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[Music]

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hey everyone your favorite astronomy

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education guys back and for those you

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who those who are new and we're not did

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not see me last year don't worry I'll be

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your favorite very soon so I'm Dani

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behringer I'm a graduate student at Penn

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State in the department of curriculum

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and instruction now had a bit of a weird

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path through grad school you can totally

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talk to me about that later I'm going to

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be telling you about some of the work

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I've been doing I started doing it with

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Chris Palma but this past semester Rick

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do Shiell has gotten involved as well

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with the the really in-depth part of the

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development of this coherent content

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storyline on exoplanets I'm going to

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tell you about the first may give you a

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bit of a summary of what I talked about

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last year because this is all relevant

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so I'm developing a course for Penn

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State called Astro 850 which is a course

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that is designed for pre-service high

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school teachers on exoplanets that is

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going to be an elective course they can

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take as part of the immediate earth

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science program online and asteroid 50

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is designed to use activities designed

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around this claims evidence reasoning

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framework that sunny very briefly

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outlined for you and to engage students

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in authentic science practices I'll tell

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you a bit more about that later because

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it comes particularly relevant when we

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start talking about NGSS next generation

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science standards so for this talk I'm

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going to start by telling you what is a

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current content storyline in more detail

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and why does it matter then move on to

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the next generation Stein standards

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because this is a course that is being

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built for high school teachers it's

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incredibly important that we're

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including and taking into account the

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standards that high school students are

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going to be held to and then I'll talk a

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little bit about running these activity

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based courses in an online setting I had

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a little bit of practice doing this with

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the introductory lab class that I ran

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this past

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semester it was an in-person class in

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Italy but for some of the activities I

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admittedly use them as guinea pigs I

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mean what was worse that was going to

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happen so my last semester tieng are

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they going to like give me bad teach me

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reviews or something no this actually

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seem to enjoy them so why use a coherent

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content storyline and what really is it

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so the idea of a coherent content

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storyline goes back to a 2006 study

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which looked at a particular data set

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called the trends in international

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mathematics and science study TI MSS

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Tim's comparing the education or the

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instruction basically across a number of

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countries the video evidence showed that

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the United States compared to other

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high-performing countries while there

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were a lot of activity-based lessons the

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let the activities themselves lacked a

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strong connection to those lessons they

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were kind of a bunch of activities

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mashed together without some driving

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force behind them some larger

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organization this leads to another

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problem that was also observed with the

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United States where you get this mile

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wide inch deep problem of trying to

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cover a lot of material but only

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covering it at a very surface level so

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coherent content storyline is

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specifically a way to plan and organize

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a course yes for those you who are here

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last year I did use this slide already

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but it's a great one so I'm going to use

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it again um for coherent content

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storyline you want to start with what is

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the big idea that I'm trying to get

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across and this is going to be some kind

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of a phenomenon or causal model

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something like that once you know what

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you want to get across to them develop

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what's called the upper anchor statement

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this is the statement of the learning

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goals for this class basically what do I

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want the students to know coming out of

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my class

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there of course you can delve into okay

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to understand these why are the course

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topics going to be and then around those

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plan out the lessons activities this

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ensures that these lessons and

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activities are all going to be related

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back to this big idea more importantly

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perhaps is the way they build on one

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another this is the example of the

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storyline that I have been working on

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starting with the basic question of how

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do we know that exoplanets are common in

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the universe in our in our galaxy and so

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forth it all starts with our solar

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system of course we look at patterns in

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the solar system things like we have

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terrestrial plants that are close to the

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Sun gas and ice giants that are far away

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everything orbits in the same plane um

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everything is orbiting in pretty much

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the same direction and rotating in most

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of the same direction with like two odd

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cases there so it tells us that we

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formed out of you guessed it based on

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all the previous talks a disk and then

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what we won't need to look at is okay

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these we see these processes occurring

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in our solar system or we see the

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evidence for them now you look elsewhere

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and see okay it looks like these

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processes really are occurring in other

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star forming systems as well cool so we

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convicts we kind of expect exoplanets to

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be everywhere but we got to figure out

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how to find them once we figure out how

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to find them we find them and holy crud

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there are a lot of them so and there are

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a lot of very strange ones so we go into

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a bit beyond just plants are common how

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did the planets get to the way they are

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so we talk about the interactions that

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occur between the bodies and planetary

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systems because this leads some really

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cool stuff and it's actually very

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relevant for our solar system as well

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and of course we want to talk about the

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thing that everybody wants to know about

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exoplanets is there life on these

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planets potentially and how would we

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look for that but first I'm going to

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give you a just brief overview about

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what

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the next generation science standards

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are all about traditionally science

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standards have just focused on these

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content areas the disciplinary core

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ideas this is the content knowledge

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stuff what you normally think of for our

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standards what do the students have to

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know more or less like factually and

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separate into three main areas life

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sciences does go science is earth

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sciences okay cool

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the next two the science and engineering

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practices and the cross-cutting concepts

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are the parts that are completely new

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for next generation science standards I

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want to get the students an idea of how

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science is done on and so some examples

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these there are actually eight science

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and engineering practices they're

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listing the full document but these just

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some examples and the cross-cutting

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concepts then are not disciplinary core

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ideas these are not your typical you

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know students to know that like the

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earth goes around the Sun these are kind

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of threads and recurring themes that

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connect your disciplinary core ideas

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across the various levels things like

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ideas about energy and matter and

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stability change in patterns and things

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like that so now you're all experts on

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the next generation science standards

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how do exoplanets fit into and GSS well

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unfortunately not strictly speaking

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because of course exoplanets are an

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incredibly new field that really haven't

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made their way into curricula below like

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introductory level astronomy at the

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college level so why should teachers

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care about that main thing to note is

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that standards are not necessarily a

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list of the ways in which you should

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teach your students something instead

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using exoplanets to talk about these in

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this case the disciplinary core ideas

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that I've listed here provides another

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context looking at them entirely and

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connects them in completely different

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ways than you

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would see just by following you know the

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secondly I'm referring to the

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cross-cutting concepts the two that I

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focused on the most in developing the

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curriculum for aster 850 were patterns

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and ideas of stability and change

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patterns are incredibly important to our

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detection of exoplanets because as you

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can see in like this sample light curve

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you're looking for a pattern a recurring

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decrease in the brightness of a star

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that indicates that there is they plant

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it transiting in front of it of course

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there's a little bit more work to figure

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out that's actually your planet and all

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but I'll leave that up to the people

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with the really fancy radial velocity

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instruments and stability and change so

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while our solar system now is very

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stable and everything is pretty much set

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in its orbit it wasn't always the case

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on the nice model which is illustrated

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here basically demonstrates that about

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what was it a few a few hundreds of

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millions of years into the formation of

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the solar system things went completely

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haywire um Uranus went from being the

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eighth planet orbiting the Sun to the

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seventh and kicked out a whole bunch of

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comets and things like that

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essentially planetary leftovers that

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eventually went on to form the Oort

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cloud and this also change where the

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orbits of the planets were it could have

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completely different consequences in

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terms of these shapes of the orbits but

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in our case most the orbits actually

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turned out to be fairly circular and the

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claims evidence reasoning framework the

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way that we are developing all the

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activities are really I am admittedly

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developing the activities for this

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course is a way that students can engage

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with actual like data or observations

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the example I'm showing here is this

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little web game called super planet

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crash if you haven't heard of it check

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it out it's addictively fun

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but what I have the students do here is

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you have planets orbiting this star you

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can adjust the mass of the inserted

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planet and you get a higher score when

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you use more massive objects but

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throwing a lot of massive objects into a

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you know to AU distance from a star

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obviously makes things go a little

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unstable so the goal here for this game

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is to try to create a stable system and

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what I have the students do is play

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around with this and look at what our

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the conditions that you're developing or

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your observing for stability in these

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systems and why is that going to be the

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case now on to the very last part the

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dealing with these kinds of activities

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in an online setting

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traditionally um students will write up

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claims evidence and reasoning and your

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group and present that to the class

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generally they'll write it on a

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whiteboard the term that's used in a lot

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of papers is the board meeting but the

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write up on a whiteboard and they talk

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about you know this is what we observe

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this is what we found and they get

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critique on it from other students this

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is scientific argumentation in practice

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moving the discussions online of course

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changes a lot of this because you don't

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have the face-to-face interactions and

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you have to switch to a more written

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style of critique argumentation then you

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would have in a normal face-to-face

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class which is usually where claims

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evidence reasoning type activities are

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used one interesting thing that this

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does though is as I noticed it gives you

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a window into the thinking of the

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students that are making the arguments

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both in terms of presenting what they

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determined and students who are maybe

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arguing against the way that they

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grouped you know the gas and ice giants

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separately

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the last thing of course is deadlines

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because this is not face to face you

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need to make sure that students have you

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know provide feedback on the your other

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students work by this time because then

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the students need to be able to respond

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to the critiques of their work so I'll

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leave my summary slide up here and I

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will take questions at this time thank

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so Danny you mentioned that exoplanets

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don't fit into the NGSS system strand Li

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speak strictly speaking and so are you

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envisioning that instructors will go out

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of their way to sort of convolute the

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system so that they can talk about

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exoplanets in particular or are you

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using it as sort of a where in the

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curriculum do you see exoplanets fitting

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I see it as a way to grab students

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attention frankly um let's face it

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exoplanets are really cool they're one

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of the most interesting fields right now

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because it's growing incredibly fast and

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planets unlike a whole lot of the other

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stuff in astronomy is something that we

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can relate to very directly being on a

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planet ourselves so thinking about that

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there are other planets out there what

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about other planets with life out there

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is just one of the most fundamental

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questions of our existence and you can

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bring that into a classroom context just

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on the fact that students can find it

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more interesting than maybe you know

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rehashing the same things about Earth

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but they give you opportunity to sound

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all of those same disciplinary core

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ideas you would be hitting otherwise um

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just doing it with a slightly different

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one in the back Bradley alright so

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piggybacking on that question so are you

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envisioning this as a semester kind of

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course or is it going to be something

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that you would you know plug in into

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certain classes like patterns you know

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you put it into a physics class and the

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chapter and you know you give a case

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study almost okay so a350 itself is on a

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course on its own but the idea of the

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activities is that they can kind of slot

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into a course individually these are

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things that really we want teachers to

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be able to take into their own

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classrooms which is why it's so

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important that they're NGSS aligned in

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things like that ideally it would be

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kind of a curriculum unit that you do

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all together you know in sequence so

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you're not breaking up this you know

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coherent content storyline that I've put

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together but really if you just want to

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you know take out a particular part of

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this and use it by all means that's

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totally fine with me so this can

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coherent content storyline can this be

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scaled down to a single lecture for

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someone who's like a TA for a larger

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course who needs to stay on a stricter

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schedule could they incorporate some of

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these ideas to you know enhance their

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own lectures I'm not going to say no to

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that so the main thing to take away from

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that if you're scaling it down to you

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know a single classes worth of material

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is to come up with what do you want

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students to get out of this particular

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you know lecture activity or lecture

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plus activity whatever it happens to be

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and make sure you're playing around that

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with that in mind throughout the entire

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process

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um spell out what those connections are

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it's not like the your learning goal is

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some

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thing that the students never get to see

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ideally they should know exactly what

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they're working towards the entire time

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that's what you start with actually day

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one of a class for a straight fifty

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students will be introduced to like the

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Keppler or e because it shows a lot of

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planets and the diversity of the systems

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that Kepler is found of course it's not

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complete because we found planets other

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ways but they'll get all of these as

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caveats as well um but scaling it down

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I'd say works on that level just make

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sure that things are consistent and