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These videos offered a lot of causes for reflections.
I chose only three.
- Sense of humour: it is really important, because helps you to establish a feeling and an empathethic relationship with your students.
- Cooperative learning is fundamental for our lessons. Though it must be used since primary school. I have experimented that some of my students are not so happy when I propose this kind of activity and I think that depends from the fact that they were do not feel confortable with such methodology.
- History of Navigation is a powerful theme, because it allows you to create lessons based on interdisciplinary approach, which is even more motivating.

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Italy is a land of explorers and sailors.
During Middle Ages were really famous the so called "Sea Republics", four cities whose fleet speard all the Mediterranean sea. They built many colonies granting them the control of  trades.
One of the first was Amalfi (near Naples). Then we remember Pisa and Genua. The most important was Venice, which directed also a crusade who make byzantine empire collapsed. Venice was a really strong State till XVI century, but it was conquered only at the end of XVIII century.

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Inspiring a new generation of space explorers

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Webinar #1: Navigation through the Ages 22.06.2016

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The webinar took place on 22 June 2016. It was held by Vincent Verhoeven, an educator with the UGent Observatory Armand Pien. The subject was time and space navigation using astronomical instruments such as an astrolabe. http://www.space-awareness.org/en/careers/webinar/webinar-1-navigation-through-ages-using-astronomical-instruments/

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NTA-MOOC 4 - Module 2 - history of navigation

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NTA - MOOC4 - Module 2 - Nuno Gomes Coordinate systems

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I live near Rome and it is interesting that some studies has connected the Pantheon with archeoastronomy. It seems that the hole (oculus) in the dome let the sun beams enter the structure such a sundial.
Infact on the 21st of April (the so called "birth of Rome day) the sun entered from the oculus enlightening the entrance of the temple and outside portico.

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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. In most cases where texts and/or academic ethnographic works were found, this is easily verifiable. However, when a study extends further back into prehistory (before writing), researchers have to rely on the remains and ruins left behind. In this case, the research is based on the archaeological record which is used to reveal an ancient society's notion to the celestial sphere and its objects.

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.

Archaeoastronomy is part of a wider field of study known as Cultural Astronomy, and which includes also the study of Ethnoastronomy, as well as the History of Astronomy and the History of Astrology.

What would I do every day?

The archaeoastronomers' job tends to be part archaeologist, part statistician. It involves equal amounts of reading, doing fieldwork, and analysing data. Literature review is a key component in any academic field, particularly so in the Humanities. In archaeoastronomy it is essential to read what other scholars have said about the society under study, as well as about the site(s) or archaeological artefact(s) being researched. Fieldwork is very important - and the most fun part of the job. It involves actually visiting the site(s) to take measurements and/or photograph the site in relation to celestial events at appropriate times. Subsequently, the fieldwork measurements need to be processed and the data analysed in the office, which can entail a combination of statistical, photographical, phenomenological and computational tools and approaches.

How much and what do I need to study?

The current generation of archaeoastronomers has been trained in the exact sciences (astronomy, physics or engineering) so the real task lies in understanding, and coming to terms with, the challenges, pros and cons of research in the humanities. However, there is a new generation of skyscape archaeologists that, in tandem with wider cultural astronomers, put the training emphasis on the humanities and cultural studies. Nevertheless, for the near future, archaeoastronomers and cultural astronomers are likely to be placed along a continuous spectrum of backgrounds ranging from the pure humanities to the pure natural sciences.

There are very few places worldwide where one can study this topic in a structured, academically recognized degree. The University of Wales Trinity Saint David is the only place in the world where it is possible to study for a Masters Degree (MA) in Cultural Astronomy and Astrology which covers the entire span of fields mentioned above. In addition, it includes Skyscapes, Cosmology and Archaeology course covering everything from the basics of archaeological research, to archaeoastronomical fieldwork, data analysis and interpretation.

Where can I work?

Since this field is quite unique, there are very few jobs in archaeoastronomy. Most are academic researchers and tutors whose main research projects are often in different fields, such as astronomy or anthropology/archaeology. And only a few are lucky enough to do pure archaeoastronomy full time.

This is the job for me, if...

you are interested in both astronomy and ancient cultures and societies.
An archaeoastronomer should be:
Comfortable both with the natural and the social sciences;

Motivated to travel for fieldwork (not always under the best climatic conditions);

Have a true passion to immerse him/herself in the culture and period they are studying.

Learn more about archaeoastronomy:

- Archaeoastronomy for Archaeologists: a Guide

- Journal of Skyscape Archaeology

- Sophia Centre for the Study of Cosmology in Culture, University of Wales Trinity Saint David

- European Society of Astronomy in Culture

- International Society for Archaeoastronomy and Astronomy in Culture
The article is written by Dr. Fábio Silva, a lecturer in the Sophia Centre at the University of Wales Trinity Saint David Lampeter. Image: Summer Solstice Sunrise over Stonehenge 2005​
Credit: Wikipedia

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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.

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Learning activity

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Students investigate three-dimensional objects. They compare what constellations look like when seen from different angles. They make a model of a constellation and look at it from different sides to discover that the relative position of the stars changes depending on our perspective. They understand that stars are not located on the same plane and or at the same distance from Earth.

Students illustrate the three-dimensional aspect of an object by acting out an object in space in a team. They demonstrate that we see a three-dimensional object differently from various perspectives. Students apply this knowledge to constellations.

After implementing the activity, students will be able to:

Explain and illustrate by acting and drawing the difference between two and three dimensional objects;

Describe and draw a three-dimensional object from different perspectives;

Explain that the stars in a constellation are very far apart and not aligned and that they look very different when viewed from different angles.

Ask students to draw a three-dimensional object from different perspectives.

Ask students why three-dimensional objects look different when viewed from different perspectives.

Ask students how this applies to constellations.

Ask students to draw the constellation from their model from different perspectives.

Ask students how they could represent the night sky. Encourage them to consider both two- and three-dimensional representations by drawing, acting, or using objects.

For 12 models of the constellation Orion (one per pair of students):

84 wooden skewers of 20 cm long(7 in each set)

48 corks (cut in half) (4 in each set)

12 pieces of corrugated cardboard measuring 40 x 20 cm

12 pieces of corrugated cardboard measuring 20 x 20 cm

12 pieces of corrugated cardboard measuring 2 x 20 cm

glow-in-the-dark modelling clay (alternative: regular clay)

12 containers for the above materials

ruler (per pair)

glue

scissors

Stanley knife

waterproof markers

printed worksheet per student (download PDF)

Image: Deep sky image of the constellation Orion. Credit: Mouser/Wikimedia

What is a constellation?

Constellations are imaginary patterns that farmers, poets, navigators, or astronomers invented to easily identify stars. Stars are big balls of burning gases that emit light and heat. During the day, the light coming from our closest star, the Sun, is too strong to see the other stars. During the night, when it is very dark, we can see from 1000 to 1500 stars. It would be very hard to tell which star is which by looking just at one! Constellations, with their familiar shapes, help localise stars and allow us to find our way through the night sky. There are 88 constellations, adopted by the International Astronomical Union, across the sky between the northern and southern hemispheres so some constellations are only visible in one hemisphere. Stars belonging to a constellation are not on the same plane and can be at various distances from the Earth. Changing our position in the galaxy would change the relative positions of a group of stars, so we would see different constellations.

See how the night sky would appear from a different part of the galaxy: http://nautil.us/issue/19/illusions/a-quick-spin-around-the-big-dipper https://www.youtube.com/watch?v=lD-5ZOipE48

Origin of the Constellations

Ever since people first wandered the Earth, great significance has been given to the celestial objects seen in the sky. Throughout human history and across many different cultures, names and mythical stories have been attributed to the star patterns in the night sky to more easily remember and recognize them, giving birth to what we know as constellations.
Constellations were used by people for many practical reasons. For example, in agriculture, constellations could help determine when the seasons were coming before the birth of calendars. Constellations also helped navigators and explorers to find their way across the planet. These activities fastened the discovery of new constellations. Nowadays, astronomers still use the names of constellations to explain where a celestial object can be found in the sky.

Text adapted from the constellations page - International Astronomical Union, http://www.iau.org/public/themes/constellations/

Introduction to the constellation of Orion

Orion is a constellation that has the shape of a man and is made of 7 main stars. It has been observed and drawn since prehistoric times. The name 'Orion' derives from Greek mythology. Orion was a gigantic, supernaturally strong hunter of ancient times.

How do astronomers calculate the distance to a star?

Astronomers developed two methods to determine the distance of a star. The first one, known as parallax, uses triangulation: it is based on measuring the apparent movement of the star against the backtgound of distant objects. A similar effect can be seen if you stick up your thumb at arm's lenght and then close one eye. Then open it, and close the other. Do you notice how the position of your thumb appears to shift against the background? Astronomers do something similar: they observe the position of a star on one day and again six months later (position 2 in the drawing below). They can see the angle formed with the star and the Sun. Knowing that the diameter of the Earth's orbit around the Sun is about 300 million kilometres, astronomers use trigonometry to calculate the distance. This technique works for stars within about 400 light years of Earth.

Another method is related to the brightness of a star. Astronomers observe and determine the real colour spectrum of the star. They compare the real brightness of the star to the brightness seen on Earth. Using these two values, astronomers can deduce the distance of the star from Earth.

Preparation

For the activity, move all the tables and chairs to the side of the classroom so that the students have plenty of room to act out a geometric shape. You could also use the gym or the playground. To make a constellation prepare containers for each pair of students, each containing glow-in-the-dark modelling clay, corrugated cardboard, 7 wooden skewers, 4 corks, a ruler, glue, scissors, and a waterproof marker. Cut the corks in half, ready for the students.

Three-dimensional shapes

Organise the students into four groups of six students. Send each group to a different corner of the room. Each group chooses a geometrical shape to act out together. They hold hands and stand in a triangle, a square etc. Explain that they are not allowed to choose a circle.

Each group chooses one student to act as the coordinator. The other five students make the shape together. The coordinator in each group examines the shape from different sides. Does the shape look the same from all sides?

The coordinators draw the side views of their shapes on paper. Students discuss the drawings in their group then with the class and teacher. What do they notice? Does the shape change if they look at it from a different side? Why? Ask the students if they think this is also true for constellations.

You can ask students to explain why you told them not to choose a circle to test if they understand perspective.

Introduce students to the Orion constellation. Show students the picture of Orion in a bright sky and the drawing showing how we represent the constellation from the Earth in two dimensions.

Discuss with the class the position of stars in the constellation. Do they think the stars are on the same plane? Imagine that we could travel to another planet far, far away, would we make the same drawing? What does a constellation look like when seen from different sides?

Students make a constellation and demonstrate that what we see in the sky depends on our position.

Make a constellation

Divide the group into pairs and give each pair a container. Students complete Task 1 on the worksheet. Explain that they must not press too hard on the cardboard when drawing the lines. Provide assistance in step 8 by cutting out the circle in the cardboard. While you cut the cardboard shapes, students start step 10 of the worksheet by placing the stars on the cardboard. When Task 1 is finished, students look through the eyehole at the three-dimensional Orion constellation and they draw the constellation as they see it looking through the eyehole.

See step 16 of Task 1 on the worksheet for tips for the students if they cannot see their constellation clearly.

Not on one line

In Task 2 of the worksheet students compare their constellation with the picture of the constellation on a clear winter night sky. Do the students see Orion as shown in the drawing or the picture?

Encourage the students to look at their constellation from different sides and draw what they see. Ask them why the constellation looks different when seen from different sides. They should be able to explain that this is because the stars are not located on the same plane.

If they could travel through space to another planet very far away from the Earth, with a different perspective on the constellation, could we see the same patterns at night? Why?

Space Awareness curricula topics (EU and South Africa)

Our wonderful Universe, Navigation through the ages, constellations, stars

National Curricula

KS1: Year 1 - Maths, geometry - properties of shape: recognise and name common 2D and 3D shapes KS2: Year 3 - Maths, geometry - properties of shapes: recognise 3D shapes in different orientations and describe them.

To introduce constellations to students, you can use the resource 'Make a star lantern' (astroEDU and Space Awareness repositories, http://www.space-awareness.org/en/activities/1613/make-a-star-lantern/).

Through a hands-on activity, students learn what a constellation looks like by understanding that a three-dimensional object looks different depending on our perspective. They learn that the stars in a constellation are far apart and not in the same plane.

This resource was developed by ESERO NL/ESA, peer-reviewed by astroEDU, and revised by Space Awareness.

Constellations, three-dimension

Small Indoor Setting (e.g. classroom)

Asking questions, Developing and using models, Analysing and interpreting data, Constructing explanations

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NEMO Science Museum, ESERO NL / ESA

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Investigate three dimensional objects and perspective using constellations

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Learn the modern and ancient definition of a constellation and how the story of the stars continues to be passed down thousands of years after their creation.

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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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Post an image you identify with navigation and explain why
I have choosen this image, because I teach Italian language and history. So it represents the way I would be interested to speak about the theme. You can see an ancient map (cartographical reproduction started in ancient times) and the magnetic compass, an invention that allow a significant improvement in navigation system.

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A satellite navigation system with global coverage may be termed a global navigation satellite system ( GNSS). As of December 2016, only the United States' Global Positioning System(GPS), Russia's GLONASS, China's BeiDou Navigation Satellite System(BDS) and the European Union's Galileo are global operational GNSSs.

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Guccini's song

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Cristoforo Colombo - Francesco Guccini.mpg

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I'm not a STEM teacher, so I'm a bit worried about the difficulties I could face in this course, but I want to train and learn more about the possible connections between my subjects and STEM disciplines

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Now I teach in a technical institute. My students are not so well preparared, but they're quite nice and have great potentialities

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I'm an upper secondary school teacher and I work from 6 years. I have also worked abroad in Albania for one years, working as a L2 Italian teacher

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My name is Daniele and I'm 31. I'm a teacher of Italian language and history, but I'm graduated in classics