Startgazing Live Live

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PAGE 1 ISBN: 978-1-76061-038-8 http://theeducationshop.com.au © ATOM 2017 2 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING ears 3, 5, 7, 10

SCHOOLS STUDY GUIDE GUIDE STUDY SCHOOLS

A JAKAB CHERYL BY SUITABILITY: SUITABILITY: and 11 Recommended for Years 3–11 Recommended for Years for Science Highly recommended Understandings Y STARGAZING LIVE STARGAZING © ATOM 2017 3 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING STARGAZING LIVE STARGAZING

Professor Brian Cox Professor wonders of space with abc.net.au/stargazing Website: #StargazingABC and #StargazingQuestions Hashtags: celebrating the television event A three-night live A three-night STARGAZING LIVE STARGAZING LIVE

CONTENTS

Introduction Before-viewing activities: Engaging 05 26 with the topic Series at a glance 08 ACTIVITY 1: Night Sky Fact Running time Checkers: (Worksheet 1a & 1b)

Suitability Viewing questions and conversation starters 36 Curriculum connections ACTIVITY 2: Responding to Stargazing L ive Credits Episode 1 viewing questions Synopsis of curriculum links (Worksheet 2a) and topics Episode 2 viewing questions 12 Background information (Worksheet 2b) Searching for information Episode 3 viewing questions (Worksheet 2c) Curriculum and education suitability 45 16 After-viewing Elaborated Learning Detailed descriptions Opportunities (Activities 3-6)

Science ACTIVITY 3: Great Space Images (Worksheet 3, 2 pages) Humanities and Social Sciences ACTIVITY 4: Space Is Big: Models and Maths (Worksheet 4 & English Information sheet)

Mathematics ACTIVITY 5: Space Missions Extended Projects (Worksheet 5: Digital Technologies Create your own Adventure) and Design Technologies ACTIVITY 6: Tomorrow in Space The Arts: Media Arts 1-minute Video (Worksheet 6: 70 Space Futures) General Capabilities: Critical and Creative Thinking Online resources for students and teachers

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INTRODUCTION When looking out into the night sky, humans Stargazing Live with have long wondered about what we see there. We name these objects, including the Professor Brian Cox is an wanderers, Jupiter, Saturn and Mars and create patterns in what we see as constellations, for innovative live-television example Leo, the Southern Cross and the Emu in the Sky. Wondering about what these lights are event aired on ABC on has led to many questions, tales, stories and science. 4, 5 and 6 April 2017, inspiring the nation to Stargazing Live gives public access to current research look up. frontiers using some of the biggest and most powerful telescopes. The three episodes are co-hosted by much- loved Australian comedian and presenter Julia Zemiro.

The three-part TV series Stargazing Live aims to actively engage the public, students and teachers with the long history and up to date is to be broadcast from knowledge of stargazing. We hear ancient stories and find out current research on the Moon, planets of the Solar Siding Spring Observatory – System and beyond to our galaxy, the Milky Way. Students, teachers and the public are seen interacting with the ‘stars’ Australia’s premier of both kinds – celebrities and objects in the sky. observatory, a UNESCO certified Dark Field site, and a world leader in the search for planets orbiting distant stars. © ATOM 2017

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eative Thinking, English and STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING scientific questions in structured and open investigations scientific questions in structured the with links across projects, and extended research worksheets that activities and related This guide presents such contemporary support students and teachers in exploring including STEM subjects, Humanities and curriculum, Social Sciences, Critical and Cr Media Arts. Importantly for everyday people taking part, the series can astronomers) shows how the public (non-professional contribute to the advancement of our scientific knowledge of exoplanets and other space objects. Expert explanations, explanations, Expert imagesspectacular methodsand various used in of modelling used are astronomy current to explain about knowledge what how we know we know about exoplanets, black Way, holes, the Milky our Moon Jupiter, and much, much more. STARGAZING LIVE STARGAZING

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A GLANCE A GLANCE SERIES AT SERIES © ATOM 2017 9 es across es across STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING QUESTIONS EXPLORED INCLUDE: EXPLORED QUESTIONS Why choose the Southern Why choose the Southern Hemisphere for this event? How do people today investigate ‘the stars’? planets What do we know about the of the Solar System? Are we alone in the universe? What and how do we is the Milky Way know? What is the evidence for our today and in the past? knowledge, How we can know what we think we know? Synopsis of curriculum links and topics Cox at the outset Professor The series begins with of the stars is better in the south showing that the view this is the case. and explaining why cultur Questions that have long been asked by discussed are human history, the world, and throughout evidence is explained. and current and explored, STARGAZING LIVE STARGAZING

is based on a format devised by the

A GLANCE A SERIES AT AT SERIES 4,5,6 April – 8.30pm, ABC TV (live, ex WA), iview Dates: 4,5,6 April – 8.30pm, ABC TV (live, ex WA), on ABC TV’s (until September 2017) and live-streamed channels Facebook and YouTube For more information on the show and production information on the show and production For more please visit . Stargazing Live can be accessed through the following ABC channels and platforms: abc.net.au/stargazing Website: Hashtags: #StargazingABC and #StargazingQuestions Credits Brian Cox, Julia Zemiro. Professor Presenters: Stargazing Live by and produced BBC, licensed by BBC Worldwide Australia for ABC. FremantleMedia linked to the Australian Activities in this guide are Mathematics, Curriculum 8.3 Science, Technologies, Arts, Humanities and Social Sciences, Media Thinking, and English. Critical and Creative Curriculum connections Years 3–10, with links to senior-level Biology, and Biology, senior-level 3–10, with links to Years Science Earth and Environmental Suitability 3 × 56 minutes (approx.) Running time

Science, Technologies) Science, including Europa (Critical , English, HASS, History) HASS, English, , STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING y (English, HASS: Diversity HASS: y (English, ch for extraterrestrial (off-Earth) life for extraterrestrial ch hallenge exoplanets (Technology, (Technology, hallenge exoplanets , Critical Thinking) Critical , y in the Southern Hemisphere the Milky Way and black holes and black Way the Milky xploration and Apollo missions (Science, HASS, HASS, Apollo missions (Science, and xploration n (Science, HASS) n (Science, w we know what we know about the night sky? about the night sky? what we know w we know elescope challenge and citizen science (Technologies, and citizen science (Technologies, elescope challenge echnologies for exploring (Critical Thinking, Technologies, Technologies, Thinking, (Critical for exploring echnologies Stories of the night sk History) and Identity, The Moon, Technologies) Science, (Maths, Ho Maths) Science, Thinking, (Critical The telescope c Civics & Citizenship) Thinking, Critical Critical Thinking, Citizenship) Critical Thinking, (Science, English, Critical thinking, Arts) Critical thinking, English, (Science, Maths) Science, Technology, Thinking, Moon e Effects of Moon and other space objects on conditions on Earth (Science Exploring Jupiter (Science Satur T Maths) Science, Asteroids and meteors (Maths, T Aliens and the sear Moons of the Solar System, Technologies) The night sk Arts) HASS, (Science,

• • • • • • • • • • • • • • Episode 2 Episode 3 Episode 1

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activities in this guide. links of the related links of the related the curriculum area the curriculum area concepts covered and concepts covered by episode of the main by episode of the Opposite is a summary Opposite is a summary © ATOM 2017 11 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

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INFORMATION BACKGROUND BACKGROUND © ATOM 2017 12 Reference: pluto/> Planet and Minor Planet The traditional model of Solar Systems defines a ‘planet’ as a celestial body larger than an asteroid or comet. Technically, there was never a scientific definition of before ‘planet’ the term of a The definition 2006. planet set in Prague in 2006 by the International Astronomical Union (IAU) in the Solar states that, a planet is a System, celestial body that is in has orbit around the Sun, sufficient mass to assume hydrostatic equilibrium (a nearly round shape) the space and has cleared around its orbit. STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

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INFORMATION BACKGROUND BACKGROUND © ATOM 2017

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THE DRAKE EQUATION DRAKE THE The Drake Equation estimates The Drake Equation of technological the number that may exist in our civilisations Drake Equation is The galaxy. it was also useful for simple, but curiosity about encouraging the universe. N STARGAZING LIVE STARGAZING © ATOM 2017 14 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

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technologi- The number of civilisationscally advanced galaxy in the Milky Way whose electromagnetic detectable. emissions are The rate of formation of stars suitable for the development of intelligent life. The fraction of those stars with planetary systems. The fraction of those stars with planetary systems. The number of planets, per Solar System, with an environment suitable for life. The fraction of suitable planets on which life actu- ally appears. The fraction of civilisations that develop a technology detectable that releases signs of their existence into space. The number of planets, per Solar System, with suitable an environment for life.

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• • • • • k hole Keywords for information searches © ATOM 2017 16 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

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EDUCATION SUITABILITY SUITABILITY EDUCATION CURRICULUM AND AND CURRICULUM © ATOM 2017 17 ACSSU188 ACSSU190 ACSSU229 ACSSU048 ACSSU078 ACSSU096 ACSSU115 ACSSU153 ACSSU180 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

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The Universe contains features including galaxies, stars and Solar Systems, and The Universe contains features the Big Bang theory can be used to explain the origin of the universe. Energy conservation in a system can be explained by describing energy transfers and transformations. using the laws of physics. The motion of objects can be described and predicted Sedimentary, igneous and metamorphic rocks contain minerals and are formed by formed by contain minerals and are igneous and metamorphic rocks Sedimentary, that occur within Earth over a variety of timescales. processes The theory of plate tectonics explains global patterns of geological activity and continental movement. The Earth is part of a system of planets orbiting around a star (the Sun). orbiting around The Earth is part of a system of planets surface. Earth’s weather events can affect Sudden geological changes and extreme caused by the phenomena on Earth, including seasons and eclipses, are Predictable positions of the Sun, Earth and the Moon. relative Earth’s rotation around its axis causes regular changes, including night and day. its axis causes regular around rotation Earth’s and human activity. of natural processes surface changes over time as a result Earth’s ACSSU075

SCIENCE UNDERSTANDINGS: EARTH AND SPACE SCIENCES SPACE AND EARTH UNDERSTANDINGS: SCIENCE

Year 9 Year 10 Year 8 Year 7 Year 6 Year 4 Year 5 Year 3

CURRICULUM AND AND CURRICULUM EDUCATION SUITABILITY EDUCATION DETAILED DESCRIPTIONS DETAILED SCIENCE

Teachers should select from the outcomes listed the should select from Teachers and curriculum below depending on their year levels focus.

This guide outlines activities linked to outcomes This guide outlines Curriculum 8.3. in the Australian expressed various state documents on N.B. Links to the be found in the references implementation can and at:

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Senior Earth and Environmental Science Unit 1: Introduction to Earth systems ACSES017 Precise dates can be assigned to points on the relative geological time scale using data derived from the decay of radioisotopes in rocks and minerals; this establishes an absolute time scale and places the age of the Earth at 4.5 billion years.

Interpret a range of scientific and media texts and evaluate processes, claims and ACSES005 conclusions by considering the quality of available evidence; use reasoning to

construct scientific arguments.

Biology Unit 1: Biodiversity and the interconnectedness of life ACSBL027 Ecosystems can change dramatically over time; the fossil record and sedimentary rock characteristics provide evidence of past ecosystems and changes in biotic and abiotic components.

SCIENCE AS A HUMAN ENDEAVOUR: NATURE AND DEVELOPMENT OF SCIENCE

Science involves making predictions and describing patterns and relationships. ACSHE050 Years 3 & 4

Science involves testing predictions by gathering data and using evidence to develop ACSHE081 Years 5 & 6 explanations of events and phenomena and reflects historical and cultural contributions.

Scientific knowledge has changed peoples’ understanding of the world and is refined as ACSHE119 Years 7 & 8 new evidence becomes available.

Advances in science and emerging sciences and technologies can significantly affect ACSHE195 Years 9 & 10 people’s lives, including generating new career opportunities.

The values and needs of contemporary society can influence the focus of scientific ACSHE230 research.

SCIENCE INQUIRY SKILLS

Communicating Years 3–6 Year 3: Represent and communicate observations, ideas and findings using formal ACSIS060 and informal representations.

Year 4: Represent and communicate observations, ideas and findings using formal ACSIS071 and informal representations.

Year 5: Communicate ideas, explanations and processes using scientific representations in ACSIS093 a variety of ways, including multi-modal texts.

Year 6: Communicate ideas, explanations and processes using scientific representations in ACSIS110 a variety of ways, including multi-modal texts. © ATOM 2017

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ACSIS132 ACSIS146 ACSIS172 ACSIS205 ACHASSK016 ACHASSK049 ACDSEH020 ACHGK049 ACDSEH148 ACHASSI052 ACHASSI073 ACHASSI061 ACHASSI082

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fects of contact (intended and unintended)

orres Strait Islander Peoples maintain special orres STARGAZING LIVE STARGAZING ovements.

oaches used to solve problems. oaches used to solve

orres Strait Islander Peoples. orres

epresentations and discipline specific terms. epresentations

native explanations, and describe specific ways to improve the quality of the data. the quality of the ways to improve native explanations, and describe specific Questioning Pose questions to investigate people, events, places and issues. Communicating ideas, findings and conclusions in texts and modes that incorporate digital and Present non-digital r History History The extension of settlement, including the ef between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples settlers in Australia and Aboriginal and Torres between European Geography including Spiritual, aesthetic and cultural value of landscapes and landforms for people, Aboriginal and T HASS which the school is located Strait Islander Country/Place on The Aboriginal or Torres Strait Islander Peoples. Aboriginal and Torres and why Country/Place is important to The importance of conserving the remains of the ancient past, including the heritage of of the ancient past, including the heritage The importance of conserving the remains Peoples. Strait Islander Aboriginal and Torres connections to particular Country/Place. The ways in which Aboriginal and T Year 9: Critically analyse the validity of information in primary and secondary sources and in primary and secondary sources 9: Critically analyse the validity of information Year evaluate the appr of uncertainty and possible sources 10: Evaluate conclusions, including identifying Year alter Evaluating from investigations to evaluate claims 7: Use scientific knowledge and findings Year based on evidence. data including evaluating the quality of the 8: Reflect on scientific investigations Year impr collected, and identifying NOWLEDGE AND UNDERSTANDING AND NOWLEDGE INQUIRY AND SKILLS AND INQUIRY Year 7 Level 9 Year 8 Years 3–7 K Years 7–10 Years 3 & 4 HUMANITIES AND SOCIAL SCIENCES SOCIAL AND HUMANITIES

ACHASSI094 ACHASSI122 ACHASSI105 ACHASSI133 ACHCK080 ACHCK066

ACHHS213 ACHHS156 ACHHS214 ACHHS157 ACELA1790 ACELT1601 ACELY1675 ACHASSK118 ACHASSK070 ACHASSK071 ACHASSK072 - - STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

STARGAZING LIVE STARGAZING ed beliefs and values work together to achieve ed beliefs and values work together to ce materials, digital and non-digital representations and discipline-spe and non-digital representations ce materials, digital

from students’ own eate imaginative texts based on characters, settings and events from Examine the influence of a range of media, including social media, in shaping iden The importance of making decisions democratically. Who makes rules, why rules The importance of making decisions democratically. important and the consequences of rules not being followed. are and how students can actively Why people participate within communities Different perspectives about Australia’s national identity, including Aboriginal and national identity, perspectives about Australia’s Different and what it means to be Australian. Strait Islander perspectives, Torres their goals and plan for action. tities and attitudes to diversity. participate and contribute. Investigate how people with shar Explanation and communication: Explanation and communication: descriptions and Develop texts, particularly acknowledged. are that a range of sources evidence from explanations that use graphic, written) and digital Use a range of communication forms (oral, technologies. cific terms and conventions. Questioning Questioning developments, about people, events, to guide an inquiry questions Develop appropriate challenges. places, systems and Communicating of texts and modes that viewpoints and conclusions in a range ideas, findings, Present incorporate sour Identify the point of view in a text and suggest alternative points of view. and other cultures using visual features, for example perspective, distance using visual features, and other cultures and angle. Literacy Literature Cr Language of online texts that enhance navigation. Identify the features

DIVERSITY AND IDENTITY AND DIVERSITY CONTENT DESCRIPTIONS CONTENT Years 9 & 10 Years 3 & 4 Years 7–10 Years 5 & 6 Year 3 Years 7 & 8 Years 5 & 6 ENGLISH CIVICS AND CITIZENSHIP AND CIVICS © ATOM 2017 21 T1803 T1798 ACELA1489 ACELA1489 ACELT1602 ACELY1689 ACELA1528 ACEL ACELY1722 ACELA1504 ACEL ACELA1525 ACELT1614 ACELY1717 ACELY1704 - -

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e and topic as well as the degree e and topic as well as the degree eflect a changing world, particularly in re eflect a changing world, particularly in STARGAZING LIVE STARGAZING

es, language features, images and sound appropriate to images and sound appropriate es, language features,

e, including word processing programs, learning programs, processing e, including word new functions as e e e e

nvestigate how vocabulary choices, including evaluative language, can express shades of Make connections between the ways different authors may represent similar storylines, represent authors may the ways different Make connections between ideas and relationships. incorporating learned content and taking into presentations and deliver Plan, rehearse purposes and audiences. account the particular Language structur Understand how texts vary in purpose, Literacy and appropriate metalanguage. relevant Literacy of texts. Discuss aspects of texts, for example their aesthetic and social value, using a range of types strategies to interpret Use prior knowledge and text processing Analyse and evaluate similarities and differences in texts on similar topics, Analyse and evaluate similarities and differences themes or plots. Literacy Use a range of softwar to create texts. required purpose and audience. Create literary texts that experiment with structures, ideas and stylistic features of se ideas and stylistic features of texts that experiment with structures, Create literary Language Understand the way language evolves to r lected authors. Literacy and persuasive print and multimodal Plan, draft and publish imaginative, informative texts, choosing text structur Language and the language opinion and feeling the language of between differences Understand or recording. of factual reporting Literatur sponse to the use of new technology for presenting texts and communicating. texts and communicating. sponse to the use of new technology for presenting Literatur meaning, feeling and opinion. Literatur of formality. of formality. Literatur Language I Year 5 Year 7 Year 4 Year 6 © ATOM 2017 22 T1644 ACELA1568 ACEL ACELA1559 ACELT1771 ACELY1745 ACELY1753 ACELA1546 ACELA1546 ACELT1807 ACELY1810 ACMMG290 ACMSP097 ACMMG061 ACMSP069

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eference these in different ways. these in different eference STARGAZING LIVE STARGAZING

es and language features to refine and clarify ideas refine es and language features to

fering viewpoints about the world, cultures, individual people individual people the world, cultures, fering viewpoints about fectiveness of different displays in illustrating data features including displays in illustrating data features fectiveness of different

e objects using familiar metric units of area and volume. e objects using familiar metric units of area e e

e and explain the combinations of language and visual choices that authors make e and explain the combinations of language

variability. variability. and capacity. and capacity. displays using lists, tables, picture Collect data, organise into categories and create graphs and simple column graphs, with and without the use of digital technologies. Measure, order and compare objects using familiar metric units of length, mass objects using and compare order Measure, Evaluate the ef Compar to retrieve and connect ideas within and between texts. to retrieve Choose a reading technique and reading path appropriate for the type of text, for the type of text, path appropriate technique and reading Choose a reading to present information, opinions and perspectives in different texts. information, opinions and perspectives in different to present thematic and intertextual connections with texts that make relevant Create imaginative other texts. Literacy Literacy Experiment with text structur and subsequent an argument about a literary text based on initial impressions Present analysis of the whole text. Literacy Explor Language and how to r Understand conventions for citing others, and concerns represented in texts. and concerns represented to improve the effectiveness of students’ own texts. the effectiveness to improve Language can be used to summarise pr Understand how certain abstract nouns Language and persuasive of informative the writing of nominalisation in the effect Understand texts. Literature dif Recognise and explain quent stretches of text. quent stretches Literatur Literatur CONTENT DESCRIPTIONS CONTENT Year 10 Year 9 Year 8 Year 3 Year 4 MATHEMATICS MATHEMATICS © ATOM 2017 23

ACMSP228 ACMNA210 ACMNA209 ACMMG108 ACMSP120 ACMSP148 ACMNA188 ACMMG242 ACMSP172 ACTDEK013 ACTDEP015 ACTDIK007 ACTDIP009

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ed in wired, wireless and mobile wireless ed in wired,

essions with integer indices. essions with integer

STARGAZING LIVE STARGAZING esent different types of data using simple software to create to create software types of data using simple esent different oblems involving surface area and volume for a range of prisms, cylinders and and volume for a range of prisms, cylinders and oblems involving surface area et secondary data presented in digital media and elsewhere. et secondary data presented ess numbers in scientific notation. ocesses and production skills ocesses and production ategorical variable, and collect data directly and from secondary sources. and from and collect data directly variable, ategorical Knowledge and Understanding Investigate how data is transmitted and secur Knowledge and Understanding a range of digital systems with peripheral devices for different Identify and explore data. types of purposes, and transmit different Analyse and visualise data using a range of software to create information, and use to create Analyse and visualise data using a range of software or events. data to model objects structured information and solve problems. networks, and how the specifications affect performance. networks, and how the specifications affect Pr Processes and production skills and production Processes Collect, access and pr

Solve pr Expr one least at and numerical one Identify everyday questions and issues least involving at c Choose appropriate units of measurement for length, area, volume, capacity and mass. and mass. volume, capacity area, for length, units of measurement Choose appropriate data sets in context. different Describe and interpret technologies. composite solids. Interpr Describe and interpret data displays using median, mean and range. data displays using median, mean Describe and interpret Apply index laws to numerical expr Apply index laws to Solve a range of problems involving rates and ratios, with and without digital involving rates and ratios, with Solve a range of problems DIGITAL DIGITAL TECHNOLOGIES Years 7–10 Year 10 Year 5 Years 3–6 Year 6 Year 7 Year 9 Year 8 TECHNOLOGIES STARGAZING LIVE

DESIGN TECHNOLOGIES

Knowledge and Understanding Years 3–6 Investigate the suitability of materials, systems, components, tools and equipment ACTDEK013 for a range of purposes.

Processes and production skills Generate, develop, and communicate design ideas and decisions using appropriate ACTDEP015 technical terms and graphical representation techniques.

Years 7–10 Knowledge and Understanding Analyse ways to produce designed solutions through selecting and combining ACTDEK034 characteristics and properties of materials, systems, components, tools and equipment.

Processes and production skills Use project management processes when working individually and collaboratively ACTDEP039 to coordinate production of designed solutions.

THE ARTS

MEDIA ARTS

Investigate representations of people in their community, through settings, ideas and ACAMAM058 Years 3 & 4 story structure in images, sounds and text.

Explore representations, characterisations and points of view of people in their ACAMAM062 Years 5 & 6 community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text.

Develop and refine media production skills to shape the technical and symbolic ACAMAM068 Years 7 & 8 elements of images, sounds and text for a specific purpose and meaning.

Analyse how technical and symbolic elements are used in media artworks to create ACAMAR071 representations influenced by story, genre, values and points of view of particular audiences.

Evaluate how technical and symbolic elements are manipulated in media artworks ACAMAR078 Years 9 & 10 to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences.

Produce and distribute media artworks for a range of community and institutional ACAMAM077 contexts and consider social, ethical and regulatory issues.

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STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING oblem, isolate its important oblem, isolate its important ocesses: Give reasons to support their own thinking, ocesses: Give reasons STARGAZING LIVE STARGAZING

of multiple perspectives on an issue. of multiple perspectives actions and pr Reflecting on thinking, show awareness of opposing viewpoints and possible weaknesses in their own positions. opposing viewpoints and possible weaknesses of show awareness a pr and designing a course of action: Identify Drawing conclusions aspects, and use logical and abstract thinking to formulate a response. and abstract thinking to formulate aspects, and use logical Inquiring – identifying, exploring and clarifying information: Explore the coherence and logic the coherence Explore exploring and clarifying information: Inquiring – identifying, CRITICAL AND CREATIVE THINKING THINKING CREATIVE AND CRITICAL Years 3–10 GENERAL CAPABILITIES GENERAL

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THE TOPIC ENGAGING WITH WITH ENGAGING ACTIVITIES: BEFORE-VIEWING © ATOM 2017 27 - -

e these

e is a black hole

om a black hole? orksheets 1a and 1b using e om the Sun?

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ay is Check and discuss responses to Check and discuss responses Outline the task using Worksheet/s Worksheet/s Outline the task using e know galaxies ideas. Ask: Where have you heard about astron you heard have ideas. Ask: Where and everyday life in schooling omy before, questions raised before worksheet/s and share watching Stargazing Live. Engage: their prior to offer 1a and/or b: Ask students experience and ques knowledge, interests, or space astronomy sky, tions about the night students to think about exploration. Encourage others, might explor how scientists, and Students complete W for in preparation copy or electronically hard the sharing and discussing with a partner or wonderings/questions. class. Recording Explain: c. orbiting a star moons might have conditions for c. Jupiter’s pres- life. It is thought conditions for life are moons, and that ent on Mars and Jupiter’s is the best bet. Jupiter around Europa When a star explodes, we might see a c. supernova W shapes b. have different Star closest to the Earth is c. The Sun Scientists believe that ther of at the centre c. the Milky Way All known planets ar Which is biggest? c. Jupiter The Milky W a. spiral shaped Which is furthest fr b. Jupiter Can anything escape fr some energy does escape (though a. Yes, matter does not) Scientists think life might exist today on which other place in the Solar System?

2. 3. 1. 3. 8. 9. 10. 1. 2. 4. 5. 6. 7. Answers to Worksheet 1a: Stargazing Quiz What to do What to as a class Working individually Working in pairs Working

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FACT CHECKER FACT NIGHT SKY SKY NIGHT ACTIVITY 1: 1: ACTIVITY Curriculum focus Focus questions know and wonder about what is in the What do you already night sky? Topic focus Topic Engage with scientific ideas about studying the night including the Moon, stars, galaxies and black holes. sky, intended as supportive discussion are Worksheets to appropriate are openers. The questions as presented orient discussions rather than extending understandings. Focus Science understandings and Science as human endeavour Group work, Strategy 5e’s and Think/Know/Wonder and Think/Know/Wonder work, Strategy 5e’s Group Teaching Teaching Time allocation allocation Time Episode 1. 1 hour plus, prior to watching Stargazing Live General capabilities: critical and creative thinking; HASS: General capabilities: critical and creative Sciences: Science as human History of astronomy; Reasoning endeavour; Maths Understanding and Encourage critical thinking Encourage critical and questioning scientific space study of objects in 3–6 (Worksheet 1a: Years 7–10 and Worksheet 1b: Years

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4. Ask pairs to add to a class display of ques- Start with a keyword search on NASA or tions raised, then discuss. Record answers and further ideas. N.B. Keep these on display and other suitable websites such as: return to help stimulate project ideas, adding to them after watching each episode of Stargazing http://www.sciencekids.co.nz/sciencefacts/space.html Live. https://theplanets.org/space-facts/ 5. Culmination and Evaluation – Numbers Crunch: Record current knowledge including statistics http://www.astro.wisc.edu/~dolan/constellations/extra/ about one of the listed topics that are the focus nearest.html) of Stargazing Live. http://scot.curriculum.edu.au 6. Create a Space Fact File that includes tables, graphs and/or diagrams to organise and present information, to add to a class display: Extension activities • the Earth as a planet in space,

• our Moon, Who does science? (Years 3–6)

• Jupiter and the other planets Draw a scientist. of the Solar System, Discuss stereotypes of who scientists are.

• Stars near and far; What is meant by a stereotype? • the Milky Way and other galaxies See ‘draw-a-scientist’ tests and women in science blogs and on YouTube, e.g. The Myth of the Scientist: Crystal Dilworth at TEDxYouth@ Caltech:

What is science? (Years 7–10)

Discuss how we know what we know in science. Science is self-correcting. Questions are asked, answered and lead to greater understanding and changing the questions that we then ask. Make sure students keep a record of their research process. © ATOM 2017

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WORKSHEET 1A: 2. All known planets are STARGAZING QUIZ a. in our Solar System

b. likely to have life

c. orbiting a star

Focus question I/We wonder/question:

What do I know about our Solar System and beyond?

What to do

Circle what you choose as the best answer to each question. Record one thing you wonder/question when deciding on your answer.

1. Scientists believe that there is a black hole at the centre of

a. the Solar System

b. the Universe

c. the Milky Way

I/We wonder/question: © ATOM 2017

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3. Which is biggest?

a. Saturn

b. Mars

c. Jupiter

I/We wonder/question:

4. The Milky Way is

a. spiral-shaped

b. a distant galaxy

c. at a fixed point in the sky

I/We wonder/question: © ATOM 2017

STARGAZING LIVE | STUDY GUIDE 30 STARGAZING LIVE

5. Which is furthest from the Sun? 7. Scientists think life might exist today on which other place in the Solar a. Mars System?

b. Jupiter a. our Moon

c. Mercury b, Mercury

c. Jupiter’s moons I/We wonder/question: I/We wonder/question:

6. Can anything escape from a 8. When a star explodes, we might see a black hole? a. comet a. yes b, new galaxy b. no c. supernova c. not sure

I/We wonder/question: I/We wonder/question: © ATOM 2017

STARGAZING LIVE | STUDY GUIDE 31 STARGAZING LIVE

9. We know galaxies

a. are spirals

b, have different shapes

c. are fictional

I/We wonder/question:

10. Star closest to the Earth is

a. Sirius

b. Proxima Centauri

c. the Sun

I/We wonder/question: © ATOM 2017

STARGAZING LIVE | STUDY GUIDE 32 © ATOM 2017 33 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING hnologies humans have have hnologies humans List some tec the night in searching developed to help you a sentence about how Provide sky. work. think at least four

2. STARGAZING LIVE STARGAZING

ve you been stargazing

before? Where? How? What did you see? How? Where? before? When/what ha

1. KNOW/WONDER CHECKER: THINK/ CHECKER: NIGHT SKY FACT FACT SKY NIGHT WORKSHEET 1B: 1B: WORKSHEET Working by yourself Working What to do What do you already know and wonder What do you already about what is in the night sky? Focus questions © ATOM 2017 34

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING I/WE FACT CHECK FACT I/WE

STARGAZING LIVE STARGAZING I THINK/KNOW/WONDER I

w/Wonder: Record at least one at least one Record w/Wonder: STARS MOONS MOONS COMETS PLANETS GALAXIES GALAXIES EXOPLANETS BLACK HOLES BLACK SPACE OBJECTS SPACE SOLAR SYSTEMS SOLAR Think/Kno the following for all eight of question the middle column. space objects in

3. © ATOM 2017 35 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

STARGAZING LIVE STARGAZING at least five more objects objects at least five more ideas recorded above and record above and record ideas recorded details in Column 3. check your fact F

groups of 2–4 with in Working List that (other than those listed above) you know exist out in space.

4. the and discuss Compare act check: 5. © ATOM 2017 36 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

STARGAZING LIVE STARGAZING

STARTERS AND DISCUSSION DISCUSSION AND VIEWING QUESTIONS QUESTIONS VIEWING © ATOM 2017 37 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

Curriculum focus Humanities and Social Sciences: Science: Science as Human Science Understanding; Endeavour, General capabilities: Critical and thinking. creative divided into four The questions are of to sections corresponding groups, minutes 15 (approximately the program in duration). The questions are are The questions use by ideal for when planning teachers student and/or as worksheets, depending and on the year level/s of the use/s being made programs.

STARGAZING LIVE STARGAZING

RESPONDING TO TO RESPONDING STARGAZING LIVE ACTIVITY 2: 2: ACTIVITY guide. that follow in this study that follow in this directly to the activities to directly These starters link These starters © ATOM 2017 38

d about our STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

What is our ‘story’ today about What is meant by the term ‘Goldilocks Zone’? How do scientists locate exoplanets? What ‘stories’ have you hear place in space? exoplanets?

8. 5. 6. 7. About the Milky Way STARGAZING LIVE STARGAZING

eat Stargazing ay and how?

What is your favourite object in the night sky? What would you ask the Live team? What do we know about the Milky What do we know about the Milky W What gives Australia such a gr night-sky view?

What is in the night sky and how do we know?

4. 3.

2. 1.

WORKSHEET 2A: WORKSHEET EPISODE 1 EPISODE © ATOM 2017 39

onomers about

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING e about the night sky? What do you think makes a telescope What do you think makes a telescope image awesome? What might you be able to see in telescope images of the night sky that a computer may not? How would you like / have liked to participate in the telescope challenge? What is ‘good’ for astr out using Australian telescopes to find mor

13. 14. 15. The telescope challenge The telescope

16.

STARGAZING LIVE STARGAZING

ay? ay?

e black holes discovered e black holes discovered

oblems do we have with

What do you think might be on the other side of the Milky W What pr studying the Milky W When wer and how? How would you describe a black hole?

Black holes

12.

11.

10. 9.

EPISODE 1 EPISODE WORKSHEET 2A: 2A: WORKSHEET © ATOM 2017 40

fect ‘

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING of the Solar System? What is ‘The Coriolis Ef How do our place in space and conditions on Earth interact? What causes weather? What is the weather like on other planets

Weather on planets Weather 8. 5. 6. 7.

STARGAZING LIVE STARGAZING

ers’ in the Stargazing Live

What would you ask the team about Jupiter? How do we explain the ‘wander night sky? How do we know what we know about How do we know what we know about Jupiter? What do planets of the Solar System look What do planets of the Solar System like in the night sky?

2. 1.

What do we know about Jupiter? What do we know about Jupiter? WORKSHEET 2B: WORKSHEET 2 EPISODE

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING ference between an ference ferent telescopic images? ferent ested are you now in you ested are esting do you now find

oid, a comet and a meteor?

How inter looking at dif What is the dif aster How would you participate in the challenge? How inter stargazing?

Telescope challenge and citizen challenge and citizen Telescope science

13. 14. 15. 16.

STARGAZING LIVE STARGAZING

esent

obotic probes obotic probes

e we now telling What kinds of ‘tales’ ar about the stars (and in the past)? How do traditional stories pr knowledge of skies and Earth? bodies for going into in space? What is so unsuitable about human What is so unsuitable about human What is the advantage of r (for space exploration)?

11. 12. 10. 9.

Ways of exploring the skies of exploring Ways

WORKSHEET 2B: WORKSHEET EPISODE 2 EPISODE © ATOM 2017 42

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

es on the Moon’s surface can es on the Moon’s

How have we collected information about How have we collected information the Moon? go Why do you think people wanted to to the Moon? What do you think of the idea of people going back to the Moon? What featur you identify? Moon fact, fiction and fable and fiction Moon fact,

5. 6. 7. 8. STARGAZING LIVE STARGAZING

oject e in the om Europa? e might be life, and/or

eakthrough or SETI? eakthrough eading’ or interpreting telescope eading’ or interpreting What is the news fr Have you had prior experience of ‘r images? What do you know about Pr Br Do you think ther intelligent life, elsewher universe?

Search for ET life and aliens 4.

2. 3.

WORKSHEET 2C: WORKSHEET EPISODE 3 EPISODE © ATOM 2017 43

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING e some different types of tele- types e some different

What kind of telescope has taken the What kind of telescope has taken awe- image of space that you find most What would you most like to find in telescope images of the night sky? How would you continue the challenge, if you had the chance? What ar scopes and how do they work? some?

Telescope challenge Telescope and citizen science

4. 1. 2. 3.

STARGAZING LIVE STARGAZING

ning

estrial life? f-Earth’ objects? eat Barrier Reef and the Moon? e do you think we might find Wher intelligent extra-terr Why do we have difficulty lear about ‘of the Gr How can we know about links between How can we know about links between life on Earth and the Moon, e.g. between Why do we see phases of the Moon? Why do we see phases of the Moon?

12.

11. 10.

9. Life on Earth and the Moon

WORKSHEET 2C: WORKSHEET EPISODE 3 EPISODE © ATOM 2017 44 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING cultures which

understand their Universe in understand their Universe in

stories.’ Professor Ray Norris Professor Ray stories.’ sacred

STARGAZING LIVE STARGAZING modern science. They used this knowledge They modern science. intimately, but they were familiar with planetary but they were familiar intimately, INDIGENOUS INDIGENOUS STARGAZING a similar way to motions, tides, and eclipses. Their songs and stories show that Their motions, tides, and eclipses. Australians sought to Aboriginal construct calendars, songlines,and other to the sky of navigational tools, enabling them to navigate across the country, trading artefacts and ‘Aboriginal people in Australia have a rich astronomical Australia have a ‘Aboriginal people in in the Sky” constellation of dark tradition such as the “Emu revealing Sun, Moon, and stars, clouds, and stories about the Aboriginal pre-contact depth and complexity of a by outsiders. Not only did they are not widely appreciated know the sky

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING STARGAZING LIVE STARGAZING

(ACTIVITIES 3–6) OPPORTUNITIES OPPORTUNITIES ELABORATED LEARNING LEARNING ELABORATED AFTER-VIEWING AFTER-VIEWING STARGAZING LIVE

What to do ACTIVITY 3: GREAT SPACE Working as a class 1. Engage: Display and discuss some supernovas or other great space images. Explore the idea of the IMAGES ‘beauty’ and emotional responses to the image perspectives, e.g. seeing the Earth from the Moon. Worksheet 3 provides some great images of ‘space (WORKSHEET 3) objects’ explored in the Stargazing Live series. Ask students to think about the aesthetic appeal of each image for themselves, while also identifying and discussing what they represent in science knowledge.

2. Explore: Students list the ways images of space are taken (e.g. Earth-based telescopes that capture light, radio signals and space-based probes and telescopes) and create CGI effects (e.g. The Earth from space always has clouds over the surface, while Earth space Purpose images are combinations that remove the cloud cov- To encourage engagement and aesthetic responses ering). to/about space (STEAM).

Working individually Curriculum focus Arts: Aesthetic awareness; Digital Technologies; Sciences: 3. Think: Have students individually complete Science as human endeavour Worksheet 3: Great Space Images.

Teaching strategy Working in pairs 5e’s and Think/Pair/Share 4. Pair: Students share and compare ideas expressed in their responses/answers to questions in Worksheet 3.

Time allocation 5. Explore available resources to choose their own ONE 1–2 hours; After watching Stargazing Live favourite space image for display, including Stargazing

Live, NASA and ESA free images. Discuss the format Task the display will take, e.g. hard-copy, artwork, gallery, Choose a space image as favourite and create a caption PowerPoint or other audiovisual (e.g. 20 slides in 20 for its display seconds or PechaKucha, see http://blog.indezine. com/2012/05/10-tips-to-create-and-present-pecha. Focus question html) What makes a space object image interesting and appealing? (See Episode 1, Q14) Working as a class

6. Share: Use display to evaluate the student processes and products, using an agreed rubric. © ATOM 2017

STARGAZING LIVE | STUDY GUIDE 46 © ATOM 2017 47 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING -

STARGAZING LIVE STARGAZING e for ay is

ound 330,000 times enus is longer than its year. enus is longer than its year. om the list below or another of your own om the list below or another of your own Our best estimate is that the Milky W 100,000–120,000 light years across. that of Earth. One day on V The mass of our Sun is ar The footprints on the Moon will be ther 100 million years.

1. 2. 3. 4. EXTENSION: FACT CHECKER (YEARS 7–10) (YEARS CHECKER FACT EXTENSION:

choosing: Choose an astronomy factual statistic to check, explain Choose an astronomy NASA or other web using we know, or elaborate on how What do you need to understand about units of What do you need to space facts? to appreciate measurement

How can we know? could You sites (e.g. https://theplanets.org/milky-way/). select one fr © ATOM 2017 48 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING STARGAZING LIVE STARGAZING

Images like those of Saturn and Images like those and Juno probes Jupiter by Cassini some of the most are without doubt ever taken in breathtaking images plays a crucial And Australia space. these images back to role in getting we’ve been involved Earth; in fact, probe days .... since the Galileo incredible is that these images What’s were taken almost a billion miles yet here we are looking at them away, as if with our own in incredible detail, How on Earth does a picture like eyes. through this travel a billion kilometres for us to space and get safely to Earth enjoy? (Episode 2)

IMAGES IMAGES GREAT SPACE SPACE GREAT WORKSHEET 3 3 WORKSHEET Choose one space image Choose one space image create as your favourite and display. a caption for the class Your task Your © ATOM 2017 49

ee (believing that the ent (do not respond); or ent (do not respond); STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

olerate insects (when no serious or olerate Respond pro-environmentally (protect and denounce all insecti- living things, cides and repellents). React h Go on a killing spr only good insect is a dead insect); T permanent harm is seen to be done); Appear indiffer

NB. Consider the scale below about people’s NB. Consider the scale below about people’s to insects to insects. Human responses responses classified on a five-point are and other arthropods entomophobia scale: 5. 1. 2. entomophobia); ysterically (show 3. 4. Extension to art, science and/or space What responses ideas do people experience? people’s Devise your own scale to measure to art, science and/or in / responses interest space. - STARGAZING LIVE STARGAZING wing; Add your Great Space Image to the class art Add your Great y you find it interesting / like it. / like y you find it interesting y do you find/feel/think this image is y do you find/feel/think this image

w, when and where you think it was you think it was when and where w, w you think the image was taken/ w you think the image was Working by yourself. by yourself. Working With a partner, discuss your ideas about each discuss With a partner,

taken/made, and; taken/made, wh what it is; ho ho wh interesting. what you think it is sho what you think it and created;

image and then search online for another image as image and then search in the agreed your ‘favourite’ to add to a class display a short caption (what/how/why) as dis format. Write gallery display. Shar Pair: below attached, record For each of the images the image: Think: play notes: • • • • • • What to do: What to

3. e: 2. 1. © ATOM 2017 50 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING What: How: What: How: Why: Why: STARGAZING LIVE STARGAZING What: How: What: How: Why: Why:

How:

What:

SPACE ART SPACE GREAT GREAT Why:

How:

What: Why:

e better es explored in es explored

e further and

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Review one or more of the demon- Review one or more

esenting quantities can help capture esenting quantities can help capture

e used in Stargazing Live? What other mod in the Southern Hemisphere). and arguing Ask: What ways of explaining, reporting ideas wer your attention and help you understand? Consider across stories, myths and legends from Dreamtime information and the globe and how they represent these with mathematical and other forms of compare modelling. els and demonstrations were used? What way of pre- els and demonstrations were helped you to understand? senting facts and figures What brings an idea ‘to life’ for you?

communicate to a chosen audience, e.g. write a book demonstrate a complex idea for younger children, on in a model, give a class PowerPoint presentation ‘Space statistics’? to explain strations or models used in Stargazing Live stars ar a point being made (e.g. Ep 1: Why the & Questions Hand out Information Sheet 4: Quantities to assist discussion of facts and figur in un- some problems Stargazing Live. What are involved in space derstanding the facts and figures explaining science? What ways of describing and work best? in mathematics help you/do you think What ways of pr What topic would you like to explor Class discussion:

3. 2. What to do as a class Working 1.

STARGAZING LIVE STARGAZING

MATHS MODELS AND AND MODELS SPACE IS BIG: BIG: IS SPACE ACTIVITY 4: 4: ACTIVITY SHEET: 3–10) YEARS SHEET:

What ways of (re)presenting ideas did you find most What ways of (re)presenting L iveinformative in Stargazing Focus question N.B. Highly recommended for Science understandings N.B. Highly recommended 3, 5, 7 and 10 Years Mathematics; Science: Science understandings, Earth and and Nature space sciences, Science as a human endeavour, Digital Technologies, development of science; Technologies: skills and production Processes Design Technologies, Jigsaw home and expert groups; group work projects work projects group Jigsaw home and expert groups; Curriculum focus Recommended teaching strategy

Task Task about a story or demonstration make and present Create, that uses some form of modelling space facts and figures the ideas. The model you choose should for representing help your chosen audience to make sense of size, distances, scales, units, numbers or other mathematical knowledge about the ‘space is big’ topic. Purpose ways of representing explore To space science current explain knowledge that helps idea/question about a current a story, space by creating models. demonstration and/or (WORKSHEET 4 AND INFORMATION INFORMATION AND 4 (WORKSHEET

How is information gained? What units are used? STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING What systems are used and What systems are How is the information gained? How is the information TECHNOLOGY obes reach their destinations? How their destinations? obes reach What questions are being asked being are What questions MATHS What units are used to measure size? used to measure What units are today about your topic e.g. the Moon, your topic e.g. today about What the Milky Way? Jupiter, exoplanets, is a fact? How are probes and telescopes designed and and telescopes designed probes How are on Earth learnmade? How do scientists the soil testing on Mars? from results is the dimensions of space? How far What are Earth? How far have we travelled from ... from Earth? What shape is ...? Science: Science: Technology: Engineering: Maths: do space pr how are they put together in telescopes? How they put together how are do they move? STARGAZING LIVE STARGAZING SPACE ENGINEERING SCIENCE What systems are used? What questions are being asked? of STEM: focus on the four fields focus on raising questions that raising questions online sources. Consider Consider online sources. a chosen topic using a chosen can learn more about can learn more attention on how they on how attention 4. Focus students’ students’ 4. Focus © ATOM 2017 - 53

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

es to their home groups in a way that is es to their home groups Distances too big to show in scale, hard to Distances too big to show in scale, hard get information in one model COMMENTS Distance from Earth to Sun used to make sense Distance from of big numbers of distance – The distance covered/ Measure one place to another takes light to get from ‘Bang’ is a sound of an explosion on Earth, would not be the same as the event Not real pattern an area Not real in space. Stars seen in Earth. distances from in the sky at different orksheet 4. ns

6. Jigsaw: Create four expert groups to explore the the to explore groups four expert Create 6. Jigsaw: and Metaphors Myths and Stories, ideas of Models, go each home group one student from Mathematics. Have of (re)present Discuss the problems to form expert groups. to discuss how to explain are groups 7. Students in expert facts and figur to understand. and easy interesting ing their home group topic ideas/data/concepts using the ing their home group table on W STARGAZING LIVE STARGAZING Models of Solar System. Most physical models sizes or showing relative distances, not both. EXAMPLE Astronomical units Astronomical Lightyears The beginning of the universe (the Big Bang) – the not an Big Bang is a theory, object or event like those in space/time Constellations as patter seen in the sky Not all parts of the target concept being modelled and the the same model are ISSUES accuracy differences Fact and fiction

y Way and other galaxies. Way y s Moon and/or Moon missions Jupiter (or another planet from our Solar System) Jupiter (or another planet stars and constellations the Milk Earth’

• • • • MODEL MATHEMATICS graphs, units, Tables, METAPHOR Similarities and MYTH & STORY

information for and record to discuss, search Ask groups for a report, information about ways they might represent including explanation, argument or discussion project, and Mathematics. Models, Myths and Stories, Metaphors Working in groups: in groups: Working 4. Have Hand out Worksheet of four: groups 5. Home to investigate an home groups students select or allocate topic. agreed REPRESENTATION © ATOM 2017 54 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Extension activity your models and and present Take audiences. stories to other Confirm and agree to details and to details and agree task details: Confirm 10. Negotiating all the ensuring it has project, the research then complete components. required to the their results 11. Reporting: Have students present class group. to STARGAZING LIVE STARGAZING

eate a ‘Space is big’ eate a ‘Space is big’ ould work well for ould work

ces of information / References esting features to engage the to engage esting features audience Sour What type of model w this idea? Inter What is the content? What is the main message?

• • • • • Have students design a list of headings (and subheadings) Have students design model and/or story for their chosen topic. (Emphasise this for their chosen topic. (Emphasise this model and/or story Models and Maths about the more must include one or topic.) 9. Discuss: Discuss: to or metaphor lead a model overextending How might in thinking? problems 8. In home groups, finalise and negotiate with the teacher finalise and negotiate with the teacher 8. In home groups, how they will cr a focus question and use in their organisation of the project and decide who will and decide who will of the project use in their organisation part by thinking about: for each be responsible © ATOM 2017 55

facts and figures about ou could use one of the oup (of 4) to work with and oup (of 4) to work with STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING w long did it take people to get to the Moon and people to get w long did it take to mass) is Jupiter compared w big (volume, that constellations are w might you explain our closest neighbouring stars are w far away Ho Ho Ho Ho how fast were they travelling? they fast were how …? illusions? outside the Solar System? esentation.

• • • • your chosen topic area. Use tables, graphs and/ your chosen topic area. the or diagrams to help organise and (re)-present information. Choose a home gr those listed above. from then select your topic Numbers crunch: Collect Develop a target question to answer with the Develop a target question to answer with assistance of models. Y following or write your own:

Remember to keep track of your researching and Remember to keep track of your researching Start with a keyword search on the NASA or Science on the NASA search Start with a keyword 1. 2. 3. Kids sites. Choose your model Choose for younger children, a book creating might consider You model or diorama, or a a cartoon strip, a physical PowerPoint pr What to do Hint: Note: record sources of information. sources record STARGAZING LIVE STARGAZING

om our Solar System)

ay and other galaxies. s Moon and/or Moon missions

Jupiter (or another planet fr stars and constellations the Milky W Earth’

es to help explain some details about dimensions,

• • • • big it is …’. vastly, hugely, mind-bogglingly mind-bogglingly hugely, vastly, You just won’t believe how You that ‘Space is big. Really big. Really big. ‘Space is big. that Douglas Adams tells his readers Douglas Adams tells his Hitchhiker’s Guide to the Galaxy, Hitchhiker’s In the science fiction story The MATHS MODELS AND AND MODELS SPACE IS BIG: IS SPACE WORKSHEET 4 4 WORKSHEET distances, sizes, volumes or other ‘space statistics’ of one of the following topic areas: Your task Your facts and Model for a chosen audience some big figur © ATOM 2017 56 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING COMMENTS

STARGAZING LIVE STARGAZING EXAMPLE

oup: Discuss and record ideas ideas and record oup: Discuss ferences The target idea and the model have differences Fact and/or fiction A way of thinking … similarities and dif Dimensions 3D, tables, graphs, units, accuracy

Jigsaw to expert gr Jigsaw to approaches approaches about one of the representation Metaphor or Maths. In your below – Model, Myth, of the table to your row complete expert group, to explain ideas groups, take back to your home of representing. about using that way

4. Model Myth & story Metaphor Mathematical tools REPRESENTATION ISSUES Circle one or write your own below one or write Circle © ATOM 2017 57 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

STARGAZING LIVE STARGAZING echnology Engineering Science T create/make a model that helps your audience a model that helps create/make easily / make it the information more appreciate to them. interesting W

esting target features of your modelling esting target features

• • • 5. you might Discuss how orking inhomegroups: TIMELINE & RESPONSIBILITIES & TIMELINE TASK TITLE & CHOSEN AUDIENCE CHOSEN & TITLE TASK What is the content? Sources of information / references Sources Inter What is the medium you will use to model? What is the Maths message? Negotiate and then record your task details by your task details record Negotiate and then below: completing the table © ATOM 2017 58

es’ change as STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

COMMENTS EXTENSION ACTIVITY EXTENSION the figures? How accurate are How do the available ‘facts and figur Confidence levels: explorations of space develop over time? How do we know what we know about objects in space? How confident can we be about the figures? anything? How accurately can we measure and between margins of errors What is the difference mistakes?

STARGAZING LIVE STARGAZING Report, presenting your Report, presenting

COMPLETED esentation: d and track your individual part of the your individual part d and track

model when the project is complete. Negotiate model when the project and your teacher about how you with your group will do this and individual responsibilities. Negotiated pr Recor group project, for example: project, group

6. 7. NEGOTIATED PRODUCTS TASKS

© ATOM 2017 59 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Now between Mars and Now between asteroid belt Jupiter is an and this is where all our in asteroids come from. Back very January 2017 we had a close encounter with asteroid AG13; at almost ten stories us high it slipped between and the Moon … in space like clipping the terms that’s curb! NASA’s Apollo program was a NASA’s that series of space missions Moon. put the first men on the Apollo 11 being the most famous – the mission that finally achieved that incredible goal in 1969. Just four months Apollo 12 saw another later, two astronauts make the But Apollo 13 is by far journey. the most infamous. NASA’s third trip to the Moon almost ended in disaster after an explosion on board almost left the crew lost in space. (Episode 3) If we look straight up, we’re looking straight up, we’re If we look the galaxy. into the heart of straight as far as we can tell, And that means, straight at a massive that we’re looking SUPERMASSIVE black A black hole. 26,000 light years hole, to be precise, away. (Episode 1)

STARGAZING LIVE STARGAZING

AND QUESTIONS QUESTIONS AND SHEET: QUANTITIES QUANTITIES SHEET: INFORMATION INFORMATION The night sky isn’t just beautiful to look at – we’re continually blown away by how much life down here on Earth is directly by it (Episode 3) affected Last summer astronomers discovered Last summer astronomers discovered – an Earth-like a new EXOPLANET But this planet orbiting another star. one is particularly exciting because Proxima it orbits our nearest star, Centauri, making this the closest exoplanet ever found to our own Solar System, at just 4.2 lightyears away … at current rocket speeds you could literally watch every movie ever made 9 times and still not get there … it would take 100,000 years! (Episode 1) The Milky Way – 200 The Milky Way billion stars, all in a giant disc, spinning around a central point, which is right there, above our heads. (Episode 1) © ATOM 2017

esent extended projects esent extended projects

Milky Way, black holes black Way, Milky the Exploring Jupiter, The Moon and the Earth STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING esponding to Stargazing Live. Refer Ask students to think back to any ques- Discuss and agree on the nature of the on the nature Discuss and agree ested in pursuing. Discuss how this will be ested in pursuing. Discuss Episode 2: Episode 3: Episode 1: and exoplanets and exoplanets planets of the Solar System and beyond

• • • tions they have raised before, during and after tions they have raised before, watching and r to class lists of questions developed so far. far. to class lists of questions developed so about Review students’ ideas and questions topics: Engage: . Explore: extended projects to be conducted, e.g. the need to extended projects to negotiate details of tasks, expectations, to negotiate details the assessments. Introduce and responsibilities the assessment rubric after idea of negotiating exploring what they might students have started be inter

1. 2. (See also Science Reference Services, The Library of (See also Science Reference .) ecord ideas and parameters of the task, e.g. time ecord allocations and student responsibilities for research for research allocations and student responsibilities projects. Ask students to suggest possible format/s, e.g. timelines, models, posters, PowerPoint to pr Use Worksheet 5 to consider some examples and how Use Worksheet might be developed, organised and presented. projects Use meaning-making maps or other graphic organisers to r in displays. do What to as a class Working

STARGAZING LIVE STARGAZING

e aspects of the Science,

esearching, questioning and presenting questioning and presenting esearching,

investigations into a chosen aspect of human investigations into a chosen aspect of explorations of our place in space skills in r information curiosity about one or mor Technology, Engineering, Maths, combined with Technology, exploration. Arts, History and/or Storying, of space

est and independence)

• • •

oduct for sharing with the class (or other specified PROJECTS PROJECTS EXTENDED EXTENDED SPACE MISSIONS MISSIONS SPACE ACTIVITY 5: 5: ACTIVITY Negotiated Task Group self-directed research leading to a research self-directed 7–10: Group Years pr audience) including models, posters, PowerPoint; performance, writing, debate or other negotiated format. Focus questions: What have we found so far and what do about? you think we would like to find out more Whole class teacher directed group display com- group 3–6: Whole class teacher directed Years bining student sections of class project. Teaching strategy Teaching STEM + Arts =STE(A)M Integrated project; culminating STEM + Arts =STE(A)M Integrated project; activity; Curriculum focus Purpose to or groups an opportunity for individuals provide To further develop their depending on class level, 3-4 hours of class time (or more inter (WORKSHEET 5: CREATE YOUR OWN ADVENTURE) OWN YOUR CREATE 5: (WORKSHEET Timing © ATOM 2017 61 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Allocate one or more of the steps of the steps of the of the one or more Allocate or negotiate roles task/s and assign agreed in exploring or group for each individual information. Ensure further and recording for of the allocated time aware students are the of features agreed the task and establish students conducting further display prior to research. Years 3–6

STARGAZING LIVE STARGAZING eference list). eference Raise the possible -selected product, and and -selected product, ching for information about their

Display and add to the list of approach- add to the list of Display and Begin research using the NASA site. Begin research orksheet 5) to stimulate interest and explore and explore to stimulate interest orksheet 5) es students suggest for each of the project ideas ideas of the project suggest for each es students (W possibilities of topics. possibilities of topics. Explain: a range of Students should be encouraged to use websites when sear Ev Explore: what chosen topic, and guided to understand ‘savvy searching’ means. There are also numerous also numerous are means. There ‘savvy searching’ videos with excellent information about YouTube sites for topics including specific space missions, exo-life in the Solar System, etc. (see r topics focus in STEM, HASS and/or the Arts. Ask students to consider how they might go about of their and presentation planning for the recording (e.g. Which tools have they used before research. list for suggestions of Google Docs or see reference other tools)? Offer students the opportuni project: Offer 3–6 class Years allocate to groups. Ask group how they might like to how they might like to group Ask allocate to groups. display. contribute to the class create a limited range of items on the topic, a limited ty to create teacher e.g. poster or other

negotiated group extended task: Allow time for 7–10 negotiated group extended Years and listed areas/questions the students to review that have not been listed. Ask add at least two more and area/topic students to think about their interest for the task. groups

3. 5. aluation andreporting: 4. Working in groups Working © ATOM 2017 62 Outstanding All basic science concepts and well processes described Extensive list of accurately acknowledged and resources relevant Design/make/ appraise ideas clearly and accurately used STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Proficient Excellent description of design features being put into practice ed Meets expectations A few central resources correctly acknowledged Details of basic measurements and distances clearly shown IT and physical making consider

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Developing Details of communication technologies outlined in the brief Requires improvements No websites or other resources listed Units of measure not clearly/ accurately shown or used

MATHS SCIENCE CRITERION REFERENCES RESOURCES/ RESOURCES/ TECHNOLOGY ENGINEERING Years 7–10 Years 7–10 Negotiate a rubric for assessment of quality of quality a rubric for assessment Negotiate and organisation presentation, of project’s STEM components. Have content, including mission’ and assess on ‘their students report might be rubric/s. Students using the agreed and/or peer-assess encouraged to self-assess their works. © ATOM 2017 63 How STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Have students report on their ‘space mission’ and assess using their ‘space mission’ be the agreed rubric/s. Students might peer- encouraged to self-assess and/or assess their works using the developed rubric. Self-ev Reporting: might your group have done things Record your ideas for mission differently? might discuss You improvements. N.B. having other students or adults come with students talking and see the display, about their project with the visitors.

3. aluation andreview: 2. STARGAZING LIVE STARGAZING

Allow allotted time for allotted time Allow the to complete students task and work in negotiated on at the the format agreed time. agreed

ch for exoplanets or extraterrestrial or extraterrestrial for exoplanets ch xtend your understandings about an aspect of space exploration. effects of the Moon on Earth sear e Science/Technology/Engineering/Maths/ History/Stories of of human explorations space, further develop skills in r information, questioning and presenting e robotic probes and space telescopes Moon e life

• • the question/sabout yourown xplore • • • • • Topic areas Topic in topics covered can choose from be negotiated: You To Stargazing Live: Your task Your conduct your own ‘space mission’ in Choose, design and (1–3). self-selected groups allocation Time commencing with teacher before be negotiated To research Focus questions about ...? How can you find out more Purpose allows you the chance to: This extended project

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first. (Episode 2) all the dangerous stuff all the dangerous stuff room while robots do air-conditioned control to do is boldly sit in an frontier, all we’ll need frontier, boldly explore the final So when we want to next steps into space. astronauts taking all the days involve robot biggest missions these biggest missions dangerous, all the dangerous, all the In fact, space is so In fact, space is so in space. suits just to stay alive suits just to stay clumsy pressurised clumsy pressurised tin cans and wear tin cans and wear to travel in billion-pound to travel in billion-pound human body. We have We human body. exploration than a exploration than worse design for space worse design for It’s hard to imagine a It’s ADVENTURE CREATE YOUR OWN OWN YOUR CREATE SPACE MISSION: MISSION: SPACE WORKSHEET 5: 5: WORKSHEET © ATOM 2017

65 k brought http://www. http://www. e on Europa? http://www.seti.org/ STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING ch for extraterrestrial life. How How life. for extraterrestrial ch w likely is extraterrestrial life? See is extraterrestrial w likely w did we get to the Moon? Space w did we get to water on a planet, w does finding The Drake Equation The Drake probe timelines (e.g. The history of the (e.g. probe timelines Apollo Missions) from the Moon? back that moon or other space object indicate life may be present? What might life be lik Ho What is the habitable zone? Ho spotted for extraterrestrials? What ar in space and being between being body on Earth? Ho The sear for the basic do space probes search for life in space and on requirements moons or planets? What happened to the Moon roc Ho drakeequation space.com/29683-why-arent-aliens-calling -earth.html britannica.com/science/habitable-zone

• • • • • • tobe andlifeonEarth, w easyisEarth, • forahuman e thedifferences • • Review your steps. How might your group have done Review your steps. How might your group what went well your ideas for Record things differently? your mission adventure. and how you might have improved When your mission comes to an end:

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Plan and conduct an extended Plan and conduct Remember to record investigation. plan how you will as you go and can choose You the results. present questions to one of the following or use these your project help direct for designing ideas as inspiration and project your own question approach. What to do What to © ATOM 2017 66 - - -

oduct that might be oduct that might be ecord what they think ecord e about? What might be

Review a Review a lass discussion: Do you think we can fects: http://1-minutefilmcompetition. orksheet 6 and discuss the orksheet 6 and discuss STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING

>. How will we meet How study tomorrow? For example: study tomorrow? entered: < entered: org range of the images and content of each range of the images of Stargazing Live episodes of the three you might solve with a focus on how story within a short of telling a problems video. might be some next steps in space sci What might we want ence into the future. to find out mor Engage using c Engage using Review W Film Competi the 1-Minute task. Share if students would tion details and decide like to make a pr Discuss possible ideas and questions including choosing a topic and ap a class PowerPoint list Create proaches. of ideas with their names next to their suggestions. Have students r

2. 1. 1. 2. set up colonies on other planets? life and what will we do? extraterrestrial Causes and ef What causes what in the universe: phases? What causes the Moon’s does the Moon affect the tides? How on hole have What effects does a black things around it? in do planets cause a wobble How their star? Mars colonies: Contact:

• • • Working as a class as a class Working in groups Working STARGAZING LIVE STARGAZING

IN SPACE SPACE IN TOMORROW TOMORROW ACTIVITY 6: 6: ACTIVITY What can we / do we know about possible futures in space What can we / do we know about possible futures science? Focus questions The task design and make a short video based on the theme Create, in Space’. ‘Tomorrow Media Arts, Technologies, Science, English Media Arts, Technologies, Curriculum focus project Negotiated group Teaching strategy Teaching To celebrate storytelling and express ideas about current ideas about current celebrate storytelling and express To in space science. directions questions and possible future Purpose (WORKSHEET 6: SPACE FUTURES) SPACE 6: (WORKSHEET 1-MINUTE VIDEO 1-MINUTE © ATOM 2017 67 eating the video according video according eating the STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING e with class for feedback and e with class for feedback Complete the task of cr Complete complete drafts of Culmination: As students videos, shar to negotiated timelines. to negotiated timelines. whose videos might go into Discuss refinement. the competition.

1. 1. Working in groups in groups Working as a class Working STARGAZING LIVE STARGAZING

Discuss the various media a Discuss the various video might include (e.g. video might include stills, words, photographic short diagrams, explanations, or actual scripted mock play, role interviews, drama, demonstration). recorded and some storyboards Share or other graphic concept maps show how they organisers to ideas might be used in planning

STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING eachers of Media (ATOM) and ClickView. see The 1-Minute Film Competition provides Australian and provides The 1-Minute Film Competition and secondary school students New Zealand primary short film or with the opportunity to make a 60-second prizes. animation, and the chance to win cash The theme for the 2017 competition is ‘Tomorrow’. The theme for the 2017 competition is of Australian The 1-Minute Film Competition is an initiative T STARGAZING LIVE STARGAZING

hnologies y Way and/or other galaxies Way y xploration with robots and/or astronauts xploration k holes

xoplanets and/or extraterrestrial life xoplanets and/or extraterrestrial telescope tec space e the Milk stars and constellations blac e our Solar System,

• • • • • • •

SPACE FUTURES SPACE WORKSHEET 6: 6: WORKSHEET Topic to changing video should include some reference Your topics such as those scientific knowledge of one or more in Stargazing Live: covered

Design and make a short (1-minute) video exploring Design and make a short (1-minute) video video can focus on Your some aspect of space futures. or fictional ideas facts questions, possible future current scientific some current about the topic, as well as present information. Tomorrow Tomorrow The task Theme What are some possible areas of interest that require that require of interest some possible areas What are be the next steps further study? What do you think should for ... e.g. life in space? in our search It is the year 2025. You are a scientist working at NASA in a scientist working are It is the year 2025. You would mission/s to fund. What role deciding which a group you like to play in this? Scenario © ATOM 2017 69 eating the video ac- eating the e you commence. e drafts of your video with e drafts of your video STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Assessment: Shar your and refine the class to get feedback you think you Discuss whether product. into the to be entered would like your video competition. Complete the task of cr Complete cording to agreed procedures and timelines, procedures to agreed cording as negotiated befor

1. 1. Working in groups in groups Working as a class Working STARGAZING LIVE STARGAZING k hole

.g. photographic stills, stills, photographic .g. ganise your ideas (e.g. ganise your ideas (e.g. w do planets cause a wobble w do planets cause a wobble in their star? Ho What effects does a blac on things around it? have Ho will we do? Do you think we can set up colonies on other planets? words, diagrams, explanations, explanations, diagrams, words, or actual short scripted mock role play, drama, interviews, demonstration)? recorded storyboarding)? What media might the video might (e What method will you use to or

• • w willwemeetETandwhat • • with a focus ee episodes of Stargazing Live • • What questions do you have about the task? What questions do you have about the science into the future, for example: science into the future, on how you might solve problems of telling a problems on how you might solve video. story within a short Recor Discuss the images and content of each of the Discuss the images thr

1. thenextstepsinspace d yourideasabout 1. Working as a class Working Working in groups in groups Working Working as a class Working What to do What to © ATOM 2017 70 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING – A great site for creating visual mind visual mind site for creating – A great maps and brainstorms. maps and http://1-minutefilmcompetition.org for kids Astronomy facts http://www.sciencekids.co.nz/sciencefacts/space.html https://theplanets.org/space-facts/ Astronomy pictures https://apod.nasa.gov/apod/astropix.html Comets http://www.space.com/30100-comet-landing-discoveries -rosetta-philae-lander.html 1961 Drake Equation – Frank Drake, http://www.seti.org/drakeequation European Space Agency Space in Images contains images used throughout ESA’s in in this website are the ESA Portal. The images offered as available. ESA must be credited the highest resolution Photo: ESA; Photo: of the images. Examples: the source ESA/Cluster; Image: ESA/NASA - SOHO/LASCO http://www.esa.int/spaceinimages/ESA_Multimedia/ Copyright_Notice_Images WiseMapping Topics information Teacher http://www.theteachertoolkit.com/index.php/tool/graphic -organizers Aliens and UFOs UFO Capital of NT – self proclaimed Well, Whycliffe Australia https://open.abc.net.au/explore/20897 life Search for extraterrestrial http://www.seti.org 1-Minute Film Competition STARGAZING LIVE STARGAZING – From the creators of the creators – From An excellent site with an educational

Classroom

– Beautiful-looking mind-mapping site with

– Many free templates available for creating templates available for creating – Many free

– A fun site for creating and organising ideas – A fun site for creating – An easy-to-use site for creating brainstorms – An easy-to-use site for creating – Brainstorming, use for flipped classroom, – Brainstorming, use for flipped classroom,

– Nice collaborative mind-mapping site with lots – Nice collaborative mind-mapping site – Brainstorming and mind mapping.

TEACHERS FOR STUDENTS AND AND STUDENTS FOR ONLINE RESOURCES RESOURCES ONLINE concept/mind maps popplet.com> of templates and easy to use. into a brainstorm or mind map. collaboration, comments see see comments collaboration, the ability to embed into a site or blog. or mind maps. portal that educators are using in a variety ofways, such portal that educators are organisers graphic timelines, storyboards, as creating (t-charts, grids, etc.) and more. Webspiration TotSplash Popplet Mindomo MindMup MindMeister Mind42 Exploratree Graphic organiser tools http://cooltoolsforschools.wikispaces.com/ Organiser+Tools http://www.freetech4teachers.com/2016/11/six-ways-to http://www.freetech4teachers.com/2016/11/six-ways-to -create-videos-on.html Video-making Storyboard That – Creating storyboards IT Technical tools IT Technical Inspiration, a very popular web-based program for creating for creating Inspiration, a very popular web-based program visual brainstorms that can then be turned into an outline with a click of a button. © ATOM 2017 71 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING Voyager missions Full information about Voyager http://voyager.jpl.nasa.gov https://www.nasa.gov/mission_pages/voyager/index.html Space quizzes http://www.space.com/quizzes/ Statistics of star distances http://www.astro.wisc.edu/~dolan/constellations/extra/ nearest.html The nature of science with What is science? Exploring some of the problems definitions of science, The Happy Scientist https://www.youtube.com/watch?v=YwYEy5AXwlQ scientists? The Myth of the Scientist: Crystal Who are Dilworth at TEDxYouth@Caltech https://www.youtube.com/watch?v=w8Uo_OAbCSo Spacecraft and missions Spacecraft A–Z All topics https://www.nasa.gov/topics/ Curiosity and Mars missions https://www.nasa.gov/mission_pages/msl/index.html Rosetta and Philae data, which EarthSky magazine article about Philae in the early Solar suggests organic compounds existed System http://earthsky.org/space/philae-lander-finds-life- ingredients-on-comet Kepler Space Observatory http://www.seti.org/kepler in Florida this week announced the meeting Astronomers in the planet-hunting Kepler spacecraft’s 2015 results Byrd, second-chance mission, dubbed K2. Deborah http://earthsky. , ‘Kepler is back! 100 new planets’, EarthSky org/space/kepler-100-new-exoplanets-k2-jan-2015, 7 January 2016. STARGAZING LIVE STARGAZING

https://breakthroughinitiatives.org/AreWeAlone Project Breakthrough – Are We Alone? Project Breakthrough – Are We Letter signed by many eminent people claiming ‘now is the time to find out’. Space science projects Library of Congress, Services, The Science Reference https://www.loc.gov/rr/scitech/tracer-bullets/ spacesciencetb.html https://www.nasa.gov/mission_pages/station/videos/index. html https://www.youtube.com/NASA Space station videos NASA videos NASA still Images https://nasasearch.nasa.gov/search/ images?affiliate=nasa&query= International Astronomical Union bodies Definitions for a planet and other astronomical https://www.iau.org/static/resolutions/Resolution_GA26-5 -6.pdf http://www.nasa.gov/pdf/562183main_LS3_ HabitableZones_C5.pdf http://www.astro.indiana.edu/gsimonel/build.html The Sun’s Habitable Zone – Build your own Habitable Zone The Sun’s planet temperature calculator Offers a number of classroom activity suggestions a number of classroom Offers right for life, the habitable that are including conditions that life can tolerate. zone, and extremes http://solarsystem.nasa.gov/docs/Its_Just_Right.pdf activities – NASA classroom Habitable zones https://www.nasa.gov/pdf/562183main_LS3_ HabitableZones_C5.pdf NASA JSC Astrobiology: Fingerprints of Life – It’s Just Fingerprints of Life – It’s NASA JSC Astrobiology: Right, pp. 1–5 Goldilocks zone Extraterrestrial life Extraterrestrial http://www.space.com/29683-why-arent-alie0ns-calling -earth.html> © ATOM 2017 72 STARGAZING LIVE | STUDY GUIDE LIVE | STUDY STARGAZING STARGAZING LIVE STARGAZING

-10/australian-curriculum

estern Australia: ictoria: http://k10outline.scsa.wa.edu.au W Tasmania: Tasmania: V http://victoriancurriculum.vcaa.vic.edu.au South Australia: https://www.education.tas.gov.au/Students/schools- colleges/curriculum/Pages/Curriculum.aspx New South Wales: New South Wales: http://www.boardofstudies.nsw.edu.au/new-nsw-k10- syllabus/ https://myintranet.learnlink.sa.edu.au/educating/ curriculum-years-r Curriculum links by state STARGAZING LIVE

ATOM would like to thank the CSIRO and NASA for the rights to use their images in this study guide.

This study guide was produced by ATOM. (© ATOM 2017) ISBN: 978-1-76061-038-8 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit . Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc. Sign up now at .