As previously mentioned, I teach Astronomy last because it is the favorite unit of many students. With all the curriculum requirements, and pre-requisites for high school, a unit such as this is a great tool.
Days 1-2
Check student’s prior knowledge. Give them a question sheet and include such topics as light year, inertia, gravity, etc. Give points for each correct answer and add those to the next test or quiz.
Go over “space basics,” such as Newton’s Laws, gravity, rotation and revolution. Demonstrate or run labs on these. There are numerous demonstrations, for all levels and learning styles in Prentice Hall texts and activity books. There are also many demonstrations/labs found in NASA publications. These include Rockets and Microgravity. Also, the demonstration on Newton’s Third Law, previously mentioned works well. I have included a couple of activities in the appendix.
For homework, due in 2 1/2 weeks, assign a poster project. NASA had designed a plaque that was put on some of our deep space probes, in case of an alien encounter. The purpose was to show what we and the Earth are like. A picture of it, with an explanation is included in the appendix. I have students design their own and it is worth as much as two quizzes. This project is also interdisciplinary, as it has an art and english component. This project also helps students review for the final exam. The instructions for the poster/plaque project are as follows:
You have been selected by NASA to design a plaque/poster that will be placed on the next deep space probe.
The purpose of this plaque is to let aliens know about the Earth.
NASA has requested that your design emphasize Earth Science.
Design your plaque/poster form information found in your book or notes only.
No copying or computer printouts.
Graphs or charts in your own handwriting are okay.
You may use any art form, but the poster must be scientifically correct.
If must cover all the subjects we have studied.
You must include a two page essay along with it—explaining why you included the items on your poster. These will be included on a computer chip to further help the aliens understand the Earth.
I will use a 3 point rubric (similar to the rubric on the Science CAPT) and this project will be equal to two quiz grades.
Students had a lot of fun designing their plaque and I had them present their work to their classmates.
Day #3-Day 5
Go over relative sizes and distances. Also, obtain several Solar System Lithographs Sets from NASA. I laminate these so they last longer.
Next, go over what a billion means (see section of unit on space physics). Demonstrate how much area different amounts of water drops cover (see section of unit on space physics). Then cover and define: light year and astronomical unit. Give example of distances planets, galaxies and stars in terms of light years.
An activity that can be done outdoors comparing relative sizes and distances of the Sun, planets and our Moon, is the following: First go over the solar system, using the lithographs from NASA. On the front are color pictures and on the back are planetary facts. In the appendix, I have included a page on planetary facts and relative sizes of the planets. Then use an activity called, “A Stroll Through the Solar System ,” by Kenneth M. Uslabar from
Science Scope
.
Assign a student to be the Sun, use a bowling ball to represent the star. Have another student represent Mercury and use a pin head to represent this planet. Then assign other students the following. Venus as a peppercorn, Earth also as a peppercorn, the Moon and Mars as pin heads, Jupiter as a chestnut or pecan, Saturn as a filbert or acorn, Uranus as a peanut or coffee bean, Neptune as a peanut or coffee bean and Pluto as a pin head. These are scale models of parts of our Solar System.
The distance scale that Uslabar uses is 1:6,000,000,000. Place the student/planets at the appropriate locations. Review about relative size and distance. Then take a walk, spacing out the Sun and planets. Talk about each object as the walk progresses (or assign students to do that). Spacing is as follows: the Sun is at 0 meters, Mercury is 10 meters from the Sun, Venus is 18 meters from the Sun, the Earth is 25 meters from the Sun, Mars is 38 meters, Jupiter is 130 meters, Saturn is 238 meters, Uranus is 478 meters, Neptune is 749 meters, and Pluto is 983 meters from the Sun.
Day 6
Go over the history of space travel, astronaut selection, and living and working in outer space. For homework, assign a review activity of the lessons so far.
Day 7
Show the Hubble Repair video, produced by NOVA. This video not only shows the steps leading up to and the repair of the telescope, but also shows what it is like to work in space. Along with this, there are some great views of the Earth from outer space and my students are always amazed by these.
Day 8
Review what the students have learned so far. Discuss the Hubble video. Go over the possible Martian mission. Information on this can be obtained from NASA or the U.S. Space Foundation. Have students work in cooperative groups. Their goal is to choose an eight person crew for this mission. The group that comes the closest to what NASA thinks wins a prize. The answers are: A male in the leadership (commander) role, a female psychologist, a teacher who is also a comic, entertainer and a musician, a journalist, a medical doctor/dentist/nutritionist, a cook/masseur/beautician, a communications officer and finally a physical therapist. Note the multiple roles of the crew.
Assign for homework the stranded on the Moon senario. This is a NASA activity from the 1960’s, but it is great. A copy of it is in the appendix. Students rank the 15 items in order of importance for survival. I also have them explain their answers.
Day 9
Go over Moon survival answers.
NASA has an excellent teacher’s guide with activities called,”Exploring the Moon.” Put student’s into groups and assign each a task from this. Examples: design a lunar rover, design a development on the Moon. Have one group work on life support systems for a settlement and another one could work on lunar recreation. There are many other activities in this guide to choose from.
Day 10-Day 11
Go over the International Space Station (see appendix for design parameters) and why it is being built.
Have students do performance—based labs. Design the following simulations based on student levels. Cover the following to simulate the needs of the astronauts living there. This is a great time to review the scientific method. Depending on time constraints have each group all of the following or just one, then report their findings back to the class. Topics that should be covered: particulate removal, creating oxygen, getting rid of carbon dioxide, and temperature control/insulation.
Have students write an essay, topic = should the space station be built? Why or why not?
Day 12
Go over the essay from last night.
Go over the possibility of alien life. Separate fact from fiction. Discuss the Drake Equation.
Play “War of the Worlds” for students. Your local library should have a recording of this radio show. I grew up near where they were supposed to have landed and was told that some people fled New Jersey, not knowing that it was a hoax for three weeks.
Plaque is due tomorrow.
Day 13
Have students present their plaques
Day 14
Discuss how we are listening for aliens. What we have found. What do they hear from us.
For homework assign an essay titled,” Should we attempt to contact aliens if we find them? Why or why not?
Day 15-Day 16-Day 17
Invent an Alien Activity/tourism. This is an activity that I have been doing for several years and students have a lot of fun with this. I base it on a Project Spica activity developed by Lois Kittelson (1991)
Students are divided into groups and then assigned a planet. Each group is given the lithograph of their planet and planetary facts. They then must do the following. Draw their aliens. Invent a day in the life of their aliens, base this on Earth’s life characteristics. Also, come up with a tourism campaign for their planet—based on scientific facts. Advertising posters are also required. Students usually have roller coasters, ski resorts or health spas on their planets. They then must give a presentation to their classmates. I’ve even had some students dress up for this. Their creative capabilities shine with this activity and again this is a great activity for the end of the year.
Day 18
Summary of the unit. Include the benefits of space travel and how it has affected of technology.
Additional activities:
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A nighttime star party
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Rocketry demonstrations
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Science Club