#Bright dusk sky full#

This can be done by asking student groups to share the similarities between their models as each similarity is shared, add it to the class model (drawn on a whiteboard, poster paper, etc.). You might choose to create a class consensus model. After this discussion, allow students to revise their own models. Ask students to identify similarities and differences between their models and other students' models. You might share the student models below or ask students to share their models in small groups. They should also use words and symbols to help explain their ideas. (Some ideas are using a color for the light beam that gets lighter as it moves away from the light source, or starting with a solid line and moving into a dashed or dotted line.) Remind students to include a key if they use symbols or colors (if the colors are designed to denote an aspect of the model). Discuss how we (the class) can represent bright light near the source of light and the light getting dimmer as distance from the light source increases. This list should include the sun (remind students that the sun is an average size star), other stars in the sky, the Earth, and the light given off by the sun and other stars. With the students, create a list of components that need to be included in their model (a model 'must-have' list). The next step is to help student connect their understandings from the two investigation to explain what causes the sun to appear brighter than other stars. Initially, student models may look like this: You might create a template with two (or more) panels labeled 'Flashlight close to the wall' and 'Flashlight far from the wall'.

Ask them include the flashlight at two or more positions. The model should include pictures and symbols, but also words to describe the components (parts of the model) and interactions (how the parts of the model interact to explain their observations). You might ask, 'How do you think this pattern can help you explain why the Sun is brighter than other stars?'Īsk students to share their initial ideas to explain the phenomenon of the Sun being much brighter than other stars by creating a model. As you walk around the room, you might ask students if they notice a pattern in their data (observations). Have children record what they did (including any measurement they made like the distances between flashlight and wall) and their observations. Starting with one flashlight, investigate what causes the sun to appear much brighter than all the other stars in the sky. What should we measure? (distance between the flashlight and the wall or the floor, size of the pool of light).The map also shows the phases of the Moon, and all solar and lunar eclipses. Use it to locate a planet, the Moon, or the Sun and track their movements across the sky. Beta The Interactive Night Sky Map simulates the sky above Seattle on a date of your choice.

#Bright dusk sky full#

What should we observe? (how bright the light appears, the size of the pool of light produced by the flashlight) Coming up in August: two Super Full Moons, plus a Micro New Moon.

How can we make the light appear brighter or dimmer? (move the flashlight closer to and farther away from a wall or the floor).

What can we use to represent the light coming from stars? (flashlight).Students can collaboratively plan and carry out their own investigation to answer the question why some stars are brighter than others.