Download Astronomy Project

Astronomy Project
Astronomy is the study of celestial objects (such as stars, planets, comets, nebulae, star
clusters and galaxies) and phenomena that originate outside the atmosphere of the Earth.
During our Astronomy Unit students will complete an independent project at home
reinforcing the Ohio Space Science Standards.
Ohio Science
Standards
ESB7 Examine the life cycle of a
star and predict the next likely
stage of a star.
ESA1 Describe how objects in
the solar system are in regular
and predictable motions that
explain such phenomena as days,
years, seasons, eclipses, tides and
moon cycles.
ESA2 Explain that gravitational
force is the dominant force
determining motions in the solar
system and in particular keeps
the planets in orbit around the
sun.
ESA3 Compare the orbits and
composition of comets and
asteroids with that of Earth.
ESB8 Name and describe tools
used to study the universe (e.g.,
telescopes, probes, satellites and
spacecraft).
ESA4 Describe the effect that asteroids or
meteoroids have when moving through space a
sometimes entering planetary atmospheres (e
meteor-“shooting star” and meteorite).
ESB6 Explain interstellar
distances are measured in light
years (e.g., the nearest star
beyond the sun is 4.3 light years
away).
Students must choose from the following topics: Topics not listed MUST BE APPROVED BY TEACHER
 Seasons
 Life Cycle of Stars
 Eclipses
 Types of Stars
 The Sun
 Black Holes
 The Moon
 Science of Rockets
 Constellations
 History of Space Exploration
 Tides
 Kuiper Belt
 Inner Planets
 Comets
 Outer Planets
 Asteroids
 Space Technology in our everyday lives
 Galaxies
Once topics are chosen details of what should be researched will be provided to each student.
Project Choices: All project choices must include required written research information.
 Poster (tri-fold or flat)
 Model
 Children’s Informational Book
 Power point
 Mobile
Astronomy Project
___________________________________ (student name) has decided that
________________________________ is their first choice of topic for their Astronomy Project
________________________________ is their second choice of topic for their Astronomy Project
________________________________ is their third choice of topic for their Astronomy Project
Topics will be assigned on a first come first serve basis. All topic choices must be turned in by
November 7, 2011.
Project Timeframe:
November 7……………….. Topics Due
November 23……………….Topic Research Due
December 5………………….Project Due
My child and I have read the project description and requirements. We understand that this is an
independent project to be completed at home. We have marked the timeframe on our calendar and in
the student’s agenda.
__________________________________________parent signature ____________date
__________________________________________student signature____________date
Resources to support the research for this project:
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Student’s Interactive Science Astronomy and Space Science Textbook
www.myscienceonline.com on-line textbook user name: id # password: success
www.ackscience.weebly.com 8th grade Science Unit, Astronomy
Clermont County Public Library
Glen Este Middle School Library
World Wide Web
****If at any time during this project a student needs to access a computer or other resources, I am
available before school 6:30-7:00 or after school until 3:00.
Seasons
What causes the seasons?
Diagram or Model the cause for the seasons.
How are seasons different for different parts of the world? Do a comparison.
Identify and correct any misconceptions of what causes the seasons.
Be sure to describe how the shape of the Earth’s orbit and its tilt affects the seasons.
Eclipses
What causes a lunar eclipse? What causes a solar eclipse?
Diagram or Model the cause of eclipses.
Describe the effects of a lunar and solar eclipse.
Who can see a solar and lunar eclipse?
What is the difference between the umbra and the penumbra?
Describe the orbits of the moon and Earth during an eclipse.
The Sun
What is the structure of the sun?
Describe features that form on or above the sun’s surface.
What is nuclear fusion and how does it power the sun?
Describe sunspots, solar flares, Prominences, solar wind. How do each form?
Diagram or Model the parts of the sun and the features of the sun.
Describe the sun as a star.
Describe the interaction between the sun and the Earth to create auroras and magnetic storms.
The History of Space Exploration
What was the Space Race?
How are Space Shuttles and Space Stations used?
How are space probes used?
Describe the history of human spaceflight.
Describe modern and future plans for crewed space exploration.
Summarize past space exploration.
Include pictures and a timeline.
Space Technology in our everyday lives
Identify the benefits that space technology has provided for modern society.
See pages 64-65 for products that we use that we developed to be used in spacecrafts. Choose a few
to research. Share how they were used in space and how we use them everyday.
Tides
What causes tides?
What are tides?
How does the moon affect tides?
Diagram or Model Tides.
What is the sun’s role in tides?
What 2 factors determine how strong the force of gravity is between two objects?
Explain what gravity has to do with tides.
What is high tide, what is low tide?
How does the size of the high and low tides in a spring tide compare with the size of high and low tides
in a neap tide?
Science of Rockets
Explain how rockets were developed.
Demonstrate how a rocket works.
Describe the 3 types of fuel used to power rockets.
Describe the developments of rocket propulsion.
Include pictures of different types of rockets and a timeline of development.
The Moon
Explain what causes the moon phases.
Diagram or Model the moon phases.
Why can’t you see the far side of the moon?
During which phase are the moon, Earth and sun aligned?
Describe other characteristics of the Moon.
Constellations
Identify constellations visible without a telescope in the night sky.
Describe the apparent motions of stars throughout the year.
Discuss how different cultures have identified different constellations.
Diagram or Model or Map or Photograph common constellations in the night sky.
Life Cycle of Stars
Summarize the life cycle of stars.
Describe what happens to a star when it runs out of fuel.
What is a nebula? Compare it to a star.
Describe the process of star formation.
Discuss white dwarfs, supernovas, neutron stars, pulsars
Types of Stars
Explain how stars are classified.
Explain the H-R diagram and how astronomers use it.
What does a star’s color represent?
What are 2 ways to describe a star’s brightness?
What is a spectrograph and how is it used?
What are main sequence stars?
Black Holes
What causes a black hole?
How do black holes form?
Relate gravity to a black hole.
How are scientists learning more about black holes and what do they already know?
Kuiper Belt
What is the Kuiper Belt?
Where is it located?
What are some of the objects in the Kuiper Belt?
What is a dwarf planet? Why is Pluto now considered a dwarf planet?
Galaxies
Diagram or Model the types of galaxies.
What type of galaxy is Earth apart?
What is our galaxy? Describe our galaxy.
What holds galaxies together?
Describe each type of galaxy.
Comets
What is a comet made of?
What are the main parts of a comet?
Model or Diagram a comet and its orbit.
Describe a few famous comets.
Why does it take years for us to see a comet?
Asteroids
Where are most asteroids found in space?
What are asteroids made of?
Why are they shaped the way they are?
Why aren’t asteroids classified as dwarf planets?
Meteors
What are meteors and meteorites?
What do you see when a meteor burns up?
What causes the streak of light of a meteor?
Model or Diagram or find pictures of craters that formed due to meteorites.
Describe a meteor shower. Where and when do they form?
Inner Planets
Describe the characteristics that the inner planets have in common.
Identify the main characteristics that distinguish each of the inner planets.
Mercury, Venus, Earth and Mars
Model or Diagram the inner planets.
Outer Planets
Describe the characteristics that the outer planets have in common.
Identify the main characteristics that distinguish each of the outer planets.
Jupiter, Saturn, Uranus, Neptune
Model or Diagram the outer planets.
Score
Level
s
Project-based Learning Rubric
Content
 Is well thought out and
supports the solution to
the challenge or
question
 Reflects application of
critical thinking
4
 Has clear goal that is
related to the topic
Conventions
 No spelling,
grammatical, or
punctuation errors
 High-level use of
vocabulary and word
choice
 Sites Resources Used
Organization
Presentation
 Information is clearly
focused in an
organized and
thoughtful manner.
 Multimedia is used to
clarify and illustrate
the main points.
 Information is
constructed in a
logical pattern to
support the solution.
 Format enhances the
content.
 Presentation captures
audience attention.
 Presentation is
organized and well
laid out.
 Is pulled from a variety
of sources
 Is accurate
 Is well thought out and
supports the solution
 Has application of
critical thinking that is
apparent
3
 Has clear goal that is
related to the topic
 Few (1 to 3) spelling,
grammatical, or
punctuation errors
 Information supports
the solution to the
challenge or question.
 Good use of
vocabulary and word
choice
 Multimedia is used to
illustrate the main
points.
 Format is appropriate
for the content.
 Presentation captures
audience attention.
 Sites Resources Used
 Is pulled from several
sources
 Presentation is well
organized.
 Is accurate
 Supports the solution
 Minimal (3 to 5)
spelling, grammatical,
or punctuation errors
 Project has a focus
but might stray from it
at times.
 Multimedia loosely
illustrates the main
points.
 Has no clear goal
 Low-level use of
vocabulary and word
choice
 Format does not suit
the content.
 Is pulled from a limited
number of sources
 Sites Most Resources
Used
 Information appears
to have a pattern, but
the pattern is not
consistently carried
out in the project.
 Has application of
critical thinking that is
apparent
2
 Information loosely
supports the solution.
 Has some factual
errors or
inconsistencies
 Provides inconsistent
information for solution
 Has no apparent
application of critical
thinking
1
 Has no clear goal
 I pulled from few
sources
 Has significant factual
errors, misconceptions,
or misinterpretations
 More than 5 spelling,
grammatical, or
punctuation errors
 Content is unfocused
and haphazard.
 Poor use of
vocabulary and word
choice
 Information does not
support the solution to
the challenge or
question.
 Does not site
resources used.
 Information has no
apparent pattern.
 Presentation does not
capture audience
attention.
 Presentation is
loosely organized.
 Presentation appears
sloppy and/or
unfinished.
 Multimedia is
overused or
underused.
 Format does not
enhance content.
 Presentation has no
clear organization.