Life in Space Unit Curriculum and Assessment Plan |
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Unit/Strand: S&T - Grade 6: Space |
Topic: Earth and our Relationship with our Sun and Moon. |
Timeline: 2 to 3 weeks |
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END
OF TOPIC CULMINATING TASK(S)
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Expectations/Big Ideas: Space is a hostile enviroment. Students will understand and appreciate the the differences of working and living in space versus working and living on earth, including space EVA hazards and biological and psychological changes and adaptations to microgravity Students will appreciate how space technology has impacted their daily lives. Students will learn the general parts of a space suit and how the space suit protects astronauts during EVA's |
Description of task: Students will be designing and building a model of their own space station, Your Space Station (YSS). Their goal is to create a space station in which all components fit aboard the Space Shuttle and require the least number of trips. Download: Building a Human Presence in Space Write Say Do
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Assessment Tool: Rubric - will evaluate understanding and communication skills Checklist - will evaluate students' ability to meet identified criteria of an effective scientific response |
Assessment Criteria/ Look Fors:
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BIG
IDEAS
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Space is a hostile enviroment. In order to survive and work in the vacuum of space, humans must be supplied with the necessities of life (air, water, food, energy) and be protected against radiation and meteorite impacts. Working in a space environment (e.g. microgravity) affects the human body |
SUMMARY
OF CONTENT
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In space, there are extremes of temperature, high-energy particles and radiation from the sun, no atmosphere or atmospheric prossure. Living organisms must therefore be protected within a spacecraft or space suit. They must have a source of energy (solar panels or batteries), supplies of oxygen, water, and food. These must be carried into space, or recycled from waste products on board. The cramped, micro-gravity environment of a spacecraft has potentially harmful physiological and psychological effects on humans. |
CURRICULUM
EXPECTATIONS
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3.3 explain how humans meet their basic biological needs in space (e.g., obtaining air, water, and food and managing bodily functions) 3.4 identify the technological tools and devices needed for space exploration (e.g., telescopes, spectroscopes, spacecraft, life-support systems)
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ENABLING
LESSONS LEADING UP TO THE CULMINATING TASK
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Lesson Goal(s) and/or Focus of Instruction |
Description
of Student task
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Diagnostic
or Formative Assessment
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Assessment
tool
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How will you know when each child has reached the goals? Assessment Criteria/Look Fors: | |
1D |
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Write
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D
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anecdotal
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Download:
Living in Space
Diagnostic |
2D |
Video Where Does Space Begin |
Write
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F
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anecdotal
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3D |
To get an overview about the space environment, the teacher will show Our World - Living Conditions in Space Video Our World - Living Conditions in Space The teacher will show the video of the vacuum of space, and complete the demonstration. This will show the students how living and working in the vacuum of space is hazardous to humans. Video
What
does the Vacuum of Space Look Like? The teacher will then show the video What is the Temperature of Space Video
What
is the Temperature of Space Finally, the students will
complete the Exit Card - Space Environment |
Write
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F
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anecdotal
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Download: Exit Card - Space Environment |
4D |
The first lab, the students
will watch the video, Fluid Shift and then complete the experiment,
Get A Let Up, students will simulate the fluid shift felt by astronauts
upon entering space, and analyze data by comparing pre and post collection. Download: Get A Leg Up - Teacher The second lab, The Rotating
Chair Experiment, the students will to study how rotational effects
might be perceived differently during space flight. (Focus 7; Student
Investigation 7.1) Link Human Physiology in Space
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Write
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F
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anecdotal
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At the end of the activity, Get A Leg Up, students complete a series of questions included in the Get A Leg Up - Student At the end of the activity, The Rotating Chair Experiment - Student Investigation 7.1, the students complete a series of questions. |
5D |
Video : Living in Space The students will then complete
the activity ZZZZZ - Sleep On It where they research their own
sleep pattern and how it effects their health. Resource: Sleep and Daily Rhythms
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Write
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F
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anecdotal
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and Catching ZZZZZ's (page 28, from Sleep and Daily Rhythms) to examine how astronauts sleep in space. |
4D |
Video: Our World: Exercising in Space Video Our World: Exercising Equipment In Space First, students will complete an experiment, The Shape of Things (Activity 1 from Muscles and Bones) Second, the students will watch Our World: Exercising in Space, and Our World: Exercise Equipment in Space Finally, students will complete Muscles and Bones in Space (Activity 10 from Muscles and Bones) Download Muscles and Bones NASA Fit Explorers Challenge (Train like an Astronaut) |
Write
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F
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anecdotal
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Students will complete the answer sheet at the end of the activity Muscles and Bones in Space. |
5D |
Initially, students will watch
the video Our World - Space Grub. They can also watch a selection
of videos from Living in Space - Food webpage. The first activity the students
will complete is Food For Spaceflight, which will help students
select and compare foods for spaceflight suitability, and package them
for spaceflight. Activity Food for Spaceflight (student) Activity Food for Spaceflight (teacher) The second activity, Have Food Will Travel, the students design a nutritionally balanced diet for long-duration space flight Activity Have Food Will Travel Finally, the students complete an exit card for this lesson. Addition Resource
Space
Food and Nutrition |
Write
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F
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anecdotal
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Students will complete the questions at the end of the Food for Spaceflight activity. Students will also plan a 10-day rotating menu for a long-duration space flight.
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6D |
Students initially watch three
videos, Importance of Spacesuits, Our World - Spacesuits, and How
Can You Gross Out Your Friends With A Spacesuit? If there is additional
time, students can watch additional videos from the Living In Space -
Space Wear site. Video Our World - Spacesuits Video How Can You Gross Out Your Friends With a SpaceSuit? Students participate in several activities to see the need of spacesuits. Activity The Need for Spacesuits The students should research
the Space Shuttle Extravehicular Mobility Unit from Suited for Spacewalking
(page 21) The students will complete a design challenge and construct a protective garment that will permit humans to venture safely into outer spaceand perform work. Link Living in Space - Space Wear In addition, students can read
an article on donning a spacesuit |
Write
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F
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anecdotal
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Students will design and build a protective garment that will permit future space travelers to explore the surface of Mars Activity Designing a Space Suit for Mars |
7D |
Students should watch the videos
Working in Space, and How Do You Turn A Bolt In Space? If
there is additional time, students can watch additional videos from Living
in Space - Work site Video How Do You Turn A Bolt in Space? Link to Videos Living in Space - Work Students participate in several activities to show the challenges of working in space Download Moving and Working in Space The students should read the article Working in Space Webpage with Resources and Videos Space Work Reading Working in Space |
Write
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anecdotal
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At the end of the lesson the teacher leads a brainstorming session of key learning of the day and how these ideas incorporate into the summative project. The students will make jot notes. |
8D |
Video - Going to the Bathroom in Space Video Chris Hadfield Going to the Bathroom in Space
In addition, there is a demonstration
that addresses the recycling of water as part of living and working in
space. |
Write
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F
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observation
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9D |
This lesson deals with the International Space Station. Students can watch videos on the tour of the International Space Station and Living in Space. Video: Tour of the International Space Station Video Living in Space: Episode One Video Living in Space: Episode Two Video Living in Space : Episode Three Enclosed is a lesson on the International Space Station showing that ISS inhabitants perform the daily functions of life in space using special products and procedures. Lesson Plan: International Space Station Also enclosed are the blueprints of the International Space Station which the students can use to make models of the station. Link: Blueprints of the International Space Station to Make Models With Link International Space Station Introduction Link:
Space
Station Webpage
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Write
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F
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anecdotal
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At the end of the lesson the
teacher leads a brainstorming session of key learning of the day and how
these ideas incorporate into the summative project. The students will
make jot notes.
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GLOSSARY
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astronaut | Astronauts are people who go into space. |
micro-gravity | Is the state in which "apparent" gravity is reduced to virtually negligible levels. [For example, when an object is in free fall, it experiences microgravity.] |
space suit | The life-support suit that astronauts wear when they work in space. |
weightlessness | Weightlessness (or free fall) is the state in which an object appears to have no weight (but the object's mass remains the same). During weightlessness, the apparent gravitational pull on an object is negligible (close to zero). |
MISCONCEPTIONS
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CANADIAN
CONTENT AND CONTRIBUTIONS
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