Kendall
Planetarium
Stars
Planetarium Show – Teacher’s Guide
PROGRAM
OUTLINE
Description: Stars is a fun look into the lives of stars and an introduction to the
study of the electromagnetic spectrum. The show contains an animated history
of how cultures throughout the world have viewed the stars and tried to make
sense of our place in the cosmos, through stories and advancements in math
and physics.
Activities: design your own constellation, investigate the size of stars, and
understand the light of the electromagnetic spectrum.
LEARNING
OBJECTIVES
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There are countless galaxies containing billions of stars.
There are many different types of stars.
Throughout history, all around the world, people have sought to
understand the stars and our place in the universe.
Visible light gives us only a sliver of information about the stars.
Light is not just “visible”. There are many different wavelengths of the
electromagnetic spectrum that are not visible to the human eye.
Process Skills Focus: Inquiry, observation and communication.
Topics: Stars, galaxies, the electromagnetic spectrum, history of astronomy.
OREGON
STANDARDS
Scientific Inquiry Standards:

K.3S.1
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K.3S.2
1.3S.2
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1.3S.3
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2.3S.2
Explore questions about living and non-living things and
events in the natural world.
Make observations about the natural world.
Record observations with pictures, numbers, or written
statements.
Describe why recording accurate observations is important
in science.
Make predictions about living and non-living things and
events in the environment based on observed patterns.
Engineering Design Standards:


1.4D.3
2.4D.3
Show how tools are used to complete tasks every day.
Describe an engineering design that is used to solve a
problem or address a need.
Earth and Space Science Content Standards:


K.2E.1
H.2E.3
Identify changes in things seen in the sky.
Describe how the universe, galaxies, stars, and planets
evolve over time.
Physical Science Content Standards:

K.2P.1
Examine the different ways things move.
NEXT GENERATION
SCIENCE STANDARDS
Crosscutting Concepts
1. Patterns
2. Cause and effect
4. Systems and system models
6. Structure and function
Practices
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
7. Engaging in argument from evidence
DCIs
Disciplinary Core Idea
PS1
Matter and Its Interaction
PS2
Motion and Stability: Forces and
Interactions
K
1
2
Physical Science
n/a n/a
n/a
n/a
3
4
n/a
n/a
n/a
5
MS
HS
PS3
Energy
PS4
Waves and Their Applications in
Technologies for Information Transfer
LS1
From molecules to organisms:
Structures and processes
Ecosystems: Interactions, Energy, and
Dynamics
Heredity: Inheritance and Variation of
Traits
Biological Evolution: Unity and Diversity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Life Science
LS2
LS3
LS4
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Earth & Space Science
n/a
ESS1
Earth's Place in the Universe
ESS2
Earth's Systems
n/a
ESS3
Earth and Human Activity
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Engineering, Technology, and Applications of Science
ETS1
Engineering Design
DCI Grade Band Endpoints
PS4.B
A wave model of light is useful for explaining brightness, color, and the frequencydependent bending of light at a surface between media. (By end of grade 8).
ESS1.A
However, because light can travel through space, it cannot be a matter wave, like
sound or water waves. (By end of grade 8).
Patterns of the motion of the sun, moon, and stars in the sky can be observed,
described, and predicted. (By end of grade 2).
The sun is a star that appears larger and brighter than other stars because it is
closer. Stars range greatly in their distance from Earth. (By end of grade 5).
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be
observed, described, predicted, and explained with models. (By end of grade 8).
Earth and its solar system are part of the Milky Way galaxy, which is one of many
galaxies in the universe. (By end of grade 8).
ESS1.B
Seasonal patterns of sunrise and sunset can be observed, described, and
predicted. (By end of grade 2).
The orbits of Earth around the sun and of the moon around Earth, together with the
rotation of Earth about an axis between its North and South poles, cause
observable patterns. These include day and night; daily changes in the length and
direction of shadows; and different positions of the sun, moon, and stars at
different times of the day, month, and year. (By end of grade 5).
The solar system consists of the sun and a collection of objects, including planets,
their moons, and asteroids that are held in orbit around the sun by its gravitational
pull on them. (By end of grade 8).
This model of the solar system can explain eclipses of the sun and the moon.
Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit
around the sun. The seasons are a result of that tilt and are caused by the
differential intensity of sunlight on different areas of Earth across the year. (By end
of grade 8).
Performance Expectations
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be
predicted.
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the
time of year.
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun
compared to other stars is due to their relative distances from the Earth.
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length
and direction of shadows, day and night, and the seasonal appearance of some
stars in the night sky.
MS-ESS1- Develop and use a model of the Earth-sun-moon system to describe the cyclic
1.
patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS1- Develop and use a model to describe the role of gravity in the motions within
2.
galaxies and the solar system.
MS-ESS13.
MS-PS42.
Analyze and interpret data to determine scale properties of objects in the solar
system.
Develop and use a model to describe that waves are reflected, absorbed, or
transmitted through various materials.
SOURCES
The information and activities presented in the Stars Teacher’s Guide have been
adapted for use and distribution by OMSI from the following:
Colorado State Parks Education
Canada Science & Technology Museum
GLOSSARY
Black Hole:
An object with such a strong gravitational field that nothing,
not even light, can escape. Black holes form when extremely
large stars die.
Constellation:
a) A group of bright stars that seem to form a pattern. b) The
region of the sky occupied by such a formation, defined by
exact boundaries. There are 88 modern constellations
recognized by the International Astronomical Union.
Galaxy:
A system of gravitationally-bound stars, gas, dust, and dark
matter. Galaxies exist in three main types based on how
they look - spiral, elliptical, and irregular galaxies.
Gamma rays:
High-energy electromagnetic radiation. Astronomers look for
supernova explosions by searching the sky for gamma rays.
Globular cluster: Groups of tens to hundreds of thousands of old stars that are
tightly bound by mutual gravitation. An example of a globular
cluster is the Hercules cluster located in the constellation of
Hercules the Hero.
Gravity:
Great Orion
nebula:
The force that causes objects to be attracted to each other.
Earth’s gravity keeps us from floating out into space, and
gravity keeps the Moon in its orbit.
A cloud of gas and dust in the constellation of Orion the
Hunter. This nebula is a birthplace of new stars.
Milky Way:
Our home galaxy. The Milky Way is a spiral galaxy about
100,000 light years in diameter. The name comes from its
appearance in our night sky - the plane of the galaxy looks
like a whitish path or river from our perspective on earth.
Nebula:
An interstellar cloud of dust, gas and plasma (ionized gas).
Neutron star:
A star composed primarily of neutrons. Neutrons are parts of
atoms, just like protons and electrons.
Nuclear fusion
reaction:
A process in which atomic nuclei join together to form larger
nuclei. This reaction generates energy - stars shine because
of energy released from nuclear fusion reactions.
Planet:
A body orbiting a star. Planets must be massive enough to
be roughly spherical in shape but not massive enough to
undergo thermonuclear fusion in their cores like a star.
Pulsar:
A neutron star that is rotating very quickly (up to 1000 times
per second). Pulsars emit radio light that can be detected by
radio telescopes here on Earth.
Radio telescope:
An instrument designed to “see” the radio part of the
electromagnetic spectrum.
Radio waves:
Low energy electromagnetic radiation. Radio stations emit
radio energy to transmit music.
Red giant star:
A Sun-sized star in the later stages of its life. The
atmosphere of the star becomes bigger and the temperature
of the star decreases to roughly 5000 degrees.
Solar System:
The arrangement of eight planets orbiting around the Sun.
The asteroid belt between Mars and Jupiter is also part of
the Solar System.
Spectrum:
The range of light waves spanning from gamma rays to radio
waves.
Sun:
Our nearest star, located approximately 93 million miles from
Earth.
Supernova:
The explosion that occurs when a very large star dies.
Supernovas can be brighter than entire galaxies!
Telescope:
A device used to view distant objects by collecting the light
from the object.
Ultraviolet:
High-energy electromagnetic radiation. Stars like our Sun
emit ultraviolet radiation.
X-rays:
High-energy electromagnetic radiation. Doctors and dentists
use X-rays to view bones and teeth—the radiation
penetrates your skin and muscles, but not your bones.
Yellow dwarf
star:
A star like our Sun, of average size and temperature.
POST-VISIT QUIZ
Check your comprehension of the planetarium show!
1) Do galaxies contain thousands, millions, or billions of stars?
2) How did the Egyptians use stars?
3) Galileo was the first astronomer to observe the moons of
___________ with a telescope.
4) Choose the correct statement:
a. Visible light is only a part of the electromagnetic spectrum.
b. Visible light is the whole electromagnetic spectrum.
5) Doctors use ______________ light to check for broken bones.
6) The two gasses the primarily make up the Sun are _________ and
___________.
7) The Sun will shine for another ____________________ years.
8) A group of old stars is called a ___________ cluster.
9) Spinning stars that emit X-ray radiation are called
________________.
10) What is a black hole?
11) Without ______________, the Universe would be a dark and lifeless
void.
SUGGESTED
ABOUT THE
PLANETARIUM
CLASSROOM
ACTIVITIES
LABS
Design a Constellation
Description: In this activity, students design their own constellation and develop a
mythology to describe their constellation.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
Clean Up
15 minutes
5 minutes
SUPPLIES
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Construction paper
Rulers
Scissors
Crayons, markers, or colored pencils
Flashlight
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ACTIVITY
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Have the students design a constellation on a piece of paper by drawing
dots.
Poke holes in each of the dots with a sharpened pencil or pen.
Draw straight lines connecting the holes using a ruler.
Create a name for the constellation and make up a story to explain its
existence.
Turn off the lights in your room and shine your flashlight behind your
drawing. Watch the stars in your constellation!
How Big is the Sun?
Description: This demonstration uses sprinkles to show how much larger the Sun
is than the Earth.
TIME REQUIRED
Advance Preparation
15 minutes
Activity
Clean Up
15 minutes
5 minutes
SUPPLIES
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Yellow construction paper
Jar of round sprinkles
Glue
ADVANCE
PREPARATION
•
Draw circles four inches in diameter on each piece of paper.
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ACTIVITY
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Have each student cut out their paper circle. The circles can be decorated
with sunspots, solar flares, etc.
Distribute one sprinkle to each student.
Discuss that the paper circle represents the size of the Sun while the
sprinkle represents the size of the Earth.
Help each student glue their sprinkle on the surface of the paper.
The Electromagnetic
Spectrum
Description: This activity teaches students about the different kinds of light
making up the electromagnetic spectrum.
TIME REQUIRED
Advance Preparation
5 minutes
Activity
30 minutes
Clean Up
15 minutes
SUPPLIES
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Copies of Page #1 and Page #2 for each student
ADVANCE
PREPARATION
•
Makes copies of Page #1 and Page #2 (at the end of this activity) for each
student.
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ACTIVITY
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Astronomers use light to study objects that are very far away. Let’s
calculate how fast light travels. Present the following calculation to your
students:
distance = rate x time
or, equivalenly: rate = distance / time
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It takes approximately 8 minutes for light to reach the Earth from the Sun.
It’s 93,000,000 miles between the Earth and the Sun. How fast does light
travel?
rate = 93,000,000 miles / 8 minutes = 11,625,000 miles / minute
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This speed equals about 193,000 miles / second! Light can go around the
whole Earth in just 0.13 seconds!
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All light travels at approximately 193,000 miles / second, but there are
different kinds of light such as X-ray, ultraviolet, visible, infrared,
microwave, and radio light.
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These different kinds of light have different wavelengths, where X-ray light
has shorter wavelengths and radio light has longer wavelengths. Have
your students draw lines on Page #1 between the type of light and the
object representing that light.
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We’re now going to study how astronomers use the electromagnetic
spectrum to learn more about stars and galaxies. All objects that glow emit
a characteristic “spectrum”, where a spectrum is simply a distribution of
different kinds of light.
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On Page #2, show your students the spectrum of an object that emits
mostly microwave light. Then, instruct your students to draw a spectrum
for the other types of objects listed on Page #2.
Page #1
Page #2
Here’s the spectrum of a
microwave. Notice that there’s a
lot of brightness in microwave
light!
Brightness
Draw the spectrum of a star that
emits mostly infrared light
Brightness
Brightness
Brightness
Draw the spectrum of a star that
emits mostly X-ray light
Draw the spectrum of a star that
emits red visible light AND
purple visible light
RESOURCES
NASA Education
http://www.nasa.gov/offices/education/about/index.html
Monthly Skymaps
http://www.skymaps.com/