Space suits Focus Questions

1. Explain the BtN story to another student. 2. 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

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.

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.

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.html

Space station – Living in space http://www.pbs.org/spacestation/station/living_spacesuit.htm

Mars Probe

Focus Questions

1. What is the name of the space probe that has been sent to Mars? 2. What is its mission? 3. Why were NASA scientists nervous about the probe travelling to Mars? 4. Why is stopping the space probe a problem? 5. What are the `seven minutes of terror’? 6. Describe the images of Mars sent back by the probe? 7. What research is phoenix doing on Mars and how is it being done?’ 8. Why do you think NASA scientists believe this is important research? 9. 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

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.

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.

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_lander/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/

Space kids Focus Questions

1. Who was the first living creature to be sent into space? 2. Why do you think animals were sent into space? 3. What is the International Space Station? 4. How many countries have been involved in setting up the ISS? 5. 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

know?

How will I find

out?

What I have

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.

http://www.bbc.co.uk/cbbc/presspack/newsroom/writeareport.shtml

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.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/

Moon landing

Focus Questions

1. How many people watched the moon landing on television? 2. 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?

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.

EPISODE 18

21ST

JULY 2009

Learning Area

Science

Key learning

Students will deepen their understanding of the Apollo 11 mission and space exploration.

.

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.

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

Massive telescope

Focus Questions

1. Summarise the BtN story. 2. Before telescopes were invented, how did astronomers study the stars? 3. How are radio telescopes different to optical telescopes? 4. Draw a labelled diagram to show how a radio telescope works. 5. 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?

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

Research the work of an astronomer. What are the personal and

professional requirements for the job? Write a job description that

reflects these.

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.

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-a-

telescope/

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=wwwwak-

236&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/

Shuttle shutdown Focus Questions

1. How long has the space shuttle program been going? 2. In which year did man first land on the moon? 3. The spacecraft they used to get to the moon was reusable. True or false? 4. Describe the three main parts that make up the space shuttle. 5. How does the shuttle land? 6. Describe some of the work the space shuttles have helped with. 7. 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?

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.

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

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.

EPISODE 19

26TH

JULY 2011

Learning Area

Science, Society and Environment

Key learning

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-space-mission/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-space-shuttle/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

Satellites Focus Questions

1. Briefly summarise the BtN Satellites story. 2. How did satellite images help those in Cyclone Yasi’s path? 3. What sorts of functions do satellites perform? 4. What are the benefits of satellites? 5. All satellites are the same distance from Earth. True or False? 6. Describe what a geostationary satellite is and what is it used for? 7. How do satellites get into orbit? 8. Why does the weather bureau rely on satellites? 9. Illustrate an aspect of this story. 10. 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

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-satellite-58.html Astronomy WA – What is a satellite? http://www.astronomywa.net.au/education/astronomy-primers/43-satellites/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