Engaged Learning Project

Title of Project: Global Sun Temperature Project

Subject(s): Astronomy
Grade Level(s): 11
Abstract:
Students will be investigating how geographical position, incidence angle (tilt of the Earth), and rotational velocity affect
local climate, specifically temperature. Students will participate in The Global Sun Temperature Project developed and
managed by the Center for Innovation in Engineering and Science Education (CIESE). This project is an Internet-based
multidisciplinary project designed to enrich a student's learning experience through the use of a wide range of technology. In
particular, this project utilizes the Internet to have students collaborate in large numbers, across great distances, to determine
how proximity to the equator affects average daily temperature and hours of sunlight. By participating in this project,
students also have the opportunity to interact with experts online, use an online asynchronous discussion board to discuss
project-related topics, and publish their own work to the project web site.
Learner Description/Context:
Students taking part in this project at Haralson County High School live in a predominately rural area. Due to the rural
setting, many of the activities these students are involved in outside of school are closely tied to nature. Students in this area
spend a great deal of time participating in outdoor activities such as hunting, fishing, camping and riding atvs. The
community as a whole prides itself as being country. This country heritage provides a rich resource of knowledge of the
natural world. The students interest in outdoor activities coupled with the rural nature of the community will strengthen the
authenticity of the project participation. Students will be able to see connections between their scientific research findings
and their everyday observations.
Participation in the project will take place both in a classroom and outside. The classroom is equipped with Wi-Fi Internet
access, a data projector and interactive white board. The outside activities of the project will take place at the schools
outdoor classroom. The outdoor classroom has Wi-Fi Internet access, bench seating, and a shaded platform.
Time Frame:
This learning experience will take 3.5 weeks with approximately 15 hours of class time being used. The learning activity
consists of 3 parts. Part 1 will last 1 week. During the first week students will be investigating properties of the Earth-MoonSun system, local geographical information, and historical climate data. Part 2 will last 2 weeks. During this time students
will measure and record temperature and minutes of daylight at the learning site. Part 3 will last 2-3 days during which
students will calculate averages, plot and analyze data, draw conclusions based on raw data from the Internet, and
communicate their results by publishing their reports to The Global Sun Temperature Project.
Standards Assessed:
Georgia Performance Standards for Astronomy:
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.

Jeff Barron, Kennesaw State University

Engaged Learning Project

SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing
reasonable scientific explanations.
a. Trace the source on any large disparity between estimated and calculated answers to problems.
b. Consider possible effects of measurement errors on calculations.
c. Recognize the relationship between accuracy and precision.
d. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.
e. Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic
formulas as appropriate.
SCSh6. Students will communicate scientific investigations and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data.
c. Use data as evidence to support scientific arguments and claims in written or oral presentations.
d. Participate in group discussions of scientific investigation and current scientific issues.
SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of
reference of the Earth.
a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases
of the Moon, eclipses, seasons, and diurnal cycles.
b. Describe how latitude and time of the year affect visibility of constellations.
SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe.
b. Explain the relationship between the energy produced by fusion in stars to the luminosity.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies.
National Science Educations Standards for Earth and Space Science (Grades 9-12 Content Standard D):
Energy in the Earth System
-Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external
source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational
energy from the earths original formation.
-Heating of Earths surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing
winds and ocean currents.
National Educational Technology Standards for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products or processes using technology.
Students:
c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific task.
d. process data and report results.
5. Digital Citizenship
Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior. Student:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Jeff Barron, Kennesaw State University

Engaged Learning Project

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
a. understand and use technology systems.
b. select and use applications affectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

Learner Objectives:
Students will be able to explain how geographical position, incidence angle (tilt of the Earth), and rotational velocity
affect climate, specifically average daily temperature and amount of daylight. Students will be able to predict seasonal
temperature ranges and hours of daylight when given a geographic location indicating proximity to equator. Measurement of
these objectives will be achieved through the evaluation of the following: a 2 page paper produced and submitted
electronically, a 5-10 minute electronic presentation, a hand written lab report, and a multiple choice test administered via
netbook. Individual rubrics will be used for the evaluation of the paper, presentation, and lab report.
The Hook or Introduction:
The introduction to this learning experience will be an activity called A Nice Place To Visit But I Wouldnt Want To Live
There. In this activity students will be placed in groups of two. Each group will be given a postcard from an obscure far
away place. The students will be asked to imagine they are visiting the far away place. Without using any resources, the
students will compose postcard type messages describing the geographic locations and climate of their far away locations.
The groups then exchange postcards and messages. The groups will use their netbooks to research the geographical location
and climate of the place depicted on the postcard each received in the exchange. Each group will then compose a short
description, including the locations name, latitude and longitude, and average daytime temperature. One person from each
group will post the description using Google Docs. The teacher will take the individual post and place them on a world map
using Smart Notebook software. The world map, with post, will be displayed using the interactive white board. Groups will
then compare the post of their location to their original description. Groups will then share with the class how their original
descriptions compare with the researched descriptions.
Purpose: The purpose of this activity is to get the students to begin thinking about how temperature and climate compare at
different locations relative to the equator. The activity is also meant to familiarize students with the use of latitude and
longitude as a means of describing geographic location.
Process:
The first week will be used to investigate the Earth-Moon-Sun system. Working with their assigned partner from the
introduction, students will have three days to complete a WebQuest which will guide them through research on the following
topics: the use of latitude and longitude, the Earths rotation and tilt, how the Earths orientation affects the angle sunlight
strikes a given location and how this produces seasonal temperature variation. The WebQuest will culminate in the students
producing a two-page paper and a 5-10 minute presentation. The presentation will include how these topics relate to the
temperature and climate of the postcard location they were given during the introduction activity. Students will be allowed to
choose PowerPoint or Prezi to deliver their presentations. Students will then be introduced to The Global Sun Temperature
Project. Students will have the opportunity to communicate any questions or concerns to experts in Astronomy, Earth
Science, and Meteorology through the ask an expert link on the Project site. Students will also be able to communicate with
other students from all over the world participating in the Project via the discussion forum.
During weeks 2 and 3, students will join The Global Sun Temperature Project and begin collecting data to submit to the
Project. Students will carry their Vernier LabQuest data collection units with ambient air temperature probes outside each
day to the designated area to measure the air temperature. Students will record weather observations at the time of
temperature measurement using the lab notebook feature on their Vernier LabQuest data collection units. Each day students
will download temperature measurements and weather observations from their Vernier LabQuest units to their netbooks. At
the end of the sampling period designated by The Global Sun Temperature Project, students will submit their data to the
Project data section. When the combined final verified data is ready for download, students will retrieve the data from The
Global Sun Temperature Project website. Students will then use the data collected from all over the world to plot, analyze
and draw conclusions. In the last phase of the learning experience the students will write a final report sharing their
conclusions. They will publish their conclusions by submitting their reports to the discussion area on the Project website.

Jeff Barron, Kennesaw State University

Engaged Learning Project

Product:
The end product of this learning experience will be a published report of data analysis and conclusions using data
collected from all over the world. The report will be published via The Global Sun Temperature Project website. The reports
will be used by other students from around the world for comparison in order to validate their own analysis and conclusions.
The published student reports will be assessed using a rubric to assign points for proper formatting, scientific accuracy, and
completeness.
Technology Use:
The technologies that will be used in this learning experience are student netbooks with the Microsoft Office suite, Wi-Fi
Internet access, Vernier LabQuest 2 data collection units with temperature probes, teacher computer workstation, data
projector and interactive white board.
Student netbooks with Wi-Fi Internet access will be used throughout the learning experience to facilitate research and
communication with project participants as well as experts associated with The Global Sun Temperature Project. Internet
access will also be used in the retrieval of date collected by worldwide Project participates and the publishing of final reports
to the Project website. These uses of technology support the engaged learning indicators Authentic/Meaningful and
Collaborative.
Student netbooks utilizing Microsoft Office will also be used to analyze data with Excel, create presentations with
PowerPoint and produce reports with Word. These uses of technology support the engaged learning indicators
Authentic/Meaningful and Multi-disciplinary.
Vernier LabQuest 2 data collection units with temperature probes will be used to collect temperature data for submission
to The Global Sun Temperature Project. This use of technology supports the engaged learning indicator
Authentic/Meaningful.
References and Supporting Material:
Resources:
The Global Sun Temperature Project http://ciese.org/curriculum/tempproj
Links to all resources needed to understand and implement this learning experience can be found under the resources tab on
The Global Sun Temperature Project website. The URL is listed above.
WebQuest URL: http://sunlightandseasons.weebly.com
Materials that need to be made by teacher implementing learning experience:
1. rubrics for assessment of WebQuest paper and presentation
2. multiple choice test covering learning experience objectives
3. rubrics for lab report and published final report

Jeff Barron, Kennesaw State University