2. Celestial Objects Intro TIMING This activity could be squeezed into one class period but is probably better as a 1 day activity, plus short review the 2nd day. Day 1: Engage (M100 picture Explore (color card sort) Explain (reading and PPT presentation) Day 2: Evaluate (1 more color card sort, b&w picture notes in notebook)

3. Student Learning Outcomes 1. Compare how celestial objects are similar and different from each other (size, distance, general properties). 2. Describe how different celestial bodies appear from Earth (size, shape, brightness, color)

4. Materials 1.8 sets of laminated “cards” with color pictures of celestial objects  “CelestialObjects_color” document 2. Sets of reading material.  “celestial objects reading” document 3. 1 per student: precut b&w celestial objects pictures for taping into notebook  “CelestialObjectsPics” document

5. ASTRONOMY THE STUDY OF THE UNIVERSE!

6. ENGAGE/ELICIT Picture of M100 Galaxy From wikipedia: Messier 100 (also known as NGC 4321) is a spiral galaxy about 52.5 million light-years away in the constellation Coma Berenices. It was discovered by Pierre MÈchain in 1781. It is one of the brightest galaxies in the Virgo cluster. Five supernovae have been identified in M100: SN 1901B, SN 1914A, SN 1959E, SN 1979C and SN 2006X. M100 also has a satellite galaxy named NGC 4323.NGCspiral galaxylight-years constellationComa Berenices Pierre MÈchain1781Virgo clustersupernovaeSN 1901BSN 1914ASN 1959ESN 1979CSN 2006X satellite galaxyNGC 4323

7. ENGAGE/ELICIT After the first M100 questions (before they list objects ins space), ask students what they previously learned about space (7th grade unit called Earth in Space studies sun-earth-moon relationships; phases of moon, eclipses, seasons). Tell students that in high school, they will learn about what’s out beyond the solar system…. deep space…

8. What do you think? 1.What is a galaxy? 2.Could this picture be of our own galaxy? Why or why not?

9. List types of objects that exist in space. (galaxies, stars…) M100

10. EXPLORE Card-Sort Activity Use “CelestialObjects_color” document -- laminated color pictures with 2 pics each of: Galaxies (Spiral galaxy NGC 4414, barred spiral, name = ? Link to similar galaxy )Spiral galaxy NGC 4414 Link to similar galaxy Nebulas (Helix, Crab)HelixCrab Stars (Sun, Betelgeuse)Betelgeuse Solar Systems (1 composite, 1 artist rendition) Planets (Mars, Jupiter) Moons (Io, Europa, 2 of Jupiter’s Galilean moons)

11. EXPLORE CARD SORT ACTIVITY Procedure: Distribute one set of cards to student lab groups. Follow directions on following slides. If students have not had lessons on observation vs. inference, they’ll need a refresher (or modify this part of the activity). This activity is longer than simply sorting the cards and identifying the objects. The aim is to students examine the objects repeatedly and in detail for long-term retention.

12. CELESTIAL OBJECTS PICTURES, part 1 1.Place cards white-side up and mix. Each team member choose 2 cards. 2. In your notebook, describe observations and inferences about each of your images.

13. One way to organize… observationsinferences Image 1 Image 2

14. CELESTIAL OBJECTS PICTURES 3. Share what you wrote with your teammates. 4. As a team, look at the remaining images and share a couple of quick observations and inferences for each.

15. EXPLORE CARD SORT ACTIVITY, part 2 If helpful, discuss the idea of categorizing or sorting objects based on similar properties. In large-group discussion have a couple groups share out how they sorted the objects Students may not know which are largest, furthest, etc. This is a good formative assessment.

16. CELESTIAL OBJECTS PICTURES, part 2 1.As a team, sort or organize all 12 images any way you want. 2.Large-group discussion. 3.Sort by: –size –distance from earth –composition

17. EXPLAIN CARD SORT ACTIVITY, part 3 A. Students read a passage about the celestial objects.  Specific reading strategy may depend on students, and may focus on just the first sentences of each ¶. B. Powerpoint slides to further explain the objects (thanks Linda Anderson for this part).

18. CELESTIAL OBJECTS PICTURES, part 3 Reading passage on basic objects. (reading directions) Re-sort your cards one more time…

20. Celestial Objects Celestial: of or relating to the sky

21. Our solar system includes a star (our sun), planets, and moons, as well as asteroids, meteoroids and comets.

22. The Moon Earth’s natural satellite A moon is a natural satellite that orbits a planetary body.

23. Planets A view of our planet Earth from the moon.

24. A planet is a celestial body… that orbits the sun that orbits the sun has sufficient mass to assume a spherical shape has sufficient mass to assume a spherical shape has cleared its orbital path has cleared its orbital path

25. We call our moon “The Moon” but many other planets have moons as well. Mars has two moons: Phobos and Deimos

26. Jupiter is currently known to have 63 moons. The four largest moons are Io, Callisto, Ganymede and Europa.

27. The current count is 60, but that may change in time. Saturn also has many moons.

28. All planets except Mercury and Venus have at least one natural satellite… …for a total of 166 moons.

29. Stars Stars are celestial bodies of hot gases that radiate energy due to their internal nuclear reactions.

30. Our sun is the nearest star

31. Our sun is an average sized star, and much smaller than many other stars

32. Some stars are red giants and supergiants, which we will learn more about later.

33. Solar Systems Solar systems are also celestial objects Our solar system is not the only one Many other solar systems are presumed to exist Some have actually been discovered, one containing five known planets

34. An artist's concept shows four of the five planets that orbit 55 Cancri, a star much like our own (and located 41 light years away from Earth).

35. Nebulae (s: nebula) A nebula is a star “nursery” or an interstellar cloud of dust and gas from which stars are formed Cat’s Eye NebulaCygnus Loop

36. Galaxy A galaxy is group of stars, usually numbering in the billions, that orbit a common mass and travel through the universe as a single unit

37. We are located in the Milky Way, a spiral galaxy

38. The spiral Andromeda Galaxy is our nearest galaxy neighbor …yet it is still more than 2 million light years away!

39. Elliptical is another type of galaxy

40. There are also irregular galaxies

41. And sometimes galaxies collide…

42. EVALUATE Give students the black and white version “CelestialObjectsPics” document. 1. Paste into notebook. 2. Students write their own summary notes of each object. Teacher walks around, checks, helps/reviews as necessary. 3. Can also do final color card sorts (size, distance, composition), the next day or days later.

43. Black and white pictures. 1. Paste into notebook. 2. Write your own summary notes for each object.

44. Final questions: What is the difference between: a galaxy and a solar system? a planet and a moon?

51. Old ideas follow.

52. Day 1 Intro [10 min] Engage: picture of M100 http://hubblesite.org/gallery/album/the_universe_collection/pr1994 002c/ http://hubblesite.org/gallery/album/the_universe_collection/pr1994 002c/ M100 info: http://en.wikipedia.org/wiki/Messier_100 http://en.wikipedia.org/wiki/Messier_100 1.Large Group: observations 2.Individual write: inferences and questions 3.Large Group: Read inferences & questions

53. Scale of the Universe Website 1 (link on Mr. McLeod’s page): http://en.wikipedia.org/wiki/Astronomical_object Look at the following celestial objects: Galaxies Nebulae Planetary (solar) systems Stars Planets What are they? What’s interesting? Explore. 10-15 minutes

54. Scale of the Universe Website 1: http://en.wikipedia.org/wiki/Astronomical_object Website 2: http://hubblesite.org/gallery/album/ Choose one image. In notebook: 1.Write the name of the object and webpage. 2.Describe the object -- include details. 3.Write inferences 4.Write questions. 15 minutes

55. Scale of the Universe Prepare to present tomorrow. 4 parts = 4 people. All present. Total presentation time = 1-2 minutes. (1) Show image (webpage), give name & type of object. (2) Describe your observations. (3) State your inferences. (4) State your questions. Decide who will do which part. TEAM FOCUS.

56. Example: (1)“Interacting Galaxy Pair Arp 87” -- 2 Galaxies (2)Observations… (3)Inferences… (4)Questions…

57. Ending Reflection One thing I learned today... One thing I wonder about...

58. Scale of the Universe Day 2 Present your findings 4 parts = 4 people. All present. Total presentation time = 1-2 minutes. (1) Image, Name & Type of object. (2) Observations. (3) Inferences. (4) Questions.

59. Scale of the Universe Day 2 Presentations: 4 parts = 4 people. All present. Total presentation time = 1 minute. (1) Image, Name & Type of object. (2) Observations. (3) Inferences. (4) Questions

60. Scale of the Universe Day 2 Back to both webpages. Make a concept map to show how these 7 celestial objects are related: Galaxies Nebulae Planetary (solar) systems Star Planets Moons choose one: Asteroids, Comets or Meteors

61. Sample: HOUSE ROOMS Contain everything in the house. FURNITURE People sit on and put things on. FLOOR Bottom of the room. made of has DIRT Very small particles. CARPET Softer than the floor. PEOPLE Live in the house. LEGS Hold up furniture. Let people walk. used by have covered by collects filled with placed on HOUSE Rooms Furniture Floor Carpet People Dirt Legs

62. Sample Concept Map: sleep, eat, play PETS DOGS CATS FISH fur like to covered with larger than like to eat GOLDFISH BETAS OLD VERSION

63. Scale of the Universe Day 3 1. Transfer your concept map to a whiteboard. 2. Gallery Walk –Add information to your own map. 3. Solar System Tour

64. Scale of the Universe Day 3 1. Review Concept Maps 2. Solar System Tour 3. Distances in Space H