The second chapter began as the first did, with a group activity creating a poster to represent knowledge already held on the topic of discussion - what is beyond our solar system. This time it was easier to let go of 'knowing' the 'right' answer and just dig into what they 'thought' they 'knew'. The groups worked together more comfortably and the conversations during work time were deep and rich and 'scientific'.
One of the big concepts to grasp in the chapter was the idea of indirect measurement through triangulation. To get to a point where they would be capable of making sense of the concept of triangulation I had to first review scale, sum of the angles of a triangle, height of a triangle and how to measure angles and distances. We drew direct parallels between the work we were doing and math literacies and many practical applications.
Review: measuring angles and scale
And then we moved to the big concept...triangulation. First, I lead them through the measuring and recording of a triangle in the class. Having a reason to use the concepts we reviewed made them more 'real', more 'needed'. We were a focused group during this lesson.
Paper and pencil work, whole body work, paper and pencil work, whole body work - both require conversation and group work. Alternating between these approaches keep the
Whenever possible I try to have the students physically engage with the ideas we are discussing. Often during lessons we 'become' things, we become the sun, the moon and the earth, we become galaxies, we become stars; but mostly we become 'scientists'. We talk like scientists, think like scientists, measure like scientists and record like scientists.
Finally, in this chapter we combined the ideas of travelling into space and becoming scientists to write cover letters and CVs to apply for a position with the Canadian Space Agency to travel to a star in 2197. Using the ideas of science in imaginative and creative ways gives further reason to talk and think and write in scientific discourse and extend ourselves - while having fun, and learning.
The language and literacies development, the understanding of the academic hierarchy, the imagination, creativity and co-operation required to complete the letters and CVs was all taken in stride - it had to be done to complete the project, work and fun. The letters and CVs had to be sent as attachments to Diane Potts at UBC, our stand in Human Resources Officer for the Canadian Space Agency. They had a deadline, when the job closed; and Diane had a deadline, when offers would be made. There were nine applicants for three available positions. The activities in this chapter lead to endless opportunities for learning far greater than 'just' science. While at the same time science education in occurring. A combination I strive for, and I see students thrive in.