The Little Prince pack.pdf
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Aug 21, 2023
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About This Presentation
"Reading through the lens of STEAM" 2020-1-LT01-KA229-078054
Slide Content
The Little Prince
Antoine de Saint Exupery
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Antoine de Saint Exupery
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
I. The Little prince 3
II. About the book and author 4
III. Questions for discussion 9
IV. The Little Prince: Quotes 11
V. The Little Prince: Summary 13
STEAM and Experiential learning
VI. The Science of Shadow Puppets 18
VII. How far will it fly? 26
VIII. Universe: what planet are you from? 33
IX. Stars and Constellations 40
X. Finding an animal 45
XI. Counting Emotions 55
Table of Contents
II. About the book and author 4
III. Questions for discussion 9
IV. The Little Prince: Quotes 11
V. The Little Prince: Summary 13
STEAM and Experiential learning
VI. The Science of Shadow Puppets 18
VII. How far will it fly? 26
VIII. Universe: what planet are you from? 33
IX. Stars and Constellations 40
X. Finding an animal 45
XI. Counting Emotions 55
Table of Contents
The Little Prince
Antoine de Saint-Exupéry's iconic novella celebrates 80 years since its
publication in April 1943
Le Petit Prince' - or 'The Little Prince' - is 80!
2023 year marks the anniversary of the publication of Antoine de Saint-
Exupéry’s work, one of the most famous books of all time. It’s sold an
estimated 140 million copies worldwide, spawned countless adaptations and
been translated into an estimated 500 different languages and dialects -
making it the second most translated work ever published - trailing only The
Bible.
The iconic novella was first published in French and English in the United
States by Reynal & Hitchcock in April 1943 and published in France after the
liberation. Saint-Exupéry’s works had been banned by the Vichy Regime.
Despite now being an octogenarian, the book is an evergreen favourite,
following a young prince who travels around the universe and addresses
themes of love, loneliness, friendship and loss.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Antoine de Saint-Exupéry's iconic novella celebrates 80 years since its
publication in April 1943
Le Petit Prince' - or 'The Little Prince' - is 80!
2023 year marks the anniversary of the publication of Antoine de Saint-
Exupéry’s work, one of the most famous books of all time. It’s sold an
estimated 140 million copies worldwide, spawned countless adaptations and
been translated into an estimated 500 different languages and dialects -
making it the second most translated work ever published - trailing only The
Bible.
The iconic novella was first published in French and English in the United
States by Reynal & Hitchcock in April 1943 and published in France after the
liberation. Saint-Exupéry’s works had been banned by the Vichy Regime.
Despite now being an octogenarian, the book is an evergreen favourite,
following a young prince who travels around the universe and addresses
themes of love, loneliness, friendship and loss.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Antoine de Saint Exupery
(1900 - 1944)
Antoine de Saint-Exupéry was a French writer,
aviator, poet and author.
Raised in an aristocratic family, he fell in love with aviation at an early
age after took his first airplane ride at the age of 12. He received his
pilot’s wings during his compulsory military service in 1922, around
which time he also began to write.
Antoine de Saint-Exupéry was born into an aristocratic family in Lyon,
France, on June 29, 1900. His father died when he was a young boy, and
his mother moved him and his four siblings to a relative’s château in the
east. Saint-Exupéry enjoyed a mostly carefree and privileged life.
Receiving his early education at Catholic schools in France, Saint-Exupéry
was sent away to a boarding school in Switzerland after the outbreak of
World War I.
He returned to France in 1917. Antoine Saint-Exupéry attempted to enter
the naval academy but he failed the examination and studied architecture
at the École des Beaux-Arts instead.
In 1921, Saint-Exupéry was given the opportunity to realize his dreams of
flying during his compulsory service in the military. Initially working as a
mechanic in the army, he learned how to fly. Saint-Exupéry became a
pilot in the air force the following year, based in North Africa.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
(1900 - 1944)
Antoine de Saint-Exupéry was a French writer,
aviator, poet and author.
Raised in an aristocratic family, he fell in love with aviation at an early
age after took his first airplane ride at the age of 12. He received his
pilot’s wings during his compulsory military service in 1922, around
which time he also began to write.
Antoine de Saint-Exupéry was born into an aristocratic family in Lyon,
France, on June 29, 1900. His father died when he was a young boy, and
his mother moved him and his four siblings to a relative’s château in the
east. Saint-Exupéry enjoyed a mostly carefree and privileged life.
Receiving his early education at Catholic schools in France, Saint-Exupéry
was sent away to a boarding school in Switzerland after the outbreak of
World War I.
He returned to France in 1917. Antoine Saint-Exupéry attempted to enter
the naval academy but he failed the examination and studied architecture
at the École des Beaux-Arts instead.
In 1921, Saint-Exupéry was given the opportunity to realize his dreams of
flying during his compulsory service in the military. Initially working as a
mechanic in the army, he learned how to fly. Saint-Exupéry became a
pilot in the air force the following year, based in North Africa.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Antoine de Saint Exupery
While working various jobs, Saint-Exupéry began to write stories
inspired by his experiences as a pilot. He published his first work, “The
Aviator,” in 1926, the same year that he returned to flying as a mail
pilot with the aviation company Aéropostale in Toulouse, covering
routes between France, Spain and North Africa.
The remainder of Saint-Exupéry’s life would be defined by the
intertwining of his dual occupations as aviator and author, with the
former providing the inspiration for his literary work.
In 1935 Antoine de Saint Exupery attempted to break the air-speed
record between Paris and Saigon. En route, his plane crashed in the
Sahara, and he and his copilot wandered the desert for days, nearly
dying of exposure and dehydration before being rescued by a
wandering Bedouin.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Neither Saint-Exupéry’s growing literary success nor the disabilities
resulting from several plane crashes could tear him away from his
calling as a pilot. When World War II erupted, he became a military
reconnaissance pilot until the German occupation forced him to
flee France. Relocating to New York City, he lobbied the U.S.
government to intervene in the conflict and also continued to
document his adventures.
While working various jobs, Saint-Exupéry began to write stories
inspired by his experiences as a pilot. He published his first work, “The
Aviator,” in 1926, the same year that he returned to flying as a mail
pilot with the aviation company Aéropostale in Toulouse, covering
routes between France, Spain and North Africa.
The remainder of Saint-Exupéry’s life would be defined by the
intertwining of his dual occupations as aviator and author, with the
former providing the inspiration for his literary work.
In 1935 Antoine de Saint Exupery attempted to break the air-speed
record between Paris and Saigon. En route, his plane crashed in the
Sahara, and he and his copilot wandered the desert for days, nearly
dying of exposure and dehydration before being rescued by a
wandering Bedouin.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Neither Saint-Exupéry’s growing literary success nor the disabilities
resulting from several plane crashes could tear him away from his
calling as a pilot. When World War II erupted, he became a military
reconnaissance pilot until the German occupation forced him to
flee France. Relocating to New York City, he lobbied the U.S.
government to intervene in the conflict and also continued to
document his adventures.
Antoine de Saint Exupery
Never one to rest on his laurels, in 1943 Saint-Exupéry returned to
France and rejoined his squadron, insisting on flying despite his age
and infirmities. On July 31, 1944, he left Corsica for a reconnaissance
mission over occupied France. He never returned, and when neither
he nor his plane was found, he was deemed killed in action. Saint-
Exupéry’s mysterious disappearance made international news and
was the cause of much speculation until 2000, when a scuba diver
exploring the Mediterranean Sea near Marseille discovered the
wreckage of a plane that was later raised and identified as Saint-
Exupéry’s. Though evidence indicated that he had likely been shot
down, the true cause of his death remains unknown.
1. Antoine de Saint-Exupéry was far more familiar than most with
plane crashes.
In the beginning of the book, the narrator crashes his plane into the Sahara
desert.
This was semi-autobiographical for Antoine de Saint-Exupéry, who
certainly knew a thing or two about desert plane crashes. Before World
War II and the publication of 'Le Petit Prince', Saint-Exupéry was
celebrated as an aristocratic, successful commercial pilot, who had flown
mail routes in Europe, Africa and South America.
Ahead of joining the French Air Force at the start of the war, in 1935 he
attempted to break the record for the fastest trip between Paris and
Saigon (now Ho Chi Minh City), crashing his plane in the Libyan desert.
Both Saint-Exupéry and his mechanic-navigator André Prévot miraculously
survived four days in the baking hot environment, suffering from intense
dehydration and hallucinations, when they were rescued by a Bedouin on a
camel who happened to be passing by.
Saint-Exupéry’s second plane crash of note would be his last. In the war, he
flew reconnaissance missions and took off on 31 July 1944 from an
airbase on Corsica, never to return. The author’s body was never recovered
and there were no clues about his fate until 1998, when his silver identity
bracelet was found by a fisherman off the coast of Marseille. The remains
of his aircraft were found nearby by a diver in 2000 and it wasn’t until
2004 that the French government confirmed that the remnants belonged
to Saint-Exupéry’s vessel, marking a tragic end to an extraordinary life.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
Never one to rest on his laurels, in 1943 Saint-Exupéry returned to
France and rejoined his squadron, insisting on flying despite his age
and infirmities. On July 31, 1944, he left Corsica for a reconnaissance
mission over occupied France. He never returned, and when neither
he nor his plane was found, he was deemed killed in action. Saint-
Exupéry’s mysterious disappearance made international news and
was the cause of much speculation until 2000, when a scuba diver
exploring the Mediterranean Sea near Marseille discovered the
wreckage of a plane that was later raised and identified as Saint-
Exupéry’s. Though evidence indicated that he had likely been shot
down, the true cause of his death remains unknown.
1. Antoine de Saint-Exupéry was far more familiar than most with
plane crashes.
In the beginning of the book, the narrator crashes his plane into the Sahara
desert.
This was semi-autobiographical for Antoine de Saint-Exupéry, who
certainly knew a thing or two about desert plane crashes. Before World
War II and the publication of 'Le Petit Prince', Saint-Exupéry was
celebrated as an aristocratic, successful commercial pilot, who had flown
mail routes in Europe, Africa and South America.
Ahead of joining the French Air Force at the start of the war, in 1935 he
attempted to break the record for the fastest trip between Paris and
Saigon (now Ho Chi Minh City), crashing his plane in the Libyan desert.
Both Saint-Exupéry and his mechanic-navigator André Prévot miraculously
survived four days in the baking hot environment, suffering from intense
dehydration and hallucinations, when they were rescued by a Bedouin on a
camel who happened to be passing by.
Saint-Exupéry’s second plane crash of note would be his last. In the war, he
flew reconnaissance missions and took off on 31 July 1944 from an
airbase on Corsica, never to return. The author’s body was never recovered
and there were no clues about his fate until 1998, when his silver identity
bracelet was found by a fisherman off the coast of Marseille. The remains
of his aircraft were found nearby by a diver in 2000 and it wasn’t until
2004 that the French government confirmed that the remnants belonged
to Saint-Exupéry’s vessel, marking a tragic end to an extraordinary life.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
Antoine de Saint Exupery
2. Antoine de Saint-Exupéry's wife is thought to be the inspiration
behind one of Le Petit Prince's most iconic characters
It is widely reported that Saint-Exupéry’s wife, Consuelo, likely inspired the
character of the rose in 'Le Petit Prince'.
In the book, the rose is personified as beautiful and vain, proud and entitled
but the Prince falls in love with her anyway, protects the rose, watering her
and shielding her from the elements. He begins to feel taken advantage of
by the rose and is put off by her arrogance, so decides to leave the planet
to explore the universe.
Although the Prince encounters other roses on his travels, the character of
the fox reminds him that his rose is uniquely special to him, explaining, "you
become responsible, forever, for what you have tamed".
Saint-Exupéry and Consuelo had a volatile relationship, living apart for
most of their married life, with Saint-Exupéry engaging in numerous
extramarital affairs. However, Consuelo always remained his muse. She
was born in El Salvador and, in the novel, the Prince’s home asteroid has
three tiny volcanoes, most likely inspired by three volcanoes visible from
Consuelo’s hometown of Armenia in the west of the country.
The theory of Consuelo being the inspiration for the rose in 'Le Petit Prince'
is further strengthened by the title of her autobiography - which was
published posthumously in 2000 - 'The Tale of the Rose'.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
3. Saint-Exupéry both wrote and illustrated 'Le Petit Prince'
ISaint-Exupéry drew all of 'Le Petit Prince'’s illustrations himself. He spent
just over a year studying architecture, but didn’t consider himself an artist,
although he was known to always be sketching figures on scraps of paper.
Saint-Exupéry was reported to have been drawing versions of the title
character in the margins of manuscripts and letters for some time ahead of
the publication. He did have to improvise on models for some of the
characters as he didn’t have access to a sheep or a tiger. Instead, his own
pet boxer was the basis of the tiger and his friend’s poodle was
transformed into the illustrated sheep.
2. Antoine de Saint-Exupéry's wife is thought to be the inspiration
behind one of Le Petit Prince's most iconic characters
It is widely reported that Saint-Exupéry’s wife, Consuelo, likely inspired the
character of the rose in 'Le Petit Prince'.
In the book, the rose is personified as beautiful and vain, proud and entitled
but the Prince falls in love with her anyway, protects the rose, watering her
and shielding her from the elements. He begins to feel taken advantage of
by the rose and is put off by her arrogance, so decides to leave the planet
to explore the universe.
Although the Prince encounters other roses on his travels, the character of
the fox reminds him that his rose is uniquely special to him, explaining, "you
become responsible, forever, for what you have tamed".
Saint-Exupéry and Consuelo had a volatile relationship, living apart for
most of their married life, with Saint-Exupéry engaging in numerous
extramarital affairs. However, Consuelo always remained his muse. She
was born in El Salvador and, in the novel, the Prince’s home asteroid has
three tiny volcanoes, most likely inspired by three volcanoes visible from
Consuelo’s hometown of Armenia in the west of the country.
The theory of Consuelo being the inspiration for the rose in 'Le Petit Prince'
is further strengthened by the title of her autobiography - which was
published posthumously in 2000 - 'The Tale of the Rose'.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
3. Saint-Exupéry both wrote and illustrated 'Le Petit Prince'
ISaint-Exupéry drew all of 'Le Petit Prince'’s illustrations himself. He spent
just over a year studying architecture, but didn’t consider himself an artist,
although he was known to always be sketching figures on scraps of paper.
Saint-Exupéry was reported to have been drawing versions of the title
character in the margins of manuscripts and letters for some time ahead of
the publication. He did have to improvise on models for some of the
characters as he didn’t have access to a sheep or a tiger. Instead, his own
pet boxer was the basis of the tiger and his friend’s poodle was
transformed into the illustrated sheep.
Antoine de Saint Exupery
4. One of the main characters in 'Le Petit Prince' is never actually
shown to the reader.
The pilot - 'Le Petit Prince'’s narrator and one of the main characters - is
never depicted in drawings in the book.
The Morgan Library and Museum in New York held an exhibition in 2014,
showcasing a wide variety of Saint-Exupéry’s unpublished drawings,
including one showing the narrator sleeping beside his plane. The Morgan’s
curator of literary and historical manuscripts, Christine Nelson, explained:
“We can only speculate about why Saint-Exupéry decided to remove that
image, but he was very good at excising what was not essential to his
story".
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
5. While there have been numerous adaptations of 'Le Petit Prince',
we were denied a Orson Welles-Walt Disney version
In 1943, Orson Welles apparently spent half the night reading the story
and immediately bought the film rights to it the next day.
Welles - already very well established for his film Citizen Kane - wanted to
adapt the novella into a live action film with some animation, which would
have meant he needed help from Walt Disney. Despite having a script in
place, the pair reportedly clashed horribly at an initial meeting and it seems
a collaboration would have been impossible. Walt Disney is said to have
stormed out of the meeting, saying, “there’s only room in this project for
one genius”.
However, there’s no shortage of other adaptations to get stuck into after
you’ve finished the book - 'Le Petit Prince' has been turned into countless
audio recordings, film, stage and television productions, board and video
games, and even an anime series.
4. One of the main characters in 'Le Petit Prince' is never actually
shown to the reader.
The pilot - 'Le Petit Prince'’s narrator and one of the main characters - is
never depicted in drawings in the book.
The Morgan Library and Museum in New York held an exhibition in 2014,
showcasing a wide variety of Saint-Exupéry’s unpublished drawings,
including one showing the narrator sleeping beside his plane. The Morgan’s
curator of literary and historical manuscripts, Christine Nelson, explained:
“We can only speculate about why Saint-Exupéry decided to remove that
image, but he was very good at excising what was not essential to his
story".
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FIVE FACTS ABOUT 'LE PETIT PRINCE' AND ITS AUTHOR THAT YOU MIGHT NOT
KNOW…
5. While there have been numerous adaptations of 'Le Petit Prince',
we were denied a Orson Welles-Walt Disney version
In 1943, Orson Welles apparently spent half the night reading the story
and immediately bought the film rights to it the next day.
Welles - already very well established for his film Citizen Kane - wanted to
adapt the novella into a live action film with some animation, which would
have meant he needed help from Walt Disney. Despite having a script in
place, the pair reportedly clashed horribly at an initial meeting and it seems
a collaboration would have been impossible. Walt Disney is said to have
stormed out of the meeting, saying, “there’s only room in this project for
one genius”.
However, there’s no shortage of other adaptations to get stuck into after
you’ve finished the book - 'Le Petit Prince' has been turned into countless
audio recordings, film, stage and television productions, board and video
games, and even an anime series.
Questions for discussion
1. The author presents children as having an intuitive understanding of the important things in life, an
intuition that he believes adults lack. Do you agree or disagree with his point of view? Explain.
2. What do you think the phrase “see with the heart” means? Can someone accurately “see” with his or her
heart? Why or why not? Should people rely on their hearts to guide them, or should they base their decisions
on something else (such as logic or faith)? Explain.
3. Drawing as an art form is very important in this story. What is the role of art—visual arts, literature, music,
dance, and so on—in helping people “see with the heart”? Is creating art a reliable way to recognize and learn
universal truths? Explain.
4. The Little Prince is described as a children’s story. Would you read this story to the children you know?
Would they understand it? Why or why not? Why might an author choose to write a children’s story that has
as much relevance for adults?
5. Why do some people see the first picture as a simple hat, while others think it represents an elephant
inside a boa constrictor? What is the meaning of these different perspectives?
6. Discuss the rose's behavior. Why doesn't the rose tell the little prince that she loves him? Why does he
continue to love her?
7. Why is the fox so eager to be tamed by the little prince? If he already knows how to tame himself, why
does he need someone else to do it for him?
8. What differentiates adults from children in The Little Prince? Is the distinction simply one of age, or is it
based on something else?
9. Why does the Little Prince leave his planet?
10. Why should one remember their childhood?
11. Why does the Little Prince think is flower is so special and unique? Why is the flower so important?
Describe its characteristics. What is it symbolic of?
12. What is admiration? Do only conceited people desire admiration? Is admiration inherently good or bad?
13. What is it that makes grownups odd? Is the little prince right to call grownups odd? Should we be
conceited when we become grownups, etc.?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
1. The author presents children as having an intuitive understanding of the important things in life, an
intuition that he believes adults lack. Do you agree or disagree with his point of view? Explain.
2. What do you think the phrase “see with the heart” means? Can someone accurately “see” with his or her
heart? Why or why not? Should people rely on their hearts to guide them, or should they base their decisions
on something else (such as logic or faith)? Explain.
3. Drawing as an art form is very important in this story. What is the role of art—visual arts, literature, music,
dance, and so on—in helping people “see with the heart”? Is creating art a reliable way to recognize and learn
universal truths? Explain.
4. The Little Prince is described as a children’s story. Would you read this story to the children you know?
Would they understand it? Why or why not? Why might an author choose to write a children’s story that has
as much relevance for adults?
5. Why do some people see the first picture as a simple hat, while others think it represents an elephant
inside a boa constrictor? What is the meaning of these different perspectives?
6. Discuss the rose's behavior. Why doesn't the rose tell the little prince that she loves him? Why does he
continue to love her?
7. Why is the fox so eager to be tamed by the little prince? If he already knows how to tame himself, why
does he need someone else to do it for him?
8. What differentiates adults from children in The Little Prince? Is the distinction simply one of age, or is it
based on something else?
9. Why does the Little Prince leave his planet?
10. Why should one remember their childhood?
11. Why does the Little Prince think is flower is so special and unique? Why is the flower so important?
Describe its characteristics. What is it symbolic of?
12. What is admiration? Do only conceited people desire admiration? Is admiration inherently good or bad?
13. What is it that makes grownups odd? Is the little prince right to call grownups odd? Should we be
conceited when we become grownups, etc.?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Questions for discussion
14. What do the different planets and their inhabitants represent?
15. Explain how the snake affects the Little Prince? How does the snake act as both the element of
foreshadowing and symbolism? Why do you think the author uses a snake in this segment of the book?
16. Explain the symbolic nature of: ▪ The railway switchman ▪ Water ▪ Sales clerk ▪ Trains ▪ Stars Why are
they significant to our story?
17. What would you like to be when you grow up? What would the little prince say about that choice of
career? Would you agree or disagree with him?
18. The story begins and ends with a snake? Why?
19. Explain the significance of the last two pictures in the book? How do these pictures illustrate the little
prince's message?
20. This story is as much as fantasy as it is an allegory. What is an allegory? Why is a book like this so much
more than an allegory?
21. How does the epic idea of journey or quest fit this story?
22. What is friendship?
23. What is wisdom?
24. Do you think the pilot will find other adults who understand the lessons he has learned from the little
prince? Why or why not?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
14. What do the different planets and their inhabitants represent?
15. Explain how the snake affects the Little Prince? How does the snake act as both the element of
foreshadowing and symbolism? Why do you think the author uses a snake in this segment of the book?
16. Explain the symbolic nature of: ▪ The railway switchman ▪ Water ▪ Sales clerk ▪ Trains ▪ Stars Why are
they significant to our story?
17. What would you like to be when you grow up? What would the little prince say about that choice of
career? Would you agree or disagree with him?
18. The story begins and ends with a snake? Why?
19. Explain the significance of the last two pictures in the book? How do these pictures illustrate the little
prince's message?
20. This story is as much as fantasy as it is an allegory. What is an allegory? Why is a book like this so much
more than an allegory?
21. How does the epic idea of journey or quest fit this story?
22. What is friendship?
23. What is wisdom?
24. Do you think the pilot will find other adults who understand the lessons he has learned from the little
prince? Why or why not?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Little Prince: Quotes
1.“You become responsible, forever, for what you have tamed.”
2. “But the conceited man did not hear him. Conceited people never hear anything but praise.”
3. “Well, I must endure the presence of a few caterpillars if I wish to become acquainted with the butterflies.”
4. “Where are the people?” resumed the little prince at last. “It’s a little lonely in the desert…” “It is lonely
when you’re among people, too,” said the snake.”
5. “When someone blushes, doesn’t that mean ‘yes’?”
6. “Only the children know what they are looking for.”
7. “But the eyes are blind. One must look with the heart.”
8. “All men have stars, but they are not the same things for different people. For some, who are travelers, the
stars are guides. For others they are no more than little lights in the sky. For others, who are scholars, they
are problems... But all these stars are silent. You-You alone will have stars as no one else has them.”
9. “And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is
essential is invisible to the eye.”
10. “It is much more difficult to judge oneself than to judge others. If you succeed in judging yourself rightly,
then you are indeed a man of true wisdom.”
11. “All grown-ups were once children... but only few of them remember it.”
12. “I am who I am and I have the need to be.”
13. “The most beautiful things in the world cannot be seen or touched, they are felt with the heart.”
14. “No one is ever satisfied where he is."
15. “One day, I watched the sun setting forty-four times......You know...when one is so terribly sad, one loves
sunsets.”
16. “People where you live,” the little prince said, “grow five thousand roses in one garden... Yet they don’t
find what they’re looking for... And yet what they’re looking for could be found in a single rose.”
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
1.“You become responsible, forever, for what you have tamed.”
2. “But the conceited man did not hear him. Conceited people never hear anything but praise.”
3. “Well, I must endure the presence of a few caterpillars if I wish to become acquainted with the butterflies.”
4. “Where are the people?” resumed the little prince at last. “It’s a little lonely in the desert…” “It is lonely
when you’re among people, too,” said the snake.”
5. “When someone blushes, doesn’t that mean ‘yes’?”
6. “Only the children know what they are looking for.”
7. “But the eyes are blind. One must look with the heart.”
8. “All men have stars, but they are not the same things for different people. For some, who are travelers, the
stars are guides. For others they are no more than little lights in the sky. For others, who are scholars, they
are problems... But all these stars are silent. You-You alone will have stars as no one else has them.”
9. “And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is
essential is invisible to the eye.”
10. “It is much more difficult to judge oneself than to judge others. If you succeed in judging yourself rightly,
then you are indeed a man of true wisdom.”
11. “All grown-ups were once children... but only few of them remember it.”
12. “I am who I am and I have the need to be.”
13. “The most beautiful things in the world cannot be seen or touched, they are felt with the heart.”
14. “No one is ever satisfied where he is."
15. “One day, I watched the sun setting forty-four times......You know...when one is so terribly sad, one loves
sunsets.”
16. “People where you live,” the little prince said, “grow five thousand roses in one garden... Yet they don’t
find what they’re looking for... And yet what they’re looking for could be found in a single rose.”
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Little Prince: Quotes
17. “It is such a mysterious place, the land of tears.”
18. “What matters most are the simple pleasures so abundant that we can all enjoy them...Happiness
doesn’t lie in the objects we gather around us. To find it, all we need to do is open our eyes.”
19. “What makes the desert beautiful,′ said the little prince, ‘is that somewhere it hides a well...”
20. “Grown-ups never understand anything by themselves, and it is tiresome for children to be always and
forever explaining things to them.”
21. “The proof that the little prince existed is that he was charming, that he laughed, and that he was looking
for a sheep. If anybody wants a sheep, that is a proof that he exists.”
22. “To forget a friend is sad. Not everyone has had a friend.”
23. “Words are the source of misunderstandings.”
24. “Men have no more time to understand anything. They buy ready-made things in the shops. But since
there are no shops where you can buy friends, men no longer have any friends.”
25. “Sometimes, there is no harm in putting off a piece of work until another day.”
26. “It’s all a great mystery...Look up at the sky and you’ll see how everything changes.”
27. “If you love a flower which happens to be on a star, it is sweet at night to gaze at the sky. All the stars are
a riot of flowers.”
28. “Grown ups are certainly very strange.”
29. “Of course I love you. It is my fault that you have not known it all the while.”
30. “And when your sorrow is comforted (time soothes all sorrows) you will be content that you have known
me."
31. "Look up at the sky. Ask yourself, “Has the sheep eaten the flower or not?” And you’ll see how everything
changes. . . . And no grown-up will ever understand how such a thing could be so important!"
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
17. “It is such a mysterious place, the land of tears.”
18. “What matters most are the simple pleasures so abundant that we can all enjoy them...Happiness
doesn’t lie in the objects we gather around us. To find it, all we need to do is open our eyes.”
19. “What makes the desert beautiful,′ said the little prince, ‘is that somewhere it hides a well...”
20. “Grown-ups never understand anything by themselves, and it is tiresome for children to be always and
forever explaining things to them.”
21. “The proof that the little prince existed is that he was charming, that he laughed, and that he was looking
for a sheep. If anybody wants a sheep, that is a proof that he exists.”
22. “To forget a friend is sad. Not everyone has had a friend.”
23. “Words are the source of misunderstandings.”
24. “Men have no more time to understand anything. They buy ready-made things in the shops. But since
there are no shops where you can buy friends, men no longer have any friends.”
25. “Sometimes, there is no harm in putting off a piece of work until another day.”
26. “It’s all a great mystery...Look up at the sky and you’ll see how everything changes.”
27. “If you love a flower which happens to be on a star, it is sweet at night to gaze at the sky. All the stars are
a riot of flowers.”
28. “Grown ups are certainly very strange.”
29. “Of course I love you. It is my fault that you have not known it all the while.”
30. “And when your sorrow is comforted (time soothes all sorrows) you will be content that you have known
me."
31. "Look up at the sky. Ask yourself, “Has the sheep eaten the flower or not?” And you’ll see how everything
changes. . . . And no grown-up will ever understand how such a thing could be so important!"
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The Little Prince: Summary
https://youtu.be/nEfXZXS5RVg
The Little Prince, also referred to as Le Petit Prince, is a modern French fairy tale about an aviator whose
plane lands in the Sahara Desert. He meets a small prince who describes his planet and his adventures
searching for love. It's a classic and charming story about adulthood, friendship, and perseverance.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The narrator, an airplane pilot, crashes in the
Sahara desert. The crash badly damages his
airplane and leaves the narrator with very little
food or water.
As he is worrying over his problem, he is
approached by the little prince, a very serious
little blond boy who asks the narrator to draw
him a sheep. The narrator obliges, and the two
become friends.
The pilot learns that the little prince comes
from a small planet that the little prince calls
Asteroid 325 but that people on Earth call
Asteroid B-612.
https://youtu.be/nEfXZXS5RVg
The Little Prince, also referred to as Le Petit Prince, is a modern French fairy tale about an aviator whose
plane lands in the Sahara Desert. He meets a small prince who describes his planet and his adventures
searching for love. It's a classic and charming story about adulthood, friendship, and perseverance.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The narrator, an airplane pilot, crashes in the
Sahara desert. The crash badly damages his
airplane and leaves the narrator with very little
food or water.
As he is worrying over his problem, he is
approached by the little prince, a very serious
little blond boy who asks the narrator to draw
him a sheep. The narrator obliges, and the two
become friends.
The pilot learns that the little prince comes
from a small planet that the little prince calls
Asteroid 325 but that people on Earth call
Asteroid B-612.
The Little Prince: Summary
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The little prince took great care of this planet,
preventing any bad seeds from growing and
making sure it was never overrun by baobab
trees.
One day, a mysterious rose sprouted on the
planet and the little prince fell in love with it.
But when he caught the rose in a lie one day, he
decided that he could not trust her anymore.
He grew lonely and decided to leave.
While journeying, the narrator tells us,
the little prince passes by neighboring
asteroids and encounters for the first
time the strange, narrow-minded world
of grown-ups.
On the first six planets the little prince visits, he
meets a king, a vain man, a drunkard, a
businessman, a lamplighter, and a geographer,
all of whom live alone and are overly consumed
by their chosen occupations. Such strange
behavior both amuses and perturbs the little
prince. He does not understand their need to
order people around, to be admired, and to
own everything.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The little prince took great care of this planet,
preventing any bad seeds from growing and
making sure it was never overrun by baobab
trees.
One day, a mysterious rose sprouted on the
planet and the little prince fell in love with it.
But when he caught the rose in a lie one day, he
decided that he could not trust her anymore.
He grew lonely and decided to leave.
While journeying, the narrator tells us,
the little prince passes by neighboring
asteroids and encounters for the first
time the strange, narrow-minded world
of grown-ups.
On the first six planets the little prince visits, he
meets a king, a vain man, a drunkard, a
businessman, a lamplighter, and a geographer,
all of whom live alone and are overly consumed
by their chosen occupations. Such strange
behavior both amuses and perturbs the little
prince. He does not understand their need to
order people around, to be admired, and to
own everything.
The Little Prince: Summary
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
At the geographer’s suggestion, the little prince
visits Earth, but he lands in the middle of the
desert and cannot find any humans. Instead, he
meets a snake who speaks in riddles and hints
darkly that its lethal poison can send the little
prince back to the heavens if he so wishes.
The little prince climbs the tallest mountain
he can find, where he confuses the echo of
his voice for conversation.
Eventually, the little prince finds a rose
garden, which surprises and depresses
him—his rose had told him that she was
the only one of her kind.
The prince befriends a fox, who teaches him
that the important things in life are visible only
to the heart, that his time away from the rose
makes the rose more special to him, and that
love makes a person responsible for the beings
that one loves.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
At the geographer’s suggestion, the little prince
visits Earth, but he lands in the middle of the
desert and cannot find any humans. Instead, he
meets a snake who speaks in riddles and hints
darkly that its lethal poison can send the little
prince back to the heavens if he so wishes.
The little prince climbs the tallest mountain
he can find, where he confuses the echo of
his voice for conversation.
Eventually, the little prince finds a rose
garden, which surprises and depresses
him—his rose had told him that she was
the only one of her kind.
The prince befriends a fox, who teaches him
that the important things in life are visible only
to the heart, that his time away from the rose
makes the rose more special to him, and that
love makes a person responsible for the beings
that one loves.
The Little Prince: Summary
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The prince ends his story. It is now the
narrator’s eighth day in the desert, and at the
prince’s suggestion, they set off to find a well.
The water feeds their hearts as much as
their bodies, and the two share a moment of
bliss as they agree that too many people do
not see what is truly important in life.
The little prince’s mind, however, is
fixed on returning to his rose, and he
begins making plans with the snake to
head back to his planet.
The narrator is able to fix his plane on the
day before the one-year anniversary of
the prince’s arrival on Earth, and he walks
sadly with his friend out to the place the
prince landed.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The prince ends his story. It is now the
narrator’s eighth day in the desert, and at the
prince’s suggestion, they set off to find a well.
The water feeds their hearts as much as
their bodies, and the two share a moment of
bliss as they agree that too many people do
not see what is truly important in life.
The little prince’s mind, however, is
fixed on returning to his rose, and he
begins making plans with the snake to
head back to his planet.
The narrator is able to fix his plane on the
day before the one-year anniversary of
the prince’s arrival on Earth, and he walks
sadly with his friend out to the place the
prince landed.
The Little Prince: Summary
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The snake bites the prince, who falls
noiselessly to the sand.
The narrator takes comfort when he
cannot find the prince’s body the next day
and is confident that the prince has
returned to his asteroid. The narrator is
also comforted by the stars, in which he
now hears the tinkling of his friend’s
laughter.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The snake bites the prince, who falls
noiselessly to the sand.
The narrator takes comfort when he
cannot find the prince’s body the next day
and is confident that the prince has
returned to his asteroid. The narrator is
also comforted by the stars, in which he
now hears the tinkling of his friend’s
laughter.
The Science of Shadow Puppets
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
LINKS TO THE BOOK
The Narrator’s Drawings
The narrator’s illustration of his story emphasizes Saint-Exupéry’s belief that words have limits
and that many truths defy verbal explanation. The narrator places drawings into the text at
certain points to explain his encounter in the desert, and although his illustrations are simple,
they are integral to understanding the novel. Saint-Exupéry defies the convention that stories
should be only text and enriches his work by including pictures as well as words. The drawings
also allow the narrator to return to his lost childhood perspectives.
Objectives
Overview
Analyze how shadows are formed.
Test the way light interacts with matter by way of transmission,
absorption, and reflection.
Create different shadow effects with a light source, puppet, and screen to
demonstrate an understanding that the properties of a shadow are
determined by the intensity and position of the light source and the
distances and angles between the light, object, and surface.
Perform a shadow play based of a scene of "The Little Prince" in front of
an audience.
The saying "where there is a shadow there must be light" tells us that you
need some kind of light source to generate a shadow. For example, your own
shadow that constantly follows you around on a sunny day is generated by
the sun. But shadows do not necessarily disappear with the sun. Other light
sources like the headlights of a car, a table lamp, or a simple flashlight can
cast shadows too. The brighter the light source, the sharper your shadows will
be. All light sources emit light that travels away in a straight line called a ray.
To cast a shadow, you need an object that can block the light rays. Materials
that are opaque, like the cardstock, block all light and make good shadows.
Materials that are translucent, like the frosted plastic, let some light through,
and might make blurry or lighter shadows. Materials that are transparent, like
the clear plastic sheet, let almost all light through and barely cast any shadow
at all. You also need a surface, like the wall in this activity, on which to cast
the shadow and make it visible.
But how can you vary the size and shape of a shadow? This can be done by
either moving the light source or moving the shadow puppet. The closer an
object is to a light source, the more light it blocks, resulting in a larger shadow.
Changing the angle of the light source can change the length and shape of
the shadow. A steeper angle will result in a longer shadow. This is why your
shadow is very long if you go outside near sunrise or sunset, but very short
when the sun is directly overhead at noon.
In shadow puppetry, the surface onto which shadows are cast is a screen.
Puppets are manipulated between the screen and the light source, and the
audience watches from the other side of the screen.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
LINKS TO THE BOOK
The Narrator’s Drawings
The narrator’s illustration of his story emphasizes Saint-Exupéry’s belief that words have limits
and that many truths defy verbal explanation. The narrator places drawings into the text at
certain points to explain his encounter in the desert, and although his illustrations are simple,
they are integral to understanding the novel. Saint-Exupéry defies the convention that stories
should be only text and enriches his work by including pictures as well as words. The drawings
also allow the narrator to return to his lost childhood perspectives.
Objectives
Overview
Analyze how shadows are formed.
Test the way light interacts with matter by way of transmission,
absorption, and reflection.
Create different shadow effects with a light source, puppet, and screen to
demonstrate an understanding that the properties of a shadow are
determined by the intensity and position of the light source and the
distances and angles between the light, object, and surface.
Perform a shadow play based of a scene of "The Little Prince" in front of
an audience.
The saying "where there is a shadow there must be light" tells us that you
need some kind of light source to generate a shadow. For example, your own
shadow that constantly follows you around on a sunny day is generated by
the sun. But shadows do not necessarily disappear with the sun. Other light
sources like the headlights of a car, a table lamp, or a simple flashlight can
cast shadows too. The brighter the light source, the sharper your shadows will
be. All light sources emit light that travels away in a straight line called a ray.
To cast a shadow, you need an object that can block the light rays. Materials
that are opaque, like the cardstock, block all light and make good shadows.
Materials that are translucent, like the frosted plastic, let some light through,
and might make blurry or lighter shadows. Materials that are transparent, like
the clear plastic sheet, let almost all light through and barely cast any shadow
at all. You also need a surface, like the wall in this activity, on which to cast
the shadow and make it visible.
But how can you vary the size and shape of a shadow? This can be done by
either moving the light source or moving the shadow puppet. The closer an
object is to a light source, the more light it blocks, resulting in a larger shadow.
Changing the angle of the light source can change the length and shape of
the shadow. A steeper angle will result in a longer shadow. This is why your
shadow is very long if you go outside near sunrise or sunset, but very short
when the sun is directly overhead at noon.
In shadow puppetry, the surface onto which shadows are cast is a screen.
Puppets are manipulated between the screen and the light source, and the
audience watches from the other side of the screen.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
Materials
Vocabulary
Light source: projector, flashlight or desk lamp.
Playing cards or index cards
Cardstock
Transparent paper
Translucent paper
White bed sheet or tablecloth, light coloured plastic tablecloth, or tissue
paper
String
Long sticks (craft sticks, wood dowels, straws)
Pencil
Scissors
Tape
Opaque: a material that absorbs or reflects all light; objects cannot be seen
through the material
Shadow: a dark area where light from a light source is blocked by an object.
Shadow puppets: figures that are placed between a light and a screen.
Moving them creates the illusion of moving images on the screen.
Transparency: physical property of allowing light to pass through the
material without appreciable scattering of light.
Translucency: the quality of allowing light to pass diffusely. Some objects are
translucent meaning they only let some light through.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Light travels from its source and moves outwards in a straight line.
cards with the holes in the center of them.
In order for light to shine through to the surface, the holes in the playing
cards must be aligned. The light does not bend to move from the first hole to
the second. If the surface onto which the light is cast is shifted at an angle,
the light will still move in a straight line; however, the shape of the light cast
on the surface will correspond to the surface's angle, thus the shape of the
light will have a different appearance.
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
Materials
Vocabulary
Light source: projector, flashlight or desk lamp.
Playing cards or index cards
Cardstock
Transparent paper
Translucent paper
White bed sheet or tablecloth, light coloured plastic tablecloth, or tissue
paper
String
Long sticks (craft sticks, wood dowels, straws)
Pencil
Scissors
Tape
Opaque: a material that absorbs or reflects all light; objects cannot be seen
through the material
Shadow: a dark area where light from a light source is blocked by an object.
Shadow puppets: figures that are placed between a light and a screen.
Moving them creates the illusion of moving images on the screen.
Transparency: physical property of allowing light to pass through the
material without appreciable scattering of light.
Translucency: the quality of allowing light to pass diffusely. Some objects are
translucent meaning they only let some light through.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Light travels from its source and moves outwards in a straight line.
cards with the holes in the center of them.
In order for light to shine through to the surface, the holes in the playing
cards must be aligned. The light does not bend to move from the first hole to
the second. If the surface onto which the light is cast is shifted at an angle,
the light will still move in a straight line; however, the shape of the light cast
on the surface will correspond to the surface's angle, thus the shape of the
light will have a different appearance.
The Science of Shadow Puppets
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
A shadow puppet must have a distinct physical feature that makes the
character recognizable when its shadow is cast.
The puppets’ actions must accompany the words and dialogues during the
play. The dialogues should be very clear.
A puppet play must have a clear beginning, middle, and end.
A scenery should be very simple. It should be appropriate for the play, time
period, and place and does not get in the way of the puppets’ movements.
Long, blurry and short shadows should be used very carefully in a shadow
play. The most part shadows shoud be sharp.
Shadow theatre screen
An opaque screen would block the light from passing through and the audience
would not be able to see the puppet show. A translucent screen would allow
enough light for the audience to see the shadows, but—unlike a transparent
screen—would keep the puppeteers from being seen.
for a puppet play use special puppet theatre screen or make it using white bed
sheet or tablecloth (attach the sheet to the frame). Place a light source behind
the screen.
Shadow puppets
Puppets make of cardstock make the darkest shadow. A combination of opaque
and translucent materials make different shadow effects. Therefore the puppets
can be made of cardstock or combined of cardstock and plastic.
Shadow size
The closer a puppet is to a light source the larger shadow it makes.
Shadow length and shape
A steeper angle of the light source makes a longer shadow.
Shadow play
MAKE SHADOW PUPPETS AND PERFORM A SHADOW PLAY.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
A shadow puppet must have a distinct physical feature that makes the
character recognizable when its shadow is cast.
The puppets’ actions must accompany the words and dialogues during the
play. The dialogues should be very clear.
A puppet play must have a clear beginning, middle, and end.
A scenery should be very simple. It should be appropriate for the play, time
period, and place and does not get in the way of the puppets’ movements.
Long, blurry and short shadows should be used very carefully in a shadow
play. The most part shadows shoud be sharp.
Shadow theatre screen
An opaque screen would block the light from passing through and the audience
would not be able to see the puppet show. A translucent screen would allow
enough light for the audience to see the shadows, but—unlike a transparent
screen—would keep the puppeteers from being seen.
for a puppet play use special puppet theatre screen or make it using white bed
sheet or tablecloth (attach the sheet to the frame). Place a light source behind
the screen.
Shadow puppets
Puppets make of cardstock make the darkest shadow. A combination of opaque
and translucent materials make different shadow effects. Therefore the puppets
can be made of cardstock or combined of cardstock and plastic.
Shadow size
The closer a puppet is to a light source the larger shadow it makes.
Shadow length and shape
A steeper angle of the light source makes a longer shadow.
Shadow play
1
In this activity students will learn how light interacts with matter through the creation
of puppets in shadow plays. Students will examine how light travels and how an object's
shadow is affected by the intensity and position of the light in relation to both the
object and the surface on which a shadow is cast. They will design and perform a
shadow play based on "The Little Prince".
Students are divided into the groups. They experiment with light
determining how light moves by flashing light onto a surface, using one
card to block the light, and using the string to follow the light that peeks
through the hole in the card.
2
3
4
Working in small groups the students continue to experiment shaping the
shadows. They try various materials and manipulate with the distance
between a puppet and light source, between a puppet and screen as well
as with the angle of the light source. The goal is to produce the sharpest
shadow effect on the screen.
The groups create the plots for their shadow play and design the puppets.
How did you use the shadow puppets to tell a story? What things could
you make your puppet’s shadow do?
What do you wish your shadow puppet could do that it couldn’t?
What happens to your shadow if you use multiple light sources?
Reflection:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The groups perform the shadow plays.
The Science of Shadow Puppets
In this activity students will learn how light interacts with matter through the creation
of puppets in shadow plays. Students will examine how light travels and how an object's
shadow is affected by the intensity and position of the light in relation to both the
object and the surface on which a shadow is cast. They will design and perform a
shadow play based on "The Little Prince".
Students are divided into the groups. They experiment with light
determining how light moves by flashing light onto a surface, using one
card to block the light, and using the string to follow the light that peeks
through the hole in the card.
2
3
4
Working in small groups the students continue to experiment shaping the
shadows. They try various materials and manipulate with the distance
between a puppet and light source, between a puppet and screen as well
as with the angle of the light source. The goal is to produce the sharpest
shadow effect on the screen.
The groups create the plots for their shadow play and design the puppets.
How did you use the shadow puppets to tell a story? What things could
you make your puppet’s shadow do?
What do you wish your shadow puppet could do that it couldn’t?
What happens to your shadow if you use multiple light sources?
Reflection:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The groups perform the shadow plays.
The Science of Shadow Puppets
Start Middle End
Settings
Characters
Events
Dialogues
and replicas
Background
sounds and
music
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
Shadow Play: creating plot
Settings
Characters
Events
Dialogues
and replicas
Background
sounds and
music
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2020-1-LT01-KA229-078054
The Science of Shadow Puppets
Shadow Play: creating plot
"READING THROUGH THE LENS OF STEAM"
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The Science of Shadow Puppets
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
"READING THROUGH THE LENS OF STEAM"
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The Science of Shadow Puppets
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
Which material makes the darkest shadow:
the frosted plastic, the clear plastic, or the
cardstock circle? Can you explain your
observations?
What happens to the puppet's shadow as
you move the flashlight?
How does the shadow change as you move
the puppet?
What happens to the puppet's shadow
when you change the angle of the
flashlight? How does the shadow change?
Try making long, short, small, and big
shadows. What do you have to do to
achieve these different shadows?
What kind of puppets did you make? Can
you make a puppet with moving parts?
What puppet characters did you create?
What is your shadow play about?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
Questions for self-reflection
the frosted plastic, the clear plastic, or the
cardstock circle? Can you explain your
observations?
What happens to the puppet's shadow as
you move the flashlight?
How does the shadow change as you move
the puppet?
What happens to the puppet's shadow
when you change the angle of the
flashlight? How does the shadow change?
Try making long, short, small, and big
shadows. What do you have to do to
achieve these different shadows?
What kind of puppets did you make? Can
you make a puppet with moving parts?
What puppet characters did you create?
What is your shadow play about?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The Science of Shadow Puppets
Questions for self-reflection
How Far Will It Fly?
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
LINKS TO THE BOOK
Antoine de Saint-Exupéry passion for flying
Antoine de Saint-Exupéry considered himself a pilot above all else. For twenty years, he flew
everything from cartography missions to commercial airlines, and flying occupied a significant
place in his philosophical essays and fantasy writings. The theme of aviation was often Saint-
Exupéry’s launching point for more abstract discussions on issues like the search for wisdom
and the meaning of life.
Saint-Exupéry began writing The Little Prince during World War II, after Germany’s invasion of
France had forced him to give up aviation and flee to New York. In addition to his torturous
thoughts of the war in Europe, having to leave his homeland and no longer being able to fly
planes affected Saint-Exupéry deeply. The novel’s nostalgia for childhood indicates both Saint-
Exupéry’s homesick desire to return to France and his hope of returning to a time of peace.
This wartime stress undoubtedly contributed to the sense of urgency in Saint-Exupéry’s
message of love and compassion.
Objectives
Overview
Make and fly paper planes.
Investigate how far the paper plane flies.
Determine how the added drag affects the fly of the paper plane.
Paper airplanes are fun and easy to make. It is possible just fold a piece of
paper into a simple plane and send it soaring into the sky with a flick of one's
wrist. But there is science behind flying a paper plane and the different forces
that get a paper plane to fly and land. These same forces apply to real
airplanes, too. Throwing a paper plane in the air, you are giving the plane a
push to move forward. That push is a type of force called thrust. While the
plane is flying forward, air is moving over and under the wings and is providing
a force called lift to the plane. If the paper plane has enough thrust and the
wings are properly designed, the plane will have a nice long flight. But there is
more than lack of thrust and poor wing design that gets a paper plane to come
back to Earth. As a paper plane moves through the air, the air pushes against
the plane, slowing it down. This force is called drag. To think about drag,
imagine you are in a moving car and you put your hand outside of the window.
The force of the air pushing your hand back as you move forward is drag.
Finally, the weight of the paper plane affects its flight and brings it to a landing.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
LINKS TO THE BOOK
Antoine de Saint-Exupéry passion for flying
Antoine de Saint-Exupéry considered himself a pilot above all else. For twenty years, he flew
everything from cartography missions to commercial airlines, and flying occupied a significant
place in his philosophical essays and fantasy writings. The theme of aviation was often Saint-
Exupéry’s launching point for more abstract discussions on issues like the search for wisdom
and the meaning of life.
Saint-Exupéry began writing The Little Prince during World War II, after Germany’s invasion of
France had forced him to give up aviation and flee to New York. In addition to his torturous
thoughts of the war in Europe, having to leave his homeland and no longer being able to fly
planes affected Saint-Exupéry deeply. The novel’s nostalgia for childhood indicates both Saint-
Exupéry’s homesick desire to return to France and his hope of returning to a time of peace.
This wartime stress undoubtedly contributed to the sense of urgency in Saint-Exupéry’s
message of love and compassion.
Objectives
Overview
Make and fly paper planes.
Investigate how far the paper plane flies.
Determine how the added drag affects the fly of the paper plane.
Paper airplanes are fun and easy to make. It is possible just fold a piece of
paper into a simple plane and send it soaring into the sky with a flick of one's
wrist. But there is science behind flying a paper plane and the different forces
that get a paper plane to fly and land. These same forces apply to real
airplanes, too. Throwing a paper plane in the air, you are giving the plane a
push to move forward. That push is a type of force called thrust. While the
plane is flying forward, air is moving over and under the wings and is providing
a force called lift to the plane. If the paper plane has enough thrust and the
wings are properly designed, the plane will have a nice long flight. But there is
more than lack of thrust and poor wing design that gets a paper plane to come
back to Earth. As a paper plane moves through the air, the air pushes against
the plane, slowing it down. This force is called drag. To think about drag,
imagine you are in a moving car and you put your hand outside of the window.
The force of the air pushing your hand back as you move forward is drag.
Finally, the weight of the paper plane affects its flight and brings it to a landing.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
How Far Will It Fly?
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Vocabulary
Drag: the resistance force caused by the motion of a body through a fluid
like water or air. This drag force acts opposite to the direction of the
oncoming flow velocity. Therefore, this is the relative velocity between the
body and the fluid.
Force: something that pushes or pulls on something else.
Lift: the force that holds an aircraft in the air. Lift can be generated by any
part of the airplane, but most of the lift on a normal airliner is generated by
the wings. Lift is an aerodynamic force produced by the motion of a fluid
past an object.
Thrust: a force or a push(mostly reactive). When a system pushes or
accelerates mass in one direction, there is a thrust (force) just as large in the
opposite direction. The force applied on a surface in a direction
perpendicular or normal to the surface is called thrust.
Weight: a force that is caused by the pull of gravity. Weight is not the same
thing as mass. Mass is a measure of the matter in an object (how many
atoms it contains) and is measured in kilograms (kg). Weight is the force
exerted by gravity and is measured in Newtons (N).
Materials
Paper (3 sheets)
Metric ruler
Masking tape (1 roll).
Tape measure
Scissors
Lab notebook
Four forces of flight
Lift - upward
Drag - backward
Weight - downward
Thrust - forward
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Vocabulary
Drag: the resistance force caused by the motion of a body through a fluid
like water or air. This drag force acts opposite to the direction of the
oncoming flow velocity. Therefore, this is the relative velocity between the
body and the fluid.
Force: something that pushes or pulls on something else.
Lift: the force that holds an aircraft in the air. Lift can be generated by any
part of the airplane, but most of the lift on a normal airliner is generated by
the wings. Lift is an aerodynamic force produced by the motion of a fluid
past an object.
Thrust: a force or a push(mostly reactive). When a system pushes or
accelerates mass in one direction, there is a thrust (force) just as large in the
opposite direction. The force applied on a surface in a direction
perpendicular or normal to the surface is called thrust.
Weight: a force that is caused by the pull of gravity. Weight is not the same
thing as mass. Mass is a measure of the matter in an object (how many
atoms it contains) and is measured in kilograms (kg). Weight is the force
exerted by gravity and is measured in Newtons (N).
Materials
Paper (3 sheets)
Metric ruler
Masking tape (1 roll).
Tape measure
Scissors
Lab notebook
Four forces of flight
Lift - upward
Drag - backward
Weight - downward
Thrust - forward
How Far Will It Fly?
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
How to fold a paper plane:
1.Fold a sheet of paper in half lengthwise.
Unfold so that the crease is 'valley' side up.
2.Fold the top corners down
to the center fold.
3. Fold the tip down.
4. Fold about 2,5 cm of the tip up; unfold.
5. Fold the top corners down to the center fold so that the corners meet above the
fold in the tip. (Note that the top—the nose of the plane—should be blunt.)
6. Fold the tip up.
This is the Nakamura lock.
7. Fold the entire plane in half
so that the tip is on the outside.
8. Fold the wings down. Trim and fly!
If the nose drops
and the plane
dives into the
ground, bend up
the back of the
wings. A little
bend goes a long
way.
If the nose rises
first and then
drops, the plane
is stalling. Bend
down the back
of the wing.
Keep your
adjustments
small.
BUILD AND TEST PAPER PLANES WITH DIFFERENT DRAG
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
How to fold a paper plane:
1.Fold a sheet of paper in half lengthwise.
Unfold so that the crease is 'valley' side up.
2.Fold the top corners down
to the center fold.
3. Fold the tip down.
4. Fold about 2,5 cm of the tip up; unfold.
5. Fold the top corners down to the center fold so that the corners meet above the
fold in the tip. (Note that the top—the nose of the plane—should be blunt.)
6. Fold the tip up.
This is the Nakamura lock.
7. Fold the entire plane in half
so that the tip is on the outside.
8. Fold the wings down. Trim and fly!
If the nose drops
and the plane
dives into the
ground, bend up
the back of the
wings. A little
bend goes a long
way.
If the nose rises
first and then
drops, the plane
is stalling. Bend
down the back
of the wing.
Keep your
adjustments
small.
1
In this activity students will make a basic paper plane and then slightly alter its shape to
increase how much drag is acting on it. They will investigate how far the basic paper
plane flies and compare that to how far it flies when the drag is increased.
Students work individually. They build 3 basic paper planes following the
paper airplane template.
2
3
4
Students practice throwing or launching the paper planes. They try to
launch the planes in exactly the same way every time holding the planes
at exactly the same spot on it.
Starting the experiment each student throws his plane No 1 five times
measuring the flied distance after each launch and recording it in the
table.
They try to throw the plane as similarly as possible. Doing these repeats will
help ensure that your data is accurate and reproducible.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
After throwing their planes No1 five times the students add the flaps to
the back of those plane to increase their drag.
How Far Will It Fly?
a long hallway or school gym (if the planes will be flied outside, there
should be no wind);
make the starting line of the masking tape (1,5 m in length).
The area to fly the paper planes should be prepared:
In this activity students will make a basic paper plane and then slightly alter its shape to
increase how much drag is acting on it. They will investigate how far the basic paper
plane flies and compare that to how far it flies when the drag is increased.
Students work individually. They build 3 basic paper planes following the
paper airplane template.
2
3
4
Students practice throwing or launching the paper planes. They try to
launch the planes in exactly the same way every time holding the planes
at exactly the same spot on it.
Starting the experiment each student throws his plane No 1 five times
measuring the flied distance after each launch and recording it in the
table.
They try to throw the plane as similarly as possible. Doing these repeats will
help ensure that your data is accurate and reproducible.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
After throwing their planes No1 five times the students add the flaps to
the back of those plane to increase their drag.
How Far Will It Fly?
a long hallway or school gym (if the planes will be flied outside, there
should be no wind);
make the starting line of the masking tape (1,5 m in length).
The area to fly the paper planes should be prepared:
5
In this activity students will make a basic paper plane and then slightly alter its shape to
increase how much drag is acting on it. They will investigate how far the basic paper
plane flies and compare that to how far it flies when the drag is increased.
Cut four slits that are each roughly 2.5 cm long along the back edge of the
wings. One in the center of each wing, and one where each wing meets the
central fold.
This will result in four tabs (two on each wing). Fold two of the tabs up 90
degrees, and two of the tabs down 90 degrees.
6
7
4
Planes No1 with added drag should be trown 5 times. Students measure
the flied distance after each throw and record it in the table.
The students repeat these steps using the planes No2 and No3.
Can you explain your results in terms of how forces allow a plane to fly?
Does size matter? Do bigger planes fly further?
Do more complicated planes fly further? In order words, does the number
of folds that you use to make a paper plane affect the distance that it
flies?
Some people like to add paperclips to their paper planes to make them
fly better. But where should the paper clips be placed for the best flight?
Try adding paperclips to the back, the front, the middle, or the wings.
You can add one paper clip or several, but try to be consistent with how
many you use.
Reflection:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students calculate the average distance that each plane traveled,
with and without added drag.
How Far Will It Fly?
Using the calculated data the students create a bar graph.8
In this activity students will make a basic paper plane and then slightly alter its shape to
increase how much drag is acting on it. They will investigate how far the basic paper
plane flies and compare that to how far it flies when the drag is increased.
Cut four slits that are each roughly 2.5 cm long along the back edge of the
wings. One in the center of each wing, and one where each wing meets the
central fold.
This will result in four tabs (two on each wing). Fold two of the tabs up 90
degrees, and two of the tabs down 90 degrees.
6
7
4
Planes No1 with added drag should be trown 5 times. Students measure
the flied distance after each throw and record it in the table.
The students repeat these steps using the planes No2 and No3.
Can you explain your results in terms of how forces allow a plane to fly?
Does size matter? Do bigger planes fly further?
Do more complicated planes fly further? In order words, does the number
of folds that you use to make a paper plane affect the distance that it
flies?
Some people like to add paperclips to their paper planes to make them
fly better. But where should the paper clips be placed for the best flight?
Try adding paperclips to the back, the front, the middle, or the wings.
You can add one paper clip or several, but try to be consistent with how
many you use.
Reflection:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students calculate the average distance that each plane traveled,
with and without added drag.
How Far Will It Fly?
Using the calculated data the students create a bar graph.8
Paper plane
Flight
No1
Flight
No2
Flight
No3
Flight
No4
Flight
No5
Average
Plane No1
Plane No1 with
added drag
Plane No2
Plane No2 with
added drag
Plane No3
Plane No3 with
added drag
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
How Far Will It Fly?
Flight
No1
Flight
No2
Flight
No3
Flight
No4
Flight
No5
Average
Plane No1
Plane No1 with
added drag
Plane No2
Plane No2 with
added drag
Plane No3
Plane No3 with
added drag
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
How Far Will It Fly?
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
How Far Will It Fly?
2020-1-LT01-KA229-078054
How Far Will It Fly?
Universe: what planet are you from?
DESIGN A PLANET
LINKS TO THE BOOK
The Stars
As a pilot, the narrator attaches importance to stars because he depends upon them for
navigation. After the narrator meets the little prince, he finds the stars hold new meaning for
him because he knows that the prince lives among them. The stars in The Little Prince also
symbolize the far-off mystery of the heavens, the immensity of the universe, and at the end,
the loneliness of the narrator’s life. The narrator’s final drawing, which accompanies his lament
of his loneliness, is of a single star hovering over the desert landscape in which the prince fell.
In this one image, the presence of the star both highlights the prince’s absence and suggests
his lingering presence. The star is also a reminder of the large and densely populated universe
beyond Earth that the prince recounted visiting.
Objectives
Overview
Learn about the Solar system, the different planets, their appearance,
composition, movement, etc.
Design and describe new planets inspired by the characteristics of the
existing ones.
Planets are objects located in the Universe. They are commonly referred to as
celestial bodies. All planets have a spherical shape and revolve around a star:
they are said to be in orbit around it. The planets in our solar system orbit
around the Sun star. In space, the planets do not produce light. They are only
visible because they reflect light from the Sun. There are many planetary
systems like ours in the universe, with planets orbiting a host star. Our
planetary system is called “the solar system” because we use the word “solar”
to describe things related to our star, after the Latin word for Sun, "solis."
Our planetary system is located in an outer spiral arm of the Milky Way galaxy.
Our solar system consists of our star, the Sun, and everything bound to it by
gravity – the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune; dwarf planets such as Pluto; dozens of moons; and millions of
asteroids, comets, and meteoroids. Beyond our own solar system, we have
discovered thousands of planetary systems orbiting other stars in the Milky
Way.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
DESIGN A PLANET
LINKS TO THE BOOK
The Stars
As a pilot, the narrator attaches importance to stars because he depends upon them for
navigation. After the narrator meets the little prince, he finds the stars hold new meaning for
him because he knows that the prince lives among them. The stars in The Little Prince also
symbolize the far-off mystery of the heavens, the immensity of the universe, and at the end,
the loneliness of the narrator’s life. The narrator’s final drawing, which accompanies his lament
of his loneliness, is of a single star hovering over the desert landscape in which the prince fell.
In this one image, the presence of the star both highlights the prince’s absence and suggests
his lingering presence. The star is also a reminder of the large and densely populated universe
beyond Earth that the prince recounted visiting.
Objectives
Overview
Learn about the Solar system, the different planets, their appearance,
composition, movement, etc.
Design and describe new planets inspired by the characteristics of the
existing ones.
Planets are objects located in the Universe. They are commonly referred to as
celestial bodies. All planets have a spherical shape and revolve around a star:
they are said to be in orbit around it. The planets in our solar system orbit
around the Sun star. In space, the planets do not produce light. They are only
visible because they reflect light from the Sun. There are many planetary
systems like ours in the universe, with planets orbiting a host star. Our
planetary system is called “the solar system” because we use the word “solar”
to describe things related to our star, after the Latin word for Sun, "solis."
Our planetary system is located in an outer spiral arm of the Milky Way galaxy.
Our solar system consists of our star, the Sun, and everything bound to it by
gravity – the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune; dwarf planets such as Pluto; dozens of moons; and millions of
asteroids, comets, and meteoroids. Beyond our own solar system, we have
discovered thousands of planetary systems orbiting other stars in the Milky
Way.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Universe: what planet are you from?
DESIGN A PLANET
Overview
10 Need-to-Know Things About the Solar System
1 ONE OF BILLIONS
Our solar system is made up of a star, eight planets, and countless smaller
bodies such as dwarf planets, asteroids, and comets.
2 MEET ME IN THE ORION ARM
Our solar system orbits the center of the Milky Way galaxy at about 515,000
mph (828,000 kph). We’re in one of the galaxy’s four spiral arms.
3 A LONG WAY ROUND
It takes our solar system about 230 million years to complete one orbit around
the galactic center.
4 SPIRALING THROUGH SPACE
There are three general kinds of galaxies: elliptical, spiral, and irregular. The
Milky Way is a spiral galaxy.
5 GOOD ATMOSPHERE(S)
Our solar system is a region of space. It has no atmosphere. But it contains
many worlds – including Earth – with many kinds of atmospheres.
6 MANY MOONS
The planets of our solar system – and even some asteroids – hold more than
200 moons in their orbits.
7 RING WORLDS
The four giant planets – and at least one asteroid – have rings. None are as
spectacular as Saturn’s gorgeous rings.
8 LEAVING THE CRADLE
More than 300 robotic spacecraft have explored destinations beyond Earth's
orbit, including 24 American astronauts who made the trip from the Earth to
the Moon.
9 LIFE AS WE KNOW IT
Our solar system is the only one known to support life. So far, we only know of
life on Earth, but we’re looking for more everywhere we can.
10 FAR-RANGING ROBOTS
NASA’s Voyager 1 and Voyager 2 are the only spacecraft to leave our solar
system. Three other spacecraft – Pioneer 10, Pioneer 11, and New Horizons –
will eventually hit interstellar space.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
DESIGN A PLANET
Overview
10 Need-to-Know Things About the Solar System
1 ONE OF BILLIONS
Our solar system is made up of a star, eight planets, and countless smaller
bodies such as dwarf planets, asteroids, and comets.
2 MEET ME IN THE ORION ARM
Our solar system orbits the center of the Milky Way galaxy at about 515,000
mph (828,000 kph). We’re in one of the galaxy’s four spiral arms.
3 A LONG WAY ROUND
It takes our solar system about 230 million years to complete one orbit around
the galactic center.
4 SPIRALING THROUGH SPACE
There are three general kinds of galaxies: elliptical, spiral, and irregular. The
Milky Way is a spiral galaxy.
5 GOOD ATMOSPHERE(S)
Our solar system is a region of space. It has no atmosphere. But it contains
many worlds – including Earth – with many kinds of atmospheres.
6 MANY MOONS
The planets of our solar system – and even some asteroids – hold more than
200 moons in their orbits.
7 RING WORLDS
The four giant planets – and at least one asteroid – have rings. None are as
spectacular as Saturn’s gorgeous rings.
8 LEAVING THE CRADLE
More than 300 robotic spacecraft have explored destinations beyond Earth's
orbit, including 24 American astronauts who made the trip from the Earth to
the Moon.
9 LIFE AS WE KNOW IT
Our solar system is the only one known to support life. So far, we only know of
life on Earth, but we’re looking for more everywhere we can.
10 FAR-RANGING ROBOTS
NASA’s Voyager 1 and Voyager 2 are the only spacecraft to leave our solar
system. Three other spacecraft – Pioneer 10, Pioneer 11, and New Horizons –
will eventually hit interstellar space.
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2020-1-LT01-KA229-078054
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2020-1-LT01-KA229-078054
Vocabulary
Gas planet: a large planet that has a solid core, but a very thick atmosphere.
This means that most of the planet is made up of gas (composed mainly of
hydrogen and helium). hese planets, like Jupiter and Saturn in our solar
system, don't have hard surfaces and instead have swirling gases above a
solid core.
Orbit: the curved path of a celestial object or spacecraft round a star, planet,
or moon, especially a periodic elliptical revolution.
Planet: a celestial object that orbits a star. To be a planet, an object must be
massive enough for gravity to have squeezed it into a spherical, or round,
shape,. It must also be large enough for gravity to have swept up any rocky
or icy objects from its path, or orbit, around the star.
Planetary rings: swarms of objects orbiting a central planet with vertical
motions that are small compared to their motions within a common plane.
The most prominent and most famous planetary rings in the Solar System
are those around Saturn, but the other three giant planets (Jupiter, Uranus,
and Neptune) also have ring systems.
Revolution time: the time it takes for the planet to make one complete
revolution around the sun.
Rocky planet: a planet that is composed primarily of silicate rocks or metals
(a terrestrial planet, telluric planet). In our solar system, Earth, Mars, Mercury
and Venus are terrestrial, or rocky, planets
Rotation: the action of rotating about an axis or centre.
Satellite: an object that moves around a larger object. Earth is a satellite
because it moves around the sun. The moon is a satellite because it moves
around Earth. Earth and the moon are called "natural" satellites.
Solar system: a system of a Sun and the objects that move around it. Our
solar system consists of our star, the Sun and everything bound to it by
gravity - the planets like the Earth, asteroids, meteors, comets and many
more.
Materials
App Solar Walk Lite Planetarium 3D
https://solarsystem.nasa.gov/solar-system/our-solar-system/overview/
polyester balls
hot glue sticks and hot glue gun
Scissors
black sheet of paper (A2)
crayons or acrylic paints
Universe: what planet are you from?
DESIGN A PLANET
2020-1-LT01-KA229-078054
Vocabulary
Gas planet: a large planet that has a solid core, but a very thick atmosphere.
This means that most of the planet is made up of gas (composed mainly of
hydrogen and helium). hese planets, like Jupiter and Saturn in our solar
system, don't have hard surfaces and instead have swirling gases above a
solid core.
Orbit: the curved path of a celestial object or spacecraft round a star, planet,
or moon, especially a periodic elliptical revolution.
Planet: a celestial object that orbits a star. To be a planet, an object must be
massive enough for gravity to have squeezed it into a spherical, or round,
shape,. It must also be large enough for gravity to have swept up any rocky
or icy objects from its path, or orbit, around the star.
Planetary rings: swarms of objects orbiting a central planet with vertical
motions that are small compared to their motions within a common plane.
The most prominent and most famous planetary rings in the Solar System
are those around Saturn, but the other three giant planets (Jupiter, Uranus,
and Neptune) also have ring systems.
Revolution time: the time it takes for the planet to make one complete
revolution around the sun.
Rocky planet: a planet that is composed primarily of silicate rocks or metals
(a terrestrial planet, telluric planet). In our solar system, Earth, Mars, Mercury
and Venus are terrestrial, or rocky, planets
Rotation: the action of rotating about an axis or centre.
Satellite: an object that moves around a larger object. Earth is a satellite
because it moves around the sun. The moon is a satellite because it moves
around Earth. Earth and the moon are called "natural" satellites.
Solar system: a system of a Sun and the objects that move around it. Our
solar system consists of our star, the Sun and everything bound to it by
gravity - the planets like the Earth, asteroids, meteors, comets and many
more.
Materials
App Solar Walk Lite Planetarium 3D
https://solarsystem.nasa.gov/solar-system/our-solar-system/overview/
polyester balls
hot glue sticks and hot glue gun
Scissors
black sheet of paper (A2)
crayons or acrylic paints
Universe: what planet are you from?
DESIGN A PLANET
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Questions for discussion
What is the solar system? How many planets are there in it? What are their
names? Do all the planets look the same? Do they all have the same size, shape,
composition, colour? Why? Are they all habitable like the Earth? Do they all
move in space? What is the difference between a planet and a star? What is the
satellite? Can you name one? What is a rocky planet? Which planets belong to
this family? What about gas planets? Do all the planets have atmospheres,
satellites, rings? Do all the planets have the same colour? What does this colour
depend on?
website https://solarsystem.nasa.gov/ and /or app Solar Walk Lite
planetarium 3D are an awesome 3D model of our Solar system for you to
discover the universe and explore outer space. It represents a time-sensitive
solar system simulator allowing you to explore planets, stars, satellites, dwarfs,
asteroids, comets and other celestial bodies in real time in outer space.
Universe: what planet are you from?
DESIGN A PLANET
2020-1-LT01-KA229-078054
Background
information
Questions for discussion
What is the solar system? How many planets are there in it? What are their
names? Do all the planets look the same? Do they all have the same size, shape,
composition, colour? Why? Are they all habitable like the Earth? Do they all
move in space? What is the difference between a planet and a star? What is the
satellite? Can you name one? What is a rocky planet? Which planets belong to
this family? What about gas planets? Do all the planets have atmospheres,
satellites, rings? Do all the planets have the same colour? What does this colour
depend on?
website https://solarsystem.nasa.gov/ and /or app Solar Walk Lite
planetarium 3D are an awesome 3D model of our Solar system for you to
discover the universe and explore outer space. It represents a time-sensitive
solar system simulator allowing you to explore planets, stars, satellites, dwarfs,
asteroids, comets and other celestial bodies in real time in outer space.
Universe: what planet are you from?
DESIGN A PLANET
1
In this activity students will learn about our solar system and design their imaginary
planet.
Students are divided into 8 groups according the number of planets in our
solar system. Each group is also randomly assigned to one of the eight
planets. Using and exploring website https://solarsystem.nasa.gov/ and
app Solar Walk Lite planetarium 3D each group completes the identity
card of its planet and gives its characteristics: name, distance from the Sun,
size, weight, satellites, rings, colour, etc. With the help of the images on
the application, each group also draws its planet on a white sheet of paper.
2
3
4
The students listen to the groups and summarize the information about
the planets. Students cut out their small planets and, during each
presentation, paste them into the columns of the chart according to the
characteristics of the planet described
The students display their planets and their ID to recreate the solar
system, from the closest to the farthest from the Sun. Each group is
prepare an oral presentation, too.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students observe the common elements between the planets by
using their chart. They define the characteristics observed (orbit, rotation
time, revolution time, gravitation, rocky planet, gas planet, atmosphere,
satellite, rings, etc.).
The students create their imaginary planet. They describe its
characteristics (distance from the Sun, colour, atmosphere, rings, etc.) and
make a model of their planet and its solar system.5
Universe: what planet are you from?
Was it difficult to build a new planet? How did you make the
characteristics of your planet visible through the modeling? Can we
deduce information about the designed planets just by observing them?
Thanks to which elements?
Reflection:
In this activity students will learn about our solar system and design their imaginary
planet.
Students are divided into 8 groups according the number of planets in our
solar system. Each group is also randomly assigned to one of the eight
planets. Using and exploring website https://solarsystem.nasa.gov/ and
app Solar Walk Lite planetarium 3D each group completes the identity
card of its planet and gives its characteristics: name, distance from the Sun,
size, weight, satellites, rings, colour, etc. With the help of the images on
the application, each group also draws its planet on a white sheet of paper.
2
3
4
The students listen to the groups and summarize the information about
the planets. Students cut out their small planets and, during each
presentation, paste them into the columns of the chart according to the
characteristics of the planet described
The students display their planets and their ID to recreate the solar
system, from the closest to the farthest from the Sun. Each group is
prepare an oral presentation, too.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students observe the common elements between the planets by
using their chart. They define the characteristics observed (orbit, rotation
time, revolution time, gravitation, rocky planet, gas planet, atmosphere,
satellite, rings, etc.).
The students create their imaginary planet. They describe its
characteristics (distance from the Sun, colour, atmosphere, rings, etc.) and
make a model of their planet and its solar system.5
Universe: what planet are you from?
Was it difficult to build a new planet? How did you make the
characteristics of your planet visible through the modeling? Can we
deduce information about the designed planets just by observing them?
Thanks to which elements?
Reflection:
CLOSE TO THE SUN
FAR FROM THE SUN
TELLURIC PLANET
GAS PLANET
WITH SATELLITES
WITHOUT SATELLITES
WITH RINGS
WITHOUT RINGS
LARGE SIZE
SMALL SIZE
WARM PLANET
COLD PLANET
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Universe: what planet are you from?
Planet ID card
NAME OF THE PLANET ____________________________________________
Distance from the Sun ______________________________________________
Radius __________________________________________________________
Temperature_______________________________________________________
Atmospheric composition ____________________________________________
Satellites ________________________________________________________
Rings ___________________________________________________________
Mass ___________________________________________________________
Volume __________________________________________________________
Colour __________________________________________________________
Gravity __________________________________________________________
Rotation time, length of a day _________________________________________
Revolution time, length of a year _______________________
Summary chart of the planets
FAR FROM THE SUN
TELLURIC PLANET
GAS PLANET
WITH SATELLITES
WITHOUT SATELLITES
WITH RINGS
WITHOUT RINGS
LARGE SIZE
SMALL SIZE
WARM PLANET
COLD PLANET
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Universe: what planet are you from?
Planet ID card
NAME OF THE PLANET ____________________________________________
Distance from the Sun ______________________________________________
Radius __________________________________________________________
Temperature_______________________________________________________
Atmospheric composition ____________________________________________
Satellites ________________________________________________________
Rings ___________________________________________________________
Mass ___________________________________________________________
Volume __________________________________________________________
Colour __________________________________________________________
Gravity __________________________________________________________
Rotation time, length of a day _________________________________________
Revolution time, length of a year _______________________
Summary chart of the planets
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Universe: what planet are you from?
Summary chart of the planets.
2020-1-LT01-KA229-078054
Universe: what planet are you from?
Summary chart of the planets.
STARS AND CONSTELLATION
DESIGN A CONSTELLATION
LINKS TO THE BOOK
The Stars
As a pilot, the narrator attaches importance to stars because he depends upon them for
navigation. After the narrator meets the little prince, he finds the stars hold new meaning for
him because he knows that the prince lives among them. The stars in The Little Prince also
symbolize the far-off mystery of the heavens, the immensity of the universe, and at the end,
the loneliness of the narrator’s life. The narrator’s final drawing, which accompanies his lament
of his loneliness, is of a single star hovering over the desert landscape in which the prince fell.
In this one image, the presence of the star both highlights the prince’s absence and suggests
his lingering presence. The star is also a reminder of the large and densely populated universe
beyond Earth that the prince recounted visiting.
Objectives
Overview
Learn about the constellations, the different stars, their appearance,
composition, movement, etc.
Design and describe one of the Zodiac constellations.
Combine (overlay) images using online tools.
The stars and constellations arouse an irresistible charm on each of us: who
has never entertained to observe a starry night? Beyond the aesthetic and
mysterious aspect, the observation of the sky can open up many reflections
and insights. First of all, there is the discourse of the cultural and historical
heritage linked to the stars: each star, each constellation has a story to tell,
which in some cases begins thousands of years ago, in very distant and
fascinating lands. There are many myths and stories, coming from various
cultures, interesting to read and tell. Then there is the more scientific aspect,
related to physics: every time we look at a constellation we are seeing celestial
bodies, often gigantic, that burn hundreds or thousands of light-years away
from us, of which we can - sometimes - know composition, distance and other
characteristics, just like our Sun!
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
DESIGN A CONSTELLATION
LINKS TO THE BOOK
The Stars
As a pilot, the narrator attaches importance to stars because he depends upon them for
navigation. After the narrator meets the little prince, he finds the stars hold new meaning for
him because he knows that the prince lives among them. The stars in The Little Prince also
symbolize the far-off mystery of the heavens, the immensity of the universe, and at the end,
the loneliness of the narrator’s life. The narrator’s final drawing, which accompanies his lament
of his loneliness, is of a single star hovering over the desert landscape in which the prince fell.
In this one image, the presence of the star both highlights the prince’s absence and suggests
his lingering presence. The star is also a reminder of the large and densely populated universe
beyond Earth that the prince recounted visiting.
Objectives
Overview
Learn about the constellations, the different stars, their appearance,
composition, movement, etc.
Design and describe one of the Zodiac constellations.
Combine (overlay) images using online tools.
The stars and constellations arouse an irresistible charm on each of us: who
has never entertained to observe a starry night? Beyond the aesthetic and
mysterious aspect, the observation of the sky can open up many reflections
and insights. First of all, there is the discourse of the cultural and historical
heritage linked to the stars: each star, each constellation has a story to tell,
which in some cases begins thousands of years ago, in very distant and
fascinating lands. There are many myths and stories, coming from various
cultures, interesting to read and tell. Then there is the more scientific aspect,
related to physics: every time we look at a constellation we are seeing celestial
bodies, often gigantic, that burn hundreds or thousands of light-years away
from us, of which we can - sometimes - know composition, distance and other
characteristics, just like our Sun!
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Vocabulary
Constellation: a group of stars forming a recognizable pattern that is
traditionally named after its apparent form or identified with a mythological
figure
Star: an astronomical object comprising a luminous spheroid of plasma held
together by self-gravity.
Materials
Stellarium-web https://stellarium-web.org/
Imageonline.co https://overlay.imageonline.co/
App Overlay Camera
polyester balls, pipe cleaners, beads, marshmallow, etc
hot glue sticks and hot glue gun
Scissors
black sheet of paper (A2)
crayons or acrylic paints
DESIGN A CONSTELLATION
STARS AND CONSTELLATION
2020-1-LT01-KA229-078054
Vocabulary
Constellation: a group of stars forming a recognizable pattern that is
traditionally named after its apparent form or identified with a mythological
figure
Star: an astronomical object comprising a luminous spheroid of plasma held
together by self-gravity.
Materials
Stellarium-web https://stellarium-web.org/
Imageonline.co https://overlay.imageonline.co/
App Overlay Camera
polyester balls, pipe cleaners, beads, marshmallow, etc
hot glue sticks and hot glue gun
Scissors
black sheet of paper (A2)
crayons or acrylic paints
DESIGN A CONSTELLATION
STARS AND CONSTELLATION
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Stellarium
Stellarium is a free open source planetarium for a computer. It shows a
realistic sky in 3D, just like what you see with the naked eye, binoculars or a
telescope. It allows you to observe the entire celestial vault, establishing an
observation point on Earth, date and time. Various information can be
activated or deactivated: constellations, mythological drawings, light
pollution and more. By clicking on each celestial body (star, planet, nebula,
galaxy, etc ...) you can get a lot of information about it.
DESIGN A CONSTELLATION
STARS AND CONSTELLATION
Overlay Camera
Overlay Camera is a very simple app that does only one function: it allows,
through the camera, to superimpose an image previously taken on what you
see in real-time. It is a sort of "manual augmented reality", in which the user
decides what overlaps what, to create fun and interesting effects.
Imageonline.co
Free online image editing tools
https://overlay.imageonline.co/
2020-1-LT01-KA229-078054
Background
information
Stellarium
Stellarium is a free open source planetarium for a computer. It shows a
realistic sky in 3D, just like what you see with the naked eye, binoculars or a
telescope. It allows you to observe the entire celestial vault, establishing an
observation point on Earth, date and time. Various information can be
activated or deactivated: constellations, mythological drawings, light
pollution and more. By clicking on each celestial body (star, planet, nebula,
galaxy, etc ...) you can get a lot of information about it.
DESIGN A CONSTELLATION
STARS AND CONSTELLATION
Overlay Camera
Overlay Camera is a very simple app that does only one function: it allows,
through the camera, to superimpose an image previously taken on what you
see in real-time. It is a sort of "manual augmented reality", in which the user
decides what overlaps what, to create fun and interesting effects.
Imageonline.co
Free online image editing tools
https://overlay.imageonline.co/
1
In this activity students will learn about our zodiac constellations and design their
constellation.
Students are divided into groups according to the month they were born.
Using Stellarium-web they find the constellation related to their birth
month. The students explore the constellation: how it is made, how many
stars is it made of, etc.
2
3
4
Using various materials (pipe cleaners, beads, marshmallow, etc) the
students create 3D models of their zodiac constellation, understanding
the relative dimensions of the stars, choosing colours according the types
of the stars. They display their works presenting the structure of the
constellation and its mythological background.
The students prepare 2 drawings of their constellation: in the firs one
they trace the position of the stars and the lines that connect them; in the
second one they carry out the drawing of the mythological figure so that
it matches the stars.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Using Stellarium-web the students explore the main stars of their
constellation: the name, the type (double, giant, variable, dwarf, ...), the
distance, the magnitude and more.
The students take photos of their designed constellations and using apps
(e.g., Overlay Camera) combine the image with mythological picture of
the constallation. They prepare online album of the constellations.
5
What constellations can you recognize now? Did you encounter any
difficulties designing the constellation? Have you discover any
interesting curiosities about the stars?
Reflection:
STARS AND CONSTELLATION
In this activity students will learn about our zodiac constellations and design their
constellation.
Students are divided into groups according to the month they were born.
Using Stellarium-web they find the constellation related to their birth
month. The students explore the constellation: how it is made, how many
stars is it made of, etc.
2
3
4
Using various materials (pipe cleaners, beads, marshmallow, etc) the
students create 3D models of their zodiac constellation, understanding
the relative dimensions of the stars, choosing colours according the types
of the stars. They display their works presenting the structure of the
constellation and its mythological background.
The students prepare 2 drawings of their constellation: in the firs one
they trace the position of the stars and the lines that connect them; in the
second one they carry out the drawing of the mythological figure so that
it matches the stars.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Using Stellarium-web the students explore the main stars of their
constellation: the name, the type (double, giant, variable, dwarf, ...), the
distance, the magnitude and more.
The students take photos of their designed constellations and using apps
(e.g., Overlay Camera) combine the image with mythological picture of
the constallation. They prepare online album of the constellations.
5
What constellations can you recognize now? Did you encounter any
difficulties designing the constellation? Have you discover any
interesting curiosities about the stars?
Reflection:
STARS AND CONSTELLATION
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
STARS AND CONSTELLATION
2020-1-LT01-KA229-078054
STARS AND CONSTELLATION
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
LINKS TO THE BOOK
Enlightenment through Exploration
Each of the novel’s main characters hungers both for adventure (exploration of the outside
world) and for introspection (exploration within himself). It is through his encounter with the
lost prince in the lonely, isolated desert that the friendless narrator achieves a newfound
understanding of the world. But in his story of the little prince’s travels, Saint-Exupéry shows
that spiritual growth must also involve active exploration. The narrator and the prince may be
stranded in the desert, but they are both explorers who make a point of traveling the world
around them. Through a combination of exploring the world and exploring their own feelings,
the narrator and the little prince come to understand more clearly their own natures and their
places in the world.
Objectives
Overview
Learn about biodiversity.
Identify the most common kinds of animals living in the surrounding area.
Figure out which phylum most of the animals belong to.
Use augmentive reality app to add animals to the real environment.
Porifera: Commonly called sponges, these animals live underwater and
siphon water through a series of pores to trap food particles. You might
have one of these in your tub if you purchase a natural sponge for bathing.
Cnidaria: These include jellyfish, hydra, and sea anemones. One famous
cnidarian is the portuguese man-of-war, which delivers a painful sting to
unsuspecting beach-goers.
Platyhelminthes: These are flatworms that live in freshwater, marine, and
terrestrial habitats. They are most famous for their regenerative properties.
Annelida: The annelids are the segmented worms, including earthworms,
marine worms, and aquatic worms. Earthworms are used for compost and
organic gardening, while marine and aquatic worms are commonly sold as
bait.
All animals on the planet have unique characteristics. Taxonomy is the area of
science that uses these unique characteristics to put animals into certain
groups. A "kingdom" is a scientific rank used in taxonomy, and all of the
animals belong to the kingdom called Animalia. Within the kingdom Animalia,
all animals are put into smaller groups based on their similarities and
differences. The taxonomic rank for these groups is called phylum (the plural of
phylum is "phyla"). There are perhaps as many as 35 different animal phyla, but
most phyla are very uncommon. Scientists recognize eight major phyla to
describe most common animals:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
LINKS TO THE BOOK
Enlightenment through Exploration
Each of the novel’s main characters hungers both for adventure (exploration of the outside
world) and for introspection (exploration within himself). It is through his encounter with the
lost prince in the lonely, isolated desert that the friendless narrator achieves a newfound
understanding of the world. But in his story of the little prince’s travels, Saint-Exupéry shows
that spiritual growth must also involve active exploration. The narrator and the prince may be
stranded in the desert, but they are both explorers who make a point of traveling the world
around them. Through a combination of exploring the world and exploring their own feelings,
the narrator and the little prince come to understand more clearly their own natures and their
places in the world.
Objectives
Overview
Learn about biodiversity.
Identify the most common kinds of animals living in the surrounding area.
Figure out which phylum most of the animals belong to.
Use augmentive reality app to add animals to the real environment.
Porifera: Commonly called sponges, these animals live underwater and
siphon water through a series of pores to trap food particles. You might
have one of these in your tub if you purchase a natural sponge for bathing.
Cnidaria: These include jellyfish, hydra, and sea anemones. One famous
cnidarian is the portuguese man-of-war, which delivers a painful sting to
unsuspecting beach-goers.
Platyhelminthes: These are flatworms that live in freshwater, marine, and
terrestrial habitats. They are most famous for their regenerative properties.
Annelida: The annelids are the segmented worms, including earthworms,
marine worms, and aquatic worms. Earthworms are used for compost and
organic gardening, while marine and aquatic worms are commonly sold as
bait.
All animals on the planet have unique characteristics. Taxonomy is the area of
science that uses these unique characteristics to put animals into certain
groups. A "kingdom" is a scientific rank used in taxonomy, and all of the
animals belong to the kingdom called Animalia. Within the kingdom Animalia,
all animals are put into smaller groups based on their similarities and
differences. The taxonomic rank for these groups is called phylum (the plural of
phylum is "phyla"). There are perhaps as many as 35 different animal phyla, but
most phyla are very uncommon. Scientists recognize eight major phyla to
describe most common animals:
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Overview
Mollusca: Snails, slugs (like the ones shown in Figure 1, below), bivalves (like
clams and oysters), squid, and octopus are all mollusks. It is some people's
personal favorite phylum to serve for dinner. Some mollusks have shells and
others are shell-free, though mollusks are commonly referred to as "shellfish."
Arthropoda: Arthropods are one of the most common phyla and include
insects (like beetles, butterflies, flies, bees, wasps, ants, and grasshoppers, like
the one shown in Figure 2, below), centipedes, millipedes, spiders, scorpions,
shrimp, lobsters, crayfish, pill bugs (like the ones shown in Figure 3, below),
and many more. All arthropods are invertebrates, which means they have an
external skeleton called an exoskeleton. An arthropod's exoskeleton sheds as
the arthropod grows by molting. See Figure 2 and Figure 3, below, for
pictures of some common arthropods.
Echinodermata: This is a favorite phylum when visiting tide pools, and
includes starfish, sea urchins, and sea cucumbers. All echinoderms have 5-
part symmetry, just like a star (technically, this type of symmetry is called
pentamerism).
Chordata: This phylum is the most well-known one, even though it is quite
small, because all vertebrate animals are also chordates. (Vertebrates are
typically animals that have a spinal column.). It is the phylum we belong to,
along with most of our pets (dogs, cats, rabbits, rats, fish, frogs, salamanders),
farm animals (cows, pigs, lamb, chickens), and zoo animals (zebra, lion, tiger,
panda, giraffe, polar bear, etc.).
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Vocabulary
Biodiversity: all the different kinds of life you’ll find in one area—the variety of
animals, plants, fungi, and even microorganisms like bacteria that make up our
natural world. Each of these species and organisms work together in ecosystems,
like an intricate web, to maintain balance and support life. Biodiversity supports
everything in nature that we need to survive: food, clean water, medicine, and
shelter.
Invertebrates: animals without a backbone) (animals that lack a backbone)
Kingdom Animalia (or Animalia): a huge kingdom consisting of eukaryotic,
multicellular animals that are heterotrophic in nature.
Phylum: a level of classification or taxonomic rank below kingdom and above
class. A major group of animals sharing one or more fundamental characteristics
that set them apart from all other animals and forming a primary category of the
animal kingdom.
Taxonomy: the science of naming, describing and classifying organisms and
includes all plants, animals and microorganisms of the world. Using morphological,
behavioural, genetic and biochemical observations, taxonomists identify, describe
and arrange species into classifications, including those that are new to science.
Vertebrates: animals with a backbone
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Overview
Mollusca: Snails, slugs (like the ones shown in Figure 1, below), bivalves (like
clams and oysters), squid, and octopus are all mollusks. It is some people's
personal favorite phylum to serve for dinner. Some mollusks have shells and
others are shell-free, though mollusks are commonly referred to as "shellfish."
Arthropoda: Arthropods are one of the most common phyla and include
insects (like beetles, butterflies, flies, bees, wasps, ants, and grasshoppers, like
the one shown in Figure 2, below), centipedes, millipedes, spiders, scorpions,
shrimp, lobsters, crayfish, pill bugs (like the ones shown in Figure 3, below),
and many more. All arthropods are invertebrates, which means they have an
external skeleton called an exoskeleton. An arthropod's exoskeleton sheds as
the arthropod grows by molting. See Figure 2 and Figure 3, below, for
pictures of some common arthropods.
Echinodermata: This is a favorite phylum when visiting tide pools, and
includes starfish, sea urchins, and sea cucumbers. All echinoderms have 5-
part symmetry, just like a star (technically, this type of symmetry is called
pentamerism).
Chordata: This phylum is the most well-known one, even though it is quite
small, because all vertebrate animals are also chordates. (Vertebrates are
typically animals that have a spinal column.). It is the phylum we belong to,
along with most of our pets (dogs, cats, rabbits, rats, fish, frogs, salamanders),
farm animals (cows, pigs, lamb, chickens), and zoo animals (zebra, lion, tiger,
panda, giraffe, polar bear, etc.).
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Vocabulary
Biodiversity: all the different kinds of life you’ll find in one area—the variety of
animals, plants, fungi, and even microorganisms like bacteria that make up our
natural world. Each of these species and organisms work together in ecosystems,
like an intricate web, to maintain balance and support life. Biodiversity supports
everything in nature that we need to survive: food, clean water, medicine, and
shelter.
Invertebrates: animals without a backbone) (animals that lack a backbone)
Kingdom Animalia (or Animalia): a huge kingdom consisting of eukaryotic,
multicellular animals that are heterotrophic in nature.
Phylum: a level of classification or taxonomic rank below kingdom and above
class. A major group of animals sharing one or more fundamental characteristics
that set them apart from all other animals and forming a primary category of the
animal kingdom.
Taxonomy: the science of naming, describing and classifying organisms and
includes all plants, animals and microorganisms of the world. Using morphological,
behavioural, genetic and biochemical observations, taxonomists identify, describe
and arrange species into classifications, including those that are new to science.
Vertebrates: animals with a backbone
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Image Source: Maria Victoria Gonzaga of Biology Online.
Image Source: Maria Victoria Gonzaga of Biology Online.
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Image Source: Maria Victoria Gonzaga of Biology Online.
Image Source: Maria Victoria Gonzaga of Biology Online.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Materials
An observation location. It should be a place you like to explore and
where you think you might find a diversity of organisms. Good places to
choose are a backyard, community garden, open field, park, pong, lake,
wetland, marina, tide pool, stream, or wooded area.
Magnifying glass to look at small creatures
Binoculars
Mobile phone or Digital camera to take pictures
Lab notebook
App Arloopa
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Observing wildlife involves many of your senses. Sight, hearing and smell
can be used together or alone to help identify what animals might be
present. Would be detectives can also apply their survey skills to look for
other more cryptic clues, such as animal tracks, nests or scats (animal
droppings). It is important to remember that in planned surveys, different
techniques are used for different animal groups. The weather will also
influence the success of your survey. For example, rain after a long dry
period will often bring a range of wildlife out of hiding to feed, or even
breed, if conditions are right. Before setting out to find animals, it is best
to first think about the animal’s habits and biology. What does it eat?
What time of day is it most active? What does it sound like? What time of
year does it breed?
Birds: Most birds are active during the day and have distinctive calls,
making them one of the easiest groups of animals to observe and learn to
identify. It is best to look for birds in the early morning or in the late
afternoon. Some birds, such as owls, are largely nocturnal and can be
observed using the spotlighting technique described on page four or by
learning their calls.
Mammals: There are numerous diurnal (i.e. active during the day)
mammals that you may observe on your property such as squirrels, etc.
Frogs: Frogs are most active at night and after rain. They are usually
difficult to see and most easily identified by the calls made by males. Frogs
are most commonly found around water bodies such as dams and creeks.
2020-1-LT01-KA229-078054
Materials
An observation location. It should be a place you like to explore and
where you think you might find a diversity of organisms. Good places to
choose are a backyard, community garden, open field, park, pong, lake,
wetland, marina, tide pool, stream, or wooded area.
Magnifying glass to look at small creatures
Binoculars
Mobile phone or Digital camera to take pictures
Lab notebook
App Arloopa
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Observing wildlife involves many of your senses. Sight, hearing and smell
can be used together or alone to help identify what animals might be
present. Would be detectives can also apply their survey skills to look for
other more cryptic clues, such as animal tracks, nests or scats (animal
droppings). It is important to remember that in planned surveys, different
techniques are used for different animal groups. The weather will also
influence the success of your survey. For example, rain after a long dry
period will often bring a range of wildlife out of hiding to feed, or even
breed, if conditions are right. Before setting out to find animals, it is best
to first think about the animal’s habits and biology. What does it eat?
What time of day is it most active? What does it sound like? What time of
year does it breed?
Birds: Most birds are active during the day and have distinctive calls,
making them one of the easiest groups of animals to observe and learn to
identify. It is best to look for birds in the early morning or in the late
afternoon. Some birds, such as owls, are largely nocturnal and can be
observed using the spotlighting technique described on page four or by
learning their calls.
Mammals: There are numerous diurnal (i.e. active during the day)
mammals that you may observe on your property such as squirrels, etc.
Frogs: Frogs are most active at night and after rain. They are usually
difficult to see and most easily identified by the calls made by males. Frogs
are most commonly found around water bodies such as dams and creeks.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Invertebrates : Invertebrates (creatures without a backbone such as
insects, spiders and snails) make up about 98% of all animal species on
Earth and can provide useful information on the health of ecosystems. As
a result, invertebrates are often referred to as “bio-indicators”.
Invertebrates provide numerous ecological functions such as pollination,
decomposition (e.g. snails and dung beetles), seed dispersal (e.g. ants),
predation (e.g. spiders and dragonflies) and soil formation (e.g. termites
and beetles). They are a fascinating group of animals to observe. Insects
such as bees, flies, butterflies and beetles can be readily observed on
flowering plants.
Animal traces: Many animals (especially mammals) are more readily
identified by the traces they leave, such as tracks and scats, than by direct
observation:
Scats – Animal droppings can tell us both the identity of the animal and
what it has been eating.
Tracks – Some animals leave obvious tracks on the right surface (e.g. sand
or gravel). Sand pads can be laid across likely animal thoroughfares to
make footprint identification easier.
Diggings/ground scratchings – Many ground-dwelling animals are
identified by the marks that they leave behind after foraging for food.
Scratch marks – Tree-dwelling animals can be identified by the scratches
that they leave behind after climbing a tree.
Nests – Keep an eye out for bird nests, burrows in the ground for
freshwater crayfish and pardalotes, hollows in trees, and nests under logs
and in rocky crevices for invertebrates, small mammals and small reptiles.
By observing nests, you have the opportunity to learn about breeding and
parenting activities of adults and their young and may observe defensive
behaviour to ward-off predators.
Eating habits – Some animals can be identified by the mess they leave
behind when they eat!
Walking surveys are a census of all the species seen and/or heard when
following a particular route for a set period of time. They are most
commonly used for birds, diurnal mammals, reptiles and invertebrates.
Ideally, your chosen path would include a range of different vegetation
types and water bodies on your property. In your notebook, record actual
sightings and make notes of other animal traces (e.g. scats or diggings).
You can photograph unidentifiable animal traces for later identification.
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Invertebrates : Invertebrates (creatures without a backbone such as
insects, spiders and snails) make up about 98% of all animal species on
Earth and can provide useful information on the health of ecosystems. As
a result, invertebrates are often referred to as “bio-indicators”.
Invertebrates provide numerous ecological functions such as pollination,
decomposition (e.g. snails and dung beetles), seed dispersal (e.g. ants),
predation (e.g. spiders and dragonflies) and soil formation (e.g. termites
and beetles). They are a fascinating group of animals to observe. Insects
such as bees, flies, butterflies and beetles can be readily observed on
flowering plants.
Animal traces: Many animals (especially mammals) are more readily
identified by the traces they leave, such as tracks and scats, than by direct
observation:
Scats – Animal droppings can tell us both the identity of the animal and
what it has been eating.
Tracks – Some animals leave obvious tracks on the right surface (e.g. sand
or gravel). Sand pads can be laid across likely animal thoroughfares to
make footprint identification easier.
Diggings/ground scratchings – Many ground-dwelling animals are
identified by the marks that they leave behind after foraging for food.
Scratch marks – Tree-dwelling animals can be identified by the scratches
that they leave behind after climbing a tree.
Nests – Keep an eye out for bird nests, burrows in the ground for
freshwater crayfish and pardalotes, hollows in trees, and nests under logs
and in rocky crevices for invertebrates, small mammals and small reptiles.
By observing nests, you have the opportunity to learn about breeding and
parenting activities of adults and their young and may observe defensive
behaviour to ward-off predators.
Eating habits – Some animals can be identified by the mess they leave
behind when they eat!
Walking surveys are a census of all the species seen and/or heard when
following a particular route for a set period of time. They are most
commonly used for birds, diurnal mammals, reptiles and invertebrates.
Ideally, your chosen path would include a range of different vegetation
types and water bodies on your property. In your notebook, record actual
sightings and make notes of other animal traces (e.g. scats or diggings).
You can photograph unidentifiable animal traces for later identification.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Point surveys record wildlife from fixed points for a set radius (e.g. 20
metres) and for a set period of time (e.g. 20 minutes). They are used for
the same animal groups as walking surveys. Point surveys can be useful
for densely vegetated areas where animals are often difficult to see.
Observation location: pick a small part of the location to investigate. For
example, it could be a pile of dead leaves, some shady rocks, a patch of
lawn, old logs, dry weeds, a tree, etc. These are all small habitats (also
called microhabitats).
It is possible to turn over rocks or logs to look for animals and use the
magnifying glass to look for very small animals in the soil or leaves, or
under rocks. For observing some larger animals, such as birds, fish, and
squirrels, it is need to keep silence and be patient. Therefore to find a nice,
conformable spot to sit where it is possible see all around is very
recommended.
Keeping a property diary. Before you get started, it’s a great idea to set
up a diary, notebook or a spreadsheet on your computer so you can
record all your wildlife observations. Keeping a record is essential if you
want to know how the diversity and abundance of wildlife on your
property changes over time. Regardless of whether you see an animal
opportunistically or as part of a planned survey, the sort of information
you should collect includes: • Date and time. • Location on your property
(you might like to mark this on a property map). • Habitat type (e.g. forest,
open grassland). • Species name if known, or type of animal. • Number
observed for each species. • Weather conditions (e.g. fine, raining).
App Arloopa : The ARLOOPA app is an AR visualization tool that brings
the physical and digital worlds together as one.
It places virtual content into your real environment, creating
fantastic,interactive and valuable experiences.
Individuals use ARLOOPA to create or consume magical experiences.
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
EXPLORE ANIMAL BIODIVERSITY IN YOUR SURROUNDING AREA
Background
information
Point surveys record wildlife from fixed points for a set radius (e.g. 20
metres) and for a set period of time (e.g. 20 minutes). They are used for
the same animal groups as walking surveys. Point surveys can be useful
for densely vegetated areas where animals are often difficult to see.
Observation location: pick a small part of the location to investigate. For
example, it could be a pile of dead leaves, some shady rocks, a patch of
lawn, old logs, dry weeds, a tree, etc. These are all small habitats (also
called microhabitats).
It is possible to turn over rocks or logs to look for animals and use the
magnifying glass to look for very small animals in the soil or leaves, or
under rocks. For observing some larger animals, such as birds, fish, and
squirrels, it is need to keep silence and be patient. Therefore to find a nice,
conformable spot to sit where it is possible see all around is very
recommended.
Keeping a property diary. Before you get started, it’s a great idea to set
up a diary, notebook or a spreadsheet on your computer so you can
record all your wildlife observations. Keeping a record is essential if you
want to know how the diversity and abundance of wildlife on your
property changes over time. Regardless of whether you see an animal
opportunistically or as part of a planned survey, the sort of information
you should collect includes: • Date and time. • Location on your property
(you might like to mark this on a property map). • Habitat type (e.g. forest,
open grassland). • Species name if known, or type of animal. • Number
observed for each species. • Weather conditions (e.g. fine, raining).
App Arloopa : The ARLOOPA app is an AR visualization tool that brings
the physical and digital worlds together as one.
It places virtual content into your real environment, creating
fantastic,interactive and valuable experiences.
Individuals use ARLOOPA to create or consume magical experiences.
1
In this activity students will make observations of their surrounding areas to find and
identify the most common animals of those places. They'll record their observations and
take photos of the animals.They will choose animals and using augmentive reality App
add them to their real environment.
Students work individually or in pairs. They choose the area where they
will observe the animal species for the particular time period (i.e., 2 weeks)
2
3
4
The students choose a few animals from the observed ones and using
augmentive reality App (i.e., Arloopa) add them to their real environment.
They present and display the created images.
The students make observations and record the data in their diaries. They
also take photos of the animals they find.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students categorize the animals they found by their phylum and
count up the total number of the different types of animals (i.e., different
species) you saw for each phylum
Which phylum did you find the most animals (i.e., the greatest number of
different species) for? Which phylum was the most difficult to find? Were
there some phyla that you could not find at all?
Did you consistently find certain animals in a specific type of habitat?
How do you think that your local environment contributed to the kinds
of phylum you could find? Do you think you might find different phyla in
different environments?
How diverse do you think animals are in your region?
Reflection:
FINDING AN ANIMAL
In this activity students will make observations of their surrounding areas to find and
identify the most common animals of those places. They'll record their observations and
take photos of the animals.They will choose animals and using augmentive reality App
add them to their real environment.
Students work individually or in pairs. They choose the area where they
will observe the animal species for the particular time period (i.e., 2 weeks)
2
3
4
The students choose a few animals from the observed ones and using
augmentive reality App (i.e., Arloopa) add them to their real environment.
They present and display the created images.
The students make observations and record the data in their diaries. They
also take photos of the animals they find.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students categorize the animals they found by their phylum and
count up the total number of the different types of animals (i.e., different
species) you saw for each phylum
Which phylum did you find the most animals (i.e., the greatest number of
different species) for? Which phylum was the most difficult to find? Were
there some phyla that you could not find at all?
Did you consistently find certain animals in a specific type of habitat?
How do you think that your local environment contributed to the kinds
of phylum you could find? Do you think you might find different phyla in
different environments?
How diverse do you think animals are in your region?
Reflection:
FINDING AN ANIMAL
Location Date
Habitat Animal Notes Phylum
Location Date
Habitat Animal Notes Phylum
Damp soil in
the garden
Snail
There were 2 snails near the
cabbage in the garden
Mollusca
In the pine tree Squirrel
There was a squirrel jumping in
the pine tree.
Chordata
Phylum Animals
Total Number of
Different Types
of Animals Seen
Porifera
Cnidaria
Platyhelminthes
Annelida
Mollusca
Arthropoda
Echinodermata
Chordata
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
Habitat Animal Notes Phylum
Location Date
Habitat Animal Notes Phylum
Damp soil in
the garden
Snail
There were 2 snails near the
cabbage in the garden
Mollusca
In the pine tree Squirrel
There was a squirrel jumping in
the pine tree.
Chordata
Phylum Animals
Total Number of
Different Types
of Animals Seen
Porifera
Cnidaria
Platyhelminthes
Annelida
Mollusca
Arthropoda
Echinodermata
Chordata
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
2020-1-LT01-KA229-078054
FINDING AN ANIMAL
Counting Emotions
EXPRESS AND RECOGNIZE EMOTIONS
LINKS TO THE BOOK
Secrecy
At the heart of The Little Prince is the fox’s bold statement that “[a]nything essential is
invisible to the eye.” All the characters the little prince encounters before coming to Earth
eagerly and openly explain to him everything about their lives. But the little prince finds that
on Earth, all true meanings are hidden. The first character to greet him on Earth is the snake,
who speaks only in riddles. In subsequent chapters, the narrator and the little prince frequently
describe events as “mysterious” and “secret.” This choice of words is crucial to the book’s
message. To describe the mysteries of life as puzzles or questions would imply that answering
them is possible. The fact that events on Earth are cast as mysteries suggests that they never
can be resolved fully. However, this idea is not as pessimistic as it might seem. The novel
asserts that, while many questions in life remain mysteries, exploration of the unknown is
what counts, even though it does not leads to definite answers.
Objectives
Overview
Learn about emotional intelligence.
Develop abilities recognise, name and express emotions in a proper way.
Strengthen skills to understand how others feel and why.
Emotional intelligence is the ability to understand, use, and manage our
emotions. Emotional intelligence is sometimes called EQ (or EI), for short. Just
as a high IQ can predict top test scores, a high EQ can predict success in social
and emotional situations. EQ helps us build strong relationships, make good
decisions, and deal with difficult situations.
One way to think about EQ is that it's part of being people-smart.
Understanding and getting along with people helps us be successful in almost
any area of life. In fact, some studies show that EQ is more important than IQ
when it comes to doing well in school or being successful at work.
Some people have naturally good EQ skills. Others need to work on them. The
good news is that everyone can get better. Unlike IQ, people can actually
improve their emotional intelligence — if they know what to do.
Emotional intelligence is something that develops as we get older. If it didn't,
all adults would act like little kids, expressing their emotions physically through
stomping, crying, hitting, yelling, and losing control!
Some of the skills that make up emotional intelligence develop earlier. They
may seem easier: For example, recognizing emotions seems easy once we
know what to pay attention to. But the EQ skill of managing emotional
reactions and choosing a mood might seem harder to master. That's because
the part of the brain that's responsible for self-management continues to
mature beyond our teen years. But practice helps those brain pathways
develop. We can all work to build even stronger emotional intelligence skills
just by recognizing what we feel, understanding how we got there,
understanding how others feel and why, and putting our emotions into
heartfelt words when we need to.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
EXPRESS AND RECOGNIZE EMOTIONS
LINKS TO THE BOOK
Secrecy
At the heart of The Little Prince is the fox’s bold statement that “[a]nything essential is
invisible to the eye.” All the characters the little prince encounters before coming to Earth
eagerly and openly explain to him everything about their lives. But the little prince finds that
on Earth, all true meanings are hidden. The first character to greet him on Earth is the snake,
who speaks only in riddles. In subsequent chapters, the narrator and the little prince frequently
describe events as “mysterious” and “secret.” This choice of words is crucial to the book’s
message. To describe the mysteries of life as puzzles or questions would imply that answering
them is possible. The fact that events on Earth are cast as mysteries suggests that they never
can be resolved fully. However, this idea is not as pessimistic as it might seem. The novel
asserts that, while many questions in life remain mysteries, exploration of the unknown is
what counts, even though it does not leads to definite answers.
Objectives
Overview
Learn about emotional intelligence.
Develop abilities recognise, name and express emotions in a proper way.
Strengthen skills to understand how others feel and why.
Emotional intelligence is the ability to understand, use, and manage our
emotions. Emotional intelligence is sometimes called EQ (or EI), for short. Just
as a high IQ can predict top test scores, a high EQ can predict success in social
and emotional situations. EQ helps us build strong relationships, make good
decisions, and deal with difficult situations.
One way to think about EQ is that it's part of being people-smart.
Understanding and getting along with people helps us be successful in almost
any area of life. In fact, some studies show that EQ is more important than IQ
when it comes to doing well in school or being successful at work.
Some people have naturally good EQ skills. Others need to work on them. The
good news is that everyone can get better. Unlike IQ, people can actually
improve their emotional intelligence — if they know what to do.
Emotional intelligence is something that develops as we get older. If it didn't,
all adults would act like little kids, expressing their emotions physically through
stomping, crying, hitting, yelling, and losing control!
Some of the skills that make up emotional intelligence develop earlier. They
may seem easier: For example, recognizing emotions seems easy once we
know what to pay attention to. But the EQ skill of managing emotional
reactions and choosing a mood might seem harder to master. That's because
the part of the brain that's responsible for self-management continues to
mature beyond our teen years. But practice helps those brain pathways
develop. We can all work to build even stronger emotional intelligence skills
just by recognizing what we feel, understanding how we got there,
understanding how others feel and why, and putting our emotions into
heartfelt words when we need to.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
EXPRESS AND RECOGNIZE EMOTIONS
Vocabulary
Emotions: conscious mental reactions (such as anger or fear) subjectively
experienced as strong feelings usually directed toward a specific object and
typically accompanied by physiological and behavioral changes in the body.
Emotional Intelligence: the ability to recognize your emotions, understand what
they're telling you, and realize how your emotions affect other people.
Basic emotions: During the 1970s, psychologist Paul Eckman identified six basic
emotions that he suggested were universally experienced in all human cultures.
The emotions he identified were happiness, sadness, disgust, fear, surprise, and
anger.
"Wheel of emotions": Psychologist Robert Plutchik put forth a "wheel of
emotions" that worked something like the color wheel. Emotions can be
combined to form different feelings, much like colors can be mixed to create
other shades.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
EXPRESS AND RECOGNIZE EMOTIONS
Vocabulary
Emotions: conscious mental reactions (such as anger or fear) subjectively
experienced as strong feelings usually directed toward a specific object and
typically accompanied by physiological and behavioral changes in the body.
Emotional Intelligence: the ability to recognize your emotions, understand what
they're telling you, and realize how your emotions affect other people.
Basic emotions: During the 1970s, psychologist Paul Eckman identified six basic
emotions that he suggested were universally experienced in all human cultures.
The emotions he identified were happiness, sadness, disgust, fear, surprise, and
anger.
"Wheel of emotions": Psychologist Robert Plutchik put forth a "wheel of
emotions" that worked something like the color wheel. Emotions can be
combined to form different feelings, much like colors can be mixed to create
other shades.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
EXPRESS AND RECOGNIZE EMOTIONS
Materials
Coloured pencils;
White A4 sheets of paper;
Printed hand-outs;
Canvas, gouache, watercolours, thicker sheets of paper.
App Emotimeter
App EmoPaint
Atlas of Emotions https://atlasofemotions.org/
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Steps to improve your Emotional Intelligence:
1.Being Aware of Your Emotions - Most people feel many different emotions
throughout the day. Some feelings (like surprise) last just a few seconds.
Others may stay longer, creating a mood like happiness or sadness. Being able
to notice and accurately label these everyday feelings is the most basic of all
the EQ skills.
Being aware of emotions — simply noticing them as we feel them — helps us
manage our own emotions. It also helps us understand how other people feel.
But some people might go through the entire day without really noticing their
emotions. Practice recognizing emotions as you feel them. Label them in your
mind (for example, by saying to yourself "I feel grateful," "I feel frustrated,"
etc.). Make it a daily habit to be aware of your emotions.
2. Understanding How Others Feel and Why - People are naturally designed to try
to understand others. Part of EQ is being able to imagine how other people might
feel in certain situations. It is also about understanding why they feel the way they
do. Being able to imagine what emotions a person is likely to be feeling (even when
you don't actually know) is called empathy. Empathy helps us care about others and
build good friendships and relationships. It guides us on what to say and how to
behave around someone who is feeling strong emotions.
3. Managing Emotional Reactions - We all get angry. We all have disappointments.
Often it's important to express how you feel. But managing your reaction means
knowing when, where, and how to express yourself. When you understand your
emotions and know how to manage them, you can use self-control to hold a
reaction if now is not the right time or place to express it. Someone who has good
EQ knows it can damage relationships to react to emotions in a way that's
disrespectful, too intense, too impulsive, or harmful.
4. Choosing Your Mood - Part of managing emotions is choosing our moods. Moods
are emotional states that last a bit. We have the power to decide what mood is
right for a situation, and then to get into that mood. Choosing the right mood can
help someone get motivated, concentrate on a task, or try again instead of giving
up. People with good EQ know that moods aren't just things that happen to us. We
can control them by knowing which mood is best for a particular situation and how
to get into that mood.
EXPRESS AND RECOGNIZE EMOTIONS
Materials
Coloured pencils;
White A4 sheets of paper;
Printed hand-outs;
Canvas, gouache, watercolours, thicker sheets of paper.
App Emotimeter
App EmoPaint
Atlas of Emotions https://atlasofemotions.org/
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Steps to improve your Emotional Intelligence:
1.Being Aware of Your Emotions - Most people feel many different emotions
throughout the day. Some feelings (like surprise) last just a few seconds.
Others may stay longer, creating a mood like happiness or sadness. Being able
to notice and accurately label these everyday feelings is the most basic of all
the EQ skills.
Being aware of emotions — simply noticing them as we feel them — helps us
manage our own emotions. It also helps us understand how other people feel.
But some people might go through the entire day without really noticing their
emotions. Practice recognizing emotions as you feel them. Label them in your
mind (for example, by saying to yourself "I feel grateful," "I feel frustrated,"
etc.). Make it a daily habit to be aware of your emotions.
2. Understanding How Others Feel and Why - People are naturally designed to try
to understand others. Part of EQ is being able to imagine how other people might
feel in certain situations. It is also about understanding why they feel the way they
do. Being able to imagine what emotions a person is likely to be feeling (even when
you don't actually know) is called empathy. Empathy helps us care about others and
build good friendships and relationships. It guides us on what to say and how to
behave around someone who is feeling strong emotions.
3. Managing Emotional Reactions - We all get angry. We all have disappointments.
Often it's important to express how you feel. But managing your reaction means
knowing when, where, and how to express yourself. When you understand your
emotions and know how to manage them, you can use self-control to hold a
reaction if now is not the right time or place to express it. Someone who has good
EQ knows it can damage relationships to react to emotions in a way that's
disrespectful, too intense, too impulsive, or harmful.
4. Choosing Your Mood - Part of managing emotions is choosing our moods. Moods
are emotional states that last a bit. We have the power to decide what mood is
right for a situation, and then to get into that mood. Choosing the right mood can
help someone get motivated, concentrate on a task, or try again instead of giving
up. People with good EQ know that moods aren't just things that happen to us. We
can control them by knowing which mood is best for a particular situation and how
to get into that mood.
Counting Emotions
EXPRESS AND RECOGNIZE EMOTIONS
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Atlas of Emotions https://atlasofemotions.org/
The Atlas is an interactive tool that builds your vocabulary of emotions and
illuminates your emotional world.
Emotimeter App
It can detect emotions from facial expressions using cutting edge machine
learning technologies. You can detect anyone's emotions live from your
camera or let Emotimeter analyze photos or videos to detect everyone´s
emotions on them.
EmoPaint App
Apainting application that allows users to create paintings expressive of human
emotions with the range of visual elements.
EXPRESS AND RECOGNIZE EMOTIONS
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Background
information
Atlas of Emotions https://atlasofemotions.org/
The Atlas is an interactive tool that builds your vocabulary of emotions and
illuminates your emotional world.
Emotimeter App
It can detect emotions from facial expressions using cutting edge machine
learning technologies. You can detect anyone's emotions live from your
camera or let Emotimeter analyze photos or videos to detect everyone´s
emotions on them.
EmoPaint App
Apainting application that allows users to create paintings expressive of human
emotions with the range of visual elements.
1
In this activity students will create a dictionary of emotions, feelings and moods. They
will try to express and recognize the chosen emotions. They will draw a map of body
locations where they feel basic emotions and will analyze the results.
Students work in groups and individually. They have to think of an
emotion, feeling or mood for each letter of the alphabet.
2
3
4
The students discuss and make agreements on 5 basic emotions to map,
5 colours to express the enotions and 5 body locations to mark those
emotions.
Each group chooses at least 5 emotions and try to visualise them using
mimic . The visualised emotions are captured by smartphones and
analyzed using Emotimeter App. The students prepare the collages of the
captured photos.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students check, how accurate is the app, and discuss other hidden
feelings which might be coded in that expression/ picture.
Who knows better your emotions– you or the app? Can the programme
be accurate enough? Are the colours and emotions related? Do certain
colours evoke certain emotions? Do you associate certain emotions with
certain colours? What are relations between emotions and human body
parts?
Reflection:
Counting Emotions
5
Using hand-out of the human body the students mark where they feel
those emotions. Then they try out the app “EmoPaint” experimenting
and marking body parts to compare compare if the app identifies
emotions in the same way.
6
Each group analyzes what colours they use to express the particular
emotion, what body parts are associated with the particular emotion,
sums up the results and shares with the other groups. The students make
graphic visualisation of the results discuss their exploration.
7
The students think how they are feeling, choose 2 or 3 colours
(watercolours or gouache), and make a painting in Marko Rothko style on
a sheet of paper. They display their works letting to guess for others their
emotions.
In this activity students will create a dictionary of emotions, feelings and moods. They
will try to express and recognize the chosen emotions. They will draw a map of body
locations where they feel basic emotions and will analyze the results.
Students work in groups and individually. They have to think of an
emotion, feeling or mood for each letter of the alphabet.
2
3
4
The students discuss and make agreements on 5 basic emotions to map,
5 colours to express the enotions and 5 body locations to mark those
emotions.
Each group chooses at least 5 emotions and try to visualise them using
mimic . The visualised emotions are captured by smartphones and
analyzed using Emotimeter App. The students prepare the collages of the
captured photos.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
The students check, how accurate is the app, and discuss other hidden
feelings which might be coded in that expression/ picture.
Who knows better your emotions– you or the app? Can the programme
be accurate enough? Are the colours and emotions related? Do certain
colours evoke certain emotions? Do you associate certain emotions with
certain colours? What are relations between emotions and human body
parts?
Reflection:
Counting Emotions
5
Using hand-out of the human body the students mark where they feel
those emotions. Then they try out the app “EmoPaint” experimenting
and marking body parts to compare compare if the app identifies
emotions in the same way.
6
Each group analyzes what colours they use to express the particular
emotion, what body parts are associated with the particular emotion,
sums up the results and shares with the other groups. The students make
graphic visualisation of the results discuss their exploration.
7
The students think how they are feeling, choose 2 or 3 colours
(watercolours or gouache), and make a painting in Marko Rothko style on
a sheet of paper. They display their works letting to guess for others their
emotions.
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
2020-1-LT01-KA229-078054
Counting Emotions
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
EmoPaint
2020-1-LT01-KA229-078054
Counting Emotions
EmoPaint
Sadness Hapiness Anger Love Fear
Colour
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
Colour
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
Colour1 Colour2 Colour3 Colour4 Colour5
Sadness
Hapiness
Anger
Love
Fear
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
Body part1 Body part2
Body
part3
Body
part4
Body
part5
Sadness
Hapiness
Anger
Love
Fear
Sadness
Hapiness
Anger
Love
Fear
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
Body part1 Body part2
Body
part3
Body
part4
Body
part5
Sadness
Hapiness
Anger
Love
Fear
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Counting Emotions
Untitled, 1968 by Mark Rothko Untitled, 1949 by Mark Rothko
Untitled, 1952 by Mark Rothko
Untitled (Black on Maroon)
by Mark Rothko
2020-1-LT01-KA229-078054
Counting Emotions
Untitled, 1968 by Mark Rothko Untitled, 1949 by Mark Rothko
Untitled, 1952 by Mark Rothko
Untitled (Black on Maroon)
by Mark Rothko
"READING THROUGH THE LENS OF STEAM"
2020-1-LT01-KA229-078054
Resources
https://annex.exploratorium.edu/exploring/paper/airplanes.html
https://atlasofemotions.org/ https://www.kennedy-
center.org/education/resources-for-educators/classroom-
resources/lessons-and-activities/lessons/6-8/the-science-of-shadow-
puppets/ https://kidshealth.org/en/teens/eq.html
https://www.npr.org/sections/health-
shots/2013/12/30/258313116/mapping-emotions-on-the-body-love-
makes-us-warm-all-over?t=1587634370477
https://www.peepandthebigwideworld.com/en/educators/curriculum
/center-based-educators/shadows/activity/stand-alone/534/shadow-
puppet-show/?node_context= https://www.sciencebuddies.org/stem-
activities/shadow-puppets?from=YouTube
https://www.sciencebuddies.org/science-fair-projects/project-
ideas/Aero_p046/aerodynamics-hydrodynamics/how-far-will-paper-
planes-fly https://www.sciencebuddies.org/science-fair-
projects/project-ideas/Zoo_p015/zoology
https://solarsystem.nasa.gov/solar-system/our-solar-
system/overview/ https://www.sparknotes.com/lit/littleprince
https://www.steamulateyourschool.eu/
2020-1-LT01-KA229-078054
Resources
https://annex.exploratorium.edu/exploring/paper/airplanes.html
https://atlasofemotions.org/ https://www.kennedy-
center.org/education/resources-for-educators/classroom-
resources/lessons-and-activities/lessons/6-8/the-science-of-shadow-
puppets/ https://kidshealth.org/en/teens/eq.html
https://www.npr.org/sections/health-
shots/2013/12/30/258313116/mapping-emotions-on-the-body-love-
makes-us-warm-all-over?t=1587634370477
https://www.peepandthebigwideworld.com/en/educators/curriculum
/center-based-educators/shadows/activity/stand-alone/534/shadow-
puppet-show/?node_context= https://www.sciencebuddies.org/stem-
activities/shadow-puppets?from=YouTube
https://www.sciencebuddies.org/science-fair-projects/project-
ideas/Aero_p046/aerodynamics-hydrodynamics/how-far-will-paper-
planes-fly https://www.sciencebuddies.org/science-fair-
projects/project-ideas/Zoo_p015/zoology
https://solarsystem.nasa.gov/solar-system/our-solar-
system/overview/ https://www.sparknotes.com/lit/littleprince
https://www.steamulateyourschool.eu/
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