 Hi, and welcome. This is our second session of three for Girl Scouts doing outreach to other Girl Scouts or folks doing astronomy outreach in general. We're starting off with this astronomy picture of the day. It's every day there's a new resource there and there's a huge archive of images there. And so a way you can start with the girls is to say, what is this picture? What do you see? What do you see happening? You can put your thoughts in the chat. We already have a couple. If you want to pause it here, if you're watching the recording, I'm going to jump ahead and show you what it is. So this is Titan. It's around Saturn's moon and Mike guessed it in the chat, right? And he said he saw atmosphere and shapes on the surface. And I mentioned that I see the rings of Saturn behind the image, which Tammy said looks kind of like a table, right? It has like that grain of a wood grain of a table, right? But it's the rings of Saturn. So every day APOD puts a picture up with a description. So this is the description. If you're going to be doing it with young girls, especially you want to use easier language than what comes with APOD, but this is just an idea of what the description is that they put there. Definitely great resources. We don't know what you should check it out. And here's today's agenda for this session. We're going to be talking about Girl Scouts and STEM, what's important to them. The ages and stages that we've done is showing what's appropriate for each age level. We're not doing all of the levels of Girl Scouting. We're only doing today juniors and cadets. If you're interested in the daisies and brownies, you can watch that recording. And if you're interested in the seniors and ambassadors, you can come next week. We're going to be talking also about the messages we send. And then we're going to show you some activities that go with the bad steps for juniors and cadets. Let's just jump right in with the STEM outcomes. Girl Scouts really does not want to be like school or a test. So there isn't going to be a list of constellations you have to know. But what we're trying to get is STEM interest, STEM confidence. We want girls to be able to see themselves as able to do science. Because we use these skills every day and we want to create a scientifically literate society. And for the women they become to help them feel at home in the sciences. So these are the four outcomes that we have. I'm Teresa Summer, and I work with the Astronomical Society of the Pacific, and Vivian White is with me as my co-host. Vivian, do you want to talk about the poll that we're going to have? Yeah, I just wanted to see who you all are, because we aren't going to be able to see you today. Often we hold events with girls that are interactive. So this is a webinar not Zoom meeting. So it's not quite as interactive, but you can use a lot of fun resources. So here we've got a poll and I'm going to launch it right now. If you want to check and let us know who you are. You can check as many as you are. My name is Vivian and I work with amateur astronomers at the Astronomical Society of the Pacific. I work with the NASA Night Sky Network. And so I know some of you through there. I see a lot of familiar names. It's great to have you there. I'm an astronomy educator with ASP and or the Astronomical Society of the Pacific, because we have a lot of acronyms so it's always good to define them. But I'm an astronomy educator and so I've worked with Girl Scouts and with the Night Sky Network and with everybody else who comes along, school teachers, children, park rangers, whatever need done. So I'm going to share the results of this poll now we have almost 80% of us. Let's see. Let's see. There we go. Who are you. Oh, a lot of informal educators. Great and Girl Scout staff and volunteers and some Girl Scouts as well. And teachers too. Great to have you all here with us. Excellent. Okay, I just wanted to check in and see before we kick everything off. Thanks so much for letting us know kind of helps us gear our presentation. One thing you might not know about the Girl Scouts is that there's a research institute that's connected with them and they do all kinds of research on girls experiences and also their attitudes and they come up with these three processes that are the most effective to help girls have an exciting science experience or part of they're also called their leadership processes to girls Scouts is a lot about getting girls outside getting girls to be leaders. So the first one that we really want to have is to have the sessions that you're having the girl led. And what that means is not that they take over everything but that as it's appropriate, you want to give them as many choices as possible. In the groups we're talking about today the juniors and cadets, there are so many things that they can do. So, there's a lot that they can help with our lead. As much as possible we want to do hands on activities. It's a little hard to do hands on activities in a webinar, but we're going to try our best to do these virtually. And that's really a great way to learn. Another thing is that girls love to talk together and work together so cooperative learning is really something you want to foster if you can. And this is the girl scouts of Northern California girls, keeping things girls led in virtual settings and it has each of the levels of girl scouting. Today, we're going to talk a lot about the juniors and cadets. And so we kind of are highlighting this notice that's out. I just got a thought a note in the chat that those three processes. These are Girl Scout leadership experience. Thanks so much Maureen. I need to remember all those acronyms. Yes. So, these are things you can do in a virtual environment to keep things girl led like maybe with the juniors you can have a brainstorming session and have them discuss things together. Whereas the cadets, they're in middle school so they can already plan their whole year ahead and what they want to do. So hopefully they're doing lots of space science badges which we're going to be talking about today. And I will say that this is kind of the, the biggest range in ages and stages that we're going to be talking about when we did the younger girl badges between kindergarten and third grade there were not too many changes a lot of those things worked for all the girls and again, when you get into high school a lot of the activities will work for a range of girls but between 10 and 14 there's a big shift that happens for girls. While some things are going to remain the same. These are some kind of specific activities and tips that will work for the different ages. Right. There's also some things that are similar. Right. They're becoming more independent and they're doing their own thing. We can give them good feedback on what they're doing, but we don't need to be as hands on with and instructive with them I guess we should say. We just want to be patient and encourage them. And so these slides will be available to you after this session so don't worry about copying all this stuff down it's more to give you an idea that we're moving away from being animated and jumping around to having a serious discussion and also I'm still being fun and interactive but it's a little bit older. Last time we talked about graphics that you can use. This is a style of graphics that you can use for these age girls. You can put this in the chat if you are interested in letting us know if you consider yourself more an astronomer and engineer or an astronaut. Not in career wise per se but maybe in that you'd like to explore new places or build things. And so I will keep an eye on the chat to see your one twos and threes. I think it's a great chance to talk about vocabulary because a lot of folks think astronaut and astronomer are almost anonymous. So all of them look at you all. Great. Yeah, there's a lot of one two threes there's a couple of twos couple of threes. This is a good way to get to know the girls and it kind of helps you steer your presentation. Do you want to do more technical stuff because they all want to be engineers or do you want to have lots of cool space images because they're all astronauts. One caveat that I want to mention is that middle school is a really difficult time and girls can be very self conscious. In middle school, they're spending more time with their friends they're figuring out their identity school can start to get hard. Many people kind of sail through elementary and then they get to middle school, and there's kind of a drop off in science confidence that happens with girls and stem at this age. You really want to make sure that your girl experiencers are positive and encouraging, even if their girls aren't understanding things yet. You really want to focus on having a fun failure, or talking about a time that you found math part, because there's math is hard for everybody at a certain stage, whether that's differential equations, or division. Also, you can. There's a lot of good resources about why girls have a tougher time in middle school. Here are some girls that are in middle school and let's have them share their voices. Science is like everything. It can really help you uncover like little small little secrets. I built a garage door opener, and I'm working on my own website. I built a computer and I opened a fridge with a Lego. When I was little, I used to think technology was great. Then I started thinking that it was more of a voice thing. I think that inventing is like her voice because they have Albert Einstein invented. Girl in the robotics class, but she quit. And so I'm the only girl left. Oh, you can't like science. You're a girl. You can't like any of these science things and commercials. I saw a lot more men doing it. I really love science, but they might be like afraid people might think, Oh, don't boys do that. That's a boy thing. If you think about it, science is like. Okay, I'm just going to pause it there because it's it's a YouTube video and it actually is a commercial but I really thought it was representative of some of the struggles that girls have at this age so I wanted to share that with you in case you haven't been a girl in a while or ever. It's good to know that these are challenges that girls these ages are facing. Some of the tools we're addressing the challenges with our growth mindset and language if you're interested in learning more about that we covered that in our last session. And we're going to be talking about micro messages and storing telling in this session. And then the next session we're going to talk about questions and misconceptions and ways to foster scientific thinking. And, and every session we're going to explore Girl Scouts culture and the new space science badges. We'll stop in with one quick thing. Of course, in our longer sessions we also cover that it doesn't take a whole lot of time to expose girls to new and exciting ideas and science so even just having them have one positive science experience can make a huge difference in the same way having one negative science experience can kind of bum them out and not make them want to do science as much so these are great opportunities to give girls. Like a science recharge and we'll put the there's a lot of research that's been done on that and we can add that to the, to the YouTube video as well when we're done. Right and these are just welcoming tools so they're good for girls boys kids grown ups and everyone. So, let's explore the messages that we're sending when we are doing outreach. If you want to do some talking about micro messaging. Yeah, absolutely. So, you might have heard of some people have talked about micro aggressions but micro aggressions might not be aggressive or intentional right. Micro messages is what we're calling them because they're just these little tiny behaviors and ways that we act that can affect how we treat each other. You can tell here on the left there's a woman who's leaning in and clearly listening to whatever the speaker is saying and she's giving the speaker a micro affirmation showing that they're interested showing that she's interested in showing that she cares about what's being said the same with the center picture, they're clearly having an interaction where the adult is interested in what's going on. So, counter that with this picture on the right about, that's a micro inequity. So, it says, this is from I to am Harvard which is a group of students of color who have, who are sharing on Tumblr some of the messages that they have gotten that we're not welcoming so this picture here says you're lucky to be black it must be easy to get into college. And these micro messages. They build up over time people call them death by 1000 cuts and they have huge implications for people's feeling about themselves in the sciences for example so they can cause depression and trauma. So, there's a lot of advanced aging and illness so there's a lot of will put the slides on the recording and that has some of the studies in there. So we all get these messages all the time, can you think of any micro messages that you might have heard, as you've gone along in life. We just want to start to be aware of what micro messages, we might be sending and some, even that we're getting. So if you want to put in the chat anything micro messages that you've heard along the way could be about science it could be something that boosted you up or something that, you know made you feel not as good. I have an example I could share. There has been times when I have been running the planetarium, or an observatory and people have gone to either the male usher or my assistant, because they are male and they don't see women as the people who are leading things in the scientific setting. Absolutely. We have a friend we went to college with who is a dancer and she's absolutely beautiful and she often gets told, you're too pretty to be a scientist she is an incredible PhD solar physicist at this point. Yeah. Right. Sometimes what we wear can have people make assumptions about who we are. Let's take a look at how we might address something like that so it's kind of two parts to this. It's really good to notice when we are doing it, just to stop and think about the messages that we might be sending. Now we do this all the time right this is something that we do. Well, I might be able to say something to my best friend that would be really ridiculous and it'd be kind of jokey but then if I said the same thing to my boss. That would not be appropriate right so we are able to make all of these layered decisions about how to talk to people. All the time we navigate this all day so we just need to think about how what we say might be heard by girls that we're working with so it takes some practice and it can be really subtle so don't worry if sometimes you're not sure. Just like we talked about last week with that growth mindset if we practice doing this, then it can be, then we'll get better at it. So, recognizing when we do it can be a little harder. It might be something that as we go along in the world, it might be easier to see when someone else does it so recognizing when someone else does it can be your first step the second piece here is sometimes easier to see in others. However, sometimes saying something about it can take some practice so I am going to, well I should say, you know we recognizing when we're doing that can be a little tricky right. We can't always tell if it's a micro aggression when someone's doing that of course there's a million people come with a million different backgrounds and reasons for saying something but you can see, usually in the person's face, who they are talking to, you can often tell when if they feel that it's been a micro aggression so it could be a frozen, you could get really hurt or angry, and, and I encourage you when you see something like that to go ahead and speak up. This does take some practice, but it can be simple. For example, I often use the phrase Oh, we don't do that here, and just let it go and carry on with what I'm doing. Does anybody else have a go to line that they use when someone says like one of my pet peeves is there's no girls allowed in this, whatever, camper, something that they're setting up like. We don't do that here. So I'm going to share my screen just for a second if I can, and share one of so if you are not familiar with tick tock, and you're working with young girls you definitely should be because tick tock is all the rage these days. And there's a tick tocker name is makey woods and she shares what she. See, share my screen to shakes. I'm going to share what she, what her go tos are for addressing micro messages. Oh, there we are. Let me share the sound to shakes. Okay, here you go. I hope you can hear this. Here are a couple of responses that you can practice when responding to micro aggressions as a bystander. Ouch. That really hurt. Ouch. That's a micro aggression. I am personally offended by that. No, we're not going to do that. Nope. Nope, nope, nope, nope. What I think you're trying to say is that she has a powerful and passionate voice, not that she speaks really well. What other strategies have I missed? Drop them below in the comments. All right, so if you have other strategies that you use when you hear a micro aggression, or a micro message that you feel like is not appropriate, go ahead and put that in the chat here and maybe you all have some that you can share as well. Here's the thing it sets up the, it sets up the space so if, if someone says something to a girl that is a small micro aggression like, Oh, it must be great that you're a girl. It's really easy to get into this school if you're a girl or something like that. It sets up a culture where that is allowed within your group and we don't want to do that. We want to make sure that everybody feels comfortable. So if you have anything that you want to put in the chat about how you maintain a really positive group setting, let me know. I'm going to talk a little bit more about this micro messaging example but I really appreciate that point about how we want to have a welcoming environment for everybody and sometimes as adults we're pretty. We can be pretty sarcastic, and that can be something that girls pick up on. So I've tried myself not to be not to make jokes about people. When I'm in outreach sessions because it's hard to explain it all and work all that stuff out I still make jokes, but they're usually bad astronomy puns, that kind of thing. Okay, so here's a micro messaging example that you might think of as micro message or micro aggression. I say, oh, I would have never guessed you were a scientist. Right, you're at a party, you meet a woman of color who happens to be a scientist and you're like, I would never get that. You might even use say it in a positive way like yay women in science, right, but over time, that becomes, you don't belong here. And there's a lot of, there's a article that is in the comments here that you can see what and the slides but what happens is women get pushed out the sciences and especially in astronomy, and women of color, particularly they there's an article is called double jeopardy, meaning that they have prejudice is a woman and prejudice as a person of color. So that leads to less women in the sciences, even though you might be using a positive thing. Because there's this whole idea of boy toys and girl toys that we talked about last week becoming boy jobs and girl jobs. And not sure if you've ever done this activity. Do you want to talk about drawn astronomer? You want to talk about that one, Viv? Yeah, it's a really great one. So drawn astronomer was, I think the first time that it was recorded where they wrote up the findings was back in maybe 1966. And at that point they had students draw a scientist what they thought a scientist looked like, and out of 5000 drawings only 28 were a female scientist right and all of those are drawn by girls. And that is getting a little bit better from the 1980s and on we kept seeing more and more children draw female scientists that's pretty exciting. At age six about 70% of the girls will draw scientists as women, which is kind of amazing that's a big change. However, by ages 10 and 11, this proportion totally flips around and they're back to drawing almost well about 75% of the men as scientists, as men. So this middle school ages a critical period where they're learning this gendered information about who is a scientist, and what a scientist looks like so we want to make sure to counter this with lots of different techniques. A really good one, Teresa is going to talk about next. Okay, so, here's our example right. These are three women of color who were involved with NASA. And I would love it if you know who they are to put them in the chat. And sharing the stories of women of color scientists will help counteract those negative messages that girls can get. I'm waiting to see that you can use all the counted pen and just silently count to 10 because it does take time for people to become aware that they're being asked something, and then to figure out. That's interesting. Just a little bit, Teresa, it's a little bit of time. Someone put NASA lady computers. Yeah. A lot of people know these women from that hidden figures movie, or the book, right. They are Catherine Johnson, Mary Jackson and Doris Yvonne, and their stories are told in hidden figures if you haven't seen that movie, I would definitely recommend it go out and watch it tonight. But as someone said in the chat, there's a doll of Catherine. Yeah, so there's a lot of really, she has two NASA buildings named after her, and she got an award from the ASP. But that's the top honor, but definitely she's a shero to us. So we really need to share everyone's story, because then we can be welcoming, right. So when we look at a variable star or we see a far away galaxy in the telescope. Do we mention Henry at a Swan Leavitt, as much as we might mention that it's the Newton telescope and you know talk about Newton. So, there's lots of different people and we don't know the impact of a story. So I'd like to tell you one now. Is there any Star Trek fans out there. Sadly I can't see you so if you raise your hands. You might be a Star Wars fan too that's fine. I'm not going to get into that, but this is Lieutenant Ohora. And she's the actress, Michelle Nichols. Oh, I see a couple people raising their hands virtually that's pretty cool. So, Michelle Nichols when she got started on Star Trek, they recorded one season and they weren't sure if it was going to be going again. And she decided that she wanted to go back to Broadway and do shows on Broadway. And Gene Roddenberry was like we got the green light for season two let's, we want you there. She said no. And he said, Well, I introduce you to your biggest fan. So maybe they could just talk to you. And it was Martin Luther King Jr. was her biggest fan. And he said this was such a great show, and that it was the only show that Coretta his wife and he shared with their children they all watched it together. And she said, Well, thank you, I'm leaving the show and he's mild at meeting her just went away and he said, Don't you understand for the first time, we're being seen as equals. You have an equal role to the other people on the set and so you have to stay on. And she of course did stay on. If you know the story if you know Star Trek and she was on all the seasons of it. What happened with that, being seen as an equal had consequences, because if you can see it you can be it right. The person on the left is may jemisin the first African American astronaut female astronaut rather. And she said, as a little girl growing up on the south side of Chicago in the 60s, I always knew I was going to space, because Star Trek's Lieutenant Ohura had encouraged her literally to reach for the stars. And it doesn't just stop there there were lots of people who be Goldberg was inspired by her to get into entertainment. There's lots of women, a lot of women scientists a lot who are encouraged. by Nichelle nickel she went on to work for NASA and do outreach and recruitment. So, what if you're not a role model what if you are a male amateur stronger. That's great. You can still share women's stories for example, I'm a white woman, I don't have the same experience as a black woman, but I can tell the stories and if someone says oh I got it wrong. I will apologize and learn from them and do the best I can role modeling is something we can always do even if we don't match. So I would love it if you can sprinkle these stories into your badge outreach of different astronomers and diverse backgrounds. And let's get into the girls scout space science badges. So the next session part of the session we're really going to be talking a lot about those junior badges and the cadet badges. We always do this we have like a presentation technique and we have the badges so this is what we're going to be focusing on today, I wanted to tell you a little more about the badges that there are five steps with three choices. So in the content area, they're going to have different choices that the girls can pick. And there's indoor choices, outdoor choices. There's always a free or low cost option because they're dealing with girls from all different experiences and areas some are in rural settings some are in urban settings. So this is just sort of an overview of the badges, all of them except for the daisies because they're too small, and they can't do all these steps. Here is a list of the space science badges you want to talk about this one. Yeah, absolutely so on the last webinar that we did there were a lot of overlap but in this between the junior and the cadet there is not as much overlap except among the stars so we're going to start off talking about the junior badge with the solar system mostly it's mostly what it covers and gets into stars and and telescopes and night sky observing, I will say that every single badge has directions to go and check out your local amateur astronomers or planetarium or science center to get the real world experience of looking up at the night sky. So, then we're going to after this will go to the cadet badge, and that really covers light and we'll talk more about that so while stars are covered in both. We're looking at different aspects of them, and we'll talk about both of the ways we do that. And since we're starting to get into the older badges I just want to mention that telescopes and night sky observing astrophotography and citizen science are in all of the older girl badges. So, if you are looking for something that would apply for older girls. If you're interested in astrophotography that's a great thing to do, or any of those three topics. So, here is the junior investigator badge juniors are fourth and fifth graders so they're about nine to 11 years old. They are really starting to come into their own and learn about models and they can now start to use star charts, because it's very hard. It's very hard for a five year old to know that this piece of paper is something that represents the whole sky, but now they didn't learn about maps they know you can have things be scale models. And so we're going to talk about the solar system and how planets orbit the sun that's sort of the steps of the solar system that are in the junior badge. Right, so these are things that you might be called on to do if you're doing the badges. Right. So first they make models, then you do circling the sun or orbits, and they use tools to explore. We talked about introducing topics with an open ended question at last session. So this is just a reminder. It's great to ask the girls, what's your favorite planet and why. If you would like to put it in the chat, you can do that now. I noticed that a couple of people put scientists stories in the chat as well, such as any jump cannon seal your pain. Gosh, Henry, I just want to love it. Carolyn Herschel. We did lots of jokes with the younger kids and those can be funny too but asking their opinion at this age is also really, really a great way to do it if you want to put in the chat what your favorite planet is. We can I like Venus because it is so extreme. Yeah. Yeah. My favorite is Jupiter because it's the first I found in the first planet I found in telescope, and also because I love the four little moons they're so cute. Pluto is still a planet in New Mexico. Okay, so scale models, kind of a big word, initially. Today we're going to talk about scale models and talk about how you can use the different sizes and planets. So I'm assuming that most of you have heard the term scale model before so I'm just presenting it as if you didn't right. So that's something you might ask the girls, has anyone heard this term before. And so you can say a scale models a copy of an object that's either larger or smaller than the object that it's modeled after right. And each part of that object is sort of adjusted in the same way so architects build models of things they're going to buildings they're going to build scientists make large scale models of atoms because they're too small. So, again, this is easier if you're in a meeting session but if you want to talk about scale model that you work with or know of that's a great thing to do. But girls know dolls girls little cars. So those are scale models that you can use as a reference point. You can also talk about doll houses there's their models of smaller, a smaller version of a large house. Right. This actually is Julia Gordon Lowe's house, the founders of Girl Scouts will not her actual house but a model of her house, right. And so it's just a very important tool right scientists use models all the time because they're really helpful in explaining our how things work. And they can help us understand things that are going on. Okay. So one of the steps is to do an earth, moon scale model. I would have everybody get up now and run and get a ball shaped or round shape object and bring it back, but you can just see if there's anything within your reach that's round that you can use to help use this model. Okay, if you don't have an object it's okay to just draw a circle on a piece of paper, but round things a lot of people have round things at home, or at work. So, if we shrunk everything on earth down to this little ball, right. How big would the moon be. That's the whole earth. That ball. Yes, we're making a model. So we're taking the big gigantic earth and making it into this small ball so you and me and everyone we know and all the flowers and trees and lakes they're all strung down to this size. This about three and a half inches. So what size would the moon be. Often in books, you'll see them look the same size. So maybe you think they're the same size, maybe that you think there's different size. Somebody says they have a penny. Excellent. Right. Yeah. So this is a ball that's about three quarters of an inch. And so that's about the size of the distance between the earth and the moon. So you can make a prediction, and then you can show the girls the answer after they made their prediction. If you're in a meeting you can just show them with your fingers it could be like this and this or that. So the earth diameter the answer is about four times the diameter of the moon. So you should be able to fit four moons across your object. Maybe then you need to change this one or both of your objects to make the scale model accurate. Now we're going to talk about distance right because size is not the only thing that you can compare in planets and their satellites right so how many earths would fit between the moon and the earth. So this is something you can do with your hands a little bit if you don't have a background on, and you could stretch should say are they like right next to each other, or are they farther apart, and take predictions, right. Have everybody put in the chat, what they think about the scale distance. And if I was doing those this girls I would take a little more time explaining what a model is why it's useful, and then we would talk about this scale. Now we can fit about 30 earths between the earth and the moon so it would be like many earths right next to each other lined up. And so we use this model of the yardstick eclipse. It uses a one inch ball, and away from it 30 inches we place a one quarter inch moon bead. And so you can. That's a great way to give real physical sense about it. Here's a gift, if you're in virtual land. You might want to play that again there's a little drag there we go. Yeah, it's just going to keep playing. But it has both the models to scale size wise and distance wise so here's the scale of the planet size and now it's going out in distance and showing you the distance. So now we've moved from the earth and the moon on to the solar system. And how do we know what's in the solar system. Right the solar systems made up of our star and the sun and all the objects that travel around it. So, a fun thing to do with girls and junior ages is to make a funny solar system saying to help them remember the order the planets. We wouldn't really say mnemonic because it's a word that's like kind of, it's kind of strange word that most people don't know it is a mnemonic that we're making but we just say a silly solar system saying. So, this is the worksheet you can have to make things that start with m, and if you want to put something in the chat about things that start with m, or things that start with n, you can do that. I started our sentence using many very excellent and just shared unusual. And you had to come up with the words that start with m for Mars. And then he had put mustard and napkin. Right. So of course I couldn't do it while we were talking. So I just put in monkeys and news. But this is a silly solar system saying that you can make with the girls and they can even draw pictures and images to show the monkeys maybe they have little news hats on and they're saying extra extra, you know they can make silly pictures of that. So many very excellent monkeys just shared some unusual news. And also, while you're making this talk about the differences between the planets rocky planets, giants, kind of ice giants. I'm going to keep going with this idea of models, right, we're going to. We're started talking about the things that go around the sun. And so one of those things of course is the earth. So, this is called imagine your earth year in the badge step you can it's all about orbits. And you could make a dance of the orbits. So, right now, on this slide we're looking at winter time on the earth on the northern hemisphere. And so you can say, Oh, what do you do in the winter, like what sports do you do. I can say, Oh, I go skiing, move your arms like you're skiing. Or you can do things with the weather. It's snowy so it's cold. You can make these things up for each season what what are they doing in school. What are they doing with their family. You have to do it with spring and do it for each of the seasons of the year and maybe now they're going to do play baseball. So there's all kinds of fun things that you can do to just show that there's different times in the year, and then you can bring up that one orbit around the sun equals one year. And there's lots of different ways you can use to discuss the concept of years. You can also use that. And then the later old favorite, which is what is your age on other planets. That's so fun for girls, just finding out that they might be two on Saturn, or 15 on Venus. You can also talk about exoplanets and how their closeness to this their star affects the goalie lock zone really depends on on your girls and their interest levels. You want to take cadets. Yeah, absolutely. So we're moving on into middle school here where we were talking about earlier. And now we can get into really big exciting cool concepts. These are for me really interesting we the whole idea of the cadet badge is light, and how we know what we know as astronomers so it covers quite a few things with visible light the light that we see how that is can be broken up into rainbows how the spectrum comes out of white light. We also invisible lights we talk about all the light that we can't see with our eyes that we see in other ways. And then there's quite a bit of observing and light pollution is the last step there which is really fun and we'll talk some about that. Yeah, if we want to do the warm up Teresa. This is what we were talking about earlier where you start off with a question to get them interested get them excited about a topic. Do you all have a favorite time of day or night, where you like the light the most. And you can also even ask how do you use light in your life. If you're going to. And usually they'll talk about seeing in the dark but they won't talk about radio waves or x rates yet. So it's a fun way to get started with it. I feel like Vivian was saying is there a time of day he's like the most. I love that little bit of time right around the sunset when everything's pink and orange. That's one of my favorite times of day. Oh yeah, the particular rays. Absolutely. I like it when it's dark outside. And you can see the stars. Yeah. So starting off getting some ideas from girls where they start talking and thinking about the light themselves. Then we can go into some more girl led investigations about what is there in light what do we what is light. What's in light. So asking the girls how they could make a rainbow is a really good way to gauge kind of what their prior experience is are asked them to predict how they might make one. Sometimes they've seen a prism or maybe in a garden hose they've been able to make a rainbow in the sunshine, or maybe they've seen a rainbow and have thought about what makes those. And letting them kind of explore what they already know what they are wondering about is a as a nice way to start. And then let's get into the different colors here. I would love it if you all want to grab your phones. Girls at this age are often already on their phones. They might have phones with them. So if you're at a star party you might want to let them know when it's appropriate to use their phones let them know about dark adaptation and how it's not great to use your phones when you're trying to see the stars because you ruin your night vision. But if you're if it's during the day go ahead. Here's a way that they can actually use their phone so go to the next step Teresa. This is more about. This is an activity that we have in the NASA night sky network called clues to the cosmos. And this is a virtual adaptation so a lot of the things that we do with the Girl Scouts in person are not as easy to do online but here's a really nice way to be able to do that so if you have a phone around go ahead and take a picture of this QR code. And this will take you to a place. This is an Italian artist duo and they do amazing work. And hopefully this will take you where it should go I'm going to do it with you. So usually if you just point your camera at a QR code, it will. It will come up with something that looks like this and just allow it to access your camera. That's a press play and allow. You'll be able to have a your own filter set your own filter wheel on your phone, which is quite fun. So we'll go ahead and play with that for just a second. This is an activity called. You can explore this because it's super fun and even for adults so you want to give people a second to play around and then get back to the science. Yeah, absolutely and we can play around on the next slide because there's a cool color wheel and just ask them questions about what do they notice. What do you think those filters are doing. So here does say the red filter let through which one can you see really well in the red filter so if I hold this up to my screen, I don't see all of the colors coming through. Just some of them. So have them discuss some of that. On the left there is the spectrum of light of the star Vega so when we look up at the star Vega at night it's very bright. The stars go and but it looks white to us when you take that light and you spread it out into a rainbow like we can do with prisms or with raindrops. We see this rainbow or spectrum, and the star gives off all of these colors when they're combined they look white but as we spread them out we see all the others and in those colors you'll see lines. And that is the atmosphere of the star blocking out certain wavelengths or certain colors of light, and that gives us clues to what since what the star is made of pretty darn cool. Lots of filters are really good for doing lots of different things if you want to go to the next slide Teresa. Yeah, and I just want to say, you can definitely show them Vega, if it's in the summertime. It's just pointed out and so they'll know this is what you're looking at. Yeah, absolutely. So, these filters help scientists and astronomers in particular break the codes of the stars but you can also try and break a code. Looking at these letters if you're in person there's a whole activity that you can do with this where you make your own codes and have the girls make up codes and really, once they start doing this themselves they get a lot of experience with the filters but does anyone can anyone break the code. If so go ahead and stick it in the chat. You want to look at the colors to the red and the green and the blue filters to start with. There is a full color wheel but might try that out a little later. So what color I asked the girls over and over what color is the green filter for example letting through. Oh, oh, Tammy found Tammy got her first or at least. Tammy. All right. Yes and more marine got it in red light this one says now you see the light well done. Yeah, great. This just gives them some things to play with there's also they're beautiful color images of all that show different things and different lights to say through the different filters there's a lot more that we can go into on that. But I think we're going to move on to the electromagnetic step spectrum and get on to cadet step two of the badge because that showed us visible light and what we see. But there's so much more light that we don't see. Right. So the electromagnetic spectrum. Some of the cadets might have learned about light as a wave, or about they might have heard of some of the types of light that we can't see but when you're explaining the electromagnetic spectrum if they haven't heard of it before. It's a really good idea to tie these to common things that they know like microwaves microwave, microwaves food or how about radio waves. Getting x rays at the dentist a lot of girls have had x rays before, or using sunscreen to protect against UV radiation. In the top right there, there are great videos that both the girls have made and some other partners of ours the California Academy of Sciences and the Alma University in Chile. So there are lots of great videos that will explain some of these further if it's not something you feel really comfortable with I encourage you to bring the girls themselves in their own words there with with some of these videos and we'll put all those in the chat. One really fun way to do it. It's okay. If you don't know about it yet. You can explore with the girls and learn together. You don't need to be an expert. Yeah, one of the best things to say is I don't know actually about that. Let me find out and then show them how you go about finding out finding the right information. One really simple thing that we like to do is exploring invisible light with remotes. So if we were working with girls we would all ask them to go see if they can find a remote in their house. That's the way that we explore invisible light. Just like we asked about getting around object. Yeah, we, it's fun to get them to get up and do something so give them, you know, 30 seconds to get there and get back, and they all run off and get that so it gets them up and out a little bit if you have a remote control around you go grab that as well. So, one thing that's really interesting is if you look at the colors on the remote if you look at the, the end where that produces the light if you look at that and push some of the buttons, you don't see anything. Which is interesting. All right, but if you point that at the camera. Let's see I think you can see it better on Teresa's. You can see. Yeah, purple light. Yes, this is very purple. Some, some remotes will do this, and some won't. It's pretty fun it talks about invisible light and how there's light that we can't see the cameras that we have on our phones and on the computers pick up more light than we are able to see with our eyes does anybody know what colors, what kind of light these remotes use. Yeah, so we use infrared light, but not all remotes use infrared light, most of them do. So you have to check it out before you share this with the girls. This is actually a projector remote, but my TV remote and my cable remote wouldn't work. So, check it out beforehand. It's pretty cool to see all of the girls in their little square pointing their remote and trying to see if there's doesn't. Yeah, great so that's a really easy. Yeah cell phone cameras as well actually are sometimes better than computer cameras. Great point Tammy. Thanks. There's another really cool experiment that I think is pretty awesome. I'm going to put my face away. Oh yeah. If you go to the next slide I was going to talk about the Herschel experiment. It's another way to do step two there are a lot of different ways that you can do this if you want to take some time and do some step two. The Herschel experiment is time tested it was one of the ways that we discovered that there were more forms of light than we knew about. So you need a prism and you need three thermometers, and it's a little tricky to set up but once you get it it makes a lot of sense. You want to move the box so that, let's see if you can see it in here. So that the prism, some of the light falls on two of the thermometers and the third thermometer is off past the red end of the spectrum. And you'll see that that one also heats up and that one's detecting infrared light so you'll notice if you do this experiment that that is a very cool way of demonstrating that actually there is light that our eyes don't see that is heating up the thermometers. Yeah, and that was actually the control thermometer in the experiment, it was the to see. This is the regular one that is not affected by the prism and it's going to not register anything and it registered more heat than the prism colors did. And Eileen makes a good point that you want to use glass prisms very important good point thanks. Absolutely. And it's just like if you're using a sun spotter, you want to move it a lot so that the rainbow stays all just keep moving it so that the rainbow stays in the right spot. Yep. All right, another great way to explore invisible light. If you're if you have a computer available is the National Radio Astronomy Observatory has a fabulous cosmic coloring compositor. It allows you to make images based on radio and infrared invisible light images of objects in the sky so you can. For example, here we've got the crab nebula and you can choose which color you'd like each of the types of light to be and how intense you want them to be and they can, the girls can make all of their own images are super fun and it's quite creative and in the next page there are a few examples of. Oh, these are actually yeah so you know so these are. They have a whole bunch of objects now like they started with the crab nebula, because it was one that we had the x-ray data for and we had all of those different wavelengths, but now they have, I think, 15 different objects you can use. Another area you can explore is in this thing called view space.org they have a lot of interactives that will show different concepts and also show, like when you're talking about star formation it will show you the eagle nebula and sort of zoom in on the area. And it's just a really cool way to explore. So view space or good way to do step two. I realize we just passed the top of the hour I apologize let's get through these last ones quickly. The last step of the cadet badge is step five talks about conserving the night sky and I've just put a few resources on here. The night sky network, if you have not checked it out has a lot of great resources on including the good night good light activity. There is a citizen science project called globe at night, where you can observe how dark your skies are at any time of the year it's really fun. The International Dark Sky Association gives you great tips on how to make your house in your neighborhood dark sky friendly and why we care because there's a lot of people and animals who depend on us and it's better for our own health so you can get some information about that from the badges themselves. I just want to say quickly if you want to find all of these activity kits and resources and webinars for working with Girl Scouts, we have a lot of information on the Astro all page it's just bit.ly slash Astro all and that'll give you a lot more information. Let's see. If I'm not least, we just want to go over what we covered today. The activity tips here, we want to be aware of our own micro messages and those that are told around us and make sure to speak up when we hear them. We want to tell stories of female astronomers. So that we can be good role models even if we are not female astronomers. And so some of these other things the questioning and making models and getting up and moving around even if you're happened to be at a computer. Most importantly have a lot of fun. And keep it girl lead. Yes. I have one last slide that is sort of our finishing up slide. If you need to go you're welcome to go but we are going to stay around for if you have questions or answers. But this is Michelle Nichols, and she says this science is not a boys game it's not a girls game it's everyone's game. And that's what we want to get is more people loving our hobby. So we have at the end of every Girl Scout session there's something called a reflect portion. So we would love it if you could share some feedback, Vivian put it in the chat, the feedback form. You can just it just has two questions, or three rather. So it's super quick. Please just go there and fill it out and we will. It will help us a lot. I believe we're going to stop the recording now. So, I'm going to stop sharing.