5E Lesson - Houston Museum of Natural Science



|Focus Objective(s): |

|What TEKS objective(s) does this lesson align to? |

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|8.8.C Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and |

|properties of components in the universe. |

|Lesson Summary |Guiding Questions: |

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| |At least three questions that students should be able to answer after |

| |mastery of objective(s) listed above. |

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|The student will: |1. What is the relationship between frequency, wavelength, and energy? |

| |2. How do we use the various wavelengths of the electromagnetic spectrum |

|Identify parts of a wave |to obtain information about objects in the sky? |

|Describe how wavelength, frequency, and energy are related |3. Why it is important to study all |

|Identify tools used to observe different portions of the EMS |areas of the spectrum? |

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|Engage: |

|The first phase is to engage the student in the learning task. The student mentally focuses on an object, problem, situation, or event. The activities of this phase |

|should make connections to past and future activities. The connections depend on the learning task and may be conceptual, procedural, or behavioral. Asking a |

|question, defining a problem, showing a discrepant event, and acting out a problematic situation are always to engage the students and focus them on the |

|instructional activities. |

|Teacher Resources and Handouts for Engage section: |

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|Materials: Computer with internet access and a projector |

|Science journal, pencil |

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|Lesson Engage section below: |

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|The teacher will display a wave simulation from the following website: |

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|The teacher will manipulate the frequency and amplitude of the wave to illustrate various scenarios for the students. |

|After the students watch the wave simulation, they will draw a wave in their science journals and identify its parts: wavelength, frequency, amplitude, crest, |

|trough. |

|Teachers may also reference the following website to help review wave parts: |

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|Students then answer the following question in their journal: |

|Write an explanation for how you think wavelength, frequency, and energy are related. |

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|Explore: |

|Once the activities have engaged students, they need time to explore their ideas. Exploration activities are designed so that all students have common, concrete |

|experiences upon which they continue building concepts, processes, and skills. This phase should be concrete and meaningful for the students. The aim of exploration |

|activities is to establish experiences that teachers and students can use later to formally introduce and discuss content area specific concepts, processes, or |

|skills. |

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|Teacher Resources and Handouts for Explore section: |

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|Materials/Prep Work: |

|Overhead projector |

|Electromagnetic Spectrum Chart one for each student. |

|Class set of the four multi-wavelength images of Cassiopeia A run on transparencies (images available at |

| ). Student Science Journals |

|Lesson Explore section below: |

|Pass out one Electromagnetic Spectrum Chart to each student. Using the overhead projector, show and discuss with the class the transparencies of Cassiopeia A in |

|different wavelengths. Lead the student to observe the effects of the images taken in different wavelengths. |

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|Lay the various images on top of each other and observe their differences and similarities. Students should record their observations in their journals or on the |

|back of the EMS Chart. |

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|Using the EMS Chart, students record everything they already know about the terms for the various wavelengths used for these images. |

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|Provide students with the EMS (Electromagnetic Spectrum) Information Cards (provide link) either in small groups or have the information cards blown up to poster |

|size and posted around the room. Students complete the EMS Chart in small groups or by doing a Gallery Walk around the classroom. |

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|All information on the EMS info cards was obtained from the following sources: |

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|Region IV Gateways to Science Grade 8 |

|Explain: |

|Explanation means the act or process in which concepts, processes, or skills become plain, comprehensible, and clear. The process of explanation provides the |

|students and teacher with a common use of terms relative to the learning experience. In this phase, the teacher directs student attention to specific aspects of the |

|engagement and exploration experiences. First, the teacher asks the students to give their explanations. Second, the teacher introduces explanations in a direct and |

|formal manner. Explanations are ways of ordering and giving a common language for the exploratory experiences. The teacher should base the initial part of this phase|

|on the students' explanations and clearly connect the explanations to experiences in the engagement and exploration phases of the instructional model. The key to |

|this phase is to present concepts, processes, or skills briefly, simply, clearly, and directly, and then continue on to the next phase. |

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|Teacher Resources and Handouts for Explain section: |

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|Materials: |

|Cassiopeia A transparencies |

|Class set of EMS Wavelength and Image Cards cut. (create link) |

|Plain white paper – 4 sheets per student |

|Clock with a second hand |

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|Lesson Explain section below: |

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|Now that students have completed the EMS Chart in the Explore activity, refer back to the images of Cassiopeia A. Discuss with students the different types of |

|information that is received based on the different wavelengths of the electromagnetic spectrum. |

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|Class demonstration: |

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|Give various students one each of the EMS Wavelengths and Images and have them line up in the front of the room in order of longest wavelength to shortest |

|wavelength. Allow the rest of the class to make corrections to the line as needed. |

|Next give another group of students the various Wavelength Cards. (provide link) Have these students line up either standing in front of or behind the correct image|

|of the EMS. Again allow the class to check for accuracy and make corrections. Discuss observations. |

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|Once the class has the wavelengths and images lined up accurately – they will need to add one more component – energy: |

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|Students who are representing radio waves begin to jump at intervals of 1 jump every 20 seconds. |

|Students representing the microwaves jump at intervals of once every 17 seconds. |

|Students representing the infrared waves jump at intervals of once every 15 seconds. |

|Students representing the visible light waves jump at intervals of once every 12 seconds. |

|Students representing the ultraviolet waves jump at intervals of once every 10 seconds. |

|Students representing the X-ray waves jump at intervals of once every 6 seconds |

|Students representing the gamma ray waves jump at intervals of once every 2 seconds. |

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|Ask the class, which group seems to have the most energy? |

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|If possible, show the simulation located at the website Here: |

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|Move the green arrow (or have students move it) to see the relationship of frequency, wavelength |

|and energy of the various wavelengths of the electromagnetic spectrum. |

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|Using the information from their completed EMS Chart (from the Explore activity) and from the class discussion have students create a folded book “foldable” (see |

|attached directions)(Where is it?). Have students draw an EMS on the foldable. Each wavelength should have its own flap. Under the flap students should write the |

|following information: |

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|Wavelength relative to others of the EMS |

|Relative amount of energy |

|Uses of that particular wavelength |

|Image that represents the wavelength |

|Objects (in space) that emit this type wave |

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Elaborate

Once the students have an explanation of their learning tasks, it is important to involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills.

Elaboration activities provide further time and experience that contribute to learning. The teacher should provide opportunities for students to practice their learning in new contexts.

Teacher Resources and Handouts for Elaborate section:

Materials / Prep Work:

One copy for each student of “Using the Electromagnetic Spectrum to Explore the Universe” Create a link

Students will need access to computers for research and to create PowerPoint presentations.

Lesson Elaborate section below:

Have student complete the “Using the Electromagnetic Spectrum to Explore the Universe” activity.

This activity was taken from:

Daniel: Within this lesson it says to go to

can’t bring up the chart form the link

I can’t get the link to work. See if you can. Let me know so we can redo accordingly.

I asked Jennifer

Evaluate

At some point, it is important that students receive feedback on the adequacy of their explanations. Informal evaluation can occur from the beginning of the teaching sequence. The teacher can complete a formal evaluation after the elaboration phase. This is the phase in which teachers administer formative or summative evaluations to determine each student's level of understanding. This also is the important opportunity for students to use the skills they have acquired and evaluate their own understanding. At this point, the teacher also determines whether students have met the performance indicators.

Teacher Resources and Handouts for Evaluate section:

Lesson Evaluate section below

Various aspects of this lesson can be used as an evaluation of student learning.

1. The EMS chart from the Explore Activity

2. The foldable from the Explain Activity

3. The Power Point presentation in the “Using the Electromagnetic Spectrum to Explore

the Universe” activity.

4. You can also ask the student a few STAAR style questions to evaluate learning. See

examples below:

1. Some reptiles can see light of shorter wavelengths than humans can see. According

to the electromagnetic spectrum, what type of light (waves) do you think these

reptiles see?

A. Microwaves

B. Ultraviolet

C. Infrared

D. Radio waves

Correct Answer is B – Ultraviolet. Ultraviolet radiation has a shorter wavelength than visible light.

2. Which group below lists the electromagnetic waves in order from lowest to highest

frequency?

A. Microwave, infrared, visible light, x-ray

B. Infrared, radio, x-ray, ultraviolet

C. Radio waves, visible light, gamma, x-ray

D. Microwaves, radio waves, infrared, ultraviolet

Correct Answer is A

Below are some other questions for consideration when evaluating the students.

1. What is the relationship between frequency, wavelength, and energy?

2. Can you actually “see” x-rays? Support you answer.

3. Which color is more energetic – red or yellow?

4. Which type of wave travels faster – gamma or radio?

5. Why are microwaves more dangerous than radio waves?

6. Explain how we use the various wavelengths of the electromagnetic spectrum to obtain

information about objects in the sky.

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