# Learning About Aurorae - The Planeterrella Experiment - V2

## Learning About Aurorae - The Planeterrella Experiment

### Module Overview

This unit emphasizes literacy skills for STEAM students, using the Planeterrella Experiment to learn about aurorae.  Guided by text-dependent questions, students will study and gather evidence from anchor and supplemental texts on the Planeterrella’s design, purpose and history, magnetic currents and their role in aurorae, the Van Allen Belt, the Lorenz Effect,  and how global warming impacts aurorae.  Students will perform experiments with magnetic currents and create a lab simulation of the aurora borealis using textual evidence and data from the anchor and supplemental texts.  Students will present their findings and their experiments using the Tricaster TC40.

### Part II: Background on LMS and Science Teacher Relationship:

This lesson was created by Library Media Specialist Elizabeth Strauss, Tech (STEAM) teacher Jaime Newell, and Technology Integrator Jeanna Wagner. Elizabeth’s strengths were described as community collaboration, text based inquiry, and open educational resources. Jaime’ s strengths were described as integrating science and technology with artistic ideas with creative thinking.  Jeanna’s strengths were described as bridging the gap between instructional practices and technology tools.

### Part III: Unit Description

Students will study how magnetic polarity affects physics and the Earth’s poles create aurora. Students will learn how to identify and classify aurora as well as how the Planeterrella works to create artificial using magnets and electricity inside a vacuum.

### Part V: Unit Essential Question

How do scientists develop theories to explain natural phenomenon such as the aurora borealis?

### Part VI: Goals for Using Inquiry

Inquiry is an essential part of this using because students need to be able to use the materials given to them in order to investigate why certain phenomena occur. Students will be using hands-on activities and experiencing the results in order to complete their investigations into magnetism and aurora. There will be a lot of trial and error as well as having students question why or why not an experiment worked.

### Part VII: Summative Assessment Description and Rubric

ATTRIBUTE

The student will be able to:

1 – DOES NOT MEET EXPECTATIONS

2 – APPROACHES EXPECTATIONS

3 – MEETS EXPECTATIONS

4 – EXCEEDS EXPECTATIONS

### Part VIII: Prior Knowledge Needed

Teachers will need to evaluate if students have prior knowledge of magnetic fields, auroras, creating a video for broadcast, and what their reading levels are.  Additionally, students will need some general working knowledge of magnets and their polarities.

### Part IX: Student Learning Objectives

1. The student will be able to describe the design, purpose, and history of the Planeterrella by reading and annotating the anchor text about the Planeterrella experiment (The Planeterrella Experiment: From Individual Initiative to Networking).
2. The student will be able to analyze the magnetic currents that the Planeterrella creates by applying information from the magnetic experiments and the Planeterrella article.
3. Students will be able to evaluate claims that the types of solar activity described in the article impact global warming by using evidence from the text and from other resources.
4. The student will be able to create a lab simulation of the aurora borealis and describe its effects using textual evidence, data, and precise details from the article and supplemental texts.

### Part X: Text Set Description

The anchor text describes the purpose, design, and history of the Planeterrella.  The supplemental texts cover aurorae and magnetism.

Texts