Planets

Curricular Concept: Planets -We will describe the distinguishing characteristics of the known planets in the solar system.

Grade Level: 5th

Materials: Internet access, Comic Life (optional), paper and pencil.

Lesson
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Lesson in pdf

Phases of the Moon

Concept: Describe the change in position and motion of the moon in the sky over time. Explain why the moon appears to look differently in the sky as it goes through its phases.

Grade Level: 5th

Materials: a round balloon (half colored with a permanent marker), a prepared page for each student with 8 circles on it, a large yellow circle mounted on a wall, various photos of the moon in different phases.

Website: Newtown's Apple

Image source: AuroraHunter

Teacher prep: Hang a yellow circle on the wall. Mark eight positions on the floor and label them #1-8. Each position should represent a phase of the moon (new, new crescent, first quarter, waxing gibbous, full, waning gibbous, third quarter, old crescent). Cover the names of the phases so the students can only see the numbers of the positions.

Student background information: Explain that the moon is rotating while revolving around the Earth. The moon looks as if it is shining because the sun light is reflecting off it.
The moon looks different because of our different points of view.

Activity #1: Students sit on the floor in the center of the room with the their template of 8 circles and a pencil. Place a large yellow circle on the wall. Hold the balloon so the uncolored side is facing the the wall with the "sun." Stand in position #1 have students draw what they see. Repeat for the other positions. (Students will have to rotate)

Discuss how the same side of the moon always faces the sun because of the rate of rotation is in sync with the Earth.

Activity #2: Watch and discuss the video

Activity #3: Go back to position #1 on the floor. Reveal which phase of the moon they are seeing. Have students label their drawings with the name of the phase.
Repeat for all positions.

Activity #4: Show photos of the moon (randomly) have students name the phase.

Assessment: Have students write a paragraph to explain why the moon looks different throughout the month.

Are There Really Aliens?

Curricular Content:

Explain the relationship among common objects in the solar system, galaxy, and the universe.

Identify how diverse people and/or cultures, past and present, have made important contributions to science.

Use scientific inquiry to determine validity and credibility of the question: "Are There Really Aliens?"

Grade Level: 7th

Tools Needed:

Web Resources:

SETI Project

Drake Equation

Is Anybody Out There?

Some witnesses

Some more witnesses

Images on Mars

Strategy:

Anytime the topic of space comes up, the students always want to know if there are really aliens. This is a great opportunity to teach some critical thinking skills and assist students to explore, evaluate, and come to their own decision about the answer to this question.

The first thing I remind students of is the radio telescope and the SETI project. The SETI project is the Search For Extraterrestrial Life. It seeks to answer the question, "Are We Alone" in our universe. The search began in 1956, when an astronomer by the name of Frank Drake used a new technology known as the radio telescope and thought he had made contact with an alien species. It was a false alarm, but it lead to Drake coming up with his famous equation. Check out this equation and discuss the answer that comes up using the current readings. A thousand possibilities is our own galaxy only. The fact that there are billions of $$ being spent on searching for extraterrestrials tells us what? Many scientist believe that it is worth looking for signals.

There is an interesting article in the Times Online called "Is There Anybody Out There?" This is a good article for students to read and critique.

Next, we discuss what evidence we have to prove that aliens are out there or have actually come to visit us? We take a look at some of the witnesses and their stories. Next, we focus on some well known news reporters and their interviews. Discuss with students what makes some witnesses more believable than others.

Finish off the activity by having students make a T-chart to analyze the information they collected. (Credible vs. Hoaxes) Lastly, have students do a secret vote on whether they belief now or not and graph the results.

Posted by Stargazer

Star Light Star Bright

Curricular concept: Explain the relationship among objects in the solar system, galaxy, and the universe. Understand how astronomers use various strategies to classify stars. Explain the Hertzsprung-Russell diagram

Grade level:7th

Tools needed:star patterns, scissors, markers/crayons, large poster paper, glue

Web resources:

Star Light Star Bright lesson

Hertzsprung-Russell diagram

Strategy:

One of the most difficult concepts for students to understand is the Hertzsprung-Russell diagram. I have found that by using the lesson, "Star Light, Star Bright," the understanding about what the H-R diagram is and how to use it greatly increases.

First, run off the star patterns found on the lesson website. There are about 25 stars which need to be given to each group of 4 students. I then have students quickly color the stars as indicated on the pattern and cut them out. We talk about the information given on each star: name, color, size, surface temperature and luminosity (brightness compared to sun).

Next, I ask each group to try and place the stars into categories. After about 10 minutes, I get feedback from each group on the possibilities of classifying stars. (All of the teaching strategies are laid out carefully in the lesson.)

Now I challenge the students to arrange their stars on a large piece of poster paper by using two of the characteristics that we discussed. They must decide on which two characteristics and glue the stars accordingly on their chart. After stars are glued down, one person from each group stays with their star chart. The others move on to view the other groups' charts. After doing this gallery walk, we discuss similarities and differences that they found.

Lastly, we go to the internet to see how Hertzsprung and Russell went through the same process and from their study of stars, the H-R diagram emerged.

The first interactive diagram shows a star going through a life cycle on the H-R diagram. Point out to the students that the surface temperature of the star is on the bottom of the chart and the luminosity is on the y axis.

The second H-R diagram (the family portrait) has a simplified H-R diagram and about 14 questions for the students to answer. The students seemed to understand and answer the questions fairly quickly. The activity certainly allowed the students to construct their own view of the classification of stars.

Posted by Stargazer

Galaxy Sorting

Curricular concept: Explain the relationship among common objects in the solar system, galaxy, and the universe.

Grade level: 7th

Tools needed: pictures of galaxies from website,

Web resources:

http://www.pbs.org/seeinginthedark/pdfs/galaxy_sorting_activity.pdf

Google Earth

Strategy: Students have trouble even beginning to imagine the objects that are in space and I found that my students really started to grasp at least the size and variety of objects in the universe with this activity. There are 20 galaxies in photos from Hubble that you can download from the website above. Make sure you have a set of 20 for each group of 4-5 students. The instructions are very specific on the website, however, I had to modify them somewhat because of no access to the computer lab.

The students spend some time looking at the photos and discussing in their group what similarities and differences they notice. We make a web on the board of some of these characteristics. Then I ask each group to come up with a system they would like to use to classify these galaxies and place them accordingly. The teacher moves from group to group asking each to discuss what their reasoning was on their classification system.

Then the teacher selects two or three groups to present their system to the class. Give students an opportunity to ask questions, discuss ways to improve the system. Now discuss ways that astronomers used to figure out a system to classify galaxies. Remember, there is no "right" way to classify galaxies.

Discuss Edwin Hubble and the scheme he came up with to classify galaxies: spirals, barred spirals, ellipticals, and irregulars. Did any group come up with something similar? Students now use Hubble's system to classify the 20 photos.

The next day I brought up google earth on the board and we went to the "sky." Be sure to check Backyard Astronomy and turn on Constellations, Messier Catalog, New General Catalog, and Yale Bright Star Catalog. Then use the list of 20 galaxies, given on the website for Galaxy Sorting, and type in each. Have students try to classify the type of galaxy and provide them with some of the interesting information given on list or at the actual google earth site.

Posted by Stargazer

Describing Distances In Universe: Light Year

Curricular concept: Explain the relationship among common objects in the solar system, galaxy, and the universe.
Grade level: 7th
Tools needed:

computers with Internet access

Science journal

A pencil

Web resources:

Measuring unimaginable distances
Comic strip

Scientific notation

You Tube- Light Year

Strategy:
Ask students how they would explain their address to someone who lived in another country. They might say their street address, city, state, and country. Now ask them to think about how they would describe the Earth's location to someone in another galaxy. Explain that the Earth is just one planet that revolves around the sun in the Solar System. The sun is just one of billions of stars within the Milky Way Galaxy. The Milky Way is one of 30 galaxies in a "cluster" of galaxies called the Local Group. And the local group is just one cluster within a "super cluster" called the Virgo Super cluster. The Virgo Cluster is a tiny part of the entire Universe. Have students use this information to write their "space address":
Earth, Solar System, Milky Way, Local Group, Super cluster, Universe

How Big is the Universe? Once students learn how Earth fits into the large picture of the Universe, explain that the sizes and distances within the Universe are often difficult to imagine. For example, even if we could travel at the speed of light - the fastest speed possible - it would take over 4 years to reach the nearest star, the Solar System's nearest neighbor. A good place to begin is It's AWESOME.

Have students explore Light Years and discuss the reasons astronomers use this unit of measurement. What do astronomers know about objects they view billions of light years away? Encourage students to create their own Telescope as Time Machine on the classroom bulletin board. Have them research other interesting objects in space, find out how far away each object is, and what was happening in history at the time light left that object.

Source: school.discoveryeducation.com

Let them read this comic strip carefully and try to associate the distances with the different elements (planets, nebula and galaxies) onscreen. If they choose incorrectly, the association will not occur.

Show you tube video on light year.

Scientists use scientific notation to describe the vast distances and sizes in the universe.

Questions:

How do astronomers describe the scale of the universe?

What is scientific notation?

How is scientific notation useful to astronomers?

Express 2,200,000 light years in scientific notation?

How India Moved: Plate tectonics and Indian plate

Curricular concept: Explain the following processes involved in the formation of the Earth structures: erosion, deposition, plate tectonics, volcanism
Grade level: 7th

Tools needed:
1)Copies of the handout: Plate Tectonics
2)Copies of the handout: Tour of India
3)Map of India
4)Drawing paper
5)Colored pencils or pens

Web Resources:
1)Himalaya Mountains - image
2)short animation - types of mountains
3) image showing Earth’s plates.
4)online tutorial to gain a greater understanding of plate
tectonics
5)Plate Tectonics Handout Students sequence the images from oldest to recent.
6)map of the Indian Plate’s movement
7)interactive exploring the formation of Himalayas over time
8)USGS Web page showing different types of boundaries.

Strategy: The strategy to teach this concept is used from this online lesson.

Questions for discussions:

• How do moving plates change Earth's crust?
• List, explain and diagram three types of plate boundaries.
• What is Pangaea?
• Why does subduction occur?
• What are mid ocean ridges?
• What is Sea -Floor spreading?
• How did plate movement impact the physical geography of India?

Reason for seasons

Curricular Concept: Explain the seasons in Northern and Southern Hemispheres in terms of the tilt of the Earth's axis relative to the Earth's revolution around the Sun.

Grade level: 7th

Tools needed:
1) Computer with Internet access. 2) Writing and drawing materials. 3) Maps of northern and southern hemisphere.

Web resources:

• CNN: Weather
• National Geographic Activity - A reason for seasons
• Map Machine
• Cosmic Map

Strategy:
To know the strategy and the whole lesson plan click on this website.

More Web Resources:

To clarify their misconceptions one or more of the following resources can be used.
Reason for seasons A discovey streaming teaching the reason for seasons.
Summer solstice Discovery Education on summer solstice.
Vernal Equinox Discovery Education explaining what is Vernal Equinox.
Animation #1 on reason for seasons.
Animation #2 on reason for seasons.
Help Max A very good animation video to teach seasons.
Seasons this webpage shows the location of Earth during summer and winter season.
Brain pop - Seasons

Questions for discussions:

• What are the two major motions of Earth as it travels through space?
• Explain which motion causes day and night?
• Why do people use Earth's motions to determine units of time?
• Describe the weather and sunlight in the Northern and Southern Hemispheres in March and September?
• What causes the seasons?
• How would the seasons be different if Earth were not tilted on its axis? Explain.

Marble Memorials: How is Marble Quarried?

Curricular Concept: Classify rocks and minerals. Describe ways we use Earth materials.
Grade levels: 3 and 7
Tools needed:
Earth Materials for Buildings and Memorials Journal Flip Book (Paper), marble pieces finished and natural, limestone, magnifying glass, show photos of marble sculptures from different time periods, furniture, monuments, memorials, Tomb of the Unknown Soldiers, Arlington National Cemetery, sample pieces of counter tops

The Lincoln Memorial construction took place between 1914 and 1922. Work crews had completed most of the memorial architectural elements by April 1917 when the United States entered into the First World War, but work slowed as a result. From the chamber of the memorial, one can appreciate the different stones used in its construction. The terrace walls and lower steps comprise granite blocks from Massachusetts - the upper steps, outside façade, and columns contain marble blocks from Colorado - the interior walls and columns are Indiana limestone - the floor is pink Tennessee marble - the ceiling tiles are Alabama marble – and the Lincoln statue comprises 28 pieces of Georgia marble. These building materials may seem random, but Henry Bacon specifically chose each one to tell a very specific story. A country torn apart by war can come together, not only to build something beautiful, but also explain the reunification of the states.

Web Resources: Colorado Yule Marble Mine, Marble, Colorado

• Marble quarry showing outside and inside
• Marble needed for Tomb of the Unknowns, Arlington National Cemetery, Virginia
• YouTube video of the quarry amazing
• Marble Institute of America video from quarry to fabrication to installation in home (counter tops)
  

Strategy:

1. Students should view monuments and buildings containing marble.
2. Describe texture and feel of marble. Look at marble with magnifier.
3. Describe metamorphic process from limestone to marble
4. In groups of 2 : Make a flip book of 9 pages that answers: Why is marble important to us? Cover and 7 pages that give a marble factoid on each page.
   

Questions:

• What makes marble an essential rock for buildings, statues, memorials, and monuments?
• Why does someone decide to work in a quarry? Would you want to work in a quarry?
  
• Why does an artist sculpt with marble? Who are famous sculptors?
  
• What is the economic impact of marble?
• If you went to Colorado on vacation would you want to visit the Yule Marble Quarry?
• Will you need sunglasses if it is bright sunny day? (Yes, the marble glistens like giant rocks of fresh snow or sugar.)
• Where do marbles come from? Where did the saying come from: Have you lost your marbles?
• Why do they call Earth the Great Blue Marble?

Submitted by Virginia

Types of Telescopes

Curricular Concept: To aid students in understanding that there are other types of telescopes besides reflecting and refracting which use visual light. These include x-ray, radio, ultraviolet, infrared, and gamma ray telescopes. Each of these telescopes gives us additional information about stars, etc.
Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g. global positions system, telescopes, et.)

Grade level: 7th

Tools needed: pencil, drawing paper

Web Resources:

Who invented the first telescope?

Reflecting and Refracting Telescopes

Brainpop on Electromagnetic Spectrum

A Very Large Array

Images of radio telescopes

Chandra x-ray telescope

Spitzer infrared telescope

Hubble space telescope

Model of Hubble

Adaptive Curriculum - "Making a Telescope: See the Moon"

Strategy:

There are many kinds of telescopes that scientists use to discover the secrets of the universe.

Start off with a history of the telescope by visiting the "Who invented the first telescope?" The best known of these early astronomers was Galileo Galilee. Both of these telescopes relied on visible light to see the first images of the moon, Mars, etc. To learn more about these telescopes go to "Refracting and Reflecting Telescopes."

"Making A Telescope: See the Moon" is an Adaptive Curriculum activity that could be completed next.

Most students have a rudimentary understanding of these telescopes, but they have probably never heard of a radio telescope, an x-ray telescope, or an infrared telescope. But before introducing the unique images of these, the students must know about the electromagnetic spectrum. The electromagnetic (EM) spectrum is just a name that scientists give a bunch of types of radiation when they want to talk about them as a group.

Brainpop has a very good video on "Electromagnetic Spectrum." Visit the website, http://science.hq.nasa.gov/kids/imagers/ems/index.html, and have students take a few notes and diagram the electromagnetic spectrum.

Now that students have some idea about the various energy waves, it is much easier to introduce the various other types of telescopes. It is especially important to show how each telescope shows something different about the same object.

A Very Large Array in New Mexico is a radio telescope. Visit The Very Large Array website to take a google earth tour. Images from radio telescopes are different from visible telescopes.

Since its launch on July 23, 1999, the Chandra X-ray Observatory has been NASA's flagship mission for X-ray astronomy. Chandra's mission is to observe X-rays from high-energy regions of the Universe.

Spitzer is an infrared telescope that was launched from Cape Canaveral on August 25, 2003. This telescope detects infrared energy or heat, radiated by objects in space. To view images from this infrared telescope click here.

Probably the most famous telescope is the Hubble. It has been in orbit since 1990, and has given us a tremendous amount of information about the universe. The Hubble images are the most famous pictures in space. If someone would like to make a model of the Hubble telescope, although it is rated "difficult," it would be a great project for some students to try.

Posted by Stargazer