Forum Replies Created
-
Posts
-
A community awareness programme is a great idea. It would help the students feel like they are making a difference and increase their levels of engagement.
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
In creating a project for a 2nd class to participate in the International Dark Sky Association’s “Rising Star” Awards Programme I would include activities to teach students about light pollution and encourage community involvement. To begin, I would introduce students will to the concept of light pollution through story time and discussions, to help them understand its effects on the environment, particularly on nocturnal animals. They would then observe and identify sources of light pollution in their community by going on a supervised night walk and drawing what they observe, such as streetlights and house lights.
Following this, the students would learn about solutions to reduce light pollution through activities like listening to a guest speaker and creating DIY light shields using paper and cardboard. To raise awareness, they could make posters about the importance of dark skies and present their work to other classes or their parents. The project would also involve community engagement, where students write letters to local authorities or community leaders advocating for better lighting practices and start a “Dark Sky Night” campaign encouraging the community to turn off unnecessary lights for one night.
The entire project can be documented through photos, student journals, and a video compilation, showcasing the students’ activities and experiences. The documentation will be compiled into a project portfolio and submitted to the Rising Star Awards.
I like the idea of a moon journal because its very adaptable to the ability level of the students, some could sketch their ideas/observations whilst others might annotate with notes.
Create a short teaching resource using Stellarium/ WorldWide Telescope
“Moon Phase Exploration”Objective: To explore and understand the different phases of the Moon using the WorldWide Telescope.
2nd Class
Materials:
Computers or tablets with internet access
WorldWide Telescope website (https://worldwidetelescope.org/webclient/)
Moon Phase Guide
Instructions:Introduce the concept of the Moon’s phases and explain that they will be using the WorldWide Telescope to explore and identify the different phases.
Have students access the WWT website and navigate to the “Explore” tab.
Show them how to use the “Moon” button to view the Moon in real-time or select a specific date to view a specific phase.
Ask students to work in pairs or small groups to explore the different phases of the Moon using the WWT.
Provide them with a Moon Phase Guide and have them identify each phase as they explore. Encourage them to use the guide to match the phase they see on the WWT with its corresponding description.
As they explore, ask guiding questions such as:
What do you see on the Moon’s surface right now?
How does it compare to what we see in our Moon Phase Guide?
Can you find any craters or mountains on the Moon’s surface?
Allow students to share their findings and observations with the class.
As a class, create a diagram or chart showing all the different phases of the Moon, using images from the WWT and descriptions from their Moon Phase Guides.Hi David, I like the idea of including predictions. It encourages students to reflect on their learning and an easy way to show new knowledge if predictions are initially incorrect.
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
1. Start by introducing the concept of the sun’s movement across the sky to the students. Explain that the sun appears to rise in the east, move across the sky, and set in the west.
2. Take the students outside at different times of the day (morning, afternoon, and tell them to do so at home in the evening) to observe the position of the sun in the sky. Encourage them to look towards the east in the morning, towards the south at midday, and towards the west in the evening.
3. Provide each student with a notebook or journal to record their observations. Ask them to draw a simple picture of the sun’s position in the sky at each time of day and note down the direction they were facing.
4. Encourage students to make observations over several days or weeks to see how the sun’s position changes throughout the year. Discuss with them how the sun’s path across the sky is influenced by the Earth’s tilt.
5. As an extension activity, students can use a compass or a compass app on a smartphone to determine the exact direction of the sun’s position at different times of the day. They can also use a sundial to track the movement of the sun throughout the day.
6. Hold a class discussion to review the students’ observations and discuss what they have learned about the sun’s movement in the sky. Encourage them to share their journal entries and drawings with their classmates.
7. Ask students to create a poster or presentation to showcase their observations and findings about the sun’s position at different times of day. Display these in the classroom or school to share their knowledge with others.
