Starlight By the Shiny Shadows: Ino Bonitsi (GR) Sebastiano Gallo Carmelo (IT)
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Transcript of Starlight By the Shiny Shadows: Ino Bonitsi (GR) Sebastiano Gallo Carmelo (IT)
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Starlight
By the Shiny Shadows:Ino Bonitsi (GR)Sebastiano Gallo Carmelo (IT)Marie Gröhn (SE)Remy Jacobs (NL)Caoimhe Lawlor (IRL)Anastasia Rizou (GR)
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Night sky4 – 6 year olds
Introductory lesson
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Aim of the lesson
Kids to be aware of the night sky
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Objectives of the Lesson
Students should…
1. Know that the night sky is different from the day sky
2. Use their imagination and creativity
Allow parents to participate
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During the activities, we document what kids
are doing and saying, in order to test their
progress.
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Running of the first LessonActivity:Discuss about the painting “The StarryNight” of Vincent Van Gogh (1889)
What we will need:• 1 coloured copy of the painting “The Starry Night” in actual
size.• 1 easel
Questions:• What is this? • What can you see in the painting?• Open a discussion about a landscape in the night. How the
sky looks etc.
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“The Starry Night” of Vincent Van Gogh (1889)
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Didactical decisions
• The role of the teacher in this activity is to motivate children to observe and allow them to express themselves through the painting.
• Children are able to explain, answer and construct.
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Sky observation
2nd activity
• Parents and kids spend time together watching the night sky.
• The next day kids describe their experience in the classroom and we find a way to connect their experiences with a story, so we read a book about night sky.
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Didactical decisions
• The parents get involved in the activity of their children and learn how to discuss with them about a new subject.
• Children become able to describe and take into consideration different opinions.
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Big painting for small painters
3rd activity• We propose to the kids to paint a very big
picture of a night landscape, out of what they have learned from the previous activities. At the same time, we have classical music in order to stimulate their creativity.
What we will need:• 1 large paper that covers the floor.• Finger paints• Classical music
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Didactical decisions
• Children learn to cooperate with their classmates and have patience when they have to share the materials.
• Children will learn to combine previous experiences into the picture.
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Story making
4th activity• We hang up the painting “The Starry Night” by
Van Gogh and the painting by the kids and we ask from them to give a title to the painting.
• We ask the children to make up their own story about their picture.
What we will need:• 1 notebook• 1 pen
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Didactical decisions
• The teacher role in this activity is to document what the kids want to express in order to make their story.
• Children will learn how to use their imagination to make something from the beginning.
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Night SkyNight Sky6 -8 year olds
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Aim of the Lesson
• To familiarise students with the night sky
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Previous Knowledge
• Students will not have studied the topics of light or the night sky in school before.
• We would give the parents a list of questions to discuss with their children while observing the night sky.
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Objectives of the Lesson
Students should know that . . .
1.The sky is full of stars
2.The moon is not a star
3.The sun is a star
4.The sun provides light for us to see
5.Stars are still there during the day
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Sample Questions
• How many stars can you see?
• Can you count them?
• Which is the biggest one?
• Do the stars make any shapes?
• What do you think stars are?
• Do you think they are hot or cold?
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Running of the First Lesson
• Brainstorm using questions from observation.
• Discuss briefly the morning sky and the differences between it and the night sky.
• Why is it brighter now?
• What can you see?
• Where are the stars?
• Conclude that the sun is star.
• Do we need the sun?
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Activity
What we will need . .
• Enough dim flashlights for all students
• A classroom which can be made gradually darker (for example a window with blinds.)
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Didactical Decisions
• The role of the teacher in this class is to draw information out of what the students already know
• ICT could be used in this class, but it would be a more beneficial for the students to experience the night sky and the morning sky for themselves
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• 12 -15
Stars and light years12-15 year olds
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12-15 year olds
• In this class we will link to the students previous study of stars by introducing the concept of light years as a measurement of distance.
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Previous knowledge
Before this class, students should know that …
• Stars are very far away
• Stars emit light
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Learning Outcomes
By the end of the lesson students should be able to
• Recall that the speed of light is 3 x 108 m/s
• Describe what a light year is
• Calculate one light year
• Link light years to stars
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Activity 1
• Brainstorm with students about light years. Eg who has heard of a light year before, what does it remind you of, what words do you associate with light year?
• What does light year mean when star gazing?
• Use PowerPoint slide to confirm these ideas.
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YEARLIGHT
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YEARLIGHT
The distance
travels
in one
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Activity continued
• Separate the class into groups and challenge them to calculate the distance of one light year. Include hints if the students are struggling (units, how many days in a year, hours in a day etc)
• Use PowerPoint to correct their work and to ensure all students are comfortable and confident doing the calculations.
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Activity 2 - Problem
• If the sun were to suddenly explode right now, we wouldn’t know about it for eight minutes. How far away from the Earth is our Sun?
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Didactical Questions
• The role of the teacher in this class is to probe and encourage students
• The function of this experiments to try to put the size of the universe into perspective
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Speed of light
15-18 year olds
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15 to 18 years old
• Students will now learn to measure the speed of light and compare it to the literature value.
• The will be dealing with waves, wavelength and frequency.
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Previous knowledge
Before this class, students should know that …
• Speed of light being 3 x108 m/s
• Light being a form of energy
• Light behaving like a wave or a particle
• Conversions from GHz to Hz, and from cm to m
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Learning Outcomes
By the end of the lesson students should be able to
• Explain that node to node is one wavelength
• Complete the appropriate calculations
• Describe an experiment to find the speed of light
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Experiment Details
1. Remove revolving tray from microwave2. Place chocolate bar in microwave for
approximately 20 seconds until it starts to melt in places.
3. Using a ruler, measure the distance between the two spots.
4. Check the microwave frequency from the manual.
5. Multiply distance (in metres) x 2 and then by the frequency.
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Activity 1• Complete the experiment as a demo but involve
the students in the measurement.
• Have a video of the experiment also in case the initial experiment didn’t work or the results weren’t clear.
• Once the experiment is complete, ask probing questions to ensure the students understand. A PowerPoint presentation could be used here to focus attention.For example . . .
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• When you measured the distance why did we multiply by 2?
• What formula was used in this investigation?
• Describe this experiment in your own words . . .
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Activity 2
• Hand out a worksheet for the students to complete.
• This worksheet continues with calculations involving speed, wavelength and frequency. They should conclude the speed of light is always around 3x108 m/s
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• Challenges students to re-order the formula and calculate.
• Reinforces the fact that the speed of light is always 3x108
m/s
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Didactical decisions
• The function of this experiment is to make science relatable – that students can complete an experiment in their kitchen and calculate simply a value that scientists took years to discover
• ICT is very important and useful here since experimental science can be temperamental.
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Light spectroscopy
15-18 year olds
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15 to 18 years old
• Students will now learn that light carries plenty of information which can be obtained by frequency analysis
• The students will get an understanding in how this analysis works
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Previous knowledge
Before this class, students should know that …
• Light can behave as a wave and as a particle
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Learning Outcomes
By the end of the lesson students should know
• How light spectroscopy works
• That starlight contains information about the matter of stars
• How to tell from spectroscopy plots what elements the stars contain
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Activity 1: Filtering the night sky
• Demo about changing the spectrum of night sky photos to reveal more colour information
• Let the students play around with photos themselves
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Theory: Light Filtering
• Demo with white light and colored transparent sheets: a filter!
• Theory about absorption of photons, Bohr model and energy levels
• Spectroscopy: filtering on many frequencies
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Theory: Light absorption in stars
• Starlight emitted in the centre
• Filtering through different layers
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Activity 2: Spectroscopy
• Hands on with spectroscopy plots
• Finding out which elements the stars contain
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Didactical decisions
• Students get a multitude of examples of how information can be obtained using a frequency analysis of light.
• Students get hands-on experience using the methods presented.
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Questions?
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References
• http://www.null-hypothesis.co.uk/science/item/measure_speed_light_microwave_chocolate
• http://www.howstuffworks.com/question94.htm
• http://realfrance.files.wordpress.com/2010/04/vangogh-starry_night_ballance1.jpg