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Current Canadian events and issues for students in Grades 3 to 5Current Canadian events and issues for students in Grades 3 to 5

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2 Article: Music Monday Is Out of This World

4 Lesson Plan: Word Web | 6 Crossword7 Comic: The WebVoyagers in 'Orbit' | 11 KWL Chart

12 Graphic Organizer | 13 Map: The ISS

Supplementary News

2

Since 2005, students across Canada have gathered on the fi rst Monday in

May to send their music skyward. Th is year, Music Monday takes place on

May 6. And for the fi rst time, someone in the sky will be singing along.

Music Monday is Out of This World

Th e “someone” is Commander Chris

Hadfi eld. He'll participate in this year’s

Music Monday by singing live from

the International Space Station.

Superstar copilotTh e Canadian astronaut won’t have any

trouble remembering the lyrics. Th e

gift ed musician helped write them.

His co-writer is Ed Robertson of the

Barenaked Ladies. “We’ve been pals

for a long time,” says the Juno-winning

musician. He jumped at the chance

to write the song with Mr. Hadfi eld.

“It seemed like a fun thing to do.”

Mr. Robertson wrote the fi rst verse and

chorus. He handed the second to Cmdr.

Hadfi eld. Since the fi rst verse was emotional,

he suggested a change of pace. “I asked

him to be on the lookout for [technical

terms like] speeds and weights.”

A day and a half later, Cmdr.

Hadfi eld shared what he wrote.

“He created a really poetic, laced-with-

technical-info second verse,” Mr. Robertson

recalled. “I was like: ‘Dude, you’re the

astronaut. I’m supposed to be the songwriter.’

But it was an awesome surprise.”

A song for every voiceTh eir song is called “I.S.S.,” short for

“Is Somebody Singing.” (It’s also short

for “International Space Station.”) Th e

two songwriters can’t wait to hear

it sung by kids across Canada.

The Canadian Reader Supplementary News

The Canadian Reader Supplementary News 3

Choirs and bands are learning it. Music

Monday provides the arrangements.

From Orff to bassoon, barbershop to jazz,

there’s music for everyone. Th ere’s even

an American Sign Language version.

“So sing your song”On February 8, the songwriting duo treated

students to a space jam. Mr. Robertson

sang a preview of "I.S.S." at a CBC studio in

Toronto. Cmdr. Hadfi eld performed at the

same time from the space station itself.

On Music Monday at 1:00 EDT, Cmdr.

Hadfi eld will sing the song again. Th is

time, he’ll be accompanied by half a

million Music Monday participants.

“I can hear your voices bouncing off the moon”Th e showcase concert blasts off from the

Ontario Science Centre in Toronto. School

children will sing with Cmdr. Hadfi eld. Emilie

Mover, Melanie Doane and the Wexford

Gleeks are performing. A steel pan band will

play, and a ukulele ensemble and a drumline.

E. C. Drury School for the Deaf is leading

a “sign-along.” Aft er the concert, Cmdr.

Hadfi eld will speak with the music makers.

Th e full concert will be streamed live on the

Music Monday site as other students across

the country raise their voices at the same time.

“I’m listening”Tune in on May 6. Join in as a homesick

space traveller sings about the beauty of

space. And when you hear “Is Somebody

Singing,” you can shout, “Yes!”

What do you suppose the purpose

of Music Monday might be?

4 The Canadian Reader Supplementary News

Before Reading: ¨ Ask students to brainstorm as many words as they can that relate to music. Create a word web on

the board, a piece of chart paper or an overhead transparency.

¨ Read the title of the article aloud. Based on the title, invite students to predict which words might

appear in the article; star (*) these. Th en, ask them to add any additional words to the web. Use a

diff erent coloured pen to record their predictions.

During Reading: ¨ As they read the article, encourage students to highlight or underline important facts about Music

Monday and star (*) any music related words.

After Reading: ¨ As a class, revisit the music word web. Have students identify how many predicted words appeared

in the article; indicate these with a check mark (√). Th en, add any additional words using a third

coloured pen.

¨ Distribute to each student a blank piece of paper. Invite them to draw a personal word web using

music-related words from the article. Ask them to create categories for the selected words before

placing them on their webs. (For example: musical instruments→ bassoon, steel pan, ukulele.)

[Alternatively, have students create a mind map to summarize the article. Like a word web, a mind

map uses key words but it also uses images, colour and categorization to outline the main ideas and

details of a topic. See these links for an example and an explanation of how to make a mind map:

http://www.mindtools.com/media/Diagrams/mindmap.jpg and http://www.mind-mapping.

co.uk/_images/_Images/ADVICE-AND-INFORMATION/How-to-MindMap-imindmap.jpg]

¨ Criteria for Assessment: An eff ective word web is easy-to-read (neatly written, uses space well), is

complete (contains all relevant words related to the topic), and uses logical categories. An eff ective

mind map is easy-to-read (neatly written, uses space well), complete (contains all relevant 5W’s

+ H), contains a clear, central image related to the topic, has images/key words that show a deep

understanding of the article, and uses colour to categorize ideas.

Extension: ¨ Encourage students to learn more about the writing of "I.S.S." and the message of the song (the

celebration of human connectedness to Earth from the perspective of someone looking down from

space). Information is available at http://music.cbc.ca/#/blogs/2013/2/Ed-Robertson-takes-us-

behind-the-writing-of-ISS-Is-Somebody-Singing

¨ Read the lyrics to "I.S.S.", available at http://static.music.cbc.ca/v2/modularpages/1/1072/images/

Lyrics1.jpg Th en, watch the premier video of Cmdr. Hadfi eld and Ed Robertson singing I.S.S. with

the Wexford Gleeks, at http://www.youtube.com/watch?v=AvAnfi 8WpVE

Lesson Plan



¨ Th en, using appropriate technology, show students the following NASA video of Earth from orbit:

http://www.nasa.gov/multimedia/videogallery/index.html?media_id=161487301 Y

¨ You may also choose to project several images of Earth from space, available at:

http://eoimages.gsfc.nasa.gov/images/imagerecords/0/885/modis_wonderglobe_lrg.jpg

http://emyoku.fi les.wordpress.com/2010/04/atlantis.jpg

http://taicarmen.fi les.wordpress.com/2011/05/earth-from-space-1.jpg

http://d1jqu7g1y74ds1.cloudfront.net/wp-content/uploads/2009/09/SED_wall_1920x1200.jpg.

¨ Allow students to view the video several times and to view each picture for several minutes as they

create individual word webs to capture what they see and feel while viewing. Encourage them to

consider sensory details. (You may wish to play some ambient space music in the background as

students complete this task.)

¨ Invite students to create a cinquain, lantern or pensee poem to express their personal refl ections

on the Earth from this perspective. [Students may wish to use the template generators available at

http://ettcweb.lr.k12.nj.us/forms/newpoem.htm to write and publish their poems.]

Internet Connections: ¨ To learn more about Cmdr. Hadfi eld’s work on the I.S.S. follow him on Twitter at https://

twitter.com/Cmdr_Hadfi eld or read his Facebook posts at https://www.facebook.com/

AstronautChrisHadfi eld?fref=ts

Lesson Plan


6

Name: Date:

Crossword


Across Down


4. person in a spacecraft

6. ISS = Is Somebody _____

7. Canadian music award

8. words to a song

10. Earth's natural satellite

1. ISS = International _____ Station

2. Ontario Science Centre is in this city

3. Canadian space traveller in the ISS

5. the part of the song that repeats

9. group of people who sing

1

P 2 3

4 T 5

D

O6 N

T7 U 8 R 9

10 O

R


Before Reading: ¨ Using appropriate technology, show students a picture of the International Space Station (see:

http://www.nasa.gov/mission_pages/station/multimedia/iss_sts119_images.html)

¨ Distribute a copy of the KWL chart (p. 10) to each group of two students. Ask partners to work

together to complete the “What I KNOW” and “What I WANT TO KNOW” columns of the chart.

Th en, invite pairs to share their background knowledge and questions with the class. Record their

contributions on a KWL chart on the board, overhead, or a piece of chart paper.

During Reading: ¨ As they read, direct students to read to fi nd answers to their questions. Encourage them to also

circle, highlight or note any other information that they fi nd interesting or surprising about the

ISS.

After Reading: ¨ Ask partners to add new information they learned about the ISS to their KWL charts and record

additional questions. Have partners share their completed charts with another pair or invite pairs

to record one new fact and question on the class chart during a class debrief.

Extension: ¨ Present the following scenario to students: Imagine that you are crew member of the ISS

writing a letter to your family describing a typical day. Include details about your work, meals,

accommodation, and exercise activities. Make your letter personal (include your thoughts and

feelings) and informative (tell them about your day).

¨ In the computer lab, have students conduct research on daily life as an ISS crew member. Students

can begin their research at http://www.nasa.gov/externalfl ash/ISSRG/

¨ Have students record their fi ndings on the graphic organizer Living on the ISS. Encourage them

to record their facts for each aspect of daily life in the left -hand column and their reactions to these

facts in the right-hand column. Th ey may add their own topic (e.g., entertainment, moving around

the ISS, other crew members).

¨ When their research is complete, direct students to use the information on their organizer to write

their letters. You may wish to provide a letter-writing template for student reference. (See: Friendly

Letter Writing Guide and Friendly Letter Template at: http://www.letterwritingguide.com/

friendlyletter.htm)

¨ Criteria for Assessment: Informative and personal letters contain accurate facts, are detailed

(include relevant information about all aspects of daily life) and well-organized (like ideas are

grouped together, and include transitions to make the ideas fl ow as well as a salutation body, closing

and signature) and plausible reactions (likely thoughts and feelings).

Lesson Plan

The WebVoyagers in 'Orbit'

Name: Date:

KWL Chart


What I KNOW What I WANT TO KNOW What I LEARNED


12

Name: Date:

Living on the ISS


What I DoMy Reactions

(What I Th ink and Feel)

Eat

Slee

pE

xerc

ise

Wo

rkO

ther


Completing the following assignment will help you to better understand the context of the WebVoyagers in 'Orbit.'

Map: The ISS

Colour as indicated:• Dextre (red)

• Canadarm (orange)

• Truss structure (gray)

• Photovoltaic arrays (yellow)

• Radiators (pink)

• Russian module (green)

• Japanese experiment module (purple)

• European experiment module (brown)

• U.S. laboratory (dark blue)

• U.S. habitation module (light blue)

• Shuttle (grey)

A good map is complete, accurate, and visually appealing.

Did you know . . . ? More than one term can oft en be used to describe

the same object. For example, photovoltaic

arrays are also known as solar panels.

What other term can you suggest for habitation module?

Links Go to

http://www.labofcellgrowth.

com/nasa%20online%20

lessons/components_large.

jpg to see a diagram of

the ISS components.


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