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Review made By Cristina Gaiotto date 01-07-2017 15:01

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Review made By Cristina Gaiotto date 01-07-2017 15:01

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Dear Claudia,

Your lesson plan is detailed and balanced. In every steps you encorage your pupils to explore and stimulate your pupils' curiosity. You could maybe include a simple activity that could be carried out by your pupils in the school gymnasium. Give different colored plastic loops to each child and make them be: the Sun that will stand still at the center and then Mercury, Venus, the Earth, the Moon, Mars, Jupiter, Saturn, Pluto, Neptune, the different moons. Children acting as these planets and moons will rotate as directed.

You can also include children acting as meteors and shooting stars. I think this activity is a lot of fun and would enrich your Lesson plan.

Thank you for sharing your ideas.

Cristina G.

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OUR WONDERFUL UNIVERSE - book and lapbook

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OUR WONDERFUL UNIVERSE - book and lapbook

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Template from coloring book:
http://img.cheapsoccercleatsale.com/images/www.uniquecoloringpages.com/wp-content/uploads/2015/04/Solar-System-Coloring-Pages-Printable.png

Space Lapbook
http://www.homeschoolshare.com/space_lapbook.php

Solar System Books
http://twistynoodle.com/mini-books/science/solar-system/

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Kids are invited to build their own game using Tiny Tap app and/or their own videogame with Sketch Nation app on their tablets (from a learning designer of Laura Ciarmatori)

https://www.tinytap.it/activities/

http://sketchnation.com/

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Kahoot!

Solar System!

This quiz will activate your knowledge on the planets, dwarf planets, moon, constellations, asteroids, comets, meteors, sun :)
https://play.kahoot.it/#/k/e9a50f8c-3dea-47ec-9a50-1f1727aa5f4e

The Solar System

A quick quiz on basic facts of the solar system
https://play.kahoot.it/#/k/0c668639-24bc-4993-8490-e717cdb8c36f

To The Moon!

https://play.kahoot.it/#/k/b5a3a44f-1433-4708-99d6-60987aa15a96

Paid resource

https://nearpod.com/s/science/5th-grade/the-solar-system-introduction-L2469654?_branch_match_id=409253165407601193

https://nearpod.com/s/science/5th-grade/the-solar-system-learning-about-planets-L34023857?_branch_match_id=409253165407601193

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OUR WONDERFUL UNIVERSE - Other links and activities

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OUR WONDERFUL UNIVERSE - Other links and activities

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Uranus is officially the weirdest planet in our solar system. (Science Insider)
https://www.facebook.com/BusinessInsiderScience/videos/1236655323109808/?fref=mentions

http://www.solarsystemscope.com/

http://www.kidsastronomy.com/index.htm

http://www.kidsastronomy.com/fun/index.htm

https://spaceplace.nasa.gov/menu/solar-system/

https://www.turtlediary.com/game/solar-system.html

Exploring The Solar System
https://www.youtube.com/watch?v=SmyMQ_SdpNc

Jupiter: Into the Unknown (NASA Juno Mission Trailer)
https://www.youtube.com/watch?v=SgEsf4QcR0Q

ESA Euronews: Saturn probe could tell us more about life on Earth
https://www.youtube.com/watch?v=haW4kVL8Ihc

Moon rotation
https://www.youtube.com/watch?v=exIpL0Uhr_k

NASA | Understanding Lunar Eclipses
https://www.youtube.com/watch?v=lNi5UFpales

NASA | Lunar Eclipse Essentials
https://www.youtube.com/watch?v=wuhNZejHeBg

Solar and lunar eclipses, explained
https://www.youtube.com/watch?v=kgbK2FZFFdw

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Links

ESA Kids (child-friendly fun & information in several European languages)

ESA Kids homepage: www.esa.int/esaKIDSen/

Planets and moons homepage: www.esa.int/esaKIDSen/Planetsandmoons.html

The Solar System and its planets (links to articles for all of the planets): www.esa.int/esaKIDSen/SEMF8WVLWFE_OurUniverse_0.html

Comets and meteors: www.esa.int/esaKIDSen/Cometsandmeteors.html

Rosetta: www.esa.int/esaKIDSen/SEM269WJD1E_OurUniverse_0.html

Comets: www.esa.int/esaKIDSen/SEMYC9WJD1E_OurUniverse_0.html

Asteroids: www.esa.int/esaKIDSen/SEMCM9WJD1E_OurUniverse_0.html

Our Universe: www.esa.int/esaKIDSen/SEMYC9WJD1E_OurUniverse_0.html

Paxi fun book: esamultimedia.esa.int/multimedia/publications/PaxiFunBook/

Teach with space

ESA Teach with Rosetta website: ww.esa.int/Teach_with_Rosetta/

ESA Teach with Rosetta resources for primary school level (including teacher guides and pupil activities and colour, cut and build activities): www.esa.int/Education/Teach_with_Rosetta/Rosetta_ resources_for_primary_school_level

Rosetta

ESA Rosetta mission: www.esa.int/rosetta

ESA Rosetta blog: blogs.esa.int/rosetta/

ESA Rosetta website: www.esa.int/Our_Activities/Space_Science/Rosetta

ESA Rosetta website (technical): sci.esa.int/rosetta/

Rosetta videos and animations (including Rosetta’s launch, Rosetta’s twelve-year journey in space, Chasing comets, Rosetta’s orbit of the comet and Philae’s mission at comet 67P): www.esa.int/Education/Teach_with_Rosetta/Rosetta_videos2 Rosetta images (a selection of images taken by the Rosetta spacecraft of the comet and other Solar System objects during its journey and images of the Rosetta spacecraft and Philae lander): www.esa.int/Education/Teach_with_Rosetta/Rosetta_images2

Rosetta mission timeline: www.esa.int/Education/Teach_with_Rosetta/Rosetta_timeline

Rosetta’s Frequently Asked Questions: www.esa.int/Education/Teach_with_Rosetta/Rosetta_s_ frequently_asked_questions Where are Rosetta and the comet now: sci.esa.int/where_is_rosetta/

Ambition the film: www.esa.int/spaceinvideos/Videos/2014/10/Ambition_the_film

Demonstrating Rosetta’s Philae lander on the Space Station: www.esa.int/spaceinvideos/ Videos/2014/11/Demonstrating_Rosetta_s_Philae_lander_on_the_Space_Station

Comets

ESA Kids article on comets: www.esa.int/esaKIDSen/SEMWK7THKHF_OurUniverse_0.html

ESA Giotto website: sci.esa.int/giotto/

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Module 4: Beyond our solar system - 4.6 P2P Activity

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La canzone dei pianeti
https://www.youtube.com/watch?v=sXorgBKB2fs
Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti
Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti

Sono il più vicino al sole
Sono Mercurio. Mercurio

Sono il più luminoso
Sono Venere. Venere

Io sono il tuo pianeta
Sono la Terra. Terra

Sono il pianeta rosso
Sono Marte. Marte

Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti
Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti

Sono il pianeta più grande
Sono Giove. Giove

Ed io il pianeta con gli anelli
Sono Saturno. Saturno

Io ho 27 lune
Sono Urano. Urano

Ed io son fatto di gas
Sono Nettuno. Nettuno

Il più lontano dal sole
Sono io, Plutone. Plutone

Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti
Siamo I pianeti grandi e tondi
E giriamo intorno felici e contenti

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Paxi – Il Sistema Solare
https://www.youtube.com/watch?v=A9bEEiXWYEc
Unitevi a Paxi in un viaggio attraverso il nostro Sistema Solare, dai pianeti rocciosi più interni e vicini al Sole, passando per i pianeti giganti fino ad arrivare ai confini ghiacciati da dove le comete hanno origine.

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Module 4: Beyond our solar system - 4.6 P2P Activity

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Module 4: Beyond our solar system - 4.6 P2P Activity

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The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher
https://www.youtube.com/watch?v=8nJOFwvdr6I&feature=youtu.be

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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READ SPACE SCOOPS

NEWS FROM ACROSS THE UNIVERSE

http://www.space-awareness.org/en/scoops/

Space Scoop is our space news service for children aged 8 and above. By sharing exciting new discoveries, we can inspire children to develop an interest in science and technology. Space Scoop makes a wonderful tool that can be used in the classroom to teach and discuss the latest news from space science and astronomy.

http://www.unawe.org/resources/education/activity_spacescoop_storytelling/

Check the kids' website at www.spacescoop.org

http://www.spacescoop.org/en/
http://www.spacescoop.org/it/

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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A little bit of art and crafting
Objects like galaxies and nebulae can be ideal subjects if you are thinking of mixing art with science.

Watercolor Milky Way Sky Painting Demonstration
https://www.youtube.com/watch?v=iDqyjyCWAlU

Nebulae in a bottle can also be a fun craft activity for younger students:
https://www.youtube.com/watch?v=46AnuMKyqOQ

While doing such activities you can talk to your students about the colors of these objects and how they appear. Intrigue them to find out about the colors of nebulae and why they appear and challenge them to try and make a painting out of a nebula they like.

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Have you ever used Space Scoops (http://www.space-awareness.org/en/scoops/) in your class? Describe the context and how you have done this in the Padlet below!

Posted on padlet:
I never use Space scoop in my classroom. I certanly will use it next year to discover planet's news with my childrens.

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Other activities for students

Living in the Milky Way

http://www.space-awareness.org/en/activities/1611/living-in-the-milky-way/
AGE RANGE 6 - 10

What is a constellation?

http://www.space-awareness.org/en/activities/1607/what-is-a-constellation/
AGE RANGE 6 - 10

History of the Universe

http://www.space-awareness.org/en/activities/1612/history-of-the-Universe/
AGE RANGE 8 - 10

Coma cluster of galaxies

http://www.space-awareness.org/en/activities/1410/coma-cluster-of-galaxies/
AGE RANGE 14 - 19

How light pollution affects the stars: magnitude readers

http://www.space-awareness.org/en/activities/1402/how-light-pollution-affects-the-stars-magnitude-readers/
AGE RANGE 10 - 19

Model of a black hole

http://www.space-awareness.org/en/activities/1304/model-of-a-black-hole/
AGE RANGE 8 - 12

Black holes in my school

http://www.golabz.eu/spaces/bhims
Level of difficulty: Medium

Galaxy classification and formation

http://www.golabz.eu/spaces/galaxy-classification-and-formation
Level of difficulty: Easy

Galaxy Zoo

https://www.galaxyzoo.org/

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Interview with Marina Molla
Her students created a shadow puppet show and a TV-channel show on space news. In their show, her students talked about famous missions like Cassini-Huygens and Rosetta. They also talked about Black holes, planetary nebulae, photobombing stars, space science vs science fiction, time and space.

https://www.youtube.com/watch?v=WZcQn506Xag

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Module 4: Beyond our solar system - 4.5 “A journey to the Universe puppet show” didactic course

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Our fourth didactic course called “A journey to the Universe: A puppet show” designed for primary education by Eleftheria Tsourlidaki and Ioanna Kasampa.

A journey to the universe puppet show
https://www.youtube.com/watch?v=Udk0NXvu6sI

JOURNEY THROUGH THE UNIVERSE: A PUPPET SHOW DIDACTIC COURSE FOR PRIMARY LEVEL
http://www.space-awareness.org/media/support_document/Didactic_Course_Universe_Basics_Primary.pdf

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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In the videos below, you can get some more information and inspiration to present career role models in your classroom:

EU Space Awareness Career Interviews: Jorge Vago, Project Scientist // FULL 3 min version

https://www.youtube.com/watch?time_continue=9&v=3TVkOUyLNPg
Interview for the EU Space Awareness Career Hub with Jorge Vago, Project Scientist.

Aerospace Engineers -- What is it?

https://www.youtube.com/watch?v=STYw2OTOveY
Aerospace Engineering is the field of engineering surrounding the science, design, construction, development and testing of aircraft and space craft. The field of Aerospace Engineering can be divided into two major subfields: aeronautical and aerospace. In other words, Aerospace Engineers can work on projects intended for this atmosphere, or, for deployment in outer space. In addition to designing aircraft, Aerospace Engineers also develop satellites, missile systems, propulsion systems, high-tech Unmanned Air Vehicles, and even software.

Intro to Aerospace Engineering | MITx on edX | Course About Video

https://www.youtube.com/watch?v=Nugc_RO56cQ
Spaceflight is exciting, and you don’t have to be a “Rocket Scientist” to share in the excitement! 16.00x makes the basics of spaceflight accessible to everyone.

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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When looking at the official website of a mission, there is always a part that presents the team of the mission. Having a look at the people working on a mission and their background could be inspirational for students and could help them get some more ideas.

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Do your students ever ask you about space careers? Do they consider engineering being a job that is part of the space industry?

Posted on padlet:
Children occasionally talk about what they want to do when their are adults. In my experience there's always someone who want to become astrounat.  Also ther's someone who want to become engineer, espacially if he has a parent who does it for work. But never I find a child who talk to want become aerospace engineer. I think is still too little known profession.

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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AEROSPACE ENGINEERING
None of the missions would exist if not for the people who designed, tested and eventually built these mind-boggling, complicated, high-tech instruments and pieces of equipment.

There are many different categories and specializations:

space system engineer

http://www.space-awareness.org/en/careers/interview/bryan-de-goeij/

material engineers

http://www.space-awareness.org/en/careers/career/who-materials-engineer/

ground segment support engineers

http://www.space-awareness.org/en/careers/career/who-ground-segment-support-engineer/

and many others different careers in this field

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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COSMOLOGIY
Cosmology studies our Universe from the Big Bang to any the large scale property of our Universe.
Multiple Universes, dark matter and energy, string theory are some of the concepts cosmologists study.

Introduction to Cosmology | Big History Project
https://www.youtube.com/watch?v=hrhD77JhtOA

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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Module 4: Beyond our solar system - 4.4 Astronomy, Cosmology and Aerospace Engineering

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THE MANY FACES OF ASTRONOMY
Astronomy is a very general term to refer to scientists that study the Universe beyond our planet.
We have already seen some branches like space weather and planetary science in previous modules.

Compact objects is a branch of astronomy that studies object of dense matter like white dwarfs and neutron stars.

Stellar astronomy focuses on the evolution of stars.

If students are interested in becoming astronomers, specialization comes later in their studies.

WHO IS AN ASTRONOMER?

http://www.space-awareness.org/en/careers/career/who-astronomer/

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Module 4: Beyond our solar system - 4.3 Famous missions

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Module 4: Beyond our solar system - 4.3 Famous missions

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Which mission is the most popular among your students? Out of all the missions presented, which one do you think can be the most inspiring and impressive for them?

Posted on padlet:
My students are too yung, their  are from seven to eight years old. They know something about ISS, beacuse we talked about  just a little sometimes. I think that is the most inspiring and impressive mission for them because it's a space laboratory in orbit around Earth with astonauts on board. So it will be very interesting to know how human can live in space. We could saw many videos  about the life on board and other videos and phptos wich show Earth from ISS.

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Module 4: Beyond our solar system - 4.3 Famous missions

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Module 4: Beyond our solar system - 4.3 Famous missions

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JAMES WEBB SPACE TELESCOPE(JWST)

JWST is a NASA mission in collaboration with ESA and the Canadian space Agency. It is scheduled to launch in October 2018 and it will study the history of our Universe. It is the largest telescope ever constructed. In fact it is so big it will have to be launched in pieces and assembled in space!

Webb Telescope Milestone: Completion of Telescope Element
https://www.youtube.com/watch?v=-MVAm89KBfE

Thousands of people, for almost two decades, accomplished the construction of the telescope element of the largest space telescope ever created. The optical and science segment of the James Webb Space Telescope stands complete in one of the largest cleanrooms in the world, located at NASA's Goddard Space Flight Center.

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Module 4: Beyond our solar system - 4.3 Famous missions

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Module 4: Beyond our solar system - 4.3 Famous missions

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LISA Pathfinder
LISA Pathfinder was launched in December 2015, it will test the necessary highly demanding in accuracy technology required to measure gravitational waves.
Gravitational waves come from places we can’t see with telescopes, like for example black holes. So being able to detect them will change radically the way we understand our Universe.

LISA Pathfinder - Window on the gravitational universe
https://www.youtube.com/watch?v=qbqox08OC-A

LISA Pathfinder’s name, Laser Interferometer Space Antenna, clearly indicates the role of precursor that this mission plays. Its goal is to validate the technology required to detect gravitational waves from space. Gravitational waves will open a new door in our understanding of the Universe, and at the same time help to verify Einstein’s General Theory of Relativity.

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Module 4: Beyond our solar system - 4.3 Famous missions

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Module 4: Beyond our solar system - 4.3 Famous missions

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Here is a very inspiring talk given by Prof. Mark McCaughrean, Senior Scientific Advisor in the Directorate of Science and Robotic Exploration, responsible for communicating the scientific results from ESA's astronomy, heliophysics, planetary, and fundamental physics missions:

(Subt) Conferencia del Prof. Mark McCaughrean, Centro Europeo de Investigación y Tecnología Espacial
https://www.youtube.com/watch?list=PLXZ0vkO202KiZHwsEKY6tqvR3lz_231qX&v=LiwKagmTlAI

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Module 4: Beyond our solar system - 4.3 Famous missions

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Module 4: Beyond our solar system - 4.3 Famous missions

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GAIA
http://sci.esa.int/gaia/
launched in December 2013, aims to produce a 3D map of the Milky Way helping scientists understand its composition formation and evolution.

To understand the accuracy with which Gaia is observing these stars, imagine that it can measure the width of a human hair at 2000 kilometres distance!

The first intermediate data release, containing, among other things, three-dimensional positions and two dimensional motions of a subset of two million stars, demonstrates that Gaia’s measurements are as precise as planned, paving the way to create the full map of one billion stars to be released towards the end of 2017.

First data from ESA's Gaia mission
https://www.youtube.com/watch?v=TTMnN9ehfjk

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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More on the life of stars:

Imagine the Universe

https://imagine.gsfc.nasa.gov/educators/elements/imagine/04.html

You can use the “Star in a box” simulation in your class to teach your students about the H-R diagram and the fate of stars. Among many other interesting aspects students will also see how fast stars evolve once they leave the main sequence compared to the era when they fuse hydrogen.

http://www.space-awareness.org/en/activities/1302/star-in-a-box/

AGE RANGE

10 - 19

EDUCATION LEVEL

Middle School, Secondary School, Informal

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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Black hole

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What is the Heisenberg Uncertainty Principle? - Chad Orzel

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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SUPERNOVAE
The explosions of stars bigger than 8 solar masses are called “Supernova”.
A white dwarf can also cause a supernova when it’s part of a binary system of stars.
Supernovae release unforeseen amounts of energy in a very short amount of time, at speeds close to the speed of light.

We wouldn’t be here if it wasn’t for supernovae.

If it wasn’t in the interest of stars to make all the other elements, how did they come to exist? The calcium in our bones? Gold? Platinum?

Eventually, over long periods of time, gas and dust that make up new stars and their planets are enriched by these heavier elements that were created during supernovae explosions.
Bottom line? We are all made of stardust!

When introducing the periodic table, binding energy, fusion and fission in class, talking about supernovae and how these elements came to exist can be very inspiring for your students and give them an idea of how tightly our lives are bound to the Universe and the stars.

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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BLACK HOLES
After the star beyond 20 solar masses explodes it leaves behind what we call a “Black Hole”.
A black hole, has such tremendous gravity that nothing can escape, it not even light.
The escape velocity* of a black hole is greater than the speed of light.
*Escape velocity is the velocity an object needs in order to escape permanently the gravitational pull of another object. The escape velocity for an object in order to escape Earth’s gravity  for example is 11 km/sec.
It have very peculiar properties:

it is an object with gravity very massive!

If an object like a tree was to fall in a black hole roots first, the gravity at the roots would be millions of times stronger than at the top of the tree, stretching it out to a thin line.

gravity can affect space-time: the greater the gravity the slower time passes by

We would watch the tree slowing down more and more taking infinite time to reach the horizon.

Black holes, like white dwarfs and neutron stars are excellent examples, to demonstrate to your students how powerful gravity can be in extreme situations.

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Module 4: Beyond our solar system4.2 The life of stars

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Module 4: Beyond our solar system4.2 The life of stars

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NEUTRON STARS
When stars between 8 and 20 solar masses eventually stop producing energy through fusion,  they cause the star to collapse under its own gravity and explode.

The gravity in the remains of the core of such stars is so huge that it overcomes electron degeneracy (which occurs in white dwarfs) and literally force electrons to smash into protons thus creating neutrons. What really remains, is a supermassive object made of neutrons with some protons, electrons and element left here and there.

Neutron stars are among the most bizarre objects of the Universe. They have a radius of about 20 km and the mass of an entire star.

A cough drop of neutron star material would weigh as much as all humans on Earth combined.

Neutron stars (also called pulsars) also spin very rapidly (a few times per second) and they emit very accurate pulses.

Introduce neutron stars to your students when you talk to them about atomic nuclei, the strong and weak interaction!

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Module 4: Beyond our solar system4.2 The life of stars

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Module 4: Beyond our solar system4.2 The life of stars

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PLANETARY NEBULA
A Planetary Nebula is created when a star blows off its outer layers after it has run out of fuel to burn. These outer layers of gas expand into space, forming a nebula which is often the shape of a ring or bubble. About 200 years ago, William Herschel called these spherical clouds planetary nebulae because they were round like the planets. At the center of a planetary nebula, the glowing, left-over central part of the star from which it came can usually still be seen. http://coolcosmos.ipac.caltech.edu/ask/225-What-is-a-planetary-nebula-
They come in many different shapes.
After a few thousands of years, they become very faint to observe. Their short life time is the reason why there are not so many of them on the sky. However, the size, color and shape of a nebula can tell us a lot about the life and death of the original star.

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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WHITE DWARFS
A “White Dwarf” is a naked core of  small mass stars (up to 8 solar masses) wich is what remains after the stars are going through the phase of red giants and their outer layers get blown away from the core of the star

NANA BIANCA

da Wikipedia, l'enciclopedia libera. https://it.wikipedia.org/wiki/Nana_bianca
Una nana bianca (o nana degenere) è una stella di piccole dimensioni, con una bassissima luminosità e un colore tendente al bianco. Nonostante le ridotte dimensioni, paragonabili a quelle della Terra, la massa dell'astro è simile o lievemente superiore a quella del Sole; è quindi un oggetto molto compatto, dotato di un'elevatissima densità e gravità superficiale.

Si ritiene che le nane bianche siano l'ultima fase dell'evoluzione delle stelle di massa piccola e medio-piccola,[N 1] le quali costituirebbero oltre il 97% delle stelle della Galassia.[6][7] Queste, dopo aver concluso la sequenza principale e le fasi di instabilità ad essa successive, attraversano delle ulteriori fasi di forte instabilità che le portano ad espellere i propri strati più esterni, mentre i nuclei inerti vanno a costituire le nane bianche.[8] Non essendo più soggette alla fusione nucleare, esse non possiedono una fonte di energia autonoma che possa contrastare il collasso gravitazionale cui sono naturalmente sottoposte;[9] l'unica forza che vi si oppone è la pressione degli elettroni degenerati.

What is the Heisenberg Uncertainty Principle? - Chad Orzel
https://www.youtube.com/watch?v=TQKELOE9eY4

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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RED GIANTS AND SUPERGIANTS
A small star becomes a “Red Giant” when:

the star compresses its core in order to increase its temperature and continue producing energy by fusing helium into carbon, when hydrogen stock runs out

this compression is so abrupt that the outer layers of the star get detached, they start expanding and lose energy fast.

This causes the star to get a lot bigger and red.
A star like our Sun, when it becomes a red giant will become about 2000 times brighter.

More massive stars become “Red supergiants” instead.  Red giants can be 10 to 150 times bigger than the initial star.

the point of fusing silicon to iron reach a core temperature of about 3 billion degrees

they can reach a diameter of a billion kilometres

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Module 4: Beyond our solar system4.2 The life of stars

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Module 4: Beyond our solar system4.2 The life of stars

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Which of the objects presented above is the most staggering for you and why? Have you ever presented any of these objects to your students? How did you combine it with the curriculum? If not, how would you do it?

Posted on padlet:

Planetary nebula is the most staggerig objects for me. I'm fascinated from their many different shapes and their such different colors. I never study these objects with my students,  though we saw their images in the various books we use while we study Solar system and the Universe in fifth primary. Also my students were very fascinated from them. Simetimes I talked about the cycle life of a star black holes and supernovae, but never we study them in depth. I think I could use videos and same recommended tools to deepen the knowlegde of theese staggering objects. In particulary I'd li to use  the Observing with NASA robotic telescope network to take an astronomical observation of different celestial objects.

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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Astronomers classify stars based on their temperature and their spectra.  There are seven basic categories which are divided into subcategories.

In total we have O,B,A,F,G,K,M. You could come up this a mnemonic for these categories with your students. For example: “Oh Be A Fine Girl/Guy Kiss Me”

Astronomers also use  “Hertzsprung-Russell diagram”

The H-R diagram and the life of stars
https://www.youtube.com/watch?v=Zt8Sw79ObBs

The Universe is full of exotic and very unique objects. Stars change tremendously towards the end of their life and they can end up quite differently depending on their mass.

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Module 4: Beyond our solar system - 4.2 The life of stars

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Module 4: Beyond our solar system - 4.2 The life of stars

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How did stars get to start producing energy in the first place? What happens when they run out of fuel?

Overall, the bigger the star the shorter it will leave.

The bright dust areas of galaxies have enough gas and dust so that stars can begin to form.

Stars start to form when gravity pulls together gases and dust into bulges. As more matter is added to that bulge the greater the gravity. Increased gravity will attract even more dust and gas but it will also increase the density and the temperature of the main bulge even more. Eventually temperature will be high enough, to allow the object to start producing energy through hydrogen fusion.
This “almost stars” are called “Brown dwarfs”.

A Star is Born | How the Universe Works
https://www.youtube.com/watch?v=mkktE_fs4NA

Once a star is formed, its lifetime depends on each initial mass. Big stars are much brighter and they require greater amounts of energy. They use up their fuel much faster than smaller stars and thus they have shorter lifespans.

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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If you haven’t done so before, try using the Observing with NASA telescope (http://mo-www.harvard.edu/OWN/). Take a picture of a galaxy and share your observation in the Padlet. How was it becoming an astronomer for a day?

Posted on padlet:

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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More about galaxies

Related theory on the classification of Galaxies

https://www.dropbox.com/s/5kzbowuwuo4to7i/Galaxies%20Related%20Theory.pdf?dl=0

Galaxies

https://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies

Types of Galaxies

https://www.thoughtco.com/galaxy-types-their-origins-and-evolution-3072058

Clusters of Galaxies

https://imagine.gsfc.nasa.gov/science/objects/clusters.html

Discovery of Galaxies

http://ircamera.as.arizona.edu/NatSci102/NatSci102/lectures/galaxies.htm

Active Galactic Nuclei

https://www.universetoday.com/30719/active-galactic-nuclei/

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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ACTIVITIES FOR STUDENTS

You can use the“Observing with NASA” robotic telescope network to take an astronomical observation of different celestial objects. It can be used to take an observation of two interacting galaxies.

http://mo-www.harvard.edu/OWN/

Then use this “Galaxy Crash” simulation and try to tell the story of these galaxies.

http://burro.cwru.edu/JavaLab/GalCrashWeb/dynamic.html

Based on the simulation students can understand how these two galaxies where before they started to interact, how much time has it been since they started interacting and what will happen to them in future.

Here you can find the answer keys for playing with M51 and its companion https://www.dropbox.com/s/k2ak5mjwz82i30d/M51%20and%20its%20companion.pdf?dl=0

and the antennae galaxyin a galaxy crash
https://www.dropbox.com/s/y5x8qxhg41hko6v/NGC%204038%20-%20The%20Antennae.pdf?dl=0

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Galaxies
Galaxies are systems of hundreds of billions of stars, with enough gas and dust to make a lot more, all bound together thanks to gravity.
The “Milky Way” is  the galactic disk of our own Galaxy, it is the milky bright band that appears on the night sky, that could consist of stars.

https://www.spacetelescope.org/images/heic9902o/

As one of the first steps towards a coherent theory of galaxy evolution, the American astronomer Edwin Hubble, developed a classification scheme of galaxies in 1926. Although this scheme, also known as the Hubble tuning fork diagram, is now considered somewhat too simple, the basic ideas still hold.

He categorized galaxies into three main categories; ellipticals, spirals and barred spirals.

With more than 1.3 million observations, Hubble has shown us about 100 billion galaxies beyond the Milky Way. As technology advances however, this number is likely to increase as we will get more and more accurate observations of deep space.

Our Universe Has Trillions of Galaxies, Hubble Study | Video
https://www.youtube.com/watch?v=O57DyNMRGY8

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Constellations
Constellations are groups of stars that appear not to be moving relatively to each other on the night sky as we see it and they make up a particular shape.
The stars of a constellation can be moving relatively to each other, but they are too far away for us to see that change in their relative position. They are also not on the same plane. They can be millions of light years away from each other.

Try doing a small activity with them looking at the same stars from different angles, like in the following image.

http://www.space-awareness.org/en/activities/1607/what-is-a-constellation/

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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A video that can explain the origin of our Universe to young students.

https://www.youtube.com/watch?v=DmUiCweDic4

Observations coming from ESA’s Planck space mission which observed cosmic background radiation allowed scientists to calculate the age of the Universe.

https://www.youtube.com/watch?v=DmUiCweDic4

In 2013, Planck gave us THE MOST detailed map OF THE UNIVERSE EVER CREATED!

http://www.esa.int/Our_Activities/Space_Science/Highlights/Planck_s_Universe#6

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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Module 4: Beyond our solar system - 4.1 The neighbourhoods of stars

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The observable Universe
We can only speak about the stars that we can observe. This is why we often talk about the “Observable Universe”. That is the part of the Universe we can observe. A first estimation is that the observable Universe is as big as light could travel since the beginning of the Universe, whichwould be around 13.8 billion years ago. But there are other factors to take into consideration, like the expansion of the Universe.
So the observable Universe is around 45.7 billion light years.

https://www.youtube.com/watch?v=QXfhGxZFcVE

Comprendere le grandezze dell'Universo
https://www.youtube.com/watch?v=KNXGdPVQeXY

Viaggetto nell'Universo Osservabile
https://www.youtube.com/watch?v=VXBsatL3JAA

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1. The observable Universe and galaxies

2. The life cycle of stars including the most common objects related like red giants, supergiants, white dwarfs, nebulae, neutron stars, black holes and supernovae

3. The Gaia mission, the James Webb Space Telescope, the Hubble telescope and the Lisa pathfinder mission.

4. Astronomy, cosmology and aerospace engineering

5. The “A journey to the Universe: A puppet show” Space Awareness didactic course for primary education.

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Module 3: The Sun-Moon-Earth System _ 3.6 Extra treat: What is your zodiac sign?

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Module 3: The Sun-Moon-Earth System _ 3.6 Extra treat: What is your zodiac sign?

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On the day we are born, the Sun is on a specific point on the ecliptic. The constellation to which the Sun points to on that day is your zodiac sign.

Try to find what is your real sign on Stellarium . Follow the steps in the demo below:

Astronomy vs astrology: What is your zodiac sign?
https://www.youtube.com/watch?v=JxelzR6_Xhw

After you find your real sign, change the dates some more and observe the constellations the Sun passes by.
Do you see anything strange?
Why do you think astrology signs are different to the ones according to astronomical maps?

What is your sign according to Stellarium? Is there a difference and if so why?
Did you notice in the images in “The Sun’s motion as seen from Earth” that there are actually 13 and not 12 constellations? Which is the 13th one?

Find out more about this activity in the “Astronomy and Astrology” resource.

Astronomy and Astrology V1

http://www.golabz.eu/spaces/astronomy-and-astrology-v1

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Module 3: The Sun-Moon-Earth System _ 3.6 Extra treat: What is your zodiac sign?

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Module 3: The Sun-Moon-Earth System _ 3.6 Extra treat: What is your zodiac sign?

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What is your zodiac sign?

Posted on padlet:
Gemini

What is your sign according to Stellarium?

Posted on padlet:
According to Stellarium my sign is
The 13 constellation is Ophiucus.

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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“Our own Golder Record”:
You can ask students to create their own Golden record for a future mission:
-send a message to aliens about Earth. They can choose images, videos and sounds. Such an activity could help them increase their sense of global citizenship.
-compare their own disk to the real one and see if their line of thought was similar to the people that created the golden record.
-talk about the idea of establishing a language of communication
-How would we give instructions to the unknown civilization about how to play the record?

Some links for such an activity:

Voyager Record Photograph Index

Music From Earth

Sounds of Earth

Spacecraft Overview

Set the Controls for the Murmurs of Earth

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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There are many interesting activities you can do with your students using data, images and videos from the ISS.

STEM Lessons From Space

International Space Station Activity Book

Astro Academy: Principia

ESA’s ISS Education kit for primary education

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Other Activities for students

Universe in a box

Earth, Moon and Sun interactives

Astronomy and astrology

Babies and the Moon

Calculation of the Sun's effective Temperature

Seasons around the world

Sun, Earth and Moon Model

Measure the Solar Diameter

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Space activities at Ellinogermaniki Agog in primary school
https://www.youtube.com/watch?v=GVfCI0GR4Jg

Interview with Asimina Geramani
https://www.youtube.com/watch?v=SbnT2JZd4Tg

They work on Spin-offs, that are the application on space tecnologyin everyday life

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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Module 3: The Sun-Moon-Earth System _ 3.5 “Basic information about the Universe” didactic course

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The third didactic course called  “Universe Basics” made for secondary education. Depending on the information you wish to communicate and the complexity, you can also do this with primary school students.

BASIC INFORMATION ABOUT OUR UNIVERSE
https://www.youtube.com/watch?v=RxPucjYMOME

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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The International Space Station

http://www.esa.int/Our_Activities/Human_Spaceflight/International_Space_Station

It's a space laboratory in orbit around Earth. It is the product of collaboration between the United States, Russia, Japan Canada, and Europe and for many it is one of the greatest international project of all time. The first components of the station were launched in 1998 and its construction was completed two years later when it was finally ready for people to visit it. The ISS is meant for research that cannot be done on Earth. For example, studying the effects on people from living in space. You can take a tour inside the ISS here.
https://www.nasa.gov/mission_pages/station/main/suni_iss_tour.html

NASA Live - Earth From Space (HDVR) ♥ ISS LIVE FEED #AstronomyDay2017 | Subscribe now!
https://www.youtube.com/watch?v=RtU_mdL2vBM

All Alone in the Night - Time-lapse footage of the Earth as seen from the ISS
https://www.youtube.com/watch?v=FG0fTKAqZ5g

More informations:
http://www.esa.int/Our_Activities/Human_Spaceflight/International_Space_Station/About_the_International_Space_Station

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Voyager Mission
The Voyager mission is one of humankind’s greatest achievements. The twin voyager spacecraft was launched in 1977 and its primary objective was to study Saturn and Jupiter as well as the larger moons of these two planets. After completing this mission, they were assigned with a new one. The Voyagers would continue their trip in outer space. In August 2012, they went past the limits of our solar system and entered interstellar space. They are the first human-made objects to ever reach this far into space. Today, forty years later, they continue to function.

What is the Golden Record?
https://voyager.jpl.nasa.gov/spacecraft/goldenrec.html
Each spacecraft has on board a phonograph record-a 12-inch gold-plated copper disk which includes information about the Earth, including different sounds and images from the planet.

Voyager Leaves the Solar System
https://www.youtube.com/watch?v=NN3ppVemVhQ

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Rosetta and Philae
Rosetta is among the most famous contemporary missions. It set out in 2004 to chase and catch a comet, 67P Churyumov-Gerasimenko. And it did it! After a long 10-year trip, Rosetta and Philae reached their destination during the summer of 2014. Rosetta orbited the comet and Philae landed on it. They both took invaluable data for scientists. To grasp the magnitude of this achievement, think that humans launched a spacecraft which travelled 500 billion km and managed to land on an object about 5km long with an accuracy of a few hundred meters.

In the Eun Academy site there is a video you c an share with your young students on the achievements of Rosetta and Philae

More informations
http://www.esa.int/Our_Activities/Space_Science/Rosetta

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The Moon and life on Earth

More on the Moon and life one Earth:

Without the Moon, Would There Be Life on Earth?

https://www.scientificamerican.com/article/moon-life-tides/

With or without you: The role of the moon on life

https://phys.org/news/2013-03-role-moon-life.html

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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Module 3: The Sun-Moon-Earth System _ 3.4 Famous missions

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AMBITION - The Film
Pubblicato il 24 ott 2014

www.esa.int/rosetta
www.ambitionfilm.com
'A 7 minute trailer to a 20 year mission'
The short film tells the story of one of the most important space exploration endeavours of this decade. Just as Gillen’s enigmatic Master encourages Franciosi’s Apprentice to seek out the key to life amidst a rugged alien landscape, ESA has been on a decade-long ambitious journey of its own, to unlock the mysteries of a comet and the origins of our Solar System with its Rosetta spacecraft, hundreds of millions of kilometres from Earth.
...

https://www.youtube.com/watch?v=32vlOgN_3QQ

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The Moon and life on Earth

Two videos about the role the Moon possibly played in creating life on Earth.

What Would Earth Be Like Without a Moon?
https://www.youtube.com/watch?v=XMlrdUNb1is

Did the Moon Create Life on Earth?
https://www.youtube.com/watch?v=4E-m3Jv_l2U

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The Moon and life on Earth
The Moon appears to have played a crucial role in the existence and evolution of life on Earth. Back during the era when life was created on Earth, days where much shorter and the Moon was closer to Earth. Thus tides where more frequent and much more intense. These intense tides seem to have allowed for the complex chemistry required to create the building blocks of life to occur. In addition to tides, the Moon also helped slow down Earth’s rotation and stabilize to a great degree the axial tilt of our planet.

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The tides on Earth

This is a video about tides that sums it all up:
https://www.youtube.com/watch?v=KlWpFLfLFBI

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The tides on Earth
As the Sun also has gravity, it is also affecting tides on Earth. Because it is much further away compared to the Earth-Moon system, its tidal forces on Earth are about half as strong as the Moon’s, but they still have an effect. When the Sun, the Moon and the Earth are on the same direction (new Moon and full Moon), the gravitational pull is maximum which results to stronger tides, called spring tides. When the Sun and the Moon form a right angle with respect to the Earth (first and third quarter) than their total gravitational pull on Earth is minimized which results in  much weaker tides called neap tides.

You can use an animation in your class to experiment with tide

https://www.edumedia-sciences.com/en/media/97-tides

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The tides on Earth
The gravity of the Moon affects the entire Earth but the biggest impact is on the oceans. The Earth’s oceans stretch out on the direction of the Moon due to the Moon’s gravity, giving Earth a slightly more stretched shape. What is interesting about tides is that they not only create a raise on the sea level at the side of the Earth pointing at the Moon, it has the same effect on the exact opposite side as well. This is because it’s not only the oceans but the entire Earth that is being pulled towards the Moon as well. The oceans that are on the site looking away from the Moon are pulled less than the rest of the Earth. As ocean water is creating bulges on two side of our planet, that means that this movement of water causes see levels to  fall on the sides of the Earth that are vertical to the Moons location. As a result, at any given time, two opposite sides of the planet have raised sea levels (high tide) and the other two sides have lower sea levels (low tide).

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Tides
Tides is not a phenomenon that only occurs on Earth and they don’t only affect liquids. Tidal forces are a result of the gravitational force, so they are universal. Two stars orbiting around each other will raise a tide to each other. Moons orbiting around other planets can have a tidal effect just like in the Earth-Moon system. Tidal forces effect practically all interacting objects in the universe. That includes interacting galaxies and objects near black holes.
As tides are caused by gravitation, they depend on the amount of the gravitational force, the size of an object and the distance between the two interacting objects. Tides, can affect the shape of an object as they tend to stretch objects but they can also slow the rotation of an object around its axis.

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Solar and lunar eclipses, explained
https://www.youtube.com/watch?v=kgbK2FZFFdw

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Moon Eclipses
When the Moon passes behind Earth while at a lunar node we have a lunar eclipse instead of a solar eclipse. This means that the Earth blocks the light from the Sun so instead of a full Moon we get a lunar eclipse.
Thus lunar eclipses are visible from the entire part of the planet that can see the Moon. Because the Earth is much bigger than the Moon, lunar eclipses are not as rare as the solar eclipses.

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Solar Eclipses
“Why can’t we see an eclipse from anywhere on Earth?”
Only people on the area where the Moon’s shadow appears will be able to see the total eclipse.

"Why are solar eclipses only visible in some places?" (AaA)
https://www.youtube.com/watch?v=asO2wBT9W9M

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Solar Eclipses

in order for a solar eclipse to occur, two things must happen at the same time.

The Moon has to be passing between the Earth and Sun.

The Moon has to be passing by a lunar node.

These two conditions can give us a solar eclipse, but not necessarily a total solar eclipse.

The Moon’s orbit is not a perfect circle, which means that the lunar disks’ angular size as seen from Earth is not always the same and it is not always the same to the solar disk’s angular size as we see it from Earth.

-The three objects may be perfectly aligned but the lunar disk’s apparent angular size and be smaller than that of the solar disk’s so it won’t cover it fully. In that case we have an annular solar eclipse.
-If the three objects are perfectly aligned, and the Moon is at a point of its orbit where its disk’s apparent angular size is as that of the Sun’s, only then do we have a total solar eclipse.
-If the lunar disk covers only part of the solar disk than we have a partial solar eclipse.

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Moon phases
The Moon makes a complete clockwise rotation around Earth with respect to the fixed stars every 27.32 days (sidereal month). However, it takes on average 29.53 days to reach the same phase (new moon for example) which is referred to as the synodic month.

The Sidereal and Synodic Months
http://www.sumanasinc.com/webcontent/animations/content/sidereal.html

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Moon phases demontrations

You can do many different demonstrations and representations of the Moon phases (some yummy ones too!).

https://sciencebob.com/oreo-cookie-moon-phases/

The simplest you can do in class is by using a lightbulb and a foam ball in a dark room. Have a look at the video below to see the demonstration.
https://www.youtube.com/watch?v=wz01pTvuMa0

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Moon phases
Only half of the Moon is being lit by the Sun at any given moment. Depending on the relative position of the Sun, the Moon and the Earth, we only see part of its lit disk here on Earth. The reason why we have Moon phases is the relative position of the sun, the Moon and the Earth.
We can see the fully lit part of the Moon when the Moon is behind Earth (so Earth is between the Sun and the Moon) and we cannot see any portion of the Moon’s lit part when the Moon is between Earth and the Sun (New moon). This can be a little confusing to some of the students.

The Moon can be behind Earth or between the Earth and the Sun but that does not mean that the three objects are on the same line. The Moon can be between the Sun and the Earth but located lower or higher than the line between the Sun and the Earth. In fact, as the Moon orbits around the Earth, there are only two points (called lunar nodes) when all three objects are aligned; when the lunar orbit crosses the ecliptic (points 1 and 3 on the image below).

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Before talking about the Moon’s phases to our students, we first need to clarify a couple of things and make sure there are no misconceptions:

1. The Moon does not have its own light.

2. The Moon is not orbiting the Earth on the same plane that Earth orbits around the Sun.
3. Moon phases do not occur because the Earth casts its shadow on the Moon.

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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Module 3: The Sun-Moon-Earth System _ 3.3 The Moon from Earth

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The Moon from Earth

https://www.youtube.com/watch?v=jxm_GBuxVpI

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Most children will paint the Sun yellow in their drawings. Is the Sun really yellow?

Posted on padlet:
It is a common misconception that the Sun is yellow, or orange or even red. However, the Sun is essentially all colors mixed together, which appear to our eyes as white.
When we see the Sun at sunrise or sunset, when it is low in the sky, it may appear yellow, orange, or red. But that is only because its short-wavelength colors (green, blue, violet) are scattered out by the Earth's atmosphere, much like small waves are dispersed by big rocks along the shore. Hence only the reds, yellows, and oranges get through the thick atmosphere to our eyes.
All forms of light and energy are part of the same phenomena: the electromagnetic spectrum. Our eyes can detect only a small amount of this energy, that portion we call "visible light."
Sometimes the display color of the Sun is culturally determined. If a kindergartener in the USA colors a picture of the Sun, they will usually make it yellow. However, a kindergartener in Japan would normally color it red!
In spite of these "artistic licenses", the Sun really is white!
(from: What Color is the Sun? http://solar-center.stanford.edu/SID/activities/GreenSun.html)

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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The Sun’s electromagnetic radiation
Visible, infrared light and radiation of lower frequencies ( longer wavelengths) on the other hand, do not harm humans. Instead, this radiation reaches the Earth’s surface, keeping it warm and habitable.

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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The Sun's electromagnetic radiation
The Sun emits electromagnetic radiation of many different frequencies. Some types of radiation (those with high frequency) can be harmful to humans and we need to be protected from them as they can interact with our skin giving us sunburns or effect our DNA causing more serious problems.

Lesson 1: Energy from Solar Radiation
https://www.youtube.com/watch?v=J23odHiEC-k

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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The Sun’s electromagnetic radiation
Our Sun emits all types of electromagnetic radiation from gamma rays to radio waves but not in equal amounts.

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Module 3: The Sun-Moon-Earth System _ 3.2 Solar radiation and more

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Electromagnetic radiation
Electromagnetic radiation is in fact light. Depending on the wavelength (or frequency) of the radiation, we have different bands - from gamma rays to visual light and radio waves. Visible light is the only type of electromagnetic radiation that is visible to humans. Some animals and insects have the ability to see colors beyond the visual spectrum.

To clarify some misconceptions, a few things about electromagnetic radiation in general,

Is radiation dangerous? - Matt Anticole
https://www.youtube.com/watch?v=zI2vRwFKnHQ

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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THE SUN'S DAILY TRAJECTORY ON THE SKY
The Sun’s daily trajectory on the sky is related to the Earth’s rotation around its axis.
Talking to our students about the Sun’s trajectory on the sky can be harder than it sounds.

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Now it’s time to talk about the Earth’s axis tilt and its effects…time to talk about the seasons!

The Earth’s tilt and the Seasons
The Earth’s orbit is elliptic with the Sun located at one of the ellipse’s focal points.
When the northern hemisphere has winter the southern hemisphere has summer and vice versa.
One important factor when it comes to sunlight is the angle at which light reaches the ground. The secret is in the tilt of the Earth’s axis. The more vertical the light rays, the less loss we have and the warmer the light rays.
The Earth’s axis is not perpendicular to the Earth’s plane of orbit. It has an approximate tilt of 23.44°. That means that at any given time, one part of Earth is closer to the Sun and sunlight hits the ground at a different angle.

Reasons for the seasons - Rebecca Kaplan
https://www.youtube.com/watch?v=DD_8Jm5pTLk

To sum up, the Earth’s orbit does affect the seasons. It is closely connected to the Earth’s tilted axis, which is the main reason behind the seasons. As the Earth orbits around the Sun the areas on Earth closer to the Sun change due the Earth’s tilted axis. That is what causes the season.

The tilt of the axis is not fixed, it varies between 22,1 and 24,5 degrees over a cycle of 40.000 years. Greater tilt means more extreme seasons- colder winters and hotter summers.
Likewise, the Earth’s orbit is not fixed. It can vary from being elliptical (high eccentricity) to nearly circular over the course of 90.000 to 100.000 thousand year.
These variations on the Earth’s orbit and axis tilt could affect our planets climate and could explain the growth and retreat of the ice ages.

The Serbian astrophysicist Milutin Milankovitch was the first to come up with a theory that links Earth motions to climate changes and ice ages.
https://earthobservatory.nasa.gov/Features/Milankovitch/

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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THE TIME OF THE YEAR
How the time of the year affects the Sun’s apparent motion?
All students have experienced the days getting longer as we move towards summer and smaller as we move towards winter.

How the time of the year affects the Sun's path on the sky:
https://www.youtube.com/watch?v=nCp_1iN8eQo

You can use the same simulation (http://edson.tw/earth/sunrise/sunrise.html) in class with your students so they can discover how latitude and time of the year affect the Sun’s path on the sky. When introducing this subject to your students remember to introduce each component progressively and when using the simulation make sure they experiment with one variable (latitude and month) at a time so they can get a clear understanding of the phenomena.

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Module 3: The Sun-Moon-Earth System _  3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _  3.1 The Sun’s motion as seen from Earth

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According to you opinion/experience, what is the most difficult or challenging celestial motion you have to teach?

Posted on padlet:
I'm a primary teacher. It is quite difficult for our students to understand celestial motions based just on their everyday experience. It's very difficult also understand Earth’s tilt and the Seasons. However the use of videos  and the activities reccomanded in this  module can really help students.

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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THE ECLIPTIC AND THE ZODIAC _ 2
The night sky is full of constellations. Constellations are groups of stars that are completely unrelated to each other and very far away from each other. Yet they appear to move as a group on our celestial sphere. On the celestial sphere, the positions between the stars of a constellation are fixed and these stars seem to move all together. There are 88 identified constellations on the night sky, and astronomers have defined regions on the sky based on the location of these constellations

http://www.europeanschoolnetacademy.eu/documents/2804579/0/Constellations/d68d47a6-b927-4486-9cca-2fd913e88939?t=1497034746187

The Sun crosses only 13 of them as it moves on the ecliptic. These 13 constellations are known as the “Zodiac”. Depending on the time of year, the Sun points to a different constellation on the sky.

http://www.europeanschoolnetacademy.eu/documents/2804579/0/zodiac/12bb6b0f-2e86-426b-968b-2f7fc87e8cb4?t=1497034869694

You can use Stellarium, a free online planetarium to have a better look at the ecliptic on the sky.

How the Sky Moves - Watching the Ecliptic
https://www.youtube.com/watch?v=R4y0fwJ8t5Y

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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COORDINATES
students still need to understand how these two factors (time of the years and coordinates) affect the Sun’s trajectory one the sky. Let’s start with the coordinates.
We first need to make sure that our students are aware of certain concepts like “horizon”, “celestial sphere” or “Polaris”.

Use this simulator
http://edson.tw/earth/sunrise/sunrise.html

And this video: How latitude affects the Sun's path on the sky
https://www.youtube.com/watch?v=bIPBKfqYzJc

The latitude affects the inclination of the Sun’s path on the sky. Longitude  has no effect on the Sun’s path. Latitude also affects the points where the Sun rises and sets. As the inclination of the trajectory changes, the arc visible above the horizon also changes and consequently the points of sunrise and sunset.

We’ve learned that the Sun’s apparent motion on the celestial sphere is due to Earth rotation around its axis and that our latitude effects the inclination of that apparent motion.

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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APPARENT MOTION
Once you talk to your students about apparent motion in general, then you can start discussing the Sun’s trajectory on the sky.

One way to help the students understand apparent motions is by giving them examples based on experiences. Like for example when they are in a moving car and they see everything around them pass by.

Start by doing a little representation again where one student plays the role of the Sun and another the role of the Earth. In a day’s course, the Earth has moved little around the Sun so it is ok to ignore that motion for this particular representation.

A short demonstration of the Sun's apparent motion:
https://www.youtube.com/watch?v=sDf5__hPKW8
It is clear that the reason we see the Sun raise on the East and set on the West is because Earth is rotating around its axis clockwise.

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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There are three different components we need to discuss and help students with understanding of basic concepts:

1. Apparent motion

2. Coordinates

3. The time of the year

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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Module 3: The Sun-Moon-Earth System _ 3.1 The Sun’s motion as seen from Earth

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THE ECLIPTIC AND THE ZODIAC _ 1
However, false as it may be, an illusion that all celestial objects are on the same plane, can be very helpful to astronomers. It allows them to make a map of the sky and to study celestial orbits. Imagine that there is a bubble around our planet, on which all celestial objects are projected. We call this imaginary bubble the “Celestial Sphere” and it is used as a guide to the sky. On this celestial sphere, we can locate the Sun’s and the Moon’s orbits as well as that of other stars, constellations and planets.

http://www.europeanschoolnetacademy.eu/documents/2804579/0/Cosmic+Watch/afad3fae-3ddb-4f07-9583-4b7a524b8abe?t=1497034498000

Throughout the year, the Sun’s apparent path on the celestial sphere forms a circle which we call “Ecliptic”. As the orbits of the other planets of the Solar System are on the same plane as Earth, the motions of the other planets throughout the year are also near the ecliptic.

The ecliptic is not to be confused with the Sun’s daily path on the sky! That is a different motion and is related to Earth’s rotation around its axis.

The ecliptic has to do with the Sun’s position on the sky, compared to the position of other stars due to Earth’s rotation around the Sun

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1. The Sun’s motion as seen from Earth

2. Solar radiation and related phenomena

3. The Moon’s motion as seen from Earth

4. The impact of the Moon on Earth

5. The Rosetta mission, the Voyager mission and the International Space Station

6. The “Basic information about the Universe” Space Awareness didactic course for secondary education.

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Do you think astronomy is a topic suitable for students with special educational needs and/or disabilities? How do you think students could benefit from it? Do you think astronomy is suitable for such diverse classrooms?

Posted on padlet:
I think that every topics can be suitable for every student, it depends on the strategies you use. We don't have Special school.  Every child is fascinated by the  Sun , the Moon , the stars and other celestial phenomena. I think astronomy can be one topics that a very few child know well and also adults. So teachers and students can learn together and in this way every one ca feel accepted and in the right way. Furthermore drama is a better way to involved every student on science topics. I usually propose dramatizations to make easier several difficult topics, e. g. the water status changes. I'll take as
a further example the Nikos Nerantzis and Eleftheria Baka's porposal. Astronomy allows to do several activities, to draw, to paint, to make things and scenery,  to invent stories ... What is better to involve every one with his skills?

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Nikos Nerantzis and Eleftheria Baka implemented this course with 11 students from the second and third class for the Public Special Junior High School of Thessaloniki. These students have different special educational needs and/or disabilities. Teachers are expected to handle a diverse class and keep the balance while keeping the students interested and engaged.

Public Special Junior High School of Thessaloniki
https://www.youtube.com/watch?v=bEQYZFXXgio

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Module 2: The Sun and the Moon - 2.6 “Solar System” didactic course

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Didactic course 4: Solar System for primary level
http://www.space-awareness.org/en/skills/#sp-4-more

A quick overview video:
https://www.youtube.com/watch?v=JLdPF7rebkc

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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“SELENOLOGY” or “LUNAR SCIENCE” is a branch of science that focuses on studying the origin, the nature and the physical features of our Moon.

Selenology includes Selenography which includes the mapping and studying of the Moon’s surface features.  Geologists can obtain an abundance of information about the Moon’s composition, studying rocks brought to Earth by lunar missions and thus understand much about the Moon’s history.

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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SPACE WEATHER studies how solar wind and the phenomena that take place on the Sun affect the Earth and other planets.
https://www.youtube.com/watch?v=CMhOREPx-Rg

https://sohowww.nascom.nasa.gov/spaceweather/

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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Module 2: The Sun and the Moon - 2.5 Heliophysics, space weather and Lunar Science

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HELIOPHYSICS is a branch of astrophysics dedicated to the study of the Sun, its nature and impact in space.
https://science.nasa.gov/heliophysics

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Module 2: The Sun and the Moon - 2.4 Famous missions

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Module 2: The Sun and the Moon - 2.4 Famous missions

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Which part of the Moon do you think the next lunar mission should study and why?

Posted on padlet:

I think  that the next  lunar mission should study the far side of the Moon, because it has not yet  explored and his surface is  different  from the near side. I think scientists can learn and discover more about our moon and about the possibility to live on it in the future.

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Module 2: The Sun and the Moon - 2.4 Famous missions

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Module 2: The Sun and the Moon - 2.4 Famous missions

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LUNA PROGRAMME AND FUTURE LUNAR MISSIONS

Luna was a robotic spacecraft programme designed by the Soviet Union which launched 15 successful missions (orbiters or landers) between 1959 and 1976. Three of these missions (Luna 16, 20 and 24) managed to collect 300 grams of lunar soil from three different sites and bring it back to Earth.

The Moon is once again among the destinations of future missions.

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Module 2: The Sun and the Moon - 2.4 Famous missions

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Module 2: The Sun and the Moon - 2.4 Famous missions

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SOHO
The SOlar & Heliospheric Observatory (SOHO), is an international project between ESA and NASA and it aims to study the Sun starting from its core and going all the way to its outer corona and the solar wind. It was launched in 1995 and it has 12 instruments on board. Its instruments are designed to collect different types of data from the Sun, like images using different filters and more.

NASA | SOHO and TRACE Solar Discoveries)
https://www.youtube.com/watch?v=qZe5D3MSjOI

SOHO Mission: Discovery of more than 3000 Comets!
https://www.youtube.com/watch?v=qZe5D3MSjOI

NASA | Highlights from SOHO's 20 Years in Space
https://www.youtube.com/watch?v=LJAcrorHx8I

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Module 2: The Sun and the Moon - 2.4 Famous missions

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Module 2: The Sun and the Moon - 2.4 Famous missions

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APOLLO MISSIONS

a series of 17 missions

Apollo 7 was the first manned mission to be launched

landing on the Moon: it wasn’t until Apollo 11 in 1969 when Neil Armstrong said the magic words "That's one small step for a man. One giant leap for mankind." as he was stepping on the lunar surface for the first time.

A brief history

https://www.space.com/12771-nasa-apollo-missions-photo-countdown.html

Video: The Journeys of Apollo
https://www.youtube.com/watch?v=GNJpoP642wc

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Module 2: The Sun and the Moon - 2.3 The Moon: Earth’s mysterious companion

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Module 2: The Sun and the Moon - 2.3 The Moon: Earth’s mysterious companion

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Have you ever made a fun activity about the Moon with your students? Share your experience!

Posted on padlet:
I never did a fun activity about Moon with my students. I find very interesting some of that you have suggested.  For example "Making craters #1"  and "Intuitive drawing and  personal geography activity" because my students are young.

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Module 2: The Sun and the Moon - 2.3 The Moon: Earth’s mysterious companion

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Module 2: The Sun and the Moon - 2.3 The Moon: Earth’s mysterious companion

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ACTIVITIES FOR STUDENTS

Lunar craters

http://www.schoolsobservatory.org.uk/discover/activities/lunar_craters

Making craters #1

https://www.jpl.nasa.gov/edu/teach/activity/make-a-crater/

Making Crates #2

http://www.unawe.org/activity/asteroids_moon_craters/

The Late Heavy Bombardment Era

https://spacemath.gsfc.nasa.gov/earth/10Page5.pdf

Intuitive drawing and personal the geography activities using Moon:

Intuitive drawing (or painting) and personal geography are two widely known art techniques through which the artists try to develop their imagination and reflect on themselves or different situations. These are fun activities you could also do with young students. The Moon is an excellent starting point for both.

If you have young students, you can stir up their imagination by giving them a picture of the full Moon and ask them to draw anything that the areas of the Moon reminds them of. This is a little intuitive drawing activity, similar to the game we often do with cloud shapes when trying to imagine what they could depict.

Alternatively, or in addition to their drawing, students can engage in a little personal geography activity. Ask your students to create their own map of the Moon, by naming the Maria, highlands and craters using names of their choosing. The names the students could think of using could be the names of their family members, their favorite heroes, their favorite football team, words that remind them of happy memories, they can be anything the students come up with!

Intuitive drawing