HEY YOU.. YEAH YOU

You Want To Be An Astronomer For A Day??

INTRODUCTION

ILLINOIS LEARNING STANDARDS

• 1 CC 5.RIT.3 EXPLAIN THE RELATIONSHIPS OR INTERACTIONS BETWEEN TWO OR MORE INDIVIDUALS, EVENT, IDEAS, OR CONCEPTS IN A HISTORICAL, SCIENTIFIC, OR TECHNICAL TEXT BASED ON SPECIFIC INFORMATION.

• 2 CC 5.RIT4 DETERMINE THE MEANING OF GENERAL ACADEMIC AND DOMAIN-SPECIFIC WORDS AND PHRASES IN A TEXT RELEVANT TO GRADE 5 TOPIC OR SUBJECT AREA.

• 3 CC 5.W.1 WRITE OPINION PIECES ON TOPICS OR TEXTS, SUPPORTING A POINT OF VIEW WITH REASONS AND INFORMATION.

• 4 CC 5.W.2 WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE A TOPIC AND CONVEY IDEAS AND INFORMATION CLEARLY.

• 5 CC 5.W.7CONDUCT SHORT RESEARCH PROJECTS THAT USE SEVERAL SOURCES TO BUILD KNOWLEDGE THROUGH INVESTIGATION OF DIFFERENT ASPECTS OF A TOPIC

• 6 CC 5.L.7 USE KNOWLEDGE OF LANGUAGE AND ITS CONVENTIONS WHEN WRITING, SPEAKING, READING, OR LISTENING.

TASK

• STUDENTS WILL BE ABLE TO WORK IN A GROUP OF FOUR• EACH STUDENT WILL BE ASSIGNED A CONSTELLATION AND

QUESTIONS OF PERTAINING TO THE CONSTELLATION TO BE ABLE TO BE ANSWERED ABOUT YOUR CONSTELLATION ASSIGNED.

• THE FOUR CONSTELLATIONS THAT WILL BE RESEARCHED WILL BE THE BIG DIPPER, DRACO, CASSIOPEIA, AND ORION.

• EACH STUDENT WILL HAVE A PART IN MAKING THE DIORAMA PRESENTATION.

• EACH STUDENT WILL HAVE A PART IN THE PRESENTATION OF PRESENTING THEIR CONSTELLATION THAT WAS ASSIGNED OF THE FOUR CONSTELLATIONS.

☻QUESTIONS

1. WHAT IS THE STORY BEHIND THE CONSTELLATION OF THE

BIG DIPPER?

2. WHY IS THE CONSTELLATION ORION WELL KNOWN?

3. WHAT SEASON CAN WE SEE THE CONSTELLATION DRACO?

4. WHAT DO YOU FIND THE MOST INTERESTING ABOUT THE

CONSTELLATION CASSIOPEIA AND WHY?

5. IF YOU WERE A CONSTELLATION WHAT WOULD YOU BE AND

WHY?

6. WHAT WOULD THE STORY BE BEHIND THE CREATION OF

YOUR PERSONAL “MADE UP” CONSTELLATION?

EVALUATION

• WITH THE INFORMATION THAT YOU HAVE FOUND, YOU WILL CREATE YOUR OWN DIORAMA DEMONSTRATING YOUR KNOWLEDGE OF THE CONSTELLATIONS WE HAVE LEARNED THROUGH OUR RESEARCH. THIS WILL INCLUDE YOUR OWN FINDINGS AND CONSTELLATION. THIS WILL BE PRESENTED TO THE CLASS. REMEMBER TO BE CREATIVE!

KNOW YOUR ROLE…

• STUDENT 1) RESEARCH THE CONSTELLATION DRACO. COLLECT HISTORY AND WHERE AND WHEN YOU CAN FIND THE CONSTELLATIONS. ANSWER QUESTION 3 ON THE WORKSHEET.

• STUDENT 2)RESEARCH THE CONSTELLATION ORION. COLLECT HISTORY AND WHERE AND WHEN YOU CAN FIND THE CONSTELLATIONS. ANSWER QUESTION 2 ON THE WORKSHEET.

• STUDENT 3) RESEARCH THE CONSTELLATION CASSIOPEIA . COLLECT HISTORY AND WHERE AND WHEN YOU CAN FIND THE CONSTELLATIONS. ANSWER QUESTION 4 ON THE WORKSHEET.

• STUDENT 4) RESEARCH THE CONSTELLATION THE BIG DIPPER . COLLECT HISTORY AND WHERE AND WHEN YOU CAN FIND THE CONSTELLATIONS. ANSWER QUESTION 1 ON THE WORKSHEET.

• ALL STUDENTS AFTER RESEARCHING CREATE A DIORAMA OF THE CONSTELLATIONS TOGETHER, AND ANSWER THE QUESTIONS 5 AND 6 ON THE WORKSHEET TOGETHER.

RESOURCES

• HTTP://STARRYSKIES.COM/THE_SKY/CONSTELLATIONS/URSA_MAJOR.HTML

• HTTP://ENCYCLOPEDIA.KIDS.NET.AU/PAGE/BI/BIG_DIPPER#NOTABLE_DEEP_SKY_OBJECTS

•HTTP://WWW.PBS.ORG/WGBH/NOVA/WORLDS/CONSTELLATIONS.HTML

•HTTP://WWW.NATIONALGEOGRAPHIC.COM/FEATURES/97/STARS/ATTRACTIONS/

•HTTP://SCHOOL.DISCOVERYEDUCATION.COM/SCHOOLADVENTURES/SKYWATCH/INDEX.HTML

•HTTP://WWW.KIDSASTRONOMY.COM/ASTROSKYMAP/CONSTELLATION_HUNT.HTM

•HTTP://WWW.KIDSKONNECT.COM/SUBJECTINDEX/15-EDUCATIONAL/SCIENCE/102-STAR-A-CONSTELLATIONS.HTML

CONCLUSION

• STUDENTS WILL BE ABLE TO LOCATE, NAME, AND DESCRIBE THE CONSTELLATIONS.

• STUDENTS WILL BE ABLE TO DESCRIBE THE PHYSICAL APPEARANCE AND DESCRIBE THE HISTORICAL CONTEXT OF THE CONSTELLATION.

CONGRATULATIONS YOU ARE CERTIFIED ASTRONOMER

REFERENCES FOR FURTHER STUDY (5)

1)A Piece of Space: Students will use the provided materials to create a “piece of outer space”. The students will be given construction paper and a star map along with one large gold star sticker (to represent Polaris) and a sheet on small gold star stickers. The students will create a depiction or a section of outer space that includes the Big Dipper and the Little Dipper.Black or dark blue construction paperSmall gold sticker starsOne large gold star sticker.

2) 2.Connect the Dots: After a review of the constellations being studied in class, the students will be given construction paper with stars on them and a piece of white chalk. There will be one star larger than the rest that represents Polaris. The students will have to locate Polaris and then connect the dots (stars) for the given constellations on the paper buy using Polaris as a guide; key concept: locating Polaris in order to locate the Big and Little Dipper without any other clues. Then students will write a short writing telling the sequence on how they located each.-Black or dark blue construction paper with gold star stickers.-Handout: with instructions and a list of what the students should locate and name: Polaris, Big Dipper, and Little Dipper.-Paper-Chalk-pencil

REFERENCES FOR FURTHER STUDY CONTINUED (5)

• 3) KIDS ASTRONOMY: AFTER STUDENTS HAVE STUDIED THE VARIOUS CONSTELLATION LOCATIONS IN THE SKY. STUDENTS WILL SHOW THEIR UNDERSTANDING BY DOING AN ACTIVITY AS A GROUP ON THE SMARTBOARD. THE STUDENTS WILL BE BROKEN UP INTO 4 GROUPS. THE GROUP THAT HAS THE MOST POINTS AT THE END OF THE ACTIVITY WILL EARN EXTRA CREDIT POINTS. THE STUDENTS WILL GET 2 POINTS FOR KNOWING WHERE THE CONSTELLATIONS ARE WITHOUT USING THE HINTS, AND 1 POINT PER CONSTELLATIONS WITH THE HINT. A DIFFERENT MEMBER OF THE GROUP WILL BE A REPRESENTATIVE EACH TIME IT IS THE GROUPS TURN TO FIND A CONSTELLATION; SO EVERYONE PARTICIPATES.

• -SMARTBOARD-HTTP://WWW.KIDSASTRONOMY.COM/ASTROSKYMAP/CONSTELLATION_HUNT.HTM

• 4) ADOPT A CONSTELLATION: STUDENTS WILL DEMONSTRATE THEIR RESEARCH SKILLS AND UNDERSTANDING BY “ADOPTING A CONSTELLATION”. STUDENTS WILL GO TO HTTP://WWW.DIBONSMITH.COM/CONSTEL.HTM AND CHOOSE A CONSTELLATION; NO CONSTELLATION CAN BE CHOSEN TWICE. THE STUDENTS MUST READ ABOUT HIS/HER CONSTELLATION AND WRITE A BRIEF SYNOPSIS HIGHLIGHT KEY DETAILS AND FACTS THAT THEY FIND MOST INTERESTING. THEN THEY MUST DRAW A PICTURE OF THEIR CONSTELLATION NAMING EACH STAR. THEN PRESENT THEIR FINDINGS TO THE CLASS.

• HTTP://WWW.DIBONSMITH.COM/CONSTEL.HTM• PAPER• PENCIL• MARKERS/CRAYONS/ETC

REFERENCES FOR FURTHER STUDY CONTINUED (5)

• 5)ROCK STARS! STUDENTS WILL BE ASSIGNED A CONSTELLATION AND WILL HAVE TO GO OUTSIDE TO COLLECT ROCKS. THE ROCKS WILL REPRESENT THE NUMBER OF STARS IN THEIR CONSTELLATION. ONCE THE STUDENTS ARE SATISFIED WITH THEIR ROCK SELECTION THEY WILL BE GIVEN A PIECE OF SIDE WALK CHALK. THE STUDENTS WILL THEN ARRANGE THE ROCKS AND DRAW THE LINES WITH CHALK. ONCE ALL THE STUDENTS ARE FINISHED THEY WILL WALK AROUND AND VIEW ALL OF THE STUDENT’S CONSTELLATIONS. TEST THE STUDENTS FOR FURTHER KNOWLEDGE BY REMOVING THE ROCKS FROM THE LINES (CHALK); OTHER STUDENTS WILL THEN HAVE TO ARRANGE THE STARS (ROCKS) BACK IN THE CORRECT PLACE USING THE CHALK LINES AS A GUIDE.

• -ROCKS• -CHALK

REFERENCES