Mini Space Camp Lesson Plan

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Week One, Week Two, Week Three, Week Four

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Week One - Sun and Moon

(Note the paper version of the UAYF paper version activities is notated PUAYF. Also note that there are some activities that are in the paper version which were removed in the DVD.)

Class Topics and Activities Worksheets Classroom Materials

Monday, June 24

  • Intro - Discussion, "What space objects are you interested in learning about?", "What questions do you have about astronomy?" We'll answer some of them in this class.
  • Slide show of interesting space objects. Kids can pick an imaginary spaceship. Which objects are close to Earth, which are far away? Solar System, star clusters and nebulae, galaxies. Last slide is Hubble Deep Field... almost every smudge is a galaxy.
  • Earth globe: spins on axis once a day. What does the spinning due to our view? Now Stellarium intro, "What's visible in the sky tonight?" Aim to the west, increase speed to watch the Sun move toward the horizon. What's really moving? (the Earth). Watch Sun set, then see Venus come out, another planet, much harder to see (Mercury), next the stars. Point out a couple of constellations, stick figs ("C"), names ("V"), figures ("R"). Saturn is also visible tonight, what part of the sky and when? 
  • Outside viewing with both Sunspotters, complete parts of the worksheet. Because there's only two telescopes today we can do the sketching of sunspots inside the classroom using the current solar image here. (Throughout the first two weeks we'll take groups of two kids out to actually trace sunspots using a Sunspotter.) The circle on the worksheet is drawn to scale, so the measuring can be done off the worksheet - if few rulers just one or two kids can do the measuring and share the results will all. If time you can measure the sunspot sizes right up in front of them off the projector screen with a yard stick.

Tuesday June 25

  • Go outside and discuss where the Sun rose today (north of east) and where it will set (south of east). What path will the Sun take between sunrise and sunset?
  • Set up (or observe) the "plumber's helper" and have someone mark with chalk the position of the shadow now (send a couple of kids outside every 20 minutes or so and mark the shadow again. Review results the next day.
  • Using Stellarium we'll record how the sunrise position and sunset positions change throughout the year. Have students draw two lines on paper or in their journals, one for the eastern horizon "put a big E", and western "W". Go to today's date in Stellarium, view the eastern horizon, adjust time to the moment of sunrise and have students mark on their "E" line where the sun rises, and label June 25. Use the "+" key (one stroke per solar day) to advance a few weeks and let students record again. Where does the Sun rise on June 25 next year, and year after that? If time repeat for the western horizon.
  • Why is it hotter in the summer time than in the winter time? Discuss the misconception about it being because of the Earth - Sun distance (Sun's really closest by a little bit in January). There are really two main reasons: the length of time the Sun is above the horizon in a day, AND the angle of the Sun's rays shining down on us. Discuss. We'll explore the length of the day using a model.
  • With the Earth globe point out that the Earth spins on an "axis" that's tilted. The axis always points in the same direction in space, even as it orbits the Sun. Using the Earth models and flashlights we'll measure how long a day is (hours between sunrise and sunset) on June 21 and Dec 21 (longest and shortest days). Explain the model, including the little pin above the horizon representing our position. In groups of two students get comfortable with the model by having everybody move the Earth around the Sun once. Make sure they keep the axis pointed in the same direction. Now proceed as a class with the steps on the worksheet. Do June (14hours) and December (10h) first (solstices), then March and September if time permits (equinoxes). If out of time just tell them those would be about 12h. Why does it make sense that it might be hotter on a day that is longer, and cooler on a day that's shorter?
  • If time: The Sun's upper atmosphere is constantly emitting particles called the Solar Wind. When these particles enter the Earth's atmospere they can make something called an aurora. A timelapse video of aurora is here.   
  • Earth models (Class Set)
  • LED flashlights and stands
  • Pencils
  • Paper or journal
  • Plumber's helper (1)
  • Chalk (box)

Wednesday June 26

  • Does the Moon always look the same in the sky? On a piece of paper let students draw the Moon as they have seen it. Then each student show what they drew. Some showed different shapes. The shapes of the moon are called its "phases".
  • Work in groups of two. Have students cut apart their set of Moon images. "If you watched for several weeks you'd see different phases. Can you order your Moon images as they'd show over time?" Let groups glue a set of images n order to another sheet. Once the ordering is done let students review those of others - no critique or judgement.
  • Now using the record chart let each student record the Moon phase every two days starting tonight using Stellarium. Aha, was your prediction of phasing order correct? How long do you think it is from one phase to the next time the same phase shows?
  • Why does the Moon show all these shapes? Discuss misconception that its the Earth shadow on the Moon. Turn off the lights in the room except for a bright bulb at the front. Each student gets a ball on a stick, ball is the Moon, your head is the Earth. Ball at arms length rotate yourself in place once and watch the phases change. Now ask them to make a half Moon, or a full Moon, a crescent.
  • Slide show of close ups of Moon. Discuss the various features, craters from meteor impact, some filled with lava after formation. There are "rilles", little valleys, how might they have been created? Does the surface tell us anything about which features may be older or younger? What might the differences in brightness of various features tell us?
  • Talk about the Apollo missions, doing experiments like catching micro-meteoroids, gathering rock samples. Show Apollo 11 highlight video and/or Apollo 11 Launch video and discuss. The astrononauts had a little "moon buggy" that they drove; show the Moon video from Apollo.
  • Scissors, pencils
  • Balls on sticks
  • Phase light source (Sun)

Thursday June 27

  • Everybody outside to see if we can find the Moon. Find Moon in the daytime (Waning Gibbous in the west-southwest at 8AM, low by 10:30AM, maybe try Friday instead). Some people think that you can only see the Moon at night. Why would think that?
  • In the classroom review about the Moon phases, and ask about a Full Moon. "If your head is the Earth, and the instructor is the sun, use one of your fists to show where the Full Moon would be. Discuss until students realize the fist Moon would be opposite the Sun. Now ask, if a Full Moon is always opposite the sun, if you are watching the Sun set, where would the Moon be? Test out the theory using Stellarium. Try same process for new Moon, or other phases as time permits.
  • What's the difference between "rotation" and "revolution"? Which does the Earth do? What about the Moon. Proceed with the Moon Revolution and Rotation activity as described.
  • Review the Moon images, and remember what meteorites are and what happens when they hit the Moon. Do the cratering activity. Get the tubs set up with 2 inches of kitty litter, and one inch of flour on the top - no cocoa powder until later. Don't forget the goggles. Together do some controlled experiments about what happens to the crater if you drop something from one height, and then twice the height. Carefully pull out the projectile after every drop (in real life the meteorites pulverize or vaporize). How does the shape change if the projectile hits at an angle? Try different sizes and weights of projectile.
  • Re-surface the flour and sift a layer of cocoa powder on top, simulating the darker surface material. See if you can make "rays" emanating from a crater. Ask the students to look at the Moon Crater Images and see if they can figure out how to re-create features they see there in the tub. Try a golf ball to see if you can make a humongous crater.
  • Questions - How does appearance tell you about the age of a crater?
  • Dish pans at least 5 inches deep
  • For each pan, 12 lbs kitty litter (about 2 inches), 2-3 lbs of flour (about 1-2 inch)
  • 2 Sifters, cocoa powder
  • Marbles, BBs, small rocks, etc
  • Garbage bags to help contain the mess
  • Class set of safety goggles
  • Cratering shopping list

Friday June 28

  • What is an eclipse? ...when the shadow of one body falls on another body. What is a "transit"? ...when an apparently smaller body moves onto the disk of a larger one (such as the Sun).
  • View a transit. With Stellarium set date to June 5, 2012 to see the relative positions of the Sun, Earth and Venus. Type "AFGO", find "Solar System Observer" and then (ctrl or cmd) "G". Zoom in to see Earth, Moon and Sun all lined up. Watch the transit of Venus as seen from Stellarium script "transit_of_venus.ssc" (June 2012) and with Exploratorium video. With Stellarium to see the relative positions of the Sun, Earth and Venus.
  • For comparison, Mercury transit 2006.
  • Two types of eclipses, solar and lunar - What's the difference? What's an "annular" solar eclipse? Watch eclipses from Stellarium:
    • Partial solar: San Jose CA 21 Aug 2017; total from Cascade, Idaho
    • Total lunar: San Jose 09 Feb 1971, starting at 6PM PST
    • Partial annular: San Jose 20 May 2012; total from Santa Barabara, CA 
  • How can we measure the diameter of the Sun? What is the diameter of the Earth? We can't stretch a measuring stick across either. If we know how far away the Sun is (about 93 million miles) and we measure how big it looks from Earth, we can calculate the Sun's diameter.
  • In groups of two take the yard stick assemblies outside, along with worksheets and pencils. Demonstrate how to make the shadow of the "hole card" fall on the "screen card" watch the shadows on the ground. Let them all find the little Sun image, and compare it with the circles on the screen card. Try to make the Sun image exactly the size of one of the biggest circle you can. You can make the image size bigger by moving the cards further apart, or smaller by moving closer together. Note that if you have to use inches for d (distance between cards), we'll convert to millimeters back inside (multiply by 25.4). Complete item five ... r is the circle size, and d is the distance between the cards. The Earth-Sun distance changes from month to month, read from the table.
  • Back into the classroom to finish the worksheet. The actual size of the Sun is about 865,000 miles - how close did you get? What things might have you done differently to get a more exact answer?
  • Sun and Moon Bingo - pass out the bingo cards and markers. Read vocabulary words from list, reviewing the definition of the word for each. Winner(s) get a cool space pencil!
  • Sun-Moon bingo cards
  • Bingo tokens
  • Pencils
  • Yard sticks with one each hole and screen assemblies
  • Calculators

Week Two - Planets

Class Topics and Activities Worksheets Classroom Materials

Monday, July 1

  • Lesson Plan
  • Intro to Planets
  • Planets in scale
  • Mercury: Messenger Mission
  • Venus- overview How to study topgraphy
  • Roll of cash register tape length calculator
  • Internet NASA photos
  • Computer, projector, internet
  • Five prepared topography boxes
  • Rulers
  • Blank or graph paper

Tuesday, July 2

  • Lesson Plan
  • Mars Intro, size, distance from Earth, history, myths, spotting
  • Study why distance to Mars varies so much
  • Show and discuss landing of Spirit and Curiosity, longer version
  • Introduce the Evergreen School cave activity
  • Computer, projector, internet
  • Chalk, measuring tape

Wednesday, July 3

  • Lesson Plan
  • Intro to comets, asteroids and meteors
  • How comets travel, what they are made of
  • Meteors- how they are tracked, what happens when they land, why more do not land on Earth
  • Asteroids- where are they? What do they look like? How do they get there?
  • Gas planets- show images of Jupiter, Saturn, Uranus and Neptune along with discussion of each.
  • Use chart to have students:
    • figure how long it will take light from the Sun to reach these planets.
    • Figure average times for current space craft to make a trip to each of the four planets.
  • Ice chest, mixing bowl, garbage bags, work gloves, hammer, mixing spoon, paper towel, and dry ice.
  • Shallow dish, alcohol, several circle magnets
  • Meteorite sample
  • Asteroid sample

Thursday, July 4 (holiday)

   

Friday, July 5

  • Lesson Plan
  • All planets in scale to size
  • All planets in scale as to distance.
  • Students make postcards from the planet or moon that is their favorite.
  • Solar System bingo
  • 3 lbs playdough each group, oxes for each planet, cards for planets and moons, string with planets, placement marked
  • Blank post cards, pictures of planet or moons.
  • Bingo cards, markers, Solar System vocabulary sheet

Week Three - Stars and Tools

Class Topics and Activities Worksheets Classroom Materials

Monday July 8

  • The Sky Tonight (30 min): Set up Stellarium to 9PM July 8, looking toward the western horizon. Note Venus. Turn on constellation labels "V" deep sky objects "N", and proceed to about 9:30PM. The idea is to point out constellations in different areas of the sky, tell some mythology, and zoom in to deep sky objects to discuss. Most special objects don't show up at all until you zoom in. Also, sometimes selecting a star is made easier by temporarily turning off "N". Leo, Bootes, Corona Bor, Hercules (M13), heart of the Milky Way Scorpio and Sagittarius (M20, M8, M17), Summer Triangle constellations Lyra (M57), Cygnus (double star Albireo, gold and blue pair), Aquila (M11 Wild Duck). The constellations history and stories can be found in Wikipedia. Note the different colors of stars, and what the different colors mean - red glowing gas is cooler than yellow or white or blue-white glowing gas.
  • Build and use the Star Clock (20 min): Assemble by cutting out and  making the holes in the circles by using a sharp pencil. Try them out with Stellarium. First turn off the GUI readout so they can't cheat on the time (ctrl or cmd T), center on Polaris, and zoom out until the horizon just touches the edge of the screen. Demo how the big dipper moves in a circle around Polaris. Now pick a position for the dipper, have them align their star clocks and estimate the time.
  • Discussion what is a Star? (15 min) We studied the Sun last week, Stars are Suns. There are big heavy stars, there are small light stars. How do stars form?
  • Star Finding with a Planisphere (15 min): Once they've used the Star Finder hopefully the planisphere will be less intimidating. As a class set up planispheres for tonight. Face different directions with Stellarium and have students turn the planisphere around to align it. Practice finding constellations.
  • Pass out compasses and show how to use them. (10 min) Glue compasses down to a blank spot on the planispherePractice how to use compass to find directions at home. Maybe go outside to practice, and remember mnemonic "Never Eat Soggy Waffles" to find directions. Maybe take the planispheres outside too and try a daytime "dry run" getting everything positioned properly.
  • Homework: go home tonight and see if you can find some constellations with the planisphere, report on any constellations you found and any trouble you had.
  • Pencils, scissors
  • Brads for Star Clock
  • Planispheres
  • Compasses

Tuesday July 9

  • Creating your own constellation. (15 min) Pass out paper and pencils, set Stellarium to a part of the sky they haven't seen before, (southern, winter?). They should pick at five or six stars in the field, copy the stars onto their paper and make their own constellation out of them. Share a few the class, or a story about your constellation.
  • 3-D Stars (30 min) Remember the Big Dipper, Orion? The sky (and the view from Stellarium) makes everything kind of look flat, like everything's on a sphere the same distance away. But in reality every object is at a different distance from the earth. What's closest? (Moon, Sun and planets). The constellations can look quite different as seen from other places in space.
  • Work in groups of two, decide which constellation Orion or Big Dipper each group wants to model. Put up distance table onto projector screen page 4 of UAYF PDF and discuss. What is a light year? Point out the scaled distances. The students cut bamboo skewers and shorter sandwich skewers to the scaled length and stick into the sheet of the sky view of the constellation laid on top of the styrofoam slab. Put styro balls on stick ends to represent the stars on each stick. Color Betelgeuse and Rigel with red and blue crayons if desired.
  • Student's try looking at models from different angles - can you make a constellation from a side view of the stars?
  • Evolution of stars "Starfinder" video. (10 or 15 min) Can stop around 10 min if tight on time.
  • Life stories of a normal star (Sun), of extreme stars. (20 min) Discuss the two cases simplified diagram
    • Small mass (like Sun): burn about 10 billion years, then swell into a red giant, puff into a planetary nebula and eventually shrink down to a white dwarf.
    • Very massive (Rigel 18 Sun masses, Deneb 20 Sun masses): burn up their fuel much more quickly, then supernova leaving a remnant. They die as either a neutron star or a black hole.
  • Nebula mosaic Examples of planetary nebulae, and supernova remnants. Pass out color copies of Star diagrams and discuss.
  • Pencils
  • Paper Fastener (brad) CS
  • Scissors
  • Styrofoam slabs, balls or peanuts 40 sets
  • Wooden skewers

Wednesday July 10

  • What's an observatory and what types of telescopes are there? The objective is the part that gathers the light, either a refractor (lens objective) or a reflector (mirror objective) (10 minutes)
  • First half of the Palomar Tour video. Gives a sense of how big a big telescope really is. Speaking of BIG, you can also show the Thirty Meter Telescope and the farther out, yet unfunded Giant Magellan Telescope.
  • Work in groups of two. Pass out the lens sets. (10 min) Examine the lenses in your set - which are convex, which are concave?  Experiment: with the lenses, look through both, hold one up to your eye (eyepiece) and one further away. Practice checking the "power" or magnification of the image by keeping both eyes open. Try reversing the position of the two lenses and see what happens. Try many combination and see which of the lenses in what order make the best telescope?
  • Build your own telescope: 15 min. Help them put them together their RAFT kit. How do you focus your telescope? What is the magnification of your telescope? If time take them outside and look at far away stuff (NOT AT SUN!).
  • Why Do Stars Twinkle? Have you ever been outside at night and looked at distant city lights from up on a hill? Sometimes you can see "heat waves" - heat rising from the ground causing the lights of the city to shimmer or dance around. Sometimes you can see heat waves rising from the surface of a hot car. These same heat waves are what cause stars to twinkle. Scintillation is the technical term for "twinkling". Stars themselves don't twinkle - the shimmering is caused by motion in the Earth's atmosphere. Look at twinking in Stellarium - you can turn it off to help understand what's happening.
  • UAYF J1 Light Collecting Model (15 min): Telescopes gather light with the lens or mirror called the objective. The bigger the objective the more light can be gathered, and the brighter the telescope image can be. Put the students in groups of two and do the activity to fill out the worksheet.
  • Learn the parts of a small reflector with one in the classroom (10 min). Point out the differences between the refractor students made in class and the small reflector. Let the students look down the barrel to see the mirror and diagonal. Point out details of the mount, particularly that it's equatorial - how does it need to be adjusted if we use the telescope at different places on the Earth. 
  • Pencils
  • Aquarium and heater
  • Light and holder
  • Small Telescope
  • Lens Kits CS
  • RAFT Telescope Kits (one ea to take home

Thursday July 11

  • Star colors (10 min): What sorts of things would we like to know about stars? How can we find out some of those things? Present the Stars Colors slide deck. This discusses using both brightness and color. If time you could also let the students spot star colors in Stellarium. 
  • Diffraction Grating and recording colors (20-30min): Present the first half of the Rainbows from Space slide deck (stop before Doppler effect) A diffraction grating is a simple spectroscope. Turn on the linear tungsten bulb light source, pass out the diffraction gratings and let them play. Show how to view with the grating oriented so that the long axis is to the left and right, and with the grating very close to the eye. A glowing solid like the filament in the bulb gives off a "continuous spectrum". Pass out worksheets and crayons and let them do the colors for white light.
  • Next do each gas tube (maybe four or five) letting them record the colors for each. Neon, Helium are good ones to start with, the others are fainter, some you'll have to get the tube closer to the students. Save Air or Water Vapor as a mystery gas. Explain that each pattern of colors seen is unique, like a fingerprint. Last do a "mystery tube" either one you've already done (easier to identify) or show them air or water vapor.
  • Seeing details with color filters (15 min): Do the Color Filters activity using the Color Filters slide deck. The activity write-up has good descriptions of features that are called out by the filters.
  • Variable star Mystery (20 min): Because stars are so far away from Earth we don't yet have space probes that can travel to other stars, so we must use indirect methods. All of these methods involve careful observation and thinking about the light that comes to us from the objects. Some stars change in brightness from night to night, variable stars. Let's watch one for several nights, and record the changes in it. Pass out the graphs and pencils and go through the Variable Star slide deck.
  • Questions about their graph: Why does the graph have the shape it has? Discussion - it's because there are really two stars here - an eclipsing binary star system - and each star passes in front of the other as seen from the Earth. What things can you tell about the system by looking a the shape of the dips? Old animated GIF that nicely links the graph points to the two stars positions is here - scroll down to second moving image.
  • Pulsars slide deck: A pulsar is a special kind of very massive star after it has run out of energy. It spins rapidly because when it runs out of fuel it collapses into a very small space. Like an ice skater that pulls in their arms spins faster and faster, so the pulsar spins very fast when it has shrunk down to an object only a few miles across.
  • Hear a pulsar: Scientists have been able to make recordings of what pulsars "sound" like. Of course, we can't hear anything across the void of space, but the ticks we hear are each one "flash" of the light of the pulsar. The slide deck has a couple of links to the sounds, or just go to the web site and play from there.
  • Spectrum Tubes and Power supply
  • Tungsten bulb
  • Diffraction Gratings (one each to take home)
  • Crayons CS

Friday July 12

  • Visible light is just one of many different forms of radiation that we can detect, radio waves, microwaves, ultraviolet and infrared. The collection of all light that comes from space is called electromagnetic radiation NASA EM Video (5 min). 
  • Let's learn about one type of electromagnetic radiation called infrared. NASA Spitzer Infrared Video (5 min)
  • Infrared in the classroom (10 min): Most digital video cameras are sensitive to infrared light, even though our eyes are not. Connect the video camera to the to the laptop. Show how a remote control sends out infrared, turn off the lights and use the infrared light function of the camera to see in the dark. 
  • Star counts activity (20 min): When we hear of large numbers of objects, like 200 billion stars in our galaxy, you can be sure that NO ONE has actually counted every single one. We estimate based on average numbers for a small sample, and multiply by the number of samples. Just do Activity 1 in the PDF using the last page for the worksheet.
  • Parallax "Thumb" activity: One of the hard problems in astronomy is how to measure distances to things in space. One way to do it for close by objects is to use an effect known as parallax. Do the NASA Parallax activity. Old animated GIF showing parallax is here - scroll down to first image.
  • If time, the new ALMA observatory in Chile is 5000m above sea level and observes only invisible light. Why does this observatory have to be so high above sea level? 
  • Star & Tool Bingo
  • Star-Tool Bingo cards
  • Bingo tokens
  • Digital video camera and cable

Week Four - Spaceships to Mars

Class Topics and Activities Worksheets Classroom Materials

Monday, July 15

  • Lesson Plan
  • Review what was presented about Mars in week two in the second lesson.
  • Introduce what is known about Mars from the mission taken by NASA concentrating on information from the rovers Curiosity, Spirit and Opportunity. Show landing videos.
  • Planned Deep Space Missions
  • Curiosity landing (11 minutes)
  • VCR tape called "So, What is Wrong Here?" Discuss what is real about space travel and what is fiction ie, distances traveled, use of gravity, time travel, space ships used, "beam me up, Scotty", etc.
  •  
  • Computer
  • Screen
  • LCD projector
  • VCR

Tuesday, July 16

  • Lesson Plan
  • Present project- Students will deal with problems of 1) Radiation, 2) Food, 3) Fuel, 4) Water, 5) Composition of the crew (up to a crew of 10 can be taken), and 6) How to land the spacecraft. If they wish they can add a) Air Supply, b) Gravity, c) Transportation to their project. The project will be done in written and "to scale" drawing form.
  • Information will be given to the students in written form about all six of the items they must consider in designing their spacecraft. If time the other three optional areas will be discussed. All information given will be taken from the NASA website as it relates to the A Crewed Mission to Mars.
  • Students would be given class time to start the project.
  • Mars Rising
    • The Challenges, The Human Body, The Crew, Destination, Mars, The Quest
  • Mars Games
    • RoverXPL and MAV.V
  • 40- feet bell wire (22 gage)

  • Salt 1 lb.

  • 20- test tubes

  • 10- 9 volt batteries

  • 10- small bowls (6 inches diameter- 3 inches depth)

  • Matches

  • Water

Wednesday, July 17

  • Lesson Plan
  • Half of this period will be spent on students practicing using graph paper to draw items per scale from the top and the side. Items used would be 1) Shoe box, 2) Broom, 3) Classroom chair.
  • The second half of the period will be used for the groups to continue to plan the project.
  • 40 sheets of 8 ½ x11- quarter inch graph paper

  • At least 5 sheets of 32x24 inch tablet

  • 20 12 inch rulers

  • 20 compass (for drawing circles)

  • LCD projector

  • Projection Camera

  • Directions and project worksheet for the spacecraft.

     

Thursday, July 18

  • Lesson Plan
  • Students work on their projects with breaks provided by the teacher to given information as needed.
  • Breaks might include View of Mars using Stellarium, Race To Mars
  •  
  • Computers / LCD projector / Screen

  • Large 24”x32” graph paper

  • Rulers

  • Compasses

  • Pencils

  • Rough drawings of the spaceships from previous lessons

Friday, July 19

  • Lesson Plan
  • NASA astrobiologist Dr. Greg Jahns will give a presentation on what his responsibilities have been over the years at NASA and his education group.
  • He will listen to the presentations by each team and give feedback.
  •  
  • Same as Thursday

List of stuff Needing Attention

Item (check when complete) Who? Week Required? Notes
Set up To Do list
Mike ASAP  
Finish Sun size equipment and worksheet Mike 1  
Do filter slide deck Mike 3 Also need filters
Decide about twinkling demo Mike 3 Not this time around. Aquarium and heater, demo laser beam twinkling
Put together sun angle heating demo Mike 3 One heat lamp directly shining down, one at sharp angle
Assemble lens kits Mike 3 For telescope making day
Work on 3D constellation materials Mike 3 See if Leo would be a better constellation choice than Orion
Get Solar System Vocabulary Terry ASAP Terry: do you want me to do this?
Generate bingo cars for Week Two
Mike 2 Need vocabulary
Find 10 meter sticks Terry 1 These are for the Sun size measuring activity
Generate the bingo cards for Weeks One, Three Mike 1 Need solar system vocabulary to complete.
Stellarium scripts Mike 1  
Finish work on week four Terry 4  
Handouts for week four Terry ASAP  
Get pans for cratering activity Mike 1 Maybe from a pet supply store?
Study week four materials Mike 4  
Make Venus topography boxes Terry 2 Need shoe boxes; Terry I saw possible boxes at RAFT
Locate the Moon balls at the planetarium Margarita 1  
Send new links and lesson material to Mike Terry ASAP  
Need to locate playdough or clay for modeling Terry 2 Other materials for this activity?
Review slide decks Mike 1 Intro tour, Moon
Add straight pins to earth models Mike 1 Each model needs two to mark viewing position in NS hemispheres.
Send off copies to Paula Mike ASAP  
Build 12 Sun measuring setups our of card stock Mike ASAP