Celestail Guide for mariners

Milky Way Galaxy Gallery
Adler Planetarium & Astronomy Museum

•
•
•

Gallery Guide: Milky Way Galaxy
Pre-Visit Activity: Life Cycle of Stars
Post-Visit Activity: Make a Star Finder

Portions of this material are based upon work supported by the National Science Foundation under
Grant No. NSF-9725676

Adler Planetarium & Astronomy Museum

Education Department

2001


Milky Way Galaxy Gallery
Begin your journey in the 3-D Milky Way Theater, as you explore
our galaxy, the Milky Way.
1. Find the “Size Wise” exhibit and test the different scales. What things can
you think of that are the same size, but different mass? How does the mass
of a marshmallow compare to the mass of a flashlight battery?

2. Go to the bench seat with a circular metal centerpiece by the windows.
There are constellations etched in the metal. Find Ursa Major in the
constellations. Part of that is what we call the Big Dipper. Make a rubbing

here of Ursa Major:

3. Explore “The Real Life of Stars” exhibit to learn about the life cycle of
stars. Where are stars born? What stage is our Sun in its life cycle? What
is a supernova? Will our Sun ever become a supernova? Why or why not?

Adler Planetarium & Astronomy Museum

Education Department

2001


4. Use the “Supernova” computer stations to match the star size to its fate.
Stellar Mass
Small (less mass than the Sun)

Outcome
brown dwarf

Sun-like (low mass)

planetary nebula

Massive stars (10x more massive than our Sun)

pulsar

Most massive (30x more massive than our Sun)

black hole

5. Find the large display called “Lagoon Nebula” located in the back of the
gallery, by the windows. Describe the picture. What can we learn from this
picture and the nebula pictured in it?

6. Go inside the large dome. In the first column of this chart, list the

kinds of energy given off by the sun. In the second column, list any
ways the light is used by astronomers, or any other ways that you have
heard of these kinds of light.
Kinds of light

I’ve heard of this before!

_____________________

_______________________

(shortest wavelength)

_____________________

_______________________

_____________________

_______________________

_____________________

_______________________

_____________________

_______________________

(longest wavelength)

Adler Planetarium & Astronomy Museum

Education Department

2001


7. Go to the SOHO video of the sun under the dome towards the end of the
gallery, by the exit doors. Describe what you see. Does the Sun rotate?
How do you know?

Adler Planetarium & Astronomy Museum

Education Department

2001


Pre-Visit Activity: Life

Cycle of Stars

PURPOSE:
This activity enables students to enact the lifecycles of different types of stars, thereby
illustrating the rarity of black hole-producing stars.
OBJECTIVE:
Students will understand how and when black holes form.
INTENDED AUDIENCE:
4th-8th grade
TIME REQUIRED:
30-40 Minutes
MATERIALS:
12 Red, 12 Yellow, 4White, and 2 Blue Balloons (1 balloon/student for a class of 30)
Wooden beads
Marbles
Ball bearings
Pin (to pop balloons)
Red, yellow, and black markers for writing on balloons
Recycle bin for popped balloons
Life Cycle of Stars Information Chart (at the end of the lesson)
PREPARATION:
Place 1 wooden bead inside each red and yellow balloon.
Place 1 marble inside each white balloon.
Place 1 ball bearing inside each blue balloon.
PROCEDURE:
1. Begin by introducing the ways in which stars come into being and produce energy: through
gravity’s force and nuclear fusion. Nuclear fusion is the bringing together of atoms to form
heavier atoms with a release of energy. This can best be done, perhaps, by asking students to
state their ideas of what makes the stars shine.
2. Ask if all stars are the same, and ask students to help make a list of things that might vary
between stars: mass, color, heat. Make sure to include “life cycle.”

3. Ask if students know how black holes form (answer: they form when certain kinds of stars
die). Ask how often students think that black holes form, and if they believe our Sun will
form a black hole. Don’t forget to ask them to explain the reasons behind their ideas! This
information will be helpful to you in determining how best to structure your questions through
Adler Planetarium & Astronomy Museum Education Department 2001
the rest of the lesson.


4.
5.

6.
7.
8.

9.
10.
11.

information will be helpful to you in determining how best to structure your questions through
the rest of the lesson.
State that the class will do an activity that illustrates how all of these differences in stars’
characteristics are related, and will show when, and how often, black holes form.
Pass out balloons, distributing different colors, one balloon per student. You should have
significantly more red and yellow balloons than blue and white, roughly 80% red and yellow,
15% white, and 5% blue. Explain that the property that causes the main differences between
stars is mass. As you pass out balloons, tell students the approximate mass of their star.
Ask students which balloons they think represent the hottest stars. Point out that actually
red stars are the coolest, and blue stars are the hottest. Ask what color our Sun is (yellow).
Ask which color star students believe will live longest, and why. Write prediction on board.

Record differing opinions, too.
Guide students through the following series of steps. For each age, tell students what to do
for their color of balloon. To help students follow the progression, you might write different
stages on a board or overhead as you move on, and note important events. Also, ask students
to make predictions as you work.
After all stars are “dead,” review the sequence you have just covered. Point out which stars
died first, which last.
Point out the fate of the yellow stars like our Sun. Note that they live quite a long time and
don’t become either black holes or neutron stars.
Point out that black holes are the rarest type of stars in our group.

EVALUATION:
Discuss as a class what they saw at different stages of each type of stars’ life. Which stars
became black holes? Why did only those stars become black holes? Which stars deflated and
which exploded? What is the main difference between those stars?
CLOSURE:
Compare activity to predictions made at beginning of class. Record conclusions drawn from
activity next to predictions, pointing out that changing your ideas is part of being a good
scientist.
RESOURCES:
For more activities related to this topic, download the Astronomy Connections: Gravity and Black
Holes curriculum guide from the Adler Planetarium & Astronomy Museum website at
/>
Adler Planetarium & Astronomy Museum

Education Department

2001

Life Cycle of Stars Information Chart
Red Balloons
0.4 Solar Mass
(2/5 the mass
of our Sun):
Red stars
Blow up the
star to about
3” diameter
Wait. Do not
change
diameter of
balloon.
Wait

Yellow Balloons
1 Solar Mass (the
mass of our Sun):
Yellow Stars

500 Million
Years

1 Billion Years

Age of Star

(start)

5 Million Years

10 Million
Years

White Balloons
3 Solar Masses (3
times the mass of
our Sun):
White Stars
Blow up the star
to about 3”
diameter
Wait. Do not
change diameter
of balloon.

Blue Balloons
9 Solar Masses (9
times the mass of
our Sun):
Blue Stars
Blow up the star to
about 3” diameter

Wait.

Blow up a little
more

Wait.

Wait (note that
planets are
forming)

Wait

Blow up a little
bit.

Continue to slowly
inflate star. As
it gets bigger,
star cools, so
color it yellow and
red (make
squiggles on
surface with
markers).
Quickly blow up
star until fully
inflated; pop
balloon. Make
sure to catch
marble

Blow up star as fast
and as much as you
can. When star is
fully inflated,

teacher pops
balloon—a
supernova.
This popped star
has become a black
hole; all of the
super nova remnants
can be thrown out
into space.

Blow up the star
to about 3”
diameter
Wait. Do not
change diameter
of balloon.

Adler Planetarium & Astronomy Museum

Blow slightly more
air into balloon.

Still black hole!

Education Department

2001


8 Billion Years

Red Balloons
Wait.

Yellow Balloons
Blow up more.
The star is
getting cooler, so
color it red with
marker. It is now
a supergiant.

10 Billion

Wait

50 billion
years

Blow up a little
more

200 Billion
years.

Deflate; star
has shrunk and
died. Color
black.
Wooden bead

inside is a
white dwarf.

Blow up a little
more. Outer
envelope
dissolves, so cut
up balloon. The
inside bead
becomes a white
dwarf, and the
bits of balloon
represent the
planetary nebula.
Move “planetary
nebula” farther
away. Place
remnants in a
recycle bin.
Nebula is gone.
Discuss that the
white wooden
bead turns black
to show that it
has burned out.

Blue Balloons
This star has
exploded. Holding
on to neutron star

(marble), throw
supernova remnants
into space. Place
remnants in a
recycle bin to
demonstrate
stellar gas is
recycled into new
star matter.
Neutron star

White Balloons
Still black hole

Neutron star

Black hole

Neutron star

Still black hole!

Adler Planetarium & Astronomy Museum

Black hole

Education Department

2001

Post-Visit Activity: Make A Star Finder
PURPOSE:
This activity teaches students how to use a star finder to locate stars and constellations in the
sky.
OBJECTIVE:
Students will be able to:
•
demonstrate how to use a star finder
•
explain why the star finder can be used for latitudes between approximately 35 and 45
degrees North latitude
•
point out where the horizon line is on the star finder
•
point out where the zenith is
•
point out where Polaris is
•
correctly position and hold star finder to be used facing north, south, east, and/or west;
and set a date and time on the star finder.
INTENDED AUDIENCE:
3rd – 12th grade
TIME REQUIRED:
15 – 30 minutes
MATERIALS:
(optional) pre-assembled commercial star finders as a reference
star finder blackline template (copied onto cardstock, if available)
scissors
brass paper fasteners (one per star finder)

(optional) crayons
PREPARATION:
(Optional) If you want to decorate the star finder, do so before putting it together. Do not color
the wheel a dark color, as it will be difficult to read outside in the darkness.
PROCEDURE:
1. Cut out the star wheel and the wheel housing.
2. Find the pointed Sun shape on the wheel housing. Poke the brass fastener through the
symbol, turn it a bit to create a hole, and remove the fastener.
3. Find Polaris on the star wheel (in the middle). Poke the brass fastener points through the dot
which indicates Polaris, turn it a bit to create a hole, and leave it in the hole.
Adler Planetarium & Astronomy Museum

Education Department

2001


4. Put the wheel housing down on the table so the words are face down on the table (the side
facing up is all white with no words). Poke the fastener points through the hole in the wheel
housing and fold down the fastener leaves to secure. Fold the wheel housing where indicated
over the star wheel.
5. Have students open the star finder to look at the disk of stars. Explain that this star wheel
is reliable only within certain latitudes (approximately 35 and 45 degrees North latitude).
Why is this true? At the North Pole, the North Star, Polaris, will be directly over your head.
As you travel away from the North Pole, Polaris will be lower and lower in the sky until, at the
Earth’s equator, the North Star will be directly on the horizon and not visible at any time. As
you travel away from the North Pole, constellations around the North Star will be lower and
lower in the sky; constellations in the south will be higher and higher in the sky. Therefore, a
fixed star wheel will only be good for latitudes near the latitude for which it was originally
drawn, in this case approximately 40 degrees North latitude. Traveling too far from the star

finder’s fixed latitude will bring more stars into view in some areas that will be not be shown
on the finder and will hide others that the star finder shows should be visible.
6. Compare a star finder to a road map: a road map is for finding your way around the Earth; a
star finder is for finding your way around the sky. A star finder has a “clock”, a “calendar”,
and a “compass” to help find stars and constellations at any time of the year. Unlike a road
map, a star map rotates. The Earth spins on its axis, making the sky seem to spin, so the star
map needs to spin, too. The “compass” is the set of directions on the wheel housing to help
orient the star finder in the correct direction (N, S, E, W).
7. Point out the half-oval-shaped feature in the wheel housing. Have students slide a finger
around the half-oval shape to make sure everyone has found it. Have them close the star
finder, and slide a finger around the hole again. Ask for explanations/guesses of what this
shows. Explain that the edge of the half-oval window is the “horizon”. Ask for a definition of
“horizon”. The horizon is the imaginary distant line where the ground and the sky seem to
meet. (The southern edge of the star wheel suffices as the southern horizon.)
8. Ask where “straight up” (zenith) would be on the star wheel (most will guess the brass
fastener). Explain that the fastener is important, but not straight up. Have students run a
finger up from the horizon halfway across the portion of the star wheel that is “visible”, i.e.
the stars that are above the horizon. Halfway into the visible sky is the zenith. The brass
fastener is slightly off-center. Ask what the brass fastener indicates (Polaris/North Star).
9. Each star finder has a “clock”. Ask students to find “10 pm” on the star finder. Indicate that
the times on the star finder are the times when the stars are usually visible (when it is dark).
Have them turn the disk until today’s date, the ‘calendar” is set at 10 pm. Now the star finder
wheel is positioned correctly for a specified date and time.
10. To use the star finder, it must be held correctly. Face toward one of the cardinal directions
(north, south, east, west). Place your thumb on the star finder on the direction (right on the
word itself) that you are facing. Hold the star finder over your head or directly in front of
you so that the direction you are facing is pointing toward the ground. For example, face
north. Place your thumb on the word “north” on the star finder. Hold the star finder so that
the word “north” is pointing down toward the ground. The stars close to the word “north” on
the finder will be directly in front of you in the real sky. Stars near the word “east” will be to

your right, and stars near the word “west” will be to your left. Stars in the south will be
opposite north and behind you in the real sky.
Adler Planetarium & Astronomy Museum

Education Department

2001


your right, and stars near the word “west” will be to your left. Stars in the south will be
opposite north and behind you in the real sky.
11. To rotate the star wheel correctly, always rotate it counterclockwise so that the stars “rise”
in the east and “set in the west”. Have students find the Big and Little Dippers (Ursa Major,
Ursa Minor). Rotate the star finder wheel to find their positions on any date at any time of
night. Do they ever set below the horizon around mid-northern latitudes? (Answer: No. They
never set.)
12. Ask participants to find Orion the Hunter on the star wheel. Does Orion ever set below the
horizon? (Answer: Yes. Orion is not visible during certain months of the year.)

EVALUATION:
1. Have students explain the various parts of the star wheel and its correct operation.

2.

Have students set their star wheels to their birthdays at 10 pm, and identify which
constellations are visible in a given area of the sky.

CLOSURE:
Encourage the students to use their star finders at various times throughout the year in order to
observe how the constellations visible are changing position.

Adler Planetarium & Astronomy Museum

Education Department

2001


Make A Star Finder: Illustrations

horizon

Illustration #1: Horizon line. Southern edge is assumed to be southern horizon.

brass fastener

zenith

Illustration #2: Zenith point.

Adler Planetarium & Astronomy Museum

Education Department

2001


S
N

E

W
stars in
north

E

NORTH
student
facing
North

thumb

North
pointing
down

W

stars in
south
SOUTH

student
facing
South

thumb

South
pointing
down

Illustrations 3a & 3b - How to hold a star finder correctly.

E

W

N

S

S

stars
in east

stars
in west
WEST

EAST
student
facing
East

thumb

East
pointing
down

N

student
facing
West

thumb

West
pointing
down

Illustrations 3c & 3d - How to hold a star finder correctly.

Adler Planetarium & Astronomy Museum

Education Department

2001


Make A Star Finder: Template

Adler Planetarium & Astronomy Museum

Education Department

2001


Adler Planetarium & Astronomy Museum

Education Department

2001