1 / 20

Break On Through To The Other Side! Schulz’s WebQuest

Essential Understandings Essential Question Guidelines Student Missions Telescopes (4) Satellites (1) Space Probes (4) Spectroscopes (2) Assessment Conclusion Standards Citations. An Exploratory WebQuest for 8th Grade Science Designed by – Mariana K. Rouse

damien
Download Presentation

Break On Through To The Other Side! Schulz’s WebQuest

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Essential Understandings Essential Question Guidelines Student Missions Telescopes (4)Satellites (1)Space Probes (4) Spectroscopes (2) Assessment Conclusion Standards Citations An Exploratory WebQuest for 8th Grade Science Designed by – Mariana K. Rouse Hillcrest Middle School, Simpsonville, SC GO WILDCATS!!! Standards Addressed: 8-4.10: Tools of technology used by scientists to explore space 8-6.8: The Electromagnetic Spectrum Based on a template from The WebQuest Page Break On Through To The Other Side!Schulz’s WebQuest

  2. Essential Understandings Tools of technology are used on a daily basis by scientists wanting to know more about our universe. In this WebQuest, we will be exploring the internet in order to enhance our knowledge about the tools scientists use to observe and gather data from space. These tools include: telescopes, satellites, probes, and spectroscopes. The information gathered through the use of these instruments helps scientists form deeper understandings of the universe. In addition to researching these tools, there will be a brief introduction of the electromagnetic spectrum…coming to you soon in Unit 12 

  3. WebQuest Essential Question How have scientists used technology to expand their knowledge of the universe?

  4. Guidelines • You will work as an individual on this WebQuest • Answer sheet provided to complete the assigned tasks • Estimated length to complete WebQuest: 3 class periods • Assessed as a Major Grade (50%) worth 150 points

  5. Now it’s time to…BREAK ON THROUGH TO THE OTHER SIDE…of our universe!

  6. Your First Mission: TELESCOPES Task #1: How telescopes “see” • Read the information on telescopes. • Answer the following questions on your answer sheet: • What is a major concern for creating lenses and mirrors for telescopes? • Which is best for studying the light from distant objects? Why?

  7. Your First Mission: TELESCOPES Task #2: Cosmic Colors • Read the information provided. • Click on the telescope images on the right side and review the information provided on each. • Click the link for the Cosmic Colors activity and follow the provided directions. • Write down the name of each object you observe. • For each object: • Which of the images shown is the most interesting to you? • What is the name of the telescope that got that specific image? For more information on the electromagnetic spectrum, click on the picture to the right

  8. Your First Mission: TELESCOPES Task #3: Fun with Infrared • Complete the activity on infrared radiation. • How can infrared technologies be used to learn more about objects in our solar system?

  9. Your First Mission: TELESCOPES Hubble Space Telescope James WebbSpace Telescope Task #4: Hubble Space Telescope vs James Webb Space Telescope • Read through the introduction. • Navigate through the interactive on the left side of the screen (size, wavelength, orbit, visibility). • Create a Venn Diagram in the provided space to organize the information you’ve learned about the two space telescopes.

  10. Your Second Mission: SATELLITES • Define the term, “satellite”. • Give an example of a natural satellite • Give an example of an artificial satellite. NASA’s GRAIL Mission • In the left margin, click on “Mission Overview.” Read and answer the following questions. • What does “GRAIL” mean? • How many satellites are involved in this mission? • What is the main objective of this mission? • In the left margin, click on “Launch”. Read and answer the following questions. • When was GRAIL launched? From where? • When was GRAIL-A scheduled to reach the moon? GRAIL-B? • In the left margin, click on “Multimedia”. • Scan through the Image Gallery (24 images) and list the names of the 4 photos that interested you the most.

  11. Your Third Mission: SPACE PROBES Task #1: NASA • Visit the NASA website and read about space probes. • Create your own definition for “space probe.”

  12. Your Third Mission: SPACE PROBES Task #2: National Geographic Space Probe Photo Gallery • Hit “Next” on the bottom left of the black box twice to get to the “Image Gallery”. • Navigate through the images of the different space probes and complete the provided table organizing: • The probes • Where they went or will go • What their main objective was/is

  13. Your Third Mission: SPACE PROBES Task #3: Titan, Saturn’s largest moon • Watch the video on Titan and answer the following questions: • What 2 objects are shown as being smaller than Titan? • What’s the name of the probe that changed our perspectives when looking at Titan? • What types of features were found on Titan that are similar to Earth? • What is the name of the probe that went through Titan’s atmosphere? • Even though there are similarities between Earth & Titan, what are the major differences between the two bodies? • Click on the 3D Globe and look at features found on Titan. • Look at the Latest Images • Choose your favorite image of Titan. • Provide observations about the image and tell why this image stood out to you.

  14. Your Third Mission: SPACE PROBES Task #4: Time to Write • After completing these exercises, write at least one paragraph about the importance of space probes to scientists when learning about our universe. • Remember to use the correct format for your paragraph: topic sentence, concrete details, commentary and a closing statement.

  15. Your Fourth Mission: SPECTROSCOPES Task #1: Spectroscopes & Spectroscopy • Read the information provided. • Answer the following questions as you read: • What is the purpose of spectroscopy? • What do spectroscopes actually do? • What are the 3 basic types of spectroscopes?

  16. Your Fourth Mission: SPECTROSCOPES Task #2: Decoding Cosmic Spectra • Launch the Interactive Activity found in the center of the page. • Follow the instructions provided on the left side of the activity • Match the blue question mark with the correct number below to determine elements present. • List the 4 astronomical objects observed. • Answer the following questions for EACH object. • What type of spectra was used? (found in description after each object’s elements have been determined) • What elements were present based on the information from the spectra provided?

  17. Assessment • WebQuest Answer Sheet • Telescopes: 50 total points • Satellites: 14 total points • Space Probes: 46 total points • Spectroscopes: 20 total points • Completion of all assigned missions: 20 possible points • Worth 150 total points; assessed as a major grade. • CHECK OVER YOUR WORK!

  18. Your Exploration Has Been a SUCCESS!!!! WOOHOO!!!! You did it! After completing this WebQuest, you should have a working knowledge of the types of technology scientists are using to explore the great unknown, our universe. If you have any further questions, write them on your Assessment page. ☻M.Schulz☻

  19. Standards • 8-4.10: Compare the purposes of the tools and the technology that scientists use to study space (including various types of telescopes, satellites, space probes, and spectroscopes). • 8-6.8: Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation).

  20. Citations • http://spaceplace.nasa.gov/telescope-mirrors/en/ • http://spaceplace.nasa.gov/cosmic-colors/en/# • http://spaceplace.nasa.gov/ir-matching/en/ • http://www.nasa.gov/externalflash/webb_hubble/ • http://www.nasa.gov/centers/jpl/education/spaceprobe-20100225.html • http://beta.origin.nationalgeographic.com/educator-resources/wildest-weather/gallery/space-probes_6-8/#/pia10075_27340_600x450.jpghttp://saturn.jpl.nasa.gov/multimedia/flash/Titan/index.html • http://nfsi-server.yerkes.uchicago.edu/FTProot/spectroscope/Spectroscopy/basics1.htm • http://www.pbs.org/wgbh/nova/origins/spectra.html • http://beta.origin.nationalgeographic.com/educator-resources/wildest-weather/activity/space-probes_6-8/ • http://static.theurbn.com/wp-content/uploads/2011/05/Esa-space-exploration.jpg • http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html • http://visibleearth.nasa.gov/view_rec.php?id=16467 • http://hubble.nasa.gov/main.php • http://www.spacetelescope.org/images/heic9901a/ • http://www.spacetoday.org/Satellites/YugoWarSats.html • http://www.kongsberg.com/en/KDS/News/FeatureStories/OuterSpace • http://apod.nasa.gov/apod/ap041028.html • http://www.universetoday.com/13587/space-debris-illustrated-the-problem-in-pictures/

More Related