Four+seasons

=Four seasons= 6 projects using this kit This kit is for partners to collaborate on certain feast days which are celebrated across Europe because of their astronomical significance. Students have to collect information about the event, exchange it and compare the local differences. Then they have to create documentation and publish the result on the school’s homepage.

The astronomical events in the four seasons project are given by the relative position of the earth and the sun. All explanations are based on the experience in European countries (northern hemisphere). On the southern hemisphere, the meaning of these dates is the opposite of that in the northern hemisphere (e.g. Spring equinox -> Autumn equinox and vice versa). 1. The spring equinox (21 March): The day in spring when day and night have equal length. In close neighbourhood to the date of Easter celebrations in western European countries. 2. The summer solstice (21 June): The longest day of the year. In Nordic countries celebrated as midsummer night. 3. The autumn equinox (23 September): The day in autumn, when day and night have equal length. There are no festivities connected with this date. 4. The winter solstice (22 December): The day with the longest night in the year. Christmas celebrations follow.
 * Details**

Depending on the model selected, teachers can select from following objectives:
 * Pedagogical Objectives**

Science curricular option:


 * Pupils learn about the astronomical reasons for the seasons.
 * Pupils learn about the physics of the solar system.
 * Pupils learn to write a common summary.
 * Pupils learn about time zones when twinning with partner far east or west of the own location.
 * Pupils participate in the Xplora “Sunset project”.
 * Pupils learn to use watch, compass and GPS information.
 * Pupils learn to prepare an outside observation and how to take notes.
 * Pupils learn to work with an Internet database.

Cross curricular option:


 * One group works on the astronomical facts – the other works on religious or social facts.
 * Pupils learn how the astronomical events influence the selection of dates given in religion.
 * Pupils learn from each other. The science group receives the work of the religion group and vice versa.
 * Pupils learn to bring together curricular apart topics in a common document.
 * Pupils learn the different dates for the same festivities in different countries and Christian religions (Roman/Orthodox oriented countries).
 * Pupils learn about the history of religion.

Pedagogical value

In the science curricular option, pupils get a strong motivation by active observation. Handling the participation on the “Sunset project” gives a good opportunity to bring in support, even if science was not the first topic of choice. Students who are not normally motivated for science subjects will be engaged by being outdoors and observing for themselves.

Engaged pupils will find it inspiring to help others in the preparation of the final results. In the cross curricular option, pupils who prefer non-science topics are exposed to topics from science and vice versa. The combination of scientific and religious topics gives special inspiration, as these topics are normally perceived as contradictory or mutually exclusive.

1. Getting started
 * Process**

Contact When participating in the “Sunset project”, twinning with a partner at a location far more east or west is of great fascination.

Each partner:


 * Informs about the different aspects of the project.
 * Chooses one of the four dates as focal point.
 * Finds an agreement with the partner about the topics.
 * Arranges with the partner a time slot for the activities.
 * Prepares worksheets for the pupils. When participating in the “Sunset project”, they can download them from Xplora (@http://www.xplora.org).

Collecting and sorting information


 * The teacher in each school hands out the worksheets to pupils.
 * The pupils contact the other group reporting about their individual jobs according to the worksheet.
 * The pupils research the Internet with the assistance of the teacher and ask their partners for support.
 * Each pupil prepares a preliminary report individually.

Exchanging information

better. ranked best.
 * Schools exchange the preliminary reports.
 * Pupils from group A comment on the work of group B in order to make their work
 * Pupils refine their work.
 * An editorial team of pupils prepares a common document based on the documents
 * The document is published on a common homepage.

Outcome
 * Evaluation**


 * Individual reports and documentation
 * A common document created by an editorial team based on the individual ranked notes.
 * Visibility of the project work on a common website homepage.
 * Photos of sunsets in the gallery.
 * European science and traditions website.


 * Follow-up

Links

Comments**