PA Multi-Region Mathematics And

PA Multi-Region Mathematics and Science STEM Partnership UNIT #_2_ TITLE OF UNIT: Explaining Structures on Saturn’s Moons by DEVELOPED BY: Comparing with DISTRICT/SCHOOL: Structures on Earth TeamTARGET Contact GRADE(S): Person8 : Muncy School District Edie Shull SUBJECT AREA(S): Team Members: ScienceEdie Shull KEYWORD SEARCH: Landforms, Earth Processes, Enceladus, Titan, Geyser, Lake

UNIT SUMMARY: The unit will use knowledge of Earth’s landforms and processes to explain landforms and phenomenon found on other celestial bodies.

REGION:______Central______

Unit #_2__ Overview

GRADE LEVEL(S):

Middle School

1 APPLICABLE PA CORE OR NEXT GENERATION STANDARDS:

S8.D.3.1.3 Compare and contrast characteristics of celestial bodies found in the solar system.

S8.D.1.1.2 Describe natural processes that change Earth’s surface.

ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

ESS2.A: Earth’s Materials and Systems  All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

BIG IDEA(S): (RTOP #6, #7, #8) (Develop at least one big idea that will enable students to make sense of seemingly isolated facts and learning experiences.)

Karstic processes contribute to the formation of lakes.

Earth’s interior contributes to the production of heat energy.

ESSENTIAL QUESTION(S): (Develop at least two essential questions that focus learning toward the big idea and fosters critical thinking and deeper understanding.)

How might lakes have formed on Saturn’s moon, Titan?

What could cause the ice geysers on Saturn’s moon, Enceladus?

UNIT GOAL(S):

Students will use knowledge of earth processes to make predictions about the surface features and subsurface activities observed on two of Saturn’s moons.

2 MATERIALS AND/OR RESOURCES NEEDED FOR UNIT DELIVERY: (Include technology, NASA resources, etc…)

White board/projector.

Student computers.

Lakes on Titan http://www.jpl.nasa.gov/news/news.php?feature=4635 sinkhole in a cup http://www.earthsciweek.org/classroom-activities/sinkholes-cup paper model of karst http://www.nature.nps.gov/GEOLOGY/usgsnps/cave/karstmodel.html teacher guide - http://geomaps.wr.usgs.gov/parks/cave/karst.html dissolved gases and geysers - http://volcanoes.usgs.gov/volcanoes/yellowstone/monitoring_geyser_gas.html

Enceladus – ice geysers https://www.nasa.gov/press/2015/march/spacecraft-data-suggest-saturn-moons- ocean-may-harbor-hydrothermal-activity geyser geology http://geology.com/articles/geyser.shtml

3 ASSESSMENT/EVALUATION: (authentic student products, assessment methods) Formative:

Teacher observations and quizzes.

Summative:

Earth Processes unit test.

Teacher evaluation of student written explanations.

ACCOMMODATIONS FOR STUDENTS WITH SPECIAL LEARNNG NEEDS (Choose an important anchor assessment from the unit, and tell how would you modify for a student with a learning disability.)

Tests and quizzes will be modified to provide word banks and limited choices.

Students will be provided with the template form for collection of observations of earth structures and processes and those of Saturn’s moon’s.

4 IMPLEMENTATION PLAN Unit #_2__

A. A professional development component is required for each unit. Each team member should contribute at least one activity via which he/she will share professional knowledge or resources from related to the grant with individuals who are not affiliated with the grant. Some ideas for ways you could meet this requirement include:

 Professional development training to colleagues  Local program to share with community  Presentation at a conference  Video documentary to duplicate and share with others  Online resources and video for district website  Professional publication  STEM Extravaganza (program for parents)  Other: ______ Other: ______

B. You are not limited to the examples listed above.

Describe the ways in which your team members will meet the professional development requirement for this unit (i.e., meetings, events, publications):

Students will be invited to a school board meeting to present their final presentations.

UNIT Rubric Unit #__2_

5 Instruction: Use the rubric below to review your unit against the indicators listed below. Consider how someone unfamiliar with your unit would rate your work. Place a checkmark in the appropriate rating box.

Indicator Description Thoroughly Adequately Some No Evidence Addressed Addressed Evidence Unit summary succinctly articulates x the unit goal(s) and types of learning activities through which students will accomplish the learning objective(s). See the example following this rubric. Aligned with PA Core or Next X Generation Science Standards Big idea is stated as a concise X principle, theory, or generalization Big idea promotes sense-making and X in- depth understanding Big idea is widely applicable across x disciplines Essential questions promote inquiry x Essential questions are formulated as x questions with no right or wrong answers Essential questions focus student X learning toward the big idea Essential questions spark curiosity X and a sense of wonder Unit goals are reflective of desired X learning outcomes Evidence that students will be X engaged in real life problem-solving is present Evidence of technology integration is X apparent Materials and resources listed X incorporate NASA content/ resources Assessments listed clearly address X unit goals Assessments listed offer students a x variety of means for demonstrating their understanding or skill proficiency Accommodations listed are x responsive to the needs of a student with a learning disability, yet still permit the assessment of understanding or skill proficiency Team has articulated in the x Implementation Plan the ways in which members will share professional knowledge and/or resources acquired through PA STEM with non-grant participants.

6 Unit Summary

In this unit, students study the surface of Titan and Enceladus to make hypotheses as to the formation of landforms and the structure of the moons. Taking the role of Earth and Space Scientists, students apply knowledge of earth systems to hypothesize explanations for the method of formation and subsurface structures. Through observation of earth structures and those of Saturn’s moons, students will apply knowledge of earth processes to make inferences about processes on Saturn’s moons. Students will write their proposed explanations regarding processes and structures to be submitted to NASA.