{"id":3033,"date":"2017-07-10T14:14:40","date_gmt":"2017-07-10T21:14:40","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=3033"},"modified":"2017-07-10T14:14:40","modified_gmt":"2017-07-10T21:14:40","slug":"t-gem-building-a-mental-model-of-tides","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/07\/10\/t-gem-building-a-mental-model-of-tides\/","title":{"rendered":"T-GEM: Building a mental model of Tides"},"content":{"rendered":"

The BC Science Curriculum for grade 4 includes the Big Idea of \u201cThe motions of Earth and the moon cause observable patterns that affect living and non-living things\u201d. To investigate the challenging concept of changing tides as it affects living and non-living things on Earth (due to Earth\u2019s axis, rotation, orbit around the sun, gravitational pull of the Moon and lunar phases), the T-GEM model will be used to support student inquiry using tidal simulations and teacher guided strategies. In the T-GEM model, Khan emphasizes the importance of teacher actions that promote student inquiry (Khan, S., 2010), therefore, teacher guidance, as to when to use the technology throughout the process, is key to students generating relationships and evaluating patterns effectively in the creation and modification of their mental models.<\/p>\n

Often, tides due to gravitational pull is a difficult concept for students, as it requires them to create an accurate scientific mental model of the role of the Sun, the Earth\u2019s axis and the Earth\u2019s orbit, which are not directly observable phenomena for students. The enhancement of a digital simulation, in conjunction with the cyclical Generate (G), Evaluate (E) and Modify (M) model should help enrich students\u2019 involvement and engagement with scientific inquiry and provide opportunities to build accurate mental models of unobservable phenomena (Khan, S., 2007).<\/p>\n\n\n\n\n\n\n\n
\n

T-GEM:<\/strong><\/h3>\n

Tides \u2013 the influences of the Earth, Sun and Moon<\/em><\/p>\n

\u00a0<\/em><\/td>\n

Teacher Strategies<\/em><\/td>\nStudent Processes<\/em><\/td>\n<\/tr>\n
Compile information<\/td>\nTeacher background info on tides: BrainPOP video: https:\/\/www.brainpop.com\/science\/earthsystem\/tides\/<\/a><\/p>\n

 <\/p>\n

 <\/td>\n

Students record what they know\/ understand of tides from BrainPOP video. They fill in what they know of tidal changes on a diagram, including the Earth, moon and Sun in their drawing. Students share out their drawings.<\/td>\n<\/tr>\n
1.\u00a0\u00a0\u00a0\u00a0 <\/strong>Generate<\/strong><\/td>\nTeacher limits variables in simulation for students (One earth day, Earth\u2019s rotation, Earth\u2019s orbit, Moon\u2019s position).<\/p>\n

Ask students to find patterns.<\/p>\n

Ask students to proceed at each Earth day (24 hours).<\/p>\n

Ask students to incrementally proceed and observe changes.<\/p>\n

Ask students to compare tidal heights.<\/p>\n

Ask students to explain in a group share-out of their findings.<\/p>\n

 <\/td>\n

Students interact with the EduMedia simulation: https:\/\/www.edumedia-sciences.com\/en\/media\/97-tides<\/a>.<\/p>\n

Students repeat simulation for one Earth day (24 hours). In pairs, students generate patterns and relationships between Earth\u2019s rotation and tide level; Moon\u2019s position and tide level; Earth\u2019s orbital position and tide level.<\/p>\n

Students share-out their findings and what they predict for tides year-round.<\/td>\n<\/tr>\n

2.\u00a0\u00a0\u00a0\u00a0 <\/strong>Evaluate<\/strong><\/td>\nProvide students with \u201cspring tide\u201d and \u201cneap tide\u201d scenario: greatest and least difference in tidal heights with video: Lunar and Solar Tides on Science Primer<\/em>: http:\/\/scienceprimer.com\/lunar-and-solar-tides<\/a><\/p>\n

Ask why is there a change? Ask students to predict why this occurs.<\/p>\n

Ask students to compare to regular tides. (Find new data over one Earth year.) \u201cAre there other exceptions?\u201d<\/p>\n

 <\/td>\n

Students observe video and simulation, paying close attention to when tide is at its highest and lowest.<\/p>\n

Students interact with Lunar and Solar Tides simulation on Science Primer<\/em>, focusing only on \u201cTidal height\u201d throughout Earth days. Students make note of their predictions and compare with initial data.<\/p>\n

Students record new data related to Spring and Neap tides.<\/p>\n

Students evaluate tides over a year. Students discuss their findings with other groups.<\/td>\n<\/tr>\n

3.\u00a0\u00a0\u00a0\u00a0 <\/strong>Modify<\/strong><\/td>\nAsk students to modify their relationships on a new drawing chart. Ask students to clarify their reasoning for patterns\/relationships.<\/p>\n

Prompt student explanations with questions during share-out.<\/td>\n

Students re-examine their data, including Spring and Neap tides.<\/p>\n

Students re-create their drawing, explaining the relationships of the Sun, Moon, and Earth\u2019s orbit\/rotation on tides in a drawing, digital sketch or physical model.<\/p>\n

New models are shared out, explained and questioned by peers.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Technology Links:<\/strong><\/p>\n

\"\"

Technology Links for T-GEM: Tides<\/p><\/div>\n

 <\/p>\n

References:<\/u><\/p>\n

Khan, S. (2007).\u00a0Model-based inquiries in chemistry<\/a>.\u00a0Science Education, 91<\/em>(6), 877-905.<\/p>\n

Khan, S. (2010).\u00a0New pedagogies for teaching with computer simulations<\/a>.\u00a0Journal of Science Education and Technology, 20<\/em>(3), 215-232.<\/p>\n","protected":false},"excerpt":{"rendered":"

The BC Science Curriculum for grade 4 includes the Big Idea of \u201cThe motions of Earth and the moon cause observable patterns that affect living and non-living things\u201d. To investigate the challenging concept of changing tides as it affects living and non-living things on Earth (due to Earth\u2019s axis, rotation, orbit around the sun, gravitational […]<\/p>\n","protected":false},"author":18445,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669392],"tags":[],"class_list":["post-3033","post","type-post","status-publish","format-standard","hentry","category-b-t-gem"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3033","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/18445"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=3033"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3033\/revisions"}],"predecessor-version":[{"id":3037,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/3033\/revisions\/3037"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=3033"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=3033"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=3033"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}