Spring 2011 Portfolio Unit Plan

Unit Plan

Earth Science, The Physical Setting

3/20/2011

Jack Mosel

(EDU-660534-L601-11SP1) Mentored Teaching

Master of Arts in Teaching Portfolio: Hartsdale

M.A.T Graduate Degree Studies Program, SUNY ESC

Dr. Avonne Alzate / Mentor

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The following unit plan with support artifacts and assessment are given as evidence in support for professional competency for pedagogical best practices for a content relevant unit of Earth Science, teacher content knowledge and to exemplify evidence of an effective and meaningful, as well as authentic curriculum application. I shall convey as well as demonstrate professional competency which addresses unit design, pacing and assessment methods for effective teaching in a given unit of Earth Science study.

I have chosen the unit of Earth Science instruction which is referred to as Earth in Space. I employ the use of effectively integrating technology into my classroom. This is evidenced in using micro computing or hand held digital lab analyzing equipment whenever possible. This reduces the ‘monotony’ in reproducing graphical depiction’s for fact and data gathering among students and supports ‘immediate gratification’ for the student in ‘seeing’ real-time results as they are being recorded while the lab or exploration activity is being done. As well, I integrate Virtual Reality and animation as well as other graphical tools to manipulate experiences that appeal to an area of the brain where the learner ‘sees’ the content while they are being taught. I refer to this digital interface in pedagogy as being a technologically ‘hybridized’ approach to both teaching and learning and is also evidence for support of Media rich and Emergent 21st Century pedagogy.

I have selected 4 content subject areas within the overall unit (please see full unit content description attached) to use as examples from this unit plan. These will include a lesson plan that identifies the Aim, Objectives, Time required for the subject area’s exploration, Activities, and Assessment. I will include graphics of authentic materials used (in part as ex.) for each subject area covered. I have included two physical lab assignments in their entirety. I have also included rubrics which were used to offer differentiated assessment for the lab activities assessment. I have also included a formal examination for the unit in its entirety.

The Earth in Space unit is the first of two separate units which cover space and exoplanetary exploration education. The next unit I would teach would be called “Beyond Planet Earth” and would explore Energy in Space, Origin of the Universe (Cosmology), Stellar Evolution, Astronomy, Planetary Expeditions, Etc.

My teaching rationale expands at a greater depth how I embrace a Student Centered, Inquiry Based as well as Constructivist approach to deliver my lesson’s content. In keeping with this rationale and professional pedagogy, all of the following lessons and their activities would have been delivered with the intention to keep within the greater essence of these best practices in their effective delivery.

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Unit: Earth in Space

Essential Questions:

What apparent motions are observable from the Earth? What are the motions of the stars, planets, Earth, and celestial objects in our solar

system?

Content:

Apparent and true motions of the stars/planets/moon/sun, Celestial sphere, Heliocentric model, Geocentric model, Seasons, Planetary orbits, Coriolis Effect, Insolation, Terrestrial radiation, Temperature lag, Earth motions, Time.

Skills:

Students will compare and contrast the heliocentric and geocentric models. Students will understand how the position of the earth in its orbit, the tilt of the axis, and

angle and duration of insolation all affect our seasons. Students will explore the elliptical orbits of the planets and the effect of the eccentricities

of these orbits. Students will understand how the atmosphere causes the greenhouse effect which warms

the Earth Students will understand how the motions of the earth and celestial objects affect time.

Assessments:

Written lab reports, HW, Quizzes, Tests, Lab Performance

NYS Core Curriculum Standards: Earth Science The Physical setting

Standard 1: Analysis, Inquiry and DesignStudents will use mathematical analysis, scientific inquiry and engineering design, as appropriate, to pose questions, seeks answers and develop solutions.

Standard 2: Information Systems/TechnologyStudents will access, generate, process and transfer information using appropriate technologies.

Standard 3: MathematicsStudents will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

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Standard 4: Understanding and Applying Scientific ConceptsStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: TechnologyStudents will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

Standard 6: Interconnectedness- Common ThemesStudents will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning.

Standard 7: Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.

Note: This unit plan addresses the following NYS standards as applied to unit with Key Ideas and Performance Indicators identified..

Standard 1; all Key Ideas, All Performance Indicators apply. Standard 2; KI 3, Performance Indicators: b, c Standard 3; KI 4, 5, 6, Performance Indicators: a, b, c, j Standard 4; KI 1, 2, (Performance Indicators: a, c, d, f Standard 4; KI 3 Performance Indicators: a, b, d Standard 4; KI 5 Performance Indicators: a, b standard 5; KI 2 Performance Indicators: a, b, d Standard 5; KI 4 Performance Indicators: b, c. Standard 5; KI 5 Performance Indicators: a Standard 6; KI 1 Performance Indicators: All apply. Standard 6; KI 2 Performance Indicators: All apply. Standard 6; KI 3 Performance Indicators: All apply. Standard 6; KI 5 Performance Indicators: All apply.

Instructional Materials:

Shall include: Videos, computer projectors, interactive white-board projectors, overheads, ESRT, laptops, thermometers, barometers, sling Psychrometer, glass jars, hot plates, weather maps, internet, beakers, recording barometer, recording thermometer, metal cans, plastic bottles, straws, glass tubes. Barometers, sling Psychrometer, glass jars, hot plates, weather maps, internet, beakers, recording barometer, recording thermometer, metal cans, plastic bottles, straws, glass tube, hand held micro computing devices.

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Week 1 Mon Intro: Do Now Lecture - Notes: Geocentric-Heliocentric / Worksht / Reference Tables / Power Point / Hmwk

TuesWedThurFri Lab: Angle of Insulation

Week 2 Mon Latitude Longitude Intro: Do Now / Lecture - Notes: Lat Long / Polaris / Reference Tables /PPT/ HomeworkTuesWedThurFri Lab: Latitude & Longitude

Week 3 Mon Phases of the Moon Intro: Do Now / Lecture - Notes: Moon Phases / Reference Tables / PPT / Homework

TuesWedThurFri Lab: Moon Phases

Week 4 Mon Eccentricity Elliptical Orbits: Do Now Lecture - Notes: Kepler / Eccentricity / Ref. Tables / PPT / HomeworkTuesWedThurFri Lab: The Ellipse

Mon Unit Test / One class period / 50 multiple choice questions

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Mosel – ES 10th gradeLesson Plan \ Latitude Longitude

AIM: Familiarize the students with latitude, longitude, equator, prime meridian, International Dateline and Time Zones and to find any point on earth. Use of the grid system of latitude and longitude, (GMT) calculations from Prime Meridian and the advancing of days in earth time from International Dateline. Understanding that the angle of Polaris in the night (or daytime) sky, is an accurate way to determine one’s latitude (in the Northern Hemisphere).

Objectives:

Students will be able to:

Define Latitude, Longitude, Equator, Prime Meridian & International Dateline Use Physical globes to obtain latitude and longitudes of major international cities Plot points of latitude and longitude on a world map Understand how and why Earth Time advances with the use of Time zones Identify their Latitude as it directly relates to the angle of Polaris in the sky from their

location. Understand and recite that the Earth rotates on its axis at a rate of 15 Degrees per hour

from West to East. Time Zones are based on Earth’s rotational speed. Time Zones are for “political convenience” and that all continents, Islands or locations on

Earth may not fall within neat lines of Longitude.

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Time: 5 periods.

Abstract: Latitude and longitude are used for locating any desired place on a map. Any place on the map has a related latitude and longitude and time relevant to GMT. Locating your Latitude on Earth is as easy as determining the angle of Polaris in the night sky.

Activities:

Introduce the topic of globes, maps, and charts as models of the Earth. Distribute globes to the class and ask them to find various countries on the map – ex

Tajikistan, New Guinea, and other countries. Prompt a discussion on what would make it easier for them to find the spots on the map

that they need to find. Ex -How do ships and planes know where to go? Define and discuss the words latitude and Longitude. Use of Mnemonic devices such as:

Quarterback tosses a Lateral Pass – to the side left to right, equator (equal), longitude (Quarterback throws long pass to end zone), and Prime Meridian as well as International Dateline on the board for the students to take notes.

The teacher models using latitude and longitude points to locate different places on the world map. Included in the modeling will be a variety of places: such as, cities, oceans, nations, and mountain ranges.

Teacher models using various places on the map and gives the latitude and longitude points of those places.(During modeling by the teacher, continual focus to the N/S latitude and the E/W longitude differences.) Lat. / Lon. coordinates are given in Hours and Minutes

Physical Lab – using a globe, find the lat & long of various cities. Depict the time zones and answer the questions about time zones, Latitude and Longitude.

Evaluation & Assessment:Teacher observation, Worksheets, Class Participation, Lab, Questioning

Homework: Reading from Text

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Mosel – ES 10th gradeLesson Plan \ Moon Phase

Aim: To demonstrate a model of the phases of the moon as we observe them from Earth.

Objectives:Students will be able to:

Explain the difference between waxing and waning phases of the moon. Draw the eight phases of the moon. Explain why the moon appears to change phases. Identify Eclipses (Solar& Lunar) Identify Lunar Apogee & Perigee

Time: 5 class periods

Activities:

Distribute the moon phase’s Power Point to the students. Lecture from the Power Point presentation for initial understanding. Set up the overhead projector so that the bulb faces where the teacher will revolve the

“moon” around the “Earth”. Shut off the lights so that the projector acts as the sun shining onto the Earth and moon. Revolve the moon around the Earth over 29 “days”. Observing the simulated Earth and moon, students follow along from graphics depicted

from their Power Point information packets. Students fill in 8 circles with the appropriate shading for the phases of the moon and label

the same with the correct names on worksheets provided. Use of Mnemonic cues such as “Wax on Wax off” (Karate kid) and “light on the right”

Waxing, “Light on the left” Waning. Use of Solar System Orrery, physical electrified model exemplifies the physical action

and visually represents the authentic movements of Earth, Sun and Moon which creates our observations of Moon Phase and Eclipses.

Students peer teach and scaffold for each other the meaning in examples for all relating to Moon Phase and Eclipses.

Physical Lab- Moon Phases



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Mosel – ES 10th gradeLesson Plan \ Earth’s Angle of Insolation

AIM: To understand the movement and alignment of Earth to our Sun as it is relative to our seasons, daylight duration and our overall understanding of how Earth responds to forces and energy that is present within our Solar System.

Objectives:

Students will be able to:

Understand the earliest theories of Earth’s movement as theorized by early astronomers. Differentiate between the Heliocentric and Geocentric theories postulated from these

early astronomers. Understand and be able to cite proof that the theory of a Heliocentric Model brought

about from Copernicus is the correct model to base Earth’s movements within our Solar System. These proofs are based in the understanding of the Coriolis Effect and The Foucault Pendulum is evidence for support of this theory.

Understand the mechanical process of incoming Solar Radiation (Insolation) as this is relevant for providing our seasons and diurnal heat resources which provide for weather and climate processes.

Understand how to depict graphically as well as to understand the altitude and azimuth as well as local noon sun in their region and to describe the seasonal variations depicted from the sun’s daily duration as it changes throughout the year.

Understand what are the Equinox’s as well as the Solstice’s of the Earth as it travels throughout its orbit around the Sun.

Show understanding through graphical representation of their understanding for these principles through completion of a physical Lab experiment which demonstrates and reproduces the effect of incoming solar radiation variances. This will be achieved through a heat and light source in which varying angles of contact incidence on a globe with micro computing temperature recording devices depict varying temperatures at different Latitudes.

Time: 5 periods.

Abstract: Determination of how our planet moves throughout space and within our Solar System is vitally important to understand why we have weather, season’s, varying amount of daylight and at a larger scale, climate. The history involved in determining how our planet moves throughout space (in time) ultimately provides for evidence as to how we know what we know today, which in turn supports the theories we embrace today.

Activities:

Informally assess the class from questioning about how we know what we know about our planet’s travels throughout the solar system and throughout the year. Do we revolve

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around the Sun? Does the Sun revolve around us? Why is it dark and cold in the winter and light and warm in the summer? Ask the class for their ideas on these questions.

Hand out Power Point package to students. Begin to lecture on our earliest theories for determining how we know what we know about Earth’s orbits around our Sun.

Define and describe through animated graphical use of smart board, Heliocentric and Geocentric Models of our Solar System’s movements.

Show through animation graphics and use of smart board, the meaning of the Coriolis Effect and the Foucault pendulum.

Use of worksheets in class for Heliocentric and Geocentric theories. Use of worksheets in class for The Vertical Rays of the Sun. Use of worksheet in class for Equinox and Solstice Use of worksheet in class for Celestial Sphere and Local Noon Physical Lab: Angle of Insolation

Evaluation & Assessment:Teacher observation, Worksheets, Class Participation, Physical Lab, Questioning


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TEACHER: Mosel 10 Grade Earth Science

Inclusion classroom setting (Differentiated instruction) Content: SUN / EARTH MOTION’S DURATION: 90 minutes

Physical lab 1.5 hrs. Lab credit

NYS Standards & Key Ideas addressed for Earth Science, The Physical Setting:

NYS Learning Standards addressed: 1,2,4,6 & 7, Std. 4 KI 1, Std. 4 KI 1.1, Std. 4 KI 1.1g, Std.4 KI 1.1e, Std. 4 KI1.1f, Std. 4 KI1.1h, Std.4 KI1.1d, Std. 4 KI 1.1c, Std. 4 KI1.1b, Std. 4 KI 1.1a

SUN / EARTH MOTION’S

Enduring understanding: Students will understand that the Earth is spherical in shape (an oblate spheroid) and our angular face to the Sun is tilted (offset to the solar ecliptic) at an angle of 23.5 degrees. Earth has a rotation on its’ axis as well as an orbit around its star The Sun. Having gained knowledge of this, students will understand how and why we experience seasonal variations in climate and localized weather as well as variations in length of daylight and its intensity. They will understand why changes in season they observe on Earth, occur as a result from our planet’s journey around its star (the Sun) and from the energy we receive from the Sun as a direct and causal relation to this.

Physical Lab: Students will utilize a lab worksheet and a Vernier digital temperature probe and a globe and a light / heat source, to measure temperature variants in our simulation of reproducing the Sun’s Insolation properties as this is differentiated in different parts on the Earth. A globe, a 150 Watt light on a stand, a digital electronic temperature probe, a paper protractor (cut in half), string and tape will be used in collecting this data and performing this lab.

Students will understand that in carrying out this lab experiment, that the reason for our having seasons is based on our “Angle of Insolation” as a direct result of this. Students will understand that our location on our planet, based on these findings from this lab experiment, will determine why we have “Climate Zones” as well. Students will understand that daylight duration as well as sunlight intensity is dependent on our “Angle of Insolation”. Students will understand where the “Tropic of Cancer” is on our planet as well as our “Tropic of Capricorn” and our Equator.

Essential questions: Students will understand why we have seasons. Students will understand why daylight and sunlight intensity is different during different times of the year. Students will understand why the equator is always the same (to a great extent) in temperature, daylight intensity and daylight duration.

Background knowledge needed: Prior knowledge of our Earth as it is categorized measurably into Lines of Longitude and Latitude, Equator, Tropic of Capricorn, Tropic of cancer.

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MOSEL- 10th Grade Earth Science

Seasons and Angle of Insolation Micro-Computer Based Lab (MBL)

Aims and Objectives

• Student explored task-related science concepts and principles through appropriate experimentation. Students explored angles of incidence from incoming solar radiation (Insolation) from the Sun, through the varied angles of insolation of the Earth as it moves through its annual orbit around the Sun.• Students collected and analyzed data, and presented clear and accurate results. Students utilized a Vernier Labquest handheld digital interface device and temperature probe attachment in a Micro Computer Based Lab (MBL), to observe, collect, analyze and record their data. They investigated different angles of insolation from the Sun, portraying the varied angles of incidence from insolation throughout the year, explaining the reason for the Earth’s seasons. The data was acquired through accessing different longitudinal angles of the earth’s temperature from direct and indirect sunlight at 30, 0 and 90 degrees with a temperature probe and the handheld recording digital interface device•Indicates collection and manipulation of quantitative data. Students will show competence in acquiring and using data with a digital handheld interface device during a (MBL).•Shows a graphic display of results. Students will print their data collection screens as evidence of enduring understanding by successfully completing their (MBL) lab packets, which also include graphical depictions of the angle of incidence (MBL).•Elaborates on other variables which may become important during further study. This (MBL) demonstrates the relevance and functionality of Earth’s 23.5 degree tilt on its axis and how this angle is responsible for differentiated angles of incidence this provides for different angles of solar insolation and ultimately produces Earth’s seasons.•Indicates the ability to apply information generated by the study. Students will show how and why the angle of incidence from incoming solar radiation produces different temperatures at the angles of 30, 0 and 90 degrees longitude.

Seasons and Angle of Insolation (MLB): Evidence as being corroborated with NYS Core Curriculum and Content Standards [Commencement]

4.L.2.cGrades: 9-12Science

Uses thermometer to measure temperature

E.4.1.1.a.1Grades: 9-12Science

These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.

E.4.1.1.f.2Grades: 9-12Science

During Earth's one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.

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E.4.2.1.e.1Grades: 9-12Science

temperature and humidity affect air pressure and probability of precipitation

E.4.2.1.iGrades: 9-12Science

Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather.

Seasons and Angle of Insolation

Have you ever wondered why temperatures are cooler in the winter and warmer in the summer? This happens because the Earth’s axis is tilted. The Earth remains tilted as it revolves around the sun. Because of this tilt, different locations on the Earth receive different amounts of solar radiation at different times of the year. The amount of solar radiation received by the Earth or another planet is called insolation. The angle of insolation is the angle at which the sun’s rays strike a particular location on Earth. When the north end of the Earth’s axis points toward the sun, the Northern Hemisphere experiences summer. At the same time, the south end of the axis points away from the sun and the Southern Hemisphere experiences winter.

Figure 1

In this experiment you will investigate the relationship between angle of insolation and temperature change due to energy absorption from a simulated sun—a light bulb.

OBJECTIVES

In this experiment, you will

Use a Temperature Probe to monitor simulated warming of your city by the sun in the winter.

Use a Temperature Probe monitor simulated warming of your city by the sun in the summer.

Measure the angle of insolation. Determine the relationship between temperature change and angle of insolation.

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MATERIALS

LabPro interface lamp with clear 150 watt bulbPalm handheld tapeData Pro program metric rulerTemperature Probe two 20 cm lengths of stringring stand protractorglobe of the Earth utility clamp

PROCEDURE

1. Set up the light bulb (simulated sun).

a. Fasten the lamp to a ring stand as shown in Figure 2.b. Stand the ring stand and lamp to the left side of your work area.c. Position the globe with the North Pole tilted away from the lamp as shown in Figure 2.

Position the bulb at approximately the same height as the Tropic of Capricorn. Note: The sun is directly over the Tropic of Capricorn on December 21, the first day of winter.

2. Attach the Temperature Probe to the globe.

a. Find your city or location on the globe.b. Tape the Temperature Probe to the globe with the tip of the probe at your location. Tape

the probe parallel to the equator. Place the tape about 1 cm from the tip of the probe

c. Fold a piece of paper and wedge it under the Temperature Probe to keep it in contact with the surface of the globe as shown in Figure 3.

3. Position the globe for winter (in the Northern Hemisphere) data collection.

a. Turn the globe to position the North Pole (still tilting away from the lamp), your location, and the bulb in a straight line. Tape the globe in this position so that it does not rotate.

b. Measure the vertical distance from the Tropic of Capricorn to the table. Position the bulb so that its center is the same height from the table.

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Figure 2

Figure 3

c. Obtain a piece of string 20 cm long.d. Use the string to position your location on the globe 20 cm from the center of the end of

the bulb.e. Do not turn on the lamp until directed in Step 9.

4. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.b. Tape another piece of string from the Tropic of Capricorn to the center of the end of the

bulb. This string should be taut and parallel to the table. Use only as much of the string as needed.

c. Use a protractor to measure the angle between the strings.d. Record the angle in your data table.e. Remove the tape and string from the bulb and globe.

5. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld to the LabPro using the interface cable. Firmly press in the cable ends.

6. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon on the Applications screen. Choose New from the Data Pro menu or tap to reset the program.

7. Set up the handheld and interface for the Temperature Probe.

a. On the Main screen, tap .b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 8. If it does not,

continue with this step to set up your sensors manually.c. Tap to select Channel 1.d. Press the Scroll buttons on the handheld to scroll through the list of sensors. e. Select the correct Temperature Probe (in °C) from the list of sensors.

8. Set up the handheld and interface for data collection.

a. While still on the Setup screen, tap .b. Enter “10” as the time between samples in seconds, using the onscreen keyboard (tap

“123”) or using the Graffiti writing area.c. Enter “30” as the number of samples. (Data will be collected for 5 minutes.)d. Tap twice to return to the Main screen.

9. Collect winter data.

a. Note and record the temperature displayed on the handheld screen.b. Tap to begin data collection.c. After the first temperature reading has been taken, turn on the lamp.d. When data collection stops after 5 minutes, turn the lamp off.Caution: Do not touch the bulb. It will be very hot.

10. Determine and record the minimum and maximum temperatures.

a. After data collection stops, tap .b. On the Analyze screen, tap .

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c. Record the Min (minimum) and Max (maximum) temperature readings (round to the nearest 0.1°C).

d. Tap twice to return to the Graph screen

11. On the Graph screen, tap to store your data so that it can be used later.

12. Position the globe for summer data collection.

a. Rotate the entire globe setup so that North Pole is tilted toward the lamp. Note: This represents the position of the Northern Hemisphere on June 21, the first day of summer.

b. Turn the globe to position the North Pole, your location, and the bulb in a straight line.c. Use the string to position your location on the globe 20 cm from the bulb.d. Do not turn on the lamp until directed in Step 14.

13. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.b. Tape another piece of string from the Tropic of Cancer to the center of the end of the bulb.

This string should be taut and parallel to the table. Only use as much of the string as needed.

c. Use a protractor to measure the angle between the strings.d. Record the angle in your data table.e. Remove the tape and string from the bulb and globe.

14. Collect summer data.

a. Let the globe and probe cool to the temperature that you recorded in Step 9.b. Tap to begin data collection.c. After the first temperature reading has been taken, turn on the lamp.d. When data collection stops after 5 minutes, turn the lamp off.Caution: Do not touch the bulb. It will be very hot.

15. Use the Step 10 procedure to determine and record the minimum and maximum temperatures.

16. Display a graph of both runs.

a. Tap Run2 (above the graph), and choose All Runs.b. Both runs should now be displayed on the same graph. Each point of Run 1 (winter) is

plotted with an open square, and each point of Run 2 (summer) is plotted with a closed square.

17. Sketch or print copies of the graph as directed by your teacher.

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Labquest Data Set (graphic display)

Graphic above depicts actual results from Vernier Labquest handheld Micro-Computer. Students apply technology through using handheld Micro-Computer based interactive devices to acquire real-time data from realistically reproducing the angles of insolation from a heat/light source interacting on a globe of the Earth at varying angles. This depicts seasonal variations of Earth revolving around the Sun. A Heliocentric or Sun-Centered Solar system model is depicted. Abstract thinking concepts are easily understood through accurate use of representative models with interactive digital recording equipment to record and display the data from the Lab as it is being carried out in real-time. This is a very important lab in Earth Science and we will reflect on this later in Meteorology as we explore seasons and climate. Color of each line represents a different angle of insolation measured in terms of heat transferred from a light source. Varying latitudes of thermometer placement on the globe accommodated for this.

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Data set

Data Hometown Latitude __39⁰N Lat.____

Beginning temperature (°C) 28.5⁰ C 28.5⁰C

Winter Summer

Maximum temperature (°C) 29.3⁰C 30.5⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 0.8⁰C 2⁰C

Angle of Insolation (°) 50⁰ 20⁰

DATA 30⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer



Temperature change (°C) 1.4⁰C 2.3⁰C


DATA 0⁰ Latitude


Winter Summer



Temperature change (°C) 2.2⁰C 2.0⁰C

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Data 90⁰ Latitude


Winter Summer



Temperature change (°C) -0.4⁰C 0.3⁰C


PROCESSING THE DATA

1. In the space provided in the data table, subtract to find the temperature change for each season.

2. How does the temperature change for summer compare to the temperature change for winter?

The temperature change for summer is larger than that for winter.

3. During which season is the sunlight more direct? Explain.

In the Northern Hemisphere, the sunlight is more direct in the summer because Earth is tipped toward the Sun. A greater amount of solar radiation is directed at a smaller area.

4. What would happen to the temperature changes if the Earth were tilted more than 23.5 degrees?

If the Earth were tilted at a greater angle, summers would be warmer and winters would be cooler.

5. What relationship is there between angle of insolation and temperature change?

The smaller the angle of insolation, the greater the temperatures change.

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6. Draw a picture showing the setup you would use to measure the change in temperature in the Southern Hemisphere during their winter.

N

S

7. What other factors affect the weather in a region?

Other factors that affect weather in an area include proximity to water, movement of air masses, and geographic features.

Conclusion: The students related the key objectives to the inquiry-based lab with the use of the Vernier labquest handheld digital interface and temperature probe. They were able to observe directly what the relationships of light and temperature were to angle of insolation to the Earth, and correlate that occurrence with the Earth’s orbit around the sun. The students also observed through simulated experimentation, that the Earth’s tilted axis of 23.5 degrees plays a vital role in causing greater or lesser radiation intensity reaching the Earth. This was measured as angle of incidence and direct and indirect light reaching the Earth in terms of intensity and heat transmission in the form of light and heat radiation. These were directly observed and recorded both from visual observation and with the digital temperature probe, as the temperature readings were taken with the handheld interface and graphed on its screen. Comparisons were available for later viewing of the temperature readings for each hemisphere’s winter and summer months. These readings were instrumental for quantifying the actual temperature readings for the summer and winter positions in which the Earth is facing either toward or away from the sun. The Equator, located at 0 degrees latitude, remained stable in terms of its temperature fluctuation during these conditions. This also was tested and shown to be true in terms of the angle of insolation. The angles of incidence did not change because the equator always generally receives direct sunlight because it is on the outermost circumference of the Earth. Therefore the temperatures, duration of daylight and intensity of solar radiation did not change. This explains why the Equator has no seasons. This unexpected result was shown to be consistent with, and thus verifying the theory on which the experiment was based.

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Tropic of Cancer

Tropic of Capricorn

Lab Report : Solar Insolation / Rubric assessment

Mr. Mosel 10th Grade Earth Science

Student Name: ________________________________________

CATEGORY 4 3 2 1

Scientific Concepts

Illustrates an accurate and thorough understanding of scientific concepts underlying the lab.

Illustrates an accurate understanding of most scientific concepts underlying the lab.

Illustrates a limited understanding of scientific concepts underlying the lab.

Illustrates inaccurate understanding of scientific concepts underlying the lab.

Question/Purpose

The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Drawings/Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Procedures Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.

Procedures are listed but are not in a logical order or are difficult to follow.

Procedures do not accurately list the steps of the experiment.

Analysis The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.

Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and

Conclusion includes whether the findings supported the hypothesis and what was learned from the

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

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what was learned from the experiment.

experiment.

Scientific Concepts

Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.

Report illustrates an accurate understanding of most scientific concepts underlying the lab.

Report illustrates a limited understanding of scientific concepts underlying the lab.

Report illustrates inaccurate understanding of scientific concepts underlying the lab.

Safety Lab is carried out with full attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual.

Lab is generally carried out with attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but one safety procedure needs to be reviewed.

Lab is carried out with some attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but several safety procedures need to be reviewed.

Safety procedures were ignored and/or some aspect of the experiment posed a threat to the safety of the student or others.

Experimental Hypothesis

Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.

Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.

Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

No hypothesis has been stated.

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Above: Example of hand held digital microcomputer used in lab. Display read out & graphics exemplifies using technology in the classroom as it is applied to everyday learning activities.

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Mosel – ES 10th grade 1.5 Hours Lab CreditLesson Plan \ Eccentricity and Elliptical orbits Inclusion Class Population

Aim: To demonstrate Kepler’s laws of Planetary Motions; to understand Eccentricity as this is related to planetary motions. To identify Newton’s Law of Gravitation. To depict accurate graphical representations of planetary orbits of planets within our Solar System.

Objectives:Students will be able to:

Understand, recall and recite the three laws of Kepler’s Laws of Planetary Motion and Newton’s Law of universal Gravitation.

Understand and demonstrate their ability to find a planet’s Eccentricity from knowing its Length of Major Axis and Foci points.

Show through their own work, evidence of understanding through creating elliptical representations of a given planet’s eccentricity as it orbits around a Major focus point. In this case this will be represented as a planet’s orbital path around our Sun.

Understand how the ESRT’s can be vitally important as a reference source, as it relates our solar system’s planet’s eccentricity and their orbital duration period around our Sun.

Time: 5 class periods

Activities:

Hand out Power Point packet for the content. Discuss and review the material as presented from the Power Point.

Define and explain what are “Length of Major Axis”, “Foci” “Foci 1” and” Foci 2”. Define and explain what is “Potential and Kinetic energy” as it relates to the speed of a heavenly body or planet’s orbital path around a major focus.

Display graphic animations on smart board of ellipses and eccentricity. Describe and relate the concepts of Kepler’s Laws of Planetary Motion and Newton’s

Law of Universal Gravitation as it is related to heavenly bodies, satellites, planets and their orbit’s around their Star or another heavenly body of greater mass in the solar system or in space in general.

Projecting the ESRT on the Smart Board, discuss and relate these concepts to our solar system as related to planetary orbits.

Discuss and relate and connect the concepts of Inner Planets and Outer planets having direct relationships which differ from one another in relation to time in their orbits around our Sun.

Physical lab: The Ellipse


Homework: Reading and note taking from Text

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Mosel – Earth Science 10th GradeEllipse Lab:

The Ellipse

NY State / DLESE Collection

Copyright 2003 by S. Kluge

The ellipse is the geometric shape of most orbits. In this lab, you'll construct 2 ellipses, and examine and measure them to determine some of the fundamental properties of ellipses.

Follow the directions below, making sure you draw and measure carefully along the way. When you have completed the construction and measurement of your ellipses, carefully and thoughtfully answer the questions posted at the end of this lab.

1. Gather up the materials you need to complete this lab (See Fig. 1):

A piece of cardboard 2 sheets of clean white paper 2 push pins A 30 cm (or so) length of string A metric ruler/straight edge A pen or sharp pencil

2. Tie your string into a loop. The loop, when stretched tight, should be 12 cm or so long (anything between 10 and 13 cm will work fine) (See Fig. 2)

2A. Place one sheet of paper on the cardboard, and place the 2 push pins horizontally about 6 cm apart near the center of your paper as shown in Fig. 2.

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Name____________________

Class __________

3. Place your loop of string around the 2 push pins, and, keeping the string tight, use the string as a guide to carefully draw an ellipse around the push pins. (See Fig 3.) Be patient - you may have to try it a few times before you get the hang of it!

4. After you've drawn your ellipse, remove the push pins (it's probably a good idea to stick them in the margin of cardboard so they don't roll away). The 2 pinholes are called the foci of the ellipse (each one is called a focus). Label the 2 foci F1 and F2 as indicated in Fig.4.

5. Carefully draw a straight line across the ellipse so that it passes exactly through the foci. That line, which is the longest one you can draw in the ellipse, is called the major axis of the ellipse. Label it on your diagram. (See Fig. 5)

6. Select and make a mark at 3 randomly located points on the ellipse. Label the points A, B, and C as indicated in Fig. 6. The black arrows point to 3 possible locations for points - but yours can be anywhere on the ellipse.

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7. Draw a line from each point (A,B, and C) to each of the foci as indicated in Fig. 7. When you've done that, you're done with your first ellipse!

8. Make all the measurements listed below to the nearest 1/10 of a cm. Record them on this sheet and label them on your diagram. Don't forget to include the units of your measurement as well.

Length of the major axis = _____________

Distance between the foci = _____________

Length of line A F1 = _____________

Length of line A F2 = _____________

Length of line B F1 = _____________

Length of line B F2 = _____________

Length of line C F1 = _____________

Length of line C F2 = _____________

9. Calculate and record your answers to the following sums:

Length of A F1 + length of A F2 = _______________

Length of B F1 + length of B F2 = _______________

Length of C F1 + length of C F2 = _______________

What do you notice about those sums? ____________________________

Think of how you drew the ellipse, and explain why the sums are equal to each other.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

10. The eccentricity of an ellipse tells us how "out of round" it is. Use this formula:

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Eccentricity =Distance between the foci

Length of the major axis

to calculate the eccentricity of your ellipse. Round your answer to the nearest tenth, and record it on this sheet and record and label it on your ellipse drawing as well. (Notice what happens to the units when you do your division!)

Eccentricity = _____________

11. Using a second sheet of white paper, repeat steps 2 through 6 of this lab, only this time place the push pins 9 or so cm apart.

12. On your new ellipse, make the measurements listed below. Record them to the nearest tenth of a cm. on this sheet and label them on your diagram. Don't forget to record the units of measurement as well.

Length of the major axis = _____________

Distance between the foci = _____________

13. Recall the formula for calculating the eccentricity of an ellipse:

and calculate the eccentricity of your new ellipse. Round your answer to the nearest tenth, and record it on this sheet and record and label it on your ellipse drawing as well. (Remember to think about what happens to the units when you do your division!)

Eccentricity = _____________

14. Carefully and thoughtfully do/answer the following:

a. Place your 2 ellipses on your desk in front of you so you can see both. Which one looks more nearly circular?

__________________

Which one has the greater eccentricity?__________________

b. Complete this statement in a way that indicates that you know what eccentricity measures:

"The greater the eccentricity of an ellipse, the ____________________________________

_________________________________________________________________________

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Eccentricity = Distance between the foci

Length of the major axis

c. Imagine drawing ellipse after ellipse, each time moving the push pins closer and closer together, until they are both in a single hole at the center of your page. What shape would that ellipse be?

__________________

What would the eccentricity of that ellipse be? ________________. Explain how you know that:

____________________________________________________________________________

____________________________________________________________________________

d. Now imagine drawing ellipse after ellipse again, but this time moving the push pins farther and farther apart, until the string is stretched as tightly as possible between the pins. What shape would that ellipse be?

__________________

What would the eccentricity of that ellipse be? ________________. Explain how you know that:

____________________________________________________________________________

____________________________________________________________________________

e. What is the maximum eccentricity that an ellipse can have? ___________ What is the shape of an ellipse with that eccentricity?

__________________

f. What is the minimum eccentricity that an ellipse can have? ___________ What is the shape of an ellipse with that eccentricity?

__________________

g. Compare the eccentricities of your 2 ellipses with the eccentricity of Earth's orbit (ESRT p. 15). Which of the 3 is more nearly circular?

__________________

How do you know that?

____________________________________________________________________________

____________________________________________________________________________

h. Which planet in the solar system has the most eccentric orbit? ________________

How does the eccentricity of that orbit compare with the eccentricities of your ellipses?

____________________________________________________________________________

____________________________________________________________________________

i. Use the internet or an astronomy book or encyclopedia to find the eccentricity of Comet Halley's orbit.

______________

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Use your loop of string and 2 pushpins to create a properly scaled model of Comet Halley’s orbit on a third sheet of paper. Label your diagram, and describe how you determined how far apart to place your pushpins.

Describe the shape of Comet Halley’s orbit:_________________________________________

____________________________________________________________________________

\\

(Taken from the NYS Earth Science Reference Tables)

The following assessment method shall include:

Successfully participating in question and answer sessions Adequately participates between two people or more within small group activities Actively participates in class discussions Presents acquired subject matter, knowledgeable to the lesson in oral examinations Refers to facts obtained from readings from text or other course related materials.

This rubric’s weighting is for 20% of the overall Lab Grade.

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I intend to stay as focused as possible on the individual student and to include the class as a whole in the assessment method requiring the active participation of the entire class in order for it to be effective. I shall accomplish this by referencing group activities completed and to revisit the ‘ReQuest’ questioning methods used as the class broke out into in small work groups. This is where small groups formed to create and discuss questions and answers from a topic given and as a result, other questions and answers are created from the collaboration of the groups creative efforts to answer each other’s questions. The topics are thoroughly discussed as a result and meaningful discussions can occur from the class as a whole when groups are asked to approach the front of the class and debrief with the class their group’s findings.

Group discussions with the class are encouraged and all groups must participate. An environment of tolerance and civility is assessed by me and I have interjected leading questions which employ asking and waiting for responses from individuals as this is occurring to establish non-invasive assessments individually, in an atmosphere that is of a Socratic Method in its’ design. This assessment occurred after the lesson was given and all assignments were collected, utilizing the textbook and/or worksheet(s) and/or a physical lab assignments, the assessment covers the lesson in its entirety.

LAB RUBRIC:

Teacher Name: Mr. Mosel Earth Science 10th grade

Student Name: ________________________________________

CATEGORY 20 stellar 15 moderate 10 reasonable 5 needs improvement

Successfully participating in question and answer sessions

Was instrumental in discussing all aspects of classroom dialog in questioning and in answering

Was somewhat animated in discussing all aspects of questioning and answering

Was not as involved as was expected in classroom dialog in questioning and answering

Was not involved in classroom participation involving questioning and answering

Adequately participates between two people or more within small group activities

Was an instrumental partner in working along with classmates in small group settings

Was somewhat animated or involved in working with classmates in a small group setting

Was not as involved as was expected in working with small groups

Was not involved at all in small work group projects

Actively participates in class discussions

Was Instrumental and highly involved in classroom discussions

Was somewhat involved in classroom discussions

Was not as involved as was expected in classroom discussions

Was not involved at all in classroom discussions

Presents acquired subject matter, knowledgeable

Was masterful in expressing subject and/or topic related subject matter in oral examinations

Was somewhere between masterful and having general knowledge of topic related and/or

Was not remarkably informed on subject matter when orally examined

Was not informed on subject matter or topic oriented information when orally examined

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to the lesson in oral examinations

subject matter knowledge in oral examinations

Refers to facts obtained from readings from text or other course related materials.

Expertly utilizes and recalls facts and related content from reading assignments and/or internet resource gathering

Was somewhat of an expert when recalling facts and related content from reading assignments and internet resources

Was not remarkably informed when recalling facts and related content from reading assignments and/or internet resources

Was not at all informed in recalling information from reading assignments and/or internet resources

100 75 50 25

Formal Assessment of Earth in Space Unit: Teacher made test which was 60 questions of multiple choice and Constructed Response. (See PDF Attachment for full authentic exam)

Annotated Bibliography resources for Earth in Space Unit:

Resources

1) Namowitz/Spaulding (1989), Earth Science, Lexington, Massachusetts / Toronto, Ontario, D.C. Heath and Company

Utilizing this textbook as one of two I used in my classroom, I had accessed various portions of the text to highlight relevant subject matter for the exploration of Earth in Space. Some of the content I accessed from this text was located within Ch. 22 The Sun and its Solar System, Chapter 23 The Planets the Solar System, Chapter 24 The Earth’s Moon, Chapter 25 Earth’s Motions. The format and content from this textbook was easy to understand and was organized in such a way that I could use it as a resource in my classroom’s instruction with confidence. I accessed this text for ‘Do Now’ assignments, class readings and for homework assignments. I had students read sections of this text and afterward, they would create ‘bulletized’ or ‘nuggeted’ notes which highlighted the greater interest areas I wanted them to have for their notebooks. As part of my regiment in class, I have students create their own notes in this way. I also have them make notes in their notebooks from class lecture.

2) Thomas McGuire (2005), Earth Science The Physical Setting, New York, NY, Amsco School Publications, Inc.

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In utilizing this textbook for the Earth in Space unit of study, I accessed this textbook’s Chapters 2 Earth’s Dimension’s and Navigation, 24 Patterns of Climate, 25 Earth Sun and Seasons, 26 Earth and its Moon, 27 The Solar System. Thomas McGuire is a NYS Earth Science teacher (Retired). His approach to teaching the content for Earth Science found within this textbook is very effective. From an educator’s standpoint, this textbook being created from someone who actually taught the content, knows what is important to target on in terms of getting the information across to students with clarity. This textbook uses very effective graphics and displays easy to understand depictions for what are seemingly esoteric or difficult to explain subjects found within the Physical Setting from an Earth Science course.

There are activities and diagrams which I used from this textbook that were carried out within my classroom. Practical Lab components were also given in this textbook. If I didn’t use them specifically, the intent for their greater meaning could shed light from practical labs we were doing, which in many cases were identical to Mr. McGuire’s provided Labs. Frequent uses of practical meaning from NYS ESRT (Earth Science Reference Tables) were used throughout this textbook, as offered with meaningful explanations from its author, Mr. McGuire. The ESRT’s are mandatory to know and to know how to apply during the instructional school year for the Earth Science coursework to be performed. These reference documents are permitted to be used during the NYS Regents exams. I also permit and encourage their use during our exams in class during the year. In fact, I try to use them each day and encourage students to mark them up with colored pencils and to highlight formulas as to create Mnemonic cues for their recall in hope to foster differentiated learning styles.

3) Thomas McGuire (2005), Reviewing Earth Science The Physical Setting, Second Edition, New York, NY, Amsco School Publications, Inc.

This is a textbook publication from NYS Earth Science teacher Thomas McGuire (retired) that accompanies his textbook Earth Science The Physical Setting. This is a complete study guide and review component text which provides for further exploration into subject matter and content found in the NYS Core Curriculum for Earth Science The Physical Setting. I reference this as being a separate artifact for referenced materials used within the Earth in Space ubit because this textbook serves as a fantastic accompaniment to the textbook. I had copied and created packets for framing the units we studied from chapters found within this book. As part of my instruction, I hand out information packets to frame the unit we will be studying. This review text provides an excellent format for this to be accomplished. I specifically utilized the chapter’s 1) Planet Earth, 9) Earth in Space, 10) Beyond Planet Earth.

As with the description I mentioned from the textbook Mr. McGuire authored Earth Science The Physical Setting, this review textbook also includes chapter tests for each unit of study found within the NYS Regents curriculum. I used this as homework activities for my classes. I would assign a certain amount of questions, odd or even for example, to have my students complete this while we were working within the unit. Graphics depicted within this textbook accentuated and enhanced the greater understanding for the subjects we were studying. The connection with a

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hardbound textbook from the same author in class seemed to ‘make sense’ and was very effective for uniformity as well as seamless content progression and pace. Expanding on the practical applications and use of the NYS ESRT, this review textbook did an excellent job at reiterating the meaning for the ESRT’s use.

4) Spaulding, Namowitz (2003), Earth Science, P.O. Box 1667, Evanston, Illinois 60204, McDougal Littell, Inc.

This textbook which I used on a regular and frequent basis within my classroom is up to date, has a really great format which uses graphical depictions of the Earth processes that are easily understood and relevant. This book is a ‘hybrid’ textbook, where greater study can be had through its use online from the internet web site provided from McDougal Littell Publisher’s at http://www.mcdougallittell.com . As an accompaniment along with this textbook, provided by its publishers, were a full set of study guides, practical lab books, CD Roms for digital curriculum exploration and teaching transparencies as well as formal assessment, Guide to Urban environments component and Spanish Language modules for replicating coursework materials.

From this textbook I accessed for use in the design and implementation for this unit of study the chapters 3) Models of Earth, 4) Earth’s Structure and Motion, 25) Earth’s Moon, 26) The Sun and The Solar System, 27) The Planets and The Solar System.

The format for this textbook was easy to understand and was very well organized to compliment what we were doing in the classroom as we studied the Earth in Space Unit. As we strive to integrate technology into our classrooms, use of computers and emergent visual media is fostered within my classroom. I support this effort in one way with use of this textbook by booking computer lab days on occasion for students to access the computer lab and using the publisher’s website, we would access the in-depth material provided for our explorations within the unit. Both my students as well as myself found that this was an effective activity and worthwhile for us to pursue. Animations provided within the publisher’s website very clearly reproduced Earth and planetary processes which were difficult to describe through verbal or single dimensional reproduction. This is one reason why I really liked using this textbook in my classroom. Another benefit that the author provides in this textbook are discussion topics. We would use these on occasion for a ‘do now’ or for a classroom discussion, or for homework to elaborate and expand on a given topic for discussion.

5) The University of the State of New York, THE STATE EDUCATION DEPARTMENT, Earth Science Reference Tables, (2010), Albany, New York 12234 www.nysed.gov

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http://www.nysed.gov/

http://www.mcdougallittell.com/

The ESRT’s are a staple for reference use within the NYS Regents Earth Science classroom. This document includes all formulas, calculations, pertinent facts and depictions necessary for students to master core concepts and relevant information for understanding the entirety of the NYS Curriculum for Earth Science. These reference tables are permitted for use by students while taking the NYS Regents Examination. Having a mastery of understanding for this document’s use is imperative for assembling and conveying Earth Science content information while actively studying the subject matter. I foster and encourage the use of this document’s use on a frequent and regular basis, while teaching Earth Science throughout the entire curriculum. Within this particular Unit Plan (The Earth in Space), this reference information found within the ESRT were accessed often.

6)Brualdi, Amy C. (1996). Multiple intelligences: Gardner's theory. Practical Assessment, Research & Evaluation, Retrieved March 20, 2011 from http://PAREonline.net/getvn.asp?v=5&n=10

“USING MULTIPLE INTELLIGENCES IN THE CLASSROOM: Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills. “(Brualdi, 1996)

In greater recognition for the meaning and importance to teach with brain based learning inclusion as well as for integrating best practices management from teaching professionals that incorporate this pedagogy into their professional practice, I embrace a metacognitive approach therefore, to incorporate higher order thinking skill set practices within my classroom.

This peer reviewed article reinforces the acceptance in validity for which many of my professional graduate teaching preparedness studies have already reiterated throughout the past 4 years, in becoming prepared to teach with professionalism that includes brain based research methods. A tertiary use from reference points given and to utilize these practices as exemplified from this article.

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http://PAREonline.net/getvn.asp?v=5&n=10

Spring 2011 Portfolio Unit Plan

Documents

Transcript of Spring 2011 Portfolio Unit Plan