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.

Ask an Astrophysicist -
http://imagine.gsfc.nasa.gov/docs/ask_astro/ask_an_astronomer.html

A 19-page PDF document explaining how “we are made of stardust” (for teacher back ground information).
http://www.thegreatstory.org/Stardustbackground.pdf

NASA and Stardust - astrobiology
http://www.nasa.gov/centers/ames/research/2006/stardust_astrobio.html

Image of the Universe – NASA has a Powerpoint presentation on life cycle of star (section on periodic table), teacher resource downloadable lessons
http://imagine.gsfc.nasa.gov/docs/teachers/lifecycles/stars.html

The Periodic Table: Forged from Stars – this article is quite scientific
http://www.haydenplanetarium.org/tyson/category/subjects/periodictable

Teachers’ Domain - home page: http://www.teachersdomain.org/
Site contains many resources related to the Universe and other science topics. We suggest going to the specific link http://www.teachersdomain.org/resource/phy03.sci.phys.matter.origin/ to learn about how stars create the elements. There is a video segment adapted from NOVA which features scientists studying light emissions from exploding stars, called supernovas. Their observations and analyses can tell us the origin of the elements found on Earth and throughout the universe. The site provides essay, state standards addressed and questions for discussion. You must register to use this site but registration is free and easy (takes about three minutes of your time).

Easy to read article by Monica Bobra on how the stars are producers of the elements -
http://www.symmetrymagazine.org/cms/?pid=1000172

Is it true that we’re made up of stardust? One page article.
http://www.research.utoronto.ca/videos/is-it-true-that-we%e2%80%99re-made-up-of-star-dust/

Periodic Bingo Lesson with Description of Each Element -
ftp://ftp.alsde.edu/documents/54/C_PTable.rtf

Site with many links to periodic table activities, labs, etc. (link to elements in comics) - http://www.uky.edu/Projects/Chemcomics/ http://www.nclark.net/PeriodicTable

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 – this 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 which 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

Atoms, protons, neutrons, electrons, periodic table, elements

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 twelve 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-Viewing Assessment:

Before students view the video, We Are All Made of Stars, challenge them with statements like:

• Did you know that you are made of star stuff?
• How old are you? The Stuff that makes up your body is billions of years old!

Instruct your students to look for answers to these questions as they view the video; and, after showing We Are All Made of Stars, have the class enter into a discussion.

You could have your students read and discuss the article, “Is It True We’re Made of Star dust?” A printable copy of this article can be found at http://www.research.utoronto.ca/videos/is-it-true-that-we%e2%80%99re-made-up-of-star-dust/

It is important that your students be able to read technical writing. This activity provides this opportunity. Also, there are many concepts and related astronomical terms found in the article. The group discussion will inform you of what your students already know about the elements and stars.

Embedded Assessment:

The activity Periodic Bingo provides a fun and non-threatening means for students to study the elements and periodic table. Periodic Bingo Lesson with description of each element, teacher and student pages, handouts and questions for each element ftp://ftp.alsde.edu/documents/54/C_PTable.rtf

Go to the specific link http://www.teachersdomain.org/resource/phy03.sci.phys.matter.origin/ and show the class the video clip posted. The video segment, adapted from NOVA, features scientists studying light emissions from exploding stars, called supernovas. Their observations and analyses can tell us the origin of the elements found on Earth and throughout the universe. Print out the essay “Origin of the Elements” for your students to read. The site provides questions for discussion. Each student should answer these questions.

• After the students have answered the questions hold a class discussion around each of the questions.
• Where are elements created? How are heavier elements created from hydrogen and helium?
  
• What evidence do scientists use to tell which elements are released when a supernova explodes?
  
• How do the elements in the atmosphere of a supernova help scientists identify types of supernovas?
  
• You must register to use this site but registration is free and easy (takes about 3 minutes of your time).

Post-Viewing Assessment:

You can use The Great Story website http://www.thegreatstory.org/Stardustbackground.html
as an assessment lesson with your students. Put your students into groups and instruct them to prepare a 10-minute presentation addressing the statement: “We are all made of stardust”! Direct them to the Great Story website and for them background information. Their presentations can take the form of a Powerpoint presentation, poster display and discussion, or a skit.

Another assessment strategy you could implement is to have your students read the background essay on “Elements: Forged in Stars” found on the National Digital Library site: http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.fusion/
After students study this essay and related web links you could enter into discussion or ask them to answer the questions provided with the essay.

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.

6. 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

A. 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 Indicator – 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.