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Materials• STARLAB PortablePlanetarium• Greek Mythology Cylinder• Starfield Cylinder(optional)• Transparent Cylinder(optional)• constellation myths frompast cultures• black construction paper• gum-backed stars• white chalkConstellation CreationsObjectives1. Examine ways that ancient cultures identified, named, and explained the presenceof constellations.2. Design an imaginary constellation and write a myth to explain the origin andnature of that constellation.Grade Levels3-8Process SkillsQuestioning • observing • classifying • defining operationally • modeling • workingcooperatively.PreparationStudents will drop and glue gum-backed stars onto the black paper, then take timeto examine and discuss the patterns. After a few minutes, the students will exchangetheir constellation (stars) with another group. Then the students may connect the starpatterns with chalk and begin the design of a myth to explain their constellation. Thisactivity of identifying, naming, and telling a story about an imaginary constellationshould be discussed in relation to the identification and naming of the constellationsthat are officially recognized by present day astronomers.Procedure1. Discuss how people in past cultures identified and named constellations, andhow they created stories that explained (fictionally) the presence of those constellationsin the sky.2. View pictures of some of the constellations identified by people in past cultures,and read myths that were created about the constellations.3. Working cooperatively in groups of 4 or 5 students, challenge them to createtheir own constellations by randomly dropping 8 to 10 gum-backed stars ontolarge sheets of black construction paper or bulletin board paper. After carefulexamination of the random patterns, allow the students to stick the stars to thesheet (do not allow them to alter the random patterns).4. After the students have had enough time to examine their star patterns, usingwhite chalk, each group should draw lines between the star patterns to createand write a myth about the constellation.5. The constellations and myths created by each group should be shared anddiscussed with the rest of the class. (In STARLAB, the students can draw theirconstellations on the Transparent Cylinder, if available.)6. After the students have presented their constellations and myths to the class (inthe classroom or in STARLAB), bring the students into the STARLAB and projectthe Greek mythological constellations onto the dome. Challenge the studentsto find a Greek constellation that most closely resembles the constellation theirgroup created.7. After each group has located a Greek constellation that resembles their owndesign, the teacher can read the Greek myth associated with the constellation(the stories are found in the Greek Mythology section of Astronomy and More).Discuss the similarities between the student-generated constellations and theoriginal Greek constellation.Cylinder Guides• Greek Mythology D-16 •
ClosureThe legends and myths of ancient civilizations served as cultural reminders for futuregenerations. Our generation, for the most part, does not seem to practice the skywatchingrituals of past generations. Why do you think this is so? Why do you thinkancient civilizations created such unusual stories to explain star patterns? What wouldbe different about star-stories today from those of past civilizations?Extensions• After each group of students stick the stars to the large sheets of black paper,have them exchange their “constellation” with other groups. Using white chalk,allow the new group to connect the stars into a newly created pattern that is differentfrom the first group’s observation.• In STARLAB, use the Starfield Cylinder to project and identify the constellationsvisible at a particular night and time. Challenge your students to find these constellationsin the real night sky.• Greek Mythology D-17 • Cylinder Guides
Page 2: Atelier - SONNENLICHT7 - Vorwort11
Page 9 and 10: Hydra, the Water SnakeHydra is one
Page 11 and 12: Pegasus, the Winged HorseThe most f
Page 13 and 14: Southern CrossThe latitude of Athen
Page 15: Three Activities for the STARLABGre
Page 19 and 20: • Write about things that are imp
Page 21 and 22: 2. Set the planetarium projector fo
Page 23 and 24: (Remind them the apparent motion wa
Page 25: Directions1. Cut out the four pictu

A Collection of Curricula for the STARLAB Greek Mythology Cylinder

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A Collection of Curricula for the STARLAB Greek Mythology Cylinder

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