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Astronomy Outline

Astronomy Outline

Astronomy Outline

Big Idea The study of space involves understanding various types of cosmic bodies and their inter- actions. Essential Questions • What do we see when we look at the at ? • How does the compare with the other ? • How can we use charts to locate and identify patterns?

Vocabulary • —A cosmic body that around a star, has enough to be round, and travels in a path free of other similar-sized objects. • —The and all celestial objects bound to it by gravity, including planets, dwarf planets, , , , and . • Star—A massive, hot, glowing ball of , or ionized gas. • —A specific region of the sky and all the it contains. Many constel- lations contain familiar asterisms. • —Star pattern recognized by various cultures as a character from history or mythology. The patterns most people call “” are known by as asterisms. • Pollution—Ambient sky glow caused by artificial lighting. • —Also called a “shooting star” or a “falling star,” a meteor is a piece of rock, , or dust entering Earth’s . It streaks across the sky very quickly and usually burns up before hitting the ground. Astronomers call a stray piece of rock, dust, or ice in the system that has not entered Earth’s atmosphere a , a meteor that hits the ground a meteorite, and a very bright meteor a fireball. • Lunar Phase—A distinct stage in the cycle of the as it looks from Earth. • —The lunar phase that occurs when the moon is positioned between the sun and the Earth, making the moon look dark from Earth. • —The lunar phase that occurs when the moon is positioned on the opposite side of the Earth from the Sun, making the moon look fully bright. • Quarter—A lunar phase in which half of the side of the moon visible from Earth is illuminated. The First Quarter (with the right-hand side of the moon shining) occurs after the New Moon, and the Last Quarter (with the left-hand side of the moon shin- ing) occurs after the Full Moon. • —A lunar phase between a New Moon and a Quarter, in which less than half of the side of the moon visible from Earth is illuminated.

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• Gibbous—A lunar phase between a Quarter and a Full Moon, in which more than half of the side of the moon visible from Earth is illuminated. • Waxing—Becoming larger. The moon appears to be waxing for the first half of its cycle, starting from the New Moon and approaching the Full Moon. • Waning—Becoming smaller. The moon appears to be waning for the second half of its cycle, starting from the Full Moon and approaching the New Moon.

2 Hour Outline • Introduction (10 minutes) • Trip to the Moon (20 minute of Moon Phases and Crash Landing) • Design an Alien • Solar System Walk • Make Your Own Constellation (20 minutes) • Sky Watching (20 minutes)

1 Hour Outline • Introduction (10 minutes) • Solar System Walk (30 minutes) • Sky Watching (20 minutes)

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INTRODUCTION 10 Minutes

Lead In Explain to the students that for the next hour (or two, depending on the program length) they will be thinking about the beyond our planet. Ask the group why they think people are so intrigued by space.

Procedures Separate the students into groups of five or so and ask them to think of as many everyday things as they can with names having to do with space. These could be cars, kinds of food, toys, fictional characters, or anything else they can come up with. Groups can write their lists on paper or just discuss.

Wrap Up Bring the group back together and ask them to share what they came up with. List the items on the board and ask the students what kinds of categories you could use to classify them. First, categorize them by type of item: for example, Bars, Starburst, , and Gum would all go together. Next, put the items in different categories based on the type of , so that Mars Bars would now go with and automobiles. How many different types of astronomical objects are represented? What other types can the students think of? Trip to the Moon 20 Minutes

Lead In Keep the list of different types of astronomical objects where the whole group can see it, and ask them to put the objects in order of dis- tance from the Earth. Which are closest and which are farthest away? A sample list might include: • Moon (It’s 238,857 from Earth) • Rocky planets: • (25 million miles) • Mars (35 million miles) • Mercury (48 million miles) • Sun (92 million miles) • Belt (Between Mars and )

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planets: • Jupiter (365 million miles) • Saturn (746 million miles) • (1.6 billion miles) • (2.68 billion miles) • Comets (They’re sometimes farther away than dwarf planets but can come within the inner Solar System.) • Other stars

Numbers are included on this list in case the students are curious. There is no need to bring up these exact distances at this point, just be sure that the students understand the general order of distances and realize that the moon is the closest by far. In fact, the moon is the only celestial object have set foot on.

Procedures Explain to the students that they will be thinking about many of these celestial objects today, and because the moon is closest, they’ll start there. There are two activities they’ll do. Keeping the students in their small groups, send about half of the class to one station and about half to the other. At station one, the students will explore the phases of the moon as seen from Earth. Give each small group a set of moon phase cards, a styrofoam ball, and a lamp, and explain that the ball they are holding will represent the moon and their heads will represent the Earth. The lamp, of course, is the sun. Have each student stand with his or her back to the lamp and hold the moon ball up at arm’s length so that some light shines on it. Explain that just like the Earth has and night, so does the moon. Ask them to point to where it is night on their . Why is it night there? Where is it ? Why? How about on their “,” or heads? Now demonstrate how to put the moon balls in orbit by mov- ing the ball around your head from right to left. Have the students try it, watching how the phase of the moon ball changes. After they have had to explore, ask why the moon has phases. Why is only a portion of their moon balls illuminated? So why is only a portion of the moon illuminated? The dark area is the nighttime side of the moon, where the sun is not shining. The lit side of the moon will always be pointing in the direction of the sun. To review, have each small group put the moon phase cards in order. At station two, the students will work in their small groups to de- termine what is needed to survive on the moon. Pass out a laminated

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“crash landing” sheet to each group and explain that they have become a team of lunar explorers at a time in the future when humans have established bases for research on the moon. Their vehicle has wrecked about sixty miles from the nearest base, which is not too far to walk in the moon’s lower gravity, but will still take over forty-eight hours in- cluding time to rest. Fortunately it is on the moon and will be for the entire time of their journey (it takes the moon 27 Earth days to make one revolution). From the list provided, they must choose the five most important things they will carry. Give the students about five min- utes to come up with their lists and then bring the small groups back to- gether to share. Some of the items are more useful than others, but there are only two that are completely useless—follow the NASA engineer’s list to lead the wrap-up discussion.

Wrap Up Ask the students what they learned about the moon from these ac- tivities. Would they ever consider visiting the moon?

Teacher’s note: The following two activities can be done at the same time, like the last two. With smaller groups they can be done consecu- tively, with the entire group participating in one activity and then the other, but larger groups should be split up. For very large groups (50 or more students), there can be a rotation of three centers: Trip to the Moon, Design an Alien, and Solar System Walk. This rotation would last about an hour. Design An Alien 20 minutes

Lead In Ask the students what they already know about the other planets besides Earth, especially about the conditions on those planets. Could humans live there? Why?

Procedures Explain that each student or pair of students will be in charge of designing an alien form that can live on another planet. They will be given a description of a planet and should think about what adapta- tions an alien living there would need to have in order to breathe, move around, eat, and defend itself. The alien will need a name as well. Give the students 10 minutes or so to design and draw their aliens.

Wrap Up Once the students have finished drawing and have returned their materials, gather them in a circle. Planet by planet, starting with Mercu- ry, have one student tell about the habitat conditions and then allow any students who designed an alien for that planet to share. After you’ve

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gone through the whole solar system and everyone has had a chance to share, ask the students which planets were similar to each other. Were the aliens designed for those planets similar? Which planets were easiest to work with, and which were hardest? Solar System Walk 20 minutes

Lead In Ask the students if they know what a scale model is (A scale model shows an object in a size humans can understand. It might be scaled up, like a model of an atom, or scaled down, like a model train. The scale is like the scale on a map, where one inch might represent a .) What kinds of scale models have they seen or used? Tell them that they are about to make a scale model of the solar system.

Procedures Show the bowling ball and explain that in the model, this will rep- resent the sun. Ask the students what the next largest thing in the so- lar system is (Jupiter). If the sun were really the size of a bowling ball, how big would Jupiter be? Ask them to show with their hands, then bring out a large shooter marble and explain that in this model, Jupiter would be about that size. Go through the rest of the planets in order: Mercury would be a pinhead and Venus would be half a grain of rice. Our planet, Earth, which is 8,000 miles wide, would be the other half of the rice grain. Mars would be another pinhead, Saturn a regular marble, and Uranus and Neptune would both be pencil erasers. and other dwarf planets are so tiny they’d have to be represented by the pointed end of a pin or something even smaller. Think about it: Our 8,000-mile wide planet is represented by a grain of rice eight hundredths of an inch wide. What is the scale of this model? (One inch in the model represents one hundred thousand miles of solar system.) Now that you have the sizes of the planets, ask the students how big the entire model would have to be. Could it fit on a tabletop? How about in the room? Explain that in this model, one yard represents 3,600,000 miles. On average, a person’s pace is around a yard, so for the model the group will count steps. One step will be 3,600,000 miles. Just to get an idea of the size of the model, call on a volunteer to travel from the sun to Earth: set the bowling ball down, hand Earth to the volunteer, and explain that Earth is 93 million miles from the sun, which would be 26 steps in the model. When your “space shuttle” approaches the edge of the room, remind the students that there are five more planets beyond Earth. The model will not fit indoors. Take the group and all the components of the solar system outside to the end of the road where the Falls Trail begins. Set the Sun at the very

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end of the road and get the group ready to start traveling through space. You can either assign one student to count the number of steps or do it as a whole group. At every planet, pause to share the information on the corresponding card. Put the planet down where it will be easy to see – the small planets are attached to their cards, which should be weighted down so they don’t blow away. To reach Neptune, the walk is nearly half a mile, so if time is a consideration, turn back at Jupiter or Saturn.

Wrap Up While walking back to the Sun and retrieving all the planets, bring the students’ attention to the fact that the planets in the model were all laid out in a straight line. Is that the way they are arranged in real life? (No, because they each follow their own orbital path. Planets are some- lined up with one another, but at some other time the two could be on opposite sides of the Sun from each other, because the orbits are different sizes.) Once you have returned to the Sun, ask the students to list things you passed on the walk. Are there really trees, rocks, a river, cars, etc. floating around between the planets? (Of course not. As far apart as the planets are from each other, there’s nothing of comparable size between them. Even the , between Mars and Jupiter, is so small that it would seem like a collection of dust in this model.) Because the Sun is the biggest thing close to the planets, they are all attracted to its gravity and orbit around it. The next closest star after the sun, Proxima Cen- tauri, is 4.2 light away, or over 24 million million miles. Light from has been traveling through space for four years by the time we see it, and the star itself is so far away that in the model we’d have to walk four thousand miles to reach it. If we started the model in California and walked all the way to Maine, we still wouldn’t be able to put down a ball to represent Proxima Centauri. When we look up at the stars, we see some that are hundreds of times further from us than that – ask the students to imagine how big our model would have to be to include every star we can see from Earth. Personal Constellation—Outdoor Version 15 minutes

Lead In Explain to the group that they are going to be walking outside for some stargazing. They may bring flashlights but should avoid shining them in one another’s eyes. If it is damp or cold, let them bring foam sleeping mats outside with them. Hand each student or small group (up to three) a clipboard with paper and pencil.

Procedures Arrange the group within speaking distance on the . Give them

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a moment to look at the sky and tell them that for thousands of years, people who spend time outdoors at night have seen pictures in the stars. Connecting them as in a connect-the-dots puzzle, people have made pictures of characters from and legends, of people they know or admire, or of familiar animals or objects. Some of these pictures are well-known constellations today, while others are known only to one culture, but they all have a story explaining how they got in the sky. Individually or in small groups, the students are to look at the stars until they find a simple picture of someone or something they think deserves to be in the sky. They should draw the star pattern and the picture on their paper and then write a story explaining it.

Wrap Up Show the group how to point out their constellations by establishing some landmarks that will help the group communicate where things are in the sky. Point out directions as compared to a clock: tell them which direction is 12:00, then ask which would be 6:00, 9:00, etc. Show them how to estimate distance between stars: with arm outstretched, count how many finger widths it takes to go from the to the first star you want to show, then to the next. Everyone’s fingers are differ- ent sizes, but it’s a close approximation and will give people an idea of how far away to look. On a night with some moisture in the air, a bright flashlight will help in pointing at the stars. Allow students to point out their new constellations and tell the corresponding stories. Personal Constellation—Indoor Version Lead In Explain that for thousands of years, people who spend time outdoors at night have seen pictures in the stars. Connecting them as in a connect- the-dots puzzle, people have made pictures of characters from myths and legends, of people they know or admire, or of familiar animals or objects. Some of these pictures are well-known constellations today, while others are known only to one culture, but they all have a story explaining how they got in the sky.

Procedures Hand each student or group of students (up to 3) a star map for the appropriate . Tell them to look at the stars and find a pattern that reminds them of someone or something they think should be in the sky. Next they should make up a story explaining how it got there.

Wrap Up Using the computer and projector in the Cove Room, project the star map on the screen in front. Let students take turns pointing out their own constellations and telling the stories.

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Sky Watching 20 minutes

If the group has not been outside already making their constellations, Lead In orient them to the by establishing some landmarks that will help the group communicate where things are. Point out directions as compared to a clock: tell them which direction is 12:00, then ask which would be 6:00, 9:00, etc. Show them how to estimate distance between stars: with arm outstretched, count how many finger widths it takes to go from the horizon to the first star you want to show, then to the next. Everyone’s fingers are different sizes, but it’s a close approximation and will give people an idea of how far away to look. If the group has al- ready had some time outdoors making and showing their own constel- lations, acknowledge their creativity and tell them there are many more things to see in the night sky.

Procedures Begin by showing the students the most obviously-recognized con- stellations of the , such as , the , the , and Cassiopeia. Briefly tell the stories that go with these easy constellations. If the students created their own constellations indoors, have them look for the easy constellations on their star maps and use these for land- marks to find their own star patterns in the night sky. If the moon is out, review its phases with the students. What causes them? Which phase is it in tonight? In the case of a full moon so bright it obscures the stars, tell some of the moon stories instead of the constella- tion ones. Ask the students how the night sky over Tremont compares with that over their own homes. Explain that occurs when the glow from artificial light is so bright that the night sky is no longer dark. This makes it hard for people to see the stars, and it also harms wildlife. Migrating get confused, salamanders hide instead of going out to hunt for food, and other nocturnal animals are disturbed from their normal routines. What kinds of artificial do people use? (Street- lights, indoor lights in buildings, billboards, floodlights on houses, etc.) How could we cut down on light pollution? (Closing the curtains or shades, putting lights on a timer instead of leaving them on, only light- ing areas we really need lit) Explain that while streetlights are necessary for safety, some shine more light into the sky than on the ground where we need it. Using the right kind of light fixture can keep people safe at night and still let us see the stars. To determine the current sky quality if Orion is visible, hand a chart to every three or four students and have them match what they see to one of the pictures on the chart. Explain that magnitude is a measure of a star’s brightness, with 1 being the brightest and 7 being very dim. In very dark , you can see very

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dim stars, but in areas with high light pollution, only bright stars will be visible. Other things you may see include: • An arm of the Milky Way: Our is spiral-shaped and ap- pears to us as a bright stretching across the sky. In many places, light from sources fills the night sky to such a that the Milky Way is not visible. • Planets: You can tell the difference between a star and a planet because a star will twinkle and a planet will have a steady glow. Because of the variation in their orbits, planets will be seen at dif- ferent times of night during different times of . • Colored stars: Some stars have a slight tint visible to the , caused by their . Blue stars are the hottest, fol- lowed by , then yellow, and stars are the coolest. • Meteors: Also called a “shooting star” or a “falling star,” a me- teor is a piece of rock, ice, or dust entering Earth’s atmosphere. It streaks across the sky very quickly and usually burns up before hitting the ground. Astronomers call a stray piece of rock, dust, or ice in the solar system that has not entered Earth’s atmosphere a meteoroid,a meteor that hits the ground a meteorite, and a very bright meteor a fireball. There is a chance of seeing a few mete- ors on any clear dark night, and occasionally the Earth passes through a greater concentration of meteoroids, resulting in a . • : There are many man-made objects in orbit around our planet. Global Positioning Systems (GPS), TV, and satel- lite phones are a few of the ways we use these objects. The Inter- national is a satellite. In the night sky, satellites look like small, slowly moving stars. • Airplanes: Move faster than satellites but slower than meteors, look very big and sometimes colorful. • Summer Constellations: The Big Dipper, , and are all easily seen in the summer. • Constellations: Orion, Cassiopeia, , and the Pleia- des are all easily seen in the winter.

Give the students some quiet time to look at the sky. With smaller Wrap Up groups, let them try using to examine the moon, planets, and stars. Before going back inside, remind them that while Tremont’s night sky may be darker and more spectacular than what they can see at home, there is still plenty to see in any night sky. Encourage them to watch the sky to find out how it changes through the year.

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Moon Phase Cards (Trip to the Moon)

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Moon Phase Cards (Trip to the Moon)

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Moon Phase Cards (Trip to the Moon)

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Astronaut Gear List (trip to the Moon) AstroNAut GeAr List Your group is stranded on the Moon for several days and must walk Your group is strandedto find the on nearest the Moon lunar for base. several Which days six and things must from walk this to find list thewould nearest be lunar base. Whichmost six things important from thisto bring list would along? be most important to bring along?

self-inflating Life raft that uses a Dioxide Canister • this raft is standard issue on shuttles that land on earth, in case of an emergency landing. 5 Gallons of Water • Water is essential to life and to reconstituting dehydrated food. Portable Heating unit • this unit is designed to work on its own batteries with no external power source. First Aid Kit with Hypodermic Needles • Hypodermic needles fit special openings in the standard issue space suit. Box of Matches • these might be useful to make a signal fire or campfire in case of a crash on earth, but would they be useful on the Moon? two 100 Pound tanks of • these tanks would weigh 100 pounds on earth, but in the Moon’s lighter gravity they would weigh less than 17 pounds each. Magnetic Compass • true on earth varies from magnetic North by as much as 23 degrees. How well could you navigate on the Moon with this? Food Concentrate • Astronaut food is notoriously bad, but light and compact. Just add water and that bowl of mush could taste like a pot roast. self-igniting signal Flare • this flare could work underwater or in the of space. solar-Powered FM transceiver • this radio transmitter and receiver requires only to function properly. 50 Feet of Nylon rope • Nylon rope is tough and light weight. Moon Constellation Map • Navigating by the stars on the Moon would be very much the same as navigating by the stars on earth.

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Astronaut Gear List Answer Sheet (trip to the Moon)

A NASA engineer’s list of items to bring, in order of importance:

1. Oxygen - The most pressing survival requirement.

2. Water - There will be tremendous liquid loss and potential for dehydration on the side of the Moon exposed to sunlight.

3. Constellation Map - means of ; stars are visible if you look away from the Sun in the sky.

4. Food - Will be necessary to keep everyone’s up during the walk.

5. FM transceiver - For communication with any rescue ships that might pass.

6. Rope - Useful in scaling cliffs or use in case of emergency.

7. First aid kit - Needles for medicines and vitamins fit special aperture on suit.

8. Raft - Low priority, but the bottle could be a possible propul- sion source.

9. Flares - Low priority; could be used as a distress signal if a rescue ship is sighted.

10. Heater - Not needed in the Moon’s daytime hours, which last 27 Earth days.

11. Compass - Useless; the Moon has no global .

12. Matches - There is no air on the Moon, so matches will not burn.

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Design an Alien (Mercury)

Habitat: Mercury Atmosphere: Very thin, created by solar that bring in and atoms and blast other atoms off Mercury’s . These atoms don’t stay in Mercury’s atmo- for very long, but quickly escape into space because they are so hot. Gravity: About 38% of Earth’s gravity, or less than half the strength of gravity on Earth. : Varies from -300 to 800 degrees F (-183 to 426 degress C) with an average of 354 degrees F (179 degrees C) Surface: Solid and rocky. It is mostly covered with large craters, some so deep the sun never reaches the bottom. Mercury also has extinct volcanoes, cliffs over a hundred miles long and nearly two miles high, and some flat plains. Special Feature: Because Mercury is the closest planet to the sun, sunlight is over six times as strong on Mercury as it is on Earth. Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (VENUS)

Habitat: Venus Atmosphere: Very dense, almost totally carbon dioxide. Gravity: About 91% of Earth’s gravity, or a tiny bit weaker than the gravity on Earth. Temperature: 863 degrees F (461.85 degrees C) on average. The carbon dioxide atmosphere keeps Venus very hot all the time. Surface: Solid, rocky, and dry, with few craters and many volcanoes. Special Feature: The atmospheric pressure is so high that being on the surface of Venus would put the same pressure on you as being a kilometer deep underwater on Earth.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (EARTH’s MOON)

Habitat: Earth’s Moon Atmosphere: Very thin. Gravity: About 17% of Earth’s gravity (much weaker than the gravity on Earth. Temperature: Average 224 degrees F (107 degrees C) during the day and -243 degrees F (-153 C) during the night. Surface: Solid and rocky. There are flat lowlands and mountainous highlands, with some mountains near the so high the sun never sets on them and some craters so deep the sun never reaches the bottom. Scientists think there might be frozen water in these deep craters, but there is no liquid water on the Moon. Special Feature: The Moon has no or storms, so things like footprints and craters last much longer than on the Earth.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (MARS)

Habitat: Mars Atmosphere: Thin and dusty. Mostly carbon dioxide with little oxygen. Gravity: About 38% of Earth’s gravity, or less than half the strength of gravity on Earth. Temperature: Mars has , like Earth seasons, but they last about six Earth . Temperatures vary from -220 degrees F (-140 degrees C) in the on the poles to about 68 degrees F (20 degrees C) in the summers. Surface: Rocky, dusty, and dry. There are mountains, canyons, volcanoes, and craters. Mars also has polar ice caps made of frozen carbon dioxide as well as frozen water. Special Feature: The highest mountain and the deepest canyon of the Solar System are both found on Mars.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (Jupiter)

Habitat: Jupiter Atmosphere: Because Jupiter is a gas giant, it is almost all atmosphere. The chemicals in this atmosphere are mostly hydrogen and helium, with some crystals, , , and others. Gravity: About 2.5 times Earth’s gravity. (You would weigh more than twice as much on Jupiter as you do on Earth.) Temperature: At Jupiter’s core, the temperature is 43,000 degrees F. The core is very small, and the rest of the planet is much colder. The average temperature in Jupiter’s atmosphere is -163 degrees F (-108 degrees C). Surface: Gassy and stormy. The famouse is a storm more than two times the size of Earth that has been going on since at least 1665, and probably longer. There are many more bands of that move constantly, and lightning is common on Jupiter. Special Feature: Jupiter’s magnetic field is 20,000 times stronger than Earth’s.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (Saturn)

Habitat: Saturn Atmosphere: Because Saturn is a gas giant, it is almost all atmosphere, and its atmosphere is almost all hydrogen. It is very windy, with winds up to 1,118 miles an hour (1,800 km/hr). Gravity: About 92% of Earth’s gravity, or a little weaker than the gravity on Earth. Temperature: Varies from 21,092 degrees F (11,700 degrees C) at the core to -243 degrees F (-153 degrees C) at the tops of the highest clouds. Surface: Gas. There is a small rocky core surrounded by a layer of liquid hydrogen and helium, but most of Saturn is clouds of gas. Special Feature: Saturn’s rings are made up of many different-sized pieces of ice and dust, in sizes as small as one grain of dust and as large as a boulder.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (Uranus)

Habitat: Uranus Atmosphere: Because Uranus is a gas giant, it is almost all atmosphere. It is sometimes called an “,” because many of the gases in its atmosphere are frozen in ice crystals. Gravity: About 80% of Earth’s gravity (a little weaker than gravity on Earth). Temperature: Uranus has the coldest atmosphere of any of the planets. It can be as cold as -371 degrees F (-224 degrees C). Surface: Gas. There is a very small rocky core surrounded by a layer of ice, but most of the planet is made of hydrogen, helium, and frozen methane, ammonia, and water. Special Feature: Uranus rotates sideways. Its north and south poles are where the would be on any other planet.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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Design an Alien (Neptune)

Habitat: Neptune Atmosphere: Because Neptune is a gas giant, it is almost all atmosphere. It is sometimes called an “ice giant,” because there are clouds of ice in the atmosphere. Neptune looks blue because of methane and other gases. Gravity: About 1.2 times Earth’s gravity (a little stronger than the gravity on Earth). Temperature: Average of -330 degrees F (-201 degrees C). Surface: There’s no solid surface on Neptune, just a very deep atmosphere of hydrogen, helium, and methane, with clouds of frozen methane, water, and ammonia. The core of the planet is small, rocky, and as hot as the sun, and is surrounded by superheated liquids. Special Feature: Neptune has the fastest winds in the Solar System. They have been record- ed at 1,304 miles an hour (2,100 kilometers per hour, and are much faster than the of sound, which is about 761 miles an hour.

Alien’s Name: ______

What does it eat?

How does it move?

What is its home or shelter?

How does it defend itself?

Anything else?

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SOLAR SYSTEM WALK: DISTANCES AND SIZES

1. Mercury – Pinhead – 10 steps from the Sun 2. Venus – One BB – 9 steps from Mercury 3. Earth – One BB – 7 steps from Venus (Moon – smaller pinhead – 2.4 inches from Earth) 4. Mars – Pinhead – 14 steps from Earth 5. Jupiter – Shooter marble – 95 steps from Mars (These steps would take you through the Asteroid Belt) 6. Saturn – Regular marble – 112 steps from Jupiter 7. Uranus – Pencil eraser – 249 steps from Saturn 8. Neptune – Pencil eraser – 281 steps from Uranus (Pluto – Pointed end of the pin – 242 steps from Neptune) The closest star, Proxima Centauri, is 4.2 light years away. That would be 4,000 miles in this model.

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PLANET CARDS (SOLAR SYSTEM WALK)

Mercury

Year: 88 Earth days – the shortest year in the Solar System! Day: 59 Earth days

What’s it like? Dry and rocky. It’s very hot during the day because it is the closest planet to the Sun. The atmosphere is so thin that it can’t hold that , so the on Mercury are very cold.

Size: 3,032 miles across Distance from Sun: 36 million miles

Venus Year: 225 Earth days Day: 243 Earth days – the longest day in the Solar System!

What’s it like? Hot and smelly. Venus has many volcanoes and a thick atmosphere. It rains hot sulfuric acid, and sometimes there are lightning storms.

Size: 7,521 miles across Distance from Sun: 67 million miles

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PLANET CARDS (SOLAR SYSTEM WALK)

Earth Year: 365 days Day: 24 hours

What’s it like? Home. Earth is the only planet in our Solar System that can support human life. It is just the right temperature, has an atmosphere made up of gases we can breathe, and is covered in water.

Size: 7,926 miles across Distance from Sun: 93 million miles

Mars Year: 1.9 (almost 2) Earth years Day: 24 hours and 36 minutes

What’s it like? Red, rocky, and dusty. Its surface is covered with craters, canyons, and volcanoes. There is a little water, but it is all frozen.

Size: 4,222 miles across Distance from Sun: 141 million miles

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PLANET CARDS (SOLAR SYSTEM WALK)

Jupiter Year: 11.9 (almost 12) Earth years Day: 9 hours and 48 minutes – the shortest day in the Solar System!

What’s it like? Cold and stormy. The atmosphere is made of hydrogen, ammonia, and methane. There are four large moons and over 60 small moons orbiting Jupiter.

Size: 88,736 miles across Distance from Sun: 483 million miles

Saturn

Year: 29 ½ Earth years Day: 10 hours and 12 minutes

What’s it like? Windy and gassy. Saturn’s rings are made up of millions of of rock, dust, and ice orbiting the planet, and there are also many larger moons.

Size: 74,978 miles across Distance from Sun: 887 million miles

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PLANET CARDS (SOLAR SYSTEM WALK)

Uranus Year: 84 Earth years Day: 17 hours and 54 minutes

What’s it like? Gassy, cold and sideways. Its axis is tilted completely on its side, so each pole has sunlight for half a Uranus year, or 42 Earth years. Uranus has faint rings that are like Saturn’s but smaller.

Size: 32,193 miles across Distance from Sun: 1,784 million miles

Neptune Year: 165 Earth years Day: 19 hours and 12 minutes

What’s it like? A lot like Uranus. It’s the smallest of the gas and is very cold because it is more than 2 billion miles from the Sun. Some of the gases in its atmosphere are hydrogen, methane, and ammonia.

Size: 30,755 miles across Distance from Sun: 2,796 million miles

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CREATE A CONSTELLATION - JANUARY (PERSONAL CONSTELLATION) The Night Sky in January

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CREATE A CONSTELLATION - FEBRUARY (PERSONAL CONSTELLATION) The Night Sky in February

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CREATE A CONSTELLATION - MARCH (PERSONAL CONSTELLATION) The Night Sky in March

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CREATE A CONSTELLATION - APRIL (PERSONAL CONSTELLATION) The Night Sky in April

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CREATE A CONSTELLATION - MAY (PERSONAL CONSTELLATION) The Night Sky in May

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CREATE A CONSTELLATION - (PERSONAL CONSTELLATION) The Night Sky in June

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CREATE A CONSTELLATION - JULY (PERSONAL CONSTELLATION) The Night Sky in July

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CREATE A CONSTELLATION - AUGUST (PERSONAL CONSTELLATION) The Night Sky in August

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CREATE A CONSTELLATION - SEPTEMBER (PERSONAL CONSTELLATION)

The Night Sky in September

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CREATE A CONSTELLATION - OCTOBER (PERSONAL CONSTELLATION) The Night Sky in October

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CREATE A CONSTELLATION - NOVEMBER (PERSONAL CONSTELLATION) The Night Sky in November

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CREATE A CONSTELLATION - DECEMBER (PERSONAL CONSTELLATION) The Night Sky in December

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JANUARY CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

January

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FEBRUARY CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

February

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MARCH CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

March

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APRIL CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

April

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MAY CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

May

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JUNE CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION) June

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JULY CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

July

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AUGUST CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

August

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SEPTEMBER CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

September

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OCTOBER CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

October

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NOVEMBER CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION)

November

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DECEMBER CONSTELLATION MAP (PERSONAL CONSTELLATION - INDOOR VERSION) December

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CONSTELLATION STORIES (SKY WATCHING)

Greek Constellation Myths

Ursa Major & , the king of the Greek gods, fell in love with a woman neamed , who was a good hunter. They had a son named Arcas, who also became a good hunter. Zeus’ wife, , was angry with Callisto and went looking for her, so Zeus turned Callisto into a to protect her from Hera. This worked for a while, until one day Arcas went hunting. He didn’t know his mother had been turned into a bear, he just thought she’d been gone for a long time. When a big bear ran towards him in the woods, Arcas thought it was trying to attack him! He was getting ready to shoot it with his bow and arrow, not knowing it was his own mother, when Zeus saw what was happening. Zeus quickly turned Arcas into a small bear. He grabbed both by their tails, swung them around, and threw them into the sky, where they became stars. The two star bears, whose tails are stretched out from when Zeus threw them, are still in the sky today, safe from Hera.

Leo , the hero of , had twelve nearly impossible tasks to do. The first one was to kill a called the Nemean Lion. When Hercules got to the cave the lion lived in and started to fight it, he realized that the Nemean Lion’s skin was so tough that it was im- possible to cut it with a spear, , or arrow. Hercules thought fast and strangled the lion. Then he used one of the lion’s own claws to skin it, and he kept the skin to wear as armor.

Cygnus , the sun god, had a son named . Every day, Apollo drove his chariot across the sky, carrying the sun, and every day Phaethon begged to have a chance at driving the chariot. One day Apollo let Phaeton drive the chariot, but Phaethon was a bad driver. He lost control of the horses, and they started running closer and closer to Earth, until the Earth was in danger of being burned. To save the Earth and all the people living there, Zeus, the king of the gods, struck the runaway chariot with a bolt of lightning. The horses ran back to their master Apollo, but Phaethon fell out, landed in a river, and drowned. His friend Cygnus had been watching the whole time, and tried to save Phaethon. Cygnus dove in the water again and again to find his friend, but it was too late. To reward his bravery, Apollo turned Cygnus into a swan and placed him in the sky.

Orion Armed with a club, a shield, and a knife, Orion was a mighty hunter. He had two dogs as well, and , and together they were so good that no animal was safe from them. There are many different versions of the story of how Orion became a constella- tion; here is one of those stories. One day Orion bragged to , the goddess of the hunt, that he would kill every animal on Earth. Artemis was annoyed that he was bragging, and

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CONSTELLATION STORIES (SKY WATCHING)

Orion (continued) she also worried that he really would try to kill all the animals, so she set a giant after him. The scorpion, named , chased Orion into the sky, where both can still be seen today. Orion is still a great hunter, with a rabbit (the constellation ) beneath his feet and his dogs running behind him. Scorpius is on the opposite site of the sky from Orion, so they do not bother each other anymore.

Cassiopeia Cassiopeia was a beautiful queen, so beautiful and vain that she bragged that she was prettier than the nymphs. This made them so mad that they complained to , the god of the sea, who punished Cassiopeia by letting loose a monster whale in her kingdom and tying the queen to her throne. Cassiopeia is still tied to her throne in the sky, where you can see it if you look for a giant letter “W.” Sometimes the throne is upside down, leaving Cassiopeia in a very dignified position.

Taurus Taurus is a giant that looks like it’s charging right at Orion, but really they just happen to be next to each other in the sky. There are no Greek myths that involve both Orion and Taurus, but some other cultures had constellation stories about a giant and a bull. In Greek mythology, Taurus is Zeus in disguise.

The Pleiades The Pleiades are seven sisters who are related to many of the other Greek gods, goddesses, and heroes in the night sky. The oldest of the seven is the mother of Hermes, the god.

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ORION MAGNITUDE CHARTS (SKY WATCHING)

Magnitude 1 Magnitude 2

Magnitude 3 Magnitude 4

Magnitude 5 Magnitude 6

Magnitude 7

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