Jupiter Observation

8/12/2019 Jupiter Observation

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Lowell Observatory Ages 4-8

Jupiter Luppiter

Contents

1 Rationale

2 Questions About Jupiter,Jupiter Fun Facts

3 Integrated Ideas Web,Jupiter Jingle

4 Jupiter Vocabulary,Jupiter Spelling Song

5 Jupiter Bibliography,Internet Resources

More than 1,300 Earths could fit insideJupiter, our solar system’s biggest planet.

Rationale:

Jupiter is a planet of extremes. Itsconsiderable size, strong magnetic andgravitational fields, and incredible numberof satellites capture the imagination,making Jupiter an ideal catalyst forexploring numerical operations, sizecomparisons, gravity, and magnetism.

Courtsey NASA/JPL

Jupiter compared to Earth Courtesy: NASA/JPL

You cannot teach a man anything.You can only help him discover it inhimself.

- Galileo Galilei



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Questions about Jupiter

Credit: NASA

In 1995, NASA’s Galileo spacecraftarrived at Jupiter to begin an 8-yearstudy of the planet, its moons, andrings.

Jupiter Fun Facts:

• Jupiter is the fifth planet from the Sun.

• It is the biggest planet in our solar system!

• Jupiter’s giant belts of brownish coloredclouds give it a striped appearance.

• Jupiter has more than 60 confirmedmoons.

• The largest moon, Ganymede, is thelargest moon in the solar system. It iseven bigger than Mercury.

• Jupiter’s moon Io is the most volcanic body in the solar system. It has hundredsof active volcanoes!

Credit: Lunar and Planetary Institute

Jupiter, Saturn, Uranus and Neptuneare known as the Gas Giants becausethey all have a gaseous nature and arelarger than Earth.

Where is Jupiter in our solar system?

Why does Jupiter appear striped?

What special attributes does Jupiter havethat make it unique in our solar system?

How many moons does Jupiter have?

What is the nature of Jupiter’s stronggravitational field?

What is the nature of Jupiter’s strongmagnetic field?



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Integrated Ideas Web Jupiter’s Great Red Spot is a massivehurricane three times the size of Earth

ART

Fishing ForMagnets

LITERACY

JupiterJournal

TECHNOLOGY

Jupiter WebQuest

MUSIC

JupiterSpelling

Song

JupiterJingle

MATHEMATICS

My Weight

on Jupiter

50 Ways toMake 50

SCIENCE

Great

Gravity

MagnificentMagnets

SOCIALSTUDIES

Galileo'sDiscovery

MagnetMap

Credit: NASA/JPL

Jupiter Jingle (sing to the tune of the Willaby Wallaby name song)

Jupiter Jupiter Jive Jupiter Jupiter Song

It’s planet number five Its magnetic field is strong

Jupiter Jupiter Tune Jupiter Jupiter Jingle

It has more than 60 moons So cold it would make your toes tingle!



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Jupiter Vocabularycalculate: to figure out

compass rose: a directional tool used on maps

indicating the points of the compass

Galileo Galilei: the astronomer who discovered

Jupiter’s satellites and our moon’s craters

gravitational field: an invisible force around acelestial body which attracts objects to its

center

gravity: a force of attraction that moves objects

toward the center of a celestial body, such

as Earth

legend: a portion of a map which explains its

symbols or other information; also called a

key

magnet: an object which attracts certain

substances, such as iron

magnetic field: an invisible force around a

magnet which pulls magnetic objects

toward it

parachute: a device, usually shaped like an

umbrella, which lowers objects at a slower

rate

The symbol for Jupiterlooks like a combinationof which two numbers?

Jupiter Spelling Song

(Sing to the tune of Mary Hada Little Lamb)

J-U-P-I-T-E-R,That’s its name, that’s

its name.

J-U-P-I-T-E-R,The 5th planet from theSun.



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Jupiter Bibliography

Bennett, J., Schneider, M. & Ellingson, E. (2008). Max Goes to Jupiter .

Berger, M. (1995). Discovering Jupiter: The Amazing Collision in Space .

Howard, F. (2007). Jupiter (Planets) .

Loewen, N. (2008). The Largest Planet: Jupiter (Amazing Science: Planets).

Seymour, S. (2000). Destination: Jupiter .

Taylor-Butler, C. (2008). Updated Jupiter (Scholastic News Nonfiction Readers: SpaceScience).

Wimmer, T. (2007). Jupiter (My First Look at the Planets) .

Internet Resources

Ask an Astronomer: Jupiterhttp://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtml

Astronomy for Kids: Jupiterhttp://www.kidsastronomy.com/jupiter.htm

NASA’s Kid-Friendly Solar Systemhttp://solarsystem.nasa.gov/kids/jupiter_kids.cfm

Astronomy: for Kidshttp://www.astronomy.com/en/News-Observing/Astronomy%20Kids/2008/03/Jupiter.aspx

The Nine Planetshttp://kids.nineplanets.org/jupiter.htm

http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtml


http://www.kidsastronomy.com/jupiter.htm


http://solarsystem.nasa.gov/kids/jupiter_kids.cfm


http://www.astronomy.com/en/News-Observing/Astronomy%20Kids/2008/03/Jupiter.aspx


http://kids.nineplanets.org/jupiter.htm









Jupiter Lesson Plans Ages 4 - 8 Lowell Observatory July 2011

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JUPITER LESSON 1: Great Gravity

SUBJECTS ADDRESSED: Science, Mathematics, Language Arts

GRADE LEVELS: K-3

STATE STANDARDS ADDRESSED:

Arizona State Science Standard Strand 5: Physical Science

Concept 1: Properties of Objects and Materials

Kindergarten – PO 2. Compare objects by the following observable properties:

• size

• color

• type of material

Arizona State Science Standard Strand 1: Inquiry Process

Concept 2: Scientific Testing (Investigating and Modeling)

Kindergarten – Grade 2, PO 2. Participate in guided investigations in life,physical and Earth and space sciences.

Arizona State Mathematics Standard Strand 1: Number and Operations

Concept 2: Numerical Operations

Grade 3, PO 2. Create and solve word problems based on addition,subtraction, multiplication, and division.

LESSON OBJECTIVE, PURPOSE OR GOAL: Students will compare planetsizes and participate in a guided investigation of gravity. With help as needed,students will calculate their weight on Jupiter.

INTRODUCTION ACTIVITY:

1. Ask students to reorder a model solar system by size. Which planet islargest? (Jupiter) How does Jupiter compare in size to the other planets?To the Sun?

2. Explain that because Jupiter is larger than Earth, its gravity is greater




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than Earth’s. Do students know what gravity is?

3. Activity: Ask students to stand up and jump. What makes them come back down? Why don’t they just keep traveling up when they jump?

4. Gravity on Jupiter is about 2½ times stronger than gravity on Earth.

That means if a student weighs 50 pounds on Earth, she would weigh125 pounds on Jupiter. Help students calculate their weight on Jupiter.

APPROX. CLASS TIME NEEDED: 40 minutes

LESSON DESCRIPTION/PROCEDURE:

1. Ask students to raise a small object in the air and let it go. Whathappened? (It dropped to the ground.) Can students think of ways toslow the force of gravity?

2.

Create a parachute toy:• Cut the top half off of a plastic shopping bag.

• Poke four tiny holes, equidistant apart, an inch in from the cutedge.

• Cut four pieces of string, each 18 inches in length.

• Tie each piece of string to the object, and tie its opposite endthrough a hole in the shopping bag. Try to ensure that the stringsdo not cross.

• Ensure that the bag holes do not rip by placing pieces of packingtape over the holes.

3. Take your parachute toy and the same toy without a parachute to asafe, high place, such as “upstairs” on playground equipment. If thisisn’t possible, students could stand on a table.

4. Have a student hold both objects up and then drop them at the sametime. Which object drops fastest?

MATERIALS:

• pencils• paper

• calculator (optional)

• small unbreakable toys or objects to drop (e.g., army figurines, erasers)

• scissors




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• thin string

• packing tape

• a safe, high place to drop objects from

• ruler

• pencils

• lined paper or chart paper

ASSESSMENT: Teachers conduct ongoing assessments through observationand questioning during the lesson.

CLOSURE: Group discussion: What have students learned about gravity? Dothey still have any unanswered questions? What would our lives be like ifgravity didn’t hold us to Earth? What special devices would we need to live?

Jupiter Journal: Students write about their experiences with gravity. Beginnersmay do this as a whole group, dictating their ideas for the teacher to write onchart paper.

EXTENSION ACTIVITIES:

1. Use different materials to create parachutes, such as paper bags, plasticcontainers, wax paper, and thin cotton material. Do any of these makeeffective parachutes?

2. Collect several small, unbreakable objects to drop, both heavy and light(such as feathers, balls of sculpting dough, pipe cleaners, squares ofpaper, paperclips, sneakers). Do they all drop at the same speed? Dothey all drop straight down?

3. Try dropping balls and other things that bounce.

UNIVERSAL DESIGN: This lesson was designed to be easily adapted by theinstructor to fit the needs and abilities of individual students. Depending onability, students may orally describe, dictate, or record their predictions,observations, and conclusions. Students may experiment individually, in pairs,

or as a whole group.




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JUPITER LESSON 2: More than 60 Moons!

SUBJECTS ADDRESSED: Mathematics

GRADE LEVELS: K-3


Arizona State Mathematics Standard Strand 1: Number and Operations Concept 1: Number Sense

Grade 1, PO 2. Count forward to 100 and backward from 100 by 1s and 10susing different starting points, and count forward to 100 by 2s and 5s.

And Concept 2: Numerical Operations

Grade 2, PO 2. 1. Solve contextual problems using multiple representationsinvolving

• addition and subtraction with one- and/or two-digit numbers,

• multiplication for 1s, 2s, 5s, and 10s, and adding and subtracting money to$1.00.

And Concept 3: Systematic Listing and Counting

Grade 2, PO 1. List all possibilities in counting situations.

LESSON OBJECTIVE, PURPOSE OR GOAL: Students will: count to 60 by1s, 2s, 5s and 10s, solve contextual problems using addition and subtraction ofone- or two-digit numbers, and generate combinations of 60 using addition ormultiplication.

INTRODUCTION ACTIVITY:

1. Ask students, how many moons does Earth have? What does our moondo? Do other planets in our solar system have moons? Which planet doyou think has the most confirmed moons? What do we mean by

“confirmed” moons? Why don’t we know for certain that we knowabout all of them?

2. Show students the image, below, of Jupiter and its four largest moons.These were discovered by Galileo Galilei in 1610. Can more advancedstudents calculate how long ago that was? (Just over 400 years ago.)Can a volunteer point out the largest of these? This is Ganymede, thelargest moon in our solar system. It is even larger than Mercury!




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3. Tell students that these are just 4 of Jupiter’s moons. It has more thanSaturn.



1. Tell students that Jupiter has more than 60 confirmed moons. Imaginehow our sky would look if Earth had more than 60 moons! How manydo you think you could see at once? Why?

2. Now students will create a representation of Jupiter and 60 of its moonsusing food. Depending on student ability, students may help themselvesto 60 food items or teachers may pre-count them for the students. Itemscould include round, dry cereal circles, round crackers, cookies, bananaor other fruit slices or chopped veggies, grapes, cherries, candies, or

other small snacks.3. Students count each item up to 60 as they arrange them in orbit around

Jupiter, which could be an orange, apple, round bun, or other fooditem. Ask students not to eat their snacks until later.

4. Ask students to break their snacks (moons) into groups of 2. Once theyhave 30 groups of 2, ask them to count them by 2s to 60.

5. Ask students to break their snacks (moons) into groups of 5. Once theyhave 12 groups of 5, ask them to count them by 5s. This can be repeatedwith groups of 10 and counting by 10.

6. Tell students that there are many different ways you can add numbersto make 60. With more advanced students, you can also multiplynumbers to make 60. Demonstrate by splitting a group of 60 foodsnacks in half. Write this as an addition problem: 30 + 30 = 60. Withmore advanced students, it may also be written as 30 x 2 = 60.

7. In partners or small groups, students group their “moons” into mathproblems that add or multiply to 60. How many different combinationscan they create?

8. Create a 60 Wall:

• Tape or tack a round poster of Jupiter to the wall. This could beas simple as a colored circle on chart paper.

• Distribute 60 smaller circles of paper to students. These will bemoons.

• Students write one addition or multiplication problem equaling




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60 on each circle to be taped to the wall around Jupiter.

• Now students know 60 different ways to make 60.

9. It’s finally time to eat!

MATERIALS:

• image of Jupiter and its 4 Galilean moons, below

• 1 larger round food item per student, such as an apple, orange, or bun

• 60 smaller food items per student, such as dry cereal circles, crackers,cookies, chopped fruits or veggies, grapes, cherries, or candies

• Jupiter poster (could be as simple as a colored circle on chart paper)

• 60 smaller circles of paper

• tape or sticky tack• pencils or markers

• computer with Internet access (optional)

ASSESSMENT: The assessment for this lesson is an observational assessmentof student participation and answers to questions posed.

CLOSURE: What does 60 look like?

Ask students to collect from home 60 items of their choice to show the class.

They may choose 60 of any one item (e.g., coins, paperclips, socks, rubber bands, crayons, books, pebbles, pinecones) or a combination of various itemsadding up to 60.


1. Use the items students have brought from home to create a 60 display.

2. Advanced students may subtract or divide larger numbers to equal 60.

3. Advanced students can conduct a web quest to discover the strangenames of Jupiter’s moons and what they mean.

Additional web quest ideas:

• One of Jupiter’s moons has the same name as one of thehealthiest vegetables. Can students find out what it is?

• What is special about Jupiter’s moon Io?

• What is the name of the spacecraft that dropped a probe into




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Jupiter’s atmosphere?

• Does Jupiter have rings?

UNIVERSAL DESIGN: This lesson was developed to be easily adapted for

all students. Beginner students may not be ready to come up with 60 ways tomake 60, or may need assistance. The partner or small group activity may bedone with the whole group. Teachers will need to provide mentoring atvarious stages as needed.




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Jupiter and its four Galilean moons: Io, Europa, Ganymede, and Callisto.

Credit: NASA Planetary Photojournal




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JUPITER LESSON 3: Magnificent Magnets

SUBJECTS ADDRESSED: Science, Social Studies

GRADE LEVELS: K-3


Arizona State Science Standard Strand 5: Physical Science

Concept 3: Energy and Magnetism

Kindergarten – PO 2. Investigate how forces can make things move withoutanother thing touching them (e.g., magnets, static electricity). And PO 3. Sortmaterials according to whether they are or are not attracted by a magnet.

Arizona State Social Studies Standard Strand 4: Geography

Concept 1: The World in Spatial Terms

Grades 1 – 3, PO 3. Construct a map of a familiar place (e.g., school, home,neighborhood, fictional place) that includes a title, compass rose, symbols and key(legend).

LESSON OBJECTIVE, PURPOSE OR GOAL: Students will create a map (e.g.,of their home, classroom, car) and use a key to indicate whether items shown onthe map are magnetic.

INTRODUCTION ACTIVITY:Tell students that Jupiter has the most powerful magnetic field in the solar system.Do students know what a magnetic field is? (An invisible area of magnetism allaround a magnet that pulls and sticks magnetic objects to it.) Do students knowhow magnets work? What do we use magnets for?

Fishing for magnets activity:

• Each student ties a 5-foot string to the end of his or her magnet. For beginners, it may be helpful to do this for them in advance.

• Students draw, color and cut 5 small fish out of paper and glue one to each

paperclip.

• Using crayons, colored pencils, or markers and paper, students create apond and place the paperclip fish in the pond on the floor.

•Students use the magnet and string as a fishing rod to “fish” for the paperclips.




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1. Students examine features of real maps, identifying significant features (e.g.,

title, compass rose, symbols, legend). More advanced students may examine mapsin small groups and present findings to the class.

2. Magnet Map: Using a pencil and a ruler, students each draw a map of theclassroom or other environment to be used for the experiment (e.g., school,

bedroom, car, kitchen). This map should include a title, compass rose, and a spacefor a legend.

3. Students decide how they want to indicate magnetic or non-magnetic objectsand how to indicate this using the legend. For example, they may wish to colormagnetic objects in a particular color, or mark them with a tiny sticker.

4. Students then explore the environment with a magnet, testing objects to discoverwhich are magnetic. Each time they discover a magnetic object, students checktheir map to see if the object has been drawn on it, and if not, it must be included.Then students must indicate that the object is magnetic, either through color, asmall sticker, or other chosen method.

MATERIALS:

examples of commercially produced maps to study (e.g., world map, road

map, building map)one large sheet of plain paper per student

rulers

pencils

1 magnet per student

string

5 paperclips per student

large pieces of plain paper

colored pencils, crayons, markers, or tiny stickers

chart paper, markers

computer with Internet access (if possible)

ASSESSMENT: Teachers assess students’ understanding of map features and




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magnetism based on their explanations of their own maps.

CLOSURE: Students share their finished map with the group. Discussion: Whichobjects were magnetic? Why? On chart paper, create a group list of magnetic andnon-magnetic items.


1. Students use their magnets to test items in a new environment and report

back to the group.

2. Fill a sack with several untested magnetic and non-magnetic items.

Volunteers pull an item from the sack and guess whether it is magnetic or

non-magnetic. Then the item is tested and sorted.

UNIVERSAL DESIGN: Teachers will need to assist beginner students with mapcreation. Beginner students may even need to be given partially drawn maps or useone large group map on chart paper.

Jupiter Observation

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Transcript of Jupiter Observation