Space Exploration Unit Plan

Grade 9 Applied Science

By Tianna Barnes

Overview
The goal of this unit is to explore space through the investigation of creating a space station proposal
and prototype. The lessons that the students complete will provide information to consider when
completing the prototype of their Canadian Space Station (CSS). This inquiry based unit will focus
on the benefits and challenges of space exploration, the contributions that Canada has made in the
field of space exploration, the investigation of celestial objects in the solar system and universe, and
the understanding of major astronomical phenomena in the solar system and universe. The unit will
begin with an introduction to the summative assessment and different portions will be completed
throughout the unit, instead of all at the end. In this sense, students will be completing research
through their own investigation as well as collecting information from various class activities.

Lesson Description Number of Classes

1 What do humans need to survive? 1

2 The International Space Station (ISS) and Canadian contributions to space exploration 2

3 Introduction to summative assignment: Canadian Space Station Design 1

4 Properties of Earth 1

5 Earth phenomena 1

6 Other Planets 1

7 Summative assignment - Research properties of chosen terrestrial body 1

8 The Sun 1

9 Other Stars 2

10 The Solar System and Galaxies 1

11 Summative Assignment - How needs will be met chart 2+

12 Summative Assignment - Prototype build or detailed floor plan 2+

13 Summative Assignment - Interview and Gallery 1

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 Lesson 1 - What do humans need to survive?
Classes: 1

Overview
Introduction to space exploration. Students will explore the needs for human survival on Earth.
Minds On - An initial list of needs to survive will be created using prior knowledge

Action - Students will share lists in small groups their thoughts

- Compile lists on chart paper (to be used for summative assignment)
- Clips of outer space (in Resources) will be played and lists will be updated

Consolidation - Class discussion

- Decide on 15-20 of the most important needs for the Master List of Needs

Specific Expectations
D1.1, D2.1, D2.4, D3.3

Learning Goals
The problems that space travel poses for humans
Things that humans need to survive and stay healthy

Assessment
Observing discussions between students
Observation of survival needs lists created by groups

Resources
Science North - Superb Space Stations, written by Matt Roy
Video Clips:
Sleeping in Space https://www.youtube.com/watch?v=UyFYgeE32f0

Running in Space https://www.youtube.com/watch?v=_ikouWcXhd0

Tears in Space (Dont Fall) https://www.youtube.com/watch?v=P36xhtpw0Lg

Life on Station https://www.youtube.com/watch?v=X9vOoXU56KI

The Martian (2015) 0:00-9:15 - weather, detection

The Martian (2015) 10:10-13.24 - breathable air, pressure (space suit), medical supplies

The Martian (2015) 15:40-17:39 - communications, water, breathable air, pressure (living area), food

The Martian (2015) 41:20-41:57 - food production

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 Lesson 2 - The International Space Station (ISS) and Canadian contributions to space exploration
Classes: 2

Day 1 Overview
Preparation: Book necessary technology (laptops or tablets)
Students will learn about the basics of the International Space Station (ISS) through video (in Minds
On) and discussion. They will explore and analyse contributions that Canada has made to space
exploration.
Minds On - ISS video MOST FUNNY AND CRAZY ISS TOUR!!!:
https://www.youtube.com/watch?v=AxX_DvzJMZM
- Discussion about observations and more information from teacher

Action - Class discussion about Canadian contributions in space

- Discuss Canadarm
- Students research another Canadian contribution to space science in pairs
- Prepare a 3-4 minute presentation on facts (for learning, not for marks)

Consolidation - Exit Slip: What contribution?, One cool thing, One question

Day 2 Overview
Students will broaden their knowledge of Canadian Contributions to space exploration through their
peers.
Minds On - Review Canadarm discussion and expectations of the day

Action - 3-4 minute presentation on Canadian contribution research (no marks)

Consolidation - Discussion and Questions

Specific Expectations
D1.1, D1.2, D2.1

Learning Goals
Ways that Canada has contributed to space exploration

Assessment
Exit slip (day 1)
Content chosen for presentation (day 2)
Communication skills (day 2)

Resources
STAO - https://stao.ca/cms/component/edocman/?
task=document.viewdoc&id=754&Itemid=
Canadian Space Agency (Canadian Milestones) - http://www.asc-
csa.gc.ca/eng/about/milestones.asp
Canadian Space Agency (Canadarm) - http://www.asc-csa.gc.ca/eng/canadarm/

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 Lesson 3 - Introduction to Summative Assignment: Canadian Space Station Design
Classes: 1

Overview
Students will be introduced to their summative project. They will form their groups and start initial
plans for their proposal of the CSS.
Minds On - Project proposal: from another teacher or video

Action - Discuss all aspects of summative assignment and assessment

- Make groups of 2
- Using needs lists, create initial design plan (sketch, lists, tables, etc.)

Consolidation - Share design ideas

- Hand in initial plans with names
- Leave students with thought that To build a space station, it is important to understand
space and the terrestrial body that the CSS will be on

Specific Expectations
D1.1, D2.1

Learning Goals
Know what is expected for summative assignment and assessment
Create solutions for obstacles in space

Assessment
The ideas behind initial plans, provide feedback

Resources
Science North - Superb Space Stations, written by Matt Roy
STAO - https://stao.ca/cms/component/edocman/?
task=document.viewdoc&id=754&Itemid=

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 Lesson 4 - Properties of Earth
Classes: 1

Overview
Students will analyse known properties of Earth such as, but not limited to, motion of the Earth,
relative distances in space, composition, and temperature. Students will explore the reason for the
seasons through interactive activities (resource 2 and 3 below). There will be a small analysis of
technology adaptations due to Earth conditions.
Minds On - Pose the following questions: What do you know about Earth?, What is the difference
between rotation and revolution?
- Discuss

Action - Start with the question What causes the seasons?

- Use resource 2, 3, and 4 below to explain

Consolidation - Discussion and Questions

- Mock (no mark) quiz: What is the difference between revolution and rotation? How does
the Earths tilt cause the seasons?

Specific Expectations
D2.1, D2.2, D2.3, D2.4, D3.1, D3.3, D3.4

Learning Goals
Reasons Earth is suited for life
Properties of Earth
Reason for the seasons

Assessment
Mock quiz: understanding of Earths motions

Resources
Space Facts (Earth) - http://space-facts.com/earth/
National Geographic (active seasons demonstration) -
http://nationalgeographic.org/archive/xpeditions/activities/07/season.html
Astro (axis tilt visual) -
http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.swf
Art Escape (season reason PPT) - http://www.artescapesonline.com/movies/Module
%20IV_V15.swf
Interactive Sites for Education (earth) - http://interactivesites.weebly.com/earth-
moon-and-sun.html
Utah Science (rotation vs. revolution interactive quiz) -
http://utahscience.oremjr.alpine.k12.ut.us/sciber06/6th/moon/html/rotate.htm

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 Lesson 5 - Earth Phenomena
Classes: 1

Overview
Students will gain an understanding of phenomena occurring on Earth. They will explore solar
eclipses through an interactive activities using flashlights and balls and learn about Aurora Borealis
and the magnetosphere.
Minds On - Review Earth properties
- Play various parts of Aurora Borealis video: https://www.youtube.com/watch?
v=NZlfxWMr7nc

Action - Use resource 2 below to spark conversation about Aurora Borealis and the
magnetosphere
- Relate Aurora Borealis and a phenomena of Earth: Are there any others?
- Use resource 2 below to demonstrate Solar Eclipse

Consolidation - Discussion and Questions

- Exit slip: Draw and label a picture of your solar eclipse activity

Specific Expectations
D2.1, D2.2, D3.3, D3.5

Learning Goals
Astronomical phenomena on Earth
Significance of Aurora Borealis and Magnetosphere
Understand solar eclipses

Assessment
Exit slip: understanding of a solar eclipse

Resources
Nasa (Eclipsing Sun activity) -
http://sunearthday.nasa.gov/2006/images/eclipsing_the_sun2.pdf
Author Stream (Aurora Borealis PPT) -
http://www.authorstream.com/Presentation/Dahaka-498435-aurora-northern-southern-polar-
lights/
EduPlace (Interactive Aurora Borealis by solar wind and latitude) -
http://www.eduplace.com/kids/hmsc/activities/simulations/gr6/unitd.html

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 Lesson 6 - Other Planets
Classes: 1

Overview
Analyse and compare basic property relations between the planets in the solar system (e.g. the
temperature decreases as distance from the sun increases). Categorize planets as terrestrial planets,
gas giants, or ice giants.
Minds On - What are the planets in our solar system? What about Pluto?

Action - Use resource 1 (below) to create a chart like in resource 2 (below) as a class
- Assign students to take turn as researcher (leads class discussion) and recorder (writes on
board)
- Students copy down chart throughout

Consolidation - Discussion and Questions

- Exit slip: One new fact, one missing fact, a diagram of a relationship of properties
between planets

Specific Expectations
D2.1, D2.2, D2.3, D3.1

Learning Goals
Categorize planets as terrestrial, gas giants, or ice giants
Relationships between different properties of the planets (size, temperature, distance,
etc.)

Assessment
Assess content of discussion
Exit slip: understanding of relationships of different properties between planets

Resources
Nasa (comparisons between two planets at a time) -
http://solarsystem.nasa.gov/planets/compare
Astro-Observer (planet statistics chart) - http://astro-
observer.com/solarsystem/compare/statistics.html
Nasa (Pluto information) - https://www.nasa.gov/audience/forstudents/k-
4/stories/nasa-knows/what-is-pluto-k4.html

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 Lesson 7 - Summative assignment - Research properties of chosen terrestrial body
Classes: 1

Overview
Preparation: Book necessary technology (laptops or tablets)
Students will research and explore properties of a specific terrestrial body (planet or moon). This will
create a better understanding of their chosen body for their summative assignment. Characteristics
researched must cover all needs on the Master needs list and any extras.
Minds On - Review the Master list of Needs on wall
- Review term: terrestrial body
- Review the requirements of Summative Assessment for the Day

Action - Students research their chosen terrestrial body

- Use Master list of needs as guide

Consolidation - Discussion and Questions

- Exit slip: research with names

Specific Expectations
D1.1, D2.1, D2.2, D2.3, D2.4, D3.1, D3.2, D3.6

Learning Goals
Compare a terrestrial body to Earth
Characteristics of terrestrial body

Assessment
Exit slip: amount and quality of research, give written feedback for further research

Resources
Science North - Superb Space Stations, written by Matt Roy
STAO - https://stao.ca/cms/component/edocman/?
task=document.viewdoc&id=754&Itemid=

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 Lesson 8 - The Sun
Classes: 1

Overview
Students will learn about the composition of the sun and different characteristics. Sun spots and
magnetosphere will also be talked about. Discussion about the atmosphere, surface, and potential for
life will be discussed as well as exploration of the sun.
Minds On - Ask students to think about their plans. How will they get heat/ light?
- Once they answer the sun play the video (resource 1) *important that chemistry strand is
taught first*
- Pause at 0:36 and discuss thoughts

Action - Play rest of video, pausing at times to explain more thoroughly or to repeat (fission is not
easy)
- Pose question: What about the dark spots on the sun? (sunspots) - cooler spots
- Discuss Sun composition, history, characteristics, etc. (resource 2)

Consolidation - Discussion and Questions

- Bingo: from important points covered on board, to be kept track of throughout lesson
Collect bingo cards

Specific Expectations
D2.1, D2.2, D3.1, D3.4

Learning Goals
Characteristics of the Sun
How the sun creates energy

Assessment
Initial thoughts about the sun
Information that sticks with students as shown on the bingo cards

Resources
Veritasium on Youtube (Where does the sun get its energy?) -
https://www.youtube.com/watch?v=Ux33-5k8cjg
Nasa (everything about the sun) - https://solarsystem.nasa.gov/planets/sun

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 Lesson 9 - Other Stars
Classes: 2

Day 1 Overview
Preparation: Book necessary technology (laptops or tablets)
Students will explore stellar bodies seen, and not seen, in the night sky. The use of digital and paper
sky maps will help students to locate stars. Comparisons of distance and size will be made of stellar
bodies. The understanding of sky maps will be developed.
Minds On - Discussion: What might you see out a window on your space station?
- Discuss stars and constellations using resource 1 (below)

Action - Students research stars and constellations using resources 3, 4, and 5 (below)
- Fill out information on blank sky maps (resource 2)

Consolidation - Discussion and Questions

- Exit slip (on back of sky map): two interesting things, one confusing thing, favourite
constellation

Day 2 Overview
Preparation: Push back all desks from center of room
The application of star maps will be developed along with an opportunity for a creative written piece
relating to constellations.
Minds On - Four corners: season that favourite constellation is in
- Discuss

Action - In groups created by four corners, create a quarter of blank sky map on chart paper
- As a class, create constellations with bodies

Consolidation - Discussion and Questions

- Mock (no mark) quiz: What is a star? What is a constellation? What stars do we see from
Earth? How do you find Polaris using constellations? Draw one constellation and name it.
- Replace desks

Specific Expectations
D2.1, D2.2, D2.3, D3.1

Learning Goals
Difference between stellar bodies
Stellar bodies that can be seen by the human eye
Locate and name stars and constellations using a star map

Assessment
Assess use of star map (day 1)
Mock quiz: Understanding of stars and constellations (day 2)
Feedback through discussions

Resources
Nasa (stars PPT) - https://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=182
Voyager (sky maps) - http://voyager.dvc.edu/~psasse/astronomy/Skycharts.htm

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 Neave (interactive sky map) - https://neave.com/planetarium/
Astronomy for Kids (constellation hunt) -
http://www.kidsastronomy.com/astroskymap/constellation_hunt.htm
Dust Bunny (constellation information) -
http://www.dustbunny.com/afk/constellations/
The Kid Should See This (constellation crash course) -
http://thekidshouldseethis.com/post/what-is-a-constellation-crash-course-kids

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 Lesson 10 - The Solar System and galaxies
Classes: 1

Overview
Students will show prior knowledge of the solar system at the beginning of class and will then create a
mind map of the information of the collective class. Discussion will follow to fill in gaps of basic
knowledge that students should know (e.g. the planets in order, the various temperatures, rotation
directions and orbit directions, tilts, the formation, etc.). A copy of the mind map will be the
responsibility of the students (written or digital). The class will then attempt to grasp the concept of
the size of the solar system through a scale model of planet size and distance.
Minds On - Snowball fight!: What do you know about the solar system? (write down as much as you
can about the solar system in 10 seconds, crumple into a ball and throw, add one thing to
new list and throw, repeat, repeat, etc.)
- Students throw all snowballs at teacher
- Teacher creates a mind map on board of knowledge and adds necessary information
when done
- Students copy mind map or take photo at end

Action - Class activity: create a scale model of the solar system (outdoors is best) using resource 2
- Can be done in groups with instructions (sizes and distances will be figured out as class)

Consolidation - Discussion and Questions based around activity What was difficult? What was
interesting? What did not surprise you?

Specific Expectations
D2.1, D2.2, D3.1, D3.2

Learning Goals
Basic composition and ideas of solar system
Gain better understanding of distances within the solar system

Assessment
Information being shown through snowball fight (class knowledge)
Activity: are the students grasping the vastness of space?

Resources
Nasa (solar system information) -
https://solarsystem.nasa.gov/planets/solarsystem/indepth
Exploratorium (create scale model of solar system) -
http://www.exploratorium.edu/ronh/solar_system/

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 Lesson 11 - Summative assignment - How will needs be met? chart
Classes: 2+ (as needed)

Overview
In pairs, students will continue their summative assignment. This is the time that students will
combine the ideas of the Master Needs List and the research done on their terrestrial body. They
will spend the class creating a table (or other graphic organizer) to display this information. A start to
a sample organizer is as follows:
Need How to Overcome need

Food

Waste disposal

Sleeping

Overcome boredom

Important things for students to remember

Characteristics of location for proposal of CSS
ALL need on the master list must be included
Any extra needs that you think are important for your planet should be included
Description of solution does not need to be words
This needs to be neat and include data about terrestrial body because others will see
this

Students will also create a list of their six astronauts (including the two group members). Each
astronaut must have a specialty that will help the team. Any training or previous experience must be
listed. Research for this can any other missing research can be done during these periods if
technology is available.

Specific Expectations
D1.1, D2.1, D2.3, D2.4

Assessment
Continuing feedback throughout classes as walking through students and discussing
their work
Students hand in progress at the end of each day, written feedback: what is done
well?, what could use more detail?

Resources
Science North - Superb Space Stations, written by Matt Roy

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 Lesson 12 - Summative assignment - Prototype build and/or detailed floor plan
Classes: 2+ (as needed)

Overview
Students will create a scale model or detailed floor plan of their space station. This is the prototype
that will be presented to the Canadian Space Agency. Each prototype must have a scale indicated on
it somewhere. Simple labels are encouraged (e.g. sleeping pod, module 1, exercise module, etc.), but
no labels should explain entire purpose of the area. Significant objects should be included in model/
floor plan (e.g. chairs, sleeping furniture, etc.), but minor things can just be written on a list for the
area (e.g. eating utensils, pens, etc.).

Each student must know all aspects of the model. These periods are the times to prepare for the
interview. Anything can be asked, but it would be wise to give students guidelines for possible
questions such as:
Which solution do you think was the most creative and effective? Explain.
What solution do you think may need more adjusting before use and why?
Why was ____(Solution)____ done in this way?
Why is this portion of your station located here?
Why was __(name)___ chosen for your team?

Specific Expectations
D1.1, D2.1, D2.4, D3.3

Assessment
Continuing feedback throughout classes as walking through students and discussing
their work

Resources
Science North - Superb Space Stations, written by Matt Roy

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 Lesson 13 - Summative assignment - Interview and Gallery
Classes: 1

Overview
Preparation: Book necessary technology (laptops or tablets)
Space stations will be displayed with all information, including graphic organizer of how the needs
were overcome and data collected about planet. The gallery will be a free flowing gallery set up for
free movement throughout the class. Students are to pay close attention and record information as
they move about the class. There will be a short quiz at the end of class using kahoot (sample
questions: Which group planned their proposal on mercury?, Which planet will George Clooney be
travelling to?, etc.). These questions can be formed throughout the unit as groups hand in their
various works or while the teacher circulates the room.

While the gallery is in progress, the teacher will interview each student individually and ask them
about their CSS proposal. Questions as sampled in lesson 12 can be asked as well as many more. It
is important for students to know their space station. The students will have their model available to
reference, but not their graphic organizer of the needs and ways to overcome them. They will be
evaluated on the project as per the rubric below.

Students could also vote on the winner of the proposal.

Learning Goals
Analyse challenges and benefits of space exploration
Investigate properties of celestial bodies
Understand major components of the solar system and universe

Assessment

Categories 50-59% (Level 1) 60-69% (Level 2) 70-79% (Level 3) 80-100% (Level 4)

Knowledge / Properties of the Relevant properties Relevant properties All relevant

Understanding: terrestrial body are of the terrestrial of the terrestrial properties of the
I understand the understood and body are understood body are well terrestrial body are
issues and science demonstrated in a and demonstrated to understood and deeply understood
involved limited way. some degree. demonstrated. and demonstrated.
Issues related to Health related issues Health related issues Health related issues
human health are are somewhat are well understood. are deeply
understood in a understood. understood.
limited way.

Application: Limited solutions to Some effective Effective solutions to Insightful and

The design works the challenges of solutions to the the challenges of effective solutions to
human survival. challenges of human human survival. the challenges of
Model/ Floor plan survival. Model/ Floor plan human survival.
has limited details Model/ Floor plan has has all major Model/ Floor plan
considered. has some major details considered. has both major and
details considered. minor details
considered.

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 Communication: Answers are unclear Questions are Questions are Questions are
Interview Questions or limited. mostly answered answered clearly, answered
A great deal of with some detail. correctly, and will insightfully and with
prompting is Some prompting good detail. great detail.
needed. needed. Little prompting is No prompting
needed. needed.

Resources
Science North - Superb Space Stations, written by Matt Roy

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