star signs educator guide - museum of the rockies

EDUCATOR GUIDE

600 W. Kagy Blvd. Bozeman, MT 59717

406-994-2251 museumoftherockies.org [email protected]

Updated August 2011

STAR SIGNS An Original Taylor Planetarium Production

Museum of the Rockies • museumoftherockies.org • 406-994-2251 • [email protected]

STAR SIGNS Educator Guide MOR

2

August 1, 2011

Dear Educator,

Thank you for choosing to bring your students to the Taylor Planetarium at the Museum of the Rockies

(MOR), where our mission is to inspire visitors to explore the rich natural and cultural history of America’s

Northern Rocky Mountains. A planetarium show is a great way to help your students visualize concepts

and spark their curiosity about a new topic.

Studies have shown that learning in museums is not limited to the time spent within their walls, but is

heavily influenced by prior knowledge and experiences and continues long after the visit has ended. For

these reasons, preparing your students for their planetarium visit and then extending their experience

afterward will enhance the educational aspect of the field trip experience.

To aid you in linking this planetarium show to your curriculum, the Museum of the Rockies’ Education

Department has created this guide. Inside, you will find details on the Star Signs planetarium show,

including vocabulary and state science standards addressed. We have also assembled complementary

classroom activities for various grade levels. We hope that these resources will help you prepare pre- and

post-visit activities for your students that tie into your curriculum.

MOR is committed to providing the richest possible learning experience for your students and welcomes

your questions and feedback. We look forward to seeing you at the Taylor Planetarium at the Museum of

the Rockies soon!

Sincerely,

Claire Thoma Angie Hewitt

Astronomy Education Intern Education Director, Early & Elementary Programs

Museum of the Rockies Museum of the Rockies



3

OVERVIEW Grades: 3-12 (Recommendation based on length, but show could be adapted to other ages. This show lacks a story line, is lecture-based, and does not include many special effects.) Length: 50 minutes Show Brief: What are constellations? What’s up now? Find out about the stories different cultures have told about the stars in a recorded show and then learn about what is up in the current night sky in a live-narrated segment. Themes: constellation myths, role of night sky in culture and navigation, seasonal sky changes, current visible constellations Program Description: Alternating between a narrator and various storytellers, the first half of this show is a recorded explanation of the constellations and the way different cultures viewed the night sky. The importance of the night sky to ancient Babylonians and Greeks is described in turn. The significance of the zodiac is explained, and a brief version of each zodiac constellation’s myth is told. The narrator also explains that the zodiac constellations no longer correspond to the “signs” that people look up in horoscopes. The show moves on to cover the constellations and myths of Ursa Major and Ursa Minor, the Big and Little Bears, and their various forms according to various cultures. The concept of circumpolar constellations, and their importance for Native Americans is recounted. Moving beyond the moral power of the stories in the stars, the stars have also been used for navigation and time-telling in both ancient and modern times. The narrator explains why the constellations visible in the night sky change from season to season. Finally, the narrator shares a view of the constellations from somewhere else in the galaxy, demonstrating that the star shapes are not fixed and that, in fact, the stars are moving slowly. The second part of the show is a live-narrated explanation of the constellations currently visible in the night sky, as well as some of the deep-sky objects visible with binoculars or a telescope in those constellations. Vocabulary: constellation North Star/Polaris Zodiac myth/mythology

vernal equinox polar precession astrology vs. astronomy

Mercury/Gemini/Apollo programs Voyager spacecraft Cassini spacecraft



4

OBJECTIVES Students will: 1. Explain that constellations are patterns of stars that have different meanings to different cultures. 2. Explain why the constellations visible at night change with the seasons. 3. Explain the significance of the zodiacal constellations. 4. Identify practical ways in which stars have been used to navigate and tell time throughout history.

MONTANA SCIENCE STANDARDS ADDRESSED

End of grade 4 1.6 Identify how observations of nature form an essential base of knowledge among the Montana American Indians 4.6 Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and heat comes from a star called the Sun 4.7 Identify technology and methods used for space exploration (e.g., star parties, space shuttles, telescopes) 6.2 Describe how scientific inquiry has produced much knowledge about the world and a variety of contributions toward understanding events and phenomenon within the universe End of grade 8 1.6 Compare how observations of nature form an essential base of knowledge among the Montana American Indians 4.5 Describe and model the motion and tilt of Earth in relation to the sun, and explain the concepts of day, night, seasons, year, and climatic changes 4.6 Describe the Earth, moon, planets, and other objects in space in terms of size, force of gravity, structure, and movement in relation to the sun 4.7 Identify scientific theories about the origin and evolution of the Earth and the solar system End of High School 1.6 Explain how observations of nature form an essential base of knowledge among the Montana American Indians 4.6 Describe the origin, location, and evolution of stars and their planetary systems in respect to the solar system, the Milky Way, the local galactic group, and the universe. 4.7 Relate how evidence from advanced technology applied to scientific investigations (e.g., large telescopes and space-borne observatories), has dramatically impacted our understanding of the origin, size, and evolution of the universe



5

WHAT IS THE NORTH STAR? Grades 3 — 8

PURPOSE: Students gain an understanding of why Polaris is known as the North Star, why its position in the sky changes with the observer’s latitude, and why there is no South Star. OBJECTIVES: 1. Students will understand that the North Star (Polaris) is a normal star that happens to be directly aligned with the North Pole. 2. Students will be able to explain why Polaris is not visible from the Southern Hemisphere. 3. Students will understand that there is no South Star. PROCEDURE: Distribute Star Charts and Horizon Templates (attached at the end of this guide) to each student. Have each student cut out the star map and the horizon template. Have students punch a small hole through the “X” on the map and the horizon template and fasten the horizon template on top of the star map with a brad. Have students align the horizon so that Polaris is directly above the

observer’s head (see Figure 1). Explain to your students that the observer is standing on the North Pole. Now, align the horizon so that observer is at the students’ latitude by moving the observer to about halfway between the North Pole and the Equator (for North Americans near latitude 45). Rotate the unit so that the horizon is horizontal. (see Figure 2). Ask students to make observations of how the position of the North Pole has changed. Have students move the observer to the Equator by placing the observer over the Equator line. Rotate the unit so that the horizon is horizontal. (see Figure 3). Ask students where Polaris is now. Continue leading the students in moving the observer around the globe and discussing the following questions: what happens if the observer is in the Southern Hemisphere? Move the observer to the South Pole. Is there a South Star visible?

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: 8th Grade ESP.3.2 Students describe the Earth, Moon, planets, and other objects in space in terms of relative size, composition, location, and movement. RESOURCES AND MATERIALS: 1 copy of the Star Chart

for each student 1 copy of the Horizon

Template for each student 1 brad for each student



6

Figure 1 Figure 2

Figure 3

TYING IT ALL TOGETHER: Understanding why Polaris is the North Star is integral to understanding sky motions and why certain constellations are only visible during certain times of year, as discussed in the Star Signs planetarium show. Many students do not realize, however, that the North Star is not visible from the Southern Hemisphere. This activity helps students gain an understanding of how position on the earth dictates an observer’s view of the sky.



7

THE CONSTANT NORTH STAR Grades: 3 – 12

From Janice VanCleave’s Astronomy for Every Kid: 101 Easy Experiments that Really Work, 1991 PURPOSE: Students gain an understanding of star motions and circumpolar constellations through a visualization of stars spinning around Polaris. OBJECTIVE: Students will be able to describe the movement of the stars around Polaris. PROCEDURE: Use chalk to draw the stars of Ursa Major (the Big Dipper), Cassiopeia, and Ursa Minor (the Little Dipper) on the panels of the umbrella. Polaris, the last star in the handle of the Little Dipper, should be on or right next to the pole.

Hold the umbrella overhead. Turn the handle in a counterclockwise direction.

Lead students in a discussion addressing the following questions: Which stars move, and which stay put? Have students describe the motion of the stars. (The end of the handle of the Little Dipper will stay put while all other stars circle around it.) Discuss why the stars appear to circle Polaris and why it is called the North Star. TYING IT ALL TOGETHER: Understanding the significance of the North Star is integral to understanding sky motions and why certain constellations are only visible during certain times of year, as discussed in the Star Signs planetarium show. This activity helps students understand how stars move over the course of a night.

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: 8th Grade ESP.3.2 Students describe the Earth, Moon, planets, and other objects in space in terms of relative size, composition, location, and movement. High school PM.3.2 Students graph circumpolar constellations and nearby objects on a celestial sphere graph by plotting each star and celestial object’s right ascension and declination coordinates. RESOURCES AND MATERIALS: Umbrella (dark color) White chalk



8

CIRCUMPOLAR CONSTELLATION GRAPHING Grades 8—12

PURPOSE: This lesson will help students gain an understanding of circumpolar stars and the coordinate system used on the sky. OBJECTIVES:

1. Students will be able to explain why some stars are circumpolar.

2. Students will be able to navigate using the celestial coordinate system.

3. Students will be able to model the movement of stars over the course of a night. BACKGROUND: The coordinate system used to designate points in the sky looks the same as that of longitude and latitude that we use on the Earth, but the lines corresponding to longitude are known as Right Ascension and those corresponding to latitude are called Declination. If you imagine trying to locate a point in the sky above you, Right Ascension indicates the direction (N, S, E, W) that you should face, and Declination indicates how high above the horizon the object appears. Declination is measured in degrees, with 90° corresponding to the North Celestial Pole, -90° to the South Celestial Pole, and 0° to the

Celestial Equator. RA is measured in hours, with each hour divided into 60 minutes, and there are 24 hours of RA corresponding to the 24 hours of the day. If you go outside at 10:00pm, choose a bright star near the horizon, and make a note of a landmark on your horizon that it appears above, you will have to wait 24 hours for that star to appear again above that landmark. Because all stars appear to rotate around the North Celestial Pole, the stars between the pole and the observer’s horizon are known as “circumpolar constellations” because they never rise or set. ACTIVITY: This activity relates to coordinate systems and graphing and has a direct relationship to the longitude/latitude system that we use to designate points on the Earth. Follow up with “The Constant North Star” demonstration (above) to reinforce student understanding. Have students plot stars on the Star Map (Figure 1, attached at the end of this guide) using the listed coordinates. Have them plot the stars of one constellation at a time and then help them connect the stars in the general shape of the constellations using the Teacher Key (Figure 2, attached at the end of this guide). After they have plotted all of the stars, have students cut out the star chart and place it on top of the horizon sheet, without attaching it,(Figure 2, attached at the end of this guide) so that the outer circles are aligned and the star chart is free to move. Align the starred hour of Right Ascension with 9:00pm. This is how the circumpolar stars appear at 9:00pm on September 1st (see Figure 4). An hour later, the starred hour will be at the

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: High school PM.3.2 Students graph circumpolar constellations and nearby objects on a celestial sphere graph by plotting each star and celestial object’s right ascension and declination coordinates. RESOURCES AND MATERIALS: 1 copy of Circumpolar graph

for each student 1 copy of Horizon sheet for

each student



9

10:00pm mark. Turn the star chart to show how the stars move over the course of the night. Have students follow the instructions and answer the questions on the horizon sheet individually, in small groups, or as a class.

Figure 1 – Star Map Figure 2 – Teacher’s Key

Figure 3 – Horizon Sheet Figure 4 – Assembled, 9:00pm on September 1st



10

TYING IT ALL TOGETHER: Understanding the significance of the North Star is integral to understanding sky motions and why certain constellations are only visible during certain times of year, as discussed in the Star Signs planetarium show. This activity helps students understand how stars move over the course of a night and why some stars never rise or set.



11

SIGNS OF THE ZODIAC Grades 3–8

PURPOSE: Students gain an understanding of the meaning and importance of the zodiacal constellations and why those visible at night change throughout the seasons. OBJECTIVES:

1. Students will be able to explain the significance of the zodiacal constellations

2. Students will be able to model and explain why some constellations are only visible during certain seasons. PROCEDURE Set signs around the room in a circle indicating the positions of the zodiacal constellations. The constellations should be in the following order as you walk around the circle clockwise: Leo, Cancer, Gemini, Taurus, Aries, Pisces, Aquarius, Capricorn, Sagittarius, Scorpio, Libra, Virgo. Have students stand in a circle around you, or an object representing the “Sun.” The constellation signs should be in a circle outside of the circle of students. Have each student pretend they are the earth. When they are facing the sun, the front part of their body is experiencing day and their back is experiencing night. Students should practice rotating from day to night. Review why we have the day-night cycle. Ask students to notice which constellations they can see during their “night.” (It is different depending on where they are standing in the circle.) Lead a discussion about this.

Have students march once around the “Sun” (a revolution) to represent an Earth year. At each quarter of a revolution, they should pause to rotate and notice which constellations they can see. Explain that a person’s “sign of the zodiac” is the constellation in which the Sun appeared when that person was born (not the constellation that was up at night). Ask each student to walk to the approximate point that the Earth was at in its orbit when s/he was born (should be directly across the circle from their “sign” so that the Sun is between the student and his/her “sign.” Have students draw pictures, write illustrated stories, or build dioramas to explain why the visible zodiacal constellations change throughout the year. TYING IT ALL TOGETHER: The Star Signs planetarium show explains the importance of many constellations, especially the zodiacal constellations, and why the visible constellations change throughout the year. This understanding has both cultural and scientific importance.

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: 4th Grade EI.1.1 Students demonstrate how the relative positions of the Earth and Sun account for the changing seasons and the changing lengths of day and night (the four seasons, the solstices and equinoxes). EI.5.2 Students explain that constellations are groups of stars and that often reflect differing cultural beliefs. RESOURCES AND MATERIALS: Sun object Zodiacal constellation

signs (with or without illustrations)



12

CREATE A CONSTELLATION Grades 3 — 8

PURPOSE: Students understand that constellations are patterns of stars in the sky and that different cultures told different stories about the same stars. OBJECTIVES:

1. Students will be able to define a constellation. 2. Students will understand that different cultures have different

understandings of constellations. 3. Students will be able to invent their own constellations and

stories. ACTIVITY: Students learn about different stories involving the stars of Ursa Major (the Big Dipper), then they create their own constellation and story using the same stars.

Lesson available from the Pacific Science Center’s “Astro Adventures” curriculum (Lesson 1 – Create a Constellation). Accessible online at: http://www.bubblers.k12.pa.us/webpages/slockhart/files/astro_ad_constellation.pdf

Variations from MOR of the Create-A-Constellation Worksheets from the Pacific Science Center (the second option uses the constellations Cygnus and Lyra rather than Ursa Major) available at the end of the guide.

TYING IT ALL TOGETHER: The concept of a constellation and the idea that the same stars can look different to different cultures is presented in the Star Signs planetarium show.

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: 4th Grade EI.5.2 Students explain that constellations are groups of stars and planets that often reflect differing cultural beliefs. RESOURCES AND MATERIALS: Copy or copies of the Create

A Constellation worksheet(s), 1 per student



13

3-D CONSTELLATION Grades 3 — 8

from Out of This World Astronomy: 50 Amazing Activities and Projects, Joe Rhatigan & Rain Newcomb, 2003 PURPOSE: To demonstrate that although the stars in a given constellation appear to be aligned on a plane, they are actually different distances from the earth and would create a different shape from a different perspective in the Milky Way galaxy. OBJECTIVES:

1. Students will be able to define a constellation. 2. Students will understand that the stars in a constellation only

appear together from our perspective. 3. Students will be able to invent their own constellations and

constellation stories. PROCEDURE: Cut strings to the following lengths and attach a star cutout (attached at the end of this guide) to the end of each string: a. Saiph-1in b. Alnilam-3in c. Alnitak-3.5in d. Mintaka-5in e. Rigel-6in f. Bellatrix-9in g. Betelgeuse-10in

Use the diagram to tape the strings to the ceiling in the proper configuration. Have student look at the stars from different angles. Ask them to find the angle at which it looks like Orion. Have students make up other constellations by looking at the stars from different angles. TYING IT ALL TOGETHER: The concept of a constellation and the idea that the same stars can look different to different cultures is presented in the Star Signs planetarium show. The show also explains that the stars of a given constellation are not bound together and would appear different from another perspective. This activity encompasses both of these ideas.

BOZEMAN SCIENCE CURRICULUM STANDARDS ADDRESSED: 4th Grade EI.5.2 Students explain that constellations are groups of stars and planets that often reflect differing cultural beliefs. RESOURCES AND MATERIALS: Scissors Ruler Fishing line or string 7 star cutouts Tape



14

FEEDBACK Please contact the Education Department with any questions, comments or suggestions regarding this curriculum.

600 W. Kagy Blvd. Bozeman, MT 59717

406-994-2251 museumoftherockies.org [email protected]



15

HANDOUTS



16

STAR CHART

Equator

North Pole

South Pole

Polaris

Ursa Major

Cassiopeia

Orion

Crux

Virgo

Triangulum

Canis M

ajor

X



17

HORIZON TEMPLATE

X



18

Circumpolar Constellation Graphing Teacher Key

Are the stars moving clockwise or counter-clockwise? Clockwise

Around which coordinates are they moving? (0h, 0°)

Is there a star near that point? Yes, the last star in Ursa Major (the Little Dipper). This is the North Star or Polaris.

When the starred hour of Right Ascension is at 3:00am, what constellation Is just above the Northern Horizon? Ursa Major

What is the relationship between hours of Right Ascension and hours of time? One hour of RA corresponds to one hour of time. The sky is divided into 24 hours of Right Ascension.

4h

22h

16h

10h



19

Circumpolar Constellation Graphing

Graph these stars’ coordinates. The points (stars) in each column make up that constellation. Ursa Minor 0h, 90° 17h, 85° 16h, 80° 16h20m, 77° 15h20m, 74° 15h, 76°

Ursa Major 13h45m, 50° 13h25m, 56° 12h50m, 58° 12h10m, 59° 11h50m, 55° 11h, 58° 11h, 64°

Cassiopeia 2h, 65° 1h30m, 60° 1h, 61° 0h45m, 57° 0h15m, 59°

Cepheus 0h, 78° 23h, 66° 22h40m, 58° 21h40m, 72° 21h30, 63°

Draco 11h30m, 72° 14h, 67° 16h, 60° 17h15m, 67° 18h30m, 75° 20h, 72° 18h, 57° 18h, 52° 17h30m, 53° 17h30m, 56°

4h 22h

16h

10h

NAME:

Northern Horizon

Align the starred hour of Right Ascension with 9:00pm. This is how the circumpolar stars appear at 9:00pm on September 1st. An hour later, the starred hour will be at the 10:00pm mark. Turn the star chart to show how the stars move over the course of the night. Are the stars moving clockwise or counter-clockwise?

Around which coordinates are they moving?

Is there a star near that point?

When the starred hour of Right Ascension is at 3:00am, what constellation is just above the Northern Horizon?

What is the relationship between hours of Right Ascension and hours of time?

2:00am 3:00am 1:00am 12:00am 10:00pm 11:00pm 9:00pm



21

CREATE A CONSTELLATION



22

CREATE A CONSTELLATION



23

3-D CONSTELLATION STAR CUTOUTS

star signs educator guide - museum of the rockies

Documents