Kristen Batalla- Blue

Vanessa Laroche- Pink

September 23, 2019
SMT 4664
Milestone 2

Big Idea: Earth’s magnetism and solar winds contribute to the phenomenon of the aurora borealis and the relationship
between the Sun and the Earth.

Category Description of the Required What will How does this task What are the main How does this task tie
main task time (# of students figure contribute to scientific/mathemati conceptually to the next task?
class out in this task? students’ cs practices in this
periods) understanding of the task?
big idea?

1. History and Students will be asked One class Students will Students will be The main NGSSS Next task topic: Visible Light/
Science to watch a period understand that introduced to the big practices in this task Light Spectrum (photons)
(research,per phenomenon that there is no right idea (bolded above is asking questions,
spectives) occurs in the or wrong answer the table) and gain constructing This ties into the next task
thermosphere layer of when they make curiosity. This task explanations and because we will start to look
the atmosphere, the their own will promote student designing solutions, into how the sun plays a role
northern lights/aurora observations and engagement because and engage in in Earth’s atmosphere.
borealis. inquiries. They they will have to argument from
will learn that work together to evidence.
First, they will be science begins think of an
asked to think like with their explanation for the
they are an Italian in curiosity of a northern lights. They
the 1620’s that heard phenomenon. will think about what
of Galileo’s coined occurs at different
term of the layers of the
astronomical atmosphere.
phenomenon he
named “aurora
borealis.” Aurora was
the name for the
goddess of the dawn
according to the
Romans while Boreas
was the god of the
north wind.

Directions for the

task:

Say: After hearing

about Galileo’s
nickname for this
astronomical
phenomenon, you
decide to travel north
with two of your best
friends (get into
groups of three). You
are able to see this
phenomenon with
your own eyes.

Do: Play video

https://www.youtube.
com/watch?v=T75IK
SXVXlc

Say: You and your

two friends decide to
share your experience
with your other
friends back at home.
They ask you why
you think the aurora
borealis occurs. How
do you explain what
happens when you
saw the northern
lights?
Be prepared to share
your findings with the
rest of the class.

Students will share

their answers during a
discussion and the
teacher will probe
questions based on
student explanations
(most of the colors are
green-visible light,
spiritual perspective,
Earth/Sun
relationship,
magnetism) that will
help to promote their
conceptual
understanding of the
topic.

The students will also

 create a KWL chart of
Earth’s atmosphere so
they will be able to
see how their
knowledge of the
topic improved at the
end of the unit.

2. Visible Source:https://www.c One class Students will The gases in the Analyzing and Students have learned about
Light/ Light palms.org/Public/Prev period learn that gases atmosphere are the interpreting data. elements, their relationship to
Spectrum iewResourceLesson/P have certain reason why only the light spectrum and an
(photons) review/28793 spectral certain colors are introduction to the
fingerprints, seen in the Aurora atmosphere’s role in the
Students will work in only certain Borealis. Aurora Borealis they will now
pairs to complete a lab wavelengths can focus on the specific layer of
regarding the light travel through the atmosphere where it
spectrum and its elements. occurs.
interactions with
different gases.
Students will look
through hand-held
spectroscopes at
emission spectral
tubes which contain
various gases such as
nitrogen, oxygen, and
carbon. Students will
complete a handout
that goes along with
the lab noting which
frequencies are being
shown, the
wavelengths that they
 see and compare the
wavelengths shown to
known elements
wavelengths to figure
out what gas was in
the tube. Students will
watch a video of the
Aurora Borealis and
predict what gases
may be present in the
atmosphere for these
colors to be seen.

3. Layers Work with a partner, One class Students will use Students will The main NGSSS
(thermosphe use prior knowledge period their prior recognize that a practices for this Next task topic: Relationship
re: northern to analyze prefix knowledge to limited number of task is to analyze between the sun and the earth
lights) (tropo, strato, meso, analyze the the many known and interpret data, (tilt,rotation, gravity, solar
thermo, exo), and different layers elements comprise construct flares)
create a model of the of the the largest portion of explanations and
Earth’s atmosphere. atmosphere. the atmosphere. design solutions, This task helps students to
Analyze a set of data They will also They will identify and obtain, evaluate, start thinking about how the
(temperatures and work together to the composition of and communicate earth’s tilt and rotation play a
pressures of analyze and the atmosphere and information. role in the weather and
difference layers) interpret a data the layers of the occurrences in other layers of
label the layers and set in order to Earth’s atmosphere. the atmosphere. Students will
explain what you label and predict They will think about how the Sun plays
think might happen what happens in demonstrate how the a role in Earth’s atmosphere
within that layer of each layer of the Sun’s energy because the lights occur due
the atmosphere. earth. impacts weather and to solar winds.
atmospheric
Reference back to the movement. They
first task and ask, will also identify the
“What layer do you four main cloud
 think the northern types.
lights occur and
why?”

4. Relationship Class will be split up Two class Students will Students will learn Developing and This topic relates to latitude
between the into 8 groups, two periods learn the causes the role that Earth’s using models and and longitude because Earth’s
sun and the groups will cover the of Earth’s tilt, properties play in the Obtaining, tilt, solar flares and certain
earth same topic (tilt, rotation, gravity Aurora Borealis. evaluating and longitudes have a role in if
(tilt,rotation, rotation, gravity, and and solar flares. communicating Aurora Borealis visible.
gravity, solar flares) (jigsaw). Also, students information.
solar flares) The groups will read will learn how
pre-selected readings these phenomena
about each topic and affect life on
be tasked with Earth.
becoming “experts”
on the topic they are
given. The individual
groups will create
illustrations to go
along with their
explanation of the
topic. The students
will be regrouped, in
order for each group
to have ‘experts’ for
each topic. Students
will teach the other
students in their group
their topic while
filling out a graphic
organizer. Students
will create a
multimedia
 presentation in their
groups to explain
Earth’s tilt, gravity
and rotation and its
effects on Earth.
Students will present
their finished product
to the class for five
minutes. Students will
watch a video on
Earth’s tilt, rotation
and gravity play a role
in the Aurora
Borealis.

5. Latitude/ Resource for this task: Two Day Students will In this task, students The main NGSSS The next task: Day 2
Longitude http://www.orange.wa (Day 1) learn how to will learn to read and practices for this
(why only teratlas.usf.edu/educat read bathymetric recognize task is to analyze This task plays a role in the
happens at ion/curriculum/orange and topographic coordinates on a map and interpret data, next task because the students
upper and /lessons/WA15_Locat maps and and gain an plan and carry out will analyze at what latitudes
lower ion-T.pdf analyze data in understanding of investigations. and longitudes we can find
latitudes) order to interpret latitude and the aurora borealis.
Day 1: Students will climate change longitude.
become familiarized at different Students will
with longitude, latitudes and examine how
latitude, and basic longitudes. They climate factors such
map reading skills. will also as average
They will analyze a consider the temperature,
set of data and notice water cycle, temperature range,
that the numbers carbon cycle, and
increase as you move and weather. precipitation vary
north and south of the spatially with regard
equator (the closer to to latitude and
 0, the closer you are longitude through
to the equator). If inquiry methods and
nobody notices this at what this means for
first, ask them to the aurora borealis.
find approximate
coordinates for certain
locations: cities
(Orlando, New York
City, Havana (Cuba),
Toronto (Canada),
etc), terrain features
(mountains, lakes,
rivers, etc).

6. Latitude/ Alternatively, have Two Day Students will In this task, students The main NGSSS The next task topic: Magnetic
Longitude them work (Day 2) learn how to will learn to read and practices for this field
(why only backwards. Provide read bathymetric recognize task is to analyze
happens at them a set of latitudes and topographic coordinates on a map and interpret data, This task plays a role in the
upper and and longitudes for the maps and and gain an plan and carry out next task because the students
lower typical auroral zone analyze data in understanding of investigations. will analyze at what latitudes
latitudes) location. Students will order to interpret latitude and and longitudes are affected by
create a map of the climate change longitude. earth’s magnetism.
auroral zone. at different Students will
Reference back to the latitudes and examine how
northern lights longitudes. They climate factors such
phenomenon and ask will also as average
them what latitudes consider the temperature,
the northern and water cycle, temperature range,
southern lights occur. carbon cycle, and
and weather. precipitation vary
spatially with regard
to latitude and
longitude through
 inquiry methods and
what this means for
the aurora borealis

7. Magnetic Source: Two class The effect that This task contributes Obtaining, This tasks ties together the
Field https://www.cpalms.o periods solar activity has to the big idea by evaluating and whole unit, uniting what
rg/Public/PreviewRes on earth’s addressing the communicating causes the Aurora Borealis
ourceLesson/Preview/ magnetic field relationship and information and and why it is shown in only
132855 and the interaction between constructing specific regions.
Teacher will play the consequences Earth’s magnetic explanations and
first 33 seconds of the when Earth’s field and solar flares. designing solutions.
clip from the video magnetic field is Students will make a
‘Solar Winds on heavily connection between
Earth’ distrubed. the locations that the
(https://florida.pbslear specific solar storm
ningmedia.org/resourc of 1989 and the
e/ess05.sci.ess.eiu.sol places on Earth that
arwind/solar-winds- the Aurora Borealis
effect-on-earth/). is visible.
Students will see the
effects of solar flares
on the Quebec
electrical grid but not
what caused the black
out. Students will
work in groups of 3 or
4 research the cause
of the Candanian
Blackout of 1989.
Once students have
researched the cause
of the blackout in its
entirety relating it to
 solar wind, solar
flares, magnetic fields
and location affected,
students would be
handed ‘cause and
effect’ paper shirts.
Students will explain
and illustrate the
phenomenon behind
the Candanian
Blackout of 1989, the
cause will be
displayed on the front
and effect on the back.
Groups will come
present their
completed T-shirts to
the class. Teacher will
play the rest of the
video. Class will
participate in a short
discussion to explain
how the information
they learned about the
Blackout explains
how the Aurora
Borealis occurs.

8. Recap/Revis Recap: Revise the first One class Students will Students will The main NGSSS This will be the last task
ion task (aurora borealis) period solidify their compare their practices in this task because it serves as a review
they were asked to do understanding of knowledge from is asking questions, for assessments and it recaps
at the beginning of the the aurora before and after. constructing all of the other tasks in the
Unit based on what borealis. They This is a great explanations and unit.
they learned will be able to activity for students designing solutions,
throughout the unit by add more to feel motivated and engage in
making a concept information about their learning, argument from
map. The revision can compared to last even if they only get evidence.
be made by creating a time (visible one thing out of the
concept map. The light, unit. They will also
teacher will lead a relationship with get the opportunity
discussion so students the sun, earth’s to share their ideas
can share their ideas. magnetism) during the class
discussion.