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https://v.gd/P8C1u2

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CRITERIA TO USE FOR YOUR LESSON PLAN:

The lesson plan explicitly addresses navigation topics (directly or indirectly): for example, students may study about angles in Mathematics, and longitude and latitude from the history of navigation can be used as a context to teach this. Physics subjects can be taught using the topic of constellations. Thus, there is a large variety of navigation topics which can be used as a context for your subjects. Students can learn any topic related to Mathematics, Physics, Chemistry, Biology, Geography, and so on but it’s important that navigation is used as a context to frame these topics. For more help on the possibility of topics that can be used, please consult an analysis for navigation topics in the curricula of 10 countries done by the Space Awareness project.

The lesson plan incorporates the approach introduced in the Space Awareness activity template. It’s important that you follow as much as possible the Inquiry Learning steps and incorporate: gender balance and diversity management, ICT tools in education, navigation careers (you can choose to focus on one or another, or have a little bit of everything in your lesson, it’s up to you).

The lesson plan is balanced: there is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this)

The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.

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Formative assessment

Kahoot! Was the most popular pick for this category. Kahoot! is a free online game learning platform, based on multiple choice questions, which works in any device with an Internet connection. It can be used with any subject and in any language. You can quickly and easily create a kahoot! (i.e., a personalised game), using multiple choice questions, adding images, diagrams or videos, in order to amplify the engagement by your students. Players (the students) answer on their own devices, while games are displayed on a shared screen to unite the lesson – creating a "campfire moment" – encouraging players to look up.

Summative assessment

For the summative assessment, teachers picked to assign students with a project, which will provide you with evidence of student learning. Before starting the project, review targeted outcomes and create a list of criteria that students can refer to while completing their project. After completion, students shall present their project to their class, or to another group of students in another class and/or grade.

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How to use Kahoot! to teach new topics - Blind Kahoot!'ing

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People who work on satellite development and spacecraft missions spend several years (sometimes even decades) before they see the results of their work - the successful launch of their creation to space. However, to launch a satellite or a spacecraft is only a part of the work. Every space mission requires day-to-day support, monitoring of position, checking operation status, retrieving data, etc.

http://www.space-awareness.org/en/careers/career/who-ground-segment-support-engineer/

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EU Space Awareness Career Interviews: Eline Conijn, Trainee Engineer // FULL 3 min video

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LBS -  Faster fix, Improved localization

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Galileo, adding more satellites to existing GNSS constellations, will significantly reduce the time needed to determine the exact position of any given receiver. Such feature might be beneficial for a vast range of applications.

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Galileo will give precise indications of position in real time, supporting in car navigation, aviation and maritime transport, assisting precision farming and security companies (by monitoring stolen vehicles, for example), helping local public transports, tourist guides and blind or poorly sighted people finding their way.

An important application of Galileo is the global Search and Rescue (SAR) function, which assists rescue teams in finding people in trouble, while giving real-time feedback to the users.

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4.2. The European Galileo Satellite system: uses and purposes

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4.2. The European Galileo Satellite system: uses and purposes

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Galileo is the European GNSS, consisting of 30 satellites, 24 operational and 6 in orbit reserves. The constellation is not fully set yet – by the end of 2016, 18 satellites were launched, providing initial services. The complete system is expected to be ready by 2020. All satellites will be positioned in circular orbits at approximately 23000 km above the Earth.

http://www.esa.int/Our_Activities/Navigation/Galileo/What_is_Galileo

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4.1 What is satellite navigation and how does it work?

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4.1 What is satellite navigation and how does it work?

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Satellite navigation is a method of navigation using a system composed of a constellation of satellites, which is used to provide the positioning of users on Earth and to indicate the route to follow in order to reach a destination. Current and future Global Navigation Satellite Systems (GNSS) allow one to determine the position (latitude, longitude, and altitude) with high precision (within the metre scale) through dedicated software and small electronic devices, such as mobile phones.

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Global Navigation Satellite Systems (GNSS) - Part 1

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Boris Vassilev obtained his MSc in Avionics in High Military School, Bulgaria and was awarded a Ph.D. from Air Force Academy "N. E. Jucovskij", Moscow, Russia for his work on integration of inertial navigation system with radio navigation systems. Since 1996 up to 2014 Dr Vassilev worked as Associate Professor in Technical University of Sofia.

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Module 4: The European Global Navigation Satellite System

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Module 4: The European Global Navigation Satellite System

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The objectives of Module 4 are:

Understand how the Galileo European Satellite System works.

Understand the current needs of citizens, such as increased mobility and how space science is important in tackling them.

Learn about the multitude of careers existing at the intersection of space and navigation topic.

Understand how they can use these concepts in their lessons and to inspire their students.

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Career Advice on becoming an Attitude & Orbit Control Systems Engineer by Robyn C (Full Version)

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Working in the field of navigation has a slightly changed its context in the last decade. Instead of imagining a person who sails a boat across seas, we now imagine an astronaut going to unknown planetary systems. It is related to recent space exploration missions and extending the limits of human travel. But before going to infinity and beyond, we first send satellites and space probes, which we have to navigate in order to explore and analyse the unknown environment and conditions in the places where people would want to go in future.

“This career allows me to do out of the ordinary things, to think outside the box, look for new things and make sure that everything really works because when we launch something into space we need to make sure it won’t fail.”, Vasco Pereira says.

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Interviews in Portuguese - Vasco Pereira, Aerospace Engineer at Airbus Defense & Space

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NTA-MOOC 4 Module 3 Helena Capela s interview

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NTA-MOOC 4 Module 3 Helena Capela s comments about the implementation of the activity with subtitles

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3.2 The didactic course: tools and terms

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3.2 The didactic course: tools and terms

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NTA-MOOC 4 - Module 3 - Didactic Course - Ana Hoskins

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3.1 What do I need to know to determine my location?

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3.1 What do I need to know to determine my location?

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In this module we will learn how to determine one’s location, deepen our knowledge on coordinate systems, latitude and longitude concepts, using instruments and tools that can be easily made in your classroom.

http://www.open.edu/openlearn/society/politics-policy-people/geography/diy-measuring-latitude-and-longitude

http://www.space-awareness.org/en/activities/1608/making-a-sundial/

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How does math guide our ships at sea? - George Christoph

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Teachmeet with Nair Carrera, Navigation through the ages

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Teachmeet with Nair Carrera, Navigation through the ages

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The learning objectives of Module 3 are

Deepen knowledge on basic concepts in navigation, in the context of a multidisciplinary approach.

Understand how and where the tools and terms used in navigation fit in the various curricula and subjects.

Gain specific knowledge on instruments and techniques to determine position.

Understand how IBSE and ICT tools can be applied in the context of navigation tools and terms.

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NTA - MOOC4 - Module 2 - didactic course

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NTA - MOOC4 - Module 2 - Eleni Dimitriadi's interview

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2.4 The didactic course: The history of navigation

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2.4 The didactic course: The history of navigation

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NTA - MOOC 4 - Module 2 - Michael Masson

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The history of Portugal dates back to the Early Middle Ages. In the 15th and 16th centuries, Portugal ascended to the status of a world power during Europe's "Age of Discovery" as it built up a vast empire, including possessions in South America, Africa, Asia, and Oceania.

http://cvc.instituto-camoes.pt/conhecer/bases-tematicas/navegacoes-portuguesas.html

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http://www.space-awareness.org/en/activities/category/navigation/#filters

http://www.haus-der-astronomie.de/en

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Space Awareness - Navigation Through Ages - Markus Nielblock

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https://en.wikipedia.org/wiki/Celestial_navigation

https://en.wikipedia.org/wiki/History_of_navigation

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2.2 Some historical facts related to navigation

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2.2 Some historical facts related to navigation

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History of navigation is quite fascinating. The knowledge on this subject was built over the years with contributions from all over the world. When the European explorers started to venture in the oceans, navigation techniques developed at the Mediterranean Sea were not enough. The new challenges caused many improvements in the nautical science.

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NTA-MOOC 4 - Module 2 - history of navigation

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2.1 Basic concepts on celestial navigation

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2.1 Basic concepts on celestial navigation

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In this module we will deepen our knowledge on the history of navigation, highlighting the historical and cultural background that set the stage for the scientific progress and technological inventions we enjoy today and which will be advancing in the future.

We will address particular concepts related to the movement of the Sun during the day and the movement of stars and planets in the night sky. We will also be talking about cardinal directions, latitude and longitude concepts, and coordinate systems, understanding how stars can be used to measure latitude of a certain location.

Nuno Gomes talks about how archaeological evidence demonstrates that the cardinal directions were a common knowledge in multiple cultures many millennia ago, and he also explains how the position of the Sun during the day always culminates in the same direction.

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NTA - MOOC4 - Module 2 - Nuno Gomes Coordinate systems

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WEBINAR with Cecilia Scorza, Intercultural science - Islamic Heritage Kit

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WEBINAR with Cecilia Scorza, Intercultural science - Islamic Heritage Kit

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The learning objectives of Module 2 are :

To deepen knowledge on the history of navigation, in the context of a multidisciplinary approach

To gain specific knowledge on the movement of the Sun, stars, planets, and constellations, and how to find the latitude and the longitude of a place. Coordinate Systems.

To learn about some historical techniques and instruments used to determine position.

To understand how IBSE (Inquiry Based Science Education) approach, and ICT tools can be applied in the context of history of navigation.

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Test done

Your result in the test was: 100%

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http://darksky.org/

https://www.noao.edu/education/qltkit.php

https://www.globeatnight.org/dsr/

http://www.darkskiesawareness.org/

http://www.stellarium.org/wiki/index.php/Main_Page

http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1966IrAJ....7..231M&amp;data_type=PDF_HIGH&amp;whole_paper=YES&amp;type=PRINTER&amp;filetype=.pdf

http://www.space-awareness.org/pt/activities/1607/what-is-a-constellation/

http://www.space-awareness.org/en/activities/1609/how-to-travel-on-earth-without-getting-lost/

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http://stellarium.org/ Stellarium renders 3D photo-realistic skies in real time with OpenGL. It displays stars, constellations, planets, nebulae and others things like ground, landscape, atmosphere, etc.

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Built on the northern bank of the Tagus between 1514 and 1520 as part of the Tagus estuary defence system, a Torre de Belém is one of the architectural jewels of the reign of Manuel I.
In the tower as a whole one can distinguish two distinct volumes and military architectural models: the mediaeval keep tower and the modern bulwark which, as it contained two artillery levels, allowed for long-distance cannon firing as well as ricochet shots over the water.
The Tower of Belém is a cultural reference, a symbol of the specificity of Portugal at the time, including its privileged exchange with other cultures and civilisations. As a protector of Portuguese individuality and universality, the tower saw its role confirmed in 1983 when it was classified by UNESCO as "Cultural Heritage of Humanity".

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Archaeoastronomy is the study of how people have understood, conceptualized and used the phenomena in the sky and what role the sky played in their cultures, by analysing their material remains. According to the historical and ethnographic records, most (if not all) societies have looked up at the sky and related to it. The stories, myths, art, religious beliefs, rituals and symbolism of many cultures are associated with the Sun, the Moon, stars and planets.
Archaeoastronomy therefore focuses on the material elements present in the archaeological record. For instance, it can recognise whether particular structures (houses or monuments) were intentionally built in such a way as to capture sunlight on particularly important days of the year. Famous examples include the passage tomb of Newgrange (Ireland) whose entrance and roof-box captures sunrise on December solstice, and the main axis of Stonehenge (United Kingdom) that aligns with sunset, also at December solstice. The wider archaeological evidence attests to the fact that these sites were used during the winter season and, particularly around Stonehenge, were the centre of large celebrations which might have culminated with the observation of sunset. Archaeoastronomy, therefore, is one more element that can help us make sense of and understand past societies, their beliefs and world-views.

http://www.space-awareness.org/en/careers/career/who-archaeoastronomer/

http://www.uwtsd.ac.uk/sophia/

http://www.apia.pt/not.php?1&op=1&co=56&tp=12&LG=0&SID=&mop=

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How did early Sailors navigate the Oceans?

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1.3.	How did early sailors navigate the oceans?

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1.3.	How did early sailors navigate the oceans?

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This topic of navigation through the ages  was investigated by Mann (1966) in an article published in the Irish Astronomical Journal.

Initially sea voyages were made simply along the coast;

With the increase of population needs, advances in ship construction and modernisation (as far back as 2000 B.C.) these voyages were undertaken out of sight of land;

“In classical times the trade of the Mediterranean was shared by the Greeks and Phoenicians”, using sea lanes to Egypt;

It is known that they [sailors] made these voyages, but not much about their navigational aids and methods;

In Ancient Greece arises a bearing system. The system had 12 points, each named after a wind, and thus each point had 30 degrees of horizon, and this way it made a full circle of 360 degrees.Interesting fact: The winds were called after the country from which they blew;

That time scientists and astronomers were interested in map-making and position-finding;

By the end of the first millennium of the Christian era, the Vikings steered by sun, shadow and stars to sail. They had produced a “bearing ring on which the 16 points were scribed. By orientating this ring to the sun at noon, or to the Pole Star, they could ascertain the direction in which wished to go; then they would note this direction relative to a star, the land, or possibly the wind, and make constant checks as the opportunity presented itself”;

In the 15th century and later European explorers go into the deep sea, far away from a coast, using the knowledge left by the Arabian golden age, developed new ships, used instruments like the compass, astrolabe, the quadrant, etc., and make nautical science a real source of development and prosperity.

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http://www.space-awareness.org/en/activities/1607/what-is-a-constellation/

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A scientific visualization of the Orion constellation as viewed from a three dimensional perspective. The true space distribution of the constellation is revealed by circling around the stars. The camera begins with a pan across the sky to Orion. The lines of the stick figure constellation are drawn in, which unfortunately gives the viewer an impression of a 2D drawing.

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The patterns on sky were used to navigate on land or on water, and we know that this happened for thousands of years ago. Ancient people watched and learned from the sky essential things for their everyday live, like hunting, croping and orientation. To read the sky above was a routine, an essential knowledge passed to generations.

Nuno Gomes, Astrophysisist and Project Manager at NUCLIO, addresses the importance of measuring space and time through the ages.

https://www.iau.org/public/themes/constellations/

http://nautil.us/issue/19/illusions/a-quick-spin-around-the-big-dipper

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Space Awareness_final - Navigation Through Ages MOOC - Nuno Gomes 01

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In this video Rosa Doran, a coordinator of NUCLIO and GTTP  provides a brief overview about a place of navigation in ancient cultures and their rich heritage which facilitated the development of modern technologies.

http://nuclio.org/

http://galileoteachers.org/

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Space Awareness_final - Navigation Through Ages MOOC - Rosa Doran 01

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http://www.bbc.com/future/story/20130609-the-day-without-satellites

https://en.wikipedia.org/wiki/Satellite_navigation

https://play.google.com/store/apps/details?id=com.discipleskies.satellitecheck

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How did early Sailors navigate the Oceans?

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Module 1: Introduction to Navigation through the Ages

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Module 1: Introduction to Navigation through the Ages

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The learning objectives of Module 1 are :

Understand how navigation builds on contributions of various cultures, and how it can be used as a vehicle to broaden children’s minds and develop a sense of European and global citizenship.

Understand the importance of measuring space and time through the ages.

Discover a brief history of navigation: tracking solar and lunar patterns in the sky, and constellations.

Learn how to use ICT-based approaches in the navigation topic.

Understand how and where the history of navigation fits in the various curricula and subjects.

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Space Awareness_final - Navigation Through Ages MOOC - Sara Anjos 01

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Congratulations on the diary

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Navigation through the ages- How the course works

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This video is part of the Navigation through the ages course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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EU Space // M3 // Citizen Science // Part 3

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MOOC1-Module2: Part3 - Building inquiry activities for your class

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EU Space // Citizen Science // M3 // Part 1

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MOOC1-Module2: Part1 - What is inquiry based learning?

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Institute of Astrophysics and Space Sciences

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Navigation through the Ages Introduction

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Navigation through the ages is an online course developed by the Space Awareness project. Using the contexts of space and navigation, this MOOC explores the rich history of navigation, from ancient Greece, the fifteenth century European explorers and their missions of global discovery, to the importance of Europe's Galileo programme for the current needs of citizens.

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Test done

Your result in the test was: 100%

You have passed the test.

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Creating a Lesson Plan with the Learning Designer

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Some suggestions for a great Learning Diary:

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Some suggestions for a great Learning Diary:

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Your first entry should briefly introduce yourself. Tell your peers a bit about who you are.

Your second entry should briefly introduce your teaching context. Tell your peers a bit about your school, classroom and what technologies you have access to.

All following entries should clearly identify which Module and which question the entry is linked to. The easiest way is to include the Module number and the question in the title of the entry (see the example below).

Make sure to include links, photos, videos, documents, etc. in your entries.

Don't forget to add any interesting piece of content you come across on the course to your Learning Diary.

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Creating a Padlet for your Learning Diary

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This video is part of the European Schoolnet Academy. For more information visit www.eunacademy.eu

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We love the scrapbooks teachers made at... - GTTP - Galileo Teacher Training Program | Facebook

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We love the scrapbooks teachers made at the Space Awareness Summer School at the Inspiring Science Education Summer Academy 2016. <3

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The following 4 topics will be explored in more detail during the course:

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The following 4 topics will be explored in more detail during the course:

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Foundation ideas and topics of Navigation through the Ages

The History of Navigation

Navigation through Ages: tools and terms

The Galileo European Satellite System

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My school - Escola Básica e Secundária D.Sancho II, Alijó.

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My school - Escola Básica e Secundária D.Sancho II, Alijó.

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Hello! My name is Ana. I am portuguese and I live in Alijó where I teach History. I graduated at the University of Minho. I hope this MOOC will provide us all new inspiration for innovative teaching and learning.

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Hello! My name is Ana. I am portuguese and I live in Alijó where I teach History. I graduated at the University of Minho. I hope this MOOC will provide us all new inspiration for innovative teaching and learning.