Transcript You have two biology and two physical science…”

“You have two biology and
two physical science…”
“oh… and you’ll teach one astronomy class.”
Jeff Anderson – Milw. Public Schools
Imagine for a moment…
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This is your first teaching assignment
New school
New classroom
Excited
Student teaching in biology and physical
science
• Lots of pre-planning
• “oh… and that one astronomy class.”
Co-workers…
They are also
newbies
They tell you
what’s been
planned
They ask what
you need
They show you
a referral
They have
other assigned
duties
They say how
bad the kids are
They
sympathize
They say there
is no budget
They tell you
where to make
copies
They’re upset
They say good
luck
They
sometimes
disappear
The students…
• This is a credit recovery course for seniors
who have failed biology or physical
science.
• This was a course that Ms …. wanted but
she took a different job.
• This course is for those students who
could benefit from another science class
but might disrupt / not fit in with the other
students
Student’s Perception of Instructor
So you look at the resources in
your department
• $15
$46
Plastic Spectrometer
• Hailed as one of the best
affordable scientific
instruments by the
Astronomical Society Pacific,
this spectrometer uses highdispersion, high-efficiency
diffraction grating to produce
a bright, easily read
spectrum. Includes a
reference label for spectral
lines and a scale labeled in
both electron volts and
nanometers for chemistry
and physics instruction. $35
Telescope
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Refractor
Reflector
Dobson
Kits $80
Space Measurement Lab
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Lab-Aids®. This diverse kit
provides a series of individualized
activities that require students to
perform increasingly sophisticated
measurements. The primary focus
on length over a large scale
provides ample opportunities to
practice using metric units.
Students start by measuring and
graphing common objects, move
to using tools to find angles, and
finish by creating an astrolabe.
They determine the radius,
diameter, and circumference of
Earth; measure the distance to the
Sun; and consider the size of the
solar system. This reusable kit is
complete with instructions and
materials for 24 students. $85
• Demonstrates the relationships
of the earth, stars, planets, and
galaxies. The 12" star sphere
indicates constellations, stars
to the 5th magnitude, major
nebulae, bright star clusters,
and the Milky Way. Mounted
within the sphere is a
geophysical 4" earth globe and
a movable sun. Complete with
the meridian ring and
horizontal mounting. With
lesson plan.
Purchase or Internet
Build It Yourself
Modeling
• Using models of the
Sun, Earth, and the
Moon, students
investigate the Moon’s
rotation and revolution,
determine why the
Moon appears to
change in shape or
phase, and see how the
Earth appears when
viewed from the Moon.
• Images
• http://www.astronomy.
ohiostate.edu/~pogge/Tea
chRes/Artwork/
• http://www.uta.edu/ph
ysics/main/faculty/rubi
ns/index.html
History
Studies to Join
Pulsar Monitoring
Light Pollution
F1
A1
B1
Differences:
• A Profile
C1
• B Persistence
E1
D1
• C Bandwidth
A2
F2
B2
• D Dispersion
Method
C2
• E Check?
A2
E2
• F Profile Bin
Careers
Useful Links
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The Space Place
Star Child
The Eight Planets
NASA Kids
Astro-Venture
New NASA Links for Kids
Cool Cosmos
NASA Nerds
GSFC Outreach
Earth & Sky
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WorldWide Telescope
Google Sky
Google Earth
HubbleSite
Chandra X-ray Observatory
Chandra Outreach
NASA Space Science
Windows to the Universe
NASA’s Mars Exploration
NASA Phoenix Mars Lander
Star Trak by: Hal Kibbey
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Star Charts
Skymaps
Cranbrook Institute of Science
Sky and Telescope
Stardome
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Images
Astronomy Pic of the Day
NASA’s Planetary Photojournal
SEDS Messier Catalog
NASA Image of the Day
SPACE.com Image of the Day
Lunar Photo of the Day
Mars: Malin Space Science
Systems
Earth Science Picture of the
Day
Mars Rovers images
Cassini images of Saturn
Sky Factory
NOAO Image Gallery
Textbook Publishers
• Allyn and Bacon
• Barron's Educational Series,
Inc.
• Harcourt Brace & Company
• Holt Rinehart and Winston
• Houghton Mifflin
• Kendall Hunt Publishing
Company
• Lawrence Hall of Science
• McGraw Hill
• Pearson
• Prentice-Hall
• Sargent-Welch
• South-Western Educational
Publishing.
• Scott Foresmann Addison
Wesley
• Addison-Wesley Longman
• Silver Burdett Ginn
• Simon & Schuster
• Globe Fearon Educational
Publishers
• Open Book Publishing
• South-Western Educational
Publishing
Lesson Plans
• http://search.nasa.gov/search/edFilterSear
ch.jsp?empty=true
• http://www.earthscienceworld.org/images/
• http://www.free.ed.gov/subjects.cfm?subje
ct_id=49&toplvl=48
• http://www.csun.edu/~vceed002/books/so
urcebook/chapters/25-planning/index.html
• http://amazing-space.stsci.edu/
Animations
• http://www.csun.edu/~vceed002/geoscienc
e/astronomy/misconceptions/index.html
• http://people.bu.edu/sscruggs/index.html
• http://www.macalchemist.50megs.com/sol
ar/
• http://janus.astro.umd.edu/
• http://space.jpl.nasa.gov/
Cornell Notes
1. Cue Column
2. Note taking column
3. Summary
5 R’s of Notetaking
• 1. Record. During the lecture, as many meaningful facts as possible
are recorded.
• 2. Reduce. As soon after class as possible, ideas and facts are
concisely summarized in the Recall Column. Summarizing clarifies
meanings and relationships, reinforces continuity, and strengthens
memory.
• 3. Recite. Most of the page is covered and the student tries to recall
as much of the lecture as possible, using only what has been written
in the Recall Column. This procedure helps to transfer the facts and
ideas to the long term memory.
• 4. Reflect. The student's own opinion is distilled from the notes. This
also has the effect of training the mind to find and categorize vital
information, leading to more efficient memorization.
• 5. Review. The student reviews the notes briefly but regularly.
Because of the highly condensed nature of the notes, the student
remembers a significant amount of material.
Astronomy Education Review
2009, AER, 8, 010107-1,
10.3847/AER2009042
• The Modern U.S. High School
Astronomy Course, its Status and
Makeup, and the Effects of No Child
Left Behind
• Larry Krumenaker
Content
• Cause of the seasons (Trumper, 2001;
Henriques, 2000).
• Formation of clouds, rain, thunder and
lightning (Henriques, 2000),
• The nature of vacuum (Henriques, 2000;
Oberg, J., 1993),
Major Common Student
Misconceptions
Major Common Student
Misconceptions
• Lunar phases,
• Revolution and rotation of the moon,
• Size of the universe and distance between
the planets (Trumper, 2001).
Additional misconceptions…
• Where weather occurs,
• Ions and the ionosphere, the details of
aurora borealis and the sun’s corona,
• How and why satellites are able to stay in
orbit or come back to earth.
• Beaty, W. J. (2000). Recurring science
misconceptions in K-6 textbooks.
• http://www.eskimo.com/~billb/miscon/misc
on4.html
• Misconceptions in science.
http://mentor.ucs.indiana.edu/~w505a007/
• Oberg, J. (1993). Space Myths and
Misconceptions. Omni Magazine, 15(7),
38-43.
• Podolner, A. S. (2000). Eradicating physics
misconceptions using the conceptual
change method.
www.kzoo.edu/educ/PodolnerSIP.pdf
• Public misconceptions of science.
• http://www.stormwind.com/common/respo
nsibility.html
Credits
• Cartoon Images were obtained from
cartoonstock.com for the express purpose of
clarifying points in an educational setting at the
2010 WSST conference. Images should NOT
be copied to another source.
• Where known, all electronically transmitted data
contains original author contact information and
in no way is represented as being the property
of the presenter at this conference..