the various scoring rubrics used throughout the year they understand that these levels are converted to numeric grades for average purposes. Students receive a unit syllabus at the beginning of each unit indicating the questions/activities that will be graded for each lesson. After receiving feedback and a score, students are encouraged to make any necessary corrections to improve their score. When corrected work is submitted, it is rescored,


amended in the grade book and returned to the student. Students are encouraged to continue to try to improve their work. All scored activities, regardless of unit, are then average for report card purposes at the end of each marking period. A copy of this unit’s syllabus is found on the following pages.Point Conversion:

Level 4 = 95Level 3 = 85Level 2 = 75Level 1 = 65


Name: __________________________________________________ Section: __________EARTH IN SPACE STUDENT SCORE RECORD

Activity #/Name Items Scored/ Scoring Guide

Student Self Score

Teacher First Score

Teacher Second Score

Activity Total

#71 Sunlight and Shadows 3. (CS)

#72 Measuring Shadows, Measuring Time

Experiment Design (DI)4-5. (AD)

6. (CS)#73 A Day On Earth 1. (UC)

2. (CS)

3. (UC)

4. (UC)#74 As Earth Rotates Anticipation Guide

1. (UC)

3. (CS)

4. (CS)

5. (UC)#75 Sunlight and Seasons Graph (OD)

2. (UC)

3. (AD)

4. (AD)

5. (SI)


Student Self Score

First Score

Second Score

Activity Total

#76 A Year Viewed From Space Student Sheets 76.176.2 (Chicago)76.2 (Melbourne)


1. (CS)

2. (CS)

3. (CS)

4. (AD)

5. (CS)

6. (CS)

7. (AD)# 77 Explaining The Seasons 1-3. (SI)

4. (UC)# 78 The Earth On The Move Three Level

Reading Guide (CS)

1. (UC)

2. (UC)#79 The Predictable Moon Emily’s Moon

Observations(UC)

4.(SI)# 80 Explaining the Phases of the Moon

5. (UC)

# 81 Moon Phase Simulator 5. (UC)

6. (CS)


Student Self Score

First Score

Second Score

Activity Total

#82 Tides and the Moon Moon and Tide Calendar (UC)

3. (AD)# 83 Marking Time 5.(ET)

Final Assessment:

#84 Planets In Motion Project (40 PTS)

Unit Test (20 PTS)

(AD) (CS)


“My Ideas About the Day, Year, Seasons and the Phases of the Moon: After” (40 PTS)

(UC)





Documents

New York State Academy for Teaching and Learning€¦ · Web viewUnit Project – Students work individually or in small group to analyze a mystery planet. This portion of the project