Integrated Science
Title: October Rocket
Lesson Objective:
Students will generate critical thinking questions pertaining
to human space exploration and travel.
Time: 1 Block
Students will know:
References: Spacetime Frontier by Stewart Swain
Human requirements for survival and performance, chemical
reactions, and states of matter. [Connections to prior units]
Materials: Copies of “October Rocket” story.
Students will be able to:
Begin to identify general challenges of space colonization.
Begin to justify colonization of a distant planet.
Assessment:
Answer reading-reflection questions and participate in class
discussion.
Honors Option:
Homework: Develop questions (if class time is limited)
Notes:
Contact Astronaut Ron Garan through Iona College Dept
Physics and Westchester Astronomer’s Association?
Outline of Instruction
Teacher Activity
Student Activity
1. Reading
Teacher facilitate student reading and/or
Read, discuss and answer reflection questions.
2. Questions
teacher reads aloud to students “October
3. Discussion
Rocket”.
Generate relevant questions that will be explored
and answered throughout the unit.
4. Unit Overview/Questions
Teacher leads students to generate relevant
questions that will be explored and
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
answered throughout the unit.
Teacher outlines unit activities/projects,
relating to the student–generated questions.
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Integrated Science
Title: Scale of the Universe: How Big is It?
Lesson Objective:
**Honors Assignment in 2011-2012. See Honors Assignments Wiki.
Students will create a model of our physical place in
the universe (and how we know it).
Time: 1 to 2 blocks (extension)
Students will know:
References: http://www.exploratorium.edu/ronh/solar_system/
In the universe, the units of measure useful on Earth,
e.g. kilometer, are too small to be useful for the vast
distances of the universe.
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question39.html
Sloan Digital Sky Survey: Mapping the Universe
Article for grades 6 through 12
What does it take to plot a universe's worth of galaxies, clusters, quasars, nebulae, stars, dwarfs,
and supernovae? See how the Sloan telescope is casting the widest net yet on the cosmos.
Webpage
Humans and Earth are a small piece of an enormous
and diverse cosmic system. No one knows if the
universe is infinitely large, or even if ours is the only
universe that exists.
More about this Resource
Materials:
Students will be able to:
“Rolling” rulers to measure distances on campus.
Appreciate the vastness and complexity of the
universe.
Design a scale model of the solar system
Assessment:
Design a model of the universe on the GHS campus
Develop critical thinking questions
Honors Option:
Photo tour of a Greenwich-scaled to the nearest star
beyond our solar system.
Homework:
Notes:
?iPad app/function to help calculate distances (GPS)
Time permitting, extend student exploration to describe
the technologies and methods applied to identify
objects in the universe and calculate the
locations/distances/scale.
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
Orientation to Website Tools
Orient students to the Exploratorium “Build
Students calculate and develop model of the
universe that could be created on the GHS
campus.
a Solar System” size of space calculator.
Design of Model
Students make temporary “green” labels e.g.
chalk throughout the campus.
Develop/Build model
Extension: Technology Applied to locate
and measure objects throughout the
universe.
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Integrated Science
Title: Stars, Galaxies, and Other Worlds?
Lesson Objective:
**Honors Assignment in 2011-2012 following habitability
lesson. See Honors Assignments Wiki.
Students will provide a guided tour of our physical place in the
universe.
Time: 2 blocks
Students will know:
References:
Humans and Earth are a small piece of an enormous and diverse
cosmic system. No one knows if the universe is infinitely large, or
even if ours is the only universe that exists.
Earth is one planet of a single star in a galaxy of hundreds of billions
of stars; telescopes allow us to see hundreds of billions of galaxies
extending far in all directions in complex patterns of matter and
space. (N.S.S.)
Materials:
Students will be able to:
Virgin Galactic:
Guide others through our solar system and the universe.
http://www.virgingalactic.com/
Promotional visdeo:
http://www.virgingalactic.com/multimedia/
Assessment:
Completed webquest task about all of our solar system and the
universe.
Marketing Materials targeting space tourists (travel brochure, song,
presentation, pecha kucha) that provide a tour (of only a chosen or
assigned part) of our solar system (including the moons) and the
universe.
Honors Option:
Include additional sales pitch (colonizers perspective). I.e. why
might someone want long-term vacation or to live someplace in their
part/place of the universe.
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Integrated Science
Homework:
Notes:
Need webquest.
Students to provide/give their tour to others.
Outline of Instruction
Teacher Activity
Student Activity
Opener: Virgin Galactic sales pitch video
Introduction
(engage and provide a marketing model for
students) ; current events in space tourism
Webquest
Develop Tour
Teacher introduces webquest to students.
Students (individual or in pairs) complete a
webquest about our solar system and the
universe.
Present Tour
Students in pairs develop tour (of chosen or
assigned part of the universe)
Students give their tour.
Title: FIELD TRIP Rose Center for Earth and Space
Lesson Objective:
Time:
Students will know:
References:
Materials:
Students will be able to:
Assessment:
Honors Option:
Homework:
Notes:
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
Scales of the Universe
View presentation followed by Q&A
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Integrated Science
Title: Life on Other Worlds?
Lesson Objective:
Evaluate the habitability of planets and moons in our solar system in
terms of temperature, water, atmosphere, nutrients, and energy
(TWANE).
Explain the chemical composition of acids and bases, and explain
the change of pH in neutralization reactions (D12).
Explain how the release of sulfur dioxide (SO2) into the atmosphere
can form acid rain, and how acid rain affects water sources,
organisms and human-made structures (D22).
Calculate the probability of life beyond Earth applying the Drake
Equation.
Time: 4 blocks
Students will know:
Many factors influence the potential existence of extraterrestrial life.
The Drake equation considers several factors that can be used to
calculate the probability of life beyond Earth.
Concepts:
TWANE
pH and pH scale
acids
bases
neutralization reactions
connection to ions
connection to combustion of fossil fuels
probability
connect Drake eq-radio waves-EM spectrum-energy
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Integrated Science
References:
Alien Juice Bar activity
http://www.middleschoolscience.com/alienjuicebar.pdf
Life Beyond Earth:
nai.arc.nasa.gov/library/downloads/ERG.pdf
SETI video
Drake BBC podcast: http://www.bbc.co.uk/programmes/p009rtr0
Drake equation factors http://www.setileague.org/general/drake.htm
Goldilocks Zone
http://science.nasa.gov/science-news/science-atnasa/2003/02oct_goldilocks/
Astrobiology an Integrated Science Course by Jodi E. Asbell-Clarke
et al.
*Astrobiology Jonathan I. Lunine, pp.572-574
Materials:
Students will be able to:
Planetary/Moons Information Cards or Template (iPad)
Begin to explain the characteristics of planet Earth that enable it to
sustain life.
Three types of rocks: granite, limestone and/or marble, sandstone
pH Indicator
Common household products e.g. ammonia, milk, lemon juice,
vinegar
Acids (H2(SO4) or vinegar
Sodium bicarbonate solution (safety and neutralization rxns)
Drake equation worksheet (iPad)
Honors: need stories for students to read
Apply an understanding of pH and acid rain to conduct an
experiment to investigate the effect of acid rain on various building
materials.
Apply the Drake equation to calculate the probability of life beyond
Earth and evaluate the validity of the assumptions used in the
calculation. E.g. radio wave detection. Radio was cutting edge
communication tech when SETI was first developed but now we
have advanced tech like fiber optic that would not send signals into
space that could be detected! Radio is a transitional technology.
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Integrated Science
Assessment:
Planetary Information Sheets.
Acid Rain Laboratory Report
Application and evaluation of Drake equation.
Honors Option:
Pick story about abduction or other E.T. and falsify the story with the
evidence provided or by finding logical or scientific inconsistencies.
Homework:
Notes:
Outline of Instruction
Teacher Activity
Student Activity
Day 1 Opener Validity Discussion
E.T. opener/bell ringer to engage students
Ask and answer questions. Comment on validity
of claims. Begin to brainstorm about probability
of E.T. life and factors related to habitability.
in critical thinking about validity of claims
regarding E.T. life.
Habitability Factors
Teacher lecture/discussion: Many factors
influence the potential existence of
Planetary Info Sheets
extraterrestrial life: including temperature,
water, atmosphere, energy source,
nutrients. [lead students to connect back to
earlier units]. TWANE
Instructions to complete Planetary
Complete planetary/moons information sheets in
pairs.
Information Sheets.
Days 3-4
Introduce Acid Rain Lab: Venus and Acid
Students conduct Acid Rain lab and prepare
Rain. Introduce neutralization reactions in laboratory report
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
the context of laboratory safety.
Drake Equation
Introduce concept of probability (e.g. pens
and pencils at GHS activity) and the Drake
equation
Students estimate values for the Drake Eq.
based on assumptions they choose and then
calculate the probabilities for E.T. life.
Reflect on the validity of the Drake-calculated
probabilities.
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Integrated Science
Title: Why Earth? Biosphere I
Lesson Objective:
Students will explain and illustrate the major characteristics of Earth
that enable it to sustain life.
Time: 2 blocks
Students will know:
References:
Earth’s atmosphere acts as a thermal blanket, supports a water
cycle, is a source of nitrogen and carbon, distributes heat from
warm to cool regions, and shields a surface from harmful radiation
such as ultraviolet light.
Integrated Science textbook.
There are chemical and physical processes which cause carbon to
cycle through the major earth reservoirs.
Greenhouse gases absorb, store, and reradiate energy from the
sun.
The accumulation of CO2 in the atmosphere increases Earth’s
“greenhouse” effect and may cause climate changes.
The presence and composition of a planet’s or moon’s atmosphere
can make them warmer or colder than their expected temperature.
Solar energy causes water to cycle through the major earth
reservoirs.
Materials:
Students will be able to:
Illustrate the characteristics of planet Earth that enable it to sustain
life.
Diagram and explain the relationships between the living and nonliving factors in the cycles.
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Integrated Science
Assessment:
Diagram of all the major cycles and major processes discussed in
class.
Atmosphere and Cycles Quiz
Reflection on “Why Earth?”
Homework: Review cycles; create a simplified diagram of Earth
titled “Biosphere I” that illustrates all of the major cycles and
processes discussed in class.
Notes:
Outline of Instruction
Teacher Activity
Day 1 Through Cycles
Opener: The search for habitable planets –
exoplanets; What are scientists looking for?
(How so? technology) Review what makes
a planet habitable? TWANE
Pose challenge/problem/contest “What
would be required to make a mini-biosphere
in a bottle that requires no care and
maintenance that keeps your plants and
animals alive, growing and healthy?”
Student Activity
Generate ideas for what is required for a healthy
biosphere in a bottle.
Lead students to connect biosphere in bottle
to the Earth as a Biosphere in space:
Biosphere I.
Teacher led lecture/discussion:
Begin Diagram of cycles and processes
Students ask and answer questions.
Earth’s atmosphere acts as a thermal
blanket, supports a water cycle, is a source
of nitrogen and carbon, distributes heat from
warm to cool regions, and shields a surface
from harmful radiation such as ultraviolet
light.
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
Solar energy causes water to cycle through
the major earth reservoirs.
Define atmosphere
Day 2 Atmosphere & Cycles
There are chemical and physical processes
which cause carbon to cycle through the
major earth reservoirs.
Students begin diagramming Earth (Biosphere I)
and it’s major cycles and processes as
discussed. Continue as homework. Textbook as
reference.
Greenhouse gases absorb, store, and
reradiate energy from the sun.
Complete Diagram/Poster
The accumulation of CO2 in the atmosphere
increases Earth’s “greenhouse” effect and
may cause climate changes.
The presence and composition of a planet’s
or moon’s atmosphere can make them
warmer or colder than their expected
temperature.
Cycles Quiz
Students close class with graded Reflection in
their notebook: Why Earth?
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Integrated Science
Title: Biosphere Laboratory
Lesson Objective:
Design and create an experimental model (closed
system) of the Earth’s biosphere.
Time: 3 blocks (followed by ongoing observation, recording data, and reflection);
Includes approx. 1 block for summative assessment that ties together all unit
concepts thus far.
References:
Students will know:
Earth’s atmosphere acts as a thermal blanket, supports a
water cycle, is a source of nitrogen and carbon,
distributes heat from warm to cool regions, and shields a
surface from harmful radiation such as ultraviolet light.
Biosphere / Self-contained Ecosystem:
http://www.geoec.org/lessons/biosphere-bottle.pdf
http://www.pbs.org/safarchive/4_class/45_pguides/pguide_704/4574_hiddeep.html#activity
There are chemical and physical processes which cause
carbon to cycle through the major earth reservoirs.
Greenhouse gases absorb, store, and reradiate energy
from the sun.
http://www.kqed.org/quest/files/download/45/wp_aquanaut.pdf
http://www.kqed.org/quest/television/view/844
http://www.biospherics.org/publications.html
http://www.ncbi.nlm.nih.gov/pubmed/11538313
The accumulation of CO2 in the atmosphere increases
Earth’s “greenhouse” effect and may cause climate
changes.
The presence and composition of a planet’s or moon’s
atmosphere can make them warmer or colder than their
expected temperature.
http://www.wired.com/wired/archive/12.12/biosphere.html
Solar energy causes water to cycle through the major
earth reservoirs.
Materials:
Students will be able to:
infrared digital thermometers
Design, build, and assess a self sustaining
experimental biosphere.
Large “Costco Pretzel” Bottles (x30)
Soil
Relate how their biosphere design models Earth’s
atmosphere and biogeochemical cycles.
Crickets
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Integrated Science
Worms
Assessment:
Fish
Plan/Design (includes rationale for composition/design)
Plants (Terrestrial and Aquatic)
Lab Journal for Sustainable Ecosystems – observations,
data, reflection (e.g. multimedia blog)
CO2 / Dry Ice
Biosphere reflection/lessons learned for Sustainable
Ecosystems, including quantitative observations
Pea-sized gravel
Natural twigs and tree bark
Honors Option:
?Trash
Biosphere Laboratory Extension (see wiki)
Find a similar experiment or environmental problem in
the news to use as a model for your experiment. Use
scientific rationale to explain how your model might help
solve the problem. (e.g. fertilizer, trash, solvents, oil,
CO2, etc.)
Homework: Design continued as needed.
Notes:
Try to schedule design day before a break to allow time
to order and shipment of materials?
As part of Design notes to be included later in their
Conclusion/Discussion of Validity: explain the limits of
the design of their model. I.e. how does it differ from the
composition/conditions of the Earth’s biosphere.
Dry ice sublimation increases pressure in bottle.
Solution…flexible lid, relief valve…unless pressure is a
variable tested.
Outline of Instruction
Day 1 Design Experimental Biospheres
Teacher Activity
Student Activity
Instructions and guidelines for the biosphere
Students design their Biosphere (closed system)
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
challenge. Review use of models in
in teams of up to four students. Their design
must include provision for quantitative
observations/data. Before and After sealing
E.g. mass, temperature (infrared
thermometers?); pH (bromthymol blue), oxygen
levels; or allow access throughout.
science. Explain open vs. closed system
“sealed container”.
Review available materials.
Students diagram/poster their biosphere design
– including explicit illustration of all the cycles as
they are present within their design.
For example:
1. Pick an ecosystem to build or replicate. It
can be from your area or from another
place on planet Earth.
2. Determine the needs of the ecosystem.
Air, water and soil are important. So is
selection of the flora and fauna (plants
and animals). You can purchase seeds
and plants, then research the needs of
insects, fungi and microorganisms.
3. When you determine the species you
want, research the type of food and
amount needed to sustain life in your
biosphere. Figure out which members of
the food web should be in the ecosystem
to keep everything alive. You may need
to provide "imported" food, like worms,
for an animal higher on the food chain.
4. Research the size of your biosphere.
Size is relevant to food production. If your
biosphere has a large consumer, like a
mouse, turtle or fish, make sure there are
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
enough plants, animals or both to meet
that animal's food needs. For example, a
field mouse needs to eat 10 to 100 times
its biomass in grass each day.
Reviews and approves designs.
Day 2
5. Research the environmental needs of the
organisms in your biosphere. Water?
Temperature? Atmosphere? Energy
source(s)? Nutrients? Others (e.g. pH,
O2)?
Construct Biospheres
6. State a hypothesis about your project.
7. Put the facts together and figure out
where to get the species for the project
and how to contain them. Your plan
should include: the biosphere design, the
materials, soil, water and air, as well as
the plants and animals that will live
inside.
8. Setup laboratory journal and notebook
Students construct their biospheres and make
initial entries to their lab journals.
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Integrated Science
Title: “Packing for Mars” Biosphere II
**2011-2012; Simply used TED videos and excerpt from Human
Experiment book as bridge between Biosphere Lesson and
Designing a Space Settlement Lesson.
Lesson Objective:
Analyze the scientific efforts to develop a self-sustaining human
habitat to help understand the challenges to human survival in a
closed system (and ultimately space).
Time: 1 Block
Students will know:
References:
The environmental conditions required for human survival
(connections to prior unit concepts).
http://www.ted.com/talks/lang/eng/jane_poynter_life_in_biosphere_2.html
www.bio2.edu
http://www.researchgate.net/journal/10699422_Life_support_biosphere_science_international_journal_of_earth_space
http://www.janepoynter.com/documents/LessonsfromBio2.pdf
Excerpt from The Human Experiment, Poynter
Prolonged habitation in an enclosed space, can affect the human
psychosocial conditions.
Technology and other strategies are used to mimic the conditions of
the natural biosphere on Earth.
Currently, the greatest challenges to a human artificial biosphere
include maintaining habitable atmospheric conditions.
(Cost and safety?)
Materials:
Students will be able to:
The Sealed Room (activity from NASA)
Explain the challenges associated with developing a sustainable
human habitat in a closed container.
TED Video
Excerpt from The Human Experiment, Poynter
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Integrated Science
Poynter Journal Article
Assessment:
Scientific Article Review Guide (how to…)
Apply understandings from all Integrated Science Units to date to
list and rank the challenges of an artificial human biosphere.
Packing for Mars
Honors Option:
In addition, review the science journal article on Biosphere II (using
article review guide).
Homework:
Notes:
Time permitting, students can add scientific justification for their list
and rankings.
Outline of Instruction
Teacher Activity
Student Activity
Openers: The Sealed Room; TED Video;
Excerpt from Poynter Book; Poynter Journal
Article
Using the opener(s), students list challenges of
humans living in a sealed container. (serves as
exercise to prepare the students for the next
activity/task)
Apply understandings from all Integrated
Science Units to date to list and rank the
challenges of a human biosphere.
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Integrated Science
Title: Surviving in Space
Lesson Objective:
**Omitted in 2011-2012.
Explain the challenges associated with human survival in space.
Time:
Students will know:
1-2 blocks (possibly more)
The environmental conditions of space (vacuum, extreme
temperature variation, high-energy radiation) provide significant
threats to the health and well-being of exposed organisms.
(respectively: embolism, hypoxia, hypocapnia and decompression
sickness; hypothermia, hyperthermia; genetic mutation and direct
tissue damage).
References:
http://www2.jpl.nasa.gov/basics/index.php
Prolonged habitation of space, particularly low or zero-gravity, can
affect the human body in terms of bone loss and muscle atrophy.
Materials:
Students will be able to:
Teacher presentation
Explain the challenges associated with human survival in space.
?Guest speaker
Assessment:
Video clips
Evaluate the scientific validity of humans living in space as depicted
in science fiction (e.g. video clips).
Honors Option:
Explore one of the health risks of living in space and explain the
underlying human physiology and medical treatments.
Or
Create a Science Fiction writing assignment and provide key to the
lesson science concepts underlying their story (“October Rocket”
format as model).
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Integrated Science
Homework:
Notes: Time required depends on depth of material covered;
?Develop and submit questions for guest speaker
Possible guest speaker opportunity (medical, astronaut, NASA staff,
writer)? Students develop and submit questions for guest speaker;
In depth analysis of Sci Fi.
Speak with Darryl Taylor regarding his related activity
Outline of Instruction
Teacher Activity
Student Activity
Opener: video clip
Video Clip
Teacher direct instruction:
Q&A
Teacher Direct Instruction
The environmental conditions of space
(vacuum, extreme temperature variation,
high-energy radiation) provide significant
threats to the health and well-being of
exposed organisms. (respectively:
embolism, hypoxia, hypocapnia and
decompression sickness; hypothermia,
hyperthermia; genetic mutation and direct
tissue damage).
Prolonged habitation of space, particularly
low or zero-gravity, can affect the human
body in terms of bone loss and muscle
atrophy.
Technology and other strategies are used to
limit the adverse effects of low gravity on
humans in space.
Currently, the only practical way to produce
the enormous propulsive energy required
for launching spacecraft from Earth has
been by combustion of chemical
propellants.
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
In the future, mass drivers may be useful for
launching material from the Moon or other
small airless bodies. Ion-engine propulsion
is useful for steadily accelerating spacecraft
that are already in Earth orbit or beyond.
Cost and safety of chemical propellants are
currently the major limiting factors in
meeting the energy requirements to launch
spacecraft from Earth.
Think-Pair-Share
Revisit original opener clip and/or other clips
Apply concepts from the lesson to evaluate,
discuss in groups, and then share scientific
validity of humans in space as depicted in the
videos.
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Integrated Science
Title: Why we fly? A day in a life without space-age technology.
**Time permitting.
Time: 2 blocks
Lesson Objective:
Explain how products commonly used today owe their
development to the NASA space program.
Students will know:
References:
http://usatodayeducate.com/wordpress/index.php/because-it-flew-home/
Spinoffs that Rock:
http://www.nasa.gov/audience/forstudents/k4/home/spinoffs_feature_k_4.html
Applications on Earth of technology needed for space flight and
exploration have produced thousands of "spinoffs" that contribute to
technology that we use in our everyday lives. These spin-offs are
one factor used to justify our investment in space flight and
exploration.
http://www.sti.nasa.gov/tto/
Materials:
Students will be able to:
Explain how products commonly used today owe their development
to the NASA space program.
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Integrated Science
Assessment:
Write a supplemental article that explains how a particular product
commonly used today was developed based on outputs from the
NASA space program.
Honors Option:
Describe daily life without the technology developed as a result of
the scientific research in space exploration (see NASA Spinoffs
resources).
Or…
Create a product that demonstrates their understanding of science,
technology, engineering, and mathematics as it relates to the history
of the Space Shuttle missions (or broader space program). [See the
“Because it Flew” contest guidelines as a framework for the student
product.]
Notes: Use the “Because it Flew” contest guidelines as a
framework for the student product.
Homework:
[ITEEA Standard 6: Students will develop an understanding of the
role of society in the development and use of technology.
ITEEA Standard 7: Students will develop an understanding of the
influence of technology on history.
ITEEA Standard 8: Students will develop an understanding of the
attributes of design.
ITEEA Standard 9: Students will develop an understanding of
engineering design.
ITEEA Standard 11: Students will develop abilities to apply the
design process.]
Outline of Instruction
Teacher Activity
NASA spinoff
Student Activity
Choose product, trace NASA roots, write a
“supplemental” article.
Or,
See “Because it Flew” unit plan/ website.
Considering all of the challenges/resources
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
in exploring space, why should we explore
and/or colonize space?
See “Because it Flew” unit plan/ website.
See “Because it Flew” unit plan/ website.
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Integrated Science
Title: Space Colony
Lesson Objective:
Design and create a space settlement proposal that overcomes the
unique challenges associated with making a sustainable humanhabitable biosphere in space.
Time: 7 days (approx. cycle)
Students will know:
References:
Technology and other strategies are used to limit the adverse
effects of low gravity and other environmental conditions on humans
in space.
NASA Space Settlement Contest:
http://settlement.arc.nasa.gov/contest/
http://settlement.arc.nasa.gov/index.html
An enormous propulsive energy is required for launching spacecraft
from Earth.
NASA Living and Working in Space: Habitat, Final Project
Materials:
Google Sketchup
Resources for students to help identify criteria and underlying
science knowledge required to figure out E.g. energy required to
Students will be able to:
Explain the unique challenges associated with making a biosphere
sustainable in space.
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Integrated Science
overcome Earth’s gravity and the math required to calculate.
Assessment:
Students produce a Space Settlement Proposal to include original
designs, research, essays, stories, models, artwork or other space
settlement related materials. Student design must correctly
show an applied understanding of:

Basic human needs for survival

Biogeochemical cycles

TWANE

No contradiction in science concepts learned
throughout the year. E.g. furnace combusting fossil
fuels and no realistic accounting for fuel required.
Honors Option:
**Omitted in 2011-12
Explain the various global partnerships needed today in order to
obtain the necessary resources to sustain space travel/exploration
and colonization.
Or
Satisfy all NASA contest requirements for submission.
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Integrated Science
Homework: ongoing project work, including online collaboration
among team members
Notes
Optional:
Could include a task or step to develop a Formal Request For
Proposal (RFP) that would require students to address all of the
science-based criteria that need to be met by their final settlement
proposal.
Some students may wish to prepare to submit to the NASA contest,
even if in following year.
Settlements must be permanent, relatively self-sufficient homes, not
temporary work camps.
An online version, with images, of their proposal in its entirety is
required.
Outline of Instruction
Teacher Activity
Student Activity
Opener: President’s call to action…
Groups of 4 students…
Provide “contest’ instructions:
E.g.
Technology and other strategies are used to
limit the adverse effects of low gravity and
other environmental conditions on humans
in space.
Currently, the only practical way to produce
the enormous propulsive energy required
for launching spacecraft from Earth has
been by combustion of chemical
propellants.
Students produce a Space Settlement Proposal
to include original designs, research, essays,
stories, models, artwork or other space
settlement related materials.
Student design
In the future, mass drivers may be useful for
launching material from the Moon or other
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Integrated Science
Outline of Instruction
Teacher Activity
Student Activity
small airless bodies. Ion-engine propulsion
is useful for steadily accelerating spacecraft
that are already in Earth orbit or beyond.
Cost and safety of chemical propellants are
currently the major limiting factors in
meeting the energy requirements to launch
spacecraft from Earth.
Relationship between current and
magnetism.
[Relationship between current and
magnetism. Relate Earth’s magnetic field as
shield against harmful radiation and use of
electricity to generate artificial magnetic
force field. Also, relate solar flares to
disruption of electronic technologies and
electric grid.]
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Integrated Science
Title: “Price of Power” Lessons Applied: Sustaining Biopshere I
Lesson Objective:
**time permitting
Relate model of artificial biosphere in space to our biosphere Earth.
Time: 1 block
Students will know:
References:
Materials:
Students will be able to:
”Price of Power” story from Spacetime Frontier
Assessment:
Journal reflection (audio or written) on how what they learned
relates to sustaining life on Earth, Biosphere I.
Honors Option:
Homework:
Outline of Instruction
Notes:
Teacher Activity
Student Activity
Offer story/scenario to help guide student
Students reflect and record (audio or written) in
their journals on how what they learned relates
to sustaining life on Earth, Biosphere I.
reflection (?prior night’s homework)
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