Turtles Need Stars, Light Pollution, and the Bortle Scale (3 - 5)Last changed: 05/23/2023 5:47pm
|3 , 4 , 5
|Grade Level Program
|Phone , Email
Artist brings powerpoint slides on a thumbdrive and a paper copies (picture book format) of the story as back up;
-Bortle Scale Template (may need to photocopy on site);
- I will bring water color supplies if the school does not have them: water color paints, brushes, white crayons
-study guide; resource materials;
-Lamppost and props as needed for further discussion and demonstration;
For story: Screen or blank wall for slide show; darkened room;r
For art activity: white board or chart paper
-Sink and water nearby (bathroom is fine)
**Water color supplies --
water color paint trays,
containers for water,
-space/place for students art to dry
**Discuss with artist if your school does not have these, artist will bring some for students to share.
Students can come to the floor for the story, introduction, and directions.
They will be at their seats and/or tables for the water color activity. Students might need to share supplies such as paints, water containers, and white crayons.
I can describe how artificial light at night confuses nocturnal animals.
I can describe how the performer used repetition to emphasize a point.
I can use story and art to tell a story that matters to me.
I can define a nocturnal animal.
Turtle Time, Human Impact on their Ecosystem, and Citizen Science is a non-fiction, illustrated, and interactive spoken word performance performance that fascinates students with loads of information such as how sea turtle survival depends on the environmental cues of day and night. When turtles confuse artificial light for moonlight on the water, they might go the wrong direction and need human help to find their way. The story ends on the upbeat message that as we modify our lighting technologies to protect the environment, turtle hatchlings will once again "find their way to their ocean home" . Students participate by joining in on repetitive phrases and hand-gestures during the performance and if in the classroom, an experience of day vision versus night vision, and/or a drawing activity and citizen science Q & A. Discussion and Q & A focus on how and why the performer uses artistic techniques such repetition. Q & A also highlight how an artist uses their art form to advocate for a social and environmental concern. Students are invited to become Citizen Scientists by reflecting on what they can observe and record in their own environments, whether insects at lights, nocturnal animals in their neighborhoods, or how lighting technologies are used. Grade Level Adaptations include: modifying vocabulary up and down for grade level; using additional visual aids as needed; and adapt the discussion to grade level science and performance standards. Performance adaptations include stopping mid-stream for upper grades to brainstorm solutions before they are presented, or writing out the repetitions on a white board for younger learners.
Students had so many questions and made fabulous connections to prior knowledge and curriculum in this program demonstrating how an artist wrote, illustrated, and now performs a non-fiction story to address every day social and environmental concerns. The format of this work can be used as a model for student non-fiction research and writing.
Volunteers can assist students with repetition at appropriate moments in the performance; volunteers can assist with Q &A as well as pass out paper and pencil when appropriate.