2022 Message: Currently I hold a weekly night sky observation session for the neighbors in my Headwaters Subdivision. So, if you go to the HW 78620 tab above and Stargazers; you discover FAQ's, Kinesthetics, Activities, and the notes for future and/or recent night observation sessions. The FAQ's, Kinesthetics & Activities are well worth you checking out.
Welcome to SPASH Astronomy
History of SPASH ASTRONOMY, Unique Grading Rubric, Expectations is a must read, etc.
Don't miss out on the GNATS.
History: The Star Hustler (Jack Horkheimer) would end each PBS TV episode (at the end of the broadcast day) with "Keep Looking Up" and Dr. Laura (on the radio) after giving advice would say, "Now, Go Do the Right Thing." so for years I thought about what I could say after an inspirational teaching moment and when running on day in the woods, it hit me, GNATS (Go Now and Teach Someone). There is truly, no better way, to learn something than to teach it to someone else so my students would be awarded class points toward their rubric if they turned around and became teachers of what was just taught them. GNATS is truly a WIN, WIN, WIN situation as students listen with a great desire to understand the concept if they realize they have to turn around and become the teacher of the Key Idea. WIN situation because they retain the lesson learned for life once they continue teaching it to others. WIN because it becomes a chain letter in that whoever they teach it to, turns around and teaches it to others, until the whole Earth knows.
Note: Capt. Jenkins had one of my Pre-Calc. students notice the goats on his belt (Navy mascot) when he was teaching Astronomy for two years so suggested he use GOATS (Go Out and Teach Someone) instead so Capt. Jenkins did so.
Note: Capt. Jenkins had one of my Pre-Calc. students notice the goats on his belt (Navy mascot) when he was teaching Astronomy for two years so suggested he use GOATS (Go Out and Teach Someone) instead so Capt. Jenkins did so.
What's Up Docs!
Note: The GNATS are life changing when it comes to understanding the essentials of Astronomy but then again so are the What's Up Docs!
After having taught Astronomy for several semesters, I realized our textbook was meant for a whole year course but we only had a semester to work with the students. Then it came to me one day; when greeted in the hallways someone may ask an Astronomy student, "What's Up?" If I taught them what is all up there in the Universe they would have a great reply to reveal (a teaching moment so to say).
Then I thought, "Who is famous for saying, "What's Up Doc?" and thus every What's Up Doc? includes a Bugs Bunny Cartoon. I play the cartoon until Bugs Bunny says his famous line, then pause the cartoon while I share in just a few minutes something in the Universe (from what there is the most of - to what there is the least of, in the Universe, then within our galaxy, then within our solar system) and finally complete the cartoon.
I tell you honestly, when I ask the students to recall all the What's Up Docs up to the current one, they can recite them without hesitation. What a Great Learning Tool!!!
After having taught Astronomy for several semesters, I realized our textbook was meant for a whole year course but we only had a semester to work with the students. Then it came to me one day; when greeted in the hallways someone may ask an Astronomy student, "What's Up?" If I taught them what is all up there in the Universe they would have a great reply to reveal (a teaching moment so to say).
Then I thought, "Who is famous for saying, "What's Up Doc?" and thus every What's Up Doc? includes a Bugs Bunny Cartoon. I play the cartoon until Bugs Bunny says his famous line, then pause the cartoon while I share in just a few minutes something in the Universe (from what there is the most of - to what there is the least of, in the Universe, then within our galaxy, then within our solar system) and finally complete the cartoon.
I tell you honestly, when I ask the students to recall all the What's Up Docs up to the current one, they can recite them without hesitation. What a Great Learning Tool!!!
Learning the Stars and Constellations
The first few semesters I did not teach the names of the stars and constellations as I had not learned them in my Astronomy courses at the university back in the 1970's through 1980's. BUT I will never regret having listened to the students wisdom when they begged me to teach them the star/constellation names. Learning these not only adds a whole new exciting dimension to the class but I appreciate knowing the sky like the back of my hand (probably better than the back of my hand) as I live my personal life.
There are several ways to do this but here are some unique ideas you may wish to try that are inexpensive and fun.
1. Pet Constellations: I have each student pick a different pet constellation and research them to the extend that they become the most knowledgeable about their region than almost anyone else. Sometimes I have the class brainstorm what they can look for about their region. Most classes come up with at least 26 different categories but I remember one class that came up with at least 65 unique ideas.
Some ideas included: Mythology, of course. What makes their region unique compared to the other 87 constellations (largest, smallest, looking toward the center of our Milky Way or looking perpendicular to the plane of our Milky Way). What objects are in our region or pass through it (Meisier Objects, NGC objects, planets, Asteroids, Comets, Hubble Space Telescope, Hubble Deep Field or other Hubble pictures). How one can use my pet constellation to find other objects in the sky (much like the Big Dipper is used to locate other stars and places). Size comparisons to the other constellations, when one can see it (time of year), right ascension/declination places, where is it seasonally, star names and meanings, types of stars in it, make a 3D model, pumpkin model every Halloween, neighbors of my pet constellation, movies with my pet constellation in it, songs, Bible mentions, make a riddle with, etc., etc., etc. The students are unbelievable when it comes to brainstorming their pet constellation and researching it. This is one activity, if done right, students will have with them the rest of their life.
Some ideas included: Mythology, of course. What makes their region unique compared to the other 87 constellations (largest, smallest, looking toward the center of our Milky Way or looking perpendicular to the plane of our Milky Way). What objects are in our region or pass through it (Meisier Objects, NGC objects, planets, Asteroids, Comets, Hubble Space Telescope, Hubble Deep Field or other Hubble pictures). How one can use my pet constellation to find other objects in the sky (much like the Big Dipper is used to locate other stars and places). Size comparisons to the other constellations, when one can see it (time of year), right ascension/declination places, where is it seasonally, star names and meanings, types of stars in it, make a 3D model, pumpkin model every Halloween, neighbors of my pet constellation, movies with my pet constellation in it, songs, Bible mentions, make a riddle with, etc., etc., etc. The students are unbelievable when it comes to brainstorming their pet constellation and researching it. This is one activity, if done right, students will have with them the rest of their life.
2. Stars of sky on ceiling stencil so stars can be learned using a black light and laser pen as the class looks at the ceiling (I have the summer sky on my daughters bedroom ceiling and the winter sky on my sons bedroom ceiling and have used this same stencil on four classrooms in our building).
I found the stencils on the internet at a company called Ursa Major stencils.
Here is the website
The first day students look at the ceiling, it looks like someone just tossed paint drops on the ceiling that glow; but by the end of a semester course, they can name all the major stars and constellations and tell you which constellation any one of the stars is in.
How I teach them: I spend the first session just getting them excited about learning the sky and do it the last few minutes of the first or second day of class usually. The second day I hand out the lesson 1 sheet and just teach them a handful (Dubhe and Merek [the pointer stars] then Polaris, Kochab, and Pherkad in Ursa Minor). The third lesson is reviewing the above and learning the rest of the bowl of the Big Dipper, the muzzle, and the four in the handle of the Big Dipper. The next lesson is Draco, Cepheus, and Cassiopia.
Now I tell them that the reason we learned so many stars in these five constellations is that they are circumpolar meaning we can see them year round in Stevens Point. Now we'll learn fewer stars per constellation usually but more constellations.
After the first lesson outside the major five constellations I had out one laser pointer per group, each with a different shape projected on the ceiling, and at first I quiz them on what was learned so far on the ceiling as they take turns with the laser pointer and then call on a student to take over calling out what to find while I see if anyone can beat me to it with my shaped projection. The student calling them out is usually the most knowledgeable until everyone is proficient at finding all the stars and constellations on the ceiling and for real in the night sky during sky observation sessions.
Search this website Astronomy tab for many more handouts and extended ideas on this subject.
I found the stencils on the internet at a company called Ursa Major stencils.
Here is the website
The first day students look at the ceiling, it looks like someone just tossed paint drops on the ceiling that glow; but by the end of a semester course, they can name all the major stars and constellations and tell you which constellation any one of the stars is in.
How I teach them: I spend the first session just getting them excited about learning the sky and do it the last few minutes of the first or second day of class usually. The second day I hand out the lesson 1 sheet and just teach them a handful (Dubhe and Merek [the pointer stars] then Polaris, Kochab, and Pherkad in Ursa Minor). The third lesson is reviewing the above and learning the rest of the bowl of the Big Dipper, the muzzle, and the four in the handle of the Big Dipper. The next lesson is Draco, Cepheus, and Cassiopia.
Now I tell them that the reason we learned so many stars in these five constellations is that they are circumpolar meaning we can see them year round in Stevens Point. Now we'll learn fewer stars per constellation usually but more constellations.
After the first lesson outside the major five constellations I had out one laser pointer per group, each with a different shape projected on the ceiling, and at first I quiz them on what was learned so far on the ceiling as they take turns with the laser pointer and then call on a student to take over calling out what to find while I see if anyone can beat me to it with my shaped projection. The student calling them out is usually the most knowledgeable until everyone is proficient at finding all the stars and constellations on the ceiling and for real in the night sky during sky observation sessions.
Search this website Astronomy tab for many more handouts and extended ideas on this subject.
3. Constellation Puzzles:
Our seniors graduate on Memorial Day Weekend and the underclassmen have another half dozen days or more of class to go yet. So, since most of my students are seniors, if have the remaining students help me make cool materials for future classes.
One such year, I had the underclassmen help me make a North Declination Constellation Puzzle and a South Declination Constellation Puzzle. I found shapes of all the constellation proportional in size on a poster/map and copied onto card stock paper so the constellations could be cut out along their boundaries and each of the puzzles could be made. While we were at it, we made 35 puzzles, 7 envelopes per puzzle with pieces numbered one the back as to which envelope, of the seven, they went back in. Then these 7 envelopes went into a Inter-school mail larger envelope (also numbered 1 thru 35) and keep in an empty 8.5 " X 11" empty paper box.
One the day chosen to do a puzzle, I usually let the class break into any size group and have them start at the same time; the first group done all get 50 pts. toward the grade rubric, the 2nd done 40 pts., the 3rd 30 pts. and any group that finishes get 20 pts. and any group that tried but didn't finish gets 10 pts.
Constellation Names 1 and Constellation Names 2 and the Real Zodiac and Pronouncing Star Names and
Future North Stars and so much more as the course continues this semester.
Our seniors graduate on Memorial Day Weekend and the underclassmen have another half dozen days or more of class to go yet. So, since most of my students are seniors, if have the remaining students help me make cool materials for future classes.
One such year, I had the underclassmen help me make a North Declination Constellation Puzzle and a South Declination Constellation Puzzle. I found shapes of all the constellation proportional in size on a poster/map and copied onto card stock paper so the constellations could be cut out along their boundaries and each of the puzzles could be made. While we were at it, we made 35 puzzles, 7 envelopes per puzzle with pieces numbered one the back as to which envelope, of the seven, they went back in. Then these 7 envelopes went into a Inter-school mail larger envelope (also numbered 1 thru 35) and keep in an empty 8.5 " X 11" empty paper box.
One the day chosen to do a puzzle, I usually let the class break into any size group and have them start at the same time; the first group done all get 50 pts. toward the grade rubric, the 2nd done 40 pts., the 3rd 30 pts. and any group that finishes get 20 pts. and any group that tried but didn't finish gets 10 pts.
Constellation Names 1 and Constellation Names 2 and the Real Zodiac and Pronouncing Star Names and
Future North Stars and so much more as the course continues this semester.