GroupMembers:DaveGomes,JasonBanavage,JasonHenderson,JasonMortfield

Strand: Lesson:

SNC1P:EarthandSpaceScience Evidenceforthebigbanganduniversal
expansion

EnduringUnderstanding: AchievementChart

Celestialobjectsinthesolarsystemand Thinking:
universehavespecificpropertiesthatcan Connectionsmadebetween
beinvestigatedandunderstood. propertiesofsoundandlight

OverallExpectations: Application:
Connectingeverydayphenomenon
D3.Demonstrateanunderstandingofthe (soundsofcars)toscientifictheory
majorscientifictheoriesaboutthe
structure,formation,andevolutionofthe Communication:
universeanditscomponentsandofthe Usingamultimodalapproachto
evidencethatsupportsthesetheories. communicateideas

SpecificExpectations: Knowledge:
Evidenceforthebigbangand
D3.1describeobservationaland universalexpansion
theoreticalevidencerelatingtotheorigin
andevolutionoftheuniverse(e.g.,
evidencesupportingthebigbangtheory)

D3.3describethemajorcomponentsof
thesolarsystemandtheuniverse(e.g.,
planets,stars,galaxies),usingappropriate
scientificterminologyandunits(e.g.,
astronomicalunits,scientificnotation,light
years)

Resources:

Lectureslides

PresentationActivitySheet

PresentationActivitymaterials(markers,paper,camera,etc)

Timing LessonSequence Strategies/Activities

05min Housekeepingattendance,agenda, largeclassdiscussion
administrativematters,communitytime lecture
Socratic(QandA)
510min LessonRecapengagestudentsmemory Presentationactivity
ofpriorlessononbigbang
Studentswillshowtheir
understandingoftheBigBang
Theory(ie:mainevents/points,who
developedthetheory,whatdoesit
entail)
UtilizeSocraticquestioning

1025min OutdoorActivitystudentswillbelead
outsidewiththeteacherinordertoobserve
carspassingby,returntotheclassroom
Studentswilltakesmallnotesonthe
soundstheyobserveasacarpasses
(ie:carsmovingtowardsusareata
higherpitchandastheymoveaway
theytakeonalowerpitch)

2540min EvidencefortheBigBangTheoryand
UniversalExpansionlecturewithfocuson
redshift,slideswillincludevisual
representations(pictures,diagrams,videos)
inordertoexplainthecontent,relateback
tothesoundsofcars
Studentswillbeexpectedtotake
notes

4050min IntroducePresentationActivitystudents
willworkingroupsinordertodemonstrate
theirunderstandingoftheevidenceforthe
bigbanganduniversalexpansion.This
mustbedoneinanonwrittenformat(ie:
sketch,flipbook,video,dance,song,poem)

5075min WorkPeriodstudentsgiventimeinclass
toworkonpresentationsduenextclass
Studentswillberequiredtofilloutan
exitticketbeforeleavingtheclasson
thecontentcovered


Assessment(of/for/as):

Forlearning:Studentobservationsofcarsoundswillgiveoverviewofhowwelltheycan
describeeverydayphenomenon
Forlearning:Studentconnectionsbetweensoundofcarsandredshift,especiallythe
mentioningofwaves,willgiveinsighttopriorknowledge
Forlearning:ExitTicketwillallowforabriefoverviewofstudentsunderstanding
Oflearning:PresentationsNonwrittencommunicationskillsofcontent

Accommodations/Modifications:

Visualaidsduringlecture:visuallearners
Activityoutside:physicalandnaturallearners
GroupWork:interpersonalLearners

Reflections(whatworked): Reflections
(improvement/replacement):

TBD TBD

Justification

Wechosetofollowacoursethatusedvisualizations,handsonlearning,and
evidencebasedinformationtodeliveratopictoahighschoolclassroom.Thetopic
delvesintothesubjectofastronomy,and,morespecifically,themainevidenceforthe
BigBangTheoryandUniverseExpansion.Redshiftistheconceptthatweaimtoteach
students,butsuchaconceptrequiresaveryabstractthoughtprocessand
understandingoflight.WeaimedtomakeacomparisonoftheDopplerEffectandhow
soundwavesareaffectedfromanobjectmovingtowardsusandawayfromuswiththe
ideathatlightisaffectedinthesamewithwithfaroffcelestialobjects.Usingthecars
examplewillprovidestudentswitharudimentaryknowledgeunderstanding,following
thefirststepoftheknowledgeportionoftheCAMALframework.Buildinguponthis,the
nextportionofthelessongivesstudentsaclassroomunderstandingofredshiftandthe
ideathatlightwillappeardifferentlybasedonwhetheranobjectismovingtowardsor
awayfromyou.Thisbuildsonthesecondportionoftheknowledgesectionofthe
CAMALframework.Finally,thisbuildsintotheabstractsectionoftheknowledgeinthe
CAMALframework,allowingforstudentstoaskquestionsandinquireintothesubject
andconceptathand.Thefinalportionbeingacreativeinterpretationofthesubject.This
levelofcreativityandfreedomgiventothestudentswillhopefullyprovidean
atmospherethatpromotescriticalthinkingonthesubjectinafundemeanor.Thisflow
throughthissectionoftheCAMALframeworkisourmainjustification,butinmore
simplistictermsitallowsthestudentstoseetheconceptindifferentaspectsandlights
inthedurationofasingleworkperiod.Itisacomplicatedtopicthatweareableto
simplifydownintoauseableandeasilyaccessiblelesson.