 |
  |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
||||||
| Learning Context | ||||||
| The purpose, objective, or focus of the learning experience: | ||||||
|
 |
|
||||
Purpose and Curricular Connections
This Learning Experience was introduced in an 8th grade science class with the statement …"length of day is a cyclic change". From that statement discussion followed where many ideas and questions were shared by the class and recorded. From this introduction our students carried out a coordinated investigation in math and science of the changing patterns of the length of day from a global perspective. (Note: The Learning Experience could be used in 9th grade Math or Earth Science.)
Why was this activity developed?
- We wanted students to experience real–life multi-step tasks that would encourage critical thinking and analysis
- We wanted to help students expand their reasoning and make a connection between mathematics, science, and other disciplines
- We wanted the students to experience the power in technology as a tool for analyzing data
This activity fits school and course curriculum as follows:
Earth Science Curriculum
- Effects of earth revolution on seasons
- Effects of earth rotation and revolution on duration of insolation
- Cyclic changes in climate and in energy distribution on the surface of the Earth
STANDARDS AND PERFORMANCE INDICATORS
| Standard 4 | Science |
| Students will understand and apply
scientific concepts, principles, and theories pertaining to the physical setting and
living environment and recognize the historical development of ideas in science
|
|
| Physical Setting | Explain daily, monthly and seasonal changes on earth. |
| Describe the sources and identify the
transformations of energy and everyday of life.
|
|
| Prior Knowledge
|
Students would have a higher learning curve for instructional technology if they had no background in spreadsheets. (See Reflection) |
| How to use a spreadsheet | |
| How to plot and interpret graphs | |
| Understand properties of the earth’s revolution around the sun | |
| Understand cycles, patterns, maximum, minimum range, and elements of symmetry |
 |