Science may be a human endeavor, but our efforts to understand the natural world have extended beyond the scope of the Earth, and out into the vastness of space. Developing an understanding of our place in the solar system and how other significant objects can influence life on Earth not only allows students to appreciate our place on Earth, but also see how other objects in space such as the moon impact us. By examining the moon phases and how other objects affect us on Earth, students will be introduced to these big ideas through a Project Based Learning unit, in which they will ultimately help produce their own model solar system with their class based on what they learn throughout the unit. The unit should last about three weeks, it is targeted for seventh grade science, and should come at the end of they year after students learn about the rock cycle and other physical processes that occur on the Earth. Students would then undertake this project during this unit to expand the scope of the physical world, and appreciate Earth's place in the solar system.
This unit will cover lunar phases due to the positions of the Earth, Sun and Moon, and eclipses due to these positions. This unit will dive into common objects in our solar system. The history of science portion of this unit will cover the geo and heliocentric models, Kepler's laws, astronomers through time and space technology over time.
What is PBI?
Project Based Instruction (PBI) or Project Based Learning (PBL) is a type of instruction that presents students with a meaningful problem/issue/topic, and challenges them to utilize all available tools and resources to answer and explore the driving question relevant to the issue and content standards. PBI is multidisciplinary, and encourages students to reach out to other teachers, students, and community members to gain further insight into the question they are attempting to answer related to the issue, and collaborate while playing to each other's strengths to produce a product/solution that solves that issue. Embedded within a PBI unit are multiple lessons that help build off each other, and over time help reveal to students how they should ultimately tackle the relevant issue.
Essential Elements of PBI
Driving Question- How could a solar system be created?
Inquiry- Done through a series of Investigative lessons.
Collaborative work- During inquires and working towards the final project students must work collectively to achieve the goal
Use of Technology- Students will be measuring, calculating, and participating in online labs.
Final Outcome is an Artifact- Students are to create a planet that is part of a newly discovered star system.
Class Equity and Accommodations
Equity is a vital part to student success and learning in the classroom, and is essential for building a friendly, safe classroom environment in which ideas can be expressed freely. Equity does not mean every student should have the same education; rather it demands reasonable and appropriate accommodations be made as needed to promote access to challenging ideas.
Every student has the opportunity to succeed in this lesson. Selective partnerships allow for effective more collaborative work. This interaction is plentiful throughout the unit allowing students of varying ability to connect with the content. The lesson is inquiry based, and involves real life problem solving. Inquiry based lessons support students who have been left behind. This lesson challenges students to rise to the occasion and utilize critical thinking via problem solving. Benchmark lessons will have specific outlined goals, clear instructions that are communicated in a variety of ways.
In the unit, directions and information are presented in a multitude of ways. This will help ELLs, and people of diverse abilities. Directions will always be written, modeled, and spoken in order for everyone to understand the purpose of each assignment. Just as suggested, to reach a diverse set of learners material must be presented in a variety of ways.
References
Wilhelm, J. (2014). Research and Teaching: Project-Based Instruction With Future STEM Educators: An Interdisciplinary Approach. Journal of College Science Teaching,043(04), 80-90. doi:10.2505/4/jcst14_043_04_80 Edmonds, L. M. (2009). Challenges and Solutions for ELLs Teaching strategies for English Language Learners’ success in science. (March), 30-33. Retrieved November 10, 2017, from https://bblearn.nau.edu/bbcswebdav/pid-5785983-dt-content-rid- 51220481_1/courses/1177-NAU00-TSM-450-SEC001-2939.NAU-PSSIS/Challenges%20Solutions%20ELLs.pdf. Larmer, J., & Mergendoller, J. R. (2010). Essentials for Project-Based Learning. Educational Leadership,(68), 1st ser., 1-4. Retrieved November 10, 2017.