district focused mathematics and science professional learning

District Focused Mathematics and Science

Professional Learning

Quarter 3, 2009-2010

Sixth Grade Earth Science

Content Overview

1

Agenda

• Introduction

• Data Talk

• Managing an Effective Learning Environment (5E Model)

• NSTA Article

• Model Lesson

• Break

• Stations

• Feedback2

3

Session Goals

• Provide a broad content overview of the major Georgia Performance Standards in Quarter 3 units Unit 8: Astronomy: Earth, Moon and Sun Unit 7: Astronomy: Universe and Solar System

• Discuss the rigor of knowledge and skills expected in Quarter 3 units

• Provide opportunities to share ideas and best instructional practices in science instruction

• Embed interactive technology, differentiation, questioning strategies to increase student engagement and manage an interactive learning environment

4

Location of APS Documents

Click APS Instructional Portal: http://apskids.org/Click on Math and Science Initiative

http://apskids.org/

Another Resource

• SRT4 Website: http://srt4.atlantapublicschools.us/

5

http://srt4.atlantapublicschools.us/

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Session Norms

• Respect the value of each individual’s contribution

• No sidebars

• Share the air

• Honor time limits

• Participate and take ownership

• Turn cell phones on vibrate

• Use computers for session activities

• Parking Lot

7

CRCT 2009 Grade 6 Science

Student Performance by Domain

0

10

20

30

40

50

60

70

1 2 3

Per

cen

t

APS

Georgia

Geology Hydrology and Meteorology

Astronomy

54%48%

54%61%

53%61%

8

CRCT 2009 Grade 6 Science

Students in Each Performance Level

0

10

20

30

40

50

60

1 2 3

Per

cen

t

APS

Georgia

Does not Meet Standard

Meets Standard Exceeds Standard

44% 46%

9%

31%

55%

14%

9

Our Five Focus Areas

•Questioning Strategies

•Learner Engagement

•Differentiation

•Managing an Interactive Learning Environment

•Technology Integration

10

Managing an Interactive Learning Environment

•Science Notebooks

•Lab Safety

Policy review

•Inquiry

The 5 E Model• http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

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Five-E Instructional Model

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Five-E Model Background

5E learning cycle was developed by Biological Sciences Curriculum Study (BSCS) in 1989.

5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.

Effective teaching strategy in enhancing student’s understanding and achievement.

Helps students develop their own frames of thought.

Uses collaboration and cooperative groups to aid in student learning.

Places teacher in more of a facilitator role.

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Five-E Model

Puts the responsibility for learning on the shoulders on the students.

Facilitates learning more effectively for a broader range of students than traditional “lecture-first” strategies.

Promotes greater retention of subject matter than traditional strategies

Article

• Read the article

• Then fill in the blanks for the following: See chart

paper

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Unit 6: AstronomyEarth, Moon, and Sun

Overview

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Unit 6: Astronomy- Earth, Moon, and Sun

Content Standard and Elements

Elementsa. Demonstrate the phases of the moon by showing the alignment of the earth, moon

and sun.

b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.

c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.

Standard S6E2. Students will understand the effects of the relative positions of the Earth, moon and sun.

Elementsd. Explain the motion of objects in the day/night sky in terms of

relative position.

Standard S6E1. Students will explore current scientific views of the universe and how those views evolved.


Essential Questions

Essential Questions

• Why does the moon appear to change shapes?

• How do lunar and solar eclipses differ? How are lunar and solar eclipses alike?

• Why does earth have different seasons?

• How does the gravitational pull of the moon affect me when I am at the beach?

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Enduring Understandings

• The moon’s orbit around the Earth once in about 28 days changes what part of the moon is lighted by the sun and how much of that part can be seen from the earth.

• A lunar eclipse occurs when the moon passes through the Earth’s shadow.

• A solar eclipse occurs when the moon passes between the Earth and the sun.

• Because the Earth turns daily on an axis that is tilted relative to the plane of the Earth’s yearly orbit around the sun, sunlight falls more intensely on different parts of the Earth during the year. The difference in heating of the Earth’s surface produces the planet’s seasons and weather patterns.

• The gravitational pull from the moon, and the spinning of the earth, causes ocean water to bulge, producing the tides.

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Using Enduring Understandings

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Essential Labs

• What causes day and night? (Prentice Hall Lab Zone p. 514)

• How does the moon move? (Prentice Hall Lab Zone p.524)

• A “Moonth” of Phases (Prentice Hall Earth Science Lab Manual p.175)

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Culminating Task

• Track the Moon (Prentice Hall Lab Zone p. 513)

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Unit 7: AstronomyUniverse and the Solar System

Overview

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Unit 7: Astronomy - Universe and the Solar System


Elementsa. Relate Nature of Science to progression of basic historic scientific

theories (geocentric and heliocentric) as they describe our solar system and the Big Bang as it describes the formation of universe.

b. Describe position of solar system in Milky Way galaxy and the universe.

c. Compare and contrast the planets in terms of:

a. Size relative to the earth, Surface and atmospheric features

b. Relative distance from the sun, Ability to support life

d. Explain motion of objects in the day/ night sky in terms of relative position.

e. Explain that gravity is the force that governs the motion in the solar system.

f. Describe the characteristics of comets, asteroids, and meteors.

Standard S6E1. Students will investigate the scientific view of how the earth’s surface is formed.

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Elements

d. Explain the motion of objects in the day/ night sky in terms of relative position.

e. Explain that gravity is the force that governs the motion in the solar system.

f. Describe the characteristics of comets, asteroids, and meteors.

Standard S6E1. Students will investigate the scientific view of how the earth’s surface is formed.


Essential Questions

Essential Questions

• Why don't you float off in space when you are on earth?

• Why do planets never leave the solar system or fall into the Sun?

• Can we see our own galaxy in the night sky? Explain.

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• Observational evidence caused the model of the solar system to be changed from one in which the sun and planets orbit the Earth to one

• in which the Earth and planets orbit the sun.

• The “Big Bang” is a theory of how the universe began.

• The sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars (Milky Way), part of which can be seen as a glowing band of light that spans the sky on a very clear night.

• The planets of our solar system differ in size, composition (rock or gas), surface and atmospheric features, and distance from the sun.

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• Planets move around the sun in nearly circular orbits.

• The Earth is the only body in the solar system that appears to be able to support life.

• The motion of an object is always judged with respect to some other object or point, so the idea of absolute motion or rest is misleading.

• Comets and asteroids are objects smaller than planets that orbit the sun and vary in size, composition, and characteristics.

• Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.

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Essential Labs

• How Big are the Planets? (Prentice Hall Lab Zone p. 574)

• Speeding Around the Sun (Prentice Hall Lab Earth Science Lab Manual p. 185)

• Measuring the Diameter of the Sun (Prentice Hall Earth Science Lab Manual p. 188)

28


Culminating Task

• Star Stories (Prentice Hall Lab Zone p. 597)

29

Mini Lesson

Phases of the Moon(Prentice Hall Earth Science Lab Manual p. 175)

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Engage

• How would you access the students’ prior knowledge?

• How would you determine misconceptions students may have?

• How would you “spark” students’ interest in the lab?

Engage: Anticipating Misconceptions

• Anticipation Guide Please fill out the Anticipation Guide

based on the task: A “Moonth” of Phases.

• Share out…. How do you address the

misconceptions in your classroom

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Misconceptions

MISCONCEPTIONS 1.You can't see the Moon during the day.

2.The Moon does not rotate.

3.The back side of the Moon (side away from Earth) is always dark.

4.The Moon's phases are caused by shadow of Earth on the Moon.

PROPER CONCEPTIONS 1. The moon can be seen during day

during several of moon's phases. The time &length of day that moon can be seen varies with phase of the moon.

2. The Moon does rotate on its axis. Its rotation period is the same as its revolution period; therefore, the same side of the Moon is always facing the Earth.

3. The Sun's rays do strike back side of Moon. However, from our position on Earth, we never see the light striking that side of the Moon.

4. The Moon's phases are caused by the part of the Moon that reflects the Sun and seen from our position on Earth. 33

Misconceptions

Engage

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Citation: Moon Phases. United Learning. (2001). Retrieved December 15, 2009, from Discovery Education: http://streaming.discoveryeducation.com/

http://streaming.discoveryeducation.com/

Explore: Discover Activity

How Does the Moon Move? (p. 524)• Class Time: 20 minutes Difficulty: L1 (Basic to Average)

• Skills Focus: Inferring Materials: quarters, pennies

Procedure 1. Predict how many times penny will rotate during its

revolution around the quarter. 2. Place a quarter flat on your desk to represent Earth.

Put a penny flat on your desk to represent the moon. 3. One side of the moon always faces Earth. Move the

moon through one revolution around Earth, keeping Lincoln’s face always looking at Earth. How many times did the penny make one complete rotation?

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ExplainInferring: From the point of view of someone on Earth, does the moon seem to rotate? Explain your answer.

36

ExtendWhat would happen if the quarter rotates at same speed as the moon? Explain your answer.EvaluateSee questions…

10 Minute Break

• Please take a 10 minute break

• After the break: Station 1: A “Moonth” of Phases. Station 2: Technology Station 3: The Shop (CRCT

Practice) Wrap-up/Feedback

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Back to Timer

Stations: Explore & Explain

• Station 1: A “Moonth” of Phases. Science Notebooks Lab Activity

• Station 2: Technology WebQuest:

http://www.murray.k12.ga.us/staci/moonphases.htm Survey for Answers

• Station 3: The Shop (CRCT Practice) Creating Multiple Choice Questions Finding the Errors

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http://www.murray.k12.ga.us/staci/moonphases.htm

Explore

• Teacher Prep: Watch A “Moonth” of Phases Lab Activity Video on the Lab

Activity DVD 4

• Conduct Essential Lab – A “Moonth” of Phases(Prentice Hall Earth Science Lab Manual p. 175)

Problem: What causes the phases of the moon?

49

Explain

• What concepts emerged from the lab and how do they connect to the standards and elements in the unit?

• How would you facilitate understanding of the unit concepts by students?

• Possible resources to help build understanding: Discovery Education/United Streaming Brainpop Video Explorations – Prentice Hall

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Extend and Evaluate

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Questions?Contact Information

Erin Davis

[email protected]

Please provide feedback on the form provided

• Citation: Phases of the Moon. EduVideo. (2004). Retrieved December 15, 2009, from Discovery Education: http://streaming.discoveryeducation.com/

mailto:[email protected]

http://streaming.discoveryeducation.com/

district focused mathematics and science professional learning

Documents

student learning

astronomy earth

effective learning environment

e modelhttp

e modelputs

performance levelsheet2sheet3

f instructional model

broader range of students