5th Grade Science Unit:
Stars, Stars All Around
Unit Snapshot
Topic: Cycles and Patterns in the Solar System
This topic focuses on the characteristics, cycles and patterns in the solar system and
within the universe.
Duration:
Grade Level: 5
11 days
Summary
To allow students the opportunity to discover stars and the sun, and why
some stars appear closer or brighter than others. Students will explore the
constellations in the night sky during different times of the year.
Clear Learning Targets
“I can”…statements
____ experiment with round objects to test distances and size of stars.
____ compare and contrast the stars to our closest star, the sun.
____ research current and new discoveries about the stars and sun.
____ explore star patterns called constellations.
____ show the difference in size between the sun and Earth.
Activity Highlights
Day 1-2
Day 3
Day 4-6
Engagement: Teacher could decide to administer the Pre-assessment on the front
of the student journal. Begin with a KWL chart, read or sing “The Sun” to learn a few
facts about the stars, watch a Unitedstreaming video; TLC Elementary School:
Exploring Stars (all segments 25 min. or just segment 1=5 min., segment 3 = 10min.)
and compete video quiz. Have class chart created for www.dailygalaxy.com
activity.
Exploration: Students will do an experiment, Sizing Up the Stars, to discover the
difference in distances and sizes of stars.
Explanation: Students will read the 5th grade Harcourt Science textbook and
student journal about stars and constellations, answering teacher guided questions
as they read.
Day 10
and on going
Elaboration: Create a night sky’s constellations after researching a certain time of
year. Options: 1. Teacher may attend a Professional Development to use Starlab or
Discovery Dome with class or 2. Have students complete Exploring the Constellation
Webquest activity using the internet.
Evaluation: A teacher-created short cycle assessment will be administered at the
end of the unit to assess all clear learning targets.
KWL chart, pre-assessment, video quiz, classroom observations, projects and
experiments and posttest.
Day 11
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Day 7-9:
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
LESSON PLANS
NEW LEARNING STANDARDS:
5.ESS.2 The sun is one of many stars that exist in the universe.
The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are
larger than the sun and some stars are smaller than the sun.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must
use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge
and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
See attached 5th grade ELA Standards at the end of the unit for; Reading Standards for Informational
Text, Writing Standards and Speaking and Listening Standards
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Sun
PreK-2: The sun can be observed at different times of the day or night. The sun’s position in the sky
changes in a single day and from day to day. The sun is the principal source of energy.
Grades 3-4: All objects are made of matter. Heat and light are forms of energy. Gravitational forces
are introduced.
Future Application of Concepts
Grades 6-8: Earth’s unique atmosphere, light waves, electromagnetic waves, interactions between
the Earth, moon and sun (including the phases of the moon and tides), and gravitational forces are
explored in more depth.
High School: Galaxies, stars and the universe are studied in the Physical Sciences.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
MATERIALS:
VOCABULARY:
Engage
Copy “The Sun” song/poem (find karaoke
version of “Goodness Gracious Great Balls
of Fire” by Jerry Lee Lewis is optional)
Chart paper for KWL chart, copies for
students
Computer for video and website
Pre-assessment in the Student Journal
Video quiz
Primary
Astronomy
Constellations
Earth
Mythology
Stars
Sun
Explore
Each group needs: a long, flat table, 2
same size spheres, 1 smaller sphere,
measuring tape or meter stick, lab
worksheet
Secondary
Atmosphere
Revolution
Rotation
Solar system
Universe
Explain
5th grade Science textbook and teacher
manual, (optional computers for listening)
Student journals, found in the curriculum
guide
Computers for websites
Reading Support & Homework Resource
manual, pp. 86-87
Elaborate
Starlab or Discovery Dome, related
materials
Computers for research
Computers for Webquest
activity/worksheets
Children’s literature
For each group: an umbrella, a round piece
of cardboard, chart paper or white paper
Sharp utensils to poke holes in umbrella
Stellarscopes from science department,
optional
SAFETY
ADVANCED
PREPARATION
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
When completing the umbrella constellation activity teacher needs be
aware when students are poking holes through the umbrella with a sharp
object. They may just use an ink pen or sharp pencil.
There are safety rules and procedures in the Starlab or Discovery Dome
planetarium.
Call Science office to set up a time to learn how to use the STARLAB or
DISCOVERY DOME. Must attend a Professional Development workshop
through the science department, see CCS Science website for
opportunities.
Gather old umbrellas (chart paper, white paper or round cardboard
pieces) and sharp utensils used to create holes to represent stars
Gather the suggested literature.
Have computers ready for students to use for the internet activities and
videos.
Copy Student Journals and lab worksheets.
Objective: The following activities will give students opportunities to begin
thinking about stars and the sun and sharing their knowledge with other
students.
What is the teacher doing?
What are the students doing?
Pre-Assessment (Day 1)
Teacher may administer the
Pre-Assessment on the front
of the Student Journal
Pre-Assessment (Day 1)
1. Students will take the Pre-Assessment
on the front of the Student Journal.
Create KWL poster for the
sun.
If possible, find the karaoke
version of the song
“Goodness Gracious Great
Balls of Fire” by Jerry Lee
Lewis. Enlarge or have copies
of “The Sun” for each
student, located in the
curriculum guide. The song
can also be read as a poem.
2. Take a few minutes to fill in what they
know about the sun and what they want
to learn about the sun on their KWL
chart.
3. Sing or read “The Sun.” Analyze the
lyrics of the song/poem to fill in the “L”
part of our chart.
(song taken from Sheryl Mosca, Boutwell,
Wilmington, MA)
ENGAGE
(2 days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Exploring Stars (Day 2)
Unitedstreaming from
Discovery Education video,
TLC Elementary School:
Exploring Stars (all segments
25 min. or just segment 1=5
min., segment 3 = 10min.)
Teachers may administer the
quiz after the video (see
attached quiz worksheet).
Exploring Stars (Day 2)
4. Students are watching video and
taking notes to add to the KWL chart.
Teacher should have a class
chart created so students
can record new information
from www.dailygalaxy.com .
This activity should be done
throughout the Earth and
Space Unit. Students may go
to the website each morning
or during science class in
small groups, table groups,
individuals or teacher may
lead the reading whole
class.
5. Students should take turns on
www.dailygalaxy.com recording new
information on the class chart.
Students may complete the quiz after
watching the video. Can be used as
formative assessment.
Objective: The following activities will allow students to explore how the distance
and size of stars appear on the Earth.
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Sizing Up The Stars (Day 3)
Prepare for the activity Sizing
Up The Stars. (adapted from Meghan
Webb, Huntington, WV) Students will
use spheres on a flat table to
discover the difference in
size and distance of stars.
Teacher will have students
stop after each round object
has been moved to bend
down, observe changes and
fill in their experiment
worksheet.
Sizing Up The Stars (Day 3)
1. Activity Sizing Up The Stars
There is a lab worksheet to go with the
activity. Students will measure distances
to know where to place the spheres.
Bend down at eye level of the table,
observe the size and distance of the
round objects and fill in their experiment
worksheet as they explore each
question.
Objective: Students will have the opportunity to have discussions about the nonfiction Earth and Space material. The class will be able to fill in more of the KWL
chart as they learn new information.
EXPLAIN
(3 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Guided Reading (Day 4)
Guide the reading and
discussion from the Harcourt
5th grade Science textbook,
Chapter 1, Lesson 3. Point
out captions and pictures.
Use Main Idea & Detail
questions on each page to
have classroom discussions.
Guided Reading (Day 4)
1. Reading Chapter 1, Lesson 3
(alone, with a partner, table group or
whole class)
Stars and Constellations (Day 5 & 6)
Make students a copy of the
Student Journal. The students
may have questions about
the material so it may be
beneficial to read as a whole
class.
Hubble Scrapbook photos
Stars and Constellations (Day 5 & 6)
2. Students read the student material
about stars and constellations.
http://www.harcourtschool.co
m/activity/hubble/index.html
Good source for links to learn
about the sun.
http://www.scilinks.org/Harcou
rt_Hsp/HspStudentRetrieve.asp
x?Code=HSP506
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
3. Students can complete pp. RS 86 & 87
in Teacher’s Manual Reading Support
and Homework for a formative
assessment.
Objective: Students will recognize there are many stars of different sizes in the
universe. Stars appear in patterns called constellations that can be used for
navigation. Students will create their own constellations.
ELABORATE
(3 days)
(1- 60 min class for Starlab)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
STARLab or Constellation Webquest
(Day 7)
STARLab or Constellation Webquest
(Day 7)
Otion1. Conducting StarLab
Planetarium (about 1 hour) and
reading mythology stories from
different cultures for the
constellations. The StarLab
Manual has many helpful
teacher resources. Call Science
office to set up a time to learn
how to use the STARLAB or
DISCOVERY DOME. Must attend
a Professional Development
workshop through the science
department, see CCS Science
website for opportunities.
Option 1. While using Starlab or
Discovery Dome, find constellations
and listen to mythology stories of
how some cultures used the stars for
navigation, to understand the
calendar and entertain each other.
Compare by using a Venn diagram
or T chart for the same constellation
from Greek and Native American
Mythology (or other myths the
students have interest in learning)
Option 2. Students can
complete Exploring the
Constellation Webquest online
and do the Constellations and
Seasons worksheets.
http://mrscienceut.net/StarryNig
ht1.html )
Option 2. Students will use the pages in
the curriculum guide and the internet to
complete Exploring the Constellation
Webquest and Constellations and the
Seasons worksheets.
Find old umbrellas, any color
chart paper, round
cardboard pieces or white
paper for each group. Break
students into groups of 4 or 5
and assign a month to each
group. Provide resources for
students. (books and
websites)
2. Research stars in the night sky for a
certain month of the year in order to
recreate the night sky (constellations) on
an umbrella or other teacher chosen
material. Students should be able to
explain to the class through a
presentation or a written report the
following questions: how many stars are
in the constellation, which stars are the
closest to Earth, explain why some stars
are brighter than others, and any
interesting facts they discovered.
A list of Children’s Literature for Earth
& Space Science is provided.
Helpful websites:
http://starchild.gsfc.nasa.gov/d
ocs/StarChild/StarChild.html
http://www.kidsastronomy.com
/stars.htm
http://www.scilinks.org/Harcourt
_Hsp/HspStudentRetrieve.aspx?
Code=HSP506
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
2. A set of 12 Stellarscopes are
available to check out through the
Science Office. Stellarscopes
display all the main stars and
constellations in the Northern and
Southern hemispheres. Align the
date and time and find stars without
a telescope.
Objective: Students can show their knowledge through formative assessments
throughout the lesson and show their cumulative knowledge with summative
assessments.
Formative
How will you measure learning as it occurs?
1.KWL chart
2. Video quiz for TLC Elementary
School: Exploring the Stars.
EVALUATE
(1 day)
and on going
3. The pre-assessment on the front of
the Student Journal before they read
Harcourt 5th grade Science Text,
Chapter 1 or the journal.
4. As students read the Harcourt 5th
grade Science Textbook, Chapter 1,
lesson 3, use the teacher’s guiding
questions in the text. They can be
used for exit tickets to make sure
students are comprehending the
material.
5. Ongoing teacher observation.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. The L of the KWL chart
2. Constellation activity with a written or
oral presentation.
3. Pages RS 86 & 87 from Reading
Support and Homework
4. Administer the post-test at the end of
the student journal.
5. Exploring the Constellation Webquest
activity has culminating questions.
6. Teacher-created short cycle
assessment will assess all learning
targets.
EXTENSION
1. Star Brightness Detector experiment
lets students determine the brightness
of stars by looking at the night sky
through colored cellophane.
EXTENSION/
INTERVENTION
(1 day or as needed)
2. Math- Graph constellations on a
Quadrant I Coordinate Grid.
Worksheets and directions included in
curriculum guide.
http://mrscienceut.net/StarryNight1.ht
ml (need to read the website to
complete the Constellation Name
Activity)
http://mrscienceut.net/ConstellationA
ssignment.pdf
3. Social Studies and English Language
Arts – Read book(s) dealing with the
Underground Railroad. Examples:
Follow the Drinking Gourd by Jeanette
Winter
On a map of the United States, trace
the route the slaves traveled to
freedom following the North Star.
4. Writing – Create your Name
Constellation. Students will connect
the “stars” then write a story about
their special constellation. Directions
and worksheet are included in
curriculum guide. There is a summative
assessment included.
INTERVENTION
1. Textbook – Students can get online
from CCS website to access the 5th
grade text. Chapter 1, Lesson 3 is really
Unit D, page 414 online. The online
textbook will read the text aloud.
2. Video – www.unitedstreaming.com
On Discovery Education, The Magic
School Bus Sees Stars (24 min.)
3. Social Studies and English Language
Arts – Read book(s) dealing with the
Underground Railroad. Examples:
Follow the Drinking Gourd by Jeanette
Winter
On a map of the United States, trace
the route the slaves traveled to
freedom following the North Star. Write
about why the stars were so important.
4. Below are 2 Reader’s Theater links.
Both adapted from Follow The Drinking
Gourd by Jeanette Winter.
http://artistsintheclassroom.tumblr.com
/post/363982716/follow-the-drinkinggourd-a-student-written (created by Jakey Toor)
http://www.mrswatersworld.com/qualit
yindicators/qi4/artifacts/Artifact%204E.pdf (created by Adria M. Waters)
Lower-level:
-Use “The Sun” to underline facts about stars and add to KWL chart.
-The Constellation Activity can be done as a whole class on chart paper or one
umbrella, focusing on the stars in the sky for 1 or 2 months of the year.
-Compare the Stars and the Sun using a Venn diagram.
-Students can use the online textbook from the CCS website to read the text
aloud.
-On the www.dailygalaxy.com Engage activity students can work as a table
group or whole class to read and record new information.
DIFFERENTIATION
Higher-Level:
-Students can write their own KWL chart and it can be collected at end of unit.
-Create a PowerPoint or poster to explain a certain month’s night sky instead of
creating an umbrella constellation.
-Students create their own Sun song or poem based on the knowledge they
have gained through textbook, websites and literature.
-Complete a 3 way Venn diagram comparing planets, sun and stars.
-Complete the Name Constellation Activity
-On the www.dailygalaxy.com Engage activity students can work alone and/or
further research the discovery.
Strategies for meeting the needs of all learners including gifted students, English
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.
aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.
aspx?DocumentID=105522
COMMON
MISCONCEPTIONS
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownl
oad.aspx?DocumentID=105523
Students believe the sun is moving behind the clouds. (The clouds are
moving.)
Day is replaced by night, the Sun sets behind the hills. (The Earth is
rotating on its’ axis is what causes day and night.)
The sun and moon revolve around the stationary Earth every 24 hours.
(The Earth revolves around the Sun and the moon revolves around the
Earth.)
The Earth rotates in an up/down direction and the Sun and moon are
fixed on opposite sides. (The Earth rotates on its’ axis and revolves
around the Sun. The Sun also rotates in space very slowly.)
The Earth gets heat from the Sun. (The Sun is actually too far from the
Earth to heat it directly. Instead, the light from the Sun is reflected or
absorbed by objects on Earth. Absorbed light usually increases the
energy in an object, causing the object to heat up.)
All stars in a constellation are near one another. (Each constellation is a
collection of stars that are different distances from Earth. They appear to
be near each other because we are viewing them from very far away.)
The North Star is the brightest star in the sky. (The North Star, Polaris, is in
the top 50 brightest stars. The brightest star, besides the Sun, is Sirius.)
Stars leave the sky during the daytime. (In reality we cannot see the stars
during the day because of the Sun’s bright light.)
All stars are the same size.
All stars are the same distance from the Earth. (Stars can be light years
away.)
The Sun rises exactly in the East and sets exactly in the West every day.
(The Earth is rotating and revolving, making it look like the Sun is rising
and setting.)
Stars and constellations appear in the same place in the sky every night.
(The position of stars depends on the rotation and revolution of the
Earth.)
The brightness of a star depends ONLY on its distance from the Earth.
(The size, distance and age determines brightness. The North Star, Polaris,
is in the top 50 brightest stars. The brightest star, besides the sun, is Sirius.)
The Sun is not a star. (The Sun is a star. The closest star in our galaxy.)
The Sun will never burn out, it will last forever. (The Sun is a star and
eventually it will run out of hydrogen in its core. This will take about 5
billion years.)
NASA lists common misconceptions for all ages about the sun and the Earth at
http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html
For examples of misconceptions that elementary students may have about the solar
system and space (astronomy), and resources to address misconceptions through
investigation, visit http://amasci.com/miscon/opphys.html
Strategies to address misconceptions:
1. Misconceptions can be addressed during the guided reading of the chapter
and throughout the videos.
ADDITIONAL
RESOURCES
Websites:
http://planetquest.jpl.nasa.gov/
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
http://spaceplace.nasa.gov/solar-system-explorer/en/# Solar System
Explorer game
http://www.nasa.gov/mission_pages/sdo/news/first-light.html Thirty
second video of a solar flare.
http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html space
games
http://dawn.jpl.nasa.gov/multimedia/puzzle/cw/cwf_live.swf Space
online crossword puzzle
http://www.messengereducation.org/Interactives/ANIMATIONS/Planet_Size_Comparison/plan
et_size_comparison_full.htm Planet comparison chart
http://sohowww.nascom.nasa.gov/classroom/illustrations/SunSize.jpg
Nice picture to display on Elmo or Smart Board for size comparison.
http://mrscienceut.net/StarryNight1.html (need to read the website to
complete the Constellation Name Activity)
www.dailygalaxy.com is a website that lists daily space discoveries and
activities
http://www.mrswatersworld.com/qualityindicators/qi4/artifacts/Artifact
%204-E.pdf Reader’s Theater adapted from Follow The Drinking Gourd
by Jeanette Winter.
http://artistsintheclassroom.tumblr.com/post/363982716/follow-thedrinking-gourd-a-student-written Reader’s Theater adapted from
Follow The Drinking Gourd by Jeanette Winter.
Discovery Education videos:
The Magic School Bus Sees Stars, 24 minutes
Powering the Future: The Energy Planet, 43:30 minutes
A Closer Look at Space: The Sun and Stars, 2:24 minutes for segment
(Solar Energy, 20:59 minutes, entire video)
TLC Elementary School: Exploring the Stars (All Segments) 25 minutes
Literature:
See attached Children’s Literature List
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
K What I know about Stars
about Stars
W What I want to know
KWL Chart about the Sun
L What I learned about Stars
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Teacher
Comments
Completeness
Category
Rubric
Students completed
all 3 sections with at
least 4 statements in
each column.
2 Points
Student filled in each
column, but did not do
4 statements. Missing
1-2 statements.
1 Point
Started the chart, but
did not complete.
Many missing pieces
of information.
0 Points
The Sun (song or poem)
(tune of Goodness Gracious Great Balls of Fire by Jerry Lee Lewis)
(song from Sheryl Mosca, Boutwell, Wilmington, MA)
You give us light and you make things grow.
At dawn and sunset, well, you hang real low.
You are a star,
Closest by far,
Goodness Gracious Great Balls of Fire!
You may have sunspots and solar flares.
We know at you to never stare.
We all use sunscreen.
Sunburn makes us scream.
Goodness Gracious Great Balls of Fire!
Sun, kiss me, baby! (Cross your arms and shake yourself as you bend at the knees. It
makes your voice quiver.)
Feels good!
Sun, warm me, baby!
You warm me like the sun should,
You’re bright!
At night!
Come on ‘an shine you…light, light, light, light!
You give us life and you make things grow.
At dawn and sunset, well, you hang real low.
You are a star,
Closest by far,
Goodness Gracious Great Balls of Fire!
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name_______________________________________
Date________________________
Quiz for TLC Elementary School: Exploring Stars
www.discoveryed.com
1. How are stars different?
2. How does the Sun compare to other stars?
3. How many stars may be in the universe?
4. What do you think a star is made of?
5. How did the invention of the telescope provide information about our galaxy?
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Activity: SIZING UP THE STARS
(Adapted from Meghan Webb, Huntington, WV)
Name ________________________________________________________________________________
Directions: Follow each step and answer the questions.
Each group needs: 2 same size round objects, 1 smaller round object, a table, meter stick or
measuring tape
1. Take both round objects your teacher gives you and place them on a table 30cm apart
and 1 meter from the table’s edge.
2. Placing your eyes at the tabletop level to the two objects, look at the two balls and
describe the size of each object. Do they appear the same size?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Leave the ball on the left in the same place. While you keep your eyes at tabletop level,
have your partner move the ball on the right closer to you. Have your partner move the
ball on the right until it no longer looks the same size as the ball on the left. Measure the
distance of the right ball from the table’s edge. ______________
Then, measure the distance of the left ball from the table’s edge. _________
Draw a picture of the two round objects on the table and write down the distance for
each. Circle the ball that looks larger.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
4. Leave the ball on the left in the same place. While you keep your eyes at tabletop level,
have your partner move the ball on the right farther away from you. Have your partner
move the ball on the right until it no longer looks the same as the ball on the left. Measure
the distance of the right ball from the table’s edge. _________
Then, measure the distance of the left ball from the table’s edge. _________
Draw a picture of the two round objects on the table and write down the distance for
each. Circle the ball that looks smaller.
5. The teacher will now trade one of the round objects for a smaller round object. Use what
you have learned from steps 3 & 4 to make a prediction.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6. How could you make the smaller ball look the same size as the larger ball? Make a
prediction by drawing a picture in the box below that shows where you would place the
larger ball and the smaller ball to make the smaller ball look the same size.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
7. Place both round objects so that the smaller ball appears the same size as the larger ball.
Measure the distance of each ball from the table’s edge. Draw a picture of it in the box.
Was your prediction correct?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
SAMPLE ANSWER KEY
Purpose: This activity is designed to get students to observe that two objects of equal size
can appear to be of different sizes when placed at a greater or lesser distance from the
observer. This is intended to assist students in visualizing that the sun is actually quite a small
star compared to other stars, but because our planet is so much closer to the sun than to
any other star, the sun appears much larger.
Materials List for Sizing Up the Stars
Per small group, partner, or small team
• Long, flat surface (table, counter top, sidewalk)
• Two identically sized round objects (tennis ball, rubber racquetball, golf ball, ping pong
ball, marble, bubblegum ball, etc. (These round objects are
listed according to size.)
• 1 round object of a slightly smaller size than the other two round objects (For example, if a
group has two tennis balls, then the smaller round object should be a rubber racquetball or
golf ball.)
• Measuring tape or meter stick (The students will need to be able to mark and measure
distances.)
Sample Answers to Experiment Questions:
• Using one small round object and one larger round object, the students will be asked
to place the round objects in such a way as to make them appear the same size. Note:
Based upon their previous observations, the students should be able to ascertain that to
make the smaller round object appear equal in size to the larger object, it must be placed
closer to the observer than the larger round object.
• Using one small round object and one larger round object, the students will be asked
to place the round objects in such a way as to make the smaller round object appear
larger than the larger sized round object. Note: Based upon their previous observations,
the students should be able to ascertain that to make the small round object appear larger
it must be placed even closer to the observer than where it was placed previously OR the
larger round object will need to be moved farther back than where it had been previously
placed.
• EXTRA As a whole class explore covering a greater distance, have the class or teams
perform the same exploration using a tennis ball or softball and a basketball. Be prepared for
a much greater distance and have them measure it.
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sTUDEnt journal:
stars and constellations
Name ________________
Pre-assessment:
1. What is a star?
2. What is the sun?
3. Why doesn’t the sun look like the other stars?
4. What kind of energy does the sun give off?
5. What is a constellation?
6. How did constellations get their names?
7. Why are certain constellations in the sky during certain months of the
year?
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Stars
(Adapted from Meghan Webb, Huntington, WV)
What is a STAR?
A star is a big ball of gas that gives off heat and light. The sun is a great ball of
gas held together by equal forces. Stars are formed from gravity and dust in
outer space. Inside the star are burning gases like hydrogen and helium. When
these gases are burned they push outward. The force of gravity pushes inward.
When the forces are equal, the object is stable. Stars evolve, or change, over
time. It may take millions of years or it may take billions of years for a star to
complete its life cycle.
There are many types of stars.
Can you think of a star?
Here’s a Hint
THE SUN
The sun is star!
The Sun is only a medium sized star. There are many stars bigger and smaller
than our Sun in the universe, but the Sun is the closest star to Earth. The Sun is by
far the largest object in our solar system. It contains more than 99.8% of the total
mass of the Solar System.
The sun provides life for the Planet Earth.
How would life on Earth be different without the sun?
Would there even be life?
How old is the Sun?
Scientists suspect that the sun is almost 4.6 billion years old. Scientists also
believe that the sun has enough fuel in it to live on for about 5 billion more
years.
The Sun is our own special star yet, as stars go, it is a very average star. There
are stars far brighter, fainter, hotter and cooler than the Sun.
The life cycles of stars, like the sun take place over millions and billions of years
so you guys don’t need to worry about the sun starting to die anytime soon. The
Universe is a place that is vast beyond imagining because there is so much left
to be discovered!
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Reaching for the Stars
The Ethnic Connection
The following information is “culture specific.” Included are not only the contributions to the
astronomical sciences but the innovations, the religious, the psychological, the historical and the
mythological influences. (Newbridge Early Science Program)
Before electricity, the eyes and minds of ancient people could easily wander to the
night sky. Stars were familiar sights. Many people, especially explorers, sailors and travelers
saw them as signposts in the sky. Travel was long and hard, but when anyone went
anywhere, the stars were something they could count on.
People knew the sky according to the groups of stars we now know as constellations.
They knew the brightest stars by name and by their place within these constellations.
Ancient people told time by the sky. The sun and certain stars showed them the
correct time of day or night. The stars measured the year and its seasons. Planting,
harvesting, festivals and rituals were planned around the motions of the moon, planets
and stars.
Different cultures have given each star different names. Some stars have been
grouped into different constellations, each with a different name. For example the Aztecs
called the constellations we know as Capricorn, Cipactili (whale). In India it was known as
Makaram (antelope). In Assyria it was called Munaxa (goat-fish). The Greeks thought it
was the “gate of the gods.”
Although they had no telescopes or other scientific instruments, the ancient
astronomers of Egypt and Mesopotamia made many useful discoveries and predictions
more than 5000 years ago. It was they who first noted that few stars in the sky move very
differently from the others. Early identification of particular stars helped travelers to guide
themselves safely by the starry heavens and was especially useful to those who spend
long periods out at sea, such as those greatest of ancient sailors, the Phonecians. Later
the Greeks began to explore the organs of the Universe discovering that the stars were
the farthest away, so they put them on the outside of their “working’ model of the
universe in “fixed” positions, showing that they did not move.
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This was wrong but understandable when you consider that the stars always seem to
occupy the same places in the sky, year after year. Centuries later African slaves in
America used much of their knowledge in the astronomical sciences, learned in their
homeland, to follow the “map of the stars” to freedom.
The Arabs kept Greek astrological science alive by the translation of many books into
their own language and keeping great libraries of scientific books. Still farther east,
Chinese astronomers were more independent in their thinking. They bothered less about
the histories of the Universe and concentrated more on making practical inventions for
solving astrological problems. Around 1090 AD, the Chinese constructed a building with a
clock and an astronomical observatory. The clockwork was operated by water power, in
the way of a water wheel. The clockwork in turn moved an auxiliary sphere on the roof of
the tower. This sphere showed the changing position of the Sun and the planets.
A more important Chinese invention was the magnetic compass by which sailors
could navigate without having to rely entirely on the stars. Still more important for the
future of astronomy was the Chinese invention of glass lenses, which were to be used in
the later invention of the telescope. Before the telescope, the angles and positions of the
stars in the sky had to be fixed using such instruments as the astrolabe (an instrument used
to measure the height, or angle, of the sun in the sky) and the gnomon (giant sundial).
These instruments were greatly improved by the Hindu astronomers of India. At night the
Hindu astronomers used the gnomon to fix exactly the angel of certain stars so that they
could make more accurate star maps.
Much later in the 16th century, a Polish astronomer named Nicholaus Copernicus
introduced the idea of a sun-centered universe. Galileo Galilei, the first modern scientist,
founded modern physics, which later allowed Isaac Newton to discover the laws of
motion and gravity, and using the telescope, proved that the Polish astronomer
Copernicus had been right about the sun-centered solar system.
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Constellations
(Lesson adapted from Spaceplace. nasa.gov/starfinder/)
What ARE Constellations Anyway?
A constellation is group of stars like a dot-to-dot puzzle. If you join the dots—
stars, that is—and use a lot of imagination, the picture would look like an
object, animal, or person. For example, Orion is a group of stars that the Greeks
thought looked like a giant hunter with a sword attached to his belt.
Other than making a pattern in Earth's sky, these stars may not be related at all.
For example, Alnitak, the star at the left side of Orion's belt, is 817 light years
away. (A light year is the distance light travels in one Earth year, almost 6 trillion
miles!) Alnilam, the star in the middle of the belt, is 1340 light years away. And
Mintaka at the right side of the belt is 916 light years away. Yet they all appear
from Earth to have the same brightness because they are so far away from us.
Even the closest star is almost unimaginably far
away. Because they are so far away, the shapes
and positions of the constellations in Earth's sky
change very, very slowly. During one human
lifetime, they change hardly at all. So, since humans
first noticed the night sky they have navigated by the stars. Sailors have steered
their ships by the stars. Even the Apollo astronauts going to the Moon had to
know how to navigate by the stars in case their navigation instruments failed.
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Finding the Constellations
We see different views of the Universe from where we live as Earth makes its
yearly trip around the solar system. That is why we have a different Star Finder
for each month, as different constellations come into view. Also, as Earth
rotates on its axis toward the east throughout the hours of the night, the whole
sky seems to shift toward the west.
The Star Finder charts are for latitude of 34° N, which
is about as far north of the equator as Los Angeles,
California. (Charts are from The Griffith Observer
magazine.) The farther north you are, the more the
constellations will be shifted south from the Star
Finder charts. The Star Finder charts show the sky at
about 10 PM for the first of the month, 9 PM for the
middle of the month, and 8 PM for the last of the month. These are local
standard times. For months with Daylight Savings Time, star chart times are an
hour later.
The star charts are maps of the sky overhead. So, to get the directions lined up,
hold the map over your head and look up at it, and turn it so the northern
horizon side is facing north.
If you live where big city lights drown out the beauty of the stars, you may see
only a few of the brightest stars and planets. How sad! But see if you can find at
least one or two constellations on a clear, Moonless night.
You can find a Star Finder Maps to print off for each month at this
website: http://spaceplace.nasa.gov/starfinder/
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Use the directions to fold the map and follow the directions to play the Star Finder Game.
1. Stick your thumbs and first two fingers into the four pockets on the bottom of
the Star Finder.
2. Ask another person to choose one of the top four squares. Then, depending
on the number on the square she chose, open and close the Star Finder
that many times (open up and down, close, open side to side, close, etc.). For example,
if she chose number 6, open and close the Star Finder 6 times.
3. Then, ask the person to look inside the Star Finder and pick one of the four visible
constellations. This time, open and close the Star Finder once for each letter to spell out
his choice. For example, if he chose "Lyra," you would open and close the Star Finder 4
times, once for each letter: L - Y - R - A.
4. Ask the player again to pick one of the four constellations visible. Open the panel to see
the name of a constellation (highlighted in red) she will try to find in the sky for this month.
For some of the months, not every part of the Star Finder may show a highlighted
constellation for you to find. In this case, just try to find the constellation that is nearest to
the part of the sky you picked. Or, just find any constellation!
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This is an example of the March sky, but you can download any month.
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What’s your sign?
(to be used with Starlab or Discovery Dome)
There are some curious symbols around the outside of the Star Finder. These symbols stand for
some of the constellations in the zodiac. People refer to this as their astrological birth sign,
their horoscope. What is the zodiac and what is special about these constellations?
Imagine a straight line drawn from Earth through the Sun and out into space way beyond
our solar system where the stars are. Then, picture Earth following its orbit around the Sun. This
imaginary line would rotate, pointing to different stars throughout one complete trip around
the Sun—or, one year. All the stars that lie close to the imaginary flat disk swept out by this
imaginary line are said to be in the zodiac.
The constellations in the zodiac are simply the constellations that this imaginary straight line
points to in its year-long journey.
In ancient times, astronomers did not fully understand how Earth, the Sun, and the stars
moved. Nor did they have any idea the Universe is so vast. But they were keen observers
(watchers) of the sky and tried very hard to make sense of it.
People had already imagined that the constellations might be important symbols, telling
stories of their gods and other myths. It was not a big step to suppose that the changing
positions of the constellations at different times of the year might be important to people
and events on Earth.
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The Babylonians lived over 3,000 years ago. They divided the zodiac into 12 equal parts--like
cutting a pizza into 12 equal slices. They picked 12 constellations in the zodiac, one for each
of the 12 "slices." So, as Earth orbits the Sun, the Sun would appear to pass through each of
the 12 parts of the zodiac. Since the Babylonians already had a 12-month calendar (based
on the phases of the Moon), each month got a slice of the zodiac all to itself.
But even according to the Babylonians' own ancient stories, there were 13 constellations in
the zodiac. (Other cultures and traditions have recognized as many as 24 constellations in
the zodiac.) So the Babylonians picked one, Ophiuchus, to leave out. Even then, some of the
chosen 12 didn't fit neatly into their assigned slice of the pie and slopped over into the next
one. (That’s why the zodiac signs don’t go from the beginning of each month to the end of
the each month, the signs overlap months.)
When the Babylonians first invented the 12 signs of zodiac, a birthday between about July 23
and August 22 meant being born under the constellation Leo. Now, 3,000 years later, the sky
has shifted because Earth's axis (North Pole) doesn't point in quite the same direction. Now
an August 4 birthday would mean someone was born "under the sign" of Cancer (one
constellation "earlier"), not Leo.
The constellations are different sizes and shapes, so the Sun spends different lengths of time
lined up with each one. The line from Earth through the Sun points to Virgo for 45 days, but it
points to Scorpius (Scorpio) for only 7 days. To make a tidy match with their 12-month
calendar, the Babylonians ignored the fact that the Sun actually moves through 13
constellations, not 12. Then they assigned each of those 12 constellations equal amounts of
time. Besides the 12 familiar constellations of the zodiac, the Sun is also aligned with
Ophiuchus for about 18 days each year.
ASTROLOGY IS NOT ASTRONOMY!!!
Astrology is NOT science!!!
Astronomy is the scientific study of everything in outer space. Astronomers and other
scientists know that stars many light years away have no effect on the ordinary activities of
humans on Earth. No one has shown that astrology can be used to predict the future or
describe what people are like based only on their birth date. Still, like reading fantasy stories,
many people enjoy reading their "astrological forecast" or "horoscope" in the newspaper
every day.
A light year is the distance light travels in
one Earth year. ThisPARTNERS
is almost
6,000,000,000,000 (6 trillion) miles! One
light year is 25 million times farther than the
moon, or over 60,000 times farther than the
Sun. Remember, nothing in the Universe
travels faster than light!
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PARTNERS
(story adapted from Native American legends)
Did you ever want to do something fast, just to get finished? Think about that as you read this
story about Badger and his friend Coyote.
Long ago when all was new, everyone helped to make the world. Some
dug rivers and canyons. Some pushed up dirt to make mountains and hills.
Others made rocks and bright stones and sand, or planted trees and rolled out
grass. Birds dropped seeds for plants and flowers.
Badger was putting the stars in the sky. The bag of stars was big and
lumpy. The ladder was long. But Badger was very strong. He was also neat and
very careful. He put out the stars in the night order. Everyone was helping make
the world, everyone but Coyote. Coyote was singing to the new moon.
Badger went by, pulling the bag and the long ladder. Coyote said, “Is
there something to eat in that bag?” “No!” said Badger. “I do not eat now.
There will be a dance when the world is finished. I will eat them.”
“I will go to the dance with you,” said Coyote. Badger said, “Only those
who help make the world will go to the dance.” Coyote did not like to dig or
push dirt. But he wanted to go to the dance.
“You need a partner,” he said to Badger. “You need a partner to move
the ladder and hold it for you.” “I can do that myself,” said Badger. “Yes.” said
Coyote, “but if I do it, you can just think about the stars and how to put them.”
“All right,” said Badger. “You will be my partner.” He took some stars and went
up the ladder.
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He put out the stars, one by one. Then he came down. “Very pretty,” said
Coyote. “But make it bigger.” He moved the ladder. Up went Badger. Up went
the stars, one by one. “That is bigger,” said Coyote. “But use more stars.”
Badger went up the ladder again. He was up there a long time. He used a lot
of stars and put them out, one by one.
“Can’t you do it faster?” said Coyote. “No,” said Badger. “The sky must be
neat. The stars must go up in the right order.” Again and again, Coyote moved
the ladder. Again and again, Badger went up and put the stars out, one by
one. The digging was finished. The mountains and hills had trees and flowers.
But Badger still was putting up stars. Coyote could smell the food cooking.
“Hurry,” said Coyote. “We will miss the dance.”
But Badger put the stars out, one by one. The bag of stars was still almost
full. Coyote took the bag. He told Badger, “A partner should make things easy
for you. I will show you a better way.” And he threw the stars all over the sky.
“The sky is a mess!” said Badger. “But we are finished,” said Coyote. “Now we
can go to the dance.” And they did.
Coyote told everyone, “Badger and I are partners. We put up the stars.
Badger put up the pretty ones, but I put up the most.” Then he ate and sang
and danced and ate.
But Badger dug a hole in the ground so he could not see the messy sky.
(by Betty Baker)
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(Adapted from Follow The Drinking Gourd by Jeanette Winter)
Long ago, before the Civil War, there was an old sailor called Peg Leg Joe who did what he
could to help free the slaves. Joe had a plan. He would use hammer, nail, and saw to work
for the master, the man who owned slaves on the plantation. At night when work was done,
he’d teach the slaves a song that secretly told the way to freedom. Just follow the drinking
gourd it said. When the song was learned and sung all day, Peg Leg Joe would slip away to
work for another master and teach the song again.
One day a slave called Molly saw her man James sold to another master. James
would be taken away, their family torn apart. They had just one more night together. A quail
called in the trees that night. Molly and James remembered Joe’s song. They sang it softly.
When the sun comes back, and the first quail calls,
Follow the drinking gourd.
For the old man is a-waiting for to carry you to freedom
If you follow the drinking gourd.
They looked to the sky and saw the stars. Taking their son Isaiah, old Hattie, and their
grandson George, Molly and James sent out for freedom that very night, following the stars
of the drinking gourd. They ran all night through the fields, till they crossed the stream to the
woods. When daylight came, they hid in the trees watching and listening for the hounds set
loose to find them. But the dogs lost the runaways’ scent at the stream, and Molly, James,
Isaiah, old Hattie, and George were not found. At night they walked again, singing Joe’s
song and looking for the signs that marked the trail.
The river bank makes a very good road,
The dead trees will show you the way.
Left foot, peg foot, traveling on,
Follow the drinking gourd.
Walking by night, sleeping by day, for weeks they traveled on. Sometimes berries to
pick and corn to snatch, sometimes fish to catch, sometimes empty bellies to sleep on.
Sometimes no stars to guide the way.
They never knew what lay ahead. There was danger from men who would send them
back, and danger from hungry beasts. But sometimes a kind deed was done. One day a
boy from a nearby farm found them. In a bag used to feed the hogs, he brought bacon and
corn bread to share. Singing low they traveled on.
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The river ends between the two hills,
Follow the drinking gourd.
There’s another river on the other side,
Follow the drinking gourd.
On and on they followed the trail to the river’s end. From the top of the hill they saw a new
path, another river beneath the stars to lead them to freedom land. The drinking gourd led
them on. The song was almost done.
When the great big river meets the little river,
Follow the drinking gourd.
For the old man is a-waiting for to carry you to freedom
If you follow the drinking gourd.
Then they climbed the last hill. Down below was Peg Leg Joe waiting to take them
across the wide Ohio River. Their spirits rose when they saw the old man. They ran to the
shore. Under a starry sky Joe rowed his boat and told them about the hiding places where
they could be safe. A path of houses stretched like a train on a secret track leading north to
Canada. He called it the underground railroad. It carried riders to freedom.
The first safe house stood on a hill. The lamp was lit, which meant it was safe to come.
Ragged and weary, they waited while Joe signaled low, with a hoot like an owl. Then the
door opened wide to welcome the freedom travelers. They were rushed through the house
to the barn for the farmer knew there were slave catchers near. A trapdoor in the floor took
them under the barn to hide till it was safe to move on. Then Peg Leg Joe went back to the
river to meet others who followed the drinking gourd.
With danger still near, too close for ease, the farmer sent the travelers on. He drew a
map that showed the way north on the midnight road to the next safe house, just over two
hills. This time James gave the signal, a hoot like an owl, that opened the door to a Quaker
farm. The travelers were led to a secret room behind shelves. They resetd here for many days
and healed their wounds. Soft beds, full meals, new clothes, hot baths, washed away some
fear and pain. When they were strong, they traveled again from house to house on the
underground trail, still following the drinking gourd north.
Sometimes they traveled by foot, sometimes by cart. The wagon they rode near their
journey’s end carried fruit to market and the runaways to freedom. At last they came to
Lake Erie. Molly, James, old Hattie, Isaiah, and young George climbed aboard the steamship
that would carry them across to Canada to freedom. “Five sore souls are safe!” old Hattie
cried. The sun shone bright when they stopped on land. They had followed the drinking
gourd.
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Name ____________________________________________
Date______________
Circle Pre or Post Test
1. What is a star?
2. What is the sun?
3. Why doesn’t the sun look like the other stars?
4. What kind of energy does the sun give off?
5. What is a constellation?
6. How did constellations get their names?
7. Why are certain constellations in the sky during certain months of the
year?
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Name ___ANSWER KEY__________
Date__________
Circle Pre or Post Test
1. What is a star?
A star is a ball of hot, glowing gases.
2. What is the sun?
A star, which is a ball of hot, glowing gases.
3. Why doesn’t the sun look like the other stars?
Because it is the closest star to Earth so it looks much larger.
4. What kind of energy does the sun give off?
The sun gives off energy we can see (white light) and energy we cannot see (heat).
5. What is a constellation?
Any certain groups of stars that were imagined by those who named them to form images of
objects, mythological figures, or creatures in the sky. They are useful in helping sky gazers
and navigators locate certain stars. A constellation's stars are often designated by its name
and letters of the Greek alphabet in order of brightness.
6. How did constellations get their names?
Legends and stories from different cultures
7. Why are certain constellations in the sky during certain months of the
year?
The Earth revolves (moves) around the sun, so we see different stars at different times of the
year.
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5.ESS.2
STARS – TEACHER PAGE
FOR TEACHER:
Find old umbrellas, any color butcher paper, round cardboard pieces or white
paper for each group. Break students into groups of 4-5 and assign a month to
each group.
Provide resources for students. (books and websites)
A list of Children’s Literature for Earth & Space Science is in the curriculum
guide.
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
http://www.kidsastronomy.com/stars.htm
http://www.scilinks.org/Harcourt_Hsp/HspStudentRetrieve.aspx?Code=HSP506
FOR STUDENTS:
Research stars in the night sky for a certain month of the year in order to
recreate the night sky (constellations) on a material chosen by the teacher.
Students should be able to explain to the class through a presentation or a
written report the following questions: how many stars are in the constellation,
which stars are the closest to Earth, explain why some stars are brighter than
others, and any interesting facts they discovered.
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(Optional)
Exploring the Constellations WebQuest
from: http://mrscienceut.net/StarryNight1.html
The Sky at Night
Go outside some clear evening. Bring along a blanket. Spread out the blanket and lie
down. Look at all the stars you can see. Quite a beautiful sight, isn’t it!
Stars spread out across the sky. But, did you know that there are patterns to be seen? We
call these patterns “constellations.”
You are going to learn about constellations. And, when you have finished this WebQuest,
you will know all about constellations. And, you will never look at the stars in quite the same
way!
What is a Constellation?
When we talk about constellations, do you know what they are? Your first
assignment is to find a definition of constellations. This website will give you that
definition.
What are constellations?
( http://www.astro.wisc.edu/~dolan/constellations/extra/constellations.html )
Where Did Constellations Come From?
Knowing about constellations is great! How did they get there? Visit this site for a history of
constellations.
Where did constellations come from?
Navigating With the Stars
Did you know that there was a time when ancient sailors had to know the
stars to help them get to their destination? When you’re in the middle of the
ocean with no land in sight, you had to have something help you get where
you’re going to. The sailors used the stars to help them travel. Your
assignment is to learn; identify constellations, stars, planets and learn how to navigate at
night. When you're done, continue with the WebQuest. Click on the icon below to learn
about navigation.
Once constellations were created, there was a problem. How did they get there? Myths
were developed that explained how the constellations go into the sky. You have been
assigned a constellation. Complete the Constellation Assignment.
(http://mrscienceut.net/ConstellationAssignment.pdf )
Use this website to get the basic information about your constellation: The Constellations
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Print a copy of the myth that explains your constellation.
Andromeda
Aquila
Aquarius
Aries
Cancer
Canis Major
Cassiopeia
Cassiopeia - The Elk
Skin
Corvus
Delphinus
Delphinus - The
Slingshot Stars
Draco
Gemini
Hercules
(Heracles)
Hydra
Leo
Lepus
Lyra
Orion1
Orion2 - The
Hand
Orion - The Wolf and
Crane
Pegasus
Perseus
Pisces
Sagittarius
Scorpius
Ursa
Major1
Ursa Major2
Ursa Major3
Ursa Major4
Ursa
Major5
Ursa Minor - The
Rattlesnake
Now that you understand how the constellations got into the sky, and the myths that explain
how they got there, you have the second part of your assignment.
Your assignment is to create your own constellation. Your constellation has to represent
something that is familiar to people today. To do this assignment, you will need use your
copy of the Personal Constellation worksheet. After you create your constellation, write your
myth that explains how your constellation got into the sky.
Constellations and the Seasons
If you go outside different times of the year, you will see different
constellations. Why? Complete this worksheet and you’ll have the answer!
Here’s the website that will help you complete the Constellations and the Seasons section of
your worksheet:
Different Constellations, Different Times
If you could see the constellations when the Sun was in the sky, what would it look like?
Here's a movie that shows the Sun's path through the constellations during the year.
You are now ready to complete the Constellation “Think” Questions portion of the worksheet.
Look at these websites to see what constellations are visible during which season:
Spring Constellations
Summer Constellations
Autumn Constellations
Winter Constellation
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Name _______________________________________________________________ Score ________
Constellation Assignment
Before beginning this assignment, you have to have read What Are Constellations, Where Did
Constellations Come From and Navigation website from the Webquest.
Have your teacher initial below:
o What Are Constellations ________
o Where Did Constellations Come From ________
o Navigation website ________
Your assignment is to research a constellation.
o Draw a picture of your constellation.
o Give us some basic information about your constellation. For example – which season
is it
seen, what deep sky objects are found in your constellation, etc.
o Read a myth that explains your constellation. Write the myth in your own words.
o Be prepared present your constellation and myth to the class.
My Constellation
My Constellation
This is what my
constellation
looks like….
My constellation
is seen during
this season…
Deep sky objects
in my
constellation…
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This myth explains how my constellation got into the sky:
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Our constellations represent things that were important to the people who named them.
Your assignment is to design your own constellation.
• Write your name on the Personal Constellations worksheet.
• Get some sticky stars and make a constellation using the position of the “stars” on your
Personal Constellation worksheet. Write a name for your created constellation.
• Create a myth that explains why the constellation is in the sky. Write it below your
constellation. Remember, your myth has to apply to today. You can’t use Zeus or any other
Greek gods. It must be a story people would recognize today!
• Be prepared to present your constellation to the class.
Source of original lesson: http://www.ips-planetarium.org/ips-edlesson01.html, worksheet by www.middleschoolscience.com 2004
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Columbus City Schools
Curriculum Leadership and Development
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Constellations and the Seasons
1. Why do you look for the constellation Orion in the winter?
2. Why are stars dim?
3. How far does the Earth move in its orbit around the Sun each day?
4. Why can’t you see the stars in the first picture a few months later?
5. Half a year later, why do you see a different sky?
6. True/False The rotation of the Earth effects what stars you see during the evening.
Constellation “Think” Questions
(from Constellations for Every Kid by Janice VanCleave)
1. Look at the picture on the left. In what constellation
would you see?
2. Look at the picture on the right. In what
constellation would you see the Sun?
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3. Look carefully at the picture.
a. In what constellation would you see the sun if it were in Position D?
b. In what constellation would you see the sun if it were in Position A?
c. In what constellation would you see the sun if it were in Position B?
d. In what constellation would you see the sun if it were in Position C?
4. Look carefully at the picture.
a. What constellation would you see at night if the Earth were in position D?
b. What constellation would you see at night if the Earth were in position A?
c. What constellation would you see at night if the Earth were in position B?
d. What constellation would you see at night if the Earth were in position C?
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In the picture above, when Earth is at position A, it is Winter. When Earth is at position B, it is
Spring. When Earth is at position C, it is Summer. When Earth is at position D, it is Autumn.
List four constellations that can be seen during that season.
Winter
a.
b.
c.
d.
Spring
a.
b.
c.
d.
Summer
a.
b.
c.
d.
Autumn
a.
b.
c.
d.
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Constellations and the Seasons - TEACHER Answer Key
Constellations and the Seasons
1.Why do you look for the constellation Orion in the winter?
That is when the Earth has revolved around the sun to see the stars that make up the constellation
Orion.
2. Why are stars dim?
They are very far away from the Earth. Stars are different sizes and distances from the Earth.
3. How far does the Earth move in its orbit around the Sun each day?
About 1°. The Earth completes the trip around the sun in one year ... 360 degrees in 365.24 days ...
that's awfully close to an average of 1 degree per day.
4. Why can’t you see the stars in the first picture a few months later?
Because the Earth has continued to revolve.
5. Half a year later, why do you see a different sky?
The Earth is halfway around the Sun and there are different stars in the sky.
6. True/False The rotation of the Earth effects what stars you see during the evening.
False, the revolution (moving around the Sun) affects the stars we see.
Rotation and the tilt of the Earth effects the seasons and day and night.
Constellation “Think” Questions
(from Constellations for Every Kid by Janice VanCleave)
1. Look at the picture on the left. In what constellation would you see the Sun?
Pisces
2. Look at the picture on the right. In what constellation would you see the Sun?
Aires and Taurus
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…Constellations and the Seasons - TEACHER Answer Key
3. Look carefully at the picture.
a. In what constellation would you see the sun if it were in Position D?
Leo
b. In what constellation would you see the sun if it were in Position A?
Taurus
c. In what constellation would you see the sun if it were in Position B?
Pisces
d. In what constellation would you see the sun if it were in Position C?
Scorpius
4. Look carefully at the picture.
a. What constellation would you see at night if the Earth were in position D?
Pisces
b. What constellation would you see at night if the Earth were in position A?
Scorpius
c. What constellation would you see at night if the Earth were in position B?
Leo
d. What constellation would you see at night if the Earth were in position C?
Taurus
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…Constellations and the Seasons - TEACHER Answer Key
When Earth is at position C, it is Summer. When Earth is at position D, it is Autumn.
List four constellations that can be seen during that season.
Winter (examples)
a.Taurus
b.Orion
c.Gemini
d.Cancer, Ursa Major, Ursa Minor, Aires, Andromeda
Spring (examples)
a.Draco
b.Cassiopeia
c.Cancer
d.Leo, Virgo
Summer (examples)
a.Cassiopeia
b.Ursa Major, UrsaMinor
c.Draco
d.Cancer, Leo, Hercules, Libra
Autumn (examples)
a.Ursa Major, Ursa Minor
b.Andromeda
c.Draco
d.Cassiopeia,Taurus, Aires
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Name ___________________________________________________________________________________
Star Brightness Detector
(By: the Editors of Publications International, Ltd., ©2007 Publications International, Ltd.)
Some stars appear to be brighter than others, but how bright are they? This simple Star
Brightness Detector will give you a way to measure and categorize the brightness of stars.
Overlapping cellophane strips are the key to this science project to explore the incredible
universe.
Use cellophane strips to detect star brightness.
What You'll Need:
Clear night sky
Scissors
Cardboard
Ruler
Colored cellophane
Tape
Step 1: Cut four 1-3/4 inch rectangles next to each other on a piece of cardboard.
Step 2: Tape one sheet of cellophane over all four rectangles.
Step 3: Tape an overlapping sheet of cellophane over the last three rectangles.
Step 4: Tape more cellophane over the last two rectangles, and finally a last overlapping
sheet of cellophane on the last rectangle only.
Step 5: View the night sky with your brightness detector. Notice you can see more stars when
you look through fewer cellophane sheets. Only the light from the brightest stars is able to
penetrate all four sheets.
Step 6: Try to find a star that you can see with one sheet but not with two sheets. Call this a
one star.
Step 7: Find a star you can see with two sheets but not three. Call this a two star.
Step 8: Find a star you can see with three sheets but not four, and call this a three star.
Step 9: Call any star you can see through all four sheets is a four star.
Step 10: Write down the number of each type of star that you see. Which type can you find
most often? A star's brightness on Earth depends upon the amount of light the star is putting
out and how far it is from Earth.
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Creating Constellations on Graph Paper
Subject: Math & Science (Can be differentiated by changing the
coordinates to encompass all 4 Quadrants.)
Procedure: Review the names of some of the constellations the students
have studied. Explain how to find points on a graph indicated by X and
Y coordinates. Tell the students they will now have a chance to see
whether they can recognize the shapes of certain constellations.
Instruct the students to label graph paper with an
X axis, Y axis and number the lines to 20.
#1 Cassiopeia
X
Y
`
#2
Pegasus
X
Y
#3
Leo
X
Y
1
5
10
18
3
9
6
4
10
15
7
11
7
6
9
13
6
9
7
9
4
11
13
5
13
9
8
6
14
6
13
4
12
10
13
8
16
13
14
10
17
14
15
10
18
16
16
10
17
18
18
8
Columbus City Schools
Curriculum Leadership and Development
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Columbus City Schools
Curriculum Leadership and Development
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Children’s Literature for Earth & Space Science
Adamson, Thomas K. Earth. Capstone Press, 2008
Adamson, Thomas K. Jupiter. Capstone Press, 2008
Bruchac, Joseph. The Story of the Milky Way. Colorado: Fulcrum Publishing, 1996
Chang, Cindy. The Seventh Sister. New York: Troll Associates, Inc., 1994.
Cole, Joanna. Magic School Bus: Lost in the Solar System. New York
1995.
Scholastic Inc.,
Caduto, Michael J. & Bruchac, Joseph. Keepers of the Night. Fulcrum Publishing, 1994.
Dragonwagon, C. Half a Moon and One Whole Star. New York: Macmillan, 1986.
Esbensen, Barbara. The Star Maiden. Boston: Little Brown and Company, 1988.
Forest, Christopher. The Kids Guide to Constellations. Capstone Press, 2012.
Gerson, M. Why the Sky is Far Away: A Nigerian Folktale. Little & Brown, 1992.
Goble, Paul. Her Seven Brothers. New York: Bradbury Press, 1988.
Goble, Paul. Star Boy. New York: Bradbury Press, 1983.
Hoyt, Lenny. How Many Stars in the Sky? New York: Morrow, 1991.
Kim, F.S. Constellations. Children’s Press, 2010.
Kudlinski, Kathleen V. Boy Were We Wrong About the Solar System. Dutton
Children’s Books, 2008.
Lemieux, Margo. Full Worm Moon. Morrow, William & Company, 1994.
Levy, David H. David Levy’s Guide to Night Sky. Cambridge University Press,
2001.
Love, Ann & Drake, Jane. The Kids Book of the Night Sky. Kids Can Press, 2004.
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Mayo, Gretchen Will. Star Tales. Walker, 1987.
Mollel, Tolowa M & Mortin, Paul. The Orphan Boy. Clarion Books.
Monjo, FN. The Drinking Gourd. Harper & Row, 1970.
Oughton, Jerrie. How the Stars Fell Into the Sky. Houghton Mifflin, 1992.
Ray, Mary Lyn. Stars. Beach Lane Books, 2011.
Rustad, Martha E.H. Constellations. Capstone Press, 2012.
Sasaki, Chris. Constellations. Sterling Pub. Co., 2006.
Simon, Seymour. Destination Jupiter. Morrow Junior Books, 1998.
Simon, Seymour. Destination Mars. Harper Collins, 2000.
Simon, Seymour. Destination Space. Harper Collins, 2002.
Simon, Seymour. Earth. New York: Mulberry Books, 1994.
Simon, Seymour. Earth, Our Planet in Space. Four Winds Press: Collier Macmillan,
1984.
Simon, Seymour. Mercury. Morrow Junior Books, 1992.
Simon, Seymour. The Moon. Simon & Schuster Books for Young Readers, 2003.
Simon, Seymour. Our Solar System. Collins, 2007.
Simon, Seymour. Stars. Collins, 2006.
Simon, Seymour. The Sun. Morrow, 1986.
Simon, Seymour. The Universe. Morrow Junior Books, 1998.
Vautier, Ghislaine. The Shining Stars: Greek Legends of the Zodiac. Cambridge
University Press: Cambridge, 1988.
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Vogt, Gregory. Stars. Lerner Publication Co., 2010.
Wallace, Nancy Elizabeth. Stars! Stars! Stars! Marshall Cavendish Children, 2009.
Winter, Jeanette. Follow the Drinking Gourd. A. Knopf, Inc.: New York, 1998.
Columbus Metropolitan Library has a video of this book produced by Lancit Media Productions,
Ltd., LeVar, Barton & Winter, Jeanette
Zappa, Marcia. Constellations. ABDO Pub. Co., 2011.
Zuehlke, Jeffrey. Earth. Lerner Publications Co., 2010.
Columbus Metropolitan Library has a video produced by Lancit Media Productions, Ltd., LeVar,
Barton & Winter, Jeanette
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Reading Standards for Informational Text Grade 5The Standards In The States Resources
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific information in the text.
RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the point of view they represent.
RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 4–5 text complexity band independently and
proficiently.
Writing Standards Grade 5
The Standards In The States Resources
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose.
o W.5.1b Provide logically ordered reasons that are supported by facts and details.
o W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
o W.5.1d Provide a concluding statement or section related to the opinion presented.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
o W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
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o W.5.2c Link ideas within and across categories of information using words, phrases, and clauses
o W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
o W.5.2e Provide a concluding statement or section related to the information or explanation
presented.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
o W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
o W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
o W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
o W.5.3d Use concrete words and phrases and sensory details to convey experiences and events
precisely.
o W.5.3e Provide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5 here.)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).
o W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and evidence
support which point[s]”).
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
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Speaking and Listening Standards Grade 5
SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own
clearly.
o SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under discussion.
o SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
o SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
o gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) The Standards In The
States Resources
©2012 Common Core State Standards Initiative Contact Us Terms of Use
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