GEMS Space ScienceSequence

for Grades 6-8

Laura TuckerNetwork and Professional Development Coordinator

Lawrence Hall of ScienceUniversity of California at Berkeley

Carson City ATLSS workshopJune 29, 2009

“The GEMS Space Science Sequence represents the next generation of instructional materials for teaching astronomy and space science.

Both sequences address four key questions in depth, with powerful support for teachers and students. The materials take advantage of the latest research to provide the best opportunity for all students to investigate, apply, and learn the important astronomical ideas that are part of every states’ standards.”

- George “Pinky” Nelson Former Astronaut, NASA Space Shuttle Director, Science,Mathematics and Technology Education,

Western Washington University Former President, AAAS

The Sequence Has Two Parts

3-5th grade – 20 class sessions over four units: UNIT 1: How Big and How Far? UNIT 2: Earth’s Shape and Gravity UNIT 3: How Does the Earth Move? UNIT 4: Moon Phases and Eclipses

6-8th grade – 30 class sessions over four units UNIT 1: How does the Sun Affect Earth? UNIT 2: Why Are There Seasons? UNIT 3: What is the Solar System? UNIT 4: What is Beyond the Solar System?

“We teach space science across

grades.”

Unit 1How Does the Sun Affect Earth?

Unit 2Why are There Seasons?

Unit 3What is the Solar

System?“We teach space science in grade 6.”Unit 1 Unit 2 Unit 3 Unit 4How Does the Why Are What is the What is Beyond Sun Affect Earth? There Seasons? Solar System?the Solar System?

Flexible Implementation

“Horizontal”or

“Vertical”

GEMS Guides vs. GEMS Sequences

part 1

GEMS Guides GEMS Sequences

Supplementary curriculum.Core curriculum can be

built from and around them. Intentionally designed as

core curriculum.

2 to 12 sessions long.A few weeks long (32 sessions for 6-8 Space

Science Sequence).

Content goals arise from engaging experiences

Content goals selectively chosen to reflect key ideas

and standards.

Some assessment included. Assessment more explicit and frequent.

GEMS Guides vs. GEMS Sequences

part 2

GEMS Guides GEMS Sequences

Includes ideas for going further.

Going further activities tied to critical junctures in student understanding.

Includes student activities on CD.

Management tips and science content background

included.

Management tips, content background, key concepts and vocabulary, and more,

are laid out with lesson write-ups.

Thoughtfully planned and thoroughly tested.

Thoughtfully planned and thoroughly tested.

Materials obtainable without kit, but kits are

available.

Materials obtainable without kit, but kits are

available.

Features Designed to Maximize Ease of Use, Helpful Guidance, and

Flexibility

Left-hand pages—Step-by-step procedure for getting ready and presenting the lessons.—First line introduction and summary of each step is bold.

Right-hand pages—Science Notes – science content as you need it.—Class management suggestions.—Critical Junctures: Assessing and reinforcing key concepts.—Alternative and additional activities.—Pedagogically educative material.

CD-ROM—Presentation features for teachers.—Activities and explorations for students.—Archive of all printed student material and transparencies.

Developing Key Concepts in the Space Science Sequence

• Selected key concepts to be taught for full understanding. – Used research on common misconceptions in

space science.– Relied on National Science Education

Standards and AAAS Benchmarks for Science Literacy.

– Collaborated with NASA partners

• Developed tools to assess student learning of key concepts.

• Combined elements of “Backward Design” with elements of “Iterative Process.”

• Concise enough so teachers will actually use it.

• Significant time spent on meaning-making, discussion and exchange of ideas.

• Multiple opportunities for assessment.

• Opportunities for students to use evidence to back up their claims.

• Supplementary activities for reinforcement when assessments show they are needed.

• Hands-on activities with a reasonable amount of materials and preparation.

Four Units in the Sequence

• Unit 1 - How Does the Sun Effect the Earth?

• Unit 2 - Why Are There Seasons?

• Unit 3 - The Solar System

• Unit 4 - Beyond the Solar System

Unit 2

Why Are There Seasons?

What One Teacher Said

“Having the questionnaires really opened my eyes to what my students know and don’t know. There are HUGE misconceptions about the seasons and I can’t wait to see my students figure out the ‘real’ reasons for the seasons.”

Post on Concept Wall:Post on Concept Wall:

Scientists use models to demonstrate ideas,explain observations, and make predictions.

Make Key Concepts Explicit for Students

Classroom “concept wall” builds over time.

Scale for football field model:1 yard = 2 million miles10 yards = 20 million miles50 yards = 100 million milesDistance from the Earth to the Sun = 93 million miles

If the Sun is roughly 1 million miles in diameter, how large should we make the Sun in this model?

One half yard

If the Earth is roughly 8,000 miles in diameter, how large should we make the Earth in this model?

1/200 of a yard

The distance is about 5,000,000 out of 150,000,000 or 3%

Post on Concept Wall:Post on Concept Wall:

Earth travels around the Sun in nearly a circular orbit.

The Sun is very close to the center of the Earth’s orbit

Session 2.2

Does Variation in the Sun-Earth

Distance Cause the Seasons?

Post on Concept Wall:Post on Concept Wall:

Patterns of average-temperature change(and seasons) are opposite for the Northern and Southern Hemispheres

• Scale size of Earth: 1mm• Scale size of Sun: 10 cm• Scale size of model: 1cm = 140,000 km• Distance from the Earth to the Sun ≈

150,000,000 km• Scale distance between Earth and Sun

≈10 meters

What One Teacher Said

“One student jumped up in the middle of the class and yelled, ‘I get it! I finally get it!!’ The rest of the class was startled by her display, but it opened up a great discussion about whether the students actually did get the concepts of the Earth’s size and distance to the sun.”

Post on Concept Wall:Post on Concept Wall:

Earth’s tilt does not significantly change its distance from the Sun.

Session 2.3

Hours of Daylight and Seasons

Session 2.4

Observing Seasons

Session 2.5

Intensity of Sunlight

Session 2.6

The Reasons for Seasons

Evidence Circle procedure:1. One student says what he thinks, and the

reasons why.

2. Other students who agree add their reasons.

3. Then, each student who disagrees says why, and presents her reasons.

4. The group members discuss with one another to see if they can come to agreement. If no one disagrees, they can talk about all the evidence that makes them all convinced of their view.

Statement #3:

In summer, the Northern Hemisphere is tiltedtoward the Sun. This tilt makes sunlightmore intense in summer.

Do you agree or disagree?

Why? What is the evidence for or againstthis statement?

Evidence Circle question:

Common Student Misconceptions

• The Earth’s orbit is highly elliptical or oval• The Earth is closer to the Sun in the summer• The Earth’s tilt causes the seasons because the

tilted part is closer to the Sun• Direct rays of sunlight hit the Earth at 90º

angles. Indirect rays of sunlight hit the Earth at angles less than 90º.

Unit 2 ResultsTable 1. Mean Percent Correct Pretest, Posttest, Gain by Variable

Variable

Mean PercentCorrectPretest

Mean PercentCorrectPosttest

Mean PercentCorrect Gain

Overall 44 66 22*

Grade Sixth 42 63 21* Seventh 40 59 19* Eighth 48 72 24*

Community Type Suburban 48 71 23* Urban 49 73 24* Rural 40 61 21*

CD Yes 48 73 25* No 42 62 20*

Pre-Post Questionnaires for Each Unit Measure Conceptual Understanding of Key Space

Science Concepts

For grades 6-8, the primary key concepts focus on:

Unit 1—Energy from the Sun —Earth’s protective shields

Unit 2—Day length and temperatures around the world, over the seasons—Angle and intensity of sunlight, over the seasons

Unit 3—Categories of solar system objects—Diversity, scale, and motion of solar system objects

Unit 4—Scale of the Universe—Hierarchical organization of the Universe

The Sequence Incorporates Existing and New Curriculum

For example:The Solar System travel brochure activity from the existing GEMS unit Messages From Space familiarizes students with objects in the Solar System.

A new “human orrery” activity helps students understand the relative motions of the planets in the Solar System.

Multiple Measures of Conceptual Understanding

of Key Space Science Concepts

• Pre-Test and Post Tests• Embedded Assessments• Critical Junctures

Structure of Units

• Take interactive questionnaire. • Gather evidence that relates to

questions.• Engage in discourse (Evidence

Circles).• Retake questionnaire

Embedded Assessment Tasks Measure Understanding of theNATURE OF SCIENCE/INQUIRY

Scientists use models to demonstrate & explain how nature works.

Scientific explanations are based on evidence from investigations.

Critiquing and querying other scientists’ investigationsare part of scientific inquiry.

Evidence CirclesIn small groups, students are given scaffolded opportunities to engage in discourse and build evidence-based

explanations;

alternative claims, and asked which they agree with and why;

evidence, and asked to develop a claim.

Student Readings

• Engaging accounts of historical and current scientific activities.

• A second-hand source of evidence for making explanations and forming concepts.

“They have really progressed through this curriculum from spectators in the beginning to active participants in their learning. Their curiosity has grown by leaps and bounds, and their questions are very deep and difficult to answer.”

What One Teacher Saidabout the entire sequence