Transcript Starlight_group5

Starlight
By the Shiny Shadows:
Ino Bonitsi (GR)
Sebastiano Gallo Carmelo (IT)
Marie Gröhn (SE)
Remy Jacobs (NL)
Caoimhe Lawlor (IRL)
Anastasia Rizou (GR)
Night sky
4 – 6 year olds
Introductory lesson
Aim of the lesson
Kids to be aware of the night sky
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
During the activities, we document what kids
are doing and saying, in order to test their
progress.
Running of the first Lesson
Activity:
Discuss about the painting “The Starry
Night” 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.
“The Starry Night” of Vincent Van Gogh (1889)
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.
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.
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.
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
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.
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
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.
Night Sky
6 -8 year
Night
Sky
olds
Aim of the Lesson
• To familiarise students with the night sky
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.
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
Sample Questions
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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?
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?
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.)
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
Stars and light years
12-15
year
olds
• 12 -15
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.
Previous knowledge
Before this class, students should know
that …
• Stars are very far away
• Stars emit light
Learning Outcomes
By the end of the lesson students should
be able to
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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
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.
LIGHT
YEAR
The
distance
in one
LIGHT
YEAR
travels
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.
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?
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
Speed of light
15-18 year olds
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.
Previous knowledge
Before this class, students should know
that …
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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
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
Experiment Details
1. Remove revolving tray from microwave
2. 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.
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 . . .
• 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 . . .
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
• Challenges
students to reorder the
formula and
calculate.
• Reinforces the
fact that the
speed of light is
always 3x108
m/s
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.
Light spectroscopy
15-18 year olds
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
Previous knowledge
Before this class, students should know
that …
• Light can behave as a wave and as a
particle
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
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
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
Theory: Light absorption in stars
• Starlight emitted in the centre
• Filtering through different layers
Activity 2: Spectroscopy
• Hands on with spectroscopy plots
• Finding out which elements the stars
contain
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.
Questions?
References
• http://www.nullhypothesis.co.uk/science/item/measure_s
peed_light_microwave_chocolate
• http://www.howstuffworks.com/question94.
htm
• http://realfrance.files.wordpress.com/2010/
04/vangogh-starry_night_ballance1.jpg