Third Grade Astronomy Earth/Sun/Moon John Heffernan, Ronen Plesser, and Kitty Rutherford Lead Teacher Development Institute June 27, 2006

Session Goals Explore activities for the Earth/Sun/Moon( ESM) 3rd Grade science goal using materials from TRACS Investigating Objects in the Sky (IOBS) kit and an online ESM Unit Explore activities for the Earth/Sun/Moon( ESM) 3rd Grade science goal using materials from TRACS Investigating Objects in the Sky (IOBS) kit and an online ESM Unit Learn inquiry process and additional content of the ESM Unit to help teach additional activities to enhance the IOBS kit, with more active recording and modeling of the observable patterns in our sky. Learn inquiry process and additional content of the ESM Unit to help teach additional activities to enhance the IOBS kit, with more active recording and modeling of the observable patterns in our sky. Share ideas for integrating science notebooking, literacy, technology and math Share ideas for integrating science notebooking, literacy, technology and math

Doing Science and the Scientific Method Five Science Misconceptions: 1.There is one scientific method. 2.Inquiry is only when the student generates the question. 3.The process is what’s important not the content. 4.Inquiry based instruction is the only method to teach science. 5.Using kits and hands-on materials makes inquiry teaching easy. From education.nih.gov/supplements/nih6/Inquiry/guide/info _process-b.htm#features education.nih.gov/supplements/nih6/Inquiry/guide/info _process-b.htm#featureshttp://science- education.nih.gov/supplements/nih6/Inquiry/guide/info _process-b.htm#features

Inquiry Problem-based Learning Cycle

National Science Content Standards 1.Science as Inquiry: Abilities necessary to do scientific inquiry Abilities necessary to do scientific inquiry Understandings about Scientific inquiry Understandings about Scientific inquiry 2. Science & Technology: Abilities of technological design Abilities of technological design Understandings about science and technology Understandings about science and technology

National Science Content Standards 3. History and Nature of Science: Science as a human endeavor Science as a human endeavor 4. Unifying Concepts and Processes Systems, order, and organization Systems, order, and organization Evidence, models, and explanation Evidence, models, and explanation Constancy, change, and measurement Constancy, change, and measurement Form and function Form and function

National Science Education Content Standards and Benchmarks Objects in the Sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way everyday, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the Sun. Objects in the Sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way everyday, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the Sun. The Sun, Moon and stars all have properties, locations and movements that can be observed and described. The Sun, Moon and stars all have properties, locations and movements that can be observed and described. The observable shape of the Moon changes from day to day in a cycle that lasts about a month. The observable shape of the Moon changes from day to day in a cycle that lasts about a month. The patterns of the stars stay the same although they appear to move across the sky nightly. The patterns of the stars stay the same although they appear to move across the sky nightly. The Earth is one of several planets that orbit the Sun and the Moon orbits the Earth. The Earth is one of several planets that orbit the Sun and the Moon orbits the Earth.

NC Standard Course of Study Standards Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system. Objectives 3.01 Observe that light travels in a straight line until it strikes an object and is reflected and/or absorbed Observe that objects in the sky have patterns of movement including: Sun. Moon. Stars Using shadows, follow and record the apparent movement of the sun in the sky during the day Use appropriate tools to make observations of the moon Observe and record the change in the apparent shape of the moon from day to day over several months and describe the pattern of changes Observe that patterns of stars in the sky stay the same, although they appear to move across the sky nightly.

Astro Unit Lesson Sequence Sun Moves in the Sky Sun Moves in the Sky Light and Shadows Part 1 & 2 Light and Shadows Part 1 & 2 Pinhole Viewers Pinhole Viewers Changes in Shadows Changes in Shadows Day and Night on a Spinning Plate Day and Night on a Spinning Plate Earth is Round Earth is Round Day and Night on a Spinning Globe Day and Night on a Spinning Globe Tilting the Globe Tilting the Globe Seasons and the Orbit Seasons and the Orbit Phases of the Moon Phases of the Moon Dance of the Earth and the Moon Dance of the Earth and the Moon Eclipses Eclipses The Full Dance The Full Dance

TRACS Unit Lesson Sequence Sky Wilderness Sky Wilderness Moon Watching Moon Watching Changes in Shadows Changes in Shadows Star Gazing Star Gazing Star Guides Star Guides Moon Movies Moon Movies Patterns in the Sky Patterns in the Sky Movement in the Sky…Why? Movement in the Sky…Why? Other objects in the Sky Other objects in the Sky Confusion in Sky Wilderness Confusion in Sky Wilderness

Fundamental Elements our Astro Inquiry Lessons Teamwork & Partnership Teamwork & Partnership Science Notebooks Science Notebooks Motivation/Challenge: Pre & Post Assessment Motivation/Challenge: Pre & Post Assessment Observable Phenomena Observable Phenomena Sequential Learning Sequential Learning Year-long Project Learning Year-long Project Learning Developing the ability to compare and integrate appearance of same phenomenon from different points of view Developing the ability to compare and integrate appearance of same phenomenon from different points of view

Day 1: Three Lessons: Day and Night on a Spinning Plate Day and Night on a Spinning Plate Earth is Round Earth is Round Day and Night on a Spinning Globe Day and Night on a Spinning Globe

Day and Night on a Spinning Plate Follows lessons on Sun’s apparent motion in the sky and on the properties of light, including a study of the properties (shape, size) of shadows. Follows lessons on Sun’s apparent motion in the sky and on the properties of light, including a study of the properties (shape, size) of shadows. Use a rotating plate with tees attached to integrate these into an understanding of how the orientation of the Earth can create the conditions observed throughout a day: morning, noon, evening, night. Use a rotating plate with tees attached to integrate these into an understanding of how the orientation of the Earth can create the conditions observed throughout a day: morning, noon, evening, night. This is the students’ first experience with a view from off Earth. This is the students’ first experience with a view from off Earth.

By rotating the plate, students manage to cause the tee’s shadow to reproduce the behavior of their shadows over the course of a day on Earth. By rotating the plate, students manage to cause the tee’s shadow to reproduce the behavior of their shadows over the course of a day on Earth. Challenge: what would a person in the tee’s position see – integrate with previous activities. Challenge: what would a person in the tee’s position see – integrate with previous activities. Challenge: Our shadows do not vanish at noon (they never do). How to modify plate’s motion to reproduce this – tilt. Challenge: Our shadows do not vanish at noon (they never do). How to modify plate’s motion to reproduce this – tilt.

Earth is Round Actual experience differs from the rotating plate because Earth is round. Actual experience differs from the rotating plate because Earth is round. Modeling Earth with a styrofoam ball, study the effect of Earth’s curvature on our experience. Modeling Earth with a styrofoam ball, study the effect of Earth’s curvature on our experience. Emphasize points of view: the classroom models outer space. Emphasize points of view: the classroom models outer space.

On a round Earth, up is a different direction at different locations. On a round Earth, up is a different direction at different locations. As Earth rotates, the part of space visible at a given location changes. As Earth rotates, the part of space visible at a given location changes. Once more, classroom is outer space looking down on Earth Once more, classroom is outer space looking down on Earth Challenge: find the part of space always visible from some location, and the part of space never visible. Challenge: find the part of space always visible from some location, and the part of space never visible.

Day and Night on a Spinning Globe Integrate previous activities to understand how a rotating round Earth explains the alternations of day and night we observe. Integrate previous activities to understand how a rotating round Earth explains the alternations of day and night we observe. Investigate the apparent motion of objects in the sky at various latitudes Investigate the apparent motion of objects in the sky at various latitudes Why do we use time zones? Why do we use time zones?

As a round Earth turns to the East, objects in space appear to rotate around us from East to West. As a round Earth turns to the East, objects in space appear to rotate around us from East to West. The axis of apparent rotation is the Earth’s axis. This is vertical at the poles, horizontal at the equator, and tilted in between. The axis of apparent rotation is the Earth’s axis. This is vertical at the poles, horizontal at the equator, and tilted in between. The part of the sky always visible includes circumpolar stars. The part of the sky always visible includes circumpolar stars.

Review Day 1 How does tilting and rotating effect a shadow’s size and shape? How does tilting and rotating effect a shadow’s size and shape? If you are standing on the Earth where is up and down? If you are standing on the Earth where is up and down? Where on the world is sunset, sunrise, noon and midnight? Where on the world is sunset, sunrise, noon and midnight?

National Standards vs. Traditional Teaching Methods The Five-minute University offers a proposal based on what students retain from traditional teaching The Five-minute University offers a proposal based on what students retain from traditional teaching The Five-minute University The Five-minute University

Day 2: Changing Emphases: Less: Treating everyone alike & only responding to the whole group Treating everyone alike & only responding to the whole group Only focus on student acquiring info Only focus on student acquiring info Assess only facts learned Assess only facts learnedMore Responding to individual students’ strengths & needs Responding to individual students’ strengths & needs Focus on student understanding Focus on student understanding Providing opportunities for discussion and debate Providing opportunities for discussion and debate

3 Lessons Seasons and the Orbit Phases of the Moon Dance of the Earth and the Moon

Seasons and the Orbit Why do we have the seasons? Why do we have the seasons? Model an Earth orbiting the Sun while rotating about a tilted axis to understand seasonal changes. Model an Earth orbiting the Sun while rotating about a tilted axis to understand seasonal changes. Northern and Southern Hemisphere, angles, length of days and shadows Northern and Southern Hemisphere, angles, length of days and shadows Marking the Change of Season: Solstices and Equinoxes Marking the Change of Season: Solstices and Equinoxes Distance from the Sun? Distance from the Sun?

As the Earth orbits the Sun, the Earth’s tilt causes sunlight to fall differently on Earth at different times of year. As the Earth orbits the Sun, the Earth’s tilt causes sunlight to fall differently on Earth at different times of year. What seasonal changes would you expect at the equator? What seasonal changes would you expect at the equator? Why are the stars we see in summer different from those visible in winter? Why are the stars we see in summer different from those visible in winter? Challenge: Earth’s rotation takes less than 24hrs? Challenge: Earth’s rotation takes less than 24hrs?

Phases of the Moon What causes the changing shape of the Moon in the sky? What causes the changing shape of the Moon in the sky? Moon is a rocky ball. Why does it shine in the sky at all? Moon is a rocky ball. Why does it shine in the sky at all? Model the moon with a styrofoam ball; here student’s head models Earth Model the moon with a styrofoam ball; here student’s head models Earth Describing the phases: New, crescent, waxing, quarter, gibbous, full, waning Describing the phases: New, crescent, waxing, quarter, gibbous, full, waning

Moon shines by reflecting sunlight. Moon shines by reflecting sunlight. As Moon orbits Earth, fraction of visible side of Moon illuminated by Sun varies, causing phases. As Moon orbits Earth, fraction of visible side of Moon illuminated by Sun varies, causing phases. Does Earth exhibit phases as seen from Moon? How are these related to Moon phase? Does Earth exhibit phases as seen from Moon? How are these related to Moon phase? Crescent Moon often shows a faint completion: optical illusion? Crescent Moon often shows a faint completion: optical illusion?

Dance of the Earth and Moon Integrate all the motions in Earth/Sun/Moon system in a kinetic exercise Integrate all the motions in Earth/Sun/Moon system in a kinetic exercise Students play role of Earth and Moon Students play role of Earth and Moon Explain the missing four minutes Explain the missing four minutes

Replacing ESM Misconceptions The Private Universe illustrates misconceptions that survive (or are aided) by instruction The Private Universe illustrates misconceptions that survive (or are aided) by instruction The Private Universe The Private Universe