Unit Plan

Earth Science, The Physical Setting

3/20/2011

Jack Mosel

(EDU-660534-L601-11SP1) Mentored Teaching

Master of Arts in Teaching Portfolio: Hartsdale

M.A.T Graduate Degree Studies Program, SUNY ESC

Dr. Avonne Alzate / Mentor

The following unit plan with support artifacts and assessment are given as evidence in support
for professional competency for pedagogical best practices for a content relevant unit of Earth

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Science, teacher content knowledge and to exemplify evidence of an effective and meaningful,
as well as authentic curriculum application. I shall convey as well as demonstrate professional
competency which addresses unit design, pacing and assessment methods for effective teaching
in a given unit of Earth Science study.

I have chosen the unit of Earth Science instruction which is referred to as Earth in Space. I
employ the use of effectively integrating technology into my classroom. This is evidenced in
using micro computing or hand held digital lab analyzing equipment whenever possible. This
reduces the ‘monotony’ in reproducing graphical depiction’s for fact and data gathering among
students and supports ‘immediate gratification’ for the student in ‘seeing’ real-time results as
they are being recorded while the lab or exploration activity is being done. As well, I integrate
Virtual Reality and animation as well as other graphical tools to manipulate experiences that
appeal to an area of the brain where the learner ‘sees’ the content while they are being taught. I
refer to this digital interface in pedagogy as being a technologically ‘hybridized’ approach to
both teaching and learning and is also evidence for support of Media rich and Emergent 21st
Century pedagogy.

I have selected 4 content subject areas within the overall unit (please see full unit content
description attached) to use as examples from this unit plan. These will include a lesson plan that
identifies the Aim, Objectives, Time required for the subject area’s exploration, Activities, and
Assessment. I will include graphics of authentic materials used (in part as ex.) for each subject
area covered. I have included two physical lab assignments in their entirety. I have also included
rubrics which were used to offer differentiated assessment for the lab activities assessment. I
have also included a formal examination for the unit in its entirety.

The Earth in Space unit is the first of two separate units which cover space and exoplanetary
exploration education. The next unit I would teach would be called “Beyond Planet Earth” and
would explore Energy in Space, Origin of the Universe (Cosmology), Stellar Evolution,
Astronomy, Planetary Expeditions, Etc.

My teaching rationale expands at a greater depth how I embrace a Student Centered, Inquiry
Based as well as Constructivist approach to deliver my lesson’s content. In keeping with this
rationale and professional pedagogy, all of the following lessons and their activities would have
been delivered with the intention to keep within the greater essence of these best practices in
their effective delivery.

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 Unit: Earth in Space

Essential Questions:

• What apparent motions are observable from the Earth?

• What are the motions of the stars, planets, Earth, and celestial objects in our solar
system?

Content:

• Apparent and true motions of the stars/planets/moon/sun, Celestial sphere, Heliocentric

model, Geocentric model, Seasons, Planetary orbits, Coriolis Effect, Insolation,
Terrestrial radiation, Temperature lag, Earth motions, Time.

Skills:

• Students will compare and contrast the heliocentric and geocentric models.
• Students will understand how the position of the earth in its orbit, the tilt of the axis, and
angle and duration of insolation all affect our seasons.
• Students will explore the elliptical orbits of the planets and the effect of the eccentricities
of these orbits.
• Students will understand how the atmosphere causes the greenhouse effect which warms
the Earth
• Students will understand how the motions of the earth and celestial objects affect time.

Assessments:

• Written lab reports, HW, Quizzes, Tests, Lab Performance

NYS Core Curriculum Standards: Earth Science The Physical setting

• Standard 1: Analysis, Inquiry and Design

Students will use mathematical analysis, scientific inquiry and engineering design, as
appropriate, to pose questions, seeks answers and develop solutions.
• Standard 2: Information Systems/Technology
Students will access, generate, process and transfer information using appropriate technologies.
• Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating
and reasoning mathematically, by applying mathematics in real-world settings, and by solving
problems through the integrated study of number systems, geometry, algebra, data analysis,
probability, and trigonometry.
• Standard 4: Understanding and Applying Scientific Concepts
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.
• Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use and evaluate
products and systems to satisfy human and environmental needs.

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 • Standard 6: Interconnectedness- Common Themes
Students will understand the relationships and common themes that connect mathematics,
science and technology and apply the themes to these and other areas of learning.
• Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science and technology to
address real-life problems and make informed decisions.

Note: This unit plan addresses the following NYS standards as applied to unit with Key Ideas
and Performance Indicators identified..

Standard 1; all Key Ideas, All Performance Indicators apply. Standard 2; KI 3,

Performance Indicators: b, c Standard 3; KI 4, 5, 6, Performance Indicators: a, b, c, j
Standard 4; KI 1, 2, (Performance Indicators: a, c, d, f Standard 4; KI 3 Performance
Indicators: a, b, d Standard 4; KI 5 Performance Indicators: a, b standard 5; KI 2
Performance Indicators: a, b, d Standard 5; KI 4 Performance Indicators: b, c. Standard
5; KI 5 Performance Indicators: a Standard 6; KI 1 Performance Indicators: All apply.
Standard 6; KI 2 Performance Indicators: All apply. Standard 6; KI 3 Performance
Indicators: All apply. Standard 6; KI 5 Performance Indicators: All apply.

Instructional Materials:

Shall include: Videos, computer projectors, interactive white-board projectors, overheads, ESRT,
laptops, thermometers, barometers, sling Psychrometer, glass jars, hot plates, weather maps,
internet, beakers, recording barometer, recording thermometer, metal cans, plastic bottles,
straws, glass tubes. Barometers, sling Psychrometer, glass jars, hot plates, weather maps,
internet, beakers, recording barometer, recording thermometer, metal cans, plastic bottles,
straws, glass tube, hand held micro computing devices.

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 Week 1 Mon Intro: Do Now Lecture - Notes: Geocentric-Heliocentric / Worksht / Reference Tables / Power Point / Hmwk
Tues
Wed
Thur
Fri Lab: Angle of Insulation

Week 2 Mon Latitude Longitude Intro: Do Now / Lecture - Notes: Lat Long / Polaris / Reference Tables /PPT/ Homewor k
Tues
Wed
Thur
Fri Lab: Latitude & Longitude

Week 3 Mon Phases of the Moon Intro: Do Now / Lecture - Notes: Moon Phases / Reference Tables / PPT / Homework
Tues
Wed
W

Thur
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s p
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in
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a

Fri Lab: Moon Phases

Week 4 Mon Eccentricity Elliptical Orbits: Do Now Lecture - Notes: Kepler / Eccentricity / Ref. Tables / PPT / Homewor k
M

Tues
o
sel

Wed
Thur
Fri Lab: The Ellipse

Mon Unit Test / One class period / 50 multiple choice questions

Tues

Mosel – ES 10th grade

Lesson Plan \ Latitude Longitude

AIM: Familiarize the students with latitude, longitude, equator, prime meridian, International
Dateline and Time Zones and to find any point on earth. Use of the grid system of latitude and
longitude, (GMT) calculations from Prime Meridian and the advancing of days in earth time
from International Dateline. Understanding that the angle of Polaris in the night (or daytime) sky,
is an accurate way to determine one’s latitude (in the Northern Hemisphere).

Objectives:

Students will be able to:

• Define Latitude, Longitude, Equator, Prime Meridian & International Dateline

• Use Physical globes to obtain latitude and longitudes of major international cities
• Plot points of latitude and longitude on a world map
• Understand how and why Earth Time advances with the use of Time zones
• Identify their Latitude as it directly relates to the angle of Polaris in the sky from their
location.
• Understand and recite that the Earth rotates on its axis at a rate of 15 Degrees per hour
from West to East. Time Zones are based on Earth’s rotational speed.
• Time Zones are for “political convenience” and that all continents, Islands or locations on
Earth may not fall within neat lines of Longitude.

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Time: 5 periods.
Abstract: Latitude and longitude are used for locating any desired place on a map. Any place on
the map has a related latitude and longitude and time relevant to GMT. Locating your Latitude
on Earth is as easy as determining the angle of Polaris in the night sky.

Activities:

• Introduce the topic of globes, maps, and charts as models of the Earth.
• Distribute globes to the class and ask them to find various countries on the map – ex
Tajikistan, New Guinea, and other countries.
• Prompt a discussion on what would make it easier for them to find the spots on the map
that they need to find. Ex -How do ships and planes know where to go?
• Define and discuss the words latitude and Longitude. Use of Mnemonic devices such as:
Quarterback tosses a Lateral Pass – to the side left to right, equator (equal), longitude
(Quarterback throws long pass to end zone), and Prime Meridian as well as International
Dateline on the board for the students to take notes.
• The teacher models using latitude and longitude points to locate different places on the
world map. Included in the modeling will be a variety of places: such as, cities, oceans,
nations, and mountain ranges.
• Teacher models using various places on the map and gives the latitude and longitude
points of those places.
(During modeling by the teacher, continual focus to the N/S latitude and the E/W
longitude differences.) Lat. / Lon. coordinates are given in Hours and Minutes
• Physical Lab – using a globe, find the lat & long of various cities. Depict the time zones
and answer the questions about time zones, Latitude and Longitude.

Evaluation & Assessment:

Teacher observation, Worksheets, Class Participation, Lab, Questioning

Homework: Reading from Text

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Mosel – ES 10th grade
Lesson Plan \ Moon Phase

Aim: To demonstrate a model of the phases of the moon as we observe them from Earth.

Objectives:
Students will be able to:
• Explain the difference between waxing and waning phases of the moon.
• Draw the eight phases of the moon.
• Explain why the moon appears to change phases.
• Identify Eclipses (Solar& Lunar)
• Identify Lunar Apogee & Perigee

Time: 5 class periods

Activities:

• Distribute the moon phase’s Power Point to the students.

• Lecture from the Power Point presentation for initial understanding.
• Set up the overhead projector so that the bulb faces where the teacher will revolve the
“moon” around the “Earth”.
• Shut off the lights so that the projector acts as the sun shining onto the Earth and moon.
• Revolve the moon around the Earth over 29 “days”.
• Observing the simulated Earth and moon, students follow along from graphics depicted
from their Power Point information packets.
• Students fill in 8 circles with the appropriate shading for the phases of the moon and label
the same with the correct names on worksheets provided.
• Use of Mnemonic cues such as “Wax on Wax off” (Karate kid) and “light on the right”
Waxing, “Light on the left” Waning.
• Use of Solar System Orrery, physical electrified model exemplifies the physical action
and visually represents the authentic movements of Earth, Sun and Moon which creates
our observations of Moon Phase and Eclipses.
• Students peer teach and scaffold for each other the meaning in examples for all relating to
Moon Phase and Eclipses.
• Physical Lab- Moon Phases

Evaluation & Assessment:

Teacher observation, Worksheets, Class Participation, Lab, Questioning

Homework: Reading from Text

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Mosel – ES 10th grade
Lesson Plan \ Earth’s Angle of Insolation

AIM: To understand the movement and alignment of Earth to our Sun as it is relative to our
seasons, daylight duration and our overall understanding of how Earth responds to forces and
energy that is present within our Solar System.

Objectives:

Students will be able to:

• Understand the earliest theories of Earth’s movement as theorized by early astronomers.

• Differentiate between the Heliocentric and Geocentric theories postulated from these
early astronomers.
• Understand and be able to cite proof that the theory of a Heliocentric Model brought
about from Copernicus is the correct model to base Earth’s movements within our Solar
System. These proofs are based in the understanding of the Coriolis Effect and The
Foucault Pendulum is evidence for support of this theory.
• Understand the mechanical process of incoming Solar Radiation (Insolation) as this is
relevant for providing our seasons and diurnal heat resources which provide for weather
and climate processes.
• Understand how to depict graphically as well as to understand the altitude and azimuth as
well as local noon sun in their region and to describe the seasonal variations depicted
from the sun’s daily duration as it changes throughout the year.
• Understand what are the Equinox’s as well as the Solstice’s of the Earth as it travels
throughout its orbit around the Sun.
• Show understanding through graphical representation of their understanding for these
principles through completion of a physical Lab experiment which demonstrates and
reproduces the effect of incoming solar radiation variances. This will be achieved through
a heat and light source in which varying angles of contact incidence on a globe with
micro computing temperature recording devices depict varying temperatures at different
Latitudes.

Time: 5 periods.
Abstract: Determination of how our planet moves throughout space and within our Solar System
is vitally important to understand why we have weather, season’s, varying amount of daylight
and at a larger scale, climate. The history involved in determining how our planet moves
throughout space (in time) ultimately provides for evidence as to how we know what we know
today, which in turn supports the theories we embrace today.
Activities:

• Informally assess the class from questioning about how we know what we know about
our planet’s travels throughout the solar system and throughout the year. Do we revolve
around the Sun? Does the Sun revolve around us? Why is it dark and cold in the winter
and light and warm in the summer? Ask the class for their ideas on these questions.

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 • Hand out Power Point package to students. Begin to lecture on our earliest theories for
determining how we know what we know about Earth’s orbits around our Sun.
• Define and describe through animated graphical use of smart board, Heliocentric and
Geocentric Models of our Solar System’s movements.
• Show through animation graphics and use of smart board, the meaning of the Coriolis
Effect and the Foucault pendulum.
• Use of worksheets in class for Heliocentric and Geocentric theories.
• Use of worksheets in class for The Vertical Rays of the Sun.
• Use of worksheet in class for Equinox and Solstice
• Use of worksheet in class for Celestial Sphere and Local Noon
• Physical Lab: Angle of Insolation

Evaluation & Assessment:

Teacher observation, Worksheets, Class Participation, Physical Lab, Questioning

Homework: Reading from Text

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TEACHER: Mosel 10 Grade Earth Science

Inclusion classroom setting (Differentiated instruction)

Content: SUN / EARTH MOTION’S DURATION: 90 minutes

Physical lab 1.5 hrs. Lab credit

NYS Standards & Key Ideas addressed for Earth Science, The Physical Setting:

NYS Learning Standards addressed: 1,2,4,6 & 7, Std. 4 KI 1, Std. 4 KI 1.1, Std. 4 KI 1.1g,
Std.4 KI 1.1e, Std. 4 KI1.1f, Std. 4 KI1.1h, Std.4 KI1.1d, Std. 4 KI 1.1c, Std. 4 KI1.1b, Std. 4
KI 1.1a

SUN / EARTH MOTION’S

Enduring understanding: Students will understand that the Earth is spherical in shape (an
oblate spheroid) and our angular face to the Sun is tilted (offset to the solar ecliptic) at an angle
of 23.5 degrees. Earth has a rotation on its’ axis as well as an orbit around its star The Sun.
Having gained knowledge of this, students will understand how and why we experience
seasonal variations in climate and localized weather as well as variations in length of daylight
and its intensity. They will understand why changes in season they observe on Earth, occur as a
result from our planet’s journey around its star (the Sun) and from the energy we receive from
the Sun as a direct and causal relation to this.

Physical Lab: Students will utilize a lab worksheet and a Vernier digital temperature probe and
a globe and a light / heat source, to measure temperature variants in our simulation of
reproducing the Sun’s Insolation properties as this is differentiated in different parts on the
Earth. A globe, a 150 Watt light on a stand, a digital electronic temperature probe, a paper
protractor (cut in half), string and tape will be used in collecting this data and performing this
lab.

Students will understand that in carrying out this lab experiment, that the reason for our having
seasons is based on our “Angle of Insolation” as a direct result of this. Students will understand
that our location on our planet, based on these findings from this lab experiment, will determine
why we have “Climate Zones” as well. Students will understand that daylight duration as well as
sunlight intensity is dependent on our “Angle of Insolation”. Students will understand where the
“Tropic of Cancer” is on our planet as well as our “Tropic of Capricorn” and our Equator.

Essential questions: Students will understand why we have seasons. Students will
understand why daylight and sunlight intensity is different during different times of the year.
Students will understand why the equator is always the same (to a great extent) in temperature,
daylight intensity and daylight duration.

Background knowledge needed: Prior knowledge of our Earth as it is categorized

measurably into Lines of Longitude and Latitude, Equator, Tropic of Capricorn, Tropic of cancer.

MOSEL- 10th Grade Earth Science

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 Seasons and Angle of Insolation Micro-Computer Based Lab (MBL)

Aims and Objectives

• Student explored task-related science concepts and principles through

appropriate experimentation. Students explored angles of incidence from
incoming solar radiation (Insolation) from the Sun, through the varied angles of
insolation of the Earth as it moves through its annual orbit around the Sun.
• Students collected and analyzed data, and presented clear and accurate
results. Students utilized a Vernier Labquest handheld digital interface device and
temperature probe attachment in a Micro Computer Based Lab (MBL), to observe,
collect, analyze and record their data. They investigated different angles of
insolation from the Sun, portraying the varied angles of incidence from insolation
throughout the year, explaining the reason for the Earth’s seasons. The data was
acquired through accessing different longitudinal angles of the earth’s temperature
from direct and indirect sunlight at 30, 0 and 90 degrees with a temperature probe
and the handheld recording digital interface device
•Indicates collection and manipulation of quantitative data. Students will
show competence in acquiring and using data with a digital handheld interface
device during a (MBL).
•Shows a graphic display of results. Students will print their data collection
screens as evidence of enduring understanding by successfully completing their
(MBL) lab packets, which also include graphical depictions of the angle of incidence
(MBL).
•Elaborates on other variables which may become important during
further study. This (MBL) demonstrates the relevance and functionality of Earth’s
23.5 degree tilt on its axis and how this angle is responsible for differentiated
angles of incidence this provides for different angles of solar insolation and
ultimately produces Earth’s seasons.
•Indicates the ability to apply information generated by the study.
Students will show how and why the angle of incidence from incoming solar
radiation produces different temperatures at the angles of 30, 0 and 90 degrees
longitude.

Seasons and Angle of Insolation (MLB): Evidence as being corroborated with NYS Core
Curriculum and Content Standards [Commencement]

4.L.2.cGrades: 9- Uses thermometer to measure temperature

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Science

E.4.1.1.a.1Grades These motions explain such phenomena as the day, the year, seasons,
: 9-12 phases of the moon, eclipses, and tides.
Science

E.4.1.1.f.2Grades During Earth's one-year period of revolution, the tilt of its axis results in
: 9-12 changes in the angle of incidence of the Sun's rays at a given latitude;

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 Science these changes cause variation in the heating of the surface. This
produces seasonal variation in weather.
E.4.2.1.e.1Grades temperature and humidity affect air pressure and probability of
: 9-12 precipitation
Science

E.4.2.1.iGrades: Seasonal changes can be explained using concepts of density and heat
9-12 energy. These changes include the shifting of global temperature zones,
Science the shifting of planetary wind and ocean current patterns, the occurrence
of monsoons, hurricanes, flooding, and severe weather.

Seasons and Angle of Insolation

Have you ever wondered why temperatures are cooler in the winter and warmer in the summer?
This happens because the Earth’s axis is tilted. The Earth remains tilted as it revolves around the
sun. Because of this tilt, different locations on the Earth receive different amounts of solar
radiation at different times of the year. The amount of solar radiation received by the Earth or
another planet is called insolation. The angle of insolation is the angle at which the sun’s rays
strike a particular location on Earth. When the north end of the Earth’s axis points toward the
sun, the Northern Hemisphere experiences summer. At the same time, the south end of the axis
points away from the sun and the Southern Hemisphere experiences winter.

Figure 1
In this experiment you will investigate the relationship between angle of insolation and
temperature change due to energy absorption from a simulated sun—a light bulb.

OBJECTIVES
In this experiment, you will
• Use a Temperature Probe to monitor simulated warming of your city by the sun in
the winter.
• Use a Temperature Probe monitor simulated warming of your city by the sun in the
summer.
• Measure the angle of insolation.

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 • Determine the relationship between temperature change and angle of insolation.

MATERIALS
LabPro interface lamp with clear 150 watt bulb
Palm handheld tape
Data Pro program metric ruler
Temperature Probe two 20 cm lengths of string
ring stand protractor
globe of the Earth utility clamp

Fi
gu
re
2

PROCEDURE
1. Set up the light bulb (simulated sun).
a. Fasten the lamp to a ring stand as shown in Figure 2.
b. Stand the ring stand and lamp to the left side of your work area.
c. Position the globe with the North Pole tilted away from the lamp as shown in Figure 2.
Position the bulb at approximately the same height as the Tropic of Capricorn. Note: The
sun is directly over the Tropic of Capricorn on December 21, the first day of winter.
2. Attach the Temperature Probe to the globe.
a. Find your city or location on the globe.

b. Tape the Temperature Probe to the globe with the

tip of the probe at your location. Tape the probe
parallel to the equator. Place the tape about 1 cm
from the tip of the probe

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Figure 3
 c. Fold a piece of paper and wedge it under the Temperature Probe to keep it in contact with
the surface of the globe as shown in Figure 3.
3. Position the globe for winter (in the Northern Hemisphere) data collection.
a. Turn the globe to position the North Pole (still tilting away from the lamp), your location,
and the bulb in a straight line. Tape the globe in this position so that it does not rotate.
b. Measure the vertical distance from the Tropic of Capricorn to the table. Position the bulb
so that its center is the same height from the table.
c. Obtain a piece of string 20 cm long.
d. Use the string to position your location on the globe 20 cm from the center of the end of
the bulb.
e. Do not turn on the lamp until directed in Step 9.

4. Measure the angle of insolation.

a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.
b. Tape another piece of string from the Tropic of Capricorn to the center of the end of the
bulb. This string should be taut and parallel to the table. Use only as much of the string as
needed.
c. Use a protractor to measure the angle between the strings.
d. Record the angle in your data table.
e. Remove the tape and string from the bulb and globe.
5. Plug the Temperature Probe into Channel 1 of the LabPro interface. Connect the handheld to
the LabPro using the interface cable. Firmly press in the cable ends.

6. Press the power button on the handheld to turn it on. To start Data Pro, tap the Data Pro icon
on the Applications screen. Choose New from the Data Pro menu or tap to reset the
program.

7. Set up the handheld and interface for the Temperature Probe.

a. On the Main screen, tap .
b. If the handheld displays TEMP(C) in CH 1, proceed directly to Step 8. If it does not,
continue with this step to set up your sensors manually.
c. Tap to select Channel 1.
d. Press the Scroll buttons on the handheld to scroll through the list of sensors.
e. Select the correct Temperature Probe (in °C) from the list of sensors.
8. Set up the handheld and interface for data collection.
a. While still on the Setup screen, tap .
b. Enter “10” as the time between samples in seconds, using the onscreen keyboard (tap
“123”) or using the Graffiti writing area.
c. Enter “30” as the number of samples. (Data will be collected for 5 minutes.)
d. Tap twice to return to the Main screen.
9. Collect winter data.
a. Note and record the temperature displayed on the handheld screen.
b. Tap to begin data collection.

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 c. After the first temperature reading has been taken, turn on the lamp.
d. When data collection stops after 5 minutes, turn the lamp off.
Caution: Do not touch the bulb. It will be very hot.
10. Determine and record the minimum and maximum temperatures.
a. After data collection stops, tap .
b. On the Analyze screen, tap .
c. Record the Min (minimum) and Max (maximum) temperature readings (round to the
nearest 0.1°C).
d. Tap twice to return to the Graph screen
11. On the Graph screen, tap to store your data so that it can be used later.

12. Position the globe for summer data collection.

a. Rotate the entire globe setup so that North Pole is tilted toward the lamp. Note: This
represents the position of the Northern Hemisphere on June 21, the first day of summer.
b. Turn the globe to position the North Pole, your location, and the bulb in a straight line.
c. Use the string to position your location on the globe 20 cm from the bulb.
d. Do not turn on the lamp until directed in Step 14.
13. Measure the angle of insolation.
a. Tape the 20 cm string from your location on the globe to the center of the end of the bulb.
b. Tape another piece of string from the Tropic of Cancer to the center of the end of the bulb.
This string should be taut and parallel to the table. Only use as much of the string as
needed.
c. Use a protractor to measure the angle between the strings.
d. Record the angle in your data table.
e. Remove the tape and string from the bulb and globe.
14. Collect summer data.
a. Let the globe and probe cool to the temperature that you recorded in Step 9.
b. Tap to begin data collection.
c. After the first temperature reading has been taken, turn on the lamp.
d. When data collection stops after 5 minutes, turn the lamp off.
Caution: Do not touch the bulb. It will be very hot.
15. Use the Step 10 procedure to determine and record the minimum and maximum
temperatures.

16. Display a graph of both runs.

a. Tap Run2 (above the graph), and choose All Runs.
b. Both runs should now be displayed on the same graph. Each point of Run 1 (winter) is
plotted with an open square, and each point of Run 2 (summer) is plotted with a closed
square.
17. Sketch or print copies of the graph as directed by your teacher.

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Labquest Data Set (graphic display)

Graphic above depicts actual results from Vernier Labquest handheld Micro-Computer.
Students apply technology through using handheld Micro-Computer based interactive devices to
acquire real-time data from realistically reproducing the angles of insolation from a heat/light
source interacting on a globe of the Earth at varying angles. This depicts seasonal variations of
Earth revolving around the Sun. A Heliocentric or Sun-Centered Solar system model is

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depicted. Abstract thinking concepts are easily understood through accurate use of
representative models with interactive digital recording equipment to record and display the data
from the Lab as it is being carried out in real-time. This is a very important lab in Earth Science
and we will reflect on this later in Meteorology as we explore seasons and climate. Color of each
line represents a different angle of insolation measured in terms of heat transferred from a light
source. Varying latitudes of thermometer placement on the globe accommodated for this.

Data set
Data Hometown Latitude __39⁰N Lat.____
Beginning temperature (°C) 28.5⁰ C 28.5⁰C

Winter Summer

Maximum temperature (°C) 29.3⁰C 30.5⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 0.8⁰C 2⁰C

Angle of Insolation (°) 50⁰ 20⁰

DATA 30⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer

Maximum temperature (°C) 29.9⁰C 30.8⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 1.4⁰C 2.3⁰C

Angle of Insolation (°) 40⁰ 10⁰

DATA 0⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

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 Winter Summer

Maximum temperature (°C) 30.7⁰C 30.5⁰C

Minimum temperature (°C) 28.5⁰C 28.5⁰C

Temperature change (°C) 2.2⁰C 2.0⁰C

Angle of Insolation (°) 30⁰ 30⁰

Data 90⁰ Latitude

Beginning temperature (°C) 28.5⁰C 28.5⁰C

Winter Summer

Maximum temperature (°C) 28.5⁰C 28.8⁰C

Minimum temperature (°C) 28.1⁰C 28.5⁰C

Temperature change (°C) -0.4⁰C 0.3⁰C

Angle of Insolation (°) 0⁰ 70⁰

PROCESSING THE DATA

1. In the space provided in the data table, subtract to find the temperature change for each
season.

2. How does the temperature change for summer compare to the temperature change for winter?

The temperature change for summer is larger than that for winter.
3. During which season is the sunlight more direct? Explain.

In the Northern Hemisphere, the sunlight is more direct in the summer because Earth is
tipped toward the Sun. A greater amount of solar radiation is directed at a smaller area.

4. What would happen to the temperature changes if the Earth were tilted more than
23.5 degrees?

If the Earth were tilted at a greater angle, summers would be warmer and winters would be
cooler.

5. What relationship is there between angle of insolation and temperature change?

31
The smaller the angle of insolation, the greater the temperatures change.

6. Draw a picture showing the setup you would use to measure the change in temperature in the
Southern Hemisphere during their winter.

N Tropic of Cancer

Tropic of Capricorn

7. What other factors affect the weather in a region?

Other factors that affect weather in an area include proximity to water, movement of air
masses, and geographic features.

Conclusion: The students related the key objectives to the inquiry-based

lab with the use of the Vernier labquest handheld digital interface and
temperature probe. They were able to observe directly what the
relationships of light and temperature were to angle of insolation to the
Earth, and correlate that occurrence with the Earth’s orbit around the sun.
The students also observed through simulated experimentation, that the
Earth’s tilted axis of 23.5 degrees plays a vital role in causing greater or
lesser radiation intensity reaching the Earth. This was measured as angle
of incidence and direct and indirect light reaching the Earth in terms of
intensity and heat transmission in the form of light and heat radiation.
These were directly observed and recorded both from visual observation
and with the digital temperature probe, as the temperature readings were
taken with the handheld interface and graphed on its screen. Comparisons
were available for later viewing of the temperature readings for each
hemisphere’s winter and summer months. These readings were
instrumental for quantifying the actual temperature readings for the
summer and winter positions in which the Earth is facing either toward or

32
away from the sun. The Equator, located at 0 degrees latitude, remained
stable in terms of its temperature fluctuation during these conditions.
This also was tested and shown to be true in terms of the angle of
insolation. The angles of incidence did not change because the equator
always generally receives direct sunlight because it is on the outermost
circumference of the Earth. Therefore the temperatures, duration of
daylight and intensity of solar radiation did not change. This explains why
the Equator has no seasons. This unexpected result was shown to be
consistent with, and thus verifying the theory on which the experiment
was based.

Lab Report : Solar Insolation / Rubric assessment

Mr. Mosel 10th Grade Earth Science

Student Name: ________________________________________

CATEGORY 4 3 2 1
Scientific Illustrates an Illustrates an accurate Illustrates a limited Illustrates inaccurate
Concepts accurate and understanding of most understanding of understanding of
thorough scientific concepts scientific concepts scientific concepts
understanding of underlying the lab. underlying the lab. underlying the lab.
scientific concepts
underlying the lab.

Question/ The purpose of the The purpose of the lab The purpose of the lab The purpose of the lab
Purpose lab or the question to or the question to be or the question to be or the question to be
be answered during answered during the answered during the answered during the
the lab is clearly lab is identified, but is lab is partially identified, lab is erroneous or
identified and stated. stated in a somewhat and is stated in a irrelevant.
unclear manner. somewhat unclear
manner.
Drawings/ Clear, accurate Diagrams are included Diagrams are included Needed diagrams are
Diagrams diagrams are and are labeled neatly and are labeled. missing OR are missing
included and make and accurately. important labels.
the experiment easier
to understand.
Diagrams are labeled
neatly and
accurately.

33
Procedures Procedures are listed Procedures are listed in Procedures are listed Procedures do not
in clear steps. Each a logical order, but but are not in a logical accurately list the steps
step is numbered and steps are not numbered order or are difficult to of the experiment.
is a complete and/or are not in follow.
sentence. complete sentences.

Analysis The relationship The relationship The relationship The relationship

between the between the variables between the variables between the variables
variables is is discussed and is discussed but no is not discussed.
discussed and trends/patterns logically patterns, trends or
trends/patterns analyzed. predictions are made
logically analyzed. based on the data.
Predictions are made
about what might
happen if part of the
lab were changed or
how the experimental
design could be
changed.
Conclusion Conclusion includes Conclusion includes Conclusion includes No conclusion was
whether the findings whether the findings what was learned from included in the report
supported the supported the the experiment. OR shows little effort
hypothesis, possible hypothesis and what and reflection.
sources of error, and was learned from the
what was learned experiment.
from the experiment.
Scientific Report illustrates an Report illustrates an Report illustrates a Report illustrates
Concepts accurate and accurate understanding limited understanding of inaccurate
thorough of most scientific scientific concepts understanding of
understanding of concepts underlying the underlying the lab. scientific concepts
scientific concepts lab. underlying the lab.
underlying the lab.
Safety Lab is carried out Lab is generally carried Lab is carried out with Safety procedures were
with full attention to out with attention to some attention to ignored and/or some
relevant safety relevant safety relevant safety aspect of the
procedures. The set- procedures. The set-up, procedures. The set-up, experiment posed a
up, experiment, and experiment, and tear- experiment, and tear- threat to the safety of
tear-down posed no down posed no safety down posed no safety the student or others.
safety threat to any threat to any individual, threat to any individual,
individual. but one safety but several safety
procedure needs to be procedures need to be
reviewed. reviewed.

Experimental Hypothesized Hypothesized Hypothesized No hypothesis has

Hypothesis relationship between relationship between relationship between been stated.
the variables and the the variables and the the variables and the
predicted results is predicted results is predicted results has
clear and reasonable reasonable based on been stated, but
based on what has general knowledge and appears to be based on
been studied. observations. flawed logic.

34
Above: Example of hand held digital microcomputer used in lab. Display read out & graphics
exemplifies using technology in the classroom as it is applied to everyday learning activities.

35
Mosel – ES 10th grade 1.5 Hours Lab Credit
Lesson Plan \ Eccentricity and Elliptical orbits Inclusion Class Population

Aim: To demonstrate Kepler’s laws of Planetary Motions; to understand Eccentricity as this is

related to planetary motions. To identify Newton’s Law of Gravitation. To depict accurate
graphical representations of planetary orbits of planets within our Solar System.

Objectives:
Students will be able to:
• Understand, recall and recite the three laws of Kepler’s Laws of Planetary Motion and
Newton’s Law of universal Gravitation.
• Understand and demonstrate their ability to find a planet’s Eccentricity from knowing its
Length of Major Axis and Foci points.
• Show through their own work, evidence of understanding through creating elliptical
representations of a given planet’s eccentricity as it orbits around a Major focus point. In
this case this will be represented as a planet’s orbital path around our Sun.
• Understand how the ESRT’s can be vitally important as a reference source, as it relates
our solar system’s planet’s eccentricity and their orbital duration period around our Sun.

Time: 5 class periods

Activities:

• Hand out Power Point packet for the content. Discuss and review the material as
presented from the Power Point.
• Define and explain what are “Length of Major Axis”, “Foci” “Foci 1” and” Foci 2”.
Define and explain what is “Potential and Kinetic energy” as it relates to the speed of a
heavenly body or planet’s orbital path around a major focus.
• Display graphic animations on smart board of ellipses and eccentricity.
• Describe and relate the concepts of Kepler’s Laws of Planetary Motion and Newton’s
Law of Universal Gravitation as it is related to heavenly bodies, satellites, planets and
their orbit’s around their Star or another heavenly body of greater mass in the solar
system or in space in general.
• Projecting the ESRT on the Smart Board, discuss and relate these concepts to our solar
system as related to planetary orbits.
• Discuss and relate and connect the concepts of Inner Planets and Outer planets having
direct relationships which differ from one another in relation to time in their orbits around
our Sun.
• Physical lab: The Ellipse

Evaluation & Assessment:

Teacher observation, Worksheets, Class Participation, Lab, Questioning

Homework: Reading and note taking from Text

36
37
Mosel – Earth Science 10th Grade
Ellipse Lab:
Name____________________
The Ellipse

NY State / DLESE
Collection Class __________

Copyright 2003 by S. Kluge

The ellipse is the geometric shape of most orbits. In this lab, you'll construct 2 ellipses, and
examine and measure them to determine some of the fundamental properties of ellipses.

Follow the directions below, making sure you draw and measure carefully along the way. When
you have completed the construction and measurement of your ellipses, carefully and
thoughtfully answer the questions posted at the end of this lab.

1. Gather up the materials you need to

complete this lab (See Fig. 1):
• A piece of cardboard
• 2 sheets of clean white paper
• 2 push pins
• A 30 cm (or so) length of string
• A metric ruler/straight edge
• A pen or sharp pencil

2. Tie your string into a loop. The loop,

when stretched tight, should be 12 cm
or so long (anything between 10 and
13 cm will work fine) (See Fig. 2)

2A. Place one sheet of paper on the

cardboard, and place the 2 push pins
horizontally about 6 cm apart near the
center of your paper as shown in Fig.
2.

38
 3. Place your loop of string around the
2 push pins, and, keeping the string
tight, use the string as a guide to
carefully draw an ellipse around the
push pins. (See Fig 3.) Be patient -
you may have to try it a few times
before you get the hang of it!

4. After you've drawn your ellipse, remove the

push pins (it's probably a good idea to stick
them in the margin of cardboard so they
don't roll away). The 2 pinholes are called
the foci of the ellipse (each one is called a
focus). Label the 2 foci F1 and F2 as
indicated in Fig.4.

5. Carefully draw a straight line across

the ellipse so that it passes exactly
through the foci. That line, which is
the longest one you can draw in the
ellipse, is called the major axis of
the ellipse. Label it on your
diagram. (See Fig. 5)

6. Select and make a mark at 3 randomly

located points on the ellipse. Label the
points A, B, and C as indicated in Fig. 6.
The black arrows point to 3 possible
locations for points - but yours can be
anywhere on the ellipse.

39
7. Draw a line from each point (A,B,
and C) to each of the foci as
indicated in Fig. 7. When you've
done that, you're done with your first
ellipse!

8. Make all the measurements listed below to the nearest 1/10 of a cm. Record them on this
sheet and label them on your diagram. Don't forget to include the units of your measurement
as well.
Length of the major axis = _____________
Distance between the foci = _____________
Length of line A F1 = _____________
Length of line A F2 = _____________
Length of line B F1 = _____________
Length of line B F2 = _____________
Length of line C F1 = _____________
Length of line C F2 = _____________

9. Calculate and record your answers to the following sums:

Length of A F1 + length of A F2 = _______________
Length of B F1 + length of B F2 = _______________
Length of C F1 + length of C F2 = _______________
What do you notice about those sums? ____________________________
Think of how you drew the ellipse, and explain why the sums are equal to each other.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

10. The eccentricity of an ellipse tells us how "out of round" it is. Use this formula:
Distance between the foci
Eccentricity =
Length of the major axis

40
 to calculate the eccentricity of your ellipse. Round your answer to the nearest tenth, and
record it on this sheet and record and label it on your ellipse drawing as well. (Notice what
happens to the units when you do your division!)

Eccentricity = _____________

11. Using a second sheet of white paper, repeat steps 2 through 6 of this lab, only this time place
the push pins 9 or so cm apart.

12. On your new ellipse, make the measurements listed below. Record them to the nearest tenth
of a cm. on this sheet and label them on your diagram. Don't forget to record the units of
measurement as well.
Length of the major axis = _____________
Distance between the foci = _____________

Eccentricity = Distance between the foci

Length of the major axis

13. Recall the formula for calculating the eccentricity of an ellipse:

and calculate the eccentricity of your new ellipse. Round your answer to the nearest tenth,
and record it on this sheet and record and label it on your ellipse drawing as well.
(Remember to think about what happens to the units when you do your division!)

Eccentricity = _____________

14. Carefully and thoughtfully do/answer the following:

a. Place your 2 ellipses on your desk in front of you so you can see both. Which one looks more
nearly circular?
__________________
Which one has the greater eccentricity?
__________________

b. Complete this statement in a way that indicates that you know what eccentricity measures:

"The greater the eccentricity of an ellipse, the ______________________________

___________________________________________________________________
c. Imagine drawing ellipse after ellipse, each time moving the push pins closer and closer
together, until they are both in a single hole at the center of your page. What shape would that
ellipse be?

41
 __________________
What would the eccentricity of that ellipse be? ________________. Explain how you know
that:
______________________________________________________________________
______________________________________________________________________
d. Now imagine drawing ellipse after ellipse again, but this time moving the push pins farther
and farther apart, until the string is stretched as tightly as possible between the pins. What
shape would that ellipse be?
__________________

What would the eccentricity of that ellipse be? ________________. Explain how you know
that:
______________________________________________________________________
______________________________________________________________________

e. What is the maximum eccentricity that an ellipse can have? ___________ What is the shape
of an ellipse with that eccentricity?
__________________

f. What is the minimum eccentricity that an ellipse can have? ___________ What is the shape
of an ellipse with that eccentricity?
__________________

g. Compare the eccentricities of your 2 ellipses with the eccentricity of Earth's orbit (ESRT p.
15). Which of the 3 is more nearly circular?
__________________
How do you know that?
______________________________________________________________________
______________________________________________________________________
h. Which planet in the solar system has the most eccentric orbit? ________________
How does the eccentricity of that orbit compare with the eccentricities of your ellipses?
______________________________________________________________________
______________________________________________________________________
i. Use the internet or an astronomy book or encyclopedia to find the eccentricity of Comet
Halley's orbit.
______________
Use your loop of string and 2 pushpins to create a properly scaled model of Comet
Halley’s orbit on a third sheet of paper. Label your diagram, and describe how you
determined how far apart to place your pushpins.

42
 Describe the shape of Comet Halley’s orbit:___________________________________
______________________________________________________________________

\\

(Taken from the NYS Earth Science Reference Tables)

The following assessment method shall include:

• Successfully participating in question and answer sessions
• Adequately participates between two people or more within small group activities
• Actively participates in class discussions
• Presents acquired subject matter, knowledgeable to the lesson in oral examinations
• Refers to facts obtained from readings from text or other course related materials.

This rubric’s weighting is for 20% of the overall Lab Grade.

I intend to stay as focused as possible on the individual student and to include the class as a
whole in the assessment method requiring the active participation of the entire class in order for
it to be effective. I shall accomplish this by referencing group activities completed and to revisit
the ‘ReQuest’ questioning methods used as the class broke out into in small work groups. This is
where small groups formed to create and discuss questions and answers from a topic given and
as a result, other questions and answers are created from the collaboration of the groups creative

43
efforts to answer each other’s questions. The topics are thoroughly discussed as a result and
meaningful discussions can occur from the class as a whole when groups are asked to approach
the front of the class and debrief with the class their group’s findings.
Group discussions with the class are encouraged and all groups must participate. An
environment of tolerance and civility is assessed by me and I have interjected leading questions
which employ asking and waiting for responses from individuals as this is occurring to establish
non-invasive assessments individually, in an atmosphere that is of a Socratic Method in its’
design. This assessment occurred after the lesson was given and all assignments were collected,
utilizing the textbook and/or worksheet(s) and/or a physical lab assignments, the assessment
covers the lesson in its entirety.
LAB RUBRIC:
Teacher Name: Mr. Mosel
Earth Science 10th grade

Student Name: ________________________________________

CATEGORY 20 stellar 15 moderate 10 reasonable 5 needs improvement

Successfully Was instrumental in Was somewhat Was not as Was not involved in
participating in discussing all animated in involved as was classroom participation
aspects of discussing all expected in involving questioning and
question and classroom dialog in aspects of classroom dialog in answering
answer questioning and in questioning and questioning and
sessions answering answering answering

Adequately Was an Was somewhat Was not as Was not involved at all in
participates instrumental animated or involved as was small work group projects
partner in working involved in working expected in
between two along with with classmates in working with small
people or more classmates in small a small group groups
within small group settings setting
group
activities
Actively Was Instrumental Was somewhat Was not as Was not involved at all in
participates in and highly involved involved in involved as was classroom discussions
in classroom classroom expected in
class discussions discussions classroom
discussions discussions

Presents Was masterful in Was somewhere Was not Was not informed on subject
acquired expressing subject between masterful remarkably matter or topic oriented
and/or topic related and having general informed on subject information when orally
subject matter, subject matter in knowledge of topic matter when orally examined
knowledgeable oral examinations related and/or examined
to the lesson subject matter
in oral knowledge in oral
examinations
examinations

44
Refers to facts Expertly utilizes Was somewhat of Was not Was not at all informed in
obtained from and recalls facts an expert when remarkably recalling information from
and related content recalling facts and informed when reading assignments and/or
readings from from reading related content recalling facts and internet resources
text or other assignments and/or from reading related content
course related internet resource assignments and from reading
materials. gathering internet resources assignments and/or
internet resources
100 75 50 25

• Formal Assessment of Earth in Space Unit: Teacher made test which was 60
questions of multiple choice and Constructed Response. (See PDF Attachment for
full authentic exam)

• Annotated Bibliography resources for Earth in Space Unit:

Resources

1) Namowitz/Spaulding (1989), Earth Science, Lexington, Massachusetts / Toronto,

Ontario, D.C. Heath and Company
Utilizing this textbook as one of two I used in my classroom, I had accessed various portions
of the text to highlight relevant subject matter for the exploration of Earth in Space. Some of the
content I accessed from this text was located within Ch. 22 The Sun and its Solar System,
Chapter 23 The Planets the Solar System, Chapter 24 The Earth’s Moon, Chapter 25 Earth’s
Motions. The format and content from this textbook was easy to understand and was organized
in such a way that I could use it as a resource in my classroom’s instruction with confidence. I
accessed this text for ‘Do Now’ assignments, class readings and for homework assignments. I
had students read sections of this text and afterward, they would create ‘bulletized’ or ‘nuggeted’
notes which highlighted the greater interest areas I wanted them to have for their notebooks. As
part of my regiment in class, I have students create their own notes in this way. I also have them
make notes in their notebooks from class lecture.

2) Thomas McGuire (2005), Earth Science The Physical Setting, New York, NY,
Amsco School Publications, Inc.

In utilizing this textbook for the Earth in Space unit of study, I accessed this textbook’s
Chapters 2 Earth’s Dimension’s and Navigation, 24 Patterns of Climate, 25 Earth Sun and
Seasons, 26 Earth and its Moon, 27 The Solar System. Thomas McGuire is a NYS Earth Science
teacher (Retired). His approach to teaching the content for Earth Science found within this
textbook is very effective. From an educator’s standpoint, this textbook being created from
someone who actually taught the content, knows what is important to target on in terms of

45
getting the information across to students with clarity. This textbook uses very effective graphics
and displays easy to understand depictions for what are seemingly esoteric or difficult to explain
subjects found within the Physical Setting from an Earth Science course.

There are activities and diagrams which I used from this textbook that were carried out within
my classroom. Practical Lab components were also given in this textbook. If I didn’t use them
specifically, the intent for their greater meaning could shed light from practical labs we were
doing, which in many cases were identical to Mr. McGuire’s provided Labs. Frequent uses of
practical meaning from NYS ESRT (Earth Science Reference Tables) were used throughout this
textbook, as offered with meaningful explanations from its author, Mr. McGuire. The ESRT’s
are mandatory to know and to know how to apply during the instructional school year for the
Earth Science coursework to be performed. These reference documents are permitted to be used
during the NYS Regents exams. I also permit and encourage their use during our exams in class
during the year. In fact, I try to use them each day and encourage students to mark them up with
colored pencils and to highlight formulas as to create Mnemonic cues for their recall in hope to
foster differentiated learning styles.

3) Thomas McGuire (2005), Reviewing Earth Science The Physical Setting, Second
Edition, New York, NY, Amsco School Publications, Inc.

This is a textbook publication from NYS Earth Science teacher Thomas McGuire (retired)
that accompanies his textbook Earth Science The Physical Setting. This is a complete study
guide and review component text which provides for further exploration into subject matter and
content found in the NYS Core Curriculum for Earth Science The Physical Setting. I reference
this as being a separate artifact for referenced materials used within the Earth in Space ubit
because this textbook serves as a fantastic accompaniment to the textbook. I had copied and
created packets for framing the units we studied from chapters found within this book. As part of
my instruction, I hand out information packets to frame the unit we will be studying. This review
text provides an excellent format for this to be accomplished. I specifically utilized the chapter’s
1) Planet Earth, 9) Earth in Space, 10) Beyond Planet Earth.

As with the description I mentioned from the textbook Mr. McGuire authored Earth Science
The Physical Setting, this review textbook also includes chapter tests for each unit of study found
within the NYS Regents curriculum. I used this as homework activities for my classes. I would
assign a certain amount of questions, odd or even for example, to have my students complete this
while we were working within the unit. Graphics depicted within this textbook accentuated and
enhanced the greater understanding for the subjects we were studying. The connection with a
hardbound textbook from the same author in class seemed to ‘make sense’ and was very
effective for uniformity as well as seamless content progression and pace. Expanding on the
practical applications and use of the NYS ESRT, this review textbook did an excellent job at
reiterating the meaning for the ESRT’s use.

4) Spaulding, Namowitz (2003), Earth Science, P.O. Box 1667, Evanston, Illinois
60204, McDougal Littell, Inc.

46
 This textbook which I used on a regular and frequent basis within my classroom is up to date,
has a really great format which uses graphical depictions of the Earth processes that are easily
understood and relevant. This book is a ‘hybrid’ textbook, where greater study can be had
through its use online from the internet web site provided from McDougal Littell Publisher’s at
http://www.mcdougallittell.com . As an accompaniment along with this textbook, provided by
its publishers, were a full set of study guides, practical lab books, CD Roms for digital
curriculum exploration and teaching transparencies as well as formal assessment, Guide to Urban
environments component and Spanish Language modules for replicating coursework materials.

From this textbook I accessed for use in the design and implementation for this unit of study
the chapters 3) Models of Earth, 4) Earth’s Structure and Motion, 25) Earth’s Moon, 26) The Sun
and The Solar System, 27) The Planets and The Solar System.

The format for this textbook was easy to understand and was very well organized to compliment
what we were doing in the classroom as we studied the Earth in Space Unit. As we strive to
integrate technology into our classrooms, use of computers and emergent visual media is fostered
within my classroom. I support this effort in one way with use of this textbook by booking
computer lab days on occasion for students to access the computer lab and using the publisher’s
website, we would access the in-depth material provided for our explorations within the unit.
Both my students as well as myself found that this was an effective activity and worthwhile for
us to pursue. Animations provided within the publisher’s website very clearly reproduced Earth
and planetary processes which were difficult to describe through verbal or single dimensional
reproduction. This is one reason why I really liked using this textbook in my classroom. Another
benefit that the author provides in this textbook are discussion topics. We would use these on
occasion for a ‘do now’ or for a classroom discussion, or for homework to elaborate and expand
on a given topic for discussion.

5) The University of the State of New York, THE STATE EDUCATION

DEPARTMENT, Earth Science Reference Tables, (2010), Albany, New York 12234
www.nysed.gov

The ESRT’s are a staple for reference use within the NYS Regents Earth Science
classroom. This document includes all formulas, calculations, pertinent facts and
depictions necessary for students to master core concepts and relevant information for
understanding the entirety of the NYS Curriculum for Earth Science. These reference
tables are permitted for use by students while taking the NYS Regents Examination.
Having a mastery of understanding for this document’s use is imperative for assembling
and conveying Earth Science content information while actively studying the subject
matter. I foster and encourage the use of this document’s use on a frequent and regular
basis, while teaching Earth Science throughout the entire curriculum. Within this
particular Unit Plan (The Earth in Space), this reference information found within the
ESRT were accessed often.

47
 6)Brualdi, Amy C. (1996). Multiple intelligences: Gardner's theory. Practical
Assessment, Research & Evaluation, Retrieved March 20, 2011 from
http://PAREonline.net/getvn.asp?v=5&n=10

“USING MULTIPLE INTELLIGENCES IN THE CLASSROOM: Accepting

Gardner's Theory of Multiple Intelligences has several implications for teachers in terms
of classroom instruction. The theory states that all seven intelligences are needed to
productively function in society. Teachers, therefore, should think of all intelligences as
equally important. This is in great contrast to traditional education systems which
typically place a strong emphasis on the development and use of verbal and mathematical
intelligences. Thus, the Theory of Multiple Intelligences implies that educators should
recognize and teach to a broader range of talents and skills. “(Brualdi, 1996)
In greater recognition for the meaning and importance to teach with brain based
learning inclusion as well as for integrating best practices management from teaching
professionals that incorporate this pedagogy into their professional practice, I embrace a
metacognitive approach therefore, to incorporate higher order thinking skill set practices
within my classroom.
This peer reviewed article reinforces the acceptance in validity for which many of my
professional graduate teaching preparedness studies have already reiterated throughout
the past 4 years, in becoming prepared to teach with professionalism that includes brain
based research methods. A tertiary use from reference points given and to utilize these
practices as exemplified from this article.

48