Investigative lessons are intended to introduce students to new concepts through an inquiry based approach, and is intended to simulate how scientists approach new concepts. The eight science and engineering practices are stressed here, and allow students to question and explore introductory ideas.
Investigation 1: Introducing the Sun-Earth-Moon System
Overview of the Investigation: The scale and location of objects in our solar system is introduced and Heliocentric vs geocentric models are introduced. Students record 4 things they know about the sun- earth- moon system in the notebooks on a page divided into 4 squares. Students demonstrate one of their ideas in a group of 4 using a flashlight, globe and a sphere for the moon. There are 3 sphere options given to students (10 cm sphere, 3 cm sphere and a marble). Students must talk among their group and decide the correct scale of the moon. One student records the ideas. The reporter from each group demonstrates 1 idea to the class. Students are to write down any ideas different from what they created. Two arguments are presented to the class: The earth centered model and the sun centered model. As a group of 4, students must select one model, and find evidence to support why that is the correct model. Students may use any available resource: internet, books, and lowell information. Their argument is turned in as a paragraph with citations. Short video on the history of the debate is shown. Short lecture on the two models- It is made clear that the heliocentric model is the accepted model. https://www.youtube.com/watch?v=XHBFK4h4esA Closure: Full Lesson:Exit slip via two pickers questionsWhat is the center of our solar system?How do you know this?
Objectives: SWBAT: Compare and contrast the geocentric and the heliocentric models.
Alignment with the Standards: Arizona Middle School Science State Standards: S6.C3.PO1: Explain the phases of the Moon in terms of the relative positions of the Earth, Sun, and Moon.
Investigation 2: Investigating Lunar Phases
Overview of the Investigation: Students compare and contrast the planets in the solar system. Students start to model and describe the phases of the moon. Students are given different planet cards with information about atmosphere, average temperature, etc. With these cards they must make and fill in a graphic organizer comparing and contrasting the planets to Earth on a white board. Students share out their ideas. Students are shown gif on the phases of the moon.A possible discussion question is: why don’t we see the entire moon all the time? A short discussion brings up various ideas and the important ones are written down on the whiteboard. Students in groups of 4 are given a flashlight, globe and moon sphere. They are told to manipulate the objects as if they were the sun, earth, and moon. A handout is given to guide the inquiry (moon’s revolution is described) . Students are to draw the moon phases and location of revolution on a white board. The following day, students complete an online NASA lunar phase lab. Closure: Students are to fill out an exit slip. Questions: Why is the Earth unique in our solar system? Why don’t we see the entire moon everyday?
Objectives: SWBAT: Model and describe the phases of the moon SWBAT: Compare and contrast the planets
Alignment with the Standards: This lesson begins to address the ideas in Strand 6: Earth and Space Science Concept 3: Earth in the Solar System.PO 1. Explain the phases of the Moon in terms of the relative positions of the Earth, Sun, and Moon.
Investigation 3: Investigating Lunar and Solar Eclipses
Overview of the Investigation: Students will manipulate the sun-Earth-moon model used in the previous lessons to demonstrate how lunar and solar eclipses occur. Students will develop a fuller understanding of the effects of the positions of objects in the solar system. Students in groups of 3 will create a model of lunar and solar eclipses using house hold objects. There will be a discussion over the material utilizing the models. (Instructions for the model http://www.scienceinschool.org/2012/issue23/eclipses)
Objectives: SWBAT: Demonstrate the positions of the Sun Earth and Moon during solar and lunar eclipses. SWBAT: Explain why Solar and Lunar Eclipses occur.
Alignment with the Standards: Standards: Strand 6: Earth and Space Science, Concept 3: Earth in the Solar System. PO 2. Construct a model for the relative positions of the Earth, Sun, and Moon as they relate to corresponding eclipses.
Investigation 4: Observing Planetary Motion/Investigating the Effect of Planetary Mass on a Moon's Orbit
Overview of the Investigation: Students will examine Kepler's Laws for Planetary Motion as well as Newton's Law of Gravitation in order to describe the motion of the planets in the Solar System. This lesson may be modified into two days, and the order of which you tackle either of these is up to the teacher. Students will begin the class with drawing an initial model of how our planets orbit the Sun, such as if there are any speed changes and where, if they orbit at the same rate, and in what shape they go about the Sun. They will then be shown a video of how the planets orbit the Sun, and it will be used as reference for Kepler's Laws of Planetary Motion. A comparison between the video's model and their models will be compared. Students will be asked what was different between their model and the video model. A class venn diagram will be put on the board. A Kepler lab will then be done. Students will then revise their models for closure. Video: https://www.youtube.com/watch?v=z8aBZZnv6y8 Lab: www.harperhighschool.org/ourpages/auto/2011/9/6/59727872/kepler%20lab.doc
A short demonstration of a Phet simulation will be done showing the Earth and Sun in orbit. Students will be asked why the Earth is orbiting the Sun and not the other way around, and why the Earth like planet orbits more slowly as it gets further away. The ideas of mass and distance will be introduced. Next, the same simulation will be done, but with a Sun-Earth-Moon system. Students will notice that the larger the planet is, the more likely the moon will be influenced by it. Using these initial ideas, students will complete a lab with a Moon Orbiter device. The teacher should model how to properly use the device. Students will make predictions about how the Moon Orbiter will behave as more washers are added. Finally, a table of the Earth's moon and Jupiter's moon, Io, differ based on the mass of the planets. A class discussion will be ensue regarding the table. As formative assessment, students will write down the two main factors in how fast a moon orbits a planet, and compare how that relates to the planets and the Sun. Phet Simulation: https://phet.colorado.edu/sims/html/gravity-and-orbits/latest/gravity-and-orbits_en.html
Objectives: SWBAT: Apply the concepts of Kepler Law's to the planetary motion of their class model. SWBAT: Use Newton's Law of Gravitation to see how a planet's gravity influences its moons.
Alignment with the Standards: Arizona Middle School Science State Standards: S6.C3.PO6: Explain the relationship among common objects in the solar system, galaxy, and the universe.
Benchmark Lessons are intended to take investigated concepts and go further with them. These lessons give students a chance to delve deeper, and further explain/elaborate upon concepts.
Benchmark 1: The Sun as an Energy Source
Overview of the Lesson: Students will learn about the Sun in our own solar system to understand how other stars work, and get a good sense of how their chosen star will influence the rest of their class created solar system. Understandings of how the Sun's energy was generated changed how we understand the overall stellar evolution of a star. Heat transfer by radiation and how the distance from a star influences a planet will be the main topics of discussion. A lab involving a lamp and a radiometer will show students the relationship between distance and intensity of radiation energy will be conducted, and students will graph their data on a distance vs time graph.
Objectives: SWBAT: Collect data from a radiometer to make radiation measurements. SWBAT: Predict whether or not a planet is within a "habitable zone" in a given star system based upon the amount of radiation energy a star is producing and the distance the planet is from that star.
Alignment with the Standards: Arizona Middle School Science Standards: S6.C3.PO6: Explain the relationship among common objects in the solar system, galaxy, and the universe. Arizona Middle School Science Standards: S2.C1.PO4: Analyze the use of technology in science-related careers. Arizona Middle School Science Standards: S2.C2.PO1: Describe how science is an ongoing process that changes in response to new information and discoveries.
Benchmark 2: Gravity's Effect on Objects in Motion
Overview of the Lesson: The students will participate in four different labs, that demonstrate the effects of gravity on objects in motion. In the first lab the students will drop and roll a marble to establish what forces act on objects. The second lab will use another marble and a metal wire to demonstrate centripetal forces. The third lab uses a marble, and a balloon on a sheet to show planetary motion. Finally, the fourth lab will use cylinders at different masses to demonstrate how mass affects orbit speed. A class discussion that summarizes the findings of each lab will close this lesson.
Objectives: SWBAT: Experiment with the different effects that gravity on objects in motion.
Alignment with the Standards: Arizona Middle School Science Standards: S1.C2.PO3: Conduct a controlled investigation, utilizing multiple trials to test a hypothesis using scientific processes. Arizona Middle School Science Standards: S6.C3.PO6: Explain the relationship among common objects in the solar system, galaxy, and the universe.
Benchmark 3: Designing a Model Solar System/Using a Scale Factor
Overview of the Lesson: Students will use the knowledge they have acquired throughout the lesson to build their model planet, as well as provide a description of the traits of the planet (size, climate, number of moons). These planets must have traits that reflect both their distance to the chosen star, as well as the qualities of the star itself. As a class the students will put together their star system, using a scale factor to determine the size of star system.
Objectives: SWBAT: Create a planet with features that could exist based on the qualities of the chosen star, and the distance from that star. SWBAT: Create a model of their solar system using a scale factor
Alignment with the Standards: Arizona Middle School Science Standards: S6.C3.PO6: Explain the relationship among common objects in the solar system, galaxy, and the universe.
Technology in the Classroom
The use of technology in a science classroom is an extremely effective tool. Students become active learners and more engaged with content while using technology. This tool encourages individual learning and growth in students on individual assignments. Technology can also be used for peer collaboration. Lastly, the use of technology in the classroom prepares students for the ever advancing tech filled real world.
In our unit, technology is used to engage students with different content areas. Videos are shown as a tool, Phet demos allow students to visually understand concepts, and labs make use of technology. A lab involving a lamp and a radiometer will show students the relationship between distance and intensity of radiation energy. A NASA online lab is used following investigation 2 allowing students to manipulate the sun and see/understand the corresponding phase of the moon.
References
5 Reasons to Incorporate Technology into Your Classroom [update]. (n.d.). Retrieved December 13, 2017, from https://www.capella.edu/blogs/cublog/benefits-of-technology-in-the-classroom/
Creating eclipses in the classroom. (n.d.). Retrieved December 13, 2017, from http://www.scienceinschool.org/2012/issue23/eclipses