When I was young, my sister and I would race the last couple of blocks home (ahhh...the 80's). She usual beat me home, but that is because I insisted on running across the neighbors rock garden. Even though it took longer, I really loved jumping from rock to rock from the tops of some of the bigger boulders she had there. Looking back, I'm sure my neighbor probably didn't love that I did this on a regular basis. But, no matter which path we took, my sister and I still ended up home, safe and sound. I really like the lessons where students get to choose how they get there, but all end up in the same place.
Students will use choose from 3 learning pathways to create a model for the Earth-Sun-Moon system to describe the lunar cycle: physical modeling, create a poster model, or create a computer-generated model. Final products will be assessed with the following rubric:
Success Criteria: Use a model of the Earth-Sun-Moon system to describe the cyclic patterns of the lunar phases:
Each area indicates the students level of proficiency from 1 to 4:
1 (Emerging) equating to Standard Not Met
2 (Developing) equating to Standard Nearly Met
3 (Proficient) equating to Standard Met
4 (Advanced) equating to Standard Exceeded
Standard:
Students who demonstrate understanding can:
MS-ESS1-1 Develop and use a model of Earth-Sun-Moon to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (models can be physical, graphical, or conceptual)
1) Learning Project: Video of Physical Model
Students will watch and follow a video demonstration to create the Sun-Earth-Moon system. Student will use a Styrofoam balls of various sizes, a wooden stick or pencil and a light source (flashlight, cell phone, lamp). They will make their own “Lunar Cycles” video of themselves describing the phases of the moon as it orbits around the earth and sun. Students can work alone or with a partner during the learning process, but each student must be able to describe the lunar phases using the Sun-Earth-Moon system model.
2) Learning Project 2
Poster Model
Students will search “Phases of the Moon” on the PBS Interactive in a search engine on the student laptop provided. They will explore pbslearningmedia.org. Students can work alone or with a partner, but each student must create their own poster.
Creating a Poster: Students will draw a poster of the earth-sun-moon system during each phase of the lunar cycle using https://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.mphase/phases-of-the-moon/
Example Poster:
3) Learning Project 3: Article and Computer Model
Students will first take notes on lunar cycles in their science notebook, and then use those note to help then create a computer model of the lunar cycles using a moon cycle simulator. After completing their model, they will print out a copy for the teacher. Students can work independently or alone, but each student must be able to produce their own model.
Students take notes from the ideas presented, then make a simulated model of the lunar cycles as it orbits the sun and the moon using: http://astro.unl.edu/naap/lps/lps.html.
Defense/Rationale of Pathways to Rubric:
Learning Styles:
I think this rubric works because it is true to the standard while allowing for different learning styles. I can assess mastery of content through the demonstration of final product (model). Their model is created using what students have learned through the various medium. Each pathway was designed to support optimal learning by differentiating for learning preferences and skill level.
Physical Model: This pathway appeals to those students who prefer physical touch and movement in learning. These students can manipulate the materials given and move around while trying to mimic the movement in the Lunar cycles video. This pathway is good for students on a behavioral plan who need to keep moving.
Create a Poster: This learning pathway appeals to visual and artistic learners as well as learner who need support. The PBS interactive is very simple to use and it breaks down each lunar phase step-by-step, so that learners can go at their own pace. It also appeals to physical learners as well because they can draw to create a model.
Computer Model: This learning pathway appeals to verbal, visual, and logical learners. This project has a writing component, and requires analytical thinking. This learning project is good for high-level learners and gifted students who need a challenge to be engaged in learning.
In all the assessment pathways, students can work independently or with a partner depending on their social or solitary learning need.
Accountability:
Students are held accountable by needing to be able to individually describe the phases of moon using whichever model or pathway was taken to get to the final product. I think this rubric will also help me be consistent and impartial as I grade.