Ben Drew

February 4
th
2014
Grade 12
Time Frame: 8:30-9:30
Subject: General Science 12
Topic: Astronomy
Curricular Outcomes:
Skills:
209-4 organize data, using a format that is appropriate to the task or experiment

211-3 identify new questions and problems that arise from what was learned

211-3 work co-operatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise

Knowledge:

312-1 describe theories on the formation of the solar system

312-4 describe and explain the apparent motion of celestial bodies

312-6 describe the effects of solar phenomena on Earth

Materials:
- Microsoft PowerPoint with slide instructions
- Smart Board
- Instructions for each station
- Flashlight
- Wax Paper
- Jar
- Incandescent lamp
- 2 Thermometers
- Magnet
- Iron filings
- String
- Cup
- Sugar
- Laptop
- Straws
Anticipatory Set:
There is not an anticipatory set for todays lesson. The lesson is designed to be as engaging as
possible for all of the students for the entirety of the class. This is accomplished through the
hands-on and discussion based nature of each of the activities
Body:
- The class will begin with me making premade teams so that the teams have a mixture of
different abilities on them
- Next I will explain the instructions of what is to take place and have it written on the
white board
- The students will go in groups to four different stations where they will explore a model
of different astronomical phenomena. The students will have a discussion about the
phenomena experienced and then a scribe from each team will write down their answers.
- Each station are as follows will have the corresponding written instructions:
Station #1 Atmosphere of Venus
Venus thick atmosphere is so thick that we are unable to see the surface. All we can do is
speculate what the surface looks like.
Place the flashlight on a desk and stand two meters away from it. Look at the
flashlight with your naked eye.
Next hold up a sheet of wax paper in front of your face.
After each group member has performed these tasks, discuss the difference between
the flashlight with and without the wax paper
Write down your theories of how this experiment works, and how it relates to the
atmosphere of Venus
RECORD ALL ANSWERS AND THEORIES
Next turn your attention to the two thermometers on the desk, underneath the lamp
Look at the thermometer in the jar and record its temperature.
Look at the thermometer that is not in the jar and record the temperature
Compare the two temperatures from the separate thermometers
Discuss and record why the two thermometers have a different temperature. Which
is hotter? Why is it hotter? How does this apply to the planet of Venus?
RECORD ALL ANSWERS AND THEORIES
Station #2 Orbital motion
Fill the cup with salt
Pull the cup back and release to allow it to swing forward
Observe the pattern created on the poster board by the swinging cup of salt, record
what you see
To set the cup in motion you only used one direction of motion, why does the cup
move in a pattern different than the initial motion you set it in.
Discuss as a group and record the different forces at play and how the forces define
the path of movement of the cup of salt. Compare this to the orbit of the planets.
Clean the salt off of the poster board
RECORD ALL ANSWERS AND THEORIES
Station #3 My Solar System Computer Simulation
http://phet.colorado.edu/en/simulation/my-solar-system
Predict the necessary mass, velocity, and distance from the sun of a planet in order
for this planet to make a circular orbit around a sun.
What happens when you increase or decrease the mass of the planet, but keep
everything else constant? Does this agree with your prediction?
What happens to the orbit of the planet when you increase or decrease the
magnitude of the velocity of the planet, but keep everything else constant?
What happens to the planet's orbit when the increase or decrease the initial distance
between the planet and the sun?
RECORD ALL ANSWERS AND OBSERVATIONS
Station #4 The Earths Magnetic Field
Place bar magnet under a sheet of paper.
Place the iron filings in the crease of the folded piece of paper.
Using the straw blow the iron filings at the sheet of paper which is covering the bar
magnet
Observe and draw, the pattern of the iron filings on the sheet of paper
Discuss and record how the movement and location of the iron filings compares to
the Earths magnetic field interaction with charged particles from the sun.
RECORD ALL ANSWERS AND THEORIES

Assessment:
I will collect and mark the papers containing each groups observations and discussions. I will
mark each group on the depth of discussion and the effort at which they tried to analyze each
station. As well taking notes on the different groups and their discussions as they work through
that station.
Diverse Learning Requirements:
For the students with modifications in this general science class I have to make sure they are
each on separate teams. By having all of the activities hands on and discussion based they will be
able to take part in all the activities. Because each team will elect on scribe, my exceptional
students do not have to worry about writing anything down. The teams will be instructed to read
the instructions aloud so that the SEPs will also no have to worry about reading the instructions.
Furthermore I will highlight the different learning styles students have throughout the lesson:
Auditory by the group discussion, Visual and Kinesthetic hands-on activities, and
reading/writing through reading of the instructions and the writing down of the groups thoughts
and answers.
Station one is very useful to help visual learners because it takes an abstract idea, like the
atmosphere of Venus and makes an accurate representation for the students. This activity is also
a kinesthetic activity because students are able to work with and manipulate the materials for the
demonstration. Auditory learners will benefit from the group discussions. Lastly, learners who
prefer the reading/writing learning style will benefit from reading the questions and writing
down the group answers. The second half of station one is primarily a demonstration which
targets visual learners they can observe the differences in the thermometers and take
measurements. Auditory learners will benefit from the group discussions. Lastly, learners who
prefer the reading/writing learning style will benefit from reading the questions and writing
down the group answers.
Station two is a great kinesthetic activity which allows students to manipulate materials to create
a visual representation of orbital motion. This demonstration helps visual learners see that there
are invisible forces which are acting on the planets to give them elliptical orbits. Auditory
learners will benefit from the group discussions. Lastly, learners who prefer the reading/writing
learning style will benefit from reading the questions and writing down the group answers.
Station three is a computer simulation which allows students to create their own solar systems.
The creation of the solar system is one of the main topics we focused on in the unit. This allows
students to apply the knowledge we have acquired and use it to create their own model solar
system. This is a great simulation to help visual learners. Lastly, learners who prefer the
reading/writing learning style will benefit from reading the questions and writing down the group
answers.
Station four is a demonstration which allows kinesthetic students to work with materials to create
visual representation of how the earths magnetic field functions. Once again this topic was a
large focus within the unit and many students had continuous questions about it. This will help
visual learners see the invisible magnetic field and the demonstration also visually represents
how the magnetic field attracts particles. Lastly, learners who prefer the reading/writing learning
style will benefit from reading the questions and writing down the group answers.
Every one of these activities are great models for all my students especially my exceptional
students because it takes a lot of the abstract ideas we have been discussing and working with
throughout the unit and makes them real and concrete. All of the stations are very simple and
easy to do demonstrations which allow students to make different ranges of observations and
theories based on students individual strengths. Many students who did not understand these
phenomena before will now have a better understanding of how certain cosmic phenomena work.
Over all this should bring about a greater curiosity for science and astronomy.
Reflection:
While teaching astronomy I found it difficult to have hands on activities for the students. A lot of
astronomy topics at the higher level are best dealt with through PowerPoints and videos. There
are, however, many short demonstrations you can do with your students on different aspects of
astronomy. This is where I came up with the idea for a station based class where students can
explore several of these demonstrations. I am excited to see how it goes!