SCI301 UC Irvine Geosphere Application of Scientific Method Paper I need you to design a lesson plan on a concept in geosphere from earth science. Ive atta
SCI301 UC Irvine Geosphere Application of Scientific Method Paper I need you to design a lesson plan on a concept in geosphere from earth science. Ive attached all the needed documents to fulfill this assignment. The documents are: instructions, two sample handouts, a template. Please follow the instructions and no plagiarism. SCI301 Assignment Guidelines: Design a demo
SCI301: Design a Demo
Now that you have done demos, its time to try designing one. This is similar to designing a
lesson plan in that it is aligned to learning outcomes and includes what the instructor and
students should do in the classroom. At the end of the semester, I will provide you with a copy of
all of the student-created demos for you to download and bring into your future classroom.
Assignment:
There is one design your own demo assignment per unit (see list below), which will be listed
in the week’s tasks and turned in by clicking on the assignment names on the > Demos
page on Blackboard. New demo assignments will appear with the release of each unit.
You will be responsible for designing three demos:
Demo
Geosphere
Hydrosphere
Atmosphere
?
?
?
Due
Sun, 6/19, by midnight
Sun, 6/26, by midnight
Thurs, 7/21, by midnight
These demos can be on any topic in the unit that interests you; if you cant figure out
what to do, use Google to find other demos that can serve as models for your own
(make sure to cite your sources) or ask Dr. Karam for help with ideas.
Just like a good testbank question has a clear focus, your demo should focus on one
Earth science concept.
Your demo must clearly involve active participation by students if it were done in a
classroom (obviously, you dont need to involve students for this class).
You will be designing a demo that includes the following components:
(1) An instructor handout modeled after the provided template (see pages 3-4)
(2) A student handout that includes at least one higher-order thinking question
(3) A video/set of pictures showing the demo in action
The instructor handout should frame your demo within the context of an Earth science
course this means describing why the demo is relevant, what the demo will demonstrate,
and how someone could lead the demo for a class. This will take thoughtful reflection.
Follow the example to include these sections:
a) Focus question(s) & objectives
e) Safety concerns
b) Misconceptions
f) Target grade level & modifications
c) Materials
g) Citations for sources
d) Procedure
h) Key to student handout
The student handout should be inquiry-based, providing an opportunity for students to think
critically and make decisions. This can include basic information or instructions for the demo
as well, but must include at least one higher-level thinking question in general, this type of
question should have multiple valid approaches or solutions to the problem. Your instructor
handout will include a key to the student handout with correct/acceptable answers.
The video or set of pictures should show how the demo looks/works.
Grading rubric:
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SCI301 Assignment Guidelines: Design a demo
Category
Content
relevance
(5 pts)
Indicators
?Demo introduces a concept directly to the Earth sphere of interest
?Objective is appropriate and explicitly articulated
?Demo contains appropriate activities to reach objectives
?Demo delivers accurate science content using proper terminology
Student
?Student handout provided
engagement
?Student handout includes open-ended, higher-order thinking questions
(5 pts)
?Demo asks questions, rather than simply showing or telling
?Reaching demo objective depends on student participation
Instructor
?Handout follows template and includes all relevant sections in sufficient detail
handout
for another instructor to use them in the classroom
(5 pts)
?Focus question and objectives are keyed to CA learning outcomes & course
concepts
? Handout is clear, organized, and uses proper grammar/syntax
Documentation ?Video or set of pictures that shows demo being done is included (note: this
(5 pts)
does not need to include students just what the instructor would do)
?Presentation follows instructor handout
?Presentation is clear, organized, and uses proper grammar/syntax
?All components of demo are visible/audible
Example instructor handouts: click links below to view
(1) Seasons (week 1)
(2) Crayon Rock Cycle (week 4)
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SCI301 Assignment Guidelines: Design a demo
Template for instructor handout: click here to open a downloadable copy of the template
TITLE
Your name
(a) Focus question(s) & objectives
Focus question(s): Questions
Objectives: Students who demonstrate understanding can
(1) Objectives
Alignment to CSET test guide sections:
(http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf)
Question
Alignment to Californias Next Generation Science Standards (NGSS):
(http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp)
Look at Grade 6 Earth Science in particular
(b) Misconceptions
http://undsci.berkeley.edu/teaching/misconceptions.php
http://assessment.aaas.org/topics/ (under Earth Science heading)
This activity directly addresses several common misconceptions about TOPIC:
1. Misconceptions
(c) Materials
Materials & # of each needed
(d) Procedure
Describe background material to be presented, questions to the class to frame the demo,
procedure for the demo, followup questions/activities
(e) Safety concerns
List any safety concerns and how to mitigate them
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SCI301 Assignment Guidelines: Design a demo
(f) Target grade level & modifications
Target grade level: Grades
Modifications for grades #: Short description of modifications for older or younger students
(g) Citations for sources
Cite any sources you used in a standard citation format
(h) Key to student handout
Provide copy of student handout with answers
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SCI301 Demo (Geosphere, Week 4): Crayon rock cycle instructor guide
Crayon Rock Cycle
Example instructor guide
(a) Focus question(s) & objectives
Focus question(s): What are the three types of rocks?
How can one type of rock become another?
Objectives: Students who demonstrate understanding can
(1) Identify what kind of rock will form under different processes
(2) Identify coloration patterns in the three types of rocks
Alignment to CSET test guide sections:
(http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf)
1.1 Question Formulation
a. Formulate and evaluate a viable hypothesis
b. Recognize the iterative nature of questioning
1.5 Drawing Conclusions and Communicating Explanations
a. Draw appropriate and logical conclusions from data
SMR 4.1 Rock Cycle
a. Compare and contrast the properties of rocks based on physical and chemical
conditions in which rocks are formed, including plate tectonic processes
Alignment to Californias Next Generation Science Standards (NGSS):
(http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp)
Grade 6 Earth Science:
MS-ESS2-1: Develop a model to describe the cycling of Earths materials and the
flow of energy that drives this process.
(b) Misconceptions
http://undsci.berkeley.edu/teaching/misconceptions.php
http://assessment.aaas.org/topics/ (under Earth Science heading)
This activity directly addresses a common misconception:
1. The rock cycle only moves in one direction
(c) Materials
For each student:
1. Three (3) 4- x 4-inch squares of aluminum foil
2. At least three (3) different color crayons
3. Bowl of very warm water (~115°F; most water heaters are set to ~120°F so the hottest
tap water should do it)
4. Bowl with ice (if you want to solidify crayons faster)
5. A coin/knife to shave the crayons
6. A hammer/something heavy to pound the crayons
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SCI301 Demo (Geosphere, Week 4): Crayon rock cycle instructor guide
(d) Procedure
1. Introduce rock cycle by probing students prior knowledge:
a. What are the three basic types of rocks? (Label diagram on student handout)
b. Why base rock classification on underlying physical processes instead of
chemical composition? (Hint: what is dominant chemical in all rocks?; can
physical structure change with no change in chemistry?)
2. Introduce the three main things in the activity: shaving, pounding, and melting crayons
3. Have students form hypotheses and write them in the table on the student handout:
a. Hypothesize about what the crayons will look like after doing these 3 things
b. Hypothesize about which of the 3 activities represents which formation process
4. Have students do the activity in whatever order they want (ask: why is this possible?):
a. Shaving crayons:
i. Shave crayons using a penny/knife onto foil square
ii. Close foil square and squeeze it
iii. Open foil and observe crayon rock what happened to the colors?
b. Pounding crayons:
i. Put crayons (or crayon fragments) into foil square and close it
ii. Pound on it with a hammer or heavy object at least 10 times
iii. Open foil and observe crayon rock what happened to the colors?
c. Melting crayons:
i. Put crayons (or crayon fragments) into foil square and close it
ii. Place into the warm water for at least 1 minute (it should get squishy)
1. If its not getting squishy, add warmer water
iii. Wait a few minutes or place into cold water to solidify rock
iv. Open foil and observe crayon rock what happened to the colors?
5. Have students observe variety of crayon rocks, asking:
a. What do they all have in common?
b. Whats different depending on the process used?
c. Which process corresponds with igneous, sedimentary, and metamorphic?
d. Were your hypotheses supported?
6. Clean up!
a. Crayons can be used again (although probably weird colors)
b. All materials can be thrown in trash
(e) Safety concerns
Crayons can be hard to shave for kids instructor may need to assist/pre-shave crayons.
Warm water may be harmful to kids be careful water is not too hot to avoid burns or have
one hot water bowl under the instructors control.
(f) Target grade level & modifications
Target grade level: Grades 4-6
Modifications for grades K-3: Safety controls above, lead whole class through activity one
step at a time instead of self-paced
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SCI301 Demo (Geosphere, Week 4): Crayon rock cycle instructor guide
(g) Citations for sources
Stotz. n.d. The Rock Cycle: A Web Quest. Carlton Hills, Santee, CA. Web. <
http://www.santeesd.net/Page/5827>
(h) Key to student handout
The Rock Cycle
1. Label the rock cycle processes in the diagram below:
2. Develop hypotheses about what the crayons will look like after doing the three crayon
activities and about which rock cycle process each activity represents:
Hypotheses
What will the crayons
look like?
Shaving crayons
Lots of little pieces of
colors stuck together
Pounding crayons
Melting crayons
Variable sizes of
One color, likely brown
different colors flattened (a mix of all colors)
in one direction
What rock cycle
process does this
represent?
Sedimentary
compaction and
sedimentation
Metamorphic heat and
pressure
Igneous melting to
magma and solidifying
3. Were your hypotheses proven, supported, or falsified? How do you know?
Supported what I observed matched hypotheses (not match = falsify), but I cant be
100% sure (no proof)
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SCI301 Demo (Exosphere, Week 1): Seasons Instructor Guide
AN EXOSPHERE APPLICATION OF THE SCIENTIFIC METHOD
Sarah Karam
(a) Focus question & objectives
Focus questions: How do scientists actually use the scientific method?
What causes seasonal temperature changes?
Objectives: Students who demonstrate understanding can
(1) Apply the scientific method to investigate potential causes of Earths seasonal
changes in temperature
(2) Use patterns to identify possible cause-and-effect relationships
(3) Describe some of the strengths and limitations of the scientific method
Alignment to CSET test guide sections:
(http://www.ctcexams.nesinc.com/PDF/CSET_Prep/CS_122subtestdescription.pdf)
Question Formulation (1.1)
Formulate and evaluate a viable hypothesis
Recognize the value and role of observation prior to question formulation
Recognize the iterative nature of questioning
Given an experimental design, identify possible hypotheses that it may test
Data analysis/graphing (1.4)
Construct appropriate graphs from data and develop qualitative and quantitative
statements about relationships between variables
Energy in the Earth system (CS 118 SMR 2.4)
Explain daily and seasonal changes in the sky (i.e., the sun’s position and the intensity
and duration of sunlight)
Alignment to Californias Next Generation Science Standards (NGSS):
(http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp)
Grade 6 Earth Science
Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons (MS-ESS1-1)
Scientists and engineers are guided by habits of mind such as intellectual honesty,
tolerance of ambiguity, skepticism, and openness to new ideas (MS-LS1-3)
Patterns can be used to identify cause-and-effect relationships (MS-ESS1-1)
Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table) (MS-ESS1-3; RST.6-8.7)
(b) Misconceptions
This activity directly addresses several common misconceptions about the scientific method:
1. There is a single scientific method that all scientists follow (UCMB 2014)
http://undsci.berkeley.edu/teaching/misconceptions.php#b3
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SCI301 Demo (Exosphere, Week 1): Seasons Instructor Guide
2. Experiments are a necessary component of science (UCMB 2014)
http://undsci.berkeley.edu/teaching/misconceptions.php#b5
3. The job of a scientist is to find support for a particular hypothesis (UCMB 2014)
http://undsci.berkeley.edu/teaching/misconceptions.php#b14
This activity directly addresses several common misconceptions about why Earths
temperature changes seasonally:
1. Summer is warmer because Earth is closer to the Sun (RUC 2008)
http://www.lawrencehallofscience.org/pass/passv14/Seasons_EarthSunDist.pdf
2. Summer is warmer because more solar energy reaches Earth (AAAS 2014)
(http://assessment.aaas.org/topics/CL#/,tabs-317/2
http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2,tabs-327/2
3. The orientation of Earths axis changes as it moves around the Sun (AAAS 2014)
http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2
http://assessment.aaas.org/topics/CL#/,tabs-317/2,tabs-322/2,tabs-327/2,tabs-326/2
(c) Materials
Needed for each student:
Student handouts (printed single-sided for ease of use)
Pencil or pen
Development of materials:
An activity based on observing and analyzing data must be built on accurate and
complete data. Average monthly temperatures for Irvine, CA, were compiled from PRISM
30-year (1981-2010) monthly average normals data (PRISM 2013). Solar irradiance
data were compiled by calculating maximum monthly value from 10 years (2004-2013)
daily data from the Total Irradiance Monitor launched by NASA (Kopp 2014). Distance
to the sun data were compiled as the distance from Earth to Sun on the 4th day of the
month as calculated by the Landsat 7 satellite (Irish 2000). Declination was calculated
for the 4th day of each month using the NOAA Solar Calculator (ESRL 2014).
(d) Procedure
1. Activate prior knowledge about the scientific method (hypothetico-deductive approach)
a.
b.
Ask: Who uses the scientific method?
Ask: What is its goal/purpose?
2. Lead students through an example of an application of the scientific method
a.
For each of the following prompts, ask what students would do next and draw parallels to the
scientific method. Have students fill in the 1st diagram of the handout and suggest that they write
in the examples next to the steps.
i. You walk by the cafeteria and it smells like tomatoes and cheese and bread. What do
you think theyre cooking? [Observations/Make a hypothesis]
ii. What could you do to figure out if youre correct? Go there and see. [Test hypothesis]
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SCI301 Demo (Exosphere, Week 1): Seasons Instructor Guide
iii. You go in and see that they are making tomato soup and grilled cheese. What do you
do? [Analyze results/Make conclusions]
iv. You go back and tell your classmates. [Share results]
3. Lead students to understand the two key components of the scientific method
observations and hypotheses and how they are complementary.
a.
b.
c.
Ask: What could go wrong if you only made observations?
Ask: What could go wrong if you only made hypotheses?
Ask: Does testing mean it has to be an experiment?
4. Activate prior knowledge about the seasons [Observations]
a.
b.
Ask: What are the different seasons? Write sequence on the board.
Ask: What is the weather/temperature/daylight like in different seasons? Prompt for similarities
and differences and write on the board.
5. Build background knowledge about the Earth-Sun system using a model/pictures
a.
b.
c.
d.
Radiation (irradiance) from the Sun is the energy input that warms Earth.
Earth travels along an elliptical orbit around the Sun.
Earth rotates on an axis that is tilted.
The direction of the tilt never changes, but the declination (angle of the Sun to the Earth) changes
as the Earth rotates and orbits.
6. Introduce the hands-on activity
a.
b.
c.
Ask: What do you think causes the difference in temperature with the seasons? [Make hypotheses]
Guide students to develop hypotheses regarding: declination, distance from Earth to Sun (orbit),
amount of solar irradiance, and whatever else. Write a list on the board.
i. If students prompt tilt as a hypothesis, ask how they would know it cant be tilt based on
the background knowledge?
ii. Guide students towards the 3 listed above as the focus of our investigation.
Divide students into small groups (3-4 students).
Show students the dataset and ask them how the activity follows the scientific method.
7. Student groups work through the activity on the worksheet
a.
Predictions: If , then .
8. Summarize with a whole-class discussion
a.
b.
Planet Nerth has a smaller tilt than Earth. Would that make seasonal temperatures more or
less different? Why?
Planet Zerth is closer to the Sun than Earth. Would that make seasonal temperatures more
or less different? Why?
(e) Safety concerns
N/A
(f) Target grade level & modifications
Target grade level: Grades 6-8
Modifications for grades 9-12: Students develop their own possible causes for seasonal
changes, use the Internet to find data sources and compile a monthly dataset, and proceed
through this handout.
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SCI301 Demo (Exosphere, Week 1): Seasons Instructor Guide
(g) Citations for sources
American Association for the Advancement of Science (AAAS). 2014. Weather and Climate
II: Seasonal Differences. AAAS Science Assessment (beta).
http://assessment.aaas.org/topics/CL#/, accessed 16 December 2014.
Irish, RR. 2000. Landsat 7 science data users handbook. National Aeronautics and Space
Administration Report. http://landsathandbook.gsfc.nasa.gov/data_prod/, accessed 8
January 2014.
Kopp, GM. 2014. Total Solar Irradiance Data. SOlar Radiation & Climate Experiment.
http://lasp.colorado.edu/home/sorce/data/tsi-data/, accessed 8 January 2014.
Earth System Research Laboratory, National Oceanic & Atmospheric Administration
(ESRL). NOAA Solar Calculator. http://www.esrl.noaa.gov/gmd/grad/solcalc/, accessed
8 January 2014.
PRISM Climate Group, Oregon State University (PRISM). 2013. 30-Year Normals.
http://www.prism.oregonstate.edu/normals/, accessed 8 January 2014.
The Regents of the University of California (RUC). 2008. Does Earth-Sun Distance Cause
Seasons? Great Interactions in Math and Science.
http://www.lawrencehallofscience.org/pass/passv14/Seasons_EarthSunDist.pdf, accessed
16 December 2014.
University of California Museum of Paleontology (UCMB). 2014. Misconcept…
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