Is Somebody Singing Learning Teaching Module

Is Somebody Singing?
A Learning and Teaching Module for Elementary Classrooms
A Project of the Coalition for Music Education in Canada In Partnership with the Canada Space Agency To Celebrate Music Monday 2013
Table of Contents
Introduction .......................................................................................................................... 2 The Reasons for the Seasons, Grade 1 4 .............................................................................. 4 Powering the International Space Station ............................................................................ 11 The Need for Spacesuits (Grades 4-6)................................................................................... 13 Staying Cool in Space ........................................................................................................... 19 Donning the Spacesuit ......................................................................................................... 23 Sweet Pee: Grades 4-6 ........................................................................................................ 30 Living on the ISS: Grades 4-6 ................................................................................................ 35 Influence on the Hemic System: Grades 5-6 ......................................................................... 42 Catching Some Rays............................................................................................................. 48 Appendix A: Music Monday Song I.S.S. (Is Somebody Singing) .......................................... 51 Appendix B: Suggestions for Music Monday Celebrations.................................................... 52
A Learning and Teaching Module
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Introduction
On December 19, 2012, Canadian astronaut Col. Chris Hadfield launched aboard a Soyuz spacecraft for a five-month mission on the International Space Station (ISS). In mid-March, during the second half of his stay, Hadfield will make history by becoming the first Canadian to command the sprawling orbital laboratory. Hadfield can attribute his life training as a pilot, engineer and astronaut to preparing him for this scientific mission, but it is his ability as a musician and story teller that has permitted him to share this experience to the world in a way that is uniquely his own. An avid guitar player, Hadfield performed on the Russian Mir Station in 1995, and during this current mission, is taking his musical talent and creativity to another level of intensity. There is significant research on the connections between music and science, and Hadfield is committed to demonstrating this. It is no coincidence that well-known scientists, engineers, and mathematicians such as Leonardo da Vinci and Einstein were scientist-musicians. For example, Einstein attributed his scientific insight and intuition mainly to music, and is often quoted as saying that if he did not become a physicist, he probably would have been a musician. Music has the potential to be an escape as well as an inspiration, and many scientific discoveries have been associated to a passion for music. There are physical and mathematical traits of music and composition, and creative, neurological and human development aspects that connect the two disciplines. It is, therefore, not surprising that Chris Hadfield uses music to not only comfort himself in orbit, but also to inspire, help him solve problems, and be creative. Recently, Hadfield collaborated with Barenaked Ladies songwriter, Ed Robertson, composing I.S.S. (Is Somebody Singing) this years official Music Monday song co-commissioned by the Coalition for Music Education and CBC. Hadfield and Robertson will team up in a joint presentation of the song on February 8 Hadfield on the International Space Station and Robertson in Toronto. The song will later be used to celebrate Music Monday 2013 on May 6 when schools and communities across Canada join together in performing the spirited tune. To help prepare for Music Monday, the Coalition for Music Education in partnership with the Canada Space Agency has developed a learning and teaching module that demonstrates the connections between science and music. Built on science lessons developed previously by experts across Canada [http://www.asc-csa.gc.ca/eng/educators/default.asp], direct links will be made to music skills and concepts taught in elementary schools in each province and territory. Science outcomes are based on those in the PanCanadian Science Curriculum (1997), and music educators and classroom teachers will be able to identify music outcomes from their
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provincial music curriculum. To make the learning integrated and meaningful, music educators may wish to collaborate with science teachers as you plan the activities in this module. Although the music activities are directly linked to the science lessons, they can be done independently and adapted for a range of grade levels. Most of the science activities are written for upper elementary classes, but the music activities can be modified to suit primary as well as secondary music classes. Teachers should consider these as suggestions for learning, teaching and assessment, and should feel free to make adaptations to suit their own particular classes. The Music Monday 2013 song I.S.S. (Is Somebody Singing) can be found at the end of the document in Appendix A. Teachers may wish to visit the Coalition for Music Education Web site [www.musicmakesus.ca] for additional arrangements of the song, including ukulele, band, choral, guitar, Orff, string, recorder, jazz ensemble, drumline and steel pan arrangements. Translations of the lyrics are also available, including French, Inuktitut, Ojibway, Cree, Russian, Dutch, Italian, German, Spanish, and Japanese. Appendix B contains suggestions for how you may wish to celebrate Music Monday in your school and community. The Coalition for Music Education welcomes feedback from teachers across Canada on their experiences with the activities presented and the suggestions for Music Monday. These can be sent though a Contact us form found at www.musicmakesus.ca All web-links embedded in this curriculum document were taken from the Canadian Space Agency website, lesson modules, in January 2013. If, for some reason, you are having trouble accessing these documents online, please feel free to contact the Coalition for Music Education at info@musicmakesus.ca and we will try to accommodate any web-link related issues.
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The Reasons for the Seasons, Grade 1 4

[http://www.asc-csa.gc.ca/eng/educators/resources/astronomy/module3/lesson1.asp] Timeframe: This activity will require approximately three 30-minute classes

1 class to introduce the topic, demonstrate the processes with flashlight and globe and to introduce the applet (activities 1 & 2) 1 class period to have students work with the applet describing the reasons for the seasons (activity 3) 1 class period for closure activity (activity 4)
Objectives: Pan-Canadian Curriculum Objectives Observe and explain how the relative positions of Earth, the Moon, and the Sun are responsible for the moon phases, eclipses, and tides. General Objectives: Students will observe, sketch and explore the reasons for the seasons via the interactive applet, in an attempt to better understand the relationships between the Sun, Moon and Earth relating to the seasons. Curricular Connections:

Information and Communication Technologies o Use of interactive applet Language Arts o Descriptive writing
Lesson Overview: By engaging students in a variety of activities targeting different learning styles (kinaesthetic, visual, and technological), students will become familiar with the seasons, and will be able to explain the reasons for the seasons depending on the orientation of the Sun, Moon, and Earth. The lesson plan is divided into four separate activities: 1. Activity 1: demonstration of seasons (students participate) 2. Activity 2: introduce the applet to later be used by students
Is Somebody Singing? A Learning and Teaching Module
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3. Activity 3: in the computer lab, students work with the Reasons for the Seasons applet in groups of two 4. Activity 4: closure activity, teacher uses the applet in a lecture-style delivery format stopping the animation at key moments and eliciting feedback from the students as to an explanation for the current seasons in both the Northern and Southern Hemispheres Materials and Resources: Nota: This page contains documents for which the access may require a particular software. If the software is not installed, you can download it from the main link at the top of the lesson and follow the instructions for installation. Other Resources
Globe, model of the moon (a simple ball will do), and a bright flashlight
Vocabulary: Astronomy Glossary

autumnal equinox vernal equinox summer solstice winter solstice lunar cycle
Developing the Lesson: Begin with focus questions:

Have you ever wondered why Canadians experience such vastly different weather patterns during the year? Do you know why it is warmer in Canada during the summer? Did you know that when Canadians are experiencing summer, our friends in Australia are experiencing winter? Did you know that a winter in the Southern Hemisphere is a fair bit warmer than a winter in the Northern Hemisphere?
Explain the nature of the activities that will be used to help students become better acquainted with the reasons for the seasons:
Activity 1: students participate in a visual demonstration of the seasons with globe and flashlight
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Activity 2: teacher uses computer with projection system to display the Reasons for the Seasons applet. Teacher explains how the applet works and what students will do with the applet in Activity 3 Activity 3: teacher demonstrates the applet and distributes the Reasons for the Seasons handout to the students. The students are given approximately 30 minutes to complete the handout using the applet. Activity 4: simply mention to the students that there will be a final activity that will help to reinforce what they have learned about the seasons (Activity 4 should follow approximately 2 days after the completion of Activities 1, 2 and 3.
Commence the activities and remember to have fun. Activity 1 1. arrange students into a large circle (students will need a piece of paper and a black marker) 2. place a light source at the centre of the circle 3. darken the classroom and turn on the light source 4. students will pass a globe around the circle being careful to maintain the tilt of the Earth 5. instruct students to observe the globe as they pass it to their classmates and to draw on their paper the shape of light impacting on the globe's surface 6. initiate a short discussion as to why the light appear to impact the globe differently as it is passed around the circle 7. have students write the season they observed on their diagrams (summer, fall, winter or summer) Activity 2: Applet: http://www.asc-csa.gc.ca/eng/educators/resources/astronomy/applets.asp#module3 1. 2. 3. 4. with the classroom back in order, the teacher begins demonstrating the applet identify the key elements (Moon, Earth, and Sun) play the applet animation straight through at least two times have the students focus first on the Sun's rays impacting the Earth bottom right of the applet 5. then have the students focus on the progression of the Earth around the Sun. 6. run the animation a few more times stopping at key stages (Winter Solstice, Vernal Equinox, Summer Solstice, and Autumnal Equinox) Activity 3: 1. provide students with a brief review of the applet's functionality 2. distribute the Reasons for the Seasons worksheet
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3. explain that students will be required to complete the handout by the end of the current class time Activity 4: 1. repeat steps as per Activity 2 Closure: As a closure to the activities, the teacher uses the applet in a lecture style delivery format, stopping the animation at key moments and eliciting feedback from the students as to an explanation for the current seasons in both the Northern and Southern Hemispheres. Evaluation: Evaluate both student participation as well as the completion of the Reasons for Seasons worksheet. Student participation can be evaluated during activities 1, 2 and 3, even when the students are working with the applet. Students could also be presented with a short quiz in which they would have to correctly identify and explain the reasons for the seasons.
Music Connections:
The Tilt of the Earth (sung to the tune of Mary Had a Little Lamb)
(Arts Activities from: http://www.fi.edu/time/Journey/JustInTime/seasons2.html)
Chorus:
Earth's tilt makes the seasons change, Season's change, seasons change, Earth's tilt makes the seasons change, They change all through the year. Near the sun it's summertime, Summertime, summertime, Near the sun it's summertime, The days are hot and bright Far away it's wintertime, Wintertime, wintertime, Far away its wintertime, The days are cold and gray.
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Verse 1:
Verse 2:
Verse 3:
Spring and fall are in-between, In-between, in-between, Spring and fall are in-between, The days are cool or warm.
EXTENSION Have the students create a movement pattern that represents the earth spinning on its axis, and the resulting seasons that occur. Begin by doing some movement warm ups to recorded music: flex, stretch, shoulders high, shoulders low, sway arms, etc. Move freely around the room taking into consideration levels (high, medium, low), directionality (forwards, backwards, sideways), and tempo. Consider the music you will play for the warm-ups. Because the earth moves so slowly on its path around the sun, the music should probably be slow. Brainstorm ideas for each phrase of the chorus experimenting with the words line by line. Notice the repetition in words. Will this determine repetition in movement? Once the movement pattern is ready, sing the song again but this time each time the chorus is sung, have the students do the movement with it. Divide the class into three groups, each group representing a different verse (verse 1: summertime; verse 2: wintertime; verse 3: spring and fall). Have each group interpret their verse in a short soundscape the depicts the season. After the students have had sufficient time to work on their soundscape, have them present them to the class. As each student presents, ask for feedback from the other students. Following this step, some groups may want time to revise their soundscape based on the feedback. This is an important step in the process. When each group is ready, assemble the piece: Chorus with movement Verse 1 followed by the summertime group presenting their soundscape; chorus with movement Verse 2 followed by the wintertime group presenting their soundscape Chorus with movement Verse 3 followed by the spring/fall group presenting their soundscape; chorus with movement Chorus with movement This science lesson provides an opportunity to reinforce the concept of timbre in music. Have a selection of pitched and non-pitched instruments around the classroom. The students should have had plenty of experience with producing a sound on each using a range of techniques hit, shake, rub, rattle, drop, blow, etc. Have each student select an instrument and ask them to experiment with as many ways to produce a sound as possible. Encourage them to explore dynamics while producing a sound.
In pairs, have students improvise a conversation between their two instruments. The tone of the conversation should determine the timbre and dynamics used. Reinforce the fact that for this exercise, just like in a conversation, one person speaks at a time whil e the other listens and then responds ASSESSMENT: You may wish to have some demonstrate what they have created, and as each does, elicit feedback from the others. What did you like about the conversation? Could you tell what the conversation was about? What was the mood? What suggestions would you make for this conversation when the students next work on it? When they have had sufficient time creating their conversations, ask each pair of students to work with another pair so there are groups of four. Continue in the same way as they did with a partner. Tell the students that instruments can also represent ideas, such as the seasons, or particular events in each season, e.g., Halloween, Christmas, April showers, summertime play, etc. Ask each student to select another instrument and sit in a circle. Go around the circle asking each student in turn to produce a sound on the instrument and explain the season that it reminds him/her of. For example, chimes or a triangle might represent summer, a tambour or bass drum might represent winter. Ask the students to explain and justify their choices. Put the students in groups of 4 6 and ask each group to create a soundscape entitled, The Four Seasons. The soundscape should have four movements, one representing each season. In advance of them developing their soundscapes, lead the students in discussions as they develop criteria for a rubric that will be used to evaluate of the assignment. As the teacher, you can decide if this will be a self-assessment, peer assessment, or teacher assessment. Encourage them to consider tempo, dynamics, and contrast between the movements, with a transition between each movement. When they begin their composition, the students should be free to make decisions that best suit their soundscape. For example, some instruments might overlap at times. Have them notate their compositions using invented notation. ASSESSMENT: Mid-way through the process, organize a songwriters circle. Each group will perform their work in progress and elicit feedback from the other students. Have them consider what worked well, what might improve the overall effect, how they are meeting the criteria of the rubric they developed, etc. Allow more time following the songwriters circle for the students to refine their soundscapes. When they are completed, organize a presentation of the soundscapes for a specific audience: their classmates, another class, seniors in a neighbourhood seniors home, etc. Play for the students excerpts from Vivaldis Four Seasons. As you play an excerpt from a particular movement, ask the students if they can identify the season based on the instrumentation and overall effect. It is important to remember that not everyone interprets things the same way. Therefore, although they may not provide the correct answer, as long as
they can justify the answer, they are using deeper meaning-making. Before moving on to another movement, identify the title of each as Vivaldi named them. EVALUATION: Complete the rubric and assign a grade based on the criteria that the class decided on when developing the rubric.
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Powering the International Space Station

[http://www.asc-csa.gc.ca/eng/missions/sts-097/kid_powering.asp] How will the International Space Station be powered up? It will run with the Sun! Yep, solar power will be used to generate electricity for life support systems, daily operations and scientific equipment. Start Me Up! The Sun is the only available source of energy that can power up the Space Station. So, four pairs of solar panels will be secured to the ISS to gather its rays. Theyll be set up beyond the Stations main body so they look like the wings of a bird in flight. They measure 70 metres by 10 metres from tip to tip. Theyll generate enough energy to power 55 houses! Approximately 40% of that energy will be used for research experiments within the ISS. To generate this amount of power, the panels convert sunlight into energy via an enormous number of photovoltaic cells within each individual solar panels. Energy is then stored in rechargeable nickel hydrogen batteries. This guarantees that the Station gets continuous power, even when it is in the shadow of the Earth. Energy storage in these replaceable batteries is important because the Station spends a lot of time in darkness. Why? The Station circles the Earth at a speed of almost 30 000 km per hour, which means it sees 16 sunrises and sunsets within a day! The Earth blocks the rays of the Sun to the Space Station so that the Station is in darkness for 36 minutes of each 90-minute orbit. Feel the Heat This constant change from light to dark also presents another challenge: extreme temperature changes from -149C to 126C. Yikes! Heat doesnt circulate in space the same way it does on Earth. Whats the solution? Remember, the solar panels gather a lot of light from the Sun and convert it into energy. The energy powers the Space Stations equipment. The equipment in turn creates a lot of heat. This heat is then collected by another set of panels which sends the heat out into space. These panels form a radiator system that contains ammoniaan excellent substance for transporting heat and resisting those crazy temperature changes!
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CHARGE! Even in outer space, the Space Station can experience a power surge! To protect the Station, the scientists have designed a Plasma Contractor Unit. Ooh! Ah! Sounds like a space toy to play with, but its pretty serious stuff! Space plasma floats around. These floating bits carry their own electrical charge. If they make contact with the Space Station, they can produce a power surge which could hurt not only the Station, but also the crew and equipment on board! The job of the Plasma Contractor Unit is to take away the electric charge carried by the space plasma. The unit converts the possibly harmful gas (space plasma) into ions and electrons which are then released harmlessly into space problem over!
Music Connections:
Refer to the science lesson and the description of the vast temperature changes that occur on the space station. Have them speculate the type of music that would represent -149C for example, or +126C. Ask them to justify their responses by making connections between the music and the temperature. Now play excerpts from a range of instrumental music and ask the students to describe how this music makes them feel. In relating this to the science lesson, ask them if they were feeling the different temperature changes as described above. Can they relate these feelings and emotional connections to the music? Play Dantes Inferno and have students write down the emotions they feel while the song is playing. Have students write how they felt at the beginning of the song, during the song and at the end of the song. What mental images did this song create in their minds? Play Griegs Morning Mood. Have students repeat the steps above and answer the same questions. Did this song provoke different feelings? What about this song made their feelings different and/or the same? Play excerpts from The Four Seasons by Vivaldi without announcing the title of each movement. Are there drastic changes that are evident from movement to movement of the piece? If so, have the students express how these changes made them feel. Now, play excerpts once again from The Four Seasons and tell students whether the music playing reflects summer, fall, winter or spring. Ask the students how they felt this was reflected in the music. For example, some might say that winter has more short plucked string sounds that could represent snowfall, whereas summer has loud crashing sections and these mighty represent a thunderstorm.
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The Need for Spacesuits (Grades 4-6)

[http://www.asc-csa.gc.ca/eng/educators/resources/spacesuit.asp] This mini-package is intended to complement your existing space studies unit, particularly on the topic of spacesuits and the hazardous conditions in space, which requires them. It includes a Student Fact Sheet, describing the adverse environment found in space, along with 3 creative activities and 1 scientific demonstration for students who wish to further explore this fascinating topic. Web-link Includes:

Spacesuit Fact Sheet Activities o Build a Wearable Spacesuit o Build a Wearable Space Helmet o The Paper Spacesuit o The Atmospheric Pressure Demonstrator o Space Suit Colouring Activity
This publication may be reproduced without permission, provided the source (Canadian Space Agency) is fully acknowledged. Information provided courtesy of NASA. The Need for Spacesuits Although inside the space shuttle temperature and atmosphere are controlled, outside is a completely different story. Outer space is a very hostile environment, requiring special equipment and clothing if one is to venture out into it. Lets take a look at some of the qualities of space. The principal characteristic of space is the vacuum. The gravitational attraction of large bodies in space such as planets and stars pulls gas molecules close to their surfaces leaving the space between quite empty. Some stray gas molecules are found between these bodies, but their density is so low that they can be thought of as practically non-existent. On Earth, the atmosphere exerts pressure in all directions. In the vacuum of space, where there is no pressure from the outside, the air inside our lungs would immediately rush out; dissolved gases in body fluids would expand, pushing solids and liquids apart. The skin would expand like an inflating balloon.
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Bubbles would form in the bloodstream and render blood ineffective as a transporter of oxygen and nutrients to the body's cells. Furthermore, the sudden absence of external pressure balancing the internal pressure of body fluids and gases would rupture fragile tissues such as eardrums and capillaries. As you can see, the effect of being in space without protection would be devastating. And there are other problems too, such as the temperature range. If you are facing the Sun the temperature can be as high as 120 degrees Celsius, while if you are on the shaded side it can drop to about -100 degrees Celsius! Other environmental factors encountered include radiation of electrically charged particles from the Sun, ultraviolet radiation and micrometeoroids (very small bits of rock travelling at high velocities). Though usually small in mass, these particles travel at such high velocities that they could easily penetrate human skin and thin metal. The Extravehicular Mobility Unit, worn by Canadian Space Agency Astronaut Chris Hadfield represents more than 50 years of development and testing. It consists of 12 layers to protect astronauts during EVA's. The two inner layers comprise the liquid-cooling and ventilation garment. Next comes the pressure bladder layer followed by a seven-layer thermal micrometeoroid garment. Activity 1: Build a Spacesuit In this creative activity, your students will design and build their own, wearable space spacesuits. You will need:

A wearable paper suit from a paint store Photos of astronauts in their EVA suits Variety of duct tapes/hockey tapes (all colours) Dryer hose tubing Cereal or other flat boxes Odds and ends Glue/tape/scissors/felts
Instructions 1. Obtain some kind of wearable paper suit from a local paint store or hardware store; 2. Obtain photos of astronauts wearing their Extra Vehicular Activity (EVA) Suits and note all the details; 3. Have students decorate their suits using various coloured tapes, dryer hose tubing, and other kinds of tubes and felts;
4. Using the cereal box, have students create a control box for their suit; 5. Add lots of pockets and tethers for your suit, so your space tools wont float away! 6. Through the Canadian Space Agency, you can obtain stickers of the various Canadian mission patches and logos for students to add to their spacesuits; 7. Divide students into crews, and have them create their own mission patches to add to their suits; 8. Your spacesuits are now ready to wear; good luck on your mission! Activity 2: Build a Space Helmet In this creative activity, students will build an accompanying space helmet, to go with their Spacesuits. NOTE: allow at least 5 days for this activity. You will need:

A 16 inch balloon Paper mach Newspaper White paint White duct tape A knife A few pots
Instructions 1. Have each student blow up one 16-inch balloon and tie it off; 2. The balloon needs to sit in something hard and stable in order for you to work on it. A bowl or pot works great for this. 3. Tear the newspaper into dozens of long, narrow strips. 4. Mix the papier mach and have it near you in another bowl. 5. Papier mach the entire balloon twice over. Let it stay in its bowl or pot to dry overnight. 6. Repeat step 2 to 5, and again, let the balloon dry overnight (the balloon has now been covered four times). 7. Using a sharp knife carefully cut out a generous hole at the bottom, big enough to be able to fit your head through comfortably. You may want to do this for your students. 8. Cut out an area for your face (called a visor) so you can see through. Put the cut-out piece aside; 9. Using white duct tape (easily obtainable at a hardware store) tape over all the edges to keep the papier mach from wearing away. 10. Paint the entire helmet white, and allow overnight drying.
Activity 3: The Paper Spacesuit Group Activity! This is a great activity where students will work in-groups and create spacesuits, which you can hang up in the classroom. You will need:

1 long sheet of paper/group Pencils/felts Scissors
Instructions 1. Place students into groups of 5 or 6 2. Have one student lie down on the sheet of paper; have the other students in the group trace her/him. 3. Onto the traced outline, students will begin drawing the rest of the spacesuit. This includes parts such as the helmet, gloves, boots, logos, lights, gadgets and dials, etc. 4. Cut out the drawn spacesuit and have students continue 'decorating it' on the backside. 5. Your spacesuits are now ready to be hung up and displayed!
Activity 4: The Atmospheric Pressure Demonstrator Atmospheric pressure is the weight of the atmosphere pushing down on us. Without it human beings cannot survive, and for this reason, astronauts' spacesuits are pressurized. This activity demonstrates the importance of the pressurized spacesuit by demonstrating what happens to a balloon when the atmospheric pressure is removed from a bottle. You will need:

1 wine bottle 1 wine pump A small balloon
Instructions 1. Obtain an empty wine bottle and a wine pump (such as EpiVac; approx. $10.00) purchasable from most liquor or kitchen supply stores. 2. Put a tiny amount of air into a small balloon, and insert the balloon into the bottle.
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3. Explain to the students what atmospheric pressure is, and that there are equal amounts of atmospheric pressure inside the bottle, as there is in the room. 4. Field the question 'what would happen to the balloon if we removed the atmospheric pressure from the bottle? 5. Place the wine pump on the bottle, and begin pumping. Tell the students to keep their eyes on the balloon. 6. After 2-3 minutes, students will observe a noticeable difference in the size of the balloon (it got bigger!). 7. Discuss the importance of the pressurized suit to the human body. What other kinds of suits are there that need to be pressurized?
Music Connections:
Ask students to describe the sound their voice makes, i.e. high pitched, nasal, low pitched, lots of vocal inflection (highs and lows), soft, loud. Discuss different types of voices, i.e. speaking voice, singing voice, playground voice. Now have them cover their ears with their hands and speak. Does your voice sound as you thought it did when you did not have your ears covered. Why is this so? Try the same experiment having them touch their ear bone rather than their entire ear. Is the sound the same? If you speak into a large hollow drum is the sound the same as if you were speaking on the playground? Ask them to hum. Do you feel the vibrations? Where are the vibrations the strongest (upper cheek around their eyes)? Professional musicians usually wear ear pieces so they can hear their own voice in relation to the accompaniment. The same effect can be made with ski or skating helmets that cover the ears. Have some available in the classroom so students can experiment with the variations in sound. What about sounds in your immediate environment? Do they sound the same as when you are not wearing a helmet? ASSESSMENT: Have the students do a journal entry describing what they learned about the sound of their voice, and how this relates to their environment. Does sound have an effect on our bodies? Describe how you feel if you are in a room with excessive noise, or with a loud bass booming, or under water. Does sound have an effect on balance? Do we rely on sound to secure our balance? Ask the students to research the effects of sound on the body. Have the students pretend they are astronauts wearing space suits covering head to toe. Have them explore how they move wearing a space suit. An important part of the suit is the helmet. Based on what you know about helmets, as they affect our hearing, how do you think the astronauts feel when they wear their space suits? Is the sound around you distorted? Taking this into consideration, what modifications to the helmet need to be made when scientists are
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designing space suits? Are there special communication systems that need to be in place so the astronauts can hear clearly? Students can represent the soundscape of space. A soundscape consists of key sounds that create an environment. Open this activity with playing a sound clip of a busy city and ask students to identify the different sounds they hear. Ask the students how they knew the environment based on the combination of sounds. Now, in groups of 3 or 4, have the students create their space soundscape and present it to another group. ASSESSMENT: When one group performs for another group, ask those listening to identify one thing they really liked about the soundscape and one thing they would suggest for the next time it is performed.
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Staying Cool in Space

[http://www.asc-csa.gc.ca/pdf/educator-cooling.pdf] Background Working in space takes a great amount of effort. During the first spacewalks or Extravehicular Activity (EVA), astronauts have relayed how warm it gets while wearing a spacesuit that has a mass of over 100 kilograms! To help the spacewalkers stay cool during an EVA, researchers developed the Liquid Coolingand-Ventilation Garment. The garment is a one-piece body suit with a zippered-front. Its soft nylon lining is covered with an additional layer of Spandex TM and a network of plastic tubing that surrounds the body. This tubing is used for cooling and ventilating the suit. A set of tubes is used to circulate cool liquid, while another set of tubes is used to transport sweat, carbon dioxide, and any other contaminants into the Primary Life Support System to purify the atmosphere within the suit. The Activity Students will use plastic tubing and water to lower their body temperature. The Objective This activity teaches students about an astronaut's challenge of working in space and the need for researchers to devise solutions for real-life problems. Students will have the opportunity to experience how an astronaut regulates his body temperature while working in space. Material

two buckets 3 metres of aquarium tubing water ice to fill a bucket to the halfway point kitchen size plastic garbage bags (one per student)
Method Understanding Heat Retention 1. Give each student a plastic bag. Students should-roll up one shirtsleeve.
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2. Ask the students to place their bare arms in the plastic bag. Wrap the bag around the arm (but not too tightly). For a period of two minutes, they should wave their covered arms. 3. After this time period, ask the students to observe the sensation in the arm once they remove these bags. The following discussion should explain how the suit, like the plastic, retains body heat, and why their arms suddenly felt cooler with the removal of the bags. (Warm air in the bag was released and moisture from perspiration on the arms began to evaporate to create a cooling effect.) 4. You can now segue into the next part of the exercise. Students will understand how to circumvent the problem of heat retention within the suit. A "Cool" System 1. 2. 3. 4. Set up a bucket of water and ice on a desk. Set up the empty bucket on the floor. Ask a student volunteer to sit on a chair in front of the desk and the ice water. Wrap the tubing around the student's bare arm and place one end of the tube in the ice water and the other end of the tube in the empty bucket. 5. Start a siphon flow from the ice water to the empty bucket. Ask the student to describe the sensation for the rest of the class.
More Activities to Stimulate Interest and Learning

Devise a method that will eliminate the need for the siphons and buckets of water in this experiment. How can you ensure that water can be continuously circulated? Set up teams to design and construct liquid cooling garments. Each team can choose their base garment (e.g. long underwear, thermal undershirt, running tights, bodysuit). They can also decide on how much tubing to apply for maximum cooling and how it can most effectively be networked and attached to the suit. Devise a method to compare and test the effectiveness of each of the suits. Which was most effective? Which was least effective? Why? Who else might benefit from these liquid cooling garments?
Music Connections:
Create different sounds using water. Try putting water to various levels in a number of water glasses. Rub your finger around the rim of the glasses. Can you hear the different pitches? If you have 8 glasses with different levels of water, can you adjust these levels to produce a major scale? Pose the following question to the students? In the previous activity, do you think the temperature of the water affects the pitch of each water glass? Have them create an experiment where they have the same number of water glasses in each group. One group will use warm water and the other will place ice water to the same levels. Ask each group to play the notes made by the water and to compare warm and ice water. What did they discover? Does temperature affect other instruments? If there is a band program in your school, have some members visit the music class to talk about their experiences in different temperatures. For example, if some students play brass instruments in a marching band, they will probably have experienced the effects of cold when they played in a Remembrance Day parade. Violinists may talk about playing in a very warm venue where the instruments would not stay in tune. You may be able to create conditions to demonstrate the effects of temperature change on pitch. Try this experiment. Fill a water jug with water and pour it from a height of 1 foot into another glass jar. What did they notice about the sound? They should conclude that the pitch gets higher as the receiving glass jar gets filled. Ask them, based on their previous experiments, why they think this is so? In this science lesson (described above) the objective was for students to identify the challenges of working in space because of temperature changes and space restrictions. During the current space mission, Chris Hadfield took along his guitar. What challenges do you think he will experience playing his guitar? How could he problem-solve to overcome these challenges? In the audio recording, Mr. Bach Comes to Call (Classical Kids Collection), we hear the launch of the Voyager II spacecraft. What was very interesting about that mission was that among the collection of items taken into space, by the astronauts, were samples of Bachs music. Play the recording for the children and ask why they think Bach would have been included on that mission. Now identify some things that Chris Hadfield took into space with him (a guitar, organic food snacks including special blueberry bars from Nova Scotia, iPods with his favorite music). Have the students speculate on why these things were chosen, and then invite them to research on the Internet to see if their hypothesis is accurate. One of the most important items that Hadfield took with him is a song he co-wrote with Ed Robertson of the Barenaked Ladies: I.S.S. (Is Somebody Singing). Have the students visit the
Web site for the Coalition for Music Education [www.musicmakesus.ca] to learn more about the song, and to see Hadfield and Robertson discussing it in the earlier stages of composition. There are several arrangements available for the students to learn. Choose one that is appropriate for the class and prepare it for the annual Music Monday Celebrations 2013.
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Donning the Spacesuit

[http://www.asc-csa.gc.ca/pdf/educator-donning.pdf] Introduction In the movies, you'll sometimes see astronauts throw on a spacesuit, step out into space and save the Earth--don't believe everything you see in the movies! What they leave out is the amount of preparation time it takes to get ready for an Extravehicular Activity (EVA) or spacewalk. Realistically, it really does only take around 15 minutes to get the suit on, but preparations for a spacewalk may actually start one day in advance. The crew-members on board the Shuttle start with routine checks of the equipment that will be used on a mission and they'll also inspect the spacesuits. The technical name of a spacesuit is an Extravehicular Mobility Unit (EMU). It's like a spacecraft with the only difference being that it can fit only one person! The suit contains the basic necessities of life such as oxygen, water, and protection. It also houses a communications system so the astronaut can stay in touch with Mission Control on Earth. Just like the cabin of the Shuttle, the suit is pressurized. If you recall, we experience pressure on Earth. If there were no pressure, the air in our lungs would rush out. The gases in our body fluids would expand and boil off. That would be the end of us! The suit is carefully constructed to ensure an astronaut's survival. The EMU is made up of many parts. The parts must be put on in a particular sequence after a number of preparations are made. We joined the suit designers in the lab and took some pictures so you can get a good idea of what has to happen! Suiting Up Typically, two astronauts will suit up at the same time because there are usually two spacewalkers assigned to a mission. They typically dress in the orbiter air-lock. This is an airtight chamber in which the pressure can be controlled. It sits between the cabin and the Shuttle's cargo bay. Here's the step-by-step procedure that all space-walkers have to follow. Prep time takes about two hours and 20 minutes to get ready for an EVA!
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Step 1: Pre-Breathing to avoid the Bends The bends sounds like a pretty nasty disorder--and it is! People who get the bends also known a Caisson Disease, experience cramping and extreme pain in the joints. Paralysis and death are also possible in the worst case scenarios. People can get the bends if they move from an area of high pressure to an area of lower pressure too quickly. People who are likely to get Caisson Disease are underwater divers who rise to the surface too quickly. Astronauts also run the risk of getting the bends. Here's why: On Earth, you breathe in air. Air is a mixture of oxygen, nitrogen and other gases. Your body tissues are filled with nitrogen. The amount of nitrogen that your body can absorb depends on the amount of pressure that's being exerted by the atmosphere. The higher the pressure is, the more nitrogen your body can hold. The lower the pressure is, the less nitrogen your body can hold. If you moved from an area of high pressure to an area of low pressure too quickly or if the difference between pressures was extreme, your tissues would get supersaturated--or overfilled--with nitrogen! Nitrogen would be forced out of your tissues as gas bubbles. Ouch! This causes a lot of pain! In space, the air within the cabin of the Space Shuttle is at the same pressure as it is here on Earth. It contains the same mixture of nitrogen and oxygen. The spacesuit, on the other hand, operates at about one-third of the Shuttle's cabin pressure. That's because the lack of pressure in space makes the suit act like a rigid balloon. Keeping the pressure as low as possible makes it easier for the astronauts to bend and move in the suit as they perform their tasks. However, if the pressure were kept too low, the astronauts would be at a higher risk of ge tting the bends. To prevent "the bends" the spacewalkers slowly remove nitrogen from their bloodstream and body tissues by breathing pure oxygen. They do this by putting on the helmets from their launch and re-entry suits that are connected by a tube to a tank of 100% oxygen. They breathe in pure oxygen, but the air they exhale is a mixture of oxygen, carbon dioxide and nitrogen. This procedure is called pre-breathing. About an hour or so after starting their pre-breathe (and at least 12 hours before stepping into space), the Shuttle's cabin pressure is lowered from 101 kilopascals to 70.3 and the percentage of oxygen in the cabin air is increased. The combined lower pressure and higher level of oxygen means the astronauts can take off their helmets and breathe the cabin air without the risk of loading any more nitrogen into their bodies. In fact, they slowly continue to lose nitrogen! This procedure usually occurs at the end of the day. The astronauts have a good night's sleep. The next morning, they wake up early to prepare for their spacewalk.
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Step 2: The Urine Collector This is the day the spacewalk begins! The astronauts start to get dressed. The first thing on is the urine collector! This does not involve anyone collecting samples from the astronauts! You can think of urine collectors as materials that absorb or collect urine during the spacewalk. Male spacewalkers wear a Urine Collection Device while female spacewalkers wear Disposable Absorption and Containment Trunks. The male version is a pouch. The female version is like a pair of multi-layered shorts that contain an absorptive powder. Both can hold almost one whole litre of fluid. Step 3: Stay Cool! The astronauts now move into the airlock. They put on the Liquid Cooling-and-Ventilation Garment. This looks like a pair of long underwear with a series of tubes that run throughout it. The Spandex TM garment's tubes are used to circulate cool water to keep the body comfortable while working in the 114-kilogram suit. Other tubes are used to whisk away sweat, carbon and any contaminants into the Primary Life Support System to purify the atmosphere in the suit. Step 4: Harnessing Electricity Why would a suit need an electrical supply? A power connection is necessary to hook up medical instruments that monitor the astronaut's heart rate. It's also necessary run the suit control systems and for radio equipment that serves as the communications link between space and Earth. To accomplish this, an electrical harness is hooked up to the Hard Upper Torso (HUT) of the suit. Step 5: Putting the Little Pieces Together A number of little items need to be prepared. An anti-fog mixture is rubbed into the inside of the helmet. A wrist mirror and checklist are attached to the left arm of the suit. On the inside of the HUT, a water bag needs to be attached with Velcro TM. The In-suit Drink Bag is filled with about two-and-a-half cups of water from the galley. A straw reaches up into the helmet.
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Next--the Snoopy Cap! This is a fabric cap that contains earphones and a microphone for communication. It gets connected to the electrical harness and is left floating above the HUT until it's ready to put on.
Step 6: One Leg at a Time Finally, the rest of the suit goes on. The bottom half of the suit (also known as the Lower Torso) gets pulled on. The Lower Torso consists of the pants, boots, joints for the ankles, knees, and hips, and a metal body-seal closure that connects the Lower Torso to the HUT. It also features a waist bearing which allows the astronauts to twist from side to side if they're locked into foot restraints while working in space. Step 7: Dive In! Or maybe we should say, "Dive Up!" The HUT hangs on the wall of the airlock. To get into it, the astronaut has to raise his arms and dive up into the top half and squeeze his head past the neck seal. Once inside, the Liquid Cooling-and-Ventilation Garment gets hooked up to the Primary Life Support System. The medical instruments are also hooked up to the electrical harness. Finally, the body-seal closure rings are locked together with the help of another crewmember.
The HUT is strong enough to carry the Primary Life Support System which goes on the back and the Displays and Controls Module which attaches to its front. The module remains plugged into the Service and Cooling Umbilical. It provides cool water, oxygen, and power from the orbiter. By remaining plugged into the umbilical, the "consumables" of the Primary Life Support System are conserved until needed. Step 8: The Pressure is On! The final pieces of the suit are put on--eyeglasses, the Snoopy Cap, comfort gloves, the helmet with lights (and sometimes a TV camera), and gloves.
The helmet is locked on. The suit is now a self-contained unit that is complete with its own oxygen supply, air pressure, power supply and water. The astronaut is no longer in the atmosphere of the airlock. All the seals get manually checked. The pressure in the suit is increased 29.6 kilopascals above the airlock pressure. The astronauts may feel some discomfort in their ears and sinus cavities. They have to yawn or swallow to relieve the discomfort.
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The oxygen supply in the airlock is shut off. The astronaut then reads the chest-mounted digital display which indicates any leakage. A small leak is normal--as long as it isn't more than 1. 38 kilopascals per minute. If leakage is minimal or non-existent, then the suit is depressurized to the airlock's original pressure, and the oxygen is turned back on. For the next few minutes, the atmosphere from the airlock is forced out of the suit. That way, only pure oxygen is left in the suit. The astronauts continue with the pre-breathing for another 30 to 40 minutes. Step 9: The Spacewalk Begins Once everything is checked and pre-breathing is completed, the inner door of the airlock is sealed and the airlock is depressurized. Its atmosphere is released into space. Once the airlock pressure drops t o 34.48 kilopascals, depressurization is put on pause. The astronauts check for seal leaks again. If there is a lot of leakage, then the airlock is repressurized and the crew and spacewalkers check all of the seals. If there are no leaks, the final depressurization begins. Once the airlock is depressurized, the outer airlock hatch is opened and the astronauts are ready to move into the cargo bay. They hook up their tethers to the orbiter so they don't float away, and they move around using handholds. The astronauts then disconnect their HUTs from the Service and Cooling Umbilical and the Primary Life Support System starts using its own reserves. The astronauts pull themselves through the outer airlock hatch and the spacewalk begins!
Music Connections:
Using information about the bends as discussed in the science lesson, have students simulate what happens when we move from high pressure to low pressure. Remind them that when this happens, the body absorbs more nitrogen and this can cause great pain in the joints. Experiment with moving to demonstrate this. What type of music would be best suited for this exercise? Why? Experiment with different styles of music and see how this affects the movement patterns. Does it demonstrate accurately what the bends feel like? Discuss the production of sound on a wind instrument using air pressure. If you have access to a brass instrument mouthpiece, demonstrate the embouchure and the effects of various speeds of buzzing. If there is a band program in your school, you may consider inviting some brass players to the class to demonstrate this. If you increase the pressure what is the effect on the pitch?
In the science lesson the students learned about the possibility of leaks in the oxygen supply. A slight leak (less than 1.38 kilopascals per minute) is not significant for a space suit. However, the slightest leak can make a difference in an instrument. Demonstrate this with a recorder. Describe the sounds that result with various degrees of seal leaks just like with the door of the airlock as described above in the science lesson. Explain that on woodwind instruments, this can also happen with a faulty pad that is leaking air. Pads on instruments always need to be kept in the tip-top shape for a good tone and in-tune playing.
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Sweet Pee: Grades 4-6

[http://www.asc-csa.gc.ca/pdf/educator-sweet_pee.pdf] Activity Overview This demonstration addresses the recycling of water as part of living and working in space. It illustrates the importance of the need to recycle water. Subsequent discussions can raise the level of awareness on how the Earths environment recycles animal waste. Time Required

10 minutes for preparation 10 minutes over a 45 minute class period
Materials
Simulated Urine o yellow food colouring o clear carbonated soft drink Simulated Biological Active Agent o 8 raisins Simulated mixture of Citric and Carbonic Acid o clear carbonated soft drink stirring stick or spoon 500ml beaker or appropriate glass jar labelled "Sample Jar" Two 500 ml clear bottles with sealing top drinking glass (clear) knife coffee filter small plastic vial or closable plastic bag
Preparation 1. Mix the following liquids in a 500 ml bottle, to simulate urine: approximately 100 ml of a clear or yellow soft drink (Example Ginger Ale, 7-Up) and 1-3 drops of yellow food colouring. Some experimentation with the correct size and number of drops may be required to give the correct appearance. Let this mixture go flat (can be accelerated by stirring). 2. Chop the raisins into very small pieces, and store in the plastic vial or bag. Label the vial with "Biologically Active Re-Processing Organism". On the label write an impressive
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looking number (e.g.AF-4366032-B2) and a recent past date. Place the top on the vial (a film canister works well as a plastic vial). This is the "biologically active agent". 3. Pour 450 ml of clear soft drink in the 500 ml clear bottle with a sealing top. Make sure to seal the top so that the carbonation is retained. Label this bottle "Citric and Carbonic Acid". In Class Demonstration Remember that this is a simulation, so that if the audience knows what the actual components the demonstration really are the effect will be lost. 1. Prior to the presentation, place the plastic container with the "biologically active agent and the Citric and Carbonic Acid Bottles on the desk or some other observable spot. Beside them place the empty 500 ml beaker (sample jar) and the stir stick or spoon. The container with the simulated urine should be hidden in a bag or left in a room away from the audience. 2. Just prior to the presentation, the presenter takes the sample jar and the unseen "urine" to a private room and pours the mixture from the bottle into the sample container. The empty "urine" container is then again hidden. 3. Introduce the need to conserve materials such as food and water when living in Earth orbit. Note that for short missions, all the water that is needed for the mission can be taken on the flight. Water can be transported from the Earths surface to orbit, and all waste, including human waste, liquid and solid, can be brought back as needed. For extended missions, not all the water needed for "one time use" can be taken. Water will have to be recycled. This includes urine. At this point hold up the "urine" in the beaker and state that you will show them how this will be done. Be careful not to state what is in the beaker directly. Let the imagination of the audience carry the demonstration. 4. State that the process of "purifying" the water in the beaker to a drinkable state requires two distinct steps. The first is the dilution of "this" fluid in the "citric and carbonic acid" this allows the second step to be more effective. Add the fluid in the citric and carbonic acid bottle to the mixture. If anyone is observant enough to comment that the fluid you are adding looks like 7-UP or Sprite, comment that a major portion of both 7-Up and Sprite are citric and carbonic acid and that they could be used. 5. Next, state that a biologically active agent that converts all the impurities in the "solution", except the colour, to harmless materials does the purification. It also removes any odour and any "bad taste". Open the biologically active agent container and dump the agent into the fluid. The combination of the agent to the fluid to be purified will result in active bubbling. You can make the statement that "things seem to be working". State that in normal water purification this process takes some time but that you can speed it up because of the small amount of solution and the large amount of reagent. State that stirring helps. Stir the container with the spoon.
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6. State that the process will take about 30 minutes, and ask the students to remind you to stir the solution about every 5 minutes, to ensure that the appropriate reactions take place. 7. Over the next 30 minutes or so, stir the fluid and biological active agents. Comment that things seem to be progressing nicely. 8. When approximately 30 minutes are up, give the fluid one last stir to ensure that the fluid will be flat. State that you will now separate the fluid and the biologically active agent by filtering it. Place the filter paper in the drinking glass and slowly pour the solution through the filter paper. 9. Once the filtering process is complete, you quickly make the statement that "this should be purified enough to drink" and quickly drink some. 10. State that on long haul missions in space, nothing can be wasted, so that even the biological agent needs to be recycled. Ask what the audience thinks they would do with it. Field some answers. Add "eat it" as one possible answer at the end, and quickly eat a portion of the agent. 11. Drink all of the purified drink and continue with the lesson or discussion.
Music Connections
Discuss with the students the importance of recycling to save the planet. What efforts are used in the school for recycling? Create a campaign to improve recycling. You may consider having the class create a poem to be used as a choral speech. Discuss it first in terms of dynamics, articulations, tempo, etc. A choral speech has similar characteristics of a good musical presentation. Reduce, Reuse, Recycle [from: https://sites.google.com/site/mleesmiley/useful-links/reduce-reuse-recycle] Bottles, cans, and tetra packs Paper, cardboard piled in stacks Reduce, reuse, recycle! Kitchen worms they do toil Turning veggies into soil Reduce, reuse, and recycle! These three words I always hear Now I know to hold them dear Reduce, reuse, and recycle! Nature recycles, it's nothing new From fungus to bears and insects too Save energy, use it again and again... ...and again and again and again and again
When you recycle do it with pleasure One person's garbage is another's treasure! Ants, worms and bottle flies Do dirty work it's no surprise They all recycle in the forest Bears are very special you see Recycling nutrients internally They all recycle in the forest! Fungi decompose dead trees Spiders eat their silk with ease They all recycle in the forest! Chorus When you reduce your waste Your trash will take up less space Reduce, reuse, recycle! Reuse in your garden and home You can borrow or loan Reduce, reuse, recycle!
To reinforce the concept of recycling, have the students create a rap. Encourage them to consider the importance of recycling in their daily life, and relate it to the importance of recycling water on the space station. Experiment with a rock beat on a keyboard, or in Garage Band to accompany the rap with a back beat. Alternatively, they could use percussion instruments or their voices to create beat boxing. When the compositions are ready for performance, arrange a presentation for a specific audience. Have the students recycle sounds by collecting objects around the classroom, school or playground. These can be used to create a stomp composition. Before they begin, show the students examples of various stomp routines as found on You Tube. This should give them ideas for recycling objects such as empty cans and bottles, paper, garbage bags, etc. These can be combined with found objects such as garbage can lids, sticks, etc. Arrange a presentation of the stomp compositions. Have students make instruments from recyclable material (e.g. make a kazoo out of paper towel rolls, elastics bands and parchment paper). Students can create mainstream instruments (e.g. using empty containers as drums) or they can create their own instruments and make their
own names for them. Students can form a band (groups of four) and create a short melody that can be played for the class.
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Living on the ISS: Grades 4-6

[http://www.asc-csa.gc.ca/pdf/educator-living_iss.pdf] The International Space Station (ISS) is a remarkable achievement, involving the efforts of 16 countries around the globe including Canada. It is the largest spacecraft in history and will be launched, one or two pieces at a time, on more than 40 launches using three different launch vehicles. In total, the International Space Station will take almost 5 years for its assembly onorbit to be complete. ISS is unique in that it offers astronauts the opportunity to do something quite special; live and work in the weightless environment of space, longer than ever before. Due to fuel and food considerations (among other things), Space Shuttle flights generally last no longer than 2 weeks. On the International Space Station, astronauts will remain in Earths orbit for up to 6 months at a time, giving them the opportunity to really sink their teeth into some interesting and important research that otherwise, due to short-duration of shuttle flights, they could just never do. However, microgravity (the apparent absence of the effect of gravity), can present some interesting challenges for astronauts when it comes to living in space. Most living activities will take place in the Habitat Module (or Hab Module) on ISS. Eating, sleeping, recreation and yes, even going to the bathroom are necessities that astronauts will have to deal with while they are in space. Lets take some time to explore what its like for astronauts to live on the International Space Station. Astronauts have an astonishing array of food items to choose from. The kinds of foods they eat are not mysterious concoctions, but foods prepared here on Earth, many commercially available on grocery store shelves. Most of the food planned for ISS will be frozen (i.e. most entrees, vegetable, and dessert items), refrigerated (includes fresh and freshtreated fruits and vegetables, extended shelf-life refrigerated foods, and dairy products) or thermostabilized (heat-processed, canned, and stored at room temperature) and will not require the addition of water before consumption. However, many of the beverages will be in the dehydrated form. Other types of food, such as fresh food and natural form food (ready-to-eat foods like peanuts), will also be flown. You can visit http://www.spacelink.nasa.gov/spacefood to see the entire ISS Food List. Astronauts select their menu approximately five months before their flight. The menus are analyzed for nutritional content by a dietitian and recommendations are made to correct any nutrient deficiencies based on the Recommended Dietary Allowances of vitamins and minerals necessary to perform each day in the environment of space.
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Once the selection is complete, food is individually packaged and stowed for easy handling in the zero gravity environment of space. Meals are stowed in special pullout drawers, which allow complete viewing of drawer contents. Food and other supplies will be resupplied every 90 days by exchanging the Multi-Purpose Logistics Module (MPLM). The MPLM is a pressurized module carried in space in the Space Shuttle payload bay that is used to transport materials and supplies. Food Preparation Astronauts prepare all of their meals in the galley, a modular unit inside the Hab Module that contains a water dispenser, a table, an oven, a freezer and 2 refrigerators. When its time to eat, astronauts select packages of food that need to be warmed, and place them in the air convection oven. Hot and cold water is also available for preparation of foods or beverages. During a typical meal in space, a meal tray is used to hold food and beverage containers. This tray can be attached to the table. The meal tray becomes the astronauts dinner plate and enables him or her to choose from several foods at once just like a meal at home. Conventional eating utensils are used in space. Astronauts use a knife, fork, and spoon. The only unusual eating utensil is a pair of scissors used for cutting open the packages. Eating utensils and food trays are cleaned at the hygiene station with pre-moistened towelettes. When the meal is finished, all the trash is collected into trash bags, and placed into containers to be brought back to Earth for disposal. The preparation and consumption of a meal would typically involve the following series of steps. 1. 2. 3. 4. 5. 6. 7. 8. Collect meal tray and utensils 9. Retrieve refrigerated foods Display preselected meal on the computer 10. Place refrigerated food in meal tray Locate food using location display function 11. Retrieve items from oven Prepare food items for heating 12. Place heated foods in meal tray Place items to be heated in oven 13. Eat Enter cook control codes and press "start" 14. Place used containers in trash Rehydrate beverages 15. Clean and stow meal tray and utensils Place beverages on meal tray
Bathroom Break The toilet (or waste collection system) used in space is very similar to the kind were accustomed to using here on Earth, although there are some unique features. First of all, in order to remain seated, astronauts must make use of restraints, otherwise they might float away! Secondly, instead of water to flush away solid waste, this toilet relies on air. When astronauts need to use the toilet, they seat themselves and make use of the various restraining
devices (foot loops, thigh restraints etc.). They then activate the air suction system using a control lever. Air is then sucked downward into the toilet bowl taking solid waste with it. Solid wastes are then compressed and stored onboard, and then later removed. Where urinating is concerned, astronauts make use of a large tube, connected to the bottomfront of the toilet. This tube also has air flowing through it, which carries the urine into a holding tank. Anatomically correct urine funnel adapters are attached to this tube so both men and women can use the same toilet. Bathing Keeping yourself clean is as important in space as it is here on Earth. Unlike the Space Shuttle, there is a full body shower unit on ISS. When astronauts want to take a shower, they step into a cylindrical shower stall, and close the door. Astronauts get themselves wet and wash up just like you would on Earth, however, because of weightlessness, the water droplets and soap dont flow downwards into a drain, they float about! Astronauts use a suction device to get rid of the wastewater. Exercise Living and working in space requires very little physical exertion. Therefore, astronauts must exercise to stay healthy. Astronauts are required to exercise for 2 hours each day while on the International Space Station. A stationary bicycle and a treadmill are used in order to exercise both the lower and upper body muscles. A series of straps and restraints are used to keep the astronauts secure against the exercise equipment. Recreation and Sleep Just as on Earth, recreation and sleep are important to good health in space. Cards and other games, books and writing material are all available. Astronauts are also allowed to choose the music they would like to bring with them into space. For this reason, CD players for music are also provided. Perhaps one of the most awe-inspiring activity for an astronaut, however, is to simply look out the window at the Earth below. Many astronauts have remarked how they spent many hours looking down on our planet, noticing how beautiful and fragile it looks from space. For this reason, photography is a very popular hobby for astronauts during their off duty time. Sleeping takes place in a personal sleep station. These are small compartments where an astronaut can finally get some privacy. Its a personal retreat area, where astronauts stow and change their clothes and even hang personal pictures. Each sleep station is equipped with a reading lamp, clothes drawers or nets, a kind of shelf or desktop to work on, and a sleeping bag.
Sleeping bags (also known as a sleep restraints) are really nothing more than a cloth bag with a stiff pad on the back. When its time for bed, astronauts zipper themselves in for a good nights sleep. A sleeping mask and earplugs are also available. A Daily Routine Since water is a rare commodity in space, astronauts on the International Space Station will be recycling their water. This includes respiration, perspiration, shower and shaving water, and even urine. These wastewaters will be purified and then recycled for drinking and other uses. Biological treatments are used to purify water on Earth. The microorganisms used in this process destroy contaminants in the water. The International Space Station will use physical and chemical processes to remove contaminants, along with filtration and temperature sterilization to ensure the water is safe to drink. Water Filtration Activity Note: This experiment only demonstrates a type of water filtration. The experiment will not purify water for drinking purposes. You will need: Clear plastic soda bottle (2-liter) Gravel (aquarium) Sand Aquarium charcoal (activated) Cheesecloth (a nylon stocking can be used instead) Muddy water Rubber bands Step 1. Cut the bottom off the soda bottle. Cover the mouth with several layers of cheesecloth and secure the cloth with a rubber band. Suspend the bottle upside down with its mouth over a glass to catch the filtered water. Step 2. Fill the bottle with charcoal to a depth of 58 cm. Place 810 cm of sand on top of the charcoal. Place 58 cm of gravel on top of the sand. Step 3. Stir the muddy water and pour it into the filter. Watch closely as the water seeps down through the three filtering layers of gravel, sand, and charcoal. Discussion 1. What happened to the water while it passed through the different layers of the filter?
2. Compare the muddy water to the filtered water. Is there a difference? 3. Would it make a difference if one of the layers had been left out?
Music Connections:
As a class, create a soundscape of the environmental sounds heard on the space station, or while walking in space. The use of technology (computers, electronic instruments, sounds manipulated with technology applications) will be necessary for this assignment. In pairs or small groups, have the students collect several examples of contrasting sounds that they may hear on or outside the space station. These should be recorded so they can be presented and explained to the class. Once each pair or group has shared their sounds, try to reach a consensus on a general structure for the soundscape. For example, maybe they will begin their composition with lift off, followed by travelling through space, arriving at the space station, working, and returning to earth. Maybe they will want to focus on a typical day on the space station that includes work and recreation. Once a general plan is decided upon, lead the students into creating the soundscape. There will be many decisions to be made, such as, will all the instruments start at once or will they enter at intervals? Will there be some sounds that serve like a drone throughout the entire composition? Will some be heard alone? Now as a class, create the composition and notate it using graphic notation. Provide any directions needed for other to recreate the soundscape, and then perform it as a class. ASSESSMENT: As teacher, decide in advance the skills you would like to assess and the form of assessment that you will use. This might be a good activity to assess teamwork, cooperation, problem solving, etc. You may wish to create a rubric, or you might consider a checklist. Your decision on the assessment method used will most likely depend on the class, the time available to do a detailed assessment, prior experience on creating soundscapes, etc. As a class, discuss anthems and their relevance in todays society. Play and/or sing O Canada. Discuss it in terms of what we believe in as citizens in a democratic country. Use the following guided questions: When do you usually hear our anthem played? Have you ever heard our national anthem played where it has evoked tears? (e.g. when a medal is won during the Olympics). Why do you think an athlete will cry when he/she hears the anthem played and sees the flag raised? Can you think of other examples? Play an anthem from another country. How is ours similar? Different? What are some key words that describe it? (e.g., sounds like a hymn; march-like; simple melody with
repeated phrases; often not a chorus and verse structure, but rather two distinct sections; short). Have the students, either individually or in small groups, research an anthem from a country assigned by you as teacher. You may wish to limit these to anthems that use English lyrics, although more advanced students may be able to translate them using a free translator on the web. On an assigned day, have the students present their anthems to the rest of the class. They may also wish to show the countrys flag while the anthem is played. For this activity, you might consider limiting the anthems to those of the countries represented on this years space mission. Based on what they now know of anthems, have the students work in groups to create lyrics to an anthem for their school. To begin, as a class brainstorm key ideas that describe what the basic belief systems of the school are. Try to avoid a discussion that simply describes the rules of the school. After enough time to brainstorm, have the students in their groups create the lyrics for an anthem. Invite the students to share their ideas with the class.
Extension of the learning You may wish to create a class composition that will become the schools anthem. Select a set of lyrics from the previous activity, or combine ideas from several groups to arrive at a class set of lyrics. Then, in groups, have the students improvise a simple melody that works. Work in small sections, and allow time throughout the process for songwriters circles where students are encouraged to give feedback to each other. This process should be extended over several lessons. When the melody is complete, record the anthem.
Preparing for the Space Mission: CD project After the students have read the information on eating in space, have them, either Individually, or in groups, create a CD or a Playlist of dinner music that they would take on the mission if they were to travel to the space station. Have them explain their choices when they present their CD or Playlist. How will the specific recordings help them adapt to the unique routine for meals on the space station? The astronauts will have a special sleep routine, and as the information explains, this will be quite different from what they experience on earth. It may be helpful to have some music that has personal significance to take along on the space mission. Add to the CD or create a new playlist that has music that will help you sleep. Again, have the students justify their choices. The information provided also includes an explanation of the importance of exercise while on the space station. Have them add to the CD or create a new playlist of tunes that they will play as they exercise. They should have a range of music, including both
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fast and slow tunes. Consider the extent of movement that will be possible in zero gravity, as well as the confined space within which they will exercise. Assessment: Have each group of students, or each student if the above CD project was done individually, exchange CDs or Playlists with another group or individual. Ask the students to listen to this CD and provide feedback to the student(s) who created it. This can be oral feedback, and should be constructive. You may consider providing criteria for the students to assess the CDs and Playlists.
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Influence on the Hemic System: Grades 5-6

[http://www.asc-csa.gc.ca/pdf/educator-microgravity_science_edu.pdf] Activity: Puffy face/bird leg syndrome Objective: To demonstrate the phenomenon of fluid shift towards the upper body. Materials:

Camera (preferably Polaroid) Measuring tape Erasable marker Adjustable bench or any inclined plane
Method:

Have a student lie on the bench with the head about 30 cm lower than the feet and remain in this position for a few minutes. Take a picture of his or her face at the beginning of the experiment and another at the end, 5 or 10 minutes later. Now, note the observable differences: veins more swollen, smoother skin, blood rushing to the head as in zero g. To observe the reduced volume of the ankles, measure their girth at a particular spot (draw a circle on the ankle) at the beginning and end of the subjects stay on the inclined plane (5 to 10 minutes). Discuss these results with your students.
Influence on bone structure Activity: Stretching of the spine Objective: To demonstrate that a person grows taller in zero g Materials:

3 large flexible sponges (to represent the spongy tissue) 4 large books (to represent vertebrae) 1 large rubber band 1 photo of the spine
Method:
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Stack the books and sponges alternately. Press down on the book and sponge assembly to compress it. Stretch the rubber band around the assembly to hold it in that position. The rubber band illustrates the force of gravity, which compresses the discs in the spinal column when the astronaut is on Earth. Have the students measure the height of the assembly. Remove the rubber band while keeping the stack upright. Have the students take another measurement. Explain to students that the difference in height results from the removal of the rubber band or, in real life, the disappearance of the Earths gravity once the astronaut is in space.
Activity: Reduction in a persons height during the day Objective: To measure the effect of gravity on a persons height. Materials:

Measuring tape Sticky tape
Method:

Choose two volunteers from the class. They should preferably be the tallest and the shortest. Measure each students height accurately at the beginning and end of the day. To ensure that the experiment is accurate, the same student should always take the measurements. Make sure the volunteer keeps heels and head against the wall and head level. Take the measure by placing a book flat on the volunteers head and a length of sticky tape just below the book where it meets the wall. That way you will have two marks to compare. Compare the results. The students grew shorter during the day. The reason is the effect of gravity on their spines: when they were in bed, lying horizontal, the vertebrae eased apart a little, but through the day they were squeezed together again by gravity. Ask the students to redo this experiment for a few days at home. Compile the results in class and derive the average height increase for all students. Hold a class discussion of the possible causes of any variations in the results.
Influence on balance and the sense of orientation Activity: Astronauts balance test Objective: To demonstrate the importance of the eyes in keeping your balance.
Materials:

Plank (2 x 4 x 24) Chronometer Blindfold
Method:

Lay the plank flat on the ground. Have two students hold either end to keep it steady. Have a volunteer stand on the plank with the toe of one foot touching the heel of the other and arms crossed on his or her chest. Time how long he or she can balance on the 2x4 with eyes open. Repeat the experiment and time it again with the person blindfolded. Explain why the volunteer lost his or her balance more quickly the second time, when he or she no longer had any visual cues.
Activity: Disorientation test Objective: To show the importance of the inner ear in keeping your balance. Materials:

Swivel chair Blindfold Volunteers (as monitors)
Method:

Blindfold the chosen volunteer. Have the student sit on a swivel chair and turn slowly around a few times. Remove the blindfold and tell the student to open his or her eyes quickly. Note that there is minimal loss of balance and little dizziness. The fluid in the inner ears semicircular canals stabilizes quickly. Repeat the experiment by having the student turn faster and for a longer time. When the subject opens his or her eyes the dizzy feeling is stronger and the subjects balance has begun to be more disturbed, as the fluid in the semicircular canals is taking longer to stabilize. Repeat the second experiment with the subjects head forward, chin on chest. His or her sense of balance will be even more uncertain, since this way the semicircular canals are turned through 90 degrees (see sketch of inner ear) and the feelings of dizziness are that much stronger. Have the volunteer describe his or her sensations and discuss the results.
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Additional activities

Talk with students about real-life experiences that might remind them of some of the physical symptoms associated with a space mission. Ask students to list human beings biological needs and suggest how they could be supplied in space. The primary needs are: atmosphere (oxygen, pressure, temperature, odours), water, food, health and fitness, hygiene and psychological needs. To these may be added the need for protection from radiation, the vacuum of space, debris and meteorites. Ask students how gravity might be simulated aboard a spacecraft to create more natural conditions for the human body. Ask students to design a game for astronauts that would take into account the conditions and environment of microgravity. Explain to the class the function of the inner ear and its role in controlling balance and orientation.
Music Connections:
Using concepts and terms students have learned about the hemic system and the scientific principles related to this topic, students can create an informational song. In teaching how to create a song you can explain song structure (introduction, pre-chorus, chorus and verse, bridge, outro). As a whole class lesson you can use chart paper to illustrate song structure and you can brainstorm together ideas about the hemic system (common scientific terms, rhyming words, main ideas or messages from the lesson). You might want to brain storm a verse as a class, to get the students thinking, or students can create their own verses. An example of a verse might be as follows: The Hemic system is being affected, My balance feels undirected, When I spin too fast, My inner ear fluid is slow to be corrected As the chorus is the repeating section of the song, students should focus on putting a key message in the chorus and relating that specifically to the above science lesson. As students create their informational songs, they can choose how they would perform these songs (A cappella, in a group, with instrumentals). Students can perform their song, or record it and play it for the class. In reflecting, analysing and responding, the rest of the class can explain how this piece made them feel, and how they felt the facts were presented in regards to the science connection.
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Movement and Music

Using what the students have learned in this lesson about the Hemic system, have the students demonstrate through basic movements the effects of gravity on the body. Remind them that gravity is present on earth, but on the space station, there is no gravity. How does this affect their movements? Begin by having them walk around the room, using all the space, and connecting with each other through eye contact and avoiding running into each other. Experiment with levels, asking them to show high, medium and low walking movements. They may need to use their arms to define the various levels. Also have them, experiment with direction (forward, backward, sideways) and tempo (fast, slow, moderate, getting faster, getting slower). To motivate the students and to add interest, play pre-selected instrumental music, or use a simple beat on a tambour, hand drum, bodhran, tambourine, etc. Add a new dimension to the movement by asking the students to join a partner at a predetermined signal. Once they have their partner, encourage them to interact as they combine movements, this time not walking but on the spot. Again, at another designated sound, have them continue on their walk individually. Repeat the process until they have interacted with several individual students. Repeat the above sequence, this time as if they were on the space station. Since there is no gravity, how might this affect their movement patterns? Once again, stress levels, directionality, tempo. On the space station, floor space might be limited as there will be many machines, computers, etc. How might this determine the range of movements possible, either individually or in pairs?
ASSESSMENT: Have a self-assessment rubric ready so students can assess their own progress in demonstrating the idea of moving with and without gravity, as well as the basic movement techniques, such as levels, directionality, tempo. By grade 5 and 6, students should have a good understanding of good breathing techniques for singing and playing wind instruments, as well as breath control for extending phrases. Using the experiment of the sponges and books, relate the compression and elongation of the spine as they relate to good breathing technique. Have the students experiment with balance as the science lesson demonstrates. Show an excerpt from a ballet in which the dancers are spinning. If there are students in the class who take dance or figure skating lessons, ask them what they do to overcome dizziness while spinning. Under great supervision, select individual students to demonstrate spinning one at a time. Remember, you must stress safety as this could cause injury, particularly if you are working in a confined space. Ask each student how they felt when they stopped spinning. Compare the feeling to what they might imagine if they were doing a dance on the space station with no gravity. Do you think the feelings are similar?
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Have a range of recorded excerpts available for a listening activity. As you play each piece, invite students to describe each in relation to what reminds them of gravity, and anti-gravity. Remember, there are no wrong answers, but it is very important that they justify their choices. Repeat the previous activity only this time have them describe each piece in terms of sounding dizzy, calming, unusual, etc.
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Catching Some Rays

[http://www.asc-csa.gc.ca/eng/educators/resources/evarm/grade6/rays.asp] Directed Reading-Thinking Activity 1. Distribute copies of Reading Selection, Catching Some Rays, to students. 2. Engage students in a step-by-step process to guide them through the informational text, assessing prior knowledge, noting any misconceptions, explaining and discussing concepts e.g.
o
Break the reading into small sections, giving the students time to think about, discuss and process information. Ask students to read the introduction and share what they know about the topic. Ask students to read the first question posed by the text, and share what they know about the topic. Have students read the corresponding section of the text. Prompt the students with questions about specific information and explain new vocabulary in context. Encourage students to ask questions for clarification. Move on to the next question posed by the text and continue in a similar fashion until students have read and discussed the whole text.
o o
3. Ask students to work with a partner to record key ideas in a graphic organizer such as the following.
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Step 2 Research Ask students to research Victor Hess and prepare a short report answering the following questions:

Who was Victor Hess? For what discovery is he best known? What was his hypothesis about the origins of cosmic rays? How did he test his hypothesis? What did he observe? What were his conclusions?
Step 3 Discussion Divide the class into groups of four. Ask students to share their research reports in their groups and discuss the answers to the following questions: 1. Name one Canadian community where you would expect exposure to cosmic radiation to be very low. Name one community in Canada where you would expect exposure to cosmic radiation to be higher. Explain why you chose these communities. 2. List four occupations where the risk of cosmic radiation exposure would be greater than normal. Explain your choices. 3. How will the EVARM experiment assist scientists in making space travel safer?
Music Connections:
Discuss different music cultures as a class and the fact that different music cultures are represented by the environment in which they are created. Connect this to the above lesson. Have students individually, or in groups, work to describe how music has changed over time, and how it connects to different cultures.
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You can also have students describe how their music choices might be different from the choices of their parents. Have them analyse why this might be true and how this connects to different eras in music cultures. Connect this to the science lessons above by describing how changes in science creations can be compared to changes in music creations (e.g. how auto tune has been created as technology has developed). Have the class create a musical concert that travels from the 1950s to 2010. Assign groups of students (2-3 students in a group) a specific era of music and have them represent music from that time period. Students can dress up wearing clothing from that era, use props and bring in any items that might represent music at this time and the culture that surrounded it (disco in the 1970s, pop music in the 1990s). Students may choose to represent a specific group or individual that they feel represents their specific era (Michael Jackson in the 1980s, Justin Bieber in 2010s).
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Appendix A: Music Monday Song I.S.S. (Is Somebody Singing)
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Appendix B: Suggestions for Music Monday Celebrations

Add a new dimension to the movement by asking the students to join a partner at a
pre-determined signal. Once they have their partner, encourage them to interact as they combine movements.
Collaborate with the science teacher in the school and organize a science/music fair.
Some of the activities described in this module can be displayed and/or performed.
Organize an informance during which you have the students present to parents and
the school community what they learned in this module. If the students have created soundscapes, raps, or other compositions, you can have them perform them at that time.
Create a display that demonstrates the connections between science and music. Have your class participate in Chris Hadfields log, and in your correspondence
communicate some of the experiences the students are having with the activities in this module.
Invite physics students from a neighbouring high school to demonstrate for your
students the physics of sound.
Have the students work in groups to produce a report Chris Hadfields musical
journey to the International Space Station.
Partner with another elementary or middle school in your district as you work through
the activities in this module. Share ideas electronically on a weekly basis, and arrange to have the students come together to share the projects they have been working on.
Contact the Coalition for Music Education to share your successes with the activities
suggested in this learning and teaching module.
Organize workshops for other music educators in your district prior to beginning the
activities suggested in this module. Plan how you will organize them, and set up a communication system to offer support to each other as you work through the activities.
Plan to have your students view the presentation on CBC on February 8 during which
Chris Hadfield and Ed Robertson will premier I.S.S. (Is Somebody Singing), with Hadfield on the Space Station and Robertson in Toronto.
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Is Somebody Singing Learning Teaching Module

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Is Somebody Singing?

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1 long sheet of paper/group Pencils/felts Scissors

1 wine bottle 1 wine pump A small balloon

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Influence on the Hemic System: Grades 5-6

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Movement and Music

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Catching Some Rays

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Appendix A: Music Monday Song I.S.S. (Is Somebody Singing)

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Appendix B: Suggestions for Music Monday Celebrations

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