Learning About Aurorae - The Planterella Experiment
Learning About Aurorae - The Planterella Experiment
Module Overview
This unit emphasizes literacy skills for STEAM students, using the Planeterella Experiment to learn about aurorae. Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planterella’s design, purpose and history, magnetic currents and their role in aurorae, the Van Allen Belt, the Lorenz Effect, and how global warming impacts aurorae. Students will perform experiments with magnetic currents and create a lab simulation of the aurora borealis using textual evidence and data from the anchor and supplemental texts. Students will present their findings and their experiments using the Tricaster TC40.
Module Preparation
Part I: Unit Title: The Planeterella Experiment
Part II: Background on LMS and Science Teacher Relationship:
This lesson was created by Library Media Specialist Elizabeth Strauss, Tech (STEAM) teacher Jaime Newell, and Technology Integrator Jeanna Wagner. Elizabeth’s strengths were described as community collaboration, text based inquiry, and open educational resources. Jaime’ s strengths were described as integrating science and technology with artistic ideas with creative thinking. Jeanna’s strengths were described as bridging the gap between instructional practices and technology tools.
Part III: Unit Description
Lesson 1: Magnetic forces. Estimated Time: 160 minutes (Two 90-minute class sessions , 80 minutes for the activities and 10 minutes for beginning and end of class procedures).
Activity 1: Exploring magnet polarities and forces. Students will get to use magnets to explore the vocab words “Polarity, Attraction, Repulsion, Field.” How does magnetic intensity change throughout space? Time: 20 minutes
Activity 2: Exploring electromagnets. Electric current through copper wire will create a magnetic field. Explore how to control the strength of the magnetic field. Vocab words: “Current, Magnetic field, Electricity.” Time: 60 minutes
Activity 3: Demonstrating the generator effect. Students will observe the deflection of a galvanometer needle when an electrical cord crosses Earth’s magnetic field. This experiment will be done outside so needs to be timed with good weather. Students will learn the words “Galvanometer, deflection (of the galvanometer).” Time: 45 minutes
Activity 4: Students will learn about Lenz’s Law: “An induced electromotive force generates a current that induces a counter magnetic field that opposes the magnetic field generating the current.” This will be demonstrated by an experiment with hanging a magnet into an aluminum can that is floating on water, turning the magnet, and observing what happens. Vocab words: “Electromotive, Lenz’s Law.” Time: 35 minutes
Lesson 2: Learning about Auroras: Estimated Time: 180 minutes. (Two 90-minute class sessions)
Activity 1: Magnetic mysteries of the aurora. Students will learn the names of basic auroral forms by organizing images into the correct categories. Students will learn about various phenomena associated with auroras through articles, like how they have evolved and whether or not they make sound. Students will demonstrate an understanding of where and when auroras occur. Vocab words: “Auroral substorm, arches, arcs, bands, substorm expansion phase, substorm onset, coronas, diffuse glows.” Estimated time: 90 minutes
Activity 2: The magnetosphere. Students will learn the basic elements of the sun-earth system. Vocab words: “Magnetosphere, Bow Shock, Magnetopause, Magnetotail, Polar Cusp, Plasma Sheet, Auroral Oval, Ring Current, Solar Wind.” Students will pick one in particular to write a short essay on why scientists are trying to learn about it. Time: 45 minutes. Essay time will be 30-45 minutes at home.
Activity 3: The Sun-Earth Connection. A presentation on the Sun and its effects on Earth’s magnetosphere and NASA’s satellite mission to understand auroral substorms, THEMIS (Time History of Events and Macroscale Interactions during Substorms). Presentation time: 45 minutes.
Lesson 3: The Planeterrella - Time: Four 90-minute class periods
Activity 1: Students will read the anchor text and answer text dependent questions (listed below) to ensure thorough reading. There will be a class discussion following, regarding the possibilities surrounding the planeterrella experiment. (80 minutes)
Activity 2: Students will use their previous learning about auroras, the magnetosphere, and the sun-earth connection to create a lab that simulates auroras.. (270 minutes, 3 class periods)
Lesson 4: Tricaster, broadcasting knowledge -
Activity 1: The class designs a Tricaster production to be shown on PHS-TV and PTV for the community to by writing a script and using photos and video collected during all activities. (Advanced TV Broadcasting Crew will produce this segment).
Part IV: Standards Addressed
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ISTE Standards |
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1.c. |
Use models and simulations to explore complex systems and issues |
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2.a. |
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments or media. |
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Next Gen |
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HS-PS3-5 |
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. |
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Cross Cutting Standards: |
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Common Core State Standards ELA/Literacy: |
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RST.9-10.8 |
Assess the extent to which the reasoning and evidence in a text support the author’s claim, or a recommendation for solving a scientific or technical problem. |
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RST.11-12.1 |
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
Part V: Unit Essential Question
How do scientists develop theories to explain natural phenomenon such as the aurora borealis?
Part VI: Goals for Using Inquiry
The student will be able to read, understand, and analyze scientific texts, as well as create their own hypotheses and predictions based on their understanding of those texts.
The student will explore and understand the concepts of magnetism and polarity by demonstrating the generator effect and through the application of Lenz’s law.
The student will be able to research and understand the phenomena of auroras.
The student will be able to design an experiment to build a working model of aurora simulator.
The student will be able to creatively communicate their efforts to a wider audience through the use of the Tricaster (studio in a box) to produce a video segment to share online and with their fellow students.
Part VII: Summative Assessment Description and Rubric
ATTRIBUTE The student will be able to: | 1 – DOES NOT MEET EXPECTATIONS | 2 – APPROACHES EXPECTATIONS | 3 – MEETS EXPECTATIONS | 4 – EXCEEDS EXPECTATIONS |
Next Gen | ||||
HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. | □Does not understand or illustrate through a working model or paper illustration the interaction of two objects through electric or magnetic fields or does not complete assignment. | □Understands the intent of the model of two objects interacting through electric or magnetic fields, can show the relationship on paper, but does not complete a working model that illustrates the interaction. | □Develops a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to interaction, but the model does not completely illustrate the interaction. | □Develop and use a working model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction, include explanation. |
ISTE 1.c. Use models and simulations to explore complex systems and issues | □Student does not gather evidence from case studies provided to them, and | □Student does not provide complete evidence from other case studies | □Using case studies of other towns and evidence gathered during research | □Using case studies of other towns and the evidence gathered |
2. Communication and Collaboration. | ||||
ISTE 2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments or media. | □ Students do not collaborate with peers, experts, or others, and/or do not communicate their findings through digital media. | □ Students only occasionally interact and collaborate with peers, experts, or others and/or do not publish their findings through digital media. | □ Students work together to research and identify resources | □Students work together in groups and with outside experts |
3. Literacy | ||||
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim, or a recommendation for solving a scientific or technical problem. | □Students does not understand or does not try to identify reasoning or evidence in the text which supports the author’s claim. Student does not understand how to use or does not try to use that reasoning or evidence to answer the essential questions and solve the technical challenge of building the simulator. | □Students need extra help to identify reasoning or evidence in the text which supports the author’s claim. Student only partially uses that reasoning or evidence to answer the essential questions and solve the technical challenge of building the simulator. | □Students can identify reasoning or evidence in the text which supports the author’s claim, then uses that reasoning or evidence to answer the essential questions and solve the technical challenge of building the simulator. | □Students can identify reasoning and evidence in the text which supports the author’s claim, then uses that reasoning and evidence to answer the essential questions and solve the technical challenge of building the simulator. |
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. | □ Student does not cites specific textual evidence to support analysis of science and technical texts, or attending to important distinctions the author makes or to any gaps or inconsistencies in the account. | □ Student cites partial specific textual evidence to support analysis of science and technical texts, including some distinctions the author makes or some gaps or inconsistencies in the account. | □ Student cites specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. | □ Student cites specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account, as well as sharing their own opinions about the author’s work. |
ATTRIBUTE
The student will be able to:
1 – DOES NOT MEET EXPECTATIONS
2 – APPROACHES EXPECTATIONS
3 – MEETS EXPECTATIONS
4 – EXCEEDS EXPECTATIONS
Next Gen
HS-PS3-5
Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
ISTE 1.c. Use models and simulations to explore complex systems and issues
2. Communication and Collaboration.
ISTE 2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments or media.
3. Literacy
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim, or a recommendation for solving a scientific or technical problem.
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Part VIII: Prior Knowledge Needed
Teachers will need to evaluate if students have prior knowledge of magnetic fields, auroras, creating a video for broadcast, and what their reading levels are. Additionally, students will need some general working knowledge of magnets and their polarities.
Part IX: Student Learning Objectives
- The student will be able to describe the design, purpose, and history of the Planeterrella by reading and annotating the anchor text about the Planeterrella experiment (The Planeterrella Experiment: From Individual Initiative to Networking).
- The student will be able to analyze the magnetic currents that the Planeterrella creates by applying information from the magnetic experiments and the Planeterrella article.
- Students will be able to evaluate claims that the types of solar activity described in the article impact global warming by using evidence from the text and from other resources.
- The student will be able to create a lab simulation of the aurora borealis and describe its effects using textual evidence, data, and precise details from the article and supplemental texts.
Part X: Text Set Description
The anchor text describes the purpose, design, and history of the Planeterella. The supplemental texts cover aurorae and magnetism.
Texts
| Anchor Text: | The Planeterrella experiment: from individual initiative to networking http://www.swsc-journal.org/articles/swsc/full_html/2013/01/swsc120039/swsc120039.html Text Purpose: The purpose of this text is to describe the history of the Terrella, and the modernization of this device (the Planeterrella). The Planeterrella simulates the aurora borealis, and students will be reviewing the description of the Planeterrella experiment, and trying to build a working model of the Planeterella. Text Dependent Questions: Why did the authors write this article? What is a terrella? What is a planeterrella? Explain the differences between Planeterrella I, II, and III. Why did the authors decide not to patent the Planeterrella? Do you agree with this decision? What are the pros and cons of having a small planeterrella? What are the pros and cons of having an automated planeterrella? Study the examples of Planeterrellas that exist throughout the world, and make a case for which Planeterrella has been the most successful. Be sure to include your definition of success and list the evidence that proves your point. Why is the Planeterrella a successful public service project? ATOS results: 9.4 Accommodations: Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. Reading accommodations: reduce amount of text based lessons for certain students by choosing selections from articles instead of assigning the complete articles, or using graphic organizers from Academic Moves for College and Career Readiness by Jim Burke & Barry Gilmore. |
| Supplemental texts: | Lesson 1, Activity 2: Magnetic Pendulum resource http://www.oercommons.org/courses/magnetic-pendulums/view Text purpose: To provide succinct, step-by-step instructions for students to create a magnetic pendulum. There is also a clear description of the actions that are being created by the project. Text dependent questions:Why does the second coil begin to swing?Why is the second coil considered to be a generator? ATOS results: 9.2 Accommodations:Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. Lesson 1, Activity 3: Generator Effect resource http://www.oercommons.org/courses/jump-rope-generator/view Text purpose: To provide students with instructions to create the generator effect Text dependent questions: How is the flow of current maximized? ATOS results: 9.9 Accommodations:Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. Lesson 2, Activity 2-3: What is an aurora? http://ed.ted.com/lessons/how-epic-solar-winds-make-brilliant-polar-lights-michael-molina Text purpose:To illustrate the creation of auroras Text dependent questions:What purpose does the magnetosphere serve and what is its role in creating the aurora borealis? ATOS results: NA (video) Accommodations:Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. |
| What is the aurora? | Nasa Auroral Poster http://pwg.gsfc.nasa.gov/polar/EPO/auroral_poster/aurora_all.pdf Nasa Auroral PosterText Purpose: The purpose of this text is to explain the science behind the aurora, and to describe the history of how scientists came to understand and explain the phenomenon. Text Dependent Questions: Does this article provide evidence that supports or contradicts that in the anchor text? How?What does the graph (Historical record of linkage between sunspots and auroral activity) tell us?Which scientist is mentioned in both the anchor text and this text, and what was his contribution? Accommodations:Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. Reading accommodations: reduce amount of text based lessons for certain students by choosing selections from articles instead of assigning the complete articles, or using graphic organizers from Academic Moves for College and Career Readiness by Jim Burke & Barry Gilmore. |
| Casting light on solar wind: simulating aurorae at school http://www.scienceinschool.org/2013/issue26/aurorae Text Purpose: this article describes how to create a simulated aurora borealis in the classroom, and describes the Lorenz Effect. Text Dependent Questions: What is the theory behind the simulating the aurorae and the Van Allen Belt? How is a stellar ring current created? ATOS results: 11.3 Accommodations: Read and be familiar with all IEPs. Extend time as necessary. Use Read & Write for Google to define words, create a vocab list, listen to audio etc. Reading accommodations: reduce amount of text based lessons for certain students by choosing selections from articles instead of assigning the complete articles, or using graphic organizers from Academic Moves for College and Career Readiness by Jim Burke & Barry Gilmore. |
Part XI: Suggested Lesson Breakdown/Pacing
| Day | Student Learning Objectives | Aligned Student Learning Task & Suggested Timing | Formative Assessment | Important Accommodations |
| 1-2 | SLO #2 | Two 90 minute class sessions*See activities from unit plan | Quiz and study guide on vocab words for unit, functionality of magnets, generator effect, and Lenz’s Law | Reduced text, R&W for Google, extended time |
| 3-4 | SLO #1, #3 | Two 90 minute class sessions | Activity to organize images of auroras into correct categories, essay justifying the scientific need for this study | Reduced text, R&W for Google, extended time |
| 5-7 | SLO #4 | Three 90 minute class sessions | Finalize text dependent questions, lab planning | Reduced text, R&W for Google, extended time |
| 8 | SLO #1-#4 | One 90 minute class session | Develop script and graphics for Tricaster production | R&W for Google, extended time |