Kelsey Raley STEM Unit Unit Title: Travel in Time NGSS 5.Space Systems: Stars and the Solar System 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Performance Expectations [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.] Disciplinary Core Ideas ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2) Crosscutting Concepts Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5- ESS1-2) Science & Engineering Practices Analyzing and Interpreting Data PS2.B: Types of Interactions Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. -Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2) -Support an argument with evidence, data, or a model. (5- PS2-1),(5-ESS1-1) 1 Kelsey Raley STEM Unit STEM Standards of Practice 1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content a. Demonstrate an understanding of science, technology, engineering, and mathematics content. b. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. 2. Integrate Science, Technology, Engineering, and Mathematics Content A. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics disciplines and other disciplines. 3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and mathematics content. C. Engage in critical reading and writing of technical information. D. Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats. E. Develop an evidence-based opinion or argument. F. Communicate effectively and precisely with others. 4. Engage in Inquiry A. Ask questions to identify and define global issues, challenges, and real world problems. B. Conduct research to refine questions and develop new questions. 5. Engage in Logical Reasoning A. Engage in critical thinking. B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering design process, and/or mathematical practices). C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas. D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels. 2 Kelsey Raley STEM Unit 6. Collaborate as a STEM Team A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role. B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal. C. Listen and be receptive to ideas of others. 7. Apply Technology Strategically A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions. B. Analyze the limits, risks, and impacts of technology. D. Improve or create new technologies that extend human capability. Real World Connection Students will be representing everyday, real world phenomena’s we witness such as day and night, phases of the moon and shadows. Throughout their inquiry, they will reveal how these patterns are related to a change in time and a relationship between the Sun, Moon and Earth. Connections to STEM: Science - Moon phases, day and night and shadows follow a familiar, observable, and repeating pattern that indicates a change over time. - Models help scientist represent phenomena’s and make sense of the world around them - The interactions between the Sun, Earth and Moon are responsible for repeating patterns witnessed on Earth Technology - Tools to create models - Tool to help observe and collect data Engineering -Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. -Support an argument with evidence, data, or a model. (5- PS2-1),(5-ESS1-1) - Troubleshoot problems 3 Kelsey Raley STEM Unit Math - Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5ESS1-2) - Represent real world and mathematical problems by graphical display to reveal patterns that indicate relationships - Reason abstractly and quantitatively - Model with mathematics Common Core Connections to ELA/Literacy W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1),(5-ESS1-1) SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2) Career Connections Possible career connections include mechanical engineers who are responsible for designing, constructing and using machines. Although this includes various forms of machinery, models are one way to help represent phenomena’s unclear to the human eye, which help others become familiar with the world around them. Another career connection is to meteorologists/environmentalist who study the Earth’s patterns to predict weather, natural disasters and explore global warming. The 5 E Model Engage As students are beginning their earth and space science unit, we will be identifying many of Earth’s familiar phenomena’s and why they happen. 4 Kelsey Raley STEM Unit I will engage students by having them brainstorm what they already know about the relationship between the Sun, the Earth and the Moon. Each table group will be given time to brainstorm and jot down all the things they know. As a class we will come back together and share what we already know on a KWL chart. I will prompt students with the question, how do we know what we know about things so far out of our reach (i.e. The sun and the moon)? Students will discuss and we will share our thoughts together. Explore Students will use the website below to explore Earth’s phenomenon’s. Such as shadows, day and night and the phases of the moon. http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/ Students will reflect on how technology has impacted how we look at the world around us. Without these models we use to understand these phenomena’s today, how did scientist in the past learn and explain patterns on Earth? Through discussion, students will formulate possible questions or things we want to learn through our inquiry. These questions will be added to out KWL chart and help guide students thinking and learning when exploring ways to represent patterns on Earth. Explain Explain to students that they will use what they have learned about the rotation of the Earth and Moon to design a model that helps explain a change in time. We know that many of Earth’s patterns are a result of time passing: -Shadows/ Night and Day- Earth’s 24-hour revolution around the sun -Moon phases- 28 days it takes for the moon to orbit around Earth Students will be using the supplies provided in our science kits to create their models. The word model is vague, and is meant to be open for creativity amongst groups. There is no right or wrong way to model the relationship between the Sun, Earth and/or Moon, as long as it accurately represents their relationships. I may model an example with students if necessary using items within the kit such as a tennis ball, flashlight and ping pong ball, or by showing this video clip from Youtube of a teacher’s model of the moon phases. http://www.youtube.com/watch?v=CYjOBPU_8n4 5 Kelsey Raley STEM Unit Although the materials in the science kit may be limited, groups may use any other objects in the classroom to help them create their model. The limitation of materials, lack of resources, is a real life challenge engineers may face when working through the design and redesign process. (Science kit includes: flashlight, tennis ball, balloons, clay, cardboard, marbles, ping pong balls, string, tape, glue, chalk and much more!) Students will be working in their table groups of 4 students to design their model of at least one of those phenomena’s. Each student will have a job in order set clear expectations and hold each team member accountable for their input. 1. Materials Manager- Responsible for gathering all needed materials and cleaning up. 2. Chief of Design- Responsible for sketching model in the design and redesign process. 3. Data Collector- Responsible for indicating time in a graphical display (Such as a table, line graph, month calendar etc.) 4. Mediator- Responsible making sure everyone’s input is heard and valued. Encourages teammates to collaborate and be flexible thinkers. (Distribute Team Job Task Cards, shown below, to each group) Groups will start by sharing their ideas and discuss possible ways they can create a model. They will also need to determine what graphical representation they will use to represent a change in time. After students have collaborated they will complete the Design #1 section of the Engineering Design Process shown below. They will need to indicate what materials they will be using, a sketch of their model as well as what graphical display they will be using. Extend Students will have test their models and represent data in a graphical representation in order to share with classmates. Each team will be partnered up with another group to share their model and data. I will continue to assess students thinking and learning throughout their inquiry through discussion and use of language with peers. Prompt students with questions such as: - What worked in your model and what didn’t work? Why do you think it didn’t work? What could be changed to fix this “problem”? - How does this model help me understanding the world around me? 6 Kelsey Raley STEM Unit - How does your model represent a change in time? Is your graphical display clear? - Analyze your data; can you explain the change in time to me? - How can you make improvements to your model to make it more helpful, userfriendly or clear? - Can we answer any of our “W-Want to know questions” from the KWL? After groups have discussed their designs and shared their models, we will come back together as a class and discuss our findings. Pointing out common problems we faced and/or how we overcame problems working through the design process. Once we have concluded our whole group discussion students will go back with their teams in order to collaboratively brainstorm their redesign. Have students complete Design #2 section of the Engineering Design Process shown below, taking note of any changes they would make to improve the effectiveness of their model or graphical representation. Evaluate Students will make their final adjustments to their model and complete their final graphical representation. I will be evaluating students throughout the lesson taking notes on how well they are using academic vocabulary and engaging in critical thinking and reasoning skills. We will go back to our original KWL chart and fill in what we have learned about the relationship between the Sun, the Earth and the Moon after our inquiry. In order for students to independently show what they have learned throughout this inquiry process, I have created a written assessment that requires students to communicate their evidence-based arguments effectively. I will also ask students to complete a group reflection on how well they felt their group worked together to reach a common goal. See assessment below 7 Kelsey Raley STEM Unit Work Cited: 5.Space Systems: Stars and the Solar System | Next Generation Science Standards." 5.Space Systems: Stars and the Solar System | Next Generation Science Standards. A Framework for K-12 Science Education, n.d. Web. 21 Jan. 2014. <http://www.nextgenscience.org/5ss-space-systems-stars-solar-system>. O'Brien, Tim. "The Earth and Beyond - The Children's University of Manchester." The Earth and Beyond - The Children's University of Manchester. The University of Manchester, n.d. Web. 21 Jan. 2014. <http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond 8 Kelsey Raley STEM Unit Team Jobs Task Cards Materials Manager- Responsible for gathering all needed materials and cleaning up. Data Collector- Responsible for indicating time in a graphical display (Such as a table, line graph, month calendar etc.) Chief of Design- Responsible for sketching model in the design and redesign process. Mediator- Responsible making sure everyone’s input is heard and valued. Encourages teammates to collaborate and be flexible thinkers. Created by Kelsey Raley 9 Kelsey Raley STEM Unit Team Name:______________________________________ Engineering Design Process After collaborating with your teammate, complete the following: Design #1 What materials will you need? Sketch of model: Graphical Display: How will you show a change in time? Created by Kelsey Raley 10 Kelsey Raley STEM Unit After testing your model and collaborating with peers, make changes needed to improve your original design. Design #2 What materials will you need? Sketch of model: Graphical Display: How will you show a change in time? Created by Kelsey Raley 11 Kelsey Raley STEM Unit Name:_______________________________ Team Name:__________________________ Inquiry Follow-Up Briefly describe your model. How did your model represent change over time? How does the position of the Sun, Moon, and Earth at different times of the day, month, and year affect the patterns in which we see? How well did your group work together to reach your goal? Created by Kelsey Raley 12 Kelsey Raley STEM Unit Write all about it! In this opinion piece you are going to write a letter to NASA explaining to them your fantastic model and how it helps people makes sense of the world around them! Since we know that space equipment and research is expensive, convince NASA that your model is an effective alternative. Sell them your idea by explaining how your model helps make people understand the repeating patterns we see on Earth cause by the interactions between the Sun and the Moon. Support your point of view with information and evidence from your inquiry! Created by Kelsey Raley 13
