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6 OUR SOLAR SYSTEM IS A VERY SMALL PART OF ONE OF BILLIONS OF GALAXIES IN THE UNIVERSE
- Theory
- TASKS
- 3.1 Time measurement (sundials, hourglass)
- 3.2 Phases of the Moon
- 3.3 A calendar
- 3.4 Orientation in the countryside
- 3.5 Models of planets and the Sun
- Task 1: Count the dimensions of the bodies and their distances in your model
- Task 2: Make a model of the solar system using foods of a round shape
- Task 3: Make a model of the solar system from the newspaper and starch.
- Task 4: Model of the Sun
- Task 5: Model of a comet
- Task 6: Create a comet nucleus model with a similar composition as a real comet
- Task 7: Make a comet nucleus model that you can enjoy eating
- 3.6 Orientation in the sky
- WORKSHEETS FOR PUPILS
Task 2: A three-dimensional model of a constellation
List of equipment needed for pairs of pupils:
- Polystyrene (or Plasticine)
- Wooden skewers
- Beads of different colours and sizes
- Thread
- Facts about stars (location, distance, stellar classification – colour)
List of practical (research) activities:
Description – a brief summary:
The goal of the activity is to acquaint pupils with the fact that the stars of the particular constellation are not related in any way and their location in the constellation is given only by the place where we observe them.
Description – individual sections of the lessons
| Work content | Time | Material and equipment needed | Teacher’s activity | Pupils’ activity | |
|
Introduction to topic – motivation |
What is a constellation? | 10 minutes |
A notebook for recording the findings, a pencil |
Describes constellations, their significance for orientation in the sky. He/she manages and assesses pupils’ activities. |
In the form of group work, pupils estimate the significance of the constellations |
| Pre-laboratory preparation |
Dividing pupils into groups, motivation, formulation of the target, assessment, a worksheet. |
10 minutes |
A notebook for recording the findings, a pencil |
Divides pupils into groups, motivation, formulates the target, introduces the assessment criteria to pupils, distributes the worksheets, and supervises pupils when working. |
Presentation of drawings of constellations; pupils complete the worksheet with tasks, cooperate within the group, and ask the teacher questions. |
|
Practical (research) activity |
Drawing of the constellation pattern. |
20 minutes |
A notebook for recording the findings, a pencil |
Pays attention to pupils. | They draw a constellation pattern according the brightest stars marked on the sheet. |
|
Evaluation of lessons |
Summary, advantages and disadvantages of constellations, presentations |
5 minutes |
None |
Controlled discussion with pupils. |
Disadvantages of orientation in the sky with the help of constellations |
Preparation of the teacher:
Description of the activity
- Brief information on constellations. (10 minutes)
Equipment: a notebook, a pencil
The teacher informs pupils about constellations. - Presentation of drawings of constellations. (10 minutes)
Equipment: drawings of constellations (for example the Ursa Minor, the Delphinus, the Aquila, the Cygnus). Pupils can determine the names of the constellation according to the illustrated animals. - Drawing of the constellation pattern. (20 minutes)
Pupils are given sheets with locations of the brightest stars. Pupils’ task will be to draw the pattern of a constellation based on their knowledge of constellations’ drawings. - Discussion with pupils about the problems with orientation in the sky with the help of constellations. (5 minutes)