1. Patterns of Change in the Sky Charlotte Otto Susan Everett

2. Focus for Instruction Grade Level Content Expectations in MI 4 th grade: compare and contrast common objects in the sky (focus on Earth, Moon, Sun 4 th grade: patterns of objects in the sky (lunar motion, rotation, revolution, apparent movement of Sun and Moon through day/night)

3. Focus on Instruction Grade Level Content Expectations in MI 5 th grade: Motion of objects relative to other objects

4. Context Lesson(s) to be used in EXPS 420: Science Capstone with its unifying theme of change and constancy. Part of the course focuses on patterns of change (e.g., trends, cyclic, random) and on rates of change. Using explorations of motion of the constellations and the Sun allows for inclusion of a natural cyclic pattern and on rates of motion.

5. Method We will use http://www.heavens-above.com/ to explore motion of specific constellations and motion of the sun in terms of a day and past and future motion. http://www.heavens-above.com/

6. Outline of Lesson 1 st exploration: how does Ursa Minor’s position change over 24 hours & develop explanation (may use 3D model) 2 nd exploration: how does a constellation of their choice in southern part of sky change over 24 hours & develop explanation

7. Outline of Lesson 3 rd exploration: how does the Sun’s position change in the sky and relative to background constellations over 24 hours 4 th exploration: how does the Sun’s position change in sky and relative to background constellations over 1 year 5 th exploration: answer a question of their own

8. Student-generated Results At end of explorations, student groups will report out explanations. Opportunity for presentation/discussion of accurate scientific explanation. At end of their own exploration, groups will report out research question, data, answer to research question and other questions they might be able to answer with site.

9. Assessment Using an assessment focusing on change and patterns of change that has been used in this course, we will be able to assess student understanding of cyclic patterns of change.

10. Assessment A second assessment could be a homework assignment creating a 5E lesson plan for an upper elementary classroom that answers one (or more) of the other questions posed by the class on the whiteboards.

11. Conclusion Used ‘Backwards Faded Scaffolding” approach to introducing pre-service elementary teachers to a user-friendly program that can be used to explore motion of objects in the sky. After four explorations using different aspects of the site, student groups will use the site to answer a research question of their own choosing.

12. Implications Issues that need to be explored Class is 2 hrs 40 minutes so the issue of time to learn to use the site and obtain answers to their own “I wonder” questions is a concern. I will simply have to monitor progress and be able to modify the activities as needed. Can modify length in future course offerings.