A Pileus Iridescent Cloud Over Ethiopia (Phenomenon)

Contributor
Esther Havens
Type Category
Instructional Materials
Types
Photograph , Phenomenon
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This phenomena is a picture of a pileus iridescent cloud as seen over Ethiopia.  What is to be observed and modeled is the spectrum array that exists over the top of the clouds.  

Intended Audience

Educator and learner
Educational Level
  • Middle School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.

Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.

This resource was not designed to build towards this performance expectation, but can be used to build towards it using the suggestions provided below.

Comments about Including the Performance Expectation
This phenomenon may be difficult for students to initially understand. The photo may be better utilized after students have already worked through the phenomena of how light behaves after it has been reflected. The image could be used as an extension of how white light separates into color bands as it is slowed down as it passes through a prism, in this case water droplets. An image of a rainbow could be shown first. This would be after students can explain using their language how that phenomenon occurs. Students could then compare the two phenomena looking for similarities and differences. From this discussion students should make the connection that water droplets are involved in both phenomena.

Science and Engineering Practices

This resource was not designed to build towards this science and engineering practice, but can be used to build towards it using the suggestions provided below.

Comments about Including the Science and Engineering Practice
Students can also involve the practice of Asking Questions through the use of side by side models. During the examination of the phenomenon students will key on their background knowledge. Even if their background knowledge is limited students will have questions revolving around the phenomenon. Using a driving question board to introduce this phenomenon would be an effective way to keep the focus on the questions that have been developed.

This resource was not designed to build towards this science and engineering practice, but can be used to build towards it using the suggestions provided below.

Comments about Including the Science and Engineering Practice
To involve the practice Developing and Using Models effectively a suggestion would be to have side by side models. If this phenomenon is introduced after a rainbow phenomenon, students would possess the background knowledge to model the pileus iridescent phenomena. Students would first create a model that explains how a rainbow is formed. From this point students could develop a model that explains, or attempts to explain, this version of a similar phenomena.

Disciplinary Core Ideas

This resource was not designed to build towards this disciplinary core idea, but can be used to build towards it using the suggestions provided below.

Comments about Including the Disciplinary Core Idea
See comments below

This resource was not designed to build towards this disciplinary core idea, but can be used to build towards it using the suggestions provided below.

Comments about Including the Disciplinary Core Idea
Students could use flashlights and prisms to create a rainbow of separated white light. This could be the basis of the initial model as described in the Practice tips. Students could then experiment with mist spray bottles and the flashlight to see if the phenomena can be partially replicated. These two activities would address the DCI that is part of this phenomena

Crosscutting Concepts

This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.

Comments about Including the Crosscutting Concept
Students could also make predictions prior to the activities stated in the DCI tips. Predictions could then be compared to actual student observed data From observing the actual results students would be able to see the cause and effect relationship between light and water.

This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.

Comments about Including the Crosscutting Concept
To connect the CCCs to the phenomena it is suggested that students chart the order of the colors in the model. That order can be compared to the color order in a prism or rainbow (roy g biv)

Resource Quality

  • Alignment to the Dimensions of the NGSS: - none -

  • Instructional Supports: - none -

  • Monitoring Student Progress: - none -

  • Quality of Technological Interactivity: There is no interactivity with this static photograph.