Download Universe - Sci-Port

Universe
Grades: 4th-5th, 8th-12th
Program Duration: 30 Minutes
Program Type: Space Dome Movie
Program Description
In this Space Dome movie, we take a historical look at how we have envisioned the universe through the ages. We visit some of the
ancient sites where our ancestors erected great structures with special astronomical significance. Finally, we look at the universe
through the eyes of today’s scientists and space explorers to build up a spectacular overview of the heavens.
Louisiana GLEs and NGSS:
Grade 4
Science
65. Compare a solar and a lunar eclipse (ESS-E-B2)
66. Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2)
69. Explain how technology has improved our knowledge of the universe (e.g., Hubble telescope, space stations, lunar
exploration) (ESS-E-B6)
Grade 5
Science
42. Differentiate among moons, asteroids, comets, meteoroids, meteors, and meteorites (ESS-M-C2)
43. Describe the characteristics of the inner and outer planets (ESS-M-C2)
45. Identify Earth’s position in the solar system (ESS-M-C5)
47. Identify and explain advances in technology that have enables the exploration of space (ESS-M-C8)
Grade 8
Science
38. Use data to compare the planets in terms of orbit, size, composition, density, rotation, revolution, and
atmosphere (ESS-M-C2)
40. Identify and illustrate the relative positions of Earth, the Moon, and the Sun during eclipses and phases of the
Moon (ESS-M-C4)
42. Interpret a scale model of the solar system (ESS-M-C5)
48. Communicate ways that information from space exploration and technological research has advanced
understanding about Earth, the solar system, and the universe (ESS-M-C8)
49. Identify practical applications of technological advances resulting from space exploration and scientific and
technological research (ESS-M-C8)
Middle School
Space Systems
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
High School
Science
24. Describe the organization of the known universe (ESS-H-D2)
30. Summarize how current technology has directly affected our knowledge of the universe (ESS-H-D7)
Space Systems
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of
distant galaxies, and composition of matter in the universe.
HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.
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Key Terms:
Asteroid: Also called minor planet. Any of the thousands of small bodies from 480 miles (775 km) to less than one mile (1.6 km)
in diameter that revolve about the sun in orbits lying mostly between those of Mars and Jupiter.
Asteroid Belt: The region of space between the orbits of mars and Jupiter in which most asteroids are located.
Black Hole: A theoretical massive object, formed at the beginning of the universe or by the gravitational collapse of a stat
exploding as a supernova, whose gravitational field is so intense that no electromagnetic radiation can escape.
Caldera: A large, basin like depression resulting from the explosion or collapse of the center of a volcano.
Comet: A celestial body moving about the sun, usually in a highly eccentric orbit, consisting of a central mass surrounded by an
envelope of dust and gas that may form a tail that streams away from the sun.
Constellation: Any of the various groups of stars to which definite names have been given, as Ursa Major, Ursa Minor, Bootes,
Cancer, and Orion.
Crater: The cup-shaped depression or cavity on the surface of the earth or other heavenly body marking the orifice of a volcano.
Eclipse: The obscuration of the light of the moon by the intervention of the earth between it and the sun (lunar eclipse) or the
obscuration of the light of the sun by the intervention of the moon between it and a point on the earth (solar eclipse).
Ellipse: A plane curve such that the sums of the distances of each point in its periphery from two fixes points, the foci, are equal.
Gas Giant: One of the four planets in our solar system that are composed chiefly of hydrogen and helium, namely Jupiter,
Saturn, Uranus, and Neptune.
Hubble Telescope: Also called Hubble Space Telescope. A telescope launched into orbit around the earth in 1990 to provide
information about the universe in the visible, infrared, and ultraviolet ranges.
Martian: Of, pertaining to, or like the planet Mars or its hypothetical inhabitants.
Olympus Mons: The highest of the giant shield volcanoes on Mars, lying 18 degrees north of the equator. Height: 26 km; base
diameter: over 600 km.
Orbit: The curved path, usually elliptical, described by a planet, satellite, spaceship, etc., around a celestial body, as the sun.
Planetesimal: One of the small celestial bodies that, according to one theory (Planetesimal Hypothesis) were fused together to
form the planets of the solar system.
Solar System: The sun together with all the planets and other bodies that revolve around it.
Connections to Permanent Exhibits:
These exhibits are located on the first floor in the Dayna and Ronald Sawyer Space Dome Interactive Laser Planetarium
The Sun: Read about the sun and ancient cultures.
Interactive Sun: Check out this computer program. What are three characteristics of the sun? Take the Sun Fact Quiz!!
The Sun and The Planets: What kind of solar system model is found at Sci-Port? Why?
The following Planet Exhibits are found upstairs around the Sun.
Plutoids: Name 3 characteristics that define a classical planet? Name 2 planet-like objects and where are they found in
our solar system? Are they plutoids or dwarf planets?
Neptune: What makes Neptune blue? The Earth’s axis tilts at 23.5 degrees. What is the Neptune’s axial tilt?
Uranus: How old are you on Uranus? Describe the atmosphere of Uranus.
Saturn: What spacecraft arrived at Saturn in 2004? What did it do?
Jupiter: Can you see Jupiter in the sky tonight? Name an interesting fact about a Jovian moon.
Mars: What is the largest mountain in the solar system? How many moons does Mars have?
Earth: What phase of the moon can you see in the sky today? Why did the Apollo astronauts have to have a horizontal
support for the American flag when they planted it on the moon? (Hint: See the photomontage outside the second floor
space bathrooms.)
Venus: Describe Venus’ rotation (spin) as it relates to its revolution (orbit). What did the Magellan spacecraft do?
Mercury: What spacecraft is on its way to Mercury right now? Name an interesting Mercurian fact.
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Web Resources:
http://sunearthday.nasa.gov/2011/articles/ttt_72.php
NASA
"The sun casts a shadow." No one knows when this revelation occurred to ancient humans, but it is clear from carvings on
animal bones from 30,000 ago that some awareness of the sun and moon were thought to be important enough to encode for
convenient reference by Shamans. This is a link to an article about ancient astronomical alignments.
Free Astronomy Network for Kids
http://www.planetsforkids.org/
Welcome to Planets for Kids! On this website, you will find lots of information about our solar system with lots
of questions and answers and games for children to play. There is also have a color-in section where students
can download pictures and have fun coloring.
Pre-Visit Activity
Please Ex-Planet!
Summary: This activity lets students research a particular planet/moon and then share Materials:
their findings with the rest of the students in their class.
 Computers and
Source: Adapted activity from Hank Thoenes of Troy, Michigan, public schools
Internet access
so students can
Grade level: 6-12
useWindows to
Time: Very little teacher prep time, class time approximately 4 class periods
the Universe
web site
Student Learning
 Students will become experts on one given solar system body.
 Art supplies
Outcomes:
 Students will be exposed to information about other solar system
needed if
bodies.
students are
 Students will learn to work better in groups or with partners.
coloring or
creating a
model of their
Lesson format: Research & Writing Exercise
planet/moon
National Standards
 5-8: Content Standard D: Earth in the solar system
Addressed:
Worksheets:
 9-12: Content Standard D: Origin and evolution of the universe

Student
Explanet
Worksheet
DIRECTIONS:
1. Place students in groups of 2-3. Assign each group one of the nine planets (or a large moon in the solar system if you
have a large class). It would be best if all planets were covered by the groups (even if there isn't as much info on some
as others). It is suggested that only larger moons be used because students will be able to find information on these
much more easily. Suggestions are Titan (Saturn), Triton (Neptune) or Io, Europa, Ganymede, or Callisto (Jupiter).
2. Have students use the student recording worksheet to research and record information about their respective planets.
Students should use the Internet (Windows to the Universe web site) and possibly the library to find information.
3. If there is time, have students create a visual aid for their planet.
4. Have each group present their findings (and possible visual aid) to the class.
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ASSESSMENT:
Assessment is class dependent. Teacher should decide how much the student worksheet, student participation in group,
presentation and possible visual aid are worth.
BACKGROUND INFORMATION:
Suggested projects for visual aids could include having students draw a picture or make a model of the planet using as much
detail as possible. Students should include any special features, accurate color and label any parts of the planet as needed. You
could also have students make a sketch, model, costume or skit about an imaginary creature that may live on their planet. The
creature's features should show how it has adapted to the conditions present on the planet. The students could describe its
food sources, form of locomotion, and daily life. Remind your students that creativity and neatness count.
Suggested timing for this activity is as follows:
Day 1: Group students, have students start research on their planet
Day 2: Have students finish research and start their visual aid
Day 3: Have students finish their visual aid and plan their presentation
Day 4: Have each group give short presentation
Obviously, if you have a very large or very small class (or a very short class period), this will need to be adapted.
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Ex-Planet Worksheet
Name:____________________
I DON'T KNOW MY SOLAR SYSTEM...PLEASE EX-PLANET!
In this activity, your group will research and write down the answers on the recording sheet below and teach the rest of the
class about your assigned planet or moon. As you work with your group, complete one copy of the following questions,
keeping in mind that all will share the resulting grade. Learn to cooperate and share the tasks as you are sharing the grade that
you earn. Please answer the items below using complete sentences and showing your best work.
Recording Sheet
1. Name of your planet/moon.
2. What is the order of this planet from the sun? If you are researching a moon, what is its order from the mother planet?
3. What is the average distance from the sun? (miles and kilometers) If you are researching a moon, use the average distance of
the mother planet.
4. What is the minimum distance from Earth? (miles and kilometers) If you are researching a moon, use the minimum distance
of the mother planet. Hint: use the Windows to the Universe site for this!
5. A. Give the mythological origin of the name of your planet/moon.
B. Why was that name chosen for your planet/moon?
6. What is the diameter of your planet/moon in miles and kilometers?
7. Compare the size of your planet/moon to that of the Earth (using diameters of the two bodies). How much larger or
smaller is your planet than the Earth?
8. A. Compare the gravity of your planet/moon to that of the Earth.
B. If an object weighed 100 pounds on the Earth, what would it weigh on your planet/moon?
9. What is the temperature range, highs and lows, found on your planet/moon? (Fahrenheit and Celsius)
10. What does your planet/moon look like? Describe its colors, surface features or appearance of clouds/atmosphere, and
unique features.
11. List the common elements present and their state of matter (solid, liquid, gas).
12. What is the atmosphere like on your planet/moon? List the gases present and their percentages.
13. What are the names of your planet's moons. Describe any unique features found on your planet's moons. If you are
researching a moon, omit this question.
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14. What probes have been sent or will be sent to your planet/moon? What did they find out? (If many missions have been
sent, list the most important and their findings.).
15. Based on what you have learned, do you think life as we know it can be found on your planet/moon? Explain your answer
using fact and reason.
16. Give any other information that you would like to share about your planet/moon. (What makes your planet unique?
special? distinct from the others?)
17. Attach a picture you've printed (or drawn) of your planet/moon. Label important features.
Post-Visit Activity: Where the Past and the Present Meet Webquest (next page)
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Name _____________________
Where the Past and the Present Meet
Explore the Nine Planets website to find the answers to these questions.
http://www.seds.org/nineplanets/nineplanets/nineplanets.html
I am the Roman God of commerce, travel and thievery. The Greeks called me Hermes the Messenger of the Gods. What
planet am I?________________________
We are the sons of Ares and Aphrodite. Which moons are we? _________________________
I am the Greek God of the Heavens. The Romans called me Saturn. What planet am I?________________
I was the maiden who was loved by Zeus. I was transformed into a heifer so that Hera wouldn’t find me. What moon am I?
_____________________
I am the Roman God of War. The Greeks call me Ares. What planet am I?_______________
I am a Trojan boy of great beauty whom Zeus carried away to be cupbearer to the gods. What moon am I? _______________
I am the daughter of Jupiter and Ananke. What moon am I? ________________
I am the Roman God of the Sea. The Greeks called me Poseidon. What planet am I?___________________
I am a Titaness who was the first wife of Zeus. What moon am I? ______________
I am the King of the Gods. The Greeks called me Zeus. What planet am I?____________
I am the Roman God of the Underworld. The Greeks called me Hades. What planet am I?________________
I am the Roman goddess of love and beauty. The Greeks called me Aphrodite. What planetam I?_________________
The Romans called me the God of Agriculture. The Greeks called me Cronus, the father of Zeus. What planet am I?
______________
I am the nymph daughter of the river God Asopus. What moon am I? _______________
I am the nymph who nursed the infant Jupiter with goat’s milk. What moon am I ?________
I am a Phoenician princess abducted to Crete by Zeus, who had assumed the form of a white bull,and by him the mother of
Minos. What moon am I? __________________
I am a nymph, beloved of Zeus and hated by Hera. Hera changed her into a bear and Zeus then placed her in the sky as the
constellation Ursa Major. What moon am I? ________________
I am the mythological figure who ferried the dead across the River Styx into Hades (the underworld). Who am I?
___________________ (Hint: I am a moon)
I am one of the sea nymphs, the 50 daughters of Nereus and Doris. Who am I? ___________________
I am a woman said to have been unsuccessfully (!) courted by Zeus. Who am I? __________________
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I am a Titaness and sea goddess who was both sister and wife of Oceanus. Who am I?_____________________
I was the queen of Sparta and the mother, by Zeus in the form of a swan, of Helen and Pollux. Who am I?
____________________
I am a nymph who bore three sons of Zeus. Who am I? ____________________
I am a daughter of Oceanus and one of Zeus' lovers. Who am I? ___________________
I am a nymph who bore three sons of Zeus. Who am I? ___________________
I am the mother by Zeus of the giant Tityus. Who am I? _____________________
I am the first woman, bestowed upon humankind by Zeus as a punishment for Prometheus' theft of fire. Entrusted with a box
containing all the ills that could plague people, she opened it out of curiosity and thereby released all the evils of human life;
wife of Epimetheus. Who am I?______________________
I am a daughter of Oceanus and one of Zeus' lovers. Who am I?___________________
I am one of the Titans slain by Hercules. Who am I? ______________________
I am the mother by Zeus of the giant Tityus. Who am I? ___________________
I am the mother, by Zeus of Britomartis, a Cretan goddess. Who am I? ______________
I am the mother of Adrastea, by Jupiter. Who am I? _____________________
I am the mother, by Zeus of Britomartis, a Cretan goddess. Who am I? ______________
I am the wife of Minos and mother, by a white bull, of the Minotaur. Who am I? _________
I am the mother of Adrastea, by Jupiter. Who am I? _________________
I am the mother, by Zeus of Britomartis, a Cretan goddess. Who am I? ______________
I am the god of woods, fields, and flocks, having a human torso and head with a goat's legs, horns, and ears. Who am
I?____________________
I am a Titan who stole fire from Olympus and gave it to humankind, for which Zeus punished him horribly; son of Iapetus;
brother of Atlas and Epimetheus. My name is Greek for "foresight". Who am I? ______________________
I am a Titan condemned by Zeus to support the heavens upon his shoulders; son of Iapetus and the nymph Clymene; brother
of Prometheus and Epimetheus. Who am I? _________________
I am the son of Iapetus and brother of Prometheus and Atlas; husband of Pandora. My name is Greek for "hindsight". Who
am I? ______________________
I am a Titan who was defeated in battle and buried under Mount Etna by Athena. Who am I? ____________________
I am was the mother of Aphrodite by Zeus. Who am I? ___________________
I am the sister and wife of Cronus and the mother of Demeter, Hades, Hera, Hestia, Poseidon, and Zeus. Who am
I?_____________________
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I am the god of gates and doorways, depicted with two faces looking in opposite directions; also the root of the English word
"January". Who am I ?__________________
I am a daughter of Oceanus and Tethys. Who am I?__________________
I am an Amazon who battled with Achilles. Who am I?_________________
I am a sea nymph who delayed Odysseus on her island for seven years. Who am I? ____________________
I am a sea god who could change his shape at will. Who am I?____________________
I am a family of giants, the children of Uranus and Gaia, who sought to rule the heavens but were overthrown and supplanted
by the family of Zeus. Who am I ? _____________
I am a Titan, the son of Gaea and Uranus and the father of Helios. Who am I?_______________
I am a Titan, the son of Uranus, the father of Prometheus and Atlas and an ancestor of the human race. Who am I?
______________________
I am daughter of Uranus and Gaia; grandmother of Apollo and Artemis. Who am I? ____________________
I am is a god of the sea, the son of Poseidon; usually portrayed as having the head and trunk of a man and the tail of a fish.
Who am I? ____________________
I am the nymph who lived in and presided over brooks, springs, and fountains. Who am I? __________________
I am a daughter of Aether and Hemera. My name is also the Greek word for "sea". Who am I? _______________________
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