Patterns of Change in the Patterns of Change in the SkySky

Charlotte OttoCharlotte Otto

Susan EverettSusan Everett

Focus for InstructionFocus for Instruction

Grade Level Content Expectations in MIGrade Level Content Expectations in MI

44thth grade: compare and contrast common grade: compare and contrast common objects in the sky (focus on Earth, Moon, objects in the sky (focus on Earth, Moon, SunSun

44thth grade: patterns of objects in the sky grade: patterns of objects in the sky (lunar motion, rotation, revolution, (lunar motion, rotation, revolution, apparent movement of Sun and Moon apparent movement of Sun and Moon through day/night)through day/night)

Focus on InstructionFocus on Instruction

Grade Level Content Expectations in MIGrade Level Content Expectations in MI

55thth grade: Motion of objects relative to grade: Motion of objects relative to other objectsother objects

ContextContext

Lesson(s) to be used in EXPS 420: Science Lesson(s) to be used in EXPS 420: Science Capstone with its unifying theme of Capstone with its unifying theme of change and constancy. Part of the course change and constancy. Part of the course focuses on patterns of change (e.g., focuses on patterns of change (e.g., trends, cyclic, random) and on rates of trends, cyclic, random) and on rates of change. Using explorations of motion of change. Using explorations of motion of the constellations and the Sun allows for the constellations and the Sun allows for inclusion of a natural cyclic pattern and on inclusion of a natural cyclic pattern and on rates of motion.rates of motion.

MethodMethod

We will use We will use http://www.heavens-above.com/http://www.heavens-above.com/ to explore motion of specific constellations to explore motion of specific constellations and motion of the sun in terms of a day and motion of the sun in terms of a day and past and future motion.and past and future motion.

Outline of LessonOutline of Lesson

11stst exploration: how does Ursa Minor’s exploration: how does Ursa Minor’s position change over 24 hours & develop position change over 24 hours & develop explanation (may use 3D model)explanation (may use 3D model)

22ndnd exploration: how does a constellation of exploration: how does a constellation of their choice in southern part of sky change their choice in southern part of sky change over 24 hours & develop explanationover 24 hours & develop explanation

Outline of LessonOutline of Lesson

33rdrd exploration: how does the Sun’s position exploration: how does the Sun’s position change in the sky and relative to background change in the sky and relative to background constellations over 24 hoursconstellations over 24 hours

44thth exploration: how does the Sun’s position exploration: how does the Sun’s position change in sky and relative to background change in sky and relative to background constellations over 1 yearconstellations over 1 year

55thth exploration: answer a question of their own exploration: answer a question of their own

Student-generated ResultsStudent-generated Results

At end of explorations, student groups will At end of explorations, student groups will report out explanations. Opportunity for report out explanations. Opportunity for presentation/discussion of accurate presentation/discussion of accurate scientific explanation.scientific explanation.

At end of their own exploration, groups will At end of their own exploration, groups will report out research question, data, answer report out research question, data, answer to research question and other questions to research question and other questions they might be able to answer with site.they might be able to answer with site.

AssessmentAssessment

Using an assessment focusing on change Using an assessment focusing on change and patterns of change that has been and patterns of change that has been used in this course, we will be able to used in this course, we will be able to assess student understanding of cyclic assess student understanding of cyclic patterns of change.patterns of change.

AssessmentAssessment

A second assessment could be a homework A second assessment could be a homework assignment creating a 5E lesson plan for assignment creating a 5E lesson plan for an upper elementary classroom that an upper elementary classroom that answers one (or more) of the other answers one (or more) of the other questions posed by the class on the questions posed by the class on the whiteboards.whiteboards.

ConclusionConclusion

Used ‘Backwards Faded Scaffolding” Used ‘Backwards Faded Scaffolding” approach to introducing pre-service approach to introducing pre-service elementary teachers to a user-friendly elementary teachers to a user-friendly program that can be used to explore program that can be used to explore motion of objects in the sky.motion of objects in the sky.

After four explorations using different After four explorations using different aspects of the site, student groups will use aspects of the site, student groups will use the site to answer a research question of the site to answer a research question of their own choosing. their own choosing.

ImplicationsImplications

Issues that need to be exploredIssues that need to be explored

Class is 2 hrs 40 minutes so the issue of time to Class is 2 hrs 40 minutes so the issue of time to learn to use the site and obtain answers to their learn to use the site and obtain answers to their own “I wonder” questions is a concern.own “I wonder” questions is a concern.

I will simply have to monitor progress and be I will simply have to monitor progress and be able to modify the activities as needed. Can able to modify the activities as needed. Can modify length in future course offerings.modify length in future course offerings.