Grades: 5-8
Author: Tess Ewart
Module Description
As a result of this presenter-conducted module, participants will use Internet resources to explore the nature of the electromagnetic spectrum. Participants will correlate images taken by the Hubble Space Telescope and other astronomical instruments to the wavelength, color and temperature information that can be found in the spectrum. Participants will design a lesson that uses inquiry-based internet resources to use in their classroom.
Prism
Computers with an Internet connection and color monitor
Lesson Plan Template
**This professional development module is based on the Ohio Resource Center lesson #8046 and therefore contains the lesson plan as found on the ORC web site. The module writer acknowledges the scholarly work of the lesson plan author(s) and does not claim any connection to the writing of the lesson plan. **
Engagement
Have the participants use a prism, or diffraction grating, to separate white light into a spectrum. Then discuss why the light can be separated in that manner and how that could help scientists learn about objects in space.
Assessment: Participants' discussion.
Exploration
Go to:http://www.ohiorc.org/record/8046.aspx.
Click on URL under GO TO RESOURCE.
Click Back to the Lesson to begin.
Have the participants jigsaw the "Catch the Waves", "Making Waves", and "Heating Up" module sections.
Assessment: Participant activity results.
Explanation
Participants should share the information with the group that they learned in the module section they completed.
Assessment: Participants' discussion.
Elaboration
Have participants discuss ways that they could use Internet resources and inquiry in their classroom settings. Internet resources that give background information and/or data tables, but do not have the audience focused on exploration activities or problem solving may be valuable teacher-tools. These types of resources are not the focus in this module and should be avoided as the central element of the teachers' planning of this classroom implementation activity. See the extensions for some suggestions of appropriate sites.
From AGPA's best practices: Our society is developing new technology constantly, and one can particularly argue for the inclusion of computers and multimedia tools into classrooms on the simple justification of student literacy. A more powerful reason is that it provides teachers and students with tools to enhance learning in the traditional content areas.
Inquiry is the most abstract yet most scientific of all of the best practices in science. Inquiry is a method of approaching problems that is used by professional scientists but is helpful to anyone who scientifically addresses matters encountered in everyday life. Inquiry is based on the formation of hypotheses and theories and on the collection of relevant evidence. There is no set order to the steps involved in inquiry, but children need to use logic to devise their research questions, analyze their data, and make predictions. When using the inquiry methods of investigation, children learn that authorities can be wrong and that any question is reasonable.
The most abstract component of inquiry is imagination. Both students and professional scientists have to be able to look at scientific information and data in a creative way. This unconventional vision allows them to see patterns that might not otherwise be obvious.
Teachers can incorporate inquiry approaches to learning, for example, by allowing small groups of students to explore a particular natural phenomenon that might exhibit certain trends or patterns. The children can then reconvene as a class, discuss their observations, and compile a list of several different hypotheses from this discussion. Each group can choose a hypothesis to investigate. Several groups might choose to replicate the same study to reduce the bias effects of any one group's techniques. Depending on their age, children might design their own experimental apparatus, use probes attached to computers, or employ sophisticated software to analyze data or create charts and graphs. Data based predictions can be the foundation for further investigation.
Star Light, Star Bright provides participants with an example of an interactive and flexible learning environment that allows participants to follow their curiosity and to learn at their own pace.
NSES CONTENT STANDARD A: As a result of activities in grades 5-8, all students should develop an understanding of the following Science as Inquiry topics:
NSES CONTENT STANDARD B: As a result of their activities in grades 5-8, all students should develop an understanding of the following Physical Science Transfer of Energy topics:
NETS #3 : Technology productivity tools
NETS #5 : Technology research tools
NSES PROFESSIONAL DEVELOPMENT STANDARD A: Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must:
NSES PROFESSIONAL DEVELOPMENT STANDARD B: Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must:
1.5 - 2 hours
The amount of time needed to complete any of these module sections will vary depending on such factors as the length of available teaching time and the number of computers to the number of participants who need to use them. The following are estimated times:
"Catch the Waves", "Making Waves", and "Heating Up" can be jig-sawed in order to save time. However, "Stellar Encounters" should be done by all participants.
Notify the participants in advance to bring their curriculum guide/map or textbook to facilitate their development of an implementation plan.
Make sure all computers have an Internet connection and browser.
Preview the science background information and become familiar with each of the four module sections: "Catch the Waves," "Making Waves," "Heating Up," and "Stellar Encounters." When looking at these module sections, special attention can be given to examining such features as "Light Facts," "Brain Teasers," "What do you Know?" and "Beats Me-You Explain It."
Book mark the activity on the computers or provide an easily accessible link.
Prerequisites:
Before attempting to complete this lesson, the participants should:
Know that light can be reflected, refracted, or absorbed by an object.
No special precautions are necessary for handling or disposing of the materials in this lesson.
Assessments can be found at the end of each learning cycle stage. For an overall assessment, use the assessment that is found on the ORC website as shown below.
At the end of each of the modules, "Catch the Waves," Making Waves," and Heating Up," there is an activity called "What Do You Know?" that summarizes key lesson ideas. Also included is a more challenging level of thinking called "Beats Me-You Explain It." This activity asks the participant a series of thought provoking application type of questions related to the concepts that were developed in the module. "Stellar Encounters" is an assessment module that bases its information on what has been learned in the other three modules. Here, the participants are asked to apply their knowledge in a way that astronomers would use it to interpret the light received from distant stars and galaxies.
QUESTIONS & ANSWERS TO "BEATS ME-YOU EXPLAIN IT."
CATCH THE WAVES:
Questions | Answers
MAKING WAVES:
Questions | Answers
HEATING UP:
Questions | Answers
QUESTIONS & ANSWERS TO "BRAIN TEASERS"
Section |
Question |
Answer |
Catch the Waves |
- 1 a / b / c |
|
Making Waves |
- 5 a / b |
|
Heating Up |
- 6 a / b / c |
|
Stellar Encounters |
- 8 a / b |
See handouts at bottom.
N/A
From the Ohio Resource Center Lesson #8046:
Follow-up Activities / Interdisciplinary Connections:
Participants may be given new images and data found at the Space Telescope Science Institute home page. This could be shown directly to the class using an overhead projector and a LCD or television monitor. This information could also be printed out as a paper copy to be analyzed and compared to what they have learned about light and the electromagnetic spectrum in the "Star Light Star Bright" computer lesson. Picture images taken by the Hubble Space Telescope are also available at your closest NASA Educator Resource Center.
Connections to other disciplines can be used to broaden classroom discussion of the general principles learned in Star Light, Star Bright.
Download Lesson Implementation Template: Word Document or PDF File
Issues to consider are the following: seating so everyone can see the display, make sure every person participates in discussions, and grouping with diversity in mind.
From the Ohio Resource Center Lesson #8046:
It is recommended that teachers project the images from the computer onto a classroom screen using an overhead LCD or television screen. To facilitate a more organized and predictable large group presentation and not encounter last minute glitches that can always occur when using a computer, the following are some suggestions you might want to consider. Bookmark a selected part of the lesson such as one of the modules that you wish to use and download it onto your hard disk. This will eliminate the inconvenience of unexpectedly going off the Internet. Another way to prepare is to print ahead of time selected parts of the lesson as paper copies. Possible choices to consider might include "Light Facts," "Brain Teasers," "What Do You Know," and "Beats Me-You Explain It." Students can use this information to do additional research on a question or topic area that interests them.
Here are some suggestions:
Nowadays, many students have computers at home with access to the Internet. If that's the case with your students, you may want to consider assigning sections of the Star Light, Star Bright lesson as homework.
From the Ohio Resource Center Lesson #8046:
Educator's Information:
Educator's Information:
Educator's Information:
References: