The Arizona STEM Acceleration Project

Dancing with the Stars - Constellations

Dancing With the Stars

(Constellation Movement)

A 6-8 grade STEM lesson

Kirstin Udall

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2024

Notes for teachers

This ADI lesson plan engages students in the process of inquiry and argumentation, helping them develop a deeper understanding of the movement of constellations in the sky through hands-on investigation and collaborative learning.

Sixth grade focuses on ancient civilizations, and so we used constellations with our unit on Greek Mythology.

*Hands-On Activity: I did a slightly varied version because my students had already researched a constellation and built glow in the dark sheets with the myth picture on it as well as the star alignment of the constellation. so we used the ones they had built. when we laid out the constellations in a circle it didn't take long to discover that some of the star alignments were not positioned correctly on the papers. Students began to extend an innovate on their original project designs. One group asked why we hadn't built them and done a reflection of them so that the constellation could be viewed from the back. this led to a couple of modifications in some final products. we were short on time so some of the ones consolations that needed to be fixed did not get modified, but it was a successful thinking project for them to do. There were other students that felt strongly about setting up this working model, so they added their own touches to the circle of constellations by varying the heights, surfaces and hanging the circumpolar few. Students made so connections to other experiences they had done previously. Th that occurred from this seemingly simple activity was super. Just take the lesson outline and run with it where your students take you.

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List of Materials

• Materials:Globe (earth model)
• Small, small ball (moon model)
• Flashlight/lamp (sun model)
• Constellation star charts
• Markers
• Construction paper
• Scissors
• String
• Stickers or small stars or glow-in-the-dark beads or glue
• Large piece of stock or foam board
• Stellarium software or similar planetarium app, optional
• observation, logs, or notebooks

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Standards

Grade 6: Earth and Space Science

• 6.E2U1.12: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
• Explanation: This standard focuses on understanding the patterns and cycles of celestial bodies, which includes the movement of constellations as related to Earth's rotation and orbit.

Grade 8: Earth and Space Science

• 8.E1U1.6: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
• Explanation: While primarily focused on gravity, understanding the motion within the solar system includes the apparent movement of stars and constellations due to Earth's rotation and orbit.

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• NGSS MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
• NGSS MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.

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Standards

ELA Standards:

Grade 6-8 Reading Standards for Informational Text:

• RI.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
• Explanation: Students will research and cite evidence about the movement of constellations.
• RI.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
• Explanation: Students will read and summarize scientific texts regarding star trails and constellation movement.
• RI.6-8.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
• Explanation: Students will use star trail images, planetarium software, and textual information to understand constellation movement.

Grade 6-8 Writing Standards:

• W.6-8.1: Write arguments to support claims with clear reasons and relevant evidence.
• Explanation: Students will write explanations and arguments based on their observations and research about why constellations move in the sky.
• W.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• Explanation: Students will create written explanations and models to describe the movement of constellations.
• W.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• Explanation: Students will conduct research on constellation movement and present their findings.

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Objective(s):

• Students will be able to explain why constellations appear to move across the sky.
• Students will investigate the phenomenon of star trails and understand the Earth's rotation.
• Students will develop models to demonstrate the apparent movement of stars and constellations.
• Students will understand the difference between equatorial and circumpolar constellations and how the Earth's movements and observer's latitude affect their visibility.

Students will

Agenda (lesson time) 3- 4 (45-60) minute class periods

Day 1

8 min

• Phenomenon

15 min

• Ideas/Plan/ Inquiry

35 min

• Explore/Stellarium

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Day 2:

20 min

• Argumentation Session

20 min

• Investigation to Gather More Data

15 min

• Final Argument Presentation

(More time may be needed)

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Day 3

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Hands-on Activity

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Day 4

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15 min

• Final Argument Presentation

(finish if needed more time)

20 min

• Reflect and Discuss

25 min

• Write an Investigation Report

The Phenomenon

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Driving Question: How do the positions and movements of constellations help us understand the rotation in orbit of earth?

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• What do you notice about the direction in which the constellations move?
• How does the movement change if you observe from different latitudes?

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Investigation Steps

Part one:

• look at the pictures in the packet distributed to you or your group
• write down ideas about what might be causing the star trails.
• discuss with an elbow partner or group any ideas
• Students record observations and identify patterns in the data.

Part Two:

Familiarize yourself with how Stellarium works: Stellarium link

Key Features to Introduce:

• Time and Date Control: How to change the time and date to observe the sky at different moments.
• Location Setting: How to set the observer's location to see how the sky looks from different places on Earth.
• Search Function: How to search for specific stars, planets, or constellations.
• Constellation Lines and Labels: How to display constellation lines, labels, and art for better identification.
• Worksheet for investigation notes: Stellarium notes

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Using Stellarium, complete the 4 tasks.

Notes/observations

A) Creating Star Trails

Guiding Questions:

• What do star trails reveal about the Earth’s rotation?
• How do star trails differ when observed from the North Pole, the equator, and the Southern Hemisphere?

Procedure:

1. Set the location to a specific place.
2. Set the time to start just after sunset.
3. Use the time control to speed up the passage of time until just before sunrise.
4. Observe the circular patterns created by the stars’ movements, simulating star trails
5. Record your observations (use worksheet link at top)

B) Observing Daily Constellation Movement

• Objective: Understand how the Earth's rotation affects the movement of constellations over a single night.
• Activity: Set Stellarium to a specific location and date, then fast-forward through the night to observe the movement of constellations.

Guiding Questions:

• What do you notice about the direction in which the constellations move?
• How does the movement change if you observe from different latitudes?

Procedure:

1. Set the location to your current city or another location of interest.
2. Choose a specific date and time at dusk.
3. Use the time control to fast-forward through the night.
4. Observe and note the movement of several constellations (e.g., Orion, Ursa Major).
5. Record your observations (use worksheet)

C) Investigating Seasonal Changes in Constellation Visibility

• Objective: Understand how the Earth's orbit around the Sun affects which constellations are visible during different seasons.
• Activity: Observe the sky at the same time on different dates throughout the year.

Guiding Questions:

• How do the constellations visible in the night sky change from season to season?
• Why are some constellations only visible during certain times of the year?

Procedure:

1. Set the location to a consistent place.
2. Choose a specific time (e.g., 9 PM).
3. Set the date to the start of each season (e.g., March 21, June 21, September 21, December 21).
4. Observe and record which constellations are visible in the sky during each season.

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D) Understanding the Effect of Latitude on Constellation Visibility

• Objective: Explore how constellations appear differently from various latitudes on Earth.
• Activity: Compare the night sky from different latitudinal positions.

Guiding Questions:

• How does the visibility of constellations change as you move from the equator to the poles?
• What constellations are circumpolar (visible all year) at different latitudes?

Procedure:

1. Set the date and time to a constant value.
2. Observe the sky from a location near the equator, mid-latitude, and polar regions.
3. Compare the constellations visible at these different latitudes
4. Record observations

Group work

SHARE

Students create results collaboratively on a poster the four parts of their discovery. This also serves as an outline/evidence for writing the Investigation Report.

• The Guiding question/ PROBLEM:
• Our claim/SOLUTION (the answer to the question what they figure out)
• Our evidence: analysis of the data they collected, and an interpretation of analysis shows a comparison, relationship or trend. That explains what it means.
• Our justification of the evidence: why the evidence matters, assumptions, core ideas or cross cutting concepts that guided the data to collect and how to make sense of it.

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Group assignments:

#1 's Problem section

#2's Solution

#3's Evidence

#4's Justification

REFERENCE/Reflection Material (for use with investigation if desired)

Factors Affecting Astronomical Visibility

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1. Brightness (Apparent Magnitude):
• Apparent Magnitude: This is a measure of the brightness of a celestial object as seen from Earth. The lower the magnitude, the brighter the object. Bright objects like the Sun, Moon, and planets have low magnitude values, while faint stars have higher values.
• Visibility Threshold: Objects with apparent magnitudes of 6 or lower are generally visible to the naked eye under good conditions. Binoculars and telescopes can reveal fainter objects.
2. Position in the Sky:
• Altitude and Azimuth: These are the coordinates that describe an object's position in the sky. Altitude is the angle above the horizon, and azimuth is the angle along the horizon from the north.
• Circumpolar Constellations: Constellations close to the celestial poles that never set below the horizon and are visible all year round from certain latitudes. For example, Ursa Major is circumpolar in the Northern Hemisphere.
• Equatorial Constellations: Constellations located along the celestial equator that rise and set and are visible from both hemispheres at different times of the year.
3. Time of Year (Seasonal Visibility):
• Earth’s Orbit: As the Earth orbits the Sun, different constellations become visible at night. For example, Orion is visible in the winter months in the Northern Hemisphere, while Scorpius is visible in the summer.
• Seasonal Constellations: Some constellations are associated with specific seasons. For instance, Leo is a spring constellation, and Pegasus is an autumn constellation.
4. Local Observing Conditions:
• Light Pollution: Artificial light from cities and towns can obscure faint stars and other celestial objects. Observing from dark-sky locations reduces this effect.
• Weather and Atmospheric Conditions: Clear skies, low humidity, and stable atmospheric conditions improve visibility. Clouds, fog, and high humidity can obstruct views of the night sky.
• Moon Phase: The brightness of the Moon can affect the visibility of other celestial objects. A full moon can outshine fainter stars and deep-sky objects, while a new moon provides darker skies.
5. Geographical Location:
• Latitude: The observer's latitude affects which constellations are visible. For instance, observers in the Northern Hemisphere cannot see the Southern Cross (Crux), which is a prominent constellation in the Southern Hemisphere.
• Altitude: Observing from higher altitudes can reduce atmospheric distortion and light pollution, improving visibility.

Example: Visibility of Orion (sample of observation summary to use for explanation

• Brightness: Orion is one of the brightest constellations, with prominent stars like Betelgeuse and Rigel, making it easily visible to the naked eye.
• Position: Orion's position near the celestial equator makes it visible from both hemispheres.
• Seasonal Visibility: Orion is best seen during winter in the Northern Hemisphere and summer in the Southern Hemisphere.
• Local Conditions: To see Orion clearly, it’s best to observe from a location with minimal light pollution and on a night with clear skies.
• Geographical Location: Most locations on Earth can see Orion at some point during the year, except for regions very close to the poles where it might be obscured by the horizon.

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Hands-on Activity Instructions

Objective: students will understand the difference between equatorial and circumpolar constellations and how the earth's movements and observers latitude affect their visibility

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First create constellation, cut outs: I got some free printables shared at

https://lsa.umich.edu/content/dam/ummnh-assets/ummnh-docs/Constellation%20Flashcards.pdf and TpT has some great resources.

Print and cut out shapes of key equatorial constellations and circumpolar constellations.

Attach strings to the top of each cut out so they can be hung or moved around (optional)

Set up model:

Use the flashlight or sunlamp to represent the sun positioned to shine light on the globe

Mark north and south poles and the equator on the globe.

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Hands-on Activity Instructions

Activity Steps:

1. Introduction 10 minutes:

Explain the concepts of equatorial and circumpolar constellations. Highlight that equatorial constellations are near the celestial equator and visible from both hemispheres while circumpolar constellations are near the celestial poles and visible year-round from certain latitudes. (helpful information)

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2. Earth's rotation and constellation movements 10 minutes:

Use the globe and flashlight to demonstrate earth's rotation show how this rotation causes constellations to appear to move across the sky from east to west each night. My class had already done this with the sun and tracking its seeming movements to determine how earth rotates and revolves.

Discuss how this movement affects both equatorial and circumpolar constellations differently.

( you can also extend same step but use a rolling chair to demonstrate how revolution around the sun affects the visibility

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3. Modeling constellation visibility 15 minutes Equatorial constellations

Hang the cutout of equatorial constellations along the celestial equator around the globe.

Rotate to show how these constellations rise in the east and set in the west.

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4. Circumpolar constellations

Hang the cut outs of circumpolar constellations near the north pole of the globe,

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5. Rotate the globe and show how these constellations circle around the pole and never set for observers at higher latitudes

(We did steps 3&4 using glow in the dark models we built (pictured at right)

We moved out desks into a circle and hung them facing the globe in middle of circle to do this activity)

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6. Have students walk around the globe to simulate the effect of observing from different latitudes, noting which constellations are visible and how they move we put a sticker on our globe of where our location was so students could visually see where that location was in relation to where the constellations had been hung

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Hands-on Activity pictures

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Assessment

• Participation in class discussions and activities.
• Exit Tickets/Quiz Key concept Questions
• Formative: Observe participation and engagement during research, planning, and observation phases.
• Summative: Evaluate the accuracy and detail of students' recorded observations and their presentations.
• Quality and accuracy of student arguments.
• Students write up an explanation using the ideas from group work
• Clarity and thoroughness of written investigation reports. Rubric ADI written report

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Differentiation

Group/Partner work in activities

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Remediation

Extension/Enrichment

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• Use planetarium software like delirium to observe the movement of constellations overtime and from different locations on earth.
• Conduct a night sky observation session to identify constellations and observe their movement.
• Learn how to navigate using the stars Free download TpT

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• Assign students to research a specific constellation, including its mythological historical significance and its use in navigation and astronomies.
• Investigate how different cultures have historically interpreted constellations. (read and write reports)

E Allow students to design their own constellation

M Graph constellation/ write code for edison bot (Edsketch)

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Writing Investigative Report

Sentence Stems for "Star trails are formed when ___. They show us that ___."

• "Photographing star trails can help us understand ___. This is like in Star Trek when ___."

Explaining Star Movement:

• "The stars appear to move in the night sky because ___."
• "Constellations change position throughout the night due to ___. This is similar to how in Star Trek, ___."

Seasonal Constellation Changes:

• "We can see different constellations during different seasons because ___."
• "The Earth's orbit around the Sun causes ___, which affects our view of constellations just like in the Star Trek episodes where ___."