making connections in astronomical science -...
TRANSCRIPT
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Making Connections in Astronomical Science
Based upon ideas from a Framework for K-12 Science Education
Planetary Science • Space Physics • Solar Influences • Atmospheric Science • Engineering • Mission Operations & Data Systems http://lasp.colorado.edu
Erin Wood
Additional logo area (NASA, SwRI, etc)
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Next Generation Science Standards���Science Practices
• Developing and using models • Analyzing and interpreting data • Constructing explanations • Engaging in argument from evidence
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Do students understand the importance of models?
What types of models do you use in the classroom?
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Analyzing and Interpreting Data:���Types of real data for your class
• Raw • Pre-processed for the class • Citizen science (pre-packaged) • Authentic classroom exploration
Why is authentic data powerful?
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Resources for Classroom Friendly Data���Observing with NASA
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Resources for Classroom Friendly Data���MyNASAdata
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Resources for Classroom Friendly Data���NASA Earth Observatory
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Resources for Classroom Friendly Data���Pre-packaged data: Missions
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Pre-Packaged Data: Institutes
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If students engage in authentic science using real data will they…
• Construct explanations? • Engage in argument using evidence?
Are there differences between a student driven investigation and learning that occurs in a pre-packaged
lesson?
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Help students construct explanations of observations/ engage in arguments using data.
Start simple!
• Phases of the moon • Seasons • Solar cycle • Planetary motions • Much much much more…
Do your students walk in the door with pre/misconceptions? How do you probe for this?
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Next Generation Science Standards:���Crosscutting Concepts
• Patterns • Cause and Effect: Mechanisms and Explanation • Systems and System Models
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No “march of the solar system” when discussing patterns
Earth is one body in our solar system. Are we alone? • Weather systems • Cycles • Seasons • Geology
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Seeing the Bigger Picture
• How the Sun affects climate • How the Sun influences wind/weather • How the planets orbit the Sun (and how that effects
temperature) • How the Sun is one “middle of the road” star out of
100 billion stars in our galaxy and 100 billion galaxies
• How we are one planet, potentially out of billions, orbiting other stars
What patterns do you use in your current teaching practice that you could tie to astronomy?
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Cause and effect: Mechanisms and Explanation
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• Can students identify causation v. correlation?
Note: Church of the Flying Spaghetti Monster’s definition of pirate designates resent pirate activity as “pseudo piracy”
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Can students evaluate scientific evidence?���Can they think critically?
Think of Examples of Media/public/conspiracy -Induced Misunderstandings…And ways to combat these misunderstandings.
Think-Pair-Share • 1 minute to think • 1 minute to write • 2 minutes to discuss with a neighbor
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Can Students Make Sense of Data?
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Systems v. System models:���How we observe the unobservable, predict, and
explain
• Trace back through Mars history? • Predict climate change? • Understand the physics of the upper atmosphere? • Understand Earth’s radiation belts? • Model motions of a star? • Predict what’s happening beneath the photosphere
of the Sun? What teaching techniques do you use to explain how models support observations?
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And finally… It must be engaging. What are ways we can accomplish this?
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And finally… It must be engaging. What are ways we can accomplish this?
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And finally… It must be engaging. What are ways we can accomplish this?
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And finally… It must be engaging. What are ways we can accomplish this?
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And finally… It must be engaging. What are ways we can accomplish this?
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And finally… It must be engaging. What are ways we can accomplish this?
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Final thoughts?