Bryan Chambers 1 , Nima Thananjeyan 2 , Jeff Jorgensen 3

1. What can we learn from starlight? Bryan Chambers1, Nima Thananjeyan2, Jeff Jorgensen3 1University Preparatory Academy, 2Logan High School, 3Arroyo High School Essential Question/Problem Instructional Case Outline Phase 1: Teach students about the Electromagnetic Spectrum. This will be achieved through the following: • The 5 E’s • EngagementEach lecture will be preceded by an introductory question to check for students’ background knowledge and generate curiosity. Students will be given opportunities to think/pair/share about each major topic before a lecture. The generative question will be referred to often throughout the unit to reinforce the overall theme of the unit. • Exploration The exploration component consists of an inquiry-based, hands-on approach to enhance students’ understanding of the key concepts. Activities include: • “Build an EM Spectrum” activity will allow for modeling and reinforcement of concepts. • Prism Lab will provide opportunity for analysis and interpretation of data. • Diffraction Grating Lab will require systematic observation and comparison to unknowns. • ExplanationThe explanation portion will primarily revolve around the three PowerPoint presentations. The lectures will be scaffolded for students by providing notes templates and flowcharts. • Elaboration The case study featuring the concepts of emission and absorption spectra will provide a different and creative way for students to approach the material. They will share information and ideas and ask new questions. • Research-Based Instructional Strategies • Building literacy and communication through the Case Study • Hands-on activities to reinforce concepts • Scaffolding lectures with notes templates and concept maps • Front-loading vocabulary • Use of grouping strategies • Using inquiry approach to connect concepts • Differentiated instruction • Capstone Project/Investigation and Assessments • Students will be challenged in an evaluation activity to compare stars’ absorption spectra to emission spectra of particular elements and see if the elements are present in the star. • Students will also participate in a research jigsaw activity where they will gather known scientific data about an actual star, create a visual display and present their findings to the class. How do astronomers use light to gather information about objects that cannot be directly sampled? • PowerPoint lecture with rich visuals and a notes template • NASA film clip • “Build an EM Spectrum” activity • Prism Lab repeating the Herschel Infrared Experiment and the Ritter Ultraviolet Experiment Students will learn how spectroscopy can be used to provide us with data and information about distant stars. Students will need to become familiar with the electromagnetic spectrum and the concepts of emission and absorption spectra as a means to address this question. Phase 2: Teach concepts of spectroscopy and emission and absorption spectra. This will be achieved through the following: Learning Objectives (Science Standards) Chemistry 1 a. Students will relate the position of an element in the periodic table to its atomic number and atomic mass. Physics 4 e. Students will understand spectroscopy by performing experiments which demonstrate the electromagnetic spectrum including radio waves, light, and X-rays of different wavelengths and know their speed in a vacuum is approximately 3×108 m/s (186,000 miles/second). Earth Science 1 a. Students will identify and analyze spectra from the Sun to recognize the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. Earth Science 2 c. Students will indicate which elements were/are created in the Big Bang, stars and the supernova stage of stars, and the mechanism that produces them. Earth Science 2 d. Students will classify different types of stars in their life cycles and use visual, radio, and X-ray telescopic data to reveal those differences. Earth Science 2 g.* Students will explain how the red-shift from distant galaxies and the cosmic background radiation provide evidence for the “big bang” model that suggests that the universe has been expanding for 10 to 20 billion years. • PowerPoint lecture explaining the details of spectroscopy and emission and absorption spectra • Diffraction Grating Lab examining emission spectra of specific elements • Case Study: group activity involving reading and writing • Implementation Plan and Next Steps • We need to modify the two part Prism Lab with clearer directions and data sheets. We will share this unit with our science department colleagues. • Resources • Filmclip about the EM Spectrum, NASA • The Electromagnetic Spectrum Activity Guide, NASA • Ritter Ultraviolet and Herschel Infrared Experiments, NASA • Website for Star Data, University of Illinois, • http://stars.astro.illinois.edu/sow/spectra.html#class • Areas of Focus for Instructional Growth • We will work to enhance inquiry strategies in the activities. We will also work to make sure that learners of all ability levels have scaffolded access to the curriculum. • Evaluation • There will be formative assessment steps taken at several points in the unit. These will include: • Checking the notes templates for each PowerPoint lecture • Pair/Share and check diagrams and worksheets from Build EM Spectra Activity • Collecting and grading the lab worksheets • Collect and check each student group’s work from the Case Study Phase 3: Teach students about the life cycle of stars and make the connection that our understanding of the life cycle has been developed through the use of spectroscopy. This will be achieved through the following: • PowerPoint lecture detailing the life cycle of stars with a concept map/flowchart for students to fill out along the way