new york state academy for teaching and learning€¦ · web viewnew york state academy for...

New York State Academy for Teaching and LearningLearning Experience/

Information Form

Please complete the following and return this form with the learning experience.

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

Standard area(s): Only list the standard area(s) addressed through your learning experience assessment plan.

MST (Math, Science and Technology)

Standard 1 – Analysis, Inquiry, Design

Standard 4 – The Physical Setting

Underline the performance indicator level being assessed through this learning experience:

Elementary/Beginning Level Intermediate Commencement

Alternate/Students with Disabilities

A Year Viewed From Space

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 experience is part of a unit of study The Earth In Space. The Earth in Space unit includes activities that:

Exploration of 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 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 this content found on the New York State Grade 8 Intermediate Level Science Test are found in the Appendix on pages 23-27

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 Mar., June, Sept., Dec. Discover affects 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.

Essential Question(s): If we didn’t have calendars, how would we know that a year has past?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.

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.

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


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

Classroom rules – see appendix pg. 22 Students have learned the rubric system Basic knowledge of computer skills Complete “My Ideas About the Day, Year, Season and Moon Phases: Before”

(Appendix pg. 31) 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. 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 assessment at the beginning of the unit: Each student completed an activity sheet “My Ideas About the Day, Year, Seasons and the

Phases of the Moon: Before” See Appendix pg. 31 Formative assessment following the completion of: Earth’s Year Viewed from Space: Top View, Earth’s Year Viewed from Space: Side View:

Chicago, Illinois. Earth’s Year Viewed from Space: Side View: Melbourne, Australia. The student work was

assessed using master copy of data and was scored on percent correct. Earth’s Year Viewed from Space: Top View Analysis Questions (NOTE: The SEPUP rubric used to score student work is indicated at

the end of each question. A copy of the rubrics is found on pgs. 9 - 11) : 1. What motion of Earth causes the yearly cycle of the seasons? (CS) (NYS

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

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

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).

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


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

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

Summative assessment given at the end of the unit: A unit project. A written test. Completing “My Ideas About the Day, Year, Seasons and the Phases of the Moon: After.


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

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 pg. 28 for a list of common misconceptions) 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 Results:

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

Question/Results* Level 1 Level 2 Level 3 Level 41) What motion of Earth causes the yearly cycle

of the seasons? 4 (ELL) 4 (ELL) 69

2) Why does a year on Earth have 365 ¼ days? 4 (ELL) 4 (ELL) 64 53a) In which month(s) is Earth:Closest to the Sun?

4 (ELL) 4 (ELL) 63 6

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

4 (ELL) 4 (ELL) 63 6

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.

4 (ELL) 4 (ELL) 62 7

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

4 (ELL) 4 (ELL) 67 2

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

4 (ELL) 4 (ELL) 67 2

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

4 (ELL) 6 57 10

*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.

Ask students to look over their completed copy of Student Sheet 71.1a, “My Ideas About the Day, Year, Seasons, and Moon Phases: Before”. Have them discuss the responses they wrote down to the question on what causes a year and what causes the seasons. Additional questions to ask are: What is a year? What happens to Earth in a year’s time? Even if we didn’t have calendars, how would we know that a year has passed? What did you learn in the last activity about what happens to the angle of the Sun and length of daylight over a year? Give students a chance to voice their ideas, record on computer and display on screen.

Students are likely to propose that Earth is closed 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 starsModeling:Model Earth’s rotation, evolution, and tilt. Use a globe or the Earth beach ball to introduce some of the terms used in this activity. Point out the equator, and explain that it is an imaginary line that people have designated to divide Earth into two halves called the Northern Hemisphere and Southern Hemisphere. Also point out the North and South Poles.

Explain that the term latitude refers to how far a city is north or south of the equator. Point out the locations and latitudes (rounded to the nearest degree) of the cities used in the simulation: 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. 35)

Step 1 of the Procedure directs them to 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 Earth in this simulation are not to scale. The Sun is march larger (its diameter is more than 100 times that of Earth). Also 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. The top view is much closer to the correct view. 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 36-39). Distribute Student Sheet 76.1, Earth’s Year Viewed From Space: Top View (Appendix pg. 33). Students complete Procedure Steps 1-7 (Part A) of the activity. (Note: Due to space constraints, copies of the procedures are printed for students to use instead of taking text book to lab. See appendix pg. 29-30).

As they watch the simulation, circulate among the students, asking them 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, Earth’s Year Viewed From Space: Side View (Appendix pg. 34) and 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 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 Step 13, students should find that at 0° tilt, there is little or no seasonal variation for Chicago/Buffalo.

For Step 11, they should observe that the daylight period in Melbourne in December is 14 hours and 46 minutes, while in June it is 9 hours and 33 minutes. They should 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.

Allow students time to discuss ad 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

Resources: A Private Universe: A DVD produced by the Harvard-Smithsonian Center for AstrophysicsNational Committee on Science Standards and Assessments, National Research CouncilSepuplhs.orgHapkiewicz, A. (1999). Naïve Ideas in Earth Science. MSTA Journal, 44(2) (Fall’99), pp.26-30. http://www.msta-mich.orgHapkiewicz, 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: 2 Earth’s Year Viewed from Space: Side View

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

Lab Procedures SheetLab NotebookTextbook Issues and Earth Science


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 the 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 clear assessment

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 guides before they tackle an


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

goals.

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

Extension activities encourage in-depth inquiry into related topics

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

References: National Committee on Science Standards and Assessments, National Research CouncilSepuplhs.orgA Private Universe: A DVD produced by the Harvard-Smithsonian Center for AstrophysicsPlanning: 2 hoursImplementation: 2 55 minute classesAssessment (per student): 15 minutesSchedule: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. 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.


APPENDICIES - attachmentsPage

1.) Classroom Floor Plan 21

2.) Classroom Rules and Procedures 22

3.) NY State Intermediate Science Assessment examples 23-27

4.) Astronomy Misconceptions 28

5.) Lab Procedures 29-30

6.) Blank Handouts 31-34

7.) Computer Screens 35-39

8.) Teacher Exemplar 40-41

9.) Samples of Student Work (Distinguished, Proficient, and Developing) 42-46


CLASSROOM FLOOR PLAN

7' 8"

Buy SmartDraw!- purchased copies print this document without a watermark .

Visit www.smartdraw.com or call 1-800-768-3729.


CLASSROOM GOALS – A305

VIRTUE VALUES GOALSWe 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.


SAMPLE QUESTIONS FROM 8TH GRADE NYS SCIENCE ASSESSMENT2001-2010


Some Common Misconception About Astronomy

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

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.

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

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).13. Days are shortest in the winter.


Lab 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


http://www/

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 moths 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.


Name: _________________________________ Date: ________________________

My Ideas About the Day, Year, Seasons, and Moon PhasesBefore

Day

What changes happen in the sky every 24 hours?

What causes these changes?

Year

What is a year?

What changes happen in the Sun’s position in the sky over a year?


Seasons

What changes happen in the seasons every year?


Moon Phases

What changes take place in the visible shape of the Moon?

How long does it take for these changes to take place?



Name: _________________________________ Date: ________________________

My Ideas About the Day, Year, Seasons, and Moon PhasesAfter

Day

What changes happen in the sky every 24 hours?


Year

What is a year?

What changes happen in the Sun’s position in the sky over a year?


Seasons

What changes happen in the seasons every year?


Moon Phases

What changes take place in the visible shape of the Moon?

How long does it take for these changes to take place?



TEACHER EXEMPLAR

SUGGESTED ANSWERS TO 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.


Student 1An 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.


Student 2An 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.


Student 3At 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.


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.


new york state academy for teaching and learning€¦ · web viewnew york state academy for...

Documents