From Under Sea to

Outer Space

The video is part of NASA’s Liftoff to Learning. See the Featured Links for

a link to NASA’s resources.

This module concentrates onthe following technologies: Online Research Graphic Organizers Teleconferencing

This module also focuses on the following science standards:

Historical use of animals in scientific research

Inquiry-based research Scientific research methods

The following pedagogical standards will be covered: Technology Integration

Collaboration

The main focus of this module is scientific inquiry.Other important topics include:

Historical research on animals in space using online sources and recording the information in tables. Asking questions and using a graphic organizer to map concepts and draw conclusions. Scientific research enhanced by telecommunications.

Animals in Space Research

Teachers should be aware of arguments on both sides of the controversial issue about the use of animals in research. Find out what measures can be taken to ensure animals are handled safely and ethically in the classroom. See Supporting Materials for information about ethical use of animals in research.

NASA and Animal

Research NASA has used animals to further research about living in space.

In the next slide you will be asked to research the use of animals in space.

Pets in Space is a Featured Link.

Pause the Video Use the links in the Supporting

Materials to research the history of the use of animals in space research. Confirm the validity of the resources by finding at least two sources whose records agree.

Using word processing software, create a table listing the year, mission, and type of animal. Record the sources of the information that you used.

(SBEC Technology Applications 2.6s, 2.7s, 2.8s, 3.1k)

Preparing to do a study in Life Science

Before starting an Before starting an experiment, you and experiment, you and your class should your class should gather background gather background information and be information and be prepared to ask prepared to ask informed questions.informed questions.

This is part of Inquiry-based Research.

Life Science & MicrogravityOne of the first steps in scientific research is to ask

questions. Do you think maybe NASA considered thefollowing questions?

1.1. How will the study of life in aHow will the study of life in a near weightless condition helpnear weightless condition help scientists study life on earth?scientists study life on earth?2.2. How do animals and people How do animals and people

actact and react differently in space?and react differently in space?3.What is it like to live in space?3.What is it like to live in space?4.How long can a person stay in 4.How long can a person stay in

space?space?

Background Research

The Web Library contains companion modules with information about the Space Shuttle and Microgravitiy.

Space BasicsSpace Basics

MicrogravityMicrogravity

Living in SpaceLiving in Space

These include:

Scientists often confer withScientists often confer with other experts in the field.other experts in the field.

With the ease and quality ofWith the ease and quality of telecommunication, every telecommunication, every classroom can now haveclassroom can now have access to an expert.access to an expert.

The Electronic Emissary in the Featured Links is located at UT-Austin. They provide a matching service for classroom projects and experts.

Other “Ask an Expert” sites can be found in Supporting Materials.

Communicate with Scientists

PAUSE THE VIDEO AND READ

In this segment of the video entitledIn this segment of the video entitled““Asking Questions,” you will create aAsking Questions,” you will create agraphic organizer for teaching.graphic organizer for teaching.

Go through the following section Go through the following section the first time paying attentionthe first time paying attentionto the construction of theto the construction of thegraphic organizer.graphic organizer.

When you see this symbol, pause the video and follow the instructions on the screen.

The Featured Links contain examples of Graphic Organizers.

Asking Questions

As you view the film the secondAs you view the film the secondtime, you will create a graphic time, you will create a graphic organizer.organizer.

The question to be diagramed is: The question to be diagramed is: “Why did NASA choose jellyfish “Why did NASA choose jellyfish in this study?”in this study?”

See See Supporting MaterialsSupporting Materials for for examples of Graphic examples of Graphic

Organizers and assistance in Organizers and assistance in getting started.getting started.

Graphic OrganizersGraphic Organizersare also known as are also known as concept webs or concept webs or concept maps.concept maps.

Task Switching

As you create your graphic organizer, you As you create your graphic organizer, you may want to switch between the ADAM and may want to switch between the ADAM and your graphic program.your graphic program.

If you are unfamiliar with how to switch If you are unfamiliar with how to switch between programs, pause the video and go between programs, pause the video and go to “Task Switching” in theto “Task Switching” in the Featured LinksFeatured Links..

Task Switching

1.1. Open your graphic organizer orOpen your graphic organizer orgraphic program.graphic program.

2.2. After your program is open, switch back to After your program is open, switch back to Real Player and click the play button.Real Player and click the play button.

3.3. Pause the video at any point whenPause the video at any point whenextra time is needed to add to extra time is needed to add to your concept map.your concept map.

On your Concept Map:

Start with the central idea.Start with the central idea.

Draw the central node and type Draw the central node and type “Why jellyfish?” inside. “Why jellyfish?” inside.

As you listen to the video, you will As you listen to the video, you will record ideas that will answer the question. record ideas that will answer the question.

Why jellyfish?Why jellyfish?

Click on Click on Asking QuestionsAsking Questions in the in the video section to view the video video section to view the video segment again with these points in segment again with these points in mind:mind: Add any information missed Add any information missed the first time. the first time.

Review your product.Review your product.

Be prepared to use your Be prepared to use your graphic organizer to discuss graphic organizer to discuss “Why jellyfish were chosen?” “Why jellyfish were chosen?”

PAUSE THE VIDEO AND READ

Refresh your memory ofRefresh your memory ofthe scientific process.the scientific process.

Pause the video and search Pause the video and search thethelinks in the links in the Supporting Supporting MaterialsMaterialsunder Scientific under Scientific Experimentation.Experimentation.

Scientific Experimentation

Research the backgroundResearch the background Ask lots of questionsAsk lots of questions Narrow to one questionNarrow to one question Conduct the experimentConduct the experiment Observe & collect dataObserve & collect data Interpret and communicateInterpret and communicate findingsfindings

Steps in Scientific Research

Up to this point, we have discussed background research and asking questions. Now we are ready to discuss beginning the experiment.

What we do in classrooms What we do in classrooms depends upon available depends upon available resources.resources.

There are many ways toThere are many ways toachieve similar results.achieve similar results.

Setting up the Experiment

The conditions surrounding theThe conditions surrounding the experiment need to be experiment need to be monitored monitored and recorded. and recorded.

In this experiment, scientistsIn this experiment, scientists added iodine to the environment added iodine to the environment

of different groups at of different groups at different points in time different points in time and under different and under different conditions.conditions.

Setting up the Experiment

Scientists need to know Scientists need to know whatwhat effects the changes theyeffects the changes they measure.measure.

Comparison to a control Comparison to a control group helps to determine group helps to determine the source of the change. the source of the change.

Control Groups

How can control groups be set How can control groups be set up in a class room?up in a class room?Can you use another class to Can you use another class to assist in setting up the control assist in setting up the control group?group?

Control Groups

Technology can be usedTechnology can be usedto enhance the observationto enhance the observationand data collection.and data collection.The scientist in the videoThe scientist in the videoused a video cameraused a video camerato record theto record theactions of theactions of thejellyfish.jellyfish.

Observation and Data Collection

A digital camera can be used to A digital camera can be used to record overall appearance atrecord overall appearance atregular intervals.regular intervals.

Observation and Data Collection

Example in the classroom.Example in the classroom.

The class experiments with The class experiments with growing plants in differing growing plants in differing amounts of light.amounts of light.

Observation and Data Collection

A spreadsheet can be used to record growth of parts of the plant.

Graphs can quickly be created within most spreadsheet programs.

Example in the classroom.Example in the classroom.

Day 1 Day 2 Day 3 Day 4Stem 0.0280 0.0500 0.0250 0.0000Leaf 0.0000 0.0350 0.6000 0.2200Flower 0.0000 0.0230 0.0500

Longitudinal Studies

Scientific research often has consequencesthat may not show up for a long time. Be aware of the time factor when choosingclassroom experiments.

How can you do a longitudinal study in your classroom? Are studies lasting several years possible?

Online-Projects

There are many collaborative long-term projects that use the Internet for communication.

Investigate available “Online Projects” in Supporting Materials.

Designs for Telecollaboration and Telepresence in the Featured Links provides an overview of types of online projects.

Application of Research

The space program has provided us with many new technologies we take for granted. Here are just a few:

Computers Disposable Diapers Candy Wrappers

Telecommunications

Scientists do not work alone. Sharing and comparing research is an important part of scientific research.

Your class can also share their findings and discuss the differences with another class using technology.Telecommunications can include

Email Chat rooms Web boards Audio conferences Video conferences or any combination

Scientific Research

Scientific research involves problem

solving and communication.

The skills developed doing scientific experimentation are

well worth the time the teacher

spends setting up the experiment and

the classroom time spent on the experiment.