Download Standard

Connections to the SA Curriculum, Standards and Accountability Framework
Strand: Earth and Space
Standard
Curriculum Requirement
Outcomes/ Key Ideas
SkyWatch “MirrorDome”
Programme/s
1.2
(R-Year 2)
Outcomes: Compares the
apparent position of the sun
to patterns of behaviour in
everyday life
Key Ideas: Children identify
sequences and cycles of
natural events which are
connected to their daily lives
 Planetarium programme
showing earth’s orbit, changes
in apparent position of the sun,
shadows, reasons for day and
night, etc.
 Point-source of light and model
sun and earth
 Multimedia presentation:
“Earth’s Wild Ride”
 Shadow sticks (or own
shadow); length and
direction of shadow
throughout the day
 Time and position of
sunrise, sunset
 Telescope and binocular
viewing night
Our closest star (the sun)
gives us light and warmth.
The sun dries up puddles,
makes clouds and rain.
Why don’t we see other stars
in the daytime?
Light and darkness. Games
with shadows.
What’s in the day sky?
What’s in the night sky?
Dot-to-dot pictures with stars
(constellations).
For every star picture there is
an ancient story.
2.2
(Years 34)
Outcomes: Explores the
apparent position of the sun
and develops models of their
understanding
Key Ideas: (Primary Years
Band) Students use
information and
communication technologies
and a variety of other
resources to develop their
own explanations about the
relationship between the
earth, sun and moon
 Multimedia presentation:
“Earth’s Wild Ride”
 Planetarium programme,
including constellations and
intro to Indigenous astronomy
 “Solar System”: an
interactive orrery model of the
solar system showing orbits
and relationships of the planets
and the sun
 Point-source of light and
sun/earth/moon models
 Sundial models** and
shadow sticks to show
“motion” of sun
 Slide show- solar system
objects
 Use of “Earth Space
Simulator” (ESS)*
 Telescope and binocular
viewing night
 Day-time viewing of
planets, moon
 Solar viewing: projected
image
Planet Earth: our ball-shaped
space ship!
Our Space Ship is spinning.
How quickly?
Night and day.
Space “mirrors”: why we can
see the moon and planets.
Why do we see different
shapes of the moon?
Every star is a sun. What are
stars made out of?
Why do very big stars look
smaller than the sun?
Constellations and planets in
tonight’s sky.
Star myths and stories:
various cultures.
3.2
(Years 56)
Outcomes: Describes the
various components of the
solar system and the effects
of these on our everyday
lives
Key Ideas: (as above)
 Multimedia presentation:
“Earth’s Wild Ride”
 Planetarium programme,
including constellations and
Indigenous astronomy, planets,
solar system objects and
orbits. Apparent movement of
the stars throughout the night
and seasons
 “Solar System”: an
interactive orrery model of the
solar system showing orbits
and relationships of the planets
and the sun
 Point-source of light and
sun/earth/moon models:
reasons for the seasons and
lunar phases
 As for 2.2 (above), but at
age-appropriate level
 Solar viewing: projected
image, narrow-band
filters, etc
 Activity sheets for
viewing and mapping
position of major
constellations
 Construction of
analemma ** (to show
position of the sun at
different times of the
year)
 Construction of solar
system model to scale
 Direction to and use of
appropriate Internet sites
The hourly movement of the
Sun and stars.
Comparable sizes.
Effects of gravity. How
much would I weigh on
different planets? On the
Moon?
Earth’s orbit around the Sun.
The Moon’s orbit around the
Earth. Eclipses.
The Poles, the Equator,
Earth’s axis.
Seasonal stars and
constellations.
Constellations, planets and
tonight’s sky.
The other planets: orbits and
time for a “year”.
What are the planets made
of? Could I land on Jupiter?
How many “years” old
would I be if I lived on other
planets? How long would it
take to travel there?
The Ecliptic and Zodiac
constellations.
Other Activities
(examples)
Ideas and Questions
Connections to the SA Curriculum, Standards and Accountability Framework
Strand: Earth and Space
Standard
Curriculum Requirement
Outcomes/ Key Ideas
SkyWatch “MirrorDome”
Programme/s
Other Activities
(examples)
Ideas and Questions
4.2
(Year 7-8)
Outcomes: Investigates and
analyses astronomical
features and changes as seen
from earth and debates the
ways scientists examine and
explain these
Key Ideas: (Middle Year
Band) Students select and
use observational
instruments and digital and
electronics technologies to
develop understandings
about structures and events
in the universe. They
appraise, and share opinions
about, the ethics of space
exploration
 Multimedia presentation/s:
applicable 20 minute
programmes include
“Earth’s Wild Ride”, “Oasis
in Space” (includes “Big
Bang” model, and star
formation and life-cycle), and
“Ring World”: the story of
the Cassini mission to Saturn
 Planetarium programme,
“Stellarium” showing solar
system objects and their orbits
and relationships, star patterns
and deep-space objects such as
galaxies, nebulas, star clusters,
etc
 “Solar System”: an
interactive orrery model of the
solar system showing orbits
and relationships of the planets
and the sun
 “Celestia” programme,
including virtual tours of solar
system and deep space objects
 As for 3.2 (above), but at
age-appropriate level
 PowerPoint presentation:
solar system and “deep
space” objects, including
nebulas, star clusters and
galaxies
 “Hands-on” introduction to
different telescope types
 Construction of basic
telescopes**
 Viewing night, including
use of a variety of
telescopes (including
manually operated and
computer controlled) and
binoculars
 Use of star charts to find
planets and constellations
 Solar system modelling**
 Activity sheets for
information on planets and
Solar System bodies,
tracking moon and planets
 Use of internet resources
and star charts to identify
man-made satellites and
their orbits
 “Hubble Space Telescope”
video and/or PowerPoint
presentations of Hubble
findings
Distances and sizes: light
years and giant stars.
How are distances to stars
worked out? Parallax.
Why are some bodies
covered in craters? Why not
the Earth?
The Southern Cross as a
compass, and a clock.
Characteristics of the planets
and other solar system
bodies (moons, asteroids,
comets…)
Why is Pluto now called a
“dwarf planet”?
Exo-planets and other solar
systems.
Galaxies and “deep-space”
objects.
Star-birth, nebulas, star
clusters.
Recent discoveries by
satellites and space probes.
Origins of the Zodiac.
The use of stars and
constellations as seasonal
calendars.
Tides.
Summer and winter solstice,
equinox.
Eclipses: solar; partial, total
and lunar; umbral,
penumbral.
Seasonal considerations for
architecture: elevation and
angles of the sun throughout
the year.
Measuring the sky: degrees,
minutes and seconds, Right
Ascension (RA) and
Declination
Connections to the SA Curriculum, Standards and Accountability Framework
Strand: Earth and Space
Standard
Curriculum Requirement
Outcomes/ Key Ideas
SkyWatch “MirrorDome”
Programme/s
Other Activities
(examples)
Ideas and Questions
5.2
(Year 910)
Outcomes: Critically
examines theories of
astronomy and how they
contribute to our
understanding about the
universe, and articulates
personal theoretical
preferences
Key Ideas: Students explore
and report on the structure
and evolution of the
universe, using a variety of
resources including
information and
communication technologies
As above (4.2), plus:
 As for 4.2 (above), but at
age-appropriate level
 Activity sheets for
estimating solar system and
interstellar distances and
sizes and effects of gravity
 Construction of different
types of sundials and
analemmas.**
 Exploration of models of
star formation, including
activity sheets for
photographic investigation
of colours of stars: star trails
 Use of
spectrometer/spectroscope*
*
 Doppler effect and redshift of galaxies
 Universe expansion model
(“balloon”), “supernova”
model
 Hertzprung/Russell
diagram
 Solar system models
including “Powers of Ten”
simulation
Astronomical “hoaxes”: Did
astronauts get to the moon?
The “Face on Mars”.
The “non-science” of
astrology.
Theories of Universe
formation and age of the
Universe: “Big Bang”,
“Steady State”, “Creation”
Life-cycle of stars: how do
they work? How are
elements “manufactured” in
stars?
Galaxy formation and macro
structures in the universe.
 short simulations of formation
of structure in the Universe,
galaxy formation and merger,
and an accretion disk
Notes:
1.
2.
* “Earth Space Simulator” – Including demonstration and instruction for students’ use. For more information, see
http://www.pipehenge.com/new/index.html (ESS models can be sourced for schools)
** Construction projects are suggestions, and will require advance booking to enable sourcing of appropriate materials.
Contact: Dean Davidson
SkyWatch Astronomy Education
40 Kauri Parade
Seacliff SA 5049
Ph: (08) 8298 6523
Mob: 0413 039 477
Email: [email protected]