- Mindful moment.
- Review past DSN entries / past class. Your Chemical Reactions Summative project is due at the beginning of the next class. Paper copy AND digital copy. Do not forget the reflection.
- See today’s blogpost–it is important. Bookmark it for the references.
- Prepare for today’s activities. There will be two parts. 1) Report card comment suggestions and 2) Astronomy — Solar system scale model.
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Report card comment suggestions. The goal is for the comments about you and science 8 to be specific and individually relevant. Be sure to use specific examples. Please explain your thoughts fully.
Complete the following on lined paper with your name and period, turn in, and keep a copy (photo) for your DSN.
A. What sort of comment do you feel would be most helpful to you and your parents with regard to you and Science 8? Why? Write an example.
B. What truly accurate comment would you write about your understanding of scientific ideas in Science 8?
- Describe a particular concept where your understanding grew, changed, and became more sophisticated. How did this happen for you?
- Describe a particular concept that presented a barrier to your understanding. Why do you think the idea was difficult for you? What have you done in response to the challenge? What do you think would help you overcome the challenge in understanding?
C. What truly accurate comment would you write about your skill(s) at carrying out scientific investigations? Consult the chart of scientific practices at the front of the room. Where do you feel you have grown in terms of scientific practices and skills? What has been most helpful.
D. What truly accurate comment would you make about your level of effort in science 8. The digital science notebook has been promoted as a way for every student to improve in sustained engagement. A promise was made that if a student kept a complete and up-to-date DSN, that their science learning would grow. To what extent have you tested this promise. Explain the level of effort you have devoted to the DSN.
E. What benefits do you see in learning scientific ideas/explanations and the scientific ways of working and of seeing the world? To what do you attribute your views? What are your plans for next semester? Next year? After high school? After that? Do you have any long term ambitions? What are they? How do you see yourself with respect to those ambitions?
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Complete as much of the following as you can. Before the end of class today, be sure to see the description of the summative assessment project at the end of this post–Making a model of our solar system to scale by size and distance.
- Answer the following in your digital science notebook–in the astronomy folder:
- What do you already know about the earth, the moon, the sun, the planets, the stars, the universe? Do NOT look up any answers. Respond based on what you currently know or think you know.
- These questions are important to think about and to write about: How do you know? How do we know? How do astronomers know? What are the methods of observation and argument?
- Answer the following questions in your digital science notebook/take the survey and record your responses in your dsn:
- (You may use your own headphones for the next part, or, if they are available, check them out. If you do not have headphones, keep the volume low so others are not disturbed.)
- Watch the following video about students’ ideas in astronomy: A Private Universe http://www.learner.org/vod/vod_window.html?pid=9 OR https://vimeo.com/113349804
- Write a summary in your DSN. List your questions. What are your private conceptions?
Watch the following video. Write a summary in your DSN. Explain the procedure used. List any questions you have. Read about making the video:
Watch the following videos and write summaries in your DSN–
History of Astronomy (browse the following. Be sure to examine the sites and view videos as we take up our study of astronomy).
- Mapping from The Ring of Truth https://www.youtube.com/watch?v=yRY2SkMTafc
- Galileo: Height of mountains on the moon https://brunelleschi.imss.fi.it/esplora/cannocchiale/dswmedia/simula/esimula1_1.html
- Galileo: The Stary Messenger from The Ascent of Man http://www.dailymotion.com/video/x334243
- Newton: The Clockwork Universe from The Ascent of Man http://www.dailymotion.com/video/x1zzkos
- Bad Astronomy http://www.badastronomy.com/bad/index.html
See the description of the Summative Assessment Project below. You will build the model in groups, but the assessment project will be completed as individuals. We will use the sidewalk along the street along the west side of the school. We will begin in the next class. Be prepared.
Very useful solar system calculator:
http://heasarc.nasa.gov/docs/cosmic/solar_system_info.html (read carefully–distance and size scale are not coordinated in this site)
Game–Sizing up the universe:
https://www.brainpop.com/games/sizinguptheuniverse/ user: aesesnew password: newdelhi
Powers of Ten https://www.youtube.com/watch?v=0fKBhvDjuy0
Other references on seasons, earth’s orbit, planets, scale:
Each class will use San Martin Marg for the site of their models. San Martin Marg runs along the west side of the school. In the picture above, note the scale at the bottom right of the image. You can print this image to help you construct your model.
“The exhibition begins with the sun, located at 13th and Baltimore, with the display running south along Baltimore through the Crossroads District, then ending in front of Union Station. The Voyage experience takes approximately thirty minutes to complete, walking at a leisurely pace from the sun to Pluto.”
***Summative Astronomy Sci 8 18-19 Making a model of our solar system to scale by size and distance***
Groups prepare and construct the model. Individuals:
- Make a video (5 minute limit) (with commentary) OR ebook showing a scale model of solar system with both size and distance illustrated to the same scale.
- Produce in hard copy and digital (in students’ DSNs) a written / sketched storyboard.
- Present in hard copy and digital (in students’ DSNs) equivalence chart / calculations to objects and orbits in the model.
- Provide information about sizes, distances and scale.
- Present in hard copy and digital (in students’ DSNs) the directions and inclinations of orbits. (Include interesting facts about the orbits and planets in the commentary.)
|8.SC.BTH.A.2 – 2. Developing and using models|
|8.SC.BTH.A.5 – 5. Using mathematics and computational thinking|
|8.SC.BTH.B.3 – 3. Scale, Proportion, and Quantity|
|8.SC.BTH.E.2 – ESS1.B: Earth and the Solar System|