Space suits
Focus Questions
1.
2.
Explain the BtN story to another student.
What are some of the disadvantages of the space suits being used at the
moment?
3. How is the Biosuit different to the older ones?
4. How does the body change in the weightlessness of space?
5. On a mission to Mars that takes about two and a half years, you would come
back with the hip bones of a_______ .
6. How does osteoporosis affect bones?
7. How does the suit help prevent it?
8. The pretend spaceship shown in the BtN story is called the_________ .
9. Illustrate an aspect of the BtN story.
10. What do you understand more clearly since watching the Space suit story?
Space suits
EPISODE 7
30TH MARCH 2010
Learning Area
Science
Key learning
Students will gain a deeper
understanding of the
challenges astronauts face
living in a microgravity
environment.
Discuss the BtN Space suit story with students. Students can generate their own
questions about the affect space has on astronauts or there are some key
questions below that students can research. Negotiate how many questions
students need to explore.

Create an illustration that shows the different parts of a space suit and
the function each performs.

Investigate aspects of daily life in space and how they are different to life
on Earth. Things to research include; eating, sleeping, exercising and
relaxing.

How is the human body affected by weightlessness? What effect does it
have on:
bones and muscles
sense of taste
the unprotected body

Investigate the type of health problems astronauts have had in the past.
What changes have been made to overcome the health problems?

Investigate some of the challenges astronauts face living in a microgravity
(weightless) environment. What are some solutions to the problems?

Design your ideal space suit. Highlight the design features that make it
function well as a space suit.
© ABC 2008
.
Students can publish their research findings using Microsoft Publisher or another
desktop publishing format. Create a display in the resource centre or another
public space within the school to share with other students.
Reflection
What do you understand more clearly since completing this investigation?
What would you do differently next time? Why?
 Related Research Links
ABC Catalyst – Space suit
http://www.abc.net.au/catalyst/stories/2843327.htm
NASA – Interactive space suit experience
http://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.ht
ml
Space station – Living in space
http://www.pbs.org/spacestation/station/living_spacesuit.htm
© ABC
Mars Probe
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the name of the space probe that has been sent to Mars?
What is its mission?
Why were NASA scientists nervous about the probe travelling to Mars?
Why is stopping the space probe a problem?
What are the `seven minutes of terror’?
Describe the images of Mars sent back by the probe?
What research is phoenix doing on Mars and how is it being done?’
Why do you think NASA scientists believe this is important research?
Why is Phoenix unlikely to return to Earth?
10. NASA has spent millions of dollars to get the space probe to land on Mars
successfully. Do you think this is money well spent? Explain your answer
Exploring the red planet
Students will be developing some key questions about the planet Mars. Ask
students complete the following chart as they go through the inquiry process. This
can be done individually, as a group or a whole class.
What do I know?
What do I want to
know?
How will I find out?
What have I learnt?
In groups, ask students to come up with a range of questions around the topic.
Some possible areas for inquiry include:

Features of Mars

Facts about Mars

Myth and culture

Space missions
© ABC
EPISODE 14
3RD JUNE 2008
Learning Area
Society and Environment
Key learning
Students will develop a
greater understanding of
Mars and space missions to
the planet
There are some useful
websites at the end of this
activity sheet to help students
with their research.
Collect the questions from each group and display them. Discuss with students
the criteria for selecting questions for inquiry. The internet will be a valuable
resource for this inquiry but encourage students to use other resources.
Discuss with students what the choices are for presenting the information they
have found. Encourage students to choose a format they may be unfamiliar with.
Some possible end products include:




Brochure
Animation
Oral presentation
Power Point presentation
Further investigations
Design a plant or animal life that might survive on Mars.
Create a comic strip about a space mission to Mars.
 Related Research Links
ABC News –NASA probe lands on Mars
http://www.windows.ucar.edu/tour/link=/mars/mars_orbit.html&edu=elem
ABC News – Canberra streams NASA photos of Mars
http://www.abc.net.au/news/stories/2008/05/26/2256067.htm
ABC Science – Phoenix hunt for Mars life-support system
http://www.abc.net.au/science/articles/2008/05/20/2250459.htm?site=science
Phoenix Mars lander
http://www.windows.ucar.edu/tour/link=/space_missions/mars/phoenix_mars_l
ander/phoenix_mars_lander.html&edu=elem
The orbit of Mars
http://www.windows.ucar.edu/tour/link=/mars/mars_orbit.html&edu=elem
NASA – Mars fun zone
http://mars.jpl.nasa.gov/funzone_flash.html
NASA – Mars Exploration Program
http://mpfwww.jpl.nasa.gov/
© ABC
Space kids
Focus Questions
1.
2.
3.
4.
5.
Who was the first living creature to be sent into space?
Why do you think animals were sent into space?
What is the International Space Station?
How many countries have been involved in setting up the ISS?
What did students from a High School astronomy club learn about living in
space?
6. What question would you ask if you had the opportunity?
7. What sort of work do the astronauts do on the space station?
8. What is the aim of the seed project?
9. Predict what you think will happen.
10. What other seed experiments do you think they could have conducted in
space?
The pros and cons of space exploration
Students will investigate the benefits and costs to humans of space exploration
and research. Based on their research, students will create a news report (radio,
print, television or online) about space exploration. The focus of the article will
depend on their research.
Ask students to complete the following chart as they go through the inquiry
process.
What do I know?
What do I want to How will I find
What I have
know?
out?
learnt?
Students brainstorm the topic to determine what they know about space
exploration and what they would like to find out. Possible questions to
brainstorm/discuss include:
 Why explore space?
 Is space travel too dangerous for humans?
 Is too much money spent on space travel?
 What are the benefits of space exploration?
Students then research the questions/issues generated from the brainstorming
task. This will form the basis of their news report. The following websites will
support students to write a news report.
© ABC
EPISODE 27
23RD SEPTEMBER 2008
Learning Area
Science, English
Key learning
Students will explore and
report on the benefits and
costs to humanity of space
exploration and research.
http://www.bbc.co.uk/cbbc/presspack/newsroom/writeareport.shtml
http://www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634430,00
.html
http://teacher.scholastic.com/scholasticnews/press_corps/tips.asp
Reflection
What were the parts of the inquiry you found enjoyable, difficult and interesting?
Further investigations
Analyse a planet for feasibility of life. Present your findings in a creative way.
Debate the following statement: ‘Australia should be more involved in space
exploration’.
Give a detailed explanation of the following: gravity, galaxy and black holes.
Illustrate an event in space history.
 Related Research Links
ABC Catalyst – Millennium Seed
http://www.abc.net.au/catalyst/stories/2358723.htm
NASA – International Space Station
http://www.nasa.gov/mission_pages/station/main/index.html
ISS – Interactive guide
http://www.nasa.gov/externalflash/ISSRG/
Children’s BBC – International Space Station
http://news.bbc.co.uk/cbbcnews/hi/newsid_1610000/newsid_1614400/1614431.
stm
Children’s BBC – Guide to Space
http://news.bbc.co.uk/cbbcnews/hi/newsid_1590000/newsid_1595900/1595962.
stm
Space ThinkQuests
http://www.thinkquest.org/library/cat_show.html?cat_id=169
Brainpop – Space animations
http://www.brainpop.com/science/space/
© ABC
Moon landing
Focus Questions
1.
2.
How many people watched the moon landing on television?
What do you think was meant by the statement `It’s one small step for man,
one giant leap for mankind’?
3. What did Russia do that sparked the race to conquer space?
4. How did the United States respond to this?
5. What promise did US President John F Kennedy make?
6. Why was going to the moon more complicated than going into orbit?
7. What role did Australia play in the mission?
8. Why is the US planning to send people back to the moon?
9. Do you think it is money well spent? Explain your answer.
10. Why do you think the moon landing will be remembered as one of the
biggest achievements of all time?
EPISODE 18
21ST JULY 2009
Learning Area
Science
Key learning
Students will deepen their
understanding of the Apollo
11 mission and space
exploration.
Choose your own space adventure
Before watching the BtN story
Ask students to think about and record in a word or phrase, what they know
about humans first landing on the moon. Place their responses on a concept map
with moon landing at the centre.
Ask them to reconsider what they now know about the moon landing since
watching the BtN story and add more words or phrases to the concept map. As
students work through the investigations they can continue to add to the map.
Students will learn more about the moon landing and space exploration through
the following activities. Negotiate with students how many activities they will
need to complete.
Remember and understand

Create a timeline showing significant events in space exploration.
Encourage students to display their timelines around the classroom.

Research the following facts: The length of time it took for Apollo 11 to fly
to the moon, the distances between the sun and each planet and the
number of moons of each planet.
© ABC
.

Create a facts sheet that compares the conditions for sustainable life on
the earth with those on the moon. Consider factors such as temperature
and gravity.

What is NASA? Investigate what NASA’s mission is and five important
facts about the organisation.

What is the International Space Station? Create a labelled sketch of it and
include the following information: Purpose of the ISS, travelling speed,
orbits per day and who was involved in its construction. The following
website tracks the ISS’s current location
http://spaceflight.nasa.gov/realdata/tracking/
Apply and Analyse

Investigate the idea of space tourism. Create a travel brochure selling the
idea of space travel to tourists.

What is space junk? Research what the potential hazards of space junk
are and who should take responsibility for cleaning it up. Present your
findings using information communication technologies.

What has Australia’s involvement in space exploration been? ABC Science
has images and information to support research
http://www.abc.net.au/science/moon/slideshow/ .
Should Australia be more involved in space exploration? Provide reasons
for your position.

What was the `space race’? Research the facts and create an information
report. The following website provides support for writing an information
report http://wwwfp.education.tas.gov.au/english/targeting.htm#report
Evaluate and create

Create an artwork that reflects either the first moon landing, phases of
the moon or the lunar landscape.

Interview someone who remembers the first moon landing. Ask them to
share their memories. Why do they think it was such a significant event?
Present your interview findings to the class.

Hold a class debate about the issues surrounding the use of animals in the
space program. Do you think it is fair to send animals into space when we
know they may not make it back? Do the potential benefits to humans
outweigh the risk to the animals?

How has space exploration changed since the 1960s? Create illustrations
to show the changes.
© ABC
Reflection
What do you understand more clearly about the Apollo 11 mission and space
exploration?
What things would you do the same and what might you do differently next time?
 Related Research Links
ABC Science – Moon landing 40th anniversary
http://www.abc.net.au/science/moon/
ABC Catalyst – Moon special
http://www.abc.net.au/catalyst/
ABC Behind the News – Space kids story
http://www.abc.net.au/news/btn/story/s2371008.htm
ABC 730 Report – Buzz Aldrin joins The 730 Report
http://www.abc.net.au/7.30/content/2009/s2618443.htm
NASA – Apollo 40 years on
http://www.nasa.gov/mission_pages/apollo/index.html
NASA – Space place for kids
http://spaceplace.nasa.gov/en/kids/
We Choose the Moon – Interactive re-creation of the Apollo 11 mission (requires
broadband)
http://wechoosethemoon.org/
Time for Kids – Man on the Moon
http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,1895387,00.html
© ABC
Massive telescope
Focus Questions
1.
2.
3.
4.
5.
Summarise the BtN story.
Before telescopes were invented, how did astronomers study the stars?
How are radio telescopes different to optical telescopes?
Draw a labelled diagram to show how a radio telescope works.
Fill in the missing words. The huge white dish is an ____________that
collects______________.
6. What do radio telescopes help astronomers learn?
7. What is the Square Kilometre Array (SKA) telescope?
8. If Australia is chosen as the site for the SKA telescope, what impact will it
have on astronomy in Australia?
9. What are three facts that you learnt in the BtN story?
10. What was surprising about this story?
EPISODE 32
10TH NOVEMBER 2009
Learning Area
Science
Key learning
Students will develop a
deeper understanding of how
telescopes work and
Australia’s role in astronomy.
More about telescopes and astronomy
Students will learn more about telescopes and astronomy through the following
activities. Negotiate with students how many activities they will need to
complete. Create a class display of students’ finished products and share with
other classes.
Remember and understand

How have telescopes changed over time. Create illustrations to show the
changes.

Research and write a biography to tell about the life and achievements of
the famous astronomer, Galileo.

Find out more about the Hubble Space Telescope
http://www.nasa.gov/mission_pages/hubble/story/the_story.html
Summarise the NASA article and present your summary to another
student.
Apply and Analyse

© ABC
Research the work of an astronomer. What are the personal and
professional requirements for the job? Write a job description that
reflects these.
.

2009 is International Year of Astronomy. Create a poster that raises
awareness of Australia’s contributions, strengths and role in astronomy.

South Africa and Australia have been shortlisted to host the Square
Kilometre Array. Research both sites to find out the suitability of each.
Complete a SWOT (strengths, opportunities, weaknesses, threats) analysis
for each site. Consider factors such as location, area,
experience/technology, cost and other issues that you think are relevant.
Evaluate and create

Create a Venn diagram (two overlapping circles) to show the similarities
and differences between optical and radio telescopes. Students can swap
their Venn diagram with another student and discuss the similarities and
differences. The following website has more information about optical
and radio telescopes.
http://www.nasa.gov/worldbook/wbkids/k_telescope.html

The Square Kilometre Array will cost the 19 countries involved in the
project A$2.9 billion. Develop an argument for or against the following
statement `Too much money is being spent on projects such as the
Square Kilometre Array. There are far more important problems like
climate change or the water crisis to solve.’

Build a simple telescope. The following websites support students to
make and use their own telescopes.
http://www.ehow.com/how_5020345_make-use-telescopes.html
http://www.universetoday.com/guide-to-space/telescopes/build-atelescope/
 Related Research Links
ABC Science – The future of radio astronomy
http://www.abc.net.au/science/slab/sim/story.htm
The World Almanac for Kids – Radio telescopes
http://www.worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=wwwwak236&article_id=555&chapter_id=12&chapter_title=Science&article_title=Radio_A
stronomy#fw..ra004200.a.c20.d20
Kids Astronomy
http://www.kidsastronomy.com/
Square kilometre array – how radio astronomy works
http://www.ska.ac.za/education/how_ra_works.php#c
Amazing Space - Telescopes from the ground up
http://amazing-space.stsci.edu/resources/explorations/groundup/
© ABC
Shuttle shutdown
Focus Questions
How long has the space shuttle program been going?
In which year did man first land on the moon?
The spacecraft they used to get to the moon was reusable. True or false?
Describe the three main parts that make up the space shuttle.
How does the shuttle land?
Describe some of the work the space shuttles have helped with.
Why have most astronauts agreed it was a good idea to stop using the space
shuttles?
8. What does the end of the shuttle program mean for space exploration?
9. What is NASA going to focus on now?
10. How has space exploration affected people’s lives?
EPISODE 19
Shuttle goodbye
Students think about and record in a word or phrase, what they know about the
space exploration. Place their responses on a concept map with space exploration
at the centre.
Key learning
1.
2.
3.
4.
5.
6.
7.
Students will learn more about the space shuttle program and space exploration
through the following activities. They can add to the concept map as they
complete each activity. Negotiate with student s how many activities they will
need to complete.
Remember and understand

Write a true or false quiz about the space shuttle program using facts
from the BtN story.

Create a timeline showing significant events in space exploration
(including the space shuttle program). Encourage students to display
their timelines around the classroom.

Make a facts sheet that includes interesting information about the space
shuttles and their missions.
Apply and Analyse

© ABC
Investigate the following questions about space exploration:
Why explore space?
What are the benefits of space exploration?
Why has the space shuttle program come to an end?
What is the future of space exploration?
Present your research findings in an interesting way.
26TH JULY 2011
Learning Area
Science, Society and
Environment
Students will develop a
deeper understanding of
the space shuttle program
and space exploration.

Research an event in space shuttle history and create a display with words
and pictures.

What has Australia’s involvement in space exploration been? ABC Science
has images and information to support research
http://www.abc.net.au/science/moon/slideshow/ .
Should Australia be more involved in space exploration? Provide reasons
for your position.
Evaluate and create

Students research the construction of the space shuttle and make a
diagram or model of it including the major components:
Orbiter – carries crew
Cargo bay – part of the orbiter, carries payload
External fuel tank
Two solid rocket boosters
Each diagram or model needs to be labelled and have a description of
each component.

How has space exploration changed since the 1960s? Create illustrations
to show the changes.

What is NASA? Investigate what NASA’s mission is and five important
facts about the organisation. Investigate `what’s next for NASA’ after the
end of the space shuttle program.
 Related Research Links
ABC News – Atlantis blasts off on final space mission
http://www.abc.net.au/news/2011-07-09/atlantis-blasts-off-on-final-spacemission/2787988
ABC News – End of an era for NASA
http://www.abc.net.au/news/2010-02-03/end-of-an-era-for-nasa/319254
ABC News –Gallery: A look back at the space shuttle
http://www.abc.net.au/news/2011-07-07/a-look-back-at-the-spaceshuttle/2785776
NASA – Latest space shuttle news
http://www.nasa.gov/mission_pages/shuttle/main/index.html
NASA – Space shuttle frequently asked questions
http://www.nasa.gov/centers/kennedy/about/information/shuttle_faq.html
Children’s BBC – Snaps from the Atlantis shuttle’s last mission
http://www.bbc.co.uk/newsround/14183490
© ABC
Satellites
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Briefly summarise the BtN Satellites story.
How did satellite images help those in Cyclone Yasi’s path?
What sorts of functions do satellites perform?
What are the benefits of satellites?
All satellites are the same distance from Earth. True or False?
Describe what a geostationary satellite is and what is it used for?
How do satellites get into orbit?
Why does the weather bureau rely on satellites?
Illustrate an aspect of this story.
Name three facts you learnt from the Satellites story.
Satellites
Negotiate with students how many activities they will need to complete from
each section.
Remember and understand

Define the following terms: Natural satellite and artificial satellite. Give
an example of each.

Create an illustrated glossary of satellite words. Some words to include:
orbit, communication, navigation, gravity, launch.

Create a true or false quiz about satellites. Use the BtN Satellites script
and the internet to help write the questions.
Apply and Analyse

Choose a type of satellite to research in depth: Weather, communications,
navigation, military, scientific research.

Write a response to the following question: `How do satellites impact on
our daily life?’ Include in your response the benefits of satellites and
satellite imagery.

Investigate the world’s first artificial satellite, Sputnik. Collect some
interesting facts about Sputnik and reflect on why it was a significant
event in world history.
Evaluate and create

© ABC
Understand how a satellite stays in orbit by completing the following task:
Put a tennis ball inside one leg of a pair of stockings. Hold the end of the
EPISODE 2
15TH FEBRUARY 2011
Learning Area
Science
Key learning
Students will investigate
different types of satellites
and the impact they have
on our lives.
stocking and whirl the ball over your head. The ball is held in its `orbit’
around your head by the stocking, which is similar to the force of gravity
that pulls satellites toward the Earth. If the `gravity’ of the stocking were
not acting on the ball, the ball would continue in one direction.

Research what happens to satellites when they stop working. Are they
repaired in orbit, brought back to Earth to be repaired or recycled, or left
in space? What are the potential hazards?

Satellite sighting information is available at the following NASA website
http://spaceflight.nasa.gov/realdata/sightings/ Check which satellites can
be viewed from your location. There are some viewing tips at this
website http://spaceflight.nasa.gov/realdata/sightings/help.html Report
back to your class what you saw as the satellite passed over.
Self assessment
What do you understand more clearly since completing these activities?
What would you do differently next time? Why?
 Related Research Links
ABC Behind the News – Spy satellites
http://www.abc.net.au/btn/v3/stories/s1385249.htm
NASA – What is a satellite?
http://www.nasa.gov/audience/forstudents/5-8/features/what-is-a-satellite58.html
Astronomy WA – What is a satellite?
http://www.astronomywa.net.au/education/astronomy-primers/43satellites/182-what-is-a-satellite
Bureau of Meteorology – Satellite images
http://www.bom.gov.au/satellite/index.shtml
How do satellites work?
http://www.fcc.gov/cgb/kidszone/satellite/kidz/into_space.html
National Geographic – History of satellites
http://www.nationalgeographic.com/eye/satellites.html
© ABC