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Star Lab Planetarium
 Welcome! Prepare yourself as Challenger Learning Center takes you on a journey that will Inspire, Innovate and bring Discovery to the classroom.
Star Lab Planetarium is a completely portable planetarium that comes to you! No matter if you represent a school, a library or even a local community organization, Star Lab Planetarium will bring the universe to the classroom.
The Star Lab Planetarium saves you valuable time, money and the hassle of transportation procedures.
Star Lab Planetarium uses proven tools to open the world of astronomy and the wonderment of our solar system to the young scientists of tomorrow!
Please feel free to contact us with any questions you may have about our curriculum and procedures. I'm sure you will agree that Star Lab Planetarium will fast become your choice to "Bringing the Universe into the Classroom".
Our Commanders are highly trained certified science teachers. Our commanders have completed the certification for Star Lab and posses years of experience in telling stories associated with the Star Lab.
The traveling planetarium is designed for 25 students, a typical class size. The silver dome is 20' in diameter and 12' tall. The planetarium must not touch any ceiling. It sets up in about 15 minutes.
Recommended locations are a gym, cafeteria, library, large lobby or any room with a ceiling that is at least 12 feet high.
During class time, the STARLAB needs to be away from noise & distractions.
PROGRAMS OFFERED
Solar System
(Grades 1, 4, & 8th)
Possible standards that can be covered with hands-on activities and/or Star Lab
Students will discuss the characteristics of planets in our solar system. General topics include: physical properties of planets including our earth, distance of planets from the sun, moons, and galaxies.
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.1 Compare the features of the day and night sky.
1-3.2 Recall that the Sun is a source of heat and light for Earth.
1-3.3 Recognize that the Sun and the Moon appear to rise and set.
1-3.4 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
Indicators
4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.
4-3.3 Explain how the Sun affects Earth.
4-3.4 Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5 Explain how the rotation of Earth results in day and night.
4-3.6 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.
4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.
4-3.8 Recognize the purpose of telescopes.
GRADE 8
Detailed facts about our sun will be explained to include: sunspots, core, photosphere, corona, and solar flares.
Astronomy: Earth and Space Systems
Standard 8-4: The student will demonstrate an understanding of the characteristics, structure, and predictable motions of celestial bodies. (Earth Science)
Indicators:
8-4.1 Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares.
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Biology Activity
This one million-time magnification of a composite cell demonstrates the workings of a one-celled organism. The processes of cellular digestion and reproduction are illustrated in vivid color. Endoplasmic reticulum, ribosomes, mitochondria, the Golgi complex, secretion vesicle, lysosomes, pinocytotic vesicles, microvilli, cilia, chromosomes and nucleolus are clearly displayed. An identification key is conveniently located on the cylinder. This is an ideal introduction to cellular biology.
Standards that can be covered with Star Lab
GRADE 2
Animals
Standard 2-2: The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.
Indicators
2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.
2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.
2-2.3 Explain how distinct environments throughout the world support the life of different types of animals.
2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter.
2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
GRADE 3
Habitats and Adaptations
Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
GRADE 4
Organisms and Their Environments
Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science)
GRADE 5
Ecosystems: Terrestrial and Aquatic
Standard 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science)
Indicators
5-2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole).
GRADE 6
Structures, Processes, and Responses of Animals
Standard 6-3: The student will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science)
GRADE 7
Cells and Heredity
Standard 7-2: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity.
(Life Science)
Indicators
7-2.1 Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles).
7-2.2 Compare the major components of plant and animal cells.
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Phases of the Moon Activity
Star lab and/or Hands-on activities are offered
The idea today is to reinforce the previous discussions of day/night and seasons, and use the ideas we have showed them so far to introduce the phases of the Moon. We will want to arrange the classroom so that the Sun (our naked bulb) can be in the center today.
* Start by reviewing: remembering how the positions of Sun and Earth determine day and night is useful both for the analogy to how the Moon shines and to understand why we see it at different times. Give them a few minutes to ask questions about past material; stop this before the questions degenerate to complete irrelevance…
* Now start talking about the Moon. Ask them – what does the Moon look like? Summarize the discussion by pointing out it seems to change shape.
* Next question: What is the Moon made of? Ignore the cheese joke and get to rock. So how does a chunk of rock change shape? Summarize – Moon does not change shape but it looks as if it does. Today we’ll figure out how this works.
* Actually, how does a chunk of rock shine so brightly that we can see it? Let them get to the fact that the Sun shines on the Moon, making it look bright in the sky.
* The point: the Moon is a ball of rock, which shines because Sun lights it up. The directions from Sun and Earth to Moon make it seem to change shape in the sky. Remind them how, when Sun shines on Earth, it is light (daytime) on half of Earth, and dark on the other half. So it is on the Moon, Sun can only make one half shine, the other is dark.
* Take a Moon globe, turn lights out and Sun on, and try to get them to see that this “Moon” is “shining” in light from the “Sun.”
* Hands-on activity to learn the phases of the moon.
* Hands-on activity moon phase’s game to learn the phases of the moon will be the culminating activity.
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Moon Activity
Standards that can be covered with hands-on phases of the moon activities and/or Star Lab
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.5 Compare the features of the day and night sky.
1-3.6 Recall that the Sun is a source of heat and light for Earth.
1-3.7 Recognize that the Sun and the Moon appear to rise and set.
1-3.8 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
Indicators:
4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.
4-3.9 Explain how the Sun affects Earth.
4-3.10 Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.11 Explain how the rotation of Earth results in day and night.
4-3.12 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.
4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.
GRADE 8
Astronomy: Earth and Space Systems
Standard 8-4: The student will demonstrate an understanding of the characteristics, structure, and predictable motions of celestial bodies. (Earth Science)
Indicators:
8-4.4 Explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).
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Stars and Constellations
Students will learn how to identify the most prominent stars and constellations including Polaris, Ursa Major, Ursa Minor, Orion’s Belt, Pegasus the Winged Horse and many others. Students will discuss the current conditions in their night and day skies, including any visible planets, the moon, scheduled meteor showers, and other activities. Older students may discuss cardinal points and direction, the ecliptic, zodiac signs and Greek Mythology.
Stars and Constellations hands-on activity
Standards that can be covered with hands-on star and constellation activities and/or Star Lab
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.9 Compare the features of the day and night sky.
1-3.10 Recall that the Sun is a source of heat and light for Earth.
1-3.11 Recognize that the Sun and the Moon appear to rise and set.
1-3.12 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
Indicators:
4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.
4-3.13 Explain how the Sun affects Earth.
4-3.14 Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.15 Explain how the rotation of Earth results in day and night.
4-3.8 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.
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African Mythology
Learn how many African cultures used the night time sky to become familiar with the celestria objects as seen in Africa's night sky. Numerous cultural African heroes, mythological figures, and chiefs have been associated with the sun. Using the African Star Map of Constellations, students will identify and compare the traditions, cultures, and beliefs of the various African cultures over time. For example, the three stars in Orion's belt are the three zebras according to the Ju/Wasi and Khoikhoi people.
African Mythology Star Lab Activity
Standards that can be covered with Star Lab
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.13 Compare the features of the day and night sky.
1-3.14 Recall that the Sun is a source of heat and light for Earth.
1-3.15 Recognize that the Sun and the Moon appear to rise and set.
1-3.16 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
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Greek Mythology
The STARLAB will bring us back 2000 years to Ancient Greek times to see the stars transform into characters of famous Greek Mythology. King Cepheus, Queen Cassiopeia, Hercules, Cygnus the Swan, Hydra the Water snake and other heroes, goddesses and monsters. The myths are retold in a version that is appropriate for the age group. This journey provides a great ancient history lesson, cultural arts and science.
Greek Mythology Star Lab Activity
Standards that can be covered with Star Lab
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.17 Compare the features of the day and night sky.
1-3.18 Recall that the Sun is a source of heat and light for Earth.
1-3.19 Recognize that the Sun and the Moon appear to rise and set.
1-3.20 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
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Native American Star Stories
Discover the night sky as the Native American Indians did hundreds of years ago in our own county. Native American Indians created their own constellations and their stories give us a view of their culture and how their life experiences were associated with the stars, moon and Milky Way. Some of the tribes we will learn from are Navajo, Iroquois, Cherokee and Zuni.
Native American Indian Star Lab Activity
Standards that can be covered with Star Lab
GRADE 1
Sun and Moon
Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
1-3.21 Compare the features of the day and night sky.
1-3.22 Recall that the Sun is a source of heat and light for Earth.
1-3.23 Recognize that the Sun and the Moon appear to rise and set.
1-3.24 Illustrate changes in the Moon’s appearance (including patterns over time).
GRADE 4
Astronomy
Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)
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Weather Hands-on Activities
(Grades 2, 4, and 6th)
Anyone who has ever lived through the fury of a hurricane or witnessed the destructive power of a twister knows just how much punch the wind can pack! What many people don't realize is that when they see the wind blow, they're really watching the power of the sun!
On Earth, our surface is surrounded by an ocean of air called the atmosphere, which, like water, is quite fluid. Just like there are currents in the ocean, our atmosphere has wind currents controlled by many of the same factors, including temperature differences, density differences, and the spin of the planet. Most winds get started because of local changes in the density of air. As with most matter, when air is heated, it expands, causing it to become less dense. Just like in a hot-air balloon, warm air is buoyant. Cool air, which is denser, moves in and literally pushes the warmer air up or, in common terms, the warm air rises. We sense the motion as wind. Students will learn about the tools used to study weather to include: Wind Vane and Anemometer.
Here are standards that can be covered with hands-on weather activities.
GRADE 2
Weather
Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science)
Indicators
2-3.1 Explain the effects of moving air as it interacts with objects.
2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet, and hail).
2-3.3 Illustrate the weather conditions of different seasons.
2-3.4 Carry out procedures to measure and record daily weather conditions (including temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a windsock or wind vane).
2-3.5 Use pictorial weather symbols to record observable sky conditions.
2-3.6 Identify safety precautions that one should take during severe weather conditions.
GRADE 4
Weather
Standard 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)
Indicators
4-4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).
4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form.
4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.
4-4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.
4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments.
4-4.6 Predict weather from data collected through observation and measurements.
GRADE 6
Earth’s Atmosphere and Weather
Standard 6-4: The student will demonstrate an understanding of the relationship between Earth’s atmospheric properties and processes and its weather and climate. (Earth Science)
Indicators
6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers).
6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).
6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns.
6-4.4 Summarize the relationship of the movement of air masses; high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).
6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.
6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).
6-4.8 Explain how convection affects weather patterns and climate.
6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions.
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