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From Mert Koçer to Everyone:  09:06 PM
Sunumda Geçen Linkler: AstroBilgi Ekibinin Web Sayfası: http://www.astrobilgi.org/ "AstroBilgi Öğretmen Akademisi" facebook sayfası: https://www.facebook.com/groups/astrobilgi.ogretmen.akademisi AstroBilgi YouTube Kanalı: https://www.youtube.com/astrobilgi AstroBilgi İnstagram Hesabı: https://www.instagram.com/astro.bilgi/ Pale Blue Dot (Soluk Mavi Nokta) - Carl Sagan https://www.youtube.com/watch?v=hMj8SFBZ4Q8 Mert Koçer'in Web Sayfası: http://astrookul.org/ Amatör Teleskop Yapım Çalıştayı Videosu: https://youtu.be/NnhuIYQXyYE Okulda Öğrenciler ile Teleskop Yapımı Videosu: https://youtu.be/defUwh8HTWI Uluslararası Dünyanın Çevresini Ölçme Deneyi ve Fotoğraf Yarışması: http://eratosthenes.ea.gr/ Asteroit Kaşifi Web Sayfası: http://asteroidkasifi.com/ Uluslararası Asteroid Arama Birliği(IASC) Web Sayfası: http://iasc.cosmosearch.org/ LCO ile Uzaktan Teleskop Kullanımı Web Sayfası: https://lco.global/ NASA Uzay İstasyonu Tasarlama Web Sayfası: https://space.nss.org/settlement/nasa/Contest/
From Leyla Tekeli to Everyone:  09:06 PM
İyi akşamlar hocalarım
From Mert Koçer to Everyone:  09:06 PM
Avrupa Uzay Ajansı(ESA) Ay Kampı Web Sayfası: https://mooncampchallenge.org/ Dünyadaki Mars Projesi Web Sayfası: https://marsonearthproject.org/
From Sevgi Oğuz Aksaray ÖDM to Everyone:  09:06 PM
Leyla hocam hoş geldiniz iyi akşamlar

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FITS images withWorld Coordinate System (WCS) sky coordinate to pixel transforms encoded in their headers. SeeMark Calabretta and Eric Greisen's paper

SkyView, a versatile Mosaic-based, multi-wavelength image server, has been implemented at NASA/Goddard. It also returns a FITS file with WCS information. TheSkyView Basic Form lets you select center coordinates, a sky survey, and image projection, size, and brightness scaling. The SkyView Advanced Form adds exact image size specification in pixels and degrees, catalog overlays, multi-color image overlays, and contouring.

DSS (Digitized Sky Survey):
TheSTScI Catalogs and Surveys Group scanned the astrophotographic plates of the Palomer Observatory Sky Survey (POSS) and the Sothern Sky Atlas (SERC) to make images of the entire sky an high resolution. Extracts from the DSS1 and its followup DSS2 survey are available from many sources: The SAO Digitized Sky Survey Server forms-based server retrieves FITS or GIF images within the Harvard-Smithsonian Center for Astrophysics.

Aladin Interactive Sky Atlas
An interactive software sky atlas visualizing digitized images of any part of the sky, with superimposed entries from astronomical catalogs.

Telescope Image Archives:
HST (Hubble Space Telescope at STScI) [ESO] (Hubble Space Telescope at ST-ECF) [CFHT]
MAST (Multimission Archive at Space Telescope)
NOAO Image Gallery
ESO Science Archive Facility
ESO + HST Querator

Super Cosmos Sky Surveys
FITS or GIF images from sky survey plates taken with the UK Schmidt telescope (UKST), the ESO Schmidt, and the Palomar Schmidt, scanned by the SuperCOSMOS advanced photographic plate digitising machine.

ADIL: The Astronomy Digital Image Library is a collection of astronomical, research-ready images, browsable and downloadable in FITS format.

The Galaxy Catalog: Digital images of 113 nearby galaxies in several passbands (FITS, GIF, JPEG) and color (JPEG) from Princeton.

VLA: TheNRAO/VLA Sky Survey, a survey of the sky north of -40 declination at wavelength of 20 cm, is being served by NRAO.
(Faint Images of the Radio Sky at Twenty-centimeters) is a project designed to produce the radio equivalent of the Palomar Observatory Sky Survey over 10,000 square degrees of the North Galactic Cap.

IPAC: The source for infrared images
The Quick Look 2MASS Atlas images cover the entire sky at J, H, and K. They also serve the entire sky a longer IR wavelengths through the IRAS Sky Survey Atlas (ISSA). The IRAS Galaxy Atlas, containing 60 and 100 micron data of the galactic plane and several other regions, can return FITS images. If you know what IRAS plate you are looking for, the entire ISSA plate sets for thesouthern hemisphere and thenorthern hemisphere are online.

ROSAT: The ROSAT X-Ray All-Sky Survey has images of the entire sky in various formats.

PDS: In addition to the Planetary Data System Planetary Image Atlas, NASA's PDS archive has spacecraft images ofthe Moon andMars, withVenus andJupiter coming.

SkyMorph
SkyMorph enables searches for variable, moving or transient objects. It provides convenient access to optical images and catalogs generated by the Near Earth Asteroid Tracking (NEAT) program These include more than 67,000 CCD images covering a large fraction of the sky.

USNO Flagstaff Station Integrated Image and Catalogue Archive Service
This facility allows you to extract catalogue data from the USNO-A2.0 and/or ACT Catalogues and plot up finder charts from these lists. In addition, we have available the raw images from scanning the major photographic surveys. You can overplot the catalogue data onto the images, as well as overplot your own additional markers.

Galaxy Stock Images and Photos
They cost money to buy and use, but you can browse through this extensive collection of astronomical and space imagery for free.

Accessing archived data now
International Virtual Observatories
Setting up the protocols to make all online astronomical data accessible

SAOimage, originally written by Mike vanHilst of SAO, has been revised by Doug Mink, also at SAO, to display WCS information with FITS or IRAF images, including plate solutions in the format used by the Digital Sky Survey, as well as the all proposed standard FITS WCS formats using Mark Calabretta's WCSLIB subroutine library. It is available by anonymous ftp fromftp://cfa-ftp.harvard.edu/pub/gsc/SAOimage/. The same WCS subroutines are used in ds9, SKYCAT and SAOtng.

DS9 is SAO's latest astronomical data visualization application and runs on many different platforms, including displays with most standard depths. There is an online reference manual.

The European Southern Observatory's SKYCAT tool not only tracks in WCS, but can overplot catalogs retrieved over the network.

NASA Goddard's FV program displays both FITS images and tables. It runs under Microsoft Windows 95 or NT as well as on any Unix platform.

SAOtng, by Eric Mandel at SAO, is evolved from SAOimage and is based on the IRAF Ximtool. Use of the X Public Access mechanism makes it easily extensible.

FITSview, by Bill Cotton of NRAO, displays FITS images on PC's runningMicrosoft Windows 3.x or 95,Macintoshes, as well asUnix machines. It is available as source or compiled executable binaries for all of these different operationing systems and includes very good online help.

IPAC's Skyview (no capital V) program can deal with WCS, but needs a better browsing interface.

Doug Mink's Skymap has extensive overlay capabilities, despite a rudimentary image display, Browsing adaptations will soon be made.

ATV is an interactive image-display tool for IDL fromAaron Barth.

The Java-based Horizon Image Data Browser was developed at NCSA using WCSLIB.

If you have the line

image/x-fits                   fit     fits    fts     FIT     FITS

in your mime.types file and a browser set up to deal with the image/x-fits mime type by an entry something like this in a mailcap file

image/x-fits;                saoimage -fits %s

you should be able to retrieve and display a FITS image of M51 like the one at the top of this page from http://tdc-www.harvard.edu/postage_stamp/wpix.fits If you are using SAOimage, click onhisteq to histogram-equalize the image and get a good picture of the galaxy M51.
Other settings in your mailcap or helper file to make sure your browser recognizes FITS images should include

image/fits;                saoimage -fits %s
application/fits;          saoimage -fits %s
application/fits-image;    saoimage -fits %s

saoimage may be replaced with your favorite FITS viewer:skycat, saotng, fitsview or xfitsview, ds9, or even xv.
Graphically Editing FITS images
A FITS-reading plug-in for Adobe Photoshop is available, but it can read 8- and 16-bit integer images only.
There is also a plug-in for the GIMP open-source image processing package, and ImageMagick also reads and writes FITS files.

The widely-available PBMPlus and NetPBM graphics toolkits can be used to convert FITS files to other formats or vice versa.

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FITS images withWorld Coordinate System (WCS) sky coordinate to pixel transforms encoded in their headers. SeeMark Calabretta and Eric Greisen's paper SkyView , a versatile Mosaic-based, multi-wavelength image server, has been implemented at NASA/Goddard. It also returns a FITS file with WCS information.

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Since the time of the ancient Greeks, people who study the natural world have developed a system for establishing knowledge, called the scientific method. The scientific method requires, as a minimum, the following: terminology that is precisely defined, measurements that are quantitative and repeatable, and assertions that are backed up by evidence.

There are several essential steps in the scientific method. The first step is gathering evidence, usually in the form of observations or data. The evidence might be physical, such as rocks brought back from the Moon, or it might be readings from instruments, such as measures of light focused by a telescope. Statements made with no evidence to support them are called speculation; they might be true or they might not. Without supporting evidence, there is no way to prove or disprove them. In some scientific fields like chemistry, physics, and biology, evidence often comes from experiments in a laboratory. In astronomy, where many objects are very remote, most of the evidence comes in the form of light and other types of electromagnetic radiation.

The second essential step in the scientific method is analysis of the data, which usually involves a process of pattern recognition. For example, astronomers might analyze the nightly positions of a planet in the sky and recognize regularity in the motion, or they might find a similarity in the chemical composition of stars in different parts of our galaxy. A complication in the search for patterns in data is the fact that data are never perfect; observations are always finite in number and they have errors or uncertainties attached. The idea of searching for patterns in nature is at the heart of science. Discoveries start with a playful and curious mind at work.

The third step is the development of an explanation for the results of the analysis. Such an explanation is called a hypothesis. Often it is called a "working hypothesis" to emphasize that it is only a tentative proposal. An essential aspect of a scientific hypothesis is that it must be testable. That is, there must be some further observation or experiment that is capable of affirming or disproving the hypothesis. Scientists propose different hypotheses. The wrong ones are weeded out by such experiments. There is always more than one possible explanation for any set of data, which is one of the reasons scientists argue so much! The last element of the scientific method is therefore the critical evaluation of hypotheses through testing.

Often, an idea that starts out as one researcher's working hypothesis survives many tests and becomes widely accepted. A hypothesis that has been tested repeatedly and successfully is usually called a theory, indicating that it is stronger than a mere working hypothesis. The term theory is usually preserved for a hypothesis that covers a wide range of phenomena. For example, you might hypothesize that people who watch a lot of television are overweight. You might have evidence to support your hypothesis, but this insight will never have the weight of a theory. Why? Because many people who watch a lot of television are not overweight and there are many reasons that a person might be overweight. A theory should be broad in scope and application. An example of a modern robust theory is Einstein's theory of relativity.

The scientific method can never guarantee truth, but it can be used to draw conclusions with a much higher degree of reliability than other systems of knowledge. Stronger evidence yields more reliable conclusions. This statement is not an idle boast, but a conclusion based on a long history of scientific advances. The scientific method is more reliable in part because of the pains taken to gather evidence.

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Teach Astronomy - Since the time of the ancient Greeks, people who study the natural world have developed a system for establishing knowledge, called the scientific method. The scientific method requires, as a minimum, the following: terminology that is precisely defined, measurements...

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Uzay ve Astronomi - Herkes için Uzay ve Astronomi Rehberi

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İsviçre - Basel Astronomi Başkanı, Prof. Dr. G. A. Tammann'a göre, "bilimsel araştırma, yaşamımızı ve içinde yaşadığımız evrenin tasvirini değiştirmiş...

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Fakten ber die Sonne Dauer eines Umlaufs um das Zemtrum der Milchstrae 250 Millionen irdische Jahre Dauer einer Umdrehung um die eigene Achse quatorregion: 25 irdische Tage Polarregion: 36 irdische Tage Gravitations-Anziehung 28 mal so stark wie auf der Erde StarChild ist ein Service des "High Energy Astrophysics Science Archive Research Center" (HEASARC), Direktor:Dr. Nicholas E.

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ay

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ESA experts working on lunar exploration provide facts and insights in a new series of videos for participants of the Moon Camp Challenge.

Tasked with designing a habitat on the Moon using 3D modelling tools, students must take a number of factors into consideration. The extreme lunar environment and limited resources pose challenges for a Moon Camp that must adapt to the local environment and provide protection and living and working facilities for astronauts.

In the Meet the Experts series, lunar scientists and engineers dive into four aspects of Moon research, from resources and 3D printing to life for humans on the Moon and future exploration plans.

Dive right in:

Resources on the Moon

It's common knowledge that the Moon is a cratered ball of rock. Stunning as it is in the night sky or in photographs taken from orbit the landscape is barren, grey, dusty and dark. Are there other things to be found than meets the eye? Moon scientist Alexandre Meurisse explains which resources can be found on the Moon.

3D Printing on the Moon

We can 3D print just about anything these days, from tools and buildings to cells and even food. But that's on Earth, where materials are readily available. What about in space or on the Moon? Could we 3D print a lunar base? ESA engineer Advenit Makaya walks us through the process.

Living on the Moon

The Apollo Mission proved humans can work on the lunar surface but the longest lunar spacewalk lasted a total of 22 hours. Could humans spend longer amounts of time on the Moon? How about live there, as they do on the International Space Station? Lunar technology expert Bérengère Houdou describes living on the Moon.

Future Moon exploration

Though it has been fifty years since humans first stepped on the Moon, we haven't forgotten about Earth's natural satellite. Several missions since Apollo have taught us so much about the Moon and have paved the way for humankind to return. ESA Moon scientist James Carpenter gives us an overview of these missions and future exploration of the Moon.

Submissions for Moon Camp Discovery, Explorers and Pioneers are open until 25 March. More info on each level of the challenge and additional resources are available on the Moon Camp Challenge website.

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ESA experts working on lunar exploration provide facts and insights in a new series of videos for participants of the Moon Camp Challenge. Tasked with designing a habitat on the Moon using 3D modelling tools, students must take a number of factors into consideration.

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About This Quiz & Worksheet

Dark matter is a complicated scientific concept that is essential to our current understanding of the universe. You can go over different facts about dark matter by answering the questions you can find in this quiz and worksheet. These questions will test you on the history of the scientific understanding of dark matter and what it explains about our universe.

Quiz & Worksheet Goals

These assessment questions will test you on:

Scientists who developed ideas on dark matter

Why it's called dark matter

How much of our universe is regular matter

Theories about dark matter

Skills Practiced

Information recall - see if you can recall basic information on what scientists believe about dark matter

Reading comprehension - make sure that you understood what you read about dark matter and its role in our universe

Knowledge application - use your knowledge on dark matter to answer questions on dark matter history and current theories

Additional Learning

More facts on this subject can be found in the associated lesson called Dark Matter Lesson for Kids. Read this lesson to learn about:

The discovery of dark matter

What we know about dark matter

How scientists study dark matter

Dark matter and gravity

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quiz & worksheet - dark matter facts for kids | study.com

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Quiz & Worksheet - Dark Matter Facts for Kids | Study.com

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Dark matter is a complicated scientific concept that is essential to our current understanding of the universe. You can go over different facts about dark matter by answering the questions you can find in this quiz and worksheet. These questions will test you on the history of the scientific understanding of dark matter and what it explains about our universe.

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Bénévoles, salariés du secteur associatif, acteurs de la formation, de l'insertion, de l'économie sociale et solidaire ou encore dans l'ingénierie pédagogique... Vous êtes à la recherche de financements pour développer vos projets européens ?

Quoi que vous ayez à faire, une journée aura toujours 24h...

A vous de vous gérer pour optimiser au mieux votre temps et profiter de chaque moment, sans stress et avec beaucoup de plaisir.

Des lois sur la gestion du temps vous en connaissez certainement, mais les utilisez vous à bon escient ? Changez votre manière de faire... Tant qu'il vous reste du temps, nous vous guiderons...

The European Forest Pedagogics Congress is organised annually to provide a platform for the exchange of experiences and for the discussion of currently relevant topics or challenges for forest pedagogy in Europe.

The next Forest Pedagogics Congress will be held in Latvia, 1.-4. July, 2019.

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Bénévoles, salariés du secteur associatif, acteurs de la formation, de l'insertion, de l'économie sociale et solidaire ou encore dans l'ingénierie pédagogique... Vous êtes à la recherche de financements pour développer vos projets européens ? Quoi que vous ayez à faire, une journée aura toujours 24h...

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harika uzaktan eğitim konuları var moooc astronomiden science kadar

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harika uzaktan eğitim konuları var moooc astronomiden science kadar

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https://www.classcentral.com/course/coursera-astrobiology-exploring-other-worlds-13556

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Free Online Course: Astrobiology: Exploring Other Worlds from Coursera | Class Central

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How are astronomers approaching their search for life in the universe? What have we learned from the surge of exoplanets discoveries? How likely is it that Earth does not host the only life in the Universe? In this course we explore the field of astrobiology, an emerging multidisciplinary field.

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çok güzel bir uygulama sitesi çücüklere de uygun

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çok güzel bir uygulama sitesi çücüklere de uygun

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https://www.tes.com/teaching-resource/gravity-and-weight-ks3-11035744?utm_campaign=RES-2418&utm_content=save-for-later&utm_source=system-email&utm_medium=email

https://www.tes.com/teaching-resource/gravity-6439758?utm_campaign=RES-2418&utm_content=save-for-later&utm_source=system-email&utm_medium=email

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(0)

Melden Sie sich in unserer Community an, um Beiträge zu Ihren Favoriten hinzuzufügen.
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Ziel der Unterrichtsmaterialien für Lehrer in Grundschulen ist die spielerische Vermittlung von Wissen sowie das Erleben neuer Themengebiete mit Hilfe aller Sinne. Zum Herunterladen der Unterrichtsmaterialien für dieSchule einfach den entsprechenden Link anklicken.

Natur, Tiere und Pflanzen

➤ Werte - Wunder der Natur: Die Kinder lernen Verantwortung für die Natur zu übernehmen

➤ Natur im Winter: Die Kinder lernen spielerisch, wie Tiere überwintern.

➤ Tarnung: Warum und wie sich Tiere tarnen

➤ Überwintern: Wie Eisbären im kalten Winter überleben
Unterrichtsmaterial zu Tierarten

➤ Die Sonnenblume: Die Schüler bekommen an diesem Beispiel Einsicht in grundlegende biologische Zusammenhänge.

➤ Bäume: Hier lernen Kinder die Bäume, ihre Blätter und Samen kennen.

➤ Kartoffel: Die Kinder lernen die Geschichte der Kartoffel und wie man sie anbaut.
Wind, Wetter und Jahreszeiten
➤ Wind und Wetter: Wetterhähne und die Kraft des Windes

➤ Nebel: Der Nebel als meteorologisches Phänomen - und die Schüler erhalten Tipps für das richtige Verhalten bei Nebel im Straßenverkehr.

➤ Herbst: Wie sich mit typisch herbstlichen Naturphänomenen auch schon Grundschulkinder aktiv erste wichtige naturwissenschaftliche Zusammenhänge erschließen können.

➤ Schnee und Eis: Spannende Experimente mit Hagel, Graupel, Eis und Schnee

Unterrichtsmaterial zu Feiertagen

Farben und Elemente
➤ Die Farbe Blau: Die Schüler lernen unterschiedliche "Blaus" zu benennen - und zu erkennen, dass Farben eine Wirkung ausüben, die auch "fühlbar" ist.

➤ Die Farbe Rot: Die Schüler lernen "rote" Wörter und Wendungen und die "Farbfamilie Rot" kennen.

➤ Wasser: Wissenswertes zum Thema Wasser wird auf spielerische Art vermittelt.
Rund um Welt & Weltall
➤ Globus: Ein Globus fasziniert alle Grundschüler. Die Kinder lernen spielerisch das Geheimnis der geneigten Erdachse. Außerdem: Bastelvorlage für einen Globus.

➤ Der Mond: Die Kinder lernen die wichtigsten Punkte rund um den Mond.

➤ Weltraum: Den Kindern wird anschaulich unser Sonnensystem und das Prinzip eines Raketenantriebs erklärt. Außerdem: Ein Daumenkino zum Basteln.

➤ Die Zeit: Den Schülern werden anhand praktischer Beispiele Zeiterfahrungen sichtbar gemacht.

➤ Die Wüste: Einsichten in historische, geografische und naturwissenschaftliche Zusammenhänge zum Thema "Wüste".
Material und Handwerk
➤ Handwerk: Den Schülern wird gezeigt, wie vielseitig Handwerkerberufe sein können und sie lernen, was eine „Schusterkugel" war.

➤ Kleben: Die Schüler stellen selbst Kleber her, arbeiten damit und sie bekommen einen Eindruck davon, welche große Bedeutung Klebstoff für die Menschen hat.

➤ Papier: Mit allen Sinnen werden unterschiedliche Papierarten erlebt. Außerdem wird gewettet: Kann man durch ein DIN A4-Blatt steigen?

➤ Sand: Viele Anregungen für den Unterricht rund um das Thema Sand.

➤ Baumwolle: Biologische, ökologische, geographische, sprachliche und wirtschaftliche Zusammenhänge werden am Thema Baumwolle aufgezeigt und in kindgerechter Art vermittelt.
Unterrichtsmaterial zu weiteren Themen

Jede Menge Geschichten! Sie wollen Ihren Schulkindern etwas vorlesen? Dann werden Sie hier fündig: Die beliebtesten und bekanntestenMärchen und Kindergeschichten.

Life Hacks
15 simple Tipps für den Familienalltag

Gewinnspiele
Jede Woche neu: Tolle Gewinne für Klein und Groß! Schnell mitmachen!

Geburtshoroskop

Horoskop für alle Sternzeichen

BMI-Rechner

Berechnen Sie den BMI Ihres Kindes

Vornamenlexikon

Bedeutung und Herkunft schöner Babynamen

Langsamen Walzer lernen
Wie geht eigentlich ein langsamer Walzer? Wie zeigen es Ihnen in unserer Video-Reihe zum langsamen Walzer.

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(0) Melden Sie sich in unserer Community an, um Beiträge zu Ihren Favoriten hinzuzufügen. Jetzt anmelden Ziel der Unterrichtsmaterialien für Lehrer in Grundschulen ist die spielerische Vermittlung von Wissen sowie das Erleben neuer Themengebiete mit Hilfe aller Sinne. Zum Herunterladen der Unterrichtsmaterialien für dieSchule einfach den entsprechenden Link anklicken.

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Familie.de bietet viele kostenlose Unterrichtsmaterialien zum Download. Die Materialien richten sich an erster Stelle an Lehrpersonen, aber viele können auch gut zuhause oder beim Lerntraining eingesetzt werden. Ziel der Unterrichtsmaterialien ist die spielerische Vermittlung von Wissen sowie das Erleben neuer Themengebiete mit Hilfe aller Sinne. Die Materialien können kostenlos und ohne Anmeldung heruntergeladen werden. Es gibt Materialien zu folgenden Themen:

Natur, Tiere und Pflanzen

Tierarten

Wind, Wetter und Jahreszeiten

Feiertage

Farben und Elemente

Rund um Welt und Weltall

Material und Handwerk

weitere Themen wie Ritter, Labyrinthe, Gedichte, usw.

Zu den Materialien: Hier klicken

Wie wäre es mit einer Vorlage für einen Globus:

Oder eine Anleitung, um selber Labyrinthe zu zeichnen:

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Familie.de bietet viele kostenlose Unterrichtsmaterialien zum Download. Die Materialien richten sich an erster Stelle an Lehrpersonen, aber viele können auch gut zuhause oder beim Lerntraining eingesetzt werden. Ziel der Unterrichtsmaterialien ist die spielerische Vermittlung von Wissen sowie das Erleben neuer Themengebiete mit Hilfe aller Sinne.

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Science Activities for Kids - Living Life and Learning

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Hands-on science activities for kids from preschool to kindergarten and elementary age students to help make teaching science easier for homeschoolers and teachers.

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by TeachThought Staff

Inquiry-based learning is a term that educators and parents alike hear bandied about without a clear sense of exactly what it is, why it's effective, how it works, and what its benefits are.

For now, let's define inquiry-based learning simply as an open-ended approach to learning guided by students through questions, research, and/or curiosity.

Sketch-noter Sylvia Duckworth took Trevor MacKenzie's ideas on the benefits of inquiry-based learning and put together the image above. We've linked to a few of our resources on some of the highlights below for extended learning and reflection.

See also The Benefits Of Having A College Degree

What benefits of inquiry-based learning do you see in your classroom?
10 Benefits Of Inquiry-Based Learning
1. Inquiry-based learning can nurture student interests, passions, and talents

See 25 Ways to Promote Passion-Based Learning In Your Classroom

2. It can empower student voice and honor student choice

See 4 Principles Of Student-Centered Learning

3. It can increase motivation and engagement

See 27 Ways to Promote Intrinsic Motivation In The Classroom

4. It can foster curiosity and a love of learning

See 4 Stages of Curiosity

5. It can teach grit, perseverance, growth mindset, and self-regulation

See 4 Strategies to Promote Smarter Grit

6. It can develop formal and informal research skills

See 8 Reasons Why Students Should Still Write Research Papers

7. Inquiry-based learning can deepen understanding beyond the content

See 6 Tips & 18 Resources To Extend Learning Beyond The Classroom

8. It can fortify the importance of asking good questions

See 7 Strategies To Help Students Ask Great Questions

9. It requires students to take an active role in the learning process

See 60 Ways to Help Students Think For Themselves

10. Inquiry can help to solve the problems of tomorrow in the classrooms of today

See 12 Principles for Modern Learning
10 Benefits Of Inquiry-Based Learning; 10 Reasons To Use Inquiry-Based Learning

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Among the benefits of inquiry-based learning, requiring the student to take an active role in the process may be the most significant.

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Learn more about Ready Classroom Mathematics, a brand new program that empowers all students to own their learning through discourse-based instruction.

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Where to even begin? This is not your average conference... actually, I wouldn't even use the word conference to describe it. Deeper Learning is a powerful two-and-a-half-day learning experience for educators. Over 1300 educators from around the world convened this past week in San Diego at High Tech High to dig deep, connect, and do work that will support deeper learning outcomes for students.

Educators were encouraged to unpack the historical underpinnings of compulsory schooling and reflect on existing systems, structures and supports that aren't working. Attendees also heard countless examples of schools and educators that are making progress and rethinking what learning can and should like for young people. And at the core of each message shared were two facts: first, that this work starts with understanding who our students are, truly hearing them, and focusing on creating equitable and powerful learning experiences for them; and second, that this work is imperative.

While words can't even being to describe the energy and awesomeness of Deeper Learning 2018, I spent time thinking about what makes this conference so different (and why you NEED to go), and wanted to share a few reflections...

... and pictures. Get ready for lots of pictures.

What Makes this Experience Different?

1. Student voice. Students, students and more students. Don't believe deeper learning environments can benefit or "work" for all students? Listen to even one of the students at Deeper Learning and your mind will be changed. Performances, speeches and reflections from students across the country make Deeper Learning truly unique and special. There was an EdCorps farmers market where student-run businesses showcased and sold their original products. Even better was that students didn't just stand up on stage and recite the six deeper learning competencies -they embraced them, and reflected them through what and how they shared. Adults: take note and get out of the way for even ten minutes - we can all stand to learn a lot from our youth.

2. No preaching, and the only thing they sell here is Deeper Learning. Deeper Learning is a learning experience FOR EVERYONE (presenters included). Have you ever been to a conference where you feel like the little bird getting fed by mama bird, and you don't get a chance to share or speak up? Deeper Learning is not that. Everyone in attendance is participating and learning - there is no one expert or voice. The people here are doing the work and not just talking about it. There were about ten dens (intimate chats with Deeper Learning leaders) that allowed for organic conversation and questioning. Some of the most inspired, creative and committed educators I know choose year after year to come to Deeper Learning. We all engaged in deeper learning ourselves (as every second of experience is a reflection of deeper learning practices and models), and walked away with a transformed understanding of what is possible (trust me, ask anyone who has attended before).

There are alsono vendors swarming the halls pushing a product on you, just amazing student work and rich conversations. Deeper Learning is designed by and for educators who want to do the work-not to sell you a platform or product.

3. Inclusive and engaging. I've been to my fair share of conferences and events where I spent the entire day in rooms filled with people but still felt alone and isolated. At Deeper Learning, I engaged with new and familiar faces. The communal dinners and events intended for everyone - not just a select few - made for new connections and conversations that I wouldn't have had otherwise. The sessions and spaces are also highly engaging and interactive, which also creates ample opportunities for attendees to connect.

4. Shared keynote. This year one of the main keynote speeches was split between four people ( Carlos Moreno from Big Picture Learning, Gia Truong from Envision, Ron Berger from EL Education and Lindsay Hill from the Raikes Foundation). This made for a highly engaging and dynamic opening to the conference AND made sure there were many, diverse voices represented. The final day, Jeff Duncan-Andrade (Associate Professor @SFSU and Founder of Roses in Concrete Community School) spoke, and quite literally moved people into taking action to benefit students.

5. Tears, laughter and JOY. If you don't like to laugh or smile, Deeper Learning isn't for you (just kidding, remember it's for everyone). The stories and shared experiences were incredibly moving and powerful. I'm not embarrassed to say I cried at least once every day, and laughed just the same. Presentations were highly engaging and concise. The Deeper Learning team made sure to build in ample time for reflection and debriefs so attendees could process what they were taking in. They also made sure we were entertained! There was a band, a series of live student performances and no lack of humor. It's a deeper learning love fest!

I cried a lot at #DL2018 #DeepLearning, but not like the "want to leave summer camp 'cause they serve meatloaf 3x a day" kind of cry. It was the kind of cry when you literally are so moved by someone else's story that you stop everything + start rethinking your own life's purpose pic.twitter.com/YMxyBoqwcQ

- Emily Liebtag (@EmilyLiebtag) March 30, 2018

Overheard at #DL2018: "I think this is one of those days where your face gets sore from smiling so much."
#DeeperLearning
- Elyse Burden (@LyzBurden) March 28, 2018

6. Well-managed sessions and programming. The format of the conference makes for really rich learning experiences that give you a taste of everything, but also allow you to go deep. The first day you start in a common session and then move into shorter workshops. As I mentioned earlier, there were also short sessions called dens that allow participants to ask questions and chat with Deeper Learning leaders. The second day, attendees participate in a deep dive and really spend time on a particular topic. Deeper Learning deep dives end with an adult learning exhibition (of course modeling the type of learning and sharing of learning we hope to create for students).

In addition to these big differences, there is also innovative work being displayed and shared that is worth mentioning.

Deeper Learning Highlights

1. Deeper Learning Puzzle Bus: Stanford d.school's K12 Lab is experimenting with how they might apply the international craze of escape rooms to the educational imperative of helping students get better at crucial deeper learning skills. Educators not only experienced the bus, but also got to create a deeper learning puzzle of their own.

2. Student panel: One of my favorite panels was comprised of students who shared their experiences in deeper learning environments. Students shared about being shadowed for the day by their principal to show them how they learn. Students talked about what it is like to share their work to a public audience, and how it helps create more beautiful work and makes them feel proud of what they create. Students (namely a 3rd-grade rockstar from Thrive Public Schools) shared how high quality PBL experiences make learning meaningful.
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive our weekly newsletter, Smart Update
3. The food and the people: There, I said it. The food and the people were amazing. But seriously, Deeper Learning is set up to make attendees feel ready to learn and ensure they are well-nourished (both mentally and physically). Some of the most creative, inspired, and motivating educators I know are at Deeper Learning, and there are non-stop opportunities to be inspired and wake up to new ideas!

Want to learn more? Email me at emily@gettingsmart.com or reach out to the Deeper Learning team. I know they can't wait for you attend next year, March 27-29th, 2019. I'll see you there!

For more, see:

Emily is Director of Advocacy at Getting Smart. She believes every young person deserves a world-class education and partners with educators and education-focused organizations to try and help make that a reality. Emily usually is researching and reading about project-based learning, global education, teacher preparation and place-based education. Connect with Emily at @EmilyLiebtag.

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Deeper Learning 2018 - Powerful Adult Learning | Getting Smart

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By Emily Liebtag - While words can't even being to describe the energy and awesomeness of Deeper Learning 2018, I spent time thinking about what makes this conference so different (and why you really ought to go next year). Here, I share a few of my biggest reflections...

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Here's a quick recap for those just tuning in...

70:20:10 has shone a spotlight on the limits of formal learning. In contrast, social and experiential learning continue to be veritable goldmines of productivity, placing learners at the centre of their story and demanding a major shift from Learning & Development professionals.

Skip ahead and we find ourselves faced with an amazing opportunity. We can shed our obsession with isolated formal learning and embrace the real question: how can we best support organisations and individuals to develop a culture of continuous learning and high performance.

Central to this cultural shift is the understanding that learning happens bylearners, not to them. When we really let that sink in, rather than just forcing attendance at a workshop or completion of an elearning module, the focus becomes creating a context that will encourage and support learning and high performance.

That's where learning ecosystems come in. More than a fixed environment, the word 'ecosystem' implies complex interactions and continued growth which might include:

a range of people (managers, peers, mentors, coaches)

just-in-time performance tools (checklists, quick reference guides)

social networks (yammer, chatter)

processes (six sigma, kaizen)

formal learning elements (micro videos, webinars, workshops)

technology platforms (LMS, wikis, intranets)

work based learning mechanisms (action learning projects) and much, much more.

Such ecosystems represent rich, fluid environments that continue to develop and evolve based on peoples requirements and the needs of the organisation. The underlying aim is to help people develop in ways they need, when they need to, in the ways that are most effective to them.

Sounds idyllic, but even if it seems a distant dream we can begin to move in this direction with a few relatively simple steps.

1. SUPPORT AN ENGAGED, GROWTH MINDSET

"Learning can only happen when a child is interested. If he's not interested, it's like throwing marshmallows at his head and calling it eating." - Katrina Gutleben

To embrace informal learning we must empower learners to play a central and proactive part in the process. Particularly because this runs counter to our previous approach, we need to actively encourage intrinsic motivation via a 'positive marketing' approach that establishes clear benefits and WIIFM (I like John Keller's ARCS model for formal aspects of this).

Beyond engagement, we can support a growth mindset (as per Carol Dweck's work) via a range of techniques including 'learn to learn' tips or by incorporating a sense of possibility and progress into the reflection and coaching process.

2. ACTION MAPPING TO FOCUS ON PERFORMANCE

"By putting a measurable business goal - a high-level evaluation - first and making it the center of everything we do, we publicly commit to improving our organization's performance and demonstrate our value." - Cathy Moore

I still find myself using variations of Cathy Moore's classic Action Mapping approach to identify which key levers (knowledge, skills, motivation or the environment) will impact on performance and therefore broader change. Her system walks you through how to target real outcomes rather than transferring knowledge for knowledge sake. As a result, it will often lead to creating performance tools rather than courses.

3. SUPPORT REFLECTION

"We don't learn from experience... we learn from reflecting on experience." - John Dewey.

Reflection is an easy yet all too ignored tool that must be integral to any learning culture and ecosystem. It can be supported via journals, group/individual coaching, mentors, 'win/learn/change' processes or elements of social learning.

Charles Jennings recently identified three simple, powerful questions for reflection which were (paraphrasing) 'what have I done?', 'what would I do differently next time?' and 'what is the key lesson from this?'

4. USE FORMAL AS SCAFFOLDING

Scaffolding consists of less than 10% of a building but take it away too early and you're more likely to be left with a rock pile than a building. Similarly, formal learning can help shape and direct informal learning.

Properly integrated into a broader journey, formal learning can prime learners by providing a WIIFM or context; focus attention on key aspects before and during an experience; flip content to efficiently deliver knowledge requirements; frame a learning experience; and provide micro learning just-in-time resources that can be accessed at the point of need.

Like scaffolding, the aim should be to use formal learning to encourage and support a culture of learning so when the formal elements are removed, learners still thrive through experiential and social learning.

5. WIN OVER & EMPOWER MANAGERS

If we accept that much of our learning happens on the ground and with people then it's obvious that managers play a crucial role. In fact a much quoted figure is that effective managers can have a 25% impact on staff performance improvement.

An effective learning ecosystem must engage managers and arm them with toolkits and support structures. This might include just-in-time video guides, elearning simulations, communities of practice, group coaching, observation grids, checklists or debriefing sessions. Any investment here has a massive cascading effect to the rest of the organisation.

6. CREATE REAL VALUE ON SOCIAL PLATFORMS

If you throw people into a social environment it's unlikely they'll click into a thriving and supportive community of practice of their own accord. Similarly, it's not enough just to provide a social platform and sit back waiting for magic to happen.

We can't structure or even schedule social learning, but we can seed it by providing real value on social learning platforms. This might include linking it to projects that participants care about; leading discussions that actually help address issues of concern; and using the platform to distribute key resources and information. Similarly, other events or tools can promote a social aspect (e.g. a just in time video explaining a communication technique can encourage learners to view and contribute to the discussion forum on the same topic).

WHAT'S YOUR EXPERIENCE?

I hope these steps help you move your organisation away from a passive culture and towards one that empowers learners to embark on their own learning journey.
Which ones resonate for you? What other steps would you recommend or have you had success with? Please add them to the comments.
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This post was first published on my LinkedIn site in August 2015.

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Here's a quick recap for those just tuning in... 70:20:10 has shone a spotlight on the limits of formal learning. In contrast, social and experiential learning continue to be veritable goldmines of productivity, placing learners at the centre of their story and demanding a major shift from Learning & Development professionals.

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If you do a Google image search for "classroom," you'll mostly see one familiar scene: rows or groups of desks, with a spot at the front of the room for the teacher.

One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. "We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups," as John Pane, an education researcher at the RAND Corporation, puts it.

Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.

It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?

Pane is the lead author of one of the few empirical studies to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).

"In a personalized system," he says, "students are receiving instruction exactly at the point where they need it."

It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.

Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The commitment by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.

But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.

So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit - or more than a bit - baggy.

In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: "Personalized learning" has become a Janus-faced word, with at least two meanings in tension:

The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.

A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.

Which vision of personalization will prevail? Pace alone, or "Personalize it all"? And what proportion of the hype will be realized?
At your own pace
The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.

In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.

Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.

Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: "It's about every student getting to remediate if necessary, or accelerate if they can."

Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.

In theory, it's possible to follow Khan's roadmap step-by-step, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.

When it comes to the transformation of education, "I strongly believe the biggest lever is moving from fixed-pace to mastery-based education," Khan says.

What he means by "mastery-based," is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.

In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept before you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.

With Khan Academy, you can show "mastery" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.

So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?

Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, "I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is."

Does that excite her?

"No, it doesn't," she answers. "Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something."

And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. "It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking." In other words, what's sold as "personalization" can actually become dehumanizing.

Teachers, I point out, can and do show biases as well. Point taken, she says. But, "teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not."

Equating personalized learning simply with pacing is "a fairly large problem," according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with

" software vendors putting a sticker on a product because there's variation in pacing." That, she says, "does not equal a truly personalized approach."

I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of What School Could Be, which features teachers talking about the promise of education.

For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.

"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that," he says. "If it's giving students more voice, helping them find their own talents in distinct ways, that's better."

When it comes to software like Khan Academy, "I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure" - such as multiplication, say - "that the device they're working on does perfectly, instantly."

That's not good enough for the demands of the 21st century, Dintersmith adds. "Being pretty good - even very good - at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity."

He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a "closed course" of facts and skills that's already been set up for them.
Learn what you want
When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.

"At the beginning of a fad there's a naming problem,"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.

He's found that, "what schools call personalized varies considerably," and also that "a lot of schools are doing personalized learning, but don't call it that."

Still, he's managed to identify some key common elements:

At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP - an individualized education program - for every student.

This sounds simple, but face-to-face interaction is "expensive," says Halverson. Think 28 meetings of 15 minutes each - that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.

Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.
"I love school!"
James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.

There's also flexible scheduling, with Tuesday and Thursday "flex time" blocks for whatever students want to do, Murray said. On any give day, a student can say, " 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'"

Murray says a lot of parents will ask, " 'Well what if my kid just takes gym class every day?' " The answer is, with guidance and feedback, "They really start to advocate for themselves and they start to understand what they need to do and why."

By middle school, his students propose their own long-term "capstone" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.

Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that "when it's done well, there's a lot of parent and teacher enthusiasm."

Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter "thrive" and grow in self-confidence.

"She can think outside the box, and be creative and work with her hands," Bigelow says. "She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too."

Last year, when her daughter was in fifth grade, Bigelow said, "she would come home from school just in a funk at the end of the day." But now? "She came home the first week and she said, 'Mom - I'm learning, but it doesn't feel like I'm learning.' "

John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.

Amy Bigelow agrees: "There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands."

The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.

It's what Halverson calls, "an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' "
"It's hard to implement."
So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?

Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. "We're all learning about factoring polynomials," he says, "but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement."

The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.

But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at "a substantial number" of schools.

"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it," says Pane. "While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls."

One emerging issue is that, as the "fad" spreads, teachers may not always be getting the supports they need.

For a report published in 2018 by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.

They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.

The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.

Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to "playlists" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as "greater student engagement, increased attendance, better behavior."

But not everyone loves the program. It's drawn teacher, parent and student protests in Cheshire, CT; Boone County, KY; Fairview Park City in Ohio; Indiana Area School District in Indiana, PA; Clearwater County, ID, and recently in New York City.

Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.

"It's annoying to just sit there staring at one screen for so long," Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the New York Post at a student walkout earlier this month. "You have to teach yourself."

Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.
Backlash to the backlash
Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?

As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.

In 2012, Maine became the first state to adopt what's called a "proficiency-based diploma." The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were "proficient" in certain skills and subjects.

To comply with the new law, many districts adopted "proficiency-based learning." The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.

Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was "impossible ... so, so frustrating."

"It works really well, like, the first month," Finn says. Then, students started to progress at different speeds.

"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots."

This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage signed a bill to make "proficiency-based diplomas" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.

Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. "We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first."

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If you do a Google image search for "classroom," you'll mostly see one familiar scene: rows or groups of desks, with a spot at the front of the room for the teacher. One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic.

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Printable worksheets & activities for teachers, parents, and homeschool families. Math, reading, writing, science, social studies, phonics, & spelling.

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This course will enable learners to develop and apply digital and learning literacies critical for learning success in tertiary education for the 21st century.

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Get Outta Here! 12 Worksheets About Outer Space

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3 ... 2 ... 1 ... Blast off! Take your 4th grader on a journey through our solar system, from the Sun to the dwarf planet Pluto. That's 3.67 billion

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Food Chain Pyramid | Worksheet | Education.com

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Get familiar with this food chain pyramid, from carnivores and herbivores to producers and decomposers; each group has a role.

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http://astro.unl.edu/classaction/loader.html?filename=animations/ancientastro/heliacalrisingsim.swf&movieid=heliacalrisingsim&width=825&height=580&version=6.0.0

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Save your draft before refreshing this page. Submit any pending changes before refreshing this page.

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Printable worksheets on the solar system and planets that you can use with your class.

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ders planı var

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In this activity, students will explain the role of clouds in Earth's energy budget including reflection, shadowing, absorption, trapping heat at night as a result of watching the NASA Spotlite video, learning the vocabulary collaboratively, and discussing the relationship of clouds to Earth's energy budget.

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https://stereo.gsfc.nasa.gov/classroom/glasses.shtml

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What is the 5E instructional model?

This model describes a five-stage teaching sequence that can be used for entire programs, specific units and individual lessons.

NASA eClips™ resources integrate the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas. This model is the work originally for the Biological Sciences Curriculum Study (BSCS). It has a growing research base and can be used within integration, Problem-based Learning (PBL), Project-based Learning (PjBL), and Universal Design for Learning (UDL).

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The 5E Instructional Model | NASA eClips

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What is the 5E instructional model? This model describes a five-stage teaching sequence that can be used for entire programs, specific units and individual lessons. NASA eClips™ resources integrate the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.

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seviyeye göre konular var

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Launchpad: Life Cycle of a Star | Launchpad | NASA eClips

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Launchpad: Life Cycle of a Star, stars, life cycle, Sun, nuclear fusion, HR Diagram, classification, supernova, neutron star, white dwarf, universe, galaxy, periodic table, mass, chemical change, light, nebula, dust, gas, hydrogen, density, heat, helium, black hole, red giant, gravity, cooling, heating, color, brightness, properties, temperature, massive stars, parameter, radius, evolution, environment, element, Big Bang, high school, education, video, mathematics, science, Martha Boyer, Tiara Diamond, NASA, NASA eClips, NIA, eClips, aerospace

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AST310 Güneş Fiziği - Prof. Dr. Ethem Derman'nın gökbilim dünyası

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Güneş Fiziği Dersinde Kullanılan Sunum Dosyaları

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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StarChild: Multidisciplinary Solar System Activities: Planet Hop

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Example: It only takes the Earth 365.24 days to revolve once around the Sun. Due to their great distance from the Sun, some planets may take hundreds of Earth years to complete the same journey.

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Yıldızlar Neden Beş Köşelidir?

ETHEM DERMAN·8 EKİM 2018 PAZARTESİ

Uzun zamandır bu konuda yazacağım diyordum ama bugüne dek geldik. Yıldızların çekim kuvveti nedeniyle sıcak gaz küreleri olduğunu biliyoruz. Fakat özellikle karanlık bir yerden parlak yıldızlara baktığımızda onları beş köşeliymiş gibi görürüz. Bazıları da 4, 6 veya 7 köşeli gibi görebilir. Bu olayı yıldızları göz kırpması hareketiyle sakın karıştırmayın ve ilk fırsatta deneyin bakalım siz de 4,5 köşeli görecek misiniz?

Işığın bildiğiniz gibi hem parçacık yani foton hem de dalga hareketi ile yayıldığı laboratuarlarda kanıtlandı. Işığın dalga yapısı nedeniyle küçük bir delikten veya ince bir yarıktan geçirirsek ışık bükülerek çıkar ve karşısına bir ekran tutarsak karanlık ve aydınlık yapıda olduğunu görürüz. Fizikte ışığın bükülmesine kırınım (diffraction), ekranda meydana gelen aydınlık karanlık yapılara da girişim (interference) denir. Bu olayı üç boyutlu düşünürseniz olayı daha iyi görürsünüz. Kırınım ve girişim olaylarını daha iyi anlamak için lise fizik kitaplarına bakabilirsiniz.

Yıldızdan gelen ışık göz bebeğinden içeri girdiğinde de kırınıma uğrar kırınım saçakları yani parlak alanlar arasında karanlık yapılar onu bize 5 köşeliymiş gibi gösterir. Benzer olay fotoğraf makinelerinin diyafram yapısında da vardır. Unutmayalım kırınım dalga boyunun bir fomksiyonudur, yani kırmızı ışık mor ışıktan daha fazla bükülür.

Göz merceğimizin içinde ince damarlar vardır ve bunları bazı noktalarda birleşirler, bunlara sütür çizgileri denir. Işık, objektiften geçtikten sonra, bu çizgilerle etkileşir ve sonuç olarak bir yıldızın çok farklı bir görüntü oluşturmasını sağlar, bu olay da onu  beş veya daha çok kollu gibi gösterir. Gözdeki bu damar yapısı insandan insana farklılık gösterir, dolayısıyla iki insan aynı yıldıza baktığında farklı görür. Hatta sağ gözünüzün gördüğü görüntü ile sol gözünüzün gördüğü görüntü bile farklıdır.

Newton türü teleskopların ikincil aynalarını tutan çubuklar, benzer bir olayla kendisini o teleskop ile çekilen fotoğraflarda gösterir. Hubble Uzay Teleskobunun ikincil aynasını 4 çubuk tutmakta, dolayısıyla onun çektiği fotoğraflarda girişim saçaklarını çok belirgin olarak görürüz.

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Uzun zamandır bu konuda yazacağım diyordum ama bugüne dek geldik. Yıldızların çekim kuvveti nedeniyle sıcak gaz küreleri olduğunu biliyoruz. Fakat özellikle karanlık bir yerden parlak yıldızlara baktığımızda onları beş köşeliymiş gibi görürüz. Bazıları da 4, 6 veya 7 köşeli gibi görebilir.

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Astronomy Calendar of Celestial Events 2018 - Sea and Sky

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This astronomy calendar of celestial events contains dates for notable astonomical events in 2018 including moon phases, meteor showers, eclipses, planetary alignments, occultations, oppositions, conjunctions, comets, asteroids, and astronomy events.

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HubbleSite - Out of the ordinary... out of this world

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A children’s history of space timeline, the key space exploration events, ideal research for space projects or homework!

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Spacekids childrens history of space. Learn about the key achievements in the history of space exploration through this timeline, designed for kids from ages 4 to 12 years old.

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Learn about the solar system, the planets that circle the sun. Find out about the planets that are earth's neighbours! As specialist retailers of space toys, space dressing up and other fun space stuff, we love everything about space exploration. If you have any queries or think something is missing, please email us at info@spacekids.co.uk

If you would like to visit our online shop, please visit www.spacekids.co.uk

The Solar System is made up of the Sun and the celestial objects that are bound to it by its gravity: the eight planets and five dwarf planets, their 173 known moons, and billions of small bodies, such as asteroids, icy kuiper belt objects, comets, meteoroids, and interplanetary dust.

Although the farthest planet is over four billion kilometers away from the earth, all eight planets can be seen in the night sky, using a telescope or binoculars - as long as you know where to look!

Mercury

Mercury is the closest planet to the Sun, and the smallest planet of the solar system. Mercury has been visited by two unmanned NASA space probes, Mariner 10 and Messenger. The unmanned Messenger proble was launched by NASA in 2004 and will begin to orbit Mercury in 2011 after several flybys.

The picture on the left is a picture of Mercury that was taken by Messenger in 2008, and transmitted back to earth for scientists to study.

Mercury is 57,900,000 km away from the sun.

Pluto and the other dwarf planets

Pluto used to be classed as a planet of the solar system, but is now considered to be a dwarf planet, and a part of the Kuiper belt. The Kuiper belt is a vast collection of dwarf planets, asteroids, rocks, ice and dust that circle the sun, that extends for millions of miles beyond Neptune, on the outskirts of the solar system.

As of mid-2008, five smaller objects are classified as dwarf planets, all but the first of which orbit beyond Neptune. These are:

Ceres (415,000,000 km from the sun)

Pluto (5,906,000,000 km, from the sun, formerly classified as the ninth planet)

Haumea (6,450,000,000 km from the sun)

Makemake (6,850,000,000 km from the sun)

Eris (10,100,000,000 km from the sun)

But what about the Moon?

The Moon is not a planet at all. It is one of more than three hundred smaller celestial bodies that circle the planets of the solar system.

The Moon was the first such celestial body that people knew about - it was always visible from earth! After 1665, when astronomers observed moons around other planets, the word moon started to be used as a collective term for them all.

Scientists know more about the Moon than any other planet or celestial body in the solar system, because it is the only other world that humans have ever visited. Between 1969 and 1972, twelve astronauts visited the Moon, exploring, experimenting and collecting rocks and soil, to help us learn more.

The Moon has a gravitational pull on the Earth, and it this that causes the tides of the oceans. The Moon's latin name is "Luna", and it is around 240,000 miles away from the Earth.

If you like all things related to space, why not visit the Spacekids online shop which stocks astronaut food, space related toys, dressing up, and other cool stuff at www.spacekids.co.uk

visit our learn webpages for more articles about space exploration at

www.spacekids.co.uk/learn

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A children's guide to the planets of the solar system, ideal research for space projects or homework!

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Learn about the solar system, the planets that circle the sun. Find out about the planets that are earth's neighbours! As specialist retailers of space toys, space dressing up and other fun space stuff, we love everything about space exploration.

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Famous Astronomers Clyde William Tombaugh(1906-1997) Clyde went to the University of Kansas, and the Northern Arizona University. Was an American astronomer. He discovered Pluto in 1930, the first object to be discovered in what would later be identified as the Kuiper belt. Edmond Halley was born in 1656 and died in 1742.

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Telescopes and various satellites roaming through space have brought us invaluable insight into galactic neighborhood and beyond bringing us beautiful shot but also some rather spooky ones. Check them out below! This collection of images was based on the Spooky Astronomy series by NASA. The Perseus Cluster's X-Ray Skull Is that a skull?!

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Trabzon ilindeki bütün ilköğretim okulları araştırmanın evreni olarak belirlenmiştir. Bu çalışmaya katılan örneklem gurubu, örneklem seçme tekniklerinden şans (random) yöntemine göre belirlenmiştir. Eğer evrende objeler benzeşik iseler, aynı nedenlere dayanarak değişim dağılım gösteriyorlarsa ve eşit değişime sahip iseler, örneklemi şans yöntemi ile seçmede yarar vardır (Kaptan, 1993).

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Astronomi etkinlik konuları var ders ders yeni bir padlet gibi

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Astronomi etkinlik konuları var ders ders yeni bir padlet gibi

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Quiz questions:

Who proved the earth was not flat?

a. Galileo Galilei

b. Claudius Ptolemy

c. Eratosthenes

d. Nicolaus Copernicus

2. Who invented the system where the sun and planets revolves around the Earth?

a. Claudius Ptolemy

b. Tycho Brahe, Johannes Kepler

c. Abd al-Rahman al-Sufi ( Azophi )

d. Giovanni Cassini

3. Who first discovered stars outside our Milky Way?

a. Edmond Halley

b. Abd al-Rahman al-Sufi ( Azophi )

c. Galileo Galilei

d. Eratosthenes

4. Who invented a timeline where the Earth revolves around the sun?

a. Nicolaus Copernicus

b. Giovanni Cassini

c. Edmond Halley

d. Claudius Ptolemy

5. Who invented 3 laws about planets movements that astronomers still use today?

a. Eratosthenes

b. Tycho Brahe, Johannes Kepler

c. Galileo Galilei

d.Abd al-Rahman al-Sufi ( Azophi )

6. Who discovered rings on Saturn?

a. Tycho Brahe, Johannes Kepler

b. Christiaan Huygens

c. Nicolaus Copernicus

d. Galileo Galilei

7. Who discovered the space in between Saturn's rings?

a. Christiaan Huygens

b. Claudius Ptolemy

c. Giovanni Cassini

d. Tycho Brahe, Johannes Kepler

8. Who improved the telescope?

a. Abd al-Rahman al-Sufi ( Azophi )

b. Tycho Brahe, Johannes Kepler

c. Sir Isaac Newton

d. Christiaan Huygens

9. Who explained gravity?

a. Christiaan Huygens

b. Sir Isaac Newton

c. Claudius Ptolemy

d. Nicolaus Copernicus

10. Who noticed that there was a recurring comet?

a. Edmond Halley

b. Eratosthenes

c. Nicolaus Copernicus

d. Tycho Brahe, Johannes Kepler

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By : Veronica Grego #3 Abd al-Rahman al-Sufi ( Azophi )- (903 - 986) first observation of a group of stars outside our milky way. #6 Galileo Galilei- (1564-1642) created telescopes that could magnify up to 3 x or 20 x. discovered Jupiter's moons and the rings on Saturn.

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IXL's integrated personalized learning platform makes it easy for teachers to meet every student's unique needs. Start a trial or purchase a classroom subscription to discover how IXL's Continuous Diagnostic, comprehensive curriculum and guidance, and actionable analytics support your day-to-day instruction.

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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ESA - Space for Kids - Unser Universum - SOHO

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Hier gibt es zum Download einige Bastelbögen im PDF-Format. Am besten, man druckt sie mit einem Farbdrucker auf festem Papier aus. Oder man klebt sie vor dem Zusammenbasteln auf Karton. Für die Erstellung der Sternkarten ist es erforderlich, die Deckblätter auf Overhead-Folie zu kopieren oder auf spezielle Computerfolie zu drucken.
Ansonsten werden nur Schere, Kleber und ggf. Druckknöpfe, Heftzwecken oder Büroklammern benötigt. Die meisten Bastelbögen eignen sich auch für die Vervielfältigung auf dem Kopierer. So kann man eine große Stückzahl für den Unterricht oder die Arbeitsgemeinschaft herstellen.
Eine Bastelanleitung ist in jeder Datei vorhanden.

Hinweis: Einige Bastelbögen erfordern Fingerspitzengefühl, Bastelerfahrung und Geduld. Prüfen Sie daher, ob sich die Bögen für den Einsatz im Unterricht bestimmter Altersstufen eignen.

Zeichnung: Kasia Sander

Ausmalbild der Sternwarte

Für die ganz kleinen Besucher gibt es unsere Sternwarte als Ausmalbild zum ausdrucken!

Download:
ausmalbild_sternwarte.pdf (1 MB)
oder
ausmalbild_sternwarte.jpg (1 MB)

Drehscheibe Sonnensystem

mit Informationen über die Sonne und die Planeten in unserem Sonnensystem

Hinweis: Die Planetenbastelbögen sind nur für geübte Bastler und ältere Kinder geeignet!

Die Planeten

Wie bekommt man aus einem flachen Blatt Papier eine runde Planetenkugel? Mit diesen Bastelbögen für Fortgeschrittene kann man eindrucksvolle Modelle unserer Planeten basteln.

Download:
sonne.pdf (334 kB)
merkur.pdf (414 kB)
venus.pdf (207 kB)
erde_mond.pdf (1,4 MB)
mars.pdf (304 kB)
jupiter_und_monde.pdf (1,6 MB)
saturn.pdf (636 kB)
uranus.pdf (181 kB)
neptun.pdf (212 kB)
pluto.pdf (328 kB)

Doppelsonnenuhr

Ein dreieckiger Schattenwerfer verbindet eine senkrechte Sonnenuhr mit einer waagerechten. Die senkrechte Sonnenuhr zeigt die Zeit zwischen 6 und 18 Uhr, die waagerechte zwischen 4 und 20 Uhr an.

Hinweis: Eine Sonnenuhr zeigt die Ortszeit an und nicht die Mitteleuropäische Zeit, die unsere Armbanduhr anzeigt. Wie beides miteinander zusammenhängt, kann man hier erfahren.

Äquatorialuhr mit Sonnen- und Mondzeiger

Mit dieser Uhr kann man auch nach dem Mondstand die Uhrzeit bestimmen.

Download: monduhr.pdf (1,3 MB)

Hinweis: Eine Sonnenuhr zeigt die Ortszeit an und nicht die Mitteleuropäische Zeit, die unsere Armbanduhr anzeigt. Wie beides miteinander zusammenhängt, kann man hier erfahren.

Drehbare Sternkarte

Ein Bastelbogen für eine einfache drehbare Sternkarte mit den wichtigsten Sternbildern.
Benötigt wird eine bedruckbare Overhead-Folie.

Ein Arbeitsblatt für den Schulunterricht von Lutz Clausnitzer:
sternkarte_arbeitsblatt.pdf
sternkarte_loesungen.pdf

Polarsternkarte und Sternuhr

Aus dem Stand des Großen Wagens am Nachthimmel kann man mit dieser Sternkarte die Uhrzeit bestimmen.
Benötigt wird eine bedruckbare Overhead-Folie.

Download: polkarte.pdf (181 KB)

Hinweis: Eine Sonnenuhr zeigt die Ortszeit an und nicht die Mitteleuropäische Zeit, die unsere Armbanduhr anzeigt. Wie beides miteinander zusammenhängt, kann man hier erfahren.

Volvelle mit Sonnen-, Mond- und Drachenzeiger

Die Volvelle zeigt den Stand von Sonne und Mond im Tierkreis. Zunächst stellt man den blauen Sonnenzeiger auf das aktuelle Datum, sodann den gelben Mondzeiger auf die aktuelle Mondphase.

Windrose

Dieses Blatt kann in Verbindung mit einer drehbaren Magnetnadel als Kompasswindrose verwendet werden. Oder als Winkelmesser oder Skala für einen Teilkreis oder Pendelquadranten.

Download:
windrosebastelbogen.pdf (147 KB)

Sternbild Orion

Bastelbogen von Achim Breidenbach zur Anschauung der räumlichen Lage der Sterne des Sternbildes Orion.

Gnomon mit austauschbaren Linienrastern

Eine Horizontalsonnenuhr nach antikem Vorbild, berechnet für die Koordinaten von Recklinghausen.

Download:
gnomonbastelbogen.pdf (167 KB)

Hinweis: Eine Sonnenuhr zeigt die Ortszeit an und nicht die Mitteleuropäische Zeit, die unsere Armbanduhr anzeigt. Wie beides miteinander zusammenhängt, kann man hier erfahren.

Die Sonnenuhr auf der Halde Hoheward

Ein maßstabsgetreues Modell der großen Horizontalsonnenuhr auf der Halde Hoheward.

Hinweis: Eine Sonnenuhr zeigt die Ortszeit an und nicht die Mitteleuropäische Zeit, die unsere Armbanduhr anzeigt. Wie beides miteinander zusammenhängt, kann man hier erfahren.

Drehbare Sternkarte
für das Horizontobservatorium auf der
Halde Hoheward

Mit der hinterlegten drehbaren Sternkarte lassen sich alle Himmelspositionen einstellen, wie sie vom Horizontobservatorium aus gesehen werden können.

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Astronomische Bastelbögen für den Schulunterricht und Zuhause

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Imagine that you are part of a space exploration mission flying from a space station orbiting the Moon to a base on the Moon itself. An instrument malfunction causes you to crash on the Moon on the daylight side about 120 kilometers from the base. Your spacecraft is in need of repair and your survival depends upon reaching the Moon base as soon as possible. Of the fifteen items which were not damaged in the crash of your spacecraft, which would be most important for the 120 kilometer trip? Rank the items from most important (#1) to least important (#15), then compare your rankings with those assigned by experts.

Items: signal flares, self-inflating raft which uses carbon dioxide canisters for inflation, two .45 caliber pistols, parachute silk, food concentrate, box of matches, solar-powered heating unit, stellar map of the Moon's constellations, eighteen meters of nylon rope, magnetic compass, fifteen liters of water, first aid kit containing needles for vitamins, medicine, etc. which will fit a special aperture in spacesuits, solar powered FM walkie-talkie, two tanks of oxygen, one case of powdered milk.

The StarChild site is a service of the High Energy Astrophysics Science Archive Research Center (HEASARC), Dr. Alan Smale (Director), within the Astrophysics Science Division (ASD) at NASA/GSFC.

StarChild Authors: The StarChild Team
StarChild Graphics & Music: Acknowledgments
StarChild Project Leader: Dr. Laura A. Whitlock
Curator:J.D. Myers
Responsible NASA Official: Phil Newman

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Imagine that you are part of a space exploration mission flying from a space station orbiting the Moon to a base on the Moon itself. An instrument malfunction causes you to crash on the Moon on the daylight side about 120 kilometers from the base.

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StarChild: Multidisciplinary Solar System Activities: Solar System Shuffle

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Below you will find the shuffled solar system deck of cards laid out for you. You will also find a description of each object in the deck. Your job is to match the card with the correct description. At the end of each description, you will find a box.

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StarChild is a learning center for young astronomers ages 5-13 to learn about the solar system, the Milky Way galaxy, and the universe beyond. Use the links above to explore the site's topics. If you are looking for something a bit more advanced (ages 14+), then head on over to Imagine the Universe!

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StarChild: A Learning Center for Young Astronomers

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This site is intended for students in grades K through 8.

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(a)(Optional for students who have done activity 5.1.1 "Help Al-Sufi match the Greek and Arabic constellations") Look closely at the Orion constellation: Do you remember the name of the corresponding Arabic constellation?

(b) Do you remember the name of the brightest star in the Orion constellation and what it means?

(c) Do you notice any difference between the colours of the stars in this constellation? What star colours do you see?

Fig. 10 Orion constellation (Credits: Hubble/ESA)

(d) Al-Sufi kept and used the Arabic names of stars in the Orion constellation in his "Book of the Constellations". You can find the meaning in the table below:

Fig. 11 Orion constellation (Credits: Hubble/ESA)

(Credits: Scorza)

Cover the above picture of Orion with a piece of paper. Try to fill in the names of the four stars from the table in the picture below and their meanings:

Fig. 12 Orion constellation (credits: Hubble/ESA)

The colours and temperature of the stars Have you ever seen an iron bar heated on the stove? In case you haven't, just take a look at the picture below. When the iron bar is heated and becomes hotter and hotter, it turns red, then yellow, then white and finally (before it melts) blue!

Fig. 13 Iron bar (Credits: Blender3D)

(e) Look at the picture of stars taken with the NASA/ESA Hubble Space Telescope and try to answer the following questions:

Fig. 14 Credits: HST image

Which are the hottest stars? Which are the coldest ones? Which stars have a medium temperature?
Do you think that our Sun has a high, low or medium temperature?

We now know that stars have different colours because they are made up of hot glowing gas of different temperatures. Just as in the case of the iron bar, the star colours depend on how hot they are. The temperature of stars can sometimes reach 40 Million degrees in their inner cores! However the surface temperatures of stars range between approximately 3,000 to 40,000°C. Al-Sufi didn't know that the colours of stars are related to their temperatures, but he would certainly have loved to discover it!

(f) Take the constellation viewer and insert one after the other the cards with the following constellations:

Orion Great Bear Lyon Lyra Taurus Scorpio

Fig. 15 The constellation viewer (Credits: Scorza)

For each constellation and with the help of the Card-set 2, complete the table of Fig. 16 by filling in the names of the brightest stars of these constellations and their colours (according their temperature and the table 17a):

Fig. 16 Constellation table (Credits: Scorza)

_Fig. 17a Table of temperature of the stars (Credits: Scorza)

Modification of the constellation viewer to watch the colours of the stars You can modify the cards of the constellation viewer such that the brightest stars shine in the viewer in their corresponding colours. You can do this by colouring small pieces of a transparent sheet with permanent markers. Glue these small pieces at the back side of the corresponding stars of the constellation figures before gluing the figures on the blue cards). When you insert these modified cards, you will be able to see not only the constellation, but now also the colours of the brightest stars!

Fig. 17.b By inserting small pieces of coloured transparent sheets, you can reproduce in the constellation viewer the colours of Betelgeuse and Rigel (Credits: Scorza)

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Learn how the colors of the stars reveal their temperature

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To Print the Worksheet: Scroll Down And Click On The "Printer" Icon.

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Exploring Our Solar System: Planets and Space for Kids - FreeSchool

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We should talk about Solar System with our students because like all people, students think that they are the center of the universe. It helps to think them as they are stardust. But specifically, learning solar system helps us to understand deeply how our own Earth is formed and it gives a map of our universe.

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There are many reasons why we need to bring our solar system into the students' attention. First of all, looking at the earth or towards the stars, it is impossible not to ask questions, it is in the nature of man to want to know.
Where do they come from and where they will go - are natural questions for people and, by extension, how the universe was born and what is its evolution?
How does the universe influence us? And questions can continue ...

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Takım yıldızlar