Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Globe Basketball or another ball to model as the sun Copy of Sky & Telescope sky map printed on cardstock for each student Copy of Sky & Telescope star wheel sleeve printed on cardstock for each student Stapler and staples Paper/Pencils for each student Copy of Movement of Stars Checklist (from the attachments section) for each student For each group of 2-3 students:
Optional materials:
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Technology Resources Needed: |
Teacher computer with internet connection, printer, and projector for accessing and displaying websites:
Devices with Internet connection (computers or tablets) for each group of 2-3 students (optional – resources can be printed if these are not available)
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Background/Preparation: |
Background information for the Teacher Earth is constantly in motion, rotating on a tilted axis as it revolves around the sun. The sun and other stars appear to move across the sky each day and night, but this daily movement of the stars is caused by Earth’s rotation. Named groups of stars are called constellations. There are 88 officially named constellations. Most constellations received their names long ago as part stories from Greek or Roman mythology, but a few constellations have been named more recently. Constellations help people locate stars in the sky, but the stars in the constellations are not connected in any physical way. Using named constellations is a way people can find and discuss the location of stars easily. The same constellations are not visible at every location on Earth, and many constellations are only visible during certain seasons. Because Earth is tilted on its axis and we live in the northern hemisphere, we can see the northern circumpolar constellations (Auriga, Camelopardalis, Cassiopeia, Cepheus, Draco, Lynx, Perseus, Ursa Major, and Ursa Minor) all year. These stars are always visible to us because they are aligned with Earth’s axis of rotation. Since the North Star is directly in line with Earth’s axis, all other stars appear to circle the North Star each night as Earth rotates. Because Earth is simultaneously revolving around the sun as it rotates on its axis, constellations in different parts of the sky are only visible during certain seasons. When the sun is between Earth and a constellation, the constellation cannot be seen because sunlight prevents us from seeing it during the day, and the darkened half of Earth is facing away from the constellation at night. For a complete explanation of the apparent motion of stars and constellations, visit https://www.universetoday.com/85730/do-stars-move/ and http://curious.astro.cornell.edu/about-us/120-observational-astronomy/stargazing/how-the-motion-of-the-earth-affects-our-view/734-why-do-different-stars-appear-with-seasons-beginner. Prerequisite Information for Students Students should already understand that day and night are caused by Earth’s rotation rather than the movement of the sun. They should also understand that the sun is an average star, but it appears larger and brighter to us because of its proximity to Earth. They should know that seasons are caused by Earth’s tilt on its axis as it revolves around the sun. Teacher Preparation Preview websites and videos. Print one copy of each of the constellations listed in the materials section or provide devices for each group so they can access the pictures online. Make copies of the Sky Map and Star Wheel on cardstock for each student. Make copies of the graph handout (in attachments section) for each group of 2-3 students and movement of stars checklist for each student. |
Before/Engage:
During/Explore & Explain:
7. Give each group the following materials: a printed picture of the constellation they will be investigating or provide the web links from the materials section so students can access the pictures online, a large sheet of black paper, white chalk or crayon, graph handout from attachments section, and markers. Students will draw and label the constellation on the black paper with the white chalk or crayon. 8. Model how to use the star wheel to see how many days of a given month a particular constellation is visible and graph that information on the handout. Have students reach a consensus on whether they will count the days when the constellation is only partially visible. Give students time to make a graph for their constellation. (List months on the x-axis and graph the number of days the constellation is visible on the y-axis. You may choose to have students make a bar graph or line graph. With either type of graph, students will see that circumpolar constellations are visible all year while other constellations are only visible during certain months.) If some groups complete their graphs faster than others, have them research their constellation as https://stardate.org/nightsky/constellations and add facts to the bottom of their constellation poster. 9. Hang posters and graphs around the classroom so they are visible by all students. Debrief by asking the following questions:
Add students’ answers and additional questions to the T-chart. Explain/Elaborate:
4. Have students take a “stargazing” walk around the classroom to view the constellations from the perspective of Earth traveling around the sun. Have them explain to a partner why some constellations are visible only at certain times of the year while others are visible all year. 5. As a summative assessment, have students draw a diagram of Earth in its orbit around the sun and the constellation their group investigated. Then they will write a paragraph explaining how the constellations visible in the night sky change during a single night and over the course of the year. Have them use evidence from the graphs created during the lesson as evidence to back up their explanations. Use the attached "Movement of Stars Checklist" to evaluate their diagrams and written explanations. Optional Extension: Have students make NASA “fortune teller style” star finders for the current month of the year and use them to find constellations in the sky tonight! https://spaceplace.nasa.gov/starfinder/en/ |
Assessment Strategies |
Formative: Note student contributions to the class chart, discussion, and creation of the class model as well as their participation in creating the constellation picture and graph in small groups. Summative: Use the attached "Movement of Stars Checklist" to evaluate students' diagrams and written explanations. |
Acceleration: |
Have students research the difference between astronomy and astrology using information from the American Association of Amateur Astronomers at http://www.astromax.org/con-page/con-12.htm. Then have them show the similarities and differences in a Venn diagram and share their learning with the class. Students may also research individual constellations and the mythology behind constellation names, creating a digital presentation or book about the constellations. Kara Nelson’s “Constellation Patterns” lesson at https://betterlesson.com/lesson/635651/constellation-patterns provides students additional opportunities to research star movement and engage in fact-based arguments. Students can use the resources linked in this lesson for additional research. |
Intervention: |
Preview or review information about constellations and the movement of objects through the night sky with these resources:
Assign student graphing groups strategically, pairing students needing extra help with peer tutors. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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