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ScienceEarth & SpaceBenchmark A: Describe how the positions & motions of the objects in the universe cause predictable and cyclic events Indicators 8-1: Describe how objects in the solar system
are in regular and predictable motions that explain such phenomena as days,
years, seasons, eclipses, tides and moon cycles 8-2: Explain that gravitational force is the dominant force determining motions in the solar system and in particular keeps the planets in orbit around the sun 8-8: Name and describe tools used to study the universe (e.g., telescopes, probes, satellites, and spacecraft. Science and TechnologyBenchmark B: Design a solution or product taking into account needs and constraints Indicators 8-4: Evaluate the overall effectiveness of a product design or solution Scientific Inquiry Benchmark B: Analyze and interpret data from scientific investigations using appropriate mathematicall skills in order to draw valid conclusions Indicators: 8-2: Describe the concepts of sample size and control and explain how these affect scientific investigations 8-3: Read, construct, and interpret data in various forms produced by self and others in both written and oral form (e.g. tables, charts, maps, graphs, diagrams, and symbols. 8-4: Apply appropriate math skills to interpret quantitative data Science Ways of Knowing: Benchmark Indicators 8-1: Identify the difference between description
and explanation Library Standard 5: Information Literacy Grades: 6-8 Benchmark: B: Students identify their needs and select materials in a variety of formats; they demonstrate responsible usage and ethical behavior when using information
8-1: Evaluate library materials and select formats based on information need Benchmark D: Conduct research and follow a research process model
which includes the following: develop essential question; identify resources;
select, use and analyze information; synthesize and generate a product; and
evaluate both process and product. 8-1: Generate a topic, assigned or personal interest, and open-ended questions for research and modify questions as necessary. 8-2: Use K-W-L or other graphic organizer techniques to brainstorm possible keywords or resources 8-5: Seek information from a variety of viewpoints 8-6: Understand how to access INFOhio electronic resources at school and from home 8-9: Critically evaluate the quality of the information resource 8-11: Take notes, organize information into logical sequence, and create draft Technology Standard 6 Grades: 6-8 Benchmark: A: Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources. Indicators 8-1: Select technology-based library materials and multimedia tools based on need e.g., to obtain, analyze or communicate information Benchmark B: Use technology to conduct research and follow a research process model which includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.
8-1 Conduct complex Internet searches using advanced features such as Boolean logic, truncation, and limiters 8-5: Integrate information literacy and technology literacy skills into the Internet search process 8-7: Verify web site author’s credentials and/or credibility of ownership organization 8-8: Evaluates contents of Web site for accuracy, currency, reliability, usefulness, validity, scope and intended audience. Media Literacy #7
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Pre-Assessment: Teacher will pre-assess students utilizing a K-W-L chart about planets/space study as well as reviewing appropriate math formulas for converting Celsius to Kelvin to Fahrenheit, diameter to radius, etc. Review will include: 1. Examining ways of measuring distance
2. Making inferences regarding space travel 3. Identifying the distance
relationship between Earth and other
objects in the Universe 4. Developing formulas and procedures
for determining measurements to solve problems 5. Choosing the appropriate metrics units and tools 6. Calculating, using the appropriate metrics units Media specialist will pre-assess students’ skills in evaluating website information via review and class discussion. MS will introduce/review website evaluation by asking if any student has ever done a search and gotten hundreds of results. Have any of those results been useless? How can we better use our search time? Review search engines and Keyword searching Read information provided by the search engine about each site in results column. Use URL to help determine worth. Take students to bogus cites and have students identify incorrect information. Discuss web author’s purpose and evaluation of sites. http://www.lme.mankato.msus.edu/mankato/mankato.html. http://www.peepresearch.org/. Scoring Guidelines: Teacher judgment will determine if further review is needed before the start of this lesson. Media specialist judgment and knowledge of past work with students will determine need to supplement research and web evaluation skills. Teacher and media specialist will conduct ongoing assessment throughout instruction, assisting individual students as needed, especially with online computer skills. Post-Assessment: In order to determine if students truly understand the characteristics of the planets adaptations that would demonstrate the students’ understanding of planet characteristics (gravity, mass, density, etc.), students will create an alien creature that could exist on their chosen planet. Each student must explain features of his/her alien; i.e. very long eyelashes for a windy planet; very heavy because of low gravity, etc., thus demonstrating an understanding of the objectives listed above. The student will decide where he/she stands on the concept of extraterrestrial life, and debate that position based on the information learned. When students present projects to the class, use a presentation rubric and arrange for constructive criticism from peers. o What did the presenter do particularly well? o What should the presenter do differently next time? o What information was surprising? Scoring Guidelines: Rubric attached Instructional Procedures: After pre-assessment/review period in the classroom, explain the complete project to students: Day One: Introduce the following site about Planet X. http://www.xs4all.nl/~mke/Planet-X.htm. Hand out FACS sheets (web evaluation form). Go through steps of evaluation together using an LCD projector. Discuss evaluation of this website. Who authored the site? Did the author have a hidden agenda? What message is author trying to promote? (Media Literacy) Explain that for the planet project they will have the opportunity to use 6 different sites, each of which should be evaluated first using the FACS sheet. Review steps in research – Big Six model. 1. Define the task. (Go over data collection sheets) 2. Information Seeking Strategies: Ask students to define databases. Review INFOhio resources—Utilize general encyclopedia (Ency. Britannica) for broad background information). MS leads demonstration using the LCD projector and explaining how to search all 3 levels of EBE. Students use information to record data on Fact collection sheet #1. Distribute remaining fact sheets and review each website’s url for clues to site authors. 3. Explain to students that they will also need to record interesting tidbits of information about the chosen planet – information that goes beyond fact gathering for the datasheets, but is nevertheless interesting in understanding the climate and other life supporting aspects of this planet. As the student finishes the website, he/she should create a word document in his/her student file to keep track of these tidbits. The file should be titled (planet) facts. EX: Mercury Facts. Student will add to the one document as he/she finishes a website, beginning each new section with website address for citation purposes. (Demonstrate example in class). This exercise will provide practice in copying/pasting rather than printing unnecessary information. MS will discuss note taking and copyright issues as well as ethical information usage and proper citing of online resources. 4. Students will use SIRS Discoverer for slightly deeper information in a subject-specific encyclopedia. Provide students with written instructions on accessing this database. Students will access an article entitled “Just the Facts Ma’am” from Canada’s science magazine, Yes, and gather planet appropriate information to add to their tidbits file. More practice in copying/pasting only necessary information. May be finished for homework. Day 2: Discuss previous work. Ask for questions. Proceed to Fact Collection sheets #2-6. MS will demonstrate any significant problems with navigating the websites. Students work in order, #2 - #6, gathering and recording information. Science teacher (ST) will deal with questions about Celsius vs. Kelvin and converting mass and density. ST will use chart paper to record results from the various sites as students complete the work. Provide homework worksheet on determining weight on different planets. Day 3: Begin in the classroom. Discuss homework. On which planet would you weigh the most? What does weight mean in relation to gravity? Ask students another question: “How old would you be on another planet?” to understand the relationship between planetary orbits around the sun and our measure of time. Provide worksheet for homework. Move students to library lab to continue working on websites #2-6. Begin session with MS asking for questions, problems, etc., and brainstorming possible solutions with the entire group. ST is present to field questions on science. Both MS and ST float around the room helping individual students. Remind students to record interesting tidbits in server folder as they finish a website, being sure to cite each new site. Students who finish all websites may help those who are struggling. Day 4: MS reviews INFOhio homepage again. Demonstrate EBSCO host as a magazine database. Briefly review databases again. Provide students with written instructions to find a specific article on student’s chosen planet. Copy and paste only the interesting pieces of information into the student tidbits document each student has already created. More practice in cutting and pasting only what is needed as well as citing sources. Use any extra time to finish worksheets. Day 5: In the classroom, ST will monitor discussion on gathered data. Students will process together how to convert the data into comparable forms (kilograms vs. grams vs. ounces). Continue discussion of why information for various sites is not always exactly the same (not only given in different units but sometimes rounded up, rounded down, etc.). In the case of contradictory information, class discussion will center on how to evaluate the information to determine which information is correct. Allow students with the same planet to meet as a group to discuss alien characteristics, share notes, etc. MS will share proper format for works cited page to accompany alien notes. Over the weekend, students will synthesize notes and plan an alien which will be constructed in class on Monday, presented on Tuesday. This authentic application of knowledge may be 2 or 3 dimensional. Be prepared to present alien to the class on Monday with supporting evidence and works cited page. Differentiated Instructional Support Students may work with partners as needed both to gather notes and to create the alien. With two teachers involved on a daily basis, students will have more opportunity for one-on-one instruction. Additional assistance on converting information into comparable formats may be needed. Guided notes may be provided by either teacher. For students with visual, motor, processing or other disabilities photocopy or print out information. (Enlarge, if needed.) With student, underline significant portions of text. Then have student take notes or dictate notes to a notetaker or tape recorder.
Students predict what kind of paraphernalia a particular alien might have to utilize in order to visit another planet, including earth.
Day 1: finish EBE
and SIRS Discoverer as sources. Day 2: “How much would you weigh on another planet?” The purpose: to understand that weight is a measure of gravitational attraction and that force is not the same on each planet. Example 1. assume your weight is 100 lbs.
Day 3: “What is
your age on other planets?”
1. Figure your age in Earth
days (your age x 365) Day 4: Finish worksheets and/or search for magazine article. Day 5: Plan alien
This lesson would be a perfect tie-in to science fiction in language arts. Students could create a science fiction story involving their created alien. Materials and Resources:
Key Vocabulary Database, astronomical unit, period of rotation, period of revolution, Kelvin, Celsius, Fahrenheit, mass, density, diameter, gravity
Utilizing websites and databases; practice with cutting and pasting information vs. printing entire websites/articles
Big Six research process Website evaluation; citing web sources Ethical use of information Attachments
1 sample planetary fact sheet |
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