September  Space

   Other site resources for learning about space. 

• European Space Agency-  https://www.esa.int/kids/en/learn

• NASA jet propulsion Lab- https://www.jpl.nasa.gov/edu/

APPs -  Star Walk 2   /   Sky View  /   Night Sky   /   Stellarium 

💫 Observing objects in space. 

Astronomical phenomena can be observed using a variety of technologies like:  - binoculars  - telescopes  - planetariums.

• The Planets 🪐

There are 8 planets in our solar system.   Mercury,  Venus,  Earth,  Mars,  Jupiter,  Saturn,  Uranus,  Neptune.   

Pluto is considered a dwarf planet along with Eris, Ceres, Makemake and Haumea.

🔆 Don't stare at the sun!

The Sun should never be viewed directly or using simple telescopes or filters.   😵

☆The North Star- 🌟Polaris, shows the approximate direction of the North Pole.  The Orion constellation can be used to find the South Pole.  educational-resources/hands-on-activities/how-can-i-tell-which-way-north-night

Constellations have names from a variety of sources.  The names of ancient constellations mostly come from Greek and Roman mythology, while recent constellations are named after scientific instruments and animals. 

Here are some Native American Star Mythology http://www.native-languages.org/legends-star.htm

Aboriginal calendars-  THIRTEEN MOONS Curriculum.

🗓Calendars- The Moon has been used to measure time throughout history.  The international standard (Gregorian calendar) is based on the amount of time it takes Earth to revolve around the Sun.

Lunar calendars  follow patterns of the Moon for timekeeping.  

Many cultures have unique observations of astronomical phenomena that are connected to time, place, and daily life. 

Learn more about eclipses with this Eclipse Crash Course Astronomy video.

7-9 curriculum 

Earth and Space Science Earth and space science brings global and universal perspectives to student knowledge. Earth, our home planet, exhibits form, structure and patterns of change, as does our surrounding solar system and the physical universe beyond it. Earth and space science includes such fields of study as geology, meteorology and astronomy.

Earth and Space Science Earth and space science brings global and universal perspectives to student knowledge. Earth, our home planet, exhibits form, structure and patterns of change, as does our surrounding solar system and the physical universe beyond it. Earth and space science includes such fields of study as geology, meteorology and astronomy

Grade 9

Unit E: Space Exploration (Science and Technology Emphasis) Overview: Technologies have played an essential role in the study of space and in the emerging use of space environments. Our modern understanding of space has developed in conjunction with advances in techniques for viewing distant objects, for transmitting images and data through space, and for manned and unmanned space exploration. 

A study of space exploration provides an opportunity for students to examine how science and technology interact and to learn how one process augments the other. Students become aware that technologies developed to meet the challenges of space are applied to new purposes. This unit builds on: • Grade 6 Science, Topic C: Sky Science This unit provides a background for: • Science 30, Unit C: Electromagnetic Energy Focusing Questions: How have humans attained a presence in space? What technologies have been developed and on what scientific ideas are they based? How has the development of these technologies contributed to the exploration, use and understanding of space and to benefits on Earth? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. • technologies for space exploration and observation • reference frames for describing position and motion in space • satellites and orbits • distribution of matter through space • composition and characteristics of bodies in space • life-support technologies • communication technologies Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Investigate and describe ways that human understanding of Earth and space has depended on technological development • identify different ideas about the nature of Earth and space, based on culture and science (e.g., compare geocentric and heliocentric models [Note: knowledge of epicycles is not required]; describe Aboriginal views of space and those of other cultures; describe the role of observation in guiding scientific understanding of space) • investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space • describe, in general terms, the distribution of matter in star systems, galaxies, nebulae and the universe as a whole • identify evidence for, and describe characteristics of, bodies that make up the solar system; and compare their composition and characteristics with those of Earth • describe and apply techniques for determining the position and motion of objects in space, including: − constructing and interpreting drawings and physical models that illustrate the motion of objects in space (e.g., represent the orbit of comets around the Sun, using a looped-string model) − describing in general terms how parallax and the Doppler effect are used to estimate distances of objects in space and to determine their motion 72/ Grade 9 Science Unit E: Space Exploration ©Alberta Education, Alberta, Canada − describing the position of objects in space, using angular coordinates (e.g., describe the location of a spot on a wall, by identifying its angle of elevation and its bearing or azimuth; describe the location of the Sun and other stars using altitude-azimuth coordinates, also referred to as horizon coordinates or local coordinates) [Note: A description of star positions based on right ascension and declination is not required.] • investigate predictions about the motion, alignment and collision of bodies in space (e.g., investigate predictions about eclipses; identify uncertainties in predicting and tracking meteor showers) 2. Identify problems in developing technologies for space exploration, describe technologies developed for life in space, and explain the scientific principles involved • analyze space environments, and identify challenges that must be met in developing life-supporting systems (e.g., analyze implications of variations in gravity, temperature, availability of water, atmospheric pressure and atmospheric composition) • describe technologies for life-support systems, and interpret the scientific principles on which they are based (e.g., investigate systems that involve the recycling of water and air) • describe technologies for space transport, and interpret the scientific principles involved (e.g., describe the development of multistage rockets, shuttles and space stations; build a model vehicle to explore a planet or moon) • identify materials and processes developed to meet needs in space, and identify related applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels) • describe the development of artificial satellites, and explain the major purposes for which they are used (e.g., communication, GPS—global positioning system, weather observation) 3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies • explain, in general terms, the operation of optical telescopes, including telescopes that are positioned in space environments • explain the role of radio and optical telescopes in determining characteristics of stars and star systems • describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing (e.g., use triangulation to determine the position of an object, given information on the distance from three different points) [Note: This example involves the use of geometric approaches rather than mathematical calculations.] 4. Identify issues and opportunities arising from the application of space technology, identify alternatives involved, and analyze implications • recognize risks and dangers associated with space exploration (e.g., space junk, fuel expenditure, satellites burning up in the atmosphere, solar radiation) • describe Canadian contributions to space research and development and to the astronaut program (e.g., Canadarm) • identify and analyze factors that are important to decisions regarding space exploration and development (e.g., identify examples of costs and potential benefits that may be considered; investigate and describe political, environmental and ethical issues related to the ownership and use of resources in space) Unit E: Space Exploration Grade 9 Science /73 ©Alberta Education, Alberta, Canada Skill Outcomes (focus on problem solving) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions • identify practical problems (e.g., identify problems that must be addressed in developing a lifesupporting space environment) • propose alternative solutions to a given practical problem, select one, and develop a plan (e.g., design and describe a model of a technology to be used in a space station) • state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data) Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data • research information relevant to a given problem • select and integrate information from various print and electronic sources or from several parts of the same source (e.g., compile and compare information about two exploratory missions) • organize data, using a format that is appropriate to the task or experiment (e.g., maintain a log of observed changes in the night sky; prepare a data table to compare various planets) Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations • test the design of a constructed device or system (e.g., create and test a model device for remote manipulation of materials) • identify and correct practical problems in the way a prototype or constructed device functions (e.g., identify and correct problems in the functioning of a model “remote transportation device” that they have designed and built) • identify the strengths and weaknesses of different methods of collecting and displaying data (e.g., compare Earth-based observations with those made from spacecraft) • identify new questions and problems that arise from what was learned (e.g., identify questions to guide further investigation, such as: “What limits the travelling distance and duration of space exploration?”, “How old are the planets, and how did they form?”) Communication and Teamwork Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results • receive, understand and act on the ideas of others (e.g., take into account advice provided by other students or individuals in designing a model space suit or space vehicle) • work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., write and act out a skit to demonstrate tasks carried out by astronauts on a mission) • defend a given position on an issue or problem, based on their findings (e.g., conduct appropriate research to justify their position on the economic costs or benefits of space exploration) 74/ Grade 9 Science Unit E: Space Exploration ©Alberta Education, Alberta, Canada Attitude Outcomes Interest in Science Students will be encouraged to: Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields (e.g., express interest in and describe media programs on space science and technology; take an interest in directly observing and interpreting space environments and in personal and group excursions to a space science centre) Mutual Respect Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., show an interest in the contributions that women and men from many cultural backgrounds have made to the development of modern science and technology) Scientific Inquiry Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., seek accurate data that is based on appropriate methods of investigation; consider observations and ideas from a number of sources before drawing conclusions) Collaboration Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., work with others to identify problems and explore possible solutions; share observations and ideas with other members of the group, and consider alternative ideas suggested by other group members; share the responsibility for carrying out decisions) Stewardship Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., consider immediate and long-term consequences of personal and group actions; objectively identify potential conflicts between responding to human wants and needs and protecting the environment) Safety Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe methods and tools for collecting evidence and solving problems; readily alter a procedure to ensure the safety of members of the group)

Grade 8 topic-

Unit C: Light and Optical Systems (Nature of Science Emphasis) Overview: Our understanding of the world is based largely on what we see—both directly, and aided by optical devices that improve and extend our vision. Such tools as the microscope and telescope have helped extend knowledge in a variety of science fields, from the study of cells and stars to studies of the nature of light itself. In learning about light, students investigate its interactions with different materials and interpret its behaviour using a geometric ray model. Students then use their understanding of light to interpret a variety of light-based technologies and envisage new technologies we may use in the future. Focusing Questions: What do we know about the nature of light? What technologies have been developed that use light, and what principles of light do they show? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. − microscopes and telescopes − contribution of technologies to scientific development − transmission and absorption of light − sources of light − reflection and refraction − images − vision and lenses − imaging technologies Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry in developing our current knowledge • identify challenges in explaining the nature of light and vision (e.g., recognize that past explanations for vision involved conflicting ideas about the interaction of eyes and objects viewed; identify challenges in explaining upside-down images, rainbows and mirages) • investigate the development of microscopes, telescopes and other optical devices; and describe how these developments contributed to the study of light and other areas of science • investigate light beams and optical devices, and identify phenomena that provide evidence of the nature of light (e.g., evidence provided by viewing the passage of light through dusty air or cloudy water) 2. Investigate the transmission of light, and describe its behaviour using a geometric ray model • investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam) • measure and predict angles of reflection • investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils) • investigate materials used in optical technologies; and predict the effects of changes in their design, alignment or composition 40/ Grade 8 Science Unit C: Light and Optical Systems ©Alberta Education, Alberta, Canada 3. Investigate and explain the science of image formation and vision, and interpret related technologies • demonstrate the formation of real images, using a double convex lens, and predict the effects of changes in the lens position on the size and location of images (e.g., demonstrate a method to produce a magnified or reduced image by altering the placement of one or more lenses) • demonstrate and explain the use of microscopes; and describe, in general terms, the function of eyeglasses, binoculars and telescopes • explain how objects are seen by the eye, and compare eyes with cameras (e.g., compare focusing mechanisms; compare the automatic functions of the eye with functions in an automatic camera) • compare the function and design of the mammalian eye with that of other vertebrates and invertebrates (e.g., amphibians; fish; squid; shellfish; insects, such as the housefly) • investigate and describe the development of new technologies to enhance human vision (e.g., laser surgery on eyes, development of technologies to extend night vision) • investigate and interpret emerging technologies for storing and transmitting images in digital form (e.g., digital cameras, infrared imaging, remote imaging technologies) Skill Outcomes (focus on scientific inquiry) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions • identify questions to investigate (e.g., ask about the role of eyeglasses in improving vision) • define and delimit questions to facilitate investigation (e.g., rephrase a question, such as: “Is plastic the best material to use in eyeglasses?” to become “Which material refracts light the most?”) • design an experiment, and identify the major variables • state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of dissolved materials on the refraction of light in a liquid) • formulate operational definitions of major variables and other aspects of their investigations (e.g., operationally define “refraction” and “beam of light”) Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data • carry out procedures, controlling the major variables • observe and record data, and prepare simple line drawings (e.g., prepare a drawing of the path of a light beam toward and away from a mirror) • use instruments effectively and accurately for collecting data (e.g., measure angles of reflection; use a light sensor to measure light intensity) • organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate use of a database or spreadsheet for organizing information) • use tools and apparatus safely (e.g., use lasers only in ways that do not create a risk of light entering anyone’s eyes) Unit C: Light and Optical Systems Grade 8 Science /41 ©Alberta Education, Alberta, Canada Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations • predict the value of a variable by interpolating or extrapolating from graphical data (e.g., predict the angle of a refracted beam of light) • identify strengths and weaknesses of different ways of collecting and displaying data (e.g., evaluate different approaches to testing a lens) • state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., write a conclusion on the effect of dissolved materials on the refraction of light through water) • identify new questions and problems that arise from what was learned (e.g., ask questions about new technologies for improving human vision and about the principles on which these technologies are based) Communication and Teamwork Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results • receive, understand and act on the ideas of others (e.g., act on the suggestions of others in testing and manipulating various lens combinations) • recommend an appropriate way of summarizing and interpreting their findings (e.g., prepare a drawing and description of an improvised optical device) Attitude Outcomes Interest in Science Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., choose to investigate challenging topics; seek information from a variety of sources; express interest in science- and technology-related careers) Mutual Respect Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., show awareness of and respect for the research, care and craftsmanship involved in developing means to enhance human vision) Scientific Inquiry Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., ask questions to clarify meaning or confirm their understanding; take the time to accurately gather evidence and use instruments carefully; consider observations and ideas from a number of sources during investigations and before drawing conclusions)