Evoluzione stellare

Daniela Leone
Age range: 
12-14
Language: 
Italian
Level of difficulty: 
Easy
Level of interaction: 
High
Average learning time: 
2 didactic hours
Access rights: 
Creative Commons Attribution (CC BY)
Description: 

This is the Basic Scenario.Simple ILS for 11-13 students, aimed to learn how to compare hypothesis and data observations. Made to test apps like Hypothesis tool, Observation tool and Conclusion tool working together.

Inquiry Learning Phases: 
Introduzione (Orientation)
Concetti e ipotesi (Conceptualisation)
Labs in use: 

The NAAP HR Diagram Lab explores the Hertzsprung-Russell diagram and those areas necessary to understand the diagram such as (but not limited to) the different kinds of spectrum, spectral classification, and luminosity class. In short, this...Read more

Lab owner: 
University of Nebraska-Lincoln Astronomy Education
Language: 
English
Age range: 
14-16, 16-18
Apps in use: 

The Hypothesis Tool helps learners formulate hypotheses. Predefined domain terms can be combined to form a hypothesis, using drag and drop. Learners can also add their own terms using the Type your own box. As a teacher you can change the...Read more

Category: 
Go-Lab inquiry apps
App type: 
OpenSocial gadget
Osservazioni sul Sole (Investigation)
Labs in use: 
Go-lab approved

Star in a Box is an interactive webapp which animates stars with different starting masses as they change during their lives. Some stars live fast-paced, dramatic lives, others change very little for billions of years. The webapp visualises the...Read more

Lab owner: 
Edward Gomez
Language: 
English, Spanish, Portuguese, Welsh, Arabic, Chinese
Age range: 
12-14, 14-16, 16-18, >18
Apps in use: 

The Questioning Scratchpad helps learners formulate research questions. In addition to free text editing, pre-defined domain terms are offered to support them. As a teacher you can change the configuration of this tool. In the configuration menu...Read more

Category: 
Go-Lab inquiry apps
App type: 
OpenSocial gadget

The observation tool allows students to record observations made while preparing, conducting and analyzing experiments. Observations, together with data analyses, can later be retrieved in the conclusion tool as a basis for drawing conclusions....Read more

Category: 
Go-Lab inquiry apps
App type: 
OpenSocial gadget
Osservazioni su altre Stelle (Conclusion)
Labs in use: 
Go-lab approved

Star in a Box is an interactive webapp which animates stars with different starting masses as they change during their lives. Some stars live fast-paced, dramatic lives, others change very little for billions of years. The webapp visualises the...Read more

Lab owner: 
Edward Gomez
Language: 
English, Spanish, Portuguese, Welsh, Arabic, Chinese
Age range: 
12-14, 14-16, 16-18, >18
Apps in use: 

The table tool lets learners fill text or numbers in a table. You as the teacher, define the rows and columns of the table.Read more

Category: 
Go-Lab inquiry apps
App type: 
OpenSocial gadget
Conclusioni (Discussion)
Apps in use: 

This app allows students to upload files, e.g., assignment and reports, to the Inquiry learning Space. The app also allows teachers to download the uploaded files.Read more

Category: 
Collaboration apps, General apps
App type: 
OpenSocial gadget

In the conclusion tool the learners can check whether the results of experiments in the form of data graphs and/or observations support their hypotheses from the hypothesis scratchpad or are relevant for the questions posed in the question...Read more

Category: 
Go-Lab inquiry apps
App type: 
OpenSocial gadget
Scenario: 

Basic inquiry learning activity for 11-13 students.

Purposes:

  • learning about different types of stars and their changes with time.
  • comparing hypothesis and observation data 
  • experimenting the lab "Star in a box" and the GO-LAB apps Hypothesis tool, Observation tool and Conclusion tool.

Students who are familiar with Celestia can add further observations and get images or data from this software.

Cognitive objectives: types of knowledge: 
Factual: Knowledge of basic elements, e.g. terminology, symbols, specific details, etc
Conceptual: Knowledge of interrelationships among the basic elements within a larger structure,
e.g. classifications, principles, theories, etc
Meta-cognitive: Knowledge and awareness of cognition, e.g. of learning strategies, cognitive tasks,
one’s own strengths, weaknesses and knowledge level, etc
Processes: 
To apply: To help the learner apply information to reach an answer
Organisational requirements: 

Students may work individually or in small groups with PC or netbooks.

 

Students' prior knowledge: 
students should know how to read graphs, orders of magnitude, units of temperature, mass, time.
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