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Constellation brochure/poster/mural Astronomy

Name_____________________

Select a constellation and look at the myth that accompanies the figure. Sometimes we look at the myths as stories that are not meaningful because they are not true. However, it is important to keep in mind that there was probably an underlying reason as to why the story was told in the first place. D.H. Lawrence said, Myth is an attempt to narrate a whole human experience, of which the purpose is too deep, going too deep in the blood and soul, for mental explanation or description. See the rubric below for project expectations and point values. Projects will be deducted 10 points for each day late. 1. Title Page Create a title page with relevant artwork for the story regarding the mythological figure/constellation. The title page includes the constellation itself (dots for stars and lines connecting them) and a drawing overlaid on top of the constellation. (Ex. )

2. Original Story Briefly describe the original story surrounding the constellation/mythological figure(s). 3. Themes Identify why you think this myth was told in the first place. Is the story meant to be instructive? Is the story a reminder of human weakness? Is the story a reminder of human strength? What themes or lessons are relevant in the story? 4. Quote Interpretation

Myth: a usually traditional story of ostensibly historical events that serves to unfold part of the world view of a people or explain a practice, belief, or natural phenomenon Myths are public dreams; dreams are private myths. ~Joseph Campbell Myth is an attempt to narrate a whole human experience, of which the purpose is too deep, going too deep in the blood and soul, for mental explanation or description.
~D.H. Lawrence

Choose one of the quotes from above. Write a paragraph that analyzes the quotation. What do you think the author is trying to say? 5. Time of year and location on celestial sphere In what season is this constellation best seen and where would you look in the sky to see it? Where is this constellation located on the celestial sphere? RA = ? dec = ? In general, describe how latitude and time of the year affect visibility of constellations. 6. Bright stars and/or other interesting objects What are the brightest stars that are in this constellation? Apparent magnitudes? Are there other interesting objects (i.e., galaxies, nebulae, etc.) that are near this constellation?
Title Page and Artwork

4 3 2 1 0

In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge.

Original Story 4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught 2 No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes 1 The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes 0 The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge. Themes 4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught 2 No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes 1 The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes 0 The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge. Quote Interpretation 4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught 2 No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes 1 The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes 0 The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge. Time of year and location on celestial sphere 4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught 2 No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes 1 The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes 0 The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge. Bright stars and other interesting objects 4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that

2 1 0

were explicitly taught No major errors or omissions regarding any of the simpler details and processes BUT major errors or omissions regarding the more complex ideas or processes The student provides responses that indicate a distinct lack of understanding. With help, a partial knowledge of some of the simpler and complex details and processes The student provides little or no response. Even with help, the student does not exhibit partial understanding of the knowledge.

Constellation Project Rubric Point Values Title Page: Original Story: Themes: _________/5 points _________/20 points _________/20 points

Quote Interpretation:

_________/15 points

Time of the Year and Location on the Celestial Sphere: Brightness and Other Interesting Objects: Organization, Visual Appeal, Grammar, Mechanics: Bibliography and Internal Citations:

_________/10 points _________/10 points _________/15 points _________/5 points _________/100 points

Constellation Project Rubric Point Values Title Page: Original Story: Themes: _________/5 points _________/20 points _________/20 points

Quote Interpretation:

_________/15 points

Time of the Year and Location on the Celestial Sphere: Brightness and Other Interesting Objects: Organization, Visual Appeal, Grammar, Mechanics: Bibliography and Internal Citations :

_________/10 points _________/10 points _________/15 points _________/5 points _________/100 points