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Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of stars - size, brightness, and.

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Presentation on theme: "Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of stars - size, brightness, and."— Presentation transcript:

1 Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of stars - size, brightness, and patterns. S2E1

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3 Star Sizes To demonstrate the size of the different types of stars, use the following items: supergiant - represented by a soccer ball super - represented by a tennis ball medium (our sun) - represented by a ping pong ball dwarf - represented by a marble To demonstrate the size of the different types of stars, use the following items: supergiant - represented by a soccer ball super - represented by a tennis ball medium (our sun) - represented by a ping pong ball dwarf - represented by a marble

4 Brightness Students will learn that there are two factors that affect a star s apparent brightness: the energy that it has and the distance that the star is from the viewer. Students will learn that there are two factors that affect a star s apparent brightness: the energy that it has and the distance that the star is from the viewer.

5 To gain a better understanding of this idea, complete the following demonstration: Materials: two light sources of varying strength (i.e., spotlight and flashlight) 1.Have two student volunteers stand next to each other with the both lights on. 2.Which brighter (the spotlight) and why (the amount of energy is has)? 3.Have the student with the spotlight move backwards a considerable distance (down a hallway) and the student with the flashlight move up to the viewer. 4.Which seems brighter now (the flashlight) and why (because it is so close)? Materials: two light sources of varying strength (i.e., spotlight and flashlight) 1.Have two student volunteers stand next to each other with the both lights on. 2.Which brighter (the spotlight) and why (the amount of energy is has)? 3.Have the student with the spotlight move backwards a considerable distance (down a hallway) and the student with the flashlight move up to the viewer. 4.Which seems brighter now (the flashlight) and why (because it is so close)?

6 Patterns Draw a random arrangement of eight to ten dots on the chalkboard. Students should imagine that these are stars in the sky and that they form some sort of picture. Call on a student to connect the dots with lines, thereby showing the object he/she is imagining. Have the class create a story about their imaginary objects. Draw a random arrangement of eight to ten dots on the chalkboard. Students should imagine that these are stars in the sky and that they form some sort of picture. Call on a student to connect the dots with lines, thereby showing the object he/she is imagining. Have the class create a story about their imaginary objects.

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