STEAM Educationsteamedu.com/.../uploads/2015/05/0c23248874f8f9de… · Web viewThe class should be...

This is a very tight plan and so close to complete on the first try. I’m sorry I’m so behind on reviewing plans. Please make the minor corrections, red are things you need to address, green are my suggestions.

Thanks!

Summer Talk STEAM Lesson Brief

Laura Spence Pinellas County Schools STEM Coordinator

Trained: 3/26/14 - Orlando/FL

Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.

Theme that this lesson would tie to: The Universe

Specific Topic Concept within that theme: Impact of objects in space and on each other

PROJECT IDEA + brief notes & supplies BASIC CONCEPTS

Essential Concepts:Students will explore and explain the impact of objects in space on each other and be able to select and create models useful in relating the results of their own investigations. The Essential Question that students will investigate: How does the tilt of the Earth’s axis affect the change of seasons and the length of daytime and nighttime?While completing the above experiences students will gain experience with the following; using tools of mathematics (protractors, rulers) to determine the tilt of the Earth, using non-fiction resources to conduct research to create a children’s story to support the content of language arts, will create an environmental plan to overlap science and social studies, examine athletic gear in different hemispheres during physical education and create a musical composition during music to learn more about STEAM careers.

Science – Concepts – Using a science probe to have students

assess their prior knowledge about the sun on Earth, seasons and gravitational attraction between the moon and the Earth.

Goal / Objectives – Students will assess their prior learning to help them become aware of their misconceptions learning gaps

Standards - SC.8.E.5.9 Explain the impact of objects in space on each other including: the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.SC.8.N.3.1 Select models useful in relating the results of their own investigations.

Careers – research scientist, quality systems analyst, atmospheric scientist, astronomer

1. Project – Hand-out the “Summer Talk” situational informal probe created by Page Keeley (see attached #1) to each student. Students should fill out the probe independently to record what their background knowledge has experienced. Students will be instructed to not write their name on the paper so that it becomes a low risk activity.

2. Next, students will use a “Commit and Toss” Formative Assessment Strategy. This is when

CC. 2013 STEAM Education Lesson Brief

Coordinating Basic Plan:Students will assess their background knowledge related to the impact of object in space and on each other using a situational probe. Students will create models (using Styrofoam balls, protractors and clay balls) to learn about light reflection on Earth’s surface, the title of the Earth and the interaction of the moon in relation to other objects in space. Students will work in collaborative groups to read tide data to determine the connections between hemisphere location, length of day and seasons. Students will finalize their learning by creating an earth, moon, and sun diagram while making inferences about the seasons and different locations on Earth. The lesson will conclude with students revisiting the Summer Talk probe to see how their prior learning has changed after this lesson experience. Students will enhance their learning of STEAM content while they are learning about the impact of objects in space while they are creating a musical composition of objects in space, research sports equipment utilized in different hemispheres and participate in a social studies classroom debate about an environmental issue in their own backyard.

Skill level: 8th grade

Timing of Lesson:Days: 4 daysTimes per Day: 45-60 minutes

Basic Supplies:Per pair:desk or table, 1” cube of modeling clay, small straws, 4” styrofoam balls, flashlights, batteries, protractors, a black Sharpie marker, Attachment #1Per student:Student science notebook, Attachment

students crumple up their answers and toss them around the room. Students should pick up a ball sit with three other students and read the responses aloud to the group. The group needs to then communicate their feelings to that response. The teacher should circulate around the room asking probing questions. Some of the guiding questions might be:

Explain how you could create a model that would help the students in the “Summer Talk” probe.

Could you formulate an additional response that we could add on the “Summer Talk” probe?

How would you plan an activity that would help younger kids learn about seasons?

3. The teacher will ask groups to summarize their findings and as they share out, the teacher will record ideas and questions that the students have for future reference. Teacher guiding questions:

Can you defend your position about…. Decide if you think…is a good or bad thing?

Explain. Assessment – The teacher will use both written and

verbal qualitative responses from the Summer Talk probe to help them determine their classes’ level of conceptual understanding. The correct answer is Raul’s response. If the majority of the class picked other student’s responses as the correct answer which will help the teacher determine that more background building is needed over the course of 4 days.

Technology & Engineering – Concepts – Using models of the Earth, Sun and Moon

to represent abstract concepts. Goal / Objectives - After this lesson, students should

be able to:Explain that the seasons are dependent on the angle of incident of the sun.Describe what a titled axis is.

Standards - MS-ESS1-1b. Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year. MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.


#1, 8X11 sheet of white paperGroups:Attachment #3, student laptop, Seasons power point, chart paper, markersTeacher:Chart paper, markers, Seasons power point

IT Resources:Power PointDocument camera

http:// www.windows2universe.org/earth/climate/cli_seasons.html

http://spaceplace.nasa.gov/ seasons/en/

Other Resources:Summer Talk probe by Page Keeley Uncovering Student Ideas

Careers – aerospace engineer, design engineer, director of engineering

Project - Have the students prepare the styrofoam balls by pushing one of the straws all the way through the center of each ball. Then, draw the Equator around each ball with the Sharpie marker. Cut clay sticks into 1” cubes. Put batteries in flashlights.1. Pass out the protractors and clay cubes. Students

should place the flat edge of the protractor on the table and place the clay cube on the table next to the middle of the protractor. Have them subtract 23 from 90 in order to find out how far to tilt the earth. Students should center the bottom end of the straw on the top of the clay and lean it over until the straw is even with the 67 degree mark. Then they can push the straw down into the clay to hold the Earth in place.

2. Pass out flashlights. Tell the students to put the model between them. One member of the pair holds the flashlight about 30 cm. away from the ball and at the same height as the ball while the other turns the clay base so that the Earth’s North Pole is pointing toward the flashlight.

3. Turn out the room lights. The students observe the light hitting the Earth at this position. Which hemisphere is receiving the strongest rays of light? What season would this be for people in the northern hemisphere? The Southern hemisphere?

4. Move the light to the other side of the Earth so that the North Pole is pointed away from the light. Repeat step 5. Student-thinking-centered questions to ask might be:

When the Northern Hemisphere is tilted away from the sun explain how this relates to the arctic climate during the winter.5. Move the flashlight to the side of the Earth so

that the light is shining on the Equator. Repeat step 5.

6. Assessment: Students will be required to diagram their findings in their student science notebooks as well as record their own personal thoughts about the findings. Student-thinking-centered guiding questions to ask might be:

In your opinion, where on Earth would shadow lengths change the least from season to season?7. Assessment: Summary of findings will be shared

whole group for further discussion-the teacher is


http://spaceplace.nasa.gov/seasons/en/

http://spaceplace.nasa.gov/seasons/en/

http://www.windows2universe.org/earth/climate/cli_seasons.html



merely the facilitator of probing questions not the primary discussion director.

Compare and contrast how this model that we created is like the moon and Earth relationship.

Teacher Annotation: The students will use Styrofoam balls and flashlights to model the earth revolving around the sun and observe how the tilt of the earth affects the seasons. Giving them a hands-on on activity makes the concept meaningful and authentic for all learning styles. Make sure that if students are using the words “rotation” and “revolution” that they are using them in the appropriate context. If you find that they don’t address this in the Explain Phase.

Assessment – Assessment: Wrap-up of the lesson will be to share thinking with the whole group. While students are engaged in conversation, the teacher will be modifying the “Summer Talk” chart created in step 3 to match what new learning’s the students have. Student-thinking-centered questions to ask might be:Decide what would be the effect if any, on the seasons and the hemispheres if Earth were not tilted on its axis?Discuss how you would redesign or revise your model to set-up show how the titled axis of Earth and Earth’s orbit around the sun produce the seasons as in the Northern Hemisphere.Extension: Have the students create their own version of an interactive display using a variety of found objects.

Math – Concepts – Quantifying gravitational pull on Earth Goal / Objectives – Understanding of orbital

geometry and quantitative understanding of the gravitational pull of the moon on the Earth

Standards - MAFS.8.F.2.5Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).

Careers – computational Earth scientist, astronomy instructor, math and computer science teacher

1. Project - Distribute graphs to collaborative groups asking students to make some predictions based on the data (Attachment #3). The teacher should circulate among the groups to help facilitate conversation about the data. Here is a question you


might want to ask: How does your model that you created

several days ago connect to the data on the line plot? Explain your connections.

2. Give students a sheet of chart paper and place them in collaborative groups of 4. Have them brainstorm a list of careers and real life applications to the concept of seasons.

3. For the lesson wrap-up, each group should share out with the whole class their ideas and provide a rationale for why a specific career or real world application applies to the concept of seasons. The teacher should hang these posters around the class for future astronomy ideas.

Assessment – Students will complete 4 questions on Attachment #3 that pertain to reading a tide chart.

LA – Concepts – Using non-fiction resources to conduct

research Goal / Objectives - How does the tilt of the Earth’s

axis affect the change of seasons and the length of daytime and nighttime?

Standards – LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts.

Careers – writer, producer, executive story editor Project - Each pair of students will be given a new

copy of the “Summer Talk” (attachment #1) probe and will be allowed to work in together to formulate their thinking. It is okay if students change their response that they originally had.1. If there are misconceptions or in constructive

dialogue the students have concerns, they will be directed to take out their models from the previous day to show what they mean. Again the teacher should continue to attach formal vocabulary to what the students are discussing so that they start to use this language in their written and verbal communications. Types of talking points and student-centered-guided questions that the teacher might mention are the following:

How effective was this probe in depicting how students in a class might really feel?

Imagine that you lived in the Southern Hemisphere, describe what you would experience regarding the seasons.


2. To summarize all of their findings and clear up any misconceptions that students may have, students will be asked to move into triads and with a laptop move themselves through the Seasons Power Point (attachment #2).

Explain how you feel about using models to create something that we cannot directly see.

* To further enhance the Language Arts connection to the title of the Earth, the class could create a children’s book about the reason for the seasons. The class should be placed into small groups and given different assignments such as writers, illustrators, vocabulary expanders, and editors. Once the book is complete, students should be given the opportunity to read it to other classrooms.Teacher Annotation:Please use the teacher pages in the book “Uncovering Student Ideas in Science Vol 3” by Page Keeley pages 178 through 183 to see further suggestions to help students clarify their misconceptions and to further your background knowledge.

Assessment – The teacher will use both written and verbal qualitative responses from the Summer Talk probe to help them determine their classes’ level of conceptual understanding. The correct answer is Raul’s response. If the majority of the class picked other student’s responses as the correct answer which will help the teacher determine that more background building is needed over the course of 4 days.

SS – Concepts – Thinking like a citizen Goal / Objectives - Students will think like scientists

by participating in a group or classroom discussion on tide change when kayaking/boating in Florida waters.

Standards - SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history.

Careers – Environmental project manager, environmental planner, regional forum coordinator, wetlands scientist

Project -

1. With your group, write down three things you know about tide changes and kayaking/boating in Florida (per person) and discuss your sources for this information.


2. Discuss with your group how do you think tide changes affects kayakers and boaters in Florida?

3. How do you think tide changes affects Florida environments?

4. Within your group, come up with 3 ways that you could inform the public about how tide change in their location affects kayaking/boating.

5. Select a local water way in your area, conduct research about the tide changes and create an educational flyer informing the public about the need to utilize tide charts.

Assessment – Groups will be graded on a rubric ( 2 points for group work, 2 points for selecting a local water way, 2 points for including tide information on flyer, 2 points for providing public awareness tips on flyer) 8/8=100%

Art – Concepts – Using photographs to take accurate

measurements Goal / Objectives - Students will learn to utilize

photographs of the sun determine diameter and distance to Earth

Standards - VA.68.F.1.3Investigate and describe how technology inspires and affects new applications and adaptations in art.

Careers – graphic design artist, digital photographer, journalism, 3D artist, production assistant

Project –1. Students will work in groups to research

photographs of the sun and the month that they were taken.

o Each photograph should be enlarged using the same percentage of enlargement

2. Groups should measure the Sun’s diameter, record this diameter, and make note of the month the photograph was taken.

3. Students should then review all data to make determinations as to how the diameter of the Sun is increased or decreased dependent


upon the Earth’s season. Assessment – Once students have made the

connection between a larger diameter in the winter months, the class will make a 4 square visual (summer, winter, spring, fall) presentation of each season and a photograph of the Sun’s diameter.

PE – Concepts –Physical Activity Around the World in

Different Seasons Goal / Objectives – Students will research different

sports that occur around the world in different seasons. Students will connect the required gear to participate in the sport along with the season and climate during the sport occurrence.

Standards – PE.8.R.6.3Compare and contrast games, sports and/or physical activities from other cultures.

Careers – Physical education teacher, sports equipment designer, athletic engineer

Project –1. The class should be divided into 4 groups and

each group should be assigned a season.2. Once groups have been assigned a season,

they will need to research the hemisphere on Earth that is experiencing that season. Then identify a country within that hemisphere. Once the country is selected, groups will need to research what sports are played and the equipment required to conduct the sport.

3. Groups will need to prepare a presentation for the class that will include the following: season assigned, what hemisphere is experiencing that season, what country was research, what sports are played during that season in that location and what sporting equipment is required.

4. Students should have an opportunity to try on and/or use a variety of equipment used in different seasons. If equipment is available the teacher should create stations where students are able to try out the equipment, record their experiences in their science notebooks and then share that experience with other students. If the equipment researched is not available at the school, the teacher could use the TeacherTube.com to visually show students use of the equipment.

Assessment – Group presentations will be graded


using a rubric: 2 points for season assigned, 2 points for identifying what hemisphere is experiencing that season, 2 points for identifying what country was researched, 2 points for identifying what sports are played during that season in that location and 2 points for sharing what sporting equipment is required. 10/10=100%

Music – Concepts – musical composition related to STEAM Goal / Objectives -Groups of students will create a

musical composition that highlights one component of STEAM and the impact of objects in space and on each other.

Standards - MU.68.S.1.2Compose a short musical piece.

Careers – Sound Technician, Audio Engineer, Cognitive Musicologist, Acoustical Engineer

Project –1. Teacher will create 5 groups and assign each

group 1 aspect of STEAM (science, technology, engineering, art and/or math).

2. Each group will be required to create a song that addresses their STEAM component and how it related to the impact of objects in space and each other.

o Groups can choose a rap, balled, etc. as their musical platform to sign about STEAM.

o Topics groups may want to include are career field pertaining to their assigned STEAM topic, ways for others to learn about Earth and Space Science, facts about the impact of objects in space, etc.

3. Groups will perform their songs at the end of the unit for their peers in other classrooms.

Assessment – Groups will be graded on a rubric ( 2 points for group work, 2 points for including assigned STEAM component, 2 points for musical selection, 2 points for addressing STEAM careers) 8/8=10%


Attachment #1


Attachment #2


Explain how your thinking relates to the above three slides.

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Attachment #3


Name: _____________________________ Date: __________________

Class: ___________________

Make some predictions with your partner. Provide a written response in your student science notebooks.

a) What does the area between the curves represent?

b) When is the area between the curves the smallest?

c) What happens after the date?

d) Will they diverge forever?


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