BRAIN-TARGETED TEACHING UNIT
Developer: Georgia Woerner
School: Roland Park Elementary/Middle School
Date: January 2006
Unit Topic/Title: The Universe
Grade Level: Grade 6 - G/T
Time Frame: 3 weeks
Science Standards (MSDE Science Content Standards/Instructional Objectives):
Earth/Space Science
6.2.D.1.a: Recognize that Earth and its closest star, the sun, are part of a disk-shape galaxy of stars and that our galaxy is one of billions of galaxies.
8.2.D.1.a: Recognize that the galaxy contains billions of stars that cannot be distinguished by the unaided eye because of their great distance from Earth and that there are billions of galaxies.
8.2.D.1.b: Identify that our solar system is a component of the Milky Way Galaxy.
8.2.D.1.c: Identify and describe the various types of galaxies.
8.2.D.1.d: Identify and describe the type, size and scale of the Milky Way Galaxy.
Skills and Processes:
6-8.1.A.1.a: Explain that scientists differ greatly in what phenomena they study and how they go about their work.
6-8.1.A.1.d: Locate information in reference books, back issues of newspapers, magazines and compact disks, and computer databases.
6-8.1.B.1.c: Explain that even though different explanations are given for the same evidence, it is not always possible to tell which one is correct.
6-8.1.C.1.a: Organize information in simple tables and graphs and identify relationships they reveal.
6-8.1.C.1.b: Read simple tables and graphs produced by others and describe in words what they show.
6-8.1.C.1.c: Give examples of how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.
6-8.1.C.1.g: Recognize that important contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times
Brain Target #1 - Emotional Climate

1. First “content” unit of 6th grade. Topic is selected as the first unit, as it is high-interest to many middle school students.
2. Activities selected are primarily hands-on, and involve “learning by doing.”
3. Students use tools and manipulatives, such as computers, calculators, and meter sticks, as well as arts materials, such as markers, poster paper, cardboard, foil, ribbon, and scissors.
4. Final project is creative and dynamic, and has an arts integration component.
5. Assistance is offered to students with special needs; multiple intelligences and multiple learning modalities are considered.
6. The unit involves significantly more content than the state standards require, in order to challenge a G/T group. The needs and characteristics of the G/T learner are considered in curriculum, instruction, and assessment.
7. Student choice is offered in several activities.
8. Astronomy/astrology activity relates to horoscopes, a high-interest topic, and has an emotional “hook.” See Activity 20.

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Brain Target #2 - Physical Environment

1. Arrange desks in pairs, all facing the front of the room, for daily activities.
2. Arrange desks in groups for cooperative activities.
3. Have an interesting, visually stimulating, yet ordered and organized classroom.
4. Display student work in the classroom.
5. Have reference materials on astronomy on display and available.
6. Display astronomy posters.

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Brain Target #3 - Learning Design (Concept Maps/Advanced Organizer)

1. Students will create a concept map for the term “space.” This will serve to help students gather their prior knowledge about astronomy, and serve as an advanced organizer for this unit and the next (the solar system).
2. Use a flow chart for showing a timeline (on paper and using Inspiration software).
3. Use compare/contrast charts (similar to Venn diagrams) to compare items.

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Brain Target #4 - Teaching for Mastery (Declarative/Procedural Knowledge)

Instructional Objective: Students will know the components of the universe, and be able to define, describe, and compare these components.

Activities:

1. Students will list words related to space, and organize the words into categories to create a concept map. Click here for a sample concept map.
2. Students will learn “universe” vocabulary, and review with games and flash cards.
3. Students will learn the nature of constellations, and compare the star patterns of constellations to the image the constellation represents.
4. Students will compare the types of galaxies in a compare/contrast chart.
5. Students will construct scale models of various types of stars, using a scale of 1cm = 1 solar diameter.

Instructional Objective: Students will know the history of the universe, and be able to explain how the universe has changed, and will continue to change, over time.

Activities:

6. Students will read about the history of the universe, and construct a flow chart with Inspiration software to illustrate this history.
7. Students will construct a diagram of the life cycle of stars.
8. Students will model the expansion of the universe with “galaxies” drawn onto an expanding balloon.

Instructional Objective: Students will know how the universe is studied, and be able to detail the contributions of various astronomers.

Activities:

9. Students will research various types of telescopes, and describe each in terms of function and type of electromagnetic radiation used.
10. Students will examine spectrographs of stars, and compare them to known element spectrographs to determine the composition of stars.
11. Students will research the contributions of selected astronomers throughout history.

Instructional Objective: Students will know the significance of the Zodiac constellations, and be able to explain where the constellations are located in space.

Activities:

12. Students will construct a 3-D model of the Sun, Earth, and Zodiac constellations, and manipulate the model to illustrate various times of year.
13. Throughout the unit, various readings, class discussions, worksheets, vocabulary activities, and reading comprehension reviews will be used to provide repeated rehearsals (particularly as drills or home assignments) for new terms and concepts.

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Brain Target #5 - Teaching for Application (Extension, Integration, and Application)

Instructional Objective: Students will know the components of the universe, and be able to analyze these components to discern their true nature.

Activities:

14. Students will construct a 3-D model of the constellation Orion, in order to examine it from angles other than from Earth, and to understand the true nature of constellations (unrelated stars that may or may not be near each other, but happen to be in the same direction from Earth).
15. Students will analyze how the existing constellations were named, and will create their own constellations and write myths to go along with their constellations. They will find order in a random star pattern, as the ancient Greeks did. Click here for sample myths to provide to students.

Instructional Objective: Students will know the history of the universe, and be able to explain how the universe has changed, and will continue to change, over time.

Activities:

16. Students will study the Hertzprung-Russell diagram, and use their knowledge of the types/life cycle of stars to explain various parts of the diagram.
17. Students will compare the modeled expanding universe to the actual expanding universe, and analyze accuracies and inaccuracies of the model.

Instructional Objective: Students will know how the universe is studied, and be able to “become” an astronomer.

Activities:

18. Students will keep track of and discuss current events/discoveries in astronomy.
19. Students will create a biographical scrapbook of an assigned astronomer, creating personal artifacts that the astronomer might have collected. Click here for a sample assignment sheet.

Instructional Objective: Students will know the significance of the Zodiac constellations, and be able to explain why astrology is considered a pseudoscience.

Activities:

20. Students will read an actual horoscope, and be asked if they can identify with it. As the horoscope has been written to be general, most students will agree. Students will also agree that this reinforces their belief in astrology. Students then discover that they all have the same horoscope. Click here for a sample horoscope.
21. Students will write a BCR discussing why astrology is a pseudoscience, supporting their ideas with scientific data and facts.

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Brain Target #6 - Evaluating Learning
  • Activity 1: teacher gauges prior knowledge of unit content from responses.
  • Activity 4: graded for completion, inclusion of both similarities and differences.
  • Activity 5: teacher assesses and coaches during activity. Models are assessed for accuracy upon completion.
  • Activity 6: students share flowcharts, and teacher presents an “anchor” flowchart so students can self-assess and correct their work.
  • Activity 7: teacher constructs “anchor” flowchart on chalkboard so students can self-assess and correct their work.
  • Activity 8: lab activity conclusion is assessed for understanding of main concepts.
  • Activity 10: student understanding is assessed with a class discussion.
  • Activity 12: teacher poses various scenarios to student groups, and students demonstrate the scenarios with their models.
  • Activity 14: many items are graded, and grades are used to guide review/reteaching as necessary.
  • Activity 15: teacher coaches and assesses informally as students complete models. Lab conclusions are assessed for understanding of main concepts.
  • Activity 16: teacher coaches and assesses as students complete activity. Students peer-assess rough drafts of constellation myths. Final myths are assessed according to Rubric One.
  • Activity 17: teacher assesses knowledge during class discussion.
  • Activity 18: students answer analysis questions to demonstrate understanding.
  • Activity 20: scrapbooks are assessed according to Rubric Two, and as compared to the assignment sheet.
  • Activity 22: BCRs are assessed according to the Roland Park BCR rubric.
  • Quizzes each Friday.
  • Unit test at end of unit, with multiple question types and multiple assessment levels, including high-level extra-credit essays.

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Materials
Worksheets
Index cards
Night Sky books
Astronomy texts
Astronomy reference books
Meter sticks
Markers
String
Inspiration software
Balloons
Measuring tapes
Sample and reference spectrographs
Computer lab
Zodiac constellation sheets
Blue and yellow construction paper
Fishing line
Cardboard squares
Foil
Orion constellation patterns
Seeds
Sample constellation myths
Sample constellation drawings
Current events articles in astronomy
Bookmaking materials, instructions, and samples
“horoscope” slips
BCR format rectangles
Peer assessment checklists

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