The Beginning and Expansion of the Universe, Lesson One: Grades 3-5
Objectives
Students will use hands on activities to understand the possible beginnings of the Universe and the vastness of the Universe and the Stars.
Materials
Balloons, large clear plastic trash bags, large sheets of butcher paper, magic markers, and crayons.
Strategies
Introduction to the Unit begins with group activities where each group is given a KWL, GRAPHIC ORGANIZER CHART, to complete, which is a 9” X 11” sheet of paper with the following headings.
K
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W
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L
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What I Know.
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What I Want
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What I Learned.
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to Know.
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Students write what they know about the Universe under K. They should use brief descriptive words or sentences. A lot of brainstorming about the beginning of the Universe takes place. Students share what they already know about the beginning of the Universe. They then formulate questions about what they would like to know, under the W column.
Next each group is given either a balloon and markers, butcher paper and crayons, or a large clear plastic trash bag and markers.
As I give out the materials, I give the instructions that they must get started making dots all over the balloons, butcher paper, or garbage bags. I ask them to predict the purpose of all this and I write their ideas on newsprint paper or the blackboard.
I monitor the activity and I challenge them to make some of the dots large and some small. I ask them to predict the purpose of this. Each response is recorded on the newsprint. Discussion will come later. The purpose is to give the impression of distance, some stars appear larger and closer, some are further away, some brighter and some darker. (An extension would be for students to research and brainstorms the reasons, “Why some stars appear as they do?”)
After about ten minutes of making dots, I ask them to consider how long it would take for them to place dots representing every star in the Universe. (Graphing their predictions is always fun.)
I give students the example that they could do this for 30 minutes everyday for a year and still not have enough dots to represent each star in the vast Universe. Using star charts students can make comparisons to see the great vastness of stars in the Universe.
I then ask the group with the balloon to have someone blow up the balloon and watch it expand. This balloon represents the expansion of the Universe and the dots the stars. This observational example should help students to understand the shape of the Universe, the movement of the stars away from each other and their distances, as they observe the balloon expanding.
The group or groups with the clear garbage bag, uses a fan to blow air into the opening. As it expands students can relate to the balloons and discuss the questions, “What is happening to the garbage bag and Why?” The result is another example of the vastness of the Universe and the stars.
In the culmination of the activities I ask each group reporter to share what they observed and what other questions their group might want answered as a result. These questions are written on the large classroom KWL, GRAPHIC ORGANIZER CHART, under the W, WHAT I WANT TO KNOW? These questions should be recorded by each student in their science journal.
(A comparison between the energy of air, that filled the balloons and trash bags, could be made with, the energy released in explosions of different kinds.) After the students record their ideas in their science journal. I suggest an investigation of the most noted theory of the beginning of the Universe, THE BIG BANG, be done.
Extensions can be to investigate what other theories there are and how they contrast with the Big Bang.
The Beginning and Expansion of the Universe, Lesson Two, The Big Bang Theory: Grades 3-5
Objectives
In the second lesson on the Beginning and Expansion of the Universe, the objectives are for students to research, understand and demonstrate the primeval explosion that possibly gave birth to the Galaxies and the Universe.
Materials
Drawings, pictures, books and magazines on Astronomy are needed for a print rich environment to aid student research. One Suggestion is Isaac Asimov’s New Library of the Universe. (See bibliographies for other suggested readings.) Balloons and markers are items needed for the expansion activity.
Strategies
Students will observe pictures and drawings of different Galaxies, the main focus being the Big Bang Theory and its effect on what we observe in the Universe.
In introducing this lesson I present the theory that the universe had its birthing from a primeval explosion and that the galaxies, grouping of stars, are the debris of that explosion. (For Demonstration purpose some sort of explosion, like a firecracker in a small empty fish bowl, would help them understand these concepts.) I explain that the force of that explosion hurtled out through space the debris which formed the Galaxies.
Next I explain that there is a thing called a Red Shift, which shows by examination that the Galaxies are moving away from us. The Red Shift is measured by a Spectra-graph. A Spectra-graph does two things, first it divides light into its components, that is into its colors, like a rainbow or a prism. Secondly, It tells what velocity or speed an object is moving at. If the color of an object is toward the Red Spectra Line, it is moving away. If the object moves toward the Blue Spectra Line, it is moving toward us.
Another example to help students comprehend the Red Shift is that of a train whistle. As a train approaches us its whistle gets louder. In the analogy it is approaching the Blue Spectra Line. As it moves away the whistle sound gets quieter. The analogy is that it is moving toward the Red Spectra Line, toward. us. This movement or Red Shift is called the Doppler Effect. Students are usually aware of the Doppler Radar for detecting bad weather. A comparison could be made with the weather Doppler radar.
I then speak of A Belgian Mathematician, Abbe Georges Lemaitre, first put forth the idea of a primeval explosion in 1927 and his idea of expansion would later be called by astronomers as the Big Bang Theory.
Extended activities could be to research the evolution of Galaxies as well as contrasting the different types.
The balloons are used to demonstrate the shape of the Universe as well as the expansion of Galaxies and how they might be moving. First students are paired and sit across from each other. This is so that one partner can observe and record what takes place in their Science/Astronomy Journal. Then they switch.
I pass out the balloons and markers and explain to the students to enlarge the balloon to the size of a baseball. Holding the air hole tight use the marker to place 30 dots on the balloon. Next I have the students blow up the balloons and observe what happens to the dots as the balloons inflate.
The conclusion is that the dots expand away from each other and some move farther away than others. Thus Astronomers believe Galaxies are moving away from each other as the dots move away on the balloons. We do know according to Dr. Edwin Hubble, 1929, that the farther away a Galaxy is the faster it seems to move away from us. Since no Galaxies are getting closer as they move, Scientists and Astronomers believe the Universe is expanding.
The Beginning and Expansion of the Universe, Lesson Three: Grades 3-5
Introduction and Considerations:
Logical reasoning comes from having knowledge and use of that knowledge. In the academic world some scholars may argue over a word and its meaning. Such issues may have value and interest in the academic world, but the day to day life experiences force most of us to deal with making decisions in a pragmatic way. To prove how much money you had in your pocket, if someone asked you, the simple solution would be to take it out and show it. In abstract things common sense and practical reasoning are cognitive tools to use. If somebody asks if a certain person is trustful or not, examples and evidence would be given one way or another.
A speech on trust wouldn’t be appropriate only evidence of one persons trustworthiness. In this lesson and others in the unit, “Astro-Cosmos, The Last Frontier”, many difficult abstract ideas can be shown through common sense and practical reasoning that the Science of Astronomy has unveiled. Many of the concepts in this lesson have been as a result of the influence of John Clayton who is a scientist, author, teacher, and lecturer. (See Bibliographies, Clayton, John N.)
Objective
Students will use practical reasoning and common sense in abstract things such as the beginning of the Universe.
Materials
Models, pictures, and drawings of the Galaxies and their movement, relative to each other, show very distinct patterns of Galaxtic distances growing daily.
Strategies
To present situations to students that are common to present day value judgments and have them relate to logical, practical, pragmatic proof of the beginning of the Universe from a purely scientific perspective.
Pictures of Galaxies and their movement relative to each other, show very distinct patterns of Universal expansion. They show the idea of a beginning. Simple drawings showing representations of the expansion concept could be three squares with relative distances showing corners lettered A, B, C, and D. Each letter represents a Galaxy. Each Galaxy has its relative distance between each letter which represents a contrast in time. Yesterday’s time, is represented in the background of a drawing. As the square comes forward in the drawing, lettered corners show it larger in today’s time, with the pattern assumed that tomorrows foreground square will be larger with relative distances between A,B,C, and D shown as relative expansion.
We exist in a Universe that gets larger and larger with each passing day. If we ran time backward each Galaxy in the above examples would be closer together and relative distances would shrink accordingly. The ultimate question is where must all Galaxies have been?
As students think about this question and respond, many should see that the answer would be at a beginning. At a point! At the beginning which scientists call a singularity! (See examples of drawings below)
POINT OF
SINGULARITY
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A B
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A B
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C D
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A B
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Yesterday
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C D
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Today
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C D
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Tomorrow
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Evaluation
Science Journal notes and evidence of discussions and reflection on questions asked and answers given.
The Beginning and Expansion of the Universe, Lesson Four, “What Does Sand Got To Do With It?”: Grades 3-5
Objectives
Students will be given analogies and create there own analogies of the Beginning and Expansion of the Universe using sand. Also students will demonstrate prior knowledge skills as they build new knowledge and make prediction.
Materials
A lot of sand, a large area or space, Science/Astronomy Journals and colored pencils, a large piece of butcher paper. and bags or paper cups.
Procedure
Students will first work as a whole class in a large area such as a playground, with lots of sand. A baseball park or a beach is even better. However, it can also be done in the classroom over butcher paper. Students will make predictions about the area and how it could represent our Universe. They will also make predictions about how objects around them in the area could represent objects in space. Using prior knowledge of the vastness of the Universe and analogy skills, students will imagine what might have taken place during the Big Bang.
First I have the class make a big circle holding hands. Then I have them drop hands and take two giant step back. I tell them to imagine that this was the Universe. I then pick up a handful of sand and walk around letting each student choose only one speck of sand.
Without anyone else seeing each student will examine their speck of sand real carefully.
Then they will record their description in their Science/ Astronomy Journals. They can use the colored pencils to draw their speck of sand.
Then I have all the students look at my one piece of sand and ask several to describe it and touch it. Next I ask the students to predict what would happen if I threw my piece of sand as far as I could? Then I ask what would be the chance I could find it again? All responses are accepted that have a reasonable prediction. The answers will vary. The chances of finding the same speck of sand, especially at the beach, would be impossible.
Lastly I have them throw their specks of sand as far as they can and imagine it being a Star out in Space. The analogy is the speck of sand is like one star out of a whole lot of stars. Finding their speck of sand is like trying to find a star that might support a planetary system similar to ours.
Another hands on activity that lends it self very well to the vastness of our Universe is as follows:
Procedures
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1. Fill a small home sized aquarium with sand and have each student pick out one piece of sand and observe it very carefully. Then have each student close their eyes and drop their piece back into the aquarium and have each one predict the chances of finding it. Use other objects like a BB shot or ballbearing and have them make other predictions.
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2. The teacher will demonstrate to the groups how difficult it is to locate various items.
Another example of the vastness of the Universe is through a project demonstration. Students will put lots of pin holes into a card board shoe box. Then they will hold it up to a light source in a darkroom. They are to come up with a relative explanation as to the purpose of their demonstration. The pin holes represent stars in relationship to the shoe box which represents the Universe. Students will relate to the fact that, no matter how many pin holes they make representing stars it would be impossible represent all of them.
Evaluation will be through participation, effective note taking in their Science/Astronomy Journals. Reading logs with books, magazines and other research materials will be listed. A brief reaction to information read and what they learned from it would be required.
OUR MARVELOUS PLANETARY SYSTEM, How Big are the Planets?: Grades 3-5, Lesson five.
Objectives
Students will review the sequential order of the planets; determine planet sizes using different scale measurements; and compare and contrast customary units of length with metric.
Materials
Scissors, Ruler with inches and centimeters, Large White Butcher Paper, String, Cooperative Logic Planet Cards from prior lesson. Overhead of planets with diameters and scaled down measurement using Mercury as a guide, at 1 inch diameter.
Process
Students will be in groups with each student responsible for a task. One each of the following: group leader, time keeper, recorder, and reporter.
Questions and Steps in the Process:
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1. What is the order of the planets in our Solar System? In cooperative groups students can record answers under K= What I know column, listing the Planets 1-9, from the Sun.
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2. What does it mean to scale up? What does it mean to scale down? Teacher will present on an overhead the planets with their diameters, and scale down using Mercury at 1 inch diameter to which all other planets will be made relative to in comparison.
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3. Students will record the values on their group and individual charts.
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4. Students will also half all the diameters and scale measurements of the planets. What is the radii of each planet? Students will record their responses.
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5. Using materials available in a bag each group will come up with a string make shift compass in order to draw circles for each planet, the halved scale measurements or radii will be used for the length of each string.
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8. Each student will record any observations they make in their Science/Astronomy Journal.
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7. Use the Large Butcher Paper and tack the various sized planets in order for visual relationships of scaling down.
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8. Repeat the process scaling Mercury at one centimeter. Students will recalculate all the radii relative to Mercury at one centimeter.
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9. Place the metric scale planets on top of customary scaled planets and have students record observations and comparisons.
Extensions of these activities are numerous to allow students to make observations and comparisons, integrating mathematics into the science theme of the Solar System.
An Example of a Journal Record Sheet is a follows:
PLANETS
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DIAMETER
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HALVED
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SCALE
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HALVED
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IN MILES
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MEASUREMENT
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Evaluation
Journal records of observations and group work observations reflecting knowledge of scaling up and down.
PERSPECTIVE AND PLACEMENT OF THE PLANETS IN OUR SOLAR SYSTEM: Grades 3-5,Lesson six.
Objectives
Students will use prior knowledge of scaling down to create mobiles of the Solar System.
Materials
This list is what each student will need to create a mobile: 2 coat hangers, 1 wire cutter, scissors, ruler with both inches and centimeters, string, poster board, markers of different colors. 10 gauge wire and glue for metal and poster board.
Procedure
Students can work in groups and share materials. Each student will use prior knowledge of diameters and radius scaling down size. Students will create mobiles of the Solar System using organizational steps as follows.