Learning About Aurorae - The Planeterrella Experiment - V2

Created Feb. 7, 2024 by Jeanna Wagner

Learning About Aurorae - The Planeterrella Experiment

Module Overview

This unit emphasizes literacy skills for STEAM students, using the Planeterrella Experiment to learn about aurorae. Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planeterrella’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 Planeterrella 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

Students will study how magnetic polarity affects physics and the Earth’s poles create aurora. Students will learn how to identify and classify aurora as well as how the Planeterrella works to create artificial using magnets and electricity inside a vacuum.

Part IV: Standards Addressed

ISTE Standards
1.c.	Use models and simulations to explore complex systems and issues
2.a.	Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments or media.
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.
Cross Cutting Standards:	Cause and Effect· Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Common Core State StandardsELA/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 V: Unit Essential Question

How do scientists develop theories to explain natural phenomenon such as the aurora borealis?

Part VI: Goals for Using Inquiry

Inquiry is an essential part of this using because students need to be able to use the materials given to them in order to investigate why certain phenomena occur. Students will be using hands-on activities and experiencing the results in order to complete their investigations into magnetism and aurora. There will be a lot of trial and error as well as having students question why or why not an experiment worked.

Part VII: Summative Assessment Description and Rubric

ATTRIBUTEThe student will be able to:	1 – DOES NOT MEET EXPECTATIONS	2 – APPROACHES EXPECTATIONS	3 – MEETS EXPECTATIONS	4 – EXCEEDS EXPECTATIONS
Next Gen
HS-PS3-5Develop 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 simulations	□Student does not provide complete evidence from simulations	□Student uses simulations to gather evidence	□Student uses simulations to gather complete evidence and explores other evidence on their own.
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 use textual evidence from the anchor text tosupport or explain what the simulation shows us.	□ Student partially uses textual evidence from the anchor text to support or explain what the simulation shows us.	□ Student uses textual evidence from the anchor text to support or explain or refute what the simulation shows us.	□ Student uses textual evidence from the anchor text to support and explain or refute what the simulations shows us.

ATTRIBUTE

The student will be able to:

1 – DOES NOT MEET EXPECTATIONS

2 – APPROACHES EXPECTATIONS

3 – MEETS EXPECTATIONS

4 – EXCEEDS EXPECTATIONS

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 Planeterrella. The supplemental texts cover aurorae and magnetism.

Texts

The Planeterrella experiment: from individual initiative to networkinghttp://www.swsc-journal.org/articles/swsc/full_html/2013/01/swsc120039/swsc120039.htmlText 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: 9.4Accommodations: 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.

Lesson 1, Activity 2: Magnetic Pendulum resourcehttp://www.oercommons.org/courses/magnetic-pendulums/viewText 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: 9.2Accommodations: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 resourcehttp://www.oercommons.org/courses/jump-rope-generator/viewText purpose: To provide students with instructions to create the generator effectText dependent questions:How is the flow of current maximized?ATOS results: 9.9Accommodations: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-molinaText purpose:To illustrate the creation of aurorasText 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.

Nasa Auroral Posterhttp://pwg.gsfc.nasa.gov/polar/EPO/auroral_poster/aurora_all.pdfNasa 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 schoolhttp://www.scienceinschool.org/2013/issue26/auroraeText 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: 11.3Accommodations: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	SLO #2	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	http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/magnetism_and_electromagnetism/guide_activity1.pdf http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/magnetism_and_electromagnetism/guide_activity2.pdf Lab worksheet: https://docs.google.com/document/d/1xxF6T5M-X7OxN6tIzg7Z0lACKzFzYqS9a3drZbWe4JA/edit?usp=sharing	Students will be given tasks in a group and tasks can be assigned based on the abilities of the students. There are simple tasks listed in the lab such as the person who counts the paper clips or holds the compass.
2	SLO #2	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	http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/magnetism_and_electromagnetism/guide_activity3.pdf http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/magnetism_and_electromagnetism/guide_activity4.pdf Jump rope generator worksheet is in the first link above. Lenz’s Law worksheet is here: https://docs.google.com/document/d/1vhvnHgHuxeRal3G68rB-5r4Y-n0SgI2BWFvakwrOCvM/edit?usp=sharing	Jump rope generator reduced worksheet: https://docs.google.com/document/d/1xk-CmYdDXpl5jBur9gSXl8YrC1hF6gCoPopJ_puyDWk/edit?usp=sharing Lenz’s Law Reduced Worksheet: https://docs.google.com/document/d/1sm1zA_k8aA4a_2ESanGQlL0Ou5mbveDr1LX6G7HyP-M/edit?usp=sharing
3	SLO #1	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: 135 minutes (1 and a half 90-minute classes)	http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/space_weather/guide_activity11.pdf	Reduced text, R&W for Google, extended time Students can use R&W for google to help them read the article. Students with IEPs may need extended time to complete this assignment. Some students can complete a reduced chart that only has 2 columns (Location and description) instead of all 4 (Which include latitude and substorm phase).
4	SLO #3	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: 45 minutes at home	http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/space_weather/guide_activity12.pdf	This lesson can be adapted by providing the definitions and having students match the definitions to the vocab words. Some students may need a reduced vocabulary list. Students may be given the diagram filled in or partially filled in (as opposed to typically developed students who will have to fill in the diagram on their own). Students may have a reduced requirement for the essay or an extended amount of time for the essay.
5	SLO #3	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.	http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/space_weather/guide_activity14.pdf	Some students may need to be given additional notes on the presentation. Some students may receive abbreviated notes or an abbreviated power point presentation to look at.
6	SLO #1	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)	Anchor Text: http://www.capjournal.org/issues/16/16_18.pdf	Students can use R&W to have Google read the article to them. Students may receive an abbreviated version of the article or only sections of the article. Some students may receive an article that has already been highlighted for them.
7-9	SLO #4	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)	How to make a Planeterrella: http://www.scienceinschool.org/sites/default/files/teaserMaterial/issue26_aurorae_instructions.pdf If the above materials cannot be bought or found,, we will theoretically build one using the materials we do have and discuss what we need and why we need it, versus what we have and why we need it.	Students may need additional worksheets or diagrams to follow along. Students will need guidance as to what steps we are currently completing and what they can do to help. Some students will need an IA to help them exercise appropriate behavior and caution around the experiment.
10	SLO #1-#4	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).	Students will develop script and graphics for Tricaster production. Graphics can be produced using Adobe Photoshop or Illustrator.	Some students may need additional help to complete their ideas for a script. Students may need to use alternate methods of creating graphics (Drawing instead of using photoshop)