These colums of gas and dust
are part of the M16, the
Eagle Nebula
Hubble shows the death of a sun-like star dubbed the
Eskimo Nebula.
The Crab Nebula is the remains of a star that went supernova in 1054
A.D., it was observed by Chinese Astronomers and could be seen in broad
daylight for several weeks.
The Cat's Eye Nebula's red and green areas are clouds of dense, glowing
gas.
Introduction
In this lesson students will gain knowledge of six of the constellations, how they appear to move in the sky, and that the seasons affect which stars can be seen. This Lesson can be taught embeded within the Third Grade Space Unit (Standard 4: Earth Science).
Subject: Science
Topic: Exploring the Stars
Grade Level: 3rd
Student Lesson name and URL: Click below for student pages. ctap295.ctaponline.org/~cmunns/student/home.html
Standards
Addressed
Third Grade
Science: Focus on Earth Sciences
Objects in the sky move in regular and predictable patterns.
4.1 The patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen at different seasons.
Instructional
Objectives- Students will be able to describe what a constellation is.
- Students will become familiar with, and define, new terms related to astronomy.
- Students will demonstrate that different constellations can be seen during different seasons.
- Students will learn six constellations. They will be able to identify them on a star map, and then draw a star map of their own.
- Students will listen to the book Stargazers by Gail Gibbons.
- Students will create a film canister constellation.
- Students will work cooperatively and safely in small and large groups.
- Students will research space topics, of their choice, on the internet either as homework or in the computer lab.
Student
Activities
Introductory
Activity
Day 1
Read the story Stargazers by Gail Gibbons to the class. Identify words with the students that are on their Definition Lists: astronomer, observatory, planetarium, galaxy, Milky Way, star chart or map, constellation. Have student record definitions on their lists as you define them together.
Enabling Activity
Day 2
Talk about the constellations and that they are patterns of stars that
stay the same even though they appear to move across the sky. Explain
that it is the movement of the earth that makes the stars look like they
move. Record the shapes of six constellations on the board:
Orion, Pegasus, Leo (lion), Casseopia, Big Dipper (Ursa Major or Big Bear),
and Little Dipper (Ursa Minor or Little Bear). Give each student
a
Star
Chart and have them locate and circle each of these constellations.
Day 3
Talk with students about how certain constellations can only be seen during
certain times of the year. Give each student a copy of the Star
Finder Wheel and the Star Finder Holder.
Follow directions to demonstrate for the students how to assemble and use.
Students may take their star finders home and see what constellations they
can view.
Culminating Activity
Day 4
Have a volunteer (or two) come in to help with this lesson. Review constellations on overhead or on board with students. Students will make film canister constellations. Give each child a canister and a constellation disk and its information label. Have students tape the information label onto the side of the film canister. They can then take off the lid and fit the disk inside it. The eraser end of a pencil may help smooth the disk so it is flat. You and the volunteer(s) will go around with a piece of cardboard and a nail (about the size of a large needle) with a head to carefully poke holes where the dots are on the constellation disk. Place the cardboard under the lid of the canister and then poke the holes. Make sure the holes go all the way through and you can see light. Turn the canister upsidedown and punch a hole in it with a hammer (you should wear goggles and you may want to punch bottom holes prior to lesson). Have students put the lid back on the canister. Hold up it to the light and look through the hole in the bottom. They should be able to see their constellation. While students are waiting to have their holes poked, pass out black (or dark) construction paper and have students practice drawing the other five constellations learned previously, as they would be on the star map.
Day 5
Administer the Post Assessment.
Collect Students' Report
Assessment
Rubric: 0 Incomplete
1 Below Standard
2 Approaching Standard
3 Meets Standard
4 Exceeds Standard
Items to be Assessed:
Post Assessment
Constellation Drawings
Star Finder Wheel
Works cooperatively, safely, and efficiently
during activities
Student Report
Web
Resources & Supplementary Materials
Introductory Activity
Stargazers by Gail Gibbons
Student Definitions List
Administer
Pre Assessment
Enabling Activity
Diagram of the six constellations
Star Finder Wheel Holder
Student
Star Charts
Star Finder Wheels
Culminating Activity
Black contruction paper
20 Black film canisters
2-4 11/2 nails w/heads
2-4 Pieces of thick cardboard
Tape
Administer the Post Assessment
StudentResources
http://chandra.harvard.edu/photo/constellations/index.html
http://umbra.nascom.nasa.gov/images/latest.html
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
http://spaceplace.jpl.nasa.gov/spacepl.htm
http://tqjunior.thinkquest.org/3645/page2.html
http://www.kidsastronomy.com/fun_index.htm
http://kids.msfc.nasa.gov/
http://school.discovery.com/schooladventures/skywatch/
Teacher Resources
http://hubble.stsci.edu/
http://oposite.stsci.edu/pubinfo/edugroup/
http://origins.stsci.edu/
Final
Presentation
School Name:
Meadow Lane Elementary School
School
Location: Anderson, California
Your Name
and e-mail address: Crista Munns, cmunns@shastalink.k12.ca.us
Last Revised:
06/27/01