Context

Why should your class sign up?

Bush Blitz, Australia’s largest nature discovery program, is partnering with the Australasian Dark Sky Alliance to create this awareness-raising and citizen science activity. 

The Flight 2 Light event aims to educate Australians about light pollution, the impact it has on wildlife and the simple ways they can reduce light pollution.

These lesson plans have been developed for Years 4 - 8, so that school students can take part in Flight 2 Light. While it is recommended that all lessons are completed, if time is limited, each lesson can stand alone. 

To take part in this event, teachers are asked to register at https://lightpollution.thinkific.com/courses/flight-2-light-schools

By registering to take part in the online lesson, schools will receive additional assistance, participation certificates, and be in the running to win prizes.

Students can sign up individually or you can sign them up as a class. The certificate will be issued in the registered name.

 

Suggested reading for teachers

This ABC news story provides a good overview of the impact of light pollution on wildlife.

Accounts are valid for multiple entries, however, once the test has been attempted, data cannot be reentered.

 Please contact [email protected] to reset your account.

Work Sheets and Resources

1. Student Activity Sheet Flight2Light Activity Sheet.pdf

2. Teacher Lesson PlanFlight2Light_Lesson_Plan_final.pdf 

3. Student Methodology Sheet Flight2Light Activity Sheet final.pdf

4. Video Resources

Teacher Preparation

Curriculum and Resources

Australian Curriculum content descriptions:

Year 3: 

  • Science involves making predictions and describing patterns and relationships (ACSHE050)
  • Science knowledge helps people to understand the effect of their actions (ACSHE051)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
  • Reflect on investigations, including whether a test was fair or not (ACSIS058)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
  • Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

 

 

 

Year 4: 

  • Living things depend on each other and the environment to survive (ACSSU073)
  • Science involves making predictions and describing patterns and relationships (ACSHE061)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
  • Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
  • Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
  • Reflect on investigations, including whether a test was fair or not (ACSIS069)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
  • Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
  • Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

 

                                                                       

Year 5: 

  • Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
  • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)
  • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)
  • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
  • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
  • Reflect on and suggest improvements to scientific investigations (ACSIS091)
  • Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
  • Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

 

Year 6: 

  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
  • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
  • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
  • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
  • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
  • Reflect on and suggest improvements to scientific investigations (ACSIS108)
  • Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
  • Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

 

Year 7

 

  • Classification helps organise the diverse group of organisms (ACSSU111 )
  • Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112) 
  • Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119 )
  • Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)
  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
  • Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125 )
  • Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)
  • Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)
  • Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)
  • Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)
  • Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)
  • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)
  • Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)

 

Year 8:

  • Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134 )
  • Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)
  • Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)
  • People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
  • Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
  • Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)
  • Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)
  • Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
  • Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)
  • Use scientific knowledge and findings from investigations to evaluate claims based on evidence(ACSIS234)
  • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)
  • Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)