Introduction

This lesson was created as part of Ohio University's EDCI 632, Educational Applications of the Internet class.

A group of three students will work together to create a stone circle design and, subsequently, a scale model. As part of this process, students will explore historical stone circles. The design will incorporate accurate astronomical alignments.

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Learners

This project is for 10th-12th grade students in a high school astronomy course. This lesson brings together the disciplines of astronomy, engineering, history, archaeology and mathematics. This can easily be reworked for younger students by including only the easier solar and Polaris alignments.

The students will need to have a basic understanding of earth-sun-moon relations, including solstices and equinoxes, as well as stellar and lunar movement. Also, students need an understanding of altitude and azimuth.

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Curriculum Standards

The new High School Graduation Qualifying Exams for Science focuses on developing an understanding of:

• scientific inquiry, including understanding the nature of science and the scientific enterprise; the ability to conduct open-ended investigations, interpret findings, and communicate results; and the ability to evaluate evidence and make judgments based on evidence;
• the interconnectedness of the sciences, including the ability to use major scientific ideas to explore phenomena, inform decision making, resolve issues, solve problems, explain how things work, and communicate scientifically;
• and Relationships between and among science, technology and society, in the past, present, and future.

10th Grade Science Proficiency Standards Addressed

• Given a particular scientific theory or protocol, explain how and/or why the theory or protocol may have changed over time.
• Describe relationships among the earth, other planets, and other objects in the solar system.

12th Grade Science Proficiency Standards Addressed

• Relate planetary cycles and observations to natural phenomenon including seasons, tides, days/nights, phases of the moon and eclipses. Explain the tides or an eclipse of the sun.
• Demonstrate an understanding of units of measure and precision by using an appropriate measuring device for an application. Identify the appropriate instrument needed to make a given measurement.
• Demonstrate an understanding that scientific theories and methods have developed and continue to develop through time

This project emphasizes the interlinking aspects of various science disciplines, mathematics, communications skills and historical development.

This project requires that the students cooperatively divide tasks and make decisions together - not just for the required mechanical components, but for the aesthetic aspect as well. Working in groups of three requires more compromise and teamwork skills. Grouping should be done so that students who have math difficulties be teamed with better math students.

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Process

Depending on how your school day is structured, the amount of time that you will spend on this will vary. Our school is on block scheduling, so it is easy to allow students to work on this for part of a period everyday. The amount of time needed to complete this project will depend on how much class time you give them and the academic level of your students. You will need to have access to a computer lab and time for students to be in there to do the research necessary for the astronomical alignments. You will need a minimum of three computer lab days - 1 for the Think Sheet, 1 or 2 for research and 1 to put all of the information on a website template.

It will take them some time to figure out how to use the US Naval Astronomical Site, but once they figure it out, everything becomes much easier for them.

My best guess is that this webquest will take about two weeks to complete.

This is what you need to do in order to complete this project.

1) First, assign teams of three students.

2) They need to look at some ancient stone circles and complete the Think Sheet. They can do this by accessing some of the following websites:

• The Stone Circle Webring Site List
• The Megalithic Map
• Stone Pages
• The Big Horn Medicine Wheel
• New England Antiquities Research Association
• The Gungywamp Society
• America's Stonehenge
• The Prehistoric Web Index of Ancient Sites
• Archaeoastronomy, Middle East & Africa
  

3) The students will need to determine which alignments they will use in their circle. They will research and calculate where their alignments choices will place the stones. At this point you may want to have them create a couple of draft sketches of some of your circle ideas. You may want to suggest that they check a number of different alignments and choose the ones which work best into their circle concept. Don't forget that they must consider the overall look of their site. Some websites that might help them find information on solar, lunar and other alignments can be found here:

• Mid Atlantic Geomancy ArchaeoAstronomy Orthographic Projections Page
• US Naval Observatory
• The Earth, the Sun, and the Moon
• The International Meteor Organization
• Sky & Telescope Meteor Page
  
  

4) Create a scaled blueprint. They can choose the scale or you can do it for them. All measurements must be metric.

5) Create the model. This should be as realistic looking as possible. The scale of the model needs to be 1/50th of the actual size.

6) Create a written narrative which explains their choice of astronomical alignments and how they were determined. Be sure they include calculations where necessary. Also, they need to include a plan as to how they would actually go about constructing the circle. Will they do this by hand or use modern machines? You can set one or the other or give them a choice.

7) Create a materials list which includes a general list of equipment needed to construct the circle. Also include the size and composition of the stones and approximate weight calculations. (Note: For vertical stones, 1/3 of the stone must be buried for stability.)

8) Complete the web presentation by using the given template. They will need to take a digital picture of their model and also a picture of their team. You will also need a scanner for the blueprints.

9) Finally, they should write an individual reflective piece about what they learned in this project. Make sure that the following questions are answered. Has this changed your perspective of ancient archaeoastronomical sites? How has the study of astronomy changed over time? If you were to do this project again, what would you do differently? What worked well? Would you ever consider constructing a stone circle in the future? Add whatever additional question you think would be appropriate.

 

Variations

You could leave out any of the grading components to shorten the time needed. You could only require a blueprint without the model. You could omit the written narrative portion where they do the research on how to go about constructing the site. This is a very flexible project.

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Resources Needed

Reference Materials

I strongly suggest the first two books. In fact, I can't imagine doing this project without at least one copy of Stone Circles. Depending on the size of your class, you may want to have a number of copies.

• Ancient Astronomers by Anthony F. Aveni
• Stone Circles, A Modern Builder's Guide to the Megalithic Revival by Rob Roy
• Skywatching by David Levy
• Abell's Exploration of the Universe by Morrison, Wolff, & Fraknoi

The following websites are extremely useful:

• The Stone Circle Webring Site List
• The Megalithic Map
• Stone Pages
• The Big Horn Medicine Wheel
• New England Antiquities Research Association
• The Gungywamp Society
• America's Stonehenge
• The Prehistoric Web Index of Ancient Sites
• Archaeoastronomy, Middle East & Africa
• Mid Atlantic Geomancy ArchaeoAstronomy Orthographic Projections Page
• US Naval Observatory
• The Earth, the Sun, and the Moon
• The International Meteor Organization
• Sky & Telescope Meteor Page

Access to a computer lab and some type of web/html software, such as FrontPage, Netscape Communicator or Dreamweaver. There should be one for each group. Also, if the students are typing their reports, then you will need some type of word processing software like Word.

A digital camera and a scanner

It is helpful to have straight edges, compasses, and round protractors available in the classroom. You also can provide the material for the models or ask the students to do their own. (One easy way to do the model is for students to find rocks that fit the scale and set them in sand.)

If your school is near a stone circle site or other ancient earth site with astronomical alignments, I strongly suggest that you take the students on a field trip to it.

Luckily, this project can be handled by a single teacher. However, if you have an ancient cultures course or a course that studies ancient people, you can team this project with them.

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Evaluation

Individual Grade Components (50 points)

• Think Sheet
• Individual Log Sheets
  • Students will need to keep a log documenting the amount of time spent on the various tasks completed while working on this project. Check logs on a regular basis and count it towards the individual grade. The log sheet to do this is on-line. This helps keep students on task, especially when given huge chunks of class time to work on the project.
• Class Participation
  • Are they working during class time without being told? Are they participating during class discussions?
• Group Evaluation
  • Follow the instructions on the group evaluation form. This allows for students to judge the contributions of their teammates. Whenever I get a score that I know is completely out of line, (a student who tries to take all the credit even when they haven't done anything) will have their evaluation tossed out. Most students are pretty honest in this part. I average the three individual score sheets to determine individual points and make absolutely sure that they are confidential.
• Reflective Writing

Group Grade Components (150 points)

• Blueprint
  • All Alignments Correct
  • Size Correct
  • Measurements
  • Neatness
  • Accuracy
• Scale Model
  • Accuracy
  • Correct Scale
  • Realism & Aesthetics
• Written Narrative
  • All materials & Calculations
• Materials List
• Webpage

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Conclusion

From past experience, I have found that students gain a much better understanding of the roots of astronomy. Since the history of science is often overlooked or dismissed, this puts the ideas of scientific development into perspective. This project also brings together so many skills from different areas, the interconnectedness makes it a meaningful project. Plus, the students get to do something unique and creative. The projects also give students a chance to shine when they are put on display.

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Credits & References

I created the background and graphic for this page. I want to thank my last Earth, Moon and Stars class for trying my first draft of this project. Too bad I didn't do it this way before, it would have been much better!

Also, although the idea for this was put together before I ever read the Stone Circles book by Rob Roy, it has been invaluable as a resource!

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