Download Title of the Lesson

Location, Location, Location
Objectives
• Students will understand and demonstrate that the latitude of the observer’s
location affects the angle at which the North Star, the sun, as well as other
stars and planets become visible.
• Students will understand and demonstrate the relationship between the
location of the celestial equator, the North Star, and the solstices at particular
latitude.
Grade Level
Sixth grade
Subject Areas
Science
Math
Social Studies (Geography)
Technology
Timeline
One 90-minute class which could extend longer with time for extensions and
assessment.
Background
Teacher - As part of our investigation of the Solar System, students will have
discussed: the size of the Solar System compared to the scale models they have
created, the location of the planets compared to the location of the Earth and the
location of the Sun, orbits and revolutions, binary stars, circumpolar stars,
constellations, and the relationship between distance from Earth and the amount
of light visible from a star or a planet with the naked eye and with
telescopes/binoculars. Students will have reviewed: right, obtuse, and acute
angles and where the Sun rises and sets.
Student – Know the background of the above elements.
Materials
science notebooks
pencil or pen
planisphere
ruler
protractor
colorful string
sidewalk chalk
previously made signs: North Star, North, South, Celestial Equator, Zenith, June
solstice, and December solstice.
Teacher might want to have additional paper on hand for students to make signs
for other stars they want to include in their kinesthetic diagram.
Lesson
1. Vocabulary
Zenith - The point on the celestial sphere that is directly above the
observer.
Polaris or North Star – the pole star, lies approximately 400 light-years
away in the constellation URSA MINOR
Celestial sphere – For the purpose o f describing just where things are in
the heavens, it is very convenient to pretend that the Earth is at the center
of a vast starry globe or sphere. This Celestial sphere has lines of latitude
and longitude by which any particular point or area – say, a star or a gassy
nebula – can be located exactly.
Celestial equator - A great circle on the celestial sphere in the same plane
as the earth's equator.
June solstice – A period of the astronomical year when the Sun is farthest
north of the equator and the longest day of the year.
December solstice – A period of the astronomical year when the Sun is
the farthest south of the equator and the shortest day of the year.
Latitude - The angular distance north or south of the earth's equator,
measured in degrees along a meridian, as on a map or globe.
Longitude – Angular distance on the earth's surface, measured east or
west from the prime meridian at Greenwich, England, to the meridian
passing through a position, expressed in degrees (or hours), minutes, and
seconds.
Horizon – The line of the Earth’s curvature
Constellation – A pattern of stars in the sky. A total of 88 constellations
covers the entire sky, many of them representing figures from ancient
mythology.
Circumpolar – A star that from an observer’s latitude does not go below
the horizon.
2. At the beginning of the lesson, teacher will solicit what students currently
measure in degrees and how they measure in degrees. Then teacher will
instruct students that their closed fist is actually a measuring tool and
represents approximately 10 degrees. Teacher will bring students outside
to measure the height of the Sun using their fists. Teacher will instruct
students to start at the horizon and measure up. If the moon happens to
be out, then the students can measure how many degrees the sun is away
from the moon. While students are outside, the teacher will also instruct
students that they can use their 2 outstretched arms to make angles. If
the moon is out, the teacher and students can make angles between the
sun and the moon to determine the distance in degrees between them as
well.
3. The teacher will then escort the students back inside, introduce, and
review the terms to know. The teacher will draw the following diagram on
the board:
Zenith
Celestial Equator
June
December
Solstice
Solstice
Polaris (North Star)
North
South
0°
4. Once the diagram is on the board, teacher should ask students if they
recognize any of the terms on the board. After giving students the
opportunity to share what they know, teacher should explain the diagram.
For instance, if we are standing at 0° latitude in the Northern Hemisphere,
and we look up into the night sky, the point directly over our head is known
as the zenith. We will see the North Star or Polaris at 0°. The angle of
Polaris above the horizon in the night sky will always match our latitude.
The celestial equator is a location in the celestial sphere that is halfway
between the celestial poles. Since Polaris lies so close to the North
celestial pole, the location of the celestial equator is usually 90° to the
right of Polaris. Additionally, at high noon on June 21st (the summer
solstice – the longest day of the year – most hours of sunlight), the sun’s
angle will be 23.5° to the left of the celestial equator (closer to the North).
At high noon on December 21st (the winter solstice – shortest day of the
year – day with the least amt. of sunlight), the sun’s angle will be 23.5° to
the right of the celestial equator (closer to the South).
5. The teacher can also show students mathematical equations.
For the above diagram: CE= 180° - 90° - 0° = 90° JS = 90 ° - 23.5° =
66.5° DS = 90° + 23.5° = 113.5°
6. After checking for understanding (scanning faces, reading expressions,
and asking questions), teacher and students can work on 1-2 more
latitude diagrams together. Then teacher might want to break students up
into small groups and allow them to work on 1-2 more diagrams
themselves. As student groups are finishing, teacher should call class
together and go over group diagrams for accuracy.
7. Once students have demonstrated their gained knowledge in the
classroom, the class will go outside and set their diagrams up
kinesthetically. Students can use sidewalk chalk if they want to work on
the sidewalk or in the parking lot or they could use string if they want to
work on the grass. To measure the angles and placement of the North
Star, the celestial equator, the June solstice and the December solstice,
students should use their fists and outstretched arms. Students can
create signs for North, South, North Star, celestial equator, June solstice,
and December solstice or assign one another to represent these markers.
If a student chooses to represent the North Star, teacher should remind
the student he/she needs to move around in a small circle, since the North
Star is circumpolar.
Extensions
1. Once students have demonstrated their understanding of this lesson, they
can add constellations /stars to their latitude diagrams.
2. Students can go to www.space.about.com and click on Sky Maps, fill in a
specific latitude and longitude, and can print out a picture of the night sky
at their specified location. Then students can take the pictures outside
and set up their print out kinesthetically – remembering they must move
and not stand in one place.
Evaluations/Assessment Activities
• Students did understand and demonstrate that the latitude of the observer’s
location affects the angle at which the North Star, the sun, as well as other
stars and planets become visible.
• Students did understand and demonstrate the relationship between the
location of the celestial equator, the North Star, and the solstices at particular
latitude.
In communication with their third grade buddies, 6th graders will ask 3rd graders
for their favorite city or foreign country. The 6th grader will determine the latitude
of the 3rd grader’s favorite city or foreign country and make a latitude diagram,
placing celestial equator, North Star, zenith, solstices, and 5 additional stars at
their proper locations. After teacher has assessed the diagram for accuracy, the
6th grader will send it to his/her 3rd grade buddy.
Resources
http://www.space.about.com
http://www.kidsastronomy.com
http://www.dustbunny.com
http://www.doe.nv.gov/standards/stnadscience.html
http://www.nap.edu/readingroom/books/nses/html/6d.html
2006 Astronomy Principles for the Classroom: Kinesthetic Astronomy – Mike
Zawaski
Christy Marquardt – As the Solar System Turns
Addendum
Terms
zenith, Polaris or North Star, celestial sphere, celestial equator, June solstice,
December solstice, latitude, longitude, horizon, constellation, circumpolar
Hook
To grab the students’ attention, I might have a few real estate signs set up along
the wall of the classroom that they will notice as they walk in and get themselves
settled. To get them in the right frame of mind, I might ask: what do real estate
agents “preach” to their clients???? Answer: Location, location, location!
Then to bring them to the forefront of today’s lesson, I might ask: does my
location in the Northern Hemisphere matter when I’m looking into the day
or night sky? Let’s investigate!