illustrations: janet moneymaker · 2020. 4. 16. · another famous astronomer also changed the way...

Illustrations: Janet Moneymaker Marjie Bassler

Copyright © 2013 Gravitas Publications, Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be reproduced in any manner whatsoever without written permission.

Focus On Elementary Astronomy Student Textbook (softcover)ISBN 978-1-936114-44-3

Published by Gravitas Publications, Inc.www.gravitaspublications.com

Contents iii

CHAPTER 1 EXPLORING THE COSMOS 1 1.1 Introduction 2 1.2 Who Was the First Astronomer? 3 1.3 Famous Early Astronomers 5 1.4 Astronomers Today 8 1.5 Summary 9

CHAPTER 2 THE TELESCOPE 10 2.1 Introduction 11 2.2 What Is a Telescope? 12 2.3 Early Telescopes 13 2.4 Modern Telescopes 14 2.5 Summary 16

CHAPTER 3 EARTH’S HOME IN SPACE 17 3.1 Introduction 18 3.2 Earth Is a Planet 19 3.3 The Moon and Tides 21 3.4 The Sun and Weather 22 3.5 Eclipses 23 3.6 Summary 24

CHAPTER 4 EARTH’S NEIGHBORS — MOON AND SUN 25 4.1 Introduction 26 4.2 The Moon 26 4.3 The Sun 28 4.4 The Sun’s Energy 30 4.5 Summary 30

CHAPTER 5 EARTH’S NEIGHBORS — PLANETS 31 5.1 Introduction 32 5.2 Planets 32 5.3 Two Types of Planets 33 5.4 Where’s Pluto? 36 5.5 Summary 38

iv Contents CHAPTER 6 EARTH’S NEIGHBORHOOD 39 6.1 Introduction 40 6.2 Our Solar Neighborhood 40 6.3 Orbits 44 6.4 Why Is Earth Special? 45 6.5 Summary 47

CHAPTER 7 BEYOND THE NEIGHBORHOOD 48 7.1 Introduction 49 7.2 Nearest Star 49 7.3 Brightest Star 51 7.4 Biggest Star 52 7.5 Stars With Planets 53 7.6 Summary 54

CHAPTER 8 THE MILKY WAY 55 8.1 Introduction 56 8.2 A Solar City 56 8.3 Our Galaxy 57 8.4 Where Are We? 59 8.5 Summary 61

CHAPTER 9 BEYOND OUR GALAXY 62 9.1 Introduction 63 9.2 More Spiral Galaxies 64 9.3 Other Types of Galaxies 65 9.4 The Local Group of Galaxies 66 9.5 Summary 67

CHAPTER 10 OTHER STUFF IN SPACE 68 10.1 Introduction 69 10.2 Comets and Asteroids 70 10.3 Exploding Stars 71 10.4 Collapsed Stars 72 10.5 Nebulae 73 10.6 Summary 74

2 Focus On Elementary Astronomy

1.1 IntroductionWhen you look up at the sky at night, what do you see? If the sky is free of clouds and there are not too many lights around, you might see the Moon, stars, planets, and if you are lucky, a comet!

Astronomy is the study of the cosmos. The term cosmos refers to Earth and everything that extends beyond Earth, including other planets, stars, nebulae, comets, asteroids, and even black holes.

Because astronomers can’t fly to faraway planets or ride asteroids to study them, astronomers use various tools and

techniques to find out more about the objects in the cosmos. We will learn more about these tools in Chapter 2. However, even before the use of modern tools, people could learn a great deal about the cosmos by studying the night sky.

Chapter 1: Exploring The Cosmos 3

1.2 Who Was the First Astronomer?It’s hard to say who was the first astronomer. Many early people studied the planets and stars and even without modern tools discovered a great deal about the cosmos.

Early Egyptian, Babylonian, and Mayan people observed the sky in great detail. Noting when the Moon was full or when the Sun sank lower on the horizon, early observers were able to learn about how the planets and the Moon moved. From their observations they produced calendars and were even able to predict eclipses. We will learn more about eclipses in Chapter 3.

One of the questions early astronomers asked was, “Does the Earth move around the Sun, or does the Sun move around the


Earth?” In other words, do we live in a “Sun-centered” cosmos or an “Earth-centered” cosmos? It appears, from simple observation, that we live in an Earth-centered cosmos. When the Sun rises and sets each day, it has the appearance of moving around the Earth. However, as we will see, sometimes how things move isn’t always easy to figure out.

One of the very first astronomers to propose that the Earth moves around the Sun was Aristarchus of Samos. Aristarchus was a Greek astronomer and mathematician who lived from 301-230 BCE. He studied the planets and said that the Earth has two different movements.

One movement is that Earth travels around the Sun, and the other movement is that Earth revolves around its own axis. We now know that he was right! But during his time no one believed him. It would be almost 2000 years before astronomers would look closely at his ideas.


1.3 Famous Early AstronomersNicolaus Copernicus was a famous astronomer who also thought that the Earth moved around the Sun. Copernicus was born in 1473 in the ancient Polish city of Torun. During the time Copernicus lived, most scientists believed that the Sun revolved around the Earth. They believed that the Earth was the center of the universe and everything revolved around it.

Copernicus did not agree with the scientists of his day. His ideas would eventually change the whole science of astronomy! Unlike Aristarchus, Copernicus was able to use mathematics to show that the Earth moves around the Sun and that the Sun remains fixed in one location. However, Copernicus was not outspoken about his ideas. Because he knew his ideas might upset people, he didn’t talk about them. When Copernicus did publish his work, a few people got upset, but most people just ignored


his hard work. Another 100 years passed before people took his ideas seriously.

Another famous astronomer also changed the way we see the cosmos. His name was Tycho Brahe. Tycho was

born in 1546 in the Danish town of Scania, and he was raised by his uncle. Like Copernicus, Tycho was curious about astronomy. His uncle wanted him to be a lawyer or a politician, but Tycho studied mathematics and slipped away at night to look at the sky. When his uncle died, Tycho was free to pursue his interests in astronomy.

Telescopes were not yet invented (see Chapter 2), so Tycho used sighting tubes, which are just hollow tubes with no lenses. Tycho discovered that stars do not always stay the same but are constantly changing. Based on his observations, Tycho decided to rewrite the map of the stars and spent his life working on his ideas.


Galileo Galilei was also a famous early astronomer. He was interested in trying to find out how the planets move. Galileo was born in 1564 in Pisa, Italy. He studied many different subjects, such as mathematics and physics, and he loved to look at the stars. Galileo used his knowledge of math and physics to better understand how the planets and the Moon move.

Like Copernicus, Galileo was an independent thinker, and he didn’t believe in an Earth-centered universe. Galileo did experiments because he wanted to show how things moved rather than just coming up with ideas about it. By doing experiments and by using mathematics and physics, Galileo was able to prove that we live in a Sun-centered solar system that is made up of the Sun and the objects traveling around it. Being able to prove an idea by using experiments, math, and physics was the beginning of astronomy as a science.


1.4 Astronomers TodayToday, many scientists study the stars and planets. Astronomy is a science, and modern astronomers are scientists who use a variety of scientific tools and scientific techniques to learn about the universe. In Chapter 2 we will learn more about the tools astronomers use.

However, even with new tools, modern astronomers must use the same basic skills that Copernicus, Tycho, and Galileo used.

Today’s astronomers must make good observations and must train themselves to see the details, like Copernicus did. Astronomers must also study math and physics like Tycho and Galileo did. Math and


physics are essential for understanding how the stars and planets move in space. Most importantly, astronomers must always be curious and willing to argue to defend their ideas like Copernicus, Tycho, and Galileo did.

1.5 Summary• Astronomy is the study of space and all the objects

found in space.

• Early astronomers were able to discover a great deal about the stars and planets by using observation.

• Nicolaus Copernicus, Tycho Brahe, and Galileo Galilei were three early astronomers who changed the way we understand the universe.

• Modern astronomers still use observation, math and physics to study space.


3.1 Introduction

Now that we know what astronomy is and how to study planets and stars, it’s time to explore what Earth looks like from space.

Because Earth is so big compared to our human size, it’s hard to imagine what Earth looks like from space. Is Earth the biggest object in space? Is Earth in the center of space? If we took a rocket into space, what would we find?

Chapter 3: Earth’s Home in Space 19

3.2 Earth Is a PlanetIf you launched a rocket and traveled past the clouds into space, you would see the Earth. Earth would look like a blue marble floating in the dark space around it.

Earth is a planet. A planet has special properties. A planet has to be large enough to have its own gravity, which is the force that holds everything to the Earth’s surface. A planet also has to move in space around a sun. And finally, a planet is shaped like a ball. Spherical is the word for ball-shaped.

Because Earth is very large, moves around the Sun in space, has gravity, and is spherical, Earth is called a planet.

Earth rotates around an axis, which is an imaginary line that goes through the center of an object. If you took a ball and spun it with your fingers, it would rotate around an axis.


The Sun shines on different parts of Earth as Earth rotates. This is how we get our days and nights.

It takes 24 hours for Earth to rotate once around its axis. We don’t feel the rotation of the Earth because the Earth’s gravity holds down the air and everything else that’s on Earth. Everything is moving at the same speed, and the Earth’s rotation does not cause wind.

Earth is tilted on its axis. “Tilted” means that Earth is not just straight up and down but is slanted. The tilt of Earth’s axis gives us seasons.


For part of the year, the northern part of Earth is tilted towards the Sun and the southern part of the Earth is tilted away from the Sun. This gives the northern part of the Earth summer and the southern part winter.

Then, during a different part of the year, the southern part of the Earth is tilted towards the Sun and the northern part away from the Sun. When this happens, the southern part of Earth has summer, and the northern part has winter.

3.3 The Moon and TidesIf you take your rocket into space, you might run into the Moon. A moon is an object that travels around a planet. Our Moon is smaller than Earth and travels around Earth.

Our Moon does have some gravity and is spherical, but because it moves around Earth and not around the Sun as the Earth does, the Moon is not a planet. We will learn more about the Moon in Chapter 4.

Did you know that the Moon helps create ocean tides on Earth? It’s true! The Moon pulls on Earth


with some gravity. This pulling on the Earth causes the water in the oceans to be pulled too. As the Moon moves around the Earth, it pulls the ocean water with it. The pulling of ocean water by the Moon helps create tides.

3.4 The Sun and WeatherIf you wear sandals during a summer day, you can feel the Sun warming your toes. The Sun is a big ball of fire that gives light and heat energy to Earth.

The Earth orbits the Sun. The word orbit means to “revolve around.” An orbit is the path one object makes as it travels around another object. If you stand with your hand on a pole and then start walking, you will make a path around the pole. You


will orbit the pole. This is what Earth does as it moves around the Sun. We will learn more about the Sun in Chapter 4.

Did you know there are storms on the Sun? Did you know that the storms on the Sun can cause storms on Earth? It’s true! Sun storms can contribute to Earth storms. Scientists who

research weather can study Sun storms to find out how they affect Earth’s weather.

3.5 EclipsesDuring the Moon’s orbit around Earth, the Moon travels behind the Earth. Then the Earth is in between the Moon and the Sun, and the Earth can block the Sun’s light from reaching the Moon. When the Earth’s shadow is cast on the Moon, it is called a lunar eclipse.


At other times, the Moon will be in between the Sun and the Earth. With the Moon in this position, the Moon can block the Sun’s light from reaching a portion of the Earth. This is called a solar eclipse.

3.6 Summary• Earth is a planet. • One rotation of the Earth on its axis takes 24 hours

(one day).

• Earth is tilted on its axis giving us seasons.

• The Moon and Sun affect Earth’s tides and weather.

Laboratory Workbook

Rebecca W. Keller, PhD

ELEMENTARY

Grades K-4

Illustrations: Janet Moneymaker


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher.

Focus On Elementary Astronomy Laboratory WorkbookISBN 978-1-936114-45-0


Printed in United States

Focus On Elementary Astronomy Laboratory Workbook iii

A Note From the AuthorHi!

In this curriculum you are going to learn the first step of the scientific

method:

Making good observations!

In astronomy making good observations is very important.

Each experiment in this workbook is divided into several different

sections. There is a section called Observe It where you will make

observations. In the Think About It section you will answer questions.,

and in the What Did You Discover? section you will write down or draw

what you observed in the experiment. There is a section called Why?

where you will learn about why you may have observed certain things.

And finally, there is a section called Just For Fun that has an extra

activity for you to experiment with.

These experiments will help you learn the first step of the scientific

method and . . . they’re lots of fun!

Enjoy!


iv Focus On Elementary Astronomy Laboratory Workbook

Contents

Experiment 1: TWINKLE, TWINKLE LITTLE STAR 1

Experiment 2: BUILDING A TELESCOPE 8

Experiment 3: EARTH, MOON, AND SUN 18

Experiment 4: SEEING THE MOON 29

Experiment 5: MODELING THE PLANETS 37

Experiment 6: MODELING AN ORBIT 43

Experiment 7: BRIGHTEST OR CLOSEST? 50

Experiment 8: SEE THE MILKY WAY 61

Experiment 9: HOW DO GALAXIES GET THEIR SHAPES? 69

Experiment 10: MAKING A COMET 83

Experiment 1

Twinkle, Twinkle Little Star

2 Focus On Elementary Astronomy Laboratory Workbook

I. Observe It

On a clear night, go outside and look up at the sky to see the stars. Take a moment to adjust your eyes so you can see the stars well, and just observe.

In the space below draw what you see.

Experiment 1: Twinkle, Twinkle Little Star 3

Try to find the largest star. Draw below.

Try to find the brightest star. Draw below.

Try to find a twinkling star. Draw below.

Try to find stars of different colors. Draw below.


II. Think About It

Do you think the largest star is also the brightest star? Why or why not?

Do you think all of the “stars” are stars? Could some of them be planets? Why or why not?

Do you think the brightest star is the closest star? Why or why not?


III. What Did You Discover?

How many stars could you find? Could you draw them all?

Which star was the brightest star?

Was the brightest star the largest star?

Were any of the stars twinkling?

Why do you think stars twinkle?


IV. Why?

The night sky is full of stars. No matter where you live, on a clear night you can see stars. As you go farther away from city lights, you can see even more stars.

Not all stars look the same. Some stars are brighter than other stars, some stars are larger than other stars, and some stars twinkle. Stars are not all the same color. Some stars look red, some white, and some blue. The colors of stars can be very hard to see without a telescope.

Not all of the “stars” that we see in the sky are actually stars. Some of them are planets. Planets don’t make their own light like stars do, but planets look like stars because, like a mirror, they reflect the Sun’s light. This makes them look like stars to our eyes. Sometimes the brightest “star” is a planet!


V. Just For Fun

See if you can find some stars that are twinkling. To really see the stars it is important to be patient, sit still, and just observe. You can learn a great deal about stars just by looking at them.

If you are patient enough, you might see some stars twinkle. The air you are looking through to see the stars contains small particles that are moving around, and this can make the stars look like they are twinkling. However, sometimes a star really is changing its brightness. This might be a nova or supernova!

The earliest astronomers used just their eyes to observe the stars. Observing stars is the first step towards knowing about them!

Experiment 3

Earth, Moon, and Sun

Experiment 3: Earth, Moon, and Sun 19

I. Observe It

Cut out the continents on the following page.

Glue or tape the continents onto a large basketball with North America, South America, and Greenland on one side; and Australia, Africa, Europe, Russia, and Asia on the other side.

Cut a 2.5 centimeter (one inch) wide piece from the end of a toilet paper cylinder. This will give you a nice ring to place the basketball on. When you place the basketball on this cardboard ring, tilt the ball slightly off-center.

Walk several feet away from the basketball, and turning off the room lights, shine a flashlight on the basketball.

Leaving the flashlight shining on the basketball, rotate the basketball counterclockwise. Record your observations below.


Sout

h A

mer

icaGree

nlan

d

Euro

pe

Africa

Asia

Aust

ralia

Russ

ia

Nort

h A

mer

ica


Take the ping-pong ball, and holding it a short distance away from the basketball, move the ping-pong ball in a counterclockwise circle around the basketball. Record your observations below.


II. Think About It

Can you determine how day and night are created by the rotation of Earth?

Can you observe how a lunar eclipse forms (where Earth casts a shadow on the Moon)?

Can you observe how a solar eclipse forms (where the Moon casts a shadow on Earth)?


Using the basketball and flashlight, can you model the seasons? Explain how you would do this.



Explain how day and night occur.

Explain how a lunar eclipse occurs.

Explain how a solar eclipse occurs.

What causes the different seasons?


IV. Why?

In this experiment you observed what happens when the Sun shines on the Earth and the Moon. In this experiment the Sun is represented by the flashlight, Earth is represented by the basketball, and the Moon is represented by the ping-pong ball.

When you rotated the basketball (Earth), the flashlight (Sun) was shining on different parts of the ball. This action, (the Sun shining on a rotating Earth) is what causes night and day.

When you took the ping-pong ball (Moon) and rotated it around the basketball (Earth), you observed how the Moon casts a shadow on Earth when the Moon is between the Sun and the Earth. You also observed how the Earth casts a shadow on the Moon when the Earth is between the Sun and the Moon. These illustrate solar and lunar eclipses.

You also found out how seasons occur. The Earth’s tilt causes the seasons. As the Earth circles the Sun, some parts of Earth tilt towards the Sun and some parts tilt away. This tilting of the Earth creates seasons.


V. Just For Fun

Think about what would be different if the Earth’s axis pointed directly at the Sun. Would this change the seasons where you live? Would it change night and day?

Now think about what it would be like if the Earth’s axis went through the equator instead of going through the North and South Poles. Would this change the seasons? Would it change night and day?

Try using the basketball and the flashlight to experiment with these ideas.

Illustrations: Janet Moneymaker Marjie Bassler


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher.

Focus On Elementary Astronomy Teacher’s ManualISBN 978-1-936114-46-7


Printed in United States

Introduction iii

A Note From the Author

This curriculum is designed to provide an introduction to astronomy for students in kindergarten through fourth grade. The Focus On Elementary Astronomy Laboratory Workbook is intended to be the first step in developing a framework for real science. This teacher’s manual will help you guide the students through the laboratory experiments. The series of experiments in the laboratory workbook will help the students develop the skills needed for the first step in the scientific method — making good observations.

There are different sections in each chapter. The section called Observe It helps students explore how to make good observations. In the Think About It section questions are provided for students to think about and to use to make further observations. In every chapter there is a What Did You Discover? section that gives the students an opportunity to summarize the observations they have made. A section called Why? provides a short explanation of what students may or may not have observed. And finally, in each chapter there is a Just For Fun section that contains an additional activity. Students may enjoy using a notebook to record observations from the Just For Fun sections as well as any additional observations from other parts of the experiments.

The experiments take up to 1 hour. The materials needed for each experiment are listed on the next two pages as well as at the beginning of each experiment.

Enjoy!


Materials at a Glance

Experiment 6

Experiment 7

Experiment 8

Experiment 9

Experiment 10

pencil or penstyrofoam ballpick or other

thin, sharp object

nylon stringscissors2 or more

marbles - different sizes

cups - different sizes

pencil or penflashlight with

new batteriesglow sticks,

assorted colors (from places such as Walmart, toy store, or online)

pencil or pencolored pencilsclear night skyoptional:

pictures of cities

computer with internet access

pencil or pen2 bar magnetsiron filings (*see

below)shallow, flat-

bottomed plastic container or box lid

cardboard box (optional)

corn syrupplastic wrapJell-O or other

gelatinassorted fruit cut

in small pieces

pencil or pensmall plastic pailwaterdirtsmall stonesdry ice (from

grocery store)mallet or

hammercloth or paper

bagheavy gloves or

oven mittsfreezer

Experiment 1

Experiment 2

Experiment 3

Experiment 4

Experiment 5

pencil or pencolored pencilsclear night sky

pencil or pencolored pencilsclear night skybasketball or

other large object(s)

Telescope parts:empty paper

towel tube1-2 sheets card

stock or 1 manila file folder

tape2 lenses with

different focal lengths (*see below)

pencil or penbasketballping-pong ballflashlightempty toilet

paper tubeglue or tapescissorsa dark room

pencil or pencolored pencilsnight sky

pencil or pen8 styrofoam craft

balls: (1) 10 cm (4 in) (1) 7.5 cm (3 in) (2) 5 cm (2 in) (2) 4 cm (1.5 in) (2) 2.5 cm (1 in)

water-based craft paint: red blue green orange brown

miscellaneous objects to use as planets

* http://www.hometrainingtools.com 2 lenses with different focal lengths: Item# OP-LEN4x15 and Item# OP-LEN4x50

Iron Filings: Item #CH-IRON

Note: Although these materials were available at the time this book was written, suppliers discontinue items from time to time.

Materials at a GlanceBy type and quantity

Equipment Materials Materials (cont.)

computer with internet access

container, plastic (shallow, flat-bottomed) or plastic box lid

flashlight with new batteriesfreezermagnets, bar (2)mallet or hammerpail, small plasticpick or other thin, sharp

objectscissorsTelescope lenses (2), 1 each

of two different focal lengths (*see below)

bag, cloth or paperbox, cardboard (optional)dirt and small stonesdry ice, 1 pkg (from

grocery store — crushed if available)

penpencilpencils, coloredbasketball (1)basketball or other large

object(s) with textured surface

cups (2 or more of different sizes)

gloves (heavy) or oven mittsglow sticks, assorted colors

(from places such as Walmart, toy store, or online)

glue or tapeiron filings (*see below)marbles (2 or more of

different sizes)objects (miscellaneous) to use

as planetspaint, water-based craft:

red blue green orange brown

paper, card stock 1-2 sheets or 1 manila file folder

paper towel tube, emptypictures of cities (optional)

ping-pong ball (1) plastic wrapstring, nylon (approx. 2

meters [6 ft])styrofoam craft ball (1)styrofoam craft balls (8):

(1) 10 cm (4 in) (1) 7.5 cm (3 in) (2) 5 cm (2 in) (2) 4 cm (1.5 in) (2) 2.5 cm (1 in)

tapetoilet paper tube, emptywater

LocationsFood Items

outdoors with clear night skyroom, darkcorn syrup

fruit, assorted, cut in small pieces and/or berries

Jell-O or other gelatin (1 pkg)

* http://www.hometrainingtools.com 2 lenses with different focal lengths: Item# OP-LEN4x15 and Item# OP-LEN4x50

Iron Filings: Item #CH-IRON

Note: Although these materials were available at the time this book was written, suppliers discontinue items from time to time.

Contents

Experiment 1: TWINKLE, TWINKLE LITTLE STAR 1

Experiment 2: BUILDING A TELESCOPE 5

Experiment 3: EARTH, MOON, AND SUN 9

Experiment 4: SEEING THE MOON 14

Experiment 5: MODELING THE PLANETS 17

Experiment 6: MODELING AN ORBIT 20

Experiment 7: BRIGHTEST OR CLOSEST? 24

Experiment 8: SEE THE MILKY WAY 28

Experiment 9: HOW DO GALAXIES GET THEIR SHAPES? 33

Experiment 10: MAKING A COMET 37

Experiment 1

Twinkle, Twinkle Little Star

Materials needed:

• pencil or pen• colored pencils• clear night sky

2 Focus On Elementary Astronomy Teacher’s Manual

Objectives

In this unit students will observe the stars in the sky.

The objectives of this lesson are:

• To help students learn how to make good observations and ask questions.

• To understand that even without the use of technology, scientific inquiry can still occur. Using the senses is important for science.

Experiment

I. Observe It

Allow adequate time for the students to observe the night sky. It is better if you can go to an area away from city lights where the stars will be easier to observe. Allow the students to simply “take in” the enormity of the night sky and the abundant number of stars. More stars can be observed if it is possible to locate the Milky Way from where you are.

Encourage the students to draw as many stars as they can see. They can use colored pencils if they are able to observe stars of different colors. Use questions to help them make good observations:

• How many stars do you see? Can you count them?

• Where do you see the largest star?

• Where is the smallest star?

• Are there any areas that have no stars?

• Where is the brightest star? Is it the same as the largest star?

• Can you see any stars that are twinkling?


II. Think About It

Help the students think about and answer the following questions. There are no “right” answers, and it is important that you allow your students to answer the questions in their own words.

• Do you think the largest star is also the brightest star? Why or why not?

(Often with the naked eye, the brightest stars also look like the largest stars. However, this may not literally be true. A close planet, which is much smaller physically than a star, can appear to be larger and brighter than a faraway sun-like star.)

• Do you think all of the “stars” are stars? Could some of them be planets? Why or why not?

(Planets look like stars in the night sky, and it can be very difficult with the naked eye to tell the difference. If you can find the planet Venus and the North Star Polaris, see if your students can observe any differences between the planet and the star.)

• Do you think the brightest star is the closest star? Why or why not?

(Brightness and closeness are not the same thing. Some of the brightest stars are very far away, and some of the closest stars can appear dim. The luminosity of stars varies. Compare the difference in luminosity between the light of a flashlight and that of a car headlight.)


The questions can be answered verbally or in writing depending on the writing ability of the student. With these questions, help the students think about their observations. There are no “right” answers to these questions, and it is important for the students to write or discuss what they actually observed.


IV. Why?

The most important part of astronomy is observing. Learning to make good observations takes patience and practice. Simply looking at things is an essential element of astronomical observation — things such as where the stars are located, which ones appear bright, which appear dull, if there are any colored stars, and whether stars twinkle. Even when technology is added to the investigation, these observational skills are still needed. Looking through a telescope makes the stars appear larger, but observing the details is what makes the difference between a skilled astronomer and a novice. By observing the stars, students will begin to understand that there are both stars and planets in the night sky, that some stars are brighter than others and some are closer than others, and that stars may be different colors.

V. Just For Fun

Help the students find stars that are twinkling. Explain that tiny particles moving in the air can cause light to bounce around making stars appear to twinkle.

A nova is a star that has used up all of its own fuel. It increases and decreases in brightness as it takes hydrogen gas from a neighboring star, burns it, and then repeats the cycle. A supernova is a star that suddenly becomes very bright as it explodes. Then it slowly fades from view.

Experiment 3

Earth, Moon, and Sun

Materials needed:

• pencil or pen• basketball• ping-pong ball• flashlight• empty toilet paper tube• glue or tape• scissors• a dark room


Objectives

In this experiment students will explore how the Sun illuminates the Earth and the Moon and how lunar and solar eclipses occur.

The objectives of this lesson are:

• To have the students observe how the Sun illuminates the Earth and the Moon.

• To demonstrate lunar and solar eclipses.

Experiment

I. Observe It

In this section the students will make a model Earth and use it to explore the illumination of the Earth and the Moon by the Sun.

- Help your students cut out the continents and paste or tape them on the basketball in the appropriate positions, with North America, South America, and Greenland on one side; and Australia, Africa, Europe, Russia, and Asia on the other side. Refer to a globe if needed.

- Help your students cut the toilet paper cylinder 2.5 cm (one inch) from the end. This will create a ring to hold the basketball. Have your students place the basketball on the ring and slightly tilt the ball to one side. Then have them turn off the room lights and shine the flashlight on the basketball from some distance away. Have the students place the flashlight on the ground (or you can hold the flashlight for them) as they take the ball and slowly rotate it counterclockwise.

Guide your students’ inquiry with the following questions:

• Does the light cover the whole basketball or just one side? just one side

• If the light is shining on Asia, is North America light or dark? dark

• As you rotate the ball, does the light on Asia stay the same? No, it changes.


• Are Asia and Russia illuminated at the same time? yes

• Are Asia and North America illuminated at the same time? no

• If it is light in Asia, do you think it will be day or night in Russia? day

• If it is dark in Asia, do you think it will be day or night in North America? day

• Do you think that if the light is shining on South America it will be day or night in North America? day

Have your students take the ping-pong ball and place it between the basketball and the flashlight, some distance away from the basketball. They will have to hold the ping-pong ball with their fingers. Have them observe the shadow the ping-pong ball casts on the basketball when it is between the basketball and the flashlight. This represents a solar eclipse. Have your students move the ping-pong ball in a circle around the basketball. As the ping-pong ball goes behind the basketball, the basketball casts a shadow on the ping-pong ball. This represents a lunar eclipse.

Guide student inquiry with the following questions:

• What happens to the basketball when the ping-pong ball is between the flashlight and the basketball? The basketball will have a round shadow on it created by the ping-pong ball. [This represents the Moon between the Sun and the Earth.]


• What happens when the basketball is between the flashlight and the ping-pong ball? The ping-pong ball is in the shadow created by the basketball. [This represents the Earth between the Sun and the Moon.]

II. Think About It

Guide your students in answering the questions. The students should be encouraged to answer in their own words. Suggested answers are shown below. Answers may vary.

Can you determine how day and night are created by the rotation of Earth?

As the Earth rotates, the Sun shines on different parts of the globe.

Can you observe how a lunar eclipse forms (where Earth casts a shadow on the Moon)?

When the Earth blocks the Sun’s light from the Moon, the Moon has a shadow on it from the Earth.

Can you observe how a solar eclipse forms (where the Moon casts a shadow on Earth)?

When the Moon blocks the Sun’s light from the Earth, the Moon’s shadow falls on the Earth.

Using the basketball and flashlight, can you model the seasons? Explain how you would do this.

(Help your students model how the Earth orbits the Sun. Keeping the tilt of the basketball the same, have your students walk the ball


around the flashlight. Have them notice that there are parts of Earth that tilt toward the Sun and parts that tilt away from the Sun. Help them explain how seasons are created when the parts of the Earth that are tilted toward the Sun receive more heat energy from the Sun and the parts tilted away receive less. Help them to orient the Earth model so that as they begin the orbit of the Earth around the Sun, one pole of the Earth is tilted toward the Sun, and by the time the Earth reaches the opposite side of the Sun, this pole is tilted away from the Sun.)


Discuss the questions in Section III with the students. Help them record their answers. Since these answers are based on what the students actually observed, their answers may vary.

IV. Why?

Explain to the students that in this experiment they built a model using a flashlight for the Sun, a basketball for Earth, and a ping-pong ball for the Moon. Explain that scientists build models to help them understand how things work. With this model they were able to explore how the Earth rotates, creating day and night; how the Moon and Earth create lunar and solar eclipses; and how seasons occur.

V. Just For Fun

Help the students orient the basketball and the flashlight as if the Earth’s axis were pointing at the Sun and then as if the axis went through the equator. The purpose of this exercise is to encourage the students to make observations rather than arrive at the “right” answer.

Focus On Elementary

Astronomy


Elementary Lesson Plan


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission.

Focus On Elementary Astronomy Lesson Plan


FOCUS ON ELEMENTARY ASTRONOMY LESSON PLAN

OverviewTeaching Real Science-4-Kids is as easy as 1-2-3.

1. Introduce content.

2. Perform an experiment.

3. Make connections.

RS4K comes in easy-to-use modules that focus on a particular subject. Each subject module is designed to introduce your child to one of the foundational building blocks of science. Once your child has been introduced to these foundational subjects, he or she can build their science education from the ground up, understanding, mastering, and quickly learning new science information.

The Lesson PlanThis is a weekly lesson plan that will walk you through the elementary curriculum. There are 20 weeks of instruction for each subject module. You can teach the 20 weeks in one semester or one year depending on the age of your child.

You decide how fast or slow to go with your child. If you are not sure about the pace, start slowly. It is better that your child learns fewer “facts” with more understanding than be overwhelmed by too much information. You also don’t want to slow down an advanced learner. Here is a suggested guideline.

♦ Age 5-6: a subject module (20 weeks) in one year.

♦ Age 7-8: a subject module in one semester, combining two weeks of the Lesson Plan into one week of study.

Each week is divided into three sections: content, experiment, and connections.

1. The content directs your child to learn the scientific “facts” in each subject.

2. The experiment allows your child to learn the steps of the scientific method.

3. Connections between science and language, history, and art are explored.

You can modify the lesson plan as desired. There is no “wrong” way to teach science if you let your child explore, investigate, ask questions, examine, and observe everything they find interesting. The elementary age group is about bringing learning to life through play, and learning science through play is our approach.

In the Connections section of this Lesson Plan, there are many suggestions for additional study meant to engage you and your child in further explorations of science. These are open inquiry questions, so don’t worry about trying to form “right” answers. Instead, these are suggestions for exploration, and exploration is the first step in learning.

Every chapter has been aligned to the National Science Standards. (taken from the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press)

Before You Begin ♦ Open the teacher’s manuals for the subject modules

you have purchased.

♦ Look at the materials list for each subject module.

♦ Using a large container or bin, collect the non-perishable items from the lists. Organize the items in your container. This will help you be prepared for the experiments for each subject module.

♦ Look through this lesson plan, which is easy to use and will help you organize your child’s study.

Need Help?We are here to help you!

We have several support options available.

If you like online communities, we have a Yahoo group that discusses experiments and ideas and even provides contacts for resale of RS4K curriculum.

http://groups.yahoo.com/group/RealScience4Kids/

RS4K has a Facebook Fanpage where you can meet other RS4K users and ask questions directly to Dr. Keller.

http://www.facebook.com/rebecca.w.keller

You can email us and talk to our friendly staff who will be happy to help you with any questions you might have.

[email protected]

Week Chapter

Experiment

Connections

DAY 1

DAY 2

DAY 3

Notes

DAY 4

Content

Review DAY 5

2 | Real Science-4-Kids

1 1 Exploring the Cosmos

Read Chapter 1, Sections 1.1-1.5 to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library.

Perform Experiment 1: Twinkle, Twinkle Little Star. Follow the Teacher’s Manual for this experiment. It will walk you through each step of the experiment.

Open the Student Textbook to Chapter 1 and discuss the word astronomy. Ask your child where we get words and what they think the word astronomy means. You can look up astronomy in a dictionary or on the internet. (Th is is open inquiry; use this opportunity to explore.)

Take a break.

Review the text with your child. Ask if they have any questions about what astronomy explores. Discuss any questions they have. Read the Summary at the end of the chapter.

Week Chapter

Experiment

Connections

DAY 1

DAY 2

DAY 3

Standards

DAY 4

Content

Review DAY 5

FOCUS ON ELEMENTARY ASTRONOMY LESSON PLAN | 3

Pick one section of Chapter 1 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet.

Discuss the results from Experiment 1. Repeat any part of the experiment that your student has questions about. Th is is open inquiry and will help your child explore observations.

Ask your child about the history of astronomy. When was the science we call astronomy started? Who started it? How were discoveries about astronomy made? How are they made now? (By doing experiments and making observations) Th is is an open inquiry exercise. Use this time to explore.

Explain that a constellation is a group of stars whose arrangement makes people think of an object (dipper, dog, bear, hunter, etc.). Have your student observe the stars and make up their own constellation, drawing and naming it. Th is is an open inquiry exercise. Use this time to explore.

Exam.

Have your student take the Chapter 1 quiz online or print it out to take it.

2 1 Exploring the Cosmos

Science as Inquiry - Content Standard A

Students go through the fi rst step of the scientifi c method: making a good observation.

Earth/Space Science - Content Standard D

Earth is part of a solar system.

Science and Technology - Content Standard E

Students evaluate their own observations of the stars and explain their results in their own words.

History and Nature of Science - Content Standard G

Science has a history, and people have been studying nature through science for a long time.

From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

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Week Chapter

Experiment

Connections

DAY 1

DAY 2

DAY 3

Notes

DAY 4

Content

Review DAY 5

4 | Real Science-4-Kids

Read Chapter 3, Sections 3.1-3.6 to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library.

Perform Experiment 3: Earth, Moon, and Sun. Follow the Teacher’s Manual for this experiment. It will walk you through each step.

Open the Student Textbook to Chapter 3 and discuss the word axis. Ask your child where they think the word axis comes from. You can look up axis in a dictionary or on the internet. (Th is is open inquiry; use this opportunity to explore.)

Take a break.

Review the text with your child. Ask if they have any questions about Earth as a planet and how it exists in relation to the Sun and the Moon. Read the Summary at the end of the chapter.

5 3 Earth’s Home in Space

Week Chapter

Experiment

Connections

DAY 1

DAY 2

DAY 3

Standards

DAY 4

Content

Review DAY 5

FOCUS ON ELEMENTARY ASTRONOMY LESSON PLAN | 5

Pick one section of Chapter 3 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet.

Discuss the results from Experiment 3. If your student has questions about any part of the experiment, they can repeat it and observe the results. Th is is open inquiry and will help your child explore observations.

Ask your child about how we know about Earth in space. (By doing experiments and making observations) Do they think people always knew the cause of eclipses? How are scientists studying Earth in space now? What new tools do they have? Th is is open inquiry; use this opportunity to explore.

Th e Moon has much less gravity than the Earth. Have your child think about what it would be like if they were walking or jumping on the Moon and had much less gravity pulling them downward. Have them make a drawing of themselves walking or jumping on the Moon. Th is is an open inquiry exercise. Use this time to explore.

6 3 Earth’s Home in Space

Exam.

Have your student take the Chapter 3 quiz online or print it out to take it.

Science as Inquiry - Content Standard A

Students ask a question about objects and events in the environment (e.g., students model the eff ects of the movements of the Earth, moon, and sun).

Earth/Space Science - Content Standard D

Th e sun provides the light and heat necessary to maintain the temperature of the Earth.

Science and Technology - Content Standard E

Students should be able to evaluate their own results (e.g., students model and describe the eff ects of the movements of the Earth, moon, and sun).

History and Nature of Science - Content Standard G

Students think about who discovered that Earth travels around the sun, noting that men and women use science inquiry to learn about the world.

From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

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Cover design: Marjie Bassler and Derrick Wood

Layout design: Karen Wood and Derrick Wood

Original Content: Karen Wood


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or

transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,

without prior written permission from the publisher. No part of this booklet may be used or reproduced in

any manner whatsoever without written permission.

Focus On Elementary Astronomy Study Folder

ISBN # 978-1-936114-42-9

Published by Gravitas Publications, Inc.

www.gravitaspublications.com

Special thanks to Marjie Bassler for copy editing and review of the manuscript and special thanks to

Rebecca W. Keller, PhD, for her encouragement to go forward with this project.

Directions i

Optional Study Folder Cover 1 ii

Optional Study Folder Cover 2 iii

Chapter 1 Exploring the Cosmos 1

Note Flapper 1.2A and

Astronomer Note Flappers 1a

Chapter 2 The Telescope 2

Note Flappers 2.3 and 2.4A 2a

Chapter 3 Earth’s Home in Space 3

Note Flappers 3.2A, 3.3, 3.5A, and 3.5B 3a

Chapter 4 Earth’s Neighbors—Moon and Sun 4

Note Flappers 4.2B, 4.2C, 4.2D, and 4.3B 4a

Chapter 5 Earth’s Neighbors—Planets 5

Note Flappers 5.2A, 5.3A, and 5.3B 5a

Chapter 6 Earth’s Neighborhood 6

Note Flapper 6.2C 6a

Planet Note Flappers 6b

Chapter 7 Beyond the Neighborhood 7

Note Flappers 7.2B, 7.2C, and 7.2D 7a

Chapter 8 The Milky Way 8

Note Flappers 8.2A and 8.3A 8a

Chapter 9 Beyond Our Galaxy 9

Note Flappers 9.2B, 9.3A, and 9.3B 9a

Chapter 10 Other Stuff in Space 10

Note Flapper 10.2, 10.3 10a

ELEMENTARY ASTRONOMY

This study folder is an aid to help you memorize key words/terminologies and

definitions. To use this guide simply write the missing word(s) in the empty

spaces within each sentence. Some definitions require more description

which may need to be in the form of a sentence defining the word(s). Some

sections of the chapter ask you to draw pictures and label them. To assemble

the Study Folder, begin by cutting out each Student Chapter Note section

along the line labeled then glue that cut out page onto one of

the sections of your manila folder provided in this kit. Use the front and back

of the tri-fold folder. (Note: If you downloaded this file, you will need to pur-

chase two manila folders separately.) Some pages have Note Flappers and

some have Book Flappers associated with them, and these flappers will be cut

out individually. Simply match the TAB number or LABEL on the Note/Book

Flapper with the TAB number or LABEL on the chapter page. There are some

Note Flappers that STACK on top of each other in some chapters, and these

will be labeled as such. The kit contains two manila folders, the student note

pages and a teacher’s answer key. The Student Chapter Note sections 1-5 will

be glued onto one folder and chapters 6-10 onto the second folder. Each tri-

fold folder will provide FIVE sections to glue the Student Chapter Note sec-

tions onto. Use the remaining blank section of each folder for additional

notes. Remember this is YOUR personal Study Folder. Make as many notes in it as you like. Have fun learning!

CUT HERE

Open your manila folder

Now make two NEW folds about 1/3 away from the center

fold.

cen

ter

cen

ter

fold here 1/3 from

Original center

Glue one cut out Student Chapter Note section to one of the FIVE folded sections. Use both sides.

We recommend only gluing one Student Chapter Note section at a time as it is being discussed.

i

CHAPTER 1: EXPLORING THE COSMOS

1

1.1A

1.1B

Focus On Elementary Astronomy

Fill in the missing letters

Ar_st_rch_s of S_m_ _

301-230 BCE

He was one of the very

first to propose that Earth

moves around the Sun. He

studied the planets and

said that the Earth has two

different movements.

N_c_l_ _s C_p_rn_c_s

Born in 1473

He did not agree with the

scientists of his day. He

used mathematics to show

that the Earth moves

around the Sun and the

Sun remains fixed.

T_ch_ Br_h_ Born in 1546.

He used sighting tubes,

which are hollow tubes with

no lenses. He discovered

that stars do not always

stay the same but are

constantly changing.

G_ l _ l_ _ G_ l _ l _ _

Born in 1564

He loved to look at the

stars. He was able to prove

that we live in a Sun-

centered solar system by

doing experiments and

using math and physics.

1.2C, 1.3

1.4

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Note Flappers for Chapter 1

CUT HERE

1a

Cut out each Note Flapper individually, then glue it on the Chapter 1 page,

matching the TAB number(s) and the “GLUE TAB HERE” label(s).

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Read aloud and fill in the missing letters

3.5B

3

CHAPTER 3: EARTH’S HOME IN SPACE Focus On

Elementary Astronomy

3.1

3.2C

3.4

3.2B

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3.2C

Read the questions aloud and share your answers with a family member.

Circle your answer

CU

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Fill in the missing letters and words.

globe

Word Bank Write the name of one of the four different seasons in the boxes below that matches with its picture.

Summer Winter Fall Spring

Fill in the missing letters.

Fill in the missing letters Fill in the missing letters 3.5D

CU

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Note Flappers for Chapter 3

Cut out each Note Flapper individually, then glue it on the Chapter 3 page,

matching the TAB number(s) and the “GLUE TAB HERE” label(s).

T

AB

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.2A

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3.3

3.5A

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.5A

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.5C

3.5C

Fill in the missing letters and check all that apply

Check off all facts that apply about the Earth

Draw Earth rotating on its

High tide Low tide

Fill in the missing letters

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Name ________________________ Date ________________

Focus On Elementary Astronomy, Chapter 1Quiz for Chapter 1, Elementary Astronomy (15 questions, 10 points each, 150 points total)

1. What basic skills did Copernicus, Tycho, and Galileo use to study space that are still used bymodern astronomers? (check all that apply)(10 points)

sighting tubes

physics

observation

math

2. Nicolaus Copernicus was not able to use mathematics to show that the Earth moves aroundthe Sun and that the Sun remains fixed in one location. (10 points)

True

False

3. Which type of cosmos do we live in? (10 points)

an "Earth-centered" cosmos

a "Moon-centered" cosmos

a "Sun-centered" cosmos

4. To look at objects in the sky, the Danish astronomer, Tycho Brahe, used sighting tubes whichare just hollow tubes with no lenses to look at the sky. (10 points)

True

False

5. The term "cosmos" refers to Earth and everything that extends beyond Earth including...(10 points)

other planets.

stars.

nebulae.

comets.

asteroids.

black holes.

all of the above.

6. Name the Greek astronomer and mathematician who lived from 301-230 BCE and was oneof the very first to propose that the Earth moves around the sun. (10 points)

Tycho Brahe

Aristarchus of Samos

Nicolaus Copernicus

Galileo Galilei

7. Which early people used their observations to produce calendars and were even able topredict eclipses? (check all that apply) (10 points)

Early Egyptian people

Early Babylonian people

Early Mayan people

8. Name the famous astronomer who discovered that stars do not always stay the same butare constantly changing. (10 points)

Nicolaus Copernicus


Tycho Brahe

Galileo Galilei

9. Only since the use of modern tools have people been able to learn about the cosmos bystudying the night sky. (10 points)

True

False

10. Astronomy is the study of space and all the objects found in space. (10 points)

True

False

11. Galileo was able to prove that we live in a Sun-centered solar system that is made up of theSun and the objects traveling around it. (10 points)

True

False

12. It appears, from simple observation, that we live in an Earth-centered cosmos. When theSun rises and sets each day, it has the appearance of moving around the Earth. (10 points)

True

False

13. Name the famous early astronomer who used his knowledge of math and physics to betterunderstand how the planets move. (10 points)

Nicolaus Copernicus


Tycho Brahe

Galileo Galilei

14. One of the questions early astronomers asked was, "Does the Earth move around the Sun,or does the Sun move around the Earth?" (10 points)

True

False

15. Aristarchus of Samos studied the planets and said that the Earth has two differentmovements. (10 points)

True

False

Answer Sheet


physics, observation, math1.

False2.

a "Sun-centered" cosmos3.

True4.

all of the above.5.

Aristarchus of Samos6.

Early Egyptian people, Early Babylonian people, Early Mayan people7.

Tycho Brahe8.

False9.

True10.

True11.

True12.

Galileo Galilei13.

True14.

True15.

Name ________________________ Date ________________


1. If you took a ball and spun it with your fingers, it would rotate around an axis just like Earthrotates around an axis. (10 points)

True

False

2. Match: (10 points)

_____ solar eclipse

_____ lunar eclipse

a. the Moon will be in between the Sun and the Earth

b. the Earth is in between the Moon and the Sun

3. Earth has a spherical shape, which means it is not ball-shaped. (10 points)

True

False

4. The Sun is a big ball of fire that gives light and heat energy to Earth. (10 points)

True

False

5. Earth is tilted... (10 points)

on its axis, giving us seasons.

on its axis giving us the wind.

on its axis giving us our days and nights.

on nothing.

6. There are storms on the Sun. These Sun storms have no effect on storms on Earth.(10 points)

True

False

7. Earth rotates around an axis. An axis is an imaginary line that goes through the center of anobject. (10 points)

True

False

8. Our Moon... (10 points)

helps create ocean tides on Earth.

is spherical.

does have some gravity.

is a planet.

9. The Earth orbits the Sun. What does the word orbit mean? (10 points)

"cast a shadow on"

"revolve around"

"walk around"

"stand around"

10. During the Moon's orbit around Earth, the Moon does not ever travel behind the Earth.(10 points)

True

False

11. The Moon does not help create ocean tides on Earth. (10 points)

True

False

12. How long does it take for the Earth to rotate once around its axis? (10 points)

1 year

14 hours

24 hours

two days

13. Earth is a planet because...(check all that apply) (10 points)

it moves around the Sun in space.

it is large enough to have its own gravity.

it is the biggest object in space.

it is tilted.

it is spherical.

14. A planet has to be large enough to have its own gravity.Gravity is a force that holds everything to the Earth's surface. (10 points)

True

False

15. The Earth is... (10 points)

a planet.

a moon.

a star.

a galaxy.

Answer Sheet


True1.

a, b2.

False3.

True4.

on its axis, giving us seasons.5.

False6.

True7.

helps create ocean tides on Earth., is spherical., does have some gravity.8.

"revolve around"9.

False10.

False11.

24 hours12.

it moves around the Sun in space., it is large enough to have its own gravity., it is spherical.13.

True14.

a planet.15.

Name ________________________ Date ________________

Focus On Elementary Astronomy Midterm 1, Chapters 1-5Midterm quiz for Elementary Astronomy, Chapters 1-5 (15 questions, 10 points each, 150 points total)Sample questions: Chapters 1 & 3

2. During the Moon's orbit around Earth, the Moon travels behind the Earth. Then the Earth isin between the Moon and the Sun, and the Earth can block the Sun's light from reaching theMoon. (10 points)

True

False

3. Modern astronomers need to use the basic skills of observation, math, and physics to studyspace. (10 points)

True

False

4. Aristarchus of Samos ... (Check all that apply.) (10 points)was not believed by very many people and it would be almost 1000 years beforeastronomers would look closely at his ideas.

was one of the very first astronomers to propose that the Earth moves around the Sun.

was right that Earth travels around the Sun and that Earth revolves around its ownaxis.

studied the planets and said that the Earth has only one movement.

was right about the Earth moving around the Sun.

was a Greek astronomer and mathematician who lived from 301-230 BCE.

7. The Sun shines on different part of Earth as Earth rotates. This is not related to how we getour days and nights. (10 points)

True

False

9. Earth is a planet because... (Check all that apply.) (10 points)

it moves around the Sun in space.

it is large enough to have its own gravity.

it is spherical.

it is the biggest object in space.

it is tllted.

11. Identify three early astronomers who proposed that the Earth moves around the Sun.(10 points)

Galileo Galilei

Hans Lippershey

Tycho Brahe

Issac Newton


Nicolaus Copernicus

Answer Sheet

Focus On Elementary Astronomy Midterm 1, Chapters 1-5Midterm quiz for Elementary Astronomy, Chapters 1-5 (15 questions, 10 points each, 150 pointstotal)

True2.

3. True

was one of the very first astronomers to propose that the Earth moves around the Sun.,

was right that Earth travels around the Sun and that Earth revolves around its own axis.,

was right about the Earth moving around the Sun., was a Greek astronomer and

mathematician who lived from 301-230 BCE.

4.

False7.

it moves around the Sun in space., it is large enough to have its own gravity., it is spherical.9.

Galileo Galilei, Aristarchus of Samos, Nicolaus Copernicus11.

GRAPHICS

Illustrations: Janet Moneymaker


All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission.

Focus On Elementary Astronomy Graphics Package

Published by Gravitas Publications Inc.Real Science-4-Kids®www.realscience4kids.comwww.gravitaspublications.com

Focus On Elementary Astronomy

illustrations: janet moneymaker · 2020. 4. 16. · another famous astronomer also changed the way...

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