Table of Contents

EVARM

Prior Knowledge

• The Sun is a medium size star located in the Milky Way galaxy.
• It is a gaseous body, about 75% hydrogen and 25% helium by mass.
• As the Earth has several layers, the Sun is composed of several gaseous zones: the core, radiation zone, convection zone, and photosphere (surface). Above the photosphere there are two layers of gas, the chromosphere and corona.
• The Sun's energy is formed in the core, through the fusion of hydrogen atoms to form helium. The energy released by the process of nuclear fusion radiates up to the visible boundary of the Sun and then off into space primarily in the form of visible light.
• The Sun emits electromagnetic radiation such as radio waves, ultraviolet rays, and X-rays. The Earth's atmosphere protects us from the harmful effects of ultraviolet rays and X-rays.
• Disturbances on the Sun result in sunspots, solar flares, solar wind, and solar prominences. These disturbances, (discharges of gas and magnetic energy), send streams of ionized particles outward into space. The Earth's magnetosphere protects us from the many different kinds of particles that travel from the Sun to the Earth on the solar wind.

Materials

• 1 copy of Reading Selection, EVARM: Helping to Keep Spacewalking Astronauts Safe, per student
• 25-30 Post-it Notes for teacher demonstration
• 25 Post-it Notes for each pair of students
• 1 piece of chart paper for each pair of students

Step 1

Review prior knowledge of the physical characteristics of the Sun and model the process of developing a Concept Map.

1. Select concepts from the prior knowledge content. Print the key words on Post-it Notes and place them randomly on the chalkboard as in the example below: Sun, star, Milky Way, gas, hydrogen, helium, core, radiation zone, convection zone, photosphere, chromosphere, corona, energy, nuclear fusion, magnetic storms, sunspots, magnetic energy, solar flares, solar winds, solar prominences, light, heat, radiation, radio waves, ultra-violet rays, x-rays.

   

2. Ask students to pick a main idea or organizing concept from the Post-it Notes. Move the note to the top of the board.
3. Ask students to suggest other keywords on the Post-it Notes that go together to form a concept. Make sure students explain their thinking for grouping the keywords together. Note that there are several possible combinations and all are correct as long as the rationale is scientifically sound.
4. As students group the keywords into concepts, arrange the Post-its in a hierarchy under the organizing concept.
5. Draw lines between related concepts, adding linking words that explain relationships.
6. Once satisfied with the arrangement of the concepts on the chalkboard, construct a final map.

   
   
   Sample Concept Map

Step 2

Reading Selection and development of Concept Map

1. Distribute copies of the Reading Selection, EVARM: Helping to Keep Spacewalking Astronauts Safe , to students to read individually.
2. Group students in pairs.
3. Distribute Post-it Notes and chart paper to pairs of students.
4. Ask students to copy the following keywords and phrases from the chalkboard, placing one keyword or phrase on each Post-it Note:
   astronauts, spacewalks, extravehicular activities, Canadian Space Agency, researchers, radiation, measurement, protection, EVA suit, sun, space, earth, atmosphere, EVARM, experiment, electronic devices, badges, future flights, applications, cancer treatment, healthcare professionals
5. Following the process modelled in Step 1, have students group their Post-it Notes into concepts based on their understanding of the Reading Selection.
6. Once students are satisfied with their groupings ask them to arrange the Post-it Notes on the chart paper, draw connecting lines, and write linking words to explain the relationships.
7. Have students review their completed Concept Maps with their partners so that each student is able to explain the concepts.

Evaluation

Ask each pair of students to describe their Concept Map, individually explaining different sections.

Rubric

The chart that follows identifies four levels of achievement for assessing students' communication of information and ideas. Levels 1 and 2 describe performance that is approaching the standard for the grade; level 3 describes the standard for the grade; and level 4 describes performance that is above the standard. In numerical terms, all four levels are at passing level for the grade. Level 1 corresponds to a mark of 50%-59% (D); level 2, 60%-69% (C); level 3, 70%-79% (B); and level 4, 80%-100% (A). Student performance that is not approaching or is significantly below the standard would receive a failing grade.

Understanding of Basic Concepts The student:
Level 1	Level 2	Level 3	Level 4
demonstrates limited understanding of the EVARM Experiment by giving partial and sometimes inappropriate explanations of the Concept Map developed from the Reading Selection	demonstrates some understanding of the EVARM Experiment by giving incomplete and sometimes appropriate explanations of the Concept Map developed from the Reading Selection	demonstrates a general understanding of the EVARM Experiment by giving nearly complete and generally appropriate explanations of the Concept Map developed from the Reading Selection	demonstrates a thorough understanding of the EVARM Experiment by giving complete and appropriate explanations of the Concept Map developed from the Reading Selection
Communication of Information and Ideas The student:
Level 1	Level 2	Level 3	Level 4
rarely uses appropriate science terminology to describe Concept Map developed from EVARM Reading Selection	sometimes uses appropriate science terminology to describe Concept Map developed from EVARM Reading Selection	usually uses appropriate science terminology to describe Concept Map developed from EVARM Reading Selection	consistently uses appropriate science terminology to describe Concept Map developed from EVARM Reading Selection