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Miss. Waldbauer’s
Out of This World
Solar System Unit
Solar System Unit Plan
Trisha Waldbauer
This unit plan covers topics related to the solar system and there is an overarching theme of journaling throughout it. I chose this to be a principle theme because it allows for students to reflect on their learning while practicing independent thinking, which is a very important skill for students to maintain. By reflecting in their journals, students will reinforce their learning. Independent Research is also a consistent teaching practice used in this unit to ensure students are capable of thinking on their own and preparing them for the realities of high school. This unit can be taught at any time of the year but something to consider is planning for an elder to visit the classroom.
Table of Contents
Lesson One: Properties of the Solar System …...………......pg. 3
Lesson Two: The Mysterious Moon……………………......pg. 6
Lesson Three: Exciting Eclipses…………………..………pg. 18
Lesson Four: Savvy over Seasons…………………..……..pg. 30
Lesson Five: Crazy about Constellations………………….pg. 43
Lesson Six: Presenting the Planets and Sun………………pg. 61
Lesson Seven: Amazing Asteroids, Cool Comets and Magnificent Meteors………………………………………pg. 78
Lesson Eight: Astounding Astronauts…………………….pg. 88
Lesson Nine: Stellar Spaceflight………………………….pg. 98
Lesson Ten: Future Contributions to Flight in Space…....pg. 107
The Solar System: Properties of the Solar System
Lesson 1- Intriguing Introductory Lesson
Subject: Science
Grade: Six
Time: This lesson will be completed within a 45 minute class and will be revisited throughout the unit to discuss if the students are in the right direction of what they want to know and what they have learnt at the end of the unit.
Parts of the Learning Cycle Involved: Engagement, exploration, elaboration and evaluation.
Learning Objective and Lesson Purpose
The purpose of this lesson is to indicate where students are at in their learning development in relation to the solar system and to determine what they want to know so that their interests can be incorporated into the unit. Students will be able to demonstrate prior knowledge by listing their previous learning developments about the properties of the solar system.
Outcomes & Indicators
Outcome: SS6.1- Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets.
a) Use a variety of sources and technologies to gather and compile pertinent information about the physical characteristics of the major components of the solar system.
Content Background
Look at the curriculum to see what subjects the students might have touched on in regards to the solar system in order to provide prompts to get them engaged and thinking critically about what they have learnt and what they want to know.
Processes Developed
Classifying
o Students will use their previous knowledge to determine what they know about the solar system and put them into the areas of the KWL chart in which they think they belong
Communicating
o Students will use communication in order to put forth their ideas about the solar system and will collaborate with other students to determine what areas in this unit that they would like to learn about by the end
Adaptive Dimension:
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
Cross Curricular Competencies (CCC’s)
Thinking: think and learn contextually
o Students will analyze connections about their previous knowledge about the solar system and how it relates to the knowledge that they will receive about the topic
Thinking: think and learn creatively
o Students will show curiosity and interest for the new unit through planning what they would like to know at the end
Interdisciplinary Connections: English Language Arts
Prerequisite Learnings
o Students should have a general understanding of the principles of space and know that there are additional planets in the solar system
o Students should have an understanding that there is specific reasons for night/day, seasons, the moon and eclipses
Materials / Equipment / Safety:
o Journals (enough for each student in the class)
o Chart paper
o Markers for writing on the chart
Advanced Preparation:
o KWL chart will need to be prepared
o Journals will need to be labeled for each student
o Prompts will need to be thought of for journal entries and written on the board
Lesson Procedure
Engagement (10 minutes)
o To engage the students into the solar system unit, there will be a hangman style game set up on the board in which the students need to solve to figure out what the new unit being covered will be
o An overview of what topics will be covered in this unit will be discussed with the students so that they know what to expect to learn about and what they will be able to look forward to so that the students will be intrigued
Exploration (10 minutes)
o Students will perform their own exploration through journal entries that will include prompts as guidelines for their thoughts (ex. what they know about the planets, their opinion on how seasons happen, why there is day and night and what they would like to gain knowledge about during this unit). Reflecting on these thoughts before having a group discussion will give the students some time to create their own ideas and reflect on their past learning experiences so that they can contribute in the discussion
Elaboration (20 minutes)
o To elaborate on the ideas that students come up with in their journal entries, a KWL chart will be created as a class where students will determine what they know (K) about the solar system, what they want (W) to know about this topic and it will be revisited at the end of the unit to determine what they have learnt (L)
o 10 minutes will be spent on the K section of the chart and 10 minutes will be spent on the L section of this chart
Evaluation (5 minutes)
o After the chart is made, it will be reviewed so that any students who did not get a chance to give a suggestion or had an after-thought can contribute and bring the lesson to a closure
Extensions /Modifications
o Students can get into groups and share their journal entries among classmates
o Students can be given an opportunity to brainstorm projects or a class field trip that they would like to complete within this unit
Assessment
The journals will be used for assessment in this introductory lesson to evaluate their connections with previous knowledge and their efforts made into determining what they would like to learn during this unit.
The Solar System: The Moon
Lesson 2- The Mysterious Moon
Subject: Science
Grade: Six
Time: This lesson will span over the course of two class periods each being 45 minutes
Parts of the Learning Cycle Involved: Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose
Students will be able to demonstrate the relative positioning of the sun, Earth and moon to create night and day, as well as distinguish the different phases of the moon and describe why these phases happen in relation to the orbiting cycle of the Earth around the sun.
Outcomes & Indicators
Outcome SS6.1: Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets.
a) Use a variety of sources and technologies to gather and compile pertinent information about the physical characteristics of the major components of the solar system.
Content Background
The alternation between day and night is due to the rotation of the Earth on its axis. The changing lengths of day and night depends on your location on Earth and the time of year and these fluctuations are ultimately due to the tilt of the Earth’s axis and its path around the sun. It takes approximately 23 hours and 56 minutes for the Earth to make a complete 360 degree rotation. This length of time is called a sidereal day and as the Earth rotates it also moves on its orbit around the sun. The sun is in a different part of the sky when this rotation is complete. The time of a solar day is 24 hours and this will be complete when it reaches the same point in the sky after being lagged behind the stars (by four minutes). The length of a day shortens in the winter and lengthens in the summer. This results from the Earth’s northern pole pointing towards the sun and the Earth’s southern poles pointing towards the sun at different stages in its orbit. The axis is not perpendicular to its orbit because the equator is tilted 23.5 degrees from the Earth’s orbital plane. A solstice is the positions of the Earth’s orbit that marks the longest and shortest spans of daylight hours. The winter solstice in the Northern Hemisphere corresponds with the shortest days of the year and the summer solstice in the Northern Hemisphere corresponds to the longest days of the year. Your latitudinal position on Earth determines the number hours in which daylight in present in a solar day. If the north rotational pole is pointing away from the sun and you are in the Northern Hemisphere, the sun will be relatively low in the sky meaning the nights will be long and the days will be short. Therefore, when the north rotational pole is pointing towards the sun, the sun will be higher in the sky and the days will be longer and the nights shorter.
Demand Media. 2001-2015. What causes the day/night cycle on Earth?. Retrieved November 12, 2015 from
Lunar phases are created by changing angles or relative positions of the earth, the moon and the sun when the moon orbits the earth.
Full Moon: is when the earth, moon and sun are in approximate alignment, the moon is on the opposite side of the earth. The entire sunlit part of the moon is facing us and the shadowed portion is entirely hidden from view.
New Moon: occurs when the moon is positioned between the earth and sun. They are in approximate alignment and the entire illuminated portion of the moon is on the back side of the moon which is the half that we cannot see.
First Quarter and Third Quarter: which is often called a ‘half-moon’ and this happens when the moon is at a 90 degree angle in respect to the Earth and sun resulting in exactly half the moon in shadow and half of the moon illuminated. These four moons are the key moon phases and the others are what is seen in between these key phases.
Waxing Crescent: occurs after the new moon, the sunlit portion is increasing but it is less than half resulting in the waxing crescent phase.
Waxing Gibbous: occurs after the first quarter, the sunlit portion is still increasing but it is more than half resulting in the waxing gibbous phase
Waning Gibbous: is after the full moon there is maximum illumination and the light is continually decreasing resulting in the waning gibbous phase.
Waning Crescent: phase follows the third quarter which wanes until the light is completely gone (new moon) and the cycle starts all over. The synodic period (lunar cycle) takes place exactly 29.5305882 days in which is the time for the moon to make a complete cycle around the Earth. The moon’s orbit around the Earth is around 5 degrees off from the Earth-sun orbital plane which is why the moon isn’t blocked from the sun at the new moon phase and the earth doesn’t block the sunlight from reaching the moon at the full moon phase
Understanding the Moon Phases. 2015. Retrieved November 13, 2015 from
Processes Developed
Recording
o Students will record the results from the ‘Phases of the Moon’ video onto their worksheets in order to analyze what the phases of the moon look like
o Students will record their answers to complete their rotating/revolving worksheet
Communicating
o Students will communicate with their partners why they think that the phases of the moon occur
o Students will communicate with each other while performing the drama skit of the day/night cycle
Planning
o Students will be using planning to determine what portion of their Oreo to take away in order to create the phases of the moon
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Ensure the students acting out the skit are talking at a very loud volume or have microphones attached to them
Physical Impairment
o Students with a physical impairment can tell their partner where to break the Oreo piece and the other student can do the breaking to ensure effective partner work is still taking place
o Student can tell you the answers to the worksheets in the hall or have a teacher assistant in the classroom to take notes for the student
Cross Curricular Competencies (CCC’s)
Thinking: Think and learn contextually
o Students will use knowledge obtained from part 1 to make sense of the content in part 2 of this lesson
o Analyze connections from the day/night cycle to the phases of the moon
Thinking: Think and learn creatively
o Students will explore complex systems of the phases of the moon by creating a draw and label sheet as well as representing it through Oreo cookies
Social Responsibility: Engage in communitarian thinking and dialogue
o Students will be given the opportunity to contribute when working in their partners to create their Oreo representation of the phases of the moon
Interdisciplinary Connections: English Language Arts, Arts Education
Prerequisite Learnings
o Students will need to have an understanding of day and night and that this happens in regards to the tilt and axis of the Earth for the second portion of this lesson
Materials / Equipment / Safety:
o Oreo cookies
o Popsicle sticks
o Jar
Advanced Preparation:
o Have the ‘Time to Shine’ video ready to go
o Script for the day/night cycle skit printed off for each student
o Rotation/revolving worksheet printed off with answer key
o Popsicle stick jar ready
o Journals for each student in the classroom
o ‘Moon Phase Demonstration’ video ready to go
o ‘Phases of the moon’ worksheet printed off for each student
o ‘Moon Log’ sheet printed off for each student
Lesson Procedure: Part 1
Engagement (2 minutes)
o To grasp the students attention in the beginning of this lesson, the video ‘Time to Shine’ from the StoryBots will be shown about the moon
Explanation (20 minutes)
o Students will partake in a dramatized skit in which they will act out different characters (student, teacher, sun, moon) to learn about the rotation and revolution of the earth around the sun and how day and night is made (this is a two part skit, so students that do not get to participate in this dramatization can participate in the next one, choose from popsicle stick jar; ensure each student has a copy of the script to follow along with)
o While acting out this skit, take a moment to go over things like east and west when they come up to refresh students’ memory
o Go over the definitions from this skit that students might not understand again to reinforce their learning of them (axis, rotate, revolve, North and South poles) get the students to tell you what these mean to ensure they understand
Elaboration (13 minutes)
o After this skit, the students will complete the worksheet ‘Rotating and Revolving’ independently in which they will put in their Science duo tang and handed in for correction
Evaluation (10 minutes)
o Students will be given the prompt ‘What did you learn today about the moon? List five things and explain what your favorite part was and why’
o Students will have a chance to reflect on what they learnt and bring part one of this lesson to a close
Extensions /Modifications
o Additional journal prompts can be given to the students who finish early. These prompts can be more difficult for gifted students such as ‘describe an axis and its role in the lunar cycle’ or less difficult for students who are struggling such as requiring them to only like two things they learnt
Assessment:
Students’ journals and their worksheets will be used for the assessment tool in this lesson in order to check their understanding of the topics covered. Correcting their worksheets will give a general idea of what topics need to be revisited, if any and their journal entries will demonstrate the knowledge that they retained and give a broad sense of how effective the teaching was on this topic.
Lesson Procedure: Part 2
Engagement (5 minutes)
o This lesson will begin by asking students questions in order to engage them into the lesson and evaluate their prior knowledge about this topic
1. Have you noticed the different shapes of the moon in the sky?
2. Do you know why we see these different shapes?
3. How are we seeing these different shapes?
Explanation (20 minutes)
o ‘Moon Phases Demonstration’ YouTube video will be shown to the students to explain the process of the different phases and what it means to see these different phases
o The video will be paused throughout so that students can complete their worksheet ‘Phases of the Moon’
o Indicate that the students should start their phases at the top middle moon on their worksheet
o 1:30: New Moon – give the students a chance to draw and label this phase
o 1:47: Crescent Moon- give the students a chance to draw and label this phase
o 1:55: First Quarter Moon- give the students a chance to draw and label this phase
o 2:05: Gibbous Moon- give the students a chance to draw and label this phase
o 2:11: Full Moon- give the students a chance to draw and label this phase
o 2:21: Gibbous Moon- give the students a chance to draw and label this phase
o 2:31: Last Quarter Moon- give the students a chance to draw and label this phase
o 2:38: Crescent Moon- give the students a chance to draw and label this phase
o Give the students a few minutes to ask any questions before moving onto the next activity
Elaboration (15 minutes)
o After drawing these phases, the students will be able to represent these with a hands on Oreo activity in which the students will pair up (draw out of a popsicle stick jar to determine partners) and create the phases by removing the amounts necessary of the top cookie half in order to resemble each phase (students will use their drawings for a guideline)
o Students will discuss why these phases are happening with their partner
Evaluation (5 minutes)
o While the students are discussing why the phases happen, I will circulate the room to hear the conversations happening to ensure that students have grasped the content and are on the right track
o After the students have finished their Oreo activity, I will give them a ‘Moon Log’ sheet which they need to take home and monitor the moon phases over the period of a month and bring back to get signed and checked for further understanding
Extensions /Modifications
o Have the students perform the activity shown in the video and present it to the class to determine understanding of the phases of the moon
Assessment
Anecdotal records will be taken while walking around and checking in when the students are performing their Oreo activity.
References
Teachers Pay Teachers. Drama Skit. Retrieved November 13, 2015 from
Moon Journal. Retrieved November 13, 2015 from
Teachers Pay Teachers. Rotating and Revolving Worksheet. Retrieved November 11, 2015 from
StoryBots. Time to Shine. Retrieved November 10, 2015 from
Moon Phases Demonstration Video. Retrieved November 11 2015 from
*2 part drama skit- Day/Night Cycle and Seasons
Part 1- Day/Night Cycle
Characters:
Student, Sun, Teacher, Moon & Earth
Student: How does the sun know to go down at the end of the day?
Teacher: Actually, the sun doesn’t move. It’s the Earth that is moving
Student: Really?? I can’t feel us moving
Teacher: That’s because we are moving smoothly and at the same speed
: That’s right! I am spinning on my axis
Student: What’s an axis?
Earth: Think of it as an imaginary line that passes through my North and South Poles. I am constantly spinning on the same axis. This is called rotating
Student: Is that like when I spin in a circle?
Earth: Exactly!
Sun: When the Earth rotates on its axis, half of it is facing the sun and the other half is facing away from the sun. The half that faces the sun gets light and this makes daytime. The other half that is facing away from the sun gets no light. This is nighttime.
Student: So someone in London might see the sun while someone else in Honolulu will still be in the dark?
Sun: This is true because of the Earth’s rotation. The spinning makes it look like I am moving from East to West
Student: Yes, it looks as though the sun moves in the sky from the right to the left
Sun: I always rise in the East and set in the West
Teacher: It takes 24 hours for the earth to complete one rotation
Earth: This means I complete one full spin each day
Sun: Without rotation, one side of the earth would never receive light
Student: But I thought the moon gave off light. It always looks so bright!
Moon: It may look like I am providing light, but I am really just reflecting the light from the sun onto the earth. That’s why sometimes only part of me is lit up
Teacher: That’s the lunar cycle. The moon revolves around the earth in stages
Student: what does it mean to revolve?
Teacher: Revolve means to circle around something. The moon revolves around the earth and the earth revolves around the sun
Phases of the Moon
Name: _____________ Date:_____________
Rotating and Revolving Worksheet
Name: _______________ Date:______________
Earth is like a spinning top because it _______________ on its axis. It takes ________________ for Earth to rotate (spin) once. This rotating causes ____ and _____ and makes the sun look like it is travelling across the sky when really the sun is not moving.
The moon ________ around Earth, which means it travels around the Earth. The moon takes ___________ to travel around the Earth. This revolving causes us to see __________ of the moon.
Rotating and Revolving Worksheet Answer Key
Name: _______________ Date:______________
Earth is like a spinning top because it rotates on its axis. It takes 24 hours for Earth to rotate (spin) once. This rotating causes day and night and makes the sun look like it is travelling across the sky when really the sun is not moving.
The moon revolves around the Earth, which means it travels around the Earth. The moon takes 1 month to travel around the Earth. This revolving causes us to see phases of the moon.
The Solar System: Eclipses
Lesson 3: Exciting Eclipses
Subject: Science
Grade: Six
Time: This lesson will span over one entire class period, consisting of 45 minutes
Parts of the Learning Cycle Involved
Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose
Students will be able to distinguish the differences between solar and lunar eclipses at specific locations on the Earth and be able to describe how size proportions of the moon and sun play a role in eclipses.
Outcomes & Indicators
Outcome: SS6.2: Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases, eclipses, and seasons.
b. Examine ways in which humans have represented understanding of or interest in astronomical phenomena through music, dance, drama, visual art, or stories.
d. Propose personal explanations for the causes of seasons, phases, and eclipses.
h. Model the relative positions of the sun, Earth, and moon to demonstrate moon phases and lunar and solar eclipses
Content Background
Lunar Eclipse: A lunar eclipse can occur only at full moon. A total lunar eclipse can happen only when the sun, Earth and moon are perfectly lined up — anything less than perfection creates a partial lunar eclipse or no eclipse at all. Because the moon’s orbit around Earth lies in a slightly different plane than Earth’s orbit around the sun, perfect alignment for an eclipse doesn’t occur at every full moon. A total lunar eclipse develops over time, typically a couple hours for the whole event. Here’s how it works: Earth casts two shadows that fall on the moon during a lunar eclipse: The umbra is a full, dark shadow. The penumbra is a partial outer shadow. The moon passes through these shadows in stages. The initial and final stages — when the moon is in the penumbral shadow — are not so noticeable, so the best part of an eclipse is during the middle of the event, when the moon is in the umbral shadow. Total eclipses are a freak of cosmic happenstance. Ever since the moon formed, about 4.5 billion years ago, it has been inching away from our planet (by about 1.6 inches, or 4 centimeters per year). The setup right now is perfect: the moon is at the perfect distance for Earth’s shadow to cover the moon totally, but just barely. Billions of years from now, that won’t be the case.
Types of Eclipses
Total lunar eclipse: Earth’s full (umbral) shadow falls on the moon. The moon won’t completely disappear, but it will be cast in an eerie darkness that makes it easy to miss if you were not looking for the eclipse. Some sunlight passing through Earth’s atmosphere is scattered and refracted, or bent, and refocused on the moon, giving it a dim glow even during totality. If you were standing on the moon, looking back at the sun, you’d see the black disk of Earth blocking the entire sun, but you’d also see a ring of reflected light glowing around the edges of Earth — that’s the light that falls on the moon during a total lunar eclipse.
Partial lunar eclipse: Some eclipses are only partial. But even a total lunar eclipse goes through a partial phase on either side of totality. During the partial phase, the sun, Earth and moon are not quite perfectly aligned, and Earth’s shadow appears to take a bite out of the moon.
Penumbral lunar eclipse: This is the least interesting type of eclipse, because the moon is in Earth’s faint outer (penumbral) shadow. Unless you’re a seasoned skywatcher, you likely won’t notice the effect.
The blood-red moon: The moon may turn red or coppery colored during the total portion of an eclipse. The red moon is possible because while the moon is in total shadow, some light from the sun passes through Earth's atmosphere and is bent toward the moon. While other colors in the spectrum are blocked and scattered by Earth’s atmosphere, red light tends to make it through easier. The effect is to cast all the planet's sunrises and sunsets on the moon. "The exact color that the moon appears depends on the amount of dust and clouds in the atmosphere," according to NASA scientists. "If there are extra particles in the atmosphere, from say a recent volcanic eruption, the moon will appear a darker shade of red."
Christopher Columbus leveraged a blood-red eclipse in 1504 to frighten natives on Jamaica into feeding him and his crew. It was on Columbus’ fourth and final voyage to the New World. An epidemic of shipworms ate holes in the ships of his fleet; Columbus' was forced to abandon two ships. He then beached his last two on Jamaica on June 25, 1503. The natives welcomed the castaways and fed them. But after six months, Columbus’ crew mutinied, and robbed and murdered some of the Jamaicans, who had grown weary of feeding the crew. Columbus had an almanac that foretold a lunar eclipse on Feb. 29, 1504. He met the local chief, and told him the Christian god was angry with his people for no longer supplying food. Columbus said to expect a sign of God’s displeasure three nights later, when he would make the full moon appear "inflamed with wrath." When the blood-red moon came to pass, the natives were terrified and “with great howling and lamentation came running from every direction to the ships laden with provisions,” according to an account by Columbus’ son. Just before the total phase of the eclipse was about to end, Columbus said God had pardoned the natives and would bring the moon back. The crew was well fed until help arrived in November and Columbus and his men sailed back to Spain.
Britt, R. R. September 28, 2015. Lunar Eclipses. Retrieved November 13, 2015 from
Solar Eclipses: A solar eclipse occurs when the moon gets between Earth and the sun, and the moon casts a shadow over Earth. A solar eclipse can only take place at the phase of new moon, when the moon passes directly between the sun and Earth and its shadows fall upon Earth’s surface. But whether the alignment produces a total solar eclipse, a partial solar eclipse or an annular solar eclipse depends on several factors, all explained below. The fact that an eclipse can occur at all is a fluke of celestial mechanics and time. Since the moon formed about 4.5 billion years ago, it has been gradually moving away from Earth (by about 1.6 inches, or 4 centimeters per year). Right now the moon is at the perfect distance to appear in our sky exactly the same size as the sun, and therefore block it out. But this is not always true.
*It is very important to protect your eyes while viewing a solar eclipse because of the powerful rays the sun gives off
Types of Solar Eclipses
Total solar eclipses: These are a happy accident of nature. The sun's 864,000-mile diameter is fully 400 times greater than that of our puny moon, which measures just about 2,160 miles. But the moon also happens to be about 400 times closer to Earth than the sun (the ratio varies as both orbits are elliptical), and as a result, when the orbital planes intersect and the distances align favorably, the new moon can appear to completely blot out the disk of the sun. On the average a total eclipse occurs somewhere on Earth about every 18 months. There are actually two types of shadows: the umbra is that part of the shadow where all sunlight is blocked out. The umbra takes the shape of a dark, slender cone. It is surrounded by the penumbra, a lighter, funnel-shaped shadow from which sunlight is partially obscured. During a total solar eclipse, the moon casts its umbra upon Earth's surface; that shadow can sweep a third of the way around the planet in just a few hours. Those who are fortunate enough to be positioned in the direct path of the umbra will see the sun's disk diminish into a crescent as the moon's dark shadow rushes toward them across the landscape. During the brief period of totality, when the sun is completely covered, the beautiful corona — the tenuous outer atmosphere of the sun — is revealed. Totality may last as long as 7 minutes 31 seconds, though most total eclipses are usually much shorter.
Partial solar eclipses: A partial solar eclipse occurs when only the penumbra (the partial shadow) passes over you. In these cases, a part of the sun always remains in view during the eclipse. How much of the sun remains in view depends on the specific circumstances. Usually the penumbra gives just a glancing blow to our planet over the polar regions; in such cases, places far away from the poles but still within the zone of the penumbra might not see much more than a small scallop of the sun hidden by the moon. In a different scenario, those who are positioned within a couple of thousand miles of the path of a total eclipse will see a partial eclipse. The closer you are to the path of totality, the greater the solar obscuration. If, for instance, you are positioned just outside of the path of the total eclipse, you will see the sun wane to a narrow crescent, then thicken up again as the shadow passes by.
Annular solar eclipses: An annular eclipse, though a rare and amazing sight, is far different from a total one. The sky will darken ... somewhat; a sort of weird “counterfeit twilight” since so much of the sun still shows. The annular eclipse is a subspecies of a partial eclipse, not total. The maximum duration for an annular eclipse is 12 minutes 30 seconds. However, an annular solar eclipse is similar to a total eclipse in that the moon appears to pass centrally across the sun. The difference is, the moon is too small to cover the disk of the sun completely. Because the moon circles Earth in an elliptical orbit, its distance from Earth can vary from 221,457 miles to 252,712 miles. But the dark shadow cone of the moon’s umbra can extend out for no longer than 235,700 miles; that’s less than the moon’s average distance from Earth. So if the moon is at some greater distance, the tip of the umbra does not reach Earth. During such an eclipse, the antumbra, a theoretical continuation of the umbra, reaches the ground, and anyone situated within it can look up past either side of the umbra and see an annulus, or “ring of fire” around the moon. A good analogy is putting a penny atop a nickel, the penny being the moon, the nickel being the sun.
Hybrid solar eclipses: These are also called annular-total (“A-T”) eclipses. This special type of eclipse occurs when the moon’s distance is near its limit for the umbra to reach Earth. In most cases, an A-T eclipse starts as an annular eclipse because the tip of the umbra falls just short of making contact with Earth; then it becomes total, because the roundness of the planet reaches up and intercepts the shadow tip near the middle of the path, then finally it returns to annular toward the end of the path. Because the moon appears to pass directly in front of the sun, total, annular and hybrid eclipses are also called “central” eclipses to distinguish them from eclipses that are merely partial.
Of all solar eclipses, about 28 percent are total; 35 percent are partial; 32 percent annular; and just 5 percent are hybrids.
Rao, J. September 18, 2015. Solar Eclipses. Retrieved January 13, 2015 from
Processes Developed
Predicting
o Students will utilize this when they are watching the solar/lunar eclipse videos and making their own predictions on where they have experienced them before in their life
Experimenting
o Students will experiment within their groups while undergoing the eclipse activity in order to make an effective solar and lunar eclipse to present to the class
Communicating
o Students will conduct communication while working on their activity portion of this class to ensure effective group work and also while showing off their mock eclipses to the rest of the class
Adaptive Dimension:
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content of the PowerPoint and videos
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Ensure the students explaining their mock eclipses are talking at a loud, amplified volume or speaking with a microphone
Physical Impairment
o Students with a physical impairment can contribute verbally in their groups
Cross Curricular Competencies (CCC’s)
Thinking: Think and Learn Creatively
o Students will experiment the complex systems about the eclipses through modelling
o Creating a model of the eclipses by adding, changing and moving elements of lights and representations of the sun, moon and Earth
Developing Identity and Interdependence: Understand, value and care for others
o Students will demonstrate respect and open-mindedness for others while listening to their interpretation of eclipses as they are presenting them
Interdisciplinary Connections: English Language Arts and Mathematics
Prerequisite Learnings
o Students will need to have an understanding of terminology relating to lunar and solar eclipses such as the moon orbiting the Earth and the Earth orbiting the sun
Materials / Equipment / Safety
Per group:
o Adhesive tape
o Glue
o Two cardboard tubes (e.g. empty toilet paper rolls)
o Scissors (suitable for cutting cardboard)
o Aluminium foil
o Sturdy but bendable wire (35–50 cm long)
o Styrofoam ball (roughly the size of a large orange)
o Ping pong ball (or a Styrofoam ball of a similar size)
o Large strip of cardboard (about 60 cm long and no less than 20 cm wide)
o Stack of books or magazines
Advanced Preparation
o Have Lunar and Solar video ready to watch
o PowerPoint and notes ready to discuss
o Instruction sheet for activity printed off for each student
o Christopher Columbus story rehearsed
Lesson Procedure
Engagement (3 minutes)
o To engage the students into the lesson about eclipses, their previous knowledge about the phases of the moon and orbiting will be discussed in order for them to grasp an understanding of eclipses and how they work
1. Ask students to list the phases of the moon and why these occur (in relation to the Earth’s tilt)
2. Ask students to describe orbiting and review this concept for them
Exploration (2 minutes)
o Students will explore videos showing the solar and lunar eclipses to provide them with a visual of what happens in these processes so that they can make connections while learning about them in a PowerPoint
o Students will also begin to form their own understanding of eclipses and resonate with TV shows, books, magazines etc. that might have talked about eclipses or shown pictures of them
Explanation (17 minutes)
o A PowerPoint will be presented to the students in which they will explore to gain valuable knowledge about how eclipses form and why
o The PowerPoint should go into more detail than what is just in the slides in which the background content provides
o After exploring this PowerPoint, give the students an opportunity to ask questions so that any unclear concepts can be explained further
Elaboration (17 minutes)
o After going through the eclipses PowerPoint, revisit the videos so that students can connect the information they just learnt to it
o When the students are done revisiting the videos, have them get into groups of three or four (number them off to create these groups) and perform the Eclipse activity that is attached below in order to create their own lunar and solar eclipse
o While students are figuring out their mock lunar/solar eclipse, tell them the story of Christopher Columbus and the blood-red moon to incorporate stories of astronomical phenomena
Evaluation (6 minutes)
o Students will be asked to present their activity to the class in their groups and they will need to explain what is happening when showing the lunar and solar eclipse which will give a general idea of how effective the teaching was and indicate what needs to be revisited the next class
Extensions /Modifications:
o If the students are having trouble getting their mock lunar/solar eclipses to work, having them draw pictures or act it out could be a substitute
o Students who do not seem challenged enough by this activity could write a journal entry on more in depth information about what happens during these eclipses
Assessment
Viewing the presentations of the students’ mock lunar/solar eclipse and their explanations will be the assessment portion of this lesson through anecdotal records.
References
Lunar and Planetary Institute. Lunar Phases and Eclipses Powerpoint. Retrieved November 13, 2015 from lpi.usra.edu/education/powerpoints/phases_eclipses.ppt
Exploring Earth. Observe a Lunar Eclipse. Retrieved October 22, 2015 from
Exploring Earth. Observe a Solar Eclipse. Retrieved October 22, 2015 from
Universe Awareness. Creating an eclipse in the classroom. Retrieved November 13, 2015 from
Eclipse Activity
Step 1: Divide the class into groups of three or four. Give each group the materials to make their own model of the Sun-Moon-Earth system.
Step 2: Take one cardboard tube and make a series of small (2-cm deep), even, vertical cuts around the circumference of each end.
Step 3: Bend the cut pieces out at each end and then stand the tube upright. The cut edges should fan out like a flower (Image 6).
Step 4: Using adhesive tape, fasten one end of the cardboard tube to the cardboard strip to create the base of the model. The tube should be at least 30 cm from one end of the cardboard strip.
Step 5: Using tape or glue, attach the larger ball to the top of the tube. This ball represents the Earth (Image 7).
Step 6: Cover the smaller ball with aluminium foil, with the shiny side on the outside. This will be the Moon.
Step 7: Insert one end of the wire into the top of Earth so that the wire is vertical.
Step 8: Measure approximately a finger’s length along the wire and bend the wire here at a right angle, creating a horizontal arm.
Step 9: About halfway between the Earth and the far end of the cardboard strip, measure a finger’s length along the wire and bend it again. This time bend it downwards at a right angle, towards the cardboard base.Step 10: Insert the other end of the wire into the "Moon". The Moon’s equator should be at the same height as the Earth’s equator (Image 8).
Step 11: Balance the torch on a stack of books or magazines at the opposite end of the cardboard strip from the “Earth”. Make sure the height is correct: the middle of the torch beam should hit Earth’s equator.
If the beam is too diffuse, attach the second cardboard tube to the end of the torch to direct the light. Ensure that the beam directly hits the nearest half of the Earth and the Moon. If the beam is not bright enough, move the stack of books closer (Image 9).
Step 12: Now students will use their models.
Step 13: Begin by asking your students if they have ever seen an eclipse. Was it a solar or a lunar eclipse? Explain that solar eclipses are much less common than lunar eclipses, but today they will be lucky enough to see both!
Step 14: Create a solar eclipse: Stand facing the torch and swing the wire around until the Moon casts a shadow on the Earth; if necessary, dim the lights in the room. The Moon is now positioned between the Earth and the Sun and is blocking the “sunshine” for some people on Earth. Point out that only people directly in the shadow will see a complete eclipse of the Sun. You can show how the shadow moves by slowly rotating the wire (Image 10).
Unit Name: Seasons
Lesson 4: Savvy over Seasons
Subject: Science
Grade: Six
Time: This lesson will span the length of one entire class period, consisting of 45 minutes
Parts of the Learning Cycle Involved: Engagement, explanation, elaboration and evaluation
Learning Objective and Lesson Purpose
Students will be able to describe the process of the seasons in relation to the axis and tilt of the Earth around the sun.
Outcomes & Indicators
Outcome: SS6.2: Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases, eclipses, and seasons.
b. Examine ways in which humans have represented understanding of or interest in astronomical phenomena through music, dance, drama, visual art, or stories.
e. Demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution around the sun causes the yearly cycle of seasons.
g. Consider alternate models of seasons and explanations for those models (e.g., the six-season model of the Woodland Cree, the rainy and dry seasons of some tropical and subtropical regions
Content Background
The Earth rotates on an axis that is tilted. In other words, our planet never stands upright—it is always leaning to the side. The direction of this lean never changes. As the Earth travels along its orbit, it sometimes leans toward the sun and sometimes away from the sun, because the direction of the Earth's tilt changes in relation to the sun, the northern and southern halves of our planet get differing amounts of sunlight over the course of the year. When the Northern Hemisphere of the Earth is leaning toward the sun, it receives direct rays of sunlight and is warmer, while the Southern Hemisphere receives more indirect rays. When the northern part of the Earth is leaning away from the sun, the situation is reversed—the Northern Hemisphere gets cooler, more indirect sunlight while the southern half receives direct rays. Because of this, the seasons in the Northern and Southern Hemispheres are reversed, about six months apart from each other. The changing position of the Earth's tilt is the reason for the differences in temperature and length of daylight that distinguish the seasons. When the Northern Hemisphere is leaning toward the sun, the warmth of direct rays causes spring and then summer in that part of the globe. When the Northern Hemisphere is leaning away from the sun, the cooling effects of more indirect sunlight cause autumn and winter. Because the astronomical position of the Earth causes the seasons, the start of spring, summer, autumn, and winter is marked by special days that correspond to different points in the Earth's orbit:
The summer solstice is the first day of summer and the longest day of the year, occurring in the Northern Hemisphere when the North Pole is leaning more directly toward the sun than it does on any other day. During the period marked by the summer solstice, the Northern Hemisphere is warmed by more direct sunlight and days are long and hot.
The winter solstice , by contrast, is the first day of winter and the shortest day of the year. As you might have guessed, the winter solstice in the Northern Hemisphere occurs when the North Pole is leaning away from the sun. When the North Pole is pointing away from the sun, the Northern Hemisphere receives only indirect sunlight; that is why winter is so much colder than summer. Brrrr!
Equinoxes, on the other hand, occur during transition periods when the North Pole is pointing neither directly toward nor directly away from the sun; these days are marked by equal periods of light and darkness.
The autumnal equinox is the first day of autumn and occurs when the North Pole begins to lean away from the sun; the vernal equinox is the first day of spring and occurs when the North Pole begins to lean toward the sun again.
National Geographic. 1996-2015. A reason for the seasons. Retrieved October 22, 2015 from
The Woodland Cree have a way of marking the seasons that is unique and reflects the yearly cycle in a northern land of lakes and rivers. The Woodland Cree have two extra seasons which reflects the yearly freezing and melting
Break Up: season when the ice finally comes off the lake
Freeze Up: season where water freezes due to the increasingly cold weather
Although there is ice for the most part of both seasons, travel is difficult and somewhat dangerous because the ice is either melting or not fully formed yet. Cree people depended on the lakes and rivers for their livelihood and trade network which is why they needed to be able to describe what it looked and felt like in their homeland. Today, people in Northern Saskatchewan generally have adopted this way of describing the seasons and spring comes in March and winter arrives in January. The Woodland Cree has names for the twelve moon cycles (otherwise known as months) of the year as well.
January: Opawuhchukunises - Frost - Exploding Trees - Moon - In deep winter, trees burst as their sap freezes. This makes sounds almost like gunshots on cold winter nights.
February - Kisepesim - The Great Moon - The coldest and most wind still time of year when hunting is difficult.
March - Mikisewipesim - The Eagle Moon - The month when the eagles return.
April - Niskipesim - The Goose Moon - The month when the geese return.
May - Uthekipesim - The Frog Moon - The month when the frogs come out.
June - Opiniyawipesim - The Egg Laying Moon - The month when the birds lay eggs.
July - Opuskowipesim - The Moulting Moon - The month when the young birds get their feathers.
August - Ohpuhowipesim - The Flying Up Moon - The month when the young birds are trying their new wings and practicing flying.
September - Onimituhumowipesim - The Mating Moon - The month when the moose are in rut.
October - Opimuhumowipesim - The Migrating Moon - The month when birds are migrating.
November - Kuskutinowipesim - The Freeze Up Moon - The month when the lakes freeze over.
December - Thithikopewipesim - The Frost Moon - A cold, frosty month.
Natural Resources. Cree 6 seasons. Retrieved November 13, 2015 from
Processes Developed: Engagement, Exploration, Explanation, Elaboration and Evaluation
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content throughout this lesson
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Ensure that the students explaining their posters and acting out the seasons skit are speaking at a high volume and/or are wearing a microphone
Physical Impairment
o Students with a physical impairment can contribute verbally in their groups or stay at their desk if taking a part in the drama skit about seasosns
Cross Curricular Competencies (CCC’s
Thinking: Think and learn contextually
o Students will analyze connection between the 4 seasons that we have and the 6 seasons that the Woodland Cree have
o Exploring different worldviews among our way of knowing and the Woodland Cree’s way of knowing
Thinking: Think and learn creatively
o Students will show curiosity and interest in their world through explorations of new experiences of the Woodland Cree worldview on seasons
Identity and Interdependence: Understand, value and care for oneself (intellectually, emotionally, physically and spiritually)
o Recognize that the Woodland Cree’s values of the seasons influence their identity, values, beliefs and behaviors in regards to their two added seasons and why they add these (it is important for them to know and describe what is happening in their weather because they depended on their lakes for the livelihood of their trade networking)
Identity and Interdependence: Understand, value and care for others
o Recognize and respect that the Woodland Cree have different values and worldviews that may or may not align with each students’ own values and beliefs
Interdisciplinary Connections: Arts Education, Social Studies, Health Education
Prerequisite Learnings
o Students need to have a general understanding of the seasons and what is experienced in each in terms of weather
o Students should have an general understanding that the Earth orbits around the sun and it rotates on its axis which is an imaginary line running directly through the middle of Earth
o Students should have a general understanding that there are various worldviews and each one needs to be respected and valued
Materials / Equipment / Safety
o paper plates
o Drama skit for the reason of seasons
o Markers
o Poster paper or construction paper
o Ensure there is a resource in the room to play videos
Advanced Preparation
o Ensure each journal is in the classroom
o Have Science Asylum video ready to watch
o Print off the What I Learnt worksheet for each student
o Print off a copy of the seasons script for each students
o Ensure the popsicle stick is ready to use and eliminate the names of students who participated in the last skit
o Print off enough Reason for the Seasons worksheets are printed out for each student
o Have the Gift of Language and Culture recording ready to listen to
o Print off a rubric for each group that presents the seasons of the Woodland Cree
Lesson Procedure: Part One
Engagement (5 minites)
o Introduce the topic for the day: Why seasons are in place
o Get students to make a brief journal entry of their opinion as to why we experience seasons on Earth in which they will revisit at the end of this two-part lesson
o Indicate how they will be assessed so that a clear expectation is put forth to them
Explanation (5 minutes)
o Students will watch a video about why there are different seasons and how these seasons happen, ask them to pay close attention and pause when necessary (a lot of content in this video)
o Give the students a ‘What I Learned’ worksheet to fill out while watching this video in which they will list five facts that they learnt through watching this video and instruct them to put it into their science duo tang so that it can be looked at and assessed
Elaboration (10 minutes)
o To reinforce the students learning about the seasons in relation to the axis and tilt of the Earth, they will perform a drama skit which follows the one they performed in the second lesson
o To determine what students participate in this skit, take out the names of students that acted out the first one and choose the required amount of people from the popsicle stick jar
o Assign each student participating a character to play and have them read off the script provided
Evaluation (25 minutes)
o Give students a chance to ask questions or express any concerns before starting the paper plate activity to ensure that the students understand seasons in relation to the Earth’s tilt and axis
o Students will create a paper plate demonstration of how the Earth’s axis relates to the seasons and explain the process using the information provided in the video and skit)- Students will cut out the Earth’s and sun, putting them onto the paper plate in their proper location along with labels for each season beside the Earth- they will use this diagram to demonstrate how the Earth tilts on its axis and what effect the sun plays on this to create each seasons- debrief with them how different locations on Earth experience different seasonal changes and discuss how our seasons differ from that of the artic and tropic zones
o Have students pair up and share or practice their demonstration (determine pairs by stating the person sitting behind them is their partner)
o After students share their demonstrations, they will record this in their journals with
o pictures of how the Earth’s tilt around the sun indicates what area of the world is enduring a specific season
Extensions /Modifications:
o Replay the video for students who are having troubles remembering or comprehending the information put forward in it
o Go over the ‘What I Learned’ worksheet as a class
Assessment
Journal entries and the ‘What I Learned’ worksheet will be looked over and evaluated to determine effective teaching practices of this lesson and determine what topics if any need revisiting.
Procedure: Part Two
Engagement (5 minutes)
o Review with the students what they learnt in the previous class about seasons and why the seasons happen (tilt of axis of the Earth when it orbits the sun
o Go over the fact that there is multiple ways of knowing and that the Woodland Cree have a slightly different worldview of the seasons that is very important to them
o Pull up the ‘Gift of Language and Culture’ site and let the students hear the Cree words for their seasons to intrigue them into what they will be learning about for that lesson
Exploration (5 minutes)
o Say these a few times as a class until they have gotten the hang of the new words before learning what they mean
Explanation (15 minutes)
o Lead the students in a class discussion based on the Woodland Cree seasons
-discuss how it differs from our seasons (freeze up and break up seasons)
-talk about why they needed to have the extra seasons (in terms of trade networks, they needed to be able to rely on the lakes and have knowledge about what their journey was going to be like in regards to the weather and be able to describe it in detail)
- discuss the months of the year and what they entailed (refer to content background)
o Make a chart showing the differences and similarities among the seasons so that students can visually connect with the different ways of knowing from the Woodland Cree
Elaboration (10 minutes)
o Students will get into 6 groups (number them off 1-6 to create these groups)
o Each group will be given a season from the Woodland Cree to focus on and a rubric that outlines the expectations for this project
o The students will be creating their own store based on what season they have and it will have to require items that would be relevant to their season (Break Up: rubber boots, jacket, mitts)
o Students will brainstorm ideas of what could be incorporated into their store in terms of survival needs that corresponds to their season
Evaluation (10 minutes)
o Students will create a poster showcasing the items in their store, trying to entice their classmates to come buy their products
o After the groups are done making their posters, they will be presented to the class in order of the seasons
o Students will need to explain why they chose the items that they did and how they think they will be contributed to the survival needs of that season
Extensions /Modifications:
o Have a guest speaker from the Woodland Cree community come in and talk about their seasons and how this impacts their worldview through storytelling
Assessment:
The grading rubric will be the assessment piece for this lesson in which the students will receive prior to their presentation so that they know what is being expected of them.
References
Teachers Pay Teachers. Drama Skit. Retrieved November 13, 2015 from
Six Seasons. Cree pronunciations. Retrieved November 13, 2015 from
Science Asylum. Why are there seasons? Retrieved November 13, 2015 from
Teachers Pay Teachers. Reason for the Seasons. Retrieved November 13, 2015. Adapted from
What I Learned
Name: __________________ Date:_________________
1. ______________________________________________________
______________________________________________________
The Importance:
2. ______________________________________________________
______________________________________________________
The Importance:
3. ______________________________________________________
______________________________________________________
The Importance:
4. ______________________________________________________
______________________________________________________
The Importance:
5. ______________________________________________________
______________________________________________________
The Importance:
Part 2- Seasons
Characters:
Student, Summer, Teacher, Spring
Earth, Winter & Autumn
Earth: I am making one entire circle around the sun every year. It takes me 365 days to do this because it is such a long journey
Teacher: Do you know what the earth’s revolution causes?
Summer: The Seasons! The seasons are caused because of the Earth’s axis, that imaginary line from the North to the South Poles is a bit tilted
Spring: It is tilted 23.5 degrees to be exact. This means that the earth is always pointing to one side as it revolves around the sun
Fall: Sometimes the North Pole is pointing toward the Sun and sometimes it’s not. The different amount of sunlight parts of the earth receives during the year creates the seasons
Winter: Lets think about what happens in the winter. The Northern Hemisphere is not pointing towar the sun and will have winter because it is not getting as much heat and light from the sun. This causes linger nights and shorter days
Spring: As the earth revolves around the sun, the North Pole begins to point more toward the sun and the northern hemisphere gets a bit more heat and light. This causes springtime
Summer: We get summer when the Northern Hemisphere is leaning most towards the sun. This means more heat and light leading to longer days and shorter nights
Fall: Once the North Pole starts moving away from the sun, the Northern Hemisphere starts getting less heat and light. This is the fall season
Winter: The Earth eventually complete ones full revolution and we are back to winter
Student: So does that mean that people in the Northern Hemisphere have summer while people in the Southern Hemisphere have winter?
Teacher: That’s right! It’s all because the earth is tilted on its axis
Reason for the Seasons Activity
1. Cut out the moon and four Earths
2. Glue these objects in the right placement on the paper plate
3. Label the different seasons
4. Explain the Earths tilt around the sun including why the tilts make each season and why we experience the seasons as we do
5. Discuss how this could be different from the artic or tropic areas
Grading Rubric
Group: __________________________________________
Date:_________________________
Season:_______________________
| | | | |
| |3- Outstanding |2- Good Work |1- Needs Improvement |
|Appropriate Supplies in the Store |Supplies in the store is relevant to the |Some supplies in the store is relevant for |The supplies in the store does not match |
| |season |the season |the season |
|Poster Looks Inviting |Poster is eye catching and leaves the |Poster is somewhat eye catching |Poster is not put together well and would |
| |viewer wanting to visit the store | |not catch the reader’s eye |
|Explanation of the Poster Includes In-depth|In-depth thinking was used when planning |Some thought was put into planning the |No realistic thinking was used to build |
|Thinking |the items necessary for the store |items necessary for the store |this poster |
| | | | |
Unit Name: Constellations
Lesson 5: Crazy about Constellations
Subject: Science
Grade: Six
Time: This lesson will span over the course of three periods consisting of 45 minutes each
Parts of the Learning Cycle Involved: Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose
Students will be able to describe the purpose of constellations through a First Nations perspective, be able to distinguish the major constellations and describe why all of the constellations cannot be seen year round in relation to the seasons and the Earth’s tilt.
Outcomes & Indicators
Outcome: SS6.1: Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets.
e. Use star charts and astronomy guides to investigate the night sky, including constellations, and record observations using notes in point form, data tables, simple diagrams, and/or charts.
f. Describe objects in the heavens, as indicated through First Nations and Métis art and stories or by Elders or traditional knowledge keepers.
Content Background
Many of our present day constellations can be found in a book called the Almagest, written circa 150 A.D. by Ptolemy, an Alexandrian astronomer. Ptolemy made his own celestial observations from about 120-150 A.D. but also used historical data. He stated that the oldest astronomical record he had access to was from Babylonia in the 8th century B.C. While some of the star data in the Almagest was his own Ptolemy certainly got part, and perhaps most, from Hipparchus, a 2nd century B.C. Greek astronomer. The 48 constellations listed in Ptolemy's Almagest are:
21 Northern Constellations: Andromeda, Aquila, Auriga, Boötes, Cassiopeia, Cepheus, Corona Borealis, Cygnus, Delphinus, Draco, Equuleus, Hercules, Lyra, Ophiuchus, Pegasus, Perseus, Sagitta, Serpens, Triangulum, Ursa Major, Ursa Minor
12 Zodiacal Constellations: Aries, Aquarius, Cancer, Capricornus, Gemini, Leo, Libra, Pisces, Sagittarius, Scorpius, Taurus, Virgo
15 Southern Constellations: Ara, Argo Navis, Canis Major, Canis Minor, Centaurus, Cetus, Corona Australis, Corvus, Crater, Eridanus, Hydra, Lepus, Lupus, Orion, Pisces Austrinus
All of the Ptolemaic constellations are still in use today. The only one you may not be familiar with is Argo Navis (the Ship Argo). In our modern constellations the Ship has been broken up into smaller parts, Carina (the Keel), Puppis (the Stern), and Vela (the Sail). Al-Sufi, a Persian astronomer (mid-10th century A.D.), reobserved the Ptolemaic stars in the Almagest and corrected their magnitudes. A famous Arabic astronomy text, the Alfonsine Tables, was completed by scholars in Moorish Spain in 1252. It included an updated version of the star coordinates found in Ptolemy's then 1100 year old Greek text. The Alfonsine Tables was translated into many other languages and spread throughout the rest of Europe. Two hundred years later the Almagest was again updated, this time by the great Tatar astronomer Ulugh Beg. He worked from the city of Samarkand (in what is now Uzbekistan) observing and correcting stellar coordinates to the contemporary epoch. Ulugh Beg's 1437 Zig Tables was not to be superseded until Tycho Brahe's star catalog of 1602.
The IAU: In 1919 a group of astronomers formed the International Astronomical Union or IAU. One of the first items they tackled was the celestial disarray. The IAU made a list of 88 'official' constellations in 1922 and approved the boundary of each six years later.The 88 official constellations chosen by the IAU were all of European origin because those constellations were already well known and used by many professional astronomers. The official constellations are no more and no less important than the constellations of any other time, country, or culture. What they are is the common language for astronomers around the world. Think of the world's spoken languages - there is no best or correct language and each conveys some meanings better than others. Still, English is becoming the lingua franca and like English the official constellations are a useful tool for international communication.
Jim Fuchs. Modern Constellations. Retrieved November 15, 2015 from
"Anishinabe" means "the people" in the Algonquin language. The Ojibway people of Canada who live in northwestern Ontario, Manitoba (east of Lake Winnipeg, the interlake area, and parts of the northern prairie region), and Saskatchewan use the word to refer to themselves. Sky stories of the Anishinabe are part of a complex system of spiritual beliefs. Knowledge of the stars is found in many aspects of culture including storytelling, symbolism and religious traditions. Some spiritual leaders have special knowledge of the stars and the planets. In ancient times, these indigenous astronomers used this knowledge to help guide the day-to-day affairs of their communities. The Anishinabe have been given ways of communicating with the powerful heavenly forces. The oral teachings and stories which flow out of this communication between mortals and the spiritual world have been passed down from generation to generation since the beginning of time. For example, one of the most powerful symbols for the life force is the Sun. The need for its presence for survival is stressed in the ancient story called "Snaring the Sun”.
Virtual Museum. Sky Stories: The Anishinabe of Centra North America. Retrieved November 14, 2015 from
Processes Developed
Designing
o Students will use designing when building their constellation viewer and mapping the constellations
Recording
o Recording will be done through the web quest and while the elder is visiting the class, as well as journal entries
Communicating
o Communicating will be performed by the students while the elder is sharing his stories and while taking turns reading out Star Light, Star Bright
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice while reading the book or when the elder is talking to the class
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content throughout this lesson
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Provide students with a video of enriched explanation about the constellations while the students are making theirs and ask students to let them feel their constellation viewer so that they get an idea of what it looks like by touch
o Have the constellations made out on geo boards for the student and have them feel the pegs in order to get an idea of what they look like
Cross Curricular Competencies (CCC’s)
Identity and Interdependence: Understand, value and care for oneself (intellectually, emotionally, physically and spiritually)
o Students will recognize that cultural and linguistic backgrounds, norms and experiences influence identity, beliefs, values and behaviors through the story telling of the elder
Developing Literacies: Construct knowledge related to various literacies
o Students will examine the interrelationships between knowledge presented through books read and the web quest activity about constellations in relation to the story telling the elder puts forth on constellations and their purpose
o Evaluate the information found about constellations through a variety of sources such as books, internet and the elder
Interdisciplinary Connections: Mathematics, Social Studies, English Language Arts
Prerequisite Learnings
N/A
Materials / Equipment / Safety
Part Three
o Tissue paper
o Paper roll (toiler or paper towel)
o Elastic band
o Pins
o Geo boards
o Pegs
o Glue stick
Advanced Preparation:
Part One
o Gather Star Light, Star Bright by Monica Kulling and photocopy pages needed (135-139) for each student
o Print off Star Light, Star Bright worksheets for each student
o Locate Zoo in the Sky book
o Print off Web quest sheets for each student
o Book computer lab
Part Two
o Pull up the constellation hunt game
o Contact an elder
o Gather a tobacco pouch
Part Three
o Gather up geo boards for each student if there aren’t any in the classroom
o Print off constellation circles sheet (enough for one circle per student and one full sheet per student
Lesson Procedure (Part One)
Engagement (10 minutes)
o Students will get a ‘Star Light, Star Bright’ booklet discussing key facts about stars, the galaxy, gravity, the milky way and constellations (pg 135-139) As a class, we will take turns reading the information provided in this booklet and then answer the questions on the sheet provided that corresponds with the information
o This will get students thinking creatively about constellations and stars and make inferences on the types of constellations there might be (most students will be familiar with the big and little dipper) and will intrigue them into learning more about this topic
o Provide students with an opportunity to become familiar with stars and the galaxy before learning about the constellations
Exploration (7 minutes)
o Zoo in the Sky will be read to the class in order to deepen their understanding of constellations and gain an understanding that they are made up in order to remember the names of the stars
Explanation/Elaboration (28 minutes)
o Students will be given a web quest sheet in which they will need to do some independent research in order to complete it and gain an understanding of the constellations.
o Instruct students to finish this sheet in the next 25 minutes, but if they don’t finish it then it can be taken for homework
o Have a talk with them about respect before heading into the computer lab and that you should be able to trust them to complete their work and not be playing games, it is also a good idea to circulate the room to ensure students are staying on task and be there to answer any questions
o Provide students with some resources to look up in order to help them complete the worksheet such as Starry Starry Night website and the NASA site
Evaluation
o After completing this web quest, students will be able to voice an understanding of constellations and their purpose in the sky in a very brief class discussion
o They will hand in their papers to be assessed
o Ask students to define a few key points that this web quest taught them and give an opportunity for students to ask any last questions they might have in regards to constellations in our sky
Extensions /Modifications
o Students could turn this web quest into a research project in which they would pick a constellation and study its history and present it to the class
o If students are struggling with the web quest, they can work in pairs to complete it so that it is not as much work
Assessment
The Star Light, Star Bright worksheet will be taken out of the students’ duo tang and examined while the students are working on their web quest to ensure that students are on the right track with their learning about what constellations are. The web quest sheets will be the main assessment in this lesson to ensure that students conducted effective independent work and their answers are headed in the right direction.
Lesson Procedure- Part Two
Engagement (15 minutes)
o The principles of constellations (used to indicate what each star was named and hold different positions in the sky in relation to each season) will be reviewed while playing an interactive game with the class in which they will need to locate constellations in the sky
o The interactive game will keep them engage while reinforcing their learning about this topic
o Ensure that each student has a chance to find a constellation
o Inform the students that they will be receiving a visitor in their class today
Exploration (5 minutes)
o Gather students into a circle around the room (moving desks as necessary)
o Have a discussion with the students that an elder is going to come in and talk about his worldview on constellations through storytelling
-go over respect within the classroom
-discuss the importance of gifting tobacco to the elder and why it is respectful to do so (one of their sacred plants)
Explanation (25 minutes)
o Show thanks to elder by presenting him with tobacco
o The elder will be the keeper of the knowledge in this lesson about the First Nations perspective on constellations and storytelling
o Have students take notes (what was new information, what was similar and different in the First Nations way of knowing, what stories did you like etc.) as the elder is talking about his ways of knowing in their journal for later assessment
Extensions /Modifications
o A quiz could be administered to the students after the elder’s visit to assess their listening skills
o Have the students list any facts about the constellation (knowledge from the previous class) that they are finding in the game played at the beginning of the story to make the game more challenging
Assessment
To assess the student’s contribution within this lesson, their journals will be looked at and examined to determine if the students were taking effective notes and thinking critically about what the elder was sharing with them. Their participation while the elder is sharing will also be taken into account for assessment to ensure that the students were engaged and active listeners.
Lesson Procedure (Part Three)
Engagement (5 minutes)
o Students will have materials such as toilet paper rolls, tissue paper and pins laid out on their desks for them to explore in order to intrigue them into their lesson for the day
Exploration (20 minutes)
o Students will put together their own constellation viewers to get a better idea of what the constellations look like in the sky and get more practice learning different types of constellations
o Students will take the toilet paper or paper towel roll and cover the end with tissue paper and an elastic to keep it in place and glue their constellation circle onto the tissue paper and poke holes where the dots are on the constellation paper to create their own constellation viewer
o Let the students play with these viewers and trade with other students in order to view multiple constellations
Evaluation (20 minutes)
o Once the students have had a chance to experiment with their constellation viewers, they will be instructed to map the constellations (use the same sheet that the students cut the constellations off of but give each student a new sheet in which they will not cut anything this time) on geo boards where they will recreate the constellations (tell them to pick 10 constellations to map)
o Instruct students to insert the same amount of pegs as dots in the constellation to ensure an accurate picture of it is made
o Circulate the room while students are working on this and answer any questions they might have as well as ensure the students are mapping the constellations effectively
o After they have mapped out the constellations ask them to create a 3,2,1 journal entry stating 1. What they have learnt in this 3-part constellation lesson 2. What they would like to know more about and 3. Any questions or concerns they might have
Extensions /Modifications
o If the students are not challenged enough by the mapping activity, get them to graph the constellations, recording the points
-Ex. Ursa Major: (5,17) (5,19) (7, 18) (8, 20) (13, 18) (12, 20) (13, 21) (9, 21) 6, 21) 4, 21) (2, 21) (5, 22) (7, 23) (5, 24) (3, 24)
Assessment
Students’ 3,2,1 journal entries will be used for the final assessment piece of this lesson because it will give a snapshot of what the students have struggled with, any questions they might have, things they want to know more about and what information or experiences the student have taken away.
References
Constellation Viewer circles. Retrieved November 10, 2015 from
Constellation Hunt Game. Retrieved October 15, 2015 from
Starry, Starry Night Web Quest. Retrieved October 15, 2015 from
Racheous. Mapping Constellations. Retrieved November 11, 2015 from
Teachers Pay Teachers. Graphing constellations activity. Retrieved October 15, 2015 from
Star Light, Star Bright worksheet. Retrieved November 5 through personal communication
Star Light, Star Bright
Name: ______________________ Date: ______________
What makes a star bright? ________________________________________________________________________
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Is the sun a star and why does it look bigger than the other stars? ________________________________________________________________________
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Why do stars disappear during the day? ________________________________________________________________________
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What is a galaxy? ________________________________________________________________________
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What is gravity? ________________________________________________________________________
________________________________________________________________________
What is the Milky Way? ________________________________________________________________________
Is the sun the largest star? ________________________________________________________________________
________________________________________________________________________
What is a constellation? ________________________________________________________________________
________________________________________________________________________
Constellations Web Quest Worksheet
Name: _______________________ Date: __________________________
1. Define a constellation.
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2. Explain how we got constellations.
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3.In the boxes, sketch the constellations
Ursa Major, the Great Bear Orion, the Hunter Draco, the Dragon
Canis Major, the Big Dog Scorpius, the Scorpion Lyra, the Lyre
Myths
Myths
4. In your own words (must be at least 5-7 sentences long), tell the story of Coma Berenices.
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5. In your own words (must be at least 5-7 sentences long), tell the story of Draco.
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6. Complete the chart.
|Constellation |Translation |Brightest Star |Month Best Seen |
|Aquila | | | |
|Boötes | | | |
|Cygnus | | | |
|Gemini | | | |
|Hercules | | | |
|Lyra | | | |
|Ophiuchus | | | |
|Scorpius | | | |
|Ursa Minor | | | |
|Virgo | | | |
7. Explain why the constellations cannot be seen year round
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8. List the names of four constellations you can see during winter.
|1. |3. |
|2. |4. |
9. List the names of four constellations you can see during spring.
|1. |3. |
|2. |4. |
9. List the names of four constellations you can see during summer.
|1. |3. |
|2. |4. |
10. List the names of four constellations you can see during fall
|1. |3. |
|2. |4. |
Constellations Web Quest Worksheet: Answer Key
1. Example - The constellations are totally imaginary things that poets, farmers, and astronomers have made up over the past 6,000 years (and probably even more!).
2. Example - Around the world, farmers know that for most crops, you plant in the spring and harvest in the fall. But in some regions, there is not much differentiation between the seasons. Since different constellations are visible at different times of the year, you can use them to tell what month it is.
3. In the boxes, sketch the constellation.
Ursa Major, the Great Bear Orion, the Hunter Draco, the Dragon
Canis Major, the Big Dog Scorpius, the Scorpion Lyra, the Lyre
The Myths
4. Example - Coma Berenices is associated with the story of a historical figure, Queen Berenice II of Egypt. Berenice was married to Ptolemy III Euergetes (fl. 246 BC-221 BC), who went on a dangerous mission against the Seleucids, who had killed his sister, in 243 BC, during the Third Syrian War. Worried for her husband’s life, the queen swore to Aphrodite that she would cut off her beautiful long, blonde hair if the goddess brought Ptolemy back home safely. Once her husband returned, Berence fulfilled her promise to the goddess. She cut off her hair and placed it in Aphrodite’s temple. The hair disappeared the next day. This made the king furious. To appease him, the court astronomer Conon said that Aphrodite was so pleased with Berenice’s offering that she had placed it in the sky, pointing to the group of stars that have since been known as Berenice’s Hair.
5. Example - The constellation Draco is associated with several myths, most frequently with the one about the 12 labours of Heracles, represented by the neighbouring constellation Hercules. In the myth, Draco represents Ladon, the dragon that guarded the golden apples in the gardens of the Hesperides. The golden apple tree was a wedding present to Hera when she married Zeus. She planted the tree in her garden on Mount Atlas and tasked Atlas’ daughters, the Hesperides, with guarding it. She also placed the dragon Ladon around the tree so that the Hesperides would not pick any apples from it.
In some versions of the myth, Ladon had a hundred heads and was the child of the monster Typhon and Echidna, who was half woman and half serpent. In others, he was the offspring of two sea deities, Ceto and Phorcys, and there is no mention of the number of heads he had. As part of his 12 labours, Heracles was asked to steal some golden apples from the tree. He killed Ladon with his poisoned arrows and took the apples. Saddened by the dragon’s death, Hera placed its image in the sky among the constellations. Draco is usually depicted coiled around the North Pole, with one foot of Heracles on its head. In Roman mythology, Draco was one of the Giant Titans who warred with the Olympian gods for ten years. He was killed in battle by the goddess Minerva and thrown into the sky, where it froze around the North Pole.
6.
|Constellation |Translation |Brightest Star |Month Best Seen |
|Aquila |Eagle |Altair (Flying one) |September |
|Boötes |Bear Driver |Arcturus (Bear-Guard) |June |
|Cygnus |Swan |Deneb (Tail of the Hen) |September |
|Gemini |Twins |Castor (Beaver) |February |
|Hercules |Hercules |Rasalgethi (Head of the Kneeling |July |
| | |One) | |
|Lyra |Lyre |Vega (The swooping [eagle]) |August |
|Ophiuchus |Serpent Holder |Rasalhague (Head of the Snake) |July |
|Scorpius |Scorpion |Antares (Rival of Mars) |July |
|Ursa Minor |Lesser Bear |Polaris (Pole Star) |June |
|Virgo |Maiden |Spica (Ear of Wheat) |May |
7. Answers will vary
8. Answers will vary
9. Answers will vary
10. Answers will vary
The Solar System: Planets and the Sun
Lesson 6: Presenting the Planets and Sun
Subject: Science
Grade: Six
Time: This will take two full class periods consisting of 45 minutes each
Parts of the Learning Cycle Involved: Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose: Students will be able to distinguish the order of the planets from the sun and list the unique characteristics of all planets including the sun.
Outcomes & Indicators
Outcome: SS6.1: Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets
a. Use a variety of sources and technologies to gather and compile pertinent information about the physical characteristics of the major components of the solar system.
g. Create scale-distance and/or scale-size models to represent the major components of the solar system.
Content Background
Even though students are doing their own independent research about the planets, it is good to be familiar with this information in case the students have any questions or concerns and it will help with verifying if they are on the right track
Mercury
What does this planet look like? Mercury is extremely difficult to observe from Earth because of its small size and proximity to the Sun. Its surface is similar to the surface of the moon and is full of craters sustained billion of years ago from impacting comets and asteroids. The craters range in size from small bowl-shaped craters to craters hundreds of miles wide. One of the largest craters is referred to as the Caloris Basin, which stretches over 900 miles in diameter. Despite the craters, Mercury’s surface is more uniform than the surface of the Earth, though it does have some ridges, high escarpments, and valleys among its smooth plains. Mercury also features unusual formations called tidal bulges. A tidal bulge is a kind of gravitational tide and happens because the gravitational force of one object on another is not uniform across its diameter. In the case of Mercury, its surface is warped in places where the sun’s gravitational pull is strongest. The sun’s gravitational force on Mercury is 17 times that of the moon’s on Earth.
How big is this planet? Mercury is the smallest planet. Its surface area only occupies about 15 percent of the Earth’s surface area. It’s only a little more than five percent as massive as Earth and only has 5.5 percent of Earth’s volume.
How long does it take to orbit the sun? 88 days
How far is it from Earth? Mercury is the closest planet to the sun. At its closest, it is 28,600,000 miles from the sun. At its farthest, it is 43.4 million miles away. When Mercury and Earth are on the same side of the sun, the two planets may come within 57,000,000 miles of each other. When they are on opposite sides of the sun, they may be as far as 129,000,000 miles apart.
What is it’s atmosphere/temperate like? Mercury has an extremely thin atmosphere that consists of atoms being swept off its surface by solar wind. Mercury is a planet of extremes. The side facing the sun may reach temperatures of 950 degrees F and the side facing away from the sun may drop to -346 degrees F.
Number of moons? None.
Venus
What does this planet look like? Venus is sometimes called Earth’s sister planet, though its similarities with Earth are limited apart from size and relative condition of its surface. It is easily observed with the naked eye and is sometimes called the “evening star” or “morning star.” Venus is covered by thick, noxious clouds of sulfuric acid that obscure a view of its surface. The thick layers of cloud create an extreme insulating effect (like the greenhouse effect) that radiates heat back to the surface and raises the temperature to over 800 degrees F. Its surface is rocky, dusty, and dotted with mountains and canyons and a few volcanic hot spots. There are many lava flows. Some of the mountain ranges, including the Maxwell Mantes are enormous. Mountains within the 540 mile long range can reach heights of seven miles (much higher than the highest mountain on Earth). In contrast to the high mountains, about 65% of Venus is comprised of smooth plains. The pressure on the surface of Venus is intense. If you were to stand upon Venus, you feel the same amount of pressure you would if you were 3,200 feet underwater.
How big is this planet? Venus is very similar in size to Earth and occupies about 95% of Earth’s diameter. Venus is at least 80% as massive as Earth.
How long does it take to orbit the earth? 225 days
How far is it from Earth? Venus is the second closest planet to the sun at 67,000,000 miles away. When Venus and Earth are on the same side of the sun, the two planets may come within 25,500,000 miles of each other. When they are on opposite sides of the sun, they may be as far as 162,000,000 miles apart.
What is the atmosphere/temperate like? Venus is the second closest planet to the sun at 67,000,000 miles away. When Venus and Earth are on the same side of the sun, the two planets may come within 25,500,000 miles of each other. When they are on opposite sides of the sun, they may be as far as 162,000,000 miles apart. The atmosphere of Venus is made mostly of carbon dioxide with small amounts of water vapor and nitrogen and even smaller amounts of argon, carbon monoxide, neon, and sulfur dioxide.
Number of moons? None.
Earth
What does this planet look like? Earth, the only planet in the solar system known to support life, is a beautiful planet composed 71% of salt water and 30% land and fresh water on its surface. From space, the oceans give it a bluish color, land regions look brown, and cloud cover looks white. Earth features a variety of landforms and landscapes, all of which are hospitable to some forms of life. Over two million different forms of life have been identified on planet Earth to this day, but scientists believe there are millions more that have yet to be identified. Planet Earth, like Mercury and Venus, features mountain ranges, canyons, ridges, plains, and regions of volcanic activity. Unlike the aforementioned terrestrial planets, Earth features numerous water sources – the ultimate key to life. The total of all of the water on Earth (to a depth of 2,000 meters) is known as its hydrosphere.
How big is this planet? The surface area of the Earth covers apx. 510,072,000 km², 361,132,000 km² of which is water. The total mass of the Earth is apx. 5.9736 × 10²4 kg – a number very hard to conceptualize.
How long does it take to orbit the sun? 365 days
How far is it from the sun? The Earth orbits the sun at an average distance of about 93,000,000 miles
What is the atmosphere/temperate like? The atmosphere of Earth is 78% nitrogen, 21% oxygen, and trace amounts of water vapor, carbon dioxide and other gaseous molecules. The presence of oxygen on Earth is unique among planets in our solar system and is generated by the planet’s plants. Scientists note that Earth’s biosphere began altering its atmosphere some 2.7 billion years ago, with the evolution of photosynthesis. The production of oxygen enabled the proliferation of organisms that can succeed in oxygenated settings and also enabled the formation of the ozone layer to protect the planet from most of the sun’s harmful ultra-violet rays. This, combined with the greenhouse effect, the planet’s tendency to capture and re-radiate energy from the ground, served to moderate temperature in most parts of the planet, enabling life to evolve. Temperatures on Earth fluctuate according to location. The coldest temperature ever recorded on Earth was -128.6 F in Antarctica. The hottest temperature ever recorded was 136 degrees F at Al’ Aziziyah, Libya. The overall average temperature of Earth is somewhere in the vicinity of a relatively comfortable 59 degrees F.
Number of moons? The Earth has one moon that controls the ocean tides through magnetic attraction. On average, the moon is about 238,885 miles from Earth. Most people drive three times that many miles in their lifetimes.
Mars
What does this planet look like? Mars, commonly referred to as “the red planet,” is the fourth planet from the sun. Its reddish color comes from the high amounts of iron oxide on its surface. Mars has surface features similar to those found on the moon and on Earth. It has mountain ranges, volcanic fields, valleys, ice caps, canyons and deserts. It has numerous impact craters including one, discovered in 2008, that measures more than 6,000 miles in length and nearly 5,000 miles in width. It is, by far, the largest impact crater ever discovered. Mars is also home to Olympus Mons, the highest discovered mountain in the solar system. A person standing on the surface of Mars (in any location in which the mountain was visible) would have no chance of viewing the top. With the peak at 88,600 feet, Olympus Mons is about three times as high as Mount Everest, the highest peak on Earth. Mars’ Valles Marineris is the solar system’s largest canyon, measuring more than seven miles deep.
How big is this planet? Mars is much smaller than the Earth. Its surface area occupies 28% of Earth’s, its mass is only 10 percent of Earth’s and its volume is about 15 percent of Earth’s.
How long does it take to orbit the sun? 687 days
How far is this planet from the sun? On average Mars is located 138,000,000 miles from the sun. When Mars and Earth are on the same side of the sun, the two planets may come within 35,000,000 miles of each other. When they are on opposite sides of the sun, they may be as far as 399,000,000 miles apart.
What is the atmosphere/temperature like? Mars has an extremely thin atmosphere. 95% of it is carbon dioxide, 3% is nitrogen, 1.6% is argon, and the remainder consists of traces of oxygen and water. Of all the planets, temperatures on Mars are most similar to those on Earth. Temperatures can range from about -220 F during a Mars (Martian) winter to a temperate 68 degrees F in summer, though on average the temperature is about -80 F. Unlike Earth, however, the thin atmosphere gives rise to fearsome dust storms that may envelop the entire planet and cause overall temperatures to rise.
Number of Moons? Mars has two moons, Phobos and Deimos. Both are small and irregularly shaped and may be former asteroids. Interestingly, Phobos orbits Mars at a distance of only about 5,500 miles away from its center, the closest any moon orbits its parent planet. In fact, if a person were to stand on Phobos and look toward Mars, Mars would look apx. 6,400 times larger than the full moon appears from Earth – taking up almost a quarter of the celestial hemisphere. Because Phobos has a particularly low orbit, scientists believe it will eventually crash into Mars, or, break up into pieces, possibly forming rings around the planet
Jupiter
What does this planet look like? Jupiter, the fifth planet from the sun, is the largest planet in the solar system. It is the first of the “gas giants” and has no surface, though it may have a rocky core. Although it is only 1/1000th as massive as the sun, it is more than double as massive as all of the other planets in the solar system combined. Jupiter’s atmosphere is separated into different bands and gives the planet the appearance of having whitish and reddish layers with various spots, swirls and bubbles. Jupiter’s most notable feature, other than its size, is the great red spot, a football shaped area of intense storms. Three Earths could fit inside the great red spot. The spot, which is a high pressure, stable storm with winds that gust over 400 miles per hour, is said to be somewhat similar to a hurricane. Recent studies have shown that the spot has actually shrunk and that the storm may be weakening. Scientists still don’t have an explanation for why the spot looks red. In addition, Jupiter also has a faint set of rings (probably made of dust) that wrap around the planet horizontally.
How big is this planet? Jupiter is the largest planet in the solar system. It is nearly 318 times as massive as Earth, has the surface area of 122 Earths, and has 1,321 times the volume of Earth
How long does it take to orbit the sun? 11.86 years
How far is it from the sun? Jupiter is located an average of 466,000,000 miles from the sun. At its closest point, Earth and Jupiter are more than 390,000,000 miles apart. At their farthest, the two planets are more than 576,000,000 miles apart.
What is the atmosphere/temperature like? The atmosphere of Jupiter is about 86 percent hydrogen and 14 percent helium. Methane, water vapor and ammonia exist in trace amounts. The interior of Jupiter is denser, with about 71 percent hydrogen, 24 percent helium and five percent other elements. Occasionally, flashes of lightning are detected in the atmosphere of Jupiter. These electrical discharges are said to be at least 1,000 times as powerful as the typical lightning strike on Earth. The average temperature in the cloud tops of planet Jupiter is -234 F, but if you were to descend from the cloud tops, closer to the interior of the planet (where the atmospheric pressure becomes about ten times what it is on Earth) the temperatures would actually be around 55 degrees F. If you were to descend farther, the temperatures would become incredibly hot.
Number of Moons? Jupiter has at least 63 moons, more than any other planet. The four Galilean moons of Jupiter are the most massive. These moons were discovered by Galileo himself in 1610 and were the first moons discovered of any planet other than Earth’s.
Saturn
What does this planet look like? Saturn, the sixth planet from the sun, is one of four “gas giants.” It is easily recognized by its set of rings. The rings were originally discovered by Galileo in 1610, although he did not know what he was looking at and instead described Saturn ashaving “ears.” Saturn’srings are made mostly ofice and rock. Chunks range in size from a penny to a car. The rings have a total diameter of over 185,000 miles, though individual rings are no more than 6/10th of a mile thick. Therings have visible divisions, the largest of which is called the Cassini Division.
Saturn is the most flattened planet in the solar system likely caused by its fast rotation and gaseous composition.
How big is this planet? Saturn is the second largest planet in the solar system. It possesses nearly 764 times the volume of planet Earth.This means 764 Earths could fit inside Saturn if itwere hollow. Saturn is 95 times as massive as Earth and has 93 times its surface area. Saturn, however, is the only planet in the solar system that is less dense than water. If there were a body of water large enough, Saturn could float.
How long does it take to orbit the sun? 29.46 years
How far is it from the sun? Saturn is located an average of 855,000,000 miles from the sun. At its closest point, Earth and Saturn are more than 744,000,000 miles apart. At their farthest, the two planets are more than a billion miles apart.
What is the atmosphere/temperature like? The atmosphere of Saturn is 96 percent hydrogen and three percent helium. The upper clouds in Saturn’s atmosphere are composed of ammonia while the lower layer clouds are composed of ammonium hydrosulfide or water. Saturn is thought to be the solar system’s windiest planet. Winds near the equator are thought to blow in excess of 1,100 miles per hour, almost four times the fastest winds ever recorded on Earth. Like Jupiter, Saturn often shows signs of storm activity. It is the only planet in the solar system known to have a polar vortex. A polar vortex is a persistent cyclone-like storm near a planet’s polar region(s) .The temperature in Saturn’s polar vortex is about 65 degrees warmer than the average temperature onSaturn. In 2006, a NASA spacecraft confirmed the presence of a hurricane-like storm in Saturn’s southern pole. The storm was noteworthy because of its visible eye wall. Previous to this discovery, eyewalls had only been observed in hurricanes on Earth. Similar to other gas giants, the temperatures are the lowest at the highest cloud layers. Here, the temperature averages about -285 F. If you were descend through the cloud layers, the temperature would grow warmer.
Number of moon? Saturn has at least 61 moons, though many of the moons are very small (6 miles in diameter). Saturn’s largest moon isnamed Titan. Titan, which is larger than the planet Mercury, is the only moon in the solar system to have its own atmosphere. It makes up more than 90 percent of all mass orbiting Saturn.
Uranus
What does this planet look like? Uranus, the seventh planet from the sun, is one of four “gas giants.” Its decidedly blue color comes from methane ini ts atmosphere, which absorbs red light. Uranus has a complicated ring system which was the second of such systems to be discovered after Saturn’s.There are currently thirteen known rings, which are comprised primarily of small particles which maybe the remnants of a shattered moon. All of the rings of Uranus are very narrow, with all being less than a mile or two in width.
How big is this planet? Uranus is the third largest planet in the solar system. It possesses nearly 63 times the volume of planet Earth. This means 63 Earths could fit inside Uranus if it were hollow. Uranus is 14.5 times as massive as Earth and has 16 times its surface area.
How long does it take to orbit the sun? 84.07 years
How far is it from the sun? Uranus is located an average of nearly 1.78 billion miles from the sun.At its closest point, Earth and Uranus are more than 1.6 miles apart. At their farthest, the two planets are more than 1.8 billion miles apart.
What is the atmosphere/temperature like? The atmosphere of Uranus is 83 percent hydrogen, 15 percent helium, and two percent methane. The planet is encircled by an icy cloud layer that moves about the planet at over 185 miles per hour. The planet is comprised of this gaseous atmosphere, an icy mantle,and a small, rocky core.The composition of Uranus and Neptune is substantially different from the other gas giants(Jupiter and Saturn), prompting some scientists to refer to them as “ice giants.” Temperatures in the outer cloud layer of Uranus dip to -371 F making it the coldest planet in the solar system. It radiates much less heat (has a low thermal flux) than other gas giants.
Number of moons? Uranus has 27 known moons, 13 inner moons, 5 major moons, and 9 irregular moons. All of the moons of Uranus are named after characters in plays written by William Shakespeare. The largest moon of Uranus is Titania (named after a character in A Midsummer’s Night Dream) , which measures over 900 miles in diameter and orbits Uranus from a distance of about 240,000 miles. It is the eighth largest moon in the solar system, though it is only about five percent as massive as the Earth’s moon.
Neptune
What does this planet look like? Neptune, the eighth planet from the sun, is one of four “gas giants.” Similar in composition to Uranus, the deep blue color of Neptune comes from the methane present in its atmosphere. Like Uranus, Neptune has a system of rings. Neptune’s rings are made of ice particles coated with silicates or carbon-based materials, giving them a reddish hue. Unlike Uranus, Neptune sometimes exhibits a dark spot known as “the great dark spot.” The 8,000 mile long spot, which resembles Jupiter’s Great Red Spot, is a huge area of storm activity that is thought to represent a hole in Neptune’s methane cloud. Unlike Jupiter’s spot, however, the great dark spot seems to have a much shorter life-span and is cloud-free in the middle. There have been several of these spots that have come and gone on Neptune since 1989. Winds in excess of 1,500 miles per hour have been recorded within the spot, making it the solar system’s windiest place.
How big is this planet? Neptune is the fourth largest planet in the solar system. It possesses nearly 58 times the volume of planet Earth. This means 58 Earths could fit inside Uranus if it were hollow. Neptune is 17 times as massive as Earth and has 15 times its surface area.
How long does it take to orbit the sun? 164.79 years
How far is it from the sun? Neptune is located an average of 2.7 billion miles from the sun. At its closest point, Earth and Neptune are more than 2.57 billion miles apart. At their farthest, the two planets are more 2.82 billion miles apart.
What is the atmosphere/temperature like? The atmosphere of Neptune is 74 percent hydrogen, 25 percent helium and one percent methane. Its atmosphere is full of fearsome storms. Other than the Great Dark Spot, Neptune has other named areas of storms like the Scooter and the Small Dark Spot.
Interestingly, Neptune’s orbit has a significant effect on the region beyond Neptune called the Kuiper Belt. The Kuiper belt is a series of icy objects that reach far beyond Pluto. The Kuiper Belt is similar to the asteroid belt but much larger. The Kuiper Belt is home to at least three dwarf planets: Pluto, Haumea and Makemake. This region seems dominated by the gravity of Neptune, much in the same way the asteroid belt is dominated by Jupiter’s gravity. Temperatures on Neptune average 48 Kelvin, or -373 F.
Number of moons? Neptune has 13 known moons. The largest of those moons, Triton, was discovered a mere 17 days after Neptune was. The next moon wasn’t discovered for another 100 years. Triton is the seventh largest moon in the solar system and is large enough to be considered a dwarf planet if it were in orbit around the sun. Triton is very similar in composition to the dwarf planet Pluto and was though to be captured in orbit around Neptune from the Kuiper Belt. Triton is thought to have geysers that erupt with nitrogen on its surface.
Mr. Nussbaum. Planet Profiles. Retrieved November 15, 2015 from
Processes Developed
Communicating
o Students will use communication in their groups while playing jeopardy, in pairs while playing with their trading cards as well as in the hallway while determining scale size
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content throughout this lesson
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Have the student complete the quiz orally
Physical Impairment
o Have the student help instruct their classmates on where to put the toilet paper and ball in the scale sizing activity
Cross Curricular Competencies (CCC’s)
Developing Literacies: Construct knowledge related to various literacies
o Students will be using a variety of sources such as books, magazines and the internet to investigate ideas and deepen their understanding about the solar system
Developing Thinking: Think and learn creatively
o Explore the solar system through movement (activity in the hall) and inquiry (independent research of the planets)
Interdisciplinary Connections: Mathematics, Arts Education
Prerequisite Learnings
o Students will use their previous knowledge gained thus far about the solar system to help them answer questions in the jeopardy game
Materials / Equipment / Safety:
o Toilet paper
o Balls to represent the planets
Advanced Preparation:
Part One
o Ensure the video is set up and ready to watch
o Ensure the jeopardy game is ready to play
o Print off the planet worksheets-one for each student
Part Two
o Trading card templates printed off for students
o Quiz prepared and printed off for each student
Lesson Procedure
Engagement (4 minutes)
o A video/song will be shown explaining the planets order and a few fun facts about them to the students in order to gain their attention about this topic
-the song is very catchy and should have the students intrigued
Exploration (16 minutes)
o After students have explored the planets song, the class will be split into two groups (split them down the middle) in order to play a jeopardy game that will help build on their knowledge about the planets and solar system
o The two teams will have a few minutes to draw on previous knowledge and talk about what they have learnt so far and brainstorm some ideas to refresh their memory
o Instruct the two groups to come up with a ‘buzzer’ sound in which they will make when they want to answer a question
o Now it is time to play a jeopardy game with the students
-go over the rules of jeopardy in case some students do not know how to play
1. Select a category and point level
2. Must answer in the form of a question (What is a star)
3. If the answer is wrong, that amount of points is taken away from their score
Elaboration (25 minutes)
o After the students are done jeopardy number them 1-9 and this will become their planet to research
-1: sun
-2: mercury
-3: Venus
-4: Earth
-5: Mars
-6: Jupiter
-7: Saturn
-8: Uranus
-9: Neptune
o hand each student a worksheet that they need to complete focusing on the planet that they were assigned
o Students will perform some independent research about the planets in order to complete their worksheets
o Encourage students to use books as well as the internet to complete this research
Evaluation
o Take a look at the planet worksheets to ensure that they completed them- they will be needed for part two of this lesson
o Ensure to tell students at the beginning of the lesson that they need to have this worksheet completed and they will be given a quiz at the end of the next day’s lesson
-take all of the planet worksheets and make them into a book to keep in the classroom
Procedure (Part Two)
Engagement (5 minutes)
o Show the students the planet book that was made and have the students give a few facts about their planet as you go through the book with the class
o Get the students excited about planets today by telling them that they are going to be playing with some trading cards
Exploration (10 minutes)
o Instruct students to make their trading card after handing out a copy of the template to each student
-once students have completed their template photocopy them so that each student has 9 trading cards
o Now that each student has all 9 trading cards, they are going to pair up with another student (using the popsicle stick jar)
o In their pairs, students are going to put their trading cards face down and play a memory game in which they will pick up 2 cards at a time, taking turns and try to find pairs of planets
o Once students find a matching pair, they must read out the card’s ‘statistics’ and put them in a pile until all matches are found or the 10 minutes is up
Explanation (13 minutes)
o When students are done playing with their trading cards, scale size of planets is going to be talked about
o Discuss with students that it is important to note that the size of planets that might be shown in videos or in pictures found in books and the internet is not their accurate size because they are very very large planets
o Discuss that it would be impossible to put their real size into books so that is why there is scale sizing in place
o Gather materials (toilet paper and a ball to represent each planet) Take the students into the hallway and demonstrate scale sizing to show how far away from each other they are
o Refer to the sheet provided as to how many sheets of toilet paper are needed for each planet, lay down the toilet paper and at the end put down the ball that represents that planet
o Continue this until all the planets are laid out in a row for the students to see and compare
o Regroup in the classroom and instruct the students to sit down and get out a pencil/eraser
Evaluation (12 minutes)
o Administer a quiz to each student for them to complete in the next eleven minutes
o Go over quiz briefly so that the students know what is expected of them and ask if they have any questions before starting
Extensions/Modifications
o Students could be asked to research information make trading cards for each planet to make it more challenging for the students
Assessment
The students quiz will be used for assessment in this lesson to determine any areas that need to be addressed again or reviewed.
References
Kids Learning Tube. Planet song for kids. Retrieved October 15, 2015 from
Solar System Jeopardy Game. Retrieved November 14, 2015 from
Scale Size activity picture. Retrieved November 14, 2015 from
Scale Size Chart. Retrieved November 15, 2015 from
My Planet Report
Name: _______________ Date:________
Name of the planet ________________________________
Named after _____________________________________
Size of my planet___________________________________
Average Distance from the sun ________________________
Time needed to revolve around the sun__________________
My planet’s surface is ________________________________
My planet has ____________ moon
Interesting Facts
1._____________________________________________
2._____________________________________________
3.______________________________________________
4._______________________________________________
Picture of my planet
Scale-size Activity
1. Discuss with students that scale sizing is important to consider because not everything is the size that it seems sometimes so that is why scale sizing is in place.
2. Show students this chart and have them help you decide how many toilet paper sheets will be needed
3. Count out the toilet paper sheets, ripping sections off when necessary
4. Go out into the hallway quietly and start laying down the sheets and plopping a planet (any sort of ball or circle object to resemble the planet at the end of the paper roll
5. Continue this for each planet and at the end take a step back and look at where the planets are, some will be close together and some will be much further apart
6. This is a great visual to put into perspective how far apart the planets are from each other
Trading Card Template
Solar System Quiz
Name: ______________________ Date: _________________________
Part A
List Planets in order from the sun
1.
2.
3.
4.
5.
6.
7.
8.
Part B
The sun is a giant _________.
______________ is called the red planet.
_____________ and ______________ are known as twin planets.
The largest planet is ________________.
________________ is the coldest planet.
Define Scale Sizing
__________________________________________________________
Solar System Quiz Answer Key
Name: ______________________ Date: _________________________
Part A
List Planets in order from the sun
1. Mercury
2. Venus
3. Earth
4. Mars
5. Jupiter
6. Saturn
7. Uranus
8. Neptune
Part B
The sun is a giant star.
Mars is called the red planet.
Venus and Earth are known as twin planets.
The largest planet is Jupiter.
Neptune is the coldest planet.
Define Scale Sizing
May vary but should be along the lines of using smaller proportions to identify the size of something very large.
The Solar System: Asteroids, Comets and Meteors
Lesson 7: Amazing Asteroids, Cool Comets and Magnificent Meteors
Subject: Science
Grade: Six
Time: this lesson will span over one class period, consisting of 45 minutes
Parts of the Learning Cycle Involved: Engaging, exploring, explaining and evaluating
Learning Objective and Lesson Purpose
Students will be able to list the similarities and differences between a comet, asteroid and meteor and describe how they are formed.
Outcomes & Indicators
Outcome: SS6.1: Research and represent the physical characteristics of the major components of the solar system, including the sun, planets, moons, asteroids, and comets.
a. Use a variety of sources and technologies to gather and compile pertinent information about the physical characteristics of the major components of the solar system.
Content Background
Comet- A comet is an icy body that releases gas or dust. They are often compared to dirty snowballs, though recent research has led some scientists to call them snowy dirtballs. Comets contain dust, ice, carbon dioxide, ammonia, methane and more. Astronomers think comets are leftovers from the gas, dust, ice and rocks that initially formed the solar system about 4.6 billion years ago. Some researchers think comets might have originally brought some of the water and organic molecules to Earth that now make up life here. To research this hypothesis, the Rosetta mission, which landed a probe on a comet on Nov. 12, 2014, is studying its nucleus and environment, observing how it changes as it approaches the sun. Comets orbit the sun, but most are believed to inhabit in an area known as the Oort Cloud, far beyond the orbit of Pluto. Occasionally a comet streaks through the inner solar system; some do so regularly, some only once every few centuries. Many people have never seen a comet, but those who have won't easily forget the celestial show.
The solid nucleus or core of a comet consists mostly of ice and dust coated with dark organic material, according to NASA, with the ice composed mainly of frozen water but perhaps other frozen substances as well, such as ammonia, carbon dioxide, carbon monoxide and methane. The nucleus may have a small rocky core. As a comet gets closer to the sun, the ice on the surface of the nucleus begins turning into gas, forming a cloud known as the coma. Radiation from the sun pushes dust particles away from the coma, forming a dust tail, while charged particles from the sun convert some of the comet's gases into ions, forming an ion tail. Since comet tails are shaped by sunlight and the solar wind, they always point away from the sun. At first glance, comets and asteroids may appear very similar. The difference lies in the presence of the coma and tail. Sometimes, a comet may be misidentified as an asteroid before follow-up observations reveal the presence of either or both of these features. The nuclei of most comets are thought to measure 10 miles (16 kilometers) or less. Some comets have comas that can reach nearly 1 million miles (1.6 million km) wide, and some have tails reaching 100 million miles (160 million km) long. We can see a number of comets with the naked eye when they pass close to the sun because their comas and tails reflect sunlight or even glow because of energy they absorb from the sun. However, most comets are too small or too faint to be seen without a telescope. Comets leave a trail of debris behind them that can lead to meteor showers on Earth. For instance, the Perseid meteor shower occurs every year between August 9 and 13 when Earth passes through the orbit of the Swift-Tuttle comet.
Charles Q. Choi. 2014. Comets: The dirty snowballs of space. Retrieved November 15, 2016 from
Asteroids
Asteroids are small, airless rocky worlds revolving around the sun that are too small to be called planets. They are also known as planetoids or minor planets. In total, the mass of all the asteroids is less than that of Earth's moon. But despite their size, asteroids can be dangerous. Many have hit Earth in the past, and more will crash into our planet in the future. That's one reason scientists study asteroids and are eager to learn more about their numbers, orbits and physical characteristics. If an asteroid is headed our way, we want to know that. Most asteroids lie in a vast ring between the orbits of Mars and Jupiter. This main asteroid belt holds more than 200 asteroids larger than 60 miles (100 kilometers) in diameter. Scientists estimate the asteroid belt also contains more than 750,000 asteroids larger than three-fifths of a mile (1 km) in diameter and millions of smaller ones. Not everything in the main belt is an asteroid — for instance, comets have recently been discovered there, and Ceres, once thought of only as an asteroid, is now also considered a dwarf planet. Many asteroids lie outside the main belt. For instance, a number of asteroids called Trojans lie along Jupiter's orbital path. Three groups — Atens, Amors, and Apollos — known as near-Earth asteroids orbit in the inner solar system and sometimes cross the path of Mars and Earth. Asteroids are leftovers from the formation of our solar system about 4.6 billion years ago. Early on, the birth of Jupiter prevented any planetary bodies from forming in the gap between Mars and Jupiter, causing the small objects that were there to collide with each other and fragment into the asteroids seen today.
Asteroids can reach as large as Ceres, which is 940 km (about 583 miles) across. On the other hand, one of the smallest, discovered in 1991 and named 1991 BA, is only about 20 feet (6 meters) across. Nearly all asteroids are irregularly shaped, although a few are nearly spherical, such as Ceres. They are often pitted or cratered — for instance. Vesta has a giant crater some 285 miles (460 km) in diameter. The surfaces of most asteroids are thought to be covered in dust. As asteroids revolve around the sun in elliptical orbits, they rotate, sometimes tumbling quite erratically. More than 150 asteroids are also known to have a small companion moon, with some having two moons. Binary or double asteroids also exist, in which two asteroids of roughly equal size orbit each other, and triple asteroid systems are known as well. Many asteroids seemingly have been captured by a planet's gravity and become moons — likely candidates include among Mars' moons Phobos and Deimos and most of the distant outer moons of Jupiter, Saturn, Uranus and Neptune. The average temperature of the surface of a typical asteroid is minus 100 degrees F (minus 73 degrees C). Asteroids have stayed mostly unchanged for billions of years — as such, research into them could reveal a great deal about the early solar system. Asteroids come in a variety of shapes and sizes. Some are solid bodies, while others are smaller piles of rubble bound together by gravity. One, which orbits the sun between Neptune and Uranus, comes with its own set of rings. Another has not one but six tails.
Charles Q. Choi. 2014. Asteroids: Fun facts and information about asteroids Retrieved November 15, 2016 from
Meteor
Flash of light that can be seen in the night sky when a small chunk of interplanetary debris burns up as it passes through the atmosphere. A meteor is the flash of light caused by the debris but not the debris itself
Meteoroid
The debris from a meteor is called a meteoroid and it is a piece of interplanetary matter that is smaller than a kilometer and usually only millimeters in size. Most meteoroids that enter the Earth’s atmosphere are so small that they vaporize completely and never reach the planet’s surface
Meteorite
If any parts of a meteoroid survives the fall through the atmosphere and land on the Earth’s surface is called a meteorite and although the majority are very small, their size can range from the size of a pebble to 220 pound which is the size of a life-destroying boulder
Hubble. Difference between a meteor, meteorite and meteoroid. Retrieved November 15, 2015 from
Processes Developed
Designing/Planning
o Students will design and plan their Venn diagram and decide what to put into the different sections in relation to the similarities and differences of comets, meteors and asteroids
Guessing/Predicting
o Students will perform guessing or prediction when asked to think about what their definition of comets, asteroids and meteors are
Recording
o Students will record the information found in Comet Vs. Asteroid onto their reading comprehension sheets
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content throughout this lesson
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Have the student complete the reading comprehension and journal entry orally
Cross Curricular Competencies (CCC’s)
Developing Thinking: Think and learn contextually
o Students will gain an understanding that the solar system is made up of more than just the planets
Interdisciplinary Connections: English Language Arts and Mathematics
Prerequisite Learnings
o Students must know how to make a Venn diagram
Advanced Preparation
o Print off the Comet vs. Asteroid reading comprehension for each student
o Ensure each student has their journal
o Ensure the video is ready to watch
Lesson Procedure
Engagement (5 minutes)
o To begin this lesson, student will be asked to take out their journals and make a brief entry about what they think a comet, asteroid and meteorite is
o These entries will be revisited at the end of the class
Exploration (20 minutes)
o As a class, we will go through the Comet Vs. Asteroid reading, pausing to answer any questions or go over terminology
-elliptical orbits
-carbon
o Instruct students to complete the reading comprehension and file it into their science duo tangs to be marked later
Explanation (10 minutes)
o After students have finished their reading comprehension, a YouTube video will be presented to the class in order to further their learning
o Instruct students to take notes while watching this video for a journal entry they will have to write after
o Pause where necessary to have a discuss with the students in order to reinforce their learning
-:28 have the students name the first four planets
-:36 have students name the last four planets
-2:56 let students have a chance to write down what a meteor is
-3:19 discuss what a meteorite is
o Write some journal prompts for the students to complete while the students are getting their journals
Evaluation (10 minutes)
o After watching this video and taking notes, the students will revisit their earlier entry to compare their answer of what a comet, asteroid and meteor was to what they actually are
o They will then complete the entries that will be written on the board
-what is a comet
-what is an asteroid
-what is a meteor
o Then, have the students create a Venn diagram comparing and contrasting these three elements
Extensions /Modifications:
o Have students complete their reading comprehension in partners to make it easier for students who are struggling with this
o Students can take these three elements and turn it into a research project in which they would present to the class
Assessment:
Look over the student’s reading comprehension sheets, marking them using the answer key and examine their journal entries to ensure that students have gained an understanding of comets, asteroids and meteors.
References
SciShow Kids. 2015. Comets and Asteroids YouTube video. Retrieved November 15, 2015 from
. 2012. Comet vs. Asteroid Reading Comprehension. Retrieved November 16, 2015 from
The Solar System: Astronauts
Lesson 8: Astounding Astronauts
Subject: Science
Grade: Six
Time: This lesson will span over one full class period consisting of
Parts of the Learning Cycle Involved: Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose
Students will be able to demonstrate the survival needs of astronauts and how these needs are different than survival skills on Earth.
About /In/ For the environment
About
o Students will examine the environmental conditions in space and examine survival skills needed by astronauts
Outcomes & Indicators
Outcome SS6.3: Evaluate past, current, and possible future contributions of space exploration programs including space probes and human spaceflight, which support living and working in the inner solar system.
b. Investigate how astronauts are able to meet their basic needs (e.g., food, water, shelter, and waste elimination) while living and working in space.
e. Identify potential personal, societal, technological, and environmental barriers to living and working in space.
Content Background
Eating in Space
Like many other activities in space, eating requires some special considerations. While orbiting around the Earth, astronauts live and work in microgravity so crumbs and dry foods (such as powders and condiments) float and, if not contained, can contaminate the environment. Several practical solutions exist to overcome the challenges of eating in weightlessness. Astronauts consume mostly wet and sticky foods such as oatmeal, scrambled eggs, puddings and stews because they stick to an eating utensil long enough for the astronaut to put into their mouth. Foods like bread are rejected because they produce crumbs that can float around; tortillas, on the other hand, are perfect for eating in freefall. Salt and pepper are also consumed, but the salt must be dissolved into water and the pepper suspended in oil. Astronauts select some of the foods they want to eat in space several months before launch. Since there are limited refrigeration capabilities on the International Space Station (ISS). Space-bound food comes in one of sic forms:
• Fresh (must be eaten within the first few days in space such as apples or oranges)
• Intermediate moisture (dried apricots, dried beef)
• Irradiated (beefsteak)
• Natural form (tortillas and cashews)
• Rehydratable (oatmeal with raisins and teriyaki vegetables)
• Thermostabilized (tuna salad spread and plit pea soup)
All drinks which include things like coffee, tea and lemonade are rehydratable
Sleeping
The best thing about sleeping in space is that you can do it anywhere. In the weightless environment, sleeping on the floor is just as comfortable as sleeping on the wall, and astronauts don't require a mattress. Still, some astronauts find sleeping in weightlessness causes unfamiliar sensations, which combined with excessive light and noise creates poor conditions for getting a good night's rest. Studies such as the Canadian-led Sleep-Wake Immune Functions (SWIF), which was conducted aboard MIR, aimed to learn more about sleeping in space. While orbiting the earth, astronauts experience 16 sunsets every 24 hours and a new “day” approximately every 90 minutes. While 16 stunning sunsets is a treat for the astronauts, it's a challenge to maintain a regular sleeping pattern. Astronauts are allotted 8.5 hours for sleep during each 24-hour period, but many report that they only need 6 or 6.5 hours to feel fully rested. Some believe that this may be the result of the body feeling less fatigued as a result of being in a microgravity environment. Astronauts use Greenwich Mean Time (GMT), selected by Mission Control, to keep a regular schedule. The majority of space missions are single shift, meaning that all the astronauts on the mission work and sleep at the same time. During periods when the shuttle is docked at the International Space Station (ISS), the mission may operate on a dual shift schedule. Although efforts are made to put both crews on the same schedule, often the shuttle crew or the ISS crew will go to sleep and wake up several hours earlier.
Some astronauts sleep in individual sleeping compartments that have a sleeping bag, pillow, light, air vent and a place for personal belongings. Those who prefer to sleep outside the units can secure their sleeping bags to the floor, the ceiling, or the wall, and may use earplugs and sleeping masks to block out the noise and light. To imitate sleeping on Earth, a sleeping bag with one slightly rigid side is used to mimic a mattress. Most astronauts use restraints to secure their limbs to their sleeping equipment or fold their arms across their chest to prevent them from floating above their heads. While it is not painful to have your arms float freely, many astronauts find this unsettling. Other astronauts, including Canada's first astronaut Marc Garneau, preferred to sleep "free floating." He would simply curl up in the corner and doze off.
It is a NASA tradition to have 'wake-up calls' for crew during shuttle missions. Each morning at the scheduled wake-up time, ground operations broadcast a song into the space shuttle cabin. A wide-range of musical styles is played including rock, pop, western and classical. Each song is selected for a particular astronaut. Sometimes the astronaut will request the tune, other times their family will select a song that has special meaning. Unfortunately, the wake-up service is only available on shuttle missions, and crewmembers living on the ISS must use a regular alarm clock.
Hygiene
In a microgravity environment, water clings to the body instead of running down it, so astronauts have sponge baths instead of regular showers. Unlike the space shuttle, there is a limited supply of water on the International Space Station (ISS) so taking sponge baths also conserves water. In space, astronauts use a no-rinse shampoo to wash their hair. They apply the shampoo using a towel, vigorously rub their hair and scalp and then use a towel to wipe their hair clean. Astronauts must not let loose hairs fall off the towel because floating hairs can create a safety hazard since they can be inhaled or aggravate an astronauts' eyes. Loose hair can also clog filters and affect air circulation and filtration.
Astronauts use the same toothpaste as on Earth and can even select their preferred brand. Instead of rinsing with water and then spitting into a sink, astronauts spit toothpaste into a towel. Recently, astronauts have been using edible toothpaste to reduce water waste. With long-duration flights, dental care is of increased concern. In 1973, Soviet Yuri Romanenko (father of current cosmonaut Roman Romanenko) developed a toothache on the 96-day Salyut 6 flight. The cosmonaut spent two weeks in pain before the crew returned to Earth. Since then, tools for dental care have been added to the crew's emergency medical kit. Moreover, astronauts will regularly visit the dentist's chair before their flight, anticipating any possible dental problems that could occur during their mission.
Using the toilet is likely the most challenging aspect of personal hygiene in space. The washroom is very small with a raised bowl and seat for bowel movements. There is no gravity to keep the liquid in place, so to excrete solid waste astronauts use a water-free toilet. They position themselves over the toilet seat and secure themselves using body restraints. The astronaut turns on a series of fans that purify the air and a vacuum is used to imitate gravity for the waste. The air current moves solid waste from the toilet into a waste compartment. When they're finished they clean the toilet with wet wipes and dispose of the wipes and the toilet paper in a nearby container. Both male and female astronauts have their own personal urination device that resembles a small cup. They connect the device to a long plastic tube that sticks out of the wall, and as they urinate an air current sucks the liquid along the tube and deposits it into a waste compartment. Astronauts can choose to secure themselves with straps while using the device. With all these extra steps, it takes about ten minutes longer to use the washroom in space than on Earth.
Canadian Space Agency. 2013. Living in Space. Retrieved November 16, 2015 from
Processes Developed
Guessing
o Students will utilize guessing when determining the order of importance in the lunar survival exercise
Experimenting
o Students will utilize experimenting when trying to ‘suit up’ like an astronaut and making astronaut pudding
Organizing/Communicating
o Students will use both organization and communication when conducting their lunar survival guide exercise
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching videos
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o Provide very clear, enriched teaching practices when discussing the content throughout this lesson
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o Have a student pair up with them in the stations and provide enriched explanation of what is happening
-what the pudding looks like
-what difficulties students are having with the space gloves
Physical Impairment
o Have the students use other body parts (feet) to do the activities so that they can still have an idea of how difficult it can be
Cross Curricular Competencies (CCC’s
Developing Literacies: Explore and interpret the world using various literacies
o Inquire and make sense of ideas relating to living in space and the difficulties that can arise using a variety of strategies such as making food and utilizing their hands while wearing space gloves
o Use various literacies (independent exploration in the stations and technology through the video) to challenge and question understanding and interpretations of space survival
Express understanding and communicate meaning using various literacies
o Students will create (lunar survival exercise), compute (journal entries) and communicate (stations) using a variety of materials and strategies to express understanding of ideas and experiences about living in space
Developing Thinking: Think and learn creatively
o Students will show curiosity and interest in the world, new experiences, materials and puzzling events when going through the stations that present them with challenging tasks that are not in their everyday life
Interdisciplinary Connections: English Language Arts
Prerequisite Learnings: N/A
Materials / Equipment / Safety
o Adult-size work gloves
o Cotton balls, facial tissue or toilet paper
o Needle and thread
o Toothpicks
o Small building blocks
Advanced Preparation:
o Ensure video is set up and ready to watch
o Print off a copy of the space survival exercise for each student
o Print off a copy of the get a grip activity for each station
o Print off the astronaut pudding instructions for each station
o Prepare the four stations (two of get a grip and two of astronaut pudding)
Lesson Procedure
Engagement (7 minutes)
o Introduce their new topic of astronaut survival
o Separate students into pairs (pick from the popsicle stick jar)
o Instruct them to brainstorm some barriers of everyday living when in outer space and list some key components that they would need to have with them
Explanation (10 minutes)
o Gather students back to their desks and ensure you have their attention
o Bring up the space survival video and instruct students to pay close attention to the information put forward in this video
Exploration (10 minutes)
o Administer the space survival exercise to the students
o Go over the first sheet as a class explaining what is expected of them (list the materials provided in order of most important to least important to ensure their safety back to their mother ship)
o Instruct them that everyone needs to participate in this activity and they have to come to a consensus as a class
o Once they have came to a consensus, go over the list ranked by professionals as a class and discuss why they are in this order
-oxygen is essential in space because there is none
-water is just as important in space as it is on Earth
-etc.
Elaboration (12 minutes)
o Split the class into 4 groups (count students off by 1, 2, 3, 4 and each number will be a group)
o Be sure to advise the students that this isn’t a free for all time in which the students can go crazy, they are visiting the stations to extend their learning and get a feel for daily activities astronauts experience in space
o Instruct each group to visit the two stations (two groups will be at the get a grip activity and two groups will be at the astronaut pudding station to ensure a quicker movement of this activity and smaller groups will allow for more participation at these stations)
o Once the students have completed these stations, get them to help clean up and go back to their seats
Evaluation (5 minutes)
o To bring this lesson to a close, have a brief class discussion about the stations
-difficulties experienced while using the space gloves
-how challenging it might be to eat in space and what foods they might miss eating
Extensions /Modifications:
o Blindfold the students while they are performing some of the tasks in the stations to make them more challenging
o Students can pair up and try to perform the tasks at the Get a Grip station with a partner to make it less challenging
Assessment:
Circulate the room while students are at the stations and assess the interactions going on throughout them with students and the various materials. Record any notes of students practicing deeper level thinking or evaluation of the items they are manipulating in order to assess their learning development on living in space.
References
YouTube. How do astronauts eat, sleep and use the bathroom in space? Retrieved November 16, 2015 from
Crystal Graphics. 2015. Lunar Survival Powerpoint Exercise. Retrieved November 16, 2015 from
Get a Grip worksheet activity. Retrieved November 5, 2015 from personal communication
Feels Like Home. 2013. Astronaut pudding recipe. Retrieved November 16, 2015 from
Space Survival Exercise
In the following situation, your "life" and "death" depends upon how well you can prioritize items for survival in a relatively unfamiliar environment. This problem is fictional, although the ranking to which you will compare your results was done by a number of space experts.
The Situation
You are a member of a lunar exploration crew originally scheduled to rendezvous with a mother ship on the lighted surface of the moon. Due to mechanical difficulties however, your ship was forced to land at a spot some 320 kilometers (200 miles) from the rendezvous point. During the re-entry and landing, much of the equipment aboard was damaged, and, since survival depends on reaching the mother ship, the most critical items available must be chosen for the 320 km trip.
Your Task
On the next page are listed the 15 items left intact and undamaged after landing. Your task is to rank these items according to their importance in aiding you to reach the mother ship, starting with "1" the more important, to "15" the least important. You should assume that your crew is your class, you have agreed to stick together, and all 15 items are in good condition.
Lunar Survival Items
• Compass, magnetic
• First aid kit w/ hypodermic needles
• Flares, signal
• FM receiver/transmitter (solar-powered)
• Food concentrate
• Heating unit, portable
• Map (stellar map, moon’s constellations)
• Matches (1 box)
• Milk (1 case dehydrated milk)
• Oxygen (2 50kg tanks)
• Parachute silk
• Pistols (2 .45 caliber)
• Raft, Life (automatic inflating)
• Rope, Nylon (20 meters)
• Water (25 liters)
Space Survival Exercise Answer Key
Ranking of Items by Experts
Get a Grip!
Astronauts need spacesuits to protect them from the
pressure, temperatures and radiation in space. However
the thick heavy suits can make moving around tough.
In this activity, you’ll find out how hard it must be to
“get a grip” with a spacesuit glove on!
To Do:
Stuff the glove with tissue or cotton. Leave enough room
for your hand to slide in.
2. Suit up! (put the glove on)
3. Now try threading a needle, picking up toothpicks and
stacking blocks with the glove on.
Astronaut Pudding Recipe
Instant pudding mix
Powdered milk
Water
Quart-sized zip top bags
Measuring spoons
Measuring cup
1. Put 1 tablespoon plus 2 teaspoons of dry pudding mix into each kid’s plastic bag.
2. Add 1 tablespoon plus 2 teaspoons of powdered milk to each kid’s bag. Mix it up. This is how the package would arrive at the space station.
3. We don’t have a fancy potable water dispenser, so we had to use a measuring cup. Pour in just under 1/2 cup of water and seal the bag.
4.Double check that the bag is sealed, and then squish, squeeze, and mix the pudding until it’s all blended and starts to set up.
5. Add dehydrated fruit (optional)
6. Cut the corner off of the bag and squeeze it into your mouth, astronaut-style.
The Solar System: Space Shuttles
Lesson 9: Stellar Space Travel
Subject: Science
Grade: Six
Time: This lesson will span over the course of three class periods consisting of 45 minutes each
Parts of the Learning Cycle Involved: Engaging, exploring, explaining, elaborating and evaluating
Learning Objective and Lesson Purpose
Students will be able to define the needs and characteristics of space travel and what components are necessary on a shuttle in order for it to blast off into space.
Outcomes & Indicators
Outcome SS6.3: Evaluate past, current, and possible future contributions of space exploration programs including space probes and human spaceflight, which support living and working in the inner solar system.
f. Design a model of a habitable space vehicle that can travel to and return from a student-selected location in the inner solar system.
Processes Developed
Recording
o Students will take notes when watching the documentary to aid them in their space shuttle project
Planning/Communicating/Designing
o Students will plan and communicate with their partner what they want to their design of their shuttle to look like, what materials will be used, what planet they want to travel to and what they will be looking for once they land
Adaptive Dimension
Hearing Impairment
o Use visual cues when teaching
o Use of a microphone in order to amplify your voice
o Ensure that these students are located at the front of the class
o Ensure the volume is turned up when watching the video
Visual Impairment
o Provide very clear, enriched instruction and explanation of the tasks being completed to ensure that students have an understanding of what is being expected of them and the purpose of the tasks at hand
o If their vision isn’t 100% impaired, sit them at the front of the class so that they can see as clear as possible
o set up a meeting with the student in which they will explain verbally the requirements of the assignment
Cross Curricular Competencies (CCC’s)
Developing Thinking: Think and learn creatively
o Students will explore the complex systems of a space shuttle through inquiry and models
o Student will create a model through adding, combing and removing (if necessary) materials
Developing Identity and Interdependence
o Students will evaluate how sustainable development of space shuttles depend on economic and environmental factors
Developing Literacies
o Students will create, compute and communicate using a variety of materials and strategies to express understanding about space travel
Interdisciplinary Connections: Language Arts, Arts Education
Prerequisite Learnings
o Students must know the planets and their characteristics
o Students must understand the requirements of space survival
Advanced Preparation
o Ensure the documentary is ready to watch
o Print off space shuttle project sheets for each student
o Gather some materials that students can use to start building their space shuttles
-toilet paper rolls
-egg cartons
-cardboard
-boxes
-construction paper
-paint
Lesson Procedure
*This lesson will span over 3 classes, 2 of which will be strictly work periods for students to create their space shuttle projects
Engagement (5 minutes)
o Get students creativity flowing by introducing their project and informing them that they get to watch a documentary to kick start this project
Explanation (5 minutes)
o Go over the rubric with the students and their requirements for the project so that they can start formulating ideas of what they want their shuttle to look like
o Include the Steps to Blast Off sheet in their project package so that they have an idea of what happens to the shuttle when it is going into space
o Hand out the sheets to each student
o Instruct the students to write any ideas that come to mind or useful information in their journals while watching the documentary
Elaboration (45 minutes)
o Put on the documentary for the students to watch to gain a deeper understanding of space shuttles and their journey to space
Evaluation
o During the work periods, ensure that any questions are being answered and that students are staying on task and are on the right track with their projects
Extensions /Modifications:
o The space shuttle project could be turned into a class project in which each student would have to contribute a part
Assessment:
The project will be used for the assessment portion of this lesson using the rubric provided
References
NASA. The Shuttle. Retrieved November 15, 2015 from
NASA. YouTube Video about Space Travel. Retrieved November 15, 2015 from
Steps to Blast Off
|[pic] |
Many things must be done before a shuttle can launch.
|[pic] |
The shuttle has many parts. They are made in different places in the United States. The finished parts are sent to NASA's Kennedy Space Center in Florida. The external tank is put together in Louisiana. It rides on a barge to Florida.
|[pic] |
The solid rocket boosters come from Utah. They ride on a train to Florida. The orbiter is the part of the shuttle that looks like an airplane. When the orbiter returns from space, it lands at Kennedy Space Center.
|[pic] |
Sometimes the orbiter has to land somewhere else due to bad weather in Florida. Then it rides piggyback on an airplane to Florida. Before taking off at Kennedy Space Center, the orbiter gets a checkup. It may need repairs. It may need some new parts.
|[pic] |
Then the orbiter moves to the Vehicle Assembly Building. The VAB is one of the largest buildings in the world. The external tank and solid rocket boosters are waiting in the VAB. NASA workers connect the orbiter to these parts. NASA calls it "stacking."
|[pic] |
After all of the parts are put together, the whole vehicle is called the Space Transportation System. Now it's time to move to the launch pad.
The Space Transportation System rides on a crawler. The top of the crawler is as big as a baseball diamond. The crawler has tracks of wheels like a tank. It is very, very slow. It moves about one mile per hour on a road called the crawlerway.
|[pic] |
When the shuttle gets to the launch pad, NASA has more work to do before countdown. The shuttle may sit on the launch pad for weeks. This is the countdown clock. It tracks the amount of time until launch.
|[pic] |
The astronauts get into the orbiter about 3 hours before launch. Everyone waits for the words, "3… 2… 1… Liftoff!"
Space Shuttle Project
For this assignment, you will be required to pair up and build a model of a space shuttle. You will get 2 full class periods to work on this in class and any extra time can be arranged with your partner out of class. Below is a list of the requirements that your space shuttle needs to have. This shuttle does not need to fly or have working parts such as an engine, it is for educational purposes only. The purpose of this assignment is to create an understanding of space shuttles used by astronauts. After designing your shuttle, you are to create a one page report on where you will travel with it and what you hope to find on that planet. This assignment will be given a grade out of 30. Be as creative as you can and use a variety of materials such as egg cartons, cardboard or construction paper in order to create a spectacular space shuttle! (
Requirements:
1. Engine
2. Wings
3. Tank
4. Cargo bay Door
5. Sleeping area
6. Bathroom
7. Control panels
8. Door
9. Window
| |Creativity |Required Components |Materials Used |
|Outstanding-5 |There is a maximum level of |The content of the presentation is |There is a maximum level of effort |
| |creativity within the presentation |relevant and follows the guidelines|put into the presentation |
|Well done-3 |There is some creativity put into |The content is mostly relevant to |There is an adequate level of |
| |the presentation |the topic |effort put into the presentation |
|Needs Improvement-2 |There is little to no creativity in|The content shows little to no |There is little to know effort put |
| |this presentation |relevance about the topic |into the presentation |
-----------------------
Picture
Name-
Color-
Size-
Distance from the sun-
Number of moons-
Named after-
Description of my planet:
Fab Facts:
•
•
•
You’ll need:
✓ Adult sized work gloves or roomy leather gloves
✓ Cotton balls, facial tissue or toilet paper
✓ Needle and thread
✓ Toothpicks
✓ Small building blocks
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