Patterns of Change in the Sky

1
Patterns of Change in the Sky

• Charlotte Otto
• Susan Everett

2
Focus for Instruction

• Grade Level Content Expectations in MI
• 4th grade compare and contrast common objects
  in the sky (focus on Earth, Moon, Sun
• 4th grade patterns of objects in the sky (lunar
  motion, rotation, revolution, apparent movement
  of Sun and Moon through day/night)

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Focus on Instruction

• Grade Level Content Expectations in MI
• 5th grade Motion of objects relative to other
  objects

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Context

• Lesson(s) to be used in EXPS 420 Science
  Capstone with its unifying theme of change and
  constancy. Part of the course focuses on
  patterns of change (e.g., trends, cyclic, random)
  and on rates of change. Using explorations of
  motion of the constellations and the Sun allows
  for inclusion of a natural cyclic pattern and on
  rates of motion.

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Method

• We will use http//www.heavens-above.com/ to
  explore motion of specific constellations and
  motion of the sun in terms of a day and past and
  future motion.

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Outline of Lesson

• 1st exploration how does Ursa Minors position
  change over 24 hours develop explanation (may
  use 3D model)
• 2nd exploration how does a constellation of
  their choice in southern part of sky change over
  24 hours develop explanation

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Outline of Lesson

• 3rd exploration how does the Suns position
  change in the sky and relative to background
  constellations over 24 hours
• 4th exploration how does the Suns position
  change in sky and relative to background
  constellations over 1 year
• 5th exploration answer a question of their own

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Student-generated Results

• At end of explorations, student groups will
  report out explanations. Opportunity for
  presentation/discussion of accurate scientific
  explanation.
• At end of their own exploration, groups will
  report out research question, data, answer to
  research question and other questions they might
  be able to answer with site.

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Assessment

• Using an assessment focusing on change and
  patterns of change that has been used in this
  course, we will be able to assess student
  understanding of cyclic patterns of change.

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Assessment

• A second assessment could be a homework
  assignment creating a 5E lesson plan for an upper
  elementary classroom that answers one (or more)
  of the other questions posed by the class on the
  whiteboards.

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Conclusion

• Used Backwards Faded Scaffolding approach to
  introducing pre-service elementary teachers to a
  user-friendly program that can be used to explore
  motion of objects in the sky.
• After four explorations using different aspects
  of the site, student groups will use the site to
  answer a research question of their own choosing.
  

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Implications

• Issues that need to be explored
• Class is 2 hrs 40 minutes so the issue of time
  to learn to use the site and obtain answers to
  their own I wonder questions is a concern.
• I will simply have to monitor progress and be
  able to modify the activities as needed. Can
  modify length in future course offerings.