To support your astronomy curriculum, check out the following Websites for science project ideas, lesson plans, and more. Note, while Spaced Out: A Cosmic Scene provides links to these web-based resources that we feel are appropriate, we cannot guarantee that all the content presented in these web resources is scientifically accurate. As an educator it is your responsibility to verify the accuracy of all resources used with your students.

History of Astronomy Resources

Brief but complete overview of Western Astronomy -
http://cass.ucsd.edu/public/tutorial/History.html

This site provides some of the astronomers -
http://www.astronomynotes.com/history/s1.htm

Ancient astronomy, including many cultures - VERY GOOD SITE!
www.astronomy.pomona.edu/archeo/

People in the history of astronomy -
http://www.windows.ucar.edu/tour/link=/the_universe/uts/ast_history.html

History of Astronomy has information about ancient (Babylonian, Greek, Egyptian …), European, and Modern. There is also a section on ancient calendars. This educational resource forms part of a larger site entitled Journey Through the Galaxy created by students at Case Western Reserve University.
http://filer.case.edu/~sjr16/advanced/pre20th_ancients.html

A Timeline of Events and Figures in Astronomy, from 13,000 BC to Present - The author includes comments, and also non-astronomy events that put the main timeline into context. This page forms part of the larger, “From Stargazers to Starships” educational resource, written by David P Stern and aimed at pre-university students. The site is also available in Spanish, French and Italian.
http://www.phy6.org/stargaze/Stimelin.htm

Women as Astronomers -
http://www.astrosociety.org/education/resources/womenast_bib.html#2

Distinguished Women Astronomers of Past and Present-
http://www.distinguishedwomen.com/subject/astrono.html

Ptolemy -
http://space.about.com/cs/astronomerbios/a/ptolemybio.htm

Copernicus -
http://encarta.msn.com/media_461565039_761571204_-1_1/Copernican_System.html

Galileo -
http://encarta.msn.com/media_461555571_761557587_-1_1/Galileo.html

Galileo Drawings Compared to Actual Images - great resource to study scale drawing and comparison of size and arc seconds.
http://www.pacifier.com/~tpope/Photo_Drawing_Comparison_Page.htm#Venus

Johannes Kepler -
http://encarta.msn.com/media_461515534_761563622_-1_1/Johannes_Kepler.html

Bringing in the Math of Ellipses - orbits of the planets are ellipses…a review a few basic properties of ellipses http://www.astronomynotes.com/history/s7.htm

Motion of the Planets – explanation and animations showing direct and retrograde motion. Links with Episode 7 and Kepler’s laws on the motion of planets. An overview with nice moving diagrams of the retrograde motion
http://www.opencourse.info/astronomy/introduction/05.motion_planets/

Kepler’s Law of Planetary Motion with Equation and Applet of Ellipse - http://www.drennon.org/science/kepler.htm

History of Astronomy - (much has been taken from this resource as background info for the Episode 7 video). http://encarta.msn.com/encyclopedia_761572208/astronomy_history_of.html

Our Earth moves, why doesn’t anyone believe me?
http://imagerecon.com/ayahil/FA07AST101/chapter03/mars_retrograde_motion.htm

This site provides a video depicting what Copernicus viewed on the retrograde motion of Mars and concluded that Earth is moving.

Explanation of retrograde motion taken from http://www.answers.com/topic/prograde-and-retrograde-motion

In astronomy, retrograde is the actual or apparent motion of a body in a direction opposite to that of the predominant (direct or prograde) motions of similar bodies. Observationally and historically, retrograde motion refers to the apparent reversal of the planets' motion through the stars for several months in each synodic period. This required a complex explanation in Earth-centered models of the universe (see Ptolemy) but was naturally explained in heliocentric models (see Copernican system) by the apparent motion as Earth passed by a planet in its orbit. It is now known that nearly all bodies in the solar system revolve and rotate in the same counterclockwise direction as viewed from a position in space above Earth's North Pole. This common direction probably arose during the formation of the solar nebula. The relatively few objects with clockwise motions (e.g., the rotation of Venus, Uranus, and Pluto) are also described as retrograde.

Applet and Explanation of Retrograde Motion - use of sun, Earth, Mars and background stars http://www.flex.com/~jai/astrology/retrograde.html

Kinesthetic Astronomy – experiential lessons in basic astronomy for grades 6 and up.
http://www.spacescience.org/education/instructional_materials.html

Scientific Hypothesis, Theory, Law Definitions - http://chemistry.about.com/od/chemistry101/a/lawtheory.htm

Astronomy Resources

GLOBE at Night – http://www.globe.gov/GaN/
Find easy-to-follow instructions for participating in this project at this site, where students can also record their observations of the night sky. Prior to the star-hunting event, students can log on to learn about Orion's role in Greek mythology, star magnitude, and other topics.

International Year of Astronomy 2009 – http://www.globe.gov/GaN/
A list of global projects designed to promote awareness of astronomy and dark skies. Some activities are too advanced for elementary school students.

The GLOBE Program – http://www.globe.gov/r
Abundant resources for integrating related lessons about such topics as atmosphere and climate, clouds, and hydrology.

400 Years of the Telescope – http://www.400years.org/
Information about a new documentary that follows astronomical discoveries starting from Galileo's first peek through the telescope. The site offers a viewing schedule and "Profiles in Astronomy" that may serve as excellent bases for history lessons.

Hands-On Optics – http://www.hands-on-optics.org/home/
Six modules for teaching about optics. Lessons range from studies of lasers to magnification and communicating with light.

The International Dark-Sky Association – viewing the night sky and the importance of darkness for biological growth. Lessons on the solar system and the effects of light pollution on wildlife, as well as science, writing, and art projects for students ages 7-12. http://www.darksky.org/mc/page.do

This site even offers suggestions for a ‘Star Party’ with your students http://www.darksky.org/mc/page.do?sitePageId=56428&orgId=idsa

National Optical Astronomy Observatory http://www.noao.edu/ with a link to educational applications http://www.noao.edu/education/
NOAO is engaged in programs to develop the next generation of telescopes, instruments, and software tools necessary to enable exploration and investigation through the observable Universe, from planets orbiting other stars to the most distant galaxies in the Universe.

Sun As a Star: Science Learning Activities for Afterschool - The Sun As a Star activities teach concepts related to the sun with opportunities for the students to investigate each idea. Most of the nine sequential activities can be completed in about one hour.

Here you can download a 37-page teacher resource guide, which suggests 9 activities you can do with your students, many of these activities support information presented in Spaced Out: A Cosmic Scene episodes.

• Activities 2, 3, 7, 8 can be used with Spaced Out episodes 6 and 8
• Activity 4 can be used with Spaced Out episode 1 and 2
• Activities 5 and 6 can be used with Spaced Out episode 4

Common Misconceptions in Astronomy - table provides common misconceptions and explains the correct reasoning. Scroll down through table to find misconceptions of distances in the universe to star spectrum. Table produced by Cengage Learning to supplement textbook on astronomy.
http://www.brookscole.com/astronomy_d/templates/student_resources/053439549X_pasachoff/miscon/miscon.html

Ohio Resource Center has identified misconceptions that may relate to content taught in earlier grades. ORC recommended resources to help correct student misconceptions.. These resources, lesson ideas, should be incorporated into instruction in a way that is developmentally appropriate and that corrects misconceptions as a part of standards-based instruction. http://www.ohiorc.org/pm/science/SciCDMisconceptions.aspx?cid=10

Solar system, orbit, planets, galaxy, elliptical, phases of the moon, longitude and latitude

Here are a number of strategies and activities you might use to help uncover student misconceptions, the level of student learning and areas in which students might need further instruction.

The use of graphic organizers can be used as pre-assessment activities (or formative assessments, if we use the results to help us plan!), as embedded assessment strategies and even as final assessment assignments. The most common graphic organizers are the KWL charts and Venn diagrams. The “freeology” website (http://freeology.com/) has a large variety of graphic organizers that are downloadable. This site also provides a very brief explanation of how to use each graphic organizer.

Video Post-Viewing Assessment:

The "Give One; Get One" http://freeology.com/graphicorgs/page6.php summary strategy is a useful tool to identify what the students have retained from the information in the video. Provide the students with a grid of nine squares. In any three squares, the students record three different facts or ideas that they remember from the video. The students then begin to ask their classmates to fill in the other squares with information from the video that has not yet been recorded on the grid. Each classmate can fill in only one square on an individual's grid, but students can add information to as many different grids as they want. The grid can now be used in a variety of ways, such as notes for the students as they write a summary of the information addressed in the video.

Pre-Assessment:

Suggest doing a “Think, Pair, Share” activity with your students. Provide them with a list of terms and astronomers mentioned in the video Astronomy’s Biggest Stars. Have them write a sentence or two on the people and term they know.
List of possible terms and astronomers: Ptolemy, Aristotle, Copernicus, Galileo, Newton, Kepler, geocentric, heliocentric, elliptical orbit, longitude, latitude, lunar eclipse, crescent moon.

Embedded Assessment:

Have the students keep their “Think, Pair, Share” sheets and take the appropriate notes for each of the terms and astronomers. After you have reviewed the video with your class enter into a class discussion about the history of astronomy. Allow the students to use their fact sheets as a resource.

History of Astronomy Scavenger Hunt - web-based activity developed for 9-12 grades.

This activity provides students with an opportunity to learn the basic facts of the history of astronomy by using the internet. Provides student worksheet and assessment strategies. http://www.learnnc.org/lp/pages/3122

Post Assessment:

As a final evaluation you could assign a WebQuest type activity:
History of Astronomy and Space Exploration - geared for grade 7
http://www.midlandstech.com/gearup/w2Summer/Webquest.htm

Astronomy Timeline – a WebQuest for 9th grade comprehensive science.
http://www2.yk.psu.edu/~mer7/astronomytimeline.htm

Students could do a presentation on the history of astronomy. The history should include at the very least the astronomers mentioned in the video and provide an explanation of Ptolemy’s geocentric model of the world and Galileo’s ( and Copernicus’) heliocentric view of the world.

The Frayer Model graphic organizer can serve as a final assessment strategy. The Frayer Model has the student define the concept, write some important characteristics, give examples, and give non-examples. A Frayer Model blank template can be found at http://toolsfordifferentiation.pbworks.com/Frayer-Model. A Frayer Model challenges the student to think beyond a simple definition; the student needs to work with the topic at a much deeper level. For episode 7 have the students complete two Frayer Model graphic organizers: one for geocentric and another for heliocentric.

Benchmarks and Grade Level Indicators Addressed in Episode and Related Activities:

EARTH AND SPACE SCIENCE GRADES 7-8

B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

Grade level indicators:

1. Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.
2. Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

8. Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

EARTH AND SPACE SCIENCE GRADES 9-10

A. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.
C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.
F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

Grade level indicators:

1. Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

Number, Number Sense and Operations 8-10

1. Use scientific notation to express large numbers and numbers less than one.

Grade Level Indicator – grade 8

1. Use scientific notation to express large numbers and small numbers between 0 and 1.

Data Analysis and Probability 8-10

E. Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis.
F. Construct convincing arguments based on analysis of data and interpretation of data.

Grade Level Indicators – grade 8

9. Construct convincing arguments based on analysis of data and interpretation of graphs.

Science and Mathematics Standards Addressed through Suggested Teacher Interaction with Students:

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence, is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.