Dark Sky: a cross-curricula Problem Based Learning unit · Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education - NSW Department of Education Page | 6 Student cohort context

Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education - NSW Department of Education Page | 1

Dark Sky:

a cross-curricula Problem Based Learning unit

Teachers: please sign up at www.planning.nsw.gov.au/darkskyeducation

Signing up will:

Ensure that you are assigned an expert/mentor for your class.

Ensure that you are alerted to any new resources available.

Ensure eligibility for the Department of Planning and Environment’s Dark Sky competition.

http://www.planning.nsw.gov.au/darkskyeducation


Attributions & Copyright:

This publication is copyright New South Wales Department of Education (DoE), however, it may contain material from other sources, which is not

owned by DoE. We would like to acknowledge the following people and organisations whose material has been used and adapted:

Department of Planning and Environment

Australian Broadcasting Commission

BabaGot BARS https://www.youtube.com/watch?v=6dR3iKaWUoU

International Dark-Sky Association

https://www.youtube.com/watch?v=dd82jaztFIo

Sriram Murali https://www.youtube.com/watch?v=Lfv0kO19vu8

Sriram Murali https://www.youtube.com/watch?v=j2hNaT56FUY&t=18s

Sriram Murali https://www.youtube.com/watch?v=doHVMJnuvDA&t=67s

Quartz https://www.youtube.com/watch?v=HqtOgIxo94I&t=4s

Grand Canyon River Guides https://www.gcrg.org/docs/gtslib/Star-Guide-

for-River-Guides.pdf

SoulPancake https://www.youtube.com/watch?v=75okexRzWMk

Good Magazine https://www.youtube.com/watch?v=52YKJ31pde0

Theodore Roosevelt NP https://www.youtube.com/watch?v=vk_yirISflc

Seeker https://www.youtube.com/watch?v=sYAzTYmXMBg&t=1s

What you can do https://www.youtube.com/watch?v=ooLYWwA43SE&t=3s

Mathieu Descombes https://www.youtube.com/watch?v=meo9aBB9RvA

Written by: Melissa McNair and Kelly Pfeiffer, Dubbo School of Distance Education, 2018

© State of New South Wales (Department of Education) 2018

Except as otherwise noted, this is licenced under the Creative Commons Attribution 4.0 International Licence.

To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

COMMONWEALTH OF AUSTRALIA

Copyright Regulations 1969

WARNING

This material has been reproduced and communicated to you by or on behalf of Dubbo School of Distance Education pursuant to

Part VB of the Copyright Act 1968 (the Act).

The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this

material by you may be the subject of copyright protection under the Act.

DO NOT remove this notice.

https://www.youtube.com/watch?v=6dR3iKaWUoU

https://www.youtube.com/channel/UCL4PdCeWtgfx942xXskJ4Qg

https://www.youtube.com/watch?v=dd82jaztFIo

https://www.youtube.com/channel/UC2Ert4QcNDkEDCO-2XHIdZQ

https://www.youtube.com/channel/UC2Ert4QcNDkEDCO-2XHIdZQ

https://www.youtube.com/watch?v=Lfv0kO19vu8

https://www.youtube.com/watch?v=j2hNaT56FUY&t=18s

https://www.youtube.com/watch?v=doHVMJnuvDA&t=67s

https://www.youtube.com/channel/UC9f78Z5hgtDt0n8JWyfBk8Q

https://www.youtube.com/watch?v=HqtOgIxo94I&t=4s

https://www.gcrg.org/docs/gtslib/Star-Guide-for-River-Guides.pdf

https://www.gcrg.org/docs/gtslib/Star-Guide-for-River-Guides.pdf

https://www.youtube.com/watch?v=75okexRzWMk

https://www.youtube.com/watch?v=52YKJ31pde0

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

https://www.youtube.com/watch?v=sYAzTYmXMBg&t=1s

https://www.youtube.com/watch?v=ooLYWwA43SE&t=3s

https://www.youtube.com/watch?v=meo9aBB9RvA

http://creativecommons.org/licenses/by/4.0/


Dark Sky: Protecting the observing conditions at Siding Spring

Stage: 3 (Years 5 and 6) Class: Duration: 1 term Term/Year:

Driving Question

(Inquiry question)

How can we contribute to maintaining the Critical Light Threshold at the Siding Spring Observatory by helping our

community take specific steps to reduce light pollution?

Unit Description Students will research and discuss ideas with experts to determine how their community can contribute to

maintaining the Critical Light Threshold in order to protect Siding Spring Observatory from the cumulative impact of

light.

Through research and conducting experiments in class, student teams will analyse the impact of light pollution in their

community. Teams will produce a plan and set of recommendations for their local community to further reduce or

minimise the effects of light pollution. Student teams will present their ideas/concepts to an authentic audience.

The students’ community may consist of their friends and family, their local community, school community and/or

their global community. Teachers might allocate student teams various lighting scenarios to investigate in their

community such as, street lighting, home lighting, business and/or school lighting or allow teams to decide on their

area of inquiry.

Organisation At the end of this Project Based Learning unit, teams must present a final product (which is a solution to the driving

question) by addressing the following points:

1. Find examples of the three main types of light pollution in your home/neighbourhood/community.

2. Discuss why these three examples are light pollution for the environment (and Siding Spring Observatory if

your community is within 200 km of Siding Spring).

3. List steps their community can take to minimise the effects of these types of pollution.

4. Present findings that demonstrate an innovative idea/concept/product that will maintain the Critical Light

Threshold at the Siding Spring Observatory


The final product may be submitted in any form or forms that suit the student team.

Possible products that teams could conceptualise or make to answer the driving question could include but are

not limited to; apps, infographics, redesigned lighting fixtures, innovative lighting, a television or radio

infomercial designed to educate the community. Do not limit student thinking, but rather allow them to be

creative with their ideas.

Formats used to present ideas could include but are not limited to; movies, original songs, artwork,

infographics, storybook, digital storytelling, websites, cartoon strips and comic book.

Term 2, 2019

Dark Sky Competition

1. Competition is open to all NSW public, independent and catholic schools.

2. All team submissions must be endorsed by the principal of a NSW school.

3. Teachers will run the program during Term 2, 2019.

4. Teams must be made up of 2 – 4 students. Teams bigger than 4 students will be ineligible for the competition.

5. Team members must all be in Stage 3 at the same school.

6. Schools will nominate an authentic audience from their school or local community to act as a local judging

panel.

7. Student teams will present their final idea/concept/product to the local judging panel at the end of the unit.

8. The local judging panel will use the supplied rubric to determine the top two teams from the school.

9. The top two entries from each school should be submitted to the Department of Planning and Environment

Western by post or uploaded to DPE Western by 5 pm, 5 July 2019 (last day of term 2, 2019).

10. Entries must include a video of the students presenting their final idea/concept/product addressing the four

points see page 3.

11. Judging to occur and winners announced Term 3, 2019.

12. Judges decision will be final.


Outcomes

EN3-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A Composes, edits and presents well-structured and coherent texts EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts ST3-1WS-S Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions ST3-2DP-T Plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3DP-T Defines problems, and designs, modifies and follows algorithms to develop solutions ST3-4LW-S Examines how the environment affects the growth, survival and adaptation of living things ST3-10ES-S Explains regular events in the solar system and geological events on the Earth’s surface GE3-1 Describes the diverse features and characteristics of places and environments GE3-2 Explains interactions and connections between people, places and environments GE3-3 Compares and contrasts influences on the management of places and environments GE3-4 Acquires, processes and communicates geographical information using geographical tools for inquiry HT3-2 Describes and explains different experiences of people living in Australia over time COS3.3 Communicates confidently in a variety of situations INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems.


Student cohort context This refers to the demographics of your individual class and what might have to be taken into consideration when teaching this particular group of students.

Resources supplied

electronically

All resources are available in Google Drive: https://drive.google.com/drive/folders/1co0sAYEt-PeJKZRYAr_GQJMXbGdWahdr?usp=sharing You will be able to download resources to a local drive or save in your personal Google Drive. See Appendix 1 (pages 31-33) for a full list of resources.

Human resources Expert/mentors will be assigned to each individual classroom teacher that signs up. Each teacher participating from your school should sign up individually, using their school email account. This will ensure that they are alerted to any new resources available.

Additional Resources Decorations for classroom, space themed music

Assessments Quiz – Pre And Post Observations throughout unit Final product

https://drive.google.com/drive/folders/1co0sAYEt-PeJKZRYAr_GQJMXbGdWahdr?usp=sharing


Quality Teaching Framework ICT Key Competencies Bloom’s Level/Verb

Examples Intellectual Quality Deep knowledge Deep understanding Problematic

knowledge Higher order thinking Metalanguage Substantive

communication

Quality Learning Environment Explicit quality

criteria Engagement Self-regulation Self-direction Social support High expectation

Significance Narrative Cultural knowledge Background

knowledge Inclusivity Connectedness Knowledge

integration

Google Classroom Google Apps LMS e.g. Moodle/Canvas Internet Pod cast Laptop/computer/tablet Webquest Software webtools

Collecting Analysing Organising Communicating ideas Planning Working with others Working mathematically Problem solving

Design: create/propose/predict Evaluate: assess/justify/argue Analyse: debate/differentiate Apply: solve/demonstrate Understand: discuss/outline Remember: define/list/state

Cross-curricula Priority Areas

General Adjustments and Adaptations General Capabilities

Aboriginal and Torres Strait Islander Histories and Cultures

Learning Environment 1.1: Use of structure routines at the start of the lesson Expectations: 2.1: Keep instructions short, concise, clear and positive Repeat if necessary 2.2: Ask students to repeat instructions for clarification and understanding. 2.3: Give reminders for students to stay on task 2.4: Show examples of what you want students to produce. 2.5: When asking questions, allow ‘think time’ before expecting an answer. 2.6: Teach required skills explicitly 2.7: Positive acknowledgement of effort 2.8: Set short achievable goals 2.9: regular feedback on students work. Presentation of Lesson 3.1: Use visual aids with oral presentation 3.2: Adjust work load 3.3: Use large type / double spacing 3.4: Keep page format simple 3.5: Use dark ink, different fonts 3.6: Use coloured rather than white paper 3.7: Divide page into clearly marked sections 3.8: Making important features of an activity more noticeable by underlining or circling key words Assessments 4.1: Reduce assignment size 4.2: Teacher gives student outlines or study guides 4.3: Provide assignment in achievable chunks 4.4: Explain grading criteria for assignments clearly 4.5: Ensure that differentiated work matches the ability level of the student 4.6: Provide extra time 4.7: Provide a timeline 4.8: Provide word banks, and teach the spelling of meta language

4.9: Simplify instructions and begin with a verb 4.10: Negotiate tasks 4.11: Double space questions 4.12: Use visual texts, diagrams, labelling 4.13: Arrange for oral testing 4.14: Provide a list of appropriate resources / websites 4.15: Scaffold the tasks from lower order to higher order 4.16: Give alternative assignments in subject Teaching strategies 5.1: Use high-impact, game-like materials 5.2: Use short, frequent quizzes/ oral questions 5.3: Link to prior learning with You tube videos 5.4: Give student a copy of notes 5.5: Provide time for periodic review of student’s notes (written, dictated, word processed) 5.6: Simplify the language used 5.7: Repeat essential skills/information and break down into chunks 5.8: Scaffold answers to questions 5.9: Provide word banks of key words 5.10: Provide a list of relevant websites 5.11:Plan activities that appeal to student’s interests and provide an achievable challenge 5.12: Provide more time to finish a task 5.13: Divide an activity into two or more parts 5.14:Teach vocabulary before reading 5.15:Modelling the special skills being taught 5.16:Use audio books 5.17: Use a reader / note taker 5.18: Oral instead of written responses 5.19:Draw, graph, chart, web or digital resource 5.20:Use a writing planning sheet to provide a scaffold to assist in writing a text 5.21:Use of student laptop 6. Teachers Own Identified Adjustments for each individual student

Literacy

Numeracy

Asia and Australia’s Engagement with Asia

ICT Capability

Critical and Creative Thinking

Sustainability

Personal and Social Capability

Ethical Understanding

Intercultural Understanding


Suggested Lesson Overview

Lesson Topics Engineering Design Process Steps

1 Introduction

2 What is the Critical Light Threshold?

ASK

3 What is light pollution?

ASK

4 How can light pollution be reduced?

IMAGINE

5 Community audit

Expert/mentor introduction and session PLAN

6 Aboriginal astronomy

CREATE

7 What are the effects of light pollution on plants and animals?

Expert/mentor session IMPROVE

8 Final preparation

IMPROVE

9 Final Presentation

NB Adjustments to time frame may need to be made as some lessons may take longer than indicated, depending on class interest and activities completed.


Outcomes Teaching and Learning KEY = Suggested adjustments in italics Assessments in red Ss = students T = teacher(s) DQ = Driving Question

Resources Register

EN3-3A GE3-1 GE3-4

Lesson 1

Prior to lesson

T to organise Ss into teams (maximum of 4 in a group).

Make a copy of the 1.Team Collaboration document (in Google Docs) for each team or use the

Word version.

Ensure that each teams’ Collaborative Document has been shared with each student member

of the team as well as all teachers involved.

Become familiar with 1.1 Dark Sky Planning Guideline

Watch all recommended videos, checking that content is appropriate for your class.

Print out 1.3 Driving Question poster for display in classroom.

Decorate the classroom like the night sky, possibly using stick on stars.

Have classroom dark and play space themed music such as Star Wars or Star Trek as students

enter classroom for the first lesson.

Pre and post unit quiz: students complete a pre and post unit quiz online. Review both options

of the quiz and decide if your students need the support of the quiz with answers. Please note

that they will complete the same quiz at the end of the unit. Decide how you will collect their

results e.g. verbally or screen shot.

Directed lesson – Introduction to the Dark Sky unit

Play launch video 1.2 Help protect NSW's dark sky (2 mins 38 secs) Class discussion: Q & A about video

Ss individually complete online quiz as pre-unit assessment

Link for quiz without answers: https://deptplanningenvironment.typeform.com/to/Ry600l

Link for quiz with answers: https://deptplanningenvironment.typeform.com/to/mbhGYV Ss work in small groups or whole class group to complete online quiz

1.Team Collaboration document 1.1 Dark Sky Planning Guideline 1.3 Driving Question poster 1.2 Help protect NSW's dark sky video Online Quiz Google Earth Earth at Night website Computers, laptops or tablets preferably running Chrome.

https://deptplanningenvironment.typeform.com/to/Ry600l

https://deptplanningenvironment.typeform.com/to/mbhGYV



Resources Register

Ss work in pairs to locate and explore Siding Spring Observatory using Google Earth (works

best in Google’s own browser: Chrome) https://www.google.com.au/earth/ or complete as

whole class

Explore the Earth at Night: https://earth.google.com/web/@27.44405656,-

84.76931014,9.85193068a,8916357d,35y,0h,0t,0r/data=CjISMBIgMGY3ZTJkYzdlOGExMTFlNjk

5MGQ2ZjgxOGQ2OWE2ZTciDHNwbGFzaHNjcmVlbg Ss launch by clicking on the explore

button. Spin the Earth to compare the amount of light that Australia produces compared to

other parts of the world. Is it more or less? What parts of the world produce the most light?

Why might this be so?

Ss individually or in small groups (or complete as whole class) explore Siding Spring website:

http://www.sidingspringobservatory.com.au/ noting its location, diverse features and

characteristics, what happens at Siding Spring and interesting facts. Ss add interesting facts to

class ‘bank of information’ on the interactive whiteboard (IWB) or butchers’ paper.

Whole class review ‘bank of information’.

Display DQ (driving question) on interactive whiteboard or use 1.3 Driving question poster:

“How can we contribute to maintaining the Critical Light Threshold at the Siding Spring

Observatory by helping our community take specific steps to reduce light pollution?”

Discuss what each part of this might mean. NB Lesson 2 explores this in greater depth. If you

have enough time in Week 1, it would be worthwhile to continue discussing the DQ in greater

depth – see beginning of lesson 2.

Team Collaboration

Introduce Team Collaboration document to students and explain that they will be working in

teams to complete the team document each week. Demonstrate how the Team Collaboration

document will be used by team members for the unit of work. May need to explain to students

how to use Google Docs.

Team Collaboration document Siding Spring website

https://www.google.com.au/earth/

https://earth.google.com/web/@27.44405656,-84.76931014,9.85193068a,8916357d,35y,0h,0t,0r/data=CjISMBIgMGY3ZTJkYzdlOGExMTFlNjk5MGQ2ZjgxOGQ2OWE2ZTciDHNwbGFzaHNjcmVlbg



http://www.sidingspringobservatory.com.au/



Resources Register

T reads through team contract found in Team Collaboration document and discuss with Ss.

Ss “sign” team contracts by signing their name on paper, photographing and inserting into doc.

Alternatively Ss “sign” team contracts by choosing a “fancy” font and typing their name.

Complete Skills Activity

Evaluation of Lesson 1:



Resources Register

EN3-1A EN3-3A COS3.3 INS3.3 ST3-10ES-S

Lesson 2

Prior to lesson


Print out and laminate team work role cards (one set per group).

Print out a poster of team work roles.

Print out the 2.7 design process poster for the classroom and become familiar with the

process: Ask, imagine, Plan, Create, Improve.

Print out marking rubrics (A3 size) for display in classroom.

Print out teamwork/individual effort rubrics.

Become familiar with Cornell Notes and how to use them. Check out these ‘how to videos’ if

teachers are unfamiliar: https://www.youtube.com/watch?v=ErSjc1PEGKE or

https://www.youtube.com/watch?v=WtW9IyE04OQ

Print out Cornell Notes for each group or share electronic copy with class.

Directed lesson – ASK what is the Critical Light Threshold?

Watch video: 2.1 Team Work: 4 Roles (1 min 40 secs). T discusses the 4 roles of the team.

Team Members will take turns being the 4 different roles throughout the unit. Four roles are:

Presenter: Contribute ideas to group and present and explain the group’s finished

work to the class.

Timekeeper: Contribute ideas to group and keep an eye on the time, making sure

the activity is completed on time. Tell the group when time is halfway through and

when time is nearly up.

Recorder: Contribute ideas to group and write the group’s ideas down including a

summary at the end of each session using Cornell Notes. If class is unfamiliar with

Cornell Notes teach and model how to use.

2.1 Team Work: 4 Roles video 2.2 Team work: 4 roles poster 2.3 Individual team work role cards. 2.4 Teamwork rubric 2.5 Final product and presentation rubric 2.6 Cornell Notes 2.7 Design Process poster 2.8 Engineering design process (lyric video)

https://www.youtube.com/watch?v=ErSjc1PEGKE

https://www.youtube.com/watch?v=WtW9IyE04OQ



Resources Register

Facilitator: Contribute ideas to group and make sure all group members know

what to do and help others. Seek help from the teacher if needed. Encourage

everyone in the group to stay on task and complete the work together.

If a team is made up of less than 4 members, combine some of the roles e.g.

Presenter/timekeeper or Presenter/recorder.

Display the 2.2 Team work: 4 roles poster on paper or IWB and show a set of 2.3 Individual

team work role cards.

Stress the importance of each team member contributing ideas to the group.

Discuss collaboration and what makes an effective team.

Review 2.4 Teamwork rubric with students, explaining that they will be reviewing themselves

by using the rubric at the end of each Dark Sky lesson.

Review 2.5 Final Product and Presentation Rubric with Ss, making them aware of the criteria.

Ask Ss to sit with their teams. Team members decide on roles for this week. Alternatively, T

decides on roles for each group. Ss place 2.3 individual team work role cards on their desk to

remind them of their role within the group.

Display blank 2.6 Cornell Notes on IWB or A3 paper and discuss how they are used. Ss to use

Cornell Notes in their groups during the rest of the unit. T to demonstrate use of Cornell Notes

during the rest of lesson.

Display the 2.7 Design Process poster. Explain that during the unit they will be following the

design process (sometimes called the engineering process) to design and make a product.

Explain each step of the design process if students are unfamiliar with the process. Explain that

the process is shown in a circle for a reason and sometimes designers need to go around the

process a number of times to produce the end product.

Watch 2.8 Engineering design process (lyric video) (5 mins 56 sec)

Watch video: 2.9 Losing the Dark (6 mins 25 secs) and discuss issues raised.

2.9 Losing the Dark video 1.1 Dark sky Planning Guideline 2.10 Saving the Dark



Resources Register

If Ss did not notice the correlation between artificial light and the amount of stars able to be

observed, use the scrub bar on the video to go back to point 0:05:06 and pause. Tell the Ss

that you will show them approximately 22 seconds. Ask the students to watch and listen

carefully. Press play and then pause on 0:05:28. “What did you hear?” “What did you see?”

You may need to play the selection again or ask “What did you notice about the sky/stars?”

Discuss the DQ:

What is the Critical Light Threshold?

See p. 9 of 1.1 Dark sky Planning Guideline.

See also http://www.sidingspringobservatory.com.au/darksky.html

What constitutes a community? (Can it be a school, a neighbourhood, a town?)

How can we change things in our community?

What does it mean to be an agent of change?

On art paper/butchers’ paper, class defines Critical Light Threshold for display in the

classroom.

T reminds Ss of team contract previously signed by reading through team contract with class.

Watch 2.10 Saving the Dark (2 mins 8 secs). Discuss the ideas presented in this video.

Team Collaboration

Teams work through Lesson 2 activities in their Team Collaboration document.

Presenter for each team reports back to whole class.

Alternatively, T works through the first activity with whole class.

Ss self-assess their efforts on the 2.4 Teamwork rubric. Discuss any issues that arise regarding

team or individual effort in private.

Evaluation of Lesson 2:

http://www.sidingspringobservatory.com.au/darksky.html



Resources Register

EN3-3A ST3-1WS-S ST3-10ES-S COS3.3

Lesson 3

Prior to Lesson

T check Team Collaboration documents and 2.4 teamwork rubric adding comments as

necessary.

Explore different apps available to measure amount of light at night for example Lux Light

Meter, Light Meter, Dark sky Meter, Light Pollution Map.


T to ensure that they have contact details of expert/mentor by emailing

[email protected] if information has not already been supplied.

Directed lesson – ASK what is light pollution?

Ss sit in teams and use Cornell Notes.

What does the class know? Brainstorm “Light Pollution” on board.

What are the different types of light pollution?

1.Team Collaboration document 2.6 Cornell Notes 3.1 Bortle Scale handout 3.2 Lost in light video 3.3 Lost in Light II video 3.4 Count the Stars worksheet 3.5 How light pollution affects the stars in the night sky video 2.3 Individual team work role cards 2.4 Team work rubric

Light Pollution is the unnecessary or inappropriate use of artificial light. It can have serious environmental consequences for humans, wildlife, and our climate. Components of light pollution include:

Glare – excessive brightness that causes visual discomfort Skyglow – brightening of the night sky over inhabited areas Light trespass – light falling where it is not intended or needed Source:

www.darksky.org/light-pollution/

https://www.globeatnight.org/light-pollution.php

https://www.assa.org.au/lightpollution

mailto:[email protected]

http://www.darksky.org/light-pollution/

https://www.globeatnight.org/light-pollution.php

https://www.assa.org.au/lightpollution



Resources Register

How can light pollution be measured? Light pollution can be measured with a light meter. There are a number of light and sky meters (free and paid) available for smart phones which can be explored at night. Ask Ss to download with parent/carer permission free apps to measure the light at night. Ss measure light in their garden at night with parental supervision. Compare readings from different students.

How else can light pollution be measured? Light pollution can be measured by observation using the Bortle Scale. Provide Ss with 3.1 Bortle Scale handout. Ask Ss to estimate what score their home would be on the Bortle Scale. Ss check their estimation at home for homework and report back.

Watch 3.2 Lost in Light (2 min 52 sec) and/or 3.3 Lost in Light II (2 min 14 sec) which uses the

Bortle Scale to assess light pollution in different locations.

Light pollution can be measured by data collection using a low-tech way to count the stars. Ask

Ss to complete this 3.4 Count the Stars for homework under the supervision of their

parent/guardian. Using a long cardboard paper tube (from paper towel, foil etc), Ss look

through the tube and count all the stars they can see. Standing in the same location, Ss count

stars in several sections of the sky and record findings. Ss average the number of stars found

from that location. Repeat process at a different location and note how the count changes.

Smaller counts indicate greater light pollution.

Watch: 3.5 How light pollution affects stars in the night sky (1 min 50 sec) Each group or whole class makes a classroom display of light pollution types.

Team Collaboration

T reminds Ss of team contract previously signed.

Recap 4 roles of the team and remind team that all must contribute ideas. Teams to assign

new team roles to each member. Ss place 2.3 Individual team work role cards in front of

them. Roles must be different from last week.

Teams work through Lesson 3 activities in Team Collaboration document.



Resources Register

Presenter for each team reports to whole class.



Evaluation of Lesson 3



Resources Register

ST3-3DP-T GE3-2 GE3-3 ST3-2DP-T COS3.3 INS3.3 PSS3.5

Lesson 4

Prior to Lesson


necessary.


Be aware that the video 4.3 Light pollution - the solution is easy has an actor hiding in the dark

with a toy weapon. This may be upsetting to members of your class. You are advised to make

an informed decision about the appropriateness of watching this video.

T to make contact with assigned mentor/expert for Week 5 lesson.

Directed lesson – IMAGINE how can we reduce light pollution?

Watch 4.1 How to be an inventor! Kid President (4 mins 59 secs). Discuss creativity and video.

Draw on chart on board – see below.

Fill in the table defining the problem(s) and ideas already being used around the world to

reduce light pollution if known.

Research in groups or individually light pollution solutions available. T demonstrates how to

research this information on the internet.

Watch 4.2 Barcelona Street Lamps (2 mins 13 secs)

Discuss issues and ideas raised in video. Compare how Barcelona has managed lighting

compared to other cities.

4.1 How to be an inventor! Kid President 4.2 Barcelona Street Lamps video 4.3 Light pollution - the solution is easy! 2.7 Design Process poster 2.8 Engineering Design Process (lyric video) Team Collaboration document 2.4 Teamwork rubric



Resources Register

Watch 4.3 Light pollution - the solution is easy! Discuss the ideas presented in this video.

Make class display showing ways presently available to help reduce light pollution.

Display the 2.7 Design Process poster, paying particular attention to the second stage:

IMAGINE

Review 2.8 Engineering Design Process (lyric video) (5 mins 56 sec) if Ss enjoyed previously.

Team Collaboration

Ss in teams to create new ideas to help aid the problem of light pollution. Ss given the

sentence beginning: “I wonder if…” Ss should be encouraged to “think big” and conceptualise

ideas. For example, they should be encouraged to design an app to aid light pollution even if

they do not have the skills to create an app. They might produce a new type of light fixture.

Alternatively, student teams may come up with new ways to inform, educate and persuade

their local community to reduce light pollution. Ss are encouraged to use the 4 C’s (creativity,

critical thinking, communication and collaboration).

Teams shortlist their solutions.


Teams to assign new team roles to each member (must be different roles or combination of

roles than those assigned in previous 2 weeks).

Teams work through Lesson 4 activities in the Team Collaboration document.







Resources Register

ST3-1WS-S ST3-2DP-T EN3-3A COS3.3 INS3.3 PSS3.5

Lesson 5

Prior to Lesson


necessary.

T to become familiar with 5.1 Lighting Audit.

Collect materials for students to draw on paper or T to become familiar with online 3D drawing

e.g. Tinkercard www.tinkercad.com

NB Tinkercad is easy to use. Ss need an account but teachers can make this process easier by

giving their students a code for the sign up process. This link explains this process:

https://tinkercad.zendesk.com/hc/en-us/articles/226566228-I-m-a-teacher-how-do-I-get-my-

students-signed-up-and-approved-

This links to the Autodesk Tinkercad YouTube channel:

https://www.youtube.com/channel/UCTXWXbEfezxpOQpDr3Bh7Xw

T to confirm time and method for online meeting session with assigned expert/mentor.

Directed lesson – PLAN

Discuss the 5.1 Lighting Audit activity. Discuss what it means to conduct an audit. Ss find

examples of audits that occur at schools and in work places.

Ss complete lighting audit at school or complete lighting audit for homework at home or in

another community place.

Refer to the 2.7 Design Process poster, paying particular attention to the third stage: PLAN.

Review 2.8 Engineering Design Process (lyric video) (5 mins 56 sec) if Ss enjoyed previously.

Ask teams to think about the ideas formed in the last lesson, particularly the team’s shortlisted

ideas.

5.1 Lighting Audit 2.7 Design Process poster 2.8 Engineering Design Process (lyric video) Expert/Mentor Skype or Adobe Connect or other online meeting tool 2.5 Final Product and Presentation 2.4 Teamwork rubric 2.5 Final product and presentation rubric

http://www.tinkercad.com/

https://tinkercad.zendesk.com/hc/en-us/articles/226566228-I-m-a-teacher-how-do-I-get-my-students-signed-up-and-approved-

https://tinkercad.zendesk.com/hc/en-us/articles/226566228-I-m-a-teacher-how-do-I-get-my-students-signed-up-and-approved-

https://www.youtube.com/channel/UCTXWXbEfezxpOQpDr3Bh7Xw



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Explain that they have been assigned an expert/mentor. Discuss that the role of

mentor/expert is not to come up with ideas but rather to be a guide. Tell the Ss a bit about

their class’ expert/mentor and where they work or have worked.

Introduce mentor to the students via Zoom/Skype/Adobe Connect/video conference or other

online meeting tool.

Allocate a student to tell the expert/mentor about your town/city, school and class.

Each team presents ideas to expert/mentor.

Review 2.5 Final Product and Presentation rubric with Ss. Remind Ss that they need to take

each aspect of rubric into consideration when working on their final products.

Team Collaboration


Teams to assign new team roles to each member (must be different roles or combination of

roles than those assigned in previous 3 weeks).

Teams draw a labelled diagram of their solution on paper or by using a computer or tablet

drawing tool.

Teams use an online 3D drawing tool such as TinkerCAD to design their innovative solution.

Designs should be saved as a .stl file, which can be emailed/uploaded and viewed as a 3D

model on screen or 3D printed if needed for the presentation.

Teams make a list of materials needed.







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HT3-2 EN3-3A ST3-2DP-T ST3-10ES-S GE3-2 GE3-3 COS3.3 INS3.3 PSS3.5

Lesson 6

Prior to Lesson

Watch video 6.1 Before Galileo: ABC Message Stick (25 mins 50 secs) to ensure content and

length appropriate for class or T to choose another video that would be more appropriate for

class.

Review possible websites to see which ones will be more appropriate for class:

http://emudreaming.com/examples.htm

http://www.abc.net.au/science/articles/2009/07/27/2632463.htm

http://mpegmedia.abc.net.au/science/starhunt/bst_20090527_0812.mp3 audio

Check team Team Collaboration documents and 2.4 teamwork rubric adding comments as

necessary.

T to arrange 2nd mentoring session with assigned expert/mentor.

Decide on who will be the authentic audience for the presentation event at the culmination of

the unit. This could be someone from the local council, a lighting designer, a scientist, an

architect or an environmentalist.

Decide on date for the presentation event in Week 9/10 – date to be _____/_____/_____

Decide on venue for the presentation event – venue to be _____________________________

Directed lesson – CREATE

Ss use 2.6 Cornell Notes to take notes while learning about Aboriginal and Torres Strait

Islander astronomy by watching 6.1 Before Galileo: ABC Message Stick (25 mins 50 secs)

and/or other appropriate video/ article/websites.

Discuss how long Aboriginal and Torres Strait Islander people have been using the night sky.

Discuss why night sky is important to Aboriginal and Torres Strait Islander people.

2.6 Cornell Notes

6.1 Before Galileo: ABC Message Stick 2.7 Design Process poster 1.3 Driving question poster 2.5 Final product and presentation rubric Team Collaboration document 2.4 Teamwork rubric

http://emudreaming.com/examples.htm

http://www.abc.net.au/science/articles/2009/07/27/2632463.htm

http://mpegmedia.abc.net.au/science/starhunt/bst_20090527_0812.mp3



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Draw attention to the 2.7 Design Process poster, paying particular attention to the fourth

stage: CREATE.

Remind Ss that they are creating a product to answer the DQ. Draw Ss attention to 1.3 Driving

question poster.



Team Collaboration

T reminds Ss of team contract previously signed. Teams to negotiate team roles to each member depending on individual strengths as each

team member has had a turn at each role. Teams use their planning from last week to create their innovative solution. NB: Lesson 6 may

need to be carried over 2 weeks depending on team projects. Teams work through Lesson 6 activities in Team Collaboration document. Presenter for each team reports to whole class. Ss self-assess their efforts on the 2.4 Teamwork rubric. Discuss any issues that arise regarding





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EN3-3A EN3-2A ST3-2DP-T ST3-4LW-S GE3-1 GE3-3 COS3.3 INS3.3 PSS3.5

Lesson 7

Prior to Lesson

T check team Team Collaboration documents and 2.4 teamwork rubric adding comments as

necessary.

T to confirm 2nd mentoring session with assigned expert/mentor.

Watch all recommended videos.

Confirm local authentic audience and their attendance at presentation event at the

culmination of the unit.

Directed lesson – IMPROVE

Ss use 2.6 Cornell Notes when watching videos. What are the effects of light pollution on plants and animals? Watch 7.1 Light Pollution Is

More Dangerous Than You Think! (3 mins 58 secs) and 7.2 What You Can Do Presents - "Help Protect Wildlife" (1 min 18 secs)

Review information found at: http://darksky.org/light-pollution/wildlife/

Draw attention to 2.7 Design Process poster, paying particular attention to the fifth stage:

IMPROVE.

Discussion about how teams can improve their designs. How can they test their designs?

Meeting with mentor and students via Zoom/Skype/Adobe Connect/video conference or other

online meeting tool. Groups discuss ideas further with expert/mentor.



Team Collaboration


2.6 Cornell Notes 7.1 Light Pollution Is More Dangerous Than You Think! Video 7.2 What You Can Do Presents - "Help Protect Wildlife" video 2.7 Design Process poster 2.5 Final Product and Presentation Zoom/Skype/Adobe Connect or other online meeting tool Computer/tablet

http://darksky.org/light-pollution/wildlife/



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Teams to negotiate team roles to each member depending on individual strengths as each

team member has had a turn at each role.

Teams critically reflect on their planning from last week to create their innovative solution

using the questions in the Team Collaboration document.

Teams work through activities to ensure they are answering all parts of the driving question.




Team Collaboration document 2.4 Teamwork rubric




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EN3-1A EN3-2A EN3-7C ST3-2DP-T GE3-2 COS3.3 INS3.3 PSS3.5

Lesson 8

Prior to Lesson

T check team Team Collaboration documents and 2.4 teamwork rubric adding comments as

necessary.

Remind local authentic audience about presentation event.

Review both options of the quiz and decide if your students need the support of the quiz with

answers or without. Please note that this is the same quiz that they took at the beginning of

the quiz. Decide how you will collect their results. e.g. verbally or screen shot.

Directed lesson – Final Preparation

Teams to discuss with T any last minute issues. Ss complete online quiz to assess student knowledge. Review 2.5 Final Product and Presentation rubric with Ss. Remind Ss that they need to take


Play video: 8.1 Milkyway Timelapse Compilation – 2016 (7 mins 47 secs) Ss individually complete online quiz as post-unit assessment

Link for quiz without answers: https://deptplanningenvironment.typeform.com/to/Ry600l

Link for quiz with answers: https://deptplanningenvironment.typeform.com/to/mbhGYV

Team Collaboration


Teams to negotiate team roles to each member depending on individual strengths as each

team member has had a turn at each role.

Teams finalise their innovative solution.



8.1 Milkyway Timelapse Compilation – 2016 video 2.5 Final Product and Presentation

https://deptplanningenvironment.typeform.com/to/Ry600l

https://deptplanningenvironment.typeform.com/to/mbhGYV



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EN3-1A EN3-2A EN3-7C GE3-2 COS3.3 INS3.3

Lesson 9

Prior to Lesson

T check team Team Collaboration documents and teamwork rubric adding comments as

necessary.

Directed lesson – PRESENTATION

Remind Ss that each team member must present part of the presentation.



Teams must speak on these topics:

What is the driving question?

Why is maintaining the Critical Light Threshold important especially at Siding Spring?

What steps can they take to help their community reduce light pollution?

What is their team’s solution for maintaining the Critical Light Threshold?

Students to present their project to locally sourced authentic audience.



After Presentation Event

Local judging panel to select top 2 team entries for the school to enter the Department of

Planning and Environment Western Dark Sky competition using 9.1 Final product and

presentation rubric.

Ensure that top 2 entries from your school are delivered/posted/uploaded to NSW

Department of Planning and Environment, Western by 5 pm, 5 July 2019 (last day of term 2,

2019). See details below.

Team Collaboration document 2.4 Teamwork rubric 2.5 Final Product and Presentation



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The top 2 entries to be mailed to: NSW Department of Planning and Environment, Western Dark Sky Competition PO Box 58, Dubbo NSW 2830

Please email: [email protected] to advise that entries have been mailed (advise date).

Use Dark sky Competition as the subject line.

Upload the top 2 entries into a clearly labelled folder on your Google Drive e.g. Team 1 Mt Example School. Share the folder for each of your top 2 entries with [email protected]

Please email: [email protected] to advise that entries have been uploaded (advise date). Use Dark sky Competition as the subject line.






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Changes that need to be made to the unit:

Email a photograph/scan/list of suggested changes to Melissa McNair: [email protected]



Appendix 1:

Resources provided for Dark Sky unit

Please watch all videos before showing them to your class to ensure that they are appropriate for your cohort in both length and content.

If videos are too long, select part(s) of the video to watch or find an alternative video or website to show the students.

Lesson Name of file File Type Description

1 1 Team collaboration document Google doc Team collaboration document

1.1 Dark Sky Planning Guideline 2016 06 PDF Document outlining planning guidelines to protect the observing conditions at Siding Spring.

1.2 Help protect NSW’s dark sky mp4 Launch video encouraging students to protect the dark sky

1.3 Driving question poster PDF Poster for display of driving question

2 2.1 Team Work: 4 Roles mp4 Explainer cartoon describing the 4 roles of a team.

2.2 Team work: 4 roles poster PDF Team work roles poster

2.3 Individual team work role cards PDF Individual team work role cards. Two versions are available; one for a table top and one as a lanyard.

2.4 Teamwork rubric Google doc/PDF

Rubric for individuals in a collaborative group.



2.5 Final Product and Presentation Rubric

Google doc/PDF

Rubric that authentic audience will use to judge entries.

2.6 Cornell Notes Google doc/ Word/PDF

Notes used for directed note taking

2.7 Design Process poster PDF Poster for display to remind students of the design process

2.8 Engineering design process (lyric video) mp4 Lyric video running through parts of design process.

2.9 Losing the dark mp4 Video explaining why losing dark sky is an issue

2.10 Saving the dark mp4 Video reinforcing why we need to save dark sky

3 3.1 Bortle Scale handout PDF Handout to estimate light pollution.

3.2 Lost in Light mp4 Video showing night scale demonstrating Bortle Scale

3.3 Lost in Light II mp4 Video showing night scale demonstrating Bortle Scale

3.4 Count the Stars PDF Light pollution can be measured by data collection using low-tech way to count the stars.

3.5 How light pollution affects stars in the night sky

mp4 Bortle Scale demonstration

4 4.1 How to be an inventor! Kid President mp4 Inspiration video for students

4.2 Barcelona Street Lamps mp4 Interview discussing what Barcelona has done with their street lighting



4.3 Light pollution - the solution is easy mp4 Video discussing some ways to save our dark sky. Be aware that this video has an actor hiding in the dark with a toy weapon. This may be upsetting to members of your class. You are advised to make an informed decision about the appropriateness of watching this video.

5 5.1 Lighting Audit Word/Google doc

Audit to be done in a community space/school/home.

6 6.1 Before Galileo: ABC Message Stick video mp4 Video discussing Aboriginal and Torres Strait Islander astronomy.

7 7.1 Light Pollution Is More Dangerous Than You Think!

mp4 Video describing the effect of light pollution on some animals

7.2 What You Can Do Presents - “Help Protect Wildlife”

mp4 Video giving ideas about what you can do to help protect wildlife from light pollution.

8 8.1 Milkyway Timelapse Compilation - 2016 mp4 Time lapse of Milky Way from various locations with music playing

in the background) to remind students about how wondrous our

skies really are.

Documents

Dark Sky: a cross-curricula Problem Based Learning unit · Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education - NSW Department of Education Page | 6 Student cohort context