History of astronomy scavenger hunt

A unit on astronomy inevitably and rightfully begins with a look at the history of astronomy. This activity provides students with an opportunity to learn the basic facts of the history of astronomy by using the internet.

A lesson plan for grades 9–12 Science and Social Studies

By Mark Clinkscales and Carrie Palmer

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Related topics

• Learn more about astronomy, history, science, and technology.

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Learning outcomes

The students should be able to:

• Distinguish between a heliocentric and a geocentric model of the universe.
• Identify some of the proponents of each model.
• Describe some of the measurements and observations that led to acceptance of the Copernican model.
• State Kepler’s laws of planetary motion.

Teacher planning

Time required for lesson

1.5 days

Materials/resources

One copy of The history of astronomy scavenger hunt per student

Technology resources

Computers with internet access (at least one computer for every two students).

Pre-activities

Students should be familiar with using the internet, including the use of search engines.

Activities

Part 1

Collecting Information

1. Give each student a copy of the history of astronomy scavenger hunt.
2. Students should work independently or in pairs to find answers to as many of the questions as possible in a given time period (for example, one fifty-five minute class). They should not be expected to find all of the answers, given the time limit, but they should easily find three-quarters of them. In order to ensure that all of the questions are answered, it may be wise to encourage students to start at different places.
3. The students should turn in their answers to the teacher when the time is up.

Part 2

Sharing Information

1. The teacher should hand back the work to each student.
2. Students should work in groups of four to check their answers against one another, and fill in questions they did not find answers to. A time limit of 15–20 minutes should be placed on this activity.
3. The teacher should lead a class discussion to answer any questions students had difficulty with and any questions raised by what students have learned.

Assessment

Qualitative Assessment:

1. While students are working on the Scavenger Hunt the teacher should record whether the students are actively involved, somewhat involved, or barely involved in the activity.
2. The teacher should look over each student’s work that night. Ideally, the teacher should check each question to see if it is correct. Realistically, a teacher might just check a few answers, and make some positive comments to encourage students to share answers the following day. At a minimum, the teacher should check to see that the student has answered three-fourths of the questions.
3. Based on effort in class and completion of approximately three quarters of the questions, the teacher may give each student a grade.

Quantitative Assessment:

The teacher should give a quiz, which addresses the objectives, and/or incorporate the questions into a unit test.

Supplemental information

Comments

For years I have done a one-day lecture on the history of astronomy as an introduction to a unit on astronomy. I tried to lead students to see the importance of the measurements and observations made in the 16th and 17th centuries, and how this data and the thought processes of these scientists led to a scientific revolution and the birth of modern science. This lesson has been created as an alternative to the lecture, in the hopes that the same information can be discovered in approximately the same time period in a more enjoyable and meaningful fashion.