Download Unit 7: Astronomy

District Focused
Mathematics and Science
Professional Learning
Quarter 3, 2009-2010
Sixth Grade Earth Science
Content Overview
1
Agenda
• Introduction
• Data Talk
• Managing an Effective Learning
Environment (5E Model)
• NSTA Article
• Model Lesson
• Break
• Stations
• Feedback
2
Session Goals
• Provide a broad content overview of the major
Georgia Performance Standards in Quarter 3 units
 Unit 8: Astronomy: Earth, Moon and Sun
 Unit 7: Astronomy: Universe and Solar System
• Discuss the rigor of knowledge and skills expected in
Quarter 3 units
• Provide opportunities to share ideas and best
instructional practices in science instruction
• Embed interactive technology, differentiation,
questioning strategies to increase student
engagement and manage an interactive learning
environment
3
Location of APS Documents
Click APS Instructional Portal:
http://apskids.org/
Click on Math and Science Initiative
4
Another Resource
• SRT4 Website: http://srt4.atlantapublicschools.us/
5
Session Norms
• Respect the value of each individual’s
contribution
• No sidebars
• Share the air
• Honor time limits
• Participate and take ownership
• Turn cell phones on vibrate
• Use computers for session activities
• Parking Lot
6
CRCT 2009 Grade 6 Science
Student Performance by Domain
70
60
54%
61%
Percent
50
48% 53%
54%
61%
40
APS
30
Georgia
20
10
0
Geology
1
Hydrology and
2
Meteorology
Astronomy
3
7
CRCT 2009 Grade 6 Science
Students in Each Performance Level
55%
60
Percent
50
46%
44%
40
30
31%
APS
Georgia
20
9%
10
14%
0
1
Does not Meet
Standard
2
Meets Standard
3
Exceeds
Standard
8
Our Five Focus Areas
•Questioning Strategies
•Learner Engagement
•Differentiation
•Managing an Interactive Learning
Environment
•Technology Integration
9
Managing an Interactive
Learning Environment
•Science Notebooks
•Lab Safety
 Policy review
•Inquiry
 The 5 E Model
• http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm
10
Five-E
Instructional
Model
11
Five-E Model Background
5E learning cycle was developed by Biological Sciences
Curriculum Study (BSCS) in 1989.
5E Model is based from the SCIS Model of Instruction by
researchers Atkins and Karplus in 1967.
Effective teaching strategy in enhancing student’s understanding
and achievement.
Helps students develop their own frames of thought.
Uses collaboration and cooperative groups to aid in student
learning.
Places teacher in more of a facilitator role.
12
Five-E Model
Puts the responsibility for learning on the shoulders on the
students.
Facilitates learning more effectively for a broader range of
students than traditional “lecture-first” strategies.
Promotes greater retention of subject matter than traditional
strategies
13
Article
• Read the article
• Then fill in the
blanks for the
following:
 See chart
paper
14
Unit 6: Astronomy
Earth, Moon, and Sun
Overview
15
Unit 6: Astronomy- Earth, Moon, and Sun
Content Standard and Elements
Standard S6E2.
Students will understand the effects of the
relative positions of the Earth, moon and sun.
Elements
a. Demonstrate the phases of the moon by showing the alignment of
the earth, moon and sun.
b. Explain the alignment of the earth, moon, and sun during solar and
lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the
year and its effect on climate.
Standard S6E1.
Students will explore current scientific views of
the universe and how those views evolved.
Elements
d. Explain the motion of objects in the day/night sky in terms of relative
position.
16
Unit 6: Astronomy- Earth, Moon, and Sun
Essential Questions
Essential Questions
• Why does the moon appear to change shapes?
• How do lunar and solar eclipses differ? How are lunar
and solar eclipses alike?
• Why does earth have different seasons?
• How does the gravitational pull of the moon affect me
when I am at the beach?
17
Unit 6: Astronomy- Earth, Moon, and Sun
Enduring Understandings
• The moon’s orbit around the Earth once in about 28 days changes
what part of the moon is lighted by the sun and how much of that
part can be seen from the earth.
• A lunar eclipse occurs when the moon passes through the Earth’s
shadow.
• A solar eclipse occurs when the moon passes between the Earth
and the sun.
• Because the Earth turns daily on an axis that is tilted relative to the
plane of the Earth’s yearly orbit around the sun, sunlight falls more
intensely on different parts of the Earth during the year. The
difference in heating of the Earth’s surface produces the planet’s
seasons and weather patterns.
• The gravitational pull from the moon, and the spinning of the earth,
causes ocean water to bulge, producing the tides.
18
Using Enduring Understandings
19
Unit 6: Astronomy- Earth, Moon, and Sun
Essential Labs
• What causes day and night?
 (Prentice Hall Lab Zone p. 514)
• How does the moon move?
 (Prentice Hall Lab Zone p.524)
• A “Moonth” of Phases
 (Prentice Hall Earth Science Lab Manual p.175)
20
Unit 6: Astronomy- Earth, Moon, and Sun
Culminating Task
• Track the Moon
 (Prentice Hall Lab Zone p. 513)
21
Unit 7: Astronomy
Universe and the Solar System
Overview
22
Unit 7: Astronomy - Universe and the Solar System
Content Standard and Elements
Standard S6E1.
Students will investigate the scientific view of
how the earth’s surface is formed.
Elements
a. Relate Nature of Science to progression of basic historic scientific
theories (geocentric and heliocentric) as they describe our solar
system and the Big Bang as it describes the formation of universe.
b. Describe position of solar system in Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of:
• Size relative to the earth,  Surface and atmospheric features
• Relative distance from the sun,  Ability to support life
d. Explain motion of objects in the day/ night sky in terms of relative
position.
e. Explain that gravity is the force that governs the motion in the solar
system.
f. Describe the characteristics of comets, asteroids, and meteors.
23
Unit 7: Astronomy - Universe and the Solar System
Content Standard and Elements
Standard S6E1.
Students will investigate the scientific view of
how the earth’s surface is formed.
Elements
d. Explain the motion of objects in the day/ night sky in terms
of relative position.
e. Explain that gravity is the force that governs the motion in
the solar system.
f. Describe the characteristics of comets, asteroids, and
meteors.
24
Unit 7: Astronomy - Universe and the Solar System
Essential Questions
Essential Questions
• Why don't you float off in space when
you are on earth?
• Why do planets never leave the solar
system or fall into the Sun?
• Can we see our own galaxy in the night
sky? Explain.
25
Unit 7: Astronomy - Universe and the Solar System
Enduring Understandings
• Observational evidence caused the model of the solar
system to be changed from one in which the sun and
planets orbit the Earth to one
• in which the Earth and planets orbit the sun.
• The “Big Bang” is a theory of how the universe began.
• The sun is a medium-sized star located near the edge of
a disk-shaped galaxy of stars (Milky Way), part of which
can be seen as a glowing band of light that spans the
sky on a very clear night.
• The planets of our solar system differ in size, composition
(rock or gas), surface and atmospheric features, and
distance from the sun.
26
Unit 7: Astronomy - Universe and the Solar System
Enduring Understandings
• Planets move around the sun in nearly circular orbits.
• The Earth is the only body in the solar system that
appears to be able to support life.
• The motion of an object is always judged with respect
to some other object or point, so the idea of absolute
motion or rest is misleading.
• Comets and asteroids are objects smaller than planets
that orbit the sun and vary in size, composition, and
characteristics.
• Gravity is the force that keeps planets in orbit around
the sun and governs the rest of the motion in the solar
system.
27
Unit 7: Astronomy - Universe and the Solar System
Essential Labs
• How Big are the Planets?
 (Prentice Hall Lab Zone p. 574)
• Speeding Around the Sun
 (Prentice Hall Lab Earth Science Lab Manual p. 185)
•
Measuring the Diameter of the Sun
 (Prentice Hall Earth Science Lab Manual p. 188)
28
Unit 7: Astronomy - Universe and the Solar System
Culminating Task
• Star Stories
 (Prentice Hall Lab Zone p. 597)
29
Mini Lesson
Phases of the Moon
(Prentice Hall Earth Science Lab Manual p. 175)
30
Engage
• How would you access the students’ prior
knowledge?
• How would you determine
misconceptions students may have?
• How would you “spark” students’ interest
in the lab?
31
Engage: Anticipating
Misconceptions
• Anticipation Guide
 Please fill out the Anticipation Guide
based on the task: A “Moonth” of
Phases.
• Share out….
 How do you address the
misconceptions in your classroom
32
Misconceptions
MISCONCEPTIONS
1. You can't see the Moon
during the day.
PROPER CONCEPTIONS
1. The moon can be seen during day during
several of moon's phases. The time &length of
day that moon can be seen varies with phase
of the moon.
2. The Moon does not
rotate.
2. The Moon does rotate on its axis. Its rotation
period is the same as its revolution period;
therefore, the same side of the Moon is always
facing the Earth.
3. The back side of the
Moon (side away from
Earth) is always dark.
3. The Sun's rays do strike back side of Moon.
However, from our position on Earth, we never
see the light striking that side of the Moon.
4. The Moon's phases are
caused by shadow of
Earth on the Moon.
4. The Moon's phases are caused by the part of
the Moon that reflects the Sun and seen from
our position on Earth.
Misconceptions
33
Engage
Citation: Moon Phases. United Learning. (2001). Retrieved December 15, 2009,
from Discovery Education: http://streaming.discoveryeducation.com/
34
Explore: Discover Activity
How Does the Moon Move? (p. 524)
• Class Time: 20 minutes
• Skills Focus: Inferring
Difficulty: L1 (Basic to Average)
Materials: quarters, pennies
Procedure
 1. Predict how many times penny will rotate during its
revolution around the quarter.
 2. Place a quarter flat on your desk to represent Earth.
Put a penny flat on your desk to represent the moon.
 3. One side of the moon always faces Earth. Move the
moon through one revolution around Earth, keeping
Lincoln’s face always looking at Earth. How many times
did the penny make one complete rotation?
35
Explain
Inferring: From the point of view of someone on
Earth, does the moon seem to rotate? Explain
your answer.
Extend
What would happen if the quarter rotates at
same speed as the moon? Explain your answer.
Evaluate
See questions…
36
10 Minute Break
• Please take a 10 minute break
• After the break:
 Station 1: A “Moonth” of Phases.
 Station 2: Technology
 Station 3: The Shop (CRCT
Practice)
 Wrap-up/Feedback
37
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
9 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
8 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
7 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
6 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
5 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
4 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
3 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
2 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
1 59
Time Left …
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
00 59
Back to Timer
Stations: Explore & Explain
• Station 1: A “Moonth” of Phases.
 Science Notebooks
 Lab Activity
• Station 2: Technology
 WebQuest:
http://www.murray.k12.ga.us/staci/moonphases.htm
 Survey for Answers
• Station 3: The Shop (CRCT Practice)
 Creating Multiple Choice Questions
 Finding the Errors
48
Explore
• Teacher Prep:
 Watch A “Moonth” of Phases Lab Activity
Video on the Lab Activity DVD 4
• Conduct Essential Lab – A “Moonth” of
Phases
(Prentice Hall Earth Science Lab Manual p.
175)
Problem: What causes the phases of the
moon?
49
Explain
• What concepts emerged from the lab and
how do they connect to the standards and
elements in the unit?
• How would you facilitate understanding of
the unit concepts by students?
• Possible resources to help build
understanding:
 Discovery Education/United Streaming
 Brainpop
 Video Explorations – Prentice Hall
50
Extend and Evaluate
51
Questions?
Contact Information
Erin Davis
[email protected]
Please provide feedback on the form
provided
• Citation: Phases of the Moon. EduVideo. (2004).
Retrieved December 15, 2009, from Discovery
Education:
http://streaming.discoveryeducation.com/
52