Why an Orbiting Laboratory? (Grade 6)

Lesson Plans, Internet,

URL: http://resources.yesican-science.ca/trek/yssp/index.html

Introductory guide to understanding gravity, life and research conducted in orbit,International Space Station, ISS, Canadian Space Agency, CSA, Shuttle, microgravity, STS-100, plp

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Grade 6, Pan-Canadian Science Curriculum

ELEC-06-303.28: identify various methods by which electricity can be generated (Resources)
ELEC-06-204.07: plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to test the strength of electromagnets) (Resources)
ELEC-06-204.08: identify appropriate tools, instruments, and materials to complete their investigations (e.g., identify materials that can be used to make a switch) (Resources)
ELEC-06-206.05: draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., draw a conclusion as to which material conducts electricity best) (Resources)
ELEC-06-205.03: follow a given set of procedures (e.g., follow instructions for testing the conductivity of different materials) (Resources)
ELEC-06-205.09: use tools and apparatus in a manner that ensures personal safety and the safety of others (e.g., ensure that batteries, bulbs, and wires are handled safely) (Resources)
ELEC-06-207.02: communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., illustrate electrical circuits using appropriate symbols) (Resources)
SPAC-06-301.21: describe how astronauts are able to meet their basic needs in space (Resources)
SPAC-06-104.08: demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results (e.g., use appropriate terminology such as "constellations," "planets," "moons," "comets," "asteroids," and "meteors" to describe objects in space) (Resources)
SPAC-06-107.12: provide examples of Canadians who have contributed to science and technology (e.g., provide examples of Canadian astronauts such as Steve McLean, Marc Garneau, Roberta Bondar and Chris Hadfield) (Resources)
SPAC-06-107.15: describe scientific and technological achievements that are the result of contributions by people from around the world (e.g., describe international contributors related to the construction of the space station) (Resources)
SPAC-06-106.03: describe examples of improvements to the tools and techniques of scientific investigation that have led to new discoveries (e.g., describe examples, such as the lunar buggy, the Canadarm, the Hubble telescope, and space probes, which have extended scientific knowledge) (Resources)
SPAC-06-106.04: describe instances where scientific ideas and discoveries have led to new inventions and applications (e.g., describe examples for producing electrical energy, such as how a better understanding of tides has led to their harnessing) (Resources)
SPAC-06-204.05: identify and control major variables in their investigations (e.g., predict what variables might affect the size of craters on the moon, using a flour and marble simulation) (Resources)
SPAC-06-204.07: plan a set of steps to solve a practical problem and to carry out a fair test of a science-related idea (e.g., plan a procedure to test a hypothesis in a simulated moon crater activity) (Resources)
SPAC-06-206.05: draw a conclusion, based on evidence gathered through research and observation, that answers an initial question (e.g., conclude that simulated flour craters are deeper and wider when the marble is heavier or is dropped from greater heights) (Resources)
SPAC-06-205.02: select and use tools in manipulating materials and in building models (e.g., select appropriate materials to build model constellations) (Resources)
SPAC-06-205.07: record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., use a data table to record night sky observations) (Resources)
SPAC-06-207.02: communicate procedures and results, using lists, notes in point form, sentences, charts, graphs, drawings, and oral language (e.g., write a postcard describing your holiday on a planet other than Earth and include in the description the key characteristics of that planet) (Resources)

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Comments on this Resource

One of the overall curriculum expectations is satisfied by the materials (i.e. scientific advances that enable humans to study space). I expect that the material will be of high interest to my students. With regards to the accuracy of the background information, I can't really comment on that. I trust that it is accurate, but do not have the knowledge to verify it. The student assignments allow for hands-on activities that will challenge students to ask questions. The teacher instructions are quite clear. The rubrics are consistent with provincial policy. The materials are very user friendly. I will utilize only components of the resource, since it is quite lengthy, and satisfies only one component of the curriculum expectations. Overall, this resource will be an excellent addition to my unit on Earth and Space Systems: Space.
4DF--OOF-5DBC at 2003-12-15 18:27

"Why An Orbiting Laboratory"? What a phenomenal science unit for grades 5,6 and 7. This unit focuses on research in a microgravity environment. This unit covers all the curriculum expectations for the TCDSB if teachers are doing a unit on space. If you print it, you do not even need a computer.
Giuseppe at 2003-07-21 23:28

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