This is a very tight plan and so close to complete on the first try. I’m sorry I’m so behind on reviewing
plans. Please make the minor corrections, red are things you need to address, green are my suggestions.
Thanks!
Summer Talk STEAM Lesson Brief
Laura Spence Pinellas County Schools STEM Coordinator
Trained: 3/26/14 - Orlando/FL
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme that this lesson would tie to: The Universe
Specific Topic Concept within that theme: Impact of objects in space and on each other
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Essential Concepts:
Students will explore and explain the
impact of objects in space on each
other and be able to select and create
models useful in relating the results of
their own investigations. The Essential
Question that students will investigate:
How does the tilt of the Earth’s axis
affect the change of seasons and the
length of daytime and nighttime?
Still need: MA – LA – SS – FA – PE –
Mu
Science –
 Concepts – Using a science probe to have students
assess their prior knowledge about the sun on Earth,
seasons and gravitational attraction between the
moon and the Earth.
 Goal / Objectives – Students will assess their prior
learning to help them become aware of their
misconceptions learning gaps
 Standards - SC.8.E.5.9 Explain the impact of objects in
space on each other including: the Sun on the Earth
including seasons and gravitational attraction the
Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body.
SC.8.N.3.1 Select models useful in relating the results
of their own investigations.
 Careers – research scientist, quality systems analyst,
atmospheric scientist, astronomer
1. Project – Hand-out the “Summer Talk” situational
informal probe created by Page Keeley (see attached
#1) to each student. Students should fill out the probe
independently to record what their background
knowledge has experienced. Students will be
instructed to not write their name on the paper so
that it becomes a low risk activity.
2. Next, students will use a “Commit and Toss”
Formative Assessment Strategy. This is when
Coordinating Basic Plan:
Students will assess their background
knowledge related to the impact of
object in space and on each other using
a situational probe. Students will
create models (using Styrofoam balls,
protractors and clay balls) to learn
about light reflection on Earth’s
surface, the title of the Earth and the
interaction of the moon in relation to
other objects in space. Students will
work in collaborative groups to read
tide data to determine the connections
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between hemisphere location, length
of day and seasons. Students will
finalize their learning by creating an
earth, moon, and sun diagram while
making inferences about the seasons
and different locations on Earth. The
lesson will conclude with students
revisiting the Summer Talk probe to see
how their prior learning has changed
after this lesson experience.
Please mention Music, PE, and SS.
Skill level: 8th grade
Timing of Lesson:
All Subjects:
Weeks: If taught 1x per
week, 4 weeks
Days: 4 days
Times per Day: 45
minutes
Basic Supplies:
Per pair:
desk or table, 1” cube of modeling clay,
small straws, 4” styrofoam balls,
flashlights, batteries, protractors, a
black Sharpie marker, Attachment #1
Per student:
Student science notebook, Attachment
#1, 8X11 sheet of white paper
Groups:
Attachment #3, student laptop,
Seasons power point, chart paper,
markers
Teacher:
Chart paper, markers, Seasons power
point
IT Resources:
Power Point
Document camera
What are some good internet links
related to this concept that are gradelevel appropriate and engaging?
Other Resources:
Summer Talk probe by Page Keeley
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students crumple up their answers and toss them
around the room. Students should pick up a ball sit
with three other students and read the responses
aloud to the group. The group needs to then
communicate their feelings to that response. The
teacher should circulate around the room asking
probing questions. Some of the guiding questions
might be:
 Explain how you could create a model that
would help the students in the “Summer Talk”
probe.
 Could you formulate an additional response
that we could add on the “Summer Talk”
probe?
 How would you plan an activity that would
help younger kids learn about seasons?
3. The teacher will ask groups to summarize their
findings and as they share out, the teacher will record
ideas and questions that the students have for future
reference. Teacher guiding questions:
 Can you defend your position about….
 Decide if you think…is a good or bad thing?
Explain.
 Assessment – The teacher will use both written and
verbal qualitative responses from the Summer Talk
probe to help them determine their classes’ level of
conceptual understanding. The correct answer is
Raul’s response. If the majority of the class picked
other student’s responses as the correct answer
which will help the teacher determine that more
background building is needed over the course of 4
days.
Technology & Engineering –
 Concepts – Using models of the Earth, Sun and Moon
to represent abstract concepts.
 Goal / Objectives - After this lesson, students should
be able to:
Explain that the seasons are dependent on the angle
of incident of the sun.
Describe what a titled axis is.
 Standards - MS-ESS1-1b. Develop and use a model of
the Earth-sun system to explain the cyclical pattern of
seasons, which includes the Earth’s tilt and
differential intensity of sunlight on different areas of
Earth across the year. MS-ESS1-2. Explain the role of
gravity in ocean tides, the orbital motions of planets,
STEAM Education
Lesson Brief
Uncovering Student Ideas

Photos – We need a photo of your
Styrofoam project or something similar
with a reference.
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their moons, and asteroids in the solar system.
Careers – aerospace engineer, design engineer,
director of engineering
Project - Have the students prepare the styrofoam
balls by pushing one of the straws all the way through
the center of each ball. Then, draw the Equator
around each ball with the Sharpie marker. Cut clay
sticks into 1” cubes. Put batteries in flashlights.
1. Pass out the protractors and clay cubes. Students
should place the flat edge of the protractor on the
table and place the clay cube on the table next to
the middle of the protractor. Have them subtract
23 from 90 in order to find out how far to tilt the
earth. Students should center the bottom end of
the straw on the top of the clay and lean it over
until the straw is even with the 67 degree mark.
Then they can push the straw down into the clay
to hold the Earth in place.
2. Pass out flashlights. Tell the students to put the
model between them. One member of the pair
holds the flashlight about 30 cm. away from the
ball and at the same height as the ball while the
other turns the clay base so that the Earth’s North
Pole is pointing toward the flashlight.
3. Turn out the room lights. The students observe
the light hitting the Earth at this position. Which
hemisphere is receiving the strongest rays of
light? What season would this be for people in
the northern hemisphere? The Southern
hemisphere?
4. Move the light to the other side of the Earth so
that the North Pole is pointed away from the
light. Repeat step 5. Student-thinking-centered
questions to ask might be:
When the Northern Hemisphere is tilted away from
the sun explain how this relates to the arctic climate
during the winter.
5. Move the flashlight to the side of the Earth so that
the light is shining on the Equator. Repeat step 5.
6. Assessment: Students will be required to diagram
their findings in their student science notebooks
as well as record their own personal thoughts
about the findings. Student-thinking-centered
guiding questions to ask might be:
In your opinion, where on Earth would shadow
lengths change the least from season to season?
7. Assessment: Summary of findings will be shared
whole group for further discussion-the teacher is
STEAM Education
Lesson Brief
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merely the facilitator of probing questions not the
primary discussion director.
Compare and contrast how this model that we
created is like the moon and Earth relationship.
Teacher Annotation: The students will use Styrofoam balls and
flashlights to model the earth revolving around the sun and
observe how the tilt of the earth affects the seasons. Giving
them a hands-on on activity makes the concept meaningful
and authentic for all learning styles. Make sure that if
students are using the words “rotation” and “revolution” that
they are using them in the appropriate context. If you find
that they don’t address this in the Explain Phase.
 Assessment – Assessment: Wrap-up of the lesson will
be to share thinking with the whole group. While
students are engaged in conversation, the teacher will
be modifying the “Summer Talk” chart created in step
3 to match what new learning’s the students have.
Student-thinking-centered questions to ask might be:
Decide what would be the effect if any, on the
seasons and the hemispheres if Earth were not tilted
on its axis?
Discuss how you would redesign or revise your model
to set-up show how the titled axis of Earth and Earth’s
orbit around the sun produce the seasons as in the
Northern Hemisphere.
Extension: Have the students create their own version
of an interactive display using a variety of found
objects.
Math –
 Concepts – Quantifying gravitational pull on Earth
 Goal / Objectives – Understanding of orbital geometry
and quantitative understanding of the gravitational
pull of the moon on the Earth
 Standards - MAFS.8.F.2.5Describe qualitatively the
functional relationship between two quantities by
analyzing a graph (e.g., where the function is
increasing or decreasing, linear or nonlinear).
 Careers – computational Earth scientist, astronomy
instructor, math and computer science teacher
1. Project - Distribute graphs to collaborative groups
asking students to make some predictions based on
the data (Attachment #3). The teacher should
circulate among the groups to help facilitate
conversation about the data. Here is a question you
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might want to ask:
 How does your model that you created
several days ago connect to the data on the
line plot? Explain your connections.
2. Give students a sheet of chart paper and place them
in collaborative groups of 4. Have them brainstorm a
list of careers and real life applications to the concept
of seasons.
3. For the lesson wrap-up, each group should share out
with the whole class their ideas and provide a
rationale for why a specific career or real world
application applies to the concept of seasons. The
teacher should hang these posters around the class
for future astronomy ideas.
 Assessment – Students will complete 4 questions on
Attachment #3 that pertain to reading a tide chart.
LA – I think this is a good foundation, but that this section
could go farther and have them come up with a creative way
to linguistically describe the concept in alternative ways –
raps, poems, children’s stories, interactive displays, handouts,
etc. – truly tie in the SS component you put in
 Concepts – Using non-fiction resources to conduct
research
 Goal / Objectives - How does the tilt of the Earth’s axis
affect the change of seasons and the length of
daytime and nighttime?
 Standards – LAFS.68.RST.1.1 Cite specific textual
evidence to support analysis of science and technical
texts.
 Careers – writer, producer, executive story editor
 Project - Each pair of students will be given a new
copy of the “Summer Talk” (attachment #1) probe
and will be allowed to work in together to formulate
their thinking. It is okay if students change their
response that they originally had.
1. If there are misconceptions or in constructive
dialogue the students have concerns, they will be
directed to take out their models from the
previous day to show what they mean. Again the
teacher should continue to attach formal
vocabulary to what the students are discussing so
that they start to use this language in their
written and verbal communications. Types of
talking points and student-centered-guided
questions that the teacher might mention are the
following:
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
How effective was this probe in depicting
how students in a class might really feel?
 Imagine that you lived in the Southern
Hemisphere, describe what you would
experience regarding the seasons.
2. To summarize all of their findings and clear up any
misconceptions that students may have, students
will be asked to move into triads and with a
laptop move themselves through the Seasons
Power Point (attachment #2).
 Explain how you feel about using models
to create something that we cannot
directly see.
Teacher Annotation:
Please use the teacher pages in the book “Uncovering Student
Ideas in Science Vol 3” by Page Keeley pages 178 through 183
to see further suggestions to help students clarify their
misconceptions and to further your background knowledge.
 Assessment – The teacher will use both written and
verbal qualitative responses from the Summer Talk
probe to help them determine their classes’ level of
conceptual understanding. The correct answer is
Raul’s response. If the majority of the class picked
other student’s responses as the correct answer
which will help the teacher determine that more
background building is needed over the course of 4
days.
SS – Very Nice!
 Concepts – Thinking like a citizen
 Goal / Objectives - Students will think like scientists by
participating in a group or classroom discussion on
tide change when kayaking/boating in Florida waters.
 Standards - SS.8.A.3.16 Examine key events in Florida
history as each impacts this era of American history.
 Careers – Environmental project manager,
environmental planner, regional forum coordinator,
wetlands scientist
 Project 1. With your group, write down three things you
know about tide changes and kayaking/boating in
Florida (per person) and discuss your sources for
this information.
2. Discuss with your group how do you think tide
changes affects kayakers and boaters in Florida?
3. How do you think tide changes affects Florida
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environments?
4. Within your group, come up with 3 ways that you
could inform the public about how tide change in
their location affects kayaking/boating.
5. Select a local water way in your area, conduct
research about the tide changes and create an
educational flyer informing the public about the
need to utilize tide charts.

Assessment – Groups will be graded on a rubric ( 2
points for group work, 2 points for selecting a local
water way, 2 points for including tide information on
flyer, 2 points for providing public awareness tips on
flyer) 8/8=100%
Art – Great!
 Concepts – Using photographs to take accurate
measurements
 Goal / Objectives- Students will learn to utilize
photographs of the sun determine diameter and
distance to Earth
 Standards - VA.68.F.1.3Investigate and describe how
technology inspires and affects new applications and
adaptations in art.
 Careers – graphic design artist, digital photographer,
journalism, 3D artist, production assistant
 Project –
1. Students will work in groups to research
photographs of the sun and the month that
they were taken.
o Each photograph should be enlarged
using the same percentage of
enlargement
2. Groups should measure the Sun’s diameter,
record this diameter, and make note of the
month the photograph was taken.
3. Students should then review all data to make
determinations as to how the diameter of the
Sun is increased or decreased dependent
upon the Earth’s season.
 Assessment – Once students have made the
connection between a larger diameter in the winter
months, the class will make a 4 square visual
(summer, winter, spring, fall) presentation of each
season and a photograph of the Sun’s diameter.
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PE –
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Concepts –Physical Activity Around the World in
Different Seasons
Goal / Objectives – Students will research different
sports that occur around the world in different
seasons. Students will connect the required gear to
participate in the sport along with the season and
climate during the sport occurrence.
Standards – PE.8.R.6.3Compare and contrast games,
sports and/or physical activities from other cultures.
Careers – Physical education teacher, sports
equipment designer, athletic engineer
Project –
1. The class should be divided into 4 groups and
each group should be assigned a season.
2. Once groups have been assigned a season,
they will need to research the hemisphere on
Earth that is experiencing that season. Then
identify a country within that hemisphere.
Once the country is selected, groups will need
to research what sports are played and the
equipment required to conduct the sport.
3. Groups will need to prepare a presentation
for the class that will include the following:
season assigned, what hemisphere is
experiencing that season, what country was
research, what sports are played during that
season in that location and what sporting
equipment is required.
4. Students should have an opportunity to try on
and/or use a variety of equipment used in
different seasons.
Assessment – Group presentations will be graded
using a rubric: 2 points for season assigned, 2 points
for identifying what hemisphere is experiencing that
season, 2 points for identifying what country was
researched, 2 points for identifying what sports are
played during that season in that location and 2 points
for sharing what sporting equipment is required.
10/10=100%
Music – Awesome!!
 Concepts – musical composition related to STEAM
 Goal / Objectives-Groups of students will create a
musical composition that highlights one component
of STEAM and the impact of objects in space and on
each other.
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Standards - MU.68.S.1.2Compose a short musical
piece.
Careers – Sound Technician, Audio Engineer, Cognitive
Musicologist, Acoustical Engineer
Project –
1. Teacher will create 5 groups and assign each
group 1 aspect of STEAM (science,
technology, engineering, art and/or math).
2. Each group will be required to create a song
that addresses their STEAM component and
how it related to the impact of objects in
space and each other.
o Groups can choose a rap, balled, etc.
as their musical platform to sign
about STEAM.
o Topics groups may want to include
are career field pertaining to their
assigned STEAM topic, ways for
others to learn about Earth and Space
Science, facts about the impact of
objects in space, etc.
3. Groups will perform their songs at the end of
the unit for their peers in other classrooms.
Assessment – Groups will be graded on a rubric ( 2
points for group work, 2 points for including assigned
STEAM component, 2 points for musical selection, 2
points for addressing STEAM careers) 8/8=10%
Attachment #1
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Attachment #2
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Explain how your thinking relates to the above three slides.
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Explain how your thinking relates to the above three slides.
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Explain how your thinking relates to the above three slides.
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Explain how your thinking relates to the above three slides.
__________________________________________________________________________
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Explain how your thinking relates to the above three slides.
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Explain how your thinking relates to the above three slides.
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Attachment #3
Name: _____________________________
Date: __________________
Class: ___________________
Make some predictions with your partner. Provide a written response in your student
science notebooks.
a) What does the area between the curves represent?
b) When is the area between the curves the smallest?
c) What happens after the date?
d) Will they diverge forever?
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