The sizes and distances of things in space are awe-inspiring, but hard to fathom. Things that are unimaginably massive can look tiny to us from Earth, and things that appear very large to us may be among the smallest in the sky. Although students can learn names and features of objects in the night sky, scale is one of the biggest stumbling blocks they need to overcome to actually understand what they’re looking at and to understand astronomy in general. But students have lots of daily life experience with bigger things looking smaller because of relative distance (and visa versa). How Big & How Far takes this experience of observing relative sizes and distances here on Earth and challenges students to apply it to night sky objects.

In this Night Sky Activity, the group measures how many fists tall a volunteer is. Then, students scatter and measure again, this time with outstretched fists and with much smaller and varied measurements. Students discuss how the distance you are from an object can make it appear larger or smaller. This activity sets them up to apply this idea afterwards as they observe night sky objects and attempt to better understand the actual sizes of the objects they see.

In this Night Sky Activity, students use a simple indoor Earth-Moon-Sun model to explore and learn about Moon phases and eclipses. Many children (and adults) have misconceptions about what causes the phases of the Moon, and helping them confront those misconceptions with evidence makes this activity pretty enthralling. While it’s pretty easy to see the phases of the Moon in the sky, it’s not possible from our perspective to observe the entire system, which often leads to inaccurate explanations of what’s going on, most commonly that Moon phases are caused by Earth’s shadow. It’s a perfect situation to use a scientific model. Students are challenged to use the model to struggle to figure out, develop understanding of, and explain the phases of the Moon, discuss ideas with others, then adjust their ideas based on evidence from the model. This activity usually includes a lot of big, “aha’s!” as participants encounter evidence while using the model that often contradicts what they previously thought was going on.

It can be hard to make learning about the night sky student-centered, but that’s what this activity does: students trade and discuss cards, then take charge of finding and pointing out the different objects. When an object is found, the instructor may share some interesting information to feed students’ curiosity, but the primary focus is on students finding, wondering about, and discussing different objects.

During this activity, students try to find and discuss a variety of items during a night hike, such as, “evidence of an amphibian (frog croaks),” puzzlers that they’re challenged to figure out, such as “the fastest thing in the Universe” (light), and items from the night sky, such as “a natural satellite of Earth” (the Moon), or “something bigger than our Sun,” (other stars).