How Can You Model A Comet?

Author: WeExcel Astronomy Institute & Kim Reeder

Subject and Grade Level: 6-9 Multi-Disabled Students

Topic: Earth and Space Science/Scientific Inquiry/Scientific Ways of Knowing/

Space

Goal: To identify theories for the origin of the universe and list the objects which

make up the solar system.

Objective: To identify the components of the solar system.

Ohio Standards:
Earth and Space Sciences Standard: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the

composition of the universe, the solar system and Earth. In addition, it includes understanding theproperties and the interconnected nature of Earth’s systems, processes that shape Earth and Earth’shistory. Students also demonstrate an understanding of how the concepts and principles of energy,matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they graspan understanding of the historical perspectives, scientific approaches and emerging scientific issuesassociated with Earth and space sciences.

Ohio Benchmark Grade 8Earth and Space Sciences:

A. Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

Ohio Indicators Grade 8 Earth and Space Sciences:

8A3. - Compare the orbits and composition of comets and asteroids with that of

Earth.

Ohio Benchmark Grade 6 Scientific Inquiry:

A. Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

B. Analyze and interpret datafrom scientific investigationsusing appropriate

mathematical skills in order to draw valid conclusions.

Ohio Indicators Grade 6-8 Scientific Inquiry:

6B4. Explain that a single example can never prove that something is always

correct, but sometimes a single example can disprove something.

7A3. Formulate and identify questions to guide scientific investigations that

connect to science concepts and can be answered through scientific

investigations.

7B6. –Identify faulty reasoning and statements that go beyond the evidence or

misinterpret the evidence.

Ohio Benchmark Grade 8 Scientific Ways of Knowing:

B. Explain the importance of reproducibility and reduction of bias in scientific

methods.

Ohio Indicators Grade 8 Scientific Ways of Knowing:

8B2. Explain why it is important to examine data objectively and not let bias

affect observations.

Time Needed:2 - 45 Minute Periods

Materials:

7.5 cm. Styrofoam balls for each student

1 Popsicle stick or pencil for each student

Bottle of white glue

Bottles of various color glitter

1 shallow bowl for each student

1 plastic spoon for each student

Newspaper

Various color curly ribbon

Masking tape

Markers or sharp pencils

Vocabulary:

cometcorenucleus

comatailhead

Procedures:

1) Teacher will introduce lesson by having students answer question, “What is a comet?” Teacher will then have students write vocabulary terms in graphic organizer as class defines it.

2) Teacher will then introduce the concept that comets have two tails. She will explain that the tails always point away from the sun.

3) During period 2, the teacher will lead the students in a review of the previous period’s lesson. The class will then transition into making the model.

4) Have students cover the work area with newspaper.

5) Students will push one end of a Popsicle stick or pencil into a large Styrofoam ball. Then take the stick out, fill the hole with white glue and push the stick back in. Set aside to let the glue dry.

6) Cover the ball with a thin layer of white glue and roll it ina shallow bowl filled with glitter. Use the plastic spoon to sprinkle glitter over any bare areas. Shake off any excess glitter onto newspaper and pour it back into the bowl.

7) Students pick out colors of curly ribbon and teacher and parapro help students curl it. Place a small spot of glue on one side of the ball. Place the ends of 2 strands of curly ribbon on the spot, making sure that each strand sticks to the ball. Let the glue set, then place another spot of glue on top of ribbons to make sure they stick to the ball.

8) After the glue is dry, students can swish their comets through space. Using a fixed object as the sun, students will see if they can make their comet orbit the sun so that its tail is always pointing away from the sun. Ask students, “How do you have to hold the comet in order to do this?”

Extensions and Additional Teacher Notes:

  • Students could research on internet for characteristics of a comet. They could present 3 characteristics with index cards or as a PowerPoint.
  • Watch a documentary and/or movie about famous comets and discuss events surrounding them or effects of comet occurrence.
  • If there are any comets orbiting the earth, have students look for them at night or bring in information from newspaper or internet.

Assessment Plan:

Formative Assessments

  • Pre-Test
  • Informal observation
  • Discussion Participation
  • Student graphic organizer

Summative Assessments

  • Comet Project Participation
  • Post-Test

Lesson Summary and Reflection

This lesson was part of an overall unit on space. It included a brief overview of the solar system, planets, constellations, comets, meteors and the space program. The curriculum was modified due to the academic level of my students that are multi-disabled.

My students really enjoyed this lesson. They were able to read the lower level information about comets and come up with important facts. Their graphic organizer helped them to state and write the important facts they had learned. We also used the graphic organizer to review the next day as we started making our comet model. They enjoyed making the model best of all. I put some lower/higher ability students together in groups of two. This worked well for both parties. They got more satisfaction out of the lesson as a helper or completer of a task. The students earned a participation grade when making their comet because what they could summarize and how they worked alone or with a partner to crate a finished product was more important than the look of the finished comet. They had some very creative comets. They were repeating some facts they learned and best of all they thought they were having fun instead of sitting in school and learning. This also showed my students (MD) can be taught from and learn the academic content standards with some tweaking. Teaching them reasoning and research skills helps them in any subject. They were confident when they took the pre-test and post-test. All my students improved their scores by at least 16% from the pre-test to the post-test. I was very surprised because I don’t give pen and paper test. Most of my grading is done on their progress and participation. This lesson helped me to incorporate hands-on activities in my other units. I know this type of teaching works well for my students and it is a lot more fun for me to plan and teach.

Next time, I will add a 3rdday and show a video about comets to help them summarize what they’ve learned. I will probably also add the “research project” and have them come up with 3 facts which they can make into a 2-3 page PowerPoint presentation. It would be good for them to have some oral presentation practice.

Name ______Date ______

Comet Pre/Post-Test

1. The universe includes everything that exists.

TrueFalse

2. A light-year is the time it takes light to travel in one ______.

  1. day
  2. month
  3. year

3. Comets are chunks of ______and dust that orbit the sun.

  1. snow
  2. ice
  3. chocolate

4. Comets have more than 1 tail.

TrueFalse

5. A comet’s tail is made of dust and ______.

  1. gas
  2. ice cream
  3. rain

6. The most famous comet’s name is ______.

  1. John Smith’s comet
  2. Miss Reeder’s comet
  3. Halley’s comet

7. Space ships orbit comets.

TrueFalse

8. The name of our galaxy is ______.

  1. Urbana Galaxy
  2. Milky Way Galaxy
  3. Andromeda Galaxy

9. Stars are giant balls of glowing ______.

  1. gas
  2. snow
  3. dust

10. Our solar system is made up of comets, meteors, dust, asteroids, eight planets and their moons, and the sun.

TrueFalse