__THE MADSEN-NISHISAKA PLANETARIUM, CLASS of 2016__

This is one of the initial phases of building the planetarium. The last time we built one, we built it with only 2 different types of triangles. The version we are building this year has 7 different triangles. This will help make the dome more round. It requires lots of work to cut out the hundreds of triangles, yet it is a very important step in the creation process. |

**HELPFUL WEBSITES**

**A special "Thank You" to our sponsor, International Paper Company, who provided all the cardboard to make the Madsen-Nishisaka Planetarium a reality.**

## How the Planetarium Relates to the Standards

__COMMON CORE STATE__

**STANDARDS: MATH****For my sixth graders area of a triangle (CCSS 6.G.A.1) and representing three-dimensional figures using nets (CCSS 6.G.A.4) are the main math standards, but as they prepare for seventh grade and beyond mathematically they will also attempt to draw, construct, and describe triangles given three measures (CCSS 7.G.A.2) and solve for the area and circumference of a circle (CCSS 7.G.B.4). Students will also be able to describe supplementary, complimentary, vertical, and adjacent triangles (CCSS 7.G.B.5), and try to find the surface area of triangles within the geodesic dome (CCSS 7.G.B.6). In eighth grade students will want to find the volume of a sphere (CCSS 8.G.C.9), which I think students will be able to identify given the formula. Lastly, students will be introduced to the high school modeling and geometric standard (CCSS HSG.MG.A.3) that focuses on using methods to solve design problems with regards to the physical constraints of the environment, the cost of the cardboard, the amount of cardboard due to the size and limitations on the size of triangles, and the cost of supplies especially with regards to nuts, bolts, and washers.**

__NEXT GENERATION__

**SCIENCE STANDARDS****The middle school standards for Earth's Place in the Universe has a focus on the universe and its stars (NGSS MS-ESS 1-1 and 1-2), which has students examine or observe the movement of stars and that those stars can be described and predicted with the use of our model the Planetarium. Secondly, that these stars are part of the Solar System along with Earth and that the Milky Way Galaxy is just one of many galaxies in the universe. Technologically, students will hit upon the standard (NGSS MS-ETS 1-1 and 1-2) that calls for the development of a model and its use and revision of that model. This being our second attempt at the Planetarium here at the school site, there has been plenty of dialogue with regards to the first planetarium, The Leland Peck Planetarium. The were revisions we'd like to accomplish with the new planetarium, the Madsen-Nishisaka Planetarium, which takes us into our high-school level technology standard (NGSS HS-ETS 1-3), that helped us to look and examine the problem of building a larger planetarium. In this standard we examined the cost, our safety in building the geodesic dome, the reliability of the structure given the increased weight of nuts, bolts, washers, and cardboard, and lastly the aesthetic value. This was an important component as we had the whole student body participate in painting their vision of a planet on a cardboard cake round. We dedicated our planetarium to two very deserving women who spent decades at our school, and we improved on the digital, lighting, and auditory component of the planetarium as well. Lastly, the social impact was addressed in gathering all students and community members to come in and participate in our planetarium.**

**COMMON CORE STATE STANDARDS: SPEAKING AND LISTENING****Students will be presenting the planetarium to their fellow school mates in pairs, so they will engage and build upon a small planned out scenario of events in which they are encouraged to express their own ideas, details, and thoughts with regards to the construction of the planetarium. Speakers who present to other classes will also address some of the specific geometry standards for the class they are presenting. They will identify their roles as needed and respond to questions with elaboration and detail (CCSS ELA.SL.6.1). Students will also present to others using a logical sequence as outlined in the lesson and give facts and details that elaborate on the construction of the planetarium using good eye contact and be clear and understood. (CCSS ELA.SL.6.4) Lastly, it will be asked that students adapt their presentations to the age level of participants and be required to use multimedia components in the presentation (CCSS ELA.SL.6.5 and 6.6).**