WorldWide Telescope In The Classroom
Document Type
Poster
Campus where you would like to present
Ellensburg
Event Website
https://digitalcommons.cwu.edu/source
Start Date
18-5-2020
Abstract
Earth Space Science can be a difficult concept for students to grasp because it is a topic they can’t see in their everyday lives. The software used in Central Washington University’s Lydig Planetarium, WorldWide Telescope, can easily be implemented into any classroom; however, most teachers don’t know how they could use it to benefit their students’ learning. The WorldWide Telescope software allows teachers to provide their students with access to hands-on software that educates them about space and how it is relevant to them and Earth. CWU’s STEM Teaching Program STP 306 (Project-Based Instruction - PBI) course asks student candidates to develop a PBI curriculum where students then produce a culminating public product. Project-Based Instruction is about connecting content areas together and working as an instructional team to connect our students’ learning from class to class. Through the WorldWide Telescope students can create a virtual tour where they explain their learning and understanding of different Earth Space Science content. For my PBI lesson, I used the standard, “Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun” to engage my students in a hands-on activity through WorldWide Telescope. Project-Based Learning is about connecting content areas together and working as a team to connect our student's learning from class to class. Throughout my PBI curriculum, I have incorporated science, math, literature, and technology content. This provides students with the opportunity to comprehend the different content areas at a higher level because they can connect them with the other content areas. This connection allows students to broaden their view of how math, science, technology, and literature are all important for a successful proficiency in the content areas.
Recommended Citation
Bailey, McKenzie, "WorldWide Telescope In The Classroom" (2020). Symposium Of University Research and Creative Expression (SOURCE). 118.
https://digitalcommons.cwu.edu/source/2020/COTS/118
Department/Program
Science Education
Additional Mentoring Department
https://cwu.studentopportunitycenter.com/2020/04/worldwide-telescope-in-the-classroom/
WorldWide Telescope In The Classroom
Ellensburg
Earth Space Science can be a difficult concept for students to grasp because it is a topic they can’t see in their everyday lives. The software used in Central Washington University’s Lydig Planetarium, WorldWide Telescope, can easily be implemented into any classroom; however, most teachers don’t know how they could use it to benefit their students’ learning. The WorldWide Telescope software allows teachers to provide their students with access to hands-on software that educates them about space and how it is relevant to them and Earth. CWU’s STEM Teaching Program STP 306 (Project-Based Instruction - PBI) course asks student candidates to develop a PBI curriculum where students then produce a culminating public product. Project-Based Instruction is about connecting content areas together and working as an instructional team to connect our students’ learning from class to class. Through the WorldWide Telescope students can create a virtual tour where they explain their learning and understanding of different Earth Space Science content. For my PBI lesson, I used the standard, “Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun” to engage my students in a hands-on activity through WorldWide Telescope. Project-Based Learning is about connecting content areas together and working as a team to connect our student's learning from class to class. Throughout my PBI curriculum, I have incorporated science, math, literature, and technology content. This provides students with the opportunity to comprehend the different content areas at a higher level because they can connect them with the other content areas. This connection allows students to broaden their view of how math, science, technology, and literature are all important for a successful proficiency in the content areas.
https://digitalcommons.cwu.edu/source/2020/COTS/118
Faculty Mentor(s)
Bruce Palmquist