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Module 4: Beyond our solar system4.2 The life of stars

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Module 4: Beyond our solar system4.2 The life of stars

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Hi, my name is Claudia, I'm italian.
I live and work in Milan, Italy.
I'm a primary teacher.

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EXPLORE ACTIVITY -- 5.8 C: EARTH'S ROTATION (Grade Level 5)

https://www.youtube.com/watch?v=CQViTzK0AsA

Let's Do Science: Sunny Sundials

https://www.youtube.com/watch?v=oSMsX7cwzjk

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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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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:

1. Understand how the Galileo European Satellite System works.

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

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

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

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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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4.5 P2P Activity

Write your lesson plan

Prepare a lesson plan using the Learning Designer. The lesson plan should integrate some of the ideas, tools, activities, etc. that have been covered on the course. Use the below criteria to guide your drafting of the lesson plan. Your lesson plan has to be in English, otherwise it will not qualify.

My lesson plan
https://v.gd/94ngxL

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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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4.4. Student assessment tools

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.

The great part about Kahoot! is that you can also use it to teach new topics. See below a video on what is called ‘Blind Kahoot’ing!’

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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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4.3. Career examples

WHO IS A GROUND SEGMENT SUPPORT ENGINEER?

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

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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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4.3. Career examples

Elsa Montagnon, an ESA’s Spacecraft Operations Manager who currently works on the BepiColombo mission, which will be sent to explore Mercury

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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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4.2. The European Galileo Satellite system: uses and purposes

What can we expect from Galileo in future and what are the next steps?

Galileo works, and works well
https://www.youtube.com/watch?v=Dv51vr11g1c

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MODULE 44.1 What is satellite navigation and how does it work?

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MODULE 44.1 What is satellite navigation and how does it work?

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Global Navigation Satellite Systems (GNSS) - Part 1
https://www.youtube.com/watch?v=clIAr07kpyY

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MODULE 4_4.1 What is satellite navigation and how does it work?

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MODULE 4_4.1 What is satellite navigation and how does it work?

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Video's ESA:
SATELLITE NAVIGATION APPLICATIONS
https://www.youtube.com/watch?v=OgDvKXubwfc

Global Navigation Satellite Systems (GNSS) - Part 1
https://www.youtube.com/watch?v=clIAr07kpyY

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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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4.3. Career examples

Eline Conijn, a system engineer at OHB in Munich, Germany and former ESA’s trainee engineer. She is currently working on one of the instruments on board of the newest weather prediction satellite, the Meteosat Third Generation.

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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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4.2. The European Galileo Satellite system: uses and purposes

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

Galileo will fully cover Europe and beyond. It will be interoperable with GPS and Glonass, meaning it will work together with the US and Russian GNSS without being specially configured to do so.

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.

What if you got in trouble or not feeling well? Galileo comes to the rescue! The satellite system provides solutions and support for people who are in a critical situation.

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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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4.1 What is satellite navigation and how does it work?

ESA’s NAVIPEDIA

http://www.navipedia.net/index.php/Main_Page

is a collection of detailed information on different satellite systems and their applications, which also provides educational tools you can use in your classroom.

http://www.navipedia.net/index.php/GNSS:Tools

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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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4.2. The European Galileo Satellite system: uses and purposes

Applications of Galileo ensures safety for people on Earth, but not only that. It can be useful for solving everyday challenges that involve positioning. Watch the videos in this list to learn more about this topic

LBS - Location-based Advertising
https://www.youtube.com/watch?list=PLoW55g8cihhLcnWXFbi75Qezlwc61ExX6&v=0D9T_oupxRE

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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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4.1 What is satellite navigation and how does it work?
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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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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Module 3: Navigation tools and terms                      3.4 Career examples

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Module 3: Navigation tools and terms                      3.4 Career examples

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Longitude and Latitude song with karaoke

https://www.youtube.com/watch?v=MjDqhLUzCpE

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Module 3: Navigation tools and terms                                 3.4 Career examples

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Module 3: Navigation tools and terms                                 3.4 Career examples

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"Who is an Attitude & Orbit Control Systems Engineer?”

Robyn

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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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Module 3: Navigation tools and terms          3.4 Career examples

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Module 3: Navigation tools and terms          3.4 Career examples

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"Who is an Attitude & Orbit Control Systems Engineer?”

Robyn works on satellite navigation systems. She never really considered going into engineering as a profession, until she met someone who introduced her to spacecraft engineering.

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Module 3: Navigation tools and terms          3.4 Career examples

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Module 3: Navigation tools and terms          3.4 Career examples

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Vasco Pereira, Aerospace Engineer at Airbus Defense & Space works as an Attitude and Orbit Control Systems Engineer. “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.”, he says.

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Module 3: Navigation tools and terms          3.4 Career examples

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Module 3: Navigation tools and terms          3.4 Career examples

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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.

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

Imagine you want to tell a friend about the place you are at this moment. Which information would you give to your friend?

I can tell the name of the street, the number and the city. I can be more accurate to determine the position of the city using Cardinal points and the position of the nation in a continent and in the Earth.

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3.2 The didactic course: tools and terms

View activity for primary school:
https://www.dropbox.com/sh/p06l6n0kguu8dn5/AABmEbnTjuaE0mWApXjskZ3Aa?dl=0

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3.2 The didactic course: tools and terms

Tell us three things you discovered from watching the videos of Ana Hoskins, Helena Capela, and Melpomeni Dimoulka and that you can apply in your classroom.

In Grade 2 I always do activity with my pupils so that they have experiences about time:
-how much time take one action each of them  have choose
-Decide if one minute should be enogh to do sotheymthing each of them have choose.
We use a stopclock or a hourglass for test.

This aims  to  help  them  make  a more  accurate  estimate  of when  1  minute  has  passed. Then we do experiences about 5 minutes.

I think I can propose other two usefull activities:
-in pairs design and make  an hourglass
-in pairs make a sundial after watching  a video (EXPLORE ACTIVITY -- 5.8 C: EARTH'S ROTATION (Grade Level 5))
Then pupils  at the end of any activity test their  artifact to see if they work properly.

With pupils of grades 5, I would try to use Stellarium.

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

MAKING A SUNDIAL

BUILD A SUNDIAL AND DISCOVER HOW TIME CAN BE MEASURED.

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

AGE RANGE                   6 - 10

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

Three inventions made navigation possible.
Sestante clocks mathematic

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

DIY: Measuring Latitude and Longitude

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

A geographical globe (a) viewed from above the Equator;
(b) viewed from above the North Pole

HOW TO MEASURE LATITUDE
1.Make a quadrant similar to the one shown here.
A quadrant for measuring latitude

1. Measuring latitude using the sun can only be done at noon, when the sun is at its highest point in the sky. To determine when it's noon (without a watch or radio) place a stick at the southernmost end of your north-south line. Use a plumb line to make sure that the stick is vertical. When the shadow cast by the stick crosses the north-south line, it's noon.

2. As soon as it's noon, align the sighting nails on the quadrant's aiming beam with the sun. DO NOT USE THE SIGHT LINE TO LOOK DIRECTLY AT THE SUN. Instead, watch the shadows formed by the nails on the ground as you tilt the aiming beam up and down. At first, the nails will cast two separate shadows, so move the end of the beam up or down so that these two shadows move closer together. Two shadows on the groud - beam aimed incorrectlyWhen the shadows coincide, the beam is aimed exactly at the sun. Using the protractor, measure the smaller angle between the beam and the plumb line.One shadow - beam aimed correctlyIf the sun is directly over the Equator, this is your latitude reading.The angle to measure when using the sun or North Star. Note that the horizon is always 90º to the plumb line. Don't be fooled by mountain ranges!

3. Unfortunately, this reading is only correct on 21 March and 21 September (the spring and autumn equinoxes). At midwinter (21 December) you should deduct 23.45º from your reading, and at midsummer (21 June) add 23.45º. This is because of the way in which the 'tilted' Earth orbits the sun.  Solar declination - the seasonal consequence of the 'tilted' Earth's annual movement around the sun.

Using the North Star to measure latitude
Once you've found the North Star it's simple to determine your latitude.

How to measure Longitude
It’s easy to work out your longitude using a radio, watch and sundial, but as castaways on Capraia we had none of these. Even though we built a radio, we still needed some sort of timepiece, so we made a pendulum of a certain, known length which we knew would swing with a fixed frequency (determined by this length).

The Earth rotates one full turn (360º of longitude) in one day. It therefore turns one degree of longitude in 1/360th of a day, or every four minutes. To calculate your longitude, you therefore simply need to work out the time difference between noon at your location and noon at the Prime Meridian.

Weblinks
Educational Links on Navigation
A Walk Through Time
Global Positioning System Overview
The Constellations and their Stars
Astronomy On-line

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The learning objectives of Module 3 are

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

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

3. Gain specific knowledge on instruments and techniques to determine position.

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

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3.1 W hat do I need to know to determine my location?

How does math guide our ships at sea? TED-Ed Talk!

https://www.youtube.com/watch?v=AGCUm_jWtt4

Without math, would our seafaring ancestors ever have seen the world? Great mathematical thinkers and their revolutionary discoveries have an incredible story. Explore the beginnings of logarithms through the history of navigation, adventure and new worlds.

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Asteroids

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The rotation

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2.4 The didactic course: The history of navigation

NTA // History of Navigation // Primary

https://www.youtube.com/watch?v=l6zJRk4IoT4

A very interesting video that show many dramatizations

to learn about Solar Sistem of
Gulhanim Dursun, primary school teacher from Turkey, Ankara,.
The teacher implemented a space-related activity with her students.

All orbits are dramatized.

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2.4 The didactic course: The history of navigation

The implementation of a Navigation through the Ages activity by Michael Masson, primary school
teacher in France, with his students:
https://www.youtube.com/watch?v=__y2rUz3mow

An interview with Eleni Dimitriadi, primary school teacher at the Ellinogermaniki Agogi school in Greece, detailing her experience with an educational activity and her students.

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

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2.3 How to implement an activity?

From the first course:
What is IBL?
https://www.youtube.com/watch?v=YNoagchZIaY

Building inquiry activities for your class
https://www.youtube.com/watch?v=E2zjNqmp0oc

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2.1 Basic concepts on celestial navigation

https://www.youtube.com/watch?v=uLwzrLWQVxw

https://youtu.be/uLwzrLWQVxw

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2.2 Some historical facts related to navigation

Share with us some historical facts related to navigation in relation to your culture and history.

Italy had great explorers.   I like particularly two of them.
Christopher Columbus (1451– 20 May 1506) was an Italian explorer, navigator, colonizer, and citizen of the Republic of Genoa. Under the auspices of the Catholic Monarchs of Spain, he completed four voyages across the Atlantic Ocean. Those voyages and his efforts to establish permanent settlements on the island of Hispaniola initiated the European colonization of the New World.
Amerigo Vespucci was of Florentine origin and had made several voyages to the New World in the early 16th century. Although historians dispute just how many voyages he made, and what role he played, Amerigo Vespucci must have been an expert sailor since he was named Chief Navigator for the Kingdom of Spain. He was a well-known cartographer in his time and at his school for navigation in Seville, he had Ferdinand Magellan among others, as a student.

Today it is not his voyages that are remembered, but possibly his first name, as in North and South America. Mapmakers of the time may have used the female version of Amerigo Vespucci's first name to the ever growing discovery of new lands. It was becoming obvious that China and the Indies were still farther off and these new lands, once known vaguely as Terra Nova or Terra Incognita, were now being labeled: America.

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2.4 The didactic course: The history of navigation

Tell us three things you discovered from watching the videos of Michael Masson and Eleni Dimitriadi and that you can apply in your classroom.

I don’t know greek and fortunally I studied french about forty years ago.

By the way, I think that the three things I can apply, and I yet applied, in my classroom are

-learning by doing

-encouraging creative thinking

-sharing with classmates.

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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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1.3. How did early sailors navigate the oceans?

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2.2 Some historical facts related to navigation

If you are curious to know more about astronomical instruments used for navigation in early times, you might find interesting to watch the webinar 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

https://www.youtube.com/embed/udH3eK81XtM

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WEBINAR with Cecilia Scorza, Intercultural science - Islamic Heritage Kit

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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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1.5 Patterns in the sky - Activity

Share your thoughts and comments on the padlet below

It's very interesting to see the changes, the constallation move to the high of the screen and to my left instead the Ursa Major constallation moves just a little.

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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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1.5 Patterns in the sky - Activity
If you live in a city, with high light pollution , you may learn more about light pollution here:

http://darksky.org/

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

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

http://www.darkskiesawareness.org/

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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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1.5 Patterns in the sky - Activity

HOW TO TRAVEL ON EARTH WITHOUT GETTING LOST

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

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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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1.5 Patterns in the sky - Activity

Step 1: Dowload stellarium (http://www.stellarium.org/)

Step 2: Open Stellarium

Step 3 : Set your location. The default location is Paris, France. Press F6 or click on the appropriate icon in the left tool bar to open the Location Window.You can select your location by clicking on the map, by searching for a nearby city, or by entering your longitude, latitude and altitude manually by creating a new location.

Step 4: Set the time to 10 p.m.. of 1st March 2017. „J” slows down or reverses speed, „L” increases time speed, and „K” makes time return to normal speed. You can also use the time control buttons in the lower right of the screen.

Step 5: Play with the view options. Try clicking the buttons in the bottom toolbar, which will appear if you roll the mouse cursor over the status bar at the bottom left of the screen.

Step 6: Look around and select an object in the sky. Press F3 to open the search window. You can type in the name of a star, planet, constellation or nebula. As you type a list of matching objects is shown. Pressing TAB selects the next item in the completion list. Press RETURN or click the button in the search window to go to the object.

Step 7: Now, go to the North direction. When the „N” is in the middle of your screen, go to the bottom toolbar and select the „constellations line” (first option). Find Ursa Major constellation . Then, click on „Print screen”. Paste the image on a document (word document).

Step 8: Set the time to 0 a.m.. of 2nd March 2017. Go to the North direction. When the „N” is in the middle of your screen, go to the bottom toolbar and select the „constellations line” (first option). Try to find Ursa Major constellation. Then, click on „Print screen”. Paste the image on a document (word document). Do the same for 2 a.m.

Step 9: Compare the three images. What do you wish to highlight? Can you share your thoughts and comment on the padlet below?

Step 10: (Optional) If you have the chance, go outside and take a picture of Ursa Major constellation. Post it on Paddlet with your comments on the activity.

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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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1.4 What is archaeoastronomy?

http://www.space-awareness.org/en/careers/career/who-archaeoastronomer/
La voce di Leonardo
https://lavocedileonardoblog.wordpress.com/tag/archeoastronomia/

Sophia Centre for the Study of Cosmology in Culture
http://www.uwtsd.ac.uk/sophia/

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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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1.4 What is archaeoastronomy?

Advances in navigation reached the heights of today by the contributions of numerous civilizations. Share in the Padlet below an example of archaeoastronomy (for example, a building) in your country and tell us how you would use it to teach a lesson in your subject.

Looking for a building or a site in Milan I find that there’s a sundial in Milan’s Duomo.

Near the main entrance there’s a sundial on the floor. A ray of sunlight from a hole on the opposite wall strikes the clock, shining the bronze tongue on June 21, the summer solstice, and the meridian on the winter solstice, December 21. Though ancient (it was placed in Milan Duomo in 1768 by astronomers from the Accademia di Brera) the sundial is surprisingly precise – even used to regulate clocks throughout the city!
I could visit the Cathedral with my students and I could start telling them to think some hypotesys about the uses of that object .  Then I could help them to  discover what is and what was built for.

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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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1.4 What is archaeoastronomy?

Archaeostronomy is „the investigation of the astronomical knowledge of prehistoric cultures. Also called astroarchaeology”

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.

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 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.

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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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1.3. 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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1.3. How did early sailors navigate the oceans?

https://www.youtube.com/watch?v=4DlNhbkPiYY

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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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1.3. How did early sailors navigate the oceans?

How sea navigation evolved:

1. Initially sea voyages were made simply along the coast;

2. 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;

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

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

5. 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;

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

7. 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”.

Summary of un  article published in the Irish Astronomical Journal  by Mann (1966)

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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Module 1: Introduction to Navigation through the Ages

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Module 1: Introduction to Navigation through the Ages

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WHAT IS A CONSTELLATION?

INVESTIGATE THREE DIMENSIONAL OBJECTS AND PERSPECTIVE USING CONSTELLATIONS

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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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1.2. Tracing the history of navigation

Stars belonging to a constellation are not on the same plane, and can be at various distances from the Earth. Sky plane or plane of sky is a standard expression in astronomy, try to picture it as an imaginary cupole. If we were to change our position in the galaxy we would see different constellations, because the position of the stars is relative to space.

You can see how the night sky would appear from a different part of the galaxy by clicking:

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

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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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1.2. Tracing the history of navigation

If you look at the sky on a sunny day you can follow the path of the Sun, but at night, the sky is populated with stars. If you want to distinguish the place in space for every single star you would have a very hard time without the proper approach – it’s a very difficult just by looking at one single star!
In order to localize a star you need to create stories and imagine shapes, which will help you to find your way through the night sky.
Several names and mythical stories have been attributed to the star patterns in the night sky to remember and recognize them more easily, giving birth to what you know as constellations.

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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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1.2. Tracing the history of navigation

Constellations were used in the past for many practical reasons. For example, before the birth of calendars, in agriculture constellations could help determine when the seasons were coming. Constellations also helped navigators and explorers to find their way across the planet.

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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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1.1 Why talk about navigation?

This is a five-week journey:
first module contextualize the theme of navigation in the history of humanity, in a holistic approach, so you will be more confident to teach about how (space) science builds on contributions made over time;
second module is about the “History of Navigation” and provides a didactic course as a "good example" of an implementation of this given topic in the classroom, considering MOOC 1 teaching practices (using IBL, ICT tools, tips to gender balance and inclusion, space careers, hands-on, etc.), in a holistic approach, so you will be more confident to teach about Navigation History;
third module focus on Navigation tools and terms deepen your knowledge about basic concepts on navigation, through inspiring resources and hands-on activities. It will address Navigation Concepts (Latitude, Longitude, Coordinate Systems) and instruments, since early times to modern technology;
four module  talk about Galileo´s European Satellite System and Global Navigation Satellite Systems (GNSS), emphasizing its importance to the current needs of citizens (mobile devices, increased mobility, safety and security etc.).

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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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1.1 Why talk about navigation?

This is a topic related to the scholar curriculum in several subject areas. In fact, our analysis highlighted that this topic is related to:

- Social Sciences, Natural Sciences, Geography, Physics: to learn geographic information, data sources, cartography and topography; Learn about how constellations are formed; Learn the main constellations in the night sky; Learn about how constellations are used to find orientation and navigate; A natural Image of the Earth, Earth as a celestial body;

- Mathematics: Processes, methods and attitudes in mathematics; Measure, angles

- History: Learn how different civilizations used the sky in order to navigate;

- Technology: telescopes, satellites…

Just to mention a few…

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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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1.1 Why talk about navigation?
Navigational techniques derived from astronomy, facilitated the great voyages of the ancient Greece, the fifteenth century European explores and are the basis of The Global Positioning System (GPS). For thousands of years humankind has looked at the sky to navigate ones way. This guidance from space takes a new form with the recent development of satellite navigation systems.

http://www.bbc.com/future/story/20130609-the-day-without-satellites
We don’t always realise how much we depend on satellites orbiting our planet. Our space correspondent imagines the impact on the planet if we completely lost transmission.
By Richard Hollingham - 10 June 2013

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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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1.1 Why talk about navigation?

ACTIVITY 1

1.1 Why talk about navigation?

We would like to invite you to post an image you identify with navigation and explain whyThe past and the present.
I'm very fascinated about navigation through the ages and curious to know more and more about all technologies invented by umanity.

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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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https://youtu.be/jLD9DZLayk0

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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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I teach math, science , tecnology, music and physical education in a primary school with children from 5/6  to 11 years old.
This year my students are seven years old.