HOW IT WORKS
Students begin by accessing their prior knowledge about space and progress to understanding
the dynamics of our own solar system. Energy cycles that include the nuclear chemistry of
stars and the atmospheres of the planets are discussed. Computer models are
used to test hypotheses about the balance of gravity and motion. The
Big Bang Theory is explored as students develop their own creation
theories based on scientific evidence about the universe. A brief
discussion of the differences between Newton’s ideas and Einstein’s relativity helps to
frame the debate on whether or not humans will travel through time. Students also look at the
historical impact of scientific innovation in order to question whether humans should
pursue time travel. Independent Internet research is a vital
component of their time-travel research. Finally, students bring their ideas about
the universe together in a poster that has a thesis exploring
the connection between the universe and poetry.
THE STUDENTS
Approximately seventy-five high school seniors participated in this
program and another eighty took part in previous incarnations.
Elements were also used with a total of 100 ninth-grade students last
year. Students generally have had Internet experience but little
exposure to simulation applications such as the one used here to
model gravitational interactions. This year’s classes had 20-25
students and met every day for 55-minute periods. Time was spent
almost exclusively in the classroom, although the work with the gravity
simulation was done in the computer lab. This might be difficult to
adapt to non-secondary-school classes, but similar work with ninth
and eleventh grade physics students has been successful. The
classes contained a fair member of ESL/ELL students that required
various forms of instruction and assessment. Both written and oral
communications were options and, because the program was mostly
conceptual, ideas were best represented visually. As often as
possible, graphic organizers were used to help direct learning in a
structured manner. The major assessments for the unit included
different facets from creative writing to group work to visual art
(collage, drawing, etc.) to accommodate different learning styles.
THE STAFF
Kevin Mialky is in his eighth year teaching high school science and
his second year as department chairperson. Poetry of the Universe
began in the summer of 1999 when he participated in the Klingenstein Summer Institute through
Teachers College. He ha been using elements of the program for the past three years. He has
also led professional development workshops for his schools and the
Board of Education focusing on using rubrics in science assessment.
The only assistance required was having the Network Administrator/Computer Teacher grant students
access to the gravity simulation program.
WHAT YOU NEED
As previously mentioned, a few basic cosmology books will be
sufficient. If this is not an option, much of this can be found on the
Internet. Stephen Hawking’s books and Robert Osserman’s Poetry of
the Universe are solid, and the PBS series Stephen Hawking’s
Universe is helpful. Internet access is necessary, although the
teacher can find most of the relevant information to distribute to students if
needed. A gravity simulation program (such as the Gravitator
program for the Mac) is also useful but not necessary. This and other
computer models can be downloaded for free on the Internet.
OVERALL VALUE
Who hasn’t looked into the night sky and wondered what was going
on out there? Poetry of the Universe encourages students to feel the
creativity and relevance of science while meeting basic performance
standards. It also pushes students to look for unexpected answers in
the abstract world of our universe and provides a balance to
experiments that measure the concrete natural surroundings. |