Dark Sky: a cross-curricula Problem Based Learning unit - NSW Department of Planning
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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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 1Attributions & 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 Grand Canyon River Guides https://www.gcrg.org/docs/gtslib/Star-Guide-
Australian Broadcasting Commission for-River-Guides.pdf
BabaGot BARS https://www.youtube.com/watch?v=6dR3iKaWUoU SoulPancake https://www.youtube.com/watch?v=75okexRzWMk
International Dark-Sky Association Good Magazine https://www.youtube.com/watch?v=52YKJ31pde0
https://www.youtube.com/watch?v=dd82jaztFIo Theodore Roosevelt NP https://www.youtube.com/watch?v=vk_yirISflc
Sriram Murali https://www.youtube.com/watch?v=Lfv0kO19vu8 Seeker https://www.youtube.com/watch?v=sYAzTYmXMBg&t=1s
Sriram Murali https://www.youtube.com/watch?v=j2hNaT56FUY&t=18s What you can do https://www.youtube.com/watch?v=ooLYWwA43SE&t=3s
Sriram Murali https://www.youtube.com/watch?v=doHVMJnuvDA&t=67s Mathieu Descombes https://www.youtube.com/watch?v=meo9aBB9RvA
Quartz https://www.youtube.com/watch?v=HqtOgIxo94I&t=4s
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.
Written by: Melissa McNair and Kelly Pfeiffer, Dubbo School of Distance Education, 2018
© State of New South Wales, Department of Education 2018
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 2Dark Sky: Protecting the observing conditions at Siding Spring
Stage: 3 (Years 5 and 6) Class: Duration: 1 term Term/Year:
Driving Question How can we contribute to maintaining the Critical Light Threshold at the Siding Spring Observatory by helping our
(Inquiry question) 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
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 3The 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 1. Competition is open to all NSW public, independent and catholic schools.
Dark Sky Competition 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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 4Outcomes 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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 5Student 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 All resources are available in Google Drive:
electronically 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
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 6Bloom’s Level/Verb
Quality Teaching Framework ICT Key Competencies
Examples
Intellectual Quality Quality Learning Significance Google Classroom Collecting Design: create/propose/predict
Environment Google Apps Analysing Evaluate: assess/justify/argue
Deep knowledge Explicit quality Narrative LMS e.g. Moodle/Canvas Organising Analyse: debate/differentiate
Deep understanding criteria Cultural knowledge Internet Communicating ideas Apply: solve/demonstrate
Problematic Engagement Background Pod cast Planning Understand: discuss/outline
knowledge Self-regulation knowledge Laptop/computer/tablet Working with others Remember: define/list/state
Higher order thinking Self-direction Inclusivity Webquest Working mathematically
Metalanguage Social support Connectedness Software Problem solving
Substantive High expectation Knowledge webtools
communication integration
Cross-curricula Priority
General Adjustments and Adaptations General Capabilities
Areas
Learning Environment 4.9: Simplify instructions and begin with a verb
1.1: Use of structure routines at the start of the lesson 4.10: Negotiate tasks Literacy
Aboriginal and Torres Expectations: 4.11: Double space questions
2.1: Keep instructions short, concise, clear and positive 4.12: Use visual texts, diagrams, labelling
Strait Islander Histories Repeat if necessary 4.13: Arrange for oral testing
2.2: Ask students to repeat instructions for clarification and 4.14: Provide a list of appropriate resources / websites
and Cultures understanding. 4.15: Scaffold the tasks from lower order to higher order
Numeracy
2.3: Give reminders for students to stay on task 4.16: Give alternative assignments in subject
2.4: Show examples of what you want students to produce. Teaching strategies
2.5: When asking questions, allow ‘think time’ before 5.1: Use high-impact, game-like materials
expecting an answer. 5.2: Use short, frequent quizzes/ oral questions
2.6: Teach required skills explicitly 5.3: Link to prior learning with You tube videos
2.7: Positive acknowledgement of effort 5.4: Give student a copy of notes ICT Capability
Asia and Australia’s 2.8: Set short achievable goals 5.5: Provide time for periodic review of student’s notes (written,
Engagement with Asia 2.9: regular feedback on students work. dictated, word processed)
Presentation of Lesson 5.6: Simplify the language used
3.1: Use visual aids with oral presentation 5.7: Repeat essential skills/information and break down into chunks
Critical and Creative
3.2: Adjust work load 5.8: Scaffold answers to questions Thinking
3.3: Use large type / double spacing 5.9: Provide word banks of key words
3.4: Keep page format simple 5.10: Provide a list of relevant websites
3.5: Use dark ink, different fonts 5.11:Plan activities that appeal to student’s interests and provide an
3.6: Use coloured rather than white paper achievable challenge
Personal and Social
3.7: Divide page into clearly marked sections 5.12: Provide more time to finish a task Capability
3.8: Making important features of an activity more noticeable by 5.13: Divide an activity into two or more parts
underlining or circling key words 5.14:Teach vocabulary before reading
Assessments 5.15:Modelling the special skills being taught
4.1: Reduce assignment size 5.16:Use audio books
Ethical Understanding
Sustainability 4.2: Teacher gives student outlines or study guides 5.17: Use a reader / note taker
4.3: Provide assignment in achievable chunks 5.18: Oral instead of written responses
4.4: Explain grading criteria for assignments clearly 5.19:Draw, graph, chart, web or digital resource
4.5: Ensure that differentiated work matches the ability level of 5.20:Use a writing planning sheet to provide a scaffold to assist in
the student writing a text
Intercultural
4.6: Provide extra time 5.21:Use of student laptop Understanding
4.7: Provide a timeline 6. Teachers Own Identified Adjustments for each individual
4.8: Provide word banks, and teach the spelling of meta language student
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 7Suggested Lesson Overview
Lesson Topics Engineering Design Process Steps
1 Introduction
What is the Critical Light Threshold?
2 ASK
What is light pollution?
3 ASK
How can light pollution be reduced?
4 IMAGINE
Community audit
5 PLAN
Expert/mentor introduction and session
Aboriginal astronomy
6 CREATE
What are the effects of light pollution on plants and animals?
7 IMPROVE
Expert/mentor session
Final preparation
8 IMPROVE
Final Presentation
9
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 8Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-3A Lesson 1 1.Team
GE3-1 Prior to lesson Collaboration
GE3-4 T to organise Ss into teams (maximum of 4 in a group). document
Make a copy of the 1.Team Collaboration document (in Google Docs) for each team or use the
1.1 Dark Sky
Word version. Planning
Ensure that each teams’ Collaborative Document has been shared with each student member Guideline
of the team as well as all teachers involved.
Become familiar with 1.1 Dark Sky Planning Guideline 1.3 Driving
Watch all recommended videos, checking that content is appropriate for your class. Question poster
Print out 1.3 Driving Question poster for display in classroom.
1.2 Help protect
Decorate the classroom like the night sky, possibly using stick on stars.
NSW's dark sky
Have classroom dark and play space themed music such as Star Wars or Star Trek as students video
enter classroom for the first lesson.
Pre and post unit quiz: students complete a pre and post unit quiz online. Review both options Online Quiz
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 Google Earth
results e.g. verbally or screen shot.
Earth at Night
website
Directed lesson – Introduction to the Dark Sky unit
Play launch video 1.2 Help protect NSW's dark sky (2 mins 38 secs) Computers,
Class discussion: Q & A about video laptops or
Ss individually complete online quiz as pre-unit assessment tablets
Link for quiz without answers: https://deptplanningenvironment.typeform.com/to/Ry600l preferably
Link for quiz with answers: https://deptplanningenvironment.typeform.com/to/mbhGYV running
Ss work in small groups or whole class group to complete online quiz Chrome.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 9Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
Ss work in pairs to locate and explore Siding Spring Observatory using Google Earth (works Team
best in Google’s own browser: Chrome) https://www.google.com.au/earth/ or complete as Collaboration
whole class document
Explore the Earth at Night: https://earth.google.com/web/@27.44405656,-
Siding Spring
84.76931014,9.85193068a,8916357d,35y,0h,0t,0r/data=CjISMBIgMGY3ZTJkYzdlOGExMTFlNjk website
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 10Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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:
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 11Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-1A Lesson 2
EN3-3A Prior to lesson 2.1 Team Work:
COS3.3 Watch all recommended videos, checking that content is appropriate for your class. 4 Roles video
INS3.3
Print out and laminate team work role cards (one set per group).
ST3-10ES-S 2.2 Team work:
Print out a poster of team work roles. 4 roles poster
Print out the 2.7 design process poster for the classroom and become familiar with the
process: Ask, imagine, Plan, Create, Improve. 2.3 Individual
Print out marking rubrics (A3 size) for display in classroom. team work role
Print out teamwork/individual effort rubrics. cards.
Become familiar with Cornell Notes and how to use them. Check out these ‘how to videos’ if
2.4 Teamwork
teachers are unfamiliar: https://www.youtube.com/watch?v=ErSjc1PEGKE or
rubric
https://www.youtube.com/watch?v=WtW9IyE04OQ
Print out Cornell Notes for each group or share electronic copy with class. 2.5 Final product
and
Directed lesson – ASK what is the Critical Light Threshold? presentation
Watch video: 2.1 Team Work: 4 Roles (1 min 40 secs). T discusses the 4 roles of the team. rubric
Team Members will take turns being the 4 different roles throughout the unit. Four roles are:
2.6 Cornell
Presenter: Contribute ideas to group and present and explain the group’s finished Notes
work to the class.
2.7 Design
Timekeeper: Contribute ideas to group and keep an eye on the time, making sure Process poster
the activity is completed on time. Tell the group when time is halfway through and
when time is nearly up. 2.8 Engineering
Recorder: Contribute ideas to group and write the group’s ideas down including a design process
summary at the end of each session using Cornell Notes. If class is unfamiliar with (lyric video)
Cornell Notes teach and model how to use.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 12Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
Facilitator: Contribute ideas to group and make sure all group members know 2.9 Losing the
what to do and help others. Seek help from the teacher if needed. Encourage Dark video
everyone in the group to stay on task and complete the work together.
1.1 Dark sky
If a team is made up of less than 4 members, combine some of the roles e.g.
Planning
Presenter/timekeeper or Presenter/recorder. Guideline
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. 2.10 Saving the
Stress the importance of each team member contributing ideas to the group. Dark
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 13Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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:
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 14Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-3A Lesson 3 1.Team
ST3-1WS-S Prior to Lesson Collaboration
ST3-10ES-S T check Team Collaboration documents and 2.4 teamwork rubric adding comments as document
COS3.3
necessary.
2.6 Cornell
Explore different apps available to measure amount of light at night for example Lux Light Notes
Meter, Light Meter, Dark sky Meter, Light Pollution Map.
Watch all recommended videos, checking that content is appropriate for your class. 3.1 Bortle Scale
T to ensure that they have contact details of expert/mentor by emailing handout
kelly.pfeiffer3@det.nsw.edu.au if information has not already been supplied.
3.2 Lost in light
video
Directed lesson – ASK what is light pollution?
Ss sit in teams and use Cornell Notes. 3.3 Lost in Light
What does the class know? Brainstorm “Light Pollution” on board. II video
What are the different types of light pollution?
3.4 Count the
Light Pollution is the unnecessary or inappropriate use of artificial light. It can Stars worksheet
have serious environmental consequences for humans, wildlife, and our climate.
Components of light pollution include: 3.5 How light
pollution affects
Glare – excessive brightness that causes visual discomfort the stars in the
night sky video
Skyglow – brightening of the night sky over inhabited areas
Light trespass – light falling where it is not intended or needed 2.3 Individual
Source: team work role
www.darksky.org/light-pollution/ cards
https://www.globeatnight.org/light-pollution.php
https://www.assa.org.au/lightpollution 2.4 Team work
rubric
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 15Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 16Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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
team or individual effort in private.
Evaluation of Lesson 3
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 17Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
ST3-3DP-T Lesson 4
GE3-2 Prior to Lesson 4.1 How to be
GE3-3 T check Team Collaboration documents and 2.4 teamwork rubric adding comments as an inventor! Kid
ST3-2DP-T President
necessary.
COS3.3
INS3.3 Watch all recommended videos, checking that content is appropriate for your class. 4.2 Barcelona
PSS3.5 Be aware that the video 4.3 Light pollution - the solution is easy has an actor hiding in the dark Street Lamps
with a toy weapon. This may be upsetting to members of your class. You are advised to make video
an informed decision about the appropriateness of watching this video.
T to make contact with assigned mentor/expert for Week 5 lesson. 4.3 Light pollution
- the solution is
easy!
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. 2.7 Design
Draw on chart on board – see below. Process poster
2.8 Engineering
Design Process
(lyric video)
Team
Collaboration
Fill in the table defining the problem(s) and ideas already being used around the world to document
reduce light pollution if known.
2.4 Teamwork
Research in groups or individually light pollution solutions available. T demonstrates how to
rubric
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 18Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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.
T reminds Ss of team contract previously signed.
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.
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
team or individual effort in private.
Evaluation of Lesson 4
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 19Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
ST3-1WS-S Lesson 5
ST3-2DP-T Prior to Lesson 5.1 Lighting
EN3-3A T check Team Collaboration documents and 2.4 teamwork rubric adding comments as Audit
COS3.3
necessary.
INS3.3 2.7 Design
PSS3.5 T to become familiar with 5.1 Lighting Audit. Process poster
Collect materials for students to draw on paper or T to become familiar with online 3D drawing
e.g. Tinkercard www.tinkercad.com 2.8 Engineering
NB Tinkercad is easy to use. Ss need an account but teachers can make this process easier by Design Process
giving their students a code for the sign up process. This link explains this process: (lyric video)
https://tinkercad.zendesk.com/hc/en-us/articles/226566228-I-m-a-teacher-how-do-I-get-my-
Expert/Mentor
students-signed-up-and-approved-
This links to the Autodesk Tinkercad YouTube channel: Skype or Adobe
https://www.youtube.com/channel/UCTXWXbEfezxpOQpDr3Bh7Xw Connect or
T to confirm time and method for online meeting session with assigned expert/mentor. other online
meeting tool
Directed lesson – PLAN
Discuss the 5.1 Lighting Audit activity. Discuss what it means to conduct an audit. Ss find 2.5 Final Product
and
examples of audits that occur at schools and in work places.
Presentation
Ss complete lighting audit at school or complete lighting audit for homework at home or in
another community place. 2.4 Teamwork
Refer to the 2.7 Design Process poster, paying particular attention to the third stage: PLAN. rubric
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 2.5 Final product
and
ideas.
presentation
rubric
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 20Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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
T reminds Ss of team contract previously signed.
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.
Teams work through Lesson 5 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
team or individual effort in private.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 21Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
Evaluation of Lesson 5
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 22Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
HT3-2 Lesson 6
EN3-3A Prior to Lesson 2.6 Cornell Notes
ST3-2DP-T Watch video 6.1 Before Galileo: ABC Message Stick (25 mins 50 secs) to ensure content and
ST3-10ES-S 6.1 Before
length appropriate for class or T to choose another video that would be more appropriate for Galileo: ABC
GE3-2
GE3-3 class. Message Stick
COS3.3 Review possible websites to see which ones will be more appropriate for class:
INS3.3 http://emudreaming.com/examples.htm 2.7 Design
PSS3.5 http://www.abc.net.au/science/articles/2009/07/27/2632463.htm Process poster
http://mpegmedia.abc.net.au/science/starhunt/bst_20090527_0812.mp3 audio
1.3 Driving
Check team Team Collaboration documents and 2.4 teamwork rubric adding comments as question poster
necessary.
T to arrange 2nd mentoring session with assigned expert/mentor. 2.5 Final product
Decide on who will be the authentic audience for the presentation event at the culmination of and
the unit. This could be someone from the local council, a lighting designer, a scientist, an presentation
architect or an environmentalist. rubric
Decide on date for the presentation event in Week 9/10 – date to be _____/_____/_____
Team
Collaboration
Decide on venue for the presentation event – venue to be _____________________________ document
Directed lesson – CREATE 2.4 Teamwork
Ss use 2.6 Cornell Notes to take notes while learning about Aboriginal and Torres Strait rubric
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 23Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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.
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
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
team or individual effort in private.
Evaluation of Lesson 6
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 24Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-3A Lesson 7 2.6 Cornell
EN3-2A Prior to Lesson Notes
ST3-2DP-T T check team Team Collaboration documents and 2.4 teamwork rubric adding comments as
ST3-4LW-S 7.1 Light
necessary.
GE3-1 Pollution Is
GE3-3 T to confirm 2nd mentoring session with assigned expert/mentor. More Dangerous
COS3.3 Watch all recommended videos. Than You Think!
INS3.3 Confirm local authentic audience and their attendance at presentation event at the Video
PSS3.5 culmination of the unit.
7.2 What You
Directed lesson – IMPROVE Can Do Presents
Ss use 2.6 Cornell Notes when watching videos. - "Help Protect
What are the effects of light pollution on plants and animals? Watch 7.1 Light Pollution Is Wildlife" video
More Dangerous Than You Think! (3 mins 58 secs) and 7.2 What You Can Do Presents - "Help
Protect Wildlife" (1 min 18 secs) 2.7 Design
Review information found at: http://darksky.org/light-pollution/wildlife/ Process poster
Draw attention to 2.7 Design Process poster, paying particular attention to the fifth stage:
2.5 Final Product
IMPROVE. and
Discussion about how teams can improve their designs. How can they test their designs? Presentation
Meeting with mentor and students via Zoom/Skype/Adobe Connect/video conference or other
online meeting tool. Groups discuss ideas further with expert/mentor. Zoom/Skype/Ad
Review 2.5 Final Product and Presentation rubric with Ss. Remind Ss that they need to take obe Connect or
each aspect of rubric into consideration when working on their final products. other online
meeting tool
Team Collaboration Computer/tablet
T reminds Ss of team contract previously signed.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 25Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
Teams to negotiate team roles to each member depending on individual strengths as each Team
team member has had a turn at each role. Collaboration
Teams critically reflect on their planning from last week to create their innovative solution document
using the questions in the Team Collaboration document.
2.4 Teamwork
Teams work through activities to ensure they are answering all parts of the driving question. rubric
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
team or individual effort in private.
Evaluation of Lesson 7
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 26Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-1A Lesson 8 8.1 Milkyway
EN3-2A Prior to Lesson Timelapse
EN3-7C T check team Team Collaboration documents and 2.4 teamwork rubric adding comments as Compilation –
ST3-2DP-T 2016 video
necessary.
GE3-2
COS3.3 Remind local authentic audience about presentation event. 2.5 Final Product
INS3.3 Review both options of the quiz and decide if your students need the support of the quiz with and
PSS3.5 answers or without. Please note that this is the same quiz that they took at the beginning of Presentation
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
each aspect of rubric into consideration when working on their final products.
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
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 finalise their innovative solution.
Teams work through Lesson 8 activities in Team Collaboration document.
Presenter for each team reports to whole class.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 27Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
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 8
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 28Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
EN3-1A Lesson 9 Team
EN3-2A Prior to Lesson Collaboration
EN3-7C T check team Team Collaboration documents and teamwork rubric adding comments as document
GE3-2
necessary.
COS3.3 2.4 Teamwork
INS3.3 rubric
Directed lesson – PRESENTATION
Remind Ss that each team member must present part of the presentation. 2.5 Final Product
Review 2.5 Final Product and Presentation rubric with Ss. Remind Ss that they need to take and
each aspect of rubric into consideration when working on their final products. 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.
Ss self-assess their efforts on the 2.4 Teamwork rubric. Discuss any issues that arise regarding
team or individual effort in private.
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 29Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
The top 2 entries to be mailed to: Upload the top 2 entries into a clearly labelled
NSW Department of Planning and folder on your Google Drive e.g. Team 1 Mt
Environment, Western Dark Sky Competition Example School. Share the folder for each of
PO Box 58, Dubbo NSW 2830 your top 2 entries with dpe.western@gmail.com
Please email: Please email:
westernregion@planning.nsw.gov.au to advise westernregion@planning.nsw.gov.au to advise
that entries have been mailed (advise date). that entries have been uploaded (advise
date). Use Dark sky Competition as the
Use Dark sky Competition as the subject line. subject line.
Evaluation of Lesson 9
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 30Teaching and Learning
Outcomes KEY = Suggested adjustments in italics Assessments in red Resources Register
Ss = students T = teacher(s) DQ = Driving Question
Changes that need to be made to the unit:
Email a photograph/scan/list of suggested changes to Melissa McNair: melissa.knight@det.nsw.edu.au
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 31Appendix 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 Rubric for individuals in a collaborative group.
doc/PDF
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 32Lesson Name of file File Type Description
2.5 Final Product and Presentation Rubric Google Rubric that authentic audience will use to judge entries.
doc/PDF
2.6 Cornell Notes Google doc/ Notes used for directed note taking
Word/PDF
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 mp4 Bortle Scale demonstration
sky
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
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 33Lesson Name of file File Type Description
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 Audit to be done in a community space/school/home.
doc
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 mp4 Video describing the effect of light pollution on some animals
Think!
7.2 What You Can Do Presents - “Help Protect mp4 Video giving ideas about what you can do to help protect wildlife
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.
Dark Sky: Stage 3 PBL unit Dubbo School of Distance Education Page | 34You can also read
