Looking up at the night sky we see our moon, planets, and many, many stars. It has been this way for thousands of years. In ancient times, people named planets, and star formations after mythological gods, people, and creatures. Today we are not as familiar with those stories. It is difficult for us to find constellations and understand how exactly they are supposed to look. In this WebQuest you will develop an understanding of constellations and the myths behind them. You are responsible for bringing us up to date on these beautiful formations.

 

 

Task

Your job is to gather enough information about a particular constellation to be able to present a fact filled brochure to the class about that constellation. You will find the information by researching the links I have provided.  

Process and Resources

 1. Divide into groups of 2-3 students

2. Choose one of the constellations below

3. Click on the constellation name and explore the links listed

4. Take notes on the following information:

A. Where did the name come from? What is the story behind it?

(example: Greek mythology)

B. What figure is the constellation?

(example: Phoenix, an mythological bird)

C. Are there any prominent stars?

(example: a giant star named Polaris)

D. When can the constellation be seen during the year?

(example: From March to June)

E. Where can the constellation be seen?

(example: In the northern sky)

F. Is your constellation near any other?

(example: It is just south of Draco. They share 2 stars)

G. What does the figure look like?

(example: Design an illustration of your constellation)

 

Draco	Leo	Scorpius	Pegasus
Lyra	Corona Borealus	Cancer	Ursa Major
Cassiopeia	Hercules	Perseus	Cetus

5. Prepare a brochure about the constellation including the factual information collected. Remember to include pictures of how the stars are connected and what the final picture of the image looks like.

 

 

 

Evaluation

 

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Research	Name is given. Origin is given.	Name is given with origin. Myth is included.	Name,myth, and origin given. Location/time seen is included.	Name, myth, origin given. Location, time of year, and important stars listed.
Brochure	Introduction with name and origin.	Introduction with name, origin, myth, and location included.	Introduction with name, origin, myth, location, time, and illustration,	Introduction with name, origin, myth, location, time, and detailed illustration.
Group Work	Group was somewhat cooperative with frequent problems. Little to no creativity evident. At least two member contributed.	Group cooperated, everyone contributed, and one member was speaker with little problem, minimal creativity.	Group was on task with no problems. Everyone contributed and at least two members spoke, some creativity.	Group worked very well together with no problems. All members spoke and showed individual creativity.

 

 

Conclusion

Time to show your masterpiece! Plan a presentation to give to your class. During your presentation you will discuss the factual information you collected about your constellation. You will share the illustrations including the brochure.

Be creative!

 

 

 

 

Reflection

Time to think about your work and the work of your group. Complete the following questions honestly.

 

Collaboration Reflection:

 

 

1. Did you feel that your group worked cooperatively?

2. Did everyone stay on task during group meeting times?

3. Did everyone complete their work on time for making the brochure?

4. Did you enjoy working as a group putting together a brochure and an oral presentation?

 

 

 

Extension

You are now an expert at star gazing. It's time for you to show your creative side. Create a constellation of your own. Begin by generating answers to the questions in the Process and Resource section of this WebQuest. Next, make an large drawing of your constellation on black construction paper. Poke holes through the location of the main stars. Present your constellation to the class by sharing the information you made up. Finally, place the construction paper on the overhead projector so that it shows onto the chalkboard in a dark classroom. Explain the constellation figure to your class as you connect the dots. Have fun!

 

 

 

 

 

Notes to Teacher

* This WebQuest should take approximately one to two weeks.

* For something different, have students us a paintbrush program for the illustration.

* Brochure may be produced in PowerPoint or HyperStudio format.

 

 

 

Arizona State Science Standards

 

Standard 6: Earth And Space Science

 

Students understand the composition, formative processes, and history of the earth, the solar system and the universe.

 

ESSENTIALS (Grades 4-8)

Students know and are able to do all of the above and the following:

 

* 6SC-E1. Describe and model the motion of earth in relation to the sun, including the concepts of day, night, season and year

(Grades 4-5)

PO 1. Distinguish between revolution and rotation

PO 2. Describe how the earth's movement, in relation to the sun, creates day and night

(Grades 6-8)

PO 1. Explain the motion of earth in relation to the sun, including the concepts of day, night, season and year

* 6SC-E2. Describe common objects in the solar system and explain their relationships

(Grades 4-5)

PO 1. Describe common objects in the solar system

PO 2. Explain how objects in the solar system are related

(Grades 6-8)

PO 1. Describe common objects in the solar system galaxy and the universe

PO 2. Explain the relationship between common objects in the solar system galaxy and the universe

(Grades 4-5)

PO 1. Explain the impact of technology on earth science

PO 2. Explain the impact of technology on space science

(Grades 6-8)

PO 1. Describe some technological advances that have impacted both earth and space science

 

 

 

 

 

 

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