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the majority of the outcomes that relate to this earth and space are from the NOS strand. for students to be able to understand about space, if they learn about the scientists, their work, their methods of discovery and how this impacts the students life it will be easier to comprehend. in regards to the physical outcomes that relate to this topic, they are used in a small experiment where students use balloons to show the universe is expanding. they have to measure accurately between 2 points, therefore if they have covered the physical world outcome stated, it will make it easier for them

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                                                                                                                                              Resources

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                                                                                                                                              Resources

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Power-points

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Power-point- Stars,Galaxies and Solar System 

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Power-point- Stars,Galaxies and Solar System 

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                                                                                                                                              Videos

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                                                                                                                                              Videos

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a quick fun video that the students can relate to. sparks intrinsic motivation.

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quick short video about the begining of the universe. allows students to visualise what actually happened.

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Students find it hard to understand this strand. videos are good to help them visualise how it all happened.

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How do Stars form? + more videos | #aumsum #kids #science #education #children

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video on the black hole. some students asked in class about the black hole. i found this quick fun video that simply explained what a black hole is

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BLACK HOLE | The Dr. Binocs Show | Best Educational Videos for Kids | Peekaboo Kids

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                                                                                                                                           Pictures

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                                                                                                                                           Pictures

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Visual aid for students.

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                                                                                                                                     Extra Resources for Students

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                                                                                                                                     Extra Resources for Students

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Allows the student to visualise what a star looks like.

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Allows the students to visualise what a galaxy looks like.

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video- visual aid.

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Our Universe Has Trillions of Galaxies, Hubble Study

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Inventor of Hubbles Telescope. visual aid- allows students to put a face to a name

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resource for students if they want more info

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Gently singing Twinkle, twinkle, little star may lull a baby to sleep, but beyond the confines of Earth's atmosphere, the words aren't exactly accurate. A correct, albeit less soothing, rendition might be: Emit, emit, gigantic ball of gas.

Stars are huge celestial bodies made mostly of hydrogen and helium that produce light and heat from the churning nuclear forges inside their cores. Aside from our sun, the dots of light we see in the sky are all light-years from Earth. They are the building blocks of galaxies, of which there are billions in the universe. It's impossible to know how many stars exist, but astronomers estimate that in our Milky Way galaxy alone, there are about 300 billion.

A star is born

The life cycle of a star spans billions of years. As a general rule, the more massive the star, the shorter its life span.

Birth takes place inside hydrogen-based dust clouds called nebulae. Over the course of thousands of years, gravity causes pockets of dense matter inside the nebula to collapse under their own weight. One of these contracting masses of gas, known as a protostar, represents a star's nascent phase. Because the dust in the nebulae obscures them, protostars can be difficult for astronomers to detect.

As a protostar gets smaller, it spins faster because of the conservation of angular momentum-the same principle that causes a spinning ice skater to accelerate when she pulls in her arms. Increasing pressure creates rising temperatures, and during this time, a star enters what is known as the relatively brief T Tauri phase.

Millions of years later, when the core temperature climbs to about 27 million degrees Fahrenheit (15 million degrees Celsius), nuclear fusion begins, igniting the core and setting off the next-and longest-stage of a star's life, known as its main sequence.

Most of the stars in our galaxy, including the sun, are categorized as main sequence stars. They exist in a stable state of nuclear fusion, converting hydrogen to helium and radiating x-rays. This process emits an enormous amount of energy, keeping the star hot and shining brightly.

All that glitters

Some stars shine more brightly than others. Their brightness is a factor of how much energy they put out-known as luminosity -and how far away from Earth they are. Color can also vary from star to star because their temperatures are not all the same. Hot stars appear white or blue, whereas cooler stars appear to have orange or red hues.

By plotting these and other variables on a graph called the Hertzsprung-Russell diagram, astronomers can classify stars into groups. Along with main sequence and white dwarf stars, other groups include dwarfs, giants, and supergiants. Supergiants may have radii a thousand times larger than that of our own sun.

Stars spend 90 percent of their lives in their main sequence phase. Now around 4.6 billion years old, Earth's sun is considered an average-size yellow dwarf star, and astronomers predict it will remain in its main sequence stage for several billion more years.

As stars move toward the ends of their lives, much of their hydrogen has been converted to helium. Helium sinks to the star's core and raises the star's temperature-causing its outer shell of hot gases to expand. These large, swelling stars are known as red giants. But there are different ways a star's life can end, and its fate depends on how massive the star is.

The red giant phase is actually a prelude to a star shedding its outer layers and becoming a small, dense body called a white dwarf. White dwarfs cool for billions of years. Some, if they exist as part of a binary star system, may gather excess matter from their companion stars until their surfaces explode, triggering a bright nova. Eventually all white dwarfs go dark and cease producing energy. At this point, which scientists have yet to observe, they become known as black dwarfs.

Big bang

Massive stars eschew this evolutionary path and instead go out with a bang-detonating as supernovae. While they may appear to be swelling red giants on the outside, their cores are actually contracting, eventually becoming so dense that they collapse, causing the star to explode. These catastrophic bursts leave behind a small core that may become a neutron star or even, if the remnant is massive enough, a black hole.

Because certain supernovae have a predictable pattern of destruction and resulting luminosity, astronomers are able to use them as "standard candles," or astronomical measuring tools, to help them measure distances in the universe and calculate its rate of expansion.

Looking up

Depending on cloud cover and where you're standing, you may see countless stars blanketing the sky above you, or none at all. In cities and other densely populated areas, light pollution makes it nearly impossible to stargaze. By contrast, some parts of the world are so dark that looking up reveals the night sky in all its rich celestial glory.

Ancient cultures looked to the sky for all sorts of reasons. By identifying different configurations of stars-known as constellations-and tracking their movements, they could follow the seasons for farming as well as chart courses across the seas. There are dozens of constellations. Many are named for mythical figures, such as Cassiopeia and Orion the Hunter. Others are named for the animals they resemble, such as Ursa Minor (Little Bear) and Canus Major (Big Dog).

Today astronomers use constellations as guideposts for naming newly discovered stars. Constellations also continue to serve as navigational tools. In the Southern Hemisphere, for example, the famous Southern Cross constellation is used as a point of orientation. Meanwhile people in the north may rely on Polaris, or the North Star, for direction. Polaris is part of the well-known constellation Ursa Minor, which includes the famous star pattern known as the Little Dipper.

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Everything you wanted to know about stars

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Gently singing Twinkle, twinkle, little star may lull a baby to sleep, but beyond the confines of Earth's atmosphere, the words aren't exactly accurate. A correct, albeit less soothing, rendition might be: Emit, emit, gigantic ball of gas. Stars are huge celestial bodies made mostly of hydrogen and helium that produce light and heat from the churning nuclear forges inside their cores.

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resource for students if they want more info

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The Big Bang Theory explains how the universe began with an infinitely hot and dense single point that inflated to form the ever-expanding cosmos we see today.

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Allows students to compare planets. Student based.

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resource for students if they want more info

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                                                                                                                                     Documents 

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                                                                                                                                     Documents 

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Video on moons, planets, sun, moon, earth and stars

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StoryBots Outer Space | Planets, Sun, Moon, Earth and Stars | Solar System Super Song | Fun Learning

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fun video on the planets

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Outer Space: "We are the Planets," The Solar System Song by StoryBots | Netflix Jr

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space game the students can use in their own time

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Solar System | NASA Space Place – NASA Science for Kids

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Articles, games and activities about our planetary neighbors

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extra resourse to allow students to have a look at the solar system. shows the distance between the planets.

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Scenario

The available scenarios are in fact collections of numbers that describe celestial bodies and their position. These numbers are coming, for the most part, from Nasa's websites. Their accuracy is quite impressive, more than enough for the context of this simulation. The picture that you see on any given date represents what the real Solar System looked like on that date.

Date

The orbital elements of the planets are used to calculate their original position when picking a date. These calculations produce a very good approximation of the positions : you can compare the stars and constellations that you see in the background from other sources, provided that you place the point of view on The Earth.

Some scenarios are set to be animated by calculating positions from the orbital elements, but in some cases the velocity of each planet is derived from these calculations so that the positions are no longer calculated from the elements, but from the gravity that is acting between the different bodies. The calculation of these forces is also an approximation using a Quadratic integration, and its precision decays over time. This decay is more pronounced in some scenarios.

You can find on the internet the dates of celestial events, for example eclipses or lunar phases, and check if you can observe them in this simulation.

Please note that I use the Gregorian calendar for all dates, whereas Nasa use the Julian calendar for dates before the Gregorian reform (before 1582-10-15).

It is also worth noting that I use the ELP2000-85 theory to compute the Moon's position, which is not the exact same theory used by Nasa to compute its eclipse canon, so that there are small differences in the position of the Moon, particularly for very ancient dates.

Point of view

This option makes it possible to place the camera at the position of a planet of your choice, so you'd see the other planets from the point of view of the chosen one. From there you can zoom by scrolling.

The Free Camera is a camera that floats into space, and that you can move by scrolling and dragging. This camera always revolve around a point specified in the "look at" option field.

Look at

You can make your selected camera look at a planet of your choice, so that it always will be centered in your viewport.

If you place the camera from the viewpoint of a planet and look at another one, the latter's path will be traced relative to the former's position. This feature is useful to observe the apparent retrograde motion of the planets relative to the Earth.

Planet scale

When the scale is at 1x, the planets sizes are in 1:1 scale to the size of the orbits, and of the universe. Since the distances in the Solar System are so huge, we can't even see the planets at this scale, so I made it possible to make the planets larger to see them more easily. I left the possibility to view them at their real size, because I feel it gives a better hint about the vastness of our Solar System.

Speed

Move the slider to change animation speed. Depending on the scenario, precision of positions can decay with increased speed.

Credits

Programming by Martin Vézina, La Grange, 2013-2017.
Follow @m_vezina
See project on Github at https://github.com/mgvez/jsorrery

Special thanks

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The available scenarios are in fact collections of numbers that describe celestial bodies and their position. These numbers are coming, for the most part, from Nasa's websites. Their accuracy is quite impressive, more than enough for the context of this simulation.

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Fun games and questions about the universe

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Articles, games and activities about our universe

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evidence to support why i chose group work, research and IBSE (Peer reviewed papers)

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In this paper it discusses the effects that inquiry based learning has on student achievement and willingness to participate in classroom activities. after many different meta analysis studies carried out it was found that 15 of 16 cases IBSE showed positive effects. this paper was very helpful while planning my lessons as it was proof that IBSE was more effective than traditional teaching strategies.

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Hilal AKTAMIŞ Adnan Menderes University, Aydın-TURKEY

Emrah HİĞDE Adnan Menderes University, Aydın-TURKEY

Barış ÖZDEN Ministry of National Education, Afyon-TURKEY

Abstract

The effectiveness of inquiry-based learning method was discussed for a long time. However, inquirybased learning method was not discussed and compared with traditional learning before in terms of students' academic achievement, science process skills and attitudes towards science in a meta-analysis study. This study aimed to cover the effects of the inquiry-based science education on students' academic achievement, science process skills and attitudes towards science comparing with traditional learning. The study reviews the findings of the studies on the effectiveness of the inquiry-based science education comparing with traditional learning. In other words, meta-analysis method was used to combine statistically the numerical data of the studies and to reach a general conclusion using the results of these studies. The study reviewed a total of nineteen studies (37 comparisons in terms of achievement, science process skills and attitudes towards science) about the effects of the inquiry-based science education on the students' academic achievement, science process skills and attitudes towards science comparing with traditional learning carried out in Turkey between 2005 and 2015. Meta-analysis results showed that the inquiry-based science education had a positive and higher levels of effects of students' academic achievement (Cohen's d=1.029). It was also found that this specific teaching and learning method had a positive and medium level of effect on their science process skills (Cohen's d=0.742) and attitudes towards science (Cohen's d=0.558). It was found that the inquiry-based learning method used in science education had much more significant effects on student achievement rather than on their science process skills and their attitudes towards science in contrast to the traditional teaching method

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Effects of the Inquiry-Based Learning Method on Students' Achievement, Science Process Skills and Attitudes towards Science: A Meta-Analysis Science

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Hilal AKTAMIŞ Adnan Menderes University, Aydın-TURKEY Emrah HİĞDE Adnan Menderes University, Aydın-TURKEY Barış ÖZDEN Ministry of National Education, Afyon-TURKEY The effectiveness of inquiry-based learning method was discussed for a long time. However, inquirybased learning method was not discussed and compared with traditional learning before in terms of students' academic achievement, science process skills and attitudes towards science in a meta-analysis study.

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Abstract

Audio visual aids are important in education system. Audio visual aids are those devices which are used in classrooms to encourage teaching learning process and make it easier and interesting. Audio -visual aids are the best tool for making teaching effective and the best dissemination of knowledge .So there is no doubt that technical devices have greater impact and dynamic informative system. This study designed to analyze the effectiveness of audio visual aids in teaching learning process at university level. To achieve the purpose of study two questionnaires was design as research tool separately for teachers and students. The questionnaire was administered to 150 students and 50 teachers of The Islamia University of Bahawalpur,(faculty of arts and faculty of science) Mean score was calculated to determine the empirical reaction of students and teachers on each item. The data was analyzed by using standard deviation and Z test. The findings for each statement were made. On the basis of findings, the conclusion was drawn. It was found that (i) the respondents viewed that A.V aids play important role in teaching learning process (ii) A.V aids make teaching learning process effective (iii) The respondents viewed that A.V aids provide knowledge in depth and detail (iv)It brings change in class room environment.(v)It motivates to teachers and students. On the basis of findings of study, following recommendation were made (1) Teachers may be trained for using A.V aids (2) Teachers may planning before using A.V aids (3) University may provided proper facilities of A.V aids (4) A.V aids may be according to level and interest of students.(5) Training may be provided to student for proper use of A.V aids.

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A study to analyze the effectiveness of audio visual aids in teaching learning process at uvniversity level

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Audio visual aids are important in education system. Audio visual aids are those devices which are used in classrooms to encourage teaching learning process and make it easier and interesting. Audio -visual aids are the best tool for making teaching effective and the best dissemination of knowledge .So there is no doubt that technical devices have greater impact and dynamic informative system.

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Enhances the learning experience

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this paper explains the importance of groupwork for students. the reason it is important is for the development of skills for the professional world. In the school I taught in their school ethos was focused on developing the students as individuals and give them necessary skills for their working life. this paper was evidence to back up the rationale to including a lot of groupwork in my classes. it related to the school ethos and it allowed the students to develop as individuals.

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Teaching Excellence & Educational Innovation

"More hands make for lighter work." "Two heads are better than one." "The more the merrier."

These adages speak to the potential groups have to be more productive, creative, and motivated than individuals on their own.

Benefits for students

Group projects can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006).

Properly structured, group projects can reinforce skills that are relevant to both group and individual work, including the ability to:

Break complex tasks into parts and steps

Plan and manage time

Refine understanding through discussion and explanation

Give and receive feedback on performance

Challenge assumptions

Develop stronger communication skills.

Group projects can also help students develop skills specific to collaborative efforts, allowing students to...

Tackle more complex problems than they could on their own.

Delegate roles and responsibilities.

Share diverse perspectives.

Pool knowledge and skills.

Hold one another (and be held) accountable.

Receive social support and encouragement to take risks.

Develop new approaches to resolving differences.

Establish a shared identity with other group members.

Find effective peers to emulate.

Develop their own voice and perspectives in relation to peers.

While the potential learning benefits of group work are significant, simply assigning group work is no guarantee that these goals will be achieved. In fact, group projects can - and often do - backfire badly when they are not designed, supervised, and assessed in a way that promotes meaningful teamwork and deep collaboration.

Benefits for instructors

Faculty can often assign more complex, authentic problems to groups of students than they could to individuals. Group work also introduces more unpredictability in teaching, since groups may approach tasks and solve problems in novel, interesting ways. This can be refreshing for instructors. Additionally, group assignments can be useful when there are a limited number of viable project topics to distribute among students. And they can reduce the number of final products instructors have to grade.

Whatever the benefits in terms of teaching, instructors should take care only to assign as group work tasks that truly fulfill the learning objectives of the course and lend themselves to collaboration. Instructors should also be aware that group projects can add work for faculty at different points in the semester and introduce its own grading complexities.

References

Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.

Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity and Groups. 11, 245-266.

Mannix, E., & Neale, M.A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31-55.

National Survey of Student Engagement Report. (2006). http://nsse.iub.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf.

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

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What are the benefits of group work? - Eberly Center - Carnegie Mellon University