Space Systems Module for Middle School How to use an orrery to teach Earth-Sun-Moon interactions. Walter Glogowski 123STEM.com

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1 Space Systems Module for Middle School How to use an orrery to teach Earth-Sun-Moon interactions Walter Glogowski 123STEM.com

2 Student Research PROFFESIONALS E F F O R T STUDENTS COLLEGE STUDENTS Time

3 Purpose 1. Explain how middle school teachers can learn to build Learning Narratives 2. Explain how a simple model (orrery) can be used to develop student narratives 3. Explain how all the lessons within the modules address all of the NGSS performance expectations 4. Explain how to use the modules for three-dimensional learning and teaching 5. Introduce you to 123STEM

4 Three-Dimensional Learning and Teaching The focus of learning shifts from Learning About to Figuring Out.

5 Learning About Figuring Out Know that the Earth orbits the Sun vs. Learning About Being able to explain why the Earth orbits the Sun Know that the Earth has Seasons Being able to figure out why we have seasons on Earth

6 Knowing about North America has four seasons because of the tilt of the Earth

7 Figure it out How did the Earth get it s tilt? Is there a way we can model this?

8 Figure it out. Why does the Earth have Seasons? Can you draw a model of what this might look like?

9 Students can memorize why but do they really understand why? But what does it all mean?

10 The Narrative Approach Using Phenomena What is a phenomenon? Why can we see the moon during the day? A fact or situation that is observed to exist or happen, especially one whose cause or explanation is in question. Why does it get darker earlier during the winter?

11 Narrative Approach Children and adults make deep connections to learning when they can create a narrative out of the learning. M. Carolyn Clark and Marsha Rossiter NEW DIRECTIONS FOR CONTINUING EDUCATION, no. 119, Fall Wiley Periodicals, Inc. Published online in Wiley InterScience ( DOI: /ace.306

12 Using Phenomena to Develop Coherence Image Credit Cynthia Passmore & Brian J. Reiser

13 Storyline pieces fit together Image Credit Cynthia Passmore & Brian J. Reiser

14 Three dimensional learning How do we make sure we are doing 3D learning within the lesson? Image Credit Cynthia Passmore & Brian J. Reiser

15 The Narrative Approach Used

16 Each Module Contains Driving Questions, Science Practices, and Additions to the Mode How can we model the Sun, Earth and Moon How much bigger is the Sun than the Earth? How much bigger is the Earth than the Moon? Storyline Template (Reiser, 2014)

17 Each Lesson is Aligned to Multiple Standards Science Processing Skills Middle School NGS Standards Mathematics Common Core Standards Language Arts Reading Informational Text Common Core Standards Lesson # Observing Classifying Communicating Physical Modeling Measuring Collecting and Organizing Data 8 x x x x x x x Inferring Predicting Formulating Hypothesis Interpreting Data Controlling Variables Decision Making Debating

18 Each Lesson Teaching Strategies Teaching Strategies Explain to the class that they will now be making a special model that will represent the Sun, Earth, and Moon as the Earth and Moon rotate around the Sun. This model is called an orrery. The Sun, Earth, and Moon rotation orrery shows our planetary movement around the Sun and demonstrates lunar orbit and moon phases when illuminated with an accompanying light.

19 Science Misconceptions Many people think that gravity is the strongest force in the universe but that s not true. Gravity is actually a relatively weak force. A simple demonstration that you can do with your students is to ask them what is stronger gravity or you. They will most likely answer that gravity is stronger! Then show them that the entire force of gravity that is holding a book to the surface of a table does not compare to your strength! Lift the book off the table and then explain to them that if gravity acts on an object s mass, the more mass an object has the more it weighs.

20 Key Science Facts The change of seasons is caused by the "tilt" of the Earth's axis of rotation (23.5 o ) to the normal ofthe ecliptic. The ecliptic is the path of the Sun across the celestial sphere. This path is very close to that of the planets and the Moon. Because of its relation to eclipses, that path is known as the ecliptic.

21 Material List, Safety and Parts Illustrations

22 Detailed Illustrations

23 And Assessments Not the traditional multiple-choice assessments Think-Pair-Share Jig-Saw Writing to Understand

24 NGSS engineering practices The first model that the students build has some flaws. Seasons Moon Phases Eclipses Sun Spots Scale Gravity

25 Modules Offered MS. Structure and Properties of Matter Module Chemical Reactions Module Forces and Interactions Module Energy Module Waves and Electromagnetic Radiation Module Structure, Function, and Information Processing Module Matter and Energy in Organisms and Ecosystems Module Growth, Development, and Reproduction or Organisms Module Natural Section and Adaptations Module Earth Systems Module History of Earth Module Space Systems Module Weather and Climate Module Human Impacts Module Engineering Design Module

26 Space Systems Module Lesson 1 How Can We Model the Sun Earth and Moon? Lesson 2 How Much Bigger is the Sun than the Earth? Lesson 3 How Much Bigger is the Earth than the Moon? Lesson 4 What is a Scientific Model? Lesson 5 Are all Models Alike? Lesson 6 What Makes a Model Scientific? Lesson 7 Can a Model of the Sun, Earth, and Moon be accurately created to scale? Lesson 8 Can You Use an Orrery to Learn about the Motion of the Earth and Moon? Lesson 9 How Can You Make the Orrery Model More Accurate? Lesson 10 Why does the Moon Have Phases? Lesson 11 Why Does the Earth Orbit the Sun and Why Does the Moon Orbit the Earth? Lesson 12 Is the Pull of Gravity the Same at All Distances? Lesson 13 How Did Gravity Form the Solar System? Lesson 14 What is Our Place in the Milky Way Galaxy?

27 Contact Information Walter Glogowski 123STEM.com

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